Math 101 Mathematics in the Modern World

CHAPTER 3. PROBLEM SOLVING

What is Problem Solving?

It is the process of working through details of a problem to reach a solution.

Problem solving may include mathematical or systematic operations and can be a
device to an individual’s critical thinking skills. Problem Solving is a fundamental
means of developing mathematical knowledge at any level. Problem Solving gives
students a context to help make sense out of the mathematics they are learning.
Problems can be used to introduce new concepts and extend previously learned
knowledge.

Problem Solving and Reasoning

Alfred A. Montapert once warned, “Expect problems and eat them for
breakfast”. Indeed, men face problems of varying complexity from time to time.
Problems have become integral in one’s daily activities and from the variety by
which person’s character is sometimes defined.

Problems arise inevitably and so they must be dealt with impartially and
profitability. Taking the geometry Rene Descartes’ advice. “Each problem that I
solve became a rule, which served afterwards to solve other problems,” one must
learn the necessary skills to figure out solutions to every problem that he or she
encounters.

In the present context, solutions to problems are taken on a long-term basis.

Problems solving involves reasoning and it does not mean you need to produce
immediate solutions. It entails appropriate use of knowledge, facts, and data to
effectively propose a solution. The ability to create a well-thought-out solution
within a reasonable time frame, however, is a skill that can be well developed in the
study of mathematics.
Inductive and Deductive Reasoning

Inductive Reasoning

The type of reasoning that uses specific examples to reach a general

conclusion of something. The conclusion formed by using inductive reasoning is
called a conjecture. A conjecture is an idea that may or may not be correct.

Example 1
Use inductive reasoning to predict the next number in each of the following
lists.
a. 5, 10, 15, 20, 25, ?
b. 1, 4, 9, 16, 25, ?
Solution:

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a. Each successive number is 5 units larger than the preceding number. Thus, it
can be predicted that the next number in the list is 5 units larger than 25,
which is 30.
b. Observe that all the numbers are perfect squares. 1 = 12 , . 4= 22 , 9= 32 ,
16 = 42 , 25 = 52 . Thus, it can predicted that the next number to be 36 = 62

Example 2
Use inductive reasoning to make a conjecture out of the following process.
Consider the following procedure:
1. Pick a number.
2. Multiply the number by 10.
3. Add 8 to the product.
4. Divide the sum by 2.
5. And subtract 4.

Repeat the procedure for several different numbers. Make a conjecture between
the relationship of the size of the resulting number and the size of the original
number using inductive reasoning.
Solution:
Suppose we pick 3 as our original number.
Original number: 3
Multiply 3 by 10: 30
Add 8 to the product: 8+30=38
Divide the sum by 2: 38/2 = 19
Subtract the quotient by 4: 19-4=15

We started with 3 and the procedure produces 15. Starting 4 as our original
number and the procedure produces 20. Starting with 10 as our original number
and the procedure produces 50. Starting with 50 as our original number and the
procedure produces 250. In each of these cases the procedure produces a number
that is five times the original number. It is conjectured that the given procedure
produces a number that is five times the original number.
Example 3

Use the data in the table and by inductive reasoning, answer the following
questions below.
Max. Tsunami
Earthquake
Height
Magnitude
(meters)
7.5 5
7.6 9
7.7 13
7.8 17
7.9 21
8.0 25

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8.1 29
8.2 33
8.3 37

a. If the earthquake magnitude is 8.5, how high (in meters) can the tsunami be?
b. Can a tsunami occur when the earthquake magnitude is less than 7? Explain
your answer.

Solution:

a. In the table, for every 0.1 increase in earthquake magnitude, the maximum
tsunami height increases by 4 meters. Thus it is conjectured that the
maximum tsunami height for the earthquake magnitude of 8.5 is 45 meters.
b. No, because when the earthquake magnitude is 7.5, the maximum tsunami
height is only 1 meter. Hence, a tsunami does not occur when earthquake
magnitude is less than 7.

Deductive Reasoning

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

assumptions, procedure, or principles.

Example 4
Use deductive reasoning to make a conjecture out of the following process.
Consider the following procedure:
1. Pick a number.
2. Multiply the number by 10.
3. Add 8 to the product.
4. Divide the sum by 2.
5. And subtract 4.

Repeat the procedure for several different numbers. Make a conjecture between
the relationship of the size of the resulting number and the size of the original
number using deductive reasoning.
Solution: let 𝑛𝑛 represent the original number
Original number: 𝑛𝑛
Multiply 3 by 10: 10𝑛𝑛
Add 8 to the product: 10𝑛𝑛 + 8
10𝑛𝑛+8
Divide the sum by 2: = 5𝑛𝑛 + 4
2
Subtract the quotient by 4: 5𝑛𝑛 + 4 − 4 = 5𝑛𝑛

We started with 𝑛𝑛 and ended with 5𝑛𝑛, using the deductive reasoning the
procedure produce five times the original number.

