PROBLEM
SOLVING
AND
REASONING
Mathematics in the
Modern World
INTRODUCTION
• Most occupations require good problem-solving skills.
• For instance, architects and engineers must solve may
complicated problems as they design and construct
modern buildings that are aesthetically pleasing,
functional, and that meet stringent safety requirements.
• Two goals of his chapter are to help you become a
better solver and to demonstrate that problem solving
can be an enjoyable experience.
LEARNING OBJECTIVES
• At the end of this chapter, the student is expected to:
• apply inductive and deductive reasoning to solve
problems;
• solve problems involving patterns and recreational
problems following Polya’s Problem Solving Strategy;
and
• organize one’s methods and approaches for proving
and solving problems.
PROBLEM SOLVING AND
REASONING
• Topic 1: Inductive and Deductive Reasoning
• Topic 2: Problem Solving with Patterns
• Topic 3: Polya’s Problem-Solving Strategy
INDUCTIVE
AND
DEDUCTIVE
REASONING
Problem Solving and
Reasoning
INDUCTIVE REASONING
• The type of reasoning that forms a conclusion based on
the examination of specific examples to reach a general
conclusion of something is called inductive reasoning.
• The conclusion formed by using inductive reasoning is
called a conjecture.
• A conjecture is an idea that may or may not be correct.
INDUCTIVE REASONING
• Example 1: Use inductive reasoning to predict the next
number in each of the following lists.
• a. 5, 10, 15, 20, 25, ?
• Solution:
• a. Each successive number is 5 units larger than the
preceding number.
• Thus, it can be predicted that the next number in the list
is 5 units larger than 25, which is 30.
INDUCTIVE REASONING
• Example 1: Use inductive reasoning to predict the next
number in each of the following lists.
• b. 1, 4, 9, 16, 25, ?
• Solution:
• b. Observe that all numbers are perfect squares.
• 1 = 1^2, 4 = 2^2, 9 = 3^2, 16 = 4^2, 25 = 5^2.
• Thus, it can be predicted that the next number is 36,
since 36 = 6^2.
INDUCTIVE REASONING
• When you examine a list of numbers and predict the
next number in the list according some pattern you have
observed, you are using inductive reasoning.
• Inductive reasoning is not just used only to predict
number in a list.
• We use inductive reasoning to make a conjecture about
an arithmetic procedure.
INDUCTIVE REASONING
• Example 2: Use Inductive Reasoning to make a conjecture.
• Consider the following procedure:
• 1. Pick a number.
• 2. Multiply the number by 10.
• 3. Add 8 to the product.
• 4. Divide the sum by 2.
• 5. And subtract 4.
• Repeat the procedure for several different numbers.
• Make a conjecture between the relationship of the size of the
resulting number and the size of the original number using
inductive reasoning.
INDUCTIVE REASONING
• Solution:
• Suppose we pick 3 as our original number. Then the
procedure would produce
• the following results:
• Original number: 3
• Multiply 3 by 10: 3 x 10 = 30
• Add 8 to the product: 8 + 30 = 38
• Divide the sum by 2: 38 ÷ 2 = 19
• Subtract the quotient by 4: 19 – 4 = 15
INDUCTIVE REASONING
• Solution:
• We started with 3 and the procedure produces 15.
• Starting with 2 as our original number and the procedure produces
10.
• Starting with 4 as our original number and the procedure produces
20.
• Starting with 5 as our original number and the procedure produces
25.
• In each of these cases the procedure produces a number that is
five times larger than the original number.
• Thus, it is conjectured that the given procedure produces a
number that is five times larger than the original number.
INDUCTIVE REASONING
• Example 3: Use the data in the table and by inductive reasoning,
answer the questions.
INDUCTIVE REASONING
• a. If the earthquake magnitude is 8.5, how high (in meters) can the
tsunami be?
Solution:
a. In the table, for every
0.1 increase in earthquake
magnitude, the maximum
tsunami height increases
by 4 meters.
Thus, it is conjectured that
the maximum tsunami
height for the earthquake
magnitude of 8.5 is 45
meters.
