Module 3

Problem Solving and Reasoning

At the end of this module, you are expected to:

1. Use different types of reasoning to justify statements and arguments made
about mathematics and mathematical concepts;
2. Write clear and logical proofs;
3. Solve problems involving patterns and recreational problems following Polya’s
four steps;
4. Organize one’s methods and approaches for proving and solving problems.

Inductive and Deductive Reasoning

Inductive reasoning – the type of reasoning that uses specific examples to reach
a general conclusion of something. The conclusion formed by inductive reasoning is
called conjecture. A conjecture is an idea that may or may not be correct.

Example 1. Use inductive reasoning to predict the next number:

a) 3, 6, 9, 12, 15, __?_
Solution:
Each successive number is 3 units larger than the
preceding number. Therefore, it can be predicted
that the next number in the list is 3 units larger than
15, which is 18.
b) 1, 4, 9, 16, 25, __?_
Solution:
Observe that all the numbers are perfect squares.
1 =12; 4=22; 9=32; 16=42; 25=52. Therefore, it can be
predicted that the next number to be 36 = 62
Example 2. Use inductive reasoning to make a conjecture.
Consider the following procedures:

a. Pick a number.
b. Multiply the number by 8.
c. Add 6 to the product.
d. Divide the sum by two.
e. And subtract 3.
Hint: Repeat the procedure for several different numbers. Make
a conjecture between the relationship of the size of the
resulting number and the size of the original number
using inductive reasoning.
Solution:
Suppose we pick 6 as our original number.
Multiply 6 by 8, 6(8) = 48
Add 6 to the product 48, 48 + 6 = 54
Divide the sum by 2, 54
= 27
2
Subtract the quotient by 3, 27 – 3 = 24

In our example, the starting number is 6 and the

procedure produces 24. For instance, the starting
number is 5 as the original number and the procedure
produces 20. Another is 10 as the original number, and
the procedure produces 40. And if the original number is
35 and the procedure produces 140. It can be observed
from the following cases that the procedure produces a
number that is four times the original number. The
conjecture can be stated as “the given procedure
produces a number that is four times the original number”.
 Example 3. Verify whether each statement is incorrect by giving a
counter example.
a. x + 4 = 0
b. √ x2 + 1 = x+1

Solutions:

a. Let x = 0, then 0 + 4 ≠ 0. This means that x + 4 = 0 is

not true for all x.

b. Let x = 1 , then √ 12 + 1 = √ 2 . However, x + 1 when x

= 1 gives 2. Thus, √ 2 ≠ 2, which implies that the given
statement is a false statement.

Deductive reasoning – is a type of reasoning that deals with the process of

reaching a conclusion by applying a general assumption, procedures or principles.
Example 1.
Use deductive reasoning to establish a conjecture.
Show that the following procedure produces a number
that is four times the original number.
a. Pick a number.
b. Multiply the number by 8.
c. Add 6 to the product.
d. Divide the sum by two.
e. And subtract 3.

Solution:
Let n represents the original number.
Multiply the number by 8: 8n
Add 6 to the product: 8n + 6
Divide the sum by 2: 8n + 6
 2
Subtract 3: 4n + 3 – 3 = 4n

This implies that the procedure produces a number that is four

times the original number.

Logic puzzles can be solved by using deductive reasoning and a chart

that enables us to display the given information in a visual
manner.

Example 2. Solving logic puzzle.

Each of the neighbors, Senea, Mariel, Shara and Briant, has a

different occupation (editor, banker, chef or dentist). From the
following clues, determine the occupation of each neighbor:
Clues:
➢ Mariel gets home from work after the banker but before the dentist.
➢ Shara, who is last to get home from work, is not the editor.
➢ The dentist and Shara leave for work at the same time.
➢ The banker lives next door to Briant.

