Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: IM-GEMATH-1STSEM-2024-2025

COLLEGE OF ARTS AND SCIENCES

Bayombong Campus

DEGREE PROGRAM COURSE NO. GE MATH

SPECIALIZATION COURSE TITLE MATHEMATICS IN THE MODERN WORLD
YEAR LEVEL FIRST YEAR TIME FRAME 10 HRS WK NO. 6-8 IM NO. 3

I. CHAPTER 3 - PROBLEM SOLVING AND REASONING

II. LESSON TITLE

A. Inductive and deductive reasoning
B. Intuition, proof and certainty
C. Polya’s four steps in problem solving
D. Problem solving strategies
E. Mathematical problems involving patterns
F. Recreational problems using mathematics

III. LESSON OVERVIEW

Mathematics seek to understand patterns that permeate the world and human mind. Even if the
language of mathematics is based on rules, it is important to motivate students to move beyond rules to
be able to convey things in the language of mathematics. This transformation implies changes which
involves revitalized efforts to focus in seeking solutions, not just memorizing procedures; exploring
patterns, not just memorizing formulas; and formulating inferences, not just doing exercises. Learners
will have opportunities to study mathematics as an exploratory, dynamic, evolving discipline rather than
as an absolute and rigid closed body of laws to be memorized. They will be encouraged to perceived
mathematics as a science to appreciate mathematics as a discipline about patterns and not merely about
numbers.
IV. DESIRED LEARNING OUTCOMES

The students should be able to: 1) Use different types of reasoning to justify statements and
arguments made about mathematics and mathematical concepts; 2) Write clear and logical proofs; 3)
Solve problems involving patterns and recreational problems following Polya’s four steps; and 4)
Organize one’s methods and approaches for proving and solving problems

V. LESSON CONTENT

Mathematics consist of skills and processes. The skills include the basic arithmetical processes and the
algorithms that go with them while the processes are the ways of applying these skills. Problem solving is a
mathematical process and problem solving contributes to mathematics itself.

Mathematical reasoning enables a student to use all other mathematical skills. With mathematical
reasoning, students recognize that mathematics is indispensable, that it makes sense and it can be understood.
They then learn how to evaluate situations, opt for appropriate problem-solving strategies, draw logical
conclusions, develop and describe solutions, and identify when those solutions can be applied.

A. Inductive and Deductive Reasoning

Inductive and deductive reasoning are two fundamental types of reasoning for mathematicians. Today’s
formal theorems and proofs originated with these two forms of reasoning.

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NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: IM-GEMATH-1STSEM-2024-2025

A premise is a previous statement or propositions from which another is inferred or follows as a conclusion.
Unlike inductive reasoning, which always involves uncertainty. Scientists use inductive reasoning to formulate
hypothesis and theories, and deductive reasoning when applying them to specific situations. Even if all the
premises are true in a statement, inductive reasoning may still yield false conclusion.

Examples of deductive reasoning:

1st premise: All numbers ending in 0 or 5 are 1st premise: All men are mortal.
divisible by 5. 2nd premise Algebra teachers are men.
2nd premise The number 35 ends with a 5 Conclusion: Therefore, algebra teachers are
Conclusion: Therefore, 35 is divisible by 5. mortal.
1st premise: All squares are rectangles. 1st premise: Some students of NVSU are taking
2nd premise All rectangles have four sides. up BS Mathematics.
Conclusion: Therefore, all squares have 2nd premise Students of this University
four sides. are scholars.
1st premise: Cacti are plants. Conclusion: Therefore, students taking up
2nd premise All plants perform photosynthesis. BS Mathematics in this
Conclusion: Therefore, cacti perform University are scholars.
photosynthesis.

