(GE 03/ GE 04)

Instructor: ______________________________________________________________

______________________________
Name of Student: ________________________________Course/Year/Section: _______

Address: _______________________________________ Cluster: __________________

Learning Module in GE 3(Mathematics in the Modern World): A Simplified Approach I Page 1

 Module 3:
Problem Solving
and Reasoning

Overview:

A problem is defined as any event or situation, unforeseen, unwanted and therefore

unwanted in any project or job which needs to be addressed and resolved before it becomes too
complexing(Pal & Poyen, 2017). Problem can also be defined in other terms as the deviation
from what is expected to happen and what is actually happening. Problem solving is finding a
way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown
(Polya in K to 12 Mathematics Curriculum Guide, 2016). The NCTM (2010) defines problem
solving as a mathematical tasks that have the potential to provide intellectual challenges that
can enhance mathematical development. Such tasks can promote student’s understanding of
mathematical concepts, foster their ability to reason and communicate mathematically, and
capture their interest and curiosity. The main goal of learning mathematics is acquiring problem
solving skills. In Mathematics, concepts will be learned and understood by students through
problem solving. However, teachers have also the responsibility to foster in their students a
positive attitude towards problem solving and promoting the experience of problem-solving
strategies in their classrooms. Students naturally and intuitively solve problems in their everyday
lives. Teachers who use problem solving as the focus of their mathematics class help their
students to develop and expand these intuitive strategies.

This chapter focuses on the importance of problem solving and on the different
strategies to solve problems related to Mathematics. This chapter will explore on the different
steps in problem solving introduced by Polya and the different problem-solving strategies that
can be used to solve routine and non-routine problems.

In this chapter, we will be discussing the following lessons:

Lesson 1: Inductive and Deductive Reasoning
Lesson 2: Polya’s four step in problem solving
Lesson 3: Problem Solving Strategies

Learning Module in GE 3(Mathematics in the Modern World): A Simplified Approach I Page 2

 Lesson 1 Inductive and Deductive Reasoning

Learning Outcomes:
At the end of this lesson, you must have:
a. Differentiate between inductive and deductive reasoning.
b. Identify whether a given statements/arguments illustrates inductive or deductive
reasoning.

CATCH IT
What can we conclude with this arguments?

All Science teachers are bald.

Mark is a Science teacher.
Therefore, ____________.

Is the argument inductive or deductive? ______________________________________

How did you identify whether an argument is inductive or
deductive?______________________________________________________________

CONCEPTUALIZE

Inductive Reasoning is drawing a general conclusions from a repeated observation or

limited sets of observations of specific examples. Basically, there is a given data, then we draw
conclusion based from the frame these data or simply from specific case to general case. The
conclusion drawn by using inductive reasoning is called conjecture. The conjecture may be true
or false depending on the truthfulness of the argument. A statement is a true statement
provided that it is true in all cases and it only takes one example to prove the conjecture is false,
such example is called a counterexample.
Example
2 is an even number.
52 is an even number.
132 is an even number.
Therefore, all numbers ending with 2 are even numbers.

Deductive reasoning is drawing general to specific examples or simply from general case
to specific case. Deductive reasoning starts with a general statement (hypothesis) and examines
to reach a specific conclusion.

Example
All birds have feathers.
Ducks are birds.
Therefore, ducks have feathers.

Learning Module in GE 3(Mathematics in the Modern World): A Simplified Approach I Page 3

 Comparison between deductive and inductive reasoning.

CARRY OUT

Can you differentiate between the inductive and deductive reasoning?

CHECKPOINT

Direction: State the concluding statement and tell whether it uses inductive or deductive
reasoning. Justify your answer.
1. Essay test is difficult.
Problem solving test is difficult.
Therefore, _________________.

2. Mark is a Science teacher.

Mark is bald.
Therefore,_____________________.

3. All birds have feathers.

Ducks have feathers.
Therefore, ______________.

4. Christopher is sick.
If Christopher is sick, he won’t be able to go to work.
Therefore, ______________________.

5. All Science teachers are bald.

Mark is a Science teacher.
Therefore, _____________.

