Gov. Alfonso D.

Tan College
Maloro, Tangub City, Misamis Occidental 7214
www.gadtc.edu.ph

GE MODMAT
Mathematics in the Modern World
Unit 3
Problem Solving and Reasoning

https://cognoscolearning.com/wp-content/uploads/2017/02/problem-solving.jpg

Name: Program/Year:

Instructor: Course Schedule:

 Course Description:
This course deals with nature of mathematics, appreciation of its practical,
intellectual, and aesthetic dimensions, and application of mathematical tools in daily
life.

Course Intended Learning Outcome:

At the end of this course, the students should be able to:
KNOWLEDGE
1) Discuss and argue about the nature of Mathematics, what it is, how it is
expressed, represented, and used;
2) Use different types of reasoning to justify statements and arguments made
about Mathematics and mathematical concepts;
3) Discuss the language and symbols of Mathematics;
SKILLS
4) Use a variety of statistical tools to process and manage numerical data;
5) Use Mathematics in other areas such as finance and business, codes and
coding schemes, networks, voting, health and medicine, environment, arts and
design, and recreation;
VALUES
6) Express appreciation of the nature and uses of Mathematics in everyday life;
and
7) Affirm honesty and integrity in the application of Mathematics to various
human endeavors.

Margin Icons:
While working through this MODULE you will notice the frequent use
of margin icons. These icons serve to “signpost” a particular piece of text, a new task
or change in activity; they have been included to help you to find your way around
this MODULE.
A complete icon set, is shown below. We suggest that you familiarize yourself with
the icons and their meaning before starting your study.

Overview Learning Lesson Activity Summary Assessment Reference

Outcomes Proper
2
 Overview

Every day in our life, whether we are a student, a parent, an ordinary person,
a businessperson, or the president of a country, we always face so many problems
that need solving. But what you might not know is there is an easy way to arrive
over and over again at effective and satisfying solutions. There is a common and
essential way to answering problems and that is through problem solving.

Mathematics is not just about numbers. Much of it is problem solving and

reasoning – inductive and deductive. It utilizes Polya’s 4-steps in problem solving,
varied problem-solving strategies, mathematical problems involving patterns and
recreational problems using
mathematics.
Unit Intended
Learning Outcomes To solve a word problem, valid
reasoning is important, hence, this
At the end of this unit, you should be able module starts with the inductive and
to: deductive reasoning and ends with
1. Apply the different types of solving word problems.
reasoning to justify statements and
arguments made about mathematics
and mathematical concepts;
2. Write clear and logical proofs;
3. Solve problems involving patterns
and recreational problems following
Polya’s four steps; and
4. Organize one’s method and
approaches for proving and solving
problems.

3
 Lesson 1 – Inductive and Deductive Reasoning

Lesson Objectives:
By the end of this lesson, students are expected to:
1. Identify the difference between deductive and inductive reasoning;
2. Write clear and logical proofs;
3. Apply the different types of reasoning to justify statements and arguments
made about mathematics and mathematical concepts; and
4. Apply strategies for solving logic puzzles and KenKen puzzles.

Mathematics is not just about numbers. Much of it is problem solving and

reasoning – inductive and deductive. This is the skill needed in exemplifying the
critical thinking and problem-solving ability. Logic and reasoning are very useful
tools in decision making.

Reasoning is the practice of stating ideas clearly and precisely to arrive at a

conclusion. There are two main types of reasoning, the Inductive Reasoning and
Deductive Reasoning.

Inductive Reasoning

Inductive reasoning is the process of reaching a general conclusion by

examining specific examples. The conclusion formed by using inductive reasoning
is a conjecture.

When you examine a list of numbers and predict the next number in the list
according to some pattern you have observed, you are using inductive reasoning.

Examples:
1.) 3, 6, 9, 12, 15, _____.
Solution: 3×2=6
3×3=9
3 × 4 = 12
3 × 5 = 15
3 × 6 = 18
Answer: 18

4
 2.) 1, 3, 6, 10, 15, _____.
Solution: 1+2=3
3+3=6
6 + 4 = 10
10 + 5 = 15
15 + 6 = 21
Answer: 21

Inductive reasoning is not used just to predict the next number in a list. In the
next examples, we use inductive reasoning to make a conjecture about an arithmetic
procedure.
1.) Consider the following procedure: Pick a number. Multiply the number by 8,
add 6 to the product, divide the sum by 2, and subtract by 3.
Solution:
If I pick 2, following the procedure above,
2 × 8 = 16
16 + 6 = 22
22 ÷ 2 = 11
11 − 3 = 8.
So, from 2, the answer is 8. From here, we can have initial conjecture that maybe,
“The number picked will be multiplied by 4 to get 8.”
or
“The number picked will be added by 6 to get 8.”
To verify our conjectures, we have to pick another number, say 5, then
5 × 8 = 40
40 + 6 = 46
46 ÷ 2 = 23
23 − 3 = 20.
So, from 5, the answer is 20. If we multiply 5 by 4 the answer is 20. Hence, the
first conjecture is correct while the second is not. Let us have another number to
really assure that the conjecture is correct. Take note that the more examples,
the more we can verify the conjecture as correct. If I picked −2, then
−2 × 8 = −16
−16 + 6 = −10
−10 ÷ 2 = −5
−5 − 3 = −8.