INDUCTIVE REASONING
• b. Can a tsunami occur when the earthquake magnitude is less than
7? Explain your answer.
Solution:
b. No, because when the
earthquake magnitude is
7.4, the maximum tsunami
height is only 1 meter.
Hence, a tsunami does
not occur when the
earthquake magnitude is
less than 7.
INDUCTIVE REASONING
• Conclusions based on inductive reasoning may not always be
true.
• In other words, a conjecture formed by using inductive reasoning
may be incorrect.
INDUCTIVE REASONING
• To illustrate this, consider the circles.
• For each circle, all possible line segments have been drawn to
connect each dot on the circle with all the other dots on the circle.
• The maximum number of regions formed by connecting dots on a
circle
INDUCTIVE REASONING
• For each circle, count the number of regions formed by the line
segments that connect the dots on the circle. Your results should
agree with the results on the table below.
INDUCTIVE REASONING
• There appears to be a pattern.
• Each additional dot seems to double the number of regions.
• Guess the maximum number of regions you expect for a circle with
six dots.
INDUCTIVE REASONING
• Check your guess by counting the maximum number of regions
formed by the line segments that connect six dots on a large circle.
The line segments connecting six dots on
a circle yield a maximum of 31 regions.
Your drawing will show that for six dots,
the maximum number of regions is 31
(see the figure), not 32 as you may have
guessed.
With seven dots the maximum number of
regions is 57.
KEEP IN MIND
• Just because a pattern holds true for a few
cases, it does not mean the pattern will
continue.
• When you use inductive reasoning, you have
no guarantee that your conclusion is correct.
INDUCTIVE REASONING
• Counterexamples
• A statement is a true statement provided that it is true in all
cases.
• If you can find one case for which a statement is not true,
called counterexamples, then the statement is a false
statement.
• We can verify that each statement is a false statement by
finding a counterexample for each.
INDUCTIVE REASONING
• Counterexamples
• Example 4: Find a Counterexample
• Verify that each of the following statements is a false
statement by finding a counterexample.
• For all numbers x:
• a. |𝑥| > 0
• Let 𝑥 = 0. Then |0| = 0 .
• Because 0 is not greater than 0, we have found a
counterexample.
• Thus, “For all numbers 𝑥, |𝑥| > 0” is a false statement.
INDUCTIVE REASONING
• Counterexamples
• Example 4: Find a Counterexample
• Verify that each of the following statements is a false
statement by finding a counterexample.
• For all numbers x:
• b. 𝑥 2 > 𝑥
• For 𝑥 = 1, we have 12 = 1.
• Since 1 is not greater than 1, we have found a
counterexample.
• Thus, “For all numbers 𝑥, 𝑥 2 > 𝑥” is a false statement.
INDUCTIVE REASONING
• Counterexamples
• Example 4: Find a Counterexample
• Verify that each of the following statements is a false
statement by finding a counterexample.
• For all numbers x:
• c. 𝑥 2 = 𝑥
• Consider 𝑥 = −3. Then (−3)2 = 9 = 3.
• Since 3 is not equal to −3, we have found a counterexample.
• Thus, “For all numbers 𝑥, 𝑥 2 = 𝑥” is a false statement.
INDUCTIVE REASONING
• Counterexamples
• Take Note: A statement may have many counterexamples,
but we need only one counterexample to verify that the
statement is false.
DEDUCTIVE REASONING
• Another type of reasoning is called deductive reasoning.
• Deductive reasoning is distinguished from the inductive
reasoning that uses general procedures and principles to
reach a conclusion.
• Deductive Reasoning is the process of reaching a conclusion
by applying general assumptions, procedures, or principles.
DEDUCTIVE REASONING
• Example 5: Use Deductive Reasoning to Establish a
Conjecture
• Consider the following procedure:
• Pick a number.
• Multiply the number by 10,
• Add 8 to the product,
• Divide the sum by 2, and
• Subtract 4.
