Module 1 Lesson 5

An argument is a group of statements

including one or more premises and a
conclusion. A premise is a statement in
an argument that provides reason or support
for the conclusion. There can
be one or many premises in a single
argument. A conclusion is a statement in
an argument that indicates of what the
arguer is trying to convince the reader.
Reasoning is the process of drawing conclusion or inferences from
facts and premises. Logic and reasoning are associated to problem
solving and critical thinking.

2 Types of Reasoning
1. Inductive Reasoning
The type of reasoning that uses specific examples to reach a
general conclusion is called Inductive Reasoning. The conclusion
formed using inductive reasoning is called conjecture, which may or
may not be true.
Example:
1. Jenny leaves for school at 7:00 am.
Jenny is always on time.
Therefore, Jenny assumes then that if she leaves for school at
7:00 am., she will always be on time.

The conclusion, however, may not be accurate because Jenny would

have still be late even she leaves early due to she might encounter
some unexpected circumstances causing her to be late.
2. The chair in the living room is red .
The chair in the dining room is red .
The chair in the bedroom is red.
Therefore, all chairs in the house are red
The conclusion, however, may not be correct. There might some
other chair/s in that house that is/are red.

3. I went to church once a week for the last five years. Therefore, I
will be able to go to church once a week this month.
Even when you examine a list of numbers and predict the next
number in the list according to some pattern you have observed,
you are also using inductive reasoning.

Example: Use Inductive Reasoning to Predict a Number

a. 3, 6, 9, 12, 15, ?
b. 1, 3, 6, 10, 15, ?
Solution
a. Each successive number is 3 larger than the preceding
number. Thus we predict that the next number in the list is 3 larger
than 15, which is 18.
b. The first two numbers differ by 2. The second and the third
numbers differ by 3. It appears that the difference between any
two numbers is always 1 more than the preceding difference.
Since 10 and 15 differ by 5, we predict that the next number in
the list will be 6 larger than 15, which is 21.
Example: Use inductive reasoning to make a conjecture
Pick a number. Multiply the number by 8, add 6 to the product
divide the sum by 2, then subtract 3.

Solution:
If the original number picked is 4.
Original Number
Multiply by 8
Add 6 to the product
Divide the sum by 2
Subtract 3
Example: Use inductive reasoning to make a conjecture
Pick a number. Multiply the number by 8, add 6 to the product
divide the sum by 2, then subtract 3.

Solution:
If the original number picked is 4.

Original Number 4
Multiply by 8 4 x 8 = 32
Add 6 to the product 32 + 6 = 38
Divide the sum by 2 32 / 2 = 19
Subtract 3 19 – 16
The answer is 4 times the original number.
2. Deductive Reasoning
Deductive reasoning is the process of reaching a conclusion by
applying general assumptions, procedures, or principles.

Example:
1. All lion are hunters.
Alf is a lion.
Therefore, Alf is a hunter.

2. A mathematical theorem
Example: Use deductive reasoning to make a conjecture, that the
following procedures a number that is four times the original
number.
Pick a number. Multiply the number by 8, add 6 to the product
divide the sum by 2, then subtract 3.
Solution: Let n represent the original number

Original Number
Multiply by 8
Add 6 to the product
Divide the sum by 2
Subtract 3
Example: Use deductive reasoning to make a conjecture, that the
following procedures a number that is four times the original
number.

Pick a number. Multiply the number by 8, add 6 to the product

divide the sum by 2, then subtract 3.
Solution: Let n represent the original number

Original Number n
Multiply by 8 8n
Add 6 to the product 8n+6
Divide the sum by 2 (8n+6)/2=4n+3
Subtract 3 4n+3-3=4n
The answer is 4 times the original number.
Pick a number. Multiply the number by 8, add 6 to the product
divide the sum by 2, then subtract 3.
Solution: Let n represent the original number

Inductive Deductive
Original Number 4 n
Multiply by 8 4 x 8 = 32 8n
Add 6 to the 32 + 6 = 38 8n+6
product
Divide the sum by 2 32 / 2 = 19 (8n+6)/2=4n+3
Subtract 3 19 – 16 4n+3-3=4n
The answer is 4 times the original number.
Logic puzzles can be solved using deductive reasoning and a
chart that enables to display information
Example: Each of four neighbors, Aster, Anji, Agnes and Anna has
a different occupation (writer, teacher, chef or doctor). From the
following clues, determine the occupation of each neighbor.
Clues:
1. Anji gets home from work after the teacher but before the
doctor
2. Agnes who is last to go home from work, is not the writer.
3. The doctor and Agnes leave for work at the same time.
4. The teacher lives next door to Anna.
Example: Each of four neighbors, Aster, Anji, Agnes and Anna has
a different occupation (writer, teacher, chef or doctor). From the
following clues, determine the occupation of each neighbor.
Clues:
1. Anji gets home from work after the teacher but before the
doctor
2. Agnes who is last to go home from work, is not the writer.
3. The doctor and Agnes leave for work at the same time.
4. The teacher lives next door to Anna.
Writer Teacher Chef Doctor
Aster
Anji
Agnes
Anna
1. Anji gets home from work after the teacher but before the
doctor.
Writer Teacher Chef Doctor
Aster
Anji X1 X1
Agnes
Anna

2. Agnes who is last to go home from work, is not the writer.

2. Agnes who is last to go home from work, is not the writer.
Explantion
Writer Teacher Chef Doctor
Aster
Anji X1 X1
Agnes
Anna
2. Agnes who is last to go home from work, is not the writer.

Writer Teacher Chef Doctor

Aster
Anji X1 X1
Agnes X2 X2
Anna
2. Agnes who is last to go home from work, is not the writer.
Explanation:
Agnes is not the editor. We know from clue 1 that the teacher is
not the last to get home, and we know from clue 2 that Agnes is
the last to get home; therefore, Agnes is not the teacher.
Writer Teacher Chef Doctor
Aster
Anji X1 X1
Agnes X2 X2
Anna

3. The doctor and Agnes leave for work at the same time.
3. The doctor and Agnes leave for work at the same time.

Writer Teacher Chef Doctor

Aster X3 X3
Anji X1 X3 X1
Agnes X2 X2 X3
Anna X3 X3
3. The doctor and Agnes leave for work at the same time.
Explanation:
Agnes is not the doctor. There are now X’s for three of the four
occupations in Agnes row; therefore, Agnes must be the chef. Since
Agnes is the chef, none of the other three people can be the chef.
Write X3 for these conditions. There are now X’s for three of the
four occupations in Anji’s row; therefore, Anji must be the writer.
write X3 twice to indicate that neither Aster nor Anna is the writer.

Writer Teacher Chef Doctor

Aster X3 X3
Anji X1 X3 X1
Agnes X2 X2 X3
Anna X3 X3

4. The teacher lives next door to Anna.

4. The teacher lives next door to Anna.
Explanation:
Anna is not the teacher. Since there are three X’s in the Banker
column, Aster must be the teacher. Thus Aster cannot be the doctor.
Since there are 3 X’s in the Doctor column, Anna must be the
dentist.

Writer Teacher Chef Doctor

Aster X3 X3 X4
Anji X1 X3 X1
Agnes X2 X2 X3
Anna X3 X4 X3
• SEQUENCES
An ordered list of numbers such as
2, 5, 8, 11, 14, . . .
is called a sequence. The numbers in a sequence that are
separated by commas are the terms of the 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
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. The following table is a difference table for the
sequence 2, 5, 8, 11, 14, . . .
• The following table is a difference table for the sequence
5, 14, 27, 44, 65, . . .
• Example 1. Use a difference table to predict the next term in
the sequence.
2, 7, 24, 59, 118, 207, . . .
Solution: Construct a difference table as shown below.
 George Polya is known as the greatest problem solver and
is the author of the four step process for problem solving
.
Step 1. Preparation: Understand the problem
Learn the necessary underlying mathematical concepts.
Consider the terminology and notation used in the problem:
1. What sort of a problem is it?
2. What is being asked?
3. What do the terms mean?
4. Is there enough information or is more information needed?
5. What is known or unknown? Rephrase the problem in your own
words. Write down specific examples of the conditions given in the
problem.
Step 2. Thinking Time: Devise a plan
You must start somewhere so try something. How are you going to
attack the problem? Possible strategies:
1. Draw pictures
2. Use a variable and choose helpful names for variables or unknowns.
3. Be systematic.
4. Solve a simpler version of the problem.
5. Guess and check. Trial and error. Guess and test. (Guessing is OK.)
6. Look for a pattern or patterns.
7. Make a list.
Step 3. Insight: Carry out the Plan
This step is where the identified plan is applied to solve the
problem. If a plan does not work, it can be modified or changed.
Common sense and natural thinking abilities can help in this step.

Step 4. Verification: Review the Solution/Look Backward

This step is where answers can be verified and checked and
where mistakes can be identified. This is a time to review what you
have done, what worked and what didn’t.
Example 1. Twice the difference of a number and 1 is 4 more
than that number. Find the number.
Step 1: Understand the problem.
Since we are looking for a number, we will let
𝒙 = 𝒂 𝒏𝒖𝒎𝒃𝒆𝒓
Step 2: Devise a plan (translate).
Twice the difference of a number and 1 is 4 more than that
number.
𝟐 𝒙−𝟏 =𝒙+𝟒
Step 3: Carry out the plan (solve).
Example 1. Twice the difference of a number and 1 is 4 more
than that number. Find the number.

Step 4: Look back (check and interpret).

If you take twice the difference of 6 and 1, that is the same as 4
more than 6, so this does check.
FINAL ANSWER: Thus, the number is 6.
Guess and Check
Example
Observe the pattern in the first. Following the same pattern,
complete the second diagram.
8 16

2 6 10

14 12 18 5
Example: Guess and Check
Observe the pattern in the first. Following the same pattern,
complete the second diagram.
Solution:

16

6 10

11 5 15
Example: Make an Orderly list
There are 8 people in a party. If everyone at the party shakes
hands with everyone else, how many handshakes would there be?
Solution:
A B C D E F G H
A
B
C
D
E
F
G
H
Example: Make an Orderly list
There are 8 people in a party. If everyone at the party shakes
hands with everyone else, how many handshakes would there be?
Solution:
A B C D E F G H
A
B AB
C AC BC
D AD BD CD
E AE BE CE DE
F AF BF CF DF EF
G AG BG CG DG EG FG
H AH BH CH DH EH FH GH

Therefore, there are 28 handshakes in the party.

Example: Eliminate Possibilities.
There three persons, Jhade, Mia and Ameerah are friends.
Their surnames are Javier, Castillo and Soza but not necessarily in
order. Jhade lives in a red house, Ameerah lives in a yellow house,
and Miss Javier lives in a blue house, and Miss Soza does not live
in a red house. What are the full names of each person?
Solution:
Example: Eliminate Possibilities.
There three persons, Jhade, Mia and Ameerah are friends.
Their surnames are Javier, Castillo and Soza but not necessarily in
order. Jhade lives in a red house, Ameerah lives in a yellow house,
and Miss Javier lives in a blue house, and Miss Soza does not live
in a red house. What are the full names of each person?
Solution:

Miss Javier
Miss Soza
Ameerah
Jhade

Hence, Mia lives in the blue house and Miss Castillo lives in the red
house. Therefore, the full names of the three persons are: Jhade
Castillo, Ameerah Soza and Mia Javier.
Example: Work Backward
Jane has a certain amount of money in her bank account on
Friday morning. During the day she writes a check for Php5,000,
makes an ATM withdrawal of Php7,500 and deposits a check for
Php28,000. At the end of the day she sees that her balance is
Php. 47,000. How much money did she have in the bank at the
beginning of the day?
Solution
Example: Work Backward
Jane has a certain amount of money in her bank account on
Friday morning. During the day she writes a check for Php5,000,
makes an ATM withdrawal of Php7,500 and deposits a check for
Php28,000. At the end of the day she sees that her balance is
Php. 47,000. How much money did she have in the bank at the
beginning of the day?
Solution
Step 1. Understand
We need to find the money in Jane’s bank account at the
beginning of the day on Friday.
She took out Php5,000 and Php7,500 and put in Php28,000.
She ended up with Php47,000 at the end of the day.
Step 2. Strategy
We start with an unknown amount, do some operations, and end
up with a known amount.
We need to start with the result and apply the operation in
reverse.
Step 3. Carry out the Plan
Start with Php47,000. Subtract Php28,000, add Php7,500
and then add 5,000.
Php 47,000 47,000
Subtract Php28,000 47,000-28,000=19,000
Add Php7,500 19,000+7,500=26,500
Add Php5,000 26,500+5,000=31,500
Step 3. Carry out the Plan
Start with Php47,000. Subtract Php28,000, add Php7,500
and then add 5,000.

Php 47,000 47,000

Subtract Php28,000 47,000-28,000=19,000
Add Php7,500 19,000+7,500=26,500
Add Php5,000 26,500+5,000=31,500
Step 4. Check
Jane Starts with Php31,500
She writes a check for Php5,000 31,5000-5,000=26,500
She withdraw Php7,500 26,500-7,500=19,000
She deposits Php28,000 19,000+28,000=47,000

Therefore, at the beginning of the day, she have Php47,000.