Solution:

From clue 1, Mariel is not the banker or the dentist. In the following
chart, write X1 (which stands for “ruled out by clue 1”) in the Banker
and the Dentist columns of Mariel’s
row.
Editor Banker Chef Dentist
Senea
Mariel x1 x1
Shara
 Briant

From clue 2, Shara is not the editor. Write X2 (ruled out by clue 2) in
the Editor column of Shara’s row. We know from clue 1 that the
banker is not the last to get home, and we know from clue 2 that
Shara is the last to get home; therefore, Shara is not the banker.
Write X2 in the Banker column of Shara’s row
Editor Banker Chef Dentist
Senea
Mariel x1 x1
Shara x2 x2
Briant

From clue 3, Shara is not the dentist. Write X3 for this condition.
There are now Xs for three of the four occupations in Shara’s row;
therefore, Shara must be the chef. Place a in that box. Since Shara
is the chef, none of the other three people can be the chef. Write X3
for these conditions. There are now Xs for three of the four
occupations in Mariel’s row; therefore, Mariel must be the editor.
Insert a to indicate that Mariel is the editor, and write X3 twice to
indicate that neither Senea nor Briant is the editor.
Editor Banker Chef Dentist
Senea x3 x3
Mariel √ x1 x3 x1
Shara x2 x2 √ x3
Briant x3 x3
From clue 4, Briant is not the banker. Write X4 for this condition.
Since there are three Xs in the Banker column, Senea must be the
banker. Place a in that box. Thus
Senea cannot be the dentist. Write X4 in that box. Since
 there are 3 Xs in the Dentist column, Briant must be the dentist. Place
a in that box.
Editor Banker Chef Dentist
Senea x3 √ x3 x4
Mariel √ x1 x3 x1
Shara x2 x2 √ x3
Briant x3 x4 x3 √

Therefore:
Senea is the banker.
Mariel is the editor.
Shara is the chef.
Briant is the dentist.

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.

Rules for Solving a KenKen Puzzle:

➢ For a 3 by 3 puzzle, fill in each box (square) of the grid with
one of the numbers 1, 2, or 3.
➢ For a 4 by 4 puzzle, fill in each square of the grid with one of the
numbers 1, 2, 3, or 4.
➢ For a n by n puzzle, fi ll in each square of the grid with one of the
numbers 1, 2, 3, ... , n.
➢ Grids range in size from a 3 by 3 up to a 9 by 9.
• Do not repeat a number in any row or column.
 • The numbers in each heavily outlined set of squares,
called cages, must combine (in some order) to produce
the target number in the top left corner of the cage
using the mathematical operation indicated.
• Cages with just one square should be filled in with the
target number.
• A number can be repeated within a cage as long as it is
not in the same row or column.

Basic Puzzle Solution Strategies:

➢ Single-Square Cages Fill cages that consist of a single square with the
target number for that square.
➢ Cages with Two Squares Next examine the cages with exactly two
squares. Many cages that cover two squares will only have two digits
that can be used to fi ll the cage. For instance, in a 5 by 5 puzzle, a 20
cage with exactly two squares can only be filled with 4 and 5 or 5 and
4.
➢ Large or Small Target Numbers Search for cages that have an
unusually large or small target number. These cages generally have
only a few combinations of numbers that can
be used to fi ll the cage.
Examples: In a 6 by 6 puzzle, a 120 cage with exactly three
squares can only be filled with 4, 5, and 6. A 3+ cage with
exactly two squares can only be fi lled with 1 and 2.

Example 3.
Here is a 4 by 4 puzzle and its solution.
Remember: For a 4 by 4 puzzle, fill in each square of the
grid with one of the numbers 1, 2, 3, or 4
 6x 7+

2 8x

4x 12x 1–

In the cage of 6x, the digits whose product is 6 are 1, 2,

and 3 in some order since there are three squares.
For 7+ cage, is the sum of 3 and 4 digits.
In the cage for 8x, is the product of 1, 2, and 4 in some order
since there are three squares.
The cage for 4x, is the product of 1 and 4, but 2 x 2 cannot be
the factors.
For 12x, is the product of 3 and 4 only since there only 2
squares.
In the case of 1-, is the difference between 3 and 2 only.
For 2 and 1 cages, no operation is needed and be filled with the
target number.
Arrange the obtained digits and make sure that a number does
not repeat in any row or column.

