MMW 113

Chapter 3:
Problem Solving
and
Reasoning
 MMW 113

of Mathematics
Of Mathematics
 PROBLEM
a situation, quantitative or otherwise, that
confronts an individual or group of individuals,
that requires resolution, and for which the
individual sees no apparent or obvious means
or path to obtaining a solution
– Krulik and Rudnick
Problem Solving
the means by which an individual uses
previously acquired knowledge, skills, and
understanding to satisfy the demands of an
unfamiliar situation
– Krulik and Rudnick
 Problem Solving is
Not an Algorithm
not step-by-step solution
A problem will no longer be considered a problem
once it can easily be solved by algorithms that have
been previously learned.
Problem Solving is
Heuristic
using exploration and trial-and-error
Method that does not pertain to specific or
pre-solved problems or to any specific
content or knowledge.
 Algorithm Heuristic
Properties of Algorithmic Properties of heuristic

✓Guaranteed to find a ✓Probable to find a solution.

solution.
✓The found solution is the ✓The found solution is the
correct one. acceptable one.
✓The solution is found in ✓ The solution is found in
practical time.

VS
finite time.
 REASONING
mainly pertains to the aspect of using different
thoughts to create a valid argument that can be
used to make a decision.
 TYPES
OF
REASONING
INDUCTIVE
REASONING
 inductive deductive
the process of the process of reaching
reaching a general a conclusion by
conclusion be applying general
examining specific assumptions,
examples. procedures, or
principles.
specific to general
general to specific
VS
 inductive deductive
Example
Parrots, eagles, and
doves are birds.
They can all fly.
Therefore, all birds can
fly.

VS
 conjecture
a conclusion based on inductive reasoning
it may or may not be correct
 COUNTEREXAMPLE
an exception to a proposed general rule or law
Example of Inductive Reasoning
Application in Number Patterns
• A number sequence is an ordered list of
numbers. It can be finite or infinite.
• In an arithmetic sequence each term after the
first is obtained by adding the same number, called
the common difference.
• In a geometric sequence each term after the
first is obtained by multiplying by the same
number, called the common ratio.
Use inductive reasoning to predict the
next number in each of the following:

a. 3, 6, 9, 12, 15, …?
b. 1, 4, 9, 16, 25, …?
c. 9, 14, 19, 24, 29…?
 Using Inductive Reasoning
to make a Conjecture
Example. Consider the following procedure: Pick a
number, multiply the number by 6, add 4 to the product,
divide the sum by 2, and subtract 3.

Complete the above procedure for several different

numbers. Use inductive reasoning to make a conjecture
about the relationship between the size of the
resulting number and the size of the original number.
Solution
Suppose we pick 4 as our original number.
Then the procedure would produce the
following results.
Original number: 4
Multiply by 6: 24
Add 4: 28
Divide by 2: 14
Subtract 3: 11
Solution
We started with 4 and followed the
procedure to produce 11. Starting with 5 as
our original number produces a final result
of 14. Starting with 10 produces a final result
of 29. Starting with 100 produces a final
result of 299. In each of this cases the
resulting number is three times the original
number less one.
DEDUCTIVE
REASONING
Deductive reasoning

- is the process of reaching a conclusion

by applying general assumptions,
principles and procedures. It is also the
process of proving a specific conclusion
from one or more general statements.
Use deductive reasoning to show that the
following procedure produces a number
that is three times the original number.

Procedure:
Pick a number. Multiply the number by 6,
add 8 to the product, divide the sum by 2,
subtract 4 from the quotient.
Solution:
Let n be the original number.
Multiply the number by 6: 6n
Add 8 to the product: 6n + 8
Divide the sum by 2: (6n + 8 ) / 2
Subtract 4: 3n + 4 – 4 = 3n
We started with n and ended with 3n. The
procedure given in this example produces a
number that is three times the original
number.
 inductive deductive
example example
Parrots, eagles, and All birds can fly.
doves are birds. Parrot is a bird.
They can all fly. Therefore, parrot can fly.
Therefore, all birds can
fly.