5
 Putting these numbers picked and results in a table,

Number picked Result

2 8
5 20
-2 -8

You can pick more numbers of your choice. Nevertheless, we now have verified
the conjecture and have this general conclusion.
General conclusion:
The number picked will be multiplied by 4.

Try this:
2.) Consider the following procedure: Pick a number. Multiply the number by 9,
add 15 to the product, divide the sum by 3, and subtract 5.

Here is another example of inductive reasoning.

Scientists often use inductive reasoning. For instance, Galileo Galilei (1564 –
1642) used inductive reasoning to discover that the time required for a pendulum to
complete one swing, called the period of the pendulum, depends on the length of the
pendulum. Galileo did not have a clock, so he measured the periods of pendulums
in “heartbeats.” The following table shows some results obtained for pendulums of
various lengths. For the sake of convenience,
10 inches length = 1 unit.

Length of pendulum, Period of pendulum,

in units in heartbeats
1 1
4 2
9 3
16 4
25 5
36 6

6
 a.) If a pendulum has a length of 49 units. What is its period?
Solution: Considering the given table, from a length of 1 unit, the period is 1
heartbeat. If the length is 4 units, the period is 2 heartbeats, and so on, we can
conclude that the square root of the length is the period of the pendulum. Like,
√1 = 1
√4 = 2
√9 = 3 and so on.
Therefore, √49 = 7.
Answer: 7 heartbeats.

b.) If the length of a pendulum is quadrupled, what happens to its period?

Solution:

Length of pendulum, Period of pendulum,

in units in heartbeats
1 1
4 2
9 3
16 4
25 5
36 6

If the length is quadrupled, we multiply it by 4, so from 4, it becomes 16. So, for

the period, from 2, it became 4, hence it was multiplied by 2, that is if the length
is quadrupled, the period is doubled. (You try it with another number to verify.)

Try this one.

A tsunami is a sea wave produced by an underwater earthquake. The height of a
tsunami as it approaches land depends on the velocity of the tsunami. Use the table
below and inductive reasoning to answer each of the following questions.

Velocity of tsunami, Height of tsunami,

in feet per second in feet
6 4
9 9
12 16
15 25
18 36
21 49
7
 a.) What happens to the height of a tsunami when its velocity is doubled?

b.) What should be the height of a tsunami if its velocity is 30 feet per second?

Counterexample
A statement is a true statement provided that it is true in all cases.
Counterexample is a case that makes a statement false. It is an example that
contradicts your statement.

Examples:
1. Every number that is a multiple of 10 is divisible by 4.
Solution:
First, we have to list some numbers that are multiples of 10.
100, 110, 120, 130, 140, 150, 160, 170, 180, 190, 200

Next, we check if all the numbers in the list are all divisible by 4.
100 ÷ 4 = 25 120 ÷ 4 = 30
110 ÷ 4 = 27.5

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, we have shown that not all multiples of
10 are divisible by 4. So, we call 110 as a counterexample.

2. All prime numbers are odd.

Solution:
First, we list some prime numbers. Then we will have 2, 3, 5, 7, 11, etc.
Among the given prime numbers, one of them is not odd. It is the even number
2. Now, 2 is considered as a counterexample because the statement “All prime
numbers are odd.” is proven to be false.

8
Verify that each of the following statements is false by finding a counterexample.
For all real numbers 𝑛:
3. |𝑛| > 0
Solution:
We have to understand first what this, |𝑛|, symbol is. It is the absolute value,
where any number will become positive, except for 0, since 0 is neither positive
nor negative. This seems correct for any real numbers, since the positive number
is greater than 0. However, if 𝑛 = 0, the result is still 0. That gives 0 > 0, which
is false. Therefore, 𝑛 = 0 is the counterexample, which means that the statement
is false.

4. 𝑛2 > 𝑛
Solution:
If 𝑛 = 1,
𝑛2 > 𝑛
(1)2 > 1
1>1
This is false since 1 = 1.
Therefore, 1 is a counterexample for this statement, which means that the
statement is false.
𝑛 = 0 is also a counterexample.

