MODULE 3

Problem Solving and Reasoning

Course Title: Mathematics in Our Modern World
Course Number: GE 104
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.
The course begins with an introduction to the nature of mathematics as an
exploration of patterns (in nature and the environment) and as an application of inductive
and deductive reasoning. By exploring these topics, students are encouraged to go beyond
the typical understanding of mathematics as merely a set of formulas but as a source of
aesthetics in patterns of nature, for example, and a rich language in itself (and of science)
governed by logic and reasoning.
The course then proceeds to survey ways in which mathematics provides a tool for
understanding and dealing with various aspects of present-day living, such as managing
personal finances, making social choices, appreciating geometric designs, understanding
codes used in data transmission and security, and dividing limited resources fairly. These
aspects will provide opportunities for actually doing mathematics in a broad range of
exercises that bring out the various dimensions of mathematics as a way of knowing, and test
the students’ understanding and capacity.
Total Learning Time: 6 hours
P roblems arise inevitably and so they must be dealt with impartially and
profitably. One must learn the necessary skills to figure out solutions to every problem
that he or she encounters. Problem solving entails appropriate use of knowledge, facts
and data to effectively propose a solution. The ability to create a well-thought-out
solution within a reasonable time frame is a skill that can be well developed in the study
of mathematics.
Learning Outcomes
At the end of the module, the students must have:
1. used different types of reasoning to justify statements and arguments made about
mathematics and mathematical concepts;
2. written clear and logical proofs;
3. solved problems involving patterns and recreational problems following Polya’s
four steps; and
4. organized one’s methods and approaches for proving and solving problems.

Content:
3. Problem Solving and Reasoning
3.1. Inductive and Deductive Reasoning
3.2. Polya’s 4-steps in Problem Solving
3.3. Problem Solving Strategies
3.4. Mathematical Problems involving
Patterns
3.5. Recreational Problems using
Mathematics

MODULE 3: Problem Solving and Reasoning | 45

 PRE- ASSESSMENT

A. Identify the type of reasoning employed in the following arguments as

INUCTIVE or DEDUCTIVE.
1. All numbers ending in 0 or 5 are divisible by 5. The number 35 ends
with 5; hence, it is divisible by 5.
2. To earn master’s degree, a student must have 32 units of credit. Tim
has 40 units of credit, so Tim will earn a master’s degree.
3. All horses have manes and the Arabian is a a horse; therefore, Arabian
Have manes.
4.Ray is a football player. All football players weigh more than 170
pounds. Ray weighs more than 170 pounds.
5. The chair in the living room is red. The chair in the dining room is red.
The chair in the bedroom is red. All chairs in the house are red.

B. If you think the statement is correct, write AGREE. Otherwise, write

DISAGREE.
1. Mathematical problems always involve dependent and independent
variables.
2. Polya’s four-step problem-solving strategy applies only to standard
Text book problems but not to real-life problems.
3. Scaled diagrams are essential part of the problem-solving process.
4. Certain types of problems are unique that they cannot be solved by a
definite process.
5. Computations are essential part of the problem-solving process.

C. Provide the information asked in the following scenarios.

1. Consider a 10-item true or false question.

a. In how many ways can you answer the first item?
b. In how many ways can you answer the first 2 items?
c. In how many ways can you answer the first 3 items?
d. In how many ways can you answer the first n items?
e. In how many ways can you answer the 10-item test?

2. In a certain gathering, participants greet each other through handshakes. Of

course, a person, cannot shake his own hands and each person can only
shake hands with another person once.
a. How many handshakes occurred between two people in the meeting?
b. How many handshakes occurred between three people in the meeting?
c. How many handshakes occurred between four people in the meeting?
d. If there are 12 people in the meeting, how many handshakes occurred in
all?
e. What formula can be formed to compute the total number of handshakes
if there are n people in the meeting?

MODULE 3: Problem Solving and Reasoning | 46

3.1. Inductive and Deductive Reasoning

Deductive reasoning and inductive reasoning are methods of making inferences,

used in developing statements about some mathematical concepts or phenomena. The
figure below illustrates the distinction between the two processes.

