GE MATH 1 (MATHEMATICS IN THE MODERN WORLD)

LESSON 3.1: PROBLEM SOLVING

This lesson will help students to understand the concepts of Problem solving involving different strategies
approaches and methods on how to solve word problem and its applications. The students are expected to complete this
module and answer all the activities enclosed in one (1) week.

LEARNING OBJECTIVES:

At the end of the lesson the students are expected to:

1. Compare and contrast inductive and deductive reasoning.
2. Use different types of reasoning to justify statements and arguments made about mathematics and mathematical
concepts.
3. Apply the Polya’s four-step in problem solving.
4. Organize one’s methods and procedures for proving and solving problems.
5. Perform operations on mathematical expressions correctly.
6.
Introduction:
“The definition of a good mathematical problem is the mathematics
it generates rather than the problem itself.”
- Andrew Wiles

INDUCTIVE AND DEDUCTIVE REASONING

Inductive reasoning
- is drawing a general conclusion from a repeated observation or limited sets of observations of specific
examples.
- basically, in a given data, we draw conclusion based from the frame these data or simply from specific case
to general case.
- the conclusion drawn by using inductive reasoning is called conjecture

Conjecture
- may be true or false depending on the truthfulness of the argument
*A statement is a true statement provided that it is true in all cases and it only takes one example to prove the conjecture
is false, such example is called a counterexample.
Some examples of inductive reasoning:

Example 1: It is an odd number.

11 is an odd number.
21 is an odd number.
Therefore, all numbers ending with one are odd numbers.

Example 2: Essay test is difficult.

Problem solving test is difficult.
Therefore, all tests are difficult.
Example 3: Mark is a Science teacher.
Mark is bald.
Therefore, all Science teachers are bald.

Deductive reasoning
- is drawing general to specific examples or simply from general case to specific case.
- it starts with a general statement (or hypothesis) and examines to reach a specific conclusion.
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Some examples of deductive reasoning:

Example 1: All birds have feathers.
Ducks are birds.
Therefore, ducks have feathers.

Example 2: Christopher is sick.

If Christopher is sick, he won’t be able to go to work.
Therefore, Christopher won’t be able to go to work.

Example 3: All Science teachers are bald.

Mark is a Science teacher.
Therefore, Mark is bald.

**NOTE: Logical reasoning maybe valid but not necessarily true.

INTUITION, PROOFS AND CERTAINTY

In mathematical practice, intuitive can be found in all places such as in the mathematical literature and in
mathematical discovery.
One good example was the letter from Srinivasa Ramanujan (an Indian mathematician) to Godfrey Harold
Hardy (a British mathematician), containing astonishing formulas for infinite sums, products, fractions, and roots.
Ramanujan’s formulas prove there is mathematical intuition, for they’re correct, even though he didn’t prove them, and
in some cases there is no idea on how it will be proven.
Hardy made a sound judgment with his reasonable understanding in the field of mathematics without directly
proving the formulas of Ramanujan’s were correct.
Even in the academic community we make judgments every day by reviewers and referees, by teachers and
paper-graders, by search committees and admission committees.
This kind of judgment is referred as mathematical intuition.

Intuition
- is a reliable mathematical belief without being formalized and proven directly and serves as an essential
part of mathematics.
- this word carries a heavy load of mystery and ambiguity and it is also somewhat dangerous, illegitimate
substitute for a formal proof.

Intuitive
- is the counterpart of rigorous (being not completely clear and never gives precise meaning).
- means lacking in rigor, yet the concept of rigor is defined intuitively, not rigorously.
- being visual just like geometry differs from rigorous geometry in two ways.
- a referent in the domain of visualized curves and surfaces, which is absent from the rigorous formal or
abstract version.
- in some aspects, it is superior it contains a valuable quality the rigorous version lacks. On contrary, we may
be misled by visualization where obvious or self-evident statements that are dubious or false.
- Has different meanings like plausible, or convincing in the absence of proof, incomplete, holistic or
integrative as opposed to detailed or analytic.
- In all different usage it is vague. It changes from one usage to another.
- consideration of intuition as actually experienced leads to a notion that is difficult and complex, but not
inexplicable.
- a realistic analysis of mathematical intuition should be a central goal of the philosophy of mathematics.

