GEC 104 –

Mathematics in the
Modern World

Prepared by:
Engr. Ahrren R. Reyes
Module 2: Mathematical Problem Solving and
Reasoning

2.1 Polya's 4 Steps in Solving

the Problem
Polya's 4 Steps in Solving the Problem
 Solving the mathematical problem is one of
students‘ Waterloo in learning Mathematics.
 It is, therefore, necessary that a student knows
the strategy in solving such problems.
 In this module, we will discover Polya's Step in
Solving the Problem.
Introduction
 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
addresses the difficulty of students in problem-
solving. He firmly believed that the most efficient
way of learning mathematical concepts is through
problem-solving.
Introduction
 The diagram
shows the four-
step process that
forms the basis of
any serious
attempt at
problem-solving.
Polya's 4 Steps in Solving the Problem
Sample Problems:
1.) Two times the sum of a number and 3 is equal to
thrice the number plus 4. Find the number.
Polya's 4 Steps in Solving the Problem
Sample Problems:
1.) 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.
Polya's 4 Steps in Solving the Problem
Sample Problems:
1.) 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.
Let x - be the unknown number
Polya's 4 Steps in Solving the Problem
Solution:
 Step 2: Make a Plan
 We need to translate the problem mathematically.
 Two times the sum of a number and 3 is equal to
thrice the number plus 4.
Polya's 4 Steps in Solving the Problem
Solution:
 Step 2: Make a Plan
 We need to 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
Polya's 4 Steps in Solving the Problem
Solution:
 Step 3: Do the Plan
 We need to solve for the value of x,
algebraically.
Polya's 4 Steps in Solving the Problem
Solution:
 Step 3: Do the Plan
 We need to solve for the value of x,
algebraically.

2 (x+3) = 3x+4
2x+6 = 3x+4
3x - 2x = 6-4
x=2
Polya's 4 Steps in Solving the Problem
Solution:
 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 is true. Thus the number we are looking for is 2.
Polya's 4 Steps in Solving the Problem
Solution:
 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 is true. Thus the number we are looking for is 2.

2 (x+3) = 3x+4
2 (2+3) = 3(2)+4
2 (5)=6+4
10=10
Polya's 4 Steps in Solving the Problem
Sample Problem:
2.) An agency charged Php15,000 for a 3 day and
2-night tour in Macau and Php20,000 for the same
tour with a side trip to Hong Kong (HK). Ten
persons joined the trip, which enables them to
collect Php170,000. How many tourists made a
side trip to Hong Kong?
Polya's 4 Steps in Solving the Problem
Sample Problem:
2.) An agency charged Php15,000 for a 3 day and 2-night tour in Macau and Php20,000 for the
same tour with a side trip to Hong Kong (HK). Ten persons joined the trip, which enables them to
collect Php170,000. How many tourists made a side trip to Hong Kong?
Solution: Step 3:
Step 1: 15,000x + 20,000(10-x) = 170,000
Price = 15,000 15,000x + 200,000 - 20000x = 170,000
Price (w/ side trip) = 20,000 200,000 – 170,000 = 20,000x - 15,000x
Total no. of person = 10 30,000 = 5,000 x
Total Collection = 170,000 X=6 (no. of tourist who avail tour w/out sidetrip)
Let x = no. of tourist who avail tour w/out sidetrip.
10-6 = 4 (no. of tourist who avail tour w/ sidetrip
Step 2:
15,000x + 20,000(10-x) = 170,000 Step 4:
15,000x + 20,000(10-x) = 170,000
15,000(6) + 20,000(10-6) = 170,000
170,000=170,000
Module 2: Mathematical Problem Solving and
Reasoning