Deductive Reasoning Inductive Reasoning

General Principle Specific
Cases

Pattern Pattern

Specific
Statement General Statement

Deductive reasoning is the process of reaching a conclusion by applying

general assumptions, procedures, or principles. Inductive reasoning is the process of
reaching a general conclusion by examining specific examples.
In mathematics, theorems generally take the deductive approach like those that
you encountered in geometry. Conclusions are usually inferred following the citation
of definitions, related theorem or mathematical rule.
Statements that are derived through experimentation take the inductive
reasoning. Statistical researches, for example, rely heavily on the investigation of a
sample group, which is the subset of the population. The characteristic of the sample is
usually inferred as characteristic of the population, and the level of significance
somehow quantifies the degree that the inferred conclusion is true.

Illustrative Examples

A. Analyze the following arguments and tell if it involves INDUCTIVE or DEDUCTIVE

reasoning.
1. The sum of two odd integers is an even number. m and n are odd integers. Thus, m + n is
even.
2. 3+5=8, 7+11=18, and 9+21=30. Therefore, the sum of two integers is even.
3. In a right triangle, the two acute angles are complementary. Triangle ABC has B=900.
Thereore, A+C=900.
4. 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.
5. All home improvements cost more than the estimate. The contractor estimated that my
home improvement will cost P 1,000,000. Thus my home improvement will cost more than
P1,000,000.
Answer
1. deductive: The first two statements are the premises of the argument while the third statement
is the conclusion. It draws a specific statement (conclusion) from a general principle (premise,
known to be valid and true). This method of reasoning ensures the truth of the conclusion
provided that the premises are true.
2. inductive: The first statement is the premise while the second is the conclusion. The premise
consists of specific cases while the conclusion is just a generalization of what is claimed in
the premise.
3. deductive: The first premise is a known property of right triangles. The conclusion is definitely
true and the argument is valid.
4. inductive: The argument reaches a conclusion based on specific examples.
5. deductive: The conclusion is a specific case of general assumption.
MODULE 3: Problem Solving and Reasoning | 47
 EXERCISE 1

A. Answer the following based on concepts of inductive and deductive reasoning.

1. Use deductive or inductive reasoning to tell whether the mathematical statement is
TRUE or FALSE. If false, provide a counterexample. Assume x is any real number.
a. If x>0, then 1/x > 0.
b. The multiplicative inverse 1/x always
exists.
c. (x)2 is always positive.
d. (x)3 is always positive.
e. All prime numbers are odd.

2. Use inductive reasoning to predict the next number in the following lists.
a. 3, 6, 9, 12, 15, _____
b. 1, 3, 6, 10, 15, _____

3. Determine whether each of the following arguments is an example of inductive or deductive

reasoning.
a. The children in that house yell loudly when they play in their bedroom. I can hear children
yelling in that house. Therefore, the children must be playing in their bedroom.
b. Ray is a football player. All the other football players on the high school team weigh
more than 170 pounds. Therefore, Ray must weigh more than 170 pounds.
c. All Gillian Flynn novels are worth reading. The novel Gone Girl is a Gillian Flynn novel.
Thus, Gone Girl is worth reading.
d. I know I will win a jackpot on this slot machine in the next ten tries, because it has not
paid out any money during the last 45 tries.
e. The cases of COVID 19 patients grow to 200 per day. So, on next day

3.2. Polya’s 4-Step in Problem Solving

George Polya has had an important influence on problem

solving in mathematics education. He stated that good problem solvers
tend to forget the details and tend to focus on the structure of the
problem. He designed the following.

Step 1. Understand the Problem

Polya’s first phase is very crucial. One has to have a clear grasp of the problem
at hand especially the relationship that exists between the given and the unknown
quantities. Polya’ suggests the following guide questions in understanding the problem:
a. What is the unknown?
b. What are the data?
c. What is the condition?
d. Is it possible to satisfy the condition?
e. Is the condition sufficient to determine the unknown?
f. Draw a figure and introduce suitable notation.
g. Separate the various parts of the condition.

