Module 3 Problem Solving and Reasoning

Module 3: Problem Solving and Reasoning

To cope up with globalization offered to us by the modern world, mathematics should be viewed in a global context. In this matter, learning problem solving and reasoning
is a must. Problem solving and reasoning is the process of finding solution and using logical thinking to make sense of an idea. These are universal skills to any position and any
industry in any part of the modern world.
This module discusses the fundamental principles of solving problems like the inductive and deductive reasoning, intuition, proof and certainty (Lesson 1) which also
includes mathematical problems involving patterns, along with Polya’s four-steps of problem-solving, different problem-solving strategies and recreational problems using
mathematics (Lesson 2).

Learning Outcomes: At the end of the lesson, the students are expected to:
1. use different types of reasoning to justify statements and arguments made about mathematics and mathematical concepts
2. compare and contrast inductive and deductive reasoning
3. apply the Polya’s four-step in problem solving
4. write clear and logical proofs
5. solve problems involving recreational problems following Polya’s four steps
6. organize one’s strategies, methods and approaches for proving and solving problems

Lesson 1: Inductive and Deductive Reasoning, Intuition, Proof, Certainty and Mathematical Problems involving Patterns
 Mathematical reasoning is the critical skill that enables a student to make use of all other mathematical skills. They learn how to evaluate situations, select problem-solving
strategies, draw logical conclusions, develop and describe solutions, and recognize how those solutions can be applied.
Math helps us have better problem-solving skills. Math helps us think analytically and have better reasoning abilities. Analytical thinking refers to the ability to think
critically about the world around us. Reasoning is our ability to think logically about a situation. Analytical and reasoning skills are important because they help us solve problems
and look for solutions.

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Module 3 Problem Solving and Reasoning

Engage: Let’s Try This!

The Tower of Hanoi is a puzzle invented by Edouard Lucas in 1883. The puzzle consists of three pegs and a number of disks of distinct diameters stacked on one of the pegs
such that the largest disk is on the bottom, the next largest is placed on the largest disk, and so on as shown in the next figure.

The object of the puzzle is to transfer the tower to one of the other pegs. The rules require that only one disk be moved at a time and that a larger disk may not be placed on
a smaller disk. All pegs may be used.
Determine the minimum number of moves required to transfer all of the disks to another peg for each of the following situations.
Number of disks Minimum number of moves required
to transfer all of the disks to another
peg

3
(You can use a stack of various size coins to
simulate the puzzle, or you can use one of the
many websites that provide a simulation of the
puzzle.)

4
 5

��

Explore: Discover This!

In the movie Die Hard: With a Vengeance, in one of the action scenes, Mc Clane and Carver (portrayed by Bruce Willis and Samuel L. Jackson) were caught in a
breathtaking scenario where they need to keep a bomb from exploding, and the only way to prevent explosion is to put exactly four gallons of water on a scale. How would they do
it if they only have a five-gallon and a three-gallon jug? (You can watch the video clip: Die Hard: With a Vengeance in this link
https://www.youtube.com/watch?v=6cAbgAaEOVE)

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Module 3 Problem Solving and Reasoning

Explain: Clarify Your Lesson!

The process of thinking about something, in a rational manner, so as to draw valid conclusions, is known as reasoning. It is a daily activity that we use to make decisions,
which involves the construction of thoughts and converting them into a proposition to give reasons on why we have opted for a particular alternative over the other. Inductive
Reasoning
Inductive reasoning is the process of reasoning that arrives at a general conclusion based on the observation of specific example. It is the process of reasoning that arrives at
a general conclusion based on the observation of specific example. In inductive inference, we go from the specific to the general. We make many observations, discern a pattern,
make a generalization, and infer an explanation or a theory. In other words, you're making an educated or informed guess based on the information or data that you have. It might
sound right, but that doesn't mean it is right.
Inductive reasoning is a method of logical thinking that involves using both observation and experience to reach a conclusion. When you are able to look at a specific set of
data and form general conclusions based on existing knowledge from past experiences, you are using inductive reasoning. For instance, a boy from the city went to the province for
vacation and was introduced to a black carabao for the first time. When he saw a black bull, he will then infer that the black bull is a black carabao since they almost share the same
feature. This reasoning is logical and valid for some point but very likely a wrong conclusion.
Examples of inductive reasoning
 a) Essay test is difficult. Problem solving is difficult. Therefore, all tests are difficult.
b) You were in a hurry because you were getting late in your GECMAT class. Suddenly, you met your classmate in the gate of the school. Then, you met your other classmate
at the corridor. And lastly, you saw your three classmates were going to the library. What can you infer about your GECMAT class?
c) I’ve been to unhealthy relationships before and it didn’t work out. Therefore, any unhealthy relationship will not work out.
d) 3 + 5 = 8, 11 + 15 = 26, 21 + 35 = 56, therefore, the sum of any two odd integers is even.
e) I caught him secretly staring at me and smiling. He always liked my FB status whenever I’ve posted my picture. He was so shy when we were talking to each other
personally. Therefore, that guy has a crush on me.

A. Using Inductive Reasoning to Find a Pattern

Example 1: Given the following string of numbers: 1, 2 ,4, 5, 7, 8, 10, ___, ___, ___
Continue the pattern and fill in the three blanks. Use inductive reasoning to find a correct answer.
Solution: 11, 13, 14, since the string of numbers skipped the numbers that are divisible of 3 (e.g., 3, 6, 9, …)

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Example 2: Make a reasonable conjecture for the next figure in the sequence

?
Solution: Since the figure rotates in clockwise direction with a solid dot in the center for the first four figures, therefore, the next figure is .
Inductive reasoning is not used just to predict the next number in the list. We can also use inductive reasoning to make a conjecture about an arithmetic procedure.

