Partido State University

College of Hospitality and Tourism Management

Module 3
PROBLEM-SOLVING AND REASONING
Name of Student: Week No.: 4-5
Course Code: GE4 Name of Faculty: JOCELYN P. AMATA
Course Title: MATHEMATICS IN THE MODERN WORLD

I. OBJECTIVES
At the end of this module , students are expected to:
1. use different types of reasoning to justify statements and arguments
made about mathematics and mathematical concepts;
2. write clear and logical proofs;
3. solve problems involving patterns and recreational problems following
Polya’s four steps; and
4. organize one’s methods and approaches for proving and solving
problems.

II. LESSON
INDUCTIVE REASONING
Inductive reasoning is a process of forming conclusion based on the examination or
observation of unfamiliar occurrences and patterns. It uses specific examples in drawing a
general rule.

Examining a list of numbers and predicting the next number in the list according to
some patterns observed is an inductive reasoning.

Example 1: Use inductive reasoning to predict the next number in the following lists
a. 4, 8, 12, 16, ?
b. 1, 6, 11, 16, ?
c. 1, 3, 6, 10, 15, ?

Solution : a. Each successive number is 4 larger than the preceding number, thus we predict
that the next number is 4 larger than 16, which is 20.

b. The common difference of each number is 5, thus it is expected that the next
number is 5 larger than the last number which is 21.

c. The first two numbers differ by 2, the second and third differ by 3 and the third
and fourth by 4. It appears that the difference between any two numbers is always 1
morethan the preceding difference. Since 10 and 15 differ by 5, hence, the next
number would differ with 15 by 6, which is 21.

Example 2: Use inductive reasoning to infer the next two figures in the pattern.

Solution:

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 It is very clear that the figures in the pattern are polygons having 3, 4, 5, and 6 sides.
This only means that the next figure would be having 7 and 8 sides which are heptagon and
octagon, respectively.

Counterexamples
A counterexample is an example that contradicts the assumption and shows that a
statement is false.

Example 1: Every number that is a multiple of 6 is divisible by 4.

Solution : List down some numbers that are multiples of 6
12, 18, 24, 30, 36, 40, 46

From the list, take note that 12, 24, 36, and 40 when divided by 4 give an exact value.
However, 18, 30, and 46 result do not result to exact values when divided by 4. Hence 18, 30
and 46 are counterexamples

DEDUCTIVE REASONING

Deductive reasoning is a process of reaching a conclusion based on previously known

facts or by employing general assumptions, procedures, and principles. It applies general rules
to specific examples.

Deductive reasoning shows that certain statements follow logically from agreed upon
assumptions and proven facts by justifying every step with a reason.

Example 1: By deductive reasoning, show that the following procedure gives a number that is
four times the original number.
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 be the number
Multiply the number by 8 : 8x
Add 6 to the product: 8x + 6
8 x+6
Divide the sum by 2: = 4x + 3
2
Subtract 3: 4x+3-3 = 4x

Example 2: Use deductive reasoning to show that when a number is multiplied by 10,the
product is decreased by 8, the difference is divided by 2, and 4 is added to quotient,
then the number is five times the original number.
Solution: Let n be the original number
Multiply the number by 10: 10n
Subtract 8 from the product: 10n – 8
10 n−8
Divide the difference by 2 : = 5n - 4
2
Add 4 to the quotient: 5n – 4 +4 = 5n

Example 3 :
Given equation 4( y+3)-2y = 20, Sole for y. Justify your answer.

Solution:

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 Statement Justification

4 (y+3) – 2y = 14 Given

4y + 12 – 2y = 14 Distributive Property

4y - 2y +12 = 14 Commutative Property

2y + 12 = 14 Closure Property

2y = 14 – 12 Transposition

y= 1 Closure Property

PROBLEM SOLVING

In our everyday lives, we are all beset with problems of varying complexity such as
those related to family, health, relationship, business, financial, economic and the likes. They
arise inevitably. Big or small, these problems need to be solved with impartiality and profitably
so that we will be able to live with ease and comfort. But how do we overcome problems?
How can we arrive at a satisfying solution?

To begin with, what is actually a problem?

A problem connotes different meanings according to context. Merriam Webster

Dictionary defines a problem as something that is difficult to deal with; something that is a
source of trouble , worry, doubt, uncertainty, difficulty etc. It may be a question raised for
inquiry, consideration, or solution. Business defines a problem as a gap between the existing
state and a desired state, or a deviation from a norm, a standard or a status quo.

