2:

PROBLEM SOLVING
AND REASONING

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 Negros Oriental State University Health Advisory for COVID-19
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Discipline MATHEMATICS Program BSED1/BEED1/BSA1/BSHM2/BSIT3/BSCS1
Course Code GE 4 Course Title Mathematics in the Modern World
Credit Units 3 Duration M-F
Program Placement Prerequisite None
COURSE DESCRIPTION AND COURSE INTENDED LEARNING OUTCOME
The introduction to the nature of mathematics is where the course starts; it is an exploration of patterns (in nature and the environ-
ment) and as an application of inductive and deductive reasoning. As students explore these topics, they are encouraged to go beyond
the typical understanding of mathematics as merely a bunch of formulas but as a source of aesthetics in patterns of nature as an exam-
ple. And mathematics is governed by logic and reasoning, a rich language in itself and of science.
The course then targets to survey ways in which mathematics provides a tool for understanding and dealing with various aspects
of present day living, such as managing personal finances, making social choices, appreciating geometric designs, understanding codes
used in data transmission, and security, and dividing limited resources fairly. These aspects will provide opportunities for actually doing
mathematics in a broad range of exercises that bring out the various dimensions of mathematics as a way of knowing, and a test to the
students’ understanding and capacity (CMO No. 20, series of 2013).
At the end of the course the students would be able to: (1) appreciate the nature and uses of mathematics in everyday life, (2)
affirm honesty and integrity in the appreciation of mathematics to various human endeavors, (3) use a variety of statistical tools to pro-
cess and manage numerical data, (4) use mathematics in other areas such as finance and business, codes, and coding, schemes, net-
works, voting, health and medicine, environment, arts and design, and recreation, (5) discuss and argue about the nature of mathematics,
what it is, how it is expressed, represented, and use, (6) use different types of reasoning to justify statements and arguments made about
mathematics and mathematical concepts, (7) discuss the language and symbols of mathematics.
COURSE OUTLINE

Timeframe Topic Timeframe Topic

(Week & Hour) (Week & Hour)
1 NORSU Preliminaries Midterm
1-2 (4hrs) Nature of Mathematics: Mathematics in 8-11 (10hrs) Mathematics as a Tool: Geometric Designs
Our World
2-3 (3rhs) Nature of Mathematics: Mathematical 11-14 (10hrs) Mathematics as a Tool: Logic
Language and Symbols
3-4 (5hrs) Nature of Mathematics: Problem Solv- 15 -18 (10hrs) Mathematics as a Tool: The Mathematics of
ing & Reasoning Graphs
5-8 (10hrs) Mathematics as a Tool: Data Manage- Final
ment
COURSE REQUIREMENT COURSE GRADING SYSTEM
At the end of the semester, a student must comply on the following: Major Examinations (Mid-Term/ Final)…….. 40%
1. Compilation of Problem Sets; Participation… ……………………………….. 20%
2. Mathematical patterns in art designs; Quiz/Written Works ………………………….. 20%
3. Exercises through written outputs such as Quizzes, Assignments; Project/Output ………………………………... 10%
4. Active participation in Group Dynamics; Attendance/Behavior………………………… 10%
5. Video Clip Presentation (mathematics in nature); and _______
6. Submission of some written works through online educational/learning site Final Grade 100%
(Edmodo/google classroom and alike).
List of References/Reading Materials:
1. Aufmann, R., Lockwood, J., Clegg, D., & Epp, S. (2018). Mathematics in the Modern World (Philippine Edition). Manila, Philippines: Rex Book Store, Inc.
2. Christensen, Erik. EC Step. “Natural Patterns”. Available at https://ecstep.com/natural-patterns/#:~:text=Patterns%20in%20nature%20are%20visible,in%
20nature%20at%20different%20levels.
3. Pierce, Rod. (25 Jun 2019). "Golden Ratio". Math Is Fun. Retrieved from http://www.mathsisfun.com/numbers/golden-ratio.html

4. Pierce, Rod. (10 Apr 2020). "Fibonacci Sequence". Math Is Fun. Retrieved from http://www.mathsisfun.com/numbers/fibonacci-sequence.html

