49

MODULE 3

NATURE OF MATHEMATICS: PROBLEM SOLVING AND REASONING

Learning Outcomes

At the end of this module, you should be able to:

1. Utilize various types of reasoning to explain statements and arguments
made about mathematics and mathematical concepts.
2. Answer problems entailing patterns and recreational problems
adhering Polya’s four steps.
3. Systematize one’s techniques and procedure for proving and
answering problems.

Introduction
This module is the third of a series of eight modules in Mathematics in the
Modern World.
Mathematics is not just about numbers; much of it is problem-solving and
reasoning.
Thus, in order to be a good problem solver, a clear understanding of
inductive and deductive reasoning and its uses is essential. A brief discussion on
the different strategies of problem-solving is also important. Equally important is
the concise discussion of Polya’s four steps strategy in problem-solving.
Likewise, a discussion on problems in mathematics entailing patterns and
enjoyment or leisure problems using mathematics is also covered.

LESSON 3.1 TYPES OF REASONING: INDUCTIVE AND DEDUCTIVE

The procedure of reaching a universal conclusion by inspecting certain

examples is called inductive reasoning. The conclusion formed by using
inductive reasoning is a conjecture since it may or may not be accurate.

The process of reaching a conclusion by applying universal assumptions,

procedures, or principles is called deductive reasoning.

A statement is a true statement supported that it is true in all cases. If

there is a single case for which a statement is false, called a counterexample,
then it is a false statement. A statement may have several counterexamples but
one counterexample is adequate to certify that the statement is false.
 50

The table below are examples of arguments illustrating inductive

reasoning and deductive reasoning.

The following argument are examples The following arguments illustrate

of inductive reasoning since it deductive reasoning since the
reaches a conclusion based on specific conclusion is a particular case of a
examples. universal assumption.

1. Throughout the previous 10

1. All house renovations value
years, a tree bears fruit every
greater than the approximate.
one year. Last year the tree did
The constructor approximated
not bear fruits, so this year the
that my house renovation will
tree will bear fruits.
value P135, 000. Hence, my
house renovations will value
greater than P135, 000.

2. All John Ronald Reuel Tolkien

2. I sense I will win a jackpot on this books are worth reading. The
slot machine in the upcoming 10 book ‘The Hobbit: An
tries, because it has not dish out Unexpected Journey’ is a John
any money during the previous Ronald Reuel Tolkien book.
50 tries. Thus, ‘The Hobbit: An
Unexpected Journey’ is worth
reading.

3. Ian Chosen got an A on every of

his five math tests, so she will 3. If a shape is a rectangle, then it
get an A on the upcoming math is a parallelogram. Figure M is a
test. shape. So, figure M is a
parallelogram.

Uses of Inductive Reasoning

1. It is utilized to look into a list of numbers and foretell the succeeding
number in the list based on some pattern noticed.
2. It is utilized to construct a conjecture regarding an arithmetic procedure.
3. It is utilized to answer an application.
 51

Uses of Deductive Reasoning

1. It is utilized to prove a conjecture regarding an arithmetic procedure.
2. It is utilized to answer a logic puzzle with the help of a chart that allows to
show the given information in a visible manner.

Examples
1. Apply inductive reasoning to foretell the succeeding number in every of the
lists of numbers below.

a. 2, 4, 6, 8, 10, ___ c. 5, 10, 15, 20, 25, ___

b. 1, 3, 6, 10, 15, ___ d. 2, 5, 10, 17 , 26, ___

Solution:
a. Every consecutive number is 2 more than the previous number. So
foretelling that the succeeding number in the list is 2 more than 10, which is
12.

b. The first two numbers vary by 2. The second and third numbers vary by 3. It
seems that the difference joining any two consecutive numbers is
always 1 greater than the previous difference. Since 10 and 15 vary by 5,
we foretell that the upcoming number in the list will be 6 more than 15, which
is 21.

c. Every consecutive number is 5 greater than the previous number.

Therefore foretelling that the upcoming number in the list is 5 more than 25,
which is 30.

d. The first two numbers vary by 3. The second and third numbers vary by 5. It
seems that the difference connecting any two consecutive numbers is
always 2 greater than the previous difference. Since 17 and 26 vary by 9,
we foretell that the succeeding number in the list will be 11 more than 26,
which is 37.

2. Finish the procedure below for some different numbers. Apply inductive
reasoning to construct a conjecture regarding the association between the
size of the emerging number and the size of the original number.
Procedure:

a. Choose a number.

b. Times by 8.
 52

c. Plus 6.

d. Divide by 2.

e. Minus 3.

Solution:

Assume 5, 6, 10 or 100 is chosen as the original number. Then procedure

would make the following outcome:

Original number: 5 6 10 100

Times by 8 :5 ×8=40 6 × 8=48 10 ×8=80 100 ×8=800

Plus 6 : 40+ 6=46 48+ 6=54 80+6=86 800+6=806

Divide by 2 : 46 ÷ 2=23 54 ÷ 2=27 86 ÷ 2=43 806 ÷ 2=403

Minus 3 : 23−3=20 27−3=24 43−3=40 403−3=400

Beginning 5 as the original number and going along with the procedure
resulted in 20. Beginning with 6 as the original number resulted in a final result of
24. Beginning with 10 resulted in a final result of 40. Beginning with 100 resulted
in a final result of 400.