DEDUCTIVE REASONING
• Consider the following procedure: Pick a number. Multiply the
number by 10, Add 8 to the product, Divide the sum by 2,
and Subtract 4.
• Solution:
• Let n represent the original number.
• Multiply n by 10: 10n
• Add 8 to the product: 8 + 10n
• Divide the sum by two: (8 + 10n) ÷ 2 = 4 + 5n
• Subtract the quotient by 4: 4 + 5n – 4 = 5n
DEDUCTIVE REASONING
• Solution:
• Let n represent the original number.
• Multiply n by 10: 10n
• Add 8 to the product: 8 + 10n
• Divide the sum by two: (8 + 10n) ÷ 2 = 4 + 5n
• Subtract the quotient by 4: 4 + 5n – 4 = 5n
• We started with n and ended with 5n after the following given
procedure. This means that the given procedure produces a
number that is five times larger than the original number.
DEDUCTIVE REASONING
• Example 6: Solve a Logic Puzzle
• Each of the four friends Donna, Sarah, Nikkie, and Xhanelle,
has a different pet (fish, cat, dog, and snake). From the
following clues, determine the pet of each individual.
• 1. Sarah is older than her friend who owns the cat and
younger than her friend who owns the dog.
• 2. Nikkie and her friend who owns the snake are both of the
same age and are the youngest members of their group.
• 3. Donna is older than her friend who owns the fish.
DEDUCTIVE REASONING
• Example 6: Solve a Logic Puzzle
• 1. Sarah is older than her friend who owns the cat and younger than
her friend who owns the dog.
• Solution:
• From Clue 1, Sarah does not own a cat nor a dog. In the following
chart, write X1 (which stands for “ruled out by clue 1”) in the cat and
dog column for Sarah.
DEDUCTIVE REASONING
• Example 6: Solve a Logic Puzzle
• 2. Nikkie and her friend who owns the snake are both of the same
age and are the youngest members of their group.
• Solution:
• From Clue 2, Nikkie does not own a snake and a dog and being the
youngest.
• And since Sarah is not the youngest from Clue 1, then Sarah does
not own a snake as well.
• Write X2 (ruled out by clue 2) in snake column for Nikkie and X1 in
snake column for Sarah.
DEDUCTIVE REASONING
• Example 6: Solve a Logic Puzzle
• 2. Nikkie and her friend who owns the snake are both of the same
age and are the youngest members of their group.
• Solution:
• There are now Xs in t he 3 pets in Sarah’s row, therefore Sarah owns
the fish.
• Put a check ( /) which means Sarah’s pet is a fish. So, Donna, Nikkie,
and Xhanelle do not own the fish.
DEDUCTIVE REASONING
• Example 6: Solve a Logic Puzzle
• 3. Donna is older than her friend who owns the fish.
• Solution:
• From the Clue 3, Donna is older than Sarah, hence, Donna owns the
dog.
• Write X3 (ruled out by clue 3) in cat and snake column for Donna.
There are now Xs in snake column for Donna, Sarah, and Nikkie;
therefore, Xhanelle owns the snake.
DEDUCTIVE REASONING
• Example 6: Solve a Logic Puzzle
• 3. Donna is older than her friend who owns the fish.
• Solution:
• Put a check in the box. Write X3 in the cat column for Xhanelle;
hence, Nikkie owns the cat.
• Put a check in the box.
• Thus, Sarah owns the fish, Donna owns the dog, Xhanelle owns the
snake, and Nikkie owns the cat.
DEDUCTIVE REASONING
• Example 6: Solve a Logic Puzzle
• 3. Donna is older than her friend who owns the fish.
• Solution:
• Put a check in the box. Write X3 in the cat column for Xhanelle;
hence, Nikkie owns the cat.
• Put a check in the box.
• Thus, Sarah owns the fish, Donna owns the dog, Xhanelle owns the
snake, and Nikkie owns the cat.
DEDUCTIVE REASONING
• Example 6: Solve a Logic Puzzle
• 3. Donna is older than her friend who owns the fish.
