GEd 102 – Mathematics in the Modern World | Chapter 3.

Problem Solving and Reasoning

CHAPTER THREE Examples:

1. Use inductive reasoning to predict the next number in each of the following list: 3, 6, 9, 12, ?
Problem Solving and Reasoning Each successive number is 3 larger than the preceding number. Thus, we predict that the next
number in the list is 3 larger than 12, which is 15.
CORE IDEA
Mathematics is not just about numbers but much of it is problem solving and reasoning. 2. Write a conjecture that describe the pattern 2, 4, 12, 48, 240. Then use the conjecture to find
the next item in the sequence.
LEARNING OUTCOMES Step 1. Look for a pattern: 2, 4, 12, 48, 240
1. Differentiate between inductive and deductive reasoning and apply them to solve numerical and
logical problems. Step 2. Analyze what is happening in the given pattern.
2. Use problem-solving strategies such as making tables, working backwards, and identifying The numbers are multiplied by 2, then 3, then 4, then 5. The next number will be the
patterns to solve mathematical and logic-based tasks. product of 240 times 6 or 1,140.
3. Demonstrate persistence, patience, and confidence when solving challenging problems and
reflect on the reasoning process used. Step 3. Make a conjecture.
Now, the answer is 1,140
TIME ALLOTMENT: Four (4) Lecture Hours
3. Write a conjecture that describes the pattern shown below. How many segments could be
Inductive and Deductive Reasoning 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.

3 9 18 30 ?
INDUCTIVE REASONING +6 +9 +12 +15

Inductive reasoning is a way of forming a conclusion by looking at specific examples. The 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.
conclusion we get from inductive reasoning is called a conjecture. A conjecture may or may not be
correct, because inductive reasoning does not always guarantee a true result—it only helps us make an
educated guess. Step 3. Make a conjecture.
Hence, the fifth figure will have 45 segments.
In simple terms, inductive reasoning means observing patterns and then making a general
DEDUCTIVE REASONING
conclusion based on those patterns.

Steps in Inductive Reasoning: Deductive reasoning is a type of logical thinking that moves from the general to the specific. It
begins with a general statement, rule, or hypothesis and applies it to a particular case in order to reach a
1. Observe – Look at the examples or data carefully.
2. Find a Pattern – Identify what is happening or repeating. specific, logical conclusion.
3. Make a Conjecture – State your conclusion based on the observed pattern.

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 GEd 102 – Mathematics in the Modern World | Chapter 3. Problem Solving and Reasoning

By definition, deductive reasoning is: o Justin’s sport does not use a ball.
• the process of reaching a specific conclusion by applying general ideas, assumptions, o Molly is older than the volleyball player.
procedures, or principles. o Neither Molly nor Dave plays soccer.
• a way of reasoning that works logically from what is given (the premise) toward a conclusion.

This process is often illustrated as a funnel, where broad general ideas are narrowed down into Question: Who plays what sport?
precise conclusions.

General Ideas PRACTICE:

↓ Identify the premise and conclusion in each of the following arguments. Tell whether also if the
First premise that fits within general truth following arguments is an inductive or deductive reasoning.
↓ 1. The building of CICS in BatStateU Malvar is made out of cement. Both building of the CTE
Second premise that fits within first premise and CABEIHM in BatStateU Malvar are made out of cement. Therefore, all building of
↓ BatStateU Malvar is made out of cement.
Specific Conclusion
Answer:
Examples:
1. General Idea: If a program has a syntax error, it will not run. Premises:
Specific Idea: This program has a syntax error. 1. The CICS building is made of cement.
Conclusion: Therefore, this program will not run. 2. The CTE building is made of cement.
3. The CABEIHM building is made of cement.
2. General Idea: If the internet connection is down, students cannot access online classes.
Specific Idea: The internet connection is down. Conclusion: All buildings of BatStateU Malvar are made of cement.
Conclusion: Therefore, students cannot access online classes.
Type of reasoning: Inductive
3. General Idea: All counting numbers are positive numbers.
Specific Idea: Five is a counting number. 2. All birds has wings. Eagle has wings. Therefore, eagle is a bird.
Conclusion: Therefore, five is an even number.
Answer:
LOGIC PUZZLE:
Premises:
1. Three musicians appeared at a concert. Their last names were Benton, Lanier, and Rosario. 1. All birds have wings.
Each plays only one instrument: guitar, piano, or saxophone. 2. Eagle has wings.
o Benton and the guitar player arrived at the concert together.
Conclusion: Eagle is a bird.
o The saxophone player performed before Benton.
o Rosario wished the guitar player good luck. Type of reasoning: Deductive

Question: Who played which instrument? Use inductive reasoning to predict the next three numbers on the following series of numbers.
a) 3, 7, 11, 15, 19, 23, ____, _____, _____, …
Next three: 27, 31, 35.
2. West School has teams only in volleyball, swimming, soccer, and basketball. Erica, Justin,
Molly, and Dave each play a different sport.

