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MMW Module 3 - PROBLEM SOLVING AND

REASONING
Table of contents
 1. Introduction
 2. Learning Outcomes
 3. Lesson 1 Introduction to Problem Solving
 3.1. Video
 3.2. Forum
 3.3. Assigned Readings
 3.4. Practice
 3.5. Discussion
 3.6. Video with Problem-Solving Exercise
 3.7. Assessment (Group Problem-Solving)
 4. Lesson 2 Inductive Reasoning

 4.1. Video
 4.2. Forum
 4.3. Assigned Readings
 4.4. Practice
 4.5. Discussion
 4.6. Collaborative Activity
 4.7. Assignment

 5. Lesson 3 Deductive Reasoning

 5.1. Video
 5.2. Forum
 5.3. Discussion

 6. Assessment
 7. Extend Your Knowledge on Problem Solving (optional)

 7.1. What is a Problem?

 7.2. How Do We Solve a Problem?
 7.3. What Are the Ten Most Valuable Strategies to Use When Solving Problems?
 7.4. Sample Problem to Demonstrate How a Problem Can Be Approached or Solved
 7.5. Concept Review Using Flashcards

 8. Chat for Student Queries

 9. Student Feedback about their Flexible Learning Experience
 10. References

1. Introduction
Mathematics involves much of problem-solving and reasoning, not just about numbers. You will realize that in this module. 

It is a must that you develop your ability to think through situations critically. You should know how to reason out and argue logically.
You must be creative and innovative in solving math problems, especially real-life issues. 

This module will discuss Polya's problem-solving strategy, inductive reasoning, and deductive reasoning.  

We integrated WileyPLUS resources below into this module. Before working on this module, you must always activate these resources
on the course page by clicking them under the additional references section or you may click the link below

 Sevilla, Quantitative Reasoning 2e

You may read offline the digital book below. To do this, you must create a Vital Source Account and download Bookshelf. Go
to www.vitalsource.com/download and click Create an Account under Getting Started. Read the instructions on how to create an
account and click the link bookshelf.vitalsource.com. 

Extend your knowledge on problem-solving is an optional activity for students.  We integrated the digital book, Posamentier, Problem-
Solving Strategies in Mathematics.  Please explore the features of this digital resource to maximize its use. You can highlight notes and
create flashcards, which you may use to review concepts learned. You may enable the read-aloud feature to listen.  

Welcome to the digital world of learning. Enjoy learning and have fun in learning Math!
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THIS IS IMPORTANT - PLEASE READ AND REMEMBER. IF YOU FORGET, PLEASE GO BACK TO THIS PAGE. THANK YOU. 

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You may use our chat for student queries or send a message to your instructor via telegram or messenger for any question or
assistance. 

2. Learning Outcomes
At the end of this module, you should be able to

1.     Utilize different types of reasoning to justify statements and arguments made about mathematics   and mathematical concepts.

 2.     Write clear logical proofs.

 3.     Solve problems involving patterns and recreational problems following Polya’s four steps.

 4.     Organize your methods and approaches for proving and solving problems

3. Lesson 1 Introduction to Problem Solving

In this lesson, you will be introduced to Pólya’s four-step problem-solving process and analyze basic techniques for problem solving. 

 After completing this lesson, you will be able to:

1. Use a problem-solving process and identify a variety of problem-solving techniques 

2. Recognize which problem-solving techniques can be used to solve a particular problem

3. Use a variety of problem-solving techniques to answer questions that concern environmental, financial, and social matters

4. Recognize when to use various computational methods 

3.1. Video
Please watch the video below. List down new ideas that you can learn from it and think of how you can apply them. How can changing
perspective help you in solving math and real-life problems? You will use your answers later when you participate in the next activity. 

