ILOCOS SUR

POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE

Unit Number: III

Unit Title: Problem Solving And Reasoning

Intended Learning Objectives:

 Use different types of reasoning to justify statements and arguments made about
mathematics and mathematical concepts
 Write clear and logical proofs
 Solve problems involving problems and recreational problems following Polya’s
Four Steps
 Organize one’s methods and approaches to proving and solving problems
Learning Content:

I. Introduction
II. Content/ Lesson Proper

Unit III.1. Problem Solving and Reasoning

What is a problem?
Generally, it is a situation you want to change!

A problem is a situation that conforms the learner, that requires resolution,

and for which the path of the answer is not immediately known. There is an obstacle
that prevents one from setting a clear path to the answer.

What is a Problem Solving

Problem Solving has been defined as higher-order cognitive process that
requires the modulation and control of more routine or fundamental skills" (Goldstein
& Levin, 1987).

A. Understanding Reasoning
Mathematical reasoning refers to the ability of a person to analyze
problem situations and construct logical arguments to justify his process or
hypothesis, to create both conceptual foundations and connections, in order for him
to be able to process available information.

People who can reason and think analytically tend

 To note patterns, structure, or regularities in both real-world situations and
symbolic objects;

 To ask if those patterns are accidental or if they occur for a reason

 To conjecture and prove

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE
B. Inductive and Deductive Reasoning

What kind of thinking is used when solving problems?

Inductive or deductive?

Inductive Reasoning

The type of reasoning that forms a conclusion based on the examination of

specific examples is called inductive reasoning.

Example 1:
A baby cries, then cries, then cries to get a milk.
We conclude that if a baby cries, he/she gets a milk.

Example 2:
Here is a sequence of numbers: 3, 6, 9, 12, ____
What is the 5th number?
We can easily conclude that the next number is 15.

Example 3:
You are asked to find the 6th and 7th term in the sequence:
1, 3, 6, 10, 15, ______ , _____
The first two numbers differ by 2. The 2nd and 3rd numbers differ by 3. The next
difference is 4, then 5. So, the next difference will be 6 and Thus the 6th term is
15+ 6 = 21 while the 7th is 21 + 7 = 28.

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE
Take note:
Inductive reasoning is not used just to predict the next number in a list.
We use inductive reasoning to make a conjecture about an arithmetic procedure.
Make a conjecture about the example 2 and 3 in the previous slide…

Exercise: Use Inductive Reasoning to Make a Conjecture

A. Consider the following procedure:
1.Pick a number.
2.Multiply the number by 8,
3.Add 6 to the product
4.Divide the sum by 2, and
5.Subtract 3.

Complete the above procedure for several different numbers. Use

inductive reasoning to make a conjecture about the relationship between the
size of the resulting number and the size of the original number.

B. Consider the following procedure:

1.Pick a number.
2.Multiply the number by 9,
3.Add 15 to the product,
4.Divide the sum by 3, and
5.Subtract 5.

Complete the above procedure for several different numbers. Use

inductive reasoning to make a conjecture about the relationship between the
size of the resulting number and the size of the original number.

C. Consider the following procedure:

1.List 1 as the first odd number
2.Add the next odd number to 1.
3.Add the next odd number to the sum.
4.Repeat adding the next odd number to the previous sum.

Construct a table to summarize the result. Use inductive reasoning to

make a conjecture about the sum obtained.

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE
Scientists often use inductive reasoning. For instance, Galileo Galilei (1564–
1642) used inductive reasoning to discover that the time required for a pendulum to
complete one swing, called the period of the pendulum, depends on the length of
the pendulum. Galileo did not have a clock, so he measured the periods of
pendulums in “heartbeats.” The following table shows some results obtained for
pendulums of various lengths. For the sake of convenience, a length of 10 inches has
been designated as 1 unit. Use the data in the table and inductive reasoning to
answer each of the following questions.

a. If a pendulum has a length of 49 units, what is its period?

b. If the length of a pendulum is quadrupled, what happens to its period?

Take Note: Conclusions based on inductive reasoning may be incorrect.

As an illustration, consider the circles shown. For each circle, all possible line
segments have been drawn to connect each dot on the circle with all the other dots
on the circle. For each circle, count the number of regions formed by the line
segments that connect the dots on the circle.

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE

Counterexamples

A statement is a true statement provided that it is true in all cases. If you can
find one case for which a statement is not true, called a counterexample, then the
statement is a false statement.
Example:
Verify that each of the following statements is a false statement by finding a
counterexample.

