Problem Solving and

Reasoning
MODULE 4
LEARNING OBJECTIVE:
1. IDENTIFY TWO TYPES OF REASONING.
2. USE INDUCTIVE REASONING TO MAKE
CONJECTURES.
3. FIND A COUNTEREXAMPLE TO DISPROVE O
CONJECTURE.
4. EXPLAIN THE DIFFERENCE BETWEEN
INDUCTIVE AND DEDUCTIVE REASONING.
5. USE DEDUCTIVE REASONING TO PROVE A
CONJECTURE.
REASONING THE PROCESS OF LOGICAL THINKING.
TWO TYPES OF REASONING TO MAKE DECISION AND SOLVE PROBLEM:
𝑖𝑛𝑑𝑢𝑐𝑡𝑖𝑣𝑒 𝑟𝑒𝑎𝑠𝑜𝑛𝑖𝑛𝑔 𝑜𝑟 𝑖𝑛𝑑𝑢𝑐𝑡𝑖𝑜𝑛 AND 𝑑𝑒𝑑𝑢𝑐𝑡𝑖𝑣𝑒 𝑟𝑒𝑎𝑠𝑜𝑛𝑖𝑛𝑔 𝑜𝑟
𝑑𝑒𝑑𝑢𝑐𝑡𝑖𝑜𝑛.
INDUCTIVE REASONING IS THE PROCESS OF REASONING THAT
ARRIVES AT A GENERAL CONCLUSION BASED ON THE OBSERVATION
OF SPECIFIC EXAMPLE. FOR EXAMPLE, SUPPOSE THAT YOUR
INSTRUCTION GIVES A SURPRISE QUIZ EVERY FRIDAY FOR THE FIRST
FOUR WEEKS OF YOUR MATH CLASS. AT THIS POINT, YOU MIGHT
MAKE CONJECTURE, OR EDUCATED GUESS, THAT YOU’LL HAVE A
SURPRISE QUIZ THE NEXT FRIDAY AS WELL. AS A RESULT, YOU’D
PROBABLY STUDY BEFORE THAT CLASS. THIS IS AN EXAMPLE OF
INDUCTIVE REASONING. BY OBSERVING CERTAIN EVENTS FOR FOUR
𝑠𝑝𝑒𝑐𝑖𝑓𝑖𝑐 FRIDAY, YOU ARRIVE AT GENERAL CONCLUSION.
 EXAMPLE 1 USING INDUCTIVE REASONING TO FIND A PATTERN A GAME SHOW CONTESTANT
IS GIVEN THE FOLLOWING STRING OF NUMBER: 1, 2, 4, 5, 7, 8, 10,_____,_____,_____

SOLUTION THE PATTERN SEEMS TO BE TO ADD 1, THEN ADD 2, THEN ADD 1, THEN ADD 2,
ETC. SO A REASONABLE CONJECTURE FOR THE NEXT THREE NUMBERS IS 11, 13, AND 14.

EXAMPLE 2 USING INDUCTIVE REASONING TO MAKE A CONJECTURE

A. WHEN TWO ODD NUMBERS ARE ADDED, WILL THE RESULT ALWAYS BE AN EVEN NUMBER? USE
INDUCTIVE REASONING TO DETERMINE YOUR ANSWER.
B. HOW MANY PAIRS OF NUMBERS WOULD YOU NEED TO TRY IN ORDER TO BE CERTAIN THAT YOUR
CONJECTURE IS TRUE?

SOLUTION A. FIRST, LET’S TRY SEVERAL SPECIFIC EXAMPLES OF ADDING TWO ODD NUMBERS:
3 + 7 = 10 2 5 + 5 = 30 -SINCE ALL THE ANSWERS ARE EVEN, IT SEEMS REASONABLE TO
5 + 9 = 14 1 + 27 = 28 CONCLUDE THAT THE SUM OF TWO ODD NUMBERS WILL BE AN
19 + 9 = 28 21 + 33 = 54 EVEN NUMBER.