B. Using Inductive Reasoning to Make a Conjecture

Example 3: When two odd numbers are added, will the results always be an even number? Use inductive reasoning to determine your answer.
Solution: 5 + 3 = 8, 11 + 7 = 18, 37 + 99 = 136

C. Using Inductive Reasoning to test a Conjecture

Example 4: Use inductive reasoning to decide if the following conjecture is likely to be true: any four-digit number is divisible by 11 if the difference between the sum of the first
and third digits and the sum of the second and fourth digits is divisible by 11.
Test the following example:
a) 1,738 Solution: (1 + 3)– (7 + 8) = 4 − 15 = −11, hence 1,738 is divisible by 11
b) 9,273 Solution: (9 + 7) − (2 + 3) = 16 − 5 = 11, hence 9,273 is divisible by 11
c) 7,161 Solution: (7 + 6) − (1 + 1) = 13 − 2 = 11, hence 7,161 is divisible by 11

Finding a Counterexample
The counterexample is to disprove the conjecture.
Example 5: Find a counterexample that proves the conjecture that a number is divisible by 3 if the last two digits are divisible by 3 is
 false. Test the following sample whether the last two digits are divisible by 3.
a) 1,527 Solution: 27 is divisible by 3 and 1,527 is also divisible by 3.
b) 11,745 Solution: 45 is divisible by 3 and 11,745 is also divisible by 3
c) 1,136 Solution: 36 is divisible by 3 but1,136 is not divisible by 3, hence, 1,136 is a counterexample to the conjecture.

Deductive Reasoning
Deductive reasoning is the process of reasoning that arrives at a conclusion based on previously accepted general statements. It’s based on overall rules, NOT on specific examples.
Deductive reasoning draws specific conclusions from general principles or premises.
Examples of deductive reasoning
a) It's dangerous to drive on icy streets. The streets are icy now, so it would be dangerous to drive.
b) Acute angles are less than 90 degrees. This angle is 40 degrees, so it must be acute.
c) All numbers ending in 0 or 5 are divisible by 5. The number 35 ends with a 5, so it must be divisible by 5.
d) All dolphins are mammals, all mammals have kidneys; therefore, all dolphins have kidneys.
e) All male students of BSED 1B1 are honest and faithful. John Raymund is a BSED 1B1 student. Therefore, John Raymund is honest and faithful.
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f) All secret relationships are unhealthy. I have a secret relationship, so it must be unhealthy.

A. Using Deductive Reasoning to Prove a Conjecture

Example 6: Consider the following problem: Think of any number. Multiply that number by 2, then add 6, and divide the result by 2. Next subtract the original number. What is
the result?
a) Use inductive reasoning to make a conjecture for the answer.
Solution:
Number 5 11 100

Multiply by 2 10 22 200

Add 6 16 28 206

Divide by 2 8 14 103

Subtract the original number 3 3 3

Conjecture: Following the rules, the result is always equal to 3.

b) Use deductive reasoning to prove your conjecture.
Solution: Let �� be any number
 Number ��

Multiply by 2 2��

Add 6 2�� + 6

Divide by 2 2�� + 6

2= �� + 3
Subtract the original number (�� + 3) − ��
=3

Now we know for sure that the result will always be 3, and our conjecture is proved.

Example 7: Use inductive reasoning to arrive at a general conclusion, and then prove your conclusion is true by using deductive reasoning. Pick a number, add 50, multiply by 2
and subtract the original number. What is the result?
Solution:
Number 5 1 100
1

Add 50 55 61 150

Multiply by 2 110 122 300

Subtract the original number 105 111 200

A reasonable conjecture is that the final answer is 100 more than the original number.
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Comparing Inductive and Deductive Reasoning

Inductive Reasoning: The first lipstick I pulled from my bag is red. The second lipstick I pulled from my bag is red. Therefore, all the lipsticks in my bag are red.
Deductive Reasoning: The first lipstick I pulled from my bag is red. All lipsticks in my bag are red. Therefore, the second lipstick I pull from my bag will be red
too. Inductive Reasoning: Every guy I’ve met before was sincere and gentleman. John was a guy I’ve met before, so John is sincere and gentleman. Deductive
 Reasoning: All guys are honest and sincere. James is a guy. Therefore, James is honest and sincere.
Basis for Comparison Inductive Reasoning Deductive Reasoning

Meaning Inductive Reasoning connotes the Deductive reasoning is the fundamental form of valid
arguments in which the premises give reasoning, wherein the premises give guarantee of the
reasons in support of the probable truth of truth of conjecture.
the
conjecture.

Based on Patterns or trend Facts, truths and rules

Process Observation ⇒ Pattern ⇒ Tentative Theory ⇒ Hypothesis ⇒ Observation ⇒ Confirmation

⇒ Hypothesis ⇒ Theory

Argument May or may not be strong. May or may not be valid.