For all numbers x:

a. 𝒙>𝟎
 When x is equal to 0, the statement will be false.
b. 𝒙 >𝒙
𝟐

 When x is equal to 1, the statement will be false.

c. 𝒙−𝟏<𝒙
 It is true statement since we cannot find a counterexample.

Exercises:

Verify that each of the following statements is a false statement by finding

a counterexample.

For all numbers x:

x
a. x =1
x+3
b. 3
= x+1

c. √ x 2+16 = x +4

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE
DEDUCTIVE REASONING:

Deductive reasoning is distinguished from inductive reasoning in that it is

the process of reaching a conclusion by applying general principles and procedures.

 Mathematics is essentially deductive reasoning

 Deductive reasoning is always valid
 Deductive reasoning makes use of undefined terms, formally defined
terms, axioms, theorems, and rules of inference.

Example 1:
If a number is divisible by 2, then it must be even.
12 is divisible by 2.
Therefore, 12 is an even number.

Example 2:
All math teachers know how to play sudoku.
Resty is a math teacher.
Therefore, Resty knows how to play sudoku.
Example 3:
If a student is a DOST scholar, he receives a monthly allowance.
If a student receives a monthly allowance, his parents will be happy.
Therefore, if a student is a DOST scholar, his parents will be happy.
Example 4:
If ∠A and ∠B are supplementary angles.
If m∠A = 100º, then m∠B = 80º

Take note:

 The essence of deductive reasoning is drawing a conclusion from a given

statement.
 The deductive reasoning works best when the statements used in the
argument are true and the statements in the argument clearly follow from
one another.

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE
Logic Puzzles

Logic Puzzles can be solved by deductive reasoning and a chart that

enables us to display the given information in a visual manner.
Example 1:
Each of four neighbors, Sean, Maria, Sarah, and Brian, has a different
occupation (editor, banker, chef, or dentist).
From the following clues, determine the occupation of each neighbor.
1. Maria gets home from work after the banker but before the dentist.
2. Sarah, who is the last to get home from work, is not the editor.
3. The dentist and Sarah leave for work at the same time.
4. The banker lives next door to Brian.

SOLUTION CLUES:
1. Maria gets home from work after the banker but before the dentist.
2. Sarah, who is the last to get home from work, is not the editor.
3. The dentist and Sarah leave for work at the same time.
4. The banker lives next door to Brian.

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE
Exercise:

Brianna, Ryan, Tyler, and Ashley were recently elected as the new
class officers (president, vice president, secretary, treasurer) of the
sophomore class at Summit College.
From the following clues, determine which position each holds:
1. Ashley is younger than the president but older than the treasurer.
2. Brianna and the secretary are both the same age, and they are the
youngest members of the group.
3. Tyler and the secretary are next-door neighbors.

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE
C. INTUITION, PROOF, AND CERTAINTY

1. INTUITION
Intuition is the ability to acquire knowledge without proof, evidence, or
conscious reasoning, or without understanding how the knowledge was acquired.
“Intuition is a sense of knowing how to act spontaneously, without needing
to know why” – Sylvia Clare

Example of Intuition
Mina and Sarah are getting ready for school. Mina said, “ I have a very strong
feeling that it will rain this afternoon. Let us each bring a jacket”

By intuition, we know truth simply by the process of introspection and

immediate awareness.

2. Proof

A proof is a sequence of statements that form an argument.

There are two common methods of proof:
1.Direct Proof
2.Indirect Proof

1. Direct Proof

In a direct proof :
 You assume the hypothesis p .

 Give a direct series (sequence) of implications using definitions,

axioms, theorems and rules of inference

 Show that the conclusion q holds.

Direct proof example

1. Show that the square of an even number is an even

number .
Rephrase: If n is even, then n2 is even.
Assume n is even
 Thus, n = 2k, for some k (definition of even numbers)
n2 = (2k)2 = 4k2 = 2(2𝑘2)

 As n2 is 2 times an integer, thus n2 is even.

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE
2. Indirect Proof
When we use an indirect proof to prove a theory, we follow three steps.

An indirect proof is also called a proof by contradiction, because

we are literally looking for a contradiction to a theory being false in order to
prove that the theory is true.

If 𝒏𝟐 is an odd integer then n is an odd integer.

Proof:
Assume the conclusion to be false. n is an even integer
-n=2k for some integer k (definition of even numbers)
- n2 = (2𝑘)2 = 4𝑘2 = 2(2 𝑘2)
-Since n2 is 2 times an integer, it is even.

