Problem Solving and Reasoning

Bernardo “Madame Bernie” G. Magbanua

Math 111 – Mathematics in the Modern World (MMW)

 Learning Competencies
After completing this unit, the learner
will be able to:
• Compare and contrast inductive and
deductive reasoning
• Use different types of reasoning to
justify statements and arguments
made about mathematics and
mathematical concepts.
• Apply Polya’s four-step in problem
solving.
• Organize one’s methods and
procedures for proving and problem
solving
Sirug, Winston S., 2017
 Learning Competencies
continuation . . .
• Perform operations on mathematical
expressions correctly.
• Articulate the importance of
mathematics in one’s life.
• Express appreciation for mathematics
as a human endeavor.
• Support the use of mathematics in
various aspects and endeavors in life.
• Affirm honesty and integrity in the
application of mathematics to various
human endeavors.

Sirug, Winston S., 2017

 Chapter Outline
• Inductive and deductive reasoning
• Intuition, Proof, and Certainty
• Polya’s Four-Steps in Problem
Solving
• Problem Solving Strategies
• Mathematical Problems involving
Patterns
• Recreational Problem using
Mathematics

Sirug, Winston S., 2017

 Think about this. . .

The definition of a good

mathematical problem is the
mathematics it generates rather
than the problem itself.

- Andrew Wiles

Sirug, Winston S., 2017

Inductive and Deductive Reasoning
Inductive Reasoning
• Is drawing a general conclusion from
a repeated or limited sets of
observation of specific examples.
• Conjecture – conclusion using
inductive reasoning
• Can be true or false – truthfulness
of the argument
• True statement – if true in all cases
• Counterexample – example to prove
conjecture is false

Sirug, Winston S., 2017

 Inductive Reasoning Examples
Example 1:
1 is an odd number.
11 is an odd number.
21 is an odd number.
Therefore, all numbers ending with 1
are odd numbers
Example 2:
Juan is a psychology student
He is talented.
Therefore, all psychology students are
talented

Sirug, Winston S., 2017

 Deductive Reasoning
• Is drawing conclusions from
general to specific examples
• From a general case to specific
case
• Starts with a general statement (or
hypothesis)
• Examines it to reach a specific
conclusion.

Sirug, Winston S., 2017

 Deductive Reasoning Examples
Example 1:

All numbers ending with 1 are odd numbers

21 is a number ending in 1.
Therefore, 21 is an odd number

Example 2:

All psychology students are talented

Juan is a psychology student
Therefore, Juan is talented

Sirug, Winston S., 2017

 Let’s work it out!
Essay test is difficult
Problem solving test is difficult
Therefore, all tests are difficult.

All birds have feathers

Ducks are birds.
Therefore, ducks have feathers.

Sirug, Winston S., 2017

 Let’s work it out!
Make an inductive and deductive
reasoning on the following:

1. Ripe Mango
2. Dogs
3. Mathematics

Sirug, Winston S., 2017

 Note:
Logical reasoning
maybe valid but
not necessarily
true.
Sirug, Winston S., 2017
 Intuition, Proofs, and Certainty
• Mathematical intuition making a
sound judgment
• With reasonable understanding
even with lack of direct proof
• a reliable belief without being
formalized and proven directly
• Serves as n essential part of
mathematics

Sirug, Winston S., 2017

 Intuition Example
• In comparing two fractions with the
same numerator, one said to
subtract the numerator from the
denominator and the smaller
difference is the larger fraction.

Is this false intuition?

No. The intuition is true.