5. √𝑛2 = 𝑛
Solution:
The statement is true for all nonnegative real numbers, that is from 0 to
positive infinity. However, since the statement is for all real numbers 𝑛, if 𝑛 is a
negative real number, then this statement is false. For instance, 𝑛 = −3, then
√(−3)2 = −3
√9 = −3
3 = −3 which is false.
Therefore, 𝑛 = −3 is a counterexample and the statement is false. Now you try
it with another negative real number.

Try these also.

𝑛 𝑛+3
d.) =1 e.) =𝑛+1 f.) √𝑛2 + 16 = 𝑛 + 4
𝑛 3

9
Deductive Reasoning
Another type of reasoning is called deductive reasoning. Deductive
reasoning is the process of reaching a conclusion by applying general assumptions,
procedures, or principles.

Examples:
Use deductive reasoning to establish a conjecture.
1.) Consider the following procedure: Pick a number. Multiply the number by 8,
add 6 to the product, divide the sum by 2, and subtract by 3.
Solution:
Since this is using deductive reasoning, we begin with a general value, that is
by using a variable. Let 𝑛 be the number I picked. Following the procedure, we
have
𝑛 × 8 = 8𝑛
8𝑛 + 6 = 8𝑛 + 6
8𝑛 + 6 2(4𝑛 + 3)
= = 4𝑛 + 3
2 2
4𝑛 + 3 − 3 = 4𝑛.
Therefore, if the number we picked is 5, that is 𝑛 = 5, then 4(5) = 20. The
result is 20. We have verified that the number picked will be multiplied by 4, the
same conclusion in the first example for inductive reasoning.

Try this one.

Consider the following procedure: Pick a number. Multiply the number by 9,
add 15 to the product, divide the sum by 3, and subtract 5.

2.) Solve for 𝑛 in the equation 3(𝑛 + 4) − 2𝑛 = 20. Justify your answer.
Solution:
Statement Justification
3(𝑛 + 4) − 2𝑛 = 20 Given
3𝑛 + 12 − 2𝑛 = 20 Distributive Property
3𝑛 − 2𝑛 + 12 = 20 Commutative Property
𝑛 + 12 = 20 Closure Property
𝑛 = 20 − 12 Transposition
𝑛=8 Closure Property

10
 ❖ Note: Deductive reasoning is commonly used in Geometry particularly in
proving geometric statements.

Things to remember:
Inductive Reasoning: Specific to General
Deductive Reasoning: General to Specific

Inductive Reasoning vs. Deductive Reasoning

Determine whether each of the following 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.

Conclusion: This year the tree will produce plums.

Basis: During the past 10 years, a tree has produced plums every other year.
The condition is based on experience, and we know that experiences are specific
events in one’s life. Hence, the conclusion is based on specific examples.
Therefore,

Answer: Inductive reasoning.

2.) All home improvements cost more than the estimate. The contractor estimated
that my home improvement will cost ₱1,500,000. Thus, my home improvement
will cost more than ₱1,500,000.

Conclusion: My home improvement will cost more than ₱1,500,000.

Basis: All home improvements cost more than the estimate.

Answer: Deductive Reasoning

3.) All Gillian Flynn novels are worth reading. The novel Gone Girl is a Gillian
Flynn novel. Thus, Gone Girl is worth reading.

Answer: Deductive Reasoning

11
4.) I know I will win a jackpot on this slot machine in the next 10 tries, because
it has not paid out any money during the last 45 tries.

Answer: Inductive reasoning.

5.) All amoeba multiply by dividing. I have named the amoeba shown in my
microscope Amelia. Therefore, Amelia multiplies by dividing.

Answer: Deductive Reasoning

Inductive or deductive reasoning can be used when solving problems.

Logic Puzzle

Logic Puzzles can be solved by deductive reasoning. A chart that enables us

to display the given information in a visual manner also helps in the solution.

Examples:
A. Each of four neighbors, Sean, Maria, Sarah, and Brian, has a different
occupation (editor, banker, chef, or dentist). From the following clues,
determine the occupation of each neighbor.

1. Maria gets home from work after the banker but before the dentist.
2. Sarah, who is the last to get home from work, is not the editor.
3. The dentist and Sarah leave for work at the same time.
4. The banker lives next door to Brian.

Solution:
First, we create a cross table with the occupation as column heading and the
names as row heading. We will mark with “×” the cell intersected by the name
and occupation if we are sure that it is not him/her based on the given clues.

Clue 1: Maria gets home from work after the banker but before the dentist.
Hence, Maria is not the banker, and Maria is not the dentist.

We also put the subscript with the order of the clue, say for the first clue, we put
×1 .

