Topic 4

Reasoning and Problem Solving

 Introduction

Reasoning is the act of thinking about

something in a logical, sensible way. It is
how we support a supposition to arrive a
conclusion. Two types of reasoning:

First is from a specific situation to a

generalization; that is arriving to a
general conclusion by analyzing specific
examples.

Second is considering a general fact or

rule to arrive a conclusion for a specific
situation.
 Inductive Reasoning is a
type of reasoning that forms
a conclusion based on the
Inductive examination of specific
examples. The conclusion
Reasoning drawn from is called a
conjecture.
Example 1: Study the pattern below and draw the next 3 figures in the pattern.

1 2 3 4 5

Solution:

The pattern consists of squares with one – fourth shaded and the
section shaded is rotated in a clockwise direction. We conjecture that the
next 3 figures are as shown in the next page.

6 7 8
Example 2: Find the next three terms in the sequence 2, 4,
8, 16, . . . .

Solution:
Study the pattern in the sequence

2 4 8 16

The numbers are formed by doubling the preceding number

in order to obtain the succeeding numbers. We conjecture
that the next 3 terms are 32, 64, and 128.
Example 3: Pick a number. Multiply it by 6, add 8 to the
product, divide the sum by 2, and then subtract 4. Cite 2
examples and use inductive reasoning to make a
conjecture.
Solution:
Pick the number 1: 1x6=6
6 + 8 = 14
=7
7–4=3
Pick the number 6: 6 x 6 = 36
36 + 8 = 44
= 22
22 – 4 = 18
Starting with 1, and get a final number of 3, and starting
with 6, get a final number of 18. We conjecture that
following the given procedure produces a number that is
three times the original number.

A conjecture may be correct or wrong. In inductive

reasoning, we are observing patterns and predict the
succeeding term in the pattern. As in Example 3, we
predict the next 3 numbers by studying the pattern but we
are not sure what really the next 3 numbers are.
Deductive Reasoning
Deductive Reasoning is the process of using facts, rules,
definitions, or properties to reach a valid conclusion.

Example 4: Show that ( x + y )2 = x2 + 2xy + y2.

Solution:
From a square of a number: ( x + y )2 = ( x + y )( x + y )
By distributive rule: ( x + y )2 = x( x + y ) + y( x + y )
By distributive rule again: ( x + y ) = x2 + xy + xy + y2
By addition rule: ( x + y )2 = x2 + 2xy + y2

This is deductive reasoning because it uses a fact to show

something specific. Starting with a fact and deduce to arrive
to a conclusion.
Example 5: Use deductive reasoning to
show that the given procedures produces a
number that is one less than the square of a
number. Pick a number. Add 1 to the
number, and then multiply the result by one
less than the number.
Solution:

Let n represent the original number.

Add I to the number: n+1
Multiply the result by one less than the number:
( n + 1 )( n – 1 ) = n2 – 1

We started with n and end with n2 – 1. We

conjecture that the procedure produces a number
that is one less than the square of the number.
Example 6: Tell if the given is
an example of an inductive or
deductive reasoning.
1. Detective Mark Joseph reaches a conclusion about a thief’s
height because he knows the relationship between a man’s
height and the distance between footprints.

2. During the past 10 years, the university increases its tuition

fees every other year. There was an increase in tuition fees
last year, so there is no increase in tuition fees this year.

3. You examine a sequence of numbers and decide that it is an

arithmetic progression.

4. Knowing the length and width of a rectangle, Nadine uses

the formula A = LW to compute the area of a rectangle.
Answers:
1. Deductive Reasoning
2. Inductive Reasoning
3. Inductive Reasoning
4. Deductive Reasoning

Counterexample is a specific case in which a statement

is false. It takes only one counterexample to show that
a statement is false. Consider the following examples.
Example 7: Write a counterexample for each
statement.

1. If you are using the internet, then you own a

computer.
2. If A  B = 1, then A and B are whole numbers.
3.

4. When James did not eat lunch, he must not feel

well.
Answers:
1. You could be using the Internet on a computer at
an Internet café.
2. x = 0.5 and y = 0.5.
3. Consider x = 3.

