Polytechnic University of the Philippines

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Module 3: Mathematics in the Modern World
Topic: Problem Solving

Objectives
Having successfully completed this module, you will be able to:
1. Use inductive and deductive reasoning to predict a number and make a conjecture.
2. Differentiate inductive and deductive reasoning.
3. Generate and describe patterns.
4. Find the nth terms and describe the arithmetic sequence and arithmetic mean
5. Identify the range of strategies to solve word-problems and apply it.

Essential Questions
With regard to understanding, these are your guide questions.
1. What is the difference between inductive reasoning and deductive reasoning?
2. How do you define sequence? What is arithmetic sequence and arithmetic mean?
3. What are the importance of having a strategy in solving problem involving real-life
situations? What are the different problem solving strategies?

Essential Learning
Section 1. Inductive and Deductive Reasoning

A. Inductive reasoning
The type of reasoning that forms a conclusion based on the examination of specific examples is
called inductive reasoning. The conclusion formed by using inductive reasoning is a conjecture,
since it may or may not be correct.

Inductive Reasoning is the process of reaching a general conclusion by examining specific

examples.
When you examine a list of numbers and predict the next number in the list according to some
patterns you have observed, you are using inductive reasoning.

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 Use Inductive Reasoning to Predict a Number

Use inductive reasoning to predict the next number in each of the following lists.
a. 3, 6, 9, 12, 15, ? b. 1, 3, 6, 10, 15, ?
Solution
a. Each successive number is 3 larger than the preceding number. Thus, we predict that the
next number is 3 larger than 15, which is 18.
b. The first two numbers differ by 2. The second and the third number differ by 3. It appears
that the difference between any two numbers is always 1 more than the preceding
difference. Since 10 and 15 differ by 5, we predict that the next number in the list is 6 larger
than 15, which is 21

Use the inductive reasoning to predict the next number in each of the following lists.
a. 5, 10, 15, 20, 25, ? b. 2, 5, 10, 17, 26, ?

We also use inductive reasoning to make conjecture about an arithmetic procedure.

Use Inductive Reasoning to make 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.
Complete the above procedure for several different numbers. Use inductive reasoning to make a
conjecture about the relationship between the size of the resulting number and the size of the
original number.
Solution
Suppose we pick 5 as our original number. Then the procedure would produce the following
results:
Original number is 5, multiply by 8 will become 40, add 6 will become 46, divide by 2 will become
23 and subtract by 3 will become 20.
In example number 2, we started with 5 and produces a final result of 20. Starting with 6 will
produce 24. Starting with 10 will produce 40. And starting with 100 will produce a final result of
400.

We conjecture that following the given procedures produces a number that is four times the
original number.

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Consider the following procedure:
Pick a number. Multiply the number by 9, add 15 to the product, divide the sum by 3 and subtract
5.
Complete the above procedure for several different numbers. Use inductive reasoning to make a
conjecture about the relationship between the size of the resulting number and the size of the
original number.

B. Deductive Reasoning
Deductive reasoning is distinguished from inductive reasoning in that it is the process of reaching
a conclusion by applying general principles and procedures.

Deductive reasoning is the process of reaching a conclusion by applying general assumptions,

procedures and principles.

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, add 6 to the product, divide the sum by 2,
and subtract 3.
Solution
Len n represent the original number.
Multiply the number by 8: 8n
Add 6 to the product: 8n + 6
Divide the sum by 2: (8n + 6)/2 = 4n + 3
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.
Answer is 1

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Use deductive reasoning to show that the following procedure produces a number that is three
times the original number.
Procedure: Pick up a number. Multiply the number by 6, add 10 to the product, divide the sum by
2, and subtract by 5. Hint: Let n represent the original number.

C. Inductive Reasoning vs. Deductive Reasoning

In previous examples, we analyze arguments to determine whether they use inductive or
deductive reasoning.

Determine the Types of Reasoning

Determine whether each of the following arguments is an example of inductive reasoning or
deductive reasoning.
a. During the past ten years, a tree has produced a plums every other year. Last year the
tree did not produce plums, so this year the tree will produce plums.
b. All home improvements cost more than the estimate. The contractor estimated that my
home improvement will cost P35, 000.00. Thus my improvement will cost more than P35,
000.00.
Solution
a. This argument reaches a conclusion based on specific examples, so it is an example of
inductive reasoning
b. Because the conclusion is specific case of a general assumption, this argument is an
example of deductive reasoning.

Determine whether each of the following arguments is an example of inductive reasoning or

deductive reasoning.
a. All Gillian Flynn novels are worth reading. The novel Gone Girl is a Gillian Flynn novel,
thus Gone Girl is worth reading.
b. I know I will win a jackpot on this slot machine in the next 10 tries, because it has not paid
out any money during the last 45 tries.

