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Module 3 - PROBLEM SOLVING AND REASONING

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244 views23 pages

Module 3 - PROBLEM SOLVING AND REASONING

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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9/19/22, 11:36 AM Module 3 - PROBLEM SOLVING AND REASONING

Module 3 - PROBLEM SOLVING AND REASONING

Site: New Era University Printed by: Mark Alvin S. Baterina


Course: GECMMW-18 - Mathematics in the Modern World Date: Monday, 19 September 2022, 11:36 AM
Book: Module 3 - PROBLEM SOLVING AND REASONING

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Table of contents

1. Introduction

2. Learning Outcomes

3. Lesson 1 Problem Solving

4. Assignment

5. Let's Take a Break

6. Lesson 2 Inductive Reasoning

7. Lesson 3 Deductive Reasoning

8. Quiz

9. References

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1. Introduction

Mathematics involves much of problem-solving and reasoning, not just about numbers. You will realize that in this module. 

It is a must that you develop your ability to think through situations critically. You should know how to reason out and argue logically.
You must be creative and innovative in solving math problems, especially real-life issues. 

This module will discuss Polya's problem-solving strategy, inductive reasoning, and deductive reasoning.  

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2. Learning Outcomes

At
the end of this module, you should be able to

1.     Utilize different types of reasoning to


justify statements and arguments made about mathematics   and mathematical concepts.

 2.     Write clear logical proofs.

 3.     Solve problems involving patterns and


recreational problems following Polya’s four steps.

 4.    
Organize your
methods and approaches for proving and solving problems

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3. Lesson 1 Problem Solving

MOTIVATION

Changing your perspective about solving math and real-life problems can help you succeed in achieving the learning outcomes for this
module. So, please watch the video below. 

Disclaimer: The video content has been made available for informational and educational purposes only. The video may contain
contents copyrighted by another person or entity. This portal claims no copyright over said contents. Credit goes to  TEDx, the
real owner of the video.

Problem Solving Through Perspective Change | Zara Tarter | TEDxCushingAcademy, TEDx Talks , April 28, 2015

Summary 

Zara Tarter’s talk started with an old folk tale of


3 blind men who were asked to describe the elephant.

One said – it’s long and thin like a snake. Second said
– large and circular like a giant disc and last one said - short and stumpy
like a
trunk of a tree. These men have different answers because they experienced the
elephant at different angles. Zara
emphasized things may change by mere
changing the way we look at something. She also mentioned that to find solution
to an old
unsolved or solved problem but with incorrect solution, we must use a
new method or approach – changing our perspective, finding
a language, using
visuals or taking a break and coming back to it will help us expand our
innovation and creativity.

 She also mentioned that our brain make connection


between old and new ideas. As our left hemisphere dealt with the usual
and
obvious solutions, we need to engage our right brain to gain new perspective and
experiences. The following were some
points taken from her talk.

 1.       Taking
a step back may also help us see things that we missed before.

2.       Asking
why questions is also a useful tool to expand the landscape of solutions to our
problems. We should be able to
ask the correct questions as well.

3.       The
best way to handle stress is to change how we evaluate events and experiences.

4.       Take
problem or situation as opportunity to improve or look into its positive or brighter side.

Towards the end of her talk, she encouraged us to enhance


our lives, change the way we live our lives by changing our
perspective.

LESSON PROPER

So, what constitutes a problem? A problem is a situation that we must deal with and needs to be solved. As long as we live in this world,
we will encounter problems. Hence, we need to learn how to solve problems, be it theoretical, math, or real-life situations. We must be
able to overcome these problems if we want to succeed in this life. 

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In 1945, George Polya (you may click the link to see his picture or read more about him) developed a heuristic model in solving problems.
Polya's four-step plan involves the following steps

1. Understand the problem

2. Devise a plan

3. Carry out the plan

4. Look back                  

To solve math or real-life problems, you must first understand the problem. It may require you to read the question repeatedly to
understand the problem. As you read the problem, try to identify the given information.  

Sometimes, you need to use creative questioning or ask lots of questions to identify the "real" problem and clarify the investigation's
purpose.

