Lesson 3: Problem Solving and Reasoning

Problem

• It is a statement requiring a solution, usually by means of mathematical operation/geometric

construction.
• In business, it is a perceived gap between the existing state and a desired state or deviation from a
norm or standard or status of a problem.

Problem Solving

• Method – it is the ways or techniques used to get the answer which will, usually involve one or more
problem solving strategies
• Answer - it is the means a number quantity or some other entity that the problem is asking for
• Solution – it is the whole process of solving a problem including the method of obtaining an answer
• It is a process – an ongoing activity in which we take what we know to discover what we don’t know.
It involves overcoming obstacles by generating hypothesis, testing prediction, and arriving at
satisfactory solution.
1. Seeking information 2. Generating new 3. Making decisions
knowledge

Mathematical Reasoning

• Ability of a person to analyze problem situations and construct logical argument to justify the
process or hypothesis, to create both conceptual foundations and connections, in order for him to be
able to process the information
• Evaluate situation, select problem solving strategies, draw logical conclusion, develop and describe
solutions, and recognize how those solution can be applied
• It uses statement that consist of two clauses; the first clause begins with ‘f’ and the second clause start
with ‘then’, these clauses are commonly known as hypothesis and conclusion

Logic

• Science of correct reasoning

• Organize, analyze, compare, and come to some method for solving it.

Four methods of solving a problem:

1. Inductive Reasoning
• Consider a number of particular or specific items of information to develop more inclusive
(or general) conceptions
• “Bottom up” thinking
• It uses details to infer theories that cover more than what was observed (creating
generalizations based upon a set of observations)
• It involves detecting, or noticing patterns and working out a ‘rule’ for themselves before
they practice the language
• We use the “then” and “now” approach. The “then” idea is to use the data to find pattern
and make a prediction and the “now” idea is to make a conjecture base on the inductive
reasoning or find a counter- example.
• Conjecture – conclusion formed

Example (predicting a number):

1) 5, 10, 15, 20, 25, _?_, (30, 35)

2) 1, 4, 9, 16, 25, _, _, _, (36, 49, 64)
3) 3, 6, 9, 12, 15, _ (18)
4) 1, 3, 6, 10, 15, _ (21)

Example (making up a conjecture):

1) Pick a number 4) Divide the sum by 2
2) Multiply the number by 8 5) Subtract 3
3) Add 6 to the product
Solution:
o Original number: 5 o Divide by 2: 40 ÷ 2 = 23
o Multiply by 8: 8 x 5 = 40 o Subtract 3: 23 – 3 = 20
o Add 6: 40 + 6 = 46
We conjecture that the give procedures a number is four times the original number

Example: Write a conjecture that describe the pattern 2, 4, 12, 48, 240. Then use the conjecture to
find the next item in the sequence

Step 1. Look for a pattern

2 4 12 48 240 … ?
Step 2. Analyze what is happening in the given pattern.
The numbers are multiplied by 2, then 3, then 4, then 5. The next number will be the product of
240 times 6 or 1,140.
Step 3: Make a conjecture
Now, the answer is 1,140

Example: Write a conjecture that describes the pattern shown below. How many segments could
be formed on the fifth figure?
Step 1. Look for a pattern
3-segments 9-segments 18-segments
 Step 2. Analyze what is happening in the given pattern
This could be written in a form of: (3)(2) (3)(3) (3)(4) (3)(5)

The figure will increase by the next multiple of 3. If we add 15, the next or the fifth figure is
made of 45 segments.
Step 3. Make a conjecture
Hence the fifth figure will have 45 segments.

Use Inductive Reasoning to Solve an application

Example 1:

1. If a pendulum has a length of 49 units, what is its period?

• Solution: In the table, each pendulum has a period that is the square root of its length. Th us we
conjecture that a pendulum with a length of 49 units will have a period of 7 heartbeats.
2. If the length of a pendulum is quadrupled, what happens to its period?
• Solution: In the table, a pendulum with a length of 4 units has a period of 4 units has a period that
is twice that of a pendulum with a length of 1 unit. A pendulum with a length of 16 units has a
period that is twice that of a pendulum with a length of 4 units. It appears that quadrupling the
length of a pendulum doubles its period.