MODULE 3: Problem Solving and Reasoning | 48

Step 2. Devise a Plan
This stage highlights one’s independence and ingenuity in
coming up with a self-designed course of actions towards arriving at
a reasonable solution to the problem at hand. Refresh your memory
with the concepts involved in the problem, especially the definitions
and properties of the terms involved. Polya suggests the following
guide questions to help design your plan of actions:
a. Have you seen it before? Or have you seen the same
problem in a slightly different form?
b. Do you know a related problem? Do you know a theorem
that could be useful?
c. If a related problem is available, could you use it? Could
you use its results? Could you use its method?
Step 3. Carry Out the Plan
Perform each step of the plan with care and precision. Keep
a record of every result that you obtain. If you get affirmative results,
just keep going; there is a next stage of the process. If things do not
turn out to be as what you expected, then keep your alternatives open
as you may need to revisit your plan.
Step 4. Look Back
Review your solution. Go back to the original problem and
check if the obtained solution is sufficient and consistent with what
is asked. Check the soundness of your argument. Also assess if your
obtained solution still applies at a larger scale.
Learning to solve problems is not a difficult task. It can be a huge fun and
ultimately challenging. However, it requires you to think analytically, critically and
creatively. Practice doing and solving is a tough secret why most students and
professionals succeed in getting the problem solved and done to make the moment of
solving more enjoyable, interesting, and fulfilling.

3.3. Problem Solving Strategies

1. Searching for patterns

The ability to recognize patterns enables a person to see order or regularity in what
takes place in our surroundings and so be able to make sense of what is going on.

Illustrative Examples

B. Find the next number in the sequence by applying Polya’s 4-step in problem solving.

i. 5, 9, 13, 17, 21, 25, ___ ii. 2,6,18,54,162,486, ___

Answer
i. 5, 9, 13, 17, 21, 25, ___ ii. 2,6,18,54,162,486, ___

Understand the problem Understand the problem

Given: 5, 9, 13, 17, 21, 25, ___ Given: 2,6,18,54,162,486, ___
Required: the next number in the Required: the next number in the sequence
sequence

MODULE 3: Problem Solving and Reasoning | 49

 Devise a plan Devise a plan
1st term: 5 4th term: 17=13+4 1st term: 2 4th term: 54=18x3
2nd term: 9= 5+4 5th term: 21= 17+4 2nd term: 6= 2x3 5th term: 162= 54x3
3rd term: 13= 9+4 6th term: 25= 21+4 3rd term: 18= 6x3 6th term: 486= 162x3

Carry Out the plan Carry Out the plan

5 9 13 17 21 25 ___ 2 6 18 54 162 486 ___

4 4 4 4 4 3 3 3 3 3
There is a common difference of 4. The common multiplier 3 is called the common
Therefore, the next number in the sequence ratio. The answer is 486x3=1458.
is 29.

Look Back Look Back

5, 9, 13, 17, 21, 25, 29 2,6,18,54,162,486, 1458

In some cases, when you cannot find a pattern on the first difference, try finding the
second, third or higher order differences.

EXERCISE 2
B. Answer the following using Polya’s 4 steps in problem solving based on the strategy
presented above.
1.) 5, 14, 27, 44, 65, _____

2. Working Backward
A strategy that starts at the end of the problem and works backward.

Illustrative Examples

C. Solve the problem by working backwards applying Polya’s 4-step in problem solving.
Anne has certain amount of money in her bank account on Friday morning. During the day she
wrote a check for P24.50, made an ATM withdrawal of P80 and deposited a check for P235.
At the end of the day, she saw that her balance was P451.25. How much money did she have
at the beginning of the day?

Answer
Understand the Problem:
Given: P24.50 check, ATM withdrawal of P80, check deposit P235.
Required: The amount Anne had at the beginning of the day.

Devise a Plan
Start with P451.25. Subtract P235, add P 80, and add P24.50.

Carry out the Plan

P451.25 - P235 + P80 + P24.50= P 320.75

Look Back
Checking:
P320.75 balance at the beginning
- P24.50 check
- P80.00 withdraw
+P235.00 deposit
MODULE 3: Problem Solving and Reasoning | 50
 P451.25 balance at the end of the day

Anne had P320.75 in the bank at the beginning of the day.

EXERCISE 3
C. Solve the problem by working backwards applying Polya’s 4-step in problem solving.

In consecutive turns of Monopoly game, Stacy first paid P4 000 for a hotel. She then
lost half her money when she landed on Boardwalk. Next, she collected P1 000 for
passing Go. She then lost half her remaining money when she landed on Illinois
Avenue. Stacy now has P125 000. How much did she have just before she purchased
the hotel?

3. Drawing Pictures and Diagrams

A problem can be solved by means of a figure, a diagram, or a graph. It helps you

visualize a problem, makes it easier for you to determine the relevant data and observe
important connections and relationships.

