in the

Modern World
MATHEMATICS IN THE
MODERN WORLD
PREPARED BY: EDELYN C. QUIRINO, LPT

NAME: DATE:
COURSE & YEAR: SCORE:_____/_____
DEADLINE: SEPTEMBER 6, 2021

Mathematics in the Modern World Page | 1

Module #: Mathematics in the Modern World - 1 Rating: __________
Date submitted: _______________

Objectives:

1. Identified and followed patterns, whether consciously or subconsciously;

2. Recognized patterns feels natural, like our brain is hardwired to recognize them; and
3. Looked for patterns and regularities in the world, and how mathematics comes into play, both
in nature and in human endeavors.

Lesson

Mathematics in our World

Since the beginning of recorded history, mathematics has been a part of the human search
for understanding. Mathematical discoveries have been at the forefront of every civilized society,
and in use in even the most primitive of cultures. But what is mathematics? This is a very simple
question asking for a definition of mathematics, yet, mathematicians and philosophers have varied
views as the precise scope and definition of mathematics. Mathematics is often defined as “a
formal system of thought for recognizing, classifying and exploiting patterns” (Stewart, 1995). It is
also described as “the science that deals with the logic of shape, quantity and arrangement” (Hom,
2013). It is also considered as an art, having an aesthetic and creative side.
Perhaps it is impossible to give a good definition of mathematics in a sentence or two.
However, all could possibly agree that mathematics in the modern world is a huge body of
knowledge and a very diverse area of study. Whatever your view of math is, there is no denying
that mathematics expresses itself everywhere, in almost every facet of life in nature all around us,
and in the technologies in our hands. This section presents a brief discussion of mathematics in
certain points of view.

Mathematics in Counting

Mathematics has been around since the beginning of time

and it probably began with counting. Counting various quantities
is one of the activities that people engage in the beginning at
young age. “The main property of counting is so fundamental to
our perception of quantity that it is seldom enunciated explicitly.
The purpose of counting is to assign a numeric value to a group
of objects. What makes counting possible? A simple fact that
such a value exists.” (Bagomolny)
Moreover, this primitive activity leads to the concepts of numbers, numerals, and the four
fundamental operations (addition, subtraction, multiplication, and division) and their properties.

Mathematics as a Study of Patterns

“We live in a universe of patterns” (Stewart, 1995). This is how Stewart opened his book
Nature’s Numbers, which takes its readers on an intriguing and important journey into patterns as it
explores what mathematics is for and what it is about.
Mathematics is the study of patterns. Here, the patterns are related to the type of any event or
numbers are related to each other in a specific rule, then this rule or manner is called the pattern.
Pattern connotes order, regularity, and lawfulness. Studying pattern is an opportunity to observe,
hypothesize, experiment, discover and create. That is why many results in mathematics come
about as generalizations of numerical and geometric patterns. By understanding regularities based
on the data gathered one can predict what comes next, estimate if the same pattern will occur

Mathematics in the Modern World Page | 2

when variables are altered and begin to extend the pattern. “Study of pattern both the strands of
mathematics and a variety of areas. It allows us to bring together mathematics with music, visual
art and craft, vocabulary building, creative writing and verbal communication, social studies,
science and environmental studies, talent and technology.” (Buchanan, 2011)
The following are examples of different patterns:
1. Logical patterns. “Young children usually first look at logical patterns. After all, making
categories and doing classification comes before numeration.
2. Geometric Patterns. A geometric pattern is a motif or design depicting abstract,
nonpresentational shapes such as lines, circles, ellipses, triangles, rectangles, and polygons.

3. Number Patterns. Numbers are

everywhere in our day to day lives. In real life, while dealing with numbers, we often find
different number patterns. A number pattern is defined as an arrangement of number in such a
4. Word Patterns. Patterns can be in language too! Often, in mathematics education, we forget
how many connections we can make to language arts. The metric patterns of poems and the
syntactic patterns of how we make nouns plural or verbs past tense are both word patterns, and
each supports mathematical as well as natural language understanding.