Examples of inductive reasoning:

1st premise: John is an excellent swimmer. 1st premise: Children in the day care center
2nd premise John’s family has a swimming pool. are playful.
Conclusion: John’s sister Mary must also be an 2nd premise Children in the day care center like to
excellent swimmer. play with Legos.
Conclusion: Therefore, playful children like to play
Legos.
1st premise: Elijah is good looking. 1st premise: The coin pulled from a bag is a
2nd premise Elijah is well-behaved. penny.
Conclusion: Therefore, all good looking is well- 2nd premise A second coin from the bag is a
behaved. penny.
Conclusion: Therefore, all the coins in the bag are
pennies.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: IM-GEMATH-1STSEM-2024-2025

Deductive reasoning is called syllogistic reasoning because the three statements together constitute a
syllogism. In a syllogism the general statement is called the major premise, the particular statement is the minor
premise, and the deduction is the conclusion.

Try this!
Completing a syllogism. Write the statement needed to complete each syllogism:
Major Premise Minor Premise Conclusion
(General Statement) (Particular Statement) (Deducted statement)
(a) A cat is a domestic animal. Fluffy is a cat.
(b) All people must die. Jan must die.
(c) Vertical angles are congruent. Angle C and D are vertical angles.
A square is a rectangle. A square has congruent
diagonals.
(e) An obtuse triangle has only one Triangle ABC has only
obtuse angle. one obtuse

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NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: IM-GEMATH-1STSEM-2024-2025

B. Intuition, Proof and Certainty

Intuition is the ability to understand something instinctively, without the need for conscious reasoning. It is
instinctive knowledge, meaning the state of being aware of or knowing something without having to discover or
perceive it, or the ability to do this. It is the instinctive belief, meaning that something is known or believed
instinctively, without actual evidence for it.

In the traditional way of dealing with mathematics, mathematicians use their intuition and imagination to come
up with theorems. Then, they do a lot of work to try to fill in the proofs and check what’s true.

A mathematical proof is an argument which convinces other people that something is true. Proof is an
inferential argument for a mathematical statement. It is a conclusive evidence or an argument that serves to
establish a fact or the truth of something. Proof consists of a test or trial of something to establish that it is true.

In direct proof, the conclusion is established by logically combining the axioms, definitions and earlier
theorems.

For example, direct proof can be used to establish that the sum of two even integers is always even: consider
two even integers x and y. since they are even, they can be written as x = 2a and y = 2b, respectively, for integers
a and b. then the sum x + y = 2a + 2b = 2(a+b). Therefore, x + y has 2 as a factor and, by definition, is even.
Hence the sum of any two integers is even. This proof uses the definition of even integers, the integer properties
of closure under addition and multiplication and distributivity.

Certainty is total continuity and validity of inquiries to the highest degree of precision. Certainty is a
conclusion or outcome that is beyond doubt. A mathematical certainty is something that is certain or most likely
to happen.

C. Polya’s Four Steps to Problem Solving

Problem solving is an artistic science! There is no single approach in problem solving that works all the time.
Each problem is slightly different. George Polya (1887-1985), known as the father of modern problem solving
who did extensive studies and wrote papers and books about problem solving, formulated the four-step approach
to problem solving. Polya’s four-step approach to problem solving aims to make individuals as better problem
solvers.

Given below is a detailed framework for thinking about problem solving: Polya’s four-step approach:

1. Preparation: Understand the problem.

a. Learn the necessary underlying mathematical concepts
b. Consider the terminology and notation used in the problem:
• What sort of a problem is it?
• What is being asked?
• What do the terms mean?
• Is there enough information or is more information needed?
• What is known or unknown?
2. Thinking Time: Devise a plan.
a. You must start somewhere so try something. How are you going to attack the problem?
b. Possible strategies: (i. e. reach into your bag of tricks)
• Draw pictures
• Use a variable and choose helpful names for variables or unknowns.
• Be systematic.
• Solve a simpler version of the problem.
• Guess and check. Trial and error. Guess and test. (guessing is OK.)
• Look for a pattern or patterns.
• Make a list.
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NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: IM-GEMATH-1STSEM-2024-2025

