MABALACAT CITY COLLEGE MATH 101 | MATHEMATICS IN THE MODERN WORLD

Student’s Handout Week No. 5 -6

3. Reasoning and problem Solving

Lesson 3.1 Inductive and Deductive Reasoning/ Problem Solving with Patterns
Lesson 3.2 s

Sustainable Development Goals: Learning Materials

SDG No. 4 Quality Education Lesson discussion using power point
SDG No. 5 - Gender Equality presentation
(45 - 60 minutes)
Learning Objectives
Video Presentation on Correlation
At the end of this lesson, student must be able to: Coefficient
1. Use inductive and deductive reasoning in solving https://www.youtube.com/watch?v=atLZN
problems; GsTN6k
2. Develop logical, critical, and creative thinking
3. problem-solving techniques in their Learning Materials: Scientific Calculators,
own words; Worksheets, Writing Materials, and
4. Decipher and compute problems systematically by Computers/Laptops
;
5. Devise creative remedies to real-world problems;
and
6. Competent and skilled to meet national,
international, and global standards.

Lesson Preview

A big part of being an adult is making decisions on your own and every day is full of them, from the
simple, like what you will eat for breakfast, to the critical, like your choice of a major career, job or mate. It is
important for you to be able to analyze these situations based on logical thinking. You may ask yourself, what
are the possible outcomes if I make a decision? Will this choice have a positive or negative consequences?
This is logical thinking process.
You may not realize it, but every day in your life, you use two types of reasoning to make decisions and
solve problems that is the inductive reasoning and deductive reasoning.

Concept Notes/Teacher-Led Discussion

Lesson 3.1 Inductive and Deductive Reasoning

What is INDUCTIVE REASONING?

Inductive Reasoning is the process of reasoning that arrives at a general conclusion based on the
observation of specific examples. It draws inferences from observation to make generalizations or
conclusions called conjecture. Conjecture is the general conclusion formed by using inductive reasoning.

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 MABALACAT CITY COLLEGE MATH 101 | MATHEMATICS IN THE MODERN WORLD
Student’s Handout Week No. 5 -6

example, suppose that your math instructor gives a surprise quiz every Friday for the first four
weeks. At this point, you might make a conjecture, or educated guess, that you will have a surprise quiz the
next Friday as well.

This is an example of inductive reasoning. By observing certain events for four specific Fridays, you
arrive at a general conclusion.

Using Inductive Reasoning to Find a Pattern

Example 1 A game show contestant is given the following string of numbers:

1, 2, 4, 5, 7, 8, 10, ____, ____, ____
Use inductive reasoning to find the correct answer.

SOLUTION
To find a pattern for strings of numbers, it is often helpful that you think about
operations (addition, subtraction, multiplication) that cn turn the number into the next
one. For the above problem , you ca use addition to find a regular pattern.

From the above solution, you can say that the pattern seems to be to add1 , then add 2,
then add 1, then add2, etc. So a reasonable conjecture for the next three numbers is 11,
13, and 14.

Try this One!

Use inductive reasoning to find a pattern and make a reasonable conjecture for the next
three numbers by using that pattern.
1, 4, 2, 5, 3, 6, 4, 7, 5, ____, ____, ____
Answer? ____, ____, ____ Why?

Example 2 Make a reasonable conjecture for the next figure in the sequence.

SOLUTION
For this type of problem, consider the movement of the figure. In the first figure,
the flat part goes from facing to right, down, then left. There is also a solid circle in each
figure. The sequence then repeats with an open circle , the flat part should face left and
have an open circle:

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 MABALACAT CITY COLLEGE MATH 101 | MATHEMATICS IN THE MODERN WORLD
Student’s Handout Week No. 5 -6

Try this One!

Which figure can be use to continue the series?

Answer? _____ Why? ________________________________________________________________________

Using Inductive Reasoning to Make a Conjecture

Example 3 a. When two odd numbers are added, will the result always be an even number?
SOLUTION
First, you try several specific examples of adding two odd numbers:
3 + 7 = 10 25 + 5 = 30
5 + 9 = 14 1 + 27 = 28
19 + 9 = 28 21 + 33 = 54
Since all the answers or results are even, it seems reasonable to conclude that
the sum of two odd numbers will be an even number.
You take note of this very important point about inductive reasoning: you can
try specific examples as many as you want and always get an even sum.

Try this One!

If two odd numbers are multiplied, is the result always odd, always even, or sometimes
odd, sometimes even? Use inductive reasoning to answer.

