Mathematics in the Modern World GEC 14 Teachers

CHAPTER 3

PROBLEM SOLVING

Objectives: After going through this module, you are expected to:

(1) Use different types of reasoning to justify statements and arguments.

(2) Solve problems involving patterns and problems following Polya’s
Strategy.
(3) Organize methods and approaches for solving problems.

Inductive and Deductive Reasoning

Inductive Reasoning

Definition. Inductive reasoning is the process of reaching a general con-

clusion by examining specific examples. The conclusion formed by us-
ing inductive reasoning is often called a conjecture, since it may or may
not be correct.
When you examine a list of numbers and predict the next number in the
list according to some pattern you have observed, you are using inductive
reasoning.

Example. Use inductive reasoning to predict the most proba-

ble next number in each of the following lists.

(a) 3, 6, 9, 12, 15, ? (b) 1, 3, 6, 10, 15, ?

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Solution
(a) Each successive number is 3 larger than the preceding num-
ber. Thus we predict that the most probable next number
in the list is 3 larger than 15, which is 18.
(b) The first two numbers differ by 2. The second and the third
numbers differ by 3. It appears that the difference between
any two numbers is always 1 more than the preceding dif-
ference. Since 10 and 15 differ by 5, we predict that the
next number in the list will be 6 larger than 15, which is 21.

Inductive reasoning is not used just to predict the next num-

ber in a list. We can also use inductive reasoning to make a
conjecture about an arithmetic procedure.

Example Consider the following procedure: Pick a number.

Multiply the number by 8, add 6 to the product, divide the
sum by 2, and 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 num-
ber.
Solution Suppose we pick 5 as our original number. Then the
procedure would produce the following results:

Original Number: 5
Multiply by 8: 8 × 5 = 40
Add 6: 40 + 6 = 46
Divide by 2: 46 ÷ 2 = 23
Subtract 3: 23 − 3 = 20

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We started with 5 and followed the procedure to produce 20.

Starting with 6 as our original number produces a final re-
sult of 24. Starting with 10 produces a final result of 40.
Starting with 100 produces a final result of 400. In each of
these cases the resulting number is four times the original
number. We conjecture that following the given procedure
will produce a resulting number that is four times the orig-
inal number.

Inductive Reasoning to Solve an Application

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 pendu-
lum, 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 des-
ignated as 1 unit.

Length of pendulum, Period of pendulum,

in units in heartbeats
1 1
4 2
9 3
16 4

Example Use the data in the table and inductive reasoning to

answer each of the following.
a. If a pendulum has a length of 25 units, what is its period?

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b. If the length of a pendulum is quadrupled, what happens

to its period?
Solution
a. In the table on the previous page, each pendulum has a
period that is the square root of its length. Thus we conjec-
ture that a pendulum with a length of 25 units will have a
period of 5 heartbeats.
b. In the table, a pendulum with a length of 4 units has a pe-
riod that is twice that of a pendulum with a length of 1
unit. A pendulum with a length of 16 units has a period
that is twice that of a pendulum with a length of 4 units. It
appears that quadrupling the length of a pendulum dou-
bles its period.

Conclusions based on inductive reasoning may be incorrect.

As an illustration, consider the circles shown below.
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.

The maximum numbers of regions formed by connecting dots on a circle

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For each circle, count the number of regions formed by the

line segments that connect the dots on the circle. Your results
should agree with the results in the following table.

Number of dots Maximum number of regions

1 1
2 2
3 4
4 8
5 16
6 ?

There appears to be a pattern. Each additional dot seems to

double the number of regions. Guess the maximum number
of regions you expect for a circle with six dots. Check your
guess by counting the maximum number of regions formed by
the line segments that connect six dots on a large circle.Your
drawing will show that for six dots, the maximum number of
regions is 31 (see the figure below), not 32 as you may have
guessed.

The line segments connecting six dots on a circle yield a maximum of 31 regions.

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With seven dots the maximum number of regions is 57. This is

a good example to keep in mind. Just because a pattern holds
true for a few cases, it does not mean the pattern will con-
tinue.When you use inductive reasoning, you have no guar-
antee that your conclusion is correct.

Counterexamples

A statement is a true statement if and only if it is true in all cases. If you

can find one case for which a statement is not true, called a counterex-
ample, 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 x:
√
a. | x | > 0 b. x2 > x c. x2 = x

Solution A statement may have many counterexamples, but

we need only find one counterexample to verify that the
statement is false.
a. Let x = 0. Then | x | > 0. Because 0 is not greater than 0, we
have found a counterexample. Thus “for all x, |x | > 0 ” is
a false statement.
b. For x = 1 we have 12 = 1. Since 1 is not greater than 1, we
have found a counterexample. Thus “for all x, x2 > x ” is
a false statement.
q √
c. Consider x = −3. Then (−3)2 = 9 = 3. Since 3 is not
equal to −3 , we have found a counterexample. Thus “for
√
all x, x2 = x ” is a false statement.

