MODULE 3

Problem Solving
and Reasoning
Lesson Content

1. Inductive and Deductive Reasoning

2. Intuition Proofs and Certainty
3. Polya’s Four Step in Problem Solving
4. Problem Solving Strategies
5. Mathematical Problems Involving Patterns
Learning Competencies
1. Compare and contrast inductive and deductive reasoning.
2. Use different types of reasoning to justify statements and arguments made
about mathematics and mathematical concepts.
3. Apply Polya’s four – step in problem solving.
4. Organize one’s methods and procedures for proving and solving problems.
5. Perform operations on mathematical expressions correctly.
6. Articulate the importance of mathematics in one’s life.
7. Express appreciation for mathematics as a human endeavour.
8. Support the use of mathematics in various aspects and endeavors in life.
9. Affirm honesty and integrity in the appreciation of Mathematic to various
human endeavors.
Inductive Reasoning
Inductive Reasoning is the process of reaching a general conclusion by
examining specific examples.

1 is an odd number.
11 is an odd number.
21 is an odd number.
Therefore, all numbers ending with 1 are odd numbers.

Essay test is difficult.

Problem Solving test is difficult.
Therefore, all tests are difficult.

Mark is a Science teacher.

Mark is bald.
Therefore, all science teachers are bald.
Use Inductive Reasoning to Predict a Number

a. 3,6,9,12,15,? b. 1,3,6,10,15, ?

Solution:

b. Each of the successive number is 3 larger than the preceding number. Thus we pre-
dict
the next number in the list is 3 larger than 15 which is 18.

b. The first two number differ by 2. The second and third number differs by 3. It appears
that the difference between two numbers that the difference between any two numbers is
always 1 more than the preceding difference. Since 10 and 15 differ by 5, we predict the
next number in the list will be 6 larger than 15 which is 21.
Use Inductive Reasoning to Make a Conjecture

Consider the following procedure:

Pick a number.
Multiply the number by 8,
add 6 to the product,
divide the sum by 2
and subtract 3.
Use Inductive Reasoning to Make a Conjecture
Original Number: 5
Multiply by 8: 5 x 8 = 40
Add 6: 40 + 6 = 46
Divide by 2: 46 ÷ 2 = 23
Subtract 3: 23 – 3 = 20

Original Number: 6
Multiply by 8: 6 x 8 = 48
Add 6: 48 + 6 = 54
Divide by 2: 54 ÷ 2 = 27
Subtract 3: 27 – 3 = 24
Use Inductive Reasoning to Make a Conjecture

We conjecture that following the given

procedures produces a number that is four
times the original number.

“CONJECTURE” a conclusion deduced by

surmise or guesswork
Use Inductive Reasoning to Solve an Application
Use the data in table below and inductive reasoning to answer each of
the following questions.
a. If a pendulum has a length of 49 units, what is its period?
b. If the length of the pendulum is quadrupled, what happens
to its period?

Length of the Pendulum in Period of Pendulum in Heart-

Units beats
1 1
4 2
9 3
16 4
25 5
36 6
Deductive Reasoning
Deductive reasoning is drawing general to specific example or simply from
general case to specific case. Deductive starts with a general statement
(or hypothesis) and examines to reach a specific conclusion. Some examples
of deductive reasoning.

All birds have feathers. All Science teachers are bald.

Ducks are birds. Mark is bald
Therefore, ducks have feathers. Therefore, Mark is a science teacher

All sick won’t be able to go to work.

Christopher is sick.
Therefore, Christopher won’t be able to go to work.
Use deductive reasoning to establish a conjecture
Use deductive reasoning to show that the following procedure produces a number that is
four times the original number.

Procedure: Pick a number. Multiply the number by 8, and add 6 to the product, divide
the sum by 2 and subtract 3.

Solution:
Let n represent 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

We started with n and ended with 4n. The procedure given in this example produces a
number that is four times the original number.
Logical Reasoning may be valid but
not necessarily true.
Polya’s Four Step in Problem Solving
The Polya’s four – step in problem solving are:

Step 1: Understand the problem.

Step 2: Devise a plan.
Step 3: Carry out the Plan
Step 4: Look Back
Polya’s Four Step in Problem Solving
Step 1: Understanding the Problem
Sometimes the problem lies in understanding the problem itself. To understand
the problem, we might consider the following:

• What is the goal?

• What is being asked?
• What is the condition?
• What sort of a problem is it?
• What is known or unknown?
• Is there enough information?
• Can you draw a figure to illustrate the problem?
• Is there a way to restate the problem? In your own
words?
Step 2: Devise a Plan
Devising a plan (translating) is a way to solve the problem by picturing how we
are going to attack the problem.
• Act it out
• Be systematic
• Work backwards
• Consider special cases
• Eliminate possibilities
• Perform an experiment
• Draw a picture or diagram
• Make a list or table/chart
Step 2: Devise a Plan
• Use a variable, such as x.
• Look for a formula/formulas.
• Write an equation (or model)
• Look for a pattern or patterns.
• Use direct or indirect reasoning.
• Solve a simple version of the problem.
• Guess and check your answer (trial and error)
Step 3: Carry Out the Plan
• Be patient
• Work carefully
• Modify the plan or try a new plan
• Keep trying until something works
• Implement the strategy and strategies in step 2.
• Try another strategy if the first one isn’t working.
• Keep a complete and accurate record of your work.
• 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.