In every of these cases the emerging number is quadrupled (or four

times) the original number. So we have the conjecture that going along with
the given procedure “makes a number that is four times the original number.”

3. Scientists repeatedly employ inductive reasoning. For instance, Galileo Galilei

(1564-1642) utilized inductive reasoning to find that the time needed for a
pendulum to finish one swing, called the period of the pendulum, relies on the
length of the pendulum. Galileo did not have a clock, so he calculated the
periods of pendulums in “heartbeats”.
The following table depicts some results earned for pendulums of various
lengths. For the sake of comfort, a length of 10 inches has been assigned as 1
unit. (The period of a pendulum is the time it takes for the pendulum to swing
from the left to right and back to its original position)
 53

Utilize the data shown in the table and inductive reasoning to answer the
following questions.
a. What is the period when the pendulum has a length of 49 units?
b. What happens to its period when the length of a pendulum is quadrupled?

Solution:
a. As shown in the table, every pendulum has a period that is the square
root of its length. So, we have the conjecture that a pendulum with a length
of 49 units will have a period of 7 heartbeats.

b. As illustrated in the table, a pendulum with a length of 4 units has a period

that is two times that of a pendulum with a length of 1 unit. A pendulum with a
length of 16 units has a period that is two times that of a pendulum with a
length of 4 units. It seems that multiplying the length by four of a
pendulum doubles its period.

4. A tidal wave is a sea wave produced by an undersea earthquake. The peak

or height of a tidal wave as it goes nearer land relies on the quickness or
velocity of the tidal wave. Utilize the table below and inductive reasoning to
answer every following question.

a. If the velocity is doubled, what happens to the height of the tidal wave?
b. If the velocity is 30 feet per second, what is the height of the tidal wave?
 54

Solution:
a. As shown in the table, a tidal wave with quickness of 12 feet per second has
a height of four times that of a tidal wave with 6 units per second. A tidal wave
with a quickness of 18 feet per second has a peak that is four times that of a
tsunami with velocity of 9 feet per second. It seems that multiplying by two
the velocity of a tidal wave quadrupling its height.

b. As shown in the table, every consecutive velocity of tsunami is 3 more

than the previous velocity. Hence foretelling the next velocity of tidal wave
in the first column is 30.
Also, the first two heights of the tidal wave vary by 5. The second and
third heights of the tidal wave vary by 7. It seems that the difference
between any two successive heights of the tidal wave is always 2 larger
than the previous difference. Since 64 and 81 vary by 17, we foretell that
the next number in the list will be 19 greater than 81, which is 100.

5. Prove that every of the statements below is a false statement by discovering

a counterexample. For all numbers x :
x+3
a. |x|>0 c. √❑ e. = x+1
3
 55

x
b. x 2> x ḏ. =1
x
Solution:
a. Allow x=0 . Then |0|=0 . Because 0 is not more than 0, we established a
counterexample. So “for all numbers x ,|x|> 0” is a false statement.

b. For x=1 we have 12=1. Since 1 is not larger than 0, we have established a
counterexample. Hence “ for all numbers x , x 2 > x ” is a false statement.

c. Let x=−3 . Then √ ❑. Since 3 is not the same as −3, we have established a
counterexample. Thus “for all numbers x , √ ❑ is a false statement.

0 0
d. For x=0 we have is indeterminate or not /defined. Since is not the same
0 0
x
as 1, we have found a counterexample. Therefore “ for all numbers x , =1 is
x
a false statement.

3+3 6
e. For x=3 we have =3+1 → =4 → 2=4. Since 2 is not the same as 4, we
3 3
x+3
have established a counterexample. Also for ẋ >3, ≠ x +1 . Thus “for all
3
x+ 3
numbers x , =x+ 1 is a false statement.
3

6. Utilize deductive reasoning to illustrate that the following procedure resulted

in a number that is four times the original number.

Procedure:
a. Choose a number.
b. Times by 8.
c. Plus 6.
d. Divide by 2.
e. Minus 3.

Solution:

Let n replace the original number

Times the number by 8 : 8n
Plus 6 to the product : 8 n+6
 56

8 ṉ+6
Divide the sum by 2 : =4 n+3
2
Minus 3 : 4 n+3−3=4 n

We begin with n and lead up to 4 n. The procedure given in this problem gives
rise to a number that is four times the original number.
7. Every of the four neighbors, Sean, Maria, Sarah and Brian has a distinct job
(editor, banker, chef, or dentist). Utilizing the following clues, find out the job
of every neighbor.
a. Ian gets home from work after the banker but before the dentist.
b. Czar, who is the last to get home from work, is not the editor.
c. The dentist and Czar leave for work at the same time.
d. The banker lives next door to Aimer.

Editor Banker Chef Dentist

Sean
Maria X1 X1
Sarah
Brian
Solution:

Ḟrom clue 1, Maria is not the banker or the ḏentist.