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 GEd 102 – Mathematics in the Modern World | Chapter 3. Problem Solving and Reasoning

b) 1, 2, 6, 15, 31, _____, ______, ______, . .. • Restate the problem in your own words.
Next three: 56, 92, 141. • Use diagrams, drawings, or examples if necessary.
• What are you asked to find or show?
c) 1, 4, 9, 16, 25, 36, 49, ______, _____, _____, . . .. • Can you draw a picture to represent the problem?
Next three: 64, 81, 100. • Can you make a simpler example first?

Step 2: Devise a Plan

• Organize the data (use notes, tables, diagrams, lists).
Write the next possible equation on the following series of an equation. • Identify the operations or formulas needed.
37 × 3 = 111 • Break the plan into steps.
37 × 6 = 222 • Estimate your answer if possible.
37 × 9 = 333
37 × 12 = 444 Common Strategies:
___________ • Guess and Check
• Work Backwards
Answer: 37 × 15 = 555 • Look for a Pattern
• Solve a Simpler Problem
• Make an Organized List
• Draw a Picture/Diagram
Problem Solving Strategies • Make a Table
• Use a Variable
People often say, “I have a problem,” when they face a situation where the answer is not obvious.
Step 3: Carry Out the Plan
Problem solving is the process of analyzing and resolving such situations. It is not only done in the
• Follow the steps you prepared.
classroom, but also in business and daily life. Through problem solving, you develop skills such as logical
• Record your work carefully.
thinking, persistence, creativity, confidence in facing new challenges.
• Be patient; most problems are not solved instantly.
The Importance of Problem Solving
Tips:
• Problem solving is a major goal of learning mathematics.
• If your plan doesn’t work, try a different strategy.
• Students develop new understanding when they formulate, struggle with, and solve
• Do not get discouraged; persistence is important.
problems.
• Skills gained are useful both inside and outside the mathematics classroom.
Step 4: Look Back (Reflect)
• Good problem solvers are highly valued in everyday life and in the workplace.
• Check your solution. Did you make calculation errors?
• Does your answer make sense?
George Polya’s Four Steps in Problem Solving
• Did you fully answer the question?
George Polya (1887–1985), a famous mathematics educator and named as “Father of Problem Solving,”
• Can you solve it another way?
believed that problem-solving skills can be taught. He outlined four basic steps:
Reflection helps improve your skills for future problems.
Step 1: Understand the Problem
Strategy No. 1. Look for a Pattern
• Read the problem carefully.
• Identify what is given and what is missing.
Example 1. What comes next on this sequence: 𝟓, 𝟏𝟒, 𝟐𝟕, 𝟒𝟒, 𝟔𝟓, …
• Ask: What do I need to find out?

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 GEd 102 – Mathematics in the Modern World | Chapter 3. Problem Solving and Reasoning

Solution: Solution:

Difference Table: By looking at the pattern, the number of squares increases by 4 each figure. If we continue the
sequence, we will come up with the following:
5 14 27 44 65
1st Difference 9 13 17 21
2nd Difference 4 4 4 Figure 1 2 3 4 5 6 7 8 9 10
No. of Squares 1 5 9 13 17 21 25 29 33 37
𝟐𝟏 + 𝟒 = 𝟐𝟓 → 𝟐𝟓 + 𝟔𝟓 = 𝟗𝟎
So, the total squares in the 10th figure is 37.
The next term is 90.