Illustrative Examples

D. Solve the problem by applying Polya’s 4-step in problem solving.

Two cars left at 8:00 AM from the same point, one traveling east at 50 mph and the other
travelling south at 60mph. At what time will they be 300 miles apart?

Car 1 East

Car 2 D

South
Answer
Understand the Problem:
Given: 8:00 AM, Car 1 with 50mph east, Car 2 with 60 mph south, 300 miles apart.
Required: The time when the two cars will be 300 miles apart.

Devise a Plan
Distance = Rate x Time
Car 1 traveled x=50t and Car 2 travelled y=60t.
Since two directions are right angle, Pythagoran theorem can be used to find distance D
between the two cars is D=√𝑥 2 + 𝑦 2 .

Carry out the Plan

D=√𝑥 2 + 𝑦 2, replacing D with 300, x= 50t, and y=60t, the new equation is 300=
√(50𝑡)2 + (60𝑡)2 .
300= √(50𝑡)2 + (60𝑡)2
2
3002 = (√(50𝑡)2 + (60𝑡)2 )
90 000= 2500t2 + 3600t2

MODULE 3: Problem Solving and Reasoning | 51

 90 000= 6100t2
90 000 6100𝑡2
=
6100 6100
14.7540983607= t2
√14.7540983607= √𝑡 2
3.84110639799 = t
t= 3.84
When converted into hours, 3.84 hours is 3 hours and 51 minutes. Adding this to 8:00
AM results to 11:51 AM.

Look Back
The two cars will be 300 miles apart at 11:51 AM.

EXERCISE 4
D. Solve the problem by working backwards applying Polya’s 4-step in problem solving.

Sarah leaves Seattle for New York in her car, averaging 80 mph across open country.
One hour later a plane leaves Seattle for New York following the same route and
flying 400 mph. How long before the plane overtakes the car?

4. Making Lists and Tables

This method is helpful when solving problems involving numerical relationships.
When data is organized in table, it is easier to recognize patterns and relationships between
numbers.

Illustrative Examples

E. Solve the problem by applying Polya’s 4-step in problem solving.

An Algebra test consists of ten multiple choice questions. Ten points are given for each correct
answer and three points are deducted for each incorrect answer. If Joshua did all questions
and scored 48 points, how many incorrect answers did he have?

Answer
Understand the Problem:
Given: 10 questions answered, score=48, 10 points for each correct answer, 3 points
deducted for each incorrect answer.
Required: The number of incorrect answers.

Devise a Plan
The number of correct answers x + the number of incorrect answers y = 10.
Score= 10x -3y

Carry out the Plan

# of correct # of incorrect Score= 10x -3y
x y From the table you can see that
10 0 100 Joshua, who scored 48, must have
9 1 87 had 6 correct answers and 4
8 2 74 incorrect ones. So, Joshua had 4
7 3 61 incorrect answers.
6 4 48
5 5 35
4 6 22
MODULE 3: Problem Solving and Reasoning | 52
 3 7 9

Look Back
Checking: Score = 10x -3y
48 = 10(6) -3(4)
48 = 60 -12
48 = 48

Joshua had 4 incorrect answers.

EXERCISE 5
E. Solve the problem by applying Polya’s 4-step in problem solving.
A baseball team won two out of their last four games. In how many different orders
could they have two wins and two losses in four games?

3.4. Mathematical Problems Involving Patterns

One of the most effective ways to solve a problem is taking few numeric or
geometric cases and observing if there are repeated values or if such values exhibit
certain behavior or pattern. Once the rule of the pattern is captured, it would be easier
to solve the specified problem.

Illustrative Examples
F. Solve the problem by applying Polya’s 4-step in problem solving.

