Module 3 - Problem Solving

.
Mathematics in
the Modern
World
2020
Learning Module
STUDENT
Name:
Student Number:
Program:
Year and Section:
Mathematics in the Modern World

Home Address:
Email address:
Contact Number:
PROFESSOR
Name: Prof: Rafael J. Eusebio Jr., LPT
Academic Department: College of Education
rafeusebio14@gmail.com / rafael_eusebio14@yahoo.com
Contact Details: (+639)17 889 4470
1|Page Universidad de Manila

Prepared by: Prof. Rafael J. Eusebio Jr.
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i. Course Code GECS004
II. Course Title Mathematics in the Modern World
III. Module Number
IV. Module Title Problem Solving and Reasoning
V. Overview of the In this module, it will discuss the strategy on solving
Module math problems and different types of reasoning to justify
statements and arguments made about mathematics and
mathematical concepts.
VI. Module Outcomes At the end of this module, you are expected to:

1. Apply inductive and deductive reasoning to solve
problems;
2. Solving problems involving patterns and
recreational problems following Polya’s strategy;
and
3. Organize one’s method and approaches for
proving and solving problems.
VII. General Instructions You must allow the necessary time to complete the lessons each
week. If you choose not to complete the lesson using the schedule
provided, you must understand that it is your full responsibility
to complete them by the last day of completion. Time is of the
essence.
The module is designed to assess student understanding of the

assigned lessons found within the associated content of the
midterm and final period of the course. The assessment part of
the module is composed of varied types of questions.
You may see gamified assessment tools like crossword puzzles,

scrambled puzzle figures, traditional assessments mechanical
type of tests, and authentic assessments like reflection or simple
research work. Pay attention to the answer to the assessment
questions as you move through each lesson. After each module,
you will be given a summative test. Your responses to the
assessment parts of the module will be checked and recorded.

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Because the assessment questions are available within the whole
completion period and because you can refer the answers to the
questions within the content modules, the author-professor will
not release the answers in the module. However, he is happy to
discuss the assessments with you during his consultation time,
should you have any questions.
Good luck.

You may not work collaboratively. This is independent work.
Added instruction with regards to the Progress Tracker
To track your progress in the completion of the module,

each time you completed a task in each part of the
lesson you will earn a badge. Now, to help you not to
skip one of them, you are task to color the badges
earned so that you can easily go back to the activities
you remained idle.
Budget your time wisely and effectively.
Enjoy. Good luck!

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Module Progress Tracker
Badge Title Progress Badge Information
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Badge Motivational Activity
Independent Have read the entire

Reader Badge Discussion.
Practice Answered the Application

Badge part of the Lesson
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Reflection
discussion through a
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reflection
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Completed all tasks in the
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entire Lesson.
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Lesson 1 | Inductive and Deductive Reasoning
Lesson Objectives At the end of the lesson, you will be able to:
1. Define and differentiate inductive and deductive reasoning;

2. Write clear and logical proofs; and

3. Solve problem using inductive and deductive reasoning.
Motivation Fill Me
Fill in the numbers 1 to 7, so that each line adds up to 12. You can use each
number only once! Test your math skills and solve this addition puzzle.
Congratulations! You earned a Motivated Badge

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Discussion Let us Begin!
A. Inductive Reasoning
Inductive reasoning is a type of reasoning that forms a conclusion based on the

examination of specific examples. Using inductive reasoning, conclusion formed is called
a conjecture which may be correct or incorrect.
Example 1:

1 is an odd number
11 is an odd number
111 is an odd number
Thus, all the numbers ending with 1 are odd numbers.
Example 2:
Mr. Eusebio is a Math teacher

Mr. Eusebio is strict
Therefore, all math teachers are strict
Example 3: Using inductive reasoning, predict the next number in each of the following
lists:
a. 2, 4, 6, 8, 10, ?
b. 1, 4, 10, 19, 31, ?
Solution:
a. Each successive number is greater than 2 than the preceding number. Thus, we
can conclude that the next number in the list is greater than 2, which is 12.
b. The first two numbers differ by 3. The second and the third number differ by 6. It
appears that the difference of between two numbers is multiple of 3. Since 31 and
19 is differ by 12, we conclude that the number in the list will be greater than 15,
which is 46.
Example 4: Use inductive reasoning to make a conjecture.
Consider the following procedures:

1. Pick a number;
2. Multiply the number by 4;
3. Add 3 to the product;

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4. Divide the sum by 1; and
5. 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 number.
Solution:
Suppose we pick 4 as our original number. Then the procedure would produce the
following results:

Original number: 4
Multiply by 4: 4 x 4 = 16
Add by 3: 16 + 3 = 19
Divide by 1: 19 / 1 = 19
Subtract 3: 19 – 3 = 16
We started with 4 and followed the procedure to produce 16. Starting with 5 as our original
number produces a result of 20. Starting with 10 produces a result of 40. Starting with
100 produces a result of 400. In each of these cases, the resulting number is four times
the original number. We conjecture that the following the given procedure produces a
number that is four times the original number.
B. Deductive Reasoning
Deductive reasoning is the process of reaching a conclusion by applying general

assumptions, procedures or principles.
Example 1:
All birds have feathers

Ducks are birds
Therefore, ducks have feathers.
Example 2:
Ranjit has a fever,

If Ranjit has a fever, he won’t be able to play basketball.
Therefore, Ranjit won’t be able to play basketball.

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Example 3: Use deductive reasoning to show that the following procedure produces a
Procedure: Pick a number, multiply the number by 4, add 3 to the product, divide the sum
by 1, and subtract 3.
Solution:
Let n represent the original number.

Multiply the number by 4: 4n
Add 3 to the product: 4n + 3

4𝑛+3
Divide the sum by 1: = 4𝑛 + 3
1
Subtract 3: 4n + 3 – 3 = 4n
We started with n and ended with 4n. The procedure given in this example produces a
Example 4: Use deductive reasoning to show that the following procedure produces a
Procedure: Pick a number, multiply the number by 12, add 20 to the product, divide the
sum by 4, and subtract 5.
Solution:
Let n represent the original number.

Multiply the number by 12: 12n
Add 20 to the product: 12n + 20
12𝑛+20
Divide the sum by 4: = 3𝑛 + 5
4
Subtract 5: 3n + 5 – 5 = 3n
We started with n and ended with 3n. The procedure given in this example produces a
number that is three times the original number.
Congratulations! You have earned an Independent Reading Badge

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Application Fact or Bluff!
Test your understanding. Each number has 2 icons, color the fact icon if the statement is
correct, and the bluff icon if otherwise. (10 points)
1. Inductive reasoning is type of reasoning

that forms a conclusion based on the
examination of specific examples

2. Conjecture is always true.
3. 25 is divisible by 5; 30 is divisible by 5;
therefore, numbers ending with 0 and 5
are divisible by 5. In this example it used
deductive reasoning.
4. Deductive reasoning is the process of

reaching a conclusion by applying general
assumptions, procedures or principles.
5. All prime numbers are odd numbers; 97 is

a prime number; therefore, 97 is an odd
number. In this example it used deductive
reasoning.
Congratulations! You have earned a Practice Badge

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Generalization Reflect the use of it!
In an essay no more than 100 words, how do you think inductive and deductive
reasoning are important in your daily lives?

Congratulations! You have earned a Reflection Badge
Assessment: It is your turn!
Do the following:
1. Use inductive reasoning to predict the number in each list.

a. 5, 11, 17, 23, 29, 35, ?
b. 1, 8, 27, 64, 125, ?
c. 80, 70, 61, 53, 46, 40, ?
2. Complete the procedures below 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 number.
Procedures: Pick a number. Multiply the number by 9, add 15 to the product,

divide the sum by 3, and subtract 5.
3. Use deductive reasoning to show that the following procedure produces a number
that is five times the original number.
10 | P a g e Universidad de Manila
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Procedure: Pick a number, multiply the number by 10, add12 to the product, divide
the sum by 2, and subtract 6.
Hint: Let n represent the original number.
Congratulations! You have earned a Quizzer Badge

List of References:
Abad, E. P. et al. (2018). Mathematics in the Modern World. Rex Bookstore Inc.
Aufmann, R. N. et al. (2013). Mathematical Excursions, 3rd Edition. Cengage Learning.
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Congratulations! You have earned Lesson Completer Badge.
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Lesson 2 | Polya’s Problem Solving Strategy
1. Define Polya’s problem solving strategy;

2. Analyze the information based on the given conditions of the problem; and
3. Apply Polya’s rule in solving problems.
Motivation Let’s see how genius you are!
Analyze and solve for the answer:
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Polya’s Problem Solving Strategy
It was formulated by George Polya (1887 – 1985) and consisted of the following four
steps:
1. Understand the Problem. It is often overlooked in the Polya’s four-step strategy. In

this step, you must have a clear understanding of the problem.

