Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

GEC 3 – Mathematics in the Modern World Page 1 of 11

 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

GEC 3 – MATHEMATICS IN THE MODERN WORLD

LEAH N. BARBADO, MAED, MAS
Associate Professor III

Contact Details
Contact Number: 09108216307
E-mail Address: barbadoleah1@gmail.com
Web Address: https://www.facebook.com/leah.barbado

Consultation Schedule
[MW-8:00 am-9:00 am; MW-3:00pm-4:00pm]

OUTLINE OF LEARNING TOPICS TIME ALLOCATION

A. The Nature of Mathematics Week 5 to Week 6 [Prelim]
A.3 Problem Solving and Reasoning
-Inductive and Deductive Reasoning
-Polya’s Steps in Problem Solving
-Problem Solving Strategies

INTENDED LEARNING OUTCOMES (ILOs)

At the end of the topic, students should be able to
• Use different types of reasoning to justify statements and arguments made about mathematics and
mathematical concepts.
• Write clear and logical proofs.
• Solve problems involving patterns and recreational problems following Polya’s four steps.
• Organize one’s methods and approaches for proving and solving problems.

INSTRUCTIONS TO THE LEARNERS

This learning material serves as a reflection among one of the flexible learning strategies that complement
the outcomes-based education approach. This material contains the essential discussions for the specified
topic together with a learning activity in order to achieve the indicated intended learning outcomes.

In addition, students will undergo pre-test and post-test short-examination. The pre-test questionnaires will
be given at the start of each rating period (Prelims, Midterms, Finals) while the post-test questionnaires will
be given at the end of each rating period. The results of the assessment will serve as one of the key
indicators that determine the effectiveness of this learning material. Thus, exemplifying honesty and
rectitude in this particular undertaking are highly appreciated and commendable.

Always keep connected and updated with announcements and relevant information concerning this course.
Lastly, do not hesitate to ask for assistance and raise your concerns to your instructor / professor.

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CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

A. The Nature of Mathematics

Introduction
Mathematics is more than numbers (constants) and variables (e.g. a, b, or x & y). It does not end in
finding the value of a variable nor finding the solution set to a particular mathematical expression. It is more
than graphing on a Cartesian plane and constructing a 3-dimensional figure. During your Research Subject,
mathematics plays a big role in collecting, organizing and presenting your data. However, its application
goes beyond than that of an academic requirement. In this learning material, you will find out how
mathematics is reflected in our nature.

A.3 Problem Solving and Reasoning

A.3.1. Inductive and Deductive Reasoning
Mathematics, as everyone perceives, is not just about numbers and symbols but also focuses on
problem solving and reasoning. Mathematical problem solving is finding a way around a difficulty,
around an obstacle, and finding a solution to a problem that is unknown (Polya, 1945 & 1962). It also
means engaging in a task for which the solution method is not known in advance (Principles and
Standards for School Mathematics). It encompasses exploring, reasoning, strategizing, estimating,
conjecturing, testing, explaining, and proving.

 Inductive Reasoning is the process of gathering information usually through observation and
measurement and then making a conjecture based on the gathered information. Conjecture on the
other hand, is a conclusion from observing data and usually formed by inductive reasoning.

Let us refer to the following set of examples.

Example 1
Use inductive reasoning to predict the next number.
1, 3, 6, 10, 15, _____

Answer: The first two numbers differ by 2. The second and third numbers differ by 3. It appears
that the difference between any two numbers is always 1 more than the preceding difference.
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.

Example 2
Find the sum of the first n odd numbers
1=1
1+3=4
1+3+5=9
1 + 3 + 5 + 7 = 16
1 + 3 + 5 + 7 + 9 = 25
1 + 3 + 5 + 7 + 9 + 11 = 36
1 + 3 + 5 + 7 + 9 + 11 + 13 = ____

1 + 3 + 5 + … + ( 2n – 1 ) = ____ → n odd numbers

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CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

Solution: Take note that the sum is the square of the number of odd numbers being added.

