PROBLEM-

SOLVING AND
REASONING
WHY PROBLEM-SOLVING IS ESSENTIAL?

Most occupations require problem-solving skills.

University education equips students with real-world problem-solving skills.

Example: Pastors, nurses, engineers, and others need to solve problems daily.

Quote: Alfred Montapert: "Expect problems every day...eat them for

breakfast."
DESCARTES’ PROBLEM-SOLVING APPROACH

"Each problem that I solved became a rule to solve other

problems."

Problem-solving creates a foundation for tackling future

challenges.

Systematic skill development through solving problems.

TWO-FOLD AIM OF PROBLEM SOLVING

Become a better problem solver.

Demonstrate that problem-solving

can be an enjoyable experience.
THE ROLE OF REASONING
Problem-solving
requires reasoning.

Two types of reasoning:

[Link] Reasoning
[Link] Reasoning
 INDUCTIVE
REASONING
•What is Inductive
Reasoning?
•Based on examining
specific examples to make
general conclusions.
•Example: Sequence of
numbers: 1, 4, 7, 10, 13…
what comes next?
•Answer: 16 (add 3 to the
previous number).
EXAMPLE OF INDUCTIVE REASONING
▪Suppose a set of
instructions is given. What
generalization can be
made?
▪Apply the rule or pattern
observed to solve future
problems.
1. Choose any number x.
2. Multiple the number x by 8
3. Add 6 to the product.
4. Divide the sum by 2
5. Subtract 3 to the quotient.

What is the result?

The result is multiple of 4 or divisible by 4. Hence,
any number x is determined by dividing the result
by 4.
 A tsunami is produced
by an underwater
TSUNAMI earthquake.
HEIGHT VS.
VELOCITY The height of the
tsunami depends on
its velocity.
 Velocity
EXAMPLE TABLE (ft/sec) Height (ft)
6 4
i) What happens to the 9 9
height of a tsunami when
12 16
its velocity is doubled?
ii) What should be the 15 25
height of a tsunami if its 18 36
velocity is 30 feet per
second? 21 49
24 64
INTERPRETING THE Velocity
DATA (ft/sec) Height (ft)
The velocity increases by 3,
and the height is a perfect
6 4
square of the velocity divided
by 3. 9 9
Observation: When velocity is
12 16
doubled, height increases
according to the square 15 25
pattern.
18 36
If velocity is 30𝑓𝑡Τ𝑠, height=
302 Τ9 = 100 𝑓𝑡. 21 49
The answers reveal the pattern 24 64
through reasoning.
WHEN INDUCTIVE
REASONING WORKS
•Inductive
reasoning helps
make inferences
from patterns.
•Example:
Tsunami height
and velocity
pattern.
 Sometimes, assumptions
based on patterns can be
incorrect if the data doesn’t
LIMITATIONS OF continue the same trend.
INDUCTIVE
REASONING Example: An unpredictable
scenario might break the
established pattern.
CONSIDER THE EXAMPLE BELOW:

The number of dots in a circle determines the number of areas formed

when the dots are interconnected.
No. of Dots 1 2 3 4 5 6
No. of Areas 1 2 4 8 16 _______

Inductive reasoning can help predict how many areas will

form.
PREDICTING THE
NUMBER OF AREAS

•With six dots, inductive No. of

reasoning might suggest 32
Dots
1 2 3 4 5 6
areas.
•Observation: After connecting No. of
all six dots, only ___ areas are
Areas
1 2 4 8 16 _______
formed, not 32.
•Conclusion: Inductive reasoning
can sometimes lead to incorrect
conclusions.
 Inductive reasoning is based on
patterns, but patterns don’t
always continue.
INDUCTIVE
REASONING: Generalizations may not hold
NOT ALWAYS true in every case.
CONCLUSIVE Example: The circle with six dots
doesn’t follow the predicted
pattern.
DEDUCTIVE REASONING: DEFINITION
Deductive reasoning involves reaching
conclusions based on general assumptions,
principles, or procedures.
From general rules, we derive specific conclusions.

Example: Starting with a general rule and applying

it to specific cases.
 Let’s demonstrate deductive reasoning by choosing
any number and producing four times that number.
DEDUCTIVE •Procedure:

REASONING [Link] n be any number.

