MATH 111 – MATH.

IN THE MODERN WORLD

MODULE 3
PROBLEM SOLVING AND REASONING
Week 5–8

INTRODUCTION

Mathematics is not just about numbers, much of it is problem solving and reasoning. Problem solving
and reasoning are basically inseparable. The art of reasoning is very important in Mathematics. This is the skill
needed in exemplifying the critical thinking and problem-solving ability. Logic and reasoning are very useful tools
in decision making. People also do deductive reasoning extensively to show that certain conjectures are true as
these follow the rules of logic.

LEARNING OUTCOMES

At the end of this topic, the students must have:

1. formulated the given in the if – then statements
2. gave examples in the different kinds of reasoning
3. solved problems using different strategies

PRETEST

Direction: Explain briefly but concisely.

1. Differentiate analogy from intuition.

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2. Compare and contrast inductive reasoning from deductive reasoning.

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 MATH 111 – MATH. IN THE MODERN WORLD
CONTENT

Reasoning is the practice of stating ideas clearly and precisely to arrive at a conclusion. In our life, we
often make judgment and conclusion based on facts and observations. These are not always true. Thus, we have
to know the different ways of arriving at accurate conclusions.

KINDS OF REASONING

1. Intuition is similar to guessing. It is also called reasoning by guessing or reason by common sense. It
requires less mental activity. An intuition is the ability to acquire knowledge without proof, evidence, or
conscious reasoning, or without understanding how the knowledge was acquired. Intuition is highly
subjective. Different people think about problems in different ways. It is something that is known or
understood without proof. Or evidence.

Examples:
a. In comparing two fractions, with the same numerator, one said he can subtract numerator from the
denominator and the smaller difference is the larger fraction. Is this false intuition? Verify.

A B

Figure 3.1.

Look at figure A and B. Which is bigger? You can give your answer by using intuition and without actually
measuring.

b. After the first meeting in her Science class, Marife says, “I think I will like Science”.
c. Which is heavier, a kilogram of nail or a kilogram of cotton?
d. Who is prettier, Ana or Fe?

2. Analogy is a form of reasoning in which other similarities are inferred from a particular similarity between
two or things. It is reasoning by comparison.

Examples:
a. Tree is to leaf as flower is to petal.
b. Hammer is to nail as comb is to hair.
c. Finding a Good Man is Like Finding a Needle in a Haystack
-Dusty Springfield
d. Man is to woman, as boy is to girl.
e. Pencil is to paper, as chalk is to blackboard.

3. Inductive Reasoning is the process of gathering specific information, usually through observation and
measurement and then making a conjecture based on the gathered information.

Example:
a. Find the sum
1=1
1+3= 4
1+3+5= 9
1 + 3 + 5 + 7 = 16
1 + 3 + 5 + 7 + 9 = _____
1 + 3 + 5 + ⋯ + (2𝑛 − 1) =_______
Solution:
Take note that the sum is the square of the number of odd numbers being added.

1 + 3 + 5 + 7 = 42 = 16
4 odd numbers

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 MATH 111 – MATH. IN THE MODERN WORLD

1 + 3 + 5 + 7 + 9 = 52 = 25
5 odd numbers

From this note, we can make this conjecture:

The sum of the first 𝑛 odd numbers is 𝑛2 . Or, 1 + 3 + 5 + ⋯ + (2𝑛 − 1) = 𝑛2 .

b. Ana is a girl.
Girls are talkative.
Ana is talkative.
c. Ursula is a name of typhoon.
Typhoons are unpredictable
Ursula is unpredictable.

4. Deductive Reasoning is the process of showing that certain statements follow logically from agreed upon
assumptions and proven facts.

Example:
a. Given: 4(3𝑥 − 8) + 5 = 𝑥 − 5. Solve the equation for 𝑥. Give reason for each step in the process.
Solution: 4(3𝑥 − 8) + 5 = 𝑥 − 5
12𝑥 − 32 + 5 = 𝑥 − 5 Apply distributive property
12𝑥 − 27 = 𝑥 − 5 Combine similar terms
11𝑥 − 27 = −5 Apply subtraction property of equality
11𝑥 = 22 Apply addition property of equality
𝑥=2 Use division property of equality

b. Suppose that the given statement is true. Use deductive reasoning to give another statement that must
be also true.
All birds can fly.
Tweetie is a bird.

Solution: Tweetie can fly.

c. Every Filipino of age 18 and above can vote. Juan del Prado is a Filipino of age 24. Therefore, Juan del
Prado can vote.
d. Scholars are intelligent.
Lino is a scholar.
Lino is intelligent.
e. Perfumes are fragrant.
Sweet honesty is a perfume.
Sweet Honesty is fragrant.