Final solution for the puzzle

6x 7+
1
2 3 4
 2 8x
3
2 4 1

4x 12x 1–
1 4 2 3

4 3 1 2

Problem Solving Strategies

➢ Polya’s Problem-Solving Strategy

In the ancient mathematics, some mathematicians were interested in solving

mathematical problems such as Euclid and Pappus, but they were also interested in
heuristics, the study of the methods and rules of discovery and invention. Another
mathematician and philosopher, René Descartes (1596–1650) contributed to the field of
heuristics. He tried to develop a universal problem-solving method but did not succeed.

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
Statesin 1940. The basic problem-solving strategy that Polya advocated consisted of the
following four steps:

1. Understand the problem.

2. Devise a plan.
3. Carry out the plan.
4. Review the solution.
 Understand the Problem. This part of Polya’s four-step strategy is often
overlooked. You must have a clear understanding of the problem. To help you focus on
understanding the problem, consider the following questions:
■ Can you restate the problem in your own words?
■ Can you determine what is known about these types of problems?
■ Is there missing information that, if known, would allow you to solve the
problem?
■ Is there extraneous information that is not needed to solve the problem?
■ What is the goal?

Devise a Plan. Successful problem solvers use a variety of techniques when

they attempt to solve a problem. Here are some frequently used procedures:
■ 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, defi ne what each variable represents.
■ Perform an experiment.
■ Guess at a solution and then check your result.

Carry Out the Plan. Once you have devised a plan, you must carry it out.
■ 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.

Review the Solution. 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.

Example 1. Strategy: Make an organized list.

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 the Problem: There are many different orders. The team may have
won two straight games and lost the last two (WWLL). Or maybe they
lost the first two games and won the last two (LLWW). There are other
possibilities, such as WLWL.

Devise a 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 Plan. Each entry in our list must contain two Ws and two Ls. We
will use a strategy that makes sure each order is considered, with no
duplications. One such strategy is to always write a W unless doing so
will produce too many Ws or a duplicate of one of the previous orders. If it
is not possible to write a W, then and only then do we write an L. This
strategy 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)

Review the Solution. 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.

Example 2. Strategy: Work backwards.

In consecutive turns of a Monopoly game, Stacy first paid Ph800 for a

hotel. She then lost half her money when she landed on Boardwalk. Next, she
collected Ph200 for passing GO. She then lost half her remaining money when
she landed on Quezon Avenue. Stacy now has Ph2,500. How much did she
have just before she purchased the hotel?

Solution:

Understand the Problem. We need to determine the number of dollars that Stacy
had just prior to her Ph800 hotel purchase.

Devise a Plan. We could guess and check, but we might need to make several
guesses before we found the correct solution. An algebraic method might
work, but setting up the necessary equation could be a challenge. Since
we know the end result, let’s try the method of working backwards.

Carry Out the Plan. Stacy must have had Ph5,000 just before she landed on
Quezon Avenue; Ph4,800 just before she passed GO; and Ph9,600 prior
to landing on Boardwalk. This means she had Ph10,400 just before she
purchased the hotel.
Review the Solution. To check our solution we start with Ph10,400 and proceed
through each of the transactions. Ph10,400 less Ph800 is Ph9,600. Half
of Ph9,600 is Ph4,800. Ph4,800 increased by Ph200 is Ph5,000. Half of
Ph5,000 is Ph2,500.

Example 3. Strategy: Make a table and look for a pattern.

Determine the digit 100 places to the right of the decimal point in the
decimal representation 7 .
27
Solution:

Understand the Problem. Express the fraction 7/27as a decimal and look
for a pattern that will enable us to determine the digit 100 places to
the right of the decimal point.

Devise a Plan. Dividing 27 into 7 by long division or by using a calculator

Produces the decimal 0.259259259... . Since the decimal
representation repeats the digits 259 over and over forever, we
know that the digit located 100 places to the right of the decimal
point is either a 2, a 5, or a 9. A table may help us to see a pattern
and enable us to determine which one of these digits is in the 100th
place. Since the decimal digits repeat every three digits, we use a
table with three columns.
 The First 15 Decimal Digits of 7/27

Column 1 Column 2 Column 3

Location Digit Location Digit Location Digit

1st 2 2nd 5 3rd 9

4th 2 5th 5 6th 9
7th 2 8th 5 9th 9
10th 2 11th 5 12th 9
13th 2 14th 5 15th 9
. . .
. . .
. . .