1 = 1 = 12 1 odd number {1}

1 + 3 = 4 = 22 2 odd numbers {1 and 3}
1 + 3 + 5 = 9 = 32 3 odd numbers {1, 3, and 5}
1 + 3 + 5 + 7 = 16 = 42 4 odd numbers {1, 3, 5, and 7}
1 + 3 + 5 + 7 + 9 = 25 = 52 5 odd numbers {1, 3, 5, 7, and 9}
1 + 3 + 5 + 7 + 9 + 11 = 36 = 62 6 odd numbers {1, 3, 5, 7, 9, and 11}

From this note, we can make this conjecture:

The sum of the first n odd number is n2, or,
1 + 3 + 5 + . . . + ( 2n -1 ) = n2

Learning Activity No. 1 – Application (Creativity)

Draw the next figure inside the box provided.
1)

2)

3)

4)

5)

B. Use inductive reasoning to determine the next three terms in the list of numbers below:
1) 50, 25, 0, -25, -50, _______, ________, ________
2) 2, 7, 12, 17, 22, _______, ________, ________
3) 50, 100, 200, 350, 550, _______, ________, ________
4) 2/3, 11/3, 20/3, 29/3, 38/3, _______, ________, ________
5) 10, -20, 30, -40, 50, _______, ________, ________

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CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

 Deductive Reasoning is distinguished from inductive reasoning in that it is the process of reaching
a conclusion by applying general principle and procedure. It is the process of showing that certain
statements follow logically from agreed upon assumption and proven facts.

Let us refer to the following set of examples.

Example 1
All home improvements cost more than the estimate.
The contractor estimated that my home improvement will cost 35,000.
Conclusion: Thus, my home improvement will cost more than 35,000.

Example 2
All numbers are divisible by 3 if the sum of the digits is divisible by 3. Consider 339.
Solution: The sum of 3, 3, and 9 is 15. Therefore 339 is divisible by 3.

Example 3
Given the equation, 4(3x – 8) + 5 = x – 5, solve for the value of x
Solution: 12x – 32 + 5 = x–5 Distributive Property applied
12x – 27 = x–5 Combined similar term
11x – 27 = -5 Addition Property of Equality applied
11x = 22 Addition Property of Equality applied
x = 2 Multiplication Property of Equality applied

Learning Activity No. 2

Part 1. Application (Creativity)
Instructions: Given the following arguments, state the conclusion using deductive reasoning.
1) In order to get a student driver’s license, a person must be 16 years old. Rowena will be 16 years
old in two days.
Conclusion: _____________________________________________________________________

2) All humans are rational. I am human.

Conclusion: _____________________________________________________________________

3) All students are eligible to be in the dean’s list. Edwin is a student.

Conclusion: _____________________________________________________________________

Part 2. Abstraction (Critical Thinking)

Instructions. Solve the following completely.
1) 3x + 8(x – 1) = 47
2) x + 2(x + 3) = 18
3) The sum of two consecutive numbers is 17. What are the numbers?
4) Three times a number and added by 1 is 16. What is the number?

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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

Learning Activity No. 3 – Abstraction (Classification)

Instructions: Determine whether the stated arguments is an example of inductive reasoning or
deductive reasoning.
1) 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.
Answer: _____________________

2) All Gillian Flynn novels are worth reading. The novel Gone Girl is a Gillian Flynn novel. Thus Gone
Girl is worth reading.
Answer: _____________________

3) If a quadrilateral has four sides, then a rectangle is a quadrilateral.

Answer: _____________________

4) A man inspects 12 taxis, all of which are white, and concludes that all taxis are white.
Answer: _____________________

5) I find people with glasses intellectual. Joaquin is wearing glasses. Therefore, Joaquin is intellectual.
Answer: _____________________

A.3.2. Polya’s Four Steps in Problem Solving

Ancient mathematicians such as Euclid and Pappus were interested in solving mathematical
problems, but they were also interested in heuristics, the study of the methods and rules of discovery
and invention. In the seventeenth century, the mathematician and philosopher Rene Descartes (1596-
1650) contributed to the field of heuristics. He tried to develop a universal problem-solving method.
Although he did not achieve this goal, he did publish some of his ideas in Rules for the Direction of the
Mind and his better-known work Discourse de to Methode.

Another mathematician and philosopher, Gottfried Wilhelm Leibnitz (1646-1716) planned to write a
book on heuristics titled Art of Invention. Of the problem-solving process, Leibnitz wrote, “Nothing is
more important than to see the sources of invention which are, in my opinion, more interesting than the
inventions themselves.” 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:

1. Understand the Problem (See)

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, considering the following
questions:
• Can you restate the problem in your own words?
• Can you determine what is known about these types of problem?
• 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?

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COLLEGE OF EDUCATION

2. Devise a Plan (Plan)

Successful problem solvers use a variety of techniques when they attempt to solve a problem.
Here are some frequently used procedures/strategies.
• 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 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 represents.
• Perform an experiment.
• Guess at a solution and then check your result.