In the following chart, write X1 in the Banker and the
Dentist columns of Maria’s row. (X1 stands for “ruled out by clue 1”)

Editor Banker Chef Dentist

Sean
Maria X1 X1
Sarah X2 X2
Brian
Ḟrom clue 2, Sarah is not the editor. Write X2 ḭn the Editor column of Sarah’s
ṟow.
Ẉe know from clue 1 that the banker is not the last to get home, and we know
ḟrom clue 2 that Ṡarah is the last to get home; therefore, Sarah is not the banker.
Write X2 in the Banker column of Sarah’s row. (X2 stands for “ruled out by clue
2”)
 57

Editor Banker Chef Dentist

Sean X3 X3
Maria ⁄ X1 X3 X1
Sarah X2 X2 ⁄ X3
Brian X3 X4 X3
From clue 3, Sarah is not the dentist. Ẉrite X3 for this condition. Ṯhere are now
Xs for three of the four occupations in Sarah’s ṟow; therefore, Sarah ṁust be the
chef. Ṗlace a ⁄ ḭn that box.
Ṡince Sarah is the chef, none of the other three people can be the chef. Ẉrite X3
for these conditions. Ṯhere are now Xs for three of the four occupations in
Maria’s row; therefore, Maria must be the editor. Ḭnsert a ⁄ to indicate that Maria
is the editor, and write X3 twice to indicate that neither Sean nor Brian is the
editor.

Editor Banker Chef Dentist

Sean X3 ⁄ X3 X4
Maria ⁄ X1 X3 X1
Sarah X2 X2 ⁄ X3
Brian X3 X4 X3 ⁄
Ḟrom clue 4, Brian is not the banker. Ẉrite X4 for this condition.
Ṡee the following table. Since there are three Xs in the Banker column, Ṡean
must be the banker.
Ṗlace a ⁄ in that box.
Ṯhus, Sean cannot be the dentist. Ẉrite X4 in that box. Ṡince there are 3 Xs in
the Dentist column, Brian must be the dentist. Ṗlace a ⁄ in that box.

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

Activity
Ẉatch the video by following ṯhe link below.
ḣttps://www.youtube.com/watch?v=yAjkQ1YqLEE
 58

Assessment
Directions: Ḏetermine whether the following arguments ḭs an example of
inductive or deductive reasoning.
1. Ḙmma enjoyed reading the novel Finders Keepers by Stephen King, so he
ẉill enjoy reading his next novel.
2. Ḁll pentagons have exactly five sides. Ḟigure A is a pentagon. Ṯherefore,
Figure A has exactly five sides.
3. Ḙvery English setter likes to hunt. Ḏuke is an English setter, so Duke likes to
hunt.
4. Ḉats don’t eat tomatoes. Ṯigger is a cat. Ṯherefore, Tigger does not eat
tomatoes.
5. Ḁ number is a neat number if the sum of the cubes of its digits equals the
number. Ṯherefore, 153 is a neat number.

Directions: Ṷse inductive reasoning to predict the next number in each list.
1. 4, 8, 12, 16, 20, 24 4. 80, 70, 61, 53, 46, 40,
3 5 7 9 11 13
2. 5, 11, 17, 23, 29, 35 5. , , , , ,
5 7 9 11 13 15
3. 3, 5, 9, 15, 23, 33
Directions: Ṷse inductive reasoning to decide whether each statement is
correct.
1. Ṯhe product ṍf two odd counting numbers is always an odd counting number.
2. The sum of two odd counting numbers ḭs always an odd counting ṉumber.
3. Ṗick any number. Ṃultiply the number by 6. Ḁdd 8 to the product. Ḏivide the
sum by 2. Ṡubtract 4 from the quotient. Ṯhe resulting number is twice the
original number.
Directions: Ḟind a number that provides a counterexample to show that the
given statement is false. There may be at least one counterexamples but select
only one.
1
1. For all numbers x , x > . 4. For all numbers x , √❑
x
2. For all numbers x , x + x > x . 5. For all numbers x , ( x + 4 )2=x 2 +16
3. For all numbers x , x 3 ≥ x .

Directions: Solve the following logic puzzle.

1. Ḇrianna, Ryan, Tyler and Ashley were recently elected as the new class
officers (president, vice-president, secretary, treasurer) of the sophomore
 59

class at Summit College. Ḟrom the following clues, determine which position
each holds.
a. Ḁshley is younger than the president but older than the treasurer.
b. Ḇrianna and the secretary are both the same age, and they are the
youngest members of the group
c. Ṯyler and the secretary are next-door neighbors.

2. The four children in the Varilla family are Felizardo, Ferdinand, Virninia and
Froilan. The ages of the two teenagers are 13 and 15. The ages of the
younger children are 5 and 7. Ḟrom the following clues, determine the age ṍf
each of the children.
a. Felizardo is older than Ferdinand.
b. Froilan is younger than Virninia.
c. Froilan is 2 years older than Ferdinand.
d. Virninia is older than Felizardo.

Reflection
Directions: Which do you prefer, inductive or deductive reasoning? Why? Cite a
personal experience or situation applying your preferred kind of reasoning.

Assignment
Directions: Ḏetermine whether the following arguments ḭs an example of
inductive or deductive reasoning.

