Reference No: KLL-FO-ACAD-000 | Effectivity Date: August 3, 2020 | Revisions No.
: 00
VISION MISSION
A center of human development committed to the pursuit of wisdom, truth, Establish and maintain an academic environment promoting the pursuit of
justice, pride, dignity, and local/global competitiveness via a quality but excellence and the total development of its students as human beings,
affordable education for all qualified clients. with fear of God and love of country and fellowmen.
GOALS
Kolehiyo ng Lungsod ng Lipa aims to:
1. foster the spiritual, intellectual, social, moral, and creative life of its client via affordable but quality tertiary education;
2. provide the clients with reach and substantial, relevant, wide range of academic disciplines, expose them to varied curricular and co-curricular
experiences which nurture and enhance their personal dedications and commitments to social, moral, cultural, and economic transformations.
3. work with the government and the community and the pursuit of achieving national developmental goals; and
4. develop deserving and qualified clients with different skills of life existence and prepare them for local and global competitiveness
MODULE
FIRST Semester, AY 2020-2021
I. COURSE : GE 104 – Mathematics in the Modern World
II. COURSE DESCRIPTION:
The nature of mathematics, appreciation of its practical, intellectual, and aesthetics
dimensions, and application of mathematical tools in daily life.
This course begins with an introduction to the nature of mathematics as an
exploration of patterns (in nature and the environment) and as an application of inductive and deductive
reasoning. By exploring these topics, students are encourage to go beyond the typical understanding of
mathematics as merely a bunch of formulas, but as source of aesthetics in patterns of nature, for
example, and rich language in itself (and of science) governed by logic and reasoning.
The course proceeds 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 the 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 knowning and test the students understanding and capacity.
III. SUBJECT MATTER
SUBJECT MATTER Time-Frame
Chapter 3. Problem Solving and Reasoning October 13 – 29, 2021
A. Reasoning
B. Mathematical Proofs
C. Polya’s 4-Steps in Problem Solving
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IV. COURSE OUTCOME
At the end of the course, the students should be able to:
Knowledge
A. Discuss and argue about the nature of mathematics, what it is, how it is expressed,presented,
and used.
B. Use different types of reasoning to justify statements, arguements made about mathematicIIiis
and mathematical concepts.
C. Discuss the language and symbols of mathematics.
Skills
D. Use a variety of statistical tools to process and manage numerical data.
E. Analyze codes and coding schemes used for identification, privacy, and security purposes.
F. Use mathematics in other areas such as finance, voting, health and medicine, business,
environment, arts and design.
Values
G. Appreciate the nature and uses of mathematics in everyday life.
H. Affirm honesty and integrity in the application of mathematics to various human endeavors.
V. ENGAGEMENT
LESSON OBJECTIVES
A. Use different types of reasoning to justify statements and arguements made
about mathematics and mathematics concepts.
B. Write clear and logical proofs;
C. Solve problems involving patterns and recreational problems following Polya’s
Four Steps;and
D. Organize one’s methods and approaches for proving and solving problems.
1.1 Reasoning
Mathematics is not just about numbers; much of it is problem solving and reasoning. Problem solving and
reasoning are basically inseparable. The art of reasoning is very important in mathematics. This is the skill needed
in exemplifying the critical thinking and problem solving ability. Logic and reasoning are very useful tools in
decision making. People also do deductive reasoning extensively to show that certain conjectures are true as
these follow the rules of logic. A conjecture is a conclusion made from observing data.
Reasoning is the practice of stating ideas clearly and precisely to arrive at a conclusion. In our life, we often
make judgement and conclusion based on facts and observations. These are not always true. Thus, we have to
know the different ways og arriving at accurate conclusions.
Kinds of Reasoning (Zuela, et. al, 2009):
1. Intuition is similar to guessing. It is also called reasoning by guessing or reasoning by common sense. It
requires less mental activity. An intuition is the ability to acquire knowledge without proof, evidence, or consious
reasoning, or without understanding how the knowledge was acquired. Intuition is highly subjective. Different
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people think about problems in diffrerent ways. It is something that is known or understood without proof or
evidence.