Example 2. Oswald is trying to cut down on drinking coffee. Alternative Solution: You may use the 𝑎! = 𝑎" + (𝑛 − 1)𝑑 in finding the 10th term. Let 𝑎" = 1,
o Week 1: 24 cups 𝑑 = 4, 𝑛 = 10. So, 𝒂𝟏𝟎 = 𝟏 + (𝟏𝟎 − 𝟏)𝟒 = 𝟏 + (𝟗)𝟒 = 𝟏 + 𝟑𝟔 = 𝟑𝟕.
o Week 2: 21 cups
o Week 3: 18 cups Strategy No. 2. Making a Table/Organized List
… and so on.
Example 4. There are 10 students in a room. If each student shakes hands with every other student
How many weeks will it take him to reach his goal of 6 cups per week?
once and only once, how many handshakes will there be?
Solution:
Solution:
By looking at the pattern, the number of cups decreases by 3 each week. If we continue the sequence,
Note: A student cannot shake hands with himself, and a handshake between Student 1 and Student 2
we will come up with the following:
is the same as the one between Student 2 and Student 1.
Week 1 2 3 4 5 6 7
Use of Table:
Cups per Week 24 21 18 15 12 9 6
1 2 3 4 5 6 7 8 9 10 Total
1 X / / / / / / / / / 9
So, Oswald will reach his goal in 7 weeks.
2 X X / / / / / / / / 8
3 X X X / / / / / / / 7
Example 3. A pattern of squares is arranged as shown:
4 X X X X / / / / / / 6
5 X X X X X / / / / / 5
6 X X X X X X / / / / 4
7 X X X X X X X / / / 3
8 X X X X X X X X / / 2
9 X X X X X X X X X / 1
How many total squares are there in the 10th figure? 10 X X X X X X X X X X 0
Grand Total 45

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 GEd 102 – Mathematics in the Modern World | Chapter 3. Problem Solving and Reasoning

Making an Organized List: Carl X X

1–2 2–3 3–4 4–5 5–6 6–7 7–8 8–9 9 – 10 Dan
1–3 2–4 3–5 4–6 5–7 6–8 7–9 8 – 10
1–4 2–5 3–6 4–7 5–8 6–9 7 – 10 Clue 3. The doctor and Carl leave for work at the same time.
1–5 2–6 3–7 4–8 5–9 6 – 10 This means Carl cannot be the doctor. If Carl is not the doctor, teacher, or politician, then he must be
1–6 2–7 3–8 4–9 5 – 10 the lawyer. If Carl is the lawyer, Ace, Brice, and Dan cannot be the lawyer. Lastly, if Ace cannot be the
1–7 2–8 3–9 4 – 10 politician, doctor, or lawyer, then he must be the teacher. And if Ace is the teacher, Brice, Carl, and Dan
1–8 2–9 3 – 10 cannot be teachers.
1–9 2 – 10 Teacher Politician Doctor Lawyer
1 – 10 Ace / X X X
Brice X X
The total handshake is 45. Carl X X X /
Dan X X
Example 5. Each of four neighbors, Ace, Brice, Carl, and Dan, has a different occupation (teacher,
politician, doctor, or lawyer). From the following clues, determine the occupation of each neighbor. Clue 4. The politician lives next door to Dan.
1. Ace gets home from work after the politician but before the doctor. It means that Dan cannot be the politician. If Dan is not the teacher, politician, or lawyer, then he must be
2. Carl, who is the last to get home from work, is not the teacher. the doctor. If Dan is the doctor, Brice cannot be the doctor. Lastly, if Brice cannot be the doctor, then he
3. The doctor and Carl leave for work at the same time. is the politician.
4. The politician lives next door to Dan. Teacher Politician Doctor Lawyer
Ace / X X X
Solution:
Brice X / X X
Clue 1. Ace gets home from work after the politician but before the doctor.
Carl X X X /
So, the order is: Politician → Ace → Doctor. This means Ace cannot be the politician or the doctor.
Dan X X / X
Teacher Politician Doctor Lawyer
Ace X X
Answer: Ace – Teacher; Brice – Politician; Carl – Lawyer; Dan – Doctor.
Brice
Carl Strategy No. 3. Working Backwards
Dan
Example 6. Consider this sequence of operations:
Clue 2. Carl, who is the last to get home from work, is not the teacher. o Input a number
Therefore, Carl cannot be the teacher. Note that, according to Clue 1, the order of coming home is o Add 7
Politician → Ace → Doctor. So, Carl cannot be the politician either. However, we cannot yet assume o Multiply the result by 6
that Carl is the doctor, since it is possible that he arrives home after the doctor. o Subtract 18
Teacher Politician Doctor Lawyer o Divide by 2
Ace X X o Output the number
Brice What number must be used as input if the output is 39?