B. THIS IS A VERY IMPORTANT POINT ABOUT INDUCTIVE REASONING: YOU CAN TRY SPECIFIC
EXAMPLES ALL DAY AND ALWAYS GET AN EVEN SUM, BUT THAT CAN NEVER GUARANTEE THAT IT
WILL ALWAYS HAPPEN. FOR THAT, WE’RE GOING TO NEED DEDUCTIVE REASONING.
EXAMPLE 3 USING INDUCTIVE REASONING TO TEST A CONJECTURE USE INDUCTIVE
REASONING TO DECIDE IF THE FOLLOWING CONJECTURE IS LIKELY TO BE TRUE: ANY FOUR-
DIGIT NUMBER IS DIVISIBLE BY 11 IF THE DIFFERENCE BETWEEN THE SUM OF THE FIRST
AND THIRD DIGITS AND THE SUM OF THE SECOND AND FOURTH DIGITS IS DIVISIBLE BY
11.

SOLUTION FOR 1,738, THE SUM OF THE FIRST AND THIRD DIGITS IS 1 + 3 = 4, AND
THE SUM OF THE SECOND AND FOURTH DIGITS IS 7 + 8 = 15. THE DIFFERENCE IS 15
− 4 = 11, SO IF THE CONJECTURE IS TRUE, 1,738 SHOULD BE DIVISIBLE BY 11. TO
CHECK: 1,738 ÷ 11 = 158 (WITH NO REMAINDER).

ANOTHER EXAMPLE FOR 9,273, 9 + 7 = 16, 2 + 3 = 5, AND 16 − 5 = 11. SO IF THE

CONJECTURE IS TRUE, 9,273 SHOULD BE DIVISIBLE BY 11. TO CHECK: 9,273 ÷ 11 =
843 (WITH NO REMAINDER
 EXAMPLE 4 FINDING A COUNTEREXAMPLE
FIND A COUNTEREXAMPLE THAT PROVES THE CONJECTURE BELOW IS FALSE.
𝐶𝑜𝑛𝑗𝑒𝑐𝑡𝑢𝑟𝑒: A NUMBER IS DIVISIBLE BY 3 IF THE LAST TWO DIGITS ARE DIVISIBLE BY
3.
SOLUTION WE’LL PICK A FEW NUMBERS AT RANDOM OF LAST TWO DIGITS ARE DIVISIBLE BY 3, THEN
DIVIDE THE ORIGINAL NUMBER BY 3, AND SEE IF THERE’S A REMAINDER.

1,527: LAST TWO DIGITS, 27, DIVISIBLE BY 3; 1,527 ÷ 3 = 509

11,745: LAST WO DIGITS, 45, DIVISIBLE BY 3; 11,745 ÷ 3 = 3,915

AT THIS POINT YOU MIGHT START TO SUSPECT THAT THE CONJECTURE IS TRUE, BUT YOU SHOULDN’T.
WE’VE ONLY CHECKED TWO CASES, AND THERE ARE INFINITELY MANY POSSIBILITIES.

1,136: LAST TWO DIGITS, 36, DIVISIBLE BY 3: 1,136 ÷ 3 = 378 2/3 THIS COUNTEREXAMPLE SHOWS THAT
THE CONJECTURE IS FALSE.

THIS COUNTEREXAMPLE SHOWS THAT THE CONJECTURE IS FALSE.

DEDUCTIVE REASONING IS THE PROCESS OF REASONING THAT ARRIVES AT A CONCLUSION BASED ON

PREVIOUSLY ACCEPTED GENERAL STATEMENTS. IT’S BASED ON OVERALL RULES, NOT SPECIFIC EXAMPLE.
EXAMPLE 5 USING DEDUCTIVE REASONING TO PROVE A CONJECTURE
CONSIDER THE FOLLOWING PROBLEM: THINK OF ANY NUMBER. MULTIPLY THAT NUMBER BY
2, THEN ADD 6, AND DIVIDE THE RESULT BY 2. NEXT SUBTRACT THE ORIGINAL NUMBER.
WHAT IS THE RESULT?
A. USE INDUCTIVE REASONING TO MAKE A CONJECTURE FOR THE ANSWER.
B. USE DEDUCTIVE REASONING TO PROVE YOUR CONJECTURE

SOLUTION A. LET’S BEGIN BY PICKING A FEW SPECIFIC NUMBERS RANDOMLY AND

PERFORMING THE DESCRIBED OPERATIONS TO SEE WHAT THE RESULT LOOKS LIKE.