12
 Editor Banker Chef Dentist
Sean
Maria ×𝟏 ×𝟏
Sarah
Brian

Clue 2: Sarah, who is the last to get home from work, is not the editor.
Hence, Sarah is not the editor.
Since from clue 1, the banker is not the last to get home from work, Sarah is not
the banker.

Editor Banker Chef Dentist

Sean
Maria ×𝟏 ×𝟏
Sarah ×𝟐 ×𝟐
Brian

Clue 3: The dentist and Sarah leave for work at the same time.
Hence, Sarah is not the dentist.

Editor Banker Chef Dentist

Sean
Maria ×𝟏 ×𝟏
Sarah ×𝟐 ×𝟐 ×𝟑
Brian

From the table, we do not have any other choice but to select Sarah as the Chef.
And mark × to the other cell for column Chef. We also have no other choice but
to conclude that Maria is the editor. Hence, we have

Editor Banker Chef Dentist

Sean ×𝟑 ×𝟑
Maria ✓ ×𝟏 ×𝟑 ×𝟏
Sarah ×𝟐 ×𝟐 ✓ ×𝟑
Brian ×𝟑 ×𝟑

13
 Clue 4: The banker lives next door to Brian.
Hence, Brian is not the banker. And finish the puzzle.

Editor Banker Chef Dentist

Sean ×𝟑 ✓ ×𝟑 ×𝟒
Maria ✓ ×𝟏 ×𝟑 ×𝟏
Sarah ×𝟐 ×𝟐 ✓ ×𝟑
Brian ×𝟑 𝒙𝟒 ×𝟑 ✓

Therefore, Sean is the banker,

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

Try this one.

B. Brianna, Ryan, Tyler, and Ashley were recently elected as the new class officers
(president, vice president, secretary, treasurer) of the sophomore class at Summit
College. From the following clues, determine which position each hold.
1. Ashley is younger than the president but older than the treasurer.
2. Brianna and the secretary are both the same age, and they are the youngest
members of the group.
3. Tyler and the secretary are next-door neighbors.

Vice-
President Secretary Treasurer
President
Brianna
Ryan
Tyler
Ashley

KenKen® Puzzles: An introduction

KenKen® is an arithmetic-based logic puzzle that was invented by the

Japanese Mathematics teacher Tetsuya Miyamoto in 2004. The noun “ken” has
“knowledge” and “awareness” as synonyms. Hence, KenKen translates as
knowledge squared, or awareness squared. KenKen Puzzles are similar to Sudoku
puzzles, but they also require you to perform arithmetic to solve the puzzle.

14
Rules for Solving a KenKen Puzzle

For a 3 by 3 puzzle, fill in each box (square) of the grid with one of the numbers
1, 2, or 3.
For a 4 by 4 puzzle, fill in each square of the grid with one of the numbers 1, 2, 3,
or 4.
For an 𝑛 by 𝑛 puzzle, fill in each square of the grid with one of the numbers 1, 2,
3, ..., 𝑛.
Grids range in size from a 3 by 3 up to a 9 by 9.
• Do not repeat a number in any row or column.
• The numbers in each heavily outlined set of squares, called cages, must combine
(in some order) to produce the target number in the top left corner of the cage
using the mathematical operation indicated.
• Cages with just one square should be filled in with the target number.
A number can be repeated within a cage as long as it is not in the same row or
column.

Here is a 4 by 4 puzzle and its solution.

The solution to the puzzle

Basic Puzzle Solution Strategies

Single-Square Cages. Fill cages that consist of a single square with the target
number for that square.

Cages with Two Squares. Next examine the cages with exactly two squares. Many
cages that cover two squares will only have two digits that can be used to fill the

15
 cage. For instance, in a 5 by 5 puzzle, a 20× cage with exactly two squares can
only be filled with 4 and 5 or 5 and 4.

Large or Small Target Numbers. Search for cages that have an unusually large or
small target number. These cages generally have only a few combinations of
numbers that can be used to fill the cage.

Examples: In a 6 by 6 puzzle, a 120× cage with exactly three squares can

only be filled with 4, 5, and 6.
A 3+ cage with exactly two squares can only be filled with 1 and 2.

Duplicate Digit in a Cage. Consider the 3× cage. The digits 1, 1, and 3 produce a
product of 3: however, we cannot place the two 1s in the same row or the same
column. Thus, the only way to fill the squares is to place the 3 in the corner of the
L-shaped cage as shown below. Remember: A digit can occur more than once in
a cage, provided that it does not appear in the same row or in the same column.
3×
3 1

More Examples,
Solve each of the following puzzles.

1.

6+ 3×

5+

16
2.

2× 64× 3

8+ 9+

3÷

3.
160× 45×

1 20×

15× 20×

12+ 4 2÷

Try these.
1. 2.

