MATHEMATICS IN

THE MODERN WORLD

Module 5
Problem Solving and Reasoning

Prepared by: Nimrod I. Naranjo – Master Teacher I

MATHEMATICS IN THE MODERN WORLD_PSU EL NIDO CAMPUS_ MODULE 5

For the learner:
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while being
an active learner.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful

learning and gain understanding of the relevant learning outcomes. You can do
it!

After going through this module, you are expected to:

• Use different types of reasoning to justify statements and

arguments made about mathematics and mathematical
concepts.
• Differentiate inductive reasoning from deductive reasoning.
• Solve problems employing Polya’s four steps.
• Increase awareness on the importance of reasoning and
problem solving.

MATHEMATICS IN THE MODERN WORLD_PSU EL NIDO CAMPUS_ MODULE 5

 Problem Solving and
Lesson
Reasoning

➢ 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 problems. Information is very critical. The
more information gathered, the more practical and reasonable the
solution will be.

INDUCTIVE REASONING
➢ The process of making general conclusions is founded on detailed
examples.
➢ Involves looking for patterns and generalizing.
➢ Involves specific examples before reaching a conclusion.
➢ The conclusion formed is called conjecture.
➢ A conjecture is an idea based on incomplete information. This may be
true or false.
• Counterexamples are very useful to prove the validity of
conjectures. These are the statements that contradict the
claims of conjectures.

The following are examples of inductive reasoning:

1. Consider the list of numbers below. Predict the next number.
a. 4, 8, 12, 16, ?
Solution: Add 4 to the preceding number. The next number in the
list is 20.
b. 1, 6, 16, 31, 51, ?
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.

MATHEMATICS IN THE MODERN WORLD_PSU EL NIDO CAMPUS_ MODULE 5

 2. Miss Jen is pretty. She is my math teacher. Therefore, all math teachers
are pretty.

3. EDSA is a major thoroughfare which has a speed limit of 60 kilometers

per hour. Therefore, all major thoroughfares have a speed limit of 60
kilometers per hour.

Another example

Prove that the sum of the measures of the angles of any triangle is 180.

Understood the Problem: The problem involves the measurement of the angles
of any triangle. You will need an example of each type
of triangle (acute, right, obtuse, equilateral, isosceles,
and scalene). Carefully draw an example of each.

Plan Your Approach: Use a protractor to measure the angles.

Implement the Plan: Find the sum of the angle measures for each triangle.
Compare the sums.

Interpret the Results: In each case, the sum should be equal to or very nearly
equal to 180. Since the measurement is never totally
accurate, it would seem reasonable to make the induction
that the sum of the measures of any triangle is 180.

DEDUCTIVE REASONING
➢ It is a process of making specific and truthful conclusions based on
general principles.
➢ It is a process of reaching a conclusion by applying general principles and
procedures.
➢ Involves making a logical argument, drawing conclusions, and applying
generalizations to specific situations.

The following are examples of deductive reasoning:

1. All members of the club can use the club’s pool.

Deanna is a member of the club.
Therefore, Deanna can use the club’s pool.

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

MATHEMATICS IN THE MODERN WORLD_PSU EL NIDO CAMPUS_ MODULE 5

 Consider 339. The sum of 3, 3 and 9 is 15.
Therefore, 339 is divisible by 3.

3. If a number is divisible by 2, then it must be even.

12 is divisible by 2.
Therefore, 12 is an even number.

4. All mathematics teachers know how to play Sudoku.

Resty is a math teacher.
Therefore, Resty knows how to play Sudoku.

5. If a student is a DOST scholar, he receives a monthly allowance.

If a student receives a monthly allowance, his parents will be happy.
Therefore, if a student is a DOST scholar, his parents will be happy.

6. If ∠𝐴 and ∠𝐵 are supplementary angles, their sum is 1800 .

If 𝑚∠𝐴 = 1000 , then 𝑚∠𝐵 = 800 .

Logic Puzzles can be solved by deductive reasoning. A chart that enables us to

display the given information in a visual manner helps in the solution.

Illustrative Example
1. Each of four neighbors, Mark, Zen, Linda, and Roy, has a different
occupation (teacher, banker, chef, or broker).

