COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

Module 3:
PROBLEM SOLVING AND REASONING
Objectives: At the end of the chapter, the students are expected to:

1. Use different types of reasoning to justify statements and arguments made

about mathematics and mathematical concepts
2. Differentiate inductive reasoning from deductive reasoning
3. Solve problems employing Polya‘s four steps
4. Solve problems involving patterns and recreational problems
5. Increase awareness on the importance of reasoning and problem solving
6. Organize their methods and approaches for proving and solving problems

Lessons:

3.1 Understanding Mathematical Reasoning

3.2 Inductive and Deductive Reasoning
3.3 Polya‘s Four Steps in Problem Solving
3.4 Mathematical Problems involving Patterns
3.5 Recreational Problems using Mathematics

LESSON 3.1 MATHEMATICAL REASONING

The reasoning is an essential skill in Mathematics most especially in problem-

solving; it is also important in students‘ activities. Mathematical reasoning refers to the
ability of a person to analyze problem situations and construct logical arguments to justify
his process or hypothesis, to create both conceptual foundations and connections, for
him to be able to process available information. With the development of mathematical
reasoning, students recognize that mathematics makes sense and can be understood.
They learn how to evaluate situations, select problem-solving strategies, draw logical
conclusions, develop and describe solutions, and recognize how those solutions can be
applied.

Reasoning uses statements that consist of two clauses; the first clause begins with
“𝑖𝑓” and the second clause starts with “then”. These clauses are commonly known as
hypothesis and conclusion and together they form a statement that is referred to as a
conditional statement. The conditional statement is represented by “𝐼𝑓 𝑝 𝑡ℎ𝑒𝑛 𝑞” here p
represents the “𝑖𝑓” clause known as the hypothesis and the 𝑞 represents the “then” clause
known as the conclusion. The conditional statement is represented by the symbol 𝑝 ⇒ 𝑞
which is read as “𝑖𝑓 𝑝 𝑡ℎ𝑒𝑛 𝑞”.

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

Examples:

1. If two angles are complementary, then their sum is 90˚.

Hypothesis: If two angles are complementary
Conclusion: Their sum is 90˚.

2. If the number ends in 0 or 2, it is divisible by 2.

Hypothesis: If the number ends in 0 or 2
Conclusion: It is divisible by 2.

3. If two triangles are congruent, then their corresponding parts are congruent.
Hypothesis: If two triangles are congruent
Conclusion: Their corresponding parts are congruent

4. All vegetarians eat vegetables.

Hypothesis: If one is a vegetarian
Conclusion: He eats vegetables

5. He who is lazy shall not eat.

Hypothesis: If one is lazy
Conclusion: He shall not eat

Take note that a conditional statement may sometimes be 𝑡𝑟𝑢𝑒 𝑜𝑟 𝑓𝑎𝑙𝑠𝑒. A

conditional statement whose hypothesis is 𝑡𝑟𝑢𝑒 followed by a false conclusion is false;
otherwise true. To show that a conditional statement is false, a counterexample is
needed.

Further, mathematical reasoning is the process of finding the proof for a certain
mathematical statement by using logic and deductions. There are various types of proofs
such as proof by contradiction and proof by contrapositive. These proofs will take an
assumption and then prove the statement based on the assumption.

Proof by Contradiction

Proof by contradiction is a process of mathematical reasoning to prove a given

statement. In this method, to prove p we assume ¬p and derive a contradiction from
that. Then since ¬p implies a contradiction, it cannot hold true. Hence p must be true.

In a proof by contradiction, the given steps will be followed.

1. Take a proposition p to be proved.

2. Assume that p is false and ¬p is true.
3. Deduce that if ¬p is true, both q and ¬q for proposition q are true.

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

4. Hence, we get a contradiction. State that because of the contradiction, it

can't be the case that the statement is false, so it must be true.
5. It is proved that the assumption p is false is wrong; thus, p is true.

The most common illustration of proof by contradiction is to prove that √2 is an

irrational number.

Statement: √ is an irrational number.

Proof: Assume that √ is a rational number. Then, it can be expressed as a fraction.

Let us suppose √ = where a and b are relatively prime.