Examples:
1. In comparing two fractions, with the same numerator, one said he can subtract numerator from the denomintor
and the smaller difference is larger fraction. Is this false intuition? Verify.
2. After the first meeting in her Statistics class, Mariah says, “I think I will like Statistics”.
2, Analogy is a form of reasoning in which other similarities are inferred from a particular similarity between two or
things. It is reasoning by comparison.
Examples: 1. Tree is to leaf as flower is to petal.
2. hammer:nail ::comb:hair
3. Finding a Good Man is Like Finding a Needle in a Haystack
-Dusty Springfield
3. Inductive Reasoning is the process of gathering specific information, usually through observation and
measurement and then making a conjecture based on the gathered information.
Example:
1. Find the sum.
1=1
1+3=4
1+3+5=9
1+3+5+7=16
1+3+5+7+ 9=¿ ¿
1+3+5+ …+ ( 2 n−1 ) =¿ ¿
N numbers
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Solution:
Take note that the sum is the square of the number of odd numbers being added.
1+3+5+7=42=16
4 odd numbers
1+3+5+7+ 9=5 2=25
5 odd numbers
From this note, we can make this conjecture:
The sum of the first n odd numbers is n2 . Or, 1+3+5+ …+ ( 2 n−1 )=n2.
4. Deductive Reasoning is the process of showing that certain statements follow logically from agreed upon
assumptions and proven facts.
Example:
1. Given: 4 ( 3 x −8 ) +5=x −5
12 x−32+ 5=5−x Apply distributive property
12 x−27=x −5 Combine similar terms
11 x−27=−5 Apply subtraction property of equality
11 x=22 Apply addition property of equality
x=2 Use division property of equality
2. Suppose that the given statement is true. Use deductive reasoning to give another statement that must be true.
All birds can fly.
Tweetie is a bird.
Solution: Tweetie can fly.
3. Every Filipino of age 18 and above can vote. Juan del Prado is a Filipino of age 24. Therefore, Juan del Prado can
vote.
Deductive reasoning is used in formal geometric proofs and often resorted to in proving theorems and corollaries in
Geometry.
Euclid (325 BCE – 265 BCE), the father of Geometry and the first Egyptian Mathematician who initiated a new way of
thinking the study of Geometry and introduced the method of proving a geometrical results by deductive reasoning
based upon previosly proved result and some self-evident specific assumptions called axioms.
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If-then Statements and Converses
Conditional
- is a statement in mathematics that consists of a hypothesis and a conclusion. These statements are usually
written in if-then statements.
Hypothesis
- the hypothesis of a condtional states that the given facts are assumed as true. This is found in the “if” part of
conditional.
Conclusion
- the conclusion of a conditional states what needs to be proven or established or true. This is found in the
“then” part of conditional.
Converse
- a converse of a given conditional is formed when the “if” and “then” parts are reversed.
Biconditional
- a biconditional is a statement that combines a conditional and its converse with a phrase “if and only if”
(abbreviated as “iff”).
Example 1: Transform the following conditionals to if-then statements and point out the hypothesis and the conclusion.
1. A segment has only one point
2. Two lines intersect at only one point.
3. Vertical angles are congruent.
Solution:
1. If-then form: If a segment is given, then it has only one midpoint.
Hypothesis: A segment is given
Conclusion: The segment has only one point.
2. If-then form: if two lines intersect, then they intersect at only one point.
Hypothesis: Two lines intersect.
Conclusion: The two lines intersect at only one point.
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3. If-then form: If two vertical angles are given, then they are congruent.
Hypothesis: Two vertical angles are congruent.
Conclusion: The two vertical angles are congruent.
Example 2: State the converse of the given conditionals.
1. If the sum of the measures of two angles is 180 °, then they are supplementary.
2. If two segments are congruent, then they have equal lengths.
Solution:
1. If two angles are supplementary, then the sum of their measures is 180 °.
2. If two segments have equal lengths, then they are congruent.
Example 3.