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Example 5
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 by 8: 8n
Add 6: 8n+6
Divide 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
procedures a number that is four times the original number.

Routine and Non-Routine Problems

Routine problem is a type of problem which there is an immediate solution.

From the curricular point view, routine problem solving involves using at least
one of the four arithmetic operations and/or ratio to solve problems that are
practical in nature.
Non-routine problem – is a problem which requires analysis and insights
into known principles of mathematics. In involves difficult problem solving.

Intuition, Proof, and Certainty

Intuition is the ability to acquire knowledge without proof, evidence, or

conscious reasoning, or without understanding how the knowledge was
acquired.

Proof in mathematics, a proof is an inferential argument, other previously

established statements, such as theorems, can be used.

Certainty is perfect knowledge that has total security from error, or the
mental state of being doubt.

Polya’s Problem Solving Strategy

One of the recent mathematics who outlined a strategy for solving problems
from virtually any discipline is George Polya (1887-1985). In his book. How to
Solve It, he writes, “A great discovery solves a great problem but there is a grain of
discovery in the solution of any problem. Your problem may be modest; but if it
challenges your curiosity and brings into play your inventive faculties, and if you
solve it by your own means, you may experience the tension and enjoy the triumph
of discovery.” Because of his ideas, he is considered the father of problem-solving
among mathematicians. The following four-step strategy is named after him:

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Polya’s Four Step Problem-Solving Strategy

Step 1: Understand the Problem

This part of problem solving is sometimes, if not always, neglected. In order
to solve a problem, one must first know what is being asked, and what
information or data can be extracted from what is given. Furthermore, one must
see to it that he or she can state the problem in his or her own words.

You must answer the following questions.

 Do you understand all the words?
 Can you restate the problem in your own words?
 Do you know what is given?
 Do you know what the goal is?
 Is there enough information?
 Is there extraneous information?
 Is this problem similar to another problem you have solved?

Step 2: Device a Plan

For this step, one must think of strategies to solve the problem are as follows:

 Guess and Check  Use direct reasoning

 Use a variable  Use indirect reasoning
 Draw a picture  Use properties of numbers
 Look for a pattern  Solve an equivalent problem
 Make a list  Use a model
 Work backwards  Use dimensional analysis
 Use cases  Identify sub-goals
 Solve an equation  Use coordinates
 Look for a formula  Use symmetry
 Do a simulation
 Solve a simple problem
 Draw a diagram

Step 3. Carry out the Plan

Implement the strategy or strategies that you have chosen until the problem
is solve or until a new course of action is suggested.
Give yourself a reasonable amount of time in which to solve the problems. If
you are not successful, seek hints from others or put the problem aside for a while.
Do not be afraid to start over. Often, a fresh start and a new strategy will lead
to success.

Step 4. Look Back

Is your solution correct? Does your answer satisfy the statement of the
problem?
Can you see an easier solution?

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Can you see how you can extend your solution to a more general case?

Problem Solving Techniques

1. Look for a pattern

Problem: Find the sum of the first 100 even positive numbers.

2. Make an organized list

Problem: Find the median of the following test scores: 74, 66, 83, 79, and 94.

3. Guess and Check

Problem: Which of the numbers 4, 5, or 6 is a solution to (n + 3)(n – 2) = 36?

4. Make a table
Problem: How many diagonals does a 15-gon have?

5. Work backwards
Problem: Jack walked from Santa Maria to San Jose. It took 1 hour 25 minutes to
walk from Santa Maria to Kaypian. Then it took 25 minutes to walk from
Kaypian to San Jose. He arrived in San Jose at 2:45 P.M. At what time did he
leave Santa Maria?

6. Use Logical Reasoning

Problem: At the Queen’s Elizabeth’s Club, 35 people swim, 24 play tennis, and
27 jog. Of these people, 12 swim and play tennis, 19 play tennis and jog, and 13 jog
and swim. Nine people all three activities. How many members are there altogether?

7. Draw a Diagram
Problem: A worm is trying to escape from a well 10 ft. deep. The worm climbs 2
ft. per day, but each night it slides back 1 ft. How many days will the worm take to
climb out of the well?

8. Solve a simpler problem

Problem: In a delicatessen, it costs Php 120.49 for a half pound of sliced roast
beef. The person behind the counter slices 0.53 pound. What should it cost?

9. Read the problem Carefully

Know the meaning of all words and symbols in the problem
Problem: List the ten smallest positive composite numbers.

