Mathematics in the Modern World

MODULE 2:
Problem Solving and Reasoning

LESSON 4

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INDUCTIVE AND DEDUCTIVE REASONING

Learning Outcomes:
At the end of the lesson, you must be able to:
1. Illustrate the problem.
2. Solve common and complicated distance word problems.

LET’S GET STARTED!

Let us start by identify the difference of the statements given . This will be used in our
lesson.
A. 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.
B. All home improvements cost more than the estimate. The contractor estimated that
my home improvement will cost $35,000. Thus my home improvement will cost more
than $35,000.

Your answers on the activity will be used when we proceed with our discussion. Make
sure to complete it. Are you done? Let’s proceed.

LET’S GET YOU ON THE RIGHT TRACK!

You have successfully completed our activity on this lesson. Did you notice something?

LET’S SEE THIS THROUGH!

Now, let us see what we have on this lesson. We will now explore on Inductive and
Deductive Reasoning This will give you a real understanding on the lesson. Read and
comprehend the discussion.

What is a INDUCTIVE REASONING?

Definition 1:
Inductive Reasoning is the process of reaching a general conclusion
by examining specific example.

Let’s try to solve some problems.

Example 1.1: (Use Inductive Reasoning to predict a number)

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Use inductive reasoning to predict the next number in each of the following
lists:
A. 2, 4, 6, 8, ? B. 1, 4, 9, 16, ?
Solution:
A. Each successive number is 2 larger than the next number. Thus we can predict that
the preceding number is 2 larger than 8, which 10.
B. We might not get the next number in the sequence at the first try, but if we examine
it closely. We can predict the next number by allowing 1=12, 4=22, 9=32, 16=42. thus the
number is equal to 52, which is 25.

Example 1.2: (Use Inductive Reasoning to make a Conjecture)

Consider the following procedure:
Pick a number. Multiply the number by 8, add 6 to the product, divide the sum
by 2, and subtract 3.
Solution:
Suppose we pick 3 as our number. Then the procedure would produce the new
number.

Original number : 3
Multiply by 8 : 8*3=24
Add by 6 : 24+6=30
Divide by 2 : 30÷2=15
Subtract 3 : 15-3=12
We started with 3 and followed the procedure to produce 12. Starting with 4 as
our original number produces a final number of 16. Having 20 as our original
number, gives as a result of 80. In each of theses cases the resulting number is four
times the original number. We conjecture the following procedures a number that is
four times the original number.

Example 1.3: (Use Inductive Reasoning to solve an Application)

Scientists often use inductive reasoning. For instance, Galileo Galilei (1564-
1642) used inductive reasoning to discover that the required for pendulum to
complete one swing, called the period of the pendulum, depends on the length of the
pendulum. Galilei did not have a clock, so he measured the periods of pendulum in
“heartbeats”. The following table shows some results obtained for pendulum of
various lengths. For the sake of convenience, a length of 10 inches has been
designated as 1 unit.

Length of pendulum Periods of pendulum

in units in heartbeats

1 1
4 2
9 3
16 4
3
25 5
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 Mathematics in the Modern World

Use the data in the above table and inductive reasoning to answer each of the following
questions.
A. If a pendulum has a length of 64 units, what is its period?
B. If the length of the pendulum is quadrupled, what happened to its period?
Solution:
A. In the table, each pendulum has a period equal to the square of its length, thus we
conjecture is length of 64, we have a period of 8 heartbeats.
B. In the table, a pendulum with the length of 1 has a period of of 1. Then if we multiply
length of the pendulum by 4, for instance 1*4=4, the new length is 4 and its period is 2.
thus we conjecture it. It appears that quadrupling the length of the pendulum doubles its
period.
Check your progress!
A tsunami is a sea wave produced by an underwater earthquake. The height of a
tsunami as it approaches land depends on the velocity of the tsunami. Use the data and
inductive reasoning to answer each of the questions.