Disclaimer: The video content has been made available for informational and educational purposes only. The video may contain
contents copyrighted by another person or entity. This portal claims no copyright over said contents. Credit goes to  TEDx, the real
owner of the video.
Play Video

Problem Solving Through Perspective Change | Zara Tarter | TEDxCushingAcademy, TEDx Talks , April 28, 2015

3.2. Forum
Please click the icon below to participate in the discussion forum

3.3. Assigned Readings

In this activity, you must read, and study the following 

Topic 10 Opener

Topic 10 Introduction to Problem Solving

Topic 10 Understand the Problem

Topic 10 Devise a Plan

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Topic 10 Carry Out the Plan

Topic 10 Explorations 

Please read the instructions below before you click Module 3 - Lesson 1: Assigned Readings to view the reading resources. 

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In case you experience a problem accessing WileyPLUS, please follow the instructions given below. 

1. For the message "Your WileyPLUS session is No longer Active," please click Quantitative Reasoning on the course page under
additional references. You may access your assigned readings by clicking Read, Study, and Practice on the homepage of Quantitative
Reasoning. Click the options for Topic and choose Topic 10. 

Another option after clicking Quantitative Reasoning is to go back to the module window that you're studying. And click again the image
below. 

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one, ensure that you have only one (1) window opened for WileyPLUS, or else; you will see an error message, 

You may use our chat for student queries or send a message to your instructor via telegram or messenger for any question or
assistance.

To read offline, you may use the downloaded digital book (Please read Topic 10 Introduction to Problem Solving)

3.4. Practice
This is a follow-up on your assigned readings. Make sure that you're done with your assigned readings. 

Please click Module 3 - Lesson 1: Practice to do this exploration activity.

3.5. Discussion
Let's start our discussion by asking ourselves what a problem is? A problem is a situation that we must deal with and needs to be
solved. As long as we live in this world, we will encounter problems. Hence, we need to learn how to solve problems, be it theoretical,
math, or real-life situations. We must be able to overcome these problems if we want to succeed in this life. 

In 1945, George Polya (you may click the link to see his picture or read more about him) developed a heuristic model in solving
problems. This model involves the following four-step plan  

1. Understand the problem

2. Devise a plan

3. Carry out the plan

4. Look back                  

To solve math or real-life problems, you must first understand the problem. It may require you to read the question repeatedly to
understand the problem. As you read the problem, try to identify the given information.  

Sometimes, you need to use creative questioning or ask lots of questions to identify the "real" problem and clarify the investigation's
purpose.

These questions may include the following

1. What information do you know?

2. What do we want to know?

3. What else do we need to gather?

4. How can we take hold of this information?

Next, you need to decide what information is relevant. Discard unneeded or unnecessary information or data. Lastly, you may represent
the gathered information or data in a different form to have a different perspective. You may use any of the following

1. Write an equation or formula

2. Make a table or chart

3. Create a picture, graph, or diagram

The next step is to devise a plan. You need to think of a strategy to solve the problem. An appropriate technique must be selected.
Selecting the proper method or deciding how to attack the problem is the key to the entire problem-solving process. To do this, 
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1. You may look into simple or special cases to reveal how the more general case works. 

2. You can break a problem into smaller problems, tackle each sub-problem, and put them together to solve the whole problem.

Carrying out the plan is the third step in solving the problem. This step refers to the implementation of the plan. No matter how good
your plan, it will not resolve the problem if you don't implement it. You may use work backward or look for a pattern.

  Having implemented your plan, you have to look back. Check if the plan implemented has solved the problem. Were you able to
solve the problem successfully? To be sure of your answers, you may perform some checking of your final answer. 

In summary, the seven problem-solving techniques discussed were as follows

 Understand the problem

To fully understand the problem, you may use the following techniques

1. Ask questions to clarify the problem

2. Decide what information is relevant

3. Represent the information in a different form

Devise a plan

When working to devise a plan, you may consider doing one

or both

1. Examine a simple case or try several special cases

2. Break a problem into smaller problems or identify a subgoal or subproblems

Carry Out the Plan

In carrying out your plan, you may use the following

1. Work backward

2. Look for a pattern

3.6. Video with Problem-Solving Exercise

Please watch the video below - "4 Steps to Math Problem Solving" by Sabrina Knopf

After watching the video, you should be able to 

1. discuss the four steps explained in this video

2. solve the last two practice problems on your own using these steps

You may pause the video after the problem to figure out the answer or solution to the question and play to see the answer or solution in
the video. Compare your answer. Were you able to get the correct answer? If yes, very good. If not, study what you missed out or
where you failed. 