Proof
-
in mathematics, it is an inferential argument for a mathematical statement. In mathematical argument,
statements such as theorems can only be used if it is already proven.
- in principle, a proof can use axioms which are denoted as self-evident or assumed statements along with
accepted rules of inference. Axioms may be served as conditions that must be met before the statement
applies.
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- are examples of exhaustive deductive reasoning and inductive reasoning.

- a mathematical proof demonstrates that a certain statement is always true in all possible cases. An unproved
proposition that is believed to be true is known as a conjecture.
- it is important to mathematics, if one has a conjecture, the only way that it can safely be sure that it is true,
is by presenting a valid mathematical proof.
- Being able to write down a valid proof may indicate that one has a thorough understanding of the problem.
The efforts to prove a conjecture, requires a good understanding of the theory being tested.

*A mathematician that tries to prove something may gain a great deal of understanding and knowledge, even if his
efforts to prove that conjecture will end with failure. This is evident in theorems which have been raised by well-known
mathematicians, some took hundreds of years before it has been proven and some remain unproved.

Certainty
We know that the need for certainty is inherited from the ancient past, and is religiously motivated, its validity
is independent of its history and its motivation. Mathematics has a tradition and standard point of view that it proves
certainty. When a mathematical knowledge is correctly formulated, it is forever beyond error and correction. Any
possible errors may be attributed to human error, comprising carelessness, oversight or mis-formulation. Mathematics
has no problem of being certain, for certainty is just an essential defining attribute of mathematics and mathematical
knowledge.

POLYA’S FOUR-STEPS IN PROBLEM SOLVING

George Polya (1887-1985)

- was a mathematics educator who strongly believed that the skill of problem solving can be taught.
- he developed a framework known as Polya’s Four-Steps in Problem Solving. This process addressed the
difficulty of students in problem solving.
- he firmly believed that the most efficient way of learning mathematical concepts is through problem solving
and students and teachers become a better problem solver.

The Polya’s four interdependent steps in problem solving are:

Step 1: Understand the problem.
Step 2: Device a plan.
Step 3: Carry out the plan.
Step 4: Look back.

Figure 1.3: Process of Problem Solving

Original Problem Mathematical Version of

Translate the Problem

C S
h o
e l
c v
k e

Solution to the Answer to Original

Mathematical Version Interpret
Problem
STEP 1: Understanding the Problem
Sometimes the problem lies in understanding the problem itself.
To help us understand the problem, we might consider the following.
What is the goal?
What is being asked?
What is the condition?
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What sort of a problem is it?

What is known or unknown?
Is there enough information?
Can you draw a figure to illustrate the problem?
Is there a way to restate the problem? In your own words?

STEP 2: Devise a Plan

Devising a plan (translating) is a way to solve the problem by picturing how we are going to attack the problem.
Act it out.
Be systematic.
Work backwards.
Consider special cases.
Eliminate possibilities.
Perform an experiment.
Draw a picture/diagram.
Make a list or table/chart.
Use a variable, such as x.
Look for a formula/formulas.
Write an equation (or model).
Look for a pattern or patterns.
Use direct or indirect reasoning.
Solve a simple version of the problem.
Guess and check your answer (trial and error).

STEP 3: Carry Out the Plan

In carrying out the plan (solve) we need to execute the equation we came up in Step 2.
The main key is to be patient and careful, even if we have necessary skills.

Be patient.
Work carefully.
Modify the plan or try a new plan.
Keep trying until something works.
Implement the strategy and strategies in Step 2.
Try another strategy if the first one isn’t working.
Keep a complete and accurate record of your work.
Be determined and don’t get discouraged if the plan does not work immediately.

STEP 4: Look Back

This step helps in identifying if there is a mistake in the solution.
It is time to reflect and look back at what is done, what worked, and what didn’t.
Look for an easier solution.
Does the answer make sense?
Check the results in the original problem.
Interpret the solution with the facts of the problem.
Recheck any computations involved in the solution.
Can the solution be extended to a more general case?
Ensure that all the conditions related to the problem are met.
Determine whether there is another method of finding the solution.
Ensure the consistency of the solution in the context of the problem.

PROBLEM SOLVING STRATEGIES

*Some examples of problem solving strategies using the Polya’s Four Steps in problem solving.

Example 1: Suppose the NCAA basketball championships decided on a best of five series game. In how many
different ways can a team win the championships?

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Solution:
Step 1: Understand the Problem
There are many different orders to win the championships. The team may have won three straight games
(WWW) or maybe they could lose the first two games and won the last three games (LLWWW). There are also other
possibilities such as WWLW, WLWW, or WLWLW.