Mathematics in Nature
From rainbows, river meanders, and shadows to spider webs, honeycombs, and the markings
on animal coats, the visible world is full of patterns that can be described mathematically. Such
readily observable phenomena suggest that the beauty of nature is revealed by mathematics and
the beauty of mathematics is revealed in nature. (Adam, 2011)
For instance, the sequence 1, 1, 2, 3, 5, 8, 13, 21, …, called the Fibonacci sequence, can be
found in many natural patterns like in pineapples, sunflowers, nautilus, and pine cones.

Mathematics in real Applications

Mathematics is in every people’s daily task or activity. It is used as an essential tool in many
fields, including the natural sciences, engineering, medicine, finance and the social sciences. It is
the building block for everything in our daily lives, including mobile devices, architecture, art,
money, infrastructures, and even sports. Mathematics helps in making the world a better place to
live in. For instance, online banking is getting more and more popular these days, this depends on
cryptography – the study of creating systems which make sure confidential information is secured,
to keep bank transactions safe.

Activities

A. Determine the pattern and find the missing terms in each of the following sequences.
1.2, 5, 10, 17, ___, 37, ___, 65, ___, ___, ___, 145, …
2.___, 8, ___, 64, ___, 216, 343, …
3.1, 1, 1, 3, 5, 9, 17, 31, ___, ___, ___, …
4.30, 22, 14, ___, ___, -10, -18, ___, …
5.3, 7, 15, 31, 63, ___, ___, ___, …

Mathematics in the Modern World Page | 3

B. What comes next in each of the following pattern?

C. Discuss briefly the mathematics present or used in each of the following aspects of human
life.
6.Information and communication

7.Banking and commerce

8.Physical beauty

9.Biology

Mathematics in the Modern World Page | 4

 10. Astronomy

11. Weather forecasting

12. Transportation

D. Make a report about certain patterns (e.g., Fibonacci numbers in fruits, vegetables, flowers, or
plants) observe or present in your locality.

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Module #: Mathematics in the Modern World - 2 Rating: __________
Date submitted: _______________

Objectives:

1. Identified and followed patterns, whether consciously or subconsciously;

2. Recognized patterns feels natural, like our brain is hardwired to recognize them; and
3. Looked for patterns and regularities in the world, and how mathematics comes into play, both
in nature and in human endeavors.

Lesson
Mathematical Language and Symbols
People all around the world speak different languages. A simple thought is difficult to
comprehend if presented in a language that you do not understand. Similarly, people frequently
have trouble understanding mathematical ideas, not necessarily because the ideas are difficult, but
because they are being presented in a foreign language – the language of mathematics. Yes,
mathematics is also a special kind of language. In fact, it is a universal language shared by all
human beings regardless of race, gender, or culture. The language of mathematics makes it easy
to express the kinds of thoughts that mathematicians like to express. It is
1. Precise (able to make very fine distinctions);
2. Concise (able to say things briefly); and
3. Powerful (able to express complex thoughts with relative ease).
However, instead of writing sentences with words, mathematical sentences are written with
numbers and symbols. Mathematics uses many symbols. Below are some examples of commonly
used symbols:
The ten digits Hindu-Arabic numerals: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
Symbols for operations: +, -, *, /
Symbols that represent values: x, y, z, w, etc.
Other special symbols: =, <, ≤ ,>, ≥, %, π , e ,etc.
Like other languages, mathematics has its vocabulary (the words), and its rule for combining
these words into complete thoughts (the sentences). It is also the notion of nouns, sentences and
verbs. In English, nouns are used to name things we want to talk about (like people, places, and
things); whereas sentences are used to state complete thoughts.
An expression is the mathematical analogue of an English noun; it is a correct
arrangement of mathematical symbols used to represent a mathematical object of interest. An
expression does not state a complete thought; in particular, it does not make sense to ask if an
expression is true or false.
The following are examples of types of expressions in mathematics (commonly referred to as
mathematical objects):
1. Numbers 4. Ordered pair, ordered, triple
2. Sets 5. Matrices
3. Functions 6. Vectors
A mathematical sentence is the analogue of an English sentence; it is a correct arrangement
of mathematical symbols that expresses a complete thought. It makes sense to ask about the truth
of a sentence: Is it true? Is it sometimes true/sometimes false?
Example: ‘3 + 4’ is an expression while ‘3 + 4 = 7’ is a sentence.
The mathematical sentence ‘3 + 4 = 7’ expresses a complete thought. In addition, it makes
sense to ask: “Is 3 + 4 = 7 true? On the other hand, ‘3 + 4’ is does not state a complete thought. It
also doesn’t make sense to ask: Is ‘3 + 4’ true? Is ‘3 + 4’ false?

