Central Luzon Doctors’ Hospital – Educational Institution

General Education Department

Mathematics in the Modern World

PROBLEM SOLVING AND REASONING

Mathematics is not just about numbers; much of it is a 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.

OBJECTIVES:
In this lesson, the learners will be able to;

• Use the different types of reasoning to justify statements and arguments

made about mathematics and mathematical concepts
• Solve problems involving patterns and recreational problems following
Polya’s four steps

KINDS OF REASONING (ZUELA, ET. AL, 2009)

Reasoning- it is the process of thinking about things in logical and rational way. It is
considered an innate human ability that has been formalized by fields such as logic,
mathematics and artificial intelligence. The process of reasoning is used to make
decisions, solve problems and evaluate things.

Kinds of Reasoning

Intuition – it requires less mental ability. Reasoning by guessing or reasoning by

common sense.

Intuition has a complicated role in philosophy and science. On one side, intuition is not a
reliable source of information. Just because you feel something doesn’t mean it’s true!
That’s the whole point of doing experiments, collecting evidence, and making reasoned
arguments. So, intuition is held in some suspicion by philosophy and especially science.

However, intuition is also extremely important to science and philosophy. For example,
intuition inspires scientists to design experiments and collect data that they think will lead
to the discovery of truth; all science begins with a “hunch.”

Example:

After the first meeting in her Mathematics in the Modern World class, Maria says, “I
think I will like Math.”
 Central Luzon Doctors’ Hospital – Educational Institution
General Education Department
Mathematics in the Modern World
Analogy – it is a form of reasoning in which other similarities inferred from a particular
similarity between two things.

Examples:

White : black :: up : down ruler

: line :: compass : circle

5 : 25 :: 25 : 625

Inductive Reasoning –it is the process of gathering information, usually through

observation and measurement and then making a conjecture based on the gathered
information.

Example: 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

+ . . . + (2n – 1) = ______

Solution:

Take note that the sum is the square of the number of odd numbers being added.

1 + 3 + 5 + 7 = 44 = 16 4 odd numbers

1 + 3 + 5 + 7 + 9 = 54 = 25 5 odd numbers

For this note, we can make this conjecture:

The sum of the first n odd numbers is n2. Or 1 + 3 + 5 + . . . + (2n – 1) = n2

Deductive Reasoning – is the process of showing that certain statements follow logically
from agreed upon assumptions and proven facts.
 Central Luzon Doctors’ Hospital – Educational Institution
General Education Department
Mathematics in the Modern World
Example:

Given: 4(3x – 8) + 5 = x – 5. Solve the equation for x.

Solution:

4(3x – 8) + 5 = x – 5

12x- 32 + 5 = x – 5 Apply Distributive Property

12x – 27 = x – 5 Combine Similar Terms

11x – 27 = -5 Apply Subtraction Property of Equality

11 x = 22 Apply Addition Property of Equality x

=2 Use Division Property of Equality

Formative Assessment 3.1:

Direction: Identify the following statements
. Write your answer on the space
provided.
________1. General to specific
________2.It is reasoning by guessing.
________3. General to specific
________4. It is reasoning by comparison Answer Key:
4.
3.
2.

1. Deductive
Intuitive
Reasoning
Analogy
Inductive reasoning

“A great discovery solves a great problem, but there is a grain of

challenges your curiosity and brings into play your inventive facilities, and if you solve it
by your own means, you may experience the tension and enjoy the triumph of discovery.”
-George Polya

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 solvers focus on the opposite.

POLYA’S 4-STEP MODEL

 Central Luzon Doctors’ Hospital – Educational Institution
General Education Department
Mathematics in the Modern World
STEP 1: Understand the problem.

STEP 2: Devise a plan (strategy).

STEP 3: Carry out the plan.

STEP 4: Look Back.

STEP 1: Understand the problem.

Can you state the problem in your own words?

What are you trying to find or do?

What are the unknowns?

What information do you obtain from the problem? What

information, if any, is missing or not needed?

STEP 2: Devise a plan (strategy).

Look for a pattern

Examine the same problem, and determine if the same technique can be applied

Examine a simpler or special case of the problem to gain insight into the solution of the
original problem. Make a table

Make a diagram

Write an equation

Use guess and check

Work backward

Identify a subgoal

STEP 3: Carry out the plan.

Implement the strategy or strategies in step 2, and perform any necessary actions or
computations.

Check each step of the plan as you proceed.

Keep an accurate record of your work

STEP 4: Look Back.

Determine whether there is another method of finding the solution.

 Central Luzon Doctors’ Hospital – Educational Institution
General Education Department
Mathematics in the Modern World
If possible, determine other related or more general problems for which the techniques
will work.

Formative Assessment 3.2:

Direction: Identify the following statements. Write your answer on the space
provided.
__________1. Taking into action your formulated plan or strategy.
Direction: Solve the following problem using the Polya’s four step model.
__________2. It involves the collection facts.

__________3. Determine whether there is another method of finding the solution.

__________4. Thinking of what strategy is the best to be use.

Answer Key:
2.
4.
3.

1.
Devise a plan.
Look back
problem
Understand the
Carry out the plan
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.

Step 2: Device 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

 Central Luzon Doctors’ Hospital – Educational Institution
General Education Department
Mathematics in the Modern World
So, x + y = 25 vehicles and 4x + 27 = 70 wheels are the two equations formed
based on the problem.

Step 3: Carry out the plan.

(1) x + y = 25

(2) 4x + 2y = 70, solving two equations with two unknowns using the process
of elimination:

(1) -2 (x + y) → -2x – 2y = -50

(2) 4x + 2y = 70 → 4x + 2y = 70

2x + 0 = 20

2 x
=
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.