Disclaimer: The video content has been made available for informational and educational purposes only. The video may contain
contents copyrighted by another person or entity. This site claims no copyright over said contents. Credit goes to the real owner of the
video.

4 Steps to Math Problem Solving by Sabrina Knopf, April 19, 2016

https://www.youtube.com/channel/UCioHfyXWo30XEdmd2WfOE-g/videos

3.7. Assessment (Group Problem-Solving)

This is a collaborative activity. Form a group of at most five members. Each group will be required to solve the following problems
collaboratively. Specify the problem-solving technique/s that your group used. A member of the group may be called randomly during
the online session to present the group solution to each problem. Ensure that all members understand how the problems were solved
and can present the solution when asked. Save your answer in word document file. 

1.      In a room with 10 people, everyone shakes hands with everybody else exactly once. How many handshakes are there?

2.    How many dots will there be in figure 49?

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3.   Maria is 24 years old. Maria is twice as old as Anna was when Maria was as old as Anna is now. How old is Anna?

Please click the icon below to submit your answer in pdf file. When saving your file use the filename format "Module 3 Lesson 1
Assignment_Last Name of the Leader followed by Last Name of the members (alphabetical)

4. Lesson 2 Inductive Reasoning

This lesson discusses the difference between deductive and inductive reasoning, and the various forms of inductive reasoning -
prediction, generalization, causal inference, and analogy. In this lesson, you will see a variety of examples taken from news articles and
other readings. It also present a variety of scenarios, including medical and educational studies.

After completing this lesson, you will be able to

1. distinguish between inductive and deductive reasoning.

2. recognize and use different forms of inductive reasoning.

3. decide whether or not a conclusion reached through inductive reasoning is valid.

4. identify assumptions made when using inductive reasoning

5. identify when a conclusion reached through valid inductive reasoning might be false.

4.1. Video
Please watch this video from TED-Ed Animations

While watching this video, you will be asked to pause the video for you to figure out the solution for yourself. When you're done, you
may continue watching the video to see how the riddle was solved. Check if you were able to get the correct answer.

Disclaimer: The video content has been made available for informational and educational purposes only. The
video may contain contents copyrighted by another person or entity. This portal claims no copyright over said
contents. Credit goes to the real owner of the video.

Play Video

Can you solve the prisoner hat riddle? by  Alex Gendler, TED-Ed, Oct 5, 2015 

Lesson by Alex Gendler, animation by Artrake Studio.

     View full lesson: http://ed.ted.com/lessons/can-you-sol... 

4.2. Forum
Please click the icon below to participate in the discussion forum.

4.3. Assigned Readings

To read about Topic 12 - inductive reasoning, forms of inductive reasoning and explorations, please click Module 3 - Lesson 2:
Assigned Readings (there's a link if the word itself is in blue ink and with hand icon when pointing to it).

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Take note of the procedure below in case you encounter the following after clicking the link.

1. If you see a timeout alert message "Your WileyPLUS session is No longer Active," please click Quantitative Reasoning on
the course page under Additional Readings and References. Then go back to your module window and click the WileyPLUS again. 
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2. If youl see an error message, "Oh No! There's a problem here."  (Error - Session Already Running), please close the previously
opened WileyPLUS windows. Then you will be brought back to the module window that you're studying. Click again the wileyPLUS
resource that you are trying to access. 

4.4. Practice
This is a follow-up on your assigned reading activity. Make sure that you're done with your assigned readings. 

Please click Module 3 - Lesson 2: Practice to start this exploration activity.