Mathematics in the Modern World Page | 6

 Just an English sentences have verbs, so do mathematical sentences. In the mathematical
sentence ‘3 + 4 = 7’, the verb is “=”. If you read the sentence as “three plus four is equal to seven,”
then it’s easy to “hear” the verb. Indeed, the equal sign “=” is one of the most popular mathematical
verbs. Now, if ‘=’ is the verb, then what is the ‘+’? The symbol ‘+’ is the connective. A connective is
used to connect objects of a given type to get a compound object of the same type.
The table below summarizes the comparison between the English between the English
language and Mathematical language.
English Mathematics

Name given to an object of interestNoun (person place, thing) Expression

Examples: Mrs. Eyes, teacher, Cebu, bag

Examples: 7, 14/2, 3x, (2, -1, 1)
A complete thought sentence (mathematical sentence)
Examples: Examples:

The capital of the Philippines is Cebu. 7–2=5

7–2=3
Manila is the capital city of the Philippines
Action Verbs Operations and other actions
Examples: add, simplify, rationalize
Attribute of a sentence Fact or fiction True or false

Other Elements in Mathematical Language

1. “Synonyms” – different names for the same object. For instance, the expressions 7, 3 + 4,
14/2 all look different but are all just different names for the same number.
2. The importance of truth. Sentences can be true or false. The notion of truth (i.e., the property
of being true or false) is of fundamental importance in the mathematical language. This will be
discussed in the succeeding section of this text.
3. Conventions. The correspondence between the mathematical symbols are conventions rather
than rule.
4. Definitions and undefined terms. In order to communicate effectively, people must agree on
the meaning of certain words and phrases.
5. Simplicity and elegance. Here, “simple” means:
a.Fewer symbols; c. better suited to current use; and
b.Fewer operations; d. preferred style/format.

The notion of elegance is often applied to mathematical proofs.

a. A proof that uses a minimum of additional assumptions or previous results
b. A proof that is unusually succinct
c. A proof that derives a result in a surprising way
d. A proof that is based on a new and original insights
e. A method of proof that can be easily generalized to solve a family of similar problems

Some Difficulties in the Mathematical Language

1. The word “and” means differently in mathematics from its English use. In mathematics, ‘and’
is equivalent to ‘plus’.
2. The different uses of a number: to express quantity (cardinal), to indicate the order (ordinal),
and as a label (nominal)
3. Mathematical objects may be represented in many ways. For example, sets and functions.

Mathematics in the Modern World Page | 7

 Activities

A. Translate each of the following phrases into a mathematical expression. Use as few variables
as possible.
1. The sum of a number and 6 ____________________
2. The product of two numbers ____________________
3. The product of a number and – 1 ____________________
4. Three times the sum of two numbers ____________________
5. One-half a number ____________________
6. Eight more than a number ____________________
7. A number, plus 8 ____________________
8. Eight less than a number ____________________
9. A number, less 8 ____________________
10. The square of a number ____________________

B. Choose a quantity to be represented by a variable, then write a mathematical expression for

each.
1. The product of three consecutive integers

2. Jose’s age in 10 years

3. The sum of three consecutive odd integers

4. The fraction of work done by a man who can finish a job in three days

5. The percentage of alcohol in a mixture formed by combining 1.5 liters of pure water

and X liters of 30% alcohol solution

Mathematics in the Modern World Page | 8

Module #: Mathematics in the Modern World - 3 Rating: __________
Date submitted: _______________

Objectives:

1. Identified and followed patterns, whether consciously or subconsciously;

2. Recognized patterns feels natural, like our brain is hardwired to recognize them; and
3. Looked for patterns and regularities in the world, and how mathematics comes into play, both
in nature and in human endeavors.

