PROBLEM SOLVING

MATHEMATICS IN THE MODERN WORLD

Objective

› To help you become a better problem solver

› To enjoy the art of problem solving

EXERCISES
1. Consider the following procedure:
a. Pick a number
b. Multiply the number by 8
c. Add 6 to the product
d. Divide the sum by 2
e. Subtract 3 from the quotient
Question: What is the relationship between the size of the
resulting number and the size of the original number?
EXERCISES
2. Consider the following procedure:
a. Pick a number
b. Multiply the number by 9
c. Add 15 to the product
d. Divide the sum by 3
e. Subtract 5 from the quotient
Question: What is the relationship between the size of the
resulting number and the size of the original number?
INDUCTIVE REASONING
Inductive Reasoning is a process of reaching a general
conclusion by examining specific examples.
When you examine a list of numbers (or data) and
predict the next number in the list according to some
pattern (or trend) you have observed, you are using
inductive reasoning.

specific general
CONJECTURE
Conjecture is a mathematical statement that has not yet
been rigorously proved.
Conjectures arise when one notices a pattern that holds
true for many cases. However, just because a pattern
holds true for many cases does not mean that the pattern
will hold true for all cases.
Conjectures must be proved for the mathematical
observation to be fully accepted. When a conjecture is
rigorously proved, it becomes a theorem.
INDUCTIVE REASONING IS DONE THROUGH
1. OBSERVATION – Probability/Experiments
2. NUMBER SAMPLING – Random sampling/Lottery method of
sampling
3. ANALOGICAL REASONING – Comparison of
similarities/differences between two groups
4. PATTERN RECOGNITION – ability to detect arrangements of
characteristics or data that yield information about a given
system or data set
5. CAUSAL REASONING – Cause and effect
6. STATISTICAL REASONING – use of statistical techniques to
support reasonable conclusion
USES OF INDUCTIVE REASONING (IR)
1. MATHEMATICS
1.1. Use IR to predict the next number in the sequence:
3, 6, 9, 12, 15, ?
Each successive number is 3 larger than the preceding number. Thus we
predict that the next number in the list is 3 larger than 15, which is 18.
1.2. Use IR to predict the next number in the sequence: 1,
3, 6, 10, 15, ?
The first two numbers differ by 2. The 2 nd and 3rd number differ by 3. It
appears that the difference of two succeeding numbers is always 1 more
that the preceding difference. Since 10 and 15 differ by 5, we predict
that the next number in the list will be 6 larger that 15, which is 21.
2. SCIENCE
Length of Pendulum, in units Period of Pendulum, in heartbeats
1 1
4 2
9 3
16 4
25 5
36 6

Use the data in the above table and IR to answer each of the following questions.
a. If the pendulum has a length of 49 units, what is its period?
In the table, each pendulum has a period that is the square root of its length. Thus we
conjecture that a pendulum with a length of 49 units will have a period of 7 heartbeats.
b. If the length of a pendulum is quadrupled, what happens to its period?
In the table, a pendulum with a length of 4 units has a period that is twice that of a
pendulum with a length of 1 unit. It appears that quadrupling the length of a pendulum
doubles its period.
3. Geometry
Number of dots 1 2 3 4 5 6
Maximum number of regions 1 2 4 8 16 ?

Use the data in the above

Table and IR to guess the
Maximum number of
Regions you expect for a
Circle with six dots
ANSWER: 31 regions
This is a good example to
keep in mind. With seven dots the
maximum number of regions is 57
Just because a pattern holds true
for a few cases, it does not mean
the pattern will continue. When
you use IR, you have no guarantee
that your conclusion is correct.
COUNTEREXAMPLES
›A  statement is a true statement provided that it is true in all
cases. If you can find one case for which a statement is
not true, called a counterexample, then the statement is a
false statement.
Example:
1. For all numbers x,
Let Then Because 0 is not greater than 0, we have found a
counterexample. Thus “for all numbers x, =0” is a false
statement.
›2.  For all numbers x,
For , we have Since 1 is not greater than 1, we have found
a counterexample. Thus “for all numbers x, ” is a false
statement.

3. For all number x,

Consider . Then Since 3 is not equal to – 3, we have found
a counterexample. Thus “for all numbers x, ” is a false
statement.
DEDUCTIVE REASONING (DR)
Deductive Reasoning is the process of reaching a
conclusion by applying general principles and procedures.
general specific

Major Premise: General Principle

Minor Premise: Specific Instance
Conclusion: Follows Logically
EXAMPLES OF DR
1. MAJOR PREMISE: ALL MEN ARE MORTAL (GENERAL)
MINOR PREMISE: SOCRATES IS A MAN (SPECIFIC)
CONCLUSION: SOCRATES IS MORTAL (LOGICALLY)

2. MAJOR PREMISE: ALL HOME IMPROVEMENTS COST MORE

THAN THE ESTIMATE.
MINOR PREMISE: THE CONTRACTOR ESTIMATED THAT MY
HOME IMPROVEMENT WILL COST $35,000.00.
CONCLUSION:THUS MY HOME IMPROVEMENT WILL COST
MORE THAN $35,000.00.
3. Major Premise: Stealing is a criminal act.
Minor Premise: Shoplifting is stealing.
Conclusion: Therefore?
Shoplifting is a criminal act.