These questions may include the following

1. What information do you know?

2. What do we want to know?

3. What else do we need to gather?

4. How can we take hold of this information?

Next, you need to decide what information is relevant. Discard unneeded or unnecessary information or data. Lastly, you may represent
the gathered information or data in a different form to have a different perspective. You may use any of the following

1. Write an equation or formula

2. Make a table or chart

3. Create a picture, graph, or diagram

The next step is to devise a plan. You need to think of a strategy to solve the problem. An appropriate technique must be selected.
Selecting the proper method or deciding how to attack the problem is the key to the entire problem-solving process. To do this, 

1. You may look into simple or special cases to reveal how the more general case works. 

2. You can break a problem into smaller problems, tackle each sub-problem, and put them together to solve the whole problem.

Carrying out the plan is the third step in solving the problem. This step refers to the implementation of the plan. No matter how good
your plan is, it will not resolve the problem if you don't carry out the plan. You may use work backward or look for a pattern.

 Having implemented your plan, you have to look back. Check if the plan implemented has solved the problem. Were you able to solve the
problem successfully? To be sure of your answers, you may perform some checking of your final answer. 

To know more about Polya’s Problem Solving Techniques, you


may click this link https://math.berkeley.edu/~gmelvin/polya.pdf

As shown in the book “Problem-Solving Strategies in


Mathematics by Alfred S. Posamentier and Stephen Krulik”, it is possible to
solve
a problem using more than one strategy. 
The 10 most valuable strategies presented in the book include

1. Logical
Reasoning
2. Pattern
Recognition
3. Working
Backwards
4. Adopting
a Different Point of View
5. Considering
Extreme Cases
6. Solving
a Simpler Analogous Problem
7. Organizing
Data
8. Making
a Drawing or Visual Representation
9. Accounting
for All Possibilities
10. Intelligent
Guessing and Testing

Let’s solve now sample problem below using Polya’s 4-step plan and applying different strategies.

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Sample
Problem 1

How many handshakes can be made with 10 people if everyone


shakes hands with everybody else exactly once?

 Solution

1. Understand the
problem

           There are 10 people and they are to


shake hands with everyone exactly once.

           We are to determine how many


handshakes can be made?

2. Devise a plan

           We choose a strategy to solve the


problem (that is, make a drawing or visual representation of the problem situation)

3. Carry out the plan

Draw 10 points (A, B, C, D, E, F, G, H, I, J) to represent


the 10 people. Ensure that no three of which are collinear.

Connect point A to each of the other nine points, the lines


drawn will be illustrating the handshakes that can be made.

From point B, 8 lines can be drawn to the other points. 7


lines will be drawn from point C, 6 lines from point D and so on until we
reaches
point I where there is only one line to be drawn with point J.

Person A shakes with person B, C, D, E, F, G, H, I, J (9


handshakes)

Person B shakes with person C, D, E, F, G, H, I, J (8


handshakes)

Person C shakes with person D, E, F, G, H, I, J (7


handshakes)

Person D shakes with person E, F, G, H, I, J (6 handshakes)

Person E shakes with person F, G, H, I, J (5 handshakes)

Person F shakes with person G, H, I, J (4 handshakes)

Person G shakes with person H, I, J (3 handshakes)

Person H shakes with person I, J (2 handshakes)

Person I shakes with person J (1 handshake)

 Adding the number of lines or handshakes, 9 + 8 + 7 + 6 + 5


+ 4 + 3 + 2 + 1, a total of 45 handshakes can be made with 10 people if
everyone shakes hands with everybody else exactly once.

4.
Look back                  

In general, this is the same as using the formula for the


sum of the first n natural numbers, where n ≥ 2. Notice that the final drawing
will be a decagon with all of its diagonals drawn. Counting the total number of all
diagonals drawn, it is equal to 45.

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Other
Strategies that can be used to solve this problem are shown below. 

By Accounting
for All Possibilities

Another solution is to account for all possibilities. Draw


a matrix to indicate the 10 persons shaking hands with one another. Shade the
cell red to indicate that people cannot shake hands with themselves. Shade the cell yellow to indicate persons A, B, C, D, E, F, G, H, I,
J, shaking hands with one another. 

There are unshaded cells because these are only duplication of the yellow shaded
cells (that is, B shaking hands with A is only a
duplication of A shaking hands
with B)

The number of handshakes that can be made is computed by


subtracting the number of cells shaded red (10) from the total number of
cells
(n x n = 10 x 10 = 100), 100 – 10 = 90 and dividing the difference by 2, 90 ÷ 2 =
45.  Thus, the total number of handshakes
that can
be made with 10 people if everyone shakes hands with everybody else
exactly once is 45 handshakes.