Lesson
Problem-Solving and Reasoning
Problem solving has been an integral part of the mathematics curriculum that must be taught
alongside the various mathematical concepts and skills that are so necessary for success in school
and in real life afterwards. Most occupations require good problem solving skills. This section aims
at helping you become a better problem solver and to show that problem solving can be enjoyable
experience.
In cognitive psychology, the term problem solving refers to the mental process that people go
through to discover, analyse, and solve problems. Hungarian mathematician George Polya (1877-
1985) defined it as an act to find a way out of difficulty, find a way around an obstacle, find a way
where none is known, and attain a desired end that is not immediately attainable by direct means.
Problem solving involves all of the steps in the problem process, including the discovery of
the problem, the decision to tackle the issue, understanding the problem, researching the available
options and taking to achieve your goals.

Common Problem Solving Strategies/Heuristics

Heuristics are procedures or strategies that do not guarantee a solution to a problem but
provide a more highly probable method for discovering the solution to a problem. Here is a partial
list of problem solving strategies:
1. Working backwards. This strategy is used to solve problems that include a number of linked
factors or events, where some of information has not provided, usually at the beginning of the
problem. This entails starting with the end results and reversing the steps you need to get those
results, in order to figure out the answer to the problem.
Example 1:
In dancing competition, all the contestants started dancing together. After 3 minutes, half of
the people were eliminated. During the next 10 minutes, half of the people remaining were
eliminated. At the 15 minute mark, half again were eliminated, and at the 20 minute mark, half
of those still remaining were eliminated. In the last 2 minutes, one more contestant was
eliminated, leaving a winner of the competition. How many dancers were there in the
beginning?
Solution:
Note that there is one winner and that the number of contestants was halved at certain
intervals. Using this information, it is possible to work backwards by doing the opposite of the
linked events in the problem and find out many dancers entered the competition.

Mathematics in the Modern World Page | 9

 Winner: 1 person dancing
Last 2 minutes (1 contestant was eliminated, so add 1): 1 + 1 = 2 dancers
After 20 minutes (the contestant was halved, so double) 2 * 2 = 4 dancers
After 15 minutes (halved, so double): 2 * 4 = 8 dancers
After 10 minutes (again halved, so double): 8 * 2 = 16 dancers
After 3 minutes (halved, so double): 2 * 16 = 32 dancers at the start
Hence, 32 dancers entered the competition.

2. Guess and Check. Often referred to as “trial and error”, it is important to recognize that an
error really isn’t a mistake at all. It helps to guide the problem solver to the next attempt at the
answer. The following are the essential features of the guess and check strategy:
 Make an “educated” guess at the solution
 Check the guess against the conditions of the problem
 Use the information obtained in checking to make a better guess
 Continue this procedure until the correct answer is obtained
Example 1:
Maria went to her grandfather’s farm. Her grandfather has chickens and goats on his
farm. She asked him how many chickens and how many goats his farm has. He told her that
his animals has 26 heads and 68 legs and from that information she could calculate the
number of chickens and the number of goats. If you were Maria, how would you solve the
problem?

Solution:

Guess Chickens Goats Number of Head Number of Legs

1 13 13 26 78
2 20 6 26 64
3 18 8 26 68
Now the correct answer: 18 chickens and 8 goats are obtained.