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Deductive Reasoning
Another type of reasoning is called deductive reasoning.
Deductive reasoning is distinguished from inductive reason-
ing in that it is the process of reaching a conclusion by apply-
ing general principles and procedures.

Definition. Deductive reasoning is the process of reaching a conclusion

by applying general assumptions, procedures, or principles.

Example Use deductive reasoning to show that the following

procedure produces a number that is four times the origi-
nal number.
Procedure: Pick a number. Multiply the number by 8, add 6 to
the product, divide the sum by 2, and subtract 3.
Solution Let n represent the original number.

Multiply the number by 8: 8n

Add 6 to the product: 8n + 6
8n+6
Divide the sum by 2: = 4n + 3
2
Subtract 3: 4n + 3 − 3 = 4n

We started with n and ended with 4n. The procedure given in

this example produces a number that is four times the original
number.

Inductive Reasoning vs. Deductive Reasoning

In the next examples, we analyze arguments to determine whether they

use inductive or deductive reasoning.

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Example Determine whether each of the following arguments

is an example of inductive reasoning or deductive reason-
ing.
a. During the past 10 years, a tree has produced plums every
other year. Last year the tree did not produce plums, so
this year the tree will produce plums.
b. All home improvements cost more than the estimate. The
contractor estimated my home improvement will cost $35,000.
Thus my home improvement will cost more than $35,000.
Solution
a. This argument reaches a conclusion based on specific exam-
ples, so it is an example of inductive reasoning.
b. Because the conclusion is a specific case of a general as-
sumption, this argument is an example of deductive rea-
soning.

Logical Puzzle

Some 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 Each of four neighbors, Sean, Maria, Sarah, and Brian,

has a different occupation (editor, banker, chef, or den-
tist). 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.

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Solution From clue 1,Maria 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
Maria’s row.

Editor Banker Chef Dentist

Sean
Maria X1 X1
Sarah
Brian

From clue 2, Sarah is not the editor.Write X2 (ruled out by clue

2) in the Editor column of Sarah’s row. We know from clue 1
that the banker is not the last to get home, and we know from
clue 2 that Sarah is the last to get home; therefore, Sarah is not
the banker. Write X2 in the Banker column of Sarah’s row.

Editor Banker Chef Dentist

Sean
Maria X1 X1
Sarah X2 X2
Brian

From clue 3, Sarah is not the dentist.Write X3 for this condi-

tion. There are now X’s for three of the four occupations in
Sarah’s row; therefore, Sarah must be the chef. Place a  in
that box. Since Sarah is the chef, none of the other three people
can be the chef. Write X3 for these conditions. There are now
X’s for three of the four occupations in Maria’s row; therefore,
Maria must be the editor. Insert a  to indicate that Maria is
the editor, and write X3 twice to indicate that neither Sean nor
Brian is the editor.

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Editor Banker Chef Dentist

Sean X3 X3
Maria  X1 X3 X1
Sarah X2 X2  X3
Brian X3 X3

From clue 4, Brian is not the banker.Write X4 for this condition.

Since there are three X’s in the Banker column, Sean must be
the banker. Place a  in that box. Thus Sean cannot be the
dentist.Write X4 in that box. Since there are 3 X’s in the Dentist
column, Brian must be the dentist. Place a  in that box.

Editor Banker Chef Dentist

Sean X3  X3 X4
Maria  X1 X3 X1
Sarah X2 X2  X3
Brian X3 X4 X3 

Sean is the banker, Maria is the editor, Sarah is the chef, and
Brian is the dentist.

Problem Solving with Patterns

Terms of a Sequence

Definition. A sequence is an ordered list of numbers. The numbers in a

sequence that are separated by commas are the terms of the sequence.

Example Consider the sequence 5, 14, 27, 44, 65, . . .

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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, represents the first term of

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.

When we examine a sequence, it is natural to ask:

 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.

Example The following table is a difference table for the se-

quence 2, 5, 8, 11, 14, . . ..

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

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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.
This prediction might be wrong; however, the pattern shown
by the first differences seems to indicate that each successive
term is 3 larger than the preceding term.

Example The following table is a difference table for the se-

quence 5, 14, 27, 44, 65, . . . .