• Solution:
• Put a check in the box. Write X3 in the cat column for Xhanelle;
hence, Nikkie owns the cat.
• Put a check in the box.
• Thus, Sarah owns the fish, Donna owns the dog, Xhanelle owns the
snake, and Nikkie owns the cat.
PROBLEM
SOLVING
WITH
PATTERNS
Problem Solving and
Reasoning
PROBLEM SOLVING WITH
PATTERNS
• Terms of a Sequence
• An ordered list of numbers such as 5, 14, 27, 44, 65, … is called a
sequence.
• The numbers in a sequence that are separated by commas are the
terms of the sequence.
• In the above sequence, 5 is the first term, 14 is the second term, 27 is
the third term, 44 is the fourth term, and 65 is the fifth term. The three
dots “…” indicate that the sequence continues beyond 65, which is
the last written term.
• It is customary to use the subscript notation an to designate the nth
term of a sequence.
PROBLEM SOLVING WITH
PATTERNS
• Terms of a Sequence
• That is,
• a1 represents the first term of a sequence.
• a2 represents the second term of a sequence.
• a3 represents the third term of a sequence.
• .
• .
• .
• an represents the nth term of a sequence.
PROBLEM SOLVING WITH
PATTERNS
• Terms of a Sequence
• In the sequence 2, 6, 12, 20, 30, …, 𝑛^2 + 𝑛,…
• a1 = 2, a2 = 6, a3 = 12, a4 = 20, a5 = 30, and an = 𝑛^2 + 𝑛
• When we examine a sequence, it is natural to ask:
• What is the next term?
• What formula or rule can be used to generate the terms?
PROBLEM SOLVING WITH
PATTERNS
• Terms of a Sequence
• When we examine a sequence, it is natural to ask:
• What is the next term?
• What formula or rule can be used to generate the terms?
• To answer these questions, we often construct a difference table,
which shows the differences between successive terms of the
sequence.
PROBLEM SOLVING WITH
PATTERNS
• The following table is a difference table for the sequence 2, 5, 8, 11,
14, …
17
3 3 3 3 3
• Thus, if we use the above difference table to predict the next number
in the sequence,
• we predict that the next term is 17 since 14 + 3 = 17.
PROBLEM SOLVING WITH
PATTERNS
• The following table is a difference table for the sequences 5, 14, 27,
44, 65, …
9 13 17 21 25
4 4 4 4
• Thus, if we use the above difference table to predict the next number
in the sequence,
• we predict that the next term is 24 since 21 + 4 = 25.
PROBLEM SOLVING WITH
PATTERNS
• The following table is a difference table for the sequences 5, 14, 27,
44, 65, …
90
9 13 17 21 25
4 4 4 4
• Thus, if we use the above difference table to predict the next number
in the sequence,
• we predict that the next term is 90 since 65 + 25 = 90.
PROBLEM SOLVING WITH
PATTERNS
• Example 1: Predict the Next Term of a Sequence
• Use a difference table to predict the next term in the sequence.
• 2, 7, 24, 59, 118, 207, …
5 17 35 59 89
12 18 24 30
6 6 6
PROBLEM SOLVING WITH
PATTERNS
• Thus, if we use the above difference table to predict the next number
in the sequence,
• we predict that the next term is 36 since 30 + 6 = 36.
5 17 35 59 89
12 18 24 30 36
6 6 6 6
PROBLEM SOLVING WITH
PATTERNS
• Thus, if we use the above difference table to predict the next number
in the sequence,
• we predict that the next term is 125 since 89 + 36 = 125.
5 17 35 59 89 125
12 18 24 30 36
6 6 6 6
PROBLEM SOLVING WITH
PATTERNS
• Thus, if we use the above difference table to predict the next number
in the sequence,
• we predict that the next term is 332 since 207 + 125 = 332.
332
5 17 35 59 89 125
12 18 24 30 36
6 6 6 6
FIBONACCI SEQUENCE
• Fibonacci’s rabbit problem in chapter 1 is not a realistic
model of population growth of rabbits but is a very good
example of a mathematical problem solved using patterns.