3. Make a diagram. Drawing a diagram is the most common problem solving strategy. Very
often, a problem solver needs to draw a diagram just to understand the meaning of the
problem. The diagram represents the problem in a way we can see it, understand it, and think
about it while looking for the next step. When you draw a diagram, you organize information
spatially, which then allows the visual part of your brain to become more involved in the
problem-solving process.
Example 1:
A frog fell down an abandoned well which was 21 meters deep. The frog found it difficult to
jump up the mud coated walls. It started its long jump up the well at six a.m. It took it 15 minutes
to jump 3 meters because the walls were so slippery. At the end of every 15 minute period it
rested for 5 minutes while it sadly slipped down one meter. It continued on at the same rate. At
what time did it finally reach the top of the well?

Solution:
This problem can be approached in a number of ways. We can draw a time line with 1 cm
marks. One centimetre represents 1 meter the frog jumps or slips. Drawing the line will help the
student to visualize the problem.

Mathematics in the Modern World Page | 10

 It would take the frog 195 minutes to cover the distance. It would reach the top of the well at
9:15 a.m.

4. Make a List. Making a list is a systematic method of organizing information in rows and/or
columns. By putting given information in an organized list, you can clearly analyse this
information and then solve the problem by completing the list. It should be emphasized that one
should make a systematic list. By making a systematic list, one will see every possible
combination.
Example 1:
A baseball team won two out of their last four games. In how many different orders
could they have two wins and two losses in four games (Aufmann, Lockwood, Nation, & Clegg,
2013)?

Solution:
a.WWLL (start with two wins) d. LWWL ( start with one loss)
b.WLWL (start with one win) e. LWLW
c.WLLW f. LLWW (start with two losses)

5. Look for a Pattern. This strategy entails looking for patterns in the data in order to solve the
problem, that is, the solver looks for items or numbers that are repeated, or a series of events
that repeat. This can be used to solve many math problems and can be used in combination
with other strategies, including make a table, make a list, or simplify the problem.
Example 1:
In the song “The Twelve Days of Christmas,” a person receives a set of gifts each day
for 12 days. On the first day, she received one gift – a partridge in a pear tree. On the second
day, she received two turtle doves and another partridge in a pear tree – a total of three new
gifts. On the third day, she received a new gift (three French hens) plus the gifts given on the
second day, for a total of six new gifts. This continues for 12 days. How many gifts did she
receive on the 12th day?

Solution:
Day No. of gifts received
1 1
2 1+2=3
3 1+2+3=6
4 1 + 2 + 3 + 4 = 10
5 1 + 2 + 3 + 4 + 5 = 15
: :
12 1 + 2 + 3 + 4 + … + 12 = 78
th
Hence, she received 78 gifts on the 12 day.

6. Divide and Conquer. If a problem can’t be solved right away, divide it into parts, and solve
one part at a time. A problem which at first seems difficult becomes easier if you divide it into
parts and solve one part at a time.

Mathematics in the Modern World Page | 11

 Example 1:
A mixture is 25% red paint, 30% green paint, and 45% water. If 4 l of red paint are
added to 20 L of the mixture, what is the percentage of red paint in the new mixture?

Solution:
We divide the solution into parts.
a.Find the volume of red paint in the original mixture:
25% of 20 L is 5 l of red paint
b.Find the total volume of red paint:
4 L + 5 L = 9 L of red paint

c.Find the total volume of the whole mixture:

20 L + 4 L = 24 L of mixtures

d.Calculate the new percentage:

9/24 * 100 = 37.5
Thus, 37.5% of the new mixture is red paint.

7. Solve a Simpler Problem. Sometimes you can find the answer to a problem by solving
another problem that has simpler numbers or fewer case. To use this strategy, first use a
simpler or more familiar case of the problems. Then use the same concepts and relationships to
solve the original problem.
Example 1:
What is the remainder when
6 * 6 * 6 *6 *6 *6 *6 *6 *6 *6 *6 *6 *6 *6 *6 *6 *6 *6 *6 *6 *6 *6 *6 * is divided by 5?
Solution:
There is a pattern. The remainder is 1 when 6 is divided by 5. So, if the given product
is divided by 5, the remainder will also be 1.