[Link] n by 8.
EXAMPLE: [Link] 6 to the product.

MULTIPLYING [Link] the sum by 2.

[Link] 3 from the quotient.
NUMBERS The result will always be 4n, four times the original
number.
 Premise 1: The sum of two odd
integers is an even integer.

Premise 2: mmm and nnn are

DEDUCTIVE odd integers.
REASONING
Conclusion: Therefore, m+nm +
WITH PREMISES nm+n is even.

If the premises are true, the

conclusion must also be true.
DEDUCTIVE VS. INDUCTIVE REASONING

Inductive reasoning: Makes generalizations based on specific

cases (patterns may not always hold).

Deductive reasoning: Derives specific conclusions from general

principles (guaranteed correct if premises are true).

Each has its strengths and limitations depending on the context.

DEDUCTIVE REASONING EXAMPLE: HOME REPAIR
COSTS
Premise 1: All home repairs cost more than the estimate.

Premise 2: The contractor estimated my home repair would cost Php

50,000.00.

Conclusion: Therefore, my home repair will cost more than Php 50,000.00.

Deductive reasoning draws a specific conclusion from the general rule that
all home repairs exceed the estimate.
 Logic puzzles are a fun and
effective way to practice
deductive reasoning.
SOLVING LOGIC
PUZZLES WITH Using a chart or table to visually
display information helps solve
DEDUCTIVE puzzles systematically.
REASONING The goal is to become a better
problem solver through reasoning
exercises.
OCCUPATION PUZZLE SETUP

Four neighbors: Pol, Lorna, Lorrane, and Preach.

Occupations: Engineer, Teacher, Doctor, and

Accountant.

Clues provided help determine each person's

occupation.
OCCUPATION PUZZLE CLUES
Lorna gets home from work after the teacher but before
the accountant.

Lorrane, the last to get home, is not the engineer.

The accountant and Lorrane leave for work at the same

time.

The teacher lives next door to Preach.

TABLE SETUP FOR OCCUPATION PUZZLE
Engineer Teacher Accountant Doctor

Pol

Lorna

Lorrane

Preach
 TABLE SETUP FOR OCCUPATION PUZZLE
• Clue 1: Lorna is not the teacher or
accountant.
Engineer Teacher Accountant Doctor
• Mark an "X" in those cells for Lorna.
• Clue 2: Lorrane is neither the engineer Pol
nor the teacher, and she is the last to get
home. Lorna
• Mark an "X" for Lorrane under Engineer
and Teacher. Lorrane
• Clue 3: Lorrane is not the accountant, so
she must be the doctor. Preach

• Mark "OK" for Lorrane under Doctor.

• Clue 4: Preach is not the teacher,
accountant, or doctor, so they must be
the engineer.
 FINAL SOLUTION
TABLE
Explanation:
• Lorrane is confirmed as the Doctor based on Clue 2 Engineer Teacher Accountant Doctor
and 3.
• Lorna is confirmed as the Engineer based on Clue 1 Pol X3 OK X3 X4
and the deduction that she's not the Teacher or
Accountant.
Lorna OK X1 X3 X1
• Preach must be the Accountant based on the process
of elimination and Clue 4 (Preach can't be the
Teacher). Lorrane X2 X2 X2 OK
• Pol is the Teacher, being the only one left for that role.
Preach X3 X4 OK X3
Thus, the final occupations are:
[Link] = Teacher
[Link] = Engineer
[Link] = Doctor
[Link] = Accountant
KENKEN PUZZLE:
KenKen is an arithmetic-based logic puzzle invented by Japanese
math teacher Tetsuya Miyamoto in 2004. The word "Ken" is
synonymous with "knowledge" or "awareness." It is similar to Sudoku
but has a twist: each cage has a target number that must be
achieved using the indicated mathematical operation (addition,
subtraction, multiplication, or division).
Rules of KenKen:
[Link] an n x n puzzle, fill each square with numbers 1 through n (in
this case, numbers 1 to 4 for a 4x4 puzzle).
[Link] not repeat numbers in any row or column.
[Link] each cage, outlined by bold lines, the numbers in the cage must
combine to produce the target number using the given operation.
4.A number may be repeated within a cage only if it does not
violate rule 2 (no repeated numbers in any row or column).
4X4 KENKEN PUZZLE