YOU MAY BE TEMPTED TO CONCLUDE THAT THE RESULT IS ALWAYS 3. BUT THIS IS JUST A
CONJECTURE: WE’VE TRIED ONLY THREE INFINITELY MANY POSSIBLE NUMBERS. AS USUAL
WHEN USING INDUCTIVE REASONING, WE CAN’T BE COMPLETELY SURE THAT OUR CONJECTURE
IS ALWAYS TRUE.
B. THE INDUCTIVE APPROACH IS THAT IT REQUIRES USING SPECIFIC NUMBERS, AND
WE KNOW THAT WE CAN’T CHECK EVERY POSSIBLE NUMBER. CHOOSE AN 𝑎𝑟𝑏𝑖𝑡𝑟𝑎𝑟𝑦
NUMBER AND CALL IT 𝑎. THINK OF THAT AS STANDING FOR “ANY OLD NUMBER.”

WE KNOW FOR SURE THAT THE RESULT WILL ALWAYS BE 3, AND OUR CONJECTURE IS
PROVED.
EXAMPLE 6 USING DEDUCTIVE REASONING TO PROVE A CONJECTURE
USE INDUCTIVE REASONING TO ARRIVE A GENERAL CONCLUSION, AND THEN PROVE YOUR
CONCLUSION IS TRUE BY USING DEDUCTIVE REASONING.
PICK A NUMBER:
ADD 50:
MULTIPLY BY 2:
SUBTRACT THE ORIGINAL NUMBER:
RESULT:
SOLUTION TRY A COUPLE DIFFERENT NUMBERS AND MAKE A CONJECTURE.
A REASONABLE CONJECTURE IS THAT THE FINAL ANSWER IS 100 MORE THAN THE
ORIGINAL NUMBER.

OUR CONJECTURE WAS RIGHT: THE FINAL ANSWER IS ALWAYS 100 MORE THAN THE
ORIGINAL NUMBER.
EXAMPLE 7 COMPARING INDUCTIVE AND DEDUCTIVE REASONING THE LAST SIX TIMES WE
PLAYED OUR ARCHRIVAL IN FOOTBALL, WE WON, SO I KNOW WE’RE GOING TO WIN ON
SATURDAY. DID I USED INDUCTIVE REASONING?

SOLUTION THIS CONCLUSION IS BASED ON SIX SPECIFIC OCCURRENCES, NOT A GENERAL

RULE THAT WE KNOW TO BE TRUE. (NO TEAM WINS EVERY GAME!) I USED INDUCTIVE
REASONING

EXAMPLE 8 COMPARING INDUCTIVE AND DEDUCTIVE REASONING THE SYLLABUS STATES THAT ANY
FINAL AVERAGE BETWEEN 80 AND 90% WILL RESULT IN A B. IF I GET 78% ON MY FINAL, MY
OVERALL AVERAGE WILL BE 80.1%, SO I’LL GET A B. DID I USE INDUCTIVE OR DEDUCTIVE
REASONING?