1. Consider a 10-item true or false question. In how many ways can you answer the
10-item test?

Answer
1. 210= 1, 024 ways
 For the first item, there are two ways to answer the question; it is either TRUE
or FALSE.
 For the first two items, the possibilities or Item 1 Item 2
combinations of answers are: TRUE TRUE
TRUE FALSE
Thus, there are four ways to answer the FALSE TRUE
first two items in a TRUE or FALSE test. FALSE FALSE

 For the first three items, the Item 1 Item 2 Item 3

possibilities or combinations of TRUE TRUE TRUE
answers are: TRUE TRUE FALSE
TRUE FALSE TRUE
TRUE FALSE FALSE
FALSE TRUE TRUE
MODULE 3: Problem Solving and Reasoning | 53
 Thus, there are eight ways to FALSE TRUE FALSE
answer the first three items in a FALSE FALSE TRUE
TRUE or FALSE test. FALSE FALSE FALSE

The next table shows the summary of the results:

# of Questions # of ways
1 2
2 4
3 8
4 16

It must be evident that the number of ways is always a power of 2.

# of Questions # of ways
1 2= 21
2 4=22
3 8=23
4 16=24

So it appears that for n questions in the test, there are exactly 2n ways of
answering them.

Specifically, for 10 questions, there must be 210= 1 024 ways.

EXERCISE 6
F. Solve the problem by applying Polya’s 4-step in problem solving.

Determine the units digit (ones digit) of 4200.

3.5. Recreational Problems using Mathematics

Recreational problem is done for recreation which is intended to be fun. Typically, it

involves games or puzzles that relate mathematics, although the term can cover other material.
Typically, recreational mathematics involves general logical and lateral thinking skills, as
opposed to advanced mathematical concepts, so that the average person is at least able to
understand and appreciate a recreational problem and its solution.

Illustrative Examples

G. Solve the following problem.

1. There are four jugs. The largest holds exactly 9 litres of drink, and is filled to the top.
The 7 litre, 4 litre and 2 litre jugs are empty. Find a way to pour the drink from one jug
to another until you are left with exactly 3 litres in three of the jugs.

2. 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.
MODULE 3: Problem Solving and Reasoning | 54
 a. Maria gets home from work after the banker but before the dentist.
b. Sarah, who is the last to get home from work, is not the editor.
c. The dentist and Sarah leave for work at the same time.
d. The banker lives next door to Brian.
Answer
1.
Steps 9L 7L 4L 2L
1 fill the 4 liter jug from the 9 liter jug 5 0 4 0
2 empty the 4 liter jug into the 7 liter jug 5 4 0 0
3 fill the 4 liter jug from the 9 liter jug 1 4 4 0
4 fill the 7 liter jug using 3 liters from the 4 litre jug 1 7 1 0
5 empty the remaining 1 liter in the 4 liter jug into the 2 liter jug 1 7 0 1
6 fill the 4 liter jug from the 7 liter jug 1 3 4 1
7 fill the 2 liter jug using 1 liter from the 4 liter jug 1 3 3 2
8 empty the 2 liter jug into the 9 liter jug 3 3 3 0

2. One possible solution is to construct a table to clearly use the different clues given.
Using the clues and ruling out cells based on it:
a. Maria gets home from work after the banker but before the dentist.
b. Sarah, who is the last to get home from work, is not the editor.
c. The dentist and Sarah leave for work at the same time.
d. The banker lives next door to Brian.
(Xa means ruled out by clue a.)
Editor Banker Chef Dentist
Sean Xc / Xc Xd
Maria / Xa Xc Xa
Sarah Xb Xb / Xc
Brian Xc Xd Xc /

EXERCISE 7
G. Solve the problem. Show your solution.
1. Stacey has an 11-liter can filled with water and a 5-liter empty can. How can she
measure out exactly 7 liters of water?

2. 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 holds.
a. Ashley is younger than the president but older than the treasurer.
b. Brianna and the secretary are both the same age, and they are the youngest
members of the group.
c. Tyler and the secretary are next-door neighbors.

There are a lot of other recreational problems using mathematics available like Magic
Squares, Staircase Numbers, Squareable Numbers, Wordless Puzzles to name a few.

EVALUATION
1. Identify what type of reasoning is applied in the following arguments. Write
INUCTIVE or DEDUCTIVE.
MODULE 3: Problem Solving and Reasoning | 55
 a. I have to review only the topics that Mr. Cruz discussed in class. My
friends who had been in his class said he never gave test on topics that
he never discussed in class.
b. Why is Aling Vicky so forgetful? The only reason that I can think of is
that she is not getting enough sleep lately. Lack of sleep makes a person
forgetful.
c. Don will make a good president. After all, he did great as a mayor.
d.The heat outdoors must have triggered my blood pressure to go up.
Why not? I had it all normal while I was indoors with the air
conditioning on.
e. All fruits are nutritious. Apple is a fruit, therefore, it is nutritious.

