Chapter 3

PROBLEM SOLVING INVOLVING PATTERNS

Learning Outcomes:

At the end of this chapter, you will be able to:

a. use different types of reasoning to justify statements and arguments made about
mathematics and mathematical 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.

3.1 Inductive and Deductive Reasoning

Inductive reasoning

Inductive reasoning is the type of reasoning which examines specific example before
reaching into the general conclusion. The conclusion formed by a reasoning is called conjecture.
This conjecture is an idea which may be valid or not.

Example 3.1.1. Using Inductive Reasoning to Predict a Number

Use inductive reasoning to predict the next number in each of the following lists.
a. 22, 25, 28, 31, 34, ?
b. 5, 8, 12, 17, 23, ?

Solution 3.1.1
a. Each successive number is 3 units larger than the preceding number. Thus, we predict that
the next number in the list is 3 units larger than 34, which is 37.
b. It can be observed that the first two numbers differ by 3. The second and third number
differ by 4. It appears that the difference between any two numbers is always 1 more than
the preceding difference. Since 17 and 23 differ by 5, we then predict that the difference of
23 and the next number is 6. Thus, the next number is 29.

Example 3.1.2. Using Inductive Reasoning to Make a Conjecture

Consider the following procedure:
“Pick a number. Multiply the number by 2 , add 4 to the product, divide the sum by 2, then
subtract 2.”
Repeat this procedure using different numbers. Use inductive reasoning to make a conjecture
about the relationship of the size of the resulting number and the size of the original number.
Solution 3.1.2:
Suppose we pick 4.

Original Number: 4
Multiply by 20: 4 × 20 = 80
Add 4 to the product: 80 + 4 = 84
Divide the sum by 2: 84 ÷ 2 = 42
Subtract the quotient by 2: 42 – 2 = 40

Starting with 4, the procedure yields 40. Starting with 5, the result is 50. With 10, we will get a
result of 100. And when the original number is 150, following the procedure gives us 1500. In each
of these cases, the procedure will provide us with number that is 10 times the original number.
Thus, we conjecture that the given procedure produces a number that is 1- times the original
number.

Example 3.1.3. Using Inductive Reasoning to Solve an Application

Use the data in the table and by inductive reasoning, answer each of the following questions.

Velocity of Tsunami Height of Tsunami

(feet/second) (feet)
6 4
9 9
12 16
15 25
18 36
21 49
24 64

a. What happens to the height of the tsunami when its velocity is doubled?
b. How high will the tsunami be if its velocity is 36 feet per second?

Solution 3.1.3:
a. In this table, it can be observed that when the velocity is 6ft/s, the tsunami reaches 4 feet
high. When we double the velocity and make 12 ft/s, the tsunami is 16 feet high. When the
velocity is 9 ft/s and 18 ft/s, the height is 9 feet and 36 feet, respectively. Thus, we can
conjecture that when the velocity is doubled, the height of the tsunami is quadrupled.
b. In connection with the answer in a, it is observed that when the velocity is doubled, the
height is quadrupled. Since twice of 15 is 30, then the height of tsunami when the velocity of
30 feet per second is the quadruple of the height when velocity is 15 feet per second, which
will be 100 feet.

As it was said earlier, conclusions based on inducive reasoning may not always be valid. That
is, the conjecture that is formed using this reasoning could be incorrect. For instance, we consider
the sum of composite numbers:
 4 + 8 = 12
10+20 = 30
21 + 25 = 46
25 + 30 = 55.
With this, it can be conjetured that the sum of any two composite numbers is also
composite. However, when we consider 8 and 9, and so with 9 and 10, their sums are 17 and 19,
respectively, which negates our conjecture. This method of finding a case or cases that make the
statement false is called counterexample.

Example 3.1.4. Finding a Counterexample

Verify that each of the following statements is not true by finding a counterexample.
a. For all real number 𝑥, 𝑥
b. For all positive integer and 𝑛, 𝑛 +𝑛

Solution 3.1.4:
A statement can have numerous counterexamples, but we just need to find one counter-example to
verify that the statement is not true.
a. Let 𝑥 = 1. Then 1 = 1. Since 1 is not greater than 1, then we have found a counter-example.
Thus, the statement “for all real number 𝑥, 𝑥 ” is false.
b. When = 1 and 𝑛 = 5, we can have 𝑛 = 5 and + 𝑛 = 6. Since 5 is not greater than or
equal to 6, then we have found a counterexample. Thus, the statement “For all positive
integer and 𝑛, 𝑛 + 𝑛” is not true.

Deductive Reasoning

Deductive reasoning is the reasoning wherein conclusion is made based on general

assumptions, procedures, or principles.

Example 3.1.5. Using Deductive Reasoning to Establish a Conjecture

Let’s use the procedure in Example 2, but this time we will use deductive reasoning in establishing a
conjecture.
Consider the following procedure:
“Pick a number. Multiply the number by 2 , add 4 to the product, divide the sum by 2, then
subtract 2.”