Deductive reason is used in formal geometric proofs and often resorted to in proving theorems and corollaries
in Geometry.

IF-THEN STATEMENTS AND CONVERSES

Conditional- is a statement in mathematics that consists of a hypothesis and conclusion. The statements are
usually written in if-then statements.

Hypothesis- The hypothesis of a conditional states that the given facts are assumed as true. This is found in the
“if” part of the conditional.

Conclusion- The conclusion of a conditional states what needs to be proven or established or true. This is found
in the “then” parts of conditional.

Converse- A converse of a given conditional is formed when if “if” and “then” parts are reversed.

Biconditional- A biconditional is a statement that combines a conditional and its converse with the phrase “if and
only if” (abbreviated as “iff”).

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 MATH 111 – MATH. IN THE MODERN WORLD
Example 1.
Transform the following conditional to if-then statement and point out the hypothesis and the conclusion.
a. A segment has only one point.
b. Two lines intersect at only one point.
c. Vertical angles are congruent.

Solution:
a. If-then form: If a segment is given. Then it has only one midpoint.
Hypothesis: A segment is given.
Conclusion: The segment has only one point.

b. If-then form: If two lines intersect, then they intersect at only one point.
Hypothesis: Two lines intersect.
Conclusion: The two lines intersect at only one point.

c. If-then form: If two vertical angles are given, then they are congruent.
Hypothesis: Two vertical angles are congruent.
Conclusion: The two vertical angles are congruent.

Example 2.
State the converse of the given conditionals.
a. If the sum of the measures of two angles is 180°, then they are supplementary.
b. If two segments are congruent, then they have equal lengths.

Solution:
a. If two angles are supplementary, then the sum of their measures is 180°.
b. If two segments have equal lengths, then they are congruent.

Example 3.
a. A line is a bisector of a segment if it intersects the segment at its midpoint.
b. Three points are coplanar if they are contained in the same plane.

Solution:
a. Conditional: If a line is a bisector of a segment, then it intersects the segment at its midpoint.
Converse: If a line intersects a segment at its midpoint, then the line is a bisector of the segment.
b. Conditional: If three points are coplanar, then they are contained in the same plane.
Converse: If three points are contained in the same plane, then they are coplanar

POLYA’S 4-STEPS IN PROBLEM SOLVING

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. Most
occupations require good problem – solving skills.

In cognitive psychology, the term problem solving refers to the mental process that people go through
to discover, analyze and solve problems.

Hungarian mathematician George Polya (1877 – 1985) has had an important influence on problem
solving in mathematics education. He stated that good problem solvers then to forget the detailed and tend to
focus on the structure of the problem, while poor problem solvers focus on the opposite. He designed the
following:

4-Step Process:

1. Understand the Problem. (See)

Read and understand the problem. Identify what is the given information, known data are or values and
what is the unknown and to be solved as required by the problem.
Consider the following questions:
a. Can you restate the problem in your own words?

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 MATH 111 – MATH. IN THE MODERN WORLD
b. Can you determine what is known about these types of problems?
c. Is there missing information that if known would allow you to solve the problem?
d. Is there extraneous information that is not needed to solve the problem?
e. What is the goal?

2. Devise a plan. (Plan)

Think of a way to solve the problem by setting up an equation, drawing a diagram, and making a chart
that will help you find the unknown and the solution. To start devising a plan, try doing the following:
a. Make a list of the known information.
b. Make a list of information that is needed.
c. Draw a diagram.
d. Make an organized list that shows all the possibilities.
e. Make a table or a chart.
f. Work backwards.
g. Try to solve similar but simpler problem
h. Write an equation, as possible define what each variable represents
i. Perform an experiment.
j. Guess at a solution and then check the result.

3. Carry out the plan (Do)

Solve the equation you have set up and observe analytical rules and procedures until you arrive at the
answer.
a. Work carefully.
b. Keep an accurate and neat record of all your attempts.
c. Realize that some of your initial plans will not work and that you will have to devise another plan
and modify your existing plan.

4. Look back (check)

In order to validate the obtained value, you need to verify and check if the answer makes sense or correct
based on the situation posed in the problem. Label your final correct answer.
a. Ensure that the solution is consistent with the facts of the problem.
b. Interpret the solution within the context of the problem.
c. Ask yourself whether there are generalizations of the solution that you could apply to similar
problems.

Example 1.
A police station has 25 vehicles of motorcycles and cars. The total number of wheels is 70. Find the
number of motorcycles and cars the station has.

Solution:

Step 1. Understand the problem.

Given: 25 vehicles
70 wheels
Required: The number of cars and the number of motorcycles.

Step 2. Devise a plan.