10. Look for a Pattern

Problem: You arrange tennis balls in triangular shapes as shown. How many
balls will there be in a triangle that has 8 rows?

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Activity 9 Date:__________Score:__________

Group Work.

Write your answer in one whole sheet of yellow paper. (One paper per
group)
Assigned a member who will explain your answer.

Group 1 –Using Tree Diagram

1. Ann is organizing a card party and invites two of her friends to play.
They each invite two other children. How many people will be playing
cards?
2. Mr and Mrs Ling have four children. Each of their four children has two
children of their own. How many grandchildren do the Lings have?
3. At lunchtime Sita organizes a knockout handball competition with three
of her friends, Julie, Penny and Wei. How many games are played in the
competition?
4. David had two rabbits, a male and a female. David’s rabbits then had four
female baby rabbits. Each of these babies grew up and gave birth to five
rabbits. How many rabbits did David have in the end?
5. Christina and Alex have a new baby boy but they can’t decide what to
name him. There are three names they like, Joe, Paul and George, but
they only want to give the baby two names. What different choices do
they have?

Group 2 –Using a Simpler Problem

1. At Christmas, six friends decide to give each other presents? How many
presents are given altogether?
2. A group of children are playing on the beach. They are hopping and
jumping along the beach. Each child does three hops followed by one
jump. From a standing start, how many footprints in the sand would
there be for each child after –
3 jumps?
10 umps?
20 jumps?
3. At a school reunion, all of the 12 people present give their address to
every other person there. How many addresses will be given out?
4. Marco is making a fence out of match sticks for his toy farm. The fence is
made up of a series of square sections. How many matches will Marco
need to make a fence five sections long? How many matches will he need
for –
8 sections?
20 ections?
30 sections?

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5. James and Ling are making up a board game. The board for their game is
three squares by three squares in size. What is the total number of
squares you can find on their game board? If they increased the size of
the board to four squares by four squares, what would be the total
number of squares on the board? What if they increased the board to five
by five squares?

Group 3 –Draw a Diagram

1. Jane built a square cubby house on one side of the river. She used eight
vertical tree branches for each side. How many branches did she use
altogether?
2. Brett built a tower using four different coloured milk cartons. The red
carton was below the green carton. The blue carton was above the
yellow carton which was above the green carton. Which carton is on top?
3. Giovanni has to saw a pipe into seven pieces. If it takes him four minutes
to make one cut, how long will it take to cut into seven pieces?
4. A spider is climbing up a 30 metre building. Each day it climbs five
metres and slides back one metre. How many days will it take to reach
the top?
5. Jacob is building a Lego figure. It takes him one and a half seconds to join
two pieces. How long will it take him to join nine pieces into one long
strip?
Group 4 –Acting it Out

1. Five blocks have each been labelled with one of these letters – H, I, J, K, L.
The H block is immediately to the right of the I block. The J block is to the
right of the K block. The I is between the L and K. The L is immediately to
the left of the I. Where is the K?
2. Place 14 blocks in three piles. The first pile should have one less than the
third. The third pile should have twice as many as the second. How many
blocks are there in each pile?
3. Four students measured their heights. Nicky was taller than Kelly, but
not as tall as Tali. Gene was taller than Tali. Write down their names in
order of their heights, from shortest to tallest.
4. George has a one litre bottle of lemonade. He pours half of the lemonade
out into a jug, then gives the bottle to Jenny. Jenny is pours half of what’s
left in the bottle into two large tumblers. Then she hands the lemonade
bottle to James. James pours half of what’s left in the bottle into a plastic
cup. How much lemonade is left in the bottle? What fraction of a litre is
this?
5. At a party every guest shakes hands with every one of the other 12
guests. How many handshakes were there?

Group 5 –Working Backwards

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1. When three girls jumped on a weighing scale together, it read 164

kilograms. One girl stepped off and the scale moved down to 104
kilograms. One more girl jumped off and the scale showed 55 kilograms.
What was each girl’s weight?
2. Arnold baked cupcakes over the weekend. Each day during the week he
took three cakes to school to share with his friends. On Saturday when
he counted there were 18 left. How many had he baked?
3. Daniel has lots of pets. He has four more goldfish than he has turtles. He
has one less canary than goldfish. Six of his pets are birds (canaries and
parrots). He has two parrots. How many pets does Daniel have?
4. Jemima has twice as much money as Matthew. Jemima has four times as
much money as Sally. Sally has $3 more than Andrew. If Matthew has
$14, how much money do Andrew, Sally and Jemima have?
5. Jack, Terence, Sharon and Alex are neighbors. Jack is half as old as
Sharon. Sharon is three years older than Alex. Alex’s and Sharon’s ages
added together equal 17 years. Terence is eight. Who is the youngest?

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