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 Mathematics depends on both logic and creativity, and it is pursued both for a varie-
ty of practical purposes and for its intrinsic interest. But whether you like it or not, whether
you are going to be a student, teacher, mother, father, teacher, computer programmer, sci-
entist, researcher, business owner, coach, mathematician, manager, doctor, lawyer, banker,
politician, priest etc, problem solving is everywhere. Some people think that you either can
do it or you can't. And unlike exercises, there is never a simple recipe for solving a problem.
You can get better and better at solving problems, both by building up your background
knowledge and by simply practicing. As you solve more problems (and learn how other peo-
ple solved them), you learn strategies and techniques that can be useful. But no single strat-
egy works every time. Even the best athletes and musicians had some coaching along the
way and lots of practice. That's what it also takes to be good at problem solving.
George Polya, known as the father of modern problem solving, did extensive studies
and wrote numerous mathematical papers and three books about problem solving. In this
module, the two types of reasoning (inductive and deductive) will be discussed will show you
Polya’s method of problem solving to help step you through these problems.

1. The learners will organize and internalize one’s method and approaches for proving
and solving problems though justifications.
2. The learners will articulate problems involving patterns and recreational problems
by providing solutions following Polya’s four steps.
3. The learners will process and evaluate different types of reasoning to justify state-
ments and arguments made about mathematics and mathematical concepts with re-
sults assessment.

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 Lesson 1: Inductive and Deductive Reasoning
Lesson 2: Polya’s Four-Step Problem Solving Strategies

This module will benefit you much through following all points carefully. The neces-
sary key points for you to familiarize are summarized as follows:
1. This module contains two (2) lessons. Each lesson is explained substantively.
Read the explanations thoroughly so that you could understand the lesson fully.
2. On the first page of each lesson, you will find the specific learning outcomes
(SLOs) of each lesson. SLOs are knowledge and skills you are expected to acquire at the
end of the lesson. Read them heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are de-
signed to help you acquire the SLOs.
4. Feel free to chat, call, text (099361118091) or send an email
(cabonilas1623@gmail.com) message to me if you have questions, reactions, or reflections
about the contents or activities in the module.
5. The Practice Task/Assessment and the Assignment shall be checked by me.

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 INDUCTIVE AND DEDUCTIVE REASONING

At the end of the lesson you will be able to:

1. express appreciation for mathematics that contributes to a rational human-
being ;
2. write clear and logical proofs; and
3. use inductive reasoning and deductive reasoning to justify statements and
arguments made about mathematical concepts.

When was the last time you reason out to justify yourself for a certain cause?
Where you able to defend yourself? How good you are in reasoning?

Inductive Reasoning
The type of reasoning that forms a conclusion based on examining of specific exam-
ples is called inductive reasoning. The conclusion formed by using inductive reasoning is a
conjecture, since it may or may not be correct or true. You are using inductive reasoning
when you examine a list of numbers and predict the next number in the list according to

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some pattern you have observed.

Example 1: Use inductive reasoning to predict the next number in each of the follow-
ing lists.
a. 5, 10, 15, 20, 25, ? b. 1, 4, 8, 13, 19, ?
Solution:
a. Each successive number is 5 larger than the preceding number. Thus, we predict
that the next number in the list is 5 plus 25 and that is 30.
b. The first two numbers differ by 3. The second and the third numbers differ by 4. It
appears that the difference between any two numbers is always 1 more than the preceding
difference. Since 13 and 19 differ by 6, we predict that the next number in the list will 7
more than 19 and that is 26.
Example 2: 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.
Complete the above procedure for several different numbers. Use inductive reason-
ing 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 4 as our original number. Then the procedure would produce the
following results:
Original number :4
Multiply by 8 : 8 * 4 = 32
Add 6 : 32 + 6 = 38
Divide by 2 : 38/2 = 19
Subtract 3 : 19—3 = 16
We started with 4 and followed the procedure to produce 16. Starting with 5 as our
original number produces a final result of 20. Starting with 9 produces a final result of 36.