Example 2:

The diagram below shows a series of squares formed by

small square tiles. Complete the table below.
Solution:
1. Based on the given figures from the first up to fourth, we need to observe and analyze what is really
happening in the said figures.
2. Next, take a look if there is a pattern. Is there any pattern that you may observe? If so, what it is? For
sure you could say that from the first figure, each subsequent square increases by four (4) tiles. How?

Let us take a look at this.

Number of Tiles:

Patterns:

So, if each subsequent square increases by four, we could say that the 5th, 6th, 10th, and the 15th figure
should have 20, 24, 40 and 60 squares respectively. Hence, the complete table would be:

Example 3: Two stamps are to be torn from the sheet shown below. The four stamps must be intact so that
each stamp is joined to another stamp along at least one edge
What would be the possible patterns for these four stamps after the two stamps were torn?
Solution:
1. The first possible pattern is if we tear the two right most stamps
2. Next is if we tear the two stamps on the lower right portion
3. Then, the next possible pattern if we tear the lower rightmost and leftmost stamp
4. Also, if we tear the upper rightmost and upper leftmost stamp could be another possible pattern
5. Next possible pattern is if we tear the two upper
right most stamps
6. Then, it could be followed two stamps to be torn
on the lower leftmost
7. Next is the two stamps at the upper rightmost
8. The eight possible pattern is if we tear one stamp
at the upper leftmost and one stamp at the lower
rightmost
9. Lastly, if we tear one stamp at the upper rightmost
and another one stamp on the lower leftmost

Hence, below are the different possible pattern based on

the given question above.
Note: The sequence of these pattern could be
interchanged.
 • Counterexample - a statement is a true statement provided that is true in all cases. If you can find
one case for which a statement is not true called a counterexample, then the statement is a false
statement.

Examples:

Every number that is multiple of 10 is divisible by 4.

100, 110, 120, 130, 140, 150, 160, 170, 180, 190, 200

100 ÷ 4 = 25 120 ÷4 = 30 110 ÷ 4 = 27.5

With this example, we have shown that not all multiples of 10 are divisible by 4. So we call 110 as
counterexample.

Verify that each of the following statements is a false statement by finding a counterexample:

For all numbers x:

|x| > 0 Let x = 1. Then 12 = 1 Let x = -3. Then √(−3) 2

Let x = 0. Then |0| = 0 Thus “for all numbers x, = √9 = 3
x 2 > x” is a false Thus “for all numbers x,
Thus “for all numbers x,
statement
|x| > 0” is a false statement √𝑥 2 = x” is a false
√x 2 = x statement
x2 > x

2. Deductive Reasoning
• Applying a general rule or idea to a specific case
• It is logical, non-biased to solve a problem by testing your hypothesis (interference) against
given facts to if its correct
• It is the way of showing the certain statement follow logically from agreed upon assumption and
proven facts that there is a need to justify every step with a reason.
• It is the process of reaching a conclusion by applying a general; assumptions, procedures, or
principles.

Example 1: Every number divisible by 20 is also divisible by 10. Every number divisible by 10 is an
even number.

Example 2: Anyone who has solved a logic puzzle like a Sudoku puzzle has used deductive
reasoning. When we reason deductively, we use known facts to make logical conclusions, that we
know must be trye (We deduce one fact by putting together other facts)

Example 3: If a ∠A and ∠B are supplementary angles, their sum is 180°

Example 4: If m ∠A = 100, then m ∠B = 80

Example 5: Solve a Logic Puzzle

Each of the four friends (Donna, Sarah, Nikki, and Xhanelle) has a different pet: fish, cat, dog, and
snake. From the following clues, determine the pet of each individual:

1) Sarah is older than her friend who owns the cat and younger than her friend who owns the dog
2) Nikki and her friend who owns the snake are both of the same age and are youngest members of
their group
3) Donna is older than her friend who owns the fish
Solution:

Fish Cat Dog Snake

Donna (oldest) X3 X YES X
Sarah YES X1 X1 X2
Nikki (youngest) X YES X X2
Xhanelle X X X YES

X1

• From clue 1, Sarah does not own a car nor a dog. So put x on Sarah under fish and dog.
• From clue 2, Nikki does not own a snake and a dog and being the youngest
• From clue 3, Donna is older than Sarah, hence Donna owns the dog.