Step 2: Devise a Plan

Make an organized list of all possible orders and ensure that each of the different orders is accounted for only
once.

Step 3: Carry Out the Plan

Each entry in the list must contain three Ws and may contain one or two losses. Use a strategy to each order.
One strategy is to start to write Ws, then write L if it is not possible to write W. This strategy produces ten (10)
different orders shown below.

WWW (Start with 3 wins)

WWLW (Start with 2 wins)
WWLLW (Start with 2 wins)
WLWW (Start with 1 win)
WLLWW (Start with 1 win)
WLWLW (Start with 1 win)
LWWW (Start with 1 loss)
LWWLW (Start with 1 loss)
LWLWW (Start with 1 loss)
LLWWW (Start with 2 losses)

Step 4: Look Back

The list above is organized and contains no
duplications. It includes all possibilities, we can
conclude that there are ten (1) different ways in
which a basketball team can win the NCAA
championships in the best of 5 games.

UNDERSTAND THE
PROBLEM

LOOK BACK DEVISE A PLAN

CARRY OUT THE

PLAN

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Example 2: Two times the sum of a number and 3 is equal to thrice the number plus 4. Find the number.
Solution:
Step 1: Understand the problem
We need to make sure that we have read the question carefully several times. Since we are looking for a number,
we will let 𝑥 be a number.

Step 2: Devise a Plan

We will translate the problem mathematically. Two times the sum of a number and 3 is equal to thrice the number
plus 4.
2(𝑥 + 3) = 3𝑥 + 4

Step 3: Carry Out the Plan

We solve for the value of 𝑥, algebraically.
2(𝑥 + 3) = 3𝑥 + 4
2𝑥 + 6 = 3 + 4
3𝑥 − 2𝑥 = 6 − 4
𝑥=2

Step 4: Look Back

If we take two times the sum of 2 and 3, that is the same as thrice the number 2 plus 4 which is 10, so this does
check. Thus, the number is 2.

Example 3: Three siblings Sofia, Achaiah and Riana. Sofia gave Achaiah and Riana as much as money as each had. Then
Achaiah gave Sofia and Riana as much money as each had. Then Riana gave Sofia and Achaiah as much money as each
had. Then each of the three had P128. How much money did each have originally?
Solution:
Step 1: Understand the Problem
The problem is a little bit confusing and need to be carefully analysed.

Step 2: Device a Plan

We will be working backwards.

Step 3: Carry Out the Plan

There are four stages to the problem. We will number it from fourth to first.
Fourth: Each has P128.
Third: Riana gave Sofia and Achaiah as much money as each has.
Second: Achaiah gave Sofia and Riana as much money as each has.
First: Sofia gave Achaiah and Riana as much money as each has.

Stages Sofia Achaiah Riana

Fourth P128 P128 P128
Third 64 64 256
Second 32 224 128
First 208 112 64
Initially Sofia had P208, Achaiah had P112, and Riana had P64.

Step 4: Look Back

We check the result.
Stages Sofia Achaiah Riana
First 208 112 64
Second 208 – 112 – 64 = 32 112 + 112 = 224 64 + 64 = 128
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Third 32 + 32 = 64 224 – 32 – 128 =64 128 + 128 = 256

Fourth 64 + 64 = 128 64 + 64 = 128 256 – 64 – 64 = 128
Thus, Sofia, Achaiah, and Riana’s initial money are P208, P112, and P64, respectively.

Example 4: If the length of the top of a rectangle is 15 inches more than its width and the area is 1, 350 square inches. Find
the dimension of the table.
Solution:
Step 1: Understand the Problem
We are looking for the length and width of the rectangular table; and we will let 𝑙 be the length and 𝑤 be the width.
It is indicated in the problem that the length is 15 inches longer than the width
(𝑙 = 15 + 𝑤).

Step 2: Device a Plan

We will apply the area of the rectangular formula Area = 𝑙𝑤.
1,350 = 𝑙𝑤 = (15 + 𝑤)𝑤

Step 3: Carry Out the Plan

1,350 = (15 + 𝑤)𝑤
1,350 = 15𝑤 + 𝑤 2
𝑤 2 − 15𝑤 = 1,350
(𝑤 + 45)(𝑤 − 30) = 0
𝑤 + 45 = 0 𝑤 − 30 = 0
𝑤 = −45 𝑤 = 30

Since, measurement cannot be negative, the width of the rectangle is 30.