Carry Out the Plan. Only in column 3 is each of the decimal digit
locations evenly divisible by 3. From this pattern we can tell that the
99th decimal digit (because 99 is evenly divisible by 3) must be a 9.
Since a 2 always follows a 9 in the pattern, the 100th decimal digit
must be a 2.

Review the Solution. The above table illustrates additional patterns. For
instance, if each of the location numbers in column 1 is divided by
3, a remainder of 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. For instance, to find the
digit in the 3200th decimal place of 7/27 , merely divide 3200 by 3
and examine the remainder, which is 2. Thus, the digit 3200 places
to the right of the decimal point is a 5.
Example 4. Strategy: Guess and check.

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 the Problem. 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 a 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 Plan.

15 • 16 • 18 = 4320 No. This product is too small.

15 • 16 • 19 = 4560 No. This product is too small.
15 • 17 • 18 = 4590 Yes. This is the correct product.
The ages of the teenagers are 15, 17, and 18.

Review the Solution. Because 15 • 17 • 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.

Example 5. Strategy. Solve a similar but simpler problem

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?

Solution:

Understand the Problem. There are 10 teams in the league,

and each team plays exactly three games against each of the
other teams. The problem is to determine the total number of
league games that will be played.

Devise a Plan. Try the strategy of working a similar but simpler problem.
Consider a league with only four teams (denoted by A, B, C, and D)
in which each team plays each of the other teams only once. The
diagram at the left illustrates that the games can be represented by
line segments that connect the points A, B, C, and D. Since each of
the four teams will play a game against each of the other three, we
might conclude that this would result in 4 • 3 = 12 games. However,
the diagram shows only six line segments. It appears that our
procedure has counted each game twice. For instance, when team
A plays team B, team B also plays team A. To produce the correct
result, we must divide our previous result, 12, by 2. Hence, four
teams can play each other once in 4 • 3 = 6 games.
2
Carry Out the Plan. Using the process developed above, we see that 10
teams can play each other once in a total of (10 • 9)/2 = 45 games.
 Since each team plays each opponent exactly three times, the total
number of games is 45 • 3 = 135.

Review the Solution. We could check our work by making a diagram that
includes all 10 teams represented by dots labelled A, B, C, D, E, F,
G, H, I, and J. Because this diagram would be somewhat
complicated, let’s try the method of making an organized list. The
figure below shows an organized list in which the notation BC
represents a game between team B and team C. The notation CB
is not shown because it also represents a game between team B
and team C. This list shows that 45 games are required for each
team to play each of the other teams once. Also notice that the first
row has nine items, the second row has eight items, the third row
has seven items, and so on. Thus 10 teams require
9 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1 = 45 games
if each team plays every other team once, and 45 • 3 = 135 games
if each team plays exactly three games against each opponent.

AB AC AD AE AF AG AH AI AJ
BC BD BE BF BG BH BI BJ
CD CE CF CG CH CI CJ
DE DF DG DH DI DJ
EF EG EH EI EJ
FG FH FI FJ
GH GI GJ
HI HJ
IJ
An organized list of all possible games
Mathematical Problems Involving Patterns
Terms of a Sequence
An ordered list of numbers such as 5, 14, 27, 44, 65, ... is called a
sequence. The numbers in a sequence that are separated by commas are the
terms of the sequence. In the above sequence, 5 is the first term, 14 is the
second term, 27 is the third term, 44 is the fourth term, and 65 is the fifth term.
The three dots “...” indicate that the sequence continues beyond 65, which is the
last written term. It is customary to use the subscript notation an to designate the
nth term of a sequence. That is,

a1 represents the first term of a sequence.

a2 represents the second term of a sequence.
a3 represents the third term of a sequence.
an represents the nth term of a sequence.