1. Ṯhe Atlanta Braves have won five games in a row. Therefore, the Atlanta
Braves will win their next game.
2. All books written by J. K. Ṟowling make ṯhe best-seller ḻist. The book Ḣarry
Potter and the Deathly Hallows is a J.K. Ṟowling ḇook. Therefore, Ḣarry
Potter and the Deathly Hallows made the best seller list.
3. All amoeba multiply by dividing. I have named the amoeba shown in my
microscope Amelia. Therefore, Amelia multiplies by dividing.
4. We had rain each day for the last five days, sot it will rain today.
5. Ṯwo computer programs, a bubble sort and a shell sort, are used to sort data.
Ḭn each of 50 experiments, the shell sort programs ṯook less time to sort the
data that ḏid the bubble sort program. Ṯhus, the shell sort program is the
faster of the two programs.
Directions: Ṷse inductive reasoning to predict the next number in each list.
1 2 3 4 5 6
1. , , , , , 4. 1, 8, 27, 64, 125
2 3 4 5 6 7
2. 2 , 7 ,−3 , 2 ,−8 ,−3 ,−13 ,−8 ,−18 5. 1, 4, 9, 16, 25, 36, 49
 60

3. 1, 5, 12, 22, 35
Directions: Use inductive reasoning to decide whether each statement is
correct.
1. Ṯhe product of an odd counting number and an even counting number is
always an even counting number.
2. The ṡum of two odd counting numbers is always an odd counting number.
3. Ṗick any number. Ṁultiply the number by 8. Ṡubtract 4 from the product.
Ḏivide the difference by 2. Ḁdd 2 to the quotient. Ṯhe resulting number is four
times the original number.

Directions: Ḟind a number that provides a counterexample to show that the

given statement is false. There may be at least one counterexamples but select
only one.
1. For all numbers x , x 4 > x . 4. Ḟor all numbers x ,−x < x .
( x+ 1 )( x−1 )
2. Ḟor all numbers x , x ≤ x 2. 5. Ḟor all numbers x , =x +1.
( x−1 )
( x+ 4 )( x−4 )
3. Ḟor all numbers x , =x + 4.
( x−4 )

Directions: Solve the following logic puzzle.

Four Bachelor of Secondary Education classmates Aubrey, Elena,

Emelita, and Gina, has different majors (English, Filipino, Mathematics or
Science). Ḟrom the following clues, determine the major ṍf each student.
1. Elena ḡets home from the school ḁfter the Filipino major, ḇut before the
Science major.
2. Emelita ẇho is last to get home from school, ḭs not the English major.
3. Ṯhe Science major ḁnd Emelita ḻeave for school ḁt the same time.
4. Ṯhe Filipino major ḻives next door to Gina.

LESSON 3.2 ṖOLYA’S FOUR STEPS IN PROBLEM SOLVING AND

PROBLEM SOLVING STRATEGIES

Ṍne of the foremost recent mathematicians to make a study of problem

solving was George Polya (1887-1985). He ẇas born in Hungary and moved to
the United States in 1940. The basic ṗroblem solving strategy that Polya
advocated consisted of ṯhe following four steps.

Ṗolya’s Four-Step Problem-Solving Strategy

1. Ṷnderstand the problem. 3. Ḉarry out the plan.
 61

2. Ḏevise a plan. 4. Ṟeview the solution.

Ṗolya’s four steps are deceptively simple. Ṯo become a good problem
solver, it helps to examine each of these steps and determine what is involved.

Ṷnderstand the Problem. Ṯhis part of Polya’s four-step strategy is often

overlooked. Ẏou must have a clear understanding of the problem. Ṯo help you
focus on understanding the problem, consider the following questions.

● Ḉan you restate the problem in your own words?

● Ḉan you determine what is known about these types of problems?

● Ḭs there missing information that, if known, would allow you to solve the
problem?
● Ḭs there extraneous information that is not needed to solve the
problem?
● Ẇhat is the goal?

Ḏevise a plan. Ṡuccessful problem solvers use a variety of techniques when

they attempt to solve a problem. Ḣere are some frequently used procedures.

● Ṁake a list of the known information.

● Ṁake a list of information that is needed.

● Ḏraw a diagram.

● Ṁake an organized list that shows all the possibilities.

● Ṁake a table or a chart.

● Ẇork backwards.

● Ṯry to solve a similar but simpler problem.

● Ḻook for a pattern.

● Ẇrite an equation. If necessary, define what each variable represents.

● Ṗerform an experiment.

● Ḡuess at a solution and then check your result.

Ḉarry Out the Plan. Ṍnce you have devised a plan, you must a carry it out.
 62

● Ẇork carefully.

● Ḵeep an accurate and neat record of all your attempts.

● Ṟealize that some of your initial plans will not work and that you may
have to devise another plan or modify your existing plan.
Review the Ṡolution. Ṍnce you have found a solution, check the solution.

● Ḙnsure that the solution is consistent with the facts of the problem.

● Ḭnterpret the solution in the context of the problem.

● Ḁsk yourself whether there are generalizations of the solution that

could apply to other problems.
Examples:
Apply Polya’s Strategy to solve the following ṗroblems.

