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MODULE 3
3.1 Introduction
Central to the study of mathematics is its ability to solve problems even
outside the field. Different professions deal with different problems. Most
professionals are required to have good problem solving skills. In the previous
module, you built a clear understanding of mathematics as a language and
improved your skills in translating mathematical sentences to symbols. This skill
is so important for you to become a better problem solver.
In this module, our main focus is on how you solve a problem in a systematic
manner.
An example of this type of reasoning is applied when we want to find the next
number in a list of numbers which follows a pattern.
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Example 1. Use inductive reasoning to predict the next number in the lists.
1, 3, 6, 8, 11, _____
Solution.
The first two numbers differ by 2, the second and the third by 3, the third
and fourth by 2 again. It appears that when two numbers differ by 2, the next
difference would be 3, followed again by 2, then by 3. Since the difference between
8 and 11 is 3, we predict the number next to 11 to be a number 2 more than 11,
which is 13.
Solution.
We may construct a table to examine the results.
Original number Result
5 10
6 12
7 14
10 20
100 200
If you pick the number 5, the procedure will give a result of 10. For 6, it will
give 12; for 7, 14; for 10, 20; and for 100, 200. We observe that the resulting
numbers are twice the original number. Thus, we conjecture that the process will
produce a number which is twice the original.
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Example 3. Consider the polynomial 𝑛2 + 19𝑛 − 19 where 𝑛 is a counting number.
We notice that the results are prime numbers. Thus, we conjecture that
for 𝑛 ≥ 2, then 𝑛2 + 19𝑛 − 19 is a prime number. To test our conjecture, we
need to check results for other values. We have:
𝑛 𝑛2 + 19𝑛 − 19
8 197
9 233
10 271
11 311
12 353
We see that the results are consistent and that our conjecture seems
correct. If we continue checking on the next results, we get 397, 443, 491,
541, 593, and 647. All these numbers are prime. However, if 𝑛 = 19, we get
703 which is the product of 19 and 37. This makes us conclude that our
conjecture is incorrect.
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Results may be summarized in the following table.
Number of dots 1 2 3 4 5 6
Maximum number of regions 1 2 4 8 16 ?
Using the information in the table, we see that as the number of dots
increase, the number of regions inside the circle is doubled. Thus, we expect
that for 6 dots, there will be 16 ∙ 2 = 32 regions. However, if we perform the
procedure, we find out the only 31 regions are formed as shown in Figure 3.2.
Figure 3.2
Maximum number of regions formed by connecting 6 dots on a circle
Learning Activity 1
Direction: Use inductive reasoning to figure out the next number in the list.
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Observed patterns and formed ideas are better understood when one
knows how to communicate these ideas into meaningful statements. The
ability to analyze and convey the ideas formed is an essential part of the
problem solving process. In the succeeding discussion, we recall concepts on
truth of statements and familiarize with how we can justify the truth or falsity
of a statement.
A statement is true if it is true for all cases. If you can find one case
where the statement is not true, then it is considered a false statement. The
instance for which the statement becomes false is called a counter-example.
One can verify that a statement is false by using a counter-example. This is
illustrated in the next example.
Solution.
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3.3.1.2 Deductive Reasoning
To illustrate how deductive reasoning works, we will use the same procedure
we had in Example 2 and this time we use a deductive process.
Solution.
Multiply by 4 4𝑛
4𝑛 + 6
= 2𝑛 + 3
Divide the sum by 2 2
Subtract 3 2𝑛 + 3 − 3 = 2𝑛
If we let 𝑛 be the number, the procedure will give a result of 2𝑛. Thus, we
conclude that the procedure produces a number which is twice the original
number.
John, Jenny, Sheila, and Jason were recently elected as new class officers
(president, vice president, secretary, treasurer) in a National High School.
From the following clues, determine which position each holds.
1. Jason is younger than the president but older than the treasurer.
2. John and the secretary are both the same age, and they are the youngest
members of the group.
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3. Sheila and the secretary are next-door neighbors.
Solution.
From clue 1, Jason is neither the president nor the treasurer. We put a mark
“X” on positions Jason do not hold.
From clue 2, John is not the secretary. And since he is one of the youngest
in the group, he cannot be the president. From here, we also conclude that
Jason is not the secretary since he is older than the treasurer. Thus, Jason
must be the vice president and John must be the treasurer.