In this table the first differences are not all the same. In such
a situation it is often helpful to compute the successive dif-
ferences of the first differences. These are shown in row (2).
These differences of the first differences are called the sec-
ond differences. The differences of the second differences are
called the third differences. To predict the next term of a se-
quence, we often look for a pattern in a row of differences. For
instance, in the following table, the second differences shown
in blue are all the same constant, namely 4. If the pattern con-
tinues, then a 4 would also be the next second difference, and
we can extend the table to the right as shown.

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Now we work upward. That is, we add 4 to the first difference

21 to produce the next first difference, 25.We then add this
difference to the fifth term, 65, to predict that 90 is the next
term in the sequence. This process can be repeated to predict
additional terms of the sequence.

Example. 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.

The third differences, shown in blue, are all the same constant,
6. Extending this row so that it includes an additional 6 en-
ables us to predict that the next second difference will be 36.
Adding 36 to the first difference 89 gives us the next first dif-
ference, 125. Adding 125 to the sixth term 207 yields 332. Us-
ing 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 previous examples, 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.

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We will often use the letter n to represent an arbitrary natural number.

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.

Example Assume the pattern shown by the square tiles in the

following figures continues.

(a) What is the nth term formula for the number of tiles in the
nth figure of the sequence?
(b) How many tiles are in the eighth figure of the sequence?
(c) Which figure will consist of exactly 320 tiles?

Solution

(a) Examine the figures for patterns. Note that the second fig-
ure has two tiles on each of the horizontal sections and one
tile between the horizontal sections. The third figure has three
tiles on each horizontal section and two tiles between the hor-
izontal sections. The fourth figure has four tiles on each hori-
zontal section and three tiles between the horizontal sections.

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Thus the number of tiles in thenth figure is given by two groups

of n plus a group of n less one. That is,

an = 2n + (n − 1)

an = 3n − 1

(b) The number of tiles in the eighth figure of the sequence is

3 (8) − 1 = 23
(c) To determine which figure in the sequence will have 320
tiles, we solve the equation 3n − 1 = 320.

3n − 1 = 320
3n = 321
n = 107

The 107th figure is composed of 320 tiles.

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PRACTICE EXERCISES

1. Use inductive reasoning to predict the most probable next number in

the following lists.

a. 5, 10, 15, 20, 25, ? b. 2, 5, 10, 17, 26, ?

2. Consider the following procedure: Pick a number. Multiply the num-

ber by 9, add 15 to the product, divide the sum by 3, and subtract 5.
Complete the above procedure for several different numbers.Use induc-
tive reasoning to make a conjecture about the relationship between the
size of the resulting number and the size of the original number.

3. A tsunami is a sea wave produced by an underwater earthquake. The

velocity of a tsunami as it approaches land depends on the height of the
tsunami. Use the table below and inductive reasoning to answer each of
the following questions.

Height of Tsunami, in feet Velocity of Tsunami, in feet per second

4 6
9 9
16 12
25 15
36 18
49 21
64 24

4. Verify that each of the following statements is a false statement by

finding a counterexample for each.

x x +3
√
a. x = 1 b. 3 = x + 1 c. x2 + 16 = x + 4

5. Use deductive reasoning to show that the following procedure pro-

duces a number that is three times the original number.

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Procedure: 1. Pick a number.

2. Multiply the number by 6,
3. add 10 to the product,
4. divide the sum by 2; and
5. subtract 5.

7. Determine whether each of the following arguments is an example of

inductive reasoning or deductive reasoning.

a. All Janet Evanovich novels are worth reading. The novel

“To the Nines” is a Janet Evanovich novel. Thus, “To the
Nines” is worth reading.
b. I know I will win a jackpot on this slot machine in the next
10 tries, because it has not paid out any money during the
last 45 tries.

8. 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 po-
sition each holds.

a. Ashley is younger than the president but older than the

treasurer.
b. Brianna and the secretary are both the same age, and they
are the youngest members of the group.
c. Tyler and the secretary are next door neighbors.

9. Use a difference table to predict the next term in the sequence

a. 1, 14, 51, 124, 245, 426, . . . b. 17, 15, 25, 53, 105, 187, . . .

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Problem-Solving Strategies

Polya’s Problem-Solving Strategy

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

Polya’s Four-Step Problem-Solving Strategy

1. 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 prob-
lem?
 What is the goal?

2. 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.

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 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 repre-
sents.
 Perform an experiment.
 Guess at a solution and then check your result.
 Use indirect reasoning.

3. 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.

4. Review the Solution Once you have found a solution, check the solu-
tion.

 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.

Solve a Similar but Simpler Problem

Example Consider the map shown below. Allison wishes to

walk along the streets from point A to point B. How many
direct routes can Allison take?