CONTEMPLATE ON IT

List down the concepts that you have learned from this lesson.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Learning Module in GE 3(Mathematics in the Modern World): A Simplified Approach I Page 4

 Lesson 2 Polya’s four-step in problem solving

Learning Outcomes:
At the end of this lesson, you must have:
a) Apply the Polya’s four steps in problem solving.
b) Organize one’s methods and procedures for proving and solving problems.

CATCH IT

Do you know George Polya?

Are you familiar with the steps in problem solving?

CONCEPTUALIZE

POLYA’S FOUR-STEPS IN PROBLEM SOLVING

Goerge Polya (1887-1985) was a mathematics educator who strongly believed that the
skills of problem solving can be taught. He developed a framework known as Polya’s Four-Steps
in Problem Solving. This process addressed the difficulty of students in problem solving. He firmly
believed that the most efficient way of learning mathematical concepts is through problem
solving and students and teachers become a better solver.
This section presents the four-step process that forms the basis of any serious attempt at
problem solving. The Polya’s four steps in problem solving are:

Step 1: Understand the problem

Step 2: Devise a plan.
Step 3: Carry out the plan.
Step 4: Look back.

In order to become a good problem solver, one should follow Polya’s four steps which
help to examine each of the steps and determine what is involved. Usually, a mathematical
problem is presented in words whether orally or written. We will solve the mathematical
problems using mathematical symbols, and then interpret the answer. This process is
summarized below:

Step 1: Understanding the Problem

Basically, the problem lies in understanding the problem itself. To understand the
problem, we might consider the following:
o What is being asked?
o What is the condition?
o What sort of a problem is it?
o What is known or unknown?
o Is there enough information?
o Can you draw a figure to illustrate the problem?
o Can you restate the problem in your words?

Step 2: Devise a Plan.

Devising a plan is a way to solve the problem by picturing how we are going to
attack the problem.
o What strategy do you know?`
o Have you seen the same type of problem in a slightly different form?

Learning Module in GE 3(Mathematics in the Modern World): A Simplified Approach I Page 5

 o Try a strategy that seems will work.
o Try to think of a familiar problem having the same or a similar unknown.
There are lots of problem solving strategies to choose from. Here are some of these
strategies:
 Guess and check
 Make an organized list
 Look for a pattern
 Draw a diagram/picture
 Make a model /Block Model Approach
 Work backward
 Use a formula
 Write an equation

Step 3: Carry Out the Plan

In carrying out the plan, we need to use the strategy you selected in step 2 and
start solving the problem. These are the things we need to consider:
o Be patient.
o Work carefully.
o Modify the plan or try a new plan.
o Keep trying until something works.
o Implement the strategy if the first one isn’t working.
o Keep a complete and accurate record of your work.
o Be determined and don’t get discouraged if the plan does not work
immediately.

Step 4: Look Back.

This step helps in identifying if there is a mistake in the solution. It is time to
reflect and look back at what is done, what worked, and what didn’t.
o Does the answer make sense?
o Can the solution be extended to more general case?
o Check the result in the original problem.
o Interpret the solution with the facts of the problem.
o Recheck any computations involved in the solution.
o Ensure that all conditions related to the problem are met.
o Determine whether there is another method in finding the solution.
o Ensure the consistency of the solution in the context of the problem.

CARRY OUT

Consider this problem:

Frank thinks of a number. He multiplied this by 12 and then add the result by 40.
Finally he got 136. What number did Frank think at first?

What is being asked?_________________

What strategy may work?_________________
Now, what number did Frank think at first?_____________
Does your answer make sense?____________________

Learning Module in GE 3(Mathematics in the Modern World): A Simplified Approach I Page 6

CHECKPOINT
Directions: Each of the following items will assess your knowledge in problem-solving process. Kindly
provide an appropriate response in each question.

For numbers 1-5. Teacher Reyes posed this problem to his students.
“Riza has 15 chocolates which she divides equally among her three friends. How many chocolates
does each of her friends receive?”
1. What do you think is given in the problem?
2. What is being asked?
3. Is/are the information enough to solve the problem? Justify your answer.
4. Draw an illustration of the problem situation.
5. How many chocolates did one of her friend received?