4. Perhaps James was not hungry.

Sequence
A sequence is an ordered succession of numbers and
formed according to a definite rule. It is represented
as
a1, a2, a3, . . .

The a’s are called the terms or elements in the given

sequence, distinct or not; a1 as the first term, a2 the
second term, and so on. If the sequence has a last
term, the sequence is finite; otherwise, it is infinite.
A sequence is established or defined only if a rule is
given that determines the nth term for every positive
integer n; this rule may be given as a formula for the
nth term.
Types of Sequence

 Arithmetic Sequence - is a sequence of numbers each of

which, after the first, is obtained by adding to the preceding
number a constant number called the common difference.

 Geometric Sequence – is a sequence of numbers each of

which, after the first, is obtained by multiplying the
preceding number by a constant number called the common
ratio.
The following are examples of a sequence.

a) 1, 8, 27, 64, 125

b) 3, 6, 9, 12, 15, 18, 21. . . .

The nth term of a Sequence

In some sequence, the nth term seem so obvious that

at a glance we can determine right away the next
term and also the succeeding terms. Some sequence
we need to examine carefully the pattern before we
can determine the next and succeeding terms.
Usually, the difference of the numbers is helpful.

The formula of the nth term can be formulated once

we can establish the relations of the numbers in the
sequence. Usually, the formula is related to the
value of n and involving arithmetic operations.
Example 8: For the given sequence
1, 8, 27, 64, 125 . . ..
1. Predict the next term.
2. Write a formula for the nth term.
Solution:
1. In the given sequence, one can easily see that the
numbers are formed by cubing ( raise to the power 3 ) the
number of the term. Thus we can say that the next term is
a6 = 63 = 216,
2. The formula to obtain the terms is an = n3.
Example 9: For the given sequence
3, 6, 9, 12, 15, 18, 21. . . .

1. Predict the next term.

2. Write a formula for the nth term.
Solution:

1. In the given sequence, one can easily answer for

the next term because the numbers are obtained by
adding 3 to the preceding, or we can say that the
difference of the adjacent terms is 3.
3 6 9 12 15 18

Difference: 3 3 3 3 3

Thus it is obvious that the next term is 21.

2. Now, let’s see how we can form a formula for
the nth term.

If n = 1: a1 = 3 (3x1)
If n = 2: a2 = 6 (3x2)
If n = 3: a3 = 9 (3x3)

Notice that there is a pattern for the value of n

and the term, and that is the term is obtained by
multiplying n by 3. Thus, the formulas for the nth
term of this sequence is
an = 3n.
Example 10: For the sequence
3, 9, 25, 51, 87, . . . .
Predict the next term.
Polya’s Problem – Solving
Technique
One of the mathematicians to make a study
and develop a strategy in problem solving
was George Polya. In 1945 he published his
book entitled “ How to Solve it “,
where he outlined a strategy in problem
solving. Polya’s Problem Solving Technique
consists of the following 4 steps.
Step 1: Understand the
problem
Some guide questions in understanding the problem
includes the following.

 Can you restate the problem in your own way?

 What are the given information in the problem?
 What is required in the problem?
 Are there extraneous information that are unnecessary
to solve the problem?
 Can you picture out the problem situation or can you
imagine a diagram of a similar situation?
Step 2: Devise a plan
This step involves a variety of techniques in
attempting to solve the problem. Here are some of
the suggestions.
Make a list of the given information.
Identify the requirement
List down information that is needed. If units of
quantities are given, check if they are consistent, if
not make the necessary conversions.
Draw a diagram if necessary.
Form an equation. Do not forget what each
variable represents.
Make an organized list showing all the possibilities.
Tabulate data
Look for a pattern.
Think and try to solve a simpler problem with the
same situation.
Perform an experiment.
Make a guess for a solution and then check your
result.
Work backwards by counterchecking the solution with
the given
Step 3: Carry Out the Plan

Carry out the plans that you have devised in step 2.

 Work out carefully.
 Keep an accurate and neat detail of all your
attempts.
 Solving problem needs patience. Some of your
initial plans may not work and that you may have
to choose another.
Step 4: Review the Solution

Once you have solved the requirement, check the

solution for possible error.
 Can you check the result using the given
information and situation?
 Is the answer within the acceptable range?
 Is the result or method used can be applied to
other problems?
 Examples

Tiffany has P 3.05, in 5 centavo and 10 centavo coins.