Squaring both sides,

Illustrative Examples:
1. Prove that the negative of an irrational number is irrational
Solution:
Statement: The negative of an irrational number x is irrational.
Proof: Suppose that −𝑥 is a rational number.
Then, we will have two integers a and b such that,
𝑎
– 𝑥 =𝑏
Multiplying both sides by -1,
𝑎
𝑥 = −
𝑏
𝑎
As a is an integer, −𝑎 is also an integer. Hence, − is a rational number which is a
𝑏
contradiction. Our assumption is proved to be wrong. It is concluded that the negative
of an irrational number is irrational.
2. The sum of two even numbers is always even.
Solution:

Let us negate our original statement: The sum of two even numbers is not always
even.

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

That would mean that two even numbers will give us an odd number when we
add them. By definition, even numbers are evenly divisible 𝑏𝑦 2. So we could write our
new supposition as:

2𝑎 + 2𝑏 = 𝑐

Even and odd numbers are always integers (no fractions or decimals), so we know
2𝑎 𝑎𝑛𝑑 2𝑏 are integers, which means a and b are also integers. If we divide an even
number like 2𝑎 𝑏𝑦 2, we'll always get an integer. We also know c is an odd integer, which
means it's not evenly 𝑑𝑖𝑣𝑖𝑠𝑖𝑏𝑙𝑒 𝑏𝑦 2. Now we can factor out a 2 from the left side:

The stuff on the left, 𝑎 + 𝑏, must add up to an integer because the sum of two
integers is always another integer. But we already decided 𝑐𝑐 must be an odd number,
𝑐
which means we can't divide it evenly by 2. That means 2 is not an integer.
𝑐
If 𝑎 + 𝑏 is an integer, but 2 isn't an integer, there's no way our equation is true. The
stuff on the left can't possibly equal the fraction on the right. So, that is a contradiction!

𝐶𝑜𝑛𝑐𝑙𝑢𝑠𝑖𝑜𝑛: Since the sum of two even numbers 2a and 2b must always be an
integer that's divisible by 2, this contradicts the supposition that the sum of two even
numbers is not always even. Hence, our original proposition is true: the sum of two even
numbers is always even.

Proof by Contrapositive

In this method, to prove 𝒑 ⟶ 𝒒 we prove its contrapositive, ¬𝒒 ⟶ ¬𝒑, instead.

Illustrative Examples:

1. If two angles are complementary, then their sum is 90˚.

Hypothesis: If the sum of two angles is not 90˚
Conclusion: The angles are not complementary

2. If the number ends in 0 or 2, it is divisible by 2.

Hypothesis: If the number is not divisible by 2
Conclusion: It does not end in 0 or 2

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

3. If two triangles are congruent, then their corresponding parts are congruent.
Hypothesis: If the corresponding parts of two triangles are not congruent
Conclusion: The triangles are not congruent

4. All vegetarians eat vegetables.

Hypothesis: If one does not eat vegetables
Conclusion: He is not a vegetarian

5. He who is lazy shall not eat.

Hypothesis: If one eats
Conclusion: He is not lazy

When we interchange the hypothesis and the conclusion of a conditional

statement 𝑝 ⇒ 𝑞, we form the converse statement 𝑞 ⇒ 𝑝.

𝑰𝒍𝒍𝒖𝒔𝒕𝒓𝒂𝒕𝒊𝒗𝒆 𝑬𝒙𝒂𝒎𝒑𝒍𝒆𝒔:

1. If two angles are complementary, then their sum is 90˚.

Hypothesis: If the sum of two angles is 90˚
Conclusion: The angles are complementary

2. If the number ends in 0 or 2, it is divisible by 2.

Hypothesis: If the number is divisible by 2
Conclusion: It ends in 0 or 2

3. If two triangles are congruent, then their corresponding parts are congruent.
Hypothesis: If the corresponding parts of two triangles are congruent
Conclusion: The triangles are congruent

4. All vegetarians eat vegetables.

Hypothesis: If one eats vegetable
Conclusion: He is a vegetarian

5. He who is lazy shall not eat.

Hypothesis: If one does not eat
Conclusion: He is lazy

If we negate the hypothesis and conclusion of a conditional statement 𝑝 ⇒ 𝑞,

then we form the inverse statement 𝑛𝑜𝑡 𝑞 ⇒ 𝑛𝑜𝑡 𝑝.