The length is 𝑙 = 15 + 𝑤 = 15 + 30 = 45 inches.

Step 4: Look Back

If the width of the rectangle is 30 inches and the length is 15 inches longer than the width which is 45 inches. The
area of the rectangle is Area = 𝑙𝑤 = 30(45) = 1,350 square inches. Thus, the width is 30 and the length is 45
inches.

MATHEMATICAL PROBLEMS INVOLVING PATTERNS

Mathematics is useful to predict and number pattern is about prediction.

Number pattern
- leads directly to the concept of functions in mathematics in relation to different quantities which is defined as
a list of the same numbers following a particular sequence.
- can also be applied to problem-solving whether a pattern is present and can be used to generalize a solution to
a problem.
- Can be in the form counting up or down and the missing number is of the form of completing count up or down.
- One of the most famous number patters is the Fibonacci sequence, other types of pattern are prime number
pattern, imaginary number pattern, geometric number pattern, and growing number pattern.
An infinite sequence is a function whose domain is the set of positive integers. The function values
𝑎1 , 𝑎2 , 𝑎3 , 𝑎4 , … , 𝑎𝑛−1 , 𝑎𝑛 , … are terms of the sequence. If the domain of the function consists of the first 𝑛 positive integers
only, the sequence is a finite sequence.

Example 1: Identify whether the following are finite or infinite sequence.

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a. 1, 2, 3, 4, 5, 6, 7
b. 2, 4, 6, 8, 10, 12, 14 Finite sequences
c. 1, 3, 5, 7, 9, 11, 13, 15
d. 3, 6, 9, 12, 15, …
e. 1, 1, 2, 3, 5, 8, 13, … Infinite sequences
f. 1, 4, 9, 16, 25, 36, …

A general sequence 𝑎1 , 𝑎2 , 𝑎3 , 𝑎4 , … , 𝑎𝑛−1 , 𝑎𝑛 , … having the first term 𝑎1 , the second term is 𝑎2 , the third term is 𝑎3 , and
the 𝑛th term, also called the general term of the sequence, is 𝑎𝑛 .

Example 2:Write the first three terms of the sequence whose 𝑛th term is given by the formula 𝑎𝑛 = 3𝑛 + 1.
Solution:
𝑎𝑛 = 3𝑛 + 1
𝑎1 = 3(1) + 1 = 3 + 1 = 4 Replace 𝑛 by 1.
𝑎2 = 3(2) + 1 = 6 + 1 = 7 Replace 𝑛 by 2.
𝑎3 = 3(3) + 1 = 9 + 1 = 10 Replace 𝑛 by 3.

Thus, the first three terms of the sequence are 4, 7, and 10.

A difference table shows the differences between successive terms of the sequence. The differences in rows maybe the first,
second, and third differences.

In the first differences, each number in the first row of the table is the differences between the closest numbers just above it
(subtract the upper left number to the upper right number). If the first differences are not the same, compute the successive
differences of the first differences (called the second and third differences). The following examples will show how to
predict the next term of a sequence, and we look for a pattern in a row differences.

Example 3: Construct the difference table to predict the next term of each sequence.
a. 3, 7, 11, 15, 19, … b. 1, 4, 9, 17, 28, … c. 6, 9, 14, 26, 50, 91, …

Solution:
a. 3, 7, 11, 15, 19, …
Sequence 3 7 11 15 19 23

First differences4 4 4 4 4 4
The next term is 23.
b. 1, 4, 9, 17, 28, …

Sequence 1 4 9 17 28 42

First differences3 5 8 11 14

Second differences 3 3 3 3

The next term is 42.

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c. 6, 9, 14, 26, 50, 91, …

Sequence 6 9 14 26 50 91 154

First differences 3 5 12 24 41 63

Second differences 2 7 12 17 22

Third differences 5 5 5 5

The next term is 154.