Substitution Method: Using eq. 1, x + y = 25,

Substituting x by 10 and y by 15.

We have 10 + 15 = 25

25 = 25

Therefore, there are 10 cars with 4 wheels and 15 motorcycles with 2 wheels. The
total number of wheels is 70 wheels.

The following problem-solving strategies can be used:

A. 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 take place in our surroundings and so be able
to make sense what is going on.

Example: Find the next number in the sequence. 5, 9, 13, 17, 21, 25, . . .
 Central Luzon Doctors’ Hospital – Educational Institution
General Education Department
Mathematics in the Modern World
Solution:

1. Understand the problem

Given: 5, 9, 13, 17, 21, 25, . . .

Required: The next number in the sequence.

2. Devise a plan.
First term → 5

Second term → 9=5+4

Third term → 13 = 9 + 4

Fourth term → 17 = 13 + 4

Fifth term → 21 = 17 + 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.

The difference between 25 and 29 is 4

Therefore, the next number in the sequence, 5, 9, 13, 17, 21, 25, is 29.

B. 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 check of 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:

1. Understand the problem.

 Central Luzon Doctors’ Hospital – Educational Institution
General Education Department
Mathematics in the Modern World
Given: Php24.50 check, ATM withdrawal Php80, check deposit Php235

Required: Money she had in the bank at the beginning of the day.

2. Device a plan.

Start with 451.25. Subtract 235, add 80 and then add 24.50.

3. Carry out the plan.

So, 451.25 – 235 + 80 + 24.50 = Php320.75

4. Look back.

320.75 – 24.5 – 80 + 235 = 451.25

At the end of the day, Ann saw that her balance was Php451.25.

Therefore, Anne had Php320.75 in the bank at the beginning of the day.

C. 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.

Example: Josie takes up jogging. On the first week she jogs for 10 minutes per day, on
the second week she jogs for 12 minutes per day. Each week, she wants to increase her
jogging time by 2 minutes per day. If she jogs six days each week, what will be her total
jogging time on the sixth week?

Solution:

1. Understand the problem.

We know in the first week Josie jogs 10 minutes per day for six days.

We know in the second week Josie jogs 12 minutes per day for six days.

Each week, she increases her jogging time by 2 minutes per day and she jogs 6
days per week.

We want to find her total jogging time in week six.

2. Devise a plan.

A good strategy is to list the data we have been given in a table and use the
information we have been given to find new information.
 Central Luzon Doctors’ Hospital – Educational Institution
General Education Department
Mathematics in the Modern World
We are told that Josie jogs 10 minutes per day for six days in the first week and
12 minutes per day for six days in the second week. We can enter this information in a
table:
Week Minutes per Day Minutes per Week
1 10 60
2 12 72
You are told that each week Josie increases her jogging time by 2 minutes per day
and jogs 6 times per week. We can use this information to continue filling in the table
until we get to week six.
Week Minutes per Day Minutes per Week
1 10 60
2 12 72
3 14 84
4 16 96
5 18 108
6 20 120
3. Carry out the plan.

To get the answer we read the entry for week six.

Answer: In week six Josie jogs a total of 120 minutes.

4. Look back.

Josie increases her jogging time by two minutes per day. She jogs six days per
week. This means that she increases her jogging time by 12 minutes per week.

Josie starts at 60 minutes per week and she increases by 12 minutes per week for
five weeks.

That means the total jogging time is 60+12×5=120 minutes.

 Central Luzon Doctors’ Hospital – Educational Institution
General Education Department
Mathematics in the Modern World

Summative Assessment 3.1:

Direction: Solve the following problems. Write the answer on the space
provided.
A. Complete each analogy by writing the correct word before the number.
__ XXIII __1.______ : XCII :: XVI : LXIV
__ TRIANGLE _2. QUADRILATERAL : OCTAGON :: ______ : HEXAGON
___8_____3. 2–1 : __ :: 5–1 : 20

B. Solve for x:

x=1, x=-bc, x=2c^2_(i) 𝑥2 = 3𝑥 + 4 ; 𝑎𝑥2 + 𝑏𝑐 + 𝑐 = 0 𝑥

2𝑎

__x=4__(ii) 8(4x – 5) + 10 = 98
C. Solve for the next three terms of the given sequence:
_27, 31, 35__(a) 3, 7, 11, 15, 19, 23, . . .
_32, 64, 128_(b) 1, 2, 4, 8, 16, . . .
 Central Luzon Doctors’ Hospital – Educational Institution
General Education Department
Mathematics in the Modern World

Summative Assessment 3.2:

Direction: Solve the following problems. Use the Polya’s four step model.
1. A man is 9 times the age of his son but in 3 years he will only be 5 times his
son's age. What is the man's age?

Let x be son’s a
Central Luzon Doctors’ Hospital – Educational Institution
General Education Department
Mathematics in the Modern World
 Central Luzon Doctors’ Hospital – Educational Institution
General Education Department
Mathematics in the Modern World

2. A local furniture store is having a terrific sale. They are marking down
every price 45%. If the couch you have our eye on is $440 after the markdown,
what was the original price? How much would you save if you bought it at this
sale?
Central Luzon Doctors’ Hospital – Educational Institution
General Education Department
Mathematics in the Modern World
 Central Luzon Doctors’ Hospital – Educational Institution
General Education Department
Mathematics in the Modern World

3. Twice the difference of a number and 1 is 4 more than that number. Find
the number.
Central Luzon Doctors’ Hospital – Educational Institution
General Education Department
Mathematics in the Modern World