Velocity of tsunami in feet per second Height of the tsunami in feet

6 4
9 9
12 16
15 25
18 36
21 49
24 64

A. What happens to the height of the tsunami when the velocity is doubled?
B. What should be the height of a tsunami if its velocity is 30 feet per second?

What is a DEDUCTIVE REASONING?

Definition 2:
Deductive Reasoning is the process of reaching a conclusion by
applying general assumptions, procedures, or principles.

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Example 2.1: (use Deductive Reasoning to establish a Conjecture)

Consider the following procedure:
Pick a number. Multiply the number by 8, add 6 to the product, divide the sum
by 2, and subtract 3.
Solution:
Let “x” represent our original number.
Original number : x
Multiply by 8 : 8*x=8x
Add by 6 : 8x+6= 8x+6
Divide by 2 : (8x+6)÷2= 4x-3
Subtract 3 : (4x-3)-3= 4x-3-3= 4x

We started with “x” as original number and ended with “4x” after following the
procedure. This appears to to us, that any number we choose to be the value of “x”. The
produce number is four times the original number.

PROVE YOURSELF!
A. Use inductive reasoning to predict the next number in each list.
1. 4, 8, 12, 16, 20, 24

2. 3, 5, 9, 15, 23, 33

3. 2, 7, -3, -2, -8, -3, -13, -8, -18

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1 2 3 4 5 6
4. , , , , , ,?
2 3 4 5 6 7

B. Use inductive and Deductive reasoning on each problem. Then decide if the
statement is correct.
1. Pick any counting number. Multiply the number by 6. Add 8 to the product.
Divide the sum by 2. Subtract 4 from the quotient. The resulting number is
twice the original number.

INDUCTIVE REASONING INDUCTIVE REASONING

2. The sum of two odd counting numbers is always odd counting number.

INDUCTIVE REASONING INDUCTIVE REASONING

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3. The product of an odd counting number and even counting number is always
an even counting number.

INDUCTIVE REASONING INDUCTIVE REASONING

Reference/s
1. Jamison, R.E. (2000). Learning the language of mathematics. Language and
Learning across the Disciplines, 4(1), 45-54.
2. The Language of Mathematics.
3. Epp, S. (2018), Mathematics in the Modern World, Rex Book Store, Inc.

LESSON 5

POLYA’S PROBLEM-SOLVING STRATEGY

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Learning Outcomes:
At the end of the lesson, you must be able to:
1. Identify the steps in Polya’s Steps in Problem Solving; and
2. Solve problems using Polya’s four steps.

LET’S GET STARTED!

Let us start by answering this easy problem.

A baseball team won two out of their last four games. In how many different orders
could they have two wins and two loses in four games?
Answer the following questions!
1. State the problem in your own word.

2. Did you encounter similar problem before? If you did, how did you answer?

3. How many different orders could they have two wins and two loses in four
games?

Your answers on the activity will be used when we proceed with our discussion. Make
sure to complete it. Are you done? Let’s proceed.

LET’S GET YOU ON THE RIGHT TRACK!

You have successfully completed our activity on this lesson. Did you notice something?
The question 1 from our activity is essential to determine if you truly understand the
problem. You may or may not encounter similar problem but in Mathematics we have
different ways just to solve a problem. In order to find the answer of our activity, we can

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try listing the possible outcome of the games having 2 wins and 2 losses. The number of
order which has 2 wins and 2 losses is 6 different possible order without repetition.
LET’S SEE THIS THROUGH!
Now, let us see what we have on this lesson. We will now explore on Polya’s Problem-
Solving Strategy. This will give you a real understanding on the lesson. Read and
comprehend the discussion.

What is a Polya’s Steps in Problem Solving?

Definition 3.
Polya’s steps are centered on the teacher whose goal is to support
the students to explain the problem-solving ideas related to the lessons.
The advantage of Polya’s problem-solving model is that it made the
students to be more careful in understanding the steps and process of
solving problem, and could provide a neatly arranged framework to solve
a long and complex problem which could help the students to organize
their effort in solving problem.

