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Problems, Reasons and Solutions in Mathematics: Competencies
Problems, Reasons and Solutions in Mathematics: Competencies
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Competencies
INTRODUCTION
Mathematical reasoning stems from understanding problems. It is how the
problems are observed and analyzed. From this analysis, problems can be
solved with relative ease. There are multiple ways to solve a problem. Information is
very critical. The more information gathered the more practical and reasonable the
solution will be (Manlulu, et. al. 2019).
A good problem solver is one who can find a resolution of which the path to the
answer is not immediately known. A good problem solver uses a strategy which cannot
be learned through school drills.
In the real world, decision-making and problem-solving are two key areas that
one should be good at in order to survive (Baltazar, et. al. 2018).
ACTIVITY
What comes in your mind when you hear the word mathematics? List 5 statements
that describe mathematics. Based from the statements, what can you conclude about
mathematics?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________
ANALYSIS
1. Use inductive reasoning to predict the next number in each of the following lists.
a. 3, 6, 9, 12, 15, ?
Solution: Add 3 to the preceding number. The next number in the lists is 18.
2. Ms. Angel is pretty. She is smart. She is my math teacher. Therefore, all math
teachers are pretty and smart.
3. The teacher used PowerPoint in the last few classes and also before our class.
Therefore, the teacher will use PowerPoint tomorrow.
𝑥
a. =1
𝑥
b. √𝑥 2 + 4 = x + 2
Solution:
0 𝑥
a. Let x = 0. Then ≠ 1. This implies that = 1 is not true for all x.
0 𝑥
ABSTRACTION
1. Pick a number.
2. Multiply the number by 10.
3. Add 8 to the product.
4. Divide the sum by 2.
5. And subtract 4.
Repeat the procedure for several different numbers. Make a conjecture between the
relation of the size of the resulting number and the size of the original number using
inductive reasoning (Baltazar, et. al. 2018).
APPLICATION
1.
2.
3.
4.
5.
B. Use inductive reasoning to determine the next three terms in the list of
numbers below:
1. Nikki’s cat does not like to get wet. Carlo’s cat does not like to get wet.
Therefore, __
Therefore, ________
Therefore, ________
Therefore, _____________
5. Jessy’s mouth swells whenever she eats shrimps. She gets rashes when she
eats clamps and crabs.
Therefore, _____________
MODULE 3
PROBLEMS, REASONS AND
SOLUTIONS IN MATHEMATICS
LESSON II
DEDUCTIVE REASONING
INTENDED LEARNING OUTCOMES
At the end of the lesson, the students will be able to:
INTRODUCTION
Mathematical reasoning can sometimes lead observers to make
impractical decisions. If the event happened already, what evidences can
be made to justify the event?
Information that have already been verified are important to prove the validity
of reasoning. This is the reason conjectures can be transformed into generalized
principles (Manlulu, et. al. 2019).
ACTIVITY
Find the value of x. Write the reason for each step in the process.
1. 2 (-3x + 1) = 18 – 4x Reason
2. 3x = 6x – 15
ANALYSIS
1. All numbers are divisible by 3 if the sum of the digits is divisible by 3. Consider
459. The sum of 4, 5, and 9 is 18. Therefore, 459 is divisible by 3.
8+10𝑛
Divide the sum by 2: = 4 + 5n
2
We started with n and ended with 5n after following the given procedure. This means
that the given procedure produces a number that is five times the original number
(Baltazar, et. al. 2018).
ABSTRACTION
- 3 x - 3 = 10 5 x 2 = 15 1 x – 9 = - 8 4 x 10 = 45
24 x -3 = - 6 x -4 = 9x7=
APPLICATION
7 6 2 8
3 9 4
1 3
9 6 7
5 8 9 1
2 8 7 1 4
3 2
6 9 4 1 7
4 3 2 5 6
https://images.app.goo.gl/ZG8g1YtDgNAwWLtF6
2. Students have a “wash” day every Wednesday to allow them to wash their
school uniforms. Today is Wednesday.
Conclusion:
_____________ __
4. If all quadrilaterals have four sides and a square have four sides.
Conclusion:
______________________________________________________
1. -3x + 8(x – 1) = 47
2. – 2x – 1 ≤ 9
3. 2(6y – 3) = 30
MODULE 3 – ASSESSMENT
A. Read carefully and determine which of the following statements are inductive
or deductive reasoning. Write your answers on the space provided before each
number.
__________________ 1) All cookies are made with sugar. Cream O’s are
cookies so Linda knows Cream O’s are made with
sugar.
__________________ 5) Eagles, parrots, and doves are all birds. They are
all birds. Therefore, all birds can fly
B. Sketch the next figure of each pattern below inside the box provided.
1.
2.
3.
4.
5.
C. Write the next two figures of each of the following series.
1. y = 2x + 6
3y = x – 2
2. 5x = 10
y = 3x – 14
3. 7m + 4(m + 3) = 5m + 6(2m – 1)
4. 2(x – 5) + 3x = 10
5. 22 – 7y = 1