CHAPTER 3

PROBLEM SOLVING AND REASONING

Emerson Jay Bellon, CAS-DMNS

PROBLEM SOLVING AND REASONING
Lesson Outline

3.1 Inductive and Deductive Reasoning

3.1.1 Inductive Reasoning
3.1.2 Deductive Reasoning

3.2 Problem Solving Strategies

3.2.1 Polya’s Problem-Solving Strategy
3.2.2 Common Problem-Solving Strategies

3.3 Recreational Problem Solving

3.3.1 Logic Puzzles
3.3.2 KenKen Puzzle

Emerson Jay Bellon, CAS-DMNS

PROBLEM SOLVING AND REASONING
Lesson Outcomes
At the end of the lesson, you are expected to:
 Use different types of reasoning to justify statements and arguments made about
mathematics and mathematical concepts.
 Solve problems and recreational problems following Polya’s Four Steps.
 Organize one’s methods and approaches to proving and solving problems.

Emerson Jay Bellon, CAS-DMNS

3.1 INDUCTIVE AND DEDUCTIVE REASONING

Making decisions and solving problems play crucial roles to survive

in daily life. It is then important to analyze a given situation based on logical
thinking. The process of logical thinking is called reasoning. There are two
types of reasoning to make decisions and solve problems: inductive
reasoning and deductive reasoning.

Emerson Jay Bellon, CAS-DMNS

3.1 INDUCTIVE AND DEDUCTIVE REASONING

3.1.1 INDUCTIVE REASONING

Inductive reasoning is the process of reaching a general conclusion

by examining specific examples.
The conclusion formed by using inductive reasoning is often called a
conjecture, since it may or may not be correct.

Emerson Jay Bellon, CAS-DMNS

3.1 INDUCTIVE AND DEDUCTIVE REASONING

3. I.1 INDUCTIVE REASONING

Example 1. Use Inductive Reasoning to Predict a Number

5, 10, 15, 20, 25, ?

1, 4, 9, 16, 25, ?

Emerson Jay Bellon, CAS-DMNS

3.1 INDUCTIVE AND DEDUCTIVE REASONING

3. I.1 INDUCTIVE REASONING

Example 1. Use Inductive Reasoning to Predict a Number
4, 8, 12, 16, 20, 24, ?
5,11, 17, 23, 29, 35, ?
1, 8, 27, 64, 125, ?
-2, 3, -4, 5, -6, 7, ?

2, 5, 10, 17, 26, ?

Emerson Jay Bellon, CAS-DMNS

3.1 INDUCTIVE AND DEDUCTIVE REASONING

3. I.1 INDUCTIVE REASONING

Example 2. Use Inductive Reasoning to Make Conjecture
2a. Consider the following procedure:
Step 1. Pick any number from 1 - 10
Step 2. Multiply the number by 10 It is conjectured that the
Step 3. Add 8 to the product given procedure
Step 4. Divide the sum by 2 produces a number that
Step 5. Subtract 4.
is five times the original
number.

Emerson Jay Bellon, CAS-DMNS

3.1 INDUCTIVE AND DEDUCTIVE REASONING

3. I.1 INDUCTIVE REASONING

Example 2. Use Inductive Reasoning to Make Conjecture
2b. Consider the following procedure:
Step 1. Pick any number from 1 - 10
Step 2. Multiply the number by 9 It is conjectured that the
Step 3. Add 15 to the product given procedure
Step 4. Divide the sum by 3 produces a number that
Step 5. Subtract 5.
is three times the
original number.

Emerson Jay Bellon, CAS-DMNS

3.1 INDUCTIVE AND DEDUCTIVE REASONING
3. I.1 INDUCTIVE REASONING
Example 3. Use Inductive Reasoning to Solve an Application
Use the data in the table and by inductive reasoning, answer the following questions below.
Earthquake Max. Tsunami
Magnitude Height (meters) a) If the earthquake magnitude
7.5 5 is 8.5, how high (in meters) can the
7.6 9 tsunami be?
7.7 13
7.8 17 b) Can a tsunami occur when
7.9 21
the earthquake magnitude is less than
8.0 25
8.1 29 7? Explain your answer.
8.2 33
8.3 37

Emerson Jay Bellon, CAS-DMNS

3.1 INDUCTIVE AND DEDUCTIVE REASONING
3. I.1 INDUCTIVE REASONING
Example 3. Use Inductive Reasoning to Solve an Application
Earthquake Max. Tsunami a) In the table, for every 0.1 increase in earthquake
Magnitude Height (meters) magnitude, the maximum tsunami height
increases by 4 meters. Thus, it is conjectured
7.5 5
that the maximum tsunami height for the
7.6 9 earthquake magnitude of 8.5 is 45 meters.
7.7 13
7.8 17 b) No, because when the earthquake magnitude is
7.9 21 7.4, the maximum tsunami height is only 1
8.0 25 meter. Hence, a tsunami does not occur when
8.1 29 the earthquake magnitude is less than 7.
8.2 33
8.3 37

Emerson Jay Bellon, CAS-DMNS

3.1 INDUCTIVE AND DEDUCTIVE REASONING
3. I.1 INDUCTIVE REASONING
Counterexample is the method of disproving a statement by finding one specific example
that contradicts the conjecture.
Example 4. Finding a Counterexample
Verify that each of the following statement is incorrect by giving a counterexample.
a. c.

b. d.