3× 16× 3
18× 4+

3−

24× 8+
6×

17
 Lesson 2 – Polya’s 4-steps in Problem Solving

Lesson Objectives:
By the end of this lesson, students are expected to:
1. Organize one’s method and approaches for proving and solving problems.

WHAT IS A PROBLEM?

The word problem may have different meanings depending on context. In

Mathematics, a problem is a statement requiring a solution, usually by means of a
mathematical operation/geometric construction. Our focus here will be problems in
Mathematics. Say for instance the Old McDonald problem:

“Old McDonald has 56 chickens and carabaos in the farm. All in all, there
are 152 feet. How many chickens and carabaos are in his farm?”

What is the solution to this problem? Did you use a strategy to solve this
problem? Can this problem be solved also using other strategies?

WHAT IS PROBLEM SOLVING?

Prior to the detailed discussion of Problem Solving, it is important for us to

understand first these three words “method”, “answer” and “solution”. The word
“method” means the ways or techniques used to get an answer which will usually
involve one or more problem solving strategies. On the other hand, the word
“answer” means a number, quantity or some other entity that the problem is asking
for. Finally, the word “solution” is the whole process of solving a problem,
including the method of obtaining an answer and the answer itself.
https://nzmaths.co.nz/what-problem-solving

18
 PROBLEM SOLVING is a mathematical task that has the potential to
provide intellectual challenges for enhancing students’ mathematical understanding.
It is about resolving problems. It is finding solutions and not just answers to
problems. It is an important skill not only in dealing with Mathematics, but also in
making decisions in life.

George Polya is one of the mathematicians to make a study of problem

solving. Polya is a Hungarian mathematician. He describes the methods of Problem
Solving. Polya’s four steps are deceptively simple. To become a good problem
solver, it helps to examine each of these steps and determine what is involved.

Polya’s 4 Step Problem-Solving Strategy

1. Understand the Problem
You must have a clear understanding of the problem. You must have a
full grasp of what are known and not known. Then solve as required by the
problem.
▪ Study the essential mathematical concepts by considering the
terminology and notation used in the problem.
▪ Can you restate the problem in your own words?
▪ Can you determine what is known about these types if 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
Successful problem solvers use a variety of techniques when they
attempt to solve a problem. Think of ways on how you are going to attack the
problem, try using strategies that could help you solve the problem. Here are
some frequently used procedures.
▪ Identifying a subgoal.
▪ Make a table or a chart.
▪ Make an organized list that shows all the possibilities. (Tree diagram,
Venn Diagram)
▪ Make a list of the known information.
▪ Make a list of information that is needed.
▪ Draw a diagram.
▪ Eliminating possibilities.
▪ Make an illustration/drawing.
▪ Work backwards.
19
 ▪ 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. Trial and error.

3. Carry Out the Plan

Once you devised a plan, you must carry it out. As soon as you have an
idea for the solution of the problem, write it down instantly then carry out your
plan of the solution. Keep trying until something works.
▪ Work carefully.
▪ Keep an accurate and neat record of all your attempts.
▪ Realize that some of your initial plans will not work and that you may
have to devise another plan or modify your existing plan.

4. Review the Solution

Take time to reflect, examine, and look back at what you have done –
think of what worked and what did not; doing this will enable you to predict
what strategy to use to solve future problems.
▪ 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.

Then double check your solution to make sure that all the conditions related
to the problem are satisfied. Make sure also that any computation involved in finding
your solution is correct.

Another way of checking your solution is to make use of other concepts or

formulas or even strategies to solve the problem.

If the answer that you will get using that new concept, formula or strategy is
the same as your first attempt, then it means that your answer is right. Remember,
there are different ways of solving a problem.

20
 Lesson 3 – Problem-solving Strategies

Lesson Objectives:
By the end of this lesson, students are expected to:
1. Solve problems involving patterns and recreational problems following
Polya’s four steps; and
2. Apply strategies for problem-solving.

Strategy 1: Identifying a Subgoal Strategy

Identifying a subgoal strategy is used when solving math problems that need to
be solved in more than a single step and each step can be solved separately. Many
large and complex problems can be solved by using this strategy.
https://schooltutoring.com/help/more-problem-solving-strategies-identify-subgoals/

EXAMPLES:
1. Magic Square Problem (Magic Squares are square grids with a special
arrangement of numbers in them. These numbers are special because every row,
column and diagonal adds up to the same number.)

Arrange the numbers from 1 to 9 in a 3×3 magic square so that the sum of every
row, column and diagonal adds up to the same number.

Solution:
Step 1: Understand the Problem
Remember that we have the numbers 1 to 9 which are to be arranged in a
square subdivided into nine smaller squares, where each small square contains a
different number. Then we have to make sure that the sum of every row, column and
diagonal adds up to the same number.