From clue 3, Sheila is not the secretary which leads us to conclude that
Jenny is the secretary. Since there are no other options, we conclude that
Sheila is the president.
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3.3.2 Problem Solving with Patterns
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• What formula or rule can be used to generate the terms?
Before we proceed to the types of sequences, we will study the basic
sequences and find the next term of a sequence using a difference table.
In this case, the first differences are all the same. Thus, if we use the
difference table above to predict the next number in the sequence, we shall be
working upward by adding 3 to 14. Thus, 14 + 3 = 17 is the next term of the
sequence. The following table shows how this is done.
Sequence 2 5 8 11 14 17
First difference 3 3 3 3 3
From the table, we see that the first differences are not the same since 14
− 5 = 9, 27 − 14 = 13, 44 − 27 = 17, and 65 − 44 = 21. Thus, we check on the
second differences and observe if we see a pattern. In this case, the second
differences are all the same. We have 13 − 9 = 4, 17 − 13 = 4, and 21 − 17 = 4.
The common second difference is 4.
Sequence 5 14 27 44 65 90
First difference 9 13 17 21 25
Second difference 4 4 4 4
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Example 8. Use a difference table to predict the next term in the sequence.
2, 7, 24, 59, 118, 207, …
Solution.
Sequence 2 7 24 59 118 207 332
First differences 5 17 35 59 89 125
Second differences 12 18 24 30 36
Third differences 6 6 6 6
Learning Activity 4
Direction. Figure out the next number in the sequence using a difference
table as your guide.
Start Here:
1. 1, 7, 17, 31,49,71, …
2. 10, 10, 12, 16, 22, 30,…
3. −1, 4, 21, 56, 115,204, …
4. 9, 4, 3,12,37, 84, …
5. 17, 15, 25, 53, 105,187, …
𝑎1 = 3(1)2 + 1 = 4,
𝑎2 = 3(2)2 + 2 = 14,
𝑎3 = 3(3)2 + 3 = 30,
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which means that the first term is 4; second term is 14; and third term is 30.
The next example illustrates how the 𝑛𝑡ℎ-term formula can be determined.
Example 9. Assume the pattern shown by the square tiles in the following figure
continues.
a. What is the 𝑛𝑡ℎ-term formula for the number of tiles in the 𝑛𝑡ℎ figure of the
sequence?
b. How many tiles are in the eighth figure of the sequence?
c. Which figure will consist exactly 320 tiles?
Solution.
a. If we count the tiles in each term, we get the sequence 2, 5, 8, 11, … which
has a common difference of 3. Thus, we may consider 3𝑛 such that 𝑛 = 1,
2, …. However, using this would give 3 as the first term.
b. Using the formula we derived from (a), we can get the number of tiles in
the eighth term of the sequence. In this case, 𝑛 = 8 and 𝑎8 = 3(8) − 1 =
24 − 1 = 23 tiles.
c. To determine which figure in the sequence will have 320 tiles, we will
use the formula we derived in (a) and solve for 𝑛. Here, we expect the
𝑛𝑡ℎ-term to have 320 tiles. Thus, we solve 3𝑛 − 1 = 320.
3𝑛 − 1 = 320
3𝑛 = 321
𝑛 = 107
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Do you have your own way of solving this problem? It will help if you write
your own solution and compare the results.
Arithmetic Sequence
An arithmetic sequence is made by adding the same value each time. This
value is referred to as the ‘’common difference’’. A sequence with this property
is also called arithmetic progression.
Geometric Sequence
Here, each term in the sequence is 2 times the previous term. A sequence
such as this is called a geometric sequence.
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𝑎, 𝑎𝑟, 𝑎𝑟2 , 𝑎𝑟3 , …
The 𝑛𝑡ℎ-term can be calculated using 𝑎𝑟𝑛−1 , where the power (𝑛 − 1) is always
one less than the position 𝑛 of the term in the sequence.
Thus, the sequence
can be expressed as
By adding another row of dots and counting all the dots we can find the next
number of the sequence. Thus, the 5th term in this sequence is:
Learning Activity 5
Direction: a) Find the nth-term formula for the sequence with the given
representation. b) Determine the number of squares in the fifteenth figure.
