MODULE 3- PROBLEM SOLVING

LESSON 1: Inductive and Deductive Reasoning

Mathematics is not just about numbers, much of it is problem solving and reasoning. Problem
solving and reasoning are basically inseparable. The art of reasoning is very important in
mathematics. This is the skill needed in exemplifying the critical and problem- solving ability.

OBJECTIVES:

1. Differentiate between inductive reasoning and deductive reasoning.

2. Apply inductive or deductive reasoning to justify statements and arguments made about
mathematics and mathematical concepts.
3. Write clear and logical proofs
4. Analyze given problems critically and logically.

ENGAGE:

WARM UP PROBLEMS

1. Consider the sequence: 2, 4, 7, 11, …

(Find the next three terms and explain how you know)
2. Solve the following equation and give a reason for each part of your
process:
3(2x-5)+20=5(2x-5)

EXPLORE: Inductive and Deductive Reasoning

A. Definition of Inductive Reasoning

Inductive Reasoning is the process of gathering specific information usually through

observation and measurement and then making conjecture based on gathered information
or simply process of reaching a general conclusion by examining specific examples.

B. Uses of Inductive Reasoning

1. To predict a number

Example: Use inductive reasoning to predict the next number in each of the following
lists

a. 3 6 9 12 15 b. 1 3 6 10 15
 Solution:

a. Each consecutive number is 3 larger than the preceding number. Then we predict
that the next number in the list is 3 larger than 15 which is 18.
b. The first two numbers differ by 2. The second and the third number differ by 3. It
appears that the difference between any two numbers is always 1 more than the
preceding difference. Since 10 and 15 differ by 5 , we predict that the next
number in the list will be 6 larger than 15 which is 21.

2. To make a conjecture (Conjecture is a conclusion made from observing data)

Example: Consider the following procedure. Pick a number. Multiply the number the
number by 8, add 6 to the product, divide the sum by 2, and subtract 3

Solution: Suppose we pick 5 as the original number

Original number: 5

Multiply by 8 8 x 5 = 40

Add 6 40 + 6 = 46

Divide by 2 46 ÷ 2 = 23

Subtract 3 23 – 3 = 20

We started with 5 and followed the procedure to produce 20. Starting with 6 in our
original number produces a final result of 24. Starting with 10 produces a final result
of 40. Starting with 100 produces a final result of 400. In each of these cases the
resulting number is four times the original number. We conjecture that following the
given procedure produces a number that is four times the original number.

C. Definition of Deductive Reasoning

Deductive Reasoning is the process of showing that certain statements follow logically
from agreed upon assumptions and proven facts or it is the process of reaching a
conclusion by applying general assumptions, procedures, or principles.

D. Uses of deductive reasoning

1. To establish a conjecture

Example; Use a deductive reasoning to show that the following procedure produces a
number that is four times the original number.
 Procedure: Pick a number. Multiply the number by 8, add 6 to the product, divide
the sum by 2, and add 3

EXPLAIN: Inductive Reasoning vs. Deductive Reasoning Watch video

https://www.youtube.com/watch?v=WAdpPABoTzE

 Determine the following argument if it is deductive or inductive reasoning

a. During the past 10 years, a tree has produced plums every other year. Last
year the tree the tree did not produce plums, so this year the tree will produce
plums.
b. All home improvements cost more than the estimate. The contractor estimated
that my home improvement will cost Php 800,000.Thus my home
improvement will cost more than Php 800,000.

ELABORATE: On Logic Puzzles

https://logic.puzzlebaron.com/

 Solve: 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 go 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.

EVALUATE: QUIZ

1. Use inductive reasoning to predict the next number in each list

a. 4 8 12 16 20 24 ?
b. 5 11 17 23 29 35 ?
c. 80 70 64 53 46 40 ?
d. 2 7 -3 2 -8 -3 -13 -8 -18
2. Use inductive reasoning to decide each statement is correct.

Note : The numbers 1, 2, 3, 4, 5, …. Are called counting numbers or natural numbers.

If n ÷ 2 has a remainder of 0, then n is an even counting number. If n ÷ 2 has a
remainder 1, then n is an odd counting number.

Even counting number 2 4 6 8 10 …

Odd counting number 1 3 5 7 9 ….
 a. The sum of any two even counting numbers is always an even counting
number.
b. The product of an odd counting number and an even counting number is
always an even counting number.

LESSON 2: Problem Solving with Patterns

Finding a Pattern is a strategy in which students look for patterns in the data in order to solve the
problem. Students look for items or numbers that are repeated or a series of events that repeat.
Use this resource to enhance your lesson with the included guidelines and strategies that will
help students learn how to find patterns.