2.2 Number Pattern

Introduction
 Numbers are found everywhere in our
daily lives. Mathematics is based on
numbers.
 Mathematics is useful to predict and
therefore number pattern is about
prediction.
Introduction
 There are mathematical problems that
involve the number pattern.
 There are several ways in finding an
unknown number.
Introduction
 There are mathematical problems that
involve the number pattern.
 There are several ways in finding an
unknown number.
Number Pattern
 This leads directly to the concept of functions in
mathematics about different quantities which
are defined as the list of the same numbers
following a particular sequence.
 It can also be applied to problem-solving
whether a pattern is present and can be used
to generalize a solution to a problem.
Number Pattern
 The following are examples of number pattern;
1. Fibonacci sequence
2. Prime number sequence
3. Imaginary number sequence
4. Geometric number pattern
5. Growing number pattern.
Number Pattern
 In a given sequence we need to identify
whether it is infinite or finite.
 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 the terms of the sequence.
 A finite sequence is a function whose
domain consists of the first n positive
integers only.
Number Pattern
 Let us identify whether the following is a
finite or infinite sequence.
a) 1, 3, 5, 7, 9, 11, 13, 15
b) 3, 6, 9, 12,15, ...
Number Pattern
 Aside from the sequence stated above, we also
have the so-called General Sequence which is
in the form of:
a1, a2, a3, a4 ... an -1, an
 This sequence has a1 as its first term, a2 as the
second term, a3 as the third term, and an as the
nth term which is also called the general term
of the sequence.
Number Pattern
 Example: Find the first three terms of the sequence
whose nth term is given by the formula: an = 3n+1
Number Pattern
 Example: Find the first three terms of the sequence
whose nth term is given by the formula: an = 3n+1
 Solution:
Let n1=1, n2=2, n3=3
Then: a1 = 3(1) + 1 = 4
a2 = 3(2) + 1 = 7
a3 = 3(3) + 1 = 10
 Therefore, the first three terms of the sequence
are 4,7,10.
Number Pattern
 Seatwork: Find the first three terms of the
sequence whose nth term is given by the formula:
Hn = (2n2 - n)
Number Pattern
 Seatwork: Find the first three terms of the
sequence whose nth term is given by the formula:
Hn = (2n2 - n)
 Solution:
Let n1=1, n2=2, n3=3
Then: H1 = (2(1)2 - 1) = 1
H1 = (2(1) - 1)
H1 = (2- 1)
H1 = 1
Number Pattern
 Seatwork: Find the first three terms of the
sequence whose nth term is given by the formula:
Hn = (2n2 - n)
 Solution:
Let n1=1, n2=2, n3=3
Then: H1 = (2(1)2 - 1) = 1
H2 = (2(2)2 - 2) = 6
H3 = (2(3)2 - 3) = 15
Module 2: Mathematical Problem Solving and
Reasoning

2.3 Difference Table

Difference Table
 A difference table shows the difference
between successive terms of the sequence.
 The differences in rows may be the first,
second, and third differences.
Difference Table
 Example 1: Construct the difference table to
predict the next term of each sequence.
3, 7, 11, 15, 19, __
Difference Table
 Example 1: Construct the difference table to
predict the next term of each sequence.
3, 7, 11, 15, 19, __
Solution:
7-3 = 4
11 - 7 = 4
15 - 11 = 4
19 - 15 = 4
Difference Table
 Example 1: Construct the difference table to
predict the next term of each sequence.
3, 7, 11, 15, 19, __
Solution:
7-3 = 4  Since the difference of the
11 - 7 = 4 sequence are the same this
15 - 11 = 4 means that the first difference
19 - 15 = 4 in the sequence is 4.
Difference Table
 Example 1: Construct the difference table to
predict the next term of each sequence.
3, 7, 11, 15, 19, __
Solution:
7-3 = 4 To find the next term we need
11 - 7 = 4 to add 19 and 4
15 - 11 = 4 Hence, the next term in the
19 - 15 = 4 sequence is 23
Difference Table
 Example 2: Construct the difference table to
predict the next term of each sequence.
4, 9, 17, 28, __
Difference Table
 Example 2: Construct the difference table to
predict the next term of each sequence.
4, 9, 17, 28, __