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3.3.3 Polya’s Problem Solving Strategy
A great discovery solves a great problem but there is a grain of discovery in the solution of any problem. Your problem may
be modest; but if it challenges your curiosity and brings into play your inventive faculties, and if you solve it by your own means,
you may experience the tension and enjoy the triumph of discovery.
George Polya
We will discuss each step by giving some guide on how we can complete the
problem-solving process devised by George Polya.
3.3.3.1 Understand the Problem
Once we have found a solution, we check the solution and make sure
that the solution is consistent with the facts of the problem. We must interpret
the solution in the context of the problem and figure out whether there are
generalizations of the solution that could apply to other problems.
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Example 10. Apply Polya’s strategy to solve the following problem.
Determine the digit places to the right of the decimal point in the decimal
representation .
Solution.
Understand What are the given • The number
4
7
the Problem information?
• places to the right of the decimal point
Review the Are we sure that • As an alternative solution, we see that the above table
Solution our answer is illustrates additional patterns. For instance, if each of
correct? the location numbers in column 1 is divided by 3, a
remainder 1 is produced. If each of the location numbers
in column 2 is divided by 3, a remainder of 2 is produced.
Thus, we can find the decimal digit in any location by
dividing the location number by 3 and examining the
remainder. Thus, to find the digit in the 100th decimal
4
place of , we merely divide 100 by 3 and examine the
7
remainder, which is 1. Thus, the digit 100 places to the
right of the decimal point is a 1.
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Example 11. Apply Polya’s strategy to solve the following problem.
A paper fan and a visor together cost ₱100.00. The visor costs ₱ 90.00
more than the paper fan. What are the individual costs of the visor and the
fan?
Solution.
Understand What are the given • The price of a paper fan and a visor together is
the Problem information? ₱100.00.
• The visor costs ₱90.00 more than the paper fan.
What is/are the • Visor’s price must be higher than the price of the
property/ies of the paper fan.
final answer? • Both prices must be less than ₱100.00.
• Unit cost is in ₱.
Devise a Plan What steps are 1. Represent the cost of visor and paper fan using a variable.
needed to solve the 2. Translate the statement to mathematical equation.
problem? 3. Solve for the cost of the visor and the paper fan.
Carry Out What are the 1. We let ℎ be the cost of the paper fan. Since the visor costs
the Plan results after we ₱90.00 more than the visor, we represent its cost by ℎ + 90.
take the steps in The cost of paper fan and visor altogether is ₱100.00. This
solving the 2. can be expressed ℎ + ℎ + 90 = 100.
problem?
3. Solving this equation, we have
ℎ + ℎ + 90 = 100
2ℎ + 90 = 100
2ℎ = 100 – 90
2ℎ=10
ℎ=5
The cost of the paper fan is ₱5.00 and the cost of the visor
is:
₱ 5.00 + ₱ 90.00 = ₱ 95.00.
Review the Are we sure that • Checking the sum of the costs we get ₱ 5.00 + ₱ 95.00 = ₱
Solution our answer is 100.00
correct? • The difference of the costs of the visor and the paper fan
is ₱95.00 − ₱5.00 = ₱90.00.
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Learning Activity 6
Understand the
problem
Devise a plan
Review the
solution
Understand the
problem
Devise a plan
Review the
solution
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3.4 Recommended learning materials and resources
Remote (asynchronous)
B. Write the answer to the questions on the space provided after each item.
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3. Find a pair of numbers to show that the given
statement is false.
“If the sum of two counting numbers is an even counting
number, then the product of the two counting numbers
is an even counting number.”
C. Problem Solving. Solve the following problems using Polya’s four steps to
problem solving or your alternative(systematic) process.
2. The bacteria in a petri dish grow in a manner such that each day
the number of bacteria doubles. On what day will the number of
bacteria be half of the number present on the 12th day?
3. The number of ducks and pigs in a field total 35. The total
number of legs among them is 98. Assuming each duck has
exactly two legs and each pig has exactly four legs, determine
how many ducks and how many pigs are in the field?
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to eat since breakfast, so they ate half the cookies. Then Victor
came along and noticed the cookies. He ate a third of what was
left in the jar. Sharon, who was waiting around nearby, decided
to take a fourth of the cookies left in the jar. Then Tifanny came
rushing up and took one cookie to munch on in her class. When
Valerie looked at the cookie jar, she saw there were two cookies
left. How many cookies were in the jar to begin with?
3.7 References
Books:
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