Aldersgate College Mathematics in the Modern World

College of Arts, Sciences and Education

Module 3: Problem, Reasons and Solutions in Mathematics

Overview:
This module introduces the learner to the different types of reasoning, methods and
approaches for proving and solving mathematical and real-life problems.

LEARNING OBJECTIVES:

At the end of this lesson, the students should be able to:

a. Use different types of reasoning to justify statements and arguments made about mathematics
and mathematical concepts;
b. Differentiate inductive reasoning and deductive reasoning;
c. Utilize inductive and deductive reasoning in solving problems;
d. Show commitment in solving problems;
e. Articulate the importance of the problem solving skills; and
f. Utilize the different problem solving strategies in solving problems.

LEARNING FOCUS:
Mathematics is not just 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 judgment and conclusion based on facts and observations. These are not always
true. Thus, we have to know the different ways of arriving at accurate conclusions.

Kinds of Reasoning

1. Intuition
It 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 conscious reasoning, or without understanding how the knowledge was acquired. Intuition is highly
subjective. Different people think about problems in different ways. It is something that is known or
understood without proof or evidence.
Example:

A B

Look at figure A and B. Which is bigger? You can give your answer by using intuition and
without actually measuring.

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2. Analogy
It is a form of reasoning in which other similarities are inferred from a particular similarity
between two things. It is a reasoning by comparison.
Examples:
a. Tree is to leaf as flower is to petal.
b. Hammer: nail: : comb: hair
c. Finding a Good man is like Finding a Needle in a Haystack. – Dusty Springfield.

3. Inductive Reasoning
It is the process of making general conclusions founded on detailed examples. The conclusion
formed is called conjecture. Conjecture is an idea based on incomplete information. This may be true
or false. In this case, counterexamples are very useful to prove the validity of conjectures. They are
statements that contradicts the claim of conjectures.
Inductive reasoning involves specific examples before reaching a conclusion. However, the
examples are too vague to give us the correct conclusion.
Examples:
1. Consider the list of numbers below. Predict the next number.
a. 4, 8, 12, 16, ?
Solution:
Add 4 to the preceding number. Therefore, the next number in the list is 20.

2. 1, 6, 16, 31, 51, ?

Solution:
The first two numbers have a difference of 5. The second and third numbers have a difference
of 10. Continuing this process, the difference of consecutive two numbers is a multiple of 5. Therefore,
the next number in the list is 76.

3. Ms. Jenny is pretty. She is my math teacher. Therefore, all math teachers are pretty.
4. EDSA is a major thoroughfare which has a speed limit of 60 kilometres per hour. Therefore, all
major thoroughfares have a speed limit of 60 kilometres per hour.

4. Deductive Reasoning
Deductive reasoning is a process of making specific and truthful conclusions based on general
principles. It involves more analysis than inductive reasoning. Theories from past learnings are needed
to prove a certain conjecture. However, knowing them to be already true can give more valid
conclusions than inductive reasoning.

Examples:
1. Every Filipino of age 18 and above can vote. Juan del Prado is a Filipino of age 24.
Therefore, Juan del Prado can vote.
2. All members of the club can use the club’s pool. Deanna is a member of the club.
Therefore, Deanna can use the club’s pool.
3. All numbers are divisible by 3 if the sum of the digits is divisible by 3. Consider 339. The
sum of 3, 3 and 9 is 15. Therefore, 339 is divisible by 3.
4. Playing a Sudoku is also one of the best example of a deductive reasoning.

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5. Given: 4 ( 3 x −8 ) +5=x −5. Solve the equation for x. Give reason for each step in the
process.
Solution:

6. Suppose that the given statement is true. Use deductive reasoning to give another
statement that must be also true.
All Birds can fly.
Tweetie is a bird.
Solution: Tweetie can fly.

Mathematical Proofs
-a proof is a sequence of true facts (statements) placed in logical order. In proving the following may be
used as reasons:
 The given information (hypothesis)
 Definition and undefined terms
 Algebraic properties
 Postulates of geometry
 Previously proven geometric conjectures(theorems)
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, x, y, and z:
Reflexive :x=z
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 + yz

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

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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/z
b. If w = x and y = z, then wy = xz or w/y = x/z

Example 1. Find the value of x in 2 ( x + 1) = 6x +4.