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3.1 INDUCTIVE AND DEDUCTIVE REASONING

3.1.2 DEDUCTIVE REASONING

Deductive reasoning is the process of reaching a conclusion by

applying general assumptions, procedures, or principles. It is based on
overall rules, NOT specific examples.

Emerson Jay Bellon, CAS-DMNS

3.1 INDUCTIVE AND DEDUCTIVE REASONING

3.1.2 DEDUCTIVE REASONING

Example 5.

If a number is divisible by 2, then it must be even.

12, 8, 4, 6 are all divisible by 2.
Therefore, 12, 8, 4, 6 are even numbers.

Emerson Jay Bellon, CAS-DMNS

3.1 INDUCTIVE AND DEDUCTIVE REASONING

3.1.2 DEDUCTIVE REASONING

Example 6.

If a student is diligent in class, he gets a high grade.

If a student gets a high grade, he gets a reward.
Therefore, if a student is diligent in class, then he gets a reward.

Emerson Jay Bellon, CAS-DMNS

3.1 INDUCTIVE AND DEDUCTIVE REASONING

3.1.2 DEDUCTIVE REASONING

Example 7.

If ∠A and ∠B are supplementary angles.

If m∠A = 100º, then m∠B = 80º

Emerson Jay Bellon, CAS-DMNS

3.1 INDUCTIVE AND DEDUCTIVE REASONING
3.1.2 DEDUCTIVE REASONING
Example 8. Use deductive reasoning to Establish a Conjecture
Use deductive reasoning to show that the following procedure produces a number that is
four times the original number.
It started with n and ended
Procedure: with 4n after following the
given procedure. This
Pick a number
means that the given
Multiply the number by 8, procedure produces a
Add 6 to the product number that is four times
the original number.
Divide the sum by 2
Subtract 3.

Emerson Jay Bellon, CAS-DMNS

3.2 PROBLEM SOLVING STRATEGIES

3.2.1 POLYA’S PROBLEM-SOLVING STRATEGY

Mathematics is all about learning and practicing problem-solving strategies. One

of the recent who outlines a strategy for solving problems is a Hungarian mathematician
named George Polya (1887 – 1985). He provideD four basic steps that can be used in
solving problems in any field.

Emerson Jay Bellon, CAS-DMNS

Understand the Problem
To solve a problem, one must first know what is being asked, and what information or data that is
provided. Also, one must see to it that he or she can state the problem in his or her own words.
3.2 PROBLEM SOLVING STRATEGIES
Devise a Plan
3.2.1 POLYA’S PROBLEM-SOLVING STRATEGY
In this step, one must think of various techniques or strategies in attempting to solve the problem.
Some common strategies: making list, chart or table, drawing a diagram, guess and check (or trial
and error), finding similar problem that previously solved, using arithmetic or equations, looking
for patterns, performing an experiment, and working backwards.

Carry Out the Plan

After planning, try it out. If it doesn’t work, try a different strategy. Work carefully and keep an
accurate record of all the attempts until the problem is solved.
Review the Solution
Check the answer. It is always a good idea to think about whether the answer is reasonable. Ensure
that the solution is consistent with the facts of the problem. Then, interpret the result in the context
of the problem.

Emerson Jay Bellon, CAS-DMNS

 3.2 PROBLEM SOLVING STRATEGIES
3.2.1 POLYA’S PROBLEM-SOLVING STRATEGY
Example 9. The sum of three consecutive integers is 258. Find the integers.
Solution:
Step 2: Devise a Plan
Step 1: Understand the Problem
Translate the given statement into symbols.
We are looking for three consecutive integers, letThe sum of three consecutive integers is 258.
x be the first consecutive integer x + (x + 1) + (x + 2) = 258
x + 1 be the second consecutive integer
x + 2 be the third consecutive integer

Emerson Jay Bellon, CAS-DMNS

3.2 PROBLEM SOLVING STRATEGIES

3.2.1 POLYA’S PROBLEM-SOLVING STRATEGY

Example 9. The sum of three consecutive integers is 258. Find the integers.
Solution:
Step 4: Review the Solution
Step 3:Carry Out the Plan The sum of 85, 86, and 87 makes a result of 258.
Therefore, the three consecutive integers are 85,
x + (x + 1) + (x + 2) = 258 86, and 87
x + x + 1 + x + 2 = 258
3x + 3 = 258
3x = 255
x = 85

Emerson Jay Bellon, CAS-DMNS

3.2 PROBLEM SOLVING STRATEGIES

3.2.1 POLYA’S PROBLEM-SOLVING STRATEGY

Example 10. A basketball team won two out of their last four games, in how
many different orders could they have had two wins and two losses in four games.

Step 1. We are looking for the number of possible orders that the team won 2
games and losses 2 games.