Draws inferences with Probability Certainty

Example 8: The last six times we played with our basketball opponent team, we won, so I know we’re going to win on Saturday. Did I use inductive or deductive reasoning?
Solution: Inductive reasoning
Example 9: According to the grading system that any final average between 80% and 90% will result in a B. If I get 78% on my final, my overall average will be 80.1%, so I’ll get
a B. Did I use inductive or deductive reasoning?
Solution: Deductive reasoning
Example 10: During the past 10 years, a tree has produced plums every other year. Last year the tree did not produce plums, so this year the tree will produce plums.
Solution: This argument reaches a conclusion based on specific examples, so it is an example of inductive reasoning.
Example 11: All home improvements cost more than the estimate. The contractor estimated that my home improvement will cost 1,400,000 pesos. Thus, my home improvement
will cost more than 1,400,000 pesos.
Solution: Because the conclusion is a specific case of a general assumption, this argument is an example of deductive reasoning.

Intuition, Proofs and Certainty

Intuition is the ability to understand something without the need of formal argument. In a mathematical practice, intuitive can be found in all places such as in the mathematical
literature and in mathematical discovery. Even in academic community we make judgments every day by reviewers and referees, by teachers and paper-graders, by search
committees and admission committees. This kind of judgment is referred as mathematical intuition. Intuition is reliable mathematical belief without being formalized and
proven directly and serves as an essential part of mathematics. The word “intuition” carries a heavy load of mystery and ambiguity and it is also somewhat dangerous, illegitimate
substitute for a formal proof. Intuitive is the counterpart of rigorous. Being rigorous is not completely clear and never gives precise meaning. It can be said that intuitive means
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lacking in rigor, yet the concept of rigor is definitely intuitively, not rigorously, being intuitive means being visual just like geometry differs from rigorous geometry in two ways.
On a lighter note, the intuitive version has meaning, a referent in the domain of visualized curves and surfaces, which is absent from the rigorous formal or abstract version lacks.
On contrary, we may be misled by visualization where obvious or self-evident statements that are dubious or false.
Intuitive has different meanings like plausible, or convincing in the absence of proof, incomplete, holistic or integrative as opposed to detailed or analytic. In all different
usages intuition is vague. It changes from one usage to another. Consideration of intuition, as actually experienced leads to a notion that is difficult and complex, but not
explicable.
Intuition is similar to guessing. It is also called reasoning by guessing or reasoning by common sense. It requires less mental activity. An intuition is the ability to acquire
knowledge without proof, evidence, or conscious reasoning, or without understanding how the knowledge was acquired. Intuition is highly subjective. Different people think about
problems in different ways. It is something that is known or understood without proof or evidence.

Examples
a) In comparing two fractions, with the same numerator, one said he can subtract numerator from the denominator and the smaller difference is the larger fraction. Is this false
intuition? Verify
b) Look at the figure A and B. Which is bigger? Give your answer by using intuition and without actually measuring.

In mathematics, a proof is an inferential argument for a mathematical statement. It is series of arguments that establishes a fact, truth or theorems. In mathematical
argument, statements such as theorems can only be used if it is already proven. In principle, a proof can use axioms which are denoted as self-evident or assumed statements along
with accepted rules of inference. Axioms may serve as conditions that must be met before the statement applies. Proofs are examples of exhaustive deductive reasoning and
inductive reasoning. A mathematical proof demonstrates that a certain statement is always true in all possible cases. An unproved proposition is believed to be true is known as a
conjecture.
Proof is important to mathematics, if one has a conjecture, the only way that it can be safely be sure that it is true, is by presenting a valid mathematical proof. Being able to
write down a valid proof may indicate that one has a thorough understanding of the problem. The efforts to prove a conjecture, requires a good understanding of the theory being
tested. A mathematician that tries to prove something may gain a great deal of understanding and knowledge, even if his efforts to prove that conjecture will end with failure. This
evident in theorems which have been raised by well known mathematicians, some took hundreds of years before it has been proven and some remain unproven.
Mathematics has a tradition and standard point of view that it provides certainty. When a mathematical knowledge is correctly formulated, it is forever beyond error and
correction. Any possible errors may be attributed to human error, comprising carelessness, oversight or misformulation. Mathematics has no problem of being certain, for certainty
is just an essential defining attribute of mathematics and mathematical knowledge.

Mathematical Problems involving Patterns

Numbers are everywhere in our daily lives and mathematics is based on numbers. Mathematics is useful to predict and number pattern is about prediction. Number pattern
leads directly to the concept of functions in mathematics in relation to different quantities which is defined as a list of the same numbers following a particular sequence. Number
pattern can also be applied to problem solving whether a pattern is present and can be used to generalize a solution to a problem. Pattern can be in the form counting up or down
and the missing number is of the form of completing count up or down. One of the most famous number patterns that we’ve learned so far is 1, 1, 2, 3, 5, 8,.. the Fibonacci
sequence. This lesson covers the discussion of sequence and application of number pattern to some word problems.
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A difference table shows the differences between successive terms of the sequence. The differences in rows maybe the first, second, and third differences. In the first
differences, each number in the first row of the table is the differences between the closest numbers just above it (subtract the upper left number to the upper right number). If the
first differences are not the same, compute the successive differences of the first differences (called second and third differences). The following examples will show how to
predict the next term of a sequence, and we look for a pattern in row differences.

Example 12. Construct the difference table to predict the next term of each sequence.
a) 2, 5, 8, 11, …
Solution:

The next term is 14.

b) 5, 14, 27, 44, 65, ...

Solution:

The next term is 90.

A polygonal number is a type of figurative number represented as dots or pebbles arranged in the shape of a regular polygon.
Example13. Determine the number of dots have for the next figure.