1. A line is a bisector of a segment if it intersects the segments at midpoint.
2. Three points are coplanar if they are contained in the same plane.
Solution:
1. Conditional: If a line bisector of a segment, then it intersects the segment at its midpoint.
Converse: If a line intersects a segment at its midpoint, then the line is a bisector of a segment.
2. Conditional: If three points are coplanar, then they are contained in the same plane.
Converse: If three points are contained in the same plane, then they coplanar.
Mathematical Proofs
A proof is a sequence of true facts (statements) placed in the logical order.
In proving, the following may be used as reasons:
the given information (the hypothesis)
definition and undefined terms
algebraic properties
postulates of geometry
previously proven geometric conjecture (theorems)
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Algebraic and Geometric Proofs
In order for us to prove properly and correctly, it is wise to remember and understand the necessary properties to be
used in writing formal proofs:
Important Properties of Algebra
For real numbers w,y, and,z:
Reflexive: x=x
Symmetric: If x = y, then y = x
Transitive: if x = y and y = z, then x = z.
Substitution: if x + y = z and x = 3, then 3 +y = z
Distributive: x( y + z ) = xy + xz
Commutative properties:
a. Addition: x+y=y+z
b. Multiplication: yz = zy
Associative Properties:
a. Addition: x + ( y + z ) = ( x + y ) + z
b. Multiplication; x(yz) = (xy)z
Addition Properties of Equality (APE)
a. If x = z, then x ± y = z ± y
b. If w = x and y = z, then w + y = x + z
Multiplication Properties of Equality (MPE)
a. if x = z, then xy = yz or x/y = y/x
b. if w = x and y = z then wy = xz or w/y = x/z
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Example 1. Find the value of x in 2( x + 1 ) = 6x + 4.
Proof:
Statemets Reasons
1. 2 ( x+1 ) =6 x+ 4 Given
2. 2 x+2=6 x+ 4 Distributive Property
3. 2 x+2−6 x−2=6 x + 4−6 x−2 APE
−1 −1 MPE
4. −4 x ( ) 4
=2(
4
)
−1 Simplication
5. x=
2
Geometric Properties
The following properties may be used to justify proof of some mathematical statements.
Reflexive Property (REF)
Statement: AB ≅ CD
Symmetric Property (SYM)
Given: AB ≅ CD
Statement: CD ≅ AB
Transitive Property (TRANS)
Given: AB ≅ CD , CD ≅ EF
Statement: AB ≅ EF
Addition Property of Equality (APE)
Given: AB ≅ CD
Statement: AB± EF=CD ± EF
Giiven 2: AB=CD , EF =GH
Statement 2: AB± EF=CD ± GH
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Definition of Congruent Segments (DOCS)
Given 1: AB ≅ CD
Statement 1: AB=CD
Given 2: AB=CD
Statement 2: AB ≅ CD
Definition of Betweenness (DOB)
Given:
A B C
Statement: AB+ BC = AC
Definition of Midpoint (DOM)
Given:
A B C
Statement: AM ≅ MB
How to write proof?
There are many ways on how to write proofs. We can have top-down or deductive reasoning or bottom-upbor inductive
reasoning. It can be formal of informal procedure.
Example: Prove the following using formal proof.
Given: Y is the midpoint of XZ.
XY ≅ AB
A
A B C B
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Prove XY ≅ AB
Proof:
Statements Reasons
1. Y is the midpoint of XZ Given
2. XY ≅ YZ Definition of Midpoint (DOM)
3. YZ ≅ AB Given
4. XY ≅ AB Transitive
Polya’s 4 – Steps in Problem Solving
George Polya has had important influence on problem solving in mathematics education. He stated that good problem
solvers tend to forget the details and tend to focus on the structure of the problem, while poor problem solver focus on
the opposite. He designed the following:
4 – Step Process:
1. Understand the Problem (See)
Read and understand the problem. Identify what is the given information, known data or values and what is
unknown and to be solved as required by the problem.
