Scribd
Upload
27 views36 pages

Chapter 3

Uploaded by

ocampojomer08
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
27 views36 pages

Chapter 3

Uploaded by

ocampojomer08
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 36

MODULE 3

P R O B L E M S O LV I N G
AND REASONING
MODULE 3
PROBLEM SOLVING AND REASONING

INDUCTIVE AND DEDUCTIVE REASONING


INDUCTIVE REASONING
- The type of reasoning that uses specific
examples to reach a general conclusion of
something. The conclusion formed by inductive
reasoning is called CONJECTURE.

- A CONJECTURE is an idea that may or may


not corrected.
EXAMPLE 1.
USE INDUCTIVE REASONING TO PREDICT THE
NEXT NUMBER

a) 3, 6, 9, 12, 15, __?


Solution:
Each successive number is 3 units larger than the
proceeding number. Therefore, it can be predicted that
the next number in the list is 3 units larger than 15,
which is 18.
EXAMPLE 2.
USE INDUCTIVE REASONING TO MAKE A
CONJECTURE
Consider the following procedures:
a) Pick a number.
b) Multiply the number by 8
c) Add 6 to the product.
d) Divide the sum by two
e) And subtract 3.
Hint: Repeat the procedure for several different numbers. Make a
conjecture between the relationship of the size of the resulting
number and the size of the original number using inductive reasoning.
SOLUTION:
Suppose we pick 6 as our original number
Multiply 6 by 8, 6(8) = 48
Add 6 to the product 48, 48 + 6 = 54
Divide the sum by 2, = 27
Subtract the quotient by 3, 27 – 3 = 24
EXAMPLE 3.
VERIFY WHETHER EACH STATEMENT IS
INCORRECT BY GIVING COUNTER EXAMPLE

a. + 4 = 0
b. =

Solution:
a) Let x = 0, then 0 + 4 is not true for all the x.
b) Let x = then . However, when hus which implies that the given
statement is a false statement.
DEDUCTIVE REASONING
- is a type of reasoning that deals with the
process of reaching a conclusion by
applying a general assumption, procedures
or principles.
EXAMPLE 1.
USE DEDUCTIVE REASONING TO
ESTABLISH A CONJECTURE .
Show the following procedure produces a number that is four times
the original number.
a. Pick a number.
b. Multiply the number by 8.
c. Add 6 to the product.
d. Divide the sum by two.
e. And subtract 3.
SOLUTION:
Let n represents the original number.
Multiply the number by 8 : 8n
Add 6 to the product: 8n + 6
Divide the sum by 2:
Subtract 3 : 4n + 3 – 3 = 4n

This implies that the procedure produces a number


that is four times the original number
PROBLEM
SOLVING
STRATEGIES
ANCIENT MATHEMATICS
HEURISTICS
EUCLID AND PAPPUS RENÉ DESCARTES

Some mathematicians that are He tried to develop a universal


interested in solving mathematical problem-solving method but did not
problems succeed
GEORGE POLYA
1887-1985
A recent mathematician who made
a study of problem solving
Hungarian Mathematician
He was born in Hungary
“ Father of Problem Solving in
Mathematics Education”
“Mathematical problem solving
is finding a way around a
difficulty, around an obstacle,
and finding a solution to a
problem that is unknown."
—POLYA (1945 & 1962)
POLYA’S 4-STEP
PROCESS
1.Understand the
Problem
2.Devise a Plan
3.Carry out the Plan
4.Review the Solution
STEP 1: UNDERSTAND THE PROBLEM
You must have a clear understanding of the problem
 Look for Information
- You can ask; WHAT is the unknown, the data, the goal and the conditions of the problem
 Organize the Information
 Connect the Information

YOU CAN;
o Restate the problem in your own words
o Determine what is known about these type of
problem
o Determine missing information
o Determine if there are extraneous information that is
not needed to solve the problem
o Determine the goal
STEP 2 : DEVISE A PLAN
Successful problem solvers use a variety of techniques when
they attempt to solve a problem
Make a Representation
- Draw a diagram
- Make an organized list that shows all possibilities, list of known and needed
information
- Make a table or chart
- Use equations
Make a Calculated Guess
- Guess and check
- Look for a pattern
- Perform an experiment
Go through the Process
- Work Backwards
- Try to solve a similar but simpler
problem
STEP 3 :  Work carefully.
 Keep an accurate and neat record of all your
CARRY OUT attempts.
 Realize that some of your initial plans will not work
THE and that you may have to devise another plan or
modify your existing plan

PLAN ADDITIONAL INFORMATION:

 Use mathematical knowledge


 Use mathematical skills
 Use logical thinking
STEP 4: REVIEW THE SOLUTION
Once you have found a solution, check the solution

LOOK BACK:
● 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.
● Improve and seek alternative solution if necessary
EXAMPLE 1.
STRATEGY: MAKE AN ORGANIZED LIST
EXAMPLE 2.
STRATEGY: WORK BACKWARDS
Problem;
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 200 for passing GO.
She then lost half her remaining money when
she landed on Quezon Avenue. Stacy now has
Ph2,500. How much did she
have just before she purchased the hotel?
EXAMPLE 3.
STRATEGY: MAKE A TABLE AND LOOK FOR A PATTERN
Problem:
Determine the digit 100 places to the right of the
decimal point in the decimal representation 7/27.
Column 1 Column 2 Column 3
27
7 Location Digit Location Digit Location Digit

1st 2 2nd 5 3rd 9


0.259259259... 4th 2 5th 5 6th 9
7th 2 8th 5 9th 9
10th 2 11th 5 12th 9
13th 2 14th 5 15th 9
. . .
. . .
. . .
EXAMPLE 4.
STRATEGY: GUESS AND CHECK
Problem:
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?

15 • 16 • 18 = 4320 No. This product is too small.


15 • 16 • 19 = 4560 No. This product is too small.
15 • 17 • 18 = 4590 Yes. This is the correct product.
The ages of the teenagers are 15, 17, and 18.
EXAMPLE 5.
STRATEGY: SOLVE A SIMILAR BUT
SIMPLER PROBLEM
Problem:
In a basketball league consisting of 10 teams, each
team plays each of the other teams exactly three
times. How many league games will be played?
PROBLEM SOLVING
INVOLVING PATTERNS
TERMS OF A SEQUENCE

An ordered list of numbers such as


5, 14, 27, 44, 65 …
sequence
A sequence is a function whose domain is the
set of positive integers. It also means an ordered list
of numbers. Each number in a sequence is called a
term.
TERMS OF A SEQUENCE
5, 14, 27, 44, 65 …

In the sequence 5, 14, 27, 44, 65 … we


denote the terms as the follows:
a1 = 5 a4 = 44
a2 = 14 a5 = 65
a3 = 27
an = nth term of a sequence
TERMS OF A SEQUENCE

• What is the next term in 5, 14, 27, 44, 65?


To answer that questions, we often construct a
difference table
Sequence 5 14 27 44 65 90

First differences 9 13 17 21 25

Second differences 4 4 4
nth - Term Formula for a SEQUENCE

FIND THE FIRST 5 TERMS OF THE


SEQUENCE GIVEN THE NTH TERM.
2
A N = 3N + N
4 14 30 52 80
2
a1 = 3 (1) + 1 = 3(1) + 1 = 4
2
a2 = 3 (2) + 2 = 3(4) + 2 = 14
2
a3 = 3 (3) + 3 = 3(9) + 3 = 30
2
a4 = 3 (4) + 4 = 3(16) + 4 = 52
2
a5 = 3 (5) + 5 = 3(25) + 5 = 80
T HANK YOU FOR L ISTE NING !

You might also like