Module 3

Problem Solving
and
Reasoning
Topic 3 - 5

Recreational Problem
Using Mathematics
 Specific Objectives:

At the end of the lesson, the student should be able to:

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
 Specific Objectives:

At the end of the lesson, the student should be able to:

1. Demonstrate appreciation of recreational games

using the concept of mathematics.
2. Show student’s interest in mathematical games by
solving its games.
3. Develop a sense of correct thinking to finish the
game successfully.

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
 Puzzle, number games and mathematical riddles are some
exciting games that we can solve or play. They are very essential
most especially for the students in order to develop their critical
thinking, enhance students’ computational work, deepen
understanding with numbers and use different strategies and style
of techniques through recreational games. In this new modern day,
there are a lot of games that you may encounter not only on social
media but also on different internet sites. Games are now easily
downloaded and we can play this game on our palm hand. At the
same time, a person or persons that has high skills and knowledge
in mathematics are those persons who could solve problems or
games in mathematics easily.
Module 3 | Topic 3-4 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
 Now-a-days, there are a lot of recreational games
that we could play whether it is an online or an offline
game. Sometimes, we call this game a brain booster
since our mind needs a lot of correct thinking on how
to deal with the games and finish the game
successfully.

In this lesson, there would be an illustrative

example that the students may look into on how to deal
with games using mathematical concepts.
Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
 Let us have some illustrative sample recreational games using the concept
of mathematics.

1. With the use of a pencil or pen, connect by means of a line the nine
dots (see figure below) without lifting a pen and re-tracing the line.

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
 To begin, you may think that it is easy for you to connect these
nine dots by means of a line with the use of your pen or pencil with lifting the
pen and re-tracing the line. On your first attempt, it could be like this.

But as you can see, there is one dot left which is disconnected.

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
 Trying for the second time, perhaps your presentation may look like this.

But still, there are dots which are disconnected.

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
 Let us use the technique called “think outside the box strategy” and for sure
we can solve the puzzle. With this, we could extend the line or lines to connect the
dots just like this one below.

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
2. How many squares could you find in the picture below?

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
 Some students would count manually the number
of squares on the figure above. It is very tedious on the
part of the student and it is prone to error. You cannot
get the answer correctly at once if manually counting
would be done. Not unless you are very lucky to get the
correct number of squares. But if we use the concept of
mathematics here, you would be able to get accurately
the total number of squares in the figure. Remember
that a square has equal sides. Let us say an “n by n” is a
square.
Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
 The question is, how many squares are really on the figure above?
First, let us always think that the square has an equal side. Let us ignore
the squares within the big square.

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
 In this figure, there are different “n x n” sizes of a
square. The size of a big square is a 1 x 1 (12). But there is
also a 2 x 2 (22) square on it as well as 3 x 3 and a 4 x 4
square. So, how many squares are there? If we look at the
mathematical concept and we want to know the number of
square, we need to add the different sizes of the squares
such as;

12 + 22 + 32 + 42 = 1 + 4 + 9 + 16 = 30 squares

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
Now, let us take a look on the squares within the big square.

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
 If you want to know the number of squares there, let us
use the upper selected square. The number of squares on the
upper part would be;

12 + 22 = 1 + 4 = 5 squares

The same as the selected square below, that is;

12 + 22 = 1 + 4 = 5 squares

Hence the total number of squares on the given figure

is 30 + 5 + 5 = 40 squares.
Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
3. A 3 x 3 grid table is given below. Filled out each cell of a
digit from 1 – 9 except 5 since it is already given and without
repetition where the sum of horizontal, vertical and diagonal
are all equal to 15.

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
 There are several ways to present the 3 x 3 grid
table magic square number. First thing that you’re going to do is
just to add all digits from 1 to 9 giving a sum of 45. In a 3 x 3
square number, you have to add three numbers again and again
hence it will give an average that the sum of three numbers is 15,
i.e. 45/3 = 15. This number 15 is what we called the magic
number of a 3 x 3 square number where when you add three
numbers horizontally, vertically and diagonally will give us a
sum of 15. To achieve this, the number 5 should be placed in the
middle part of a 3 x 3 square number just like in the given figure
above. You can also achieve 15, if you add the middle number 5
three times.
Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
You can reduce 15 in a sum of three summands eight times:

15=1+5+9 15=2+4+9 15=2+6+7 15=3+5+7

15=1+6+8 15=2+5+8 15=3+4+8 15=4+5+6

The odd numbers 1,3,7, and 9 occur twice in the reductions, the even
numbers 2,4,6,8 three times and the number 5 once. Therefore you have to
place number 5 in the middle of the magic 3x3 square. The remaining odd
numbers have to be in the middles of a side and the even numbers at the
corners.

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
 Under these circumstances there are eight possibilities building a
square and two of these are presented below.

2 9 4 2 7 6
7 5 3 9 5 1
6 1 8 4 3 8

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
4. The figure below is arranged using 16 matchsticks to form 5 squares. Rearrange
exactly 2 of the matchsticks to form 4 squares of the same size, without leaving any
stray matchsticks.

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
Solution:

Can you explain it how based on the figure above

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
Self-Learning Activity
1. Place 10 coins in five straight lines so that each line contains exactly four coins. Can
you arrange four coins so that if you choose any three of them (i.e., no matter which
three of the four you pick), the three coins you chose form the corners of an equilateral
triangle?

2. If you add the square of Tom's age to the age of Mary, the sum is 62; but if you add
the square of Mary's age to the age of Tom, the result is 176. Can you say what the ages
of Tom and Mary are?

3. A man and his wife had three children, John, Ben, and Mary, and the difference
between their parents' ages was the same as between John and Ben and between Ben
and Mary. The ages of John and Ben, multiplied together, equalled the age of the father,
and the ages of Ben and Mary multiplied together equalled the age of the mother. The
combined ages of the family amounted to ninety years. What was the age of each
person?
Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)
 4. Refer to example number 3. Look for another remaining six (6) 3 x 3
magic square number.

5. Complete the grid table. Filled out the table (a) by digit from 1 to 4,
(b) by digit from 1 to 9 and (c) by digit from 1 to 12; some digits are
already identified whose sum is 8, 23 and 25 respectively.

a b. c.

Module 3 | Topic 3-5 : Problem Solving and Reasoning (Recreational Problem Using Mathematics)