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Starting with 50 produces a final result of 200. In each of these cases the resulting number is
four times the original number. We conjecture that the following the given procedure produc-
es a number that is four (4) times the original number.

Deductive Reasoning
Deductive reasoning is another type of reasoning that is opposite to inductive reason-
ing. Deductive reasoning is the process of reaching a conclusion by applying a general as-
sumptions, procedures, or principles.
Example 3: 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:
Let 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

Inductive Reasoning vs. Deductive Reasoning

The example below will help you to analyze arguments to determine whether they use
inductive or deductive reasoning.

Example 4: Determine the types of reasoning

Determine whether each of the following arguments is an example of inductive rea-
soning or deductive reasoning.

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 a. During the past 10 years, a tree has produced 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 500,000.00PhP. Thus my home improvement will cost
more than 500,000.00PhP.
Solution:
a. This argument reaches a conclusion based on specific examples, so it is an ex-
ample of inductive reasoning.
b. Because the conclusion is a specific case of a general consumption, this argu-
ment is an example of deductive reasoning.

a. Consider the following procedure: Pick a number. Multiply the number by 6,

add 10 to the product, divide the sum by 2, and subtract 5. Complete the procedure for
several different numbers. Use inductive reasoning to make a conjecture about the rela-
tionship between the size of the resulting number and the size of the original number.

b. Use Deductive reasoning to show that the following procedure produces a

number that is three times the original number.
Procedure: Pick a number. Multiply the number by 6, add 10 to the product,
divide the sum by 2, and subtract 5. Hint: Let n represent the original number.

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 For clarifications, feel free to chat, call, text (099361118091) or send an email
(cabonilas1623@gmail.com) message to me if you have questions, reactions, or re f l e c -
tions about the contents or activities in the lesson.

Answer the following:

a. Consider the following procedure: Pick a number. Multiply the number by 9,

add 15 to the product, divide the sum by 3, and add 1. Complete the procedure for several
different numbers. Use inductive reasoning to make a conjecture about the relationship be-
tween the size of the resulting number and the size of the original number.

b. Determine whether each of the following arguments is an example of induc-

tive reasoning or deductive reasoning.
1. Acute angles are less than 90 degrees. This angle is 35 degrees, so it must
be an acute angle.
2. The chair in the living room is blue. The chair in the dining room is blue. The
chair in the bedroom is blue. All chairs in the house are blue.

Solutions to “Learning Activities”.

a. Suppose we pick 2 as our original number. Then the procedure would pro-
duce the following results:
Original number :2
Multiply by 6 : 2 * 6 = 12

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 Add 10 : 12 + 10 = 22
Divide by 2 : 22/2 = 11
Subtract 5 : 11—5 = 6
We started with 2 and followed the procedure to produce 6. Starting with 3 as our
original number produces a final result of 9. Starting with 11 produces a final result of 33.
Starting with 25 produces a final result of 75. In each of these cases the resulting number
is three times the original number. We conjecture that the following the given procedure
produces a number that is three (3) times the original number.
b. Let n represent the original number.
Multiply the number by 6 : 6n
Add 10 to the product : 6n + 10
Divide the sum by 2 : (6n + 10)/2 = 3n + 5
Subtract 3 : 3n + 5 - 5 = 3n

Use deductive reasoning to show that the following procedure always produc-
es the number 5.
Procedure: Pick a number. Add 4 to the number and multiply the sum by 3.
Subtract 7 and then decrease this difference by the triple of the original number.

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 POLYA’S 4-STEP PROBLEM SOLVING STRATEGIES

At the end of the lesson you will be able to:

1. practice the importance of mathematics through value-setting;
2. solve problems involving patterns and recreational problems by
providing solutions following Polya’s four steps; and
3. discuss and use the concepts of Polya’s 4-step problem solving
strategies.

Is there any moment in your life that you were able to solve a certain
problem? How do you address when you experience problems? Have you applied any strat-
egy? What approaches do you usually applied? Is one approach/strategy applicable to all
problems?