Step 2: Devise a Plan

Take note that for the square to be a magic square, we must first know what
the common sum is. Thus, our subgoal is to find that common sum. (Therefore, the
strategy that we will use here is identifying a subgoal strategy.)

21
Step 3: Carry Out the Plan
First, we find the common sum. Note that the sum of the nine numbers is 45.

1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 = 45

Notice also that 45 is 3 times the sum of one row or column. (Why do you think so?)

Next, we find the common sum by dividing the sum of the nine numbers, 45,
by 3. So, we get 15 as the common sum.

Then we decide as to what number is to be placed in each square. Try dividing

the common sum by 3 (Oops, this is not true for all magic squares.). The quotient is
5. Now place this at the center most square (figure a). Next, place the other numbers
in the remaining squares such that the even numbers will occupy the corner squares
(figure b) and the odd numbers, the middle squares (figure c). You can do trial and
error on this. So, our magic square would look like this (figure d):

2 6 7 2 7 6

5 Or 5 9 5 1 9 5 1

4 8 3 4 3 8

Fig. a Fig. b Fig. c Fig. d

(Note: There are other possible answers here. Try finding the others.)

Step 4: Review the Solution

Now, we have to check if our answer is reasonable. To do this, we have to
examine if the sum of the numbers in each row, column and diagonal adds up to 15.
Hence, we have,

ROW COLUMN DIAGONAL

2 + 7 + 6 = 15 2 + 9 + 4 = 15 2 + 5 + 8 = 15
9 + 5 + 1 = 15 7 + 5 + 3 = 15 6 + 5 + 4 = 15
4 + 3 + 8 = 15 6 + 1 + 8 = 15

Since all rows, columns, and diagonals sum up to 15, then this means that our
answer is correct and reasonable.

22
2. During one semester, Rica Mae was given ₱25 for each math test that she passed
and fined ₱50 for each math test that she failed. By the end of the semester, Rica
Mae passed seven times as many tests as she failed, and she had a total of ₱375.
How many tests did she fail?
Solution:
Step 1: Understand the Problem
The problem tells us that if Rica Mae will pass the exam, she will receive ₱25
but if she will fail, she has to pay ₱50. It is also indicated in the problem that she
passed seven times as many tests as she failed, and her total money at the end of the
semester is ₱375.
So here, we need to determine the number of tests that Rica Mae failed in the
entire semester.

Step 2: Devise a Plan

For us to be able to solve the problem, we will make use of the identifying a
subgoal strategy. This means that we have to know what our subgoal is. In this case,
our subgoal is to know first how much Rica Mae makes if she passed 7 tests and
failed one test.

Step 3: Carry Out the Plan

To start, we have to know how much Rica will get if she will pass 7 tests, how
much she will have to pay if she will fail one test, and her total money after
combining the two amounts. Then we continue until we get the desired amount. So,
we have,

Test Amount of money Tests Amount of Total Amount

Passed earned Failed money paid Earned
7 17 × ₱25 = ₱175 1 1 × ₱50 = ₱50 ₱125
14 14 × ₱25 = ₱350 2 2 × ₱50 = ₱100 ₱250
21 21 × ₱25 = ₱525 3 3 × ₱50 = ₱150 ₱375

Looking at the table, we can see that if Rica passed 7 tests and failed 1 test,
she will have a total amount of ₱125. Since in the problem Rica earned ₱375, this
means that she took three groups of tests where she passed 21 tests and failed 3 tests.
Therefore, during that semester Rica Mae failed 3 tests.

23
Step 4: Review the Solution
To verify if our answer is correct, we do this:
?
(21 tests passes × ₱25) ‒ (3 tests failed × ₱50) = ₱375
?
₱525 ‒ ₱150 = ₱375
✓
₱525 ‒ ₱375 = ₱375
This means our answer is correct.

Strategy 2: Making a table Strategy

Making a Table is a problem-solving strategy that students can use to solve
mathematical word problems by writing the information in a more organized format.
This problem-solving strategy allows students to discover relationships and patterns
among data. It encourages students to organize information in a logical way and to
look critically at the data to find patterns and develop a solution.
https://www.teachervision.com/mathematics/problem-solving-make-table

The following are the steps in making a table.

a. Set up the table with the correct label.
b. Enter known data into the table.
c. Look for a pattern and extend the table.
d. Find the answer on the table.

EXAMPLES:
1. Joy takes up jogging as her form of exercise. She jogs daily in their barangay
auditorium. On the first week, she jogs for 15 minutes per day, on the second
week she jogs for 20 minutes per day. Each week, she wants to increase her
jogging time by 5 minutes per day. If she jogs six days each week, what will
be her total jogging time on the sixth week?