Example 4: Determine the 𝑛th term formula for the following polygonal numbers in the 𝑛th figure: (a) triangular number;
(b) square number; (c) pentagonal number; and (d) hexagonal number.
Solution:
A polygonal number is a type of figurative number represented as dots or pebbles arranged in the shape of a regular
polygon.

a. Triangular Number
Observe that the number sequence is
𝑛=1 1
𝑛=2 1+2=3
𝑛=3 1+2+3=6
𝑛=4 1+2+3+4=6
𝑛=5 1 + 2 + 3 + 4 + 5 = 15
𝑛=6 1 + 2 + 3 + 4 + 5 + 6 = 21
1
which can be generalized as 𝑇𝑛 = 1 + 2 + 3 + ⋯ + (𝑛 − 1) + 𝑛 = 2 (𝑛2 + 𝑛)
Expanding the triangular number sequence: 1, 3, 6, 10, 15, 21, 28, 36, 45, 55, …

b. Square Number

1 4 9 16 25

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Observe that the number sequence is

𝑛=1 12 = 1
𝑛=2 22 = 4
𝑛=3 32 = 9
𝑛=4 42 = 16
𝑛=5 52 = 25
𝑛=6 62 = 36
1
which can be generalized as 𝑆𝑛 = (2𝑛2 − 0𝑛) = 𝑛2
2
Expanding the square number sequence: 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, …

c. Pentagonal Number

1 5 12 22 35

Observe that the number sequence is

𝑛=1 1
𝑛=2 1+4=5
𝑛=3 1 + 4 + 7 = 12
𝑛=4 1 + 4 + 7 + 10 = 22
𝑛=5 1 + 4 + 7 + 10 + 13 = 35
𝑛=6 1 + 4 + 7 + 10 + 13 + 16 = 51
1 1
which can be generalized as 𝑃𝑛 = 2 (3𝑛2 − 𝑛) = 2 (3𝑛2 − 𝑛)
Expanding the pentagonal number sequence: 1, 5, 12, 22, 35, 51, 70, 90, 117, 145, …

d. Hexagonal Number

1 6 15 28 45

Observe that the number sequence is

𝑛=1 1

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𝑛=2 1+5=6
𝑛=3 1 + 5 + 9 = 15
𝑛=4 1 + 5 + 9 + 13 = 28
𝑛=5 1 + 5 + 9 + 13 + 17 = 45
𝑛=6 1 + 5 + 9 + 13 + 17 + 21 = 66
1
which can be generalized as 𝐻𝑛 = 2 (4𝑛2 − 2𝑛) = 2𝑛2 − 𝑛
Expanding the hexagonal number sequence: 1, 6, 15, 28, 45, 66, 91, 120, 153, 190, …

Example 5: A diagonal of a polygon is a line segment that connects vertices (corners) of the polygon. Following are
polygons: triangle, quadrilateral, pentagon, and hexagon.
Figure 3.2

Determine the number of diagonals in a heptagon and an octagon.

Solution:
The solution of the diagonals is shown in the table.
Number of Sides 3 4 5 6 7 8
Number of Diagonals 0 2 5 9

Applying the difference table, we get

Sequence 0 2 5 9 14 20

First differences2 3 4 5 6

Second differences 1 1 1 1
Thus, the pentagon has 14 diagonals, while the octagon has 20 diagonals. Verifying the result of the sequence using
the diagrams of a pentagon and an octagon.

Figure 3.3

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Example 6: Given a circle with 𝑛 points on its perimeter what is the maximum number of regions determined by the chords
and the circle rim.
Solution:
We will set the visual representation with the case when 𝑛 = 0 and continuing the case to 𝑛 = 6.

We first locate a point on a circle and connect it with other point on a circle and we count the number of regions it
generates; we will continue this process as we add one point at a time. Figure 3.4 shows the number of chords and regions
produced with given 𝑛 points on a circle.

Figure 3.4

The result of the preceding observations is summarized in the table.

Number of Points 1 2 3 4 5 6
Number of Chords 0 1 3 6 10 15
Number of Regions 1 2 4 8 14 31

If we were to raw out seven points on a circle, we would be able to count and find that the maximum number of regions is
57. If we were to continue it to 𝑛 = 8, we could obtain a maximum of 99 regions. We can observe the pattern using a
portion of Pascal’s Triangle n Figure 3.5. If the Pascal’s triangle will be split as shown in the diagram, then only the
numbers to the left of the portion are added in rows, the result gives us the pattern.

Figure 3.5

1 =1
1 1 =2
1 2 1 =4
1 3 3 1 =8
1 4 6 4 1 =16
1 5 10 10 5 1 =31
1 6 15 20 15 6 1 =57
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1 7 21 35 35 21 7 1 =99

RECREATIONAL PROBLEMS USING MATHEMATICS (WEEK 4)

Recreational mathematics
- is a carried out mathematical activity which involves mathematical puzzles and games.
- most topics require no deeper knowledge in advanced mathematics.
- some of the topics are the magic square, logic puzzles, aesthetics, culture mathematics, and others.