From the following clues, determine the occupation of each neighbor.

CLUES
1. Zen gets home from work after the banker but before the broker.
2. Linda, who is the last to get home from work, is not the teacher.
3. The broker and Linda leave for work at the same time.
4. The banker lives next door to Roy.

SOLUTION
• From clue 1, Zen is neither the banker nor the broker.
• From clue 2, Linda is not the teacher.

We know from clue 1 that the banker is not the last to get
home
We know from clue 2 that Linda is the last to get home
Therefore, Linda is not the banker.

MATHEMATICS IN THE MODERN WORLD_PSU EL NIDO CAMPUS_ MODULE 5

 ❖ From clue 3, Linda is not the broker.
❖ As a result, Linda is the Chef.
❖ Since Linda is the Chef, it could not be Zen.
❖ Zen, therefore, is the Teacher.

▪ From clue 4, Roy is not the Banker.

▪ And since Linda is the Chef and Zen is the Teacher, Roy
must be the broker.
▪ Thus, Mark is the Banker, the only occupation not filled up.

Teacher Banker Chef Broker

x / x x
Mark

Zen
/ x x x
Linda
x x / x
x x x /
Roy

POLYA’S PROBLEM SOLVING

➢ The National Council of Teachers of Mathematics (NCTM) posits that
problem solving plays an important role in mathematics and should have
a prominent role in the mathematics education of K-12 students.
➢ The term “problem solving” refers to mathematical tasks that have the
potential to provide intellectual challenges for enhancing students’
mathematical understanding and development.
➢ Problem–solving is an important skill not only in dealing with Mathematics,
but also in making decisions in life.
➢ Decision–making is a significant part of problem–solving.
➢ Students should be taught how to solve problems logically and
accurately; and in the process, they discover that there are various ways
to solve a problem.

➢ George Polya, a Hungarian mathematician, described the methods of

problem solving in his book How to Solve It (1945).
• This systematic process for solving problems is now referred to as the
Polya 4-Step Problem-Solving Process.

MATHEMATICS IN THE MODERN WORLD_PSU EL NIDO CAMPUS_ MODULE 5

 Polya’s four steps in Problem-Solving are as follows:
1. Understanding the Problems.
• Before anything else, understand the problem – have a full grasp of
what are known and not known
2. Devise a Plan – strategize.
• Polya mentions that there are many reasonable ways to solve
problems. The skill at choosing an appropriate strategy is best
learned by solving various problems. Applying strategies to devise a
plan requires skill and own judgement.
3. Carry out the plan.
• After devising a plan, the next logical step is to carry out that plan.

4. Look Back.
• Polya mentions that much can be gained by taking the time to
reflect, examine, and look back at what you have done – what
worked and what didn’t; doing this will enable you to predict what
strategy to use to solve future problems, if these relate to the original
problem.

Illustrative Examples
1. One number is 7 more than another. Twice the larger is equal to four times
the smaller decreased by 2. Find the numbers.

Step 1: Understand the Problem

We are looking for two numbers wherein one is 7 more than
another, and if the larger is doubled, it will be equal to four times the
smaller decreased by 2.

Step 2: Devise a plan

We can use the “Formulate an equation” strategy

MATHEMATICS IN THE MODERN WORLD_PSU EL NIDO CAMPUS_ MODULE 5

 𝑥 = 𝑠𝑚𝑎𝑙𝑙𝑒𝑟 𝑛𝑢𝑚𝑏𝑒𝑟
𝑥 + 7 = 𝑙𝑎𝑟𝑔𝑒𝑟 𝑛𝑢𝑚𝑏𝑒𝑟
𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛: 2 (𝑥 + 7) = 4𝑥 − 2

Step 3: Carry out the plan

2 (x + 7) = 4x − 2
2𝑥 + 14 = 4𝑥 − 2
Subtract 4𝑥 and subtract 14 from both sides of the equation
2𝑥 − 4𝑥 + 14 − 14 = 4𝑥 − 4𝑥 − 2 − 14
−2𝑥 = − 16 ⇒ 𝑡ℎ𝑒𝑛 𝑑𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 − 2
𝑥=8;
𝑥 + 7 = 8 + 7 = 15

Step 4: Look back

15 𝑖𝑠 7 𝑚𝑜𝑟𝑒 𝑡ℎ𝑎𝑛 8; 𝑡𝑤𝑖𝑐𝑒 15, 𝑤ℎ𝑖𝑐ℎ 𝑖𝑠 30, 𝑖𝑠 𝑓𝑜𝑢𝑟 𝑡𝑖𝑚𝑒𝑠 8 𝑙𝑒𝑠𝑠 2.
That is, 2(8 + 7) = 4(8) − 2
30 = 30
Answer: The smaller number is 8 and the larger number is 15.

