MODULE 3

PROBLEMS, REASONS AND

SOLUTIONS IN MATHEMATICS

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A profound understanding of problems leads to a better solutions. The

problems and solutions alike vary and may range from simple to difficult.
Mathematics provides the central piece that allows one to discover ways to
come up with a practical solution (Manlulu, et. al. 2019).

Competencies

At the end of this module, the students will be able to:

 Demonstrate abilities of reason and logic to arrive at a solution;

 Analyze information to develop reasoning skills;

 Distinguish inductive reasoning from deductive reasoning; and

 Utilize inductive and deductive reasoning to solve various problems.

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 MODULE 3
PROBLEMS, REASONS AND
SOLUTIONS IN MATHEMATICS
LESSON I
INDUCTIVE REASONING

INTENDED LEARNING OUTCOMES

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

 Draw the next pattern using inductive reasoning.

 Determine the next three terms in a number series.

 Write conjectures using inductive reasoning.

INTRODUCTION
Mathematical reasoning stems from understanding problems. It is
how the problems are observed and analyzed. From this analysis,
problems can be solved with relative ease. There are multiple ways to solve a
problem. Information is very critical. The more information gathered the more
practical and reasonable the solution will be (Manlulu, et. al. 2019).

A good problem solver is one who can find a resolution of which the path
to the answer is not immediately known. A good problem solver uses a strategy
which cannot be learned through school drills.

In the real world, decision-making and problem-solving are two key

areas that one should be good at in order to survive (Baltazar, et. al. 2018).

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 ACTIVITY

What comes in your mind when you hear the word mathematics? List 5
statements that describe mathematics. Based from the statements, what can
you conclude about mathematics?

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

ANALYSIS

Inductive reasoning is the process that uses specific

examples to reach a general conclusion. The conclusion
formed by using inductive reasoning is called a conjecture
(Baltazar, et. al. 2018). A conjecture is an idea based on
incomplete information. This may be true or false. In this case,
counterexamples are very useful to prove the validity of conjectures. These
are the statements that contradict the claims of conjectures (Manlulu, et. al.
2019).

Specific Case General Principle

The following are examples of inductive reasoning:

1. Use inductive reasoning to predict the next number in each of the following
lists.
a. 3, 6, 9, 12, 15, ?

Solution: Add 3 to the preceding number. The next number in the lists is 18.

b. 1, 6, 16, 31, 51, ?

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Solution: The first two numbers have a difference of 5. The second and third
numbers have a difference of 10. Continuing this process, the difference of
consecutive two numbers is a multiple of 5. Therefore, the next number in the
list is 76 (Manlulu, et. al. 2019).

2. Ms. Angel is pretty. She is smart. She is my math teacher. Therefore, all math
teachers are pretty and smart.

3. The teacher used PowerPoint in the last few classes and also before our
class. Therefore, the teacher will use PowerPoint tomorrow.

4. Max is on vacation in Zamboanga del Sur. As he is travelling, he sees only

rice fields. Max concludes that the only thing grown in Zamboanga del Sur is
rice.

5. Verify that each of the following statement is incorrect by giving a

counterexample.

𝑥
a. =1
𝑥

b. √𝑥 2 + 4 = x + 2

Solution:
0 𝑥
a. Let x = 0. Then ≠ 1. This implies that = 1 is not true for all x.
0 𝑥

b. For x = 1, √𝑥 2 + 4 = √5. But x + 2 = 3 when x = 1. Then, √5 ≠ 3, implies

√𝑥 2 + 4 = x + 2 is a false statement (Baltazar, et. al. 2018).

ABSTRACTION

Use inductive reasoning to make a conjecture out of the following

process.
Consider the following procedure:

1. Pick a number.
2. Multiply the number by 10.
3. Add 8 to the product.
4. Divide the sum by 2.
5. And subtract 4.

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Repeat the procedure for several different numbers. Make a conjecture
between the relation of the size of the resulting number and the size of the
original number using inductive reasoning (Baltazar, et. al. 2018).

APPLICATION

A. Draw the next figure inside the box provided.

1.

2.

3.

4.

5.

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 B. Use inductive reasoning to determine the next three terms in the list of
numbers below:

1. 2, 7, 12, 17, 22, ____, ____, ____

2. 50, 25, 0, -25, -50, ____, ____, ____

3. 2, 4, 8, 16, 32, ____, ____, ____

4. 50, 100, 200, 350, 550, ____, ____, ____

5. 7, 77, 777, 7777, ____, ____, ____

C. Write your conclusion based on the given statements.

1. Nikki’s cat does not like to get wet. Carlo’s cat does not like to get wet.

Therefore, __

2. My math teacher is strict. My friend’s math teacher is also strict.

Leah’s math teacher is also strict.

Therefore, ________

3. Mr. Sanson is physically fit. He is a P.E. teacher.

Therefore, ________

4. An even number is divisible by 2. 64 is an even number.

Therefore, _____________

5. Jessy’s mouth swells whenever she eats shrimps. She gets rashes
when she eats clamps and crabs.

Therefore, _____________

Inductive reasoning is the process of making general conclusions founded

on specific examples. These conclusions are called conjectures.
Counterexamples are statement that opposes or contradicts the claims of
conjectures.