Consider the following question:
a. Can you restate the problem in your own words?
b. can you determine what is known about these types of problems?
c. Is there missing information that if known would you allow you to solve the problem?
d. Is there extraneous information that is not needed to solve the problem?
e. What is the goal?
2. Devise a plan. (Plan)
Think of a way to solve the problem by setting up an equation, drawing diagram, and making a chart that will help you
find the unknown and the solution. To start devising a plan, try to doing the following:
a. Make a list of the unknown information.
b. Make a list of information that is needed.
c. Draw a diagram
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d. Make an organized list that shows all the possiblities.
e. Make a table or a chart.
f. Work backwards
g. Try to solve similar but simpler problem
h. Write an equation, as possible define what is variable represents.
i. Perform experiment
j. Guess at a solution and then cheeck the result.
3. Carry out the plan (Do)
Solve the equation you have set up and observe analytical rules and procedure until you arrive at the answer.
a. Work carefully.
b. Keep an accurate and neat record of all oyur attempts.
c. Realize that some of your initial plans will not work and that you will have to devise another plan nad modify youe
existing plan.
4. Look back (Check)
In order to validate the obtained value, you need to verify and check if the answer makes sense or correct
based on the situation posed in the problem.
Label your final answer.
a. Ensure that the solution is consistent with the facts of the problem.
b. Interpret the solution within the context of the problem.
c. Ask yourself whether there are generalizations of the solutions that you could apply to similar problems.
Example 1. A police station has 25 vehicles of motorcycles and cars. The total number of wheels is 70. Find the
number of motorcycles and cars the station has.
Solution:
Step 1. Understand the problem.
Given: 25 vehicles
70 wheels
Required: The number of cars and the number of motorcycles.
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Step 2. Devise a plan.
Let x = the number of cars
y = the number of motorcycles and
x + y = 25 vehicles
4 wheels (x = cars) + 2 wheels ( y = motorcycles) = 70 wheels
So, x + y = 25 vehicles and 4x + 2y = 70 wheels are the two equations formed based o the problem.
Step 3. Carry out the plan.
(1) x + y = 25
(2) 4x + 2y = 70, solving two equations with two unknown using the process of elimination:
(1) -2 ( x + y = 25) →−2 x−2 y=−50
(2) 4 x+2 y=70 → 4 x +2 y=70
2 x+ 0=20
2 x 20
=
2 2
x = 10, since x denotes the number of cars so, there are 10 cars. However, solving
for y as the number of motorcycles is as follows:
since x + y =25, then 10 + y =25, y = 25 – 10, finally y =15, so there are 15 vehicles in the police station.
Step 4. Look back.
Therefore, there are 10 cars with 4 wheels and 15 motorcycles with 2 wheels. The total number of wheels is 70
wheels.
In this example, the use of Polya’s 4-Step Strategy is very helpful in solving problem because one must read and
understand properly the problem. Specify the given information and values and what to solve. Always think of drawing
a pattern, setting up the table, working backward. Or making lists and tables and design right away the needed
equation and use the other techniques in order to arrive at realistic and correct answer. Though, logical shortcuts can
be employed in any problem.
Learning to solve problems is not difficult task. It can be a fun and ultimately challenging. However, requires
you to think analyticaly, critically and creatively. Practice doing and solving is the tough secret why most students nad
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professionals succeed in getting the problem solved and done to make the moment solving more enjoyable, interesting
and fulfilling.
The following problem solving strategies can be used:
1. Searching for Patterns
The ability to recognize patterns is one important problem solving skill. It enables a person to see order or
regularity in what takes place in our sorroundings and so be able to make sense of what is going on.
Example 1. Find the next number in the sequence.
a. 5, 9, 13, 17, 21, 25, ...
Solution:
1. Understand the problem
Given: a. 5, 9, 13, 17, 21, 25, ...
Required: The next number in the sequence.