Let x = the number of cars

y= the number of motorcycles
and x + y = 25 vehicles

4 wheels (x = cars) + 2 wheels (y = motorcycles) = 70 wheels

So, x + y = 25 vehicles and 4x + 2y = 70 wheels are the two equations formed based on the problem.

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 MATH 111 – MATH. IN THE MODERN WORLD
Step 3. Carry out the plan.

(1) x + y = 25
(2) 4x + 2y = 70, solving two equations with two unknowns using the process of elimination:
(1) -2 (x + y = 25) → -2x – 2y = -50
(2) 4x + 2y = 70 → 4x + 2y = 70
2x + 0 = 20
2x = 20
2 2
x = 10, since x denotes the number of cars

so, there are 10 cars. However, solving for y as the number of motorcycles is as follows:
since x + y = 25, then 10 + y = 25, y = 25 -10, finally y = 15, so there are 15 vehicles in the police
station.

Step 4. Look back.

Therefore, there are 10 cars with 4 wheels and 15 motorcycles with 2 wheels. The total number of wheels
is 70 wheels.

In this example, the use of Polya's 4-Step Strategy is very helpful in solving problem because one must
read and understand properly the problem. Specify the given information and values and what to solve. Always
think of drawing a pattern, setting up the table, working backward, or making lists and tables and design right
away the needed equation and use other techniques in order to arrive at realistic and correct answer. Though,
logical shortcuts can be employed in any problem.

Learning to solve problems is not a difficult task. It can be a huge fun and ultimately challenging.
However, it requires you to think analytically, critically and creatively. Practice doing and solving is the tough
secret why most students and professionals succeed in getting the problem solved and done to make the moment
of solving more enjoyable, interesting and fulfilling.

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. There are many reasonable ways to solve
problems. The skill at choosing an appropriate strategy is best learned by solving many problems. You will find
choosing a strategy increasingly easy. Here is a partial list of problem-solving strategies:

1. Working Backward
This strategy is used to solve problems that includes number of linked factors or events, where some of the
information has not been 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 a dancing competition, all the contestants started dancing together. After 3 minutes, half the people
were eliminated. During the next 10 minutes, half of the 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 how many dancers entered the competition.

Winner: 1 person dancing

Last 2 minutes (1 contestant was eliminated, so add 1): 1 + 1 = 2 dancers
After 20 minutes (the contestants were halved, so double): 2 ∙ 2 = 4 dancers
After 15 minutes (halved, so double): 2 ∙ 4 = 8 dancers

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 MATH 111 – MATH. IN THE MODERN WORLD
After 10 minutes (again halved, so double): 2 ∙ 8 = 16 dancers
After 3 minutes (halved, so double):2 ∙ 16 = 32 dancers at the start
Hence, 32 dancers entered the competition.

Example 2.
One night, the King could not sleep. He went to the royal kitchen, where he found a bowl full of mangoes.
1
Being hungry, he took of the mangoes in the bowl. Later that same night, the Queen could not sleep, and
6
1
she was hungry. She found the mangoes and took of what the King had left in the bowl. Still later, the
5
1
youngest Prince awoke, went to the kitchen, and ate of the remaining mangoes. Even later, the second
4
1 1
Prince ate of what his younger brother had left. Finally, the third Prince, the heir to the throne, ate of what
3 2

his younger brothers had left, and then there were only three mangoes left in the bowl. How many mangoes
were in the bowl when the King found them?

Solution:
Situation No. of Mangoes in the Jar

At the end 3

Before the third Prince ate ½ of the remaining mangoes 3×2=6

2
Before the second Prince ate 1/3 of the mangoes left 6÷ =9
3

3
Before the youngest Prince ate ¼ of the remaining mangoes 9÷ = 12
4

4
Before the Queen ate 1/5 of the remaining mangoes 12 ÷ = 15
5

5
Before the King ate 1/6 of the mangoes in the jar 15 ÷ = 18
6

Therefore, there were originally 18 mangoes in the jar when the King found them.

Example 3.
Anne has a certain amount of money in her bank account on Friday morning. During the day she wrote
a check for Php 24.50, made an ATM withdrawal of Php 80 and deposited a check for Php 235. At the end
of the day, she saw that her balance was Php 451.25. How much money did she have in the bank at the
beginning of the day?

Solution:
1. Understand the problem
Given: Php 24.50 check, ATM withdrawal Php 80, check deposit Php 235
Required: Money she had in the bank at the beginning of the day.
2. Devise a plan
Start with 451.25. Subtract 235, add 80, and then add 24.50.
3. Carry out the plan
So, 451.25 – 235 + 80 + 24.50 = Php 320.75
4. Look back
Php 320.75 she had in the bank at the beginning of the day.