SOLUTION ALTHOUGH WE ARE TALKING ABOUT A SPECIFIC PERSON’S GRADE, THE

CONCLUSION THAT I’LL GET A B IS BASED ON A GENERAL RULE: ALL SCORES IN THE
80S EARN A B. SO THIS IS DEDUCTIVE REASONING.
PROBLEM-SOLVING STRATEGIES A
HUNGARIAN MATHEMATICIAN NAMED GEORGE POLYA DID
A LOT OF RESEARCH ON THE NATURE OF PROBLEM SOLVING
IN THE FIRST HALF OF THE 20TH CENTURY. HIS BIGGEST
CONTRIBUTION TO THE FIELD WAS AN ATTEMPT TO
IDENTIFY A SERIES OF STEPS THAT WERE FUNDAMENTAL
TO PROBLEM-SOLVING STRATEGIES USED BY GREAT
THINKERS THROUGHOUT HUMAN HISTORY.
POLYA’S FOUR-STEP PROBLEM-SOLVING PROCEDURE
STEP 1 𝑈𝑛𝑑𝑒𝑟𝑠𝑡𝑎𝑛𝑑 𝑡ℎ𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚. THE BEST WAY TO START ANY PROBLEM IS TO WRITE DOWN
INFORMATION THAT’S PROVIDED AS YOU COME TO IT. ESPECIALLY WITH LONGER WORD
PROBLEMS, IF YOU READ THE WHOLE THING ALL AT ONCE AND DON’T DO ANYTHING’ ITS EASY
TO GET OVERWHELMED. CAREFULLY IDENTIFY AND WRITE DOWN WHAT IT IS THEY ARE ASKING
YOU TO FIND; THIS ALMOST ALWAYS HELPS YOU TO DEVISE A STRATEGY.
STEP 2 𝐷𝑒𝑣𝑖𝑠𝑒 𝑎 𝑝𝑙𝑎𝑛 𝑡𝑜 𝑠𝑜𝑙𝑣𝑒 𝑡ℎ𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚. THIS WHERE PROBLEM SOLVING IS AT LEAST AS MUCH
ART AS SCIENCE-THERE ARE MANY, MANY WAYS TO SOLVE PROBLEMS. SOME COMMON
STRATEGIES: MAKING A LIST OF POSSIBLE OUTCOMES; DRAWING A DIAGRAM; TRIAL AND ERROR;
FINDING A SIMILAR PROBLEM THAT YOU ALREADY KNOW HOW TO SOLVE; AND USING
ARITHMETIC, ALGEBRA OR GEOMETRY.
STEP 3 𝐶𝑎𝑟𝑟𝑦 𝑜𝑢𝑡 𝑦𝑜𝑢𝑟 𝑝𝑙𝑎𝑛 𝑡𝑜 𝑠𝑜𝑙𝑣𝑒 𝑡ℎ𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚. AFTER YOU HAVE MADE A PLAN, TRY IT OUT. IF
IT DOES NOT WORK, TRY A DIFFERENT STRATEGY. THERE ARE MANY DIFFERENT WAYS TO ATTACK
PROBLEMS.
STEP 4 𝐶ℎ𝑒𝑐𝑘 𝑦𝑜𝑢𝑟 𝑎𝑛𝑠𝑤𝑒𝑟. IT IS ALWAYS A GOOD IDEA TO THINK ABOUT WHETHER OR NOT YOUR
ANSWER IS REASONABLE, AND IN MANY CASES YOUR BE ABLE TO USE MATH TO CHECK YOUR
ANSWER AND SEE IF IT’S EXACTLY CORRECT. IF NOT, DON’T FORGET WHAT WE LEARNED ABOUT
ESTIMATION THAT CAN A BIG HELP IN DECIDING IF AN ANSWER IS REASONABLE
 EXAMPLE 1 SOLVING A PROBLEM
A GARDENER IS ASKED TO PLANT EIGHT TOMATO PLANTS THAT ARE 18 INCHES TALL IN A STRAIGHT LINE WITH 2 FEET
BETWEEN EACH PLANT.
A. HOW MUCH SPACE IS NEEDED BETWEEN THE FIRST PLANT AND THE LAST ONE?
B. CAN YOU DEVISE A FORMULA TO FIND THE LENGTH NEEDED FOR ANY NUMBER OF PLANTS?

SOLUTION A. USE POLYA’S METHOD

STEP 1 𝑈𝑛𝑑𝑒𝑟𝑠𝑡𝑎𝑛𝑑 𝑡ℎ𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚. THE KEY INFORMATION GIVEN IS THAT THERE WILL BE EIGHT PLANTS IN A LINE,
WITH 2 FEET BETWEEN EACH . WE ARE ASKED TO FIND THE TOTAL DISTANCE FROM THE FIRST TO THE LAST.
STEP 2 𝐷𝑒𝑣𝑖𝑠𝑒 𝑎 𝑝𝑙𝑎𝑛 𝑡𝑜 𝑠𝑜𝑙𝑣𝑒 𝑡ℎ𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚. THIS SOUNDS A LOT LIKE A SITUATION WHERE DRAWING A DIAGRAM
WOULD BE A BIG HELP, SO WE’LL START THERE.
STEP 3 𝐶𝑎𝑟𝑟𝑦 𝑜𝑢𝑡 𝑡ℎ𝑒 𝑝𝑙𝑎𝑛 𝑡𝑜 𝑠𝑜𝑙𝑣𝑒 𝑡ℎ𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚. USE THE COMPUTATION (2 FEET DISTANCES TO EACH OTHER)
2 + 2 + 2 + 2 + 2 + 2 + 2 = 14 FEET
STEP 4 𝐶ℎ𝑒𝑐𝑘 𝑡ℎ𝑒 𝑎𝑛𝑠𝑤𝑒𝑟. THERE ARE EIGHT PLANTS, BUT ONLY SEVEN SPACES OF 2 FEET BETWEEN THEM. SO 7 × 2
= 14 FEET ARE RIGHT.