In mathematics, a problem is a statement that requires a solution, usually by means of a

mathematical operation or geometric construction. So,how do we solve mathematical
problems?

Problem-solving in mathematics is finding solutions and not only answers to a given

problem. . It is a task that we do to discover what we do not know by using what we previously
know. It is the ability to identify and solve problems by applying appropriate skills
systematically. It involves several steps to arrive at a satisfying solution.
Problem-solving has three basic purposes:
1. To look for information
2. To generate new knowledge, and
3. To come up with decisions

George Polya in 1945 suggested four basic steps in solving problems systematically
which were actually used previously by the ancient Greek mathematicians Euclid and
Pythagoras.

Polya’s Four Steps in Solving Problem

1. Understand the Problem

Understanding the problem is basic to determine its essential concepts paying
attention on the terminology and notation used in the problem. This can be done by answering
the following questions:
a. What kind of problem is it?

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 b. What information is given in the problem?
c. What is asked in the problem?
d. Are there difficult terms used?
e. Is there enough information provided in the problem ? Are there conditions
sufficient to determine the unknown?

2. Devise a Plan
There are a variety of techniques problem solvers may use in solving a problem. The
following are the common steps used in solving a mathematical problem:
a. Identify what are given
b. List down the information that is/are needed
c. Make an organized list that shows all possibilities (tree Diagram, Venn Diagram)
d. Make an illustration/drawing
e. Make a table or chart
f. Work backwards
g. Solve a similar but simpler problem
g. Look for a pattern
h. Write an equation using well-defined variable/s
i. Perform an experiment
j. Guess at a solution and then check your result.

3. Carry out the Plan

After a plan has been devised, write it down immediately and then carry it out. A clear
and a step by step solution would be very helpful towards getting the correct answer. In the
event that your strategy did not work well, be patient enough to use another strategy because
you might have met error along the process. You may have to devise another plan or modify
your existing plan. Trying until something works is the key.

4. Review the Solution

Once you arrive at a solution, check to see if it works. See to it that all the conditions
related to the problem are satisfied making sure that your computation used in solving the
problem is correct. Ensure that your solution is consistent with the facts of the problem. Then,
interpret the solution in the context of the problem. Are there generalizations of the solution
that could apply to the problem? You can explore and think of using new concept, formula or
strategy to solve a problem. In other words, if there are many ways to kill a cat, in mathematics,
there are different ways of solving a problem. Just remember, patience is a virtue.

Example 1 :Apply Polya’s Strategy

Two out of four fruits were given to a twin sisters. In how many different orders could they
have two mangoes (M) and two apples (A)?

1.Understand the problem. There are different orders that can be formed. The duo can be
given two mangoes and two apples (MMAA) or they may have two apples and two mangoes
(AAMM). There might also possibility such as apple, mango, apple and mango (AMAM).

2. Devise a Plan. Make an organized list of possible orders using a system that ensures
That each of the different orders will be listed only once.

3. Carry out the plan. Each entry in the list must contain two Ms and two As . Make sure each
order is considered without any duplication. The following are the possible orders.
1. MMAA (mango, mango, apple, apple)

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 2. MAMA ( mango, apple, mango, apple)
3. MAAM (mango, apple, apple, mango)
4. AMMA (apple, mango, mango, apple)
5. AMAM ( apple, mango, apple, mango)
6. AAMM ( apple, apple, mango, mango)

4. Review the solution. Based on the list, there was no duplication of the orders, hence, we are
confident that there are 6 different orders the twins can be given two mangoes and two apples.

Example 2:
A cap and a baseball together cost P200. If the baseball cost P190 more than the cap, what are
the cost of the cap and the baseball?

Solution :
1. Understand the problem. Upon reading the problem it may outrightly think that the baseball
costs P190 while the cap costs P10 since their sum is P200. But, if we analyse, the baseball
would only cost P180 more than the cap, hence, it does not satisfy the condition.