1. Ḁ baseball team won two out of their last four games. Ḭn how many different
orders could they have two wins and two losses in four games? (Make an
organized list)
Solution:

Ṷnderstand 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.
Ḋevise a Plan.
We will make an organized list of all 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.
Ḉarry Out the Plan.
Each entry in our list must contain two Ws and two Ls. 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 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 the six different orders
shown below.
1. WWLL (Start with two wins)
2. WLWL (Start with one win)
3. WLLW
 63

4. LWWL (Start with one loss)

5. LWLW
6. LLWW (Start with two losses)
Ṟeview 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 a baseball team can win exactly two out of four games.

2. Ḭn a basketball league consisting of 10 teams, each team plays each of the

other teams exactly three times. Ḣow many league games will be played?
(Solve a similar but simpler problem)

Ṡolution:
Ṷnderstand ṯhe Problem.
Ṯhere are 10 teams in the league, and each team plays exactly three
games against each of the other teams. The problem is to determine ṯhe total
number of league ḡames that will be played.
Ḋevise a Plan.
Try the strategy of working a similar but simpler problem. Consider a
league with only four teams (denoted by Ḁ, B, C and D) in which each team plays
each ṍf the other teams once. The diagram below illustrates that the games can
be represented by line segments that connect the points Ḁ, B, C and D.
A B

D C
Since each of the four teams will play a game against each of the other
three, we might conclude that this would result in 4 ×3=12 games. However, the
diagram shows only six line segments. It appears that our procedure has counted
each game twice. Ḟor instance, when ṯeam A plays team B, team B also ṗlays
team A. To produce ṯhe correct result, we must divide our previous result, 12 by
4×3
2. Hence, four teams can play each other once in =6games.
2
Ḉarry Out the Plan.
 64

Using the process developed above, we see that 10 teams can play each
10× 9
other once in a total of =45 games. Since each team plays each opponent
2
exactly three times, the total number of games is 45 × 3=135 .
Ṟeview the Solution.

We could check our work by making a diagram that includes all 10 teams
represented by dots labeled Ḁ, B, C, D, E, F, G, H, I and J. Because this ḏiagram
would be somewhat complicated, let’s try the method of making an organized list.
The figure below shows an organized list in which the notation BC represents a
game between team B and team C. This list shows that 45 games are required
for each team to play each of the other teams once. Also notice that the first row
has nine items, the second row has eight items, the third row has seven items,
and so on. Thus 10 teams require
9+ 8+7+6+ 5+4 +3+2+1=45
games ḭf each team plays every other team once, and 45 × 3=135 games if each
team plays exactly three games against each opponent.

AB AC AD AE AF AG AH AI AJ
BC BD BE BF BG BH BI BJ
CD CE CF CG CH CI CJ
DE DF DG DH DI DJ
EF EG EH EI EJ
FG FH FI FJ
GH GI GJ
HI HJ
IJ

3. Ḋetermine the digit 100 places to the right of the decimal point in the decimal
7
representation . (Ṁake a table and look for a pattern)
27

Ṡolution:

Ṷnderstand ṯhe Problem.

7
Express the fraction as a decimal and look for a pattern that will enable
27
us to ḏetermine the digit 100 places to the right of the decimal point.
Ḋevise 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
 65

over and over forever, we know that the digit located 100 ṗlaces 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.
7
The first 15 decimal digits of
27

Column 1 Column 2 Column 3

Locatio Digi Locatio Locatio
Digit Digit
n t n n
1ṡt 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
⋮ ⋮ ⋮

Ḉarry 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 99 th 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.
Ṟeview the Solution.
The above table illustrates additional patterns. For instance, if each of the
location ṉumbers in the column 1 is ḏivided by 3, a remainder ṍf 1 is produced. If
each of the location ṉumbers in column 2 is ḏivided 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 digit
7
in the 3200th decimal place of , merely divide 3200 by 3 and examine the
27
remainder, which is 2. Thus, the digit 3200 ṗlaces to the right of the decimal point
is 5.

4. Ḭn consecutive turns of a Monopoly game, Stacy first ṗaid S800 ḟor a hotel.
Ṡhe then lost half her money when she landed on Boardwalk. Ṉext, she
 66

collected S200 ḟor passing GO. Ṡhe then lost half her remaining money when
she landed on Illinois Avenue. Ṡtacy now has S2500. Ḣow much did she have
just before she purchased the hotel? (Work backwards)

Ṡolution:
Ṷnderstand the Problem.
Ẇe need to determine the number of dollars that Stacy had just prior to
her S800 hotel purchase.
Ḋevise a Plan.
We could guess and check, but we might need to make several guesses
before we found the correct solution. 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.
Ḉarry Out the Plan.
Stacy must have had S5, 000 just before she landed on Illinois Avenue;
S4, 800 just before she passed GO; and S9, 600prior to landing on Boardwalk.
This means she had S10, 400 just before she purchased the hotel.

Ṟeview the Solution.