2. Solve the following problems using Polya’s strategy.

a. There are 364 first-year students in the Teacher Education Department. If there are 26
more girls than boys, how many girls are there?

b. Four young children are seated next to each other on a bench. The child on the left
cannot be older than the child on the right. The ages of the 1 st and 3rd children differ by
8 years. No child is below 2 years old, neither any of them is older than 10 years old.
The 2nd child is 7 years younger than the 4th child. What are the ages of the four
children?

c. The reciprocal of 7 is repeating, non-terminating decimal. What is the 12th digit in the
decimal form of the reciprocal of 7?

MODULE 3: Problem Solving and Reasoning | 56

d. How many times does the number 5 appear if you write all numbers from 1 to 200?

e. While waiting for their parents to arrive, Sansa and Arya decided to play a game. They
collected 25 stones and placed it in an urn. They are to take turns taking away 1, 2, or
3 stones from an urn. The person who will take the last stone loses. Sansa took the first
move. What are her chances of winning the game?

f. In a neighborhood of engineers, it is known that there is a chemical engineer, civil

engineer, mechanical engineer, and an electrical engineer among Tito, Vic, Joey, and
Willy. Identify the correct profession of each engineer given the following conditions:

a. Vic gets home from work after the civil engineer but before the electrical engineer.
b. Joey, who is the last to get home from work, is not the electrical engineer.
c. The electrical engineer and Joey leave for work at the same time.
d. The civil engineer lives next door to Willy.

Tito is ________________________. Vic is ________________________.

Joey is ________________________. Willy is ________________________.

 Portfolio Entry 
On long bond paper/s, either hand written or type written, do the following:
1. Write a reflection paper by answering the following questions:
a) What the kind of reasoning you often used in your daily life? Cite an example.
b) When having an argument, how do you convince your opponent about your
argument?
c) How do you solve your problems in life?
MODULE 3: Problem Solving and Reasoning | 57
 Let your coach hear you!
Let your instructor know about how you feel learning the lesson by
answering the following questions.

 How do you feel after reading and answering this module? Shade the
number that bests describe you.
[4] I get it completely.
[3] I get it.
[2] I fell confused. I have questions. I
[1 ] I feel frustrated. I need help.

 What are the three things you significantly learn from the module?

 What are the three things unclear to you?

 What are the three things you want to ask?

MODULE 3: Problem Solving and Reasoning | 58

 Additional Reading
Aufman, R.N. 2013. Mathematical Excursion. 3rd ed. Brookers/Cole, Cengage Learning.

Problem Solving in Recreational Mathematics. Retrieved at

http://www.math.cmu.edu/~bkell/21110-2010s/homework-3-sol.pdf

Video Clips

“Die Hard: With a Vengeance.” Youtube, uploaded by Movieclips, 1 June 2015, Retrieved
from https://www.youtube.com/watch?v=RDnvXAkMnx8.

“The Monty Hall Problem.” Youtube, uploaded by niqnsenx, 21 January 2007, Retrieved
from https://www.youtube.com/watch?v=mhlc7peGlGg.

“Using the Scientific Method in Everyday Life.” YouTube, uploaded by Chris Shelton, 11
February 2016, Retrieved at https://www.youtube.com/watch?v=ZyJjisgjoeg.

References

Daligdig, R. M. (2019). Mathematics in the Modern World (OBE-&PPST-Based).

Manila: Lorimar Publishing, Inc.

Dimasuay, L., Alcala, J. & Palacio, J. (2016). General Mathematics. Manila: C & E,
Publishing, Inc.

Earnheart, R. T. & Adina, E. M. (2018). Mathematics in the Modern World (Outcome

Based Module). Manila: C & E, Publishing, Inc.

Flores, M., Gagini, R. F., Ypanto, Q. C. (2016). Worktext in General Mathematics:

Activity based, Scaffolding of Student Learning Approach. Manila: C & E,
Publishing, Inc.

Mathematics in the Modern World (OB -Based). (2018). Manila: Rex Book Store, Inc.
Publishing, Inc.

“Believe in yourself and all that you are. Know that there is
something inside you that is greater than any obstacle.”
– Christian D. Larson

MODULE 3: Problem Solving and Reasoning | 59