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 MATH 111 – MATH. IN THE MODERN WORLD
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:
• 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 have 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:
To use the Guess and Check strategy, think about the problem and start by making a guess. Expect that
the first guess will be wrong, but it will give some information to make better guess next time. One may start
by guessing 13 chickens and 13 goats. It's a good idea to keep a record of the guesses, like this:

Guess Chickens Goats Number of Head Number of Legs

1 13 13 26 78

Observe that the number of legs guessed is too high, because Maria's grandfather said that there are 68
legs. So, guess again; add more chickens and subtract some goats.
Guess Chickens Goats Number of Head Number of Legs
1 13 13 26 78
2 20 6 26 64

Now, there are 64 legs; four are still missing. But one can't add any more heads, since 26 is the correct
number of heads. So, take away two chickens (two heads and four legs) and add two goats (two heads and
eight legs).

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.

Example 2.
The product of the ages, in years, of three teenagers is 4590. None of the teens are the same age. What
are the ages of the teenagers?

Solution:
The possible ages of the teenagers are 13, 14, 15, 16, 17, 18, and 19. From this list, we choose three
numbers whose product is 4590. If we let x, y, and z be the ages, then xyz = 4590. However, no other
information is given that will enable us to solve this equation. Hence, we solve this problem by guessing and
checking. To have an educated guess, note that the product ends in a zero. So, 4590 has 2 and 5 as factors,
which means that at least one of the numbers we seek must be an even number and at least one number
must have 5 as a factor. This means that 15 is one of the numbers. Now,

Age 1 Age 2 Age 3 Product

15 16 18 4320 Too small
15 16 19 4560 Too small
15 18 19 5130 Too big
15 17 18 4590 Correct

The ages of the teenagers are 15, 17, and 18.

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 MATH 111 – MATH. IN THE MODERN WORLD
3. 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.

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 20L is 5L of red paint
b. Find the total volume of red paint:
4L + 5L = 9L of red paint
c. Find the total volume of the whole mixture:
20L + 4L = 24L of the mixture
d. Calculate the new percentage:
9
∙ 100 = 37.5
24

Thus, 37.5% of the new mixture is red paint.

Example 2.
The furniture in a classroom consists of tables and chairs. The homeroom teacher is making a seat plan.
If two students sit at each table, eight students will be left without a place. If three students sit at each table,
four tables will be left empty. How many students are there in the homeroom?

Solution:
a. Choose a variable: Let x be the number of desks.
b. Write an expression for the number of students when they sit in 2s: 2x + 8.
c. Write an expression for the number of students when they sit in 3s: 3(x – 4).
d. Write an equation: Expressions in (b) and (c) both give the number of students.

Thus,

3(𝑥 − 4) = 2𝑥 + 8
e. Solve the equation:

3(𝑥 − 4) = 2𝑥 + 8
3𝑥 − 12 = 2𝑥 + 8
3𝑥 − 2𝑥 = 8 + 12
𝑥 = 20 (number of desks)
f. Find the number of students:
• 2𝑥 + 8 = 2(20) + 8 = 48 students
• 3(𝑥 − 4) = 3(20 − 4) = 3(16) = 48 students

There are 48 students in the homeroom.

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 MATH 111 – MATH. IN THE MODERN WORLD

ASSESSMENT

A. Direction: Give two examples of the following:

1. If-then Statements

2. Intuition

3. Analogy

4. Inductive

5. Deductive

B. Solve the ff. Show the solutions.

1. WORKING BACKWARD
Problem:
One night, father could not sleep. He went to the kitchen, where he found a basin full of apples. Being
1
hungry, he took of the apples in the basin. Later that same night, the mother could not sleep, and she was
4
1
hungry. She found the apples and ate of what the father had left in the basin. Still later, Ana awoke, went to the
3
3 1
kitchen and ate of the remaining apples. And finally, Lito ate of what Ana had left, and there were 4 apples
5 2
left in the basin. How many apples were in the basin when the father found them?

2. GUESS AND CHECK

Problem 1:
Lito went to his friend’s farm. His friend’s farm has pigs, cows and chickens. He asked him how many
heads per animal he has. His friend answered. There are 41 heads with 128 legs in all.

Problem 2:
There are 4 in a group who are all teenagers. The product of their ages is 56,160. None of them are of
the same age.

3. DIVIDE & CONQUER

Problem:
A mixture is 20% green, 35% yellow and 45% water. If 8L of green paint are added to 30L of the mixture,
what is the percentage of green paint in the new mixture?

RUBRICS

Note:
You will only get a perfect score if you have the correct solution and the correct answer. Should there
be instances that you get the answer with a different solution may vary. However, if you got the correct answer
with a wrong solution, there will be no point at all.

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