Solution 3.1.5:
Let 𝑛 be the original number. Then,
Multiply 𝑛 by 20: 2 𝑛
Add 4 to the product: 2 𝑛+4
Divide the sum by 2: =1 𝑛+2
Subtract the quotient by 2: 1 𝑛+2 2=1 𝑛

We have started with 𝑛 and ended up with 1 𝑛. Therefore, our conjecture is that the given
procedure produces a number that is 10 times the original number.
3.2 Intuition, Proof and Certainty

3.2.1 Proof

A proof is a sequence of logical statements, one implying another, which gives an

explanation of why a given statement is true. Previously established theorems may be used to
deduce the new ones; one may also refer to axioms, which are the starting points, “rules” accepted
by everyone. Mathematical proof is absolute, which means that once a theorem is proved, it is
proved for ever. Until proven though, the statement is never accepted as a true one.

Example of proof includes, but are not limited to: direct proof, proof by cases, mathematical
induction, contradiction, and contrapositive. For more understanding about these, you may go to
https://www.birmingham.ac.uk/Documents/college-eps/college/stem/Student-Summer-
Education-Internships/Proof-and-Reasoning.pdf

3.2.2 Intuition

Mathematicians traditionally regarded intuition as a way of understanding proofs and

conceptualizing problems. The main idea underlying the classical-intuitionist view is that
mathematical intuition is dissociated from formal reasoning. That is, you would represent a
mathematics problem in such a way that the answer becomes self-evident immediately, without the
need for justification or formal analysis. The knowledge gained through intuition cannot be verified,
supported, or even understood intellectually. Intuitive knowledge is not practical or applicable. It is
considered to be a priori and independent of prior knowledge. For further understanding about
intuition in mathematics, you may have further readings at
https://www.researchgate.net/publication/249910022_Intuitive_Mathematics_Theoretical_and_Ed
ucational_Implications

3.2.3 Certainty

Certainty is an enticing concept: we want to be certain; we want to have certain knowledge.

We want to be sure that we have not made any mistakes and to have a safeguard against error. This
is a desire that is motivated by practical reasons: life is easier if one can avoid (at least sometimes)
the consequences of error or of being wrong. It is motivated by social reasons too: being wrong can
be embarrassing, and being in the know is deeply satisfying.
In many situations, the search for certainty makes us turn to mathematics. Mathematical
techniques are often what brings certainty. They allow us to overview situations in such a way that
we see clearly what must be the case. When we have settled something using mathematical tools,
we can rely on that knowledge. To deepen your knowledge about certainty in mathematics, you
may visit https://core.ac.uk/download/pdf/81236158.pdf
3.3 Polya’s 4 Steps in Problem Solving

George Polya (December 13, 1887 – September 7th, 1985) is a Hungarian Mathematician
who was known for his contribution in the field of mathematics particularly for his strategies in
problem solving. Amongst his renowned works include How to Solve It, Mathematics and Plausible
Reasoning, and Mathematical Discovery. With his many contributions in mathematics, he was
considered to be the father of problem-solving, and a four-step strategy is even named after him.
These steps are the following:

Polya’s Four-Step Problem-Solving Strategy

1. Understand the problem.
2. Devise a plan.
3. Carry out the plan.
4. Review the solution.

Understand the Problem

This is one of the most common overlooked parts in solving a problem. It is very important
that you must identify first what is being asked, what are the data given from the problem , what
information is missing, and what must be the goal. It would also be helpful when you can somehow
state the problem on your own words. This then implies that you have understood the problem.

Devise a Plan

This is the part when you need to look and think of the various strategies in order to solve
the problem. In here, you can make a list of the known and missing information , make diagrams or
charts, look for hints or patters, identify and assign variables, and write an equation if applicable.

Carry Out the Plan

You are going to implement the strategies that you have chosen in the second step.
Remember that you can revise or modify the plan, based on the current status of your
implementation.

Review the Solution

This is the last part where you would check whether your solution answers the problem.
You are going to ensure that the solution is consistent with the facts and context of what is asked
from the start.

Example 3.3.1. Apply Polya’s Strategy

 DOSCST holds its school intramural annually called SIGLAKAS. During the DOSCST
SIGLAKAS 2025, there are seven teams submitted for a volleyball tournament. Each team plays each
of the other teams exactly three times. How many volleyball tournaments will there be?
Solution 3.3.1:

Understand the Problem.

There are 7 teams in the tournament and each team will have to play exactly four times
against each of the other teams. What we are going to determine is the total number tournament
games that will be played all throughout the intramural.

Devise a Plan
Let us try to work on a smaller scale. If we are going to consider four teams (e.g. A, B, C and
D), wherein each team plays each of the other teams twice, then we can have it illustrated in figure
1. We may consider that with four teams, we can have 4⦁3=12 games, and since there will be
12⦁3=36 games overall if each team plays three times with each of the other team. However, it can
be observed that there are only 18 outcomes.
AB AC AD AB AC AD AB AC AD Upon looking carefully on this figure, it can be
BC BD BC BD BC BD deduced that when team A plays with team B, it
CD CD CD just the same when team B plays with team A.
Hence, there’s a need to divide our projected
Figure 1. List of possible games outcome with 2. This would then result to
⦁
= 18 games, which is the correct number of outcomes as depicted on the figure.