3. Certainty

There are three lines of inquiry to address the problem of certainty in mathematics.
1.Look at the historical development of mathematics

2.Sketch the individual cognitive development in mathematics

3.Examine the foundations of certainty for mathematics and investigate its strengths and
deficiencies

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE

D. PROBLEM -SOLVING STRATEGIES

 Ancient mathematicians who were interested in problem-solving are Euclid, Rene

Descartes, and Gottfried Wilhelm Leibnitz.
 One of the foremost recent mathematicians to make a study of problem solving
was George Polya (1887–1985). He was born in Hungary and moved to the
United States in 1940.

1. Understand the Problem

Do you understand all the words used in stating the problem?

 What are you asked to find or show?

 Can you restate the problem in your own words?

 Can you think of a picture or diagram that might help you understand the
problem?

 Is there enough information to enable you to find a solution?

2. Devise a Plan

Find the connection between the data and the unknown. You may be obliged
to consider auxiliary problems if an immediate connection cannot be found. You
should obtain eventually a plan of the solution.
Polya mentions that 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.

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE
A partial list of strategies is included:
 Make a list of the known information.
 Make a list of information that is needed.
 Draw a diagram.
 Make an organized list that shows all the possibilities.
 Make a table or a chart.
 Work backwards.
 Try to solve a similar but simpler problem.
 Look for a pattern.
 Write an equation. If necessary, define what each variable represents.
 Perform an experiment.
 Guess at a solution and then check your result.

3. Carry out the plan

 Work carefully.
 Keep an accurate and neat record of all your attempts.
 Realize that some of your initial plans will not work and that you may have to
devise another plan or modify your existing plan.

4. Look back
Once you have found a solution, check the solution.
 Ensure that the solution is consistent with the facts of the problem.
 Interpret the solution in the context of the problem.
 Ask yourself whether there are generalizations of the solution that could
apply to other problems.

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE

EXAMPLE 1: A baseball team won two out of their last four games. In how
many different orders could they have two wins and two losses
in four games?
SOLUTION:
 Understand What are the given facts?
the Problem A baseball team won two out of their last four games.
What are you asked to find?
Find the number of different orders they could have
with two wins and two losses in four games.
There are many different orders. The team may have
won two straight games and lost the last two games (WWLL).
Or maybe they lost the first two games and won the last two
(LLWW). Of course there are other possibilities, such as
WLWL.
 Devise your Choose a Strategy.
Plan We will MAKE AN ORGANIZED LIST of all the
possible orders. An organized list is a list that is produced using
a system that ensures that each of the different orders will be
listed once and only once.

 Carry Out the Each entry in our list must contain two Ws and two Ls.
Plan Make sure each order is considered, with no
duplications. By listing, it produces the six different orders
shown below.
1. WWLL (Start with two wins)
2. WLWL (Start with one win)
3. WLLW
4. LWWL (Start with one loss)
5. LWLW
6. LLWW (Start with two losses)
 Look Back
We have made an organized list. The list has no
duplicates and
the list considers all possibilities, so we are confident that there
are six different orders in which a baseball team can win
exactly two out of four games.

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE
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:
 Understand What are the given facts?
the Problem There are three teenagers with different ages
and the product of their ages is 4590.
What are you asked to find?
Find the ages of the three teenagers.
We need to determine three distinct counting numbers,
from the list 13, 14, 15, 16, 17, 18, and 19, that have a product
of 4590.
 Devise your Choose a Strategy.
Plan If we represent the ages by x, y, and z, then xyz 4590.
We are unable to solve this equation, but we notice that 4590
ends in a zero. Hence, 4590 has a factor of 2 and a factor of 5,
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. The only number in our list that has 5 as a factor is 15.
Thus 15 is one of the numbers, and at least one of the other
numbers must be an even number. At this point we try to solve
by GUESSING AND CHECKING.

 Carry Out the Show that x.y.z = 4590

Plan
15 x 16 x 18 = 4320 No. This product is too small.
15 x 16 x 19 = 4560 No. This product is too small.
15 x 17 x 18 = 4590 Yes. This is the correct
product.
 Look Back
Because 15 x 17 x 18 = 4590 and each of the ages
represents the age of a teenager, we know our solution is
correct. None of the numbers 13, 14, 16, and 19 is a factor
(divisor) of 4590, so there are no other solutions.