PROOF:
Statements: Reasons:
1. 2 ( x + 1 ) = 6x +4 Given
2. 2x + 2 = 6x + 4 Distributive Property
3. 2x + 2 – 6x – 2 = 6x + 4 – 6x -2 APE
4. -4x ( -1/4) = 2 (-1/4) MPE
5. x = -1/2 Simplification

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 1: AB ≅ CD
Statement 1: AB± EF =CD ± EF

Given 2: AB=CD , EF =GH

Statement: AB ± EF=CD ± GH

Definition of Congruent Segments (DOCS)

Given 1. AB ≅ CD
Statement 1. AB=CD

Given 2. AB=CD
Statement 2. AB ≅ CD

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Definition of Betweenness (DOB)

Given:

A B C
Statement: AB+ BC = AC

Definition of Midpoint (DOM)

Given:

A M B
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-up or inductive reasoning. It can be formal or informal procedure.

Example: Prove the following using formal proof.

Given: Y is the midpoint of XZ.

XY ≅ AB

X Y Z A B
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 an 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 Solvers” 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 the unknown and to be solved as required by the problem.
Consider the following questions:
a. Can you restate the problem in your own words?

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b. Can you determine what is known about these types of problems?

c. Is there missing information that if known would 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 a diagram, and making
a chart that will help you find the unknown and the solution. To start devising a plan, try doing the
following:
a. Make a list of the known information
b. Make a list of information that is needed.
c. Draw a diagram.
d. Make an organized list that shows all the possibilities.
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 each variable represents
i. Perform an experiment
j. Guess at a solution and then check the result.

3. Carry out the Plan (DO)

Solve the equation you have set up and observe analytical rules and procedures until you
arrive at the answer.
a. Work carefully
b. Keep an accurate and neat record of all your attempts
c. Realize that some of your initial plans will not work and that you will have to desire another
plan and modify your 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 correct 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 solution that you could apply to
similar problems.

Example:
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.

Step 1: Understand the Problem

Given:
25 vehicles
70 wheels
Required/ Problem:

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The number of motorcycles and number of cars.

Step 2: Devise a plan/Create a formula

Let x = number of motorcycle 2x = number of wheels of a motorcycle

y = number of cars 4y = number of wheels of a car
Therefore, use the formula below.
x + y=25 vehicles
2 x+ 4 y=70 wheels

Step 3: Carry out the Plan

−2 ( x+ y =25 ) −2 x−2 y=−50
2 x+ 4 y=70 2 x+ 4 y=70
2 y=20
2 y 20
=
2 2
y=10
Substitute y to get the value of x using any of the given formula.
y=10
2 x+ 4 y=70
2 x+ 4(10)=70
2 x+ 40=70
2 x=70−40
2 x=30
2 x 30
=
2 2
x=15

Step 4: Look Back/ Checking

By using the substitution property.
Let x=15 y=10

x + y=25 vehicles 2 x+ 4 y=70 wheels

15+10=25 vehicles 2 ( 15 ) +4 ( 10 )=70 wheels
25=25 vehicles 30+ 40=70 wheels
70=70 wheels

Problem Solving Strategies

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 surrounding and so be able to make sense of
what is going on.

Example: Find the next number in the sequence.

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a. 5, 9, 13, 17, 21, 25, . . .

b. 2, 6, 18, 54, 162, 486, . . .
Solution for A:
Step 1: Understand the problem
Given: 5, 9, 13, 17, 21, 25, . . .
Required: The next number in the sequence
Step 2: Devise a Plan.
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

Step 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.

Step 4: Look Back

Answer: 5, 9, 13, 17, 21, 25, 29

Solution for B:

Step 1: Understand the Problem

Given: 2, 6, 18, 54, 162, 486, . . .
Required: The next number in the sequence
Step 2: Devise a Plan
First term -2 Fourth term - 54=18 x 3
Second term - 6=2 x 3 Fifth term -162=54 x 3
Third term - 18=6 x 3 Sixth term - 486=162 x 3
Step 3: Carry out the Plan
Since there is a common multiple of 3 in the sequence, the next term will be solved by getting
the product of the sixth term and 3.
7 thterm=sixth term x 3
7 thterm=486 x 3
7 thterm=1,458
Step 4: Look Back/Check it out
7 thterm=sixth term x 3
1,458=sixth term x 3
1458 3 (sixth term)
=
3 3
486=sixth term

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2. Working Backward
A strategy that starts at the end of the problem and works backward.

Example:
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 and deposited a check for
Php235. At the end of the day, she saw that her balance was Php451.25. How much money did she
have in the bank at the beginning of the day?