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Solution: Observe the number sequence is

�� = 1 1
�� = 2 1 + 2 = 3
�� = 3 1 + 2 + 3 = 6
�� = 4 1 + 2 + 3 + 4 = 10
�� = 5 1 + 2 + 3 + 4 + 5 = 15
Hence, the next figure has 1 + 2 + 3 + 4 + 5 + 6 = 21 dots.

Example 14. Determine the number of dots have for the next figure.

Solution: Observe the number sequence is

�� = 1 12 = 1
�� = 2 22 = 4
�� = 3 32 = 9
�� = 4 42 = 16
�� = 5 52 = 25
Hence, the next figure has 62 = 36 dots.

Example 15. A diagonal of a polygon is a line segment that connects vertices (corners) of the polygon. Following are polygons: triangle, quadrilateral, pentagon, and hexagon.
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Module 3 Problem Solving and Reasoning

Determine the number of diagonals in a heptagon and an octagon.

Solution: The sequence of the diagonals is shown below in the table.

Number of sides 3 4 5 6 7 8

Number of Diagonals 0 2 5 9

Applying the difference table, we get

Sequence 0 2 5 9 14 10
First differences 2 3 4 5 6
Second differences 1 1 1 1

Thus, the heptagon has 14 diagonals, while the octagon has 20 diagonals.

Elaborate: Challenge Yourself!

Solve the following problems and show complete solution.
1. Select a two-digit number between 50 and 100. Add 83 to your number. From this number form a new number by adding the digit in the hundreds place to the number
formed by the other two digits (the digits in the tens place and the ones place). Now subtract this newly formed number from your original number. Your final result is 16.
Use a deductive approach to show that the final result is always 16 regardless of which number you start with.
2. A centered pentagonal number is a centered figurate number that represents a pentagon with a dot in the center and all other dots surrounding the center in successive
pentagonal layers. Determine the ����ℎterm of the centered pentagonal number.
3. Use the difference table to predict the next term in the sequence.
a) 2, 7, 24, 59, 118, 207, ...
b) 6, 11, 18, 27, 38, 51, …
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4. Assume that the pattern shown by the square tiles in the following figure continues.

a) How many tiles are in the tenth figure of the sequence?

b) Which figure will consist of exactly 419 tiles?

5. Consider the 8 × 8 checkerboard below. How many squares of all sizes appear on this checkerboard?
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6. A Geometric Model: The ancient Greeks often discovered mathematical relationships by using geometric drawings. Study the accompanying drawing and use inductive
reasoning to determine what needs to be put in place of the question mark to make the equation a true statement.

How does the sum of the first �� odd integers related to the geometric model?
Is it possible to find the sum of the first �� even integers using geometric model? Why or why not?

Evaluate: Gauge Your Learning!

A. Use inductive reasoning to find a pattern and predict the number or figure in the list. Then make a reasonable conjecture of the following:
1) 1, 2, 4, 7, 11, 16, 22, 29?
2) 9, 12, 11, 14, 13, 16, 15, 18?
3) −2, 3, −4, 5, −6, 7?
4) 2, 5, 10, 17, 25?
 B. Find a counterexample to show that each statement is false.
5) The sum of any three odd numbers is even.
6) When an even number is added to the product of two odd numbers, the result will be even.
7) When an odd number is squared and divided by 2, the result will be a whole number.

C. Use inductive reasoning to make a conjecture about a rule that relates the number you selected to the final answer. Prove your conjecture by using deductive reasoning.
8) Pick a number:
Double it:
Subtract 20 from the answer:
Divided by 2:
Subtract the original number:
Result:
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D. Determine whether the following statements are inductive or deductive reasoning. Write our answer after each statement.

9) Every time you eat peanuts, you start to cough. You are allergic to peanuts.
10) The chair in the living room is red. The chair in the dining room is red. The chair in the bedroom is red. All the chairs in the house are red. 11) Every day so far, the sun
has risen in the East and set in the West. The sun will probably continue to rise in the East and set in the West. 12) A consumer products company accepts the premise that
professional women are overloaded with family and work responsibilities and strapped for time. From this, they can be successful marketing hair coloring product that can
be applied in less time than their competition's hair coloring product.
13) The first two kids I met at my new school were nice to me. The students at this school are really nice.
14) A supermarket manager believes candy products are an impulse buy. She decides that she can sell more by placing candy displays close to store entry paths. 15) A
recruiter conducts a study of recent hires who have achieved success and stayed on with the organization. She finds that they graduated from three local colleges, so she
decides to focus recruiting efforts on those schools.
16) A food products company identifies a trend that shows consumers to favor organic products. Its marketing department deduces it can boost sales by increasing the
size of the lettering for the word "organic" when redesigning their packaging.
17) A salesperson presents testimonials of current customers to suggest to prospective clients that her products are high quality and worth the purchase. 18) A bartender
becomes aware that customers give her higher tips when she shares personal information, so she intentionally starts to divulge personal information when it feels
appropriate to do so.

E. For numbers 19 and 20, refer to the figure below. Assume the pattern shown by the square tiles in the following figures continues.
 19) How many tiles are in the eighth figure of the sequence?
20) Which figure will consist of exactly 320 tiles?

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21) Cannonballs can be stacked to form a pyramid with a triangular base. Five of these pyramids are shown below. Use a difference table to predict the number of
cannonballs in the sixth pyramid and in the seventh pyramid.