4.5. Discussion
Is reasoning an essential activity of the human brain? 

Yes, it is an important activity in our minds. Can you remember how many times you have reasoned out to prove your point?
Consciously or unconsciously, we make use of reasoning in our everyday life. People use reasoning to draw conclusions, and these
conclusions, when obtained from valid reasoning, can become part of human knowledge.

There are two primary forms of reasoning, namely, inductive and deductive reasoning. 

So, what is the difference between inductive reasoning and deductive reasoning?

Inductive reasoning is the form of reasoning used when you argue from specific cases to the general case. 

In deductive reasoning, it is the opposite of inductive reasoning. You argue from general cases to specific cases.

According to Sevilla (2013), when you draw general conclusions from experiments or observations, you use inductive reasoning. The
truth of a conclusion obtained through an inductive argument from valid premises is, at best, highly likely to be true, but not necessarily
true. 

Try this! 

Write your answer on a paper or type your answer in a word document.

Decide whether each of the following situations describes inductive reasoning or not. Justify your answer.

1. My husband's latest rapid test result turns out negative. My son's rapid test result also turns out negative. My rapid test result must
be negative.

2. A particular university has a population of 20 000 students. Based on the survey conducted, 80% of its students have internet access
and preferred full online learning. We can conclude that 16 thousand students enrolled in fully online education this first semester.

3. A researcher conducted an experimental study about the impact of using flipped classrooms. Post-test scores of the treatment group
that uses flipped classrooms are higher than those of the traditional classroom. The researcher concluded that using a flipped
classroom is better than using a traditional classroom.

Answers

1. This is an example of inductive reasoning. The conclusion drawn was based on the two rapid test results. However, this conclusion
does not seem valid because of the cases where one of the family members' rapid test results turned out positive.

2. This is an example of deductive reasoning. Because 80% of its students have internet and preferred full online learning, it follows that
0.80 * 20,000 = 16 000 students enrolled in fully online education.  

3. The researcher used inductive reasoning to conclude that using a flipped classroom model is better than using a traditional
classroom setting. 

For more examples, you may click this link  and click Topic 12 Inductive Reasoning. 
4.6. Collaborative Activity
Form a group of a maximum of 5 members and answer the questions collaboratively. Ensure every member knows the group answer
and should be able to present and explain. During your synchronous online session, your instructor may verify if you worked
collaboratively .

In this activity, each group will investigate the possible flaws in inductive reasoning by analyzing the following news reports of studies.

1. Health News: Air cleaners help kids with asthma

2. Tanning Danger: Tanning salons raise skin cancer risk

3. Television Time: Study: Lots of television time can hurt children's reading ability
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4. Hypnosis and surgery: Hypnosis a help in surgery, study says

First, you will read newspaper articles that summarize situations in which inductive reasoning is used. You will then decide if the study
described is an observational study or an experiment. Finally, you will analyze each situation and decide which inductive reasoning
flaws might be present. Follow the format shown below.

Module 3 Lesson 2 Collaborative Activity - Analyzing Studies: Inductive Reasoning 

Leader: Last Name, First Name

Member 1: LN, FN (Input or work contributed to this activity output)

Member 2: 

Member 3:

Member 4:

News Report #1 - Health News : Air cleaners help kids with asthma

Answer

News Report #2 - Tanning Danger: Tanning salons raise skin cancer risk

Answer 

News Report #3 - Television Time: Study: Lots of television time can hurt children's reading ability

Answer

News Report #4 - Hypnosis and surgery: Hypnosis a help in surgery, study says

Answer

Save your answers in a word document using the filename Module 3 Lesson 2 Collaborative Activity _Group#_Lastname of the leader,
followed by alphabetically arranging the members' last name. Only leader will submit a pdf copy of this later (next activity)

You may now click Module 3 - Lesson 2: Collaborative Activity to view the details or information needed for this activity, 

4.7. Assignment
Group Leaders are only required to submit. Please click the assignment icon below to submit pdf of your file for the collaborative activity
done (Analyzing Studies: Inductive Reasoning)

5. Lesson 3 Deductive Reasoning

This lesson focuses on the solving problems using deductive reasoning. At the end of this lesson you should be able to solve problems
by deductive reasoning. 