If there are 19 more 5 centavo coins than 10 centavo
coins, how many coins of each kind does she have?
Solution:
Understand the problem:
We are asked for the number of 5 centavos and 10
centavos such that the total amount is P 3.05 and the
5 centavos is 19 more than the 10 centavos.
Devise a plan:
Represent x = the number of 10 centavos and x + 19 = the number of 5
centavos then write an equation for the total amount.

Carry out the plan:

The summation of the total amount of each kind of coins equals 3.05.
0.10x + 0.05( x + 19 ) = 3.05
0.10x + 0.05x + 0.95 = 3.05
0.15x = 2.10
x = 14 ( number of 10 centavos )
x + 19 = 33 ( number of 5 centavos )
Review the solution:
Thirty three 5 centavos is 19 more than the 14
fourteen 10 centavos, and the total amount is 0.10(
14 ) + 0.05( 33 ) = 3.05. This check confirms that
there are 14 coins of 10 centavos and 33 coins of 5
centavos.
Fred is three times as old as his sister Mary. Four
years ago he was five times as old as his sister. How
old are they now?
Solution:
Understand the problem:
We are asked to find the ages of 2 persons such that
at present, one is three times as old as the other, and
4 years ago, one was five times as old as the other.
Devise a plan:
Draw a table to represent their ages in the present
and in the past, and then write an equation involving
the past ages.
Carry out the plan:
The table shows their ages.

Past ages Present ages

Fred 3x – 4 3x
Mary x–4 x

Equation: Compare past ages

3x – 4 = 5( x – 4 )
3x – 4 = 5x – 20
2x = 16
x = 8 ( Mary’s age )
and 3x = 24 ( Fred’s age )
Review the solution:
Twenty four is three times of 8 and 4 years ago, Fred
was 20 and Mary was 4. This shows that 4 years ago,
Fred was 5 times as old as Mary. This check confirms
that Fred is 24 years old and Mary is 8 years old.
Mario took 3 minutes and 45 seconds to
complete a race while Manny took 4 minutes
to complete the same race. Find their rates
if Manny runs 0.40 m/sec slower than Mario.
Solution:
Understand the problem:
We are asked for the rates of Mario and Manny in which
their rates differ by 0.40 m/sec and one can complete the
race in 3 minutes and 45 seconds while the other can
complete it in 4 minutes.
Devise a plan:
Represent x = the rate of Mario and x – 0.40 = the rate of
Manny then write an equation using the distance of the
race.
Carry out the plan:
We must convert units first to be consistent. The time for
Mario to complete the race is 3( 60 ) + 45 = 225 sec and the
time for Manny to complete the race is 4( 60 ) = 240
seconds. The two run the same race, thus they run the same
distance.
Distance run by Mario = Distance run by Manny
225( r ) = 240( r – 0.40 )
225r = 240r – 96
15r = 96
r = 6.4 m/sec ( rate of
Mario )
r – 0.40 = 6 m/sec ( rate of Manny )
Review the solution:
To check, if Mario runs for 225 seconds, the distance run is
225( 6.4 ) = 1440 m. If Manny runs for 240 seconds, the
distance run is 240( 6 ) = 1440 m. Therefore the rate of
Mario is 6.4 m/sec and the rate of Manny is 6 m/sec.
Additional examples
If repetitions are not permitted,
a) How many 3 digits numbers can be formed
from the six digits 2, 3, 5, 6, 7 and 9?
b) How many are less than 400?
c) How many are even?
If the perimeter of a rectangle is 68 meters and the length is
14 meters more than the width, what are the dimensions of
the rectangle?
The sum of two numbers is 21, and one number is
twice the other. Find the numbers.
If one pump can fill a pool in 16 hours and if two
pumps can fill the pool in 6 hours, how fast can the
second pump fill the pool?
References:
 Mathematics of the Modern World by E. Rosalena and J.
Siangco
 College Algebra by Spiegel and Moyer