4. All Gillian Flynn novels are worth reading. The novel

Gone Girl is a Gyllian Flynn novel. Thus,
____________________.
Gone Girl is worth reading.
›5.  Use deductive reasoning to show that the following
procedure 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 add 3.
Solution: Let represent the original number. (General)
Multiply the number by 8:
Add 6 to the product:
Divide the sum by 2:
Subtract by 3:
6. Use DR 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
10 to the product, divide the sum by 2, and subtract 5.
LOGIC PUZZLES
A. Each of your neighbors, Sean, Maria, Sarah, and Brian,
has a different occupation (editor, banker, chef, or dentist).
From the following clues, determine the occupation of each
neighbor.
1. Maria gets home from work after the banker but before
the dentist.
Editor Banker Chef Dentist
Sean
Maria
Sarah
Brian
2. Sarah, who is the last to get home from work, is not the
editor.
Editor Banker Chef Dentist
Sean
Maria
Sarah
Brian
3. The dentist and Sarah leave for work at the same time.

Editor Banker Chef Dentist

Sean
Maria √

Sarah √

Brian
4. The banker lives next door to Brian.

Editor Banker Chef Dentist

Sean √

Maria √

Sarah √

Brian √
B. Brianna, Ryan, Tyler, and Ashley were recently elected
as the new class officers (president, vice president,
secretary, treasurer) of the first year students at MQC.
From the following clues, determine which position holds.
1. Ashley is younger than the president but older than the
treasurer.
2. Brianna and the secretary are both the same age, and
they are the youngest members of the group.
3. Tyler and the secretary are next-door neighbors.
ANSWER
B. Brianna, Ryan, Tyler, and Ashley were recently elected
as the new class officers (president, vice president,
secretary, treasurer) of the first year students at MQC.
From the following clues, determine which position holds.
1. Ashley is younger than the president but older than the
treasurer.
President Vice President Secretary Treasurer
Brianna
Ryan
Tyler
Ashley
2. Brianna and the secretary are both the same age, and
they are the youngest members of the group.
President Vice President Secretary Treasurer

Brianna

Ryan

Tyler

Ashley
3. Tyler and the secretary are next-door neighbors.

President Vice President Secretary Treasurer

Brianna √

Ryan √

Tyler √

Ashley √
KENKEN PUZZLES
Kenken is an arithmetic based logic puzzle that was invented by
Japanese mathematics teacher Tetsuya Miyamoto in 2004. Kenken
translates as knowledge squared, or awareness squared.
Rules for Solving a Kenken Puzzle
1. For a 3 x 3 puzzle, fill in each box of the grid with one of the
numbers 1, 2, or 3.
2. For a 4 x 4 puzzle, fill each square of the grid with one of the
numbers 1, 2, 3, or 4.
3. For a n x n puzzle, fill each square of the grid with one of the
numbers 1, 2, 3, …, n.
Grids range in size from a 3 x 3 up to a 9 x 9.
Rules for Solving a Kenken Puzzle
1. Do not repeat a number in any row or column.
2. The number in each heavily outlined set of squares,
called cages, must combine to produce the target
number in the top left corner of the cage using the
mathematical operation indicated.
3. Cages with just one square should be filled in with the
target number.
4. A number can be repeated within a cage as long as it is
not in the same row or column.
EXERCISES
Start with the 6x 7+ Duplicate digit in a
single cages cage is allowed
provided it does
not appear in the
2 8x
same row or
Next fill the column
cages with two Search for cages
squares with unusually large
4x 12 x 1−
or small numbers.
These have only
In a two-square few combinations.
cage with − or ÷, 1
the order of the Make a list of
numbers is not possible digits
important

Guess and Check

EXERCISES
2x 64 x 3

8+ 9+

3÷

1
PROBLEM SOLVING WITH PATTERNS
›Sequence
  is an ordered list of numbers.
Term - the numbers in the sequence.
The three dots “…” indicate that the sequence continues
beyond the last written term.
- nth term of a sequence
Example:
SEQUENCE
›   we examine a sequence, it is natural to ask:
When
1. What is the next term?
2. What rule can be used to generate the terms?