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

𝑰𝒍𝒍𝒖𝒔𝒕𝒓𝒂𝒕𝒊𝒗𝒆 𝑬𝒙𝒂𝒎𝒑𝒍𝒆𝒔:

1. If two angles are complementary, then their sum is 90˚.

Hypothesis: If two angles are not complementary
Conclusion: Their sum is not 90˚.

2. If the number ends in 0 or 2, it is divisible by 2.

Hypothesis: If the number does not end in 0 or 2
Conclusion: It is not divisible by 2.

3. If two triangles are congruent, then their corresponding parts are congruent.
Hypothesis: If two triangles are not congruent
Conclusion: Their corresponding parts are not congruent

4. All vegetarians eat vegetables.

Hypothesis: If one is not a vegetarian
Conclusion: He does not eat vegetables

5. He who is lazy shall not eat.

Hypothesis: If one is not lazy
Conclusion: He shall eat

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

LESSON 3.2 INDUCTIVE AND DEDUCTIVE REASONING

Inductive and deductive reasoning are two fundamental forms of reasoning for
mathematicians. Inductive reasoning involves looking for patterns and making
generalizations. For example, students use this type of reasoning when they look at many
different quadrilaterals and try to list the characteristics they have in common. The
reasoning process is enhanced by also considering figures that are not quadrilaterals and
discussing how they are different.

An example of inductive reasoning is, for example, when you notice that all the
dogs you see around you are black and white so you make the conclusion that all dogs
in the world are black and white. Can you say for certain that this conclusion is correct?
No, because it is based on just a few observations. However, this is the beginning of
forming a correct conclusion, or a correct proof. What this observation has given you is
a starting hypothesis to test out.

Inductive or deductive reasoning can be used when solving problems. The type
of reasoning that forms a conclusion based on the examination of specific examples is
called inductive reasoning. The conclusion formed by using inductive reasoning is often
called a conjecture since it may or may not be correct.

𝑰𝒍𝒍𝒖𝒔𝒕𝒓𝒂𝒕𝒊𝒗𝒆 𝑬𝒙𝒂𝒎𝒑𝒍𝒆𝒔:

1. 𝐶𝑜𝑛𝑠𝑖𝑑𝑒𝑟 𝑡ℎ𝑒 𝑓𝑜𝑙𝑙𝑜𝑤𝑖𝑛𝑔 𝑝𝑟𝑜𝑐𝑒𝑑𝑢𝑟𝑒:

a. Pick a number.
b. Multiply the number by 8,
c. Add 6 to the product
d. Divide the sum by 2, and
e. Subtract 3.

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

Complete the above procedure for several different numbers. Use inductive
reasoning to make a conjecture about the relationship between the size of the resulting
number and the size of the original number.

2. 𝐶𝑜𝑛𝑠𝑖𝑑𝑒𝑟 𝑡ℎ𝑒 𝑓𝑜𝑙𝑙𝑜𝑤𝑖𝑛𝑔 𝑝𝑟𝑜𝑐𝑒𝑑𝑢𝑟𝑒:

a. Pick a number.
b. Multiply the number by 9,
c. Add 15 to the product,
d. Divide the sum by 3, and
e. Subtract 5.

Complete the above procedure for several different numbers. Use inductive
reasoning to make a conjecture about the relationship between the size of the resulting
number and the size of the original number.

3. 𝐶𝑜𝑛𝑠𝑖𝑑𝑒𝑟 𝑡ℎ𝑒 𝑓𝑜𝑙𝑙𝑜𝑤𝑖𝑛𝑔 𝑝𝑟𝑜𝑐𝑒𝑑𝑢𝑟𝑒:

a. List 1 as the first odd number.
b. Add the next odd number to 1.
c. Add the next odd number to the sum.
d. Repeat adding the next odd number to the previous sum.

Another type of reasoning is called deductive reasoning. Deductive reasoning is

distinguished from inductive reasoning in that it is the process of concluding by applying
general principles and procedures. Deductive reasoning involves making a logical
argument, drawing conclusions, and applying generalizations to specific situations. For
example, once students have developed an understanding of "triangle," they apply that
generalization to new figures to decide whether or not each is a triangle. The conclusions
reached by this type of reasoning are valid and can be relied on.