• It is interesting to note that this famous rabbit problem paved
the way to the discovery of a phenomenal sequence of
numbers known as the Fibonacci sequence.
• A sequence is an ordered list of numbers, separated by
commas, are called the terms of the sequence.
FIBONACCI SEQUENCE
• From our previous discussion, we knew that the first six
terms of the Fibonacci sequence are 1, 1, 2, 3, 5, 8.
• If we use the mathematician notation Fn to denote the nth
term of the Fibonacci sequence, then,
• For the first month, n = 1, F1 = 1.
• For the second month, n = 2, F2 = 1.
• For the third month, n = 3, F3 = 2.
• For the fourth month, n = 4, F4 = 3.
• For the fifth month, n = 5, F5 = 5.
• For the sixth month, n = 6, F6 = 8.
FIBONACCI SEQUENCE
• The Fibonacci sequence then is the ordered list of numbers
1, 1, 2, 3, 5, 8, …,Fn, …where the three dots indicate that the
sequence continues beyond 8 and Fn.
• How do we determine Fn, the nth term? Observe that,
• F2 = F1
• F3 = F2 + F1
• F4 = F3 + F2
• F5 = F4 + F3
• F6 = F5 + F4
FIBONACCI SEQUENCE
• How do we determine Fn, the nth term? Observe that,
• F2 = F1
• F3 = F2 + F1
• F4 = F3 + F2
• F5 = F4 + F3
• F6 = F5 + F4
• From these patterns, we conjecture that
• Fn = Fn – 1 + Fn – 2, for n ≥ 3.
• Fibonacci discovered that a Fibonacci number can be found
by adding its previous two Fibonacci numbers.
FIBONACCI SEQUENCE
• Example 2: Finding a Fibonacci Number.
• Use the definition of Fibonacci numbers to find the eight and
tenth Fibonacci numbers.
• Solution:
• The eight Fibonacci number is the sum of the two previous
Fibonacci numbers. Thus,
• F8 = F7 + F6
• F8 = (F6 + F5) + F6
• F8 = (8 + 5) + 8
• F8 = 13 + 8
• F8 = 21
FIBONACCI SEQUENCE
• Example 2: Finding a Fibonacci Number.
• Use the definition of Fibonacci numbers to find the eight and
tenth Fibonacci numbers.
• Solution:
• The tenth Fibonacci number is the sum of the two previous
Fibonacci numbers in an ordered sequence. Thus,
• F10 = F9 + F8
• F10 = (F8 + F7) + F8
• F10 = (21 + 13) + 21
• F10 = 34 + 21
• F10 = 55
FIBONACCI SEQUENCE
• It is easy to find the nth Fibonacci
number Fn if the two previous
numbers, Fn-1 and Fn-2 are known.
• Suppose we want to find F20.
• Using the definition, it is tedious and
time consuming to compute F19 and
F18 to determine F20.
• Fortunately, Jacques Binet in 1543
was able to find a formula for the nth
Fibonacci number:
FIBONACCI SEQUENCE
FIBONACCI SEQUENCE
• Example 3: Use Binet’s formula and a calculator to find the
20th and 50th Fibonacci number.
• Solution:
PASCAL’S TRIANGLE
• Another famous
mathematician who loves
patterns is Blaise Pascal
(1623 – 1662).
• For hundreds of years,
many mathematicians were
intrigued with the Pascal’s
triangle.
PASCAL’S TRIANGLE
• Another famous mathematician who loves patterns is
Blaise Pascal (1623 – 1662).
• For hundreds of years, many mathematicians were
intrigued with the Pascal’s triangle.
PASCAL’S TRIANGLE
• The figure illustrates the
first seven rows of the
Pascal’s triangle.
• As you can see, each
row starts and ends with
the number 1.
• Any other number x is
the sum of the two
numbers in the previous
row closest to that
number x.
PASCAL’S TRIANGLE
• In algebra, expanding (𝑥 + 𝑦)3 = 𝑥 3 + 3𝑥 2 𝑦 + 3𝑥𝑦 2 + 𝑦 3 is
just a simple special product process.