Solution:

Fish Cat Dog Snake

Donna X2 X3 YES X3
Sarah YES X1 X1 X2
Nikki X2 YES X2 X2
Xhanelle X2 X3 X3 YES

Use Deductive Reasoning to Establish a Conjecture

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

Let n represent the original number

o Original number: n o Divide by 2: (8n+6)/2= 4n + 3

o Multiply by 8: 8n o Subtract 3: 4n + 3 – 3 = 4n
o Add 6: 8n + 6
We started with n and ended with 4n. The procedure given in this example produces a number that is
four times the original number.
Deductive Reasoning is Commonly Used in Geometry
Solve for x in the equation 3(x + 4) – 2x = 20.
Justify your answer.

Determining What Types of Reasoning

3. Problem Solving with Patterns

A. When you employ formula like Fibonacci Numbers, concrete pattern is simplified

B. When you used Binet’s Formula in determining the sequence in Fibonacci term

C. Pascal Triangle
D. The tower of Hanoi

4. Polya’s Problem Solving

Strategy
o George Polya (1887-1985) – he outlines a strategy for solving problems from virtually any
discipline.
1) Understand the problem (determine the given, and identify what is asked)
2) Devise a plan (determine the equation to be used)
3) Carry out a plan (solve the problem with the equation)
4) Review the solution (check your answer)

Example 1: Judd is 3 years older than Dale. Dale is 4 years less than twice Jacob’s age. How
old are the three boys if their ages add up to35?

STEP 1: Understand the problem (specify the given)

o Jacob’s age now = x; Dale’s age now = 2x – 4; Judd’s age now = 2x – 4 + 3

STEP 2: Devise a plan (come up with an appropriate ad correct mathematical equation)

o (2x – 4 + 3) + (2x – 4) x – 35

STEP 3: Carry out the plan

Formula: (2x – 4 + 3) + (2x – 4) x – 35

2x + 2x 3 x – 4 +3 – 4 = 35 5x = 40
5x – 5 = 35 5x/5 = 40/4
5x = 35 + 5 x=8

STEP 4: Review the solution (look back and check)

Substitute the value of x from their ages; x = 8
Therefore, the age of:
Jacob’s age = x = 8 years old
Dale’s age = (2x – 4) = 2 (8) – 4 = 16 – 4 = 12 years old
Jacob’s age = 2(8) – 4 + 3 = 12 + 3 = 15 years old

8 + 12 +15 = 35
20 + 15 = 35
35 = 35
Example 2: The second angle of a triangle is 20° less than the first angle. The third angle is
twice the first angle. How large are the angles?

STEP 1: Understand the problem (specify the given)

o first angle = x; second angle = x – 20; third angle = 2x

STEP 2: Devise a plan (come up with an appropriate ad correct mathematical equation)

o Since the sum of the angles of a triangle is equal to straight angle which is 180°.
Therefore A1 + A2 + A3 = 180° or (x) + (x - 20) + (2x) = 180

STEP 3: Carry out the plan

(x) + (x - 20) + (2x) = 180

4x – 20 = 180 4x/4 = 200/4

4x = 120 + 20 x = 50
4x = 200

STEP 4: Review the solution (look back and check)

Substitute the value of x = 50

Therefore, the angles are: A1 + A2 + A3 = 180°
A1 = x = 50° 50° + 30° + 100° = 180°
A2 = x – 20 = 50 – 20 = 30° 80° + 100° = 180°
A3 = 2x = 2(50) = 100° 180° = 180°

Example 3: A baseball team won two out of their last four games, in how many different
orders could they have two wins and two losses in four games?

Understand the There are many different orders. The team may have won two straight games and lost
problem the two (WWLL).Or maybe they lost the first two games and won the last two
(LLWW). Of course, there are other possibilities, such as WLWL
Devise a plan Make an organized list of all possible orders
Carry out the WWLL, WLWL, WLLW, LWWL, LWLW, LLWW
plan
Review the The list has no duplicates and the list considers all possibilities, there are six orders
solution in which baseball team can exactly two out of four games

Example 4: In a basketball league consisting of 10 teams play each of the other teams exactly
three times. How many league games will be played?

Understand the There are 10 teams in the league, and each team plays exactly three games against
problem each of the other teams. The problem is to determine the total number of league games
that will be played
Devise a plan Try the strategy of working a similar but simple problem
Considered with only four teams
Hence, four teams can play each other once in
Carry out the WWLL, WLWL, WLLW, LWWL, LWLW, LLWW
plan
Review the The list has no duplicates and the list considers all possibilities, there are six orders
solution in which baseball team can exactly two out of four games