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In numbers 1 to 10, use inductive reasoning to predict the next number in each list.
1. 4, 8, 12, 16, 20, 24, ?
2. 5, 11, 17, 23, 29, 35, ?
3. 3, 5, 9, 15, 23, 33, ?
4. 1, 8, 27, 64, 125, ?
5. 1, 4, 9, 16, 25, 36, 49, ?
6. 80, 70, 61, 53, 46, 40, ?
3 5 7 9 11 13
7. , , , , , , ?
5 7 9 11 13 15
1 2 3 4 5 6
8. , , , , , , ?
2 3 4 5 6 7

9. 2, 7, -3, 2, -8, -3, -13, -8, -18, ?

10. 1, 5, 12, 22, 35, ?

In numbers 11 – 15
Use inductive reasoning to decide whether each statement is correct or not.
Any counting number n divided by 2 produces a remainder of 0 or 1. If n ÷ 2 has a remainder
of 0, then n is even number. If n ÷ 2 has a remainder of 1 then n is odd number.

11. The sum of any two even numbers is always an even number.
12. The product of an odd number and an even number is always an even number.
13. The product of two odd numbers is always an odd number.
14. The sum of two odd numbers is always an odd number.
15. Pick any counting number. Multiply the number by 6. Add 8 to the product. Divide the sum
by 2, subtract 4 from the quotient. The resulting number is twice the original number.

Section 2. Problem Solving with Patterns.

A. Terms of a Sequence

A sequence is a function whose domain is a finite set of positive integers {1, 2, 3,…, n} or an
infinite set {1, 2, 3, …}
Each element or object in the sequence is called term.
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A sequence having last term is called finite sequence while a sequence with no last term is called
infinite sequence.
Sequences may come in rule form. These are sequences stated in general or nth terms.

Given the following nth term, supply each blank by a correct answer following the task at the right
to generate the pattern.
1. Given an = 2(n+1), list the first 5 terms of the sequence.
if n = 1
a = 2(___+1) Substitute n
𝑎1 = 2(___) Add the terms inside the parenthesis
𝑎1 = ____ Multiply the factors

Do the same procedure if n = 2, n = 3, n = 4 and n = 5 then, list the sequence below.

____, _____, ____, ____, ____

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2. Given 𝑎𝑛 = ( )𝑛−1 , generate a sequence with 4 terms.
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if n = 1
1
𝑎__ = (2) ___−1 Substitute the value of n
1
𝑎1 = (2) ___ Subtract the exponent

𝑎1 = ___ Simplify the exponent and the fraction

a. Do the same procedure if n = 2, n = 3 and n = 4 then, list the sequence below.

b. Answer the following problems.

1. Emilia helps her mother in selling “Kalamay Buna” (a delicacy from Indang). From the
money that her mother is giving her, she plans to save Php25 every week for seven
weeks. Form a sequence that will show the amount of money she is saving from the
first to seventh week.

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 2. The increase in the population of Cavite Province follows a pattern. That is, 1.5% of
its previous year’s population is added to the present to obtain the next. If the current
population of Cavite is 3,000,000, list the province population for the next 2 years.

B. Arithmetic Sequence

An arithmetic sequence is a sequence where every term after the first is obtained by adding a
constant.
Common difference (d) is the constant number added to the preceding term of the arithmetic
sequence. It can be calculated by subtracting any two consecutive term in the arithmetic
sequence.
The formula for the general term of an arithmetic sequence is

𝑎𝑛 = 𝑎1 + (𝒏 − 𝟏)𝒅

Supply each blank by a correct answer following the task at the right to solve the question.
1. Find a45 of the sequence 4, 7, 10, 13, 16,
Given: a1 =_____ ; d =_____ ; n = _____
Solution:
𝑎𝑛 = 𝑎1 + (𝑛 − 1)
𝑎𝑛 =____ + ( ____− 1) ____ substitute a1, n and d
𝑎𝑛 = 4 + ( ____ )3 subtract the terms inside the parenthesis
𝑎𝑛 = 4 + ( ____ ) multiply
𝑎𝑛 = _____ add

2. Which term of the arithmetic sequence 7, 14, 21, 28, … is 105?

Given: a1 = ____ ; d = ____; 𝑎𝑛 = ____
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 Solution:
𝑎𝑛 = 𝑎1 + (𝑛 − 1)
____ = ____+ (𝑛 − 1) _____ substitute the given
105= 7 + ____ − _____ distribute d
105 = _____ subtract the constants in the right side then
apply APE
_____ = 𝑛 apply MPE

Find 𝑎𝑛 for each of the following arithmetic sequence.