𝑰𝒍𝒍𝒖𝒔𝒕𝒓𝒂𝒕𝒊𝒗𝒆 𝑬𝒙𝒂𝒎𝒑𝒍𝒆𝒔:

1. If a number is divisible by 2, then it must be even.

12 is divisible by 2.
Therefore, 12 is an even number.

2. All Mathematics teachers know how to play Sudoku.

Resty is a Math teacher.
Therefore, Resty knows how to play Sudoku.

3. If a student is a DOST scholar, he receives a monthly allowance.

If a student receives a monthly allowance, his parents will be happy.
Therefore, if a student is a DOST scholar, his parents will be happy.

4. If ∠𝐴 𝑎𝑛𝑑 ∠𝐵 are supplementary angles, their sum is 180º.

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

If 𝑚∠𝐴 = 100º, 𝑡ℎ𝑒𝑛 𝑚∠𝐵 = 80º

Logic Puzzles can be solved by deductive reasoning. A chart that enables us to

display the given information in a visual manner helps in the solution.

𝑰𝒍𝒍𝒖𝒔𝒕𝒓𝒂𝒕𝒊𝒗𝒆 𝑬𝒙𝒂𝒎𝒑𝒍𝒆𝒔:

1. Each of the four neighbors, Mark, Zen, Linda, and Roy, has a different occupation (teacher, banker,
chef, or broker).

From the following clues, determine the occupation of each neighbor.

CLUES

1. Zen gets home from work after the banker but before the broker.
2. Linda, who is the last to get home from work, is not the teacher.
3. The dentist and Linda leave for work at the same time.
4. The banker lives next door to Roy.

Solution:

From clue 1, Zen is neither the banker nor the broker.

From clue 2, Linda is not the teacher.

We know from clue 1 that the banker is not the last to get home, and we know from
clue 2 that Linda is the last to get home; therefore, Linda is not the banker

From clue 3, Linda is not the broker.

As a result, Linda is the Chef.
Since Linda is the Chef, it could not be Zen.
Zen, therefore, is the Teacher.
From clue 4, Roy is not the banker.
And since Linda is the Chef and Zen is the Teacher, Roy must be the Broker.
Mark is the Banker, the only occupation not filled up.

2. Daisy, Karen, James, and Rudy were recently elected as the new class officers (president, vice
president, secretary, treasurer) of the sophomore class at Sunbeam College.

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

From the following clues, determine which position each holds:

1. Rudy is younger than the president but older than the treasurer.
2. Daisy and the secretary are both the same age, and they are the youngest
members of the group.
3. James and the secretary are next-door neighbors.

President Vice Secretary Treasurer

President
Daisy x x x /
Karen x x / x
James / x x x
Rudy x / x x

ANSWER:

President — James

Vice-president — Rudy

Secretary — Karen

Treasurer — Daisy

Einstein Puzzle:

Watch “Can you solve Einstein’s Riddle – Dan Van der Vieren.mp4”

Einstein Puzzle Clues

1. The Brit lives in the house with the red walls.

2. The Swede has a dog.
3. The Dane drinks tea.
4. The house with green walls is direct to the left of the house with white walls.
5. The owner of the house with green walls drinks coffee.
6. The person who smokes Pall Mall cigars owns a bird.
7. The owner of the house with yellow walls smokes Dunhill.
8. The man living in the center house drinks milk.
9. The Norwegian lives in the first house.
10. The man who smokes Blends lives next to the cat owner.
11. The horse‘s owner lives next to the man who smokes Dunhill.
12. The man who smokes Blue Master drinks root beer.
13. The German smokes Prince.
14. The Norwegian lives next to the house with blue walls.
15. The man who smokes Blends has a next-door neighbor who drinks water.

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

Who stole the fish?

House Owner Animal Drink Cigar Wall color

Number
1 Norwegian Cat Water Dunhill Yellow
2 Dane Horse Tea Blends Blue
3 Brit Bird Milk Pal Mall Red
4 German Coffee Prince Green
5 Swede Dog Root beer Blue White
master

Answer: The German got the fish

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

LESSON 3.3 POLYA’S PROBLEM SOLVING

The National Council of Teachers of Mathematics (NCTM) posits that problem-

solving plays an important role in mathematics and should have a prominent role in the
mathematics education of students. The term "problem solving" refers to mathematical
tasks that have the potential to provide intellectual challenges for enhancing students'
mathematical understanding and development. NCTM pointed out that people who
can reason and think analytically tend to: (a) note patterns, structure, or regularities in
both real-world situations and symbolic objects; (b) ask if those patterns are accidental
or if they occur for a reason; (c) conjecture and prove.