Sirug, Winston S., 2017

 Verifying the intuition
• Let us say we have 2/8 and 2/4
8–2=6
4 – 2 = 2 (smaller)
Illustrate:
1/8 2/8 3/8 4/8 5/8 6/8 7/8 8/8

¼ 2/4 3/4 4/4

Sirug, Winston S., 2017

 Proofs
• An inferential argument for a
mathematical statement
• Examples of exhaustive deductive
and inductive reasoning.
• Demonstrates that a certain
statement is always true in all
possible cases
• Use to validate if a conjecture is
true

Sirug, Winston S., 2017

 Certainty
• A tradition and standard point of
view of mathematics to provide
• If mathematical knowledge is
correctly formulated, it is forever
beyond error.
• This is an essential defining
attribute of mathematics and
mathematical knowledge

Sirug, Winston S., 2017

Polya’s Four-Steps in Problem Solving
• George Polya (1887-1985) was a
mathematics educator
• He strongly believed that problem
solving skills can be taught
• Addressed the difficulty of students
in problem solving
• Mathematical concepts can be
learned efficiently through problem
solving

Sirug, Winston S., 2017

Polya’s Four-Steps in Problem Solving
• Mathematical problems are usually
presented in words whether orally or
written
• We solve mathematical problems
using mathematical symbols and then
interpret the answer.
• The four steps in problem solving are:
• Understand the problem
• Devise a plan
• Carry out the plan
• Look back

Sirug, Winston S., 2017

Polya’s Four-Steps in Problem Solving

Mathematical
Original Problem Translate Version of the
Problem

S
C
o
h
l
e
v
c
e
k

Solution to the
Answer to
mathematical Interpret
Original Problem
version

Sirug, Winston S., 2017

 Understand the Problem
• Consider the following
• What is the goal?, What is being
asked?, What is the condition?,
What sort of a problem is it?,
What is known or unknown?, Is
there enough information?, Can
you draw a figure to illustrate
the problem?, Is there a way to
restate the problem in your own
words?
Sirug, Winston S., 2017
 Devise a Plan (Translate)
• Picturing how to attack the problem
• Act it out. Be systematic. Work
backwards. Consider special cases.
Eliminate possibilities. Perform an
experiment. Draw a picture/diagram.
Make a list or table/chart. Use a
variable such as x. Look for a formula/
formulas. Write an equation or model.
Look for a pattern or patterns. Use
direct or indirect reasoning. Solve a
simple version of the problem. Guess
and check your answer (trial and error)

Sirug, Winston S., 2017

 Carry Out the Plan (Solve)
• Key points
• Be patient. Work carefully.
Modify the plan or try a new plan.
Keep trying until something
works. Implement the strategy and
strategies. Try another strategy if
the first one isn’t working. Keep a
complete and accurate record of
your work. Be determined and
don’t get discouraged if the plan
does not work immediately.

Sirug, Winston S., 2017

 Look Back (Solve)
• Time to reflect and look back . . .
• Look for an easier solution. Does the
answer make sense? Check the results
in the original problem. Interpret the
solution with the facts of the problem.
Recheck any computations involved
in the solution. Can the solution be
extended to a more general case?
Ensure all the conditions related to the
problem are met. Determine whether
there is another method of finding
solution. Ensure the consistency of the
solution in the context of the problem.
Sirug, Winston S., 2017
 Problem Solving Strategies
Example: two times the sum of a
number and 3 is equal to thrice the
number plus 4. Find the number.

Solution:

Step 1: Understand the problem

We need to make sure that we have
read the question carefully several times.
Since we are looking for a number, we
will let x be a number.

Sirug, Winston S., 2017

 Problem Solving Strategies
Example: two times the sum of a
number and 3 is equal to thrice the
number plus 4. Find the number.

Solution:

Step 2: Devise a Plan

We will translate the problem
mathematically.