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 GEd 102 – Mathematics in the Modern World | Chapter 3. Problem Solving and Reasoning

What number would you have to input to obtain an output of 57? Strategy No. 4. Use of Equations

Solution: Example 8. Ms. Discaya misplaced her March bank statement. She remembers that:
Remember that the opposite of addition is subtraction, and the opposite of multiplication is division. If we o She withdrew one-third of her funds in March 1.
use the working backward strategy, we start from the output and move upward through the steps. o She deposited a total of ₱1500 on three separate days.
Original Operation Reverse Operation o Her April 1 balance was ₱6720.
Add 7 Subtract 7 16 − 7 = 𝟗 22 − 7 = 𝟏𝟓 What was her March 1 balance?
Multiply 6 Divide by 6 96 132
= 16 = 22 Solution:
6 6
Subtract 18 Add 18 78 + 18 = 96 114 + 18 = 96 Let 𝑥 be Ms. Discaya’s funds on March 1.
" &
Divide by 2 Multiply 2 39 ∙ 2 = 78 57 ∙ 2 = 114 She withdrew one-third of her funds on March 1, which is % 𝑥. Therefore, the remaining balance is % 𝑥.
START 39 57 She then deposited a total of ₱1500 on three separate days. So, the equation becomes:
&
%
𝑥 + 1500 = 6720
The input for an output of 39 is 9. The input for an output of 57 is 15.
Simplify:
&
Example 7. Phil was given his allowance on Monday. On Tuesday, he spent ₱150 at the fruit stand. On 𝑥 = 6720 − 1500
%
Wednesday, Jed paid Phil the ₱100 he owed him. If Phil now has ₱200, how much was his allowance? &
𝑥 = 5220
%
% & %
Solution: H 𝑥 = 5220I &
& %
Let’s work backward from the ₱200 he has now. 𝑥 = 7830

Original Operation Reverse Operation Work Backward Ms. Discaya’s March 1 balance was ₱7,830.
Phil spent ₱150 (−) Add ₱150 ₱100 + ₱150 = ₱250
Jed paid ₱100 (+) Subtract ₱100 ₱200 − ₱100 = ₱100 Example 9. The sum of three consecutive positive integers is 165. What are the three numbers?

Phil’s allowance was ₱250. Solution:

Let the first integer be 𝑥. Then, the next two consecutive integers are: 𝑥 + 1 and 𝑥 + 2.
Alternative Solution:
The sum of the three integers is:
Let 𝑥 be Phil’s allowance: 𝑥 + (𝑥 + 1) + (𝑥 + 2) = 165
𝑥 − 150 + 100 = 200 Simplify:
𝑥 − 50 = 200 3𝑥 + 3 = 165
𝒙 = 𝟐𝟓𝟎 3𝑥 = 165 − 3
3𝑥 = 162
Phil’s allowance was ₱250. 𝑥 = 54
So, the three consecutive integers are: 54, 55, and 56.

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 GEd 102 – Mathematics in the Modern World | Chapter 3. Problem Solving and Reasoning

Example 10. A boy is 10 years older than his brother. In 4 years, he will be twice as old as his brother. 𝑥 − 5 + 4𝑥 − 5 = 50
Find their present ages. Simplify:
5𝑥 − 10 = 50
Solution: 5𝑥 = 50 + 10
Let 𝑥 be brother’s present age. 5𝑥 = 60
𝑥 = 12 → Martha’s Age
Present Age In 4 years
Brother 𝑥 𝑥+4 4𝑥 = 4(12) = 48 → John’s Age
Boy 𝑥 + 10 𝑥 + 10 + 4 = 𝑥 + 14 Test the conditions:
• Present Age → Martha = 12; John = 48. Indeed, 48 is four times 12.
Now, “boy will be twice as old as his brother” means: • Five years ago → Martha = 12 − 5 = 7; John = 48 − 5 = 43. Indeed, 7 + 43 = 50.
Boy’s age in 4 years = 2 × Brother’s age in 4 years
𝑥 + 14 = 2(𝑥 + 4) Final Answer: Martha’s Present Age – 12; John’s Present Age – 48.
Simplify:
𝑥 + 14 = 2𝑥 + 8
Try These:
14 − 8 = 2𝑥 − 𝑥
1. Diane is 23 years older than her daughter Amy. In 6 years, Diane will be twice as old as Amy.
𝑥 = 6 → Brother’s Age
How old are they now?
Answer: Diane – 40; Amy – 17
𝑥 + 10 = 6 + 10 = 16 → Boy’s Age
2. Tim is 5 years older than JoAnn. Six years from now the sum of their ages will be 79. How old
Test the conditions
are they now?
• Present Age → Brother = 6; Boy = 16. Indeed, 16 is 6 more than 10.
Answer: Tim – 36; JoAnn – 31
• In 4 years → Brother = 6 + 4 = 10; Boy = 16 + 4 = 20. Indeed, 20 is twice 10.