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE

EXAMPLE 3: The length of the rectangular swimming pool in Jake’s yard is 2ft more than
twice its width. Find the dimensions of the pool if the perimeter is 124 ft.
SOLUTION:
 Understand What are the given facts?
the Problem The length of a rectangular pool is 2 ft. more than twice
its width and its perimeter is 124 ft.
What are you asked to find?
The problem is to find the length and width of the pool.
 Devise your Choose a Strategy.
Plan A drawing can be used to
illustrate the conditions of the problem.
Assign variables to represent the
unknown numbers. Let x represents the
width of the pool in feet. Then 2x + 2
represents the length I feet.
Write a word equation and translate it into an algebraic
equation. The given problem is related to the fact that the
perimeter of a rectangle equals twice the sum of the length and
the width.

 Carry out the Solve the equation

Plan Twice the sum of the length and width = the
perimeter
2 [(2x + 2) + x] = 124
2(3x + 2) = 124
6x + 4 = 124
6x = 120
x = 20
Therefore width = x = 20 ft while length = 2x + 2 = 42 ft
 Look Back State your answer.
The pool is 42 ft. long an 20 ft. wide.
Check your answer.
Is the length 2 ft. more than Do the dimensions give a
twice its width? perimeter of 124 ft.?
42 = 2x + 2 2(L + W) = 124
42 = 2 (20) + 2 2(42+ 20) = 124
42 = 42 84 + 40 = 124
124 = 124

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE

EXAMPLE 4: Jenny and her brother Larry left their home at the same time for their
separate vacations. Jenny drove east at an average rate of 75 km/h and
Larry drove west at an average rate of 60 km/h. In how many hours
will they be 810 km apart?
 Understand the What are the given facts?
Problem Jenny and her brother Larry left their home at the same
time. Jenny drove east at an average rate of 75 km/h and Larry
drove west at an average rate of 60 km/h.
What are you asked to find?
The problem is to find how long it will take Jenny and
Larry to be 810 km apart.
 Devise your Choose a Strategy
Plan Draw to illustrate the conditions of
the problem. The drawing shows that Jenny
and Larry are traveling in opposite
directions. The total distance, 810 km, is
the sum of the distances they travel.
Organize the rates, times, and distances in a table. Let x
represents the time, in hours, that it takes Jenny and Larry to be
810 km apart. Since, they left at the same time; they travel the
same number of hours.
Rate x Time = Distance
Jenny 75 x 75x
Larry 60 x 60x
Write a word equation and translate it into an algebraic
equation. The sum of the distance travelled by Jenny and Larry
is the total distance equal to 810 km.

 Carry out the Solve the equation

Plan Jenny’s distance + Larry’s distance = total distance
75x + 60x = 810
135x = 810
x=6
Therefore, x = 6 hours.
 Look Back State your answer.
Jenny and Larry will be 810 km apart in 6 hours.
Check your answer.
Find the distance of each person drives in 6 hours and
check that the sum of these distances is 810 km.
Distance Jenny drives Distance Jenny drives
75x = 75 (6) = 450 km 60x = 60 (6) = 360
km
Total distance = 450 km + 360 km = 810 m

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE

EXAMPLE 5: Find the sum of the first 100 natural numbers.

SOLUTION:
 Understand
the Problem The sum of the first 100 natural numbers is represented by:
1+ 2 + 3 +…+ 98 + 99 + 100

 Devise your Choose a Strategy.

Plan Adding the first 100 natural numbers from left to right
would be time consuming. So, try to consider another method.
Notice that adding 1 and 100 produces 101. Also, adding 2 and
99 have a sum of 101, and that 3 and 98 have a sum of 101.
Thus the 100 numbers could be thought of as 50 pairs, each
with a sum of 101.

 Carry Out the

Plan To find the sum of the 50 pairs, each with a sum of
101, we have 50 x 101 = 5050.

 Look Back Because the addends in an addition problem can be

placed in any order without changing the sum, we are confident
that we have the correct solution.