2. Devise a Plan. Translate the problem into an equation. Use n to represent the cost of the cap
and n + 90 for the cost of the baseball. Thus, n +( n +190) = 200
3. Carry out the Plan. Solve for the value of n in the equation n +( n+ 190) = 200
So, n + ( n+ 190 ) = 200
n + n + 190 =200
2n + 190 = 200
2n = 200- 190
2n = 10
n = 5 The cap costs P5 while the baseball costs P190 + P5 which is P195
4. Review the Solution: Since P5 + P195 = P200, thus, this conforms to the given condition that
the baseball costs P190 more than the cost of the cap.

Problem Solving Strategies:

1. Identifying a Subgoal Strategy

This is used when solving math problems that need to be solved in more than a single
step and each step can be solved separately. It can solve many large and complex problems.
Here are the steps in making a table:
a. Set up the table with the correct number of rows and colums and label it correctly.
b. Enter known data in the table
c. Look for a pattern and extend the table.
d. Find the answer i9n the table. (Insert sample problem)

2. Making a Table Strategy

Mathematical world problems can be solved using this strategy by writing information in
a more organized format .This allows students to discover relationships and patterns among
data. It organizes information in a logical way and looks critically at the data to find patterns
and developa solution. (Insert sample problem)

3. Making an Organized List

This is used to solve problems that have multiple solutions by writing down all the
combinations or possibilities in an organized list. This helps one to see clearly the answer and
be sure not to forget any parts. Recording work in an organized list makes it easy to review

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what has been done and to identify important steps that must yet be completed. (Insert sample
problem)

4. Eliminating Possibilities
This is done by removing possible answers until the correct answer remains. This is
applicable to basic or simple math or logic problems. This can help students in organizing
information and think about which among the given information can be utilized to remove
those information that do not satisfy the given conditions in the problem. (Insert sample
problem)

5. Writing an Equation and Using a Variable

This strategy is done by translating word problems to mathematical statements using
any letter that would represent the unknown in the problem.

MATHEMATICAL PROBLEMS INVOLVING PATTERNS

Number Patterns
Sequence
A sequence is an ordered list of numbers, called terms, that may have repeated values
whose arrangement is set by a definite rule

www.mathcentre.ac.uk
Example 1:
Find the common difference and the 11th term of the arithmetic sequence
7, 11, 15, 19…….
a. To find the common difference, subtract the first term from the second term
d= 11 – 7 = 4
b. Substitute a1 =7, d = 4, and n = 11 in the formula an= a1+ (n-1)d
To find the 11th term , a11= 7 + (11-1) 4 = 7 + 40 = 47

Example 2:
Find the first term of an arithmetic sequence whose fifth term is 49 and whose common
difference is 13
Solution: Substitute a5 = 49, n=5, and d= 13 in an= a1+ (n-1)d
Thus; 49 = a1 + ( 5-1 ) (13)
49 = a1 + 52 a1 = -3

Example 3:
The first term of an arithmetic progression is 7 and the common difference is 3. Find the
20th term.
Solution:

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Substitute a1 = 7 and d=3 in an = a1 = ( n-1)d to get the general term of the given
arithmetic progression.
Thus, an = 7 + (n-1) (3) or an = 4 + 3n
a20 = 4 + 3 (30) = 94

Example 4:
Find the first term of an arithmetic progression whose fifth term is 11 and the 13 th term
is 67.
Solution: Find a1 by using the formula an = a1 + (n-1) d
Using the 5thterm : 11 = a1 + (5-1)d
11 = a1 + 4d (Equation 1)
th
Using the 13 term: 67 = a1 + (13-1) d
67 = a1 + 12d (Equation 2)
Subtracting equation 1 from equation 2
67 = a1 + 12d
11 = a1 +4d
56 = 8d, or d=7
Substituting 7 for d in equation 1 ,
11 = a1 + 4d
a1 = -17

In a geometric sequence or progression, each term is obtained by multiplying the

preceding term by a fixed number, called the common ratio . The succeeding terms are formed
from the rule b n+1 = bn .r where n is any positive integer

Example 1:
The first three terms of a geometric progression are 1, -5, 25, Find the next four terms.
Solution:
To find the common ratio, divide any term by the preceding term . Thus,
−5
r= = -5 hence,
1
b4 = 1 ( b3) (-5) = 25 ( -5) -125
b5 = 1 (b4) (-5) = -125 (-5) = 625
b6 = 1 (b5)(-5) = 625 (-5) = -3, 125
Example 2:
Find the 10th term of a geometric progression whose first term is 6 and the common ratio is 3.
Solution:
Since b1 = 6 and r = 3, using the formula bn = b1 . rn-1,
b10 = 6 (3) 10-1 = 6 ( 3) 9 = 6( 19,683 )= 118,098