8. Act it out. Act out the problem by trying to do what the people or things in a problem do. This
strategy works because you are actually doing the problem.
Example 1:
Three missionaries and three cannibals wish to cross a river. There is a boat that can
carry up three people, and either missionaries or cannibals can operate the boat. However, it is
never permissible for the cannibals to outnumber the missionaries either in the boat or on the
shore. How are the cannibals and missionaries going to get to other side?
Solution:
This can be solved by acting out the problem in class. The three missionaries and
three cannibals may be played by selected students. The solution is left as an exercise.

9. Adopting a Different Point of view. Sometimes, a problem can be solved in a more efficient
and interesting manner if we approach it from a different point of view. That is, instead of
considering the problem in the most direct and obvious manner, a different approach may yield
the answer quickly and more efficiently. It also might reveal some interesting reasoning.

Mathematics in the Modern World Page | 12

 Activity

1. Seb went to the car dealer to buy a car. He wanted the same car that his girlfriend Vivian had
bought the day before, which had a sticker price of Php750, 000. The salesman said he
could give a discount and offered Seb a significantly reduced price. But Seb knew that Vivian
had received a 30% discount, and the salesman was offering him only a 20% discount.
When he pointed out that his friend had received a 30% discount the day before, the
salesman took another 10% off the
20% discounted price. Seb was satisfied with the new price and bought the car, thinking he
had paid the same price as Vivian. Was he right? Did they both pay the same price?

Mathematics in the Modern World Page | 13

Module #: Mathematics in the Modern World - 4 Rating: __________
Date submitted: _______________

Objectives:

1. Identified and followed patterns, whether consciously or subconsciously;

2. Recognized patterns feels natural, like our brain is hardwired to recognize them; and
3. Looked for patterns and regularities in the world, and how mathematics comes into play, both
in nature and in human endeavors.

Lesson
Polya’s Problem Solving Strategy
Polya (1957) identified four basic principles on a problem solving.
1. Understanding the problem 3. Carrying out the plan
2. Devising a plan 4. Looking back

Polya’s four basic steps appear simple. To become a good problem solver, it helps to examine
each of these steps and determine what is involved.
Step 1: Understand the Problem. This seems so obvious that it is often not even mentioned, yet
students are often confused in their efforts to solve problems simply because they don’t
understand it fully, or even in part. To help you focus on understanding the problem, consider
the following questions.
 Do you understand all the words used in stating the problem?
 What are you asked to find or show? What are the data? What is the condition?
 Can you restate the problem in your own words?
 Is there enough information to enable you to find a solution?
Step 2: Devise a Plan: Polya mentioned that there are many reasonable ways to solve
problems. The skill at choosing an appropriate strategy is best learned by solving many
problems. Some common strategies/heuristics were discussed above. You will find choosing
a strategy increasingly easy. In addition, consider the following suggestions.
 Find the connection between the data and the unknown. You may be obliged to
consider auxiliary problems if an immediate connection cannot be found. You should
obtain eventually a plan of the solution.
 Have you seen it before? Or have you seen the same problem in a slightly different
form?
 Do you know a related problem? Do you know a theorem that could be useful?
 Look at the unknown! Try to think of a familiar problem having the same or a similar
unknown.
 Here is a problem related to yours and solved before. Could you use its method?
Should you introduce some auxiliary element in order to make its use possible?

Step 3: Carrying out the plan. This step is usually easier than devising the plan. In general, all
you need is care and patience, given that you have the necessary skills. Persist with the plan
that you have chosen. If it continues not to work, discard it and choose another. Work
carefully by checking each step. Can you see clearly that the step is correct? Can you prove
that it is correct?

Mathematics in the Modern World Page | 14

Step 4: Looking Back. Polya mentioned that much can be gained by taking the time to reflect
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. In this stage, we examine the
solution obtained. Follow the guide questions below:
 Can you check the result? Can you check the argument?
 Can you derive the solution differently? Can you see it at a glance?
 Can you use the result, or the method, for some other problem?
Example 1:
In three bowling games, Lea scored 138, 141, and 144. What score will she need in a
fourth game in order to have an average score of 145 for all four games?
Solution:
Understand the Problem
Lea scored 138, 141, and 144 in three games. The average score of the four
games is 145. What should be the fourth score?
Devise a Plan
We can easily solve this by algebra. Let x be the required score.
Carrying out the Plan
Since the average score is 145, we have
(138 + 141 + 144 + x)/4 = 145 * 4
x = 580 – 138 – 141 – 144
x = 157
The required score is 157.
Looking back
Computing the average if 138, 141, 144, and 157 yields to 145. Thus, we get
the correct answer.