In the sequence 2, 6, 12, 20, 30, ... , n2 + n, ...

a1 = 2, a2 = 6, a3 = 12, a4 = 20, a5 = 30, and an = n2 + n.
■ What is the next term?
■ What formula or rule can be used to generate the terms?
To answer these questions, we often construct a difference table, which
shows the differences between successive terms of the sequence. The following
table is a difference table for the sequence 2, 5, 8, 11, 14, ...
Sequence 2 5 8 11 14

First differences 3 3 3 3

Each of the numbers in row (1) of the table is the difference between the
two closest numbers just above it (upper right number minus upper left number).
The differences in row (1) are called the first differences of the sequence. In
this case, the first differences are all the same. Thus, if we use the above
difference table to predict the next number in the sequence, we predict that
14 + 3 =17 is the next term of the sequence.

At times, the first differences are not all the same. In such a situation it is
often helpful to compute the successive differences of the first differences. These
differences of the first differences are called the second differences. The
differences of the second differences are called the third differences.

Example 1.
Use a difference table to predict the next term in the sequence.
2, 7, 24, 59, 118, 207, ...
Solution:
Construct a difference table as shown below.
sequence: 2 7 24 59 118 207
first differences: 5 17 35 59 89
second differences: 12 18 24 30
third differences: 6 6 6
The third differences are all the same constant, 6. Extending row (3) so
that it includes an additional 6 enables us to predict that the next second
difference will be 36. Adding 36 to the first difference 89 gives us the next first
difference,125. Adding 125 to the sixth term 207 yields 332. Using the method of
extending the difference table, we predict that 332 is the next term in the
sequence.

nth-Term Formula for a Sequence

In Example 1 we used a difference table to predict the next term of a

sequence. In some cases we can use patterns to predict a formula, called an
nth-term formula, that generates the terms of a sequence. As an example,
consider the formula an = 3n2 + n. This formula defines a sequence and
provides a method for finding any term of the sequence. For instance, if we
replace n with 1, 2, 3, 4, 5, and 6, then the formula an = 3n2 + n generates the
sequence 4, 14, 30, 52, 80, 114. To find the 40th term, replace each n with 40.

a40 = 3(40)2 + 40 = 4840

Example 2.
Write the first three terms, the 15th term and the 40th term of the
sequence with the general rule: an = n2−1.

We can find each of these terms by replacing n with the appropriate term
number:

a1 = (1)2−1=0
a2 = (2)2−1=3
a3 = (3)2−1=8
a15 = (15)2−1=224
a40 = (40)2−1=1599

Example 3.
Write a general rule for the sequence: 5,10,15,20,… The previous
problem illustrates how a general rule maps a term number directly
to the term value. Another way to say this is that the general rule
expresses the nth term as a function of n. Let’s put the terms in the
above sequence in a table with their term numbers to help identify
the rule.

Looking at the terms and term numbers together helps us to see

that each term is the result of multiplying the term number by 5. The
general rule is:
an = 5n
 n 1 2 3 4
5n 5 10 15 20

Example 4.
Find the nth term rule for the sequence: 0,2,6,12,…

Let’s make the table again to begin to analyze the relationship between
the term number and the term value.

n 1 2 3 4
an 0 2 6 12
n(?) 1(0) 2(1) 3(2) 4(3)

This time the pattern is not so obvious. To start, write each term as
a product of the term number and a second factor. Then it can be
observed that the second factor is always one less that the term number
and the general rule can be written as :
an = n(n−1)
The Fibonacci Sequence

The Fibonacci sequence first appears in the book Liber Abaci (1202) by
Fibonacci where it is used to calculate the growth of rabbit populations. Fibonacci
considers the growth of an idealized (biologically unrealistic) rabbit population,
assuming that: a newly born breeding pair of rabbits are put in a field; each
breeding pair mates at the age of one month, and at the end of their second
month they always produce another pair of rabbits; and rabbits never die, but
continue breeding forever. Fibonacci posed the puzzle: how many pairs will there
be in one year? It is interesting to note that this famous rabbit problem paved the
way to the discovery of a phenomenal sequence of numbers known as
Fibonacci sequence.