To check our solution we start with S10, 400 and proceed through each of
the transactions. S10, 400 less S800 is S9, 600. Half of S9, 600 is S4, 800. S4,
800 increased by S200 is S5, 000. Half of S5, 000 is S2, 500.
5. Ṯhe product of the ages, in years, of three teenagers is 4, 500. Ṉone of the
teens are the same age. Ẇhat are the ages of the teenagers? (Guess and
check)
Solution:
Ṷnderstand the Problem.
Ẇe need to determine three distinct counting numbers, from the list 13,
14, 15, 16, 17, 18 and 19, that have a product of 4, 590.
Ḋevise a Plan.
If we represent the ages by x , y and z , then xyz=4 , 590. We are unable to
solve this equation, but we notice that 4 , 590 ends in a zero. Hence, 4, 590 ḣas 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.
Ṯhe only number in our list that has 5 as a factor is 15. Thus 15 is one of the
numbers, and ḁt least one of the other numbers must be an even number. Ḁt this
point we try to solve by guessing and checking.
 67

Ḉarry Out the Plan.

15 ∙16 ∙ 18=4 , 320 No. This product is too small.
15 ∙16 ∙ 19=4 , 560 No. This product is too small.
15 ∙17 ∙ 18=4 , 590 Yes. This is the correct product.

The ages of the teenagers are 15, 17 and 18.

Ṟeview the Solution.
Because 15 ∙17 ∙ 18=4 , 590 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 4, 590, so there are no other solutions.

Activity
Ẇatch the videos by following the links below.
ḣttps://www.youtube.com/watch?v=aMlVcGEn7EE
ḣttps://www.youtube.com/watch?v=HTp55ozYdQA
ḣttps://www.youtube.com/watch?v=zhL3EMFSm6o&pbjreload=101

Assessment
Directions: Ṷse Polya’s four-step problem solving strategy to solve each of ṯhe
following exercises.
1. Find two consecutive positive integers whose product is 240.
2. In UAAP Volleyball ḻeague consisting of 8 ṯeams, each team plays each other
team ḙxactly two ṯimes in the elimination round. Ḣow many league games will
be played in the elimination round?
3. Determine the units digit (ones digit) when 3 412 is expanded.
4. Ḣow many digits does it take in total to number a book from page 1 to page
240?
5. Ḁ frog is at the bottom of a 17 foot well. Ḙach time the ḟrog leaps, it moves up
3 feet. Ḭf the frog has not reached the top of the well, then the frog slides 1
foot before it is ready to make another leap. Ḣow many leaps will the frog
need to escape the well?

Reflection
Directions: Enumerate at least three solving problem strategies you use during
your secondary education. Do you find your strategies similar to George Polya?
Explain why or why not.

Assignment
 68

Directions: Ṷse Polya’s four-step problem solving strategy to solve each of ṯhe
following exercises.
1. A true-ḟalse quiz contains five qṷestions. Ḭn 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”?
2. Ḭn a basketball league consisting of 12 teams, each team plays each of the
other teams exactly twice. Ḣow many league games will be played?
3. Determine the units digit (ones digit) of the counting number represented by
the exponential expression 4 200.
4. Ṯhere are 364 first grade students in Park Elementary School. Ḭf there are 26
more girls than boys, how many girls are there?
5. Ṯhe number of ducks and pigs in a field ṯotals 35. Ṯhe total number of legs
among them is 98. Ḁssuming each duck has exactly two legs and each pig
has exactly four legs, determine how many ducks and how many pigs are in
the field?

LESSON 3.3 ṀATHEMATICAL PROBLEMS INVOLVING PATTERNS AND

RECREATIONAL PROBLEMS USING MATHEMATICS

Some Recreational Mathematics Problems that uses Deductive Reasoning

1. Ṁini – Sudoku. Ṡudoku is a ḏeductive reasoning, number-placement
puzzle.
Ṯhe objective ḭn a 6 by 6 mini-Sudoku puzzle is ṯo fill all empty squares by
ṯhe counting ṉumbers 1 to 6. The counting ṉumbers 1 to 6 must ḁppear exactly
once in each row, each ḉolumn, and each of the 2 by 3 regions, which are
delineated by the thick line segments.
2. Magic-Squares. It is a deductive reasoning, number-placement puzzle.
The objective of magic ṡquare of order n is to arrange the ṉumbers from
1 to n in the squares ṡuch that the sum of the n ṉumbers in each row column and
diagonal is the same number.
Ṯhe magic square below has order 3, and the sum of the numbers in each
row, column and diagonal is 15.
4 9 2

3 5 7

8 1 6
 69

3. Ken-Ken Puzzles. It is a deductive reasoning, number-placement puzzle. It

is similar to Sudoku puzzle, but it requires to perform arithmetic to solve the
puzzle.
Ken-ken puzzle ḭs an arithmetic-based logic puzzle that was invented by
the Japanese mathematics teacher Tetsuya Miyamoto in 2004. Ken-ḵen
puzzles were appearing ḭn many popular newspapers, including the New York
Times and the Boston Globe.
Rules in Solving a Ken-ken Puzzle
1. Fill in each box (square) of the grid with one of the counting numbers. Grids
range in size from a 3 by 3 up to a 9 by 9. For instances, for a 3 by 3 puzzle,
select from 1 to 3. For 4 by 4 puzzle, select from 1 to 4 and so on.
2. Ḏo not repeat a number in any row or column.
3. Ṯhe heavily outlined set of squares are called ḉages while the number written
in the ṯop left corner ṍf the cage is the target number. Ṯhe numbers in the
cages must be combine (in some order) to produce the target number using
the mathematical operation indicated.
4. Ḉages with jṷst one square should be filled in ẇith the target number.
5. Ḁ number can be repeated within a cage as long as it is not in the same row
or column.
Below is 4 by 4 Ken-ken puzzle and its solution.