In a general case for the n × n grid, the formula   can be simply applied. 

By Adopting a Different Point of View

Imagine a room with 10 people, each of them


will shake nine other people’s hands.

It follows that there will be 90 handshakes, 10


x 9 = 90. To eliminate duplication, we must divide the result by 2, 90 ÷ 2 =
45. Hence, the
total number of handshakes that can be
made is 45 handshakes.

By
Looking for a Pattern

To solve this problem you may look for a pattern. Create a


table as shown below then list down the number of handshakes that can be
made
as the number of people increases.

The numbers in the third column is a sequence of numbers


known as the triangular numbers. The observed pattern at each entry is
getting
one-half of the product of the number of the people on that line and the number
of the people on the previous line as shown
below

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By
Organizing Data

Another approach to this problem is to organize data in a


chart depicting the person number and the number of handshakes they have to
make considering that they already shaken the hands of their predecessors and
cannot shake their own hands.

Person number 10 shakes 9 hands, person number 9 shakes 8


hands, and so on. Getting the sum of the handshakes, we get the total
number of
handshakes equals to 45.

By Mixed Strategy

In solving a problem, we can combine one or more strategies


such as drawing a picture, organizing data, looking for a pattern and
applying
formula.

We can start with drawing a single point to represent one


person. With one person, there will be no handshake that can occur. To
represent 2 people, we can use 2 dots and connecting these dots, we will have
one line created which implies 1 handshake. For 3 people,
draw 3 dots to
represent them and connect these dots to represent the 3 handshakes that can be
made. Repeat this process for 4
people, 5 people and so on.

To compute for the answer, simply add the number of sides


(n=10) and the number of diagonals (   ). Thus, the

total
number of handshakes that can be made with 10 people is 10+35=45

By Combination
Formula

Last but not the least, we can solve this problem by simply
applying the combinations formula nCr

Click this link  https://www.calculatorsoup.com/calculators/discretemathematics/combinations.php  and input the value for n =10


and r = 2

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The video below shows also 4 steps to Problem-Solving. Please watch and learn how to solve math problems with ease. You may
come up with your own version of Polya's 4-step plan as well. 

Disclaimer: The video content has been made available for informational and educational purposes only. The video may contain
contents copyrighted by another person or entity. This portal claims no copyright over said contents. Credit goes to the real
owner of the video.

4 Steps to Math Problem Solving by Sabrina Knopf,  Apr 19, 2016

Sample
Problem 2

Try this experiment - flip two coins at the same time and
continue doing this. Stop when at least one coin comes up heads (H). What is
the probability that at your last toss, the coins will be both heads?

Solution

By logical reasoning, the previous tosses of the two coins


that you did are irrelevant. What’s important here is your last toss when you
achieved at least one coin comes up heads (H) which means at least one head.
Examining your last toss, there are four possible outcomes
as shown below

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At least one coin comes up heads means outcomes with one


head and two heads. Based on our three diagram, there are three
outcomes
that have at least one head. We ignore the last outcome because it has
no head. Therefore, the probability that the coins will be both
heads is

Sample Problem 3

Solve the Die Hard


with a Vengeance Jug Problem - Help Detective John McClane
disable a bomb in 5 minutes. You must help him
measure out exactly 4 gallons of water. Available tools are 3-gallon and
5-gallon jug and a single fountain. Try solving it first before
clicking the link below to see the solution.

https://www.popsci.com/solve-water-puzzle-die-hard-3/

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4. Assignment

Instructions

For this activity, form a group of at most 5 members and choose a leader.

Each member must submit their


answers by uploading them to the group google drive folder created by the leader.  The group will be
able to view and evaluate the answers of each member. Collaboratively, the group decides
on the group answers to this learning
assessment. 

The group leader then submits pdf copy of the group


answers, the google drive link and leader’s evaluation report on the members’
participation in this collaborative activity.

Ensure that all the members understand how the problems were solved and can present the solution when asked. A member of the
group may be called randomly during the online session to present the group solution to any of the problems.

PDF file submitted must be able to show the achievement of the following learning outcomes

1. Solve problems involving patterns and recreational problems following Polya’s four steps.

2. Organize your methods and approaches for proving and solving problems

Problems 

1. In a class experiment, Miguel rolls one ordinary 6-sided


die repeatedly. Keeping track of each number he rolls, he decides to stop as
soon as one number is rolled three times. Miguel stops after the 12th roll, and
the sum of these rolls is 47. Which number occurred for
the third time? (An
ordinary 6-sided die has the numbers from 1 through 6 on its sides)

2.   How many squares of all sizes are there on a standard


8-square by 8-square checkerboard?