Solution:
Step 1: Understand the Problem
Given: Check ( 1st withdrawal) = 24.50
2nd Withdrawal = 80.00
Deposit = 235
Balance = 451.25
Required:
Her money in the bank at the beginning of the day or before she did her transactions in
her account.
Step 2: Devise a plan
Let x=her money before the transactions

We must subtract the withdrawn money and add her deposits from her money before the transactions.
Therefore, we may use the formula below.
x−1st withdrawal−2nd withdrawal+ deposit=Balance

Step 3: Carry out the plan

st nd
x−1 withdrawal−2 withdrawal+ deposit=Balance
x−24.50−80+235=451.25
x−104.50+235=451.25
x +130.50=451.25
x=451.25−130.50
x=320.75
Step4: Look Back/Check it out

st nd
x−1 withdrawal−2 withdrawal+ deposit=Balance
320.75−24.50−80+235=451.25
296.25−80+235=451.25
216.25+235=451.25
451.25=451.25

3. Drawing Pictures and Diagrams

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A problem can be solved by means of a figure, a diagram, or a graph. It helps you visualize a
problem, makes it easier for you to determine the relevant data and observe important connections
and relationships.
Example:
Two cars left, at 8:00 AM, from the same point, one travelling east at 50 mph and the other
travelling south at 60 mph. At what time will they be 300 miles apart?

SOLUTION:
Step 1: Understand the Problem.
Given: Starting time – two cars left at 8:00 am
1st car – 50mph East
2nd car – 60mph South
Required:
At what time will they be 300 miles apart?
Step 2: Devise a Plan

Since the two directions are at right angle, Pythagorean can be used to find distance D between
two cars as follows: D= √ x 2 + y 2
Step3: Carry out the Plan
We now find the time at which D = 300 miles by solving
300=√ x 2 + y 2
Square both sides and substitute x and y by 50t and 60t respectively to obtain the equation
(50 t ) +(60t )2=3002.
2

Solve the above equations to obtain t = 3.84 hours (rounded to two decimal places) or 3 hours and 51
minutes (to the nearest minute).
(50 t)2 +(60t )2=3002
2 2
2,500 t +3,600 t =90,000 .
2
6,100 t =90,000
6,100t 2 90,000
=
6,100 6,100
2
t =14.75
√ t2 =√14.75
t=3.84
Step 4: Look Back/ Check it out
The two cars will be 300 miles apart at 8:00 AM + 3 h 51’= 11:51 AM.

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4. Making Lists and Tables

The method “Make a Table” is helpful when solving problems involving numerical
relationships. When data is organized in a table, it is easier to recognize patterns and relationships
between numbers.

Mathematical Problems involving Patterns

Life is always confronted by problems. Some of these are no big deal because solutions can be
easily seen like when the information and date provided show already a pattern where the solution shall
start and proceed. This pattern serves as a guide in arriving at the correct and realistic value.
Mathematics is an active endeavour. To create mathematics, we need to solve problems. Pattern in
many ways helps us solve problems fast and verifies the answers right away. However, some other
patterns need ample time to be read and understood. Focus more on the differences between the
numbers and discover the common vale that rationalizes the sequence and denotes the logical order.
Examples:
In finding the next term of the sequence:
a. 7/2, 19/2, 31/2, 43/2, 55/2, . . .
b. 1, 5, 12, 22, 35, . . .

Recreational Problems using Mathematics

Recreational mathematics is mathematics done for creation or as a hobby which is intended to
be fun. Typically it involves games or puzzles that relate to mathematics, although the term can cover
other material. Typically, recreational mathematics involves general logical and lateral thinking skills, as
opposed to advanced mathematical concepts, so that the average person is at least able to understand
and appreciate a recreational problem and its solution. Recreational puzzles can also increase people’s
appreciation of mathematics as a whole.

Example 1: The Four 4’s Puzzle

Using exactly four of the digit “4” and any mathematical symbols you choose, for which natural
numbers you can create a mathematical expression equal to that number.
For example:
1=4÷4+4–4
88 = 44+44
18 = 4 ÷.4 +4 +4
64 = 44−4 ÷ 4
Example 2: The Magic Square
A magic square is an arrangement of numbers in a square such that all rows, all columns and
both main diagonals sum to the same number, a number referred to as the magic constant.
6 1 8
7 5 3

2 9 4

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Something to Remember:
 Mathematics requires not only facility with numbers but also the ability to critically think through
situations, to reason and argue logically and to creatively solve problems.
 Mathematics is an active human endeavour. We can create mathematics; we need to solve
problems.
 Mathematics is for everyone and anyone who cares to learn it.
 Mathematical problem solving takes time. Solutions are not always apparent to the solver.
 There may be more than one approach in solving mathematical problems.

Learning Activity:

Group Activity No. 1

Group yourself with 5 members each using your social media accounts (messenger, email and
etc.) to make the interview below.
The title of this activity is “He says, she says”. Obtain information on five things that your group
mates do to prevent the spread of the Corona Virus Disease. List them on a piece of paper and write a
brief conclusion about the things on how to prevent the COVID-19. You can use the table below as your
guide. (25 points)
Names Things to prevent COVID-19
(5 things each of the group member)
Group mate #1: 1.
2.
3.
4.
5.
Group mate #2: 1.
2.
3.
4.
5.
Group mate #3: 1.
2.
3.
4.
5.