Step 2. This is a problem which making a list would help

Emerson Jay Bellon, CAS-DMNS

3.2 PROBLEM SOLVING STRATEGIES

3.2.1 POLYA’S PROBLEM-SOLVING STRATEGY

Example 10.

Step 3. Step 4. Therefore, there are 6

WWLL possible orders that the team won
LLWW 2 and losses 2 in 4 games
LWLW
WLWL
WLLW
LWWL

Emerson Jay Bellon, CAS-DMNS

3.2 PROBLEM SOLVING STRATEGIES

3.2.2 COMMON PROBLEM-SOLVING STRATEGIES

• 1. Guess (this includes guess and check, guess and improve)

• 2. Act It Out (act it out and use equipment)
• 3. Draw (this includes drawing pictures and diagrams)
• 4. Make a List (this includes making a table)
• 5. Think (this includes using skills you know already)

Emerson Jay Bellon, CAS-DMNS

3.2 PROBLEM SOLVING STRATEGIES

3.2.2 COMMON PROBLEM-SOLVING STRATEGIES

Example 11. Solving Problem by making a list.
In a basketball league consisting of 5 teams, where each team will play to all
other teams exactly 3 times. How many league games will be played?

Emerson Jay Bellon, CAS-DMNS

3.2 PROBLEM SOLVING STRATEGIES

3.2.1 POLYA’S PROBLEM-SOLVING STRATEGY

Example 11.

Emerson Jay Bellon, CAS-DMNS

 3.2 PROBLEM SOLVING STRATEGIES
3.2.2 COMMON PROBLEM-SOLVING STRATEGIES
Example 12. Solving a Problem Using a Diagram

A farmer is asked to plant eight tomato plants that are 18 inches tall in a straight line with 2 feet between each plant. How
much space is needed between the first plant and the last one?

Solution:
It is a situation where drawing a diagram would be a big help.

2ʹ 2ʹ 2ʹ 2ʹ 2ʹ 2ʹ 2ʹ
Use the diagram to add up the distances:

2 + 2 + 2 + 2 + 2 + 2 + 2 = 14 feet.

There are eight plants, but only seven spaces of 2 feet between them.So, 7 x 2 = 14 feet is right.

Emerson Jay Bellon, CAS-DMNS

3.2 PROBLEM SOLVING STRATEGIES

3.2.1 POLYA’S PROBLEM-SOLVING STRATEGY

Example 13. Solving problem using guess and check
The product of the ages of the 3 teenagers is 4590. If none of them have the same
age, what are their ages?

Emerson Jay Bellon, CAS-DMNS

3.2 PROBLEM SOLVING STRATEGIES

3.2.1 POLYA’S PROBLEM-SOLVING STRATEGY

Example 13. Solving by making an equation.
The cost of the PE uniform is 690 pesos, if the pants cost 130 pesos more than the
shirt, how much does the pants cost?

Emerson Jay Bellon, CAS-DMNS

3.3 RECREATIONAL PROBLEM SOLVING

3.3.1 LOGIC PUZZLES

Example 14. Logic Puzzles
John, Marie, Sandra, and Jack has a different occupation (teacher, writer, driver, or helper).
From the following clues, determine the occupation of each neighbor.
1. Marie gets home from work after the writer but before the helper.
2. Sandra, who is the last to get home from work, is not the teacher.
3. The helper and Sandra leave for work at the same time.
4. The writer lives next door to Jack.

Emerson Jay Bellon, CAS-DMNS

 3.3 RECREATIONAL PROBLEM SOLVING

3.3.1 LOGIC PUZZLES Teacher Writer Driver Helper

1. Marie gets home from work after John
the writer but before the helper.
2. Sandra, who is the last to get home Marie
from work, is not the teacher.
3. The helper and Sandra leave for Sandra
work at the same time.
Jack
4. The writer lives next door to Jack.

Emerson Jay Bellon, CAS-DMNS

3.3 RECREATIONAL PROBLEM SOLVING

3.3.1 LOGIC PUZZLES

Example 15. Logic Puzzles
The four children in the Rivera family are Reynaldo, Ramiro, Shakira, and Sasha. The ages of the two
teenagers are 13 and 15. The ages of the younger children are 5 and 7. From the following clues, determine
the age of each of the children.
a. Reynaldo is older than Ramiro.
b. Sasha is younger than Shakira.
c. Sasha is 2 years older than Ramiro.
d. Shakira is older than Reynaldo.

Emerson Jay Bellon, CAS-DMNS

 3.3 RECREATIONAL PROBLEM SOLVING
3.3.2 KENKEN PUZZLE
KenKen Puzzle is an arithmetic-based logic puzzle that was invented
by the Japanese mathematics teacher Tetsuya Miyamoto in 2004.
Rules:
1. Do not repeat a number in any row or column.
2. The numbers in each heavily outlined sets 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.
3. Cages with just one square should be filled in with the target number.
4. A number can be repeated within the cage as long as it is not in the same
row or column.
Emerson Jay Bellon, CAS-DMNS
 3.3 RECREATIONAL PROBLEM SOLVING
3.3.2 KENKEN PUZZLE

Emerson Jay Bellon, CAS-DMNS