3.   How many toothpicks will be needed to make a 7 × 7 square?

Please follow the


format for the collaborative report shown below 

Mathematics in the
Modern World

Module 3 Lesson 1 Assignment

Leader: Last Name, First Name

Members: 

1. LN, FN (indicate
their participation in the activity or the number of problems solved and rating - 60 to 100)

2. LN, FN

3. LN, FN

4. LN, FN

Documentation of
Collaboration (Evidences may be chat
messages,  screenshot of exchange of messages  or picture)

Google Drive Link:


(paste here)

Problem 1

Solution  (use Polya's 4-step plan)

Problem 2 

Solution (use Polya's 4-step plan)

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Problem 3 

Solution (use Polya's 4-step plan)

Save
your file as PDF using the file naming convention  Section_Module 3 Lesson
1_Assignment_Last Name of the Leader followed by
the Last Name of the members
in alphabetical order. 

Only group
leaders are allowed to
submit the said pdf case file. Demerit may be given to
member/s who will not follow this instruction. 

Please click the icon


below to submit your group assignment file.

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5. Let's Take a Break

Have fun by clicking the link below 

 1) https://www.mathsisfun.com/games/towerofhanoi.html to play the Tower of Hanoi

2) http://www.math.ucsd.edu/~crypto/Monty/monty.html to play Let's Make a Deal: Monty Knows

To solve perplexing puzzles, cryptic brain teasers and fall in love with Math, please click the picture below.

This is a  Mathematical Game Theory Book created by MMW CMT Students Dorothy Gaye Pring, Pretty May Flores, Rein Jessamine
Murillo, Selena Bea Acosta and Lea Jasmin Lagadan last 1st Semester, Academic Year 2020-2021. Please feel free to send your
feedback for the improvement of the said creative work. 

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6. Lesson 2 Inductive Reasoning

LESSON PROPER

Reasoning is an essential activity of our brain. Can you remember how many times you have reasoned out to prove your point?
Consciously or unconsciously, we make use of reasoning in our everyday life. People use reasoning to draw conclusions, and these
conclusions, when obtained from valid reasoning, can become part of human knowledge.

There are two primary forms of reasoning, namely, inductive and deductive reasoning. 

So, what is the difference between inductive reasoning and deductive reasoning?

Inductive reasoning is the form of reasoning used when you argue from specific cases to the general case. You uses specific examples
to reach a general conclusion which is called a conjecture. 

According to Sevilla (2013), when you draw general conclusions from experiments or observations, you use inductive reasoning. The
truth of a conclusion obtained through an inductive argument from valid premises is, at best, highly likely to be true, but not
necessarily true. 

In deductive reasoning, it is the opposite of inductive reasoning. You argue from general cases to specific cases.

Try this! 

Write your answer on a paper or type your answer in a word document before you look into the answers. 

Decide whether each of the following situations describes inductive or deductive reasoning. Justify your answer.

1. My husband's latest rapid test result turns out negative. My son's rapid test result also turns out negative. My rapid test result must
be negative.

2. All numbers ending in 0 or 5 are divisible by 5. The number 45 ends with a 5, so it must be divisible by 5. 

3. A researcher conducted an experimental study about the impact of using flipped classrooms. Post-test scores of the treatment group
that uses flipped classrooms are higher than those of the traditional classroom. The researcher concluded that using a flipped
classroom is better than using a traditional classroom.

Answers

1. This is an example of inductive reasoning. The conclusion drawn was based on the two rapid test results. However, this conclusion is at
best, highly likely to be true, but not necessarily true. 

2. This is an example of deductive reasoning because it moves from the general rule to a specific application. 

3. The researcher used inductive reasoning to conclude that using a flipped classroom model is better than using a traditional classroom
setting. 

Examples of Problem-Solving Using Inductive Reasoning 

Example 1 Use inductive reasoning to predict the next number in 2, 4, 8, 16, 32,  ?
Solution  

Look for a pattern 

Each successive number is twice the preceding number.

       2 x 2  = 4        2 x 4 = 8           2 x 8 = 16        2 x 16 = 32  

Thus, the next number is twice that of the preceding number, 32. The answer is 2 x 32 = 64

Example 2 Use inductive reasoning to make a conjecture about the sum of 2 odd numbers

Solution

Step 1 List some examples

            1 + 3 = 4              1 + 5 = 6               1 + 7 = 8              1 + 9 = 10        3 + 5 = 8         

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            3 + 7 = 10            3 + 9 = 12            5 + 7 = 12            5 + 9 = 14        7 + 9 = 16

Step 2 Look for a pattern      

             Each answer is even.

Step 3 Make a conjecture       

             The sum of 2 odd numbers is even.

Example 3 Verify that  is incorrect by giving a counterexample.

Solution

Substitute   x = 1 and y = 2, 

Then,  , implies that  is a false statement. 

Example 4 What will be the next figure in this sequence? 

  Solution

     Look for a pattern

                                      

     number of sides          3                        4                             5                         6   

    Answer                     (Hexagon) 

    

Example 5 Use inductive reasoning to make a conjecture about the following procedure

1. Pick a number.

2. Multiply the number by 4.

3. Add 6 to the product. 

4. Divide the sum by 2. 

5. Subtract 3 from the quotient. 

Repeat the procedure for several times before you make conjecture about the original number and the resulting number. 

Solution

In each of the cases, the given


procedure produces a number that is two times the original number.  It is conjectured that the
given
procedure produces a number that is twice the original number.

For additional information about this lesson, please watch the video below 

Disclaimer: The video content has been made available for informational and educational purposes only. The video may contain

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contents copyrighted by another person or entity. This portal claims no copyright over said contents. Credit goes to the real
owner of the video.

Inductive & Deductive Reasoning, Conjecture…


Conjecture…

Inductive &
Deductive Reasoning, Conjectures, Counterexamples by Audrey Barto Aug 31, 2017

PRACTICE PROBLEM 

Sharpen your inductive reasoning skills.  Try solving the prisoner hat riddle (Watch, Think, Dig Deeper, Discuss). 

Please click this link https://ed.ted.com/lessons/can-you-solve-the-prisoner-hat-riddle-alex-gendler#watch

EXTEND YOUR KNOWLEDGE

Please click the link https://www.indeed.com/career-advice/career-development/inductive-reasoning

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7. Lesson 3 Deductive Reasoning

LESSON PROPER

What is Deductive Reasoning? 

Deductive reasoning is the process of drawing a conclusion based on premises that are generally assumed to be true. 
(Source: https://www.indeed.com/career-advice/career-development/deductive-reasoning)

Deductive reasoning is a type of logical thinking that starts with a general idea and reaches a specific conclusion.
(Source: https://www.thebalancecareers.com/deductive-reasoning-definition-with-examples-2063749)

Deductive reasoning means using what you already know to be true. (Source: https://study.com/academy/lesson/deductive-reasoning-in-
algebra.html)

To extend your knowledge about this lesson, you may click on the above link/s. 

So, how do we solve problems by deductive reasoning?

Well, solving problems by deductive reasoning means using the information that we know is true. This is illustrated in the examples given
below. 

Examples of Problem-Solving Using Deductive Reasoning

Example 1 Solve for x:      3x +15 = 21

3x + 15 + (-15) = 21 + (-15)     Addition


Property of Equality If a = b then a+ c = b + c 

                                                    
Additive Inverse:  a + (-a) =
0     →15+
(-15) = 0

                                                       Rule on Signed Numbers: Subtract


numbers with different signs

                                                     
21 + (-15) = 21-15 = 6

3x = 6

                           Multiplication Property of Equality: If a = b, then ac = bc

                                                      Multiplicative Inverse:  a (1/a) = 1

X = 2    

To check if the value obtained for x is true or correct, we substitute x = 2 in the original given equation, 3x +15 = 21

3 (2) + 15 = 21                             Substitute 2 in x 

    6   + 15 = 21                              Multiply 3 by 2. We have the product of 6. Replace 3(2) in the equation

                                                              with 6. 

              21 = 21                             Adding 6 and 15, we have the sum of 21 which is equal to the value on

                                                              the right side of the equation

Therefore, the value of 2 that we obtained for x is correct. 

Example 2 Solve a Logic Puzzle

Determine the age (4, 5 or 6 years old) and the preferred flavor
of ice cream (strawberry, durian or avocado) of each kid (Euna, Lucas
and Pablo) given the following clues

1.       Euna
likes Durian flavor.

2.       Pablo
doesn’t like Avocado flavor.

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3.       The
youngest kid likes Durian flavor.