5.1. Video
Please watch this video from TED-Ed Animations

While watching this video, you will be asked to pause to allow you to examine your clues and solve the riddle. When you're done with
your solution, continue watching the video to find out if you got it right!

Disclaimer: The video content has been made available for informational and educational purposes only. The video may contain
contents copyrighted by another person or entity. This portal claims no copyright over said contents. Credit goes to the real owner of
the video.

Play Video

Can you solve "Einstein's Riddle"? by Dan Van der Vieren, December 1, 2015

View full lesson: http://ed.ted.com/lessons/can-you-sol... 

 View all the clues here: http://ed.ted.com/lessons/can-you-sol...

This is a Lesson by Dan Van der Vieren, animation by Artrake Studio.

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5.2. Forum
Please click the icon below to participate in the discussion forum

5.3. Discussion
What is a deductive reasoning? 

Here are some definitions from the internet which I find to describe or define deductive reasoning clearly. You may try also
looking for more definitions that you can share to improve our discussion here for this lesson. 

Deductive reasoning is the process of drawing a conclusion based on premises that are generally assumed to be
true.  Source: https://www.indeed.com/career-advice/career-development/deductive-reasoning

Deductive reasoning is a type of logical thinking that starts with a general idea and reaches a specific conclusion.
Source: https://www.thebalancecareers.com/deductive-reasoning-definition-with-examples-2063749

Deductive reasoning means using what you already know to be true. Source: https://study.com/academy/lesson/deductive-

reasoning-in-algebra.html

So, how do we solve problems by deductive reasoning?

Well, solving problems by deductive reasoning means using the information that we know is true. This is illustrated in the
examples given below. 

To solve an algebraic equation by deductive reasoning, you may recall a rule or property that you already know and apply it to
the given equation. Substituting the obtained value (which is now the known value that can be true) into the original given
equation can be done to check if you solve it correctly or not. This is illustrated in Example 1. 

Example 1 Solve for x:      3x +15 = 21

3x + 15 + (-15) = 21 + (-15)     Addition Property of Equality If a = b then a+ c = b + c 

                                                     Additive Inverse:  a + (-a) = 0     →15+ (-15) = 0

                                                       Rule on Signed Numbers: Subtract numbers with different signs

                                                      21 + (-15) = 21-15 = 6

3x = 6

                          Multiplication Property of Equality: If a = b, then ac = bc

                                                      Multiplicative Inverse:  a (1/a) = 1

X = 2    

To check if the value obtained for x is true or correct, we substitute x = 2 in the original given equation, 3x +15 = 21

3 (2) + 15 = 21                             Substitute 2 in x 

    6   + 15 = 21                              Multiply 3 by 2. We have the product of 6. Replace 3(2) in the equation with 6. 
              21 = 21                             Adding 6 and 15, we have the sum of 21 which is equal to the value on the right side of the
                                                                equation

 Hence, the value of 2 that we obtained for x is correct. 

Example 2 Can you solve the honeybee riddle? – This is a lesson created by Dan Finkel. 

Please watch this TED-Ed video for more information about this riddle. Take note of the relevant information that you need to
solve the riddle.  At 1:45 you will pause the video to figure it out for yourself.

Disclaimer: The video content has been made available for informational and educational purposes only. The video may
contain contents copyrighted by another person or entity. This site claims no copyright over said contents. Credit goes to the
real owner of the video.

Can you solve the honeybee riddle? Dan Finkel, TED-ED Riddles, July 30, 2020

Were you able to solve the riddle? If yes, very good! 

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If not, there's another riddle that you can practice on. 

Example 3 This riddle is a lesson created by Dan Finkel. 

Please watch the TED-Ed video below to gather relevant information. At 1:42 you will pause the video to figure it out for
yourself

Where should you place the two (2) vacuum nozzles?