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 MODULE 3
PROBLEMS, REASONS AND
SOLUTIONS IN MATHEMATICS

LESSON II
DEDUCTIVE REASONING

INTENDED LEARNING OUTCOMES

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

 Identify the missing numbers using deductive reasoning.

 Write conclusion using deductive reasoning.
 Solve problem involving deductive reasoning.

INTRODUCTION
Mathematical reasoning can sometimes lead observers to make
impractical decisions. If the event happened already, what
evidences can be made to justify the event?

Information that have already been verified are important to prove the
validity of reasoning. This is the reason conjectures can be transformed into
generalized principles (Manlulu, et. al. 2019).

ACTIVITY

Find the value of x. Write the reason for each step in the
process.

1. 2 (-3x + 1) = 18 – 4x Reason

2. 3x = 6x – 15

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 ANALYSIS

What you did in the first activity is called deductive reasoning.

Deductive reasoning is a type of reasoning that uses facts,

rules, definitions or properties to arrive at a conclusion.

General Principle Specific Case

The following are examples of deductive reasoning:

1. All numbers are divisible by 3 if the sum of the digits is divisible by 3.

Consider 459. The sum of 4, 5, and 9 is 18. Therefore, 459 is divisible
by 3.

2. All men are mortal. Robert is a man. Therefore, Robert is mortal.

3. Use deductive reasoning to make a conjecture. Consider the following

procedure: Pick a number. Multiply the number by 10, add 8 to the
product, divide the sum by 2, and subtract 4.

Solution: Let n represent the original number.

Multiply n by 10: 10n

Add 8 to the product: 8 + 10n

8+10𝑛
Divide the sum by 2: = 4 + 5n
2

Subtract the quotient by 4: 4 + 5n – 4 = 5n

We started with n and ended with 5n after following the given procedure. This
means that the given procedure produces a number that is five times the
original number (Baltazar, et. al. 2018).

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 ABSTRACTION

Consider the following conjectures:

- 3 x - 3 = 10 5 x 2 = 15 1 x – 9 = - 8 4 x 10 =
45

Determine the solutions to the problems below:

24 x -3 = - 6 x -4 = 9x7=

APPLICATION

A. Who has played Sudoku? Sudoku is a 3 x 3 puzzle such that numbers 1

to 9 are placed in each of the box only once per box, row and column.
Solving Sudoku using inductive reasoning is not possible because every
grid is unique. There is no specific rule to follow to get complete the grid.
Therefore, deductive reasoning is used. Solve the Sudoku puzzle below.

7 6 2 8
3 9 4
1 3
9 6 7
5 8 9 1
2 8 7 1 4
3 2
6 9 4 1 7
4 3 2 5 6

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B. Complete the following:

1. All dogs are mammals. Spot is a dog.

Conclusion:
_____________________________

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 2. Students have a “wash” day every Wednesday to allow them to
wash their school uniforms. Today is Wednesday.
Conclusion:
_____________ __

3. All students are eligible to be in the dean’s list. Romark is a student.

Conclusion:
________________ ___________________

4. If all quadrilaterals have four sides and a square have four sides.
Conclusion:
______________________________________________________

5. All numbers are divisible by 5 if the last digit of a number ends in 5

or 0. The number 540 ends in 0.
Conclusion:
________

C. Solve for the unknown variable.

1. -3x + 8(x – 1) = 47

2. – 2x – 1 ≤ 9

3. 2(6y – 3) = 30

4. Twenty – two minus the product of seven and m is equal to 1.

5. The difference of seven and a number equals the number plus 5.

Deductive reasoning involves more analysis than inductive reasoning.

Theories from past learnings are needed to prove a certain conjecture.
However, knowing them to be already true can give more valid conclusions
than inductive reasoning (Manlulu, et. al. 2019).

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 MODULE 3 – ASSESSMENT

A. Read carefully and determine which of the following statements are

inductive or deductive reasoning. Write your answers on the space
provided before each number.

__________________ 1) All cookies are made with sugar. Cream O’s

are cookies so Linda knows Cream O’s are
made with sugar.

__________________ 2) My math teacher of last semester was a

woman. This semester, my math teacher is a
woman. Therefore, all math teachers are
women.

__________________ 3) Ms. Sandy, Ms. Clara and Ms. Sally are

teachers. They are all nice. Therefore, all
teachers are nice.

__________________ 4) If all organisms are made of cells, and

humans are organisms, then, humans are
made of cells.

__________________ 5) Eagles, parrots, and doves are all birds.

They are all birds. Therefore, all birds can fly

B. Sketch the next figure of each pattern below inside the box provided.

1.

2.

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 3.

4.

5.

C. Write the next two figures of each of the following series.

1. 5, 10, 20, 40, 80, 160, ____, ____

2. 17, 34, 35, 70, 71, 142, ____, ____

3. 15, 45, 135, 405, 1215, ________, ________

4. 3, 6, 9, 12, 15, ____, ____

5. 178, 172, 166, 160, 154, 148, ____, ____

D. For each of the following, solve for the unknown variable.

1. y = 2x + 6
3y = x – 2

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 2. 5x = 10
y = 3x – 14

3. 7m + 4(m + 3) = 5m + 6(2m – 1)

4. 2(x – 5) + 3x = 10

5. 22 – 7y = 1

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