2(x + 3) = 3x + 4
Sirug, Winston S., 2017
 Problem Solving Strategies
Example: two times the sum of a number and 3
is equal to thrice the number plus 4. Find the
number.
Solution:
Step 3: Carry out the Plan
We solve for the value of x, algebraically.
.
. 2(x + 3) = 3x + 4
.
. 2x + 6 = 3x + 4
.
. 3x – 2x = 6 – 4
x = 2

Sirug, Winston S., 2017

 Problem Solving Strategies
Example: two times the sum of a number and 3
is equal to thrice the number plus 4. Find the
number.
Solution:
Step 3: Carry out the Plan
We solve for the value of x, algebraically.
.
. 2(x + 3) = 3x + 4
.
. 2x + 6 = 3x + 4
.
. 3x – 2x = 6 – 4
x = 2

Sirug, Winston S., 2017

 Problem Solving Strategies
Example: two times the sum of a number and 3
is equal to thrice the number plus 4. Find the
number.
Solution:
Step 4: Look back
We check.
.
. 2(x + 3) = 3x + 4
. 2(2) + 6 = 3(2) + 4
.
. 4+6 = 6+4
.
10 = 10
Sirug, Winston S., 2017
 Problem Solving Strategies
Example: Anne has a certain amount of money in her
bank account on Friday morning. During the day she
wrote a check for Php 24.50, make a withdrawal of Php
80.00 and later deposited a check for 235. At the end of
the day she saw that her balance was Php. 451.25. How
much money did she have in the bank at the beginning
of the day?
Solution:
Step 1: Understand the problem
Given: total balance of 451.25, check for 24.50,
withdraw 80.00, check deposit of 235.00
Required: Money she had in the bank at the beginning
of the day
Step 2: Devise a Plan
We will work backwards.

Sirug, Winston S., 2017

 Problem Solving Strategies
Example: two times the sum of a number and 3
is equal to thrice the number plus 4. Find the
number.
Solution:
Step 3: Carry out the plan
451. 25 – 235 = 216.25
216.25 + 80 = 296.25
296.25 + 24.50 = 320.75

Step 4: Look back

She had Php 320.75 in the bank at the
beginning of the day.
Sirug, Winston S., 2017
 Let’s work it out!
Find the next number in the sequence

1. 5, 9, 13, 17, 21, 25, …

2. 2, 6, 18, 54, 162, 486, . . .

Sirug, Winston S., 2017

 Let’s work it out!
Solution 1
1. 5, 9, 13, 17, 21, 25, 29

1. 2, 6, 18, 54, 162, 486, 1,458

Sirug, Winston S., 2017

 Mathematical Problems Involving Patterns
Remember: A sequence is a set of numbers in a specific
order.
• Focus more on the differences between the numbers
and discover the common value that rationalizes the
sequence and denotes the logical order.
Example: Find the next term of the sequence 7/2, 29/2,
31/2, 43/2, 55/2, . . .
Solution:
Step 1: Understand the problem.
Given : 7/2, 29/2, 31/2, 43/2, 55/2 . . .
Required: The next number in the sequence
Step 2: Devise a plan
Look for the common value that rationalizes the
sequence and denotes the logical order.

Sirug, Winston S., 2017

 Mathematical Problems Involving Patterns
Example: Find the next term of the sequence
7/2, 29/2, 31/2, 43/2, 55/2, . . .
Solution:
Step 3: Carry out the plan.
17/2 29/2 41/2 53/2 65/2
6 6 6 6

Therefore, the next number in the sequence is

67/2 .
Step 4: Look back
Since 6 = 12/2 so, the next number in
the sequence is 55/2 + 12/2 = 77/2.

Sirug, Winston S., 2017

 Mathematical Problems Involving Patterns
Example: Find the next term for
1, 5, 12, 22, 35 . . .
Solution:
Step 1: Understand the problem.
Given : 1, 5, 12, 22, 35 . . .
Required: The next number in the
sequence
Step 2: Devise a plan
Look for the common value that
rationalizes the sequence and denotes the
logical order.
Sirug, Winston S., 2017
 Mathematical Problems Involving Patterns
Example: Find the next term of the sequence
7/2, 29/2, 31/2, 43/2, 55/2, . . .
Solution:
Step 3: Carry out the plan.
1 5 12 22 35
4 7 10 13
3 3 3
Therefore, the next number in the sequence is 51
Step 4: Look back
Since 13 is the first difference and 3 is the
second difference, then 3 + 13 = 16 + 35 = 51.