Carry out the Plan

With the use of the process that we have just developed, we can see that with 7 teams, we
will have 7⦁6=42 games. But since each team would play exactly four times in each of the other
⦁
team, then we will have = 84 games overall.

Review the Solution

We can check the correctness of our answer by providing
AB AC AD AE AF AG a diagram just like what we did in step 2. In here, we can just
BC BD BE BF BG check the teams (say A, B, C, D, E, F, and G) when they could play
CD CE CF CG in exactly once in each team and then we would multiply the
DE DF DG answer by four.
EF EG This gives us the 21 outcomes. Thus, when each team plays
FG exactly four times to every other team, then we would have
21⦁4=84 games.

Example 3.3.2. Solving a Word Problem

Melbert wants to paint a wall. He already has a ladder which is 12 feet long. If he wants to
place the ladder 5 feet away from the wall and, how high will the ladder reach the wall?
Solution 3.3.2:

Understand the Problem

It is very clear in the problem that we have to look on the height of the wall where the
ladder reaches.

Devise a Plan
We have to let 𝑥 as our unknown height of the wall reached by the ladder. We can draw the
diagram to have a clearer picture of the problem.

It can be observed on this figure that a right triangle is created,

and thus, we can use the Pythagorean theorem in order to solve
for 𝑥. Recall that the Pythagorean theorem is given by:
12 ft x 𝑎 + 𝑏 = 𝑐 where 𝑎 and 𝑏 are the legs and 𝑐 is the hypotenuse
of the right triangle. Then, we can write the equation of the
problem as follows:
5 ft 𝑥 = √12 5

Carry Out the Plan

Let 𝑥 be the height of the wall that is reached by the ladder.
Then we will solve the following equation:
𝑥 = √12 5
𝑥 = √144 25
𝑥 = √119
𝑥 1 .91
Therefore, the ladder will reach the wall by 10.91 feet high.

Review the Solution

In checking the correctness of our answer, we will again use the Pythagorean theorem. With
the given values, we will have:
(𝑕𝑒𝑖𝑔𝑕𝑡 𝑓 𝑤𝑎𝑙𝑙) = (𝑙𝑒𝑛𝑔𝑡𝑕 𝑓 𝑡𝑕𝑒 𝑙𝑎𝑑𝑑𝑒 ) (𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑓 𝑙𝑎𝑑𝑑𝑒 𝑓 𝑤𝑎𝑙𝑙)
(1 .91) = (12) (5)
119 = 144 25
119 = 119. This proves that our answer is correct.

Example 3.3.3
An agency charged P15,000 for a 3-day and 2-night tour in Macau and P20,000 for the same
tour with a side trip to Hong Kong. Ten persons joined the trip, which enable them to collect
P170,000. How many tourists made a side trip to Hong Kong?

Solution 3.3.3:
Understand the Problem
 There are two types of tourists in this given problem. Some purely stayed in Macau, while
others made a side trip to Hong Kong (HK). From the total collection, how much was the amount
collected from those who purely stayed in Macau and how much was collected from those who
made side trips to HK. It is needed to know how many were bound for Macau who made a side trip
to HK.

Devise a Plan
Use 𝑥 and 𝑦 to represent the two types of tourists. Define these variables. Let 𝑥 be the
number of tourists bound for Macau alone, and 𝑦 be the number of tourists bound for Macau but
made a side trip to Hong Kong. Hence, we have the following algebraic equations:
P15, 𝑥 = amount collected from the tourists bound for Macau alone
P2 , 𝑦 = amount collected from the tourists bound for Macau who made a side
trip to Hong Kong

Carry Out Plan

Write the equations and solve using algebraically through elimination method.
Equations: 𝑥+𝑦 = 1 (1)
15, 𝑥+2 , 𝑦 = 17 , (2)
To find the number of tourists bound for Macau who had a side trip to Hong Kong, we have
to solve for 𝑦.
To do this, we use elimination by substitution.
a. Solve for 𝑦 in (1)
𝑥+𝑦 = 1
𝑦=1 𝑥 (3)

b. Substitute 𝑦 = 1 𝑥 in equation (2)

15, 𝑥+2 , (1 𝑥) = 17 ,
15, 𝑥+2 , 2 , 𝑥 = 17 ,
5, 𝑥 = 17 , 2 ,
5, 𝑥= 3 ,
,
𝑥=
,
𝑥=6
Substituting 𝑥 = 6 in equation (3), 𝑦 = 4.
Therefore, four tourists made a side trip to Hong Kong.

Review the Solution

Since there were a total of 10 tourists, six of them only stayed in Macau while four made a
side trip to Hong Kong. Now, 15,000(6) +20,000(4) =170,000. This satisfies the condition that the
total amount collected for the whole trip is P170,000.

3.4 Problem Solving Strategies

There are always numerous ways of solving a certain mathematical problem. Similarly,
there are various strategies that can be employed. The following strategies are only few among the
many problem-solving strategies that exist.