Solution:
Step 1: Understand the Problem
We know that in the first week Joy jogs 15 minutes per day for six days and
on the second week she jogs 20 minutes per day for six days.
We also know that in each week, she increases her jogging time by 5 minutes
per day and she jogs 6 days per week.
So, our aim here is to find joy’s total jogging time in the sixth week,

24
Step 2: Devise a Plan
An appropriate strategy to use here is making a Table Strategy. What we will
do here is to list the given data in a table and use the given information to find new
information.

Step 3: Carry Out the Plan

We know that Joy jogs 15 minutes per day for six days in the first week and
15 minutes per day for six days in the second week. We can enter this information
in a table:

WEEK MINUTES/DAY MINUTES/WEEK

1 15 15 × 6 = 190
2 20 20 × 6 =120

We know that each week Joy increases her jogging time by 5 minutes per day
and jogs 6 times per week. We can use this information to continue filling in the
table until we get to week six.

WEEK MINUTES/DAY MINUTES/WEEK

1 15 15 × 6 = 190
2 20 20 × 6 =120
3 25 25 × 6 =150
4 30 30 × 6 =180
5 35 35 × 6 =210
6 40 40 × 6 =240

Based on the data in the table, we can see that on the sixth week, Joy was able
to jog for 40 minutes per day and so her total jogging at the end of the sixth week is
240 minutes.

Step 4: Review the Solution

Joy increases her jogging time by 5 minutes per day. She jogs six days per
week. This means that she increases her jogging time by 30 minutes per week.
So, Joy starts at 90 minutes per week and she increases by 30 minutes per
week for five weeks.
This shows then that the total jogging time of Joy is 90 + (30 × 5) = 240
minutes.
Hence, our answer is correct.

25
2. There are eight runners on each relay-race team. The first team member
runs 360 meters. Each team member runs 45 meters less than the runner
before. How many meters did the last team member run in the relay race?

Solution:
Step 1: Understand the Problem
We know that the first member of the relay – race team runs 360 meters.
We also know that the other members of the team run 45 meters less than the
runner before them.
So, our objective here is to determine the distance that the last team member
runs in the relay.

Step 2: Devise a Plan

An appropriate strategy to use here is Making a Table Strategy. What we will
do here is to list the given data in a table and use the given information to find new
information.

Step 3: Carry Out the Plan

We know that the first member of the relay – race team runs 360 members.
Also, we know that the other members of the team run 45 meters less than the runner
before them. We use this information to construct our table.

RUNNER DISTANCE
1 𝟑𝟔𝟎
2 𝟑𝟔𝟎 − 𝟒𝟓 = 𝟑𝟏𝟓
3 𝟑𝟏𝟓 − 𝟒𝟓 = 𝟐𝟕𝟎
4 𝟐𝟕𝟎 − 𝟒𝟓 = 𝟐𝟐𝟓
5 𝟐𝟐𝟓 − 𝟒𝟓 = 𝟏𝟖𝟎
6 𝟏𝟖𝟎 − 𝟒𝟓 = 𝟏𝟑𝟓
7 𝟏𝟑𝟓 − 𝟒𝟓 = 𝟏𝟗𝟎
8 𝟏𝟗𝟎 − 𝟒𝟓 = 𝟏𝟒𝟓

As we can see from the table, the eighth runner was able to cover a distance
of 45 meters.

Therefore, our answer is 45 meters.

26
Step 4: Review the Solution
To check if our answer is correct, we can divide the total distance by the
number of runners. So, we have,
𝟑𝟔𝟎 ÷ 𝟖 = 𝟒𝟓
This shows that each of the runners was able to cover a distance of 45 meters,
this is why the last runner has a distance of 45 meters.
Thus, our answer is correct.

Strategy 3: Making an Organized List

Making an organized list strategy is used to solve problems that have multiple
solutions, and this is done by writing down all the combinations or possibilities in
an organized list. This would help one clearly see the answer and be sure not to
forget any parts. This strategy also helps problem solvers organize their thinking
about a problem. Recording work in an organized list makes it easy to review what
has been done and to identify important steps that must yet be completed. It also
provides an easy way of recording calculations.
https://4thgradeprobsolving.weebly.com/make-an-organized-list.html

EXAMPLES:
1. Rachel has 2 blouses, 2 skirts, and 2 pairs of sandals. How many different
outfits does she have?

Solution:
Step 1: Understand the Problem
The problem tells us that Rachel has 2 blouses, 2 skirts, and 2 pairs of sandals.
Now she has to combine each of the blouses, skirts, and sandals to come up with an
outfit. So, what we need to do here is to determine the possible outfits that she can
have.