Solution:
9-4=5
17 - 9 = 8
28 - 17 = 11
Difference Table
 Example 2: Construct the difference table to
predict the next term of each sequence.
4, 9, 17, 28, __

Solution:
9-4=5 The first difference are not the
17 - 9 = 8 same so let us find the second
28 - 17 = 11 difference.
Difference Table
 Example 2: Construct the difference table to
predict the next term of each sequence.
4, 9, 17, 28, __

Solution:
 The second difference are now the same.
9-4=5 8-5=3 Therefore, we are going to use 3 as our
17 - 9 = 8 11 - 8 = 3 addend.
 The difference of 3 will be added to 11,and the
28 - 17 = 11 __-11 = 3 sum will be added to 28 to find the next term.
 Hence, the next term will be 42.
____-28 = 14 14
Difference Table
 Example 2: Construct the difference table to
predict the next term of each sequence.
4, 9, 17, 28, 42

Solution:
9-4=5
17 - 9 = 8
28 - 17 = 11
42 - 28 = 14
Difference Table
 Example 3: Construct the difference table to
predict the next term of each sequence.
6, 9, 14, 26, 50, 91, __
Difference Table
 Example 3: Construct the difference table to
predict the next term of each sequence.
6, 9, 14, 26, 50, 91, __
Solution:
9-6=3 5–3=2 7–2=5
14 - 9 = 5 12 – 5 = 7 12 – 7 = 5
26 - 14 = 12 24 – 12 = 12 17 – 12 = 5
50 - 26 = 24 41 – 24 = 17 + 5
91 - 50 = 41 __ - 41= 22
63 + 91 = 154 22+41 = 63
Module 2: Mathematical Problem Solving and
Reasoning

2.4 Number Series

Number Series
 Number Series is a sequence formed out of
numbers. The four fundamental operations
such as addition, subtraction, multiplication,
and division can be used to find the next term
in the given number series. The difference
table can also be used to find the next term in
the series.
Number Series
 Example: 2,5,10,17,26,37,50, __
 Solution:
5–2=3 5 – 3 = 2
10 – 5 = 5 7 – 5 = 2
17 – 10 = 7 9 – 7 = 2
26 – 17 = 9 11 – 9 = 2
37 – 26 = 11 13 – 11 = 2
50 – 37 = 13 __ - 13 = 2
65 – 50 = 15 15 = 2 + 13
Number Series
 Example: 2,5,10,17,26,37,50, ____
 Solution:
5-2=3 5–3=2
10 - 5 = 5
17 - 10 = 7
7 – 5 = 2
26 - 17 = 9 9–7=2
37 - 26 = 11 11 – 9 = 2
50 - 37 = 13 13 – 11 = 2
__- 50 = 15
15+50= 65
15 – 13 =2
Number Series
 Example: 2,8,16,128 ____
Number Series
 Example: 2,8,16,128 ____
 Solution:
2 x 8 = 16
8 x 16 = 128
16 x 128 = 2048
Number Series
 Example: 120,99,80,63,48, __
 Solution:
120-21 = 99 12 x 10 = 120
99-19 = 80 11 x 9 = 99
80-17 = 63 10 x 8 = 80
63-15 = 48 9 x 7 = 63
48-13 = 35 8 x 6 = 48
7 x 5 = 35
Number Series
 Example: 120,99,80,63,48, ____
 Solution:
120-99 = 21 21-19 = 2
99-80 = 19 19-17 = 2
80-63 = 17 17-15 = 2
63-48 = 15 15-13 = 2
48-__=13
48-13= __
48-13= 35
Number Series
 It’s important that in a number series one
should know how to detect the rules that will
result in the formation of a number.
Module 2: Mathematical Problem Solving and
Reasoning

2.5 Writing a Formula

Writing a Formula
 Example: Determine the 100th term of the
following:
7,10, 13, 16, __, n100
 Thank You

Proverbs 3:5-6
5 Trust in the LORD with all your heart and lean not

on your own understanding; 6 in all your ways

submit to him, and he will make your
paths straight.