2. Anne is 2 years older than Betty. Last year Anne was 2 times as old as
Betty. How old is Anne?

Step 1: Understand the Problem

We are looking for the age of Anne at present. She is now 2 years
older than Betty, and last year she was twice as old as Betty.

Step 2: Devise a plan

𝑥 = 𝑎𝑔𝑒 𝑜𝑓 𝐵𝑒𝑡𝑡𝑦 𝑛𝑜𝑤 𝑥 − 1 = 𝑎𝑔𝑒 𝑜𝑓 𝐵𝑒𝑡𝑡𝑦 𝑙𝑎𝑠𝑡 𝑦𝑒𝑎𝑟
𝑥 + 2 = 𝑎𝑔𝑒 𝑜𝑓 𝐴𝑛𝑛𝑒 𝑛𝑜𝑤 𝑥 + 2 − 1 = 𝑥 + 1 = 𝑎𝑔𝑒 𝑜𝑓 𝐵𝑒𝑡𝑡𝑦 𝑙𝑎𝑠𝑡 𝑦𝑒𝑎𝑟

We can also use a table such as this:

MATHEMATICS IN THE MODERN WORLD_PSU EL NIDO CAMPUS_ MODULE 5

 Age now Age last year
Betty 𝑥 𝑥−1
Anne 𝑥+2 𝑥 + 2 − 1 𝑜𝑟 𝑥 + 1

Last year, Anne was twice as old as Betty

Thus, the equation is: 𝑥 − 1 = 2(𝑥 + 1)

Step 3: Carry out the plan

x − 1 = 2(x + 1)
𝑥 − 1 = 2𝑥 + 2
𝑥 = 3 ; and
𝑥+2= 3 +2= 5

Step 4: Look back

𝐼𝑓 𝐴𝑛𝑛𝑒 𝑖𝑠 5 𝑦𝑒𝑎𝑟𝑠 𝑜𝑙𝑑 𝑛𝑜𝑤, 𝐵𝑒𝑡𝑡𝑦 𝑖𝑠 3 𝑦𝑒𝑎𝑟𝑠 𝑜𝑙𝑑. 𝐿𝑎𝑠𝑡 𝑦𝑒𝑎𝑟, 𝐴𝑛𝑛𝑒 𝑤𝑎𝑠 4
𝑎𝑛𝑑 𝐵𝑒𝑡𝑡𝑦 𝑤𝑎𝑠 2, 𝑡ℎ𝑎𝑡 𝑖𝑠, 𝐴𝑛𝑛𝑒 𝑤𝑎𝑠 𝑡𝑤𝑖𝑐𝑒 𝑎𝑠 𝑜𝑙𝑑 𝑎𝑠 𝐵𝑒𝑡𝑡𝑦.
Answer: Anne is 5 years old at present.

3. Jerry is 7 years older than Jan. In three years, Jerry will be twice as old as
Jan. Find their present ages.

Step 1: Understand the Problem

We are looking for the present ages of Jerry and Jan. At present,
Jerry is 7 years older than Jan. Three years from now, Jerry will be twice as
old as Jan.

Step 2: Devise a plan

Age at present Age 3 years from now
Jan 𝑥 𝑥+3
Jerry 𝑥+7 (𝑥 + 7) + 3

MATHEMATICS IN THE MODERN WORLD_PSU EL NIDO CAMPUS_ MODULE 5

 Three years from now, Jerry will be twice as old as Jan
Thus, the equation is: (𝑥 + 7) + 3 = 2(𝑥 + 3)
Step 3: Carry out the plan
(𝑥 + 7) + 3 = 2(𝑥 + 3)
𝑥 + 10 = 2𝑥 + 6
4=𝑥 𝑜𝑟 𝑥=4 ; 𝑥 + 7 = 4 + 7 = 11
Step 4: Look back
If Jerry is 11 years old now, Jan is 4 years old. In three years, Jerry will
be 14 and Jan will be 7, that is, Jerry will be twice as old as Jan.