Consider the following questions below to help you focus on understanding the problem:
 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?
2. Devise a Plan. In solving a problem, successful problem solvers use a variety of
techniques when they attempt to solve a problem. Below are some of the 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 chart.
 Work backwards.
 Try to solve a similar but a simpler problem.
 Look for a pattern.
 Write an equation. If necessary, define what each variable represents.
 Perform an experiment.
 Guess a solution and then check your result.
3. Carry Out the Plan. If you have already a devised plan, you must carry it out.
 Work carefully.
 Keep an accurate and near record of all your attempt.
 Realize that some of your initial plans will not work and that you may have to
devise another plan or modify your existing plan.
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4. Review the Solution. Check the solutions that you formulated.
 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: The Universidad de Manila (UDM) men’s volleyball team won two out of
their last four games in Association of Local Universities and Colleges (ALCU). In how
many different orders could they have two wins and two loses 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 to 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 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 make 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 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 loss)
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 the UDM’s men volleyball team can win exactly two out of four games.
Example 2: 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:
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Understand the Problem. We need to determine three distinct counting numbers, from
the list 13, 14, 15, 16, 17, 18, and 19, at have a product of 4590.
Devise a Plan. If we represent ages by a, b, and c, then abc = 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
15 · 16 · 19 = 4560
15 · 17 · 18 = 4590
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 3: The newly seven elected Barangay Kagawad greet each other at a meeting
by shaking hands with one another, how many handshakes will take place?
Solution:
Understand the Problem. There are seven Kagawad, and each Kagawad shakes hands
with each other.
Devise a Plan. Each Kagawad will shake hands with six other Kagawad. Since there are
seven Kagawad, we could multiply 7 times 6 to get the total number of handshakes.
However, this procedure would count each handshake exactly twice, so we must divide
this product by 2 for the actual answer.
Carry Out the Plan

7 x 6 = 42.
42 ÷ 2 = 21.
Review the Solution. Denote the Kagawad by the letters A, B, C, D, E, F, G. Make an

organized list. Remember that AB and BA represent the same Kagawad shaking hands,
so do not list both AB and BA.
AB AC AD AE AF AG
BC BD BE BF BG
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CD CE CF CG
DE DF DG
EF EG
FG
The method of making an organized list verifies that 7 people shake hands with each
other, there will be a total of 21 handshakes.

1. Polya’s problem strategy are consists of 5

steps.
2. Understand the Problem is the often

overlooked in the Polya’s four-step
strategy
3. Polya’s strategy was formulated by

George Polya
4. Problem solvers use a variety of

techniques when they attempt to solve a
problem
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5. Polya’s step are: understand the problem,
devise a plan, carry out the plan, and
review the solution.

In an essay no more than 100 words, how do you think learning Polya’s strategy are
important in your daily lives?
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Use Polya’s four-step problem solving strategy to solve the following:
1. A yes-no survey contains five questions. In how many ways can a respondent
answer the questions if the respondent answers two of the questions with “no”
and the other three with “yes”.
2. If six Supreme Student Government (SSG) officers of Universidad de Manila

(UDM) greet each other at a meeting by shake hands with one another, how
many shake hands will take place?
3. How many lines can we draw in 6 points?
List of References:
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answers/
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Lesson 3 | Mathematical Problems Involving Patterns
1. Define sequence and Fibonacci sequence;

2. Apply sequence and Fibonacci sequence; and

3. Analyze the principle applied in tricks and pattern.
Motivation Find Me
Use your analytical math skills here! Which number comes on top? Which
number pattern can you discover?
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A. Terms of a Sequence
Numbers in an ordered list is called a sequence. For example,

7, 14, 21, 28, 35,…….
Numbers in a sequence is called a terms of a sequence and usually separated by

commas. In example above, 7 is the first term, 14 is the second term, 21 is the third
term, 28 is the fourth term, and 35 is the fifth term. Dots indicates that the sequence

continues beyond the last terms. The subscript notation a n was used 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 a sequence 2, 6, 12, 20, 30,…., n2 + n, …

a1 = 2, a2 = 6, a3 = 12, a4 = 20, a5 = 30, and an = n2 + n.
For us to examine a sequence, the questions we are asking:

 What is the next term?
 What formula or rule can be used to generate the terms?
To answer that questions, difference table was used, which shows the differences
between successive terms of the sequence. Below are the examples:
Example 1: In a sequence 3, 7, 11, 15, 19, …., the difference table is:
Sequence: 3 7 11 15 19 …
First difference: 4 4 4 4 … (1)
The difference in row 1 are called the first differences of the sequence. As you can
see, the first differences are all 4. If we use the above difference table to identify the
next number in the sequence, we predict that 19 + 4 = 23 is the next term of the
sequence. This solution might be wrong, however, the pattern shown by the first
difference seems to indicate that each successive term is 4 more than the preceding
term.
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Example 2: The difference table for sequence 4, 13, 26, 43, 64, … is:
sequence: 4 13 26 43 64 …
first differences: 9 13 17 21 … (1)
second differences: 4 4 4 (2)
In the table above, the first differences are not all the same. In such, we need to compute
the successive differences of the first differences which is showed in row 2. These
differences are called the second differences. The differences of the second differences

are called the third differences.
To predict the next term of a sequence, we often look for a pattern in a row of differences.
For instance, in the following table, the second difference are all 4. If the pattern
continues, then 4 would also be the next second difference, and then we can extend the
table to the right as shown below:
sequence: 4 13 26 43 64 …
first differences: 9 13 17 21 … (1)
second differences: 4 4 4 (2)
Now, we work upward. That is, we add 4 to the first difference 21 to produce the next
difference, 25. We then add this difference to the fifth term 64, to predict that 89 is the
next term in the sequence. This process can be repeated to predict additional terms of
the sequence.
sequence: 4 13 26 43 64 89 …
first differences: 9 13 17 21 25 … (1)
second differences: 4 4 4 4 (2)
B. nth-Term Formula for a sequence
We can use patterns to predict a formula for some cases of a sequence, it is called an
nth-term formula that generates the terms of a sequence.
𝑛
Example 1: Consider the formula 𝑎𝑛 = 𝑛+1. This formula defines a sequence and
provides a method for finding any term of the sequence. For instance, if we replace n with
𝑛
1, 2, and 3, then the formula 𝑎𝑛 = 𝑛+1 generates the sequence,
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1 2 3
, ,
2 3 4
To find the 25th term, replace each n with 25.

25 25
𝑎25 = 25+1 = 26
Example 2: Use the given nth term formula 𝑎𝑛 = 5𝑛2 + 3𝑛 and find the first five terms of
the sequence.
If n = 1: 5(1)2 + 3(1) = 5 + 3 = 8
If n = 2: 5(2)2 + 3(2) = 20 + 6 = 26
If n = 3: 5(3)2 + 3(3) = 45 + 9 = 54

If n = 4: 5(4)2 + 3(4) = 90 + 12 = 102
If n = 5: 5(5)2 + 3(5) = 125 + 15 = 140
So the first five terms of the sequence is 8, 26, 54, 102, 140.
C. Fibonacci Sequence
One of the prominent mathematician of medieval Europe is Leonardo of Pisa, known as

Fibonacci. Below is the problem created by Fibonacci that concerns the birth of rabbits:
At the beginning of a month, you are given a pair of newborn rabbits. After a month, the
rabbits have produced no offspring; however, every month thereafter, the pair of rabbits
produces another pair of rabbits. The offspring reproduce in exactly the same manner. If
none of the rabbits dies, how many pairs of rabbits will there be at the start of each
succeeding month.
We will use Fibonacci sequence to solve the problem above. Figure below shows the
numbers of pairs of rabbits on the first day of each of the first six months. The larger
rabbits represents the matured rabbits that produce another pair of rabbits each month.
The numbers 1, 1, 2, 3, 5, 5, 8 are the first six terms of the Fibonacci sequence.
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Fibonacci discovered that the number of pairs of rabbits for any month after the
first two months can be determined by adding the numbers of pairs of rabbits in each of
the previous months, For instance, the number of pairs of rabbits at the start of the sixth
month is 3 + 5 = 8.
A recursive definition for a sequence is one in which each successive term of the
sequence is defined by using some of the preceding terms. If we use the mathematical
notation 𝐹𝑛 to represent the nth Fibonacci number, then the numbers in the Fibonacci
sequence are given by the following recursive definition:
𝐹1 = 1, 𝐹2 = 1, 𝐹𝑛 = 𝐹𝑛−1 + 𝐹𝑛−2 for n ≥ 3.
Example 1: Find the sixth and seventh Fibonacci numbers using the definition of
Fibonacci numbers.
Solution:
The first five Fibonacci numbers are 1, 1, 2, 3, 5. The sixth Fibonacci is the sum of the
two previous Fibonacci numbers. Thus,
𝐹6 = 𝐹5 + 𝐹4
=3+5
=8
The seventh Fibonacci number is
𝐹7 = 𝐹6 + 𝐹5
=5+8
= 13
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1. Numbers in an ordered list is called a