Conjecture?
______________________________________________________________________

Finding Counterexample to Disprove Conjecture

A counterexample is an example that contradicts the assumption and shows that a

conjecture is false.
If you can find ONE CASE for which a statement is NOT true, called a COUNTEREXAMPLE, then
the statement is a false statement.
Remember: One counterexample is enough to show that a conjecture is false. But one
positive example is never enough to show that a conjecture is true.

Example 4 Find a counterexample that proves the given conjecture below is false.
Conjecture: Every number that is multiple of 10 is divisible by 4.

SOLUTION
First, list some numbers that are multiples of 10.
100, 110, 120, 130, 140, 150, 160, 170, 180, 190, 200

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 MABALACAT CITY COLLEGE MATH 101 | MATHEMATICS IN THE MODERN WORLD
Student’s Handout Week No. 5 -6

Next, check if all numbers in the list are divisible by 4

100 ÷ 4 = 25 120 ÷ 4 = 30 110 ÷ 4 = 27.50
Since the quotient of 110 and 4 is 27. 5, which is not exact, so we say that 110 is not
divisible by 4.
With this example, it shows that not all multiples of 10 are divisible by 4, so we call 110
as counterexample.

The counterexample which is 110 shows that the conjecture is false.

What is Deductive Reasoning?

Deductive Reasoning is the process of reasoning that arrives at a conclusion based on

previously accepted general statements. It is based on overall rules NOT specific examples

Using Deductive Reasoning to Prove a Conjecture

Example 5 Consider the following problem:

Think of any number. Multiply that number by 2, then add 6, and divide the
result by 2. Next subtract the original the original number.

a. Use inductive reasoning to make a conjecture for the answer.

b. Use deductive reasoning to prove your conjecture.

SOLUTION
a. To solve the problem using inductive reasoning, you begin picking a few specific
numbers randomly, and perform the described operation and see what the result
look like. From these result make your conjecture.

Number 12 5 43
Multiply by 2: 2 x 12 = 24 2 x 5 = 10 2 x 43 = 86
Add 6: 24 + 6 = 30 10 + 6 = 16 86 + 6 =92
Divide by 2 30 ÷ 2 = 15 16 ÷ 2 = 8 92 ÷ 2 = 46
Subtract the original number 15 12 = 3 8 5=3 46 43 = 3
Result 3 3 3

Conjecture: The result is always 3.

But at this point you cannot be completely sure that your conjecture is always true. So you
have to prove that this conjecture is true by using deductive reasoning.

b. Now to prove if the above conjecture that the result is always 3, is true you will use
deductive reasoning. With inductive reasoning you use specific examples but this
time with deductive reasoning you will choose an *arbitrary number and call it 𝑎. If
you can show that the result is 3 for every number, then the conjecture is true.

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 MABALACAT CITY COLLEGE MATH 101 | MATHEMATICS IN THE MODERN WORLD
Student’s Handout Week No. 5 -6

Number 𝑎
Multiply by 2 𝑎 𝑥 2 = 2𝑎
Add 6 2𝑎 + 6
Divide by 2 2𝑎 + 6 2𝑎 6
= = =𝑎+3
2 2 2
Subtract the original number 𝑎+3−𝑎 = 3
Result 3

Now you know for sure that the result will always be 3, and your conjecture in (a) is proved.
*Arbitrary in math refers to non-specific item that is able to represent

 What is the Difference Between Inductive and Deductive Reasoning?

From Example 5 you can see the difference between the inductive and deductive reasoning.
The important aspect of these types of reasoning is that you will use inductive reasoning to MAKE a
conjecture, and deductive reasoning to PROVE it.

Lesson 3. 2 s

O
life problems.

In Mathematics, a problem is a statement requiring a solution, usually by means of mathematical

operation/geometric construction.

The following are the terms you must remember:

1. Method means the ways or techniques used to get an answer which will usually involved one
or more problem solving strategies.
2. Answer means a number, quantity or some other entity that the problem is asking for.
3. Solution is the whole process of solving a problem, including the method of obtaining an
answer and the answer itself.

method + answer = solution

Problem solving is about resolving problems. It is finding solutions and not just answers to
problems. It is a mathematical process where one uses his skills creatively in new situations.
Problem solving is the ability to identify and solve problems by applying appropriate skills
systematically.

How do we perform problem solving?