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Group mate #4: 1.

2.
3.
4.
5.

Brief Conclusion:

Activity 13:
A. Use inductive reasoning to determine the next three terms in the list of numbers below with
your complete solutions.
1. 50, 25, 0, - 25, - 50, , ,
2. 2, 7, 12, 17, 22, , ,
2 11 20 29 38
3. , , , , , , ,
3 3 3 3 3
4. 50 , 100 ,200 , 350 , 550 , , ,
5. −14 , 12 ,−2 , 10 , 8 , , ,

B. Support the conjecture inductively by showing three examples:

1. The product of an odd integer and an even integer is an odd integer.

2. Think of a number. Add it to 5, multiply 2 and then subtract 7. What is the result?

1+5=6x2=12-7=5

3. The product of an odd number and its consecutive number is an even number.

C. Determine which of the given statement inductive or deductive reasoning is.

1. If a quadrilateral has four sides, then a rectangle is a quadrilateral..deductive reasoning
2. I find people with glasses intellectual. Joaquin is wearing glasses. Therefore, Joaquin
is [Link] reasoning
3. My math teacher last semester is a woman. This semester, my math teacher is a
woman. Therefore, all math teachers are [Link] reasoning
4. A man inspects 12 taxis, all of which are white, and concludes that all taxis are
[Link] reasoning

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5. For the first 5 activities, Jayen is the first one to complete the activity. He concludes
that he will be the first one to finish in all [Link] reasoning
Activity 14: Give examples of a real-life situation illustrating each of the following: ( 10 points)
1. Inductive reasoning- We use inductive reasoning in everyday life to
build our understanding of the world. Inductive reasoning also
underpins the scientific method: scientists gather data through
observation and experiment, make hypotheses based on that data, and
then test those theories further.
2. Deductive reasoning- is a type of deduction used in science and in life. It is
when you take two true statements, or premises, to form a conclusion.
For example, A is equal to B. ... Given those two statements, you can
conclude A is equal to C using deductive reasoning.
3. Analogy- Analogy can be used in order to find solutions for the
problematic situations (problems) that occur in everyday life. If
something works with one thing, it may also work with another thing
which is similar to the former.
4. Intuition-There are at least two modes styles of thinking that, in my
experience, managers appear to follow in developing their strategy,
whether business or technology strategy. Some mangers prefer an
intuitive style of strategic thinking, while others favour a more
analytical style.
Before getting into what I mean by intuitive or analytical
(although this is likely to be already obvious to you) it is
important to point out that there is no clear winner between the
two. Individually, each one has contexts and situations that it is
particularly suitable for. It is also important to note that people have
different personality ‘make-ups’ (as Myers-Briggs[1] will suggest),
and some people are naturally analytical while others are intuitive.
As such, to elevate one mode of thinking over the other is, perhaps,
to declare a significant fraction of human society better than another
– which I am never keen on.
Nevertheless, there are strengths and weaknesses associated with
both styles of thinking and it is important to identify these. By
knowing and combining these strengths, especially where the
combination helps overcome weaknesses of individual styles,
managers may begin to find for themselves, more effective ‘sweet
spots’ between analytical and intuitive thinking for addressing
strategic issues.

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Activity 15: As a student, what are the importance of the problem solving strategies and its steps in
solving real-life problems? Compose at least 3 paragraph for your response. ( 15 points)

As a Student, In math class with almost every problem that is presented there is some sort of method that is
followed that places the student at the solution, however, there is not always one single method that leads to the
answer. There can be many different solution paths that allow someone to reach the answer to a problem but
every person looks at a problem in a different way, which is why some people may choose one method over
another. By teaching students this discipline of solving problems the students will be better equipped to reach
their goals in the future because they will learn that there are different ways to approach a problem and if the
"problem solver" gets stuck they can try to look at the problem from a different angle and attempt a different
method to reach a solution.

During this unit we will be covering the importance of teaching problem solving skills in the math classroom. We
will also be discovering the benefits that students receive that will not only effect their success in the classroom
but outside of the classroom solving non-mathematical problems. Finally, we will discuss where students will be
using problem solving skills outside of the classroom environment. You will be asked to create a concept map in
addition to being asked to read an article and to participate in a short discussion

When you have finished reading the article in the discussion tab of this page please write a response to the
question "How do you think you could alter your instruction in order to better incorporate the teaching of problem
solving skills in your classroom?" and respond to at least one other post.

KANINONG ANSWER TO?

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