22) Pieces vs. Cuts

One straight cut across a pizza produces 2 pieces. Two cuts can produce a maximum of 4 pieces. Three cuts can produce a maximum of 7 pieces. Four cuts can produce a
maximum of 11 pieces. Use a difference table to predict the maximum number of pieces that can be produced with seven cuts.
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Lesson 2: Polya’s Four-Steps in Problem Solving, Problem Solving Strategies, and Recreational Problems using Mathematics
In the previous lesson, we outlined the process of finding a solution to a specified problem. One can start with “experimentation”, where we identify patterns. Next is to
formulate a conjecture about the observed patterns. Depending on the nature and demand of the problem, the conjecture can already provide answer to the problem at hand. This
conjecture can be disproved by a counterexample or can be affirmed through a deductive process.
This lesson is devoted to teaching students how to strategize a solution given a particular problem either at the inductive or at the deductive level. It may appear a repetitive
process but with sufficient practice, it is hoped that students focus more on the principle rather than the procedure.

Engage: Let’s Try This!

Solve the problems below. Show complete solution. You may use any approach or strategy for as long as it is mathematically sound.
1. If it is now 10:45 am, what time will it be in 143,999,999,995 minutes from now?
2. Find the units digit for the sum 1325 + 481 + 5411.
Explore: Discover This!
How many different direct routes are there from point A to point B in the following figure? Give your reason in accomplishing this

problem.

Explain: Clarify Your Lesson!

Polya’s Four-Steps in Problem Solving

Step 1. Understand the Problem.
• Read the problem carefully. Once the problem is read, list all the components and data that are involved. This is where you will be assigning your variables. •
Restate the problem in your own words
• Determine what is known about these types of problems. (Given)
• Identify what is being asked in the problem. (Find)
Sometimes the problem lies in understanding the problem itself. To help understand the problem, we might consider the following:
What is the goal?
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What is being asked?

What is the condition?
What sort of a problem is it?
What is known or unknown?
Is there enough information?
Can you draw a figure to illustrate the problem?
Is there a way to restate the problem? In your own words?

Step 2. Devise a Plan.

Devising a plan (translating) is a way to solve the problem by picturing how we are going to attack the problem.
• Come up with a way to solve the problem. Set up an equation, draw a diagram, make a chart or construct a table as a start to solving your problem •
Think of strategies and use a variety of techniques to solve the problem
Act it out.
Be systematic.
Work backwards.
Consider special cases.
Eliminate possibilities.
Performa an experiment.
Draw a picture / diagram.
Make a list or table / chart.
Use a variable, such as ��.
Look for a formula / formulas.
Write an equation (or model).
Look for a pattern or patterns.
Use direct of indirect reasoning.
Solve a simple version of the problem.
Guess and check your answer (trial and error).
Use matrix logic.

Step 3. Carry Out the Plan.

• This is where you solve the equation you came up with in Step 2. Apply or implement the technique you have chosen in Step 2. • Realize that some of your
initial plans will not work and that you may have to device another plans or modify your existing plan. In carrying out the plan (solve), we need to execute the
equation we came up in Step 2. The main key is to be patient and careful, even if we have necessary skills. Be patient.
Work carefully.
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Modify the plan or try a new plan.

Keep trying until something works.
Implement the strategy and strategies in Step 2.
Try another strategy if the first one isn’t working.
Keep a complete and accurate record of your work.
Be determined and don’t get discouraged if the plan does not work immediately.

Step 4. Look Back (Check your answer).

• Check to see if you used all your information and that the answer makes sense
• Ensure that the solution is consistent with the facts of the problem
• Interpret the solution in the context of the problem
This step helps in identifying if there is a mistake in the solution. It is time to reflect and look back at what is done, what worked, and what
didn’t. Look for an easier solution.
Does the answer make sense?
Check the results in the original problem.
Interpret the solution with the facts of the problem.
Recheck any computations involved in the solution.
Can the solution be extended to a more general case?
Ensure that all the conditions related to the problem are met.
Determine whether there is another method of finding the solution.
Ensure the consistency of the solution in the context of the problem.

Example 1. A gardener is asked to plant eight egg plants that are 18 inches tall in a straight line with 2 feet between each
plant. a) How much space is needed between the first plant and the last one?
b) Can you devise a formula to find the length needed for ANY number of plants?

Solution:
Step 1: Understand the Problem
The key information given is that there will be eight plants in a line, with 2 feet between each.
Step 2: Devise a Plan
Drawing a diagram would be a big help to start to solve the problem.
Step 3: Carry Out the Plan

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Module 3 Problem Solving and Reasoning 2 2 2 2 2 2 2

Step 4: Look Back (Check the answer)

There are eight plants, but only seven spaces of 2 feet between them. Therefore 2 × 7 = 14 feet is correct.

Question to ponder: What formula suited to the solution of the problem?