1. 𝑎1 = 5; d = 4 ; n = 11
2. 𝑎1 = 14; d = –3 ; n = 25
3. 𝑎1 = 12; d = ½; n = 16
4. –10, –6, –2, 2, 6, … n = 27
5 3
5. 3, , 2, , 1, … n=28
2 2

Answer the following problems.

1. Rico bought an e-bike at Php29,000. If it depreciates Php500 in value each year,
what will be its value at the end of 10years?

2. You went to a hiking with your friends at Pico de Loro at Maragondon, Cavite. Upon
reaching the summit, you drop a coin. The coin falls a distance of 4ft for the first seconds,
16ft for the next, 28 ft on the third, and so on. Find the distance the coin will fall in 6
seconds?

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 C. Arithmetic Mean

Arithmetic Means are the terms between any two nonconsecutive terms of an arithmetic
sequence.
It is necessary to solve the common difference of an arithmetic sequence to insert terms between
two non-consecutive terms of an arithmetic sequence. The formula for the general term of an
(x+y)
arithmetic sequence, 𝒂𝒏 = 𝒂𝟏 + (𝒏 − 𝟏) and the mid-point between two numbers, can also
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be used.

Supply each blank by a correct answer following the task at the right to answer the question.

1. Insert two terms in the arithmetic sequence 15, ____, ____, 36.
2. Given: 𝒂𝟏 =_____ ; n =_____; 𝒂𝟒 =_____
Solution:
𝒂𝒏 = 𝒂𝟏 + (𝑛 − 1)
_____= _____ + ( − 1) substitute a1, n and a4.
36 = 15 + ( _____ )𝑑 subtract the terms inside the parenthesis
_____= 3𝑑 apply APE
𝑑 = _____ apply MPE

After solving d, find the second (𝒎𝟏 ) and the third (𝒎𝟐 ) term.
𝒎𝟏 = 𝒂𝟏 + 𝑑 = _____ + _____ = _____ substitute 𝒂𝟏 and d then add.
𝒎𝟐 = 𝒎𝟏 + 𝑑 = _____ + _____ = _____ substitute 𝒎𝟏 and d then add.

Answer the following.

1. Insert two arithmetic means between 20 and 38.
2. Insert three arithmetic means between 52 and 40.
3. Find the missing terms of the arithmetic sequence 5,_____ , _____,_____,_____, 25.
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4. Find the missing terms of the arithmetic sequence 0, _____,_____,_____, _____,
_____, 15.
5. The fifteenth term of an arithmetic sequence is –3 and the first term is 25. Find the common
difference and the tenth term.

Answer the following problems.

1. Flower farms in Tagaytay grew different variety of flowers
including anthurium. Monica, a flower arranger, went to
Tagaytay to buy anthurium. She plans to arrange the flowers
following an arithmetic sequence with four (4) layers. If she
put one (1) anthurium on the first layer and seven (7) on the
fourth layer, how many anthurium should be placed on the
second and third layer of the flower arrangement?

2. St. Mary Magdalene Parish Church in Kawit, one of

the oldest churches in Cavite, established in 1624 by Jesuit
Missionaries. The church is made of red bricks preserved for
more than a hundred years. Suppose that the lowest part
of the church wall contains five (5) layers of red bricks,
4bricks on the top and 16bricks on the bottom layer.
Assuming an arithmetic sequence, how many bricks are there in the 2nd, 3rd and 4th layer of the
wall?

D. Problem Solving Strategies

What is Problem Solving?

Problem solving is the application of mathematical skills and reasoning to problems

encountered in everyday life. Such problems range from the simple to the complex.

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Activity 1 Journal Writing
Write a journal (one page) outlining your past experiences in problem solving. Consider what you
have done in school as well as your problem solving experiences in the community.

Activity 2 Solving non-routine problems

Read through the problems below. Highlight which problems you consider to be ‘non-routine
problems’. Compare your list with a peer. Did you select the same or different problems? Why do
you think any difference may have occurred?
Select three problems that either you or your peer have identified as non- routine problems and
solve together. Be prepared to share your solutions.

Problems
1. Adult tickets cost K6.00 and student tickets cost K4.00. Judy sold 13 tickets for K66.00.
How many adult tickets did she sell?
2. Moses got into an elevator. He went down 5 floors, up 6 floors, and down 7 floors. He was
then on the second floor. On what floor did Moses get into the elevator?
3. The head of fish is 1/3 as long as its body. The tail of the fish is as long as its head and its
body combined. The total length of the fish is 48cm. How long is each part of the fish?
4. A road is built to connect each pair of cities. How many roads for 12 cities if each road can
connect only two cities?
5. Freda is starting a youth group. She is the only member now, but her plans are to have
every member find 2 new members each week. If her plan works, how many members will the
group have had the end of 1 month?