c. Once you understand what the problem is, if you are stumped or stuck, set the problem aside for a
while. Your subconscious mind may keep working on it.
d. Moving on to think about other things may help you stay relaxed, flexible, and creative rather than
becoming tense, frustrated, and forced in your efforts to solve the problem.
3. Insight: Carry out the plan.
a. Once you have an idea for a new approach, jot it down immediately. When you have time, try it out and
see if it leads to a solution.
b. If the plan does not seem to be working, then start over and try another approach. Often the first
approach does not work. Do not worry, just because an approach does not work, it does not mean you
did it wrong. You actually accomplished something, knowing a way does not work is part of the process
of elimination.
c. Once you have thought about a problem or returned to it enough times, you will often have a flash of
insight: a new idea to try or a new perspective on how to approach solving the problem.
d. The key is to keep trying until something works.
4. Verification: Look back.
a. Once you have a potential solution, check to see if it works.
• Did you answer the question?
• Is your result reasonable?
• Double check to make sure that all of the conditions related to the problem are satisfied.
• Double check any computations involved in finding your solution.
b. If you find that your solution does not work, there may only be a simple mistake. Try to fix or modify your
current attempt before scrapping it. Remember what you tried- it is likely that at least part of it will end
up being useful.
c. Is there another way of doing the problem which may be simpler? (You need to become flexible in your
thinking. There usually is not one right away.)
d. Can the problem or method be generalized so as to be useful for future problems?

D. Problem Solving Strategies

Problem solving strategies maybe develop in many ways. First, the ability to use strategies develops with
experience and practice. Second, strategies themselves can become more abstract and complex.

There are simple and common problem solving strategies, to mention a few:

• Guess (This includes guess-and-check and guess-and-improve)

• Act it Out (Act it out and use equipment)
• Draw (This includes drawing pictures and diagrams)
• List/Tabulate (This includes making a table)

Guess-and-check is a classic technique. While it may not be very efficient or reliable, sometimes it’s all
one has to work with. One nice thing about this technique is the low level of effort it requires. It can be a great
way to relax the mind. Guess-and-check is one of the simplest strategies. Anyone can guess an answer. If they
can also check that the guess fits the conditions of the problem, then they have mastered guess and check.
Guess-and-improve is slightly more sophisticated than the guess-and-check. The idea is that you use your first
incorrect guess to make an improved next guess. In relatively straightforward problems like that, it is often fairly
easy to see how to improve the last guess. In some problems though, where there are more variables, it may not
be clear at first which way to change the guessing jigsaw and crossword puzzles are usually solved using guess-
and-check and guess-and-improve.

Try these:

A. Guess and Check

1. A man is 25 years older than his son. The sum of their age is 55. How old is the son?
2. When 7 is added to a certain number and sum is multiplied by 3, the result is 123. What is the number?

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: IM-GEMATH-1STSEM-2024-2025

Act-It-Out strategy. It is an effective strategy for demonstration purposes and to have a better grip of the
problem on hand. Devices use to act out the problem are considered equipment. Act-It-Out strategy has limited
application. Simple division operation problem can be solved by this strategy. A class of 32 elementary graders
maybe asked: To effectively do the task, we shall divide the class. How many group of five can you make? Then,
they can act-it-out by forming groups of five.

Try these:

B. Act It out
1. There are 5 guests in a TV show. If everyone will shake hands with each other, how many handshakes will
be there?
2. A building has three doors. How many ways can a student enter the building and leave by a different door?

To draw pictures, venn diagram, sketches, maps and other representations help solve mathematical
problems, as well as problems in mechanics (physics). Problems concerning vector addition, in fact, are solved
in two ways: graphical or drawing methods and analytical or mathematical method. In doing so, precise
measurements and careful drawing lead to accurate solution.

Try these:

C. Draw a diagram
1. In an isosceles triangle, each base angle is twice the sized of the third angle. What is the measure of the base
angle?
2. A rectangle measuring 9 units by 11 units is tiled with a unit-square tiles. How many tiles are crossed by the
diagonal of the rectangle?

Creating systematic lists and organized tables helps discover some hidden hints towards solution
of some problems. To help solve logic problems, tables with ticks and crosses are often used. Tables can also
be an efficient way of finding number patterns. Work and age problems are easier solved by tabulating the known
facts and relations. Lists maybe organized following rules like highest to lowest, most frequent to less frequent,
excellent to very unsatisfactory, etc. scores may be listed in an array in decreasing manner for item analysis
purposes. Problems in statistics may be solved by listing, tallying and tabulating data.