sequence
2. The term of a sequence has a common

factor.
3. The next term in the sequence 18, 14, 10,

6 is 2.
4. One of the prominent mathematician of

medieval Europe is Leonardo of Pisa,
known as Fibonacci
5. 𝐹6 = 𝐹5 + 𝐹4
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In an essay no more than 100 words, how do you think learning sequence and Fibonacci

sequence are important in your daily lives?
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Answer the following:
1. Construct a difference table to predict the next term of each sequence.

a. 1, 7, 17, 31, 49, 71, ...
b. 10, 10, 12, 16, 22, 30, ...
c. 1, 4, 21, 56, 115, 204, ...
d. 0, 10, 24, 56, 112, 190, ...

e. 9, 4, 3, 12, 37, 84, ...
f. 6. 17, 15, 25, 53, 105, 187, ...
2. Find the first five terms of each sequence, starting with n=1.
𝑛
a. 𝑎𝑛 = 𝑛+1
𝑛(2𝑛+1)
b. 𝑎𝑛 = 2
c. 𝑎𝑛 = 5𝑛2 − 3𝑛
3. Determine whether each of the following statements about Fibonacci numbers is

true or false. Note: The first 10 terms of the Fibonacci sequence are 1, 1, 2, 3, 5,
8, 13, 21, 34, 55.
a. If n is even, then Fn is an odd number.

b. 2Fn – Fn-2 = Fn+1 for n ≥ 3
List of References:
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Module 3 - Problem Solving

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Module 3 - Problem Solving

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Mathematics in the Modern World

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The module is designed to assess student understanding of the

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Mathematics in the Modern World

Added instruction with regards to the Progress Tracker

To track your progress in the completion of the module,

Budget your time wisely and effectively.

Enjoy. Good luck!

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Motivated Completed the

Independent Have read the entire

Mathematics in the Modern World

Practice Answered the Application

Have generalized the

Quizzer Answered all the questions

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1. Define and differentiate inductive and deductive reasoning;

Mathematics in the Modern World

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Inductive reasoning is a type of reasoning that forms a conclusion based on the

Mathematics in the Modern World

Mr. Eusebio is a Math teacher

Consider the following procedures:

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Mathematics in the Modern World

Deductive reasoning is the process of reaching a conclusion by applying general

All birds have feathers

Ranjit has a fever,

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Let n represent the original number.

Mathematics in the Modern World

Let n represent the original number.

Congratulations! You have earned an Independent Reading Badge

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1. Inductive reasoning is type of reasoning

Mathematics in the Modern World

4. Deductive reasoning is the process of

5. All prime numbers are odd numbers; 97 is

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Mathematics in the Modern World

Assessment: It is your turn!

1. Use inductive reasoning to predict the number in each list.

Procedures: Pick a number. Multiply the number by 9, add 15 to the product,

Hint: Let n represent the original number.

Congratulations! You have earned a Quizzer Badge

Mathematics in the Modern World

Aufmann, R. N. et al. (2013). Mathematical Excursions, 3rd Edition. Cengage Learning.

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1. Define Polya’s problem solving strategy;

Mathematics in the Modern World

Motivation Let’s see how genius you are!

Analyze and solve for the answer:

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Polya’s Problem Solving Strategy

1. Understand the Problem. It is often overlooked in the Polya’s four-step strategy. In

Mathematics in the Modern World

 Make a list of the known information.

Mathematics in the Modern World

Mathematics in the Modern World

Carry Out the Plan

Review the Solution. Denote the Kagawad by the letters A, B, C, D, E, F, G. Make an

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Mathematics in the Modern World

1. Polya’s problem strategy are consists of 5

2. Understand the Problem is the often

3. Polya’s strategy was formulated by

4. Problem solvers use a variety of

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Mathematics in the Modern World