For numbers 6-10. Elaine is trying to solve her assignment in problem solving,
“The houses in Guzman Street are numbered consecutively from 1 to 100. How many of
these house numbers contain 9 at least once?”
Which do you think is the MOST appropriate heuristic method that Elaine will use? Explain
your answer in not more than 4 sentences. (5 pts)
a. Use an equation b. Solve a simpler problem. c. Make an organized list. d. Eliminate

For numbers 11-15. A fastfood restaurant near the school offers combo meals for lunch P60 per combo
meal. Each lunch combo has 1 main dish with rice, 1 glass of drink, and 1 kind of dessert.
Main dishes: Fried chicken w/ rice; pork barbeque w/rice or sweet; sour fish w/ rice
Drinks: softdrink; juice
Desserts: cake; leche flan

How many kind of lunch combo meals can the fastfood restaurant offer to its customers?
11. What is/are given in the problem?
12. What is being asked?
13. Is/are the information enough to solve the problem? Justify your answer.
14. Make an organized listing of the combo meals the restaurant can offer.
15. How many possible combo meals can the fastfood restaurant can offer to its customers?

CONTEMPLATE ON IT

List down the concepts that you have learned from this lesson.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Learning Module in GE 3(Mathematics in the Modern World): A Simplified Approach I Page 7

 Lesson 3 Problem-Solving Strategies
Learning Outcomes:
At the end of this lesson, you must have:
a) Recognized the different strategies in problem solving.
b) Apply appropriate strategies in solving routine and non-routine problem.

CATCH IT

Are you familiar with the different problem-solving strategies?

Can you name some of this strategies?

CONCEPTUALIZE
Problem Solving Strategies
The key to one’s success in mathematics is his ability to use mathematics in the real
world - both now and in the future. To succeed, one needs mathematics skills and some solving
tools too. Learning how to solve problems encourages students to view problems from various
perspectives. When these are presented to them with many opportunities to practice their skills,
they build up on these skills as they identify, organize, and analyze important variables that will
help them decide and choose the strategies they could use to creatively solve problems.
There are a variety of strategies to choose from.
 Guess and check
 Make an organized list
 Look for a pattern
 Draw a diagram/picture
 Make a model /Block Model Approach
 Work backward
 Use a formula
 Write an equation

Guess and Check

Guess and Check is a problem-solving strategy that students can use to solve
mathematical problems by guessing the answer and then checking that the guess fits the
conditions of the problem. The Guess and Check strategy for problem solving can be helpful for
many types of problems. When using this strategy, students are encourage to make a reasonable
guess, check the guess and revise the guess if necessary. By repeating this process a student can
arrive at a correct answer that has been checked. Using this strategy does not always yield a
correct solution immediately, but it provides information that can be used to better understand
the problem and may suggest the use of another strategy. Students have a natural affinity for
this strategy and should be encouraged to use it when appropriate.
Example:
Ben knows 100 baseball players by name. Ten are Yankee; the rest are Marlins and
Braves. He knows the names of twice as many Marlins as Braves. How many Marlins does he
know by name?
Solution:
“We know there are twice as many Marlins as Braves. There are 10 Yankees. The number
of Marlins and Braves should equal 90."
Guess Number Marlins Braves Yankees Total
First Guess 10 20 10 40
Second Guess 20 40 10 70
Third Guess 40 80 10 130
Fourth Guess 30 60 10 100
Answer: There are 30 Marlins and 60 Braves

Learning Module in GE 3(Mathematics in the Modern World): A Simplified Approach I Page 8

 Make an Organized List
An organized list is a problem-solving strategy which enables students to organize the
data and visually consider their options when answering a problem.

Example:
How many rectangles are there?

Solution:
We can see a row of rectangles composed of ten identical squares. We can manually
count rectangles composed of 1, 2, 3, … , 10 squares.
1 x 1 rectangles = 10
1 x 2 rectangles = 9
1 x 3 rectangles = 8
1 x 4 rectangles = 7
1 x 5 rectangles = 6
1 x 6 rectangles = 5
1 x 7 rectangles = 4
1 x 8 rectangles = 3
1 x 9 rectangles = 2
1 x 10 rectangles = 1
Answer: Total of 55 rectangles

Look for Pattern

A pattern is a regular, systematic repetition and which often occurs in problems where
there is a progression of data. Students are encouraged to analyze patterns in data by decoding
rules that create the pattern and make predictions and generalizations based on their analysis.