*A Chinese myth, on the time f Emperor Yu, came across a sacred turtle with a strange marking on its shell known as Lo
Shu. The markings are numbers, and they form a square pattern of order 3. In 1514 the artist Albrecht Durer made an
engraving “Melancholia”, containing a square pattern of order 4.

Magic square
- one of ancient “square” mathematical recreations of all
- magic square of order 𝑛 is an arrangement of numbers in a square such that the sum of the 𝑛 numbers in each
row, column, and diagonal is the same number.

*The magic square in Figure 3.6 has order 3, and the sum of the numbers in each row, column, and diagonal is 15; and the
magic square in the other one has order 4, and the sum of the numbers in each row, column, and diagonal is 34.
Figure 3.6

34
15 16 3 2 13 34
4 9 2 15 5 10 11 8 34
3 5 7 15 9 6 7 12 34
8 1 6 15 4 15 14 1 34
15 15 15 15 34 34 34 34 34
Magic Square of Order 3 Magic Square of Order 4

Palindrome
- is a number (or word, or phrase) sequence of characters (or symbols) which reads the same backward as forward,
for example 131, 12,321, 1,234,321, etc.
- it may be in the form of palindromic number, palindromic triangle, palindromic primes, and others.

Palindromes of squares are as follows:

12 = 1
112 = 121
1112 = 12,321
1,1112 = 1,234,321
11,1112 = 123,454,321
111,1112 = 12,345,654,321
1,111,1112 = 1,234,567,654,321
11,111,1112 = 123,456,787,654,321

9-digit palindromic primes:

Plateau Primes Smoothly Undulating 5 Consecutive Digits
18888881 323232323 120343021
199999991 727272727 354767543
355555551 919191919 759686957
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8 like Digits Peak Primes Valley Primes

111181111 123494321 765404567
111191111 345676543 987102789
777767777 345686543 987646789

Pascal’s Triangle
- one of the most famous palindrome named after French mathematician Blaise Pascal (1623-1662)
- it was first published by Zhu Shijie (1260-1320) a Chinese mathematician in 1303 in his “Si Yuan Yu Jian”
- the triangle was called Jian Xian Triangle or Yanghui Triangle by the Chinese
- the numbers are created starting with one at the top, continuously placing numbers below it in a triangular
pattern (each number in the numbers directly above it added together).

Figure 3.8: Pascal’s Triangle

*The Fibonacci sequence can be found in the sum of the diagonals of the Pascal’s Triangle as shown in Figure 3.9.

Figure 3.9

One of the simple number triangles is shown in Figure 3.10, the product of any two consecutive number vertically is
contained in the same column.
Figure 3.10
1
2 3 4
5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23 24 25
26 27 28 29 30 31 32 33 34 35 36
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37 38 39 40 41 42 43 44 45 46 47 48 49
50 51 52 53 54 55 56 57 58 59 60 61 62 63 64
65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81
82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100
Example 1: The lazy caterer’s sequence describes the maximum number of pieces of a pizza that can be made with a given
number of straight cuts. One straight cut across a pizza produces 2 pieces. Two straight cuts produce a maximum of 4 pieces.
Three straight cuts produce a maximum of 7 pieces. Four straight cuts produce a maximum of 11 pieces. Determine the
number of pieces in which it is the maximum possible pieces to divide the pizza for a given number of straight cuts.
Solution:
We can illustrate the given by showing the number of cuts and the number of regions it creates.

Figure 3.11

Cuts 1 2 3 4
Regions 2 4 7 11

To maximize the number of pieces in the next cut, then 𝑛th cut must cut each of the 𝑛 − 1 previous one. When the new cut
meets one of the 𝑛 − 1 previous one, a pizza piece is cut in two. Also, a piece cut in two when the new cut finishes on the
opposite side of the pizza. The total number of pieces of pizza increases by 𝑛 when we pass from 𝑛 − 1 cuts to 𝑛 cut, which
is exactly what the recurrence reveals.