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Solution
Understand the Problem. We would not be able to answer the
question if Allison retraced her path or traveled away from
point B. Thus we assume that on a direct route, she always
travels along a street in a direction that gets her closer to
point B.
Devise a Plan. The map given above has many extraneous
details. Thus we make a diagram that allows us to concen-
trate on the essential information. See the figure below.

Because there are many routes, we consider the similar but

simpler diagrams shown below. The number at each street
intersection represents the number of routes from point A to
that particular intersection.

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Look for patterns. It appears that the number of routes

to an intersection is the sum of the number of routes to the
adjacent intersection to its left and the number of routes to the
intersection directly above. For instance, the number of routes
to the intersection labeled 6 is the sum of the number of routes
to the intersection to its left, which is three, and the number of
routes to the intersection directly above, which is also three.

Carry Out the Plan. Using the pattern discovered on the pre-
vious page, we see from the figure at the left that the num-
ber of routes from point A to point B is 20 + 15 = 35.
Review the Solution. Ask yourself whether a result of 35
seems reasonable. If you were required to draw each route,
could you devise a scheme that would enable you to draw
each route without missing a route or duplicating a route?

Make an Organized List

Example 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

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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). Of course there are other
possibilities, such as WLWL.
Devise a Plan. We will make an organized list of all the possi-
ble 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
W’s and two L’s.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 pro-
duce too many W’s 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 possibili-
ties, so we are confident that there are six different orders
in which a baseball team can win exactly two out of four
games.

Make a Table and Look for a Pattern

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Example Determine the digit 100 places to the right of the dec-
7
imal point in the decimal representation 27 .

Solution
Understand the Problem. Express the fraction as 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.

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

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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
7
digit in the 3200th decimal place of 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.

Work Backwards

Example In consecutive turns of a Monopoly game, Stacy first

paid P800 for a hotel. She then lost half her money when
she landed on Boardwalk. Next, she collected P200 for
passing GO. She then lost half her remaining money when
she landed on Illinois Avenue. Stacy now has P2500. How
much did she have just before she purchased the hotel?
Solution
Understand the Problem. We need to determine the number
of pesos that Stacy had just prior to her P800 hotel pur-
chase.
Devise a Plan. We could guess and check, but we might need
to make several guesses before we found the correct solu-
tion. 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 P5000 just before
she landed on Illinois Avenue; P4800 just before she passed
GO; and P9600 prior to landing on Boardwalk. This means
she had P10,400 just before she purchased the hotel.

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Review the Solution. To check our solution we start with

P10,400 and proceed through each of the transactions. P10,400
less P800 is P9600.Half of P9600 is P4800. P4800 increased
by P200 is P5000. Half of P5000 is P2500.

Guess and Check

Example 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

whole 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 num-
bers 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. Because15 × 17 × 18 = 4590 and each

of the ages represents the age of a teenager, we know our

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solution is correct. None of the numbers 13, 14, 16, and 19

is a factor (divisor) of 4590, so there are no other solutions.

Solve a Deceptive Problem

Some problems are deceptive. After reading one of these problems, you
may think that the solution is obvious or impossible. These deceptive
problems generally require that you carefully read the problem several
times and that you check your solution to make sure it satisfies all the
conditions of the problem.

Example A hat and a jacket together cost $100. The jacket costs $90 more
than the hat.What are the cost of the hat and the cost of the jacket?
Solution

Understand the Problem. After reading the problem for the

first time, you may think that the jacket costs $90 and the
hat costs $10. The sum of these costs is $100, but the cost of
the jacket is only $80 more than the cost of the hat.We need
to find two dollar amounts that differ by $90 and whose
sum is $100.
Devise a Plan.Write an equation using h for the cost of the hat
and h + 90 for the cost of the jacket.

h + h + 90 = 100

Carry Out the Plan. Solve the above equation for h.

2h + 90 = 100 •Combine like terms

2h = 10 •Solve for h
h=5

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Mathematics in the Modern World GEC 14 Teachers

The cost of the hat is $5 and the cost of the jacket is $90 + $5 = 95$

Review the Solution. The sum of the costs is and the cost of
the jacket is $90 more than the cost of the hat. This check
confirms that the hat costs $5 and the jacket costs $95.

PRACTICE EXERCISE

Apply Polya’s Problem-Solving Strategy to solve the following problems.

1.Consider the street map below. Allison wishes to walk directly from
point A to point B. How many different routes can she take if she wants
to go past Starbucks on Third Avenue?

2. 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”?

3.If six people greet each other at a meeting by shaking hands with one
another, how many handshakes will take place?

4. Determine the ones digit of 4200 .

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Mathematics in the Modern World GEC 14 Teachers

5. Two U.S. coins have a total value of 35¢. One of the coins is not a
quarter.What are the two coins?

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