Activity

Ryan numbered his miniature race car collection according to the following rules:
1. It has to be a 3-digit number
2. The digit in the hundreds place is less than 3
3. The digit in the tens place is greater than 7
4. The digit in the ones place is odd

Mathematics in the Modern World Page | 15

Module #: Mathematics in the Modern World - 5 Rating: __________
Date submitted: _______________

Objectives:

1. Identified and followed patterns, whether consciously or subconsciously;

2. Recognized patterns feels natural, like our brain is hardwired to recognize them; and
3. Looked for patterns and regularities in the world, and how mathematics comes into play, both
in nature and in human endeavors.

Lesson
Mathematical Reasoning
All problem solving whether in mathematics or daily life, involves reasoning, but there are
some problems for which special approaches are very effective. These problems generally present
several facts that can be used together to reach a conclusion. Combining reasoning skills with
other strategies, such as drawing a diagram or making a table, will help us find the desired
solution. By using logical reasoning, we can make a reasonable estimate, thereby eliminating many
incorrect possibilities. We use deductive thinking when we solve a problem by eliminating
possibilities. By eliminating possibilities to solve a problem, kwe are eventually left with the answer
to a problem.

Inductive Reasoning
Inductive reasoning is the process of reaching a general conclusion by examining specific
examples.
When you examine a list of numbers and predict the next number in the list according to
some pattern you have observed, you are using inductive reasoning. The conclusion formed by
using inductive reasoning is often called a conjecture, since it may or may not be correct.
Example 1:
Use inductive reasoning to predict the next number in each item.
1. 2, 8, 14, 20, ___

Solution:
1. Each successive number is 6 larger than the preceding number. Thus we expect that the
next number in the list is 6 larger than 26, which is 32.

Example 2:
Each of the following statements uses inductive reasoning.
1. Every sports car I have ever seen is red. Thus, all sports cars are red.
2. The coin I pulled from the bag is a 5-peso coin. Another 5-peso coin is drawn from the
bag. A third coin from the bag is again a 5-peso coin. Therefore, all the coins in the bag
are 5-peso coins.
Deductive Reasoning
Deductive reasoning is the process of reaching a conclusion by applying general
assumptions, procedures, or principles. It is a basic form of valid reasoning. Deductive reasoning,
or deduction, starts out with general statement, or hypothesis, and examines the possibilities to

Mathematics in the Modern World Page | 16

reach a specific, logical conclusion. In mathematics, deductive reasoning makes use of definitions,
axioms, theorems, rules, and interference.
The following statements illustrate deductive reasoning:
1. All men are mortal. Kawhi is a man. Therefore, Kawhi is mortal
2. Corresponding parts of congruent triangles are congruent. Triangles ABC is congruent to
triangle DEF> Angle B and angle E are corresponding angles. Thus ¿ B ≅< E .
Example:
Use deductive reasoning to show that the following procedures produce a number that
is one less than twice the original number.
Procedure: Pick a number. Multiply the number by 4, add 8 to the product, divide the
sum by 2, and subtract 5.

Solution:
Let n be the original number
Multiply the number by 4 : 4n
Add 8 to the product : 4n + 8
Divide the result by 2 : (4n + 8)/2 = 2n + 4
Subtract : 2n + 4 – 5 = 2n – 1

The solution started with n and ended with 2n – 1. This implies that the procedure
given in this example produces a number that is one less than twice the original number.

Deductive reasoning and inductive reasoning often move in opposite directions: where
the former tends to go from general premises to specific conclusions, the latter often goes
the other way – from specific examples to general conclusions. Deductive reasoning
implies logical certainty while inductive reasoning gives reasonable probability.

