Chapter 3: Problems, Reasons, and Solutions in Mathematics

Learning Outcomes:’
At the end of the lesson, the students will be able to:
1. Distinguish inductive reasoning from deductive reasoning;
2. Demonstrate reasoning and logical abilities to arrive at a solution;
3. Show commitment in solving a problem.
4. Use either the inductive or deductive reasoning to solve practical problems.

References:
Aufmann, R., Lockwood, J., Nation, R., Clegg, D., Epp, S. (2018).Mathematics in
the Modern World. Rex Book Store.
Earnhart, R. & Adina, E. (2018). Mathematics in the Modern World. C&E
Publishing, Inc.
Manlulu, E., & Hipolito, L. (2019). A Course Model for Mathematics in the Modern
World. Rex Book Store.
https://blog.dce.harvard.edu/professional-development/what-kind-problem-solver-
are-you

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Introduction:
Most occupations require good problem solving skills. For instance,
architects and engineers must solve many complicated problems as they design
and construct modern buildings that are aesthetically pleasing, functional and that
meet stringent safety requirements. The goals of this module are to help you
become a better problem solver and to demonstrate that problem solving can be an
enjoyable experience. (Aufmann, R., Lockwood J), Nation R., Clegg,D. Epp, 5 –
(2018) p. 55) Problems arise with impartially and profitably. Taking the geometer
Rene Descartes advice “each problem that I solved became a rule, which served
afterwards to solve other problems” one must learn the necessary skills to figure
out solutions to every problem that he or she encounters.
The ability to develop a will thought out solution within a reasonable time
frame, however is a skill that only mathematics can offer.
One of the foremost mathematicians to make a study of problem solving was
George Polya. According to him, there are four steps in solving problems.
1. Understand the problem. You must know the background of the problem and
the goal.
2. Devise a plan. Successful problem solvers use a variety of techniques when
attempting to solve a problem.
3. Carry out the plan. Plans should not stay as plans. It should be carried out.
4. Review the solution. Check if you have already solved your problem.
Is Polya’s problem solving strategy limited in solving mathematical problems? Of
course, not. These steps are also useful steps in solving day-to-day problems.
What are the strategies that problem solvers can choose from when devising a
plan?
Lesson I. Inductive Reasoning
Inductive reasoning is the process of making general conclusions founded on
detailed examples. The conclusion is called the conjecture.
For example, if you are given the following premises:
1. The first coin from my pocket is one-peso.
2. The second coin from my pocket is one-peso.
Therefore, you can conclude that all coins in my pocket are one-peso coins.
But could that conjecture be always true? Is it not possible to have five-peso coins
if the first two coins from my pocket are one-peso coins? Of course, it is possible.
Because conjectures are based on incomplete information, they may be true or
false. A counterexample is then useful in proving the validity of conjectures.
Counterexamples are statements that contradict the claims of conjectures.
For example, given the premises that:
1. 3, 5 and 7 are odd numbers.
2. 3, 5 and 7 are prime numbers.
3. 7 + 3 = 10, 3 + a = 12 and 9 + 21 – 30. Then the sum of two ode integers is
even.
It could then be concluded that “All odd numbers are prime.” Is this true? The
number 9 is an odd number, but with factors 1, 9, and 3, it is a composite number.
Thus, the conjecture is false.
Let us try solving the following using inductive reasoning:
1.
Rotating the first arrow by 180° produces image of the second arrow. It could then
be concluded that we must rotate the third arrow to produce the missing pattern
which is
2. 2, 7,12, 17, 22, __, ___, ___
It seems that succeeding numbers are 5 more than the previous, therefore the
missing terms are 27, 32, and 37.
Quite easy, right? Now, Try these out yourselves! You just have to find the next
pattern or term. Ready? Go!
1.

3 5 7 9
1. , , ,
5 7 9 11

13
If you answered and , you almost got it.
15

11
But the correct answers are and .
13
Just to add more challenge, try finding the missing number in this pattern
5 12 7 X

8 2 7 17 10 4 21 9

What is the value of x? hmmm.. 5, 12, and 7 does not seem to have a
common pattern. But if we divide the sum of the two numbers at the base by
2,
8+2 10 7+17 24 10+4 14
= =5 = =12 = =7
2 2 2 2 2 2
That surely seems to be the pattern, right? So to get the value of x

21+9 30
x= = =15
2 2

Lesson II. Deductive Reasoning

Deductive reasoning is a process of making a specific and truthful
conclusions based on general principles.
The following are examples of deductive reasoning:
1. All members of WUP swimming team can use the University pool. Erap is a
member of the WUP swimming team can use the University Pool.
2. The difference of two odd integers is an even. X and y are odd integers.
Therefore; x + y is even.
If inductive reasoning starts with specific statements to make a generalization,
deductive reasoning is its opposite. Using deductive reasoning, we base our
specific conclusions from general principles.
Consider the general principle that “All students are required to wear their
uniform during synchronous sessions.” Since you are a student, therefore you are
required to wear the uniform during synchronous sessions.
Another example:
A number is divisible 6 if it is divisible by 2 and 3.
48 is divisible by 2 and 3.
Therefore, 48 is divisible by 6.
Let us have some exercises.
1. All students enrolled this semester in Mathematics in the Modern World will
get a passing grade.
You are enrolled this semester in Mathematics in the Modern World.
What then is the conclusion? You will get a passing grade in Mathematics in the
Modern World. (Yahu!)
2. Four times a number less six is fifty. What is the number?
You might want to ask if you will be using deductive reasoning. You are given the
general rule and is tasked to look for a specific value, so yes, this problem uses
deductive reasoning.
So what is the number that you are looking for? If we let the letter n be equal to
the missing number, the mathematical translation of the problem is
4n-6=50
Adding 6 to both sides of the equation, the equation will become
4n=56
Dividing 4 to both sides of the equation will give us the value if the number
n=14.
Chapter 3
Activity Sheet

Name: ___________________________________________
Course & Block: ____________________________________
Have ever played Sudoku? Sudoku, given here in a 9x9 table, is a puzzle such that
numbers 1 to 9 are placed only once in each of the box in a column, row, and box.
Solve the puzzle below and give a short answer on what type of reasoning is used
in the puzzle and why.

1 3 7 5 9

8 5 7 2

4 9 1

6 7 1 4

4 6 9

5 1 4 3 7

6 4 2

9 5

6 7 9 5 1 8

What type of reasoning is used in sudoku? ____________________________

Why is it considered as such?
______________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(Puzzle lifted from Manlulu, E., & Hipolito, L. (2019). A Course Model for
Mathematics in the Modern World. Rex Book Store. Page 46)
Chapter 3
Activity Sheet No. 2

Name________________________________________________________
Course & Block:_______________________________

In algebra, we also encounter deductive approach when dealing with

algebraic expressions. Consider the following series of operations. Multiply your
age by 8, add 6 to the result, then divide the sum by 2, and finally subtract 3 from
the quotient. We can infer that the series of operations generates 4 times your
age.
Let us represent the age by a letter x, then the first operation yields 8x. The
second operation gives 8x + 6 then the third as 8x + 6. Your knowledge in algebra
tells you that this
2

value can be simplified into 4x + 3. And so, going the last operation we obtain 4x
+ 3 -3 = 4x
This indicates that the given series of operations is actually equivalent to
simply multiplying your age by 4. This process illustrates how to make inferences
using deductive approach.
Compute 8x + 6, Use x as your age.
2

(This activity is lifted from Earnhart, R & Adina E (2018), Mathematics in the
Modern World, C & E Publishing, Inc).