PASCAL’S TRIANGLE
• But expanding (𝑥 + 𝑦)6 can be tedious.
• (𝑥 + 𝑦)6 = 𝑥 6 + 6𝑥 5 𝑦 + 15𝑥 4 𝑦 2 + 20𝑥 3 𝑦 3 + 15𝑥 2 𝑦 4 +
6𝑥𝑦 5 + 𝑦 6
PASCAL’S TRIANGLE
• Can you try expanding (𝑥 − 𝑦)7 .
PASCAL’S TRIANGLE
• Suppose you add the horizontal entries in the rows of the
Pascal’s triangle except row 0.
• What pattern do you observe in these sums?
• Can you predict the sum of the sum of the entries in row
10?
PASCAL’S TRIANGLE
• Another amazing
discovery in Pascal’s
triangle is that when you
get the sum of the
numbers using lines as
shown in the next figure,
the Fibonacci sequence
appears.
• The first seven Fibonacci
numbers 1, 1, 2, 3, 5, 8,
13 show up.
WEBSITE APPLICATION
• Another equally famous problem involving patterns is the
Tower of Hanoi, invented by Edouard Lucas in 1883.
• The Tower of Hanoi is a puzzle consisting of three pegs
and a number of disks of distinct diameters piled as
shown in the figure below.
WEBSITE APPLICATION
• The puzzle requires that all the disks be moved from the
first peg to the third peg such that the largest disk is on
the bottom, the next largest disk is placed on top of the
largest disk and so on and that only one disk be moved at
a time.
• All pegs may be used.
WEBSITE APPLICATION
• Determine the minimum number of moves required to
transfer the disks from the first peg to the third peg for
each of the following situations.
• Visit the website
https://www.mathisfun.com/games/towerofhanoi.html for
a nice simulation of the puzzle.
POLYA’S PROBLEM-
SOLVING STRATEGY
George Polya (1887-1985)
• One of the recent mathematician who
outlined a strategy for solving problems
form virtually any discipline.
• The father of problem-solving among
mathematicians.
“ A great discovery solves a great problem but
there is a grain of discovery in the solution of
any problem. Your problem may be modest;
but if it challenges your curiosity and brings
into play your incentive faculties, and if you
solve it by your own means, you may
”
experience the tension and enjoy the triumph
of discovery.
George Polya’s Book “How to Solve It”
POLYA’S FOUR-STEP
PROBLEM-SOLVING
STRATEGY
1. Understand the problem.
2. Devise a plan.
3. Carry out the plan.
4. Review the solution.
UNDERSTAND THE PROBLEM
• This part of problem-solving is sometimes, if not
always, neglected.
• In order to solve a problem, one must first know
what is being asked, and what information or data
can be extracted from what is given.
• Furthermore, one must see to it that he or she can
state the problem in his or her own words.
DEVISE A PLAN
• For this step, one must think of strategies to solve
the problem.
• Some of these strategies include organizing the
given information using a list, table or chart;
drawing a diagram; working out the problem
backwards; looking for a pattern; trying to solve a
similar but simpler problem; writing an equation; or
simply guessing at a possible solution and then
later checking if the result is valid.
CARRY OUT THE PLAN
• Carrying out a plan to solve the problem is basically
implementing the strategy chosen in the second
step until the problem is solved or until a new
course of action is suggested.
• One may get ideas from others in deciding the best
strategy to make sure that the best solution is
employed.
REVIEW THE SOLUTION
• Questions like “Is your answer reasonable?” is
important in checking the veracity of the answer to
the problem.
• For example, if one is looking for the dimensions of
a rectangular box of least cost and his or her
answer yields a negative length, he or she can
automatically say that there must be something
wrong with the solution because there is no such
box with negative dimensions.
Example 1:
The GSW basketball team won three out of
their last six games. In how many different
orders could they have attained three wins
and three losses in six games?
Understand the Problem.
There are many different ways.