Solution: 2(�� – 1) feet is the space between the first and ����ℎ plant

Example 2: Farmer Jandel has only ducks and cows. He can’t remember how many of each he has, but he doesn’t need to remember because he knows he has 22 animals and that
22 is also his age. He also knows that the animals have a total of 56 legs, because 56 is also his father’s age. Assuming that each animal has all legs intact and no more, how many
of each animal does Farmer Jandel have?
Solution:
Step 1: Understand the Problem
22 animals (ducks and cows), 56 legs
Find: How many each animal?
Step 2: Devise a Plan
Listing or tabular method
Step 3: Carry out the Plan
Given: 22 animals and 56 legs
Therefore, there are 16 ducks and 6 cows.
Step 4: Look Back (Check the answer)
Since, there are 16 ducks and 6 cows.
No. of animals No. of No. of cows No. of legs
ducks

22 21 1 (���� × ��) + (�� × ��) =

���� + �� = ����

22 20 2 (���� × ��) + (�� × ��) =

���� + �� = ����

22 18 4 (���� × ��) + (�� × ��) =

���� + ���� = ����

22 16 6 (���� × ��) + (�� × ��) =

���� + ���� = ����

Carlos Hilado Memorial State College Module GECMAT College of Arts and Sciences, Mathematics Department Revision 01
Module 3 Problem Solving and Reasoning

16 + 6 = 22 animals
(16 × 2) + (6 × 4) = 32 + 24 = 56 legs

Problem Solving Strategies

This part covers some problem solving strategies which are drawing a picture or diagram, using matrix logic, working backwards, and using guess and check (trial and
error). I. Solving a problem using Drawing a picture or diagram
 II. Solving a problem using Matrix Logic
III. Solving a problem using Working Backwards.
IV. Solving a problem using Guess and Check.

I. Solving a Problem using Drawing a picture or diagram

A diagram has many advantages over verbal communication, it can be of big help to understand and correctly interpret the information contained in a problem. Example 3: A new
basketball league was formed in which each of the teams will play three games against each of the other teams. There are seven teams: the Askals, the Balsa, the Calyas, the
Damayan, the Ekes, the Falcons, and Galamays. How many games will be played in all?
Solution:
There are 7 teams in the league, and each team plays exactly three games against each of the other teams. Let us represent each team using letters. A for Askals, B for Balsa,
C for Calyas, D for Damayan, E for Ekes, F for Falcons, and G for Galamays. The problem is to determine the total number of league games that will be played. The diagram
below illustrates that the games can be represented by line segments that connects the points A, B, C, D, E, F, and G.

Since each of the seven teams will play a game against each of the other three, we might conclude that this would result in 7 × 6 = 42 games. However, the diagram shows
only 21 line segments. It appears that our procedure has counted each game twice. For instance, when team A plays team B, team B also plays team A. To produce the correct
result, we must divide our previous result, 12, by 12. Hence, seven teams can play each other in 7×6
2= 21 games.
Since each team plays each opponent exactly three times, the total number of games is 21 × 3 = 63 games.

Carlos Hilado Memorial State College Module GECMAT College of Arts and Sciences, Mathematics Department Revision 01
Module 3 Problem Solving and Reasoning

Example 4: You need to buy groceries at the supermarket, deposit a check at the bank, and purchase a book
at the bookstore. You can complete the errands in any order; however, you must start and end at your home.
The driving time in minutes between each of these locations is given in the figure. Find the route for which
total driving time is less than 30 minutes.

Solution: We do trial and error for each of the errand.

Route A: Home – Bank – Bookstore – Supermarket – Home = 30 min
Route B: Home – Bookstore – Bank – Supermarket – Home = 33 min
Route C: Home – Supermarket – Bank – Bookstore – Home = 33 min
Route D: Home – Bookstore – Supermarket – Bank – Home = 29 min
Then the route D has a total driving time of 29 minutes which is less than 30 minutes.

II. Solving a Problem Using Matrix Logic

The basic idea of logic problems is to solve them by matching up items in various categories. Logic problems can be solved by a chart or a matrix. A matrix helps organize the
information in a problem in a useful way.

Example 5. Each of four neighbors, Sean, Maria, Sarah and Brian, has a different occupation (editor, banker, chef, or dentist). From the following clues, determine the occupation
of each neighbor.
1. Maria gets home from work after the banker but before the dentist.
2. Sarah, who is the last to get home from work, is not the editor.
3. The dentist and Sarah leave for work at the same time.
4. The banker lives next door to Brian.

Solution:

From clue 1, Maria is not the banker or the dentist. In the following chart, write × 1 (which stands for “ruled out by clue 1”) in the Banker and the Dentist Columns of
Maria’s row.
Editor Banker Chef Dentist

Sean

Maria ×1 ×1

Sarah

Brian

Carlos Hilado Memorial State College Module GECMAT College of Arts and Sciences, Mathematics Department Revision 01
Module 3 Problem Solving and Reasoning

From clue 2, Sarah is not the editor. Write × 2 (ruled out by clue 2) in the Editor column of Sarah’s row. We know from clue 1 that the banker is not the last to get home,
and we know rom clue 2 that Sarah is the last to get home, therefore, Sarah is not the banker. Write × 2 in the Banker column of Sarah’s row.
Editor Banker Chef Dentist

Sean

Maria ×1 ×1

Sarah ×2 ×2

Brian

From clue 3, Sarah is not the dentist. Write × 3 for this condition. There are now × �� for three of the four occupations in Sarah’s row; therefore, Sarah must be the chef.
Place a √ in that box. Since Sarah is the chef, none of the other three people can be the chef. Write × 3 for theses conditions. There are now × �� for three of the four occupations
in Maria’s row; therefore, Maria must be the editor. Insert a √ to indicate that Maria is the editor, and write × 3 twice to indicate that neither Sean nor Brian is the editor.
Editor Banker Chef Dentist