B. IT SHOWS US THAT FOR EIGHT PLANTS, THERE WERE SEVEN 2 FEET GAPS IN BETWEEN. WE CAN
DEDUCE THAT FOR 𝑛 PLANTS, THERE WOULD BE 𝑛 − 1 GAPS, SO THE TOTAL LENGTH WOULD BE 2(𝑛 −
1) FEET.
EXAMPLE 2 SOLVING A PERIMETER PROBLEM
A CAMPUS GROUP IS SETTING UP A RECTANGULAR AREA FOR A TAILGATE BASH. THEY HAVE 100 FEET
BETWEEN TWO ROADS TO USED AS WIDTH AND 440 FEET OF FENCE TO USE. WHAT LENGTH WILL USE
UP THE TOTAL AMOUNT OF FENCE AND ENCLOSE THE BIGGEST SPACE.

STEP 1 𝑈𝑛𝑑𝑒𝑟𝑠𝑡𝑎𝑛𝑑 𝑡ℎ𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚. WE ARE ASKED TO CONSIDER A RECTANGULAR AREA, SO THERE WILL
BE FOUR SIDES. WE ARE TOLD THAT THE WIDTH IS 100 FEET AND THAT THE FOUR SIDES, ADD UP TO
440 FEET. (THAT IS THE PERIMETER IS 440 FEET) WE ARE ASKED TO FIND THE LENGTH.
STEP 2 𝐷𝑒𝑣𝑖𝑠𝑒 𝑎 𝑝𝑙𝑎𝑛 𝑡𝑜 𝑠𝑜𝑙𝑣𝑒 𝑡ℎ𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚. DRAW THE RECTANGULAR SHAPE OUT ALL THE
DIMENSIONS.
STEP 3 𝐶𝑎𝑟𝑟𝑦 𝑜𝑢𝑡 𝑡ℎ𝑒 𝑝𝑙𝑎𝑛 𝑡𝑜 𝑠𝑜𝑙𝑣𝑒 𝑡ℎ𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚. SINCE THE AREA IS RECTANGULAR, THE OPPOSITE
SIDES HAVE THE SAME LENGTH. OF THE 440 FEET OF FENCE, 200 FEET IS ACCOUNTED TO TWO
SIDES. THAT LEAVES 440 − 200 = 240 FEET TO BE DIVIDED AMONG THE REMAINING TWO SIDES.
EACH HAS LENGTH 120 FEET.
STEP 4 𝐶ℎ𝑒𝑐𝑘 𝑡ℎ𝑒 𝑎𝑛𝑠𝑤𝑒𝑟. IF THERE ARE TWO SIDES WITH WIDTH 100 FEET AND TWO OTHERS WITH
LENGTH 120 FEET, THE PERIMETER IS 100 + 100 + 120 + 120 = 440 FEET.
EXAMPLE 3 SOLVING A PROBLEM INVOLVING SALARY
SO YOU HAVE GRADUATED FROM COLLEGE AND YOU ARE READY FOR THAT FIRST REAL JOB. YOU HAVE TWO OFFERS! ONE
PAYS AN HOURLY WAGE $19.20 PER HOUR, WITH A 40-HOUR WORK WEEK. YOU WORK FOR 50 WEEKS AND GET 2
WEEKS PAID VACATION. THE SECOND OFFER IS A SALARIED POSITION, OFFERING $41,000 PER YEAR. WHICH JOB WILL
PAY MORE?