Disclaimer: The video content has been made available for informational and educational purposes only. The video may
contain contents copyrighted by another person or entity. This site claims no copyright over said contents. Credit goes to the
real owner of the video.

Can you solve the killer robo-ants riddle? - Dan Finkel, TED-ED RIDDLES, October 9, 2018

Were you able to solve the riddle? If yes, congratulations. 

If not, practice more solving riddles. 

Practice more problem-solving at https://brilliant.org/TedEd/

 Solution to Bonus Riddle: https://brilliant.org/TedEdRoboAnts/

6. Assessment
This activity will require collaborative output. Form a group of at most five members. Each group must submit one solved problem and
one unsolved problem for lesson 2 and lesson 3. Please follow the format specified below. Save it in word document using the filename
Module 3 Lesson 2 and Lesson 3 Assessment _Group#_Lastname of the leader followed by alphabetically arranged members' last
name. 

During your synchronous online session, your instructor will verify if the group output was a collaborative effort or not. Ensure that all
the members will be able to present any of the problems submitted by the group. 

Through this collaborative output, we hope that you achieve the following learning outcomes

1.     Utilize different types of reasoning to justify statements and arguments made about mathematics   and mathematical concepts.

 2.     Write clear logical proofs.

 3.     Solve problems involving patterns and recreational problems following Polya’s four steps.

 4.     Organize your methods and approaches for proving and solving problems

Module 3 Lesson 2 and Lesson 3 Assessment

Leader: Last Name, First Name

Member 1: LN,FN      (indicate the problem# contributed)

Member 2: 

Member 3:

Member 4: 

Lesson 2 Problem Solving by Inductive Reasoning

Solved Problem#1   

Source:

Problem

Solution

Unsolved Problem#2

Source: 

Problem

Solution
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Lesson 3 Problem Solving by Deductive Reasoning

Solved Problem#1   

Source:

Problem

Solution

Unsolved Problem#2

Source: 

Problem

Solution
Only leader will be required to submit the group output. Please click the icon below to submit pdf copy of your file about this activity. 

7. Extend Your Knowledge on Problem Solving (optional)

Reading the digital book below will extend your knowledge about the world of problem-solving and its importance to everyday life. You
will learn what constitutes a problem, Polya's four-step plan for problem-solving, and the ten most valuable strategies to use when
solving problems. In this session, you will see how a problem can be approached or solved using various techniques. You may click the
book below to read it online or you may download and read if offline. 

7.1. What is a Problem?

Try first to answer this question by simply typing your answer on a word document for this lesson. For offline modality, you may write
down your reply in your notebook. You may click the book below to read the Introduction and answer this question, as explained in the
digital publication. For offline modality, you may download the book, read the Introduction and do the same. 

7.2. How Do We Solve a Problem?

How do you solve a math problem? How do you deal with a real-life problem? List down your procedure on a word document or
notebook if you opted for offline modality. Please click the book below to read about this question. For offline modality, continue reading
the book's Introduction and locate the answer (hint: four-step plan developed by George Polya). 

After reading the four-step strategy by Polya, which step is the most overlooked or not done? Why do you think so?

7.3. What Are the Ten Most Valuable Strategies to Use When Solving Problems?
You may list down strategies or approaches that you know and compare your list with what is in the book. Please click the image below
to read about this. For the offline modality, continue reading the book's Introduction, and you will see these strategies enumerated.
Which of these ten strategies are you familiar with, or have you used in the past? Or which of these strategies are new to you?

7.4. Sample Problem to Demonstrate How a Problem Can Be Approached or Solved

Please click the book below to see the different approaches used to solve the sample problem, the handshake problem. For those
using the printed module, you may continue reading the book's Introduction and study how the sample problem was solved using
various techniques. 

7.5. Concept Review Using Flashcards

Please click the book image below to use the flashcards to study or review concepts learned. 

8. Chat for Student Queries

Please click the chat icon below to post your questions or queries about our lessons.

9. Student Feedback about their Flexible Learning Experience

Please click the icon below to send evaluation about your flexible learning experience for this module.
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