• Look for an easier solution

• Does the answer make sense?
• Check the results in the original problem.
• Interpret the solution with the facts of the problem
• Recheck any computations involved in the solution.
• Can the solution be extended to a more general case
Step 4: Look Back
• Ensure that all the conditions related to the
problem are met.
• Determine whether there is another method
of finding the solution.
• Ensure the consistency of the solution in the
context of the problem.
Problem Solving Strategies
Suppose NCAA basketball championships is decided on a best of five series
game. In how many different ways can a team win the championships?

Step1: Understand the Problem.

Possible orders to win the championship
WWW
LLWWW
WWLW

Step2: Devise a Plan.

Make an organized list of all possible orders and ensure that each of the different orders
is accounted for only once.
Problem Solving Strategies
Step3: Carry Out the Plan
Each entry in the list must contain three Ws and may contain one or two Ls. Use a strategy to each
order. One strategy is to start to write Ws, then write L if it is not possible to write W. this strategy
produces ten (10) different orders shown below:

• WWW • LWWW
• WWLW • LWWLW
• WWLLW • LWLWW
• WLWW • LLWWW
• WLLWW
• WLWLW
Problem Solving Strategies
Step 4: Look Back

The list above is organized and contains no duplication. It includes all

possibilities, we can conclude that there are ten (10) different ways in which a
basketball team can win the NCAA championships in the best of 5 game se-
ries.
Problem Solving Strategies
Two times the sum of a number and three is equal to thrice the number
plus four.

Step1: Understand the Problem.

We have to make sure that we have read the question carefully several times. Since we are looking
for a number, we will let x be a number.

Step 2: Devise a plan.

We will translate the problem mathematically. Two times the sum of a number and three is equal to
thrice the number plus four.

2( x + 3) = 3x + 4
Problem Solving Strategies
Step 3: Carry out the plan

We solve for the value of x algebraically.

2( x + 3) = 3x + 4
2x + 6 = 3x + 4
3x – 2x = 6 – 4
x=2

Step 4: Look back.

If we take two times the sum of 2 and 3, that is the same as thrice the number 2 plus 4, which is 10,
so this does check. Thus the number is 2.
Problem Solving Strategies
If the length of the top of a rectangle is 15 inches more than its width,
and the area is 1,350 square inches, find the dimensions of the table.

Step1: Understand the Problem.

We are looking for the length and the width of the rectangular table; and we
will let l be the length of the table and w be the width. It is indicated in the prob-
lem that the length is 15 inched longer than the width ( l = w + 15)

Step 2: Devise a plan.

We will apply the formula for the area of a rectangle A = lw.

1,350 = lw
1,350 = (w + 15)w
Problem Solving Strategies
Step 3: Carry out the plan

1,350 = w(w + 15)

1,350 = w2 + 15w
w2 + 15w – 1,350 = 0
(w + 45)(w -30) = 0

w + 45 = 0 w - 30 = 0
w = - 45 w = 30

Since measurement cannot be negative, the width of the rectangle is 30 inches.

The length is l = w + 15 = 30 + 15 = 45 inches.
Problem Solving Strategies
Step 4: Look back.

If the width of the rectangle is 30 inches and the length is 15 inches longer,
then the width is 45 inches. The area of a rectangle is A = lw = 30(45) =
1,350 square inches. Thus the width is 30 inches and the length is 45 inches.
Mathematical Problems Involving Patterns
An infinite sequence is a function whose domain is the set of posi-
tive integers. The function values a1, a2, a3, a4, …, an – 1, an,…, are
terms of the sequence. If the domain of the function consists of the
first n positive integers only, the sequence is a finite sequence
Identify whether the following is finite or infinite sequence.
Finite Sequence
1, 2, 3, 4, 5, 6, 7, 8
2, 4, 6, 8, 10, 12, 14
1, 3, 5, 7, 9, 11, 13, 15
Infinite Sequence
3, 6, 9, 12, 15, …
1, 1, 2, 3, 5, 8, 13, …
1, 4, 9, 16, 25, 36, …
Mathematical Problems Involving Patterns
A general sequence a1, a2, a3, a4, …, an – 1, an,…having the first term
a1, the second term a2, the third term a3, and the nth term, also
called the general term of the sequence, is an.

Write the first three terms of the sequence whose nth term is given
by the formula .
Solution:
.
replace n by 1
replace n by 2
replace n by 3

Thus, the first three terms of the sequence are 4, 7, and 10.
Difference Table
The difference table shows the difference between successive
terms of the sequence. The difference in the rows may be the ‘first,
second and third differences.

Construct the difference table to predict the next term of each se-
quence.
a. 3, 7, 11, 15 ,19, …

Sequence: 3 7 11 15 19 23

First Difference: 4 4 4 4 4

The next term is 23.

Difference Table
Construct the difference table to predict the next term of each se-
quence.
b. 1, 4, 9, 17, 28, ….
Sequence: 1 4 9 17 28 42

First Difference: 3 5 8 11 14

Second Difference: 3 3 3 3

c. 6, 9, 14, 26, 50, 91, …

Sequence: 6 9 14 26 50 91 154

First Difference: 3 5 12 24 41 63

Second Difference: 2 7 12 17 22

Third Difference: 5 5 5 5
GOD BLESS!!