Polya’s Four-Step Problem-Solving Strategy

1. Understand the problem
2. Devise a Plan
3. Carry out the plan
4. Review the solution

STEPS DESCRIPTION
1. Understand the problem. The understanding about the problem in
story problem can be done by reading the
question carefully and understanding the
connection between words and numbers in
the question. The following guide questions
may be considered to understand the
problem:
 Can you restate the problem
in your own words?
 Can you think of a picture or
diagram that might help you
understand the problem?
 Is there enough information
to enable you to find a
solution?
 What is the goal?
 Can you restate the problem
in your own words?
 Can you define the terms
used in the problem?
 Is there enough information
enable you to find a solution?

2. Devise a plan There are many reasonable ways to solve

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problems. The skill at choosing an

appropriate strategy is best learned by
solving many problems.
The following strategies may be used in
solving the given problems:
• Guess and check
• Look for a pattern
• Make an orderly list
• Draw a picture
• Eliminate possibilities
• Solve a simpler problem
• Use symmetry •
Use a model
• Consider special cases
• Work backwards
• Use direct reasoning
• Use a formula
• Solve an equation
• Be ingenious

3. Carry out the plan Student must able to complete the

mathematical sentence and the calculation
operation which has been formulated before.
The student will conduct the computation
with the correct formulas and steps. Once
the strategy has been set in order to solve
the problem,
 Be patient to check each step
 See to it that each step is correct
 If the chosen strategy does not work,
then find new one.
 Work carefully
 Keep an accurate and neat records of
all your attempts
 Realize that some of your initial
plans will not work and that you may
have to devise another plan your
existing plan
4. Look back After the computation result is achieved,
there should be a rechecking of the
computation result which has been
conducted before. Next, the student will
make a conclusion of the answer and
connect the answer with what been asked in
the question.
 Examine the solution
obtained.
 Can you check the result?
Can you check the
argument?
 Can you derive the solution
differently? Can you see it at
a glance?

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 Can you use the result, or the

method, for some other
problem?

Lets use our past activity to to solve using Polya’s Problem-Solving Strategy. To make
sure you got the right answer.
Example 5.1
A baseball team won two out of their last four games. In how many different orders
could they have two wins and two loses in four games?
Solution:
1. UNDERSTAND THE PROBLEM:
There are many possible order of wins and losses. The team may have won two
straight (WWLL),. Or maybe the team have lost two straight(LLWW). Or even
possible that the team experience alternate outcome(WLWL/LWLW). of course
there are still other order, such as win at the first game then have two consecutive
losses or vice-versa.
2. DEVISE A PLAN:
We will make an organized list of possible order of two wins and two losses. An
organized list is a list that is produced using a system that ensures that each
possible outcome is different to one another.
3. CARRY OUT THE PLAN:
The list should contain two Ws and two Ls. We will use a strategy that make
sure there are no duplication of outcome. Once such strategy is always wite W
unless doing so will produce too many Ws or a duplication of one previous order. If
it is possible to write a W, then and only then do we write L. the strategy will give us
6 different order of outcome.
1. WWLL(start with two wins) 4. LWWL(start with one loss)
2. WLWL(start with one win) 5. LWLW
3. WLLW 6. LLWW( start with two losses)

4. REVIEW THE SOLUTION:

We have made an organized list. The list has no duplication and the list
considers all possible outcome of the games. So we are sure that there are 6
different possible orders in which the baseball team win exactly two out of their last
four games.
Example 5.2
In three Bowling games, Lea scored 138, 141 and 144. what score will be need
in a fourth game in order to have an average score of 145 for all four games?