GSW may have won three straight wins and
three losses (WWWLLL), or maybe they lost
in the first three games and won in the last
three games (LLLWWW).
Likewise, there are other several orders.
Devise a Plan.
One can organize a list of all possibilities
making sure that no entry will be duplicated.
Carry Out the Plan.
Three Ws must be presented in every entry
without duplication.
The strategy is to start the list with three
consecutive wins.
Next in the list are all the entries starting with
two consecutive wins, then next in the list are
all the entries starting with a single win.
Following this pattern, consider starting with
three consecutive losses and so on. Here are
the different orders:
1. WWWLLL 9. LLLWWW
2. WWLWLL 10. LLWLWW
3. WWLLWL 11. LLWWLW
4. WWLLLW 12. LLWWWL
5. WLLLWW 13. LWWWLL
6. WLLWLW 14. LWWLWL
7. WLWWLL 15. LWLLWW
8. WLWLWL 16. LWLWLW
Review the Solution.
The list is organized and has no duplicates,
so there are sixteen (16) different orders in
which a basketball team can win exactly
three out of six games.
Example 2: Solving a tour problem.
An agency charged Php 15,000.00 for a 3-
day and 2-night tour in Macau and Php
20,000.00 for the same tour with a side trip in
Hong Kong. Ten persons joined the trip,
which enable them to collect Php
170,000.00. How many tourists made a side
trip to Hong Kong?
Understand the Problem.
There are two types of tourists in the
situation given.
Some purely stayed in Macau while others
made a side trip to Hong Kong.
From the total collection, how much was the
amount collected from those who made side
trips to Hong Kong.
It is needed to know how many were bound
in Macau and who made a side trip to Hong
Kong.
Devise a Plan.
Use x and y to represent the two types of
tourists.
Define these variables.
Let x = number of tourists bound in Macau alone
y = number of tourists bound in Macau but who
made a side trip to Hong Kong.
Carry Our the Plan.
Write the equations and solve using the
elimination method to the system of
equations.
Equations:
x + y = 10 (1)
15,000x + 20,000y = 170,000 (2)
Carry Our the Plan.
To find the number of tourists bound in
Macau but who made a side trip in Hong
Kong, we solve for y.
To do this, we use elimination by substitution.
a. Solve for y in (1)
x + y = 10
y = 10 – x (3)
Carry Our the Plan.
b. Substitute y = 10 – x in equation (2)
15,000x + 20,000(10 – x) = 170,000
15,000x + 200,000 – 20,000x = 170,000
- 5,000x = 170,000 – 200,000
- 5,000x = - 30,000
- 5,000 = - 5,000
x=6
Substituting x = 6 in equation (3),
y = 10 – x = 10 – 6 = 4.
Therefore, four tourists made a side trip to Hong Kong.
Review the Solution.
Since there are a total of 10 tourists, six of
them only stayed in Macau while four made a
side trip to Hong Kong.
Now, 15,000(6) + 20,000(4) = 170,000.
This satisfies the condition that the total
amount collected for the whole trip is Php
170,000.00.
Example 3
In consecutive turns of a Monopoly game,
Stacy first paid £800 for a hotel. She then
lost half her money when she landed on
Boardwalk. Next, she collected £200 for
passing GO. She then lost half for remaining
money when she landed on Illinois Avenue.
Stacy now has £2,500. How much did she
have just before she purchased the hotel?
Understand the Problem.
We need to determine the number of euro
that Stacy had just prior to her £800 hotel
purchase.
Devise 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 result, let’s try the method
of working backwards.
Carry Out the Plan.
Stacy must have had £5,000 just before she
landed on Illinois Avenue;
£4,800 just before she passed GO; and
£9,600 prior to landing on Boardwalk.
This means she had £10,400 just before she
purchased the hotel.
Review the Solution.
To check our solution, we start with £10,400
and proceed through each of the
transactions.
£10,400 less £800 is £9,600.
Half of £9,600 is £4,800.
£4,800 increased by £200 is £5,000.
Half of £5,000 is £2,500.