Answer: Jerry is 11 years old, and Jan is 4 years old at present.

Evaluation
Answer the following as indicated.
A. True or False
Write true if the statement is correct, false if it is incorrect.
______1. If the ratio of boys to girls in your class is 4:3 and the sum of the kids in
the class is 42, then there are 24 boys in the class.
______2. If the area of a rectangle is 45 𝑐𝑚2 and its length is 9 𝑐𝑚, then its width is
5 𝑐𝑚2 .
______3. If the sum of three consecutive positive integers is 87, then the numbers
are 24, 29, and 34.
______4. If the sum of the least and greatest of 3 positive consecutive integers is
78, then the values of the 3 integers are 25, 26, and 27.
______5. Problem – solving is an important skill not only in dealing with
Mathematics but also in making decisions in life.
______6. Inductive reasoning involves making a logical argument, drawing
conclusions, and applying generalizations to specific situations.
______7. “When you notice that all the dogs you see around are black and
white, so you make the conclusion that all dogs in the world are black
and white.” This statement is an example of inductive reasoning.

MATHEMATICS IN THE MODERN WORLD_PSU EL NIDO CAMPUS_ MODULE 5

______8. The conclusion formed in inductive reasoning is called conjectures.
______9. In 3𝑥 + 8(𝑥 − 1) = 47, 𝑥 = 5.
______10. If fifty-four less than 4 times a number is equal to the number, then the
number is 8.

B. Determine which of the given statements is inductive or deductive reasoning.

1. The coin I pulled from the bag is a penny. That coin is a penny. A third
coin from the bag is a penny. Therefore, all the coins in the bag are
pennies.
2. Every quiz has been easy. Therefore, the test will be easy.
3. The teacher used PowerPoint in the last few classes. Therefore, the
teacher will use PowerPoint tomorrow.
4. All men are mortal. Harold is a man. Therefore, Harold is mortal.
5. All numbers ending in 0 or 5 are divisible by 5. The number 35 ends with
a 5, so it must be divisible by 5.
6. Maximilian is a shelter dog. He is happy. All shelter dogs are happy.
7. All our snowstorms come from the north. It’s starting to snow. Therefore,
the storm is coming from the north.
8. My mother is Irish. She has blond hair. Therefore, everyone from Ireland
has blond hair.
9. Acute angles are less than 90 degrees. This angle is 40 degrees, so it
must be an acute angle.
10. All birds have feathers. All robins are birds. Therefore, robins have
feathers.

C. Solve the following problems using Polya’s method. (4 pts each)

1. Solve for the unknown variable: 7𝑚 + 4(𝑚 + 3) = 5𝑚 + 6(2𝑚 − 1)

𝑦 = 2𝑥 + 6
2. Solve the system: {
3𝑦 = 𝑥 − 2
3. Eric is Jay’s father. Eric is 41 years old now. Two years ago, Eric was 3
times as old as his son. How old is Jay now?
4. The sum of two numbers is 33. Twice the smaller number decreased by 3
equals the larger number. What are the two numbers?
5. The height of the sail on a boat is 7 ft less than 3 times the length of its
base. If the area of the sail is 68 𝑓𝑡 2 , find its height and the length of its
base.

MATHEMATICS IN THE MODERN WORLD_PSU EL NIDO CAMPUS_ MODULE 5

References:

Corbitt and Kalin, Prentice Hall Geometry, Pearson Education South Asia (Anvil
Publishing, Inc.), 62 – 63, 110 - 112
Guillermo, et al., Mathematics in the Modern Worlds: A Worktext (Nieme
Publishing House Co. Ltd.,2018), 69 – 89
Hipolito and Manlulu, A Course Module for Mathematics in the Modern World
(Rex Book Store, Inc., 2019), 41 – 50

MATHEMATICS IN THE MODERN WORLD_PSU EL NIDO CAMPUS_ MODULE 5