Logic Puzzles
A logic puzzle is derived from the mathematics field of deduction. It can be solved by
using deductive reasoning and by organizing the data in a given situation. A logic puzzle is
basically a description of an event or any situation. Using the clues provided, one has to
piece together what actually happened. This involves clear and logical thinking, hence the
term “logic” puzzles.
Examples 1:
Three musicians appeared at a concert. Their last names were Benton, Lanier,
and Rosario. Each plays only one of the following instruments: guitar, piano, or
saxophone.
1. Benton and the guitar player arrived at the concert together
2. The saxophone player performed before Benton
3. Rosario wished the guitar player good luck

Who played each instrument?

Solution:
The solution can be summarized using a chart. From Clue 1, Benton is not the
guitarist. We mark X1 (this means “ruled out by clue 1”), in the guitar column of
Benton’s row. From clue 2, Benton does not play saxophone, hence he must be the

Mathematics in the Modern World Page | 17

 pianist. From Clue 3, Rosario is not the guitarist player. Hence, Rosario plays
saxophone. This leaves Lanier as the guitarist player.

Guitar Piano Saxophone

Benton X1 Yes X2
Lanier Yes No No
Rosario X3 No Yes
Benton plays piano, Lanier player guitar, and Rosario plays the saxophone.

Activities

A. Determine whether each of the following arguments/situations is an example of inductive

reasoning or deductive reasoning. Write IR on the line before each number if the situation is
inductive reasoning. Write DR if it is deductive reasoning.
__________ 1. If A = B and B = C, then A = C
__________ 2. A teacher notices that his students learned more when hands on activities
were incorporated into the lessons, and then decides to regularly include a
hands-on component in his future lessons
__________ 3. A recruiter conducts a study of recent hires who have achieved success and
stayed on with the organization. She finds that they graduated from three
local colleges, so she decides to focus recruiting efforts on those schools
__________4. A defense attorney reviews the strategy employed by lawyers in similar cases
and finds an approach that has consistently led to acquittals. She then
applies this approach this approach to her own case
__________5. Snakes are reptiles and reptiles are cold-blooded; therefore, snakes are cold-
blooded
__________ 6. To earn a master’s degree, a student must have 36 credits. Tim has 40
credits, so Tim will earn a master’s degree
__________ 7. Alfred leaves for school at 6:00 a.m. He is always on time. Alfred assumes,
then, s/he will always be on time if s/he leaves at 6:00 a.m.
__________ 8. The chair in the living room is red. The chair in the dining room is red. The
chair in the bedroom is red. All chairs in the house are red.
__________ 9. Acute angles are less than 90 degrees and this angle is 40 degrees so this
angle is acute
__________ 10. All basketball players in your school are tall, so all basketball players must
be tall
__________ 11. Elephants have cells in their body and cells have DNA, so elephants have
DNA
__________ 12. All cars in Manila and Cebu are driven on the right side of the street.
__________ 13. All numbers ending in 0 or 5 are divisible by 5. The number 35 ends with 5,
so it is divisible by 5
__________ 14. Since all squares are rectangles, and all rectangles have four sides, all
square have four sides
__________ 15. All cats have a keen sense of smell. Fluffy is a cat, so Fluffy has a keen
sense of smell

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B. Use inductive reasoning to predict the next three terms in each list. Make conjecture for the
nth term of the sequence
1. 1, 3, 6, 10, 15, …

2. 3, 7, 11, 15, 19, …

3. 1, 5, 12, 22, 35, …

C. Solve the following logic puzzles

1. Keith, William, Bruce, and Dave all practice fine arts. One of the men is an artist, one is a
singer, one is a writer, and the other a dancer. Find the interest of each man using the
clues.
a. Keith and Bruce listened while the singer made his debut
b. Both William and the writer have had their portraits done by the artist
c. The writer, whose biography of Dave is a best seller, is planning a biography of Keith
d. Keith and Bruce do not know each other

Mathematics in the Modern World Page | 19

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