Step 2: Devise a Plan

For us to answer the problem easily, we will utilize the Making an Organized
List Strategy. We will make an organized list of all the possible answers using a tree
diagram. This will help us ensure that no answer will be repeated.

Step 3: Carry Out the Plan

In each of our combinations, there must be one blouse, one skirt, and one pair
of sandals. So, we will now construct a tree diagram to make sure that there will be
no duplication.

27
 s1
sk1
s2
b1
s1
sk2
s2
s1
sk1
s2
b2
s1
sk2
s2
Considering the diagram above, we can see that the possible combinations are
(b1, sk1, s1), (b1, sk1, s2), (b1, sk2, s1), (b1, sk2, s2), (b2, sk1, s1), (b2, sk1, s2),
(b2, sk2, s1), (b2, sk2, s2).
Hence, there are 8 possible outfits that Rachel could have.

Step 4: Review the Solution

Our answer is correct because if we try to look in the list of possible outfits,
we can say that all clothes were paired, and each outfit really consisted of a blouse,
a skirt, and a pair of shoes.

2. Jay forgot the combination of numbers of his locker. Though he remembers

some clues:
a. it is a three – digit number.
b. the digit in the tens place is less than 5.
c. the digit in the ones place is an odd number less than 7.
d. the digit in the hundreds digit is greater than or equal to 8.
e. the number can be evenly divided by 3.
What could be the locker number of Jay?

28
Step 1: Understand the Problem
The problem says that Jay forgot his locker number. However, he has some
clues that he can use to remember the numbers. So, what we need to do here is to
determine the locker number of Jay using those clues.

Step 2: Devise a Plan

To answer the problem easily, the Making an Organized List Strategy will be
employed. We will make an organized list of all the possible answers using a table.
Writing all the probable number combinations for a lock in a table will aid us in
choosing the correct locker number based on the given conditions.

Step 3: Carry Out the Plan

For us to list all the possible combinations, we now make a table. Using clues
a – d, the possible combinations are the following:

811 813 815 821 823 825

831 833 835 841 843 845

911 913 915 921 923 925

931 933 935 941 943 945

Since all possible locker numbers are already listed, we now use clue e to trim
down our choices. So, we’ll have,

813 825

831 843

915 921

933 945

The numbers left are only the numbers 813, 825, 831, 843, 915, 921, 933,
and 945. This means that Jay’s locker number must be one of those remaining
numbers.

29
Step 4: Review the Solution
By examining the numbers left, we can say that all of them satisfy all the five
given conditions. This means that our answer is correct.

Strategy 4: Eliminating Possibilities

Eliminating possibilities is a strategy in which students remove possible answers
until the correct answer remains. This strategy can be used to solve basic or simple
math problems or logic problems. This can also aid students in organizing
information and think about which among the given information can be utilized to
remove those information that do not satisfy the given conditions in the problem.

EXAMPLES:
1. Wally asked Joy how old she was. Joy said to him that she would give him
three clues and see if he could guess her age. Joy wrote down the clues and
let Wally make a guess.
a. My age is between 18 and 35.
b. My age is a multiple of 3.
c. My age is an odd number.
d. The digits of my age are repeated.
How old is Joy?

Solution:
Step 1: Understand the Problem
The problem is telling us that Wally has to guess Joy’s age and to be able to
guess her age he needs to use the different conditions given.

Step 2: Devising a Plan

The strategy “Eliminating possibilities” will be used because it is the most
suitable strategy and it can be used together with the making a table or making an
organized list strategy.

Step 3: Carry Out the Plan

We need to use the four different clues to solve the problem.
Clue 1: Joy’s age is between 18 and 35. (When we say “between” in math, we
mean the numbers excluding the boundaries.)

19 20 21 22 23 24 25 26 27 28 29

30 31 32 33 34
30
 Clue 2: This clue says that Joy’s age is a multiple of 3. Hence we need to remove
from the list all those that are not multiples of 3. So we have,

19 20 21 22 23 24 25 26
27 28 29 30 31 32 33 34

Looking at the table above, we can see that there are only five numbers left to
choose from.

Clue 3: Joy’s age is an odd number.

Among the five numbers left in the list, the only odd numbers are 21, 27, and
33.

Clue 4: The digits of my age are repeated.

The only number in the list with repeating digits is 33.

Hence, the age of Joy is 33.

Step 4: Review the Solution

Our answer is correct because 33 satisfy all the given conditions in the
problem.
✓ Clue 1: 33 is between 18 and 35.
✓ Clue 2: 33 is a multiple of 3.
✓ Clue 3: 33 is an odd number.
✓ Clue 4: The digits of 33 are repeating.

31