2. Devise a plan.
a. First term → 5 Fourth term → 17=13+ 4
Second term → 9=5+ 4 Fifth term → 21=17+ 4
Third term → 13=9+ 4 Sixth term → 25=21+ 4
3. Carry out the plan.
Sequence: 5 9 13 17 21 25. There is a common difference of 4.
4 4 4 4 4
Therefore, the next number in the sequence is 29.
4. Look back.
Answer: 5, 9, 13, 17, 21, 25, 29
2. Working Backward
- A strategy that starts at the end of the problem and works backward.
Example 1:
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Anne has a certain amount of money in her bank account on Friday morning. During the day she wrote a check for
Php24.50, made an ATM withdrawal of Php80.00 and she deposited a check of Php235. At the end of the day, she
saw that her balance was Php451.25. How much money did have in the bank at the beginning of the day?
Solution:
1. Understand the problem
Given: Php24.50 check, ATM withdrawal Php80.00, check deposit Php235.00
Required: Money she had in the bank in the beginning of the day.
2. Devise a plan
Start with Php451.25. Subtract Php235.00, and add Php80.00, and then add Php24.50.
3. Carry out the plan
So, Php451.00 – Php235.00 + Php80.00 + Php24.50 = Php320.75
4. Look back.
Php320.75 she had in the bank at the beginning of the day.
ACTIVITIES
A. Tell whether each of the following is an Intuition, an Analogy, an Inductive or Deductive
Reasoning.
1. By looking at the color of the ripe mangoes, you can already tell the one is sweeter than the other.
2. The brothers, Jose, Protacio, Mario and Bonifacio love Geometry. The fifth brother, Juan must love
Geometry also.
3. Birds are noisy when they are hungry. The birds in the tree are noisy. These birds must be hungry.
4. Hat is to head as slippers are to feet.
5. Roel drew five different triangles. He got the sum of the measures of the three angles of each triangle.
He discovered that the sum of the three angles of any triangle is 180° .
6. I will sleep early because i have a feeling that i will have a wonderful dream.
7. Patricia’s mother is very good engineer. Patricia will also become a very good engineer.
8. In the given, 1x9 = 9, 2x9 = 18, 3x9 = 27, 4x9 = 36, 5x9 = 45. In 18, 1+8 = 9, 2+7 = 9, 3+6 = 9, 4+5 = 9..
Therefore, the sum of the digits for the product of a natural number and 9 is 9.
9. All fruits are nutritious. Apple is a fruit, therefore, it is nutritious.
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10. I am more alert this afternoon because i ate a lot of cooked vegetables this morning.
B. Solve the following problems using the 4 Steps of George Polya.
1. Two cars left, at 8:00 AM, from the same point, one travelling east at 50mph and the other travelling
south at 60mph. At what time will they be 300 miles apart?
2. An Algebra test consists of ten multiple choice questions. Ten points are given for each correct answer
and three points are deducted for each incorrect answer. If Joshua did all questions and scored 48, many
incorrect answer did he have?
3. Find the next term of the sequence 7/2, 19/2, 31/2, 43/2, 55/2 ...
4. Find the next term for 1, 5, 12, 22, 35, ...
VI. OUTPUT
Submit your output through LMS or send it to the following email address of your respective instructor.
Mam Berlyn Famillaran –
[email protected] Prof. Pedro Katigbak -
[email protected]VII. EVALUATION
A. Give examples of a real life situation illustrating each of the following:
1. Inductive Reasoning
2. Deductive Reasoning
3. Analogy
4. Intuition
References:
Romeo M. Daligdig,EdD, Mathematics in the Modern World. LORIMAR Publishing.
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Prepared by:
KIMBERLY L. SORUILA
Instructor I
BERLYN A. FAMILARAN
Instructor I
PEDRO B. KATIGBAK
Associate Professor I
Checked by:
Department Module Editing Committee
Approved by:
BIBIANA JOCELYN D. CUASAY, Ph.D.
Module Editing Chair
AQUILINO D. ARELLANO, Ph.D., Ed.D.
Vice President for Academic Affairs and Research
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Noted by:
MARIO CARMELO A. PESA, CPA
College Administrator
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