Problem-solving is an important skill not only in dealing with Mathematics but also
in making decisions in life. Decision-making is a significant part of problem-solving.
Students should be taught how to solve problems logically and accurately; and in the
process, they discover that there are various ways to solve a problem.

George Polya, a Hungarian mathematician, described problem-solving in his book

𝑯𝒐𝒘 𝒕𝒐 𝑺𝒐𝒍𝒗𝒆 𝑰𝒕 (𝟏𝟗𝟒𝟓). This systematic process for solving problems is now referred to as the Polya
4-Step Problem–Solving Process. This process is discussed in this lesson to help students
develop an action plan for addressing problems

Polya‘s four steps in Problem-Solving are as follows:

1. Understanding the Problem.
Before anything else, understand the problem - have a full grasp of what are
known and not known. To help you understand the problem, consider the
following:
(a) restate the problem in your own words
(b) determine exactly what is asked for
(c) identify or list the given data, conditions, and information (d) identify the
unknown(s)

2. Devise a Plan – strategize.

Pólya mentions that there are many reasonable ways to solve problems. The skill
of choosing an appropriate strategy is best learned by solving various problems.
Applying strategies to devise a plan requires skill and own judgment. Some
strategies are as follows:
(a) Make an organized list, a table, a chart, or a diagram illustrating the given and
the unknown parts
(b) Formulate an equation or a model showing the relationship between the given
data and the unknown
(c) Look for a pattern; guess and check
(d) Examine related problems and determine if the same technique can be
applied

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

(e) Work backward

3. Carry out the plan

After devising a plan, the next logical step is to carry out that plan.
(a) Implement the strategy in Step 2 and perform any necessary actions or
computations.
(b) Check each step of the plan as you proceed; this may be intuitive checking
or formal proof of each step.
(c) Keep an accurate record of your steps as you implement your devised plan.
(d) Persist with the plan that you have chosen, and if it continues not to work,
discard it and choose another.

4. Lookback
Pólya mentions that much can be gained by taking the time to reflect, examine,
and look back at what you have done - what worked and what didn't; doing this
will enable you to predict what strategy to use to solve future problems if these
relate to the original problem.

Ensure that the solution is consistent with the facts of the problem.
➢ Interpret the solution in the context of the problem.
➢ Ask yourself whether there are generalizations of the solution that could apply
to other problems.
(a) Examine the solution obtained. Check the results in the original problem (in
some cases, this will require proof).
(b) Interpret the solution in terms of the original problem. Find out if your answer
makes sense or is reasonable. Ensure that the solution is consistent with the
facts of the problem.
(c) Determine whether there is another method of finding the solution.
(d) If possible, determine other related or more general problems for which the
techniques will work; find out if there are generalizations of the solution that
could apply to other problems.

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

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GE 5: MATHEMATICS IN THE MODERN WORLD
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 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

Step 2: Devise a plan

Age at present Age 3 years from now

Jan X X+3
Jerry X+7 X + 10

Three years from now, Jerry will be twice as old as Jan

Thus, the equation is: x + 10 = 2(x + 3)

Step 3: Carry out of the plan

x + 10 = 2(x + 3)

x + 10 = 2x + 6

x = 4 and x + 7 = 11

Step 4: Look back

11 (Jerry‘s age) is 7 more than 4 (Jan‘s age); in three years, Jan will be 7
while Jerry will be 14 which is twice the age of Jan.

Thus, the final answer is: The present age of Jan is 4, and Jerry‘s age is 11.

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

Step 3: Carry out the plan

To the nearest minute, that is 3 hours and 50 minutes.

Step 4: Look back

3002 = 2500(3.8411)2 + 3600 (3.8411)2 = 90,000 ≈ 90,000 (rounded to the nearest integer)
Final answer: Tonio and Mao will be 300 miles apart at 11:51 A.M.