An Extension
The sum 1 + 2 + 3 + … + n can be found by
using the following formula:
n(n+1)
1+2+3+…+ n=
2

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE

SOLVE THE FOLLOWING:

1. Determine the digit 100th place to the right of the decimal point in the decimal representation
7
.
27
2. If six people greet each other at a meeting by shaking hands with one another, how many
handshakes will take place?
3. In a basketball league consisting of 10 teams, each team plays each of the other teams
exactly three times. How many league games will be played?
4. A true-false quiz contains five questions. In how many ways can a student answer the
questions if the student answers two of the questions with “false” and the other three with
“true”?
5. Determine the unit digit (ones digit) of 4200.
6. The length of a rectangle is 3 times the width. The perimeter is 24 ft. Find the dimensions
of the rectangle.
7. An express train and a freight train leave at the same time from two cities 270 miles apart
and travel toward each other on parallel tracks. The rate of the express train is 50
miles/hour and the rate of the freight train is 40 miles/hour. In how many hours will the
trains meet?
8. A passenger plane and a cargo plane leave at the same time from the same airport but
travel in opposite directions. The passenger plane travels at twice the speed of the cargo
plane. Find the speed of each plane if they are 2400 miles apart.
9. The length of one side of a triangular shelf is 6 cm greater than the length of the shortest
side. The length of the third side is 9 cm less than twice the length of the shortest side,
What is the greatest possible length of the shortest side if the perimeter of the shelf is at
most 45 cm?
10. A housewife invested part of P12, 000 at 4% simple interest and the rest at 6% simple
interest. The total interest for one year was at most P640. Find the least amount that could
have been invested at 4%.

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE
E. Recreational Problems using Mathematics
 Sudoku
Sudoku is a logic-based, combinatorial number-placement puzzle. In classic
sudoku, the objective is to fill a 9×9 grid with digits so that each column,
each row, and each of the nine 3×3 subgrids that compose the grid (also
called "boxes", "blocks", or "regions") contain all of the digits from 1 to 9.
The puzzle setter provides a partially completed grid, which for a well-posed
puzzle has a single solution
Example: Complete the given Sudoku below.

Solution:

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE
 Magic Squares
A 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.
Example 1. Th

15

15

15

15 15 15 15 15

Example 2.

38

38

38

38

38 38 38 38 38 38

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE
 KenKen Puzzles
KenKen is an arithmetic-based logic puzzle that was invented by the
Japanese mathematics teacher Tetsuya Miyamoto in 2004. The noun “ken”
has “knowledge” and “awareness” as synonyms. Hence, KenKen translates as
knowledge squared, or awareness squared.
KenKen puzzles are similar to Sudoku puzzles, but they also require you to
perform arithmetic to solve the puzzle.

Example: 1.

Example: 2.

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE
III. Evaluation

I. Solve the problems below: Show your complete solutions.

1. Alice , Ben and Carl collect stamps. They exchange stamps among themselves according
to the following scheme: Alice gives Ben as many stamps as Ben has and Carl as many
stamps as Carl has. After that, Ben gives Alice and Carl as many stamps as each of them
has, and Carl gives Alice and Ben as many stamps as each has. If each finally has 64
stamps, with how many stamps does Alice start?
2. Solve the following cryptarithms. In each problem, letters represent a single digit only.
a. (HE)2 = SHE
b. WRONG
+ WRONG
RIGHT
3. How many squares of all sizes are in 8x8 checkerboard?
4. In order to encourage his son in the study of Algebra, a father promised the son P8 for
every problem solved correctly and to fine him P5 for each incorrect solution. After 26
problems neither owed anything to the other. How many problems did the boy solve
correctly?
5. Find 3 solids and their measurements whose surface area is 60 square units.
6. If a stuffed toy is worth a cup and a mug, and a stuffed toy and a cup are worth one T-shirt,
and two T- shirts are worth three mugs, how many cups is a stuffed toy worth?
7. It is now 10:45 am, what time will it be in 143, 999, 999, 995 minutes from now?
8. Find the units digit for the sum 1325 + 481 + 5411.
9. Mang Thomas has only an 11 – liter can and a 5 –liter can. How can he measure out
exactly 7 liters of water?
10. An egg vendor broke all the eggs that he was delivering to a local store. He could not
remember how many eggs there were in all. However, he did remember that when he tried
to pack them into packages of 2, 3, 4,5, and 6 he had one left over each time. When he
packed them into packages of 7, he had none left over. What is the smallest number of
eggs he could have had in the shipment?

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor:
 ILOCOS SUR
POLYTECHNIC STATE
Santiago Campus
COLLEGE

MODULE

II. Solve each KenKen Puzzle and Magic Square.

1. 2. 3.

8x 4+ 5+ 8x 13+ 300x

10+ 4x 2÷ 2- 9+
40x 72x

11+
2
1 2-
4.
3+ 5. 4x
12+ 5÷

12 4
6 11 3
16 7 16 8 1
3 14 5 15

Course Code:Gen Ed 103

Descriptive Title:Mathematics in the Modern World
Instructor: