Module 3 - PROBLEM SOLVING AND REASONING
Module 3 - PROBLEM SOLVING AND REASONING
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Table of contents
1. Introduction
2. Learning Outcomes
4. Assignment
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
4.
Organize your
methods and approaches for proving and solving problems
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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
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.
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.
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
2. Devise a 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.
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
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.
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
Solution
1. Understand the
problem
2. Devise a plan
4.
Look back
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Other
Strategies that can be used to solve this problem are shown below.
By Accounting
for All Possibilities
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)
In a general case for the n × n grid, the formula can be simply applied.
By
Looking for a Pattern
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By
Organizing Data
By Mixed Strategy
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
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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.
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
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Sample Problem 3
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.
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
Mathematics in the
Modern World
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)
Problem 1
Problem 2
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Problem 3
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.
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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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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.
Example 1 Use inductive reasoning to predict the next number in 2, 4, 8, 16, 32, ?
Solution
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
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Solution
Solution
Answer (Hexagon)
Example 5 Use inductive reasoning to make a conjecture about the following procedure
1. Pick a number.
Repeat the procedure for several times before you make conjecture about the original number and the resulting number.
Solution
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, 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).
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LESSON PROPER
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.
Well, solving problems by deductive reasoning means using the information that we know is true. This is illustrated in the examples given
below.
Additive Inverse: a + (-a) =
0 →15+
(-15) = 0
21 + (-15) = 21-15 = 6
3x = 6
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
with 6.
21 = 21 Adding 6 and 15, we have the sum of 21 which is equal to the value on
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
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).
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Clue 4 The kid who likes Avocado is 5 years old. Therefore, Lucas is 5
years old.
Answer
Example 3 Use Deductive Reasoning to make conjecture about the procedure below
Pick a number.
Solution
Multiply n by 4: 4n
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
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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
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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