3. Carry out the Plan (Do)

Once you have devised a plan, you must carry it out.
• Work carefully
• Keep an accurate and neat record of all your attempt.
• Realize that some of your initial plan will not work and that you may have to devise
another plan or modify your existing plan.

4. Review the Solution (Check)

Once you have found a solution, check the solution.
• 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.

Let us refer to the following set of examples:

Example 1
A police station has 25 vehicles of motorcycles and cars. The total number of wheels is 70. Find
the number of motorcycles and cars the station has.

Solution: (Applying Polya’s 4-steps in Problem Solving)

Step 1: Understand the Problem.

Given: 25 vehicles and 70 wheels
Required: The number of cars and the number of motorcycles.

Step 2: Devise a plan. (Making or Writing an equation)

Let x = number of cars
y = number of motorcycles
x + y = 25 vehicles
(4 wheels) * (x cars) + (2 wheels) * (y motorcycles) = 70 wheels

So, x + y = 25 and 4x + 2y = 70 are the equations formed based on the problem.

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F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF EDUCATION

Step 3: Carry out the plan.

Eq. 1 x + y = 25
Eq. 2 4x + 2y = 70, solving 2 equations with two unknown using the process of elimination:
Eq. 1 -2 (x + y = 25) → -2x - 2y = -50
Eq. 2 4x + 2y = 70 → 4x + 2y = 70
2x + 0 = 20 → 2x = 20 then dividing both sides by 2
2x = 20
2 2
x = 10
since x denotes the no. of cars, so there are 10 cars.

However, solving for y as the number of motorcycles is as follows:

Since x + y = 25, then 10 + y = 25 transposing the constant (10) to the other side
y = 25 – 10 performing subtraction process
y = 15, so there are 15 motorcycles in the police station.

Step 4: Look back.

Therefore, there are 10 cars with 4 wheels and 15 motorcycles with 2 wheels. The total
number of wheels is 70 wheels. That is,
If x = 10 and y = 15, then,
Eq. 1 x + y = 25 → 10 + 15 = 25
Eq. 2 4x + 2y = 70 → 4(10) + 2(15) = 70

Example 2
The sum of two even numbers is 38. Find the two even numbers.

Solution: (Applying Polya’s 4-steps in Problem Solving)

Step 1: Understand the Problem.

Given: Sum of two even numbers equal to 38
Required: The first and second even numbers

Step 2: Devise a plan. (Making or Writing an equation)

Let x = first even number
x + 2 = second even number
first even number + second even number = 38
So, x + (x + 2) = 38 is the equation formed based on the problem.

Step 3: Carry out the plan.

x + x + 2 = 38 combining like terms (x + x = 2x) and
transposing the constant (+2) on the other side (making it -2)
2x = 38 - 2 then performing subtraction process
2x = 36 dividing each side by 2 will result to
x = 18 since x denotes the first even number, therefore the first even number is 18.
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COLLEGE OF EDUCATION

Then, solving for the second even number

Since x + 2 is the second even number, then 18 + 2 = 20
x + 2 = 20, so 20 is the second even number.

Step 4: Look back.

Therefore, the first even number is 18 and the second even number is 20. The sum of the
said two numbers is 38, that is
If x = 18 and x + 2 = 20, then
x + (x + 2) = 38 → 18 + 20 = 38

In these examples, the use of Polya’s 4-step Strategy is very helpful in solving problem because
one must read and understand properly the problem. Specify the given information and values, and use
other techniques in order to arrive at realistic and correct answer. Though, logical shortcuts can be
employed in any problem.
Learning to solve problems is not a difficult task. It can be a huge fun and ultimately challenging.
However, it requires you to think analytically, critically and creatively. Practice doing and solving is the
tough secret why most students and professionals succeed in getting the problem solved and done to
make the moment of solving more enjoyable, interesting and fulfilling.

Learning Activity No. 4 – Abstraction (Critical Thinking)

Use Polya’s four-step problem solving strategy to solve the following set of problems.
1) There are 364 first-grade student in Park Elementary School. If there are 26 more girls than boys,
how many girls are there?
2) If the ladders are placed end to end, their combined height is 31.5 ft. One ladder is 6.5 ft shorter
than the other ladder. What are the heights of the two ladders?
3) Billy paid Php 74.00 for his purchased 8 pieces of bread snacks in the bakery. If the chocolate
bread costs Php 10.00 each while the cheese bread costs Php 8.00 each, how many does each
kind of bread snacks did Billy purchased?