OBJECTIVES:

1. Demonstrate understanding of the key concepts of sequences

2. Predict the next term of a sequence through a “different table”
3. Solve problems involving sequences.
4. Finding a Pattern is a strategy in which students look for patterns in the data in order to
solve the problem. Students look for items or numbers that are repeated or a series of
events that repeat. Use this resource to enhance your lesson with the included guidelines
and strategies that will help students learn how to find patterns.
5. Need more tips and tricks for teaching math? You can find them in our math resources
center.
https://www.youtube.com/c/Pedrothenumberbender/videos

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ENGAGE: Defining sequence and terms

An ordered list of numbers such as 5, 14, 27, 44, 65 … is called a sequence. The
numbers in a sequence are the terms of the sequence. In the given sequence 5 is the first term, 14
is the second term, 27 is the third term, 44 is the fourth term, and 65 is the fifth term The dots
indicates that the sequence continues beyond 65, which is the last written term. It is customary to
use the subscript notation an to designate the nth term of a sequence. That is a1 represents the first
term of a sequence; a2 represents the second term of a sequence; a3 the third until an represents the
nth term of a sequence.

EXPLORE: Predicting the next term of a sequence

https://youtu.be/_3BnyEr5fG4
EXPLAIN: Construction of a Difference Table

Definition: Let be a sequence of real numbers. Then the Difference Table of is a table of all
entries of , then all entries of underneath, then all entries of underneath, etc… The first row of
the difference table corresponds to the terms of and in general, the row of a difference
table corresponds to the terms of
https://www.youtube.com/watch?v=-FTybrevIwo

ELABORATE: Polygonal Numbers

In mathematics, a polygonal number is a number represented as dots or pebbles

arranged in the shape of a regular polygon. The dots are thought of as alphas (units).

ACTIVITY:
Make a research on Polygonal Numbers with their nth term formula
a. Triangular b. Square c. Pentagonal

EVALUATE: QUIZ
1. Use the difference table to predict the next term in
a. 1, 14, 51, 124, 245, 426, …
b. 1, 7, 17, 31, 49, 71, …
c. 9, 4, 3, 12, 37, 84, …
d. -1, 9, 21, 56, 115, 209, …
2. Use the given nth- term formula to compute the first five terms of the
sequence
a. An = 5n2 – 3n
b. An = n / n + 1

LESSON 3- Problem Solving Strategies

There is a dynamic and cyclic nature of genuine problem solving. A student may
begin with a problem and engage in thought and activity to understand it. The
student attempts to make a plan and in the process may discover a need to
understand the problem better. Or when a plan has been formed, the student may
attempt to carry it out and be unable to do so. The next activity may be attempting
to make a new plan, or going back to develop a new understanding of the
problem, or posing a new (possibly related) problem to work on.

OBJECTIVES:
 1. Enumerate the POLYA’S four-step problem-solving strategy.
2. Apply the POLYA’S four-step in the different problem-solving strategies.
3. Solve some community problems through the problem-solving strategies.

ENGAGE: The POLYA’S four-step problem-solving strategy

1. Understand the problem

2. Devise a plan
3. Carry out the plan
4. Review the solution

EXPLORE: Watch the video of POLYA’s four-step problem solving strateg

https://www.youtube.com/watch?v=zhL3EMFSm6o

EXPLAIN: POLYA’s application to different problem-solving strategies

Problem-solving Strategies with examples https://www.google.com/search?

q=problem+solving+strategies+in+maths&sa=X&sxsrf=ALeKk01HwoX3KDnNIM_MivQLU6
LeoUdmrg:1596787791648&tbm=isch&source=iu&ict

1. Guess and check

2. Make a table or chart
3. Draw a picture or diagram
4. Act out the problem
5. Find a pattern or use a rule
6. Check for relevant or irrelevant information
7. Find smaller parts of a large problem
8. Make an organized list
9. Solve a simpler problem
10. Work backwards.

ELABORATE: ACTIVITY

Identify a problem in your community and apply appropriate strategy to

solve
EVALUATE: QUIZ

Use POLYA’s four-step problem-solving strategy and the appropriate problem-solving

procedure to solve.

1. A hat and a handkerchief together cost Php100. The hat costs Php90 more than the
handkerchief. What are the cost of the hat and the cost of the handkerchief?
2. In a basketball league consisting of 10 teams, each team plays each of the other teams
exactly three times. How many league games will be played?