4.       The
kid who likes Avocado is 5 years old.

Solution

Draw a matrix diagram as shown below 

Clue 1 Euna likes Durian flavor. 

Shade
the cell depicting clue 1 mustard. Shade the cells that are ruled out by Clue 1 black –
Euna liking strawberry and avocado or Lucas
and Pablo liking Durian. 

Clue 2 Pablo doesn’t like Avocado Flavor (Shade the cell black – ruled out
by Clue 2).

Therefore, Pablo likes Strawberry.


Shade this cell dark pink. Shade the remaining cell under the Strawberry column
black.

The remaining unshaded cell under


ice cream flavor is Avocado. This would be the flavor that Lucas Likes. Shade
it Green.

 Kids' Ice Cream Flavor Preference

        Euna likes Durian ice cream.

        Lucas likes Avocado ice cream.

        Pablo likes Strawberry ice cream.

Next, Clue 3 The youngest kid likes Durian flavor.

Since Clue 1 states that Euna


likes Durian, therefore, Euna is the youngest kid aged 4 years old.

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Shade the cell corresponding to 4


years old mustard. Those cells ruled out by Clue 3, shade them black as shown
below.

Clue 4 The kid who likes Avocado is 5 years old. Therefore, Lucas is 5
years old.

Unshaded cell above is for 6 years


old.  Therefore, Pablo is 6 years old.

Answer

Example 3 Use Deductive Reasoning to make conjecture about the procedure below

Pick a number.

Multiply the number by 4. 

Add 6 to the product. 

Divide the sum by 2.

Subtract 3 from the quotient. 

Solution 

Let n represent the original number. 

Multiply n by 4:  4n

Add 6 to the product: 4n + 6

Divide the sum by 2: 

Subtract 3 from the quotient: 2n + 3 -3 = 2n 

Performing the given procedure, we arrived at the final answer of 2n. This implies that the given procedure will result to a number that
is twice the original number. 

PRACTICE PROBLEM

Challenge your deductive


reasoning skills, try solving Einstein's Riddle. 

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Please click this link https://ed.ted.com/lessons/can-you-solve-einstein-s-riddle-dan-van-der-vieren (Watch, Think, Dig Deeper and
Discuss)

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8. Quiz

Please click Module 3 Quiz to take the learning assessment for this module.  

This is a timed activity, the clock starts when you click attempt. You are limited to only 1 attempt to answer 15 items for 1 hour or 60
minutes. 

Please ensure your internet connection is stable prior to starting a timed assignment so that you will not be unexpectedly timed-out and
lose access. 

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9. References

Digital Books

Posamentier, A. and Krulik,, (201S). Problem Solving Srategies in Mathematics. World Scientific Publishing. 

Sevilla,
Alicia (2012). Quantitative Reasoning:
Tools for Today's Informed Citizen. 2nd Edition. Wiley Global
Education, US

Video Resources

Module 3 Lesson 1

Problem Solving Through Perspective Change | Zara Tarter | TEDxCushingAcademy, TEDx Talks , April 28, 2015

4 Steps to Math Problem Solving - Sabrina Knopf, April 18, 2016

Module 3 Lesson 2

Can you solve the prisoner hat riddle? - Alex Gendler, TED-Ed, October 5, 2015

Module 3 Lesson 3

Can you solve "Einstein’s Riddle"? - Dan Van der Vieren. TED-Ed, December 1, 2015

Can you solve the honeybee riddle? Dan Finkel, TED-ED Riddles, July 30, 2020

Can you solve the killer robo-ants riddle? - Dan Finkel, TED-ED RIDDLES, October 9, 2018

Websites

https://brilliant.org/TedEd/ 

https://brilliant.org/TedEdRoboAnts/

https://www.youtube.com/channel/UCioHfyXWo30XEdmd2WfOE-g

https://www.youtube.com/channel/UCsooa4yRKGN_zEE8iknghZA

https://ed.ted.com/lessons/can-you-solve-the-prisoner-hat-riddle-alex-gendler

https://ed.ted.com/lessons/can-you-solve-einstein-s-riddle-dan-van-der-vieren#watch

https://www.indeed.com/career-advice/career-development/deductive-reasoning

https://www.thebalancecareers.com/deductive-reasoning-definition-with-examples-2063749

https://study.com/academy/lesson/deductive-reasoning-in-algebra.html

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