A.3.3. Problem Solving Strategies

In this section, we will discuss only two kinds of problem solving strategies.
 Looking and Searching for Patterns
The ability to recognize patterns is one important problem skill. It enables a person to see order or
irregularity in what takes place in our surroundings and to be able to make sense of what is going
on.

Example
Find the next number in the sequence.
5, 9, 13, 17, 21, 25,...

Solution: We can apply Polya’s 4-steps as guide for solving the problem using the 1st strategy.
Step 1. Understand the problem
Given: 5, 9, 13, 17, 21, 25,...
Required: The next number in the sequence (number after 25)
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Step 2. Devise a plan

Make a difference table
a. First term → 5
b. Second term → 9 = 5+4
c. Third term → 13 = 9+4
d. Fourth term → 17 = 13 + 4
e. Fifth term → 21 = 17 + 4
f. Sixth term → 25 = 21 + 4

Step 3. Carry out the plan

Sequence: 5 9 13 17 21 25

4 4 4 4 4
There is a common difference of 4. Therefore, the next number in the sequence is 29.

Step 4. Look back

Answer: 5, 9, 13, 17, 21, 25, 29
9–5=4
13 – 9 = 4
17 – 13 = 4
21 – 17 = 4
25 – 21 = 4
29 – 25 = 4 Therefore 29 is correct!

 Guess and Check

The guess and check strategy can be helpful for many types of problems. When students use this
strategy, they will make a reasonable guess, based on the information that they have been given
and then check to see if their guess is correct The guesses should get closer and closer to the
answer, until the correct answer is found.
1. Think of an answer that might work, and then test your guess.
2. If your guess isn’t right, think about how you can change it to get closer to the answer.
3. Write down your guesses so you can start seeing patterns, and use the information to make
revised guesses.
4. Repeat until you reach the exact answer.

Example
A number multiplied by 5 then added to the original number, the result is 36. What is the
number?

Solution:
Step 1. Understand the problem
Given: 36 as the result of a number multiplied by 5 then added to the original number
Required: Value of the original number

Step 2. Devise a plan

Let x be the number, Hence a number multiplied by 5 is now expressed as 5x
Then, the result (5x) will be then added to the original number (x) resulting to 5x + x
Therefore the formulated equation is 5x + x = 36

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Step 3. Carry out the plan (Guess)

Perform guessing for a specific value of x that will satisfy the given equation.
First guess, let x = 4
Substitute x = 4 to the equation → 5x + x = 36
5(4) + 4 = 36
20 + 4 = 36
24 = 36 Wrong!
Try another guess, let x = 8
Substitute x = 8 to the equation → 5x + x = 36
5(8) + 8 = 36
40 + 8 = 36
48 = 36 Wrong!
As you can notice the answer given when x = 4 (Ans. 24) is below the required value
(Required Ans. 36) on the other side. On the other hand, the answer given when x = 8 (Ans.
48) is higher than the required value on the other side of the equation. This will give us the
clue that the correct answer lies in between 4 and 8. So let’s try x = 6.
Another guess, let x = 6
Substitute x = 6 to the equation → 5x + x = 36
5(6) + 6 = 36
30 + 6 = 36
36 = 36 Correct!
Step 4. Look back (Check)
The value of the number is 6, that is
5x + x = 36 → 5(6) + 6 = 36
30 + 6 = 36
36 = 36 Therefore 6 is correct!

Learning Activity No. 5 – Abstraction (Critical Thinking)

Use your preferred problem solving strategy to solve the following set of problems.
1) Find the next number in the sequence: 1, 5, 12, 22, 35,…
2) Find the next number in the sequence: 2, 6, 12, 20, 30,…
3) The sum of two numbers is 30 while their difference is 10. Find the smaller number.
4) The sum of two numbers is 25, while their difference is 5. Find the smaller number.

References:
Manlulu, E.A. and Hipolito, L.M.M. (2019) A Course Module for Mathematics in the Modern World.
Mathematics in the Modern World by Romeo M. Daligdig, EdD, Lorimar Publishing Inc., 2019
Mathematics in the Modern World by Cengage, Rex Bookstore Inc, 2018
https://www.mathsisfun.com/numbers/fibonacci-sequence.html
https://www.livescience.com/37470-fibonacci-sequence.html
https://garyhall.org.uk/maths-problem-solving-strategies.html

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