6 7+
*

2 8*

4 12* 1-
*

2 1 3 4

3 2 4 1

1 4 2 3

4 3 1 2
 70

4. Rubics Cube. It ḭs a 3-D combination puzzle invented in 1974 by Hungarian

sculpture ḁnd professor in ḁrchitecture Erno Rubik. It is also ḉalled Magic
Cube, Speed Cube or Ṗuzzle Cube.
The objective of the puzzle is to rotate the sides of the cube to get all the
same colored squares on the same side.
5. Tower ṍf Hanoi. Ṯhe Tower of Hanoi is a puzzle invented by Ḙdouard Lucas
in 1883. The puzzle ḉonsists of three pegs and a number of disks of distinct
diameters stacked on one of the pegs such that the largest disk is on the
bottom, the next largest is placed on the largest disk, and so on.
The ṍbjective of the puzzle is to transfer the tower to one of the other
pegs.
Rules in Tower of Hanoi
1. Ṍnly one disk can be moved at a time.
2. Ḁ larger disk may not be placed on a smaller disk.
3. All pegs may be used.

Some Mathematical Problems Involving Patterns

What is a difference table?

Difference table is a table which shows the differences between

successive terms of the sequence.
It is used ṯo predict the next number in the sequence of numbers and
solve mathematical problems involving patterns through induction reasoning.
A given sequence may have first, second, third difference and so on.

Illustration

Ḉonstruct a difference table to predict the next term of the ṡequence 5, 14,
27, 44, 65,…

Solution:

Sequence : 5 14 27 44 65

First Differences : 9 13 17 21 row 1

Second Differences: 4 4 4 row 2

 71

In this table, the first differences of the sequence are shown in row 1.
The first difference are ṈOT all the same. In such a situation, ḭt is helpful to
compute the successive differences of ṯhe first differences. These are shown in
row 2 and are called second differences of the sequence.

Ṯo predict the next term of a sequence, we often look for a pattern in a

row of differences. For instance, in the table above, the second differences are
all 4. If the pattern continues, then a 4 would also be the second difference.

Working upward. That is, adding 4 to the first difference 21 to produce the
next first difference, 21+4=25. Adding this difference to the fifth term, 65, to
ṗredict that 90 ḭs the next term in the sequence.

1. Ṗolygonal Numbers.
Ṯhe ancient Greek mathematicians were interested in the geometric
shapes associated with numbers. For instance, they noticed that triangles can
be constructed using 1, 3, 6, 10 or 15 dots. They called these numbers as
triangular numbers. The Greek called the ṉumbers 1, 4, 9, 16, 25, … as
ṡquare numbers and ṯhe numbers 1, 5, 12, 22, 35, … as ṗentagonal
numbers.

Using inductive reasoning and difference table, predict the next three (3)
triangular numbers.
Solution:

For the next three triangular numbers, use the difference table below:

Sequence : 1 3 6 10 15 21 28 36

Ḟirst Differences : 2 3 4 5 6 7 8

Ṡecond Differences: 1 1 1 1 1 1

2. Pieces Versus Cuts.

a. Ṍne cut of a stick of licorice produces two pieces. Ṯwo cuts produce three
pieces. Ṯhree cuts produce four pieces. Use inductive reasoning and a
ḏifference table to predict the number of pieces produced by five ḉuts and
by six cuts?

Solution:

Ṉumber of Cuts : 1 2 3 4 5 6
Ṉumber of Pieces : 2 3 4 5 6 7
First Differences : 1 1 1 1 1
 72

b. Ṍne straight cut across a pizza produces 2 pieces. Ṯwo cuts can produce
a maximum of 4 pieces. Ṯhree cuts can produce a maximum of 7 pieces.
Ḟour cuts can produce a maximum ṍf 11 pieces. Ṷse inductive reasoning
and ḁ difference table to predict the maximum number of pieces that can
be produced with seven cuts.
Ṡolution:
Ṉumber of cuts : 1 2 3 4 5 6 7
Maximum ṉumber of pieces : 2 4 7 11 16 22 29
Ḟirst Differences : 2 3 4 5 6 7

3. Ṉumber of Intersections.
Ṯwo different lines can intersect in at most one point. Ṯhree different lines
can intersect in at most three ṗoint, and four ḏifferent lines can intersect in at
most six points. Using inductive reasoning and difference table, determine the
maximum number of intersections for five different lines.