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Solution:
1. UNDERSTAND THE PROBLEM:
Lea scored 138, 141 and 144 in the three games. The average score of the
four games is 145. what should be the fourth score?
2. DEVISE A PLAN:
We can easily solve this by algebra. Let x be the required score
3. CARRY OUT THE PLAN:
Since the average score is 145, we have

We need to
cross multiply

4. REVIEW
Add all numbers in the left side of the equation THE
and multiply the right side off the equation SOLUTION:

We applied the addition property of equality so that

all constant are in the right side of the equation
Computing the average of 138, 141, 144 and 157 is 145. Thus we get the right
answer.
PROVE YOURSELF!

Use Polya’s four step problems- solving strategy in answering the following.
1. There are 364 first-grade students in the Park Elementary School. If there
are 26 more girls than boys, how many are girls?

2. If two ladders are placed end to end, their combined height is 31.5 feet.
One ladder is 6.5 feet shorter than the other ladder. What are the heights
of the two ladders?

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3. In a basketball league consisting of 12 teams, each team plays each of the

other teams exactly twice. How many league games will be played?

REFERENCE/S:
4. Jamison, R.E. (2000). Learning the language of mathematics. Language and
Learning across the Disciplines, 4(1), 45-54.
5. The Language of Mathematics.
6. Epp, S. (2018), Mathematics in the Modern World, Rex Book Store, Inc.

LESSON 6
COMMON PROBLEM -SOLVING STRATEGIES/HEURITICS
Learning Outcomes:
At the end of the lesson, you must be able to:

1. Identify different strategies in solving problem

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2. Solve problem using the different strategies.

LET’S GET STARTED!

Let us start by getting the least common multiple (LCM) of the following numbers. Show
your solutions. This will help you understand our lesson.
1. There are 364 first-grade students in the Park Elementary School. If there are 26
more girls than boys, how many are girls?

2. Find the sum of odd numbers from 1 to 20.

Questions:
1. Did you answer all of it?
2. How did you come up with your answer?
3. Did you find it easy?
4. Did you have a technique or strategy to find the answer?
LET’S GET YOU ON THE RIGHT TRACK!

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You have successfully completed our activity on this lesson. The problem solving
questions I let you solve have a special strategy for better and easy process of solving
the problem.
For instance for question number one, it is easy because in the statement the
number of girls is 26 more than the number of boys. So we can simply use the equation
X+X+26=364. letting X as the number of boys. And the calculating it, we will arrive at
195 as the number for girls in the Park Elementary School. And as for number 2, we just
simply add 1+20=21, 2+19=21, 3+18=21…10+11=21, so there are ten 21’s to be add
then we can have the answer 210. I know your way of solving it is just add it all then you
came up with the answer 210. But how about if it is not just up to 20? What if it is until
400 ? Can you solve it?

LET’S SEE THIS THROUGH!

Now, that we have heat up your engine, let us continue. The topic that we will
tackle focus on the part of solution in the problem-solving. Unlike the Polya’s Problem-
Solving Strategy, since the it focuses on how to understand the problem in order to solve
it. In this lesson, the solution or the process of solving will be the target.
What to Learn?

Heuristics are processes or strategies that do not guarantee a solution to

the problem but provide a highly probable method for discovering the
solution. There are many ways to find the answer to a problem. The skills at
choosing the right strategy is the best learned by constant practice on solving
problems. This is the list :
1. Working Backwards
2. Guess and Check
3. Make a Diagram
4. Make a List
5. Look for a Pattern
6. Eliminate Possibilities
7. Solve a Simpler Problem

a. Working Backward: This strategy is used to solve problem that include a

number of linked factors or events, where some of the in formation has not been
provided, usually at the beginning of the problem. This entails starting with the end
results and reversing the steps you need to get those results, in order to figure out
the answer to the problem.
Example 1:
In a dancing competition, all the contestants started dancing together.
After 3 minutes, half of the people were eliminated. During the next 10 minutes,
half of the remaining were eliminated. At the 15 minute mark, half again were
eliminated, and at the 20 minute mark, half of those still remaining were

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eliminated. In the last 2 minutes, one more contestant were eliminated, leaving
the winner of the competition. How many dancers were there in the beginning?
Solution:
Note: use the Polya’s Strategies in Problem-Solving
1. UNDERSTAND THE PROBLEM:
We need to determine the number of the participants of the dancing
competition.
2. DEVISE A PLAN:
Since the problem is a bit tricky, we need to reverse our process. We start
at the winner and understand each details given by the problem. We must take
a step one by one and not forgetting any clue behind to unlock the problem.
3. CARRY OUT THE PLAN:
Situation: No. Of participants

WINNER (ONLY 1 WINNER) 1

Last 2 minutes (1 contestant eliminated) 1+1=2
After 20 minutes(contestant were halved, so double it) 2*2=4
After 15 minutes( again halved, so double it) 4*2=8
After 10 minutes(halved, so double it) 8*2=16
After 2 minutes( at first elimination were halved, so double it) 16*2=32
4. REVIEW THE SOLUTION:
We have unlocked the process and came up with the answer 32. Hence, 32
dancers participated the competition.

b. Guess and Check: often referred as “Trial and Error” , it is important to

recognize that every error really not implies a mistake already. It helps to
guide the problem solver for his/her next attempt. Here are important
features of the guess and check strategy:
 Make an “Educated” guess at the solution. It means that your guess
must be align or nearly to the condition given by the problem.
 Check the guess against the condition of the problem. Try your
guess as attempt on looking for solution.
 Use the information obtained in checking to make a better guess.
Write down your attempt and evaluate it for you to make a guess much
closer to the desire answer.

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 Continue the process until the correct answer is obtained. “Try and
try until you succeed”, the quote for this strategy.

Example 2.
The product of the ages, in years, of three teenagers is 4590. None of
teens are the same ages. What are the ages of the teenagers?
Solution:
Note: use the Polya’s Strategies in Problem-Solving
1. UNDERSTAND THE PROBLEM:
Our task is to find the ages of three teenagers. Clue is given if the ages are
multiplies the product is 4590
2. DEVISE A PLAN:
To find the answer, we must try different possible combination of the ages in
teenage. The possible ages of teenager are 13, 14, 15, 16, 17, 18 and 19. Now we
make an equation xyz=4590. then letting x,y,z are the ages of the teenagers.
3. CARRY OUT THE PLAN:

Age 1 Age 2 Age 3 Product Remarks

15 16 18 4320 Too small 1st attempt

15 16 19 4590 Too small 2nd attempt

15 17 18 4590 Correct 3rd attempt

In this chart, it show the 3 trials we made just to get the possible ages of the
teenagers. Now as u can see, in the first trial the product is too small so we try to
upgrade the age 3 from 18 to 19 trying the possible if it will give us the desire
product we wanted. But unfortunately it did not. In result we use 17 and 18 for the
ages 2&3 then luckily we hit the jackpot. Note: there are more trials made but only 3
trials are shown.
4. REVIEW THE SOLUTION:
From the trials we made, we successfully guess the combination of the three
teenagers which are 15, 17, and 18 as their ages.

c. Make a Diagram. Drawing or illustrating is the most common problem

solving strategy. Very often, the solver needs to draw in order to understand
easily the problem. The illustration represents the problem in a way we can
see it, understand it, and think while looking the next step. When you draw
the diagram, you organize the information spatially, which then allows the
visual part of your brain more involved in solving the problem.
Example 3:

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Maria went went to her grandfather’s farm. Her grandfather has

chickens and goats on his farm. She asked him How many chicken and how
many goats his farm has. He told her his animals has 26 heads and 68 legs
and from that information she could calculate the number of chickens.
Assuming that each animals has all legs intact and no more, how many of
each does her grandfather have?
Solution:
Note: use the Polya’s Strategies in Problem-Solving
1. UNDERSTAND THE PROBLEM:
We need to determine the number of chickens and number of goats her
grandfather has.
2. DEVISE A PLAN:
In order to find the number of chicken and number of goats her grandfather
has. We need to make a visual presentation for the animals in the farm. First we will
draw 26 circles representing the number of heads since every animal has one head.
Afterwards, we will assume that all animals are chicken having two legs. And if
there will be number of legs left so some of the chicken will be converted to a goats
having four legs.
3. CARRY OUT THE PLAN:

We will draw the 26 circles for the number of animals.

Now, lets make all animals a chickens.

We already assume that all animals are chicken but there are 16 legs left. So we must
convert the chicken to goats by drawing 16 more legs (8 pairs) on eight chicken to turn them into
a goat.

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4. REVIEW THE SOLUTION:

From the diagram that we draw, we knew the number of chickens and number of goats
Maria’s grandfather has. There are 18 chickens and 8 goats in her grandfather’s farm

d. Make a list. Making a list is a systemic method of organizing information in the

rows and/or columns. By organizing the information gathered, you can clearly
analyze the information and solve the problem by completing the list. It should be
emphasized that one should make a systematic list. By making it, one will see the
possible combination.

Example 5.
If you toss three coins at the same time . in how many different order
you can get two heads and a tail or a head and two tails?
Solution:
Note: use the Polya’s Strategies in Problem-Solving
1. UNDERSTAND THE PROBLEM:
Our task is to find the different order of outcome if we toss three coins at the
same time having two same side and a opposite side of the coin.
2. DEVISE A PLAN:
We will make an organized list. This list is produced using system that ensure
no duplication of outcome.
3. CARRY OUT THE PLAN:
Every entry must have 3 outcomes (H for head & T for tail) since three coins
are toss at the same time.We will start at using head then if the head is not available
then we use tail.
1. HHH 5. THH
2. HHT 6. THT
3. HTH 7. TTH
4. HTT 8. TTT
These are all possible outcome if we toss three coins at the same time. Since
our problem is to find the number of combination having two coins have same side
and the other in the opposite side.

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4. REVIEW THE SOLUTION:

From the result of tossing the three coins, there are 6 different order in which two
coins have same side and the other coin on the other side.

e. Look for a Pattern. This strategy entails looking for a patterns in the data in
order to solve the problem, that is, the solver looks for an item or number that are
repeated or series of events that repeats. This strategy is used to solve many math
problem and can be integrated in many other strategies, including make a table,
make a list or simplify problem.

Example 6.
In the song “The Twelve Days of Christmas”, a person receives a set
of gifts each day for 12 days. On the first day, she received one gift- a
partridge in a pear tree. On the 2 nd day, she received two turtle doves and
another partridge in a pear tree---in total 3 new gifts. On the 3 rd day, she
received three French hens plus the gifts given on the 2 nd day, for total of
six new gifts. This continues for 12 days. How many gifts did she receive
on the 12th day?

Solution:
Note: use the Polya’s Strategies in Problem-Solving
1. UNDERSTAND THE PROBLEM:
We need to determine the number of gifts she received on the 12 th day.
2. DEVISE A PLAN:
We will look for a certain pattern, we can use to solve the problem. Like on the
1st day one gift, 2nd day 3 gifts, 3rd day 6 gifts.

3. CARRY OUT THE PLAN:

Day No. Of gifts received
1 1
2 1+2=3
3 1+2+3=6
4 1+2+3+4=10
⋮
12 1+2+3+4+5+6+7+8+9+10+11+12=78
4. REVIEW THE SOLUTION:

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From the result, she received 78 gifts on the 12th day. Haba ng hair ni ate
f. Eliminate Possibilities. This strategy uses the given information of the problem
to decide which outcomes are possible. Then the possibility that was not ruled out
must be the solution.

Example 6.
Tony is younger than 60 years of age. When you add the digits of his age the
sum is 9. His age lies between two prime numbers. If his age is a multiple of 6, how
old is he?

Solution:
Note: use the Polya’s Strategies in Problem-Solving
1. UNDERSTAND THE PROBLEM:
We need to determine the age of tony using the clues given.
2. DEVISE A PLAN:
We need to list the possible age of Tony then eliminate those possible ages that
do not satisfy the clues in order to manipulate less number and make the guess
closer and exact.
3. CARRY OUT THE PLAN:
1st clue: His age is divisible by 6 and less than 60.
6, 12, 18, 24, 30, 36, 42, 48, 54. This are the possible ages that satisfy the 1 st
clue
2nd clue: The sum of the digits is 9.
18, 36, 54. These are the remaining since the other numbers if you add it
same as 12: 2+1=3 is not equal to nine.
3rd clue: His age lies between two prime number. But on the other hand,
what is Prime Numbers? A Prime Numbers are numbers which has only two
factors, the number 1 and the number itself like 2, 3, 5, 7, 11, 13 and etc.
As for 54, 53 is a prime number but 55 is not. In 36, 35 is not a prime
number and 37 is. For 18 we have 17 and 19 and they are prime numbers
4. REVIEW THE SOLUTION:
As we eliminated the possible ages of Tony we are down to the last number
which passed all the clues given by the problem. Therefore the age of Tony is 18
years old.

g. Solve a Simpler Problem. Sometimes you can find the answer to a problem by
solving another problem that has simplified number or fewer cases. To use this kind
of strategy, first use a simpler or more familiar case of problem. Then use the
concept obtained and in relationships to solve the original problem.

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Example 7:
What is the remainder when 6*6*6*6*6*6*6*6*6*6*6*6*6*6*6*6*6*6*6*6*6*6 is
divided by 5?

Solution:
1. UNDERSTAND THE PROBLEM:
We need to determine the remainder of the of the given on the problem.
2. DEVISE A PLAN:
We can multiply the given number first and then divide to see the remainder of
else we can just get a representation of the number then apply the operation
needed.
3. CARRY OUT THE PLAN:
There is a pattern. If we divided the 6 by 5 the remainder is 1. then if 6*6=36
divided by 5 the remainder is also 1. So if the product 6’s is divided by 5, then the
remainder will also be 1.
6/5 = remainder is 1
6*6=36/5 =remainder is 1
6*6*6=216/5=remainder is 1
4. REVIEW THE SOLUTION:
We have discover a pattern that if we multiple 6 by 6 the last digit will be 6 and
6 divided by 5 always give us a remainder of 1.

PROVE YOURSELF!
Answer the problem below using the appropriate Heuristic and apply Polya’s
Problem solving Strategy.
1. If two ladders are placed end to end, their combined height is 31.5 feet. One
ladder is 6.5 feet shorter than the other ladder. What are the heights of the two
ladders?

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 Mathematics in the Modern World

2. In a baseballl league consisting of 12 teams, each team plays each of the other
teams exactly twice. How many league games will be played?

3. Jean has a certain amount of money in her bank account of Friday morning. During
the day she write a check for 245 pesos, makes an ATM withdrawal of 800 pesos and
check deposit for 2350 pesos. At the end of the day she sees that her balance is
4251.5 pesos. How much money did she have in the bank at the beginning of the
day?

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 Mathematics in the Modern World

4. James’ father is 36. He is 16 years older than four times James’ age. How old is
James?

5. Jusfer is looking at the Guinea pigs and the lovebirds in the pet shop. Raphy called
Jusfer asking how many guinea pig and lovebirds available there. Instead of giving
him the exact number of animals. He told him that he can see 13 heads and 36 feet
and asks him how many guinea pigs and lovebirds in the pet shop. Help Raphy find
the answer.

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 Mathematics in the Modern World

Reference/s:

7. Jamison, R.E. (2000). Learning the language of mathematics. Language and

Learning across the Disciplines, 4(1), 45-54.
8. The Language of Mathematics.
9. Epp, S. (2018), Mathematics in the Modern World, Rex Book Store, Inc.

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