Try these:

D. Listing
1. How many two-digit numbers can be formed from 1,2,3 and 4?
2. How many squares are in the figure?

E. Make a Table
1. The base of a triangle is 6 more than the length of its height. If the are of the triangle is 308 sq. cm, what are
the lengths of the base and the height?
2. A baker needs three teaspoons of yeast for every 8 cups of flour to make pandesal. How many teaspoons of
yeast are needed for 48 cups of flour?

Other Problem Solving Strategies.

F. Work Backwards
1. I am thinking of a number. If I add 4, then multiply by 5, then subtract 9, then divide by 3, then subtract 1,
the result is 6. What is my number?
2. A fruit vendor sold a cartoon of mangoes in the following way.
The first customer bought half of the mangoes in the cartoon plus another two.
The second customer bought half of those left, plus another two mangoes.
The third customer bought half those left, plus another two mangoes.
The fourth customer bought the remaining mango.
How many mangoes were in the cartoon originally?

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NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: IM-GEMATH-1STSEM-2024-2025

G. Logical Reasoning
1. Who do you think won the basketball game between the fourth year and third year high school basketball
teams during the school intramural games?
Use the following clues to help you find out:
The seniors scored 21 points in the first quarter.
The seniors led by 6 points at the end of the first quarter.
The juniors scored 3 more points in the second quarter than they did in the first quarter.
The seniors were outscored by 4 points in the second quarter.
The seniors scored as many points in the third quarter as the juniors did in the first quarter.
The seniors scored a total of 73 points in the game.
The junior outscored the seniors by 5 points in the forth quarter.
The juniors scored twice as many points in the fourth quarter as they did in the third quarter.

2. In a student organization of a National High School, the four positions – president, vice-president, treasurer
and auditor are held by four students whose first name are Noel, Rushel, Anthony and Myra. According to the
following statements, which student holds which position?
a. Anthony graduated with the president from the same elementary school.
b. Myra wants to be the next president of the organization.
c. Rushel and the auditor wants to spend their leisure time watching movies.
d. Anthony beats the treasurer in chess.
e. The president is a lover of arts.
f. Myra never watch movies and play chess.
g. Noel dislikes arts.

E. Mathematical Problems Involving Patterns

Finding patterns is an important problem-solving strategy because many problems are similar and fall into
predictable patterns. A pattern is a regular, systematic repetition and may be numerical, visual, or sequential.
Patterns show how things are connected, how things work and how a group of objects acts in the same way.

Example:
1. Given the diagram,

a. Find the number of lines when there are 7 dots.

b. Find the number of dots when there is 46 lines.

Solution:

Pattern: For first dot, 6 lines; and

For each additional dot, add 5 lines.

Number of Dots Number of Lines

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NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.3: IM-GEMATH-1STSEM-2024-2025
2. Find the sum of the first 100 even positive numbers.
Solution:
number of even (n) Sum (m)

3. From the given table find the value of 𝑛 if 𝑚 = 50.

m 1 2 3 4 5 50
n 1 3 5 7

Solution:
m n

4. Find the sum of the first 20 odd numbers.

Solution:
number of even (n) Sum (m)

F. Recreational Problems Using Mathematics

Recreational mathematics involves problems, riddles, puzzles, brain teasers and games carried out for recreation
or leisure rather than as a research or application-based professional activity. Recreational mathematics employs
creative problem-solving, logical reasoning approaches, reflective thinking and algebra techniques.

Recreational mathematics include magic squares, chessboard problems, logical puzzles, paradoxes, Sudoku,
Pythagorean triples, polyominoes, shapes and symmetry, origami, fractals, Pascal’s triangle, probability, prime
numbers, number bases, Fibonacci numbers, knots, shapes and colors.

Generalizations

1. 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.
2. Mathematics is an active human endeavor. We can create the mathematics we need to solve problems.
Mathematics is for everyone and anyone who cares to learn it.

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