Step 2: Devise a plan We use the strategy

“Look for a pattern; guess and check”. Since 7– 2 = 5 and also 12 – 7 = 5, then
maybe 5 should be continuously added to get the next number in the sequence.

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

Step 3: Carry out the plan

Check if the guess (adding 5 to get the next number) is correct.

2+5=7
7 + 5 = 12
12 + 5 = 17
17 + 5 = 22
22 + 5 = 27
So, the next term or the 6th term in the sequence is 27.
Step 4: Look back
7–2=5
12 – 7 = 5
17 – 12 = 5
22 – 17 = 5
27 – 22 = 5

Final answer:
The next term in the sequence is 27
Looking at the pattern, adding the number 5 five times to the first number in the
sequence which is 2, we get 27. That is, 2 + 5(5) = 27.
Note: that 5 is added five times to get the 6th term. Looking back, add 5 four time

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GE 5: MATHEMATICS IN THE MODERN WORLD
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 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

LESSON 3.4 MATHEMATICAL PROBLEMS INVOLVING PATTERNS

An ordered list of numbers such as – 3, 1, 5, 9, 13 . . . Is called a 𝒔𝒆𝒒𝒖𝒆𝒏𝒄𝒆. The

numbers in a sequence that are separated by commas are the 𝒕𝒆𝒓𝒎𝒔 of the sequence.
The above sequence is called an 𝒂𝒓𝒊𝒕𝒉𝒎𝒆𝒕𝒊𝒄 𝒔𝒆𝒒𝒖𝒆𝒏𝒄𝒆. Sometimes the words ‘𝒔𝒆𝒓𝒊𝒆𝒔’ or
′𝒑𝒓𝒐𝒈𝒓𝒆𝒔𝒔𝒊𝒐𝒏’ are used in place of sequence. In the above sequence, – 3 is the first term
represented by a1, 1 is the second term represented by a2, 5 is the third term represented
by a3, 9 is the fourth term, and 13 is the fifth term. The three dots “...” indicate that the
sequence continues beyond 13, which is the last written term. It is customary to use the
subscript notation an to designate the nth term of a sequence. In example 5 above, it
was shown that an = a + d( n – 1).
Illustrative Examples:

1. Mic decided to save money for one week from his allowance. Each day he saves
12 pesos more than the previous day. If he started saving 8 pesos on the first day,
how much will he set aside on the 5th day? After a week, how much would he
have saved?

Solution:
The sequence starts with 8 then adds 12 until the fifth day. Thus, the
sequence consists of 8, 20, 32, 44, 56
Therefore, on the fifth day, Mic will set aside 56 pesos. After a week (seven
days), he has saved 308 pesos.

2. Find the 7th term in the sequence 5, 14, 27, 44, 65...
14 – 5 = 9
27 – 14 = 13
44 – 27 = 17
65 – 44 = 21
Note that the pattern is adding 4 more than the number added in the previous
number. So the next to be added is 25, and then 29

Thus, 65 + 25 = 90 Then, 90 + 29 = 119

Answer: The 7th term is 119.

An ordered list of numbers such as 3, -3/2, 3/4, -3/8, 3/16... Is called a geometric
sequence. Sequences of numbers that follow a pattern of multiplying a fixed
number, 𝑟, from one term to the next are called geometric sequences. The following
sequences are geometric sequences:

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

N Sequence A Sequence B Sequence C

1 21 − 1 = 20 = 1 (0.01)61 - 1 = (0.01)60 = (16)(-1/2)1 - 1 = (16)(-1/2)0
(0.01)(1) = 0.01 = (16)(1) = 16
2 22 − 1 = 21 = 2 (0.01)62 - 1 = (0.01)61 = (16)(-1/2)2 - 1 = (16)(-1/2)1
(0.01)(6) = 0.06 = (16)(-1/2) = -8
3 23 − 1 = 22 = 4 (0.01)63 - 1 = (0.01)62 = (16)(-1/2)3 - 1 = (16)(-1/2)2
(0.01)(36) = 0.36 = (16)(1/4) = 4
4 24 − 1 = 23 = 8 (0.01)64 - 1 = (0.01)63 = (16)(-1/2)4 - 1 = (16)(-1/2)3
(0.01)(216) = 2.16 = (16)(-1/8) = -2
5 25 − 1 = 24 = 16 (0.01)65 - 1 = (0.01)64 = (16)(-1/2)5 - 1 = (16)(-1/2)4
(0.01)(1296) = 12.96 = (16)(1/16) = 1
nth 𝑛 = 2𝑛 − 1 an = (0.01)6n - 1 n = (16)(-1/2)n - 1
term
In general, to find the nth term of a geometric sequence, the formula 𝑎n = 𝑎1𝑛−1
is used.