Students are required to analyze patterns in data and make predictions and
generalizations based on their analysis. They then must check the generalization against the
information in the problem and possibly make a prediction from, or extension of, the given
information. a pattern is a regular, systematic repetition. A pattern may be numerical, visual or
behavioral. By identifying the pattern, you can predict what will come next and what will happen
again and again in the same way. Looking for patterns is a very important strategy for problem
solving and is used to solve many different kinds of problems. Sometimes you can solve a
problem just by recognizing a pattern, but often you will have to extend a pattern to find a
solution. Making a number table often reveals pattern, and for this reason it is frequently used in
conjunction with this strategy.
Example:
How many rectangles are there?

Solution:
1X1= 1 1X2 = 1 + 2 1X3 = 1 + 2 + 3 1X4 = 1 + 2 + 3 + 4

Answer: 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10 = 55 rectangles

Learning Module in GE 3(Mathematics in the Modern World): A Simplified Approach I Page 9

 Drawing a diagram/picture
Draw a diagram is a strategy where students sketch drawings to help them see the
relationships in a problem. Diagrams and drawings can help students visualize the problem
situations.
Example:
Four students were standing in line at the library. Javier was behind Timothy. Isaiah was
between Daniel and Timothy. Daniel was in front of Colin. A book was on the floor near the
student who was in the back of the line. Who was in the back of the line?
Solution:
Students should draw a picture that represents the problem.

front back

Next they should draw the representation of Daniel being in back of Timothy
Now add Isaiah between Daniel and Timothy.
Last, add Colin behind Daniel.
Answer: Colin is in the back of the line!

Make a model/Block Model Approach

The Model Approach of solving word problems is an approach that uses strips, bars, or
rectangular regions called models to make the problem solver visualize concepts or even
manipulate problem situations. The steps to follow when using this approach are the following:
(1) reading and trying to understand the question; (2) drawing and labeling the diagrams with all
the relevant information and dividing the bars into equal units, (3) equating the number of units
to a quantity using a diagram to form a proportion statement, the value of the quantity may be
given or obtained by computing some given figures in the questions, and (4) Using unitary or
proportion method to get the answer.
The use of physical models is often useful in solving problems. There may be several
models appropriate for a given problem. The choice of a particular model is often related to the
student’s previous knowledge and problem - solving experience. Objects and drawings can help
to visualize problem situations. Acting out the situation also is a way to visualize the problem.
Writing an equation is an abstract way of modelling a problem situation. The use of modelling
provides a method for organizing information that could lead to the selection of another
problem-solving strategy.
Example:
The angles of a triangle are in the ratio 1:2:3. Find the measure of each angle.
Solution:
Draw a model
- Measure of the first angle
- Measure of second angle
- Measure of third angle

6 units = 1800
Therefore, 1 unit = 300
2 units = 600
3 units = 900
Answer:
300 =Measure of one angle
600 = measure of the second angle
900 = measure of the third angle

Learning Module in GE 3(Mathematics in the Modern World): A Simplified Approach I Page 10

 Working backwards
Working backwards is the strategy of undoing key elements in the problem in order to
find a solution.
Example: Dan thinks of a number. He multiply this number by 13 and subtract the result
by 25 and he gets 40. What number did he started?
Solution:
We will start from the result which is 40. What number when subtracted by 25 will result
to 40?
So, ____ - 25 = 40
Then, (40 + 25)/13 = 5
Thus, Dan thinks of a number 5.