Illustrating the recurrence relation and showing the 𝑛th cut creates new regions, so
𝑓(1) = 2
𝑓(2) = 4 = 2 + 𝑓(1)
𝑓(3) = 7 = 3 + 𝑓(2)
𝑓(4) = 11 = 4 + 𝑓(3)
:
𝑓(𝑛) = 𝑛 + 𝑓(𝑛 − 1)
Therefore, 𝑓(𝑛) = 𝑛 + 𝑓(𝑛 − 1).
𝑓(𝑛) = 𝑛 + (𝑛 − 1) + (𝑛 − 2) + ⋯ + 2 + 𝑓(1)
= 𝑓(1) + ∑𝑛𝑘=2 𝑘
1
= 2 + 2 (𝑛 + 2)(𝑛 − 1)
1
= 2 + 2 (𝑛2 + 𝑛 − 2)
1
= 2 (𝑛2 + 𝑛 + 2)

Evaluating for 𝑛 = 0, 1, 2, 3, 4, 5, 6, 7, …gives 1, 2, 4, 7, 11, 16, 22, 29, …

Example 2: There are twelve (12) coins (identical in appearance) and a balance beam. If exactly one of these coins is fake
and heavier than the other eleven, find the fake coin, using at most three weighing on a balance beam.
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Solution:
Note that the balance beam has no graduations for weights; they just have two pans, and we can tell whether they are balance
(the heavier one will go down and the lighter one will go up).

We first label the coins 1, 2, 3, …, 12. In using the balance beam, we compare the sets of coins there are three outcomes to
be considered: (i) the two sides of the beam are balanced, indicating that the coins in the two pans are not fake; (ii) the left
pan of the beam goes down, indicating that the fake coin is in the left pan; or (iii) the right pan of the beam goes down,
indicating that the fake coin is in the right pan.

Step 1: Balance the coin 1, 2, 3, 4, 5, 6 (left side) against 7, 8, 9, 10, 11, 12 (right side).
If the balance beam tips to the left, we follow the left side. It indicates that the fake coin is in the left side of the
beam.
Step 2: balance the coins 1, 2, 3 (left side) against 4, 5, 6 (right side).
If the balance beam tips to the right, we follow the right side. It indicates that the fake coin is in the right side of the
beam.

Step 3: Select any two coins, say we balance the coin 4 and 5.
There are two possibilities: (i) if 4 and 5 are balance, then coin 6 is the fake coin; or (ii) if the one of the coins
between 4 and 5 goes down, then it is the fake coin.
Example 3:
Given a magic six pointed star, place the numbers 1 to 12 in the circles, using one of each. Each line of four numbers should
have the same total.

Solution:
Observe that there are six lines in the magic pointed star. And every time we add each line, each of the number is considered
twice.
Then, we can say that adding the numbers 1 to 12,
1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10 + 11 + 12 = 78
and each number is considered twice, 2(78) = 156.

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Then we divide the sum of the totals 156 by the lines obtaining a value of 26.
Now we start by looking a sum of 26 in each line. Obtaining the result in Figure 3.12.

10

4 9 6
7

8 5

11 12 2
1
3

Figure 3.12
Alphametic
- is a type of number puzzle containing sum (or other arithmetic operation) in which digits (0-9) are replaced by
letters of the alphabet.
- One of the famous alphametic puzzles is the one introduced by Henry Dedeney in 1924.

Example 4:
Find which digit is equivalent by each of the letters so that the addition is correct.

S E N D
+ M O R E
M O N E Y

Solution:
Note that it is not allowed to begin with zero. The numbers SEND, MORE, and MONEY; S and M cannot be zero.
Also, the sum of two four-digit numbers cannot exceed 19,998; so we can deduce that M is 1.

S E N D S E N D
+ M O R E + 1 O R E
M O N E Y 1 O N E Y

We have S + 1 = O. Recall that we carry into the thousand place, S + 1 = 10 + O (Note that S ≠ 1 and O ≠ 1, since
M = 1).
We need to consider that there may or may not be a carry into the thousand place.
Thus, O = 0.

S E N D
+ 1 0 R E
1 0 N E Y

We have E + 0 = N. There is carry I the next column, since each letter must represent a different number and N
must be equal to E + 1. (Note E ≠ 9 and N ≠ 0). Since there is no carry into the thousand column, we have S = 9.
9 E N D
+ 1 0 R E

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GE MATH 1 (MATHEMATICS IN THE MODERN WORLD)

1 0 N E Y
In the ten column, we have N + R = E. Note that N = E + 1, thus 1 + N + R = 9 + N or R = 8

9 E N D
+ 1 0 8 E
1 0 N E Y

This means that D + E ≥ 12 (Since S = 9, R = 8 and D ≠ 1). By the process of elimination, the only possibility is
when D = 7, E = 5, and N = 6, then Y = 2.