POLYA’S 4 - STEP PROBLEM SOLVING STRATEGIES

The famous four-step process for problem solving created by Polya were used all over the
world to help people in problem solving:

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 Step 1: Understand the problem.
Sometimes the problem lies in understanding the problem. If you are unclear as to what
needs to be solved, then you are probably going to get the wrong results. In order to show an un-
derstanding of the problem, you, of course, need to read the problem carefully. Sounds simple
enough, but some people jump the gun and try to start solving the problem before they have read
the whole problem. Once the problem is read, you need to list all the components and data that are
involved. This is where you will be assigning your variable. To help you focus on understanding the
problem, consider the following questions.
Can you restate the problem in your own words?
Can you determine what is known about these types of problems?
Is there missing information that, if known, would allow you to solve the problem?
Is there extraneous information that is not needed to solve the problem?
What is the goal?

Step 2: Devise a plan (translate).

When you devise a plan (translate), you come up with a way to solve the problem. Suc-
cessful problem solvers use variety of techniques when they attempt to solve a problem. Here are
some frequently used procedures.
Make a list of the known information
Make a list of information that is needed.
Draw a diagram.
Make an organized list that shows all the possibilities.
Make a table or a chart.
Work backwards.
Try to solve a similar but simpler problem.
Look for a pattern.
Write an equation. If necessary, define what each variable represents.
Perform an experiment.
Guess at a solution and then check your result

Step 3: Carry out the plan (solve).

The next step, carry out the plan (solve), is big. This is where you solve. In carrying the
plan, the following must be considered.
Work carefully.
Keep an accurate and neat record of all your attempts.
Realize that some of your initial plans will not work and that you may have to devise

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 another plan or modify your existing plan.

Step 4: Review the Solution (check and interpret).

You may be familiar with the expression 'don't look back'. In problem solving it is good to
look back (check and interpret).. Basically, check to see if you used all your information and that the
answer makes sense. If your answer does check out, make sure that you write your final answer
with the correct labeling. Specifically, do the following:
 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.

Example 1: Thrice the difference of a number and 2 is 2 more than that number. Find the
number.
Solution:
Step 1: Understand the problem. Make sure that you read the question carefully several
times. Since we are looking for a number, we will let
x = a number

Step 2: Devise a plan (translate). Thrice the difference of a number and 2 is 2 more than
that number. Find the number.
3(x—2) = x + 2

Step 3: Carry out the plan (solve).

3(x—2) = x + 2
3x—6 = x + 2 remove the ( ) by distributive property
3x—x = 6 + 2 Addition Property of Equality
2x = 8 Simplify
x= 4 Multiplication Property of equality

Step 4: Look back (check and interpret).

If you take thrice the difference of 4 and 2, that is the same as 2 more than 4, so this does
check.
Final answer: the number is 4.

Example 2: Make an Organized list

A baseball team won two out of their last four games. In how many different orders

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could they have two wins and two losses in four games?
Solution:
Step 1: Understand the problem. There are many different orders. The team may have
won two straight games and lost two (WWLL). Or maybe they lost the first two games and won the
last two (LLWW). Of course there are possibilities , such as WLWL.

Step 2: Devise a plan. We will make an organized list of all possible orders. An organized
list is a list that is produced using system that ensures that each different orders will be listed once
and only once.

Step 3: Carry out the plan. Each entry in our list must contain two Ws and two Ls. We will
use a strategy that makes sure each order is considered, with no duplications. One such strategy is
to always write a W unless doing so will produce too many Ws or a duplicate of one of the previous
orders. If it is not possible to write a W, then and only then do we write an L. This strategy produces
the six different orders shown below.
1. WWLL (start with two wins)
2. WLWL (start with one win)
3. WLLW
4. LWWL (start with one loss)
5. LWLW
6. LLWW (start with two losses)

Step 4: Review the solution. We have made an organized list. The list has no duplicates
and the list considers all possibilities, so we are confident that there are six different orders in which
a baseball team can win exactly two out of four games.

Example 3. Guess and check)

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?
Solution:
Step 1: Understand the problem. We need to determine three distinct counting numbers,
from the list 13, 14, 15, 16, 17, 18, and 19, that have a product of 4590.