Use a Formula
Formulas are one of the most powerful mathematical tools at our disposal. Often, the
solution to a problem involves substituting values into a formula or selecting the proper formula
to use. Some of the formulas that will be useful for students to know are listed in the vocabulary
and Formulas section of this book. However, other formulas will be useful to students, too. If the
strategy code for a problem is, then the problem can be solved with a formula. When students
encounter problems for which they don’t know an appropriate formula, they should be
encouraged to discover the formula for themselves.
Example:
The perimeter of the rectangle is 40 meters. The length is 2 meters more than its with.
What are the dimensions of the rectangle?
Solution:
The formula for the perimeter of the rectangle is P=2L + 2W
Given in the problem that L = 2 + W
So, by substitution, 40= 2(2 + W) + 2W
40 = 4 + 2W + 2W
40 - 4 = 4W
36 = 4W
9 = W and L= 11
Answer: The L = 11 meters and W = 9 meters

Write an Equation
This strategy utilizes variables to represent unknowns. It follows the acronym 3R’s ESP
in solving problem (Oronce, 1996). The first R stands for Read the problem carefully. Then
Represent the unknown using any letters of the alphabet as variable. Next, relate each
unknown to form Equation. After the equation has been formed, students solve that equation.
The number obtained must be checked to prove that the answer is correct.

Example:
The angles of a triangle are in the ratio 1:2:3. Find the measure of each angle.
Solution:
Let x=Measure of one angle
2x= measure of the second angle
3x= measure of the third angle
Equation
x + 2x + 3x = 180
6x = 180
X = 30
Answer:
300 =Measure of one angle
600= measure of the second angle
900= measure of the third angle

Learning Module in GE 3(Mathematics in the Modern World): A Simplified Approach I Page 11

CARRY OUT

Which problem-solving strategy did you use the most? Why?

CHECKPOINT
Directions. Solve the following problems. Please indicate the strategy/heuristics used and show
your complete solution. Use at least tow strategies appropriate to solve the problem. You can
choose any strategy from the following(6 pts each)
 Guess and check
 Make an organized list
 Look for a pattern
 Draw a diagram/picture
 Make a model /Block Model Approach
 Work backward
 Use a formula
 Write an equation
1. Sam passed by her Lolo Bebot’s farm. She saw 12 animals composed of chickens and
cows. She counted a total of 30 legs of all the animals. How many cows and chickens are
there in Lolo Bebot’s farm?
2. The birthday party was attended by 9 close friends. Each has to shake hands with
everyone else once. How many handshakes were made?
3. A male frog at the bottom of the well struggles to go up the well. Every hour, the frog
climbs 3 m but slides back 1.5 m when he rest. How many hours the frog can reach the
top if the well is 15 m deep?
4. At the ice cream stand, they sell buko, ube, chocolate and mango flavors. It also offers
pinipig, marshmallow, sprinkles and nips toppings. Every flavour comes with toppings.
How many different combination a costumer can choose?
5. Dan was asked by his classmate how old is his sister Sam. He said that his age is 2 more
twice the age of Sam a year ago. If Dan is 15 years old now, how old is Sam now?
6. There are 50 people who will cross the river. There are small boats and medium boats.
The small boat can carry 5 persons while a medium boat can carry 6 persons. How many
of each boat can transport these people?
7. Every payday of the month, Sir Joel texted 3 persons and requested each to text the
good news to another 3 persons they know. This news spread up to the 5th rounds of
texting. How many people know the good news from Sir Joel?
8. The houses in Lopez Jaena street are numbered 1 up to 50. How many of these have
number 3 at least once?
9. Arl’s grades in the first three quarters were 93, 94 and 89. What will be his grade in the
fourth quarter to have an average of 94 in the final grade.
10. Frank thinks of a number. He multiplied this by 12 and then add the result by 40. Finally
he got 136. What number did Frank think at first?

CONTEMPLATE ON IT

List down the concepts that you have learned from this lesson.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Learning Module in GE 3(Mathematics in the Modern World): A Simplified Approach I Page 12

Related Readings:
https://www.onlinemathlearning.com/heuristic-problem-solving-2.html

References:
Winston SS. (2018). Mathematics in the Modern World 14th Edition. Mindshapers Co., Inc., Rm.
08, Intramuros Corporate Plaza Bldg., Recoletos St. Intramuros Manila Philippines.

Aufman, R. , Lockwood, J., Nation, R., Clegg, D.(2018). ). Mathematics in the Modern World 1st
Edition. Rex Bookstore Inc. 856 Nicanor Reyes Sr. St., Sampaloc, Manila Phil.

Learning Module in GE 3(Mathematics in the Modern World): A Simplified Approach I Page 13