Final Answer: Brother’s Present Age – 6; Boy’s Present Age – 16

Example 12. Two times the father’s age is 8 more than six times his son’s age. Ten years ago, the sum
of their ages was 44. What are the present ages of the son and the father?
Example 11. John is four times as old as Martha. Five years ago, the sum of their ages was 50. How
old are they now? Solution:
Let 𝑥 be the son’s present age; 𝑦 be the father’s present age.
Solution:
Let 𝑥 be Martha’s present age. Two times the father’s age is 8 more than six times his son’s age. This means that:
Present Age Five years ago 2𝑦 = 6𝑥 + 8
Martha 𝑥 𝑥−5 Simplifying:
John 4𝑥 4𝑥 − 5 𝑦 = 3𝑥 + 4 → 𝐸𝑞. 1.

Five years ago, the sum of their ages was 50. It means that Ten years ago, the sum of their ages was 44.

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 GEd 102 – Mathematics in the Modern World | Chapter 3. Problem Solving and Reasoning

𝑥 − 10 + 𝑦 − 10 = 44 Answer:
𝑥 + 𝑦 − 20 = 44
𝑥 + 𝑦 = 44 + 20
𝑥 + 𝑦 = 64
𝑦 = −𝑥 + 64 → 𝐸𝑞. 2.

Substitute 𝐸𝑞. 2 to 𝐸𝑞. 1: Because you extended lines beyond the square, the four straight segments can reach every dot without
𝑦 = 3𝑥 + 4 lifting your pen or retracing any previous segment. The key idea is extending the lines outside the 3×3
−𝑥 + 64 = 3𝑥 + 4 box — that’s why people say “think outside the box.”
64 − 4 = 3𝑥 + 𝑥
60 = 4𝑥 Example 14. The figure below shows twelve toothpicks arranged to form three squares. How can you
𝒙 = 𝟏𝟓 → 𝑺𝒐𝒏' 𝒔 𝑨𝒈𝒆 form five squares by moving only three toothpicks?

To find the father’s age, substitute 𝑥 = 15 into either equation:

Using 𝐸𝑞. 1:
𝑦 = 3𝑥 + 4
𝑦 = 3(15) + 4 = 49
Answer:
Using 𝐸𝑞. 2:
𝑦 = −𝑥 + 64
𝑦 = −15 + 64 = 49

The son’s present age is 15 years old, and the father’s present age is 49 years old. A 2×2 block of unit squares contains:
• 4 unit (small) squares (each 1×1), and
Strategy No. 5. Recreational Problems • 1 large square (the 2×2 outer square).

Example 13. With the use of pencil or pen, connect the nine dots (see figure below) using four lines by Example 15. What is the sum of the first 100 counting numbers?
means of a single line without lifting the pen and without retracing any line. You need to think outside 1 + 2 + 3 + ⋯ + 98 + 99 + 100
the box.
Notice that:
100 + 1 = 101, 99 + 2 = 101, 98 + 3 = 101

If we continue pairing the numbers this way, we will have 50 pairs of 101. So, (101)(50) = 5050.

The sum of the first 100 counting numbers is 5050.

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 GEd 102 – Mathematics in the Modern World | Chapter 3. Problem Solving and Reasoning

Example 16. You have 6 eggs. You break 2, cook 2 and you eat 2 eggs. How many do you have left?

Answer: 4 eggs.

Why: Breaking, cooking, and eating can refer to the same two eggs. If you break 2 eggs, then cook those
same 2, then eat those same 2, you have consumed only 2 eggs out of the original 6, so 6 − 2 = 4 eggs
remain.

Example 17. A man was outside taking a walk when it started to rain. The man didn’t have an umbrella
and he wasn’t wearing a hat or a hood. His clothes got soaked, yet not a single hair on his head got wet.
How could this be?

Answer: He was bald.

Why: If he has no hair, then “not a single hair got wet” is literally true.

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