To be able to solve problems systematically, we follow enunciated

by George Polya in 1945 though all of this steps were known already and use well before then.

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MABALACAT CITY COLLEGE MATH 101 | MATHEMATICS IN THE MODERN WORLD
Student’s Handout Week No. 5 -6

-solving:

1. Understand the problem;

2. Devise a plan;
3. Carry out the plan; and
4. look back

Principle 1: Understand the Problem

Understanding the problem entails:
1. knowing the meaning of every keyword, expression and symbol in the problem;
2. determining the given data and whether they are sufficient;
3. distinguishing which of these data are necessary to solve the problem and which are
superfluous;
4. identifying what is not known and what is being required to be found; and
5. establishing the limitations or conditions to which the given data are subjected.

Principle 2: Devise a Plan

on its general nature.

1. Make a guess and check if it does solve the problem.
2. Represent the unknown and write an equation.
3. Look for a pattern either within the problem or from previous problems solved.
4. Make an orderly list.
5. Draw a figure or picture.
6. Use a formula, model, or symmetry.
7. Go through the process of elimination.
8. Consider various cases.
9. Work backwards.

Principle 3: Carry Out the Plan

Implement your chosen plan or combination of strategies. Proceed with care, orderliness,
patience and persistence. Thoroughly check each step of your solution. Use assumptions sparingly.
If your plan does not lead you to believably correct answer, recheck your work. If your plan still fails,

bulb.

To recheck your work:

 It is always helpful to start with a clean sheet of paper or change strategy..

Principle 4: Look Back

In any problem solving, looking back is as important as understanding the problem. Reflecting
on your work will give you insights into why your intial plan did not work or why the strategy you
adopted worked in your favor. Going over your work will enable you to appreciate the strategy and
use it in the future problem-solving activities.
Checking your work ensures that your answer is reasonably correct and whether you have truly
answered the questions in the problem or not.

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MABALACAT CITY COLLEGE MATH 101 | MATHEMATICS IN THE MODERN WORLD
Student’s Handout Week No. 5 -6

ing Technique

Understand Devise a Carry Out

Look Back
the Problem Plan the Plan

Example 1. A baseball team won two won two out of their last four games, in how many different
orders could they have two wins and two losses in four games?

Example 2. In a basketball team consisting of 10 teams play each of the other teams exactly three
times. How many leagues will be play?

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MABALACAT CITY COLLEGE MATH 101 | MATHEMATICS IN THE MODERN WORLD
Student’s Handout Week No. 5 -6

Example 3. Determine the digit 100 places to the right of the decimal point in the decimal
𝟕
representation 𝟐𝟕
?

Example 4. 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?

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Student’s Handout Week No. 5 -6

Example 5: A hat and a jacket cost $100. The Jacket costs $90 more than the hat. What are
the cost of the hat and the cost of the jacket?

 Activity

1. Group Activity on Real-life Problem Solving. Due Date: April 18, 2023
2. Accomplish Worksheet
Problem Solving technique. Due Date: April 18, 2023

References
Aufmann, Lockwood, Nation and Clegg. (2013). Mathematical Excursions, Third Edition.
Cengage Learning. Belmont, CA 94002-3098 USA.
Baltazar, E Ethel Cecille et. Al. (2018). Mathematics in the Modern World. C and E
Publishing, Inc. Quezon City, Philippines.
Sobecki, Dave. (2018). Math in Our World, Fourth Edition. Mc Graw Hill Education.
New York, New York 10121.
Stewart, Ian. (1995). Nature’s Numbers. BasicBooks, 10 East 53rd Street, New York, NY
10022-5299

It is not the intention of the author/s nor the publisher of this to have monetary gain in using the textual
information, imageries, and other references used in its production. This guide is only for the exclusive use of a bona fide
student of Mabalacat City College.

In addition, this or no part of it thereof may be reproduced, stored in a retrieval system, or transmitted,
in any form or by any means, electronic, mechanical, photocopying, and/or otherwise, without the prior permission of
Mabalacat City College.

Compiled by: Prepared by: Recommending Approval: Approved by:

April Ann L. Galang GRACIA T. CANLAS, LPT, MAED MARILYN S. ARCILLA, RN, LPT, MAN MICHELLE AGUILAR-ONG, DPA

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 MABALACAT CITY COLLEGE MATH 101 | MATHEMATICS IN THE MODERN WORLD
Student’s Handout Week No. 5 -6

Clerk, IAS MATH 101, Instructor Dean, IAS VPAA

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