The resulting sum is

S E N D 9 5 6 7
+ M O R E + 1 0 8 5
M O N E Y 1 0 6 5 2

POST - ASSESSMENT

Direction: Please read, understand and follow instructions carefully.

REVIEW THE MODULE BEFORE ANSWERING.
A. Determine whether each of the following arguments is an example of INDUCTIVE REASONING or
DEDUCTIVE REASONING.
Argument Answer
1. Dogs don’t eat banana.
Sam is a dog.
Therefore, Sam does not eat banana.
2. All Ji Chang Wook Korean dramas are worth watching.
Suspicious Partner is a Ji Chang Wook drama.
Therefore, Suspicious Partner is worth watching.
3. All readers of Harry Potter novels are over 13 years old.
I read Harry Potter novels.
Therefore, I am over 13 years old.
4. 25 is divisible by 5.
30 is divisible by 5.
Therefore, numbers ending in 0 or 5 are divisible by 5.
5. All rainy days are cloudy.
Yesterday was not cloudy.
Therefore, yesterday was not rainy.
6. All prime numbers are odd.
2 is a prime number.
Therefore, 2 is an odd number.
7. All congressmen are politicians.
Some corrupt are politicians.
Some corrupt people aren’t congressmen.
8. No man can stop the passage of time.
Seth Limuel is a man.
Therefore, Seth Limuel cannot stop the passage of time.
9. Pluto is a dog.
Dog has a keen sense of smell.
Pluto, has a keen sense of smell.
10. All engineers are men.
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Your sister is an engineer.

Therefore, your sister is a man.
11. Squares have four sides.
Rectangles have four sides.
Therefore, squares are rectangles.
12. All women are good-looking.
Some teachers are good-looking.
Therefore, some teachers are women.
13. All students in VCI are smart.
I am a VCI student.
Therefore, I am smart.
14. Seth did not win the game 2 days ago.
Seth did not win the game yesterday.
Thus, Seth will win the game today.
15. Obtuse angles are greater than 180𝑜 .
This angle is 190𝑜 .
Therefore, this angle is obtuse.
B. Use Polya’s Four-Step Problem Solving Strategy:

Three friends Jasmine, Elsa and Rapunzel. Jasmine gave Elsa and Rapunzel as much money as each had. Then Elsa
gave Jasmine and Rapunzel as much money as each had. Then Rapunzel gave Jasmine and Elsa as much money as
each had. Then each of the three had P160. How much money did each have originally?

Solution:
Step 1: Understand the Problem
Step 2: Device a Plan
Step 3: Carry Out the Plan
Step 4: Look Back

C. Write the first three terms of the sequence whose 𝒏th term is given by the formula.
1. 𝑎𝑛 = 3𝑛
2. 𝑎𝑛 = 𝑛2 − 1
3. 𝑎𝑛 = (𝑛 + 1)2
4. 𝑎𝑛 = 𝑛2 + 2𝑛
5. 𝑎𝑛 = 3𝑛 + 1

D. Use the difference table to predict the next term in the sequence.
1. 3, 9, 15, 21, 27, …
2. 6, 11, 18, 27, 38, 51, …
3. 1, 4, 9, 16, 25, 36, …
4. 3, 6, 11, 18, 27, …
5. 2, 5, 10, 17, 26, …

REMINDERS:
1. PLEASE KEEP AND COMPILE THIS MODULE FOR YOUR REFERENCES
PURPOSES.
2. ANSWER OR MAKE ALL THE ACTIVITIES IN A SHORT BOND PAPER.
3. OBSERVE PUNCTUALITY AND TIMELINESS. ALWAYS PASS YOUR OUTPUT
ONTIME. THIS WILL SERVE AS YOUR ATTENDANCE FOR A WEEK
4. OBSERVE CLEANLINESS. MAKE YOUR PAPER PRESENTABLE.
5. BEFORE READING ALL THE ENTRIES PLAY FIRST ALL THE VIDEO CLIPS.
M A R I C A 46
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REFERENCES:
• Sirug, Winston S., Ph. D.;MATHEMATICS IN THE MODERN WORLD, A CHED General Education
Curriculum Compliant; Mindshapers Co., Inc., 2018 pp. 46 – 72.
• Mathematics in the Modern World; Rex Book Store, Inc., 2018 pp. 55 - 100.

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