Sean ×3 ×3

Maria √ ×1 ×3 ×1

Sarah ×2 ×2 √ ×3

Brian ×3 ×3

From clue 4, Brian is not the banker. Write × 4 for this condition. Since there are three × �� in the Banker column, Sean must be the banker. Place a √ in that box. Thus,
Sean cannot be the dentist. Write × 4 in that box. Since there are 3 × �� in the Dentist column, Brian must be the dentist. Place a √ in that box.
Editor Banker Chef Dentist

Sean ×3 √ ×3 ×4

Maria √ ×1 ×3 ×1
 Sarah ×2 ×2 √ ×3

Brian ×3 ×4 ×3 √

Carlos Hilado Memorial State College Module GECMAT College of Arts and Sciences, Mathematics Department Revision 01
Module 3 Problem Solving and Reasoning

III. Solving a Problem using Working Backwards

One of the most difficult aspects of working backwards is keeping track of a problem’s information and organizing it in a meaningful way. This strategy contains a series of actions
that are better understood and clarified by working backward from the end to a desired action sequence.

Example 6. Romeo’s family wants to

arrive at the movie theater at 2:30 P.M. It
takes them 30 minutes to travel to the
theater, 15 minutes to get ready, and 30
minutes to eat lunch What time should the
family start eating?
Solution:

Therefore, Romeo’s family should start eating lunch at 1:15 PM.

IV. Solving a Problem using Guess and Check.
Solving problems using guess and check evaluates the guesses in a systematic way, which enables to advance to more refined guesses. Example 7: Farmer Lanos raises ducks and
cows. She tries not to clutter her mind with too many details, but she does think it’s important to remember how many animals she has and how many feet those animals have. She
thinks she remembers having 54 animals with 122 feet. How many of each type of animal does Farmer Lanos have? Solution:
We need to allocate 54 animals into two portions. One for ducks (having two feet) and the other one for cows (having four feet). We do trial and error. If there are 20 ducks,
then there are 34 cows. The total number of feet is 179, since, (20 × 2) + (34 × 4) = 40 + 136 = 179. 179 is too high compared to 122. Let us try 40 ducks and 14 cows. The
total number of feet is 136, since, (40 × 2) + (14 × 4) = 80 + 56 = 136. Using the table below and guess-and-check strategy, we arrived the correct solution which is 47 ducks
and 7 cows.
 20 40 34 136 179 High

10 20 44 176 196 High

40 80 14 56 136 High

50 100 4 16 116 Low

45 90 9 36 126 Low
Therefore, there are 47 ducks and 7 cows. 47 94 7 28 122 Correct
Ducks Ducks Cow Cow Total Chec
Feet s Feet Feet k
Carlos Hilado Memorial State College Module GECMAT College of Arts and Sciences, Mathematics Department Revision 01
Module 3 Problem Solving and Reasoning

Recreational Problems using Mathematics

Recreational mathematics is carried out mathematical activity which involves mathematical puzzles and games. Most topics in recreational mathematics require no deeper
knowledge in advanced mathematics. Some of the topics are the magic squares, logic puzzles, aesthetics, culture mathematics and others. Magic square of order �� is an
arrangement of numbers in a square such that the sum of the �� numbers in each row, column, and diagonal is the same number. The magic square below has order 3 (the sum of

of the numbers in each row, column, and diagonal is 15) and order 4 (the sum of of the numbers in each row, column, and diagonal is 34)

Order 3 Order 4

An alphameric is a type of number puzzle containing sum (or other arithmetic operation) in which digits (0 to 9) are replaced by letters of the alphabet.
Example 8. Find which digit is equivalent by each of the letters so that the addition is correct.

Solution: Note that it is not allowed to begin with zero. The numbers SEND, MORE, and MONEY; S and M cannot be zero. Also, the sum of two four-digit numbers cannot
exceed 19,998; so we can deduce that M is 1.

Carlos Hilado Memorial State College Module GECMAT College of Arts and Sciences, Mathematics Department Revision 01
Module 3 Problem Solving and Reasoning

We have S+1=O. Recall that we carry into thousand place, S+1=10+O (Note that S ≠ 1 and O ≠ 1, since M = 1). We need to consider that there may or may not be a carry
into the thousand place. Thus, O = 0.

We have E+0=N. This is carry in the next column, since each letter must represent a different number and N must be equal to E+1. (Note: E ≠ 9 and N ≠ 0). Since there is no carry
into the thousand column, we have S = 9.

In the ten column, we have N+R=E. Note that N=E+1, thus 1+N+R=9+N or R=8.
This means that D+E≥12 (Since S=9, R=8, and D≠1). By the process of elimination, the only possibility is when D=7, E=5, and N=6, then
Y=2. The resulting sum is

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Module 3 Problem Solving and Reasoning

Elaborate: Challenge Yourself!

A. Solve the following problems using the different strategies and four steps in problem solving of George Polya. Show complete solution. 1. You are going to enclose a
rectangular garden by using an existing fence along one side of the garden and 2,240 feet of new fence on the other three sides. You want the length of the rectangular garden
to be five times as long as its width. What will be the dimensions of the rectangular garden?

2. A train 1-kilometer long travels through a tunnel 1 kilometer long at a rate of 1 kilometer per hour. How long will it take the train to pass completely through the tunnel?

3. A ball rebounds one-half the height from which it is dropped. The ball is dropped from a height of 160 feet and keeps on bouncing. What is the total vertical distance the ball
will travel from the moment it is dropped to the moment it hits the floor for the fifth time?