DIFFERENCE TABLE
(shows the differences of successive terms)

3 3 3 3
SEQUENCE
› 
SEQUENCE 5 14 27 44 65

9
FIRST DIFFERENCES13 17 21

SECOND DIFFERENCES
4 4 4
PREDICTING THE NEXT TERM OF THE
SEQUENCE
›Extend
  the difference table to determine the next term:
5 14 27 44 65 90

9 13 17 21 25

4 4 4 4
EXERCISES
1. Use the difference table to predict the next term in the
sequence: 2, 7, 24, 59, 118, 207, …
2. Use the difference table to predict the next term in the
sequence: 1, 7, 17, 31, 49, 71, …
3. Use the difference table to predict the next term in the
sequence: 10, 10, 12, 16, 22, 30, …
 
𝒂 𝒏
›nth
  term formula – generates the terms in the sequence
(using patterns to predict a formula).
Examples:
1. Consider the formula This formula defines the sequence
and provides a method for finding any term of the
sequence.
Replace n with 1, 2, 3, 4, 5, and 6, then the sequence
becomes: 4, 14, 30, 52, 80, 114.
Find
EXERCISES
1. Assume the pattern shown by the square tiles in the
following figures continues.
a. What is the nth-term formula for the number of tiles
in the nth figure of the sequence?
b. How many tiles are in the eight figure of the
sequence?
c. Which figure will consist of exactly 320 tiles?
 

Or

𝑎
 1 𝑎
 2 𝑎
 3 𝑎
 4
2. Assume the pattern shown by the square tiles in the
following figures continues.
a. What is the nth-term formula for the number of tiles
in the nth figure of the sequence?
b. How many tiles are in the tenth figure of the
sequence?
c. Which figure will consist of exactly 419 tiles?
  

𝑎
 1 𝑎
 2 𝑎
 3 𝑎
 4 𝑎
 5
POLYGONAL NUMBERS
In mathematics, a polygonal number is a number represented as
dots or pebbles arranged in the shape of a regular polygon. 

TRIANGULAR NUMBERS
SQUARE NUMBERS
PENTAGONAL NUMBERS
Problem Solving Strategies
George Polya (1887-1985) – formulated the Polya’s Four-Step
Problem-Solving Strategy
1. Understand the problem.
› Can you restate the problem in your own words?
› Can you determine what is known about these types of
problems?
› Is there a missing information that, if known, would allow you to
solve the problem?
› Is there extraneous information that is not needed to solve the
problem?
› What is the goal?
2. Devise a Plan.
› Make a list of the known information.
› Make a list of information that is needed.
› Draw a diagram.
› Make an organized list that shows all the possibilities.
› Make a table or a chart.
› Work backwards.
› Try to solve a similar but simpler problem.
 › Look for a pattern.
› Write an equation. If necessary, define what each
variable represents.
› Perform an experiment.
› Guess at a solution and then check your result.
3. Carry out the plan.
› Work carefully.
› Keep an accurate and neat record of all your attempts.
› 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.
› Ensure that the solution is consistent with the facts of
the problem.
› Interpret the solution in the context of the problem.
› Ask yourself whether there are generalizations of the
solution that could apply to other problems.
EXERCISES
1. A baseball team won two out of their last four games. In how
many different orders could they have two wins and two losses in
four games?
Understand the Problem: There are may different orders. The team
may have won two straight games and lost the last two (WWLL). Or
maybe they lost the first two games and won the last two games
(LLWW). Of course there are other possibilities, such as WLWL.
Devise a Plan: We will make an organized list of all possible orders.
AN organized list is a list that is produced using a system that ensures
that each of the different orders will be listed once and only once.
Carry out the Plan: Each entry in our list must contain two Ws and two Ls.
We will use a strategy that makes sure each order is considered, with no
duplications. One such strategy is to always write a W unless doing so will
produce too many Ws or a duplicate of one of the previous orders. If it is
not possible to write a W, then and only then do we write an L. This
strategy produces the six different orders shown below:
1. WWLL
2. WLWL
3. WLLW
4. LWWL
5. LWLW
6. LLWW
Review the Solution: WE have made an organized list. The list has no
duplicates and the list considers all possibilities, so we are confident that
there are six different orders in which a baseball team can win exactly two
out of four games.
EXERCISES
1. In a baseball league consisting of 10 teams, each team plays each of
the other teams exactly three times. How many league games will be
played?
2. In consecutive turns of a Monopoly Game, Stacy first paid $800 for a
hotel. She then lost half her money when she landed on Boardwalk.
Next, she collected $200 for passing GO. She then lost half her
remaining money when she landed on Illinois Avenue. Stacy now has
$2,500. How much did she have just before she purchased the hotel?
3. 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?
4. A hat and a jacket together cost $100. The jacket costs $90 more
that the hat. What are the cost of the hat and the cost of the jacket?