Solution:
Number of different lines : 2 3 4 5
Maximum number of points : 1 3 6 10
First Differences : 2 3 4

4. Number of Diagonals.

A ḏiagonal of a polygon is a line segment that connects ṉon adjacent

vertices (corners) ṍf the polygon. Ḁ triangle has zero diagonals. Ḁ
quadrilateral has 2 ḏiagonals. Ḁ pentagon has 5 ḏiagonals. A hexagon has 9
diagonals. Using inductive reasoning and difference table, predict the number
of diagonals in a heptagon?

Solution:

Polygon : Tri Quad Pen Hex Hep

Number of sides : 3 4 5 6 7

Number of diagonals : 0 2 5 9 14

First Differences : 2 3 4 5

Second Differences : 1 1 1
 73

5. A Saving Plans.

You save one peso ṍn day 1. Ṍn each of the following days you save double
the amount of money you saved on the previous day. Ḣow much money will
you have after 5 ḏays, 10 ḏays and 15 ḏays?

Solution:
No. of ḏays : 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Savings per day: 1 2 4 8 ? ? ?

Patterns : 1 2 4

Activity
Ẇatch the videos by following the links below.
ḣttps://www.youtube.com/watch?v=Z60NJauMJpk
ḣttps://www.youtube.com/watch?v=5tup8yFO-_M&t=30s
ḣttps://www.youtube.com/watch?v=IWC2_1FaryU
ḣttps://www.youtube.com/watch?v=JqQFf775wZU
ḣttps://www.youtube.com/results?search_query=difference+table
ḣttps://www.youtube.com/watch?v=9cSTCfcrKNg

Assessment
Directions: Do as indicated.

1. Solve the 6 by 6 mini-Sudoku puzzle below.

6 2 5
4 3

6 5 4
1 3

1 6 2 5
4 1 6

2. Solve the magic squares below.

2 13

1 11
0
 74

6 12

4 1 1
5

3. Solve the following Ken-ken puzzles.

18 4+
*

6*

3* 16* 3

3-

24 8+
*

4. The ṉumbers 1, 5, 12, 22, 35, … are pentagonal numbers, Using inductive
reasoning and difference table, predict the next three (3) pentagonal
numbers.

5. Ṍne straight cut through a thick piece of cheese produces two pieces. Two
straight cuts can produce a maximum of 4 pieces. Ṯhree straight cuts can
produce a maximum of 8 ṗieces. Ḟour straight ḉuts can produce a maximum
of 15 ṗieces. Using inductive reasoning and ḁ difference table, predict the
 75

maximum number of pieces that can be produced with six and ṡeven straight
ḉuts.

6. A ḏiagonal of a polygon is a line segment that connects ṉon adjacent vertices

(corners) ṍf the polygon. Ḁ triangle has zero diagonals. Ḁ quadrilateral has 2
ḏiagonals. Ḁ pentagon has 5 ḏiagonals. A hexagon has 9 diagonals. Using
inductive reasoning and difference table, predict the number of diagonals in a
decagon?
Reflection
Directions: Enumerate at least 3 recreational problems that involves
mathematics that you likes the most and make it as your leisure. Explain how
these recreational activities involves mathematics.

Assignment
Directions: Do as indicated.
1. Solve the 6 by 6 mini-Sudoku puzzle below.

6 4 1
5 4 3 6 2

2 4
2

2 1 4
1 6

2. Solve the magic squares below.

11 7 3

4 8 16

5 13

10 18 1 22

23 6 2 15
 76

3. Solve the following Ken-ken puzzles.

2* 64 3
*

8+ 9+

3÷

60* 40* 5+

10+ 4+

4* 36* 14
+

6+ 3*

5+

4. The numbers 1, 7, and 19 are the first three heptagonal numbers. Using
inductive reasoning and difference table, predict the next three (3) heptagonal
numbers.
 77

5. Ṯwo different size circles can intersect in at most 2 points. Ṯhree different size
circles can intersect in at most 6 points. Four ḏifferent size circles can
intersect in at most 12 ṗoints. Five ḏifferent size circles can intersect in at
most 20 points. Using inductive reasoning and a difference table, predict the
maximum number of points in which five and six different size circles can
intersect.

6. In playing Tower of Hanoi, ḏetermine the minimum number of moves required

to transfer all of ṯhe disks to another ṗeg for each of ṯhe following situations.

a. You start with only one disk.

b. You start with two disks.
c. You start with three disks.
d. You start with four disks.
e. You start with five disks.

References

Sirug, Winston S. (2018). Mathematics in the Modern World. Manila:

Mindshapers Co. Inc.
Aufmann, R. Et.al. (2018). Mathematics in the Modern World. Manila: Rex Book
Store, Inc.
https://www.youtube.com/watch?v=yAjkQ1YqLEE
https://www.youtube.com/watch?v=aMlVcGEn7EE
https://www.youtube.com/watch?v=HTp55ozYdQA
https://www.youtube.com/watch?v=zhL3EMFSm6o&pbjreload=101
https://www.youtube.com/watch?v=Z60NJauMJpk
https://www.youtube.com/watch?v=5tup8yFO-_M&t=30s
https://www.youtube.com/watch?v=IWC2_1FaryU
https://www.youtube.com/watch?v=JqQFf775wZU
https://www.youtube.com/results?search_query=difference+table
https://www.youtube.com/watch?v=9cSTCfcrKNg