The fundamentals of problem solving

The process of problem solving can be divided into three phases:
• Understanding the problem
• Solving the problem
• Checking the answer

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Understanding the problem
Students need to start by reading (or listening to) the problem very carefully to make sure they
understand what they are being asked to do. This may involve:
• Several readings (or repetitions by a speaker)
• thinking about the problem for themselves for a few minutes
• discussing it with others in a small group and reaching agreement on what it is before they
start
• writing the problem down using their own words, symbols or diagrams
• Restating the problem verbally using their own words.
Once students have a clear idea of what they know and what they need to find out they are ready
to begin solving the problem.

Solving the problem

Solving a problem involves exploring different approaches and finding one which successfully
solves the problem. Strategies to focus on with numeracy students are listed below.

1. Use hands-on materials

Manipulative aids encourage risk taking and therefore are a very valuable and important tool in
problem solving. Pieces of paper or objects such as counters or matchsticks which can be moved
around encourage students to try out different combinations.

2. Draw a diagram
A diagram or sketch can help students visualise and organise the information in the problem and
also provide a record of their solution process. For example, to solve the money problems students
may find it helpful to draw the coins themselves and label them.

3. Guess and check

This strategy involves making a guess and seeing where it leads. For example, to solve the
problem: 'Can you make seven toes using exactly three coins?' students need to start by exploring
different combinations of coins until they find one that works.

4. Organise the information

When exploring a problem, students need to work systematically. Lists, charts and tables are a
powerful way of organising seemingly confusing information.

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They encourage students to be systematic and to keep track of important information. For
example, the problem 'what day will it be the day after tomorrow if four days ago was Friday?' is
best solved if students start by making a list of the days of the week.

5. Look for patterns

Awareness of patterns and relationships is fundamental to learning and understanding
mathematics, as well as a valuable problem solving strategy. Take, for instance, the nine times
table:
1x9=9 7 x 9 = 63
2 x 9 = 18 8 x 9 = 72
3 x 9 = 27 9 x 9 = 81
4 x 9 = 36 10 x 9 = 90
5 x 9 = 45 11 x 9 = 99
6 x 9 = 54 12 x 9 = 108

6. Break the problem into parts

To solve many problems, more than one step is required. This involves breaking the problem into
parts and solving each part in turn.
For example, solving magic squares requires deciding first what the numbers add up to and then
filling in the rest of the squares according to the pattern.

7. Checking the answer

Checking the answer is an integral part of problem solving; a problem is not really solved unless
the solution has been checked or verified. For examples if we are trying to fix a bike or make a
cake, the final test is whether the bike works and the cake is moist or rises properly. Students who
can check their own work are also becoming independent and autonomous learners.

Problem Solving Guide

1. Understand the problem

Make sure you understand the problem and what you are being asked to do. The following
strategies may help.
• Read (or listen to) the problem carefully, several times if necessary.
• Think about it for yourself for a few minutes.
• Discuss the problem with others and reach agreement on what to do.
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• Write the problem down (or say it aloud) using your own words.

2. Solve the problem

Explore ways of solving the problem until you find an approach which works, Strategies to use
include:
• use hands-on materials
• draw a diagram
• guess and check
• organise the information (e.g. lists, charts or tables)
• look for patterns
• break the problem into parts
• make it simpler (e.g. by estimating)

3. Check the answer

• A problem is not fully solved until the solution is checked.
• Re-read the problem.
• Make sure you have answered the question asked.
• Check calculations.
• Check solutions using another method.
• Check that your answer makes sense.

Read through the problems listed below. Solve each problem yourself and write down the strategy
that you used to solve the problem.
After solving the problems read ‘Strategies for Solving Problems’. Did you use the same strategies
or different ones? Did you reach the same solutions?

Problems to be solved
1. How many cars are needed to transport 82 children if each car can take 6 children?

2. Here are three piles of number blocks. Make the number sum the same for each pile, by
moving one block from one pile to another.

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3. Seven loaded trucks contain 63 tonnes. How many tonnes would there be in 3 loaded
trucks?

4. I have just thought of a number. I multiply by 3. Then I add 4. Then I divide by 7. The result
is 4. What is the number I started with?

5. For carrying goods between two towns, a truck driver charges K 4.00 for the first 10 kg and
K 1.00 for each additional 5 kg or part thereof. How much does it cost to send 112 kg of cargo
between the two towns?

READINGS

Inductive Reasoning is the process of reaching a general conclusion by examining specific

examples.

Deductive reasoning is the process of reaching a conclusion by applying general

assumptions, procedures and principles.

A sequence is a function whose domain is a finite set of positive integers {1, 2, 3,…, n} or an
infinite set {1, 2, 3, …}

A. Problem Solving Strategies

1. Use hands-on materials 5. Look for patterns

2. Draw a diagram 6. Break the problem into parts
3. Guess and check 7. Checking the answer
4. Organise the information

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