4. Anna, Bernard and Clara had different number of stamps at first. Then Anna gave Bernard 12 stamps. Bernard gave Clara 10 stamps and Clara gave Anna 4 stamps. In the
end they all had 20 stamps each. How many stamps did each of them have at first?

5. Brian, Ryan, Tyler, and Ashley were recently elected as the new class officers (president, vice president, secretary, treasurer) of the freshmen class at CHMSC. From the
 following clues, determine which position each holds.
a) Ashley is younger than the president but older than the treasurer.
b) Brian and the secretary are both the same age, and they are the youngest members of the group.
c) Tyler and the secretary are next-door neighbors.

6. Peter bought several notebooks at SN Store for ₱2.25 each and he bought a few more notebooks at Assorted Store for ₱2.00 each. He spent the same amount of money in
both places and he bought 17 notebooks in total. How many notebooks did Peter buy in each store?\

B. Solve the following recreational problems in mathematics. Show complete and detailed solution.

7. There are twelve (12) coins (identical in appearance) and a balance beam. If exactly one of these coins is fake and heavier than the other eleven, find the fake coin, using at
most three weighings on a balance beam.

Carlos Hilado Memorial State College Module GECMAT College of Arts and Sciences, Mathematics Department Revision 01
Module 3 Problem Solving and Reasoning

8. Given a magic six-pointed star, place the numbers 1 to 12 in the circles, using one of each. Each line of four numbers should have the same total.
 9. Solve the alphameric. The letters represent a single digit only.
(����)�� = ������

Evaluate: Gauge Your Learning!

A. Solve the following problems using four steps in problem solving of George Polya. Show complete solution.
1. Yvonne shipped some packages for her boss and can’t find the receipt, but she needs an itemized list to get reimbursed. Here’s what she remembers: there were 12 packages
total, split between small flat-rate boxes for Php 5 each and medium flat-rate boxes for Php 10.50 each. The total cost was about Php 110. How many of each type did she
ship?

2. The grade in Elena’s history class will be determined completely by three tests, each worth 100 points. She scored 78 and 84 on the first two test, but still hopes to get an
Excellent grade, which would require an average of 92. What’s the minimum score she can get on the third test?

3. Brian gave 10 stamps from his collection to both Sam and Rob. Then he gave 14 stamps to Kathy and 6 stamps to Grace. He still had 275 stamps. How many stamps were in
Brian’s collection to begin with?

Carlos Hilado Memorial State College Module GECMAT College of Arts and Sciences, Mathematics Department Revision 01
Module 3 Problem Solving and Reasoning

4. Each of four siblings (John, Jason, Jake and Jose) is given P 10,000 to invest in the stock market. Each chooses a different stock. One chooses a utility stock, another an
automotive stock, another a technology stock, and the other an oil stock. From the following clues, determine which sibling bought which stock. a) John and the owner of
 the utility stock purchased their shares through an online brokerage, whereas Jason and the owner of the automotive stock did not. b) The gain in value of Jake’s stock is
twice the gain in value of the automotive stock.
c) The technology stock is traded on Philippine Stock Exchange thru online, whereas the stock that Jason bought is traded indirectly.

5. Riza got on the school bus. At the stop after Sarah’s, 7 students got on. Five students got on the bus at the next stop. At the last stop before the school, 9 students got on.
When the bus arrived at school, 38 students got off. How many students were already on the bus when Sarah got on?

6. Dave, Nora, Tony, and Andrea are members of the same family. Dave is 2 years older than Andrea, who is 21 years older than Tony. Tony is 4 years older than Nora, who is
7 years old. How old are Dave, Tony, and Andrea?

7. The product of the ages, in years, of three teenagers is 4590. None of the teens are the same age. What are the ages of the teenagers?

8. The school is setting up a rectangular area for a party. They have 100 feet between two roads to use as width and 440 feet of fence to use. What length will use up the total
amount of fence and enclose the biggest space?

9. Teresa can earn ₱7,800 for doing 3 hours of office work and 2 hours of field of work. However, she gets ₱8,200 if she works two hours in the office and 3 hours in the
field. What is the per hour rate of Teresa for doing office work and for field work?

B. Solve the following recreational problems in mathematics. Show complete and detailed solution.

10. Magic hexagons age like magic squares, but using a hexagon-shaped arrangement of hexagons as shown below. Place the numbers 1 to 19 in the hexagons so that any
straight line of three, four or five cells on any cell of the three directions, add up to the same magic constant of 38.

11. Ten black socks and ten blue socks are inside a drawer. All socks are alike except for their color. Imagine you are in a pitch-black room and you want matching socks.
What is the smallest number of socks you must take out of the drawer to be certain that you have a pair of matches?
Carlos Hilado Memorial State College Module GECMAT College of Arts and Sciences, Mathematics Department Revision 01
Module 3 Problem Solving and Reasoning

12. In order to win the grand prize. Benny has to crack this secret code. Given the clues, help Ben to crack the code: 8 3 _ _ 6 5
a) The third digit is greater than the second digit
 b) The difference between the third and fourth digits is 3.
c) When the sum of all the numbers is divided by 5, it has a remainder of 3.
d) When the sum of all the numbers is divided by 6, it has a remainder of 3.

13. Solve the alphameric. The letters represent a single digit only.

Carlos Hilado Memorial State College Module GECMAT College of Arts and Sciences, Mathematics Department Revision 01