Sirug, Winston S., 2017

Recreational Problems using Mathematics
• This is carried out mathematical
activity which involves
mathematical puzzles and games.
• Emperor Yu came across a Lo Shu
a sacred turtle with strange marking
with a square pattern of 3.
• While, artist Albrecht Durer made
an engraving Melancholia,
containing a square pattern of 4.

Sirug, Winston S., 2017

Recreational Problems using Mathematics
Magic Square of Order 3

4 9 2 15

3 5 7 15

8 1 6 15

15 15 15

Sirug, Winston S., 2017

Recreational Problems using Mathematics
Magic Square of Order 3

16 3 2 13 34

5 10 11 8 34

9 6 7 12 34

4 15 14 1 34

34 34 34 34
Sirug, Winston S., 2017
Recreational Problems using Mathematics
• Another fascinating topic is palindrome
• This a number or word or symbols that
reads the same backward or forward.

Palindrome of squares are as follows:

12 = 1
112 =121
1112 = 12,321
1,1112 = 1,234,321
11,1112 = 123,454,321
111,1112 = 12,345,654,321
1,111,1112 = 1,234,567,654,321
11,111,1112 = 123,456,787,654,321
Sirug, Winston S., 2017
Recreational Problems using Mathematics
• Alphametic is a type of number puzzle
which digits (0 to 9) are replaced by the
numbers
• Each letter or symbol represents only
one single digit throughout the
problem.
• Each letter must be represented by a
different digit.
• When the letters are replaced by their
digits, the resultant arithmetical
operation must be correct.
• The numbers cannot have a zero in the
lest most place value.
• The numerical base is base 10.

Sirug, Winston S., 2017

Recreational Problems using Mathematics
• Solution

SEND
+ MORE
MONEY

Sirug, Winston S., 2017

Recreational Problems using Mathematics
• This example is a classic, published
in the July 1924 issue of Strand
Magazine by Henry Dudeney

9567
+ 1085
10652
Sirug, Winston S., 2017
Recreational Problems using Mathematics
• The 2 digits in the 1000’s place
have a 1 carried to the 1000‘s
place so M =1

SEND
+ 1ORE
1ONEY
Sirug, Winston S., 2017
Recreational Problems using Mathematics
• In the 1000’s place S + 1 has a
1 carried over. S+1 > 9 so S>8
S=9. S+1=10 so O = 0

9END
+ 10RE
10NEY
Sirug, Winston S., 2017
Recreational Problems using Mathematics
• In the 100’s column E+0 = N and if
there is no carry which leads to
E+N so there is a carry from the
10’s column and E+1 = N
• .
• .
• ..
• . 9END
• .
• . + 10RE
• .
10NEY
Sirug, Winston S., 2017
 Recreational Problems using Mathematics
• If there were no carry in column 2,
then (N + R) mod 10 = E, and N =
E + 1, so ( E + 1 + R ) mod 10 = E
which means ( 1 + R ) mod 10 = 0,
so R = 9. But S = 9, so there must
be a carry in column 2 so R = 8.
• .
• .
• .. 9END
• .
• . + 108E
• .
• . 10NEY
Sirug, Winston S., 2017
Recreational Problems using Mathematics
• The only two pairs of available
numbers that sum to at least 12
are (5,7) and (6,7) so either E = 7
or D = 7. Since N = E + 1, E can't
be 7 because then N = 8 = R so D
= 7..
• ..
• . 9EN7
• .
• . + 108E
• .
10NEY
Sirug, Winston S., 2017
Recreational Problems using Mathematics
• We have N = E + 1 and E can't
be 6 because then N = 7 which
is used so E = 5 and N = 6. D +
E = 12 so Y = 2...
• .
• .
• .
9567
• . + 1085
10652
Sirug, Winston S., 2017
Sirug, Winston S., 2017