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Example 3: Find the first term and the common ratio of a geometric progression whose 4 th
1
term is 2 and whose 7th term is .
32
Solution :
2
Using the 4th term: 2 = b1 .r3 , b1 = (Equation1)
r3

1 1
Using the 7th term: = b1 .r6 , b1 = (Equation 2)
32 32r 6
Equating the two equations to find r :
2 1
=
r3 32r 6 1
To find b1, substitute for r in equation 1
4
r6 1 Thus, b1 = 2
=
r 3 32(2) 1
( )3
4
3 = 1
r
64 b1 = 2
r = 1 1
4 64

b1 = 128

The Fibonacci Sequence

Fibonacci is one of the most famous names in mathematics. This would come as a
surprise to Leonardo Pisano, the mathematician we now know by that name. And he might
have been equally surprised that he has been immortalized in the famous sequence – 0, 1, 1, 2,
3, 5, 8, 13, ... – rather than for what is considered his far greater mathematical achievement –
helping to popularize our modern number system in the Latin-speaking world.

The problem with rabbits

One of the mathematical problems Fibonacci investigated in Liber Abaci was about how
fast rabbits could breed in ideal circumstances. Suppose a newly-born pair of rabbits, one male,
one female, are put in a field. Rabbits are able to mate at the age of one month so that at the
end of its second month a female can produce another pair of rabbits. Suppose that our rabbits
never die and that the female always produces one new pair (one male, one female) every
month from the second month on. The puzzle that Fibonacci posed was... How many pairs will
there be in one year?

 At the end of the first month, they mate, but there is still only 1 pair.
 At the end of the second month the female produces a new pair, so now there are 2
pairs of rabbits.
 At the end of the third month, the original female produces a second pair, making 3
pairs in all.
 At the end of the fourth month, the original female has produced yet another new pair,
the female born two months ago produced her first pair also, making 5 pairs.

Now that there are x𝑛 pairs of rabbit after 𝑛 month. The number of pairs in a month 𝑛+1
will be x𝑛 (considering no rabbits will die) plus the number of new pairs born. But new pairs are
only born to pairs after one month old, so there will be x𝑛-1 new pairs.

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So we have x𝑛+1= x𝑛+ x𝑛-1 which is simply the rule for generating the Fibonacci numbers: add
the last two to get the next. Following this through you'll find that after 12 months (or 1 year),
there will be 233 pairs of rabbits.

 This set of rectangles whose sides are two successive Fibonacci numbers in length and
which are composed of squares with sides which are Fibonacci numbers, we will call
the Fibonacci Rectangles.

III. ACTIVITY/IES:
3.1 Use inductive reasoning to predict the next number in the list. Show how you arrived at a
pattern. Encircle your final answer.

1. 3, 5, 9, 15, 23, 33, ?

2. 1, 8, 27, 64, 125, ?
3. 80, 70, 61, 53, 46, 40, ?

3.2 Use a counterexample to prove or disprove the following statements. Give at least three
sets of samples. Write true or false based on your findings.
1. The sum of five consecutive odd numbers is odd.
2. The sum of five consecutive prime numbers is even.
3. For any angle, there exists a complementary angle.

3.3 Use deductive reasoning to solve the problems below.

1. Prove that when you pick a number and multiply it by 6, add 10 to the product, divide the
sum by 2, and subtract 5, the number is three times the original number.

3.4 . In each of the number sequences below, write P if it is a progression and NP if it is not a
progression.
1. 8, 5, 2, -1, -4…
2. 3, 8, 10, 14…
3. 3, 9, 9, 12….

IV.SUGGESTED REFERENCES
Rodriguez, Mary Joy J. et. al., (2018).Mathematics in the Modern World. Nieme Publishing House, Inc.
Aufmann, Richard et.al., (2018). Mathematics in the Modern World, 2018, Rex Book Store, Inc.
Belecina, Rene R. et al. (2016). Statistics and Probability. Rex Book Store, Inc.
Baltazar, Esthel Cecille et.al. Mathematics in the Modern World, 2018, C & E Publishing, Inc.
Earnheart, Richard T. and Edgar MJ. Adina. Mathematics in the Modern World, 2018. C & E Publishing,
Inc.

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