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

LESSON 3.5 RECREATIONAL PROBLEMS USING MATHEMATICS

Sudoku
The popular Japanese puzzle game Sudoku is based on the logical placement of
numbers. A Sudoku puzzle is defined as a logic-based, number-placement puzzle. The
objective is to fill a 9×9 grid with digits in such a way that each column, each row, and
each of the nine 3×3 grids that make up the larger 9×9 grid contains all of the digits from
1 to 9. Each Sudoku puzzle begins with some cells filled in. The player uses these seed
numbers as a launching point toward finding the unique solution.

It is important to stress the fact that no number from 1 to 9 can be repeated in any
row or column (although, the can be repeated along the diagonals).

Sudoku tips that you can use to improve your Sudoku skills:

• Tip 1: Look for rows, columns of 3×3 sections that contain 5 or more numbers. Work
through the remaining empty cells, trying the numbers that have not been used.
In many cases, you will find numbers that can only be placed in one position
considering the other numbers that are already in its row, column, and 3×3 grid.

• Tip 2: Break the grid up visually into 3 columns and 3 rows. Each large column will
have 3, 3×3 grids and each row will have 3, 3×3 grids. Now, look for columns or
grids that have 2 of the same number. Logically, there must be a 3rd copy of the
same number in the only remaining 9-cell section. Look at each of the remaining
9 positions and see if you can find the location of the missing number.

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

Solution
1 7 2 9 8 3 5 6 4
4 6 8 5 7 2 9 1 3
5 3 9 6 1 4 8 7 2
2 1 3 8 5 6 4 9 7
8 4 6 3 9 7 2 5 1
9 5 7 2 4 1 3 8 6
6 8 4 7 2 5 1 3 9
3 9 1 4 6 8 7 2 5
7 2 5 1 3 9 6 4 8

Magic Squares
A magic square of order n is an arrangement of numbers in a square such that the
sum of the n numbers in each row, column, and diagonal is the same number. (from TIMSS
2011)

Black tile

Red tile

KenKen Puzzles
KenKen is an arithmetic-based logic puzzle that was invented by the Japanese
mathematics teacher Tetsuya Miyamoto in 2004. The noun “ken” has “knowledge” and
“awareness” as synonyms. Hence, KenKen translates as knowledge squared, or awareness
squared.

KenKen puzzles are similar to Sudoku puzzles, but they also require you to perform
arithmetic to solve the puzzle.

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

Rules for solving a Ken Ken puzzle:

➢ For a 3 x 3 puzzle, fill each box (square) of the grid with one of the numbers 1, 2, or
3.
➢ For a 4 x 4 puzzle, fill each box (square) of the grid with one of the numbers 1, 2, 3,
or 4.
➢ For an xn puzzle, fill each box (square) of the grid with one of the numbers 1, 2, 3…
n.
• Do not repeat a number in any row or column.
• The numbers in each heavily outlined set of squares, called cages, must
combine (in some order) to produce the target number in the top least
corner of the cage using the mathematical operation indicated.
• Cages with just one square should be filled in with the target number.
• A number can be repeated within a cage as long as it is not in the same
row or column.

Example: A 4 x 4 ken ken puzzle with 8 cages

6x 7+
2 1 3 4

2 8x
3 2 4 1

4x 12x -1
1 4 2 3

1
4 3 1 2

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA
 COLLEGE, OF AGRICULTURE, FISHERY, AND FORESTRY

Exercise 3.5: A 4 x 4 ken ken puzzle with 8 cages

𝟏𝟔𝒙 𝟏−
1 4 2 3

𝟐 𝟒+
4 2 3 1

𝟏𝟖𝒙 𝟏 𝟐÷
2 3 1 4

𝟑−
3 1 4 2

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GE 5: MATHEMATICS IN THE MODERN WORLD
PREPARED BY: MR. JEBELOU M. VISCA, MSA