SOLUTION
STEP 1 𝑈𝑛𝑑𝑒𝑟𝑠𝑡𝑎𝑛𝑑 𝑡ℎ𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚. THE IMPORTANT INFORMATION IS THAT THE HOURLY JOB PAYS $19.20 PER HOURS
EACH WEEK, AND THAT YOU WILL BE PAID FOR 52 WEEKS PER YEAR. WE ARE ASKED TO DECIDE IF THAT WILL WORK
OUT TO BE MORE OR LESS THAN $41, 000 PER YEAR.
STEP 2 𝐷𝑒𝑣𝑖𝑠𝑒 𝑎 𝑝𝑙𝑎𝑛 𝑡𝑜 𝑠𝑜𝑙𝑣𝑒 𝑡ℎ𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚. WE CAN MULTIPLICATION TO FIGURE OUT HOW MUCH YOU WOULD BE PAID
EACH WEEK AND THEN MULTIPLY BY 52 TO GET THE YEARLY AMOUNT. THEN WE CAN COMPARE TO THE SALARIED
POSITION.
STEP 3 𝐶𝑎𝑟𝑟𝑦 𝑜𝑢𝑡 𝑡ℎ𝑒 𝑝𝑙𝑎𝑛 𝑡𝑜 𝑠𝑜𝑙𝑣𝑒 𝑡ℎ𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚. MULTIPLY THE HOURLY WAGE BY 40 HOURS; THIS SHOWS THAT
THE WEEKLY EARNINGS WILL BE $19.20 × 40 = $768. NOW WE MULTIPLY BY 52 WEEKS: $768 × 52 =
$39,936. THE SALARIED POSITION, AT $41,000 PER YEAR, PAYS MORE.
STEP 4 𝐶ℎ𝑒𝑐𝑘 𝑡ℎ𝑒 𝑎𝑛𝑠𝑤𝑒𝑟. WE CAN FIGURE OUT THE HOURLY WAGE OF THE JOB THAT PAYS $41,000 PER YEAR. WE
DIVIDE BY 52 TO GET A WEEKLY SALARY OF $788.46. THEN WE DIVIDE BY 40 TO GET AN HOURLY WAGE OF $19.71.
AGAIN, THIS JOB PAYS MORE.
EXAMPLE 4 SOLVING A PROBLEM USING CALCULATION
NUTRITIONISTS OFTEN SAY THAT YOU NEED TO BURN 3,500 CALORIES WHILE EXERCISING TO SHED 1POUND
OF EXCESS BODY FAT. A GENERAL RULE OF THUMB ON EXERCISE IS THAT AN AVERAGE -SIZED PERSON CAN
BURN ABOUT 100 CALORIES WHILE WALKING A MILE AT FAIRLY BRISK PACE. HOW MANY MILES PER DAY
WOULD AN AVERAGE PERSON HAVE TO WALK IN ORDER TO SHED A POUND OF BODY FAT IN A WEEK?

SOLUTION
STEP 1 𝑈𝑛𝑑𝑒𝑟𝑠𝑡𝑎𝑛𝑑 𝑡ℎ𝑒 𝑝𝑟𝑜𝑏𝑙𝑒𝑚 WE ARE TOLD THAT A PERSON NEEDS TO BURN 3,500 CALORIES IN 7 DAYS
TO SHED A POUND OF BODY FAT, AND THAT SHE BURN 100 CALORIES WHILE WALKING A MILE. WE ARE
ASKED TO FIND THE NUMBER OF MILES SHE NEEDS TO WALK EACH DAY.
STEP 2 𝐷𝑒𝑣𝑖𝑠𝑒 𝑎 𝑝𝑙𝑎𝑛. WE CALCULATE HOW MANY CALORIES NEED TO BE BURNED EACH DAY, THEN DIVIDE
BY 100 TO SEE HOW MANY MILES NEED TO BE WALKED.
STEP 3 𝐶𝑎𝑟𝑟𝑦 𝑜𝑢𝑡 𝑡ℎ𝑒 𝑝𝑙𝑎𝑛. SINCE 3,500 CALORIES NEED TO BE BURNED IN 7 DAYS, DIVIDE 3,500 BY 7 TO
GET 500 CALORIES PAY DAY. THEN DIVIDE 500 CALORIES BY 100 CALORIES PER MILES TO GET 5 MILES. AN
AVERAGE PERSON WOULD NEED TO WALK 5 MILES PER DAY TO LOSE ONE POUND OF BODY FAT IN A WEEK.
STEP 4 𝐶ℎ𝑒𝑐𝑘 𝑡ℎ𝑒 𝑎𝑛𝑠𝑤𝑒𝑟. FIRST 5 MILES PER DAY TIMES 100 CALORIES PER DAY. MULTIPLY THAT BY 7
DAYS, AND WE GET THE 3,500 CALORIES WE NEED.
The End