The Fibonacci numbers, commonly denoted Fn , form a sequence, called

the Fibonacci sequence, such that each number is the sum of the two
preceding ones, starting from 0 and 1. That is,

F0 = 0, F1 = 1, Fn = 1
and

Fn = Fn-1 + Fn-2

for n ≥ 3.

The beginning of the sequence is thus:

1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144 …

Example 1. Finding a Fibonacci number.

Find the 8th and 10th Fibonacci numbers.

Solution:

F8 = F7 + F6
= (F6 + F5) + F6
= (8+5)+8
= 13 + 8
= 21 (8th term)

F10 = F9 + F8
= (F8 + F7) + F8
= ( 21 + 13 ) + 21
 = 34 + 21
= 55 (10th term)

Suppose we want to find F20. Using the definition, it is tedious and time
consuming to compute F19 and F 18 to determine F20. It is in good faith that
Jacques Binet (1543) found a formula for the nth Fibonacci numbers.

Binet’s Formula:

Example 2.

Find the 30th and 50th Fibonacci numbers using Binet’s formula and
a calculator.

Solution:

F30 = 1 1+5 30
- 1–5 30

√5 2 2

= 832040

F50 = 1 1+5 50 1–5 50

√5 2 - 2
= 12,586,269,025

Another famous mathematician, whose work was on finding patterns, is

Blaise Pascal (1623-1662). His greatest contribution, perhaps, was the Pascal’s
triangle. What is so amazing about hi discovery is that when you get the sum
of the numbers using the lines, the Fibonacci numbers 1, 1, 2, 3, 5, 8, 13, 21
show up. The figure below illustrates the first seven rows of the Pascal’s triangle.
Try this: make a pattern by going up and then along, then add up the
values (as illustrated) ... you will get the Fibonacci Sequence which starts from
"0, 1" and then continues by adding the two previous numbers, for example
3+5=8, then 5+8=13, etc)

https://www.mathsisfun.com/pascals-triangle.html
Guide Questions:

1. What are the different reasoning that can help us in decision making and solve
mathematical problems?

2. What strategies can one use to solve problems accurately?

3. What are some of the different ways to solve problems?

Answers to guide questions:

1. Inductive reasoning and deductive reasoning help us justify statements and

arguments in decision making and solve problems in mathematics.

2. Different appropriate strategies can aid one to solve problems accurately and
logically. One of which is Polya’s strategy in solving mathematics problems.
Polya’s strategy is a systematic procedure to provide solution to a problem.
He used different strategies such as working backwards, solving a problem by
following a similar simple solution, etc.

3. One of the interesting ways of solving mathematical problems is the search for
pattern. Fibonacci numbers created pattern in solving mathematical problems.
Key Points/Summary

1. Inductive reasoning is a the type of reasoning that uses specific examples to

reach a general conclusion of something. The conclusion formed by inductive
reasoning is called conjecture. A conjecture is an idea that may or may not be
correct. It is very helpful mostly in giving logical reasoning to arguments and
predicting numbers.

2. Deductive reasoning is a type of reasoning that deals with the process of

reaching a conclusion by applying a general assumption, procedures or
principles. This can be used to solve problems of puzzles such as logic
puzzles and kenken puzzle.

3. One of the problem solving strategies is that of Polya’s strategy. His strategy
follows four steps that include: understand the problem, devise a plan, carry
out the plan, and review the solution.

4. Some problems can be solved using patterns. Fibonacci numbers produced

impacts in algebra and in geometry such as finding a missing term in a
sequence.

5. Binet’s formula created an easier way (less tedious) process to solve

Fibonacci number problems.
6. Another famous mathematician, Blaise Pascal, also contributed ways to solve
mathematical problems. His work was the Pascal’s triangle was associated to
Fibonacci numbers. Amazingly, that when you get the sum of the numbers
using the lines, the Fibonacci numbers 1, 1, 2, 3, 5, 8, 13, 21 appear.