VS
Example - Deductive Reasoning – Logic Puzzle
Each of four neighbours: Sean, Maria, Sarah, and Brian,
has a different occupation (editor, banker, chef, or
d e n t i s t ). F r o m t h e f o l l o w i n g c l u e s , d e t e r m i n e t h e
occupation of each neighbour.

1.Maria gets home from work after the banker but before
the dentist.
2.Sarah, who is the last to get 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.
Example - Deductive Reasoning – Logic Puzzle
1. Maria gets home from work after the banker but before the dentist.
2. Sarah, who is the last to get 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.

BANKER MARIA DENTIST

SARAH
BANKER DENTIST EDITOR CHEF
MARIA X X * X
SARAH X X X *
BRIAN X * X X
SEAN
* X X X
Example - Deductive Reasoning – Logic Puzzle

Each of the four friends Donna, Sarah, Nikkie, and

Xhanelle, has a different pet (fish, cat, dog, and snake).
From the following clues, determine the pet of each
individual.

1. Sarah is older than her friend who owns the cat and
younger than her friend who owns the dog.
2. Nikkie and her friend who owns the snake are both of
the same age and are the youngest members of their
group.
3. Donna is older than her friend who owns the fish.
Example - Deductive Reasoning – Logic Puzzle
1. Sarah is older than her friend who owns the cat and younger than her friend who
owns the dog.
2. Nikkie and her friend who owns the snake are both of the same age and are the
youngest members of their group.
3. Donna is older than her friend who owns the fish.
OWNER OF THE snake
OWNER OF
SARAH OWNER OF THE CAT
DOG NIKKIE
DOG FISH SNAKE CAT
DONNA * X X X
SARAH X * X X
XHANELLE X X * X
NIKKIE X X X *
 MMW 113

PROBLEM SOLVING

STRATEGIES
 MMW 113

Polya’s Four-Step
Problem Solving Strategy
GEORGE POLYA
known as the father of modern problem solving
Polya’s Four-Step Problem Solving Strategy

1 Und ers ta n d the problem

2 Devise a plan
3 Carry out a plan
4 Review the solution
1 Understand the problem
➢ Can you state the problem in your own words?
➢ What are you trying to find or do?
➢ What are the unknowns?
➢ What information do you obtain from the problem?
➢ What information, if any, is missing or not needed?
 2 Devise a plan
a)Guest and check
b)Use a variable e) Pattern Recognition
c) Draw a diagram f) Write an Equation
d)Working Backwards g)Logical Reasoning
 3 Carry out a plan
➢ Implement the strategy or strategies in step 2, and
perform any necessary actions or computations.
➢ Keep an accurate record of your work.
➢ Realize that some of your initial plans will not work
and that you may have to devise another plan or
modify your existing plan.
 4 Review the solution
➢ Check the results in the original problem. (In some cases, this
will require a proof.)
➢ Interpret the solution in terms of the original problem. Does
your answer make sense? Is it reasonable?
➢ Determine whether there is another method of finding the
solution.
➢ If possible, determine other related or more general
problems for which the techniques will work.
Guess and Check
When no direct procedure for a solution
comes to mind, often the “guess and
check” strategy works. This strategy involves
guessing a solution, checking the guess
and, if necessary, using information gained
from the checking process to revise the
guess.
Guess and Check
PROBLEM 1:
Place the digits 1,2,3,4,5,6 in the circles in
Figure 1 so that the sum of the three numbers
on each side of the triangle is 12.
Guess and Check
Solution:
Step 1: Understand the Problem

Each number must be used once when arranging

the numbers in the triangle. The sum of the three
numbers on each side must be 12.
Guess and Check
Solution:
First Approach: Systematic Guess and Check
Step 2: Devise a Plan

Begin by placing the smallest numbers-namely, 1,2,3 – in

the corners. If that does not work, try increasing the
numbers to 1,2,4 and so on.
 Guess and Check
Solution:
Step 3: Carry out the Plan
1 2 2
6 4 6 1 6 4
2 5 3 3 5 4 3 1 5

With 1,2,3 in the corners, the side sums are too small; similarly with
1,2,4. Try 1,2,5 and 1,2,6. The side sums are still too small. Next try 2,3,4,
then 2,3,5 and so on, until a solution is found. One also could begin
with 4,5,6 in the corners, then try 3,4,5 and so on.
 Guess and Check

Solution:
Second Approach: Inferential Guess and Check
Step 2: Devise a Plan

Start by assuming that 1 must be in a corner

and explore the consequences.
Guess and Check
Solution:
Step 3: Carry out the Plan
2 2 2
4 3 6 1 1 6
6 5 1 4 5 3 3 4 5

If 1 is placed in a corner, we must find two pairs out of the

remaining five numbers whose sum is 11. However, out of
2,3,4,5 and 6, only 6 + 5 = 11. Therefore, 1 cannot be in a
corner. If 2 is in a corner, there must be two pairs left that
add to ten. But only 6 + 4 = 10.
Guess and Check
Therefore, 2 cannot be in a corner. Finally,
suppose that 3 is in a corner. Then we must
satisfy the given problem. However, only 5+4 = 9
of the remaining numbers satisfies the given
situation.
Thus, if there is a solution, 4,5,6 will have to be in
the corners. By placing 1 between 5 and 6, 2
between 4 and 6 and 3 between 4 and 5, we
have a solution.
Guess and Check

4
3 2
5 1 6
Use a Variable

The use of a variable strategy is one of

the most useful problem-solving
strategies. It is extensively used in
algebra and in mathematics that
involves algebra.
Use a Variable
Example

Show that the sum of any three

consecutive whole numbers has a
factor of 3.
 Use a Variable
Step 1: Understand the Problem

The whole numbers are 0,1,2,3,…., so that consecutive

whole numbers differ by 1. Thus, an example of three
consecutive whole numbers is the triple 3,4 and 5. The
sum of three consecutive whole numbers has a factor of 3
if 3 is multiplied by another whole number it produces the
given sum. In the example of 3,4,5, the sum is 12 and 3 x 4
equals 12. Thus 3 + 4 + 5 has a factor of 3.
Use a Variable
Step 2: Devise a Plan

Since we can use a variable, say x to represent any

whole number, we can represent every triple of
consecutive whole numbers as follows: x, x + 1, x + 2.
Now we can proceed to see whether the sum has a
factor of 3.
Use a Variable

Step 3: Carry out the Plan

The sum of x, x + 1, and x + 2 is

x + (x + 1) + (x + 2) = 3x + 3 = 3 (x + 1). Therefore, we
have shown that the sum of any three consecutive
whole numbers has a factor of 3.
Use a Variable
Step 4: Review the Solution

Is it also true that the sum of any five consecutive

whole numbers has a factor of 5?
Or, more generally, will the sum of any n consecutive
whole numbers have a factor of n? Can you think of
any other generalizations?
 Strategy 3: Draw a diagram

At this stage you must draw the picture and

mark down all the given information before
you try to solve it. Drawing a picture helps
to motivate the students to pursue an
otherwise vague problem.
 Strategy 3: Draw a diagram
PROBLEM
Sevi and Hiro are pilots. They are both
flying from Manila to Davao City. Sevi
leaves at 8 AM and Hiro leaves at 9 AM.
Sevi averages 250 miles per hour, and Hiro
averages 375 miles per hour. About what
time will Hiro overtake Sevi?
Strategy 3: Draw a diagram
Solution :
Step 1: Understand the Problem

We are looking for the time Hiro will

overtake Sevi if Hiro averages 375 mph
and Sevi averages 250 mph.
Strategy 3: Draw a diagram

Solution :
Step 2: Devise a Plan

Make two tables for Sevi and Hiro.

Strategy 3: Draw a diagram

Solution :
Step 3: Carry out the Plan
Time Distance Time Distance
8 AM 0
9 AM 0
9 AM 250
10 AM 500 10 AM 375

11 AM 750 11 AM 750
 Strategy 3: Draw a diagram
Solution :
Step 4: Review the Solution

Sevi gets a 250-mile head start. Hiro gains

on Sevi at the rate of 125 mph. So, it will
take Hiro about 2 hours to catch up.
Strategy 4: Working Backward

This strategy begins at the end of the

problem statement and work backward. A
problem of this type describes a
sequence of actions involving numbers,
gives the results, and asks for the
original number.
 Strategy 4: Working Backward
PROBLEM
On Monday, Gerry opened a savings account for his summer
earnings and deposited all of his first week’s earnings. On
Tuesday, he deposited P400 into the account. He withdrew P200
on Wednesday to buy tapes and another P100 on Thursday for
other expenses. On Friday, he withdrew half of what was left in
the account to buy some clothing. He then had P150 remaining
in the account. How much money did he deposit that Monday?
Strategy 4: Working Backward
Solution:
Given: P400 – deposited in the account on Tuesday
P200 – withdrawn on Wednesday
P 100 – withdrawn again on Thursday
Half of what was left was withdrew on Friday
P150 – remaining amount
Find: How much money did Gerry
deposit on Monday?
Strategy 4: Working Backward

To solve this problem, you can start with

the amount of money Gerry had at the
end and then work backward, using the
inverse operations. The list below shows
the data given in the problem and
indicates how to work backward.
Strategy 4: Working Backward
Data in the Problem Work Backward
Deposited x
Deposited (added) P400

Withdrew (subtracted) P200

Withdrew (subtracted) P100

Withdrew half (divided by 2)

Final Amount P150 P150

Strategy 4: Working Backward
Data in the Problem Work Backward
Deposited x P 200
Deposited (added) P400 Subtract P400
P600 – P400 = P200
Withdrew (subtracted) P200 Add P105
P400 + P200 = P600
Withdrew (subtracted) P100 Add P80
P300 + P100 = P400
Withdrew half (divided by 2) Multiply by 2;
P150 x 2 = P300
Final Amount P150 P150
Sample Problem (1)

Hanna found a piece of 24 inches

rope. She cut the rope into equal
length. She made 5 cuts. How long is
each piece of the rope now?
Sample Problem (2)

Nathan had ₱129.00 more than

lance. If Lance had ₱120.00, how
much did they have altogether?
Sample Problem (3)

I wrote 3 different positive

numbers on 3 cards. The sum of
the numbers is 7. What did I put
on the cards?
Sample Problem (4)

The product of the ages, in years,

of three teenagers is 4590. None
of the teens are the same age.
What are the ages of the
teenagers?
Sample Problem (5)

If you add 3 to a number, then

subtract 2, you get 4. What’s the
number?
Sample Problem (6)

Sam’s mom left a plate of cookies

on the counter. Sam ate 2 of them,
his dad ate 3 of them and they
gave 12 to the neighbor. At the end
of the day, only 4 cookies were left
on the plate. How many cookies
did she make altogether.
Sample Problem (7)

Julius used 6 blocks to make this 3 -

step staircase. How many blocks will
he need to make a 5-step staircase?
Sample Problem (8)

I have 3 in the ones place. I

am greater than 20 but less
than 29. What number am I?
A great discovery solves a great problem but
there is a grain of discovery in the solution of
any problem. Your problem may be modest;
but if it challenges your curiosity and brings
into play your inventive faculties, and if you
solve it by your own means, you may
experience the tension and enjoy the
triumph of discovery.
G E O R G E P O LYA