Step 2: Devise a plan. If we represent the ages by x, y, and z, then xyz = 4590. We are
unable to solve this equation, but we notice that 4590 ends in zero. Hence, 4590 has a factor of 2
and a factor of 5, which means that at least one of the numbers we seek must be an even number
and at least one number must have 5 as a factor. The only number in our list that has 5 as a factor

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is 15. Thus, 15 is one of the numbers, and at least one of the other numbers must be an even num-
ber. At this point we try to solve by guessing and checking.

Step 3: Carry out the plan.

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

Hence, the ages of the teenagers are 15, 17, and 18.

Step 4: Review the solution. Because 15 * 17 *18 = 4590 and each of the ages represent
the age of a teenager, we know our solution is correct. None of the numbers 13, 14, 16, and 19 is a
factor (divisor) of 4590, so there are no other solutions.

Example 4:
A hat and a jacket together cost 800.00Php. The jacket cost 500.00Php more than the hat.
What are the cost of the hat and the jacket?

Solution:
Step 1: Understand the problem. After reading the problem for the first time, you may think
that the jacket cost 500.00Php and the hat cost 300.00Php. The sum of these costs is 800, but the
cost of the jacket is only 200.00Php more than the cost of the hat. We need to find two peso amounts
that differ 500.00 and whose sum is 800.00Php.

Step 2: Devise a plan. Write an equation using x for the cost of the hat and x+500 for the
cost of the jacket.

x + x + 500 = 800

Step 3: Carry out the plan. Solve the above equation for x.
x + x + 500 = 800
2x + 500 = 800 Combine like terms
2x = 800 - 500 Addition Property of equality
2x = 300 Solve for x.
x = 150

Hence, the cost of the hat 150.00php and the cost of the jacket is 150.00Php+500.00Php =

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650.00Php.

Step 4: Review the solution. The sum of the cost is 150.00Php + 650.00Php = 800.00Php,
and the cost of the jacket is 500.00Php more than the cost of the hat. This check confirms that the
hat costs 150.00Php and the jacket costs 650.00Php.

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 Use Polya’s four-step problem solving strategies to answer the problem below.
Nothing is known about the personal life of the ancient Greek mathematician Diophantus ex-
cept for the information in the following epigram. “Diophantus passed 1/6 of his life in childhood, 1/12
in yout, and 1/7 more as a bachelor. Five years after his marriage was born a son who died four
years before his father, at 1/2 his father’s (final) age.” How old was Diophantus when he died? (Hint:
Although an equation can be used to solve this problem, the method of guessing and checking will
probably require less effort. Also assume that his age, when he died, is a counting number.)

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 For clarifications, feel free to chat, call, text (099361118091) or send an email
(cabonilas1623@gmail.com) message to me if you have questions, reactions, or reflections
about the contents or activities in the lesson.

Problem Solving: The sum of three consecutive numbers is 93. What is the
difference between the largest and the smallest number?

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 Answer key to D. Learning Activity/Exercise
(The age of Diophantus is 84)

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 Use Polya’s four-step problem solving strategy to answer the problem below.

1. Sixteen construction workers can finish cementing a floor of a building in 3hours.

On a certain day, only 5 construction workers are available for the job. How long will it take the 5
construction workers to do the cementing job?
2. Rex received a paycheck of Php18, 500. This amount reflects his monthly earn-
ings after deducting 30% from his earnings for taxes. How much was he paid before taxes were
deducted?

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1. Aufmann, R., Lockwood, J., Clegg, D., & Epp, S. (2018). Mathematics in the Modern World
(Philippine Edition). Manila, Philippines: Rex Book Store, Inc.
2. Seward, K. (2011). Introduction to Problem Solving. Retrieved from https://www.wtamu.edu/
academic/anns/mps/math/mathlab/int_algebra/ int_alg_tut8_probsol.htm

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 DATE ACTIVITY MATERIALS/
RESOURCES

PM – Printed Module/Work/Output OL – Online Material/Work/Outputs

*PBL – Project-Based Learning (if applicable to the program)