MATHEMATICS IN THE MODERN DEDUCTIVE REASONING
WORLD – MODULE 2 Think of it like we start with
WHAT IS LOGIC? generalities and move to specifics (from
- It is the science of reasoning vague to specific – inverted triangle)
WHAT IS REASONING?
Use therefore
- It is the drawing of inferences or
conclusions from known or assumed facts with certainty.
TWO KINDS OF REASONING
INDUCTIVE REASONING uses patterns
to arrive at a conclusion (conjecture)
Process of reaching a general conclusion
by examining specific example Logic Puzzles
Can be solve using deductive
DEDUCTIVE REASONING It uses facts,
rules, definitions or properties to arrive at reasoning and a chart that enables to
a conclusion display information in a visual manner.
INDUCTIVE REASONING
Think of it like a triangle, we start Examples:
with specifics and move to generalities.
1. All students eat pizza. Claire is a
(specific to vague – triangle)
student at LSPU. Therefore, Claire eats
The conclusion is
pizza.
sometimes called an
2. All athletes work out in the gym. Michael
inference.
Rivera is an athlete. Therefore, Michael
Rivera works out in the gym.
3. All men are mortal. (major premise)
Some Uses of Inductive Reasoning
Socrates is a man. (minor premise)
to predict a number Therefore, Socrates is mortal.
to make a conjecture (conclusion)
to solve an application
Syllogism
Examples: An argument composed of two
statements or premises (the major
1. Every quiz has been easy. Therefore,
and minor premises), followed by a
the test will be easy.
conclusion.
2. The teacher used PowerPoint in the last
For any given set of premises, if the
few classes. Therefore, the teacher will
conclusion is guaranteed, the
use PowerPoint tomorrow.
arguments is said to be valid.
3. What is the next number in the
If the conclusion is not guaranteed
sequence 6, 13, 20, 27?
(at least one instance in which the
conclusion does not follow), the Use a difference table to predict the
argument is said to be invalid. next term in sequence
A syllogism is a three-step argument 2, 7, 24, 59, 118, 207,? (207 + 89 + 30 +
consisting of a major premise which
is usually a general statement; a
minor premise, which is related but
more specific statement; and a
conclusion, which has to be drawn
6)
from those premises.
nth term formula of a sequence
Terms of a Sequence Sometimes we can use patterns to
predict a formula
Sequence – ordered list of numbers Example: consider the formula
an = 3n^2 + n
5, 14, 27, 44, 65, ... If replace n with 1, 2, 3, 4, 5, and
6
Terms – numbers in a sequence that are It generates the sequence
the separated by commas 4, 14, 30, 52, 80, 114
5 – is the first term, 14 – is the
second term
nth term of a sequence
When we examine sequence, it is
natural to ask:
What is the next term?
What formula or rule can be used to
generate the terms?
Often construct difference table –
which shows the differences between
successive terms of sequence Use the given nth-term formula to
compute the first five terms of the
sequence
Assume the pattern shown by the square
tiles
What is the nth-term formula for the
number of tiles in the nth figure of the
sequence?
Predict the next term of sequence
Ask yourself:
1. Do you understand all the words used
in the problem?
2. What are you being asked to
do/show/find out?
an = 2n + (n – 1) an = 3n – 1 3. Can you put the problem into your own
words?
Binet’s Formula Simplified 4. Can you draw a diagram/picture that
‘Discovered by Jacques Binet in would explain what you have to do?
1843 5. Is there enough information to enable
An = (((1+√5) ÷ 2)^ n – (((1–√5) ÷ 2)^ n) ) you to find a solution?
÷√5 6. What do we know already, and what do
An = (1.618034 ^ n – 0.618034 ^ n) ÷√5 we need to find out?
An = (1.618033989 ^ n – 0.618033989 ^
n) ÷√5 Step 2: Devise a plan
Find the connection between the
PROBLEM-SOLVING data and the unknown.
Problem-solving is a goal of There are many ways to solve a
learning mathematics and also a means of problem.
doing so. Problem-solving allows students You just need to identify a suitable
to explore, develop, and apply their approach
understanding of mathematical concepts.
The primary goal of problem- Routine problems:
solving is making sense of mathematics. These are problems that are
solved through the use of previously
“Solving problems is a practical art learned procedures.
like swimming or playing the piano you Non-routine problems:
can learn it only by imitation and practice. These are problems that
If you wish to learn to swim you have to go encourage the use of different heuristics in
in the water, and if you wish to become a solving problems
problem solver you have to solve
problems.” Problem-Solving Strategies
- 1. Making a Model or Diagram (MD)
George Polya It incorporates the use of objects,
drawings or sketches, acting out or writing
RESEARCH! an equation
Nowadays, students who follow
traditional ways of understanding 2. Making a Table, Chart or List (TCL)
mathematical knowledge cannot use It refers to the organizing of data
problem-solving skills outside the through table, chart or list
classroom context (Boaler, 1998).
3. Computing or Simplifying
George Polya's Problem-Solving It includes the straightforward
Method application of arithmetic rules, order of
operations, and other procedures
Step 1: Understand the problem
The obvious first step, but often 4. Look for a Pattern
not done. It refers to determining certain
Determine the unknown data common characteristics that can be
and condition. generalized and used to solve the
Decide what you are trying to do problem.
2y=28 y=14 x=35-14
5. Considering a Simpler Case x=21
It is comprised of rewording the
problem, using smaller numbers, using a There are 364 second-grade
more familiar setting, dividing the problem students in Green Elementary School. If
into simpler problems or working there are 26 more girls (x) than boys (y),
backwards. how many girls are there?
x+y+26=364 y=364-26 y= 338/2
6. Act it Out
y=169 x=169+26 x=195
It means physically acting out the
problem situation. If two ladders are placed end to
end, their combined height is 31.5 feet.
7. Use of Formula One ladder is 6.5 feet shorter than the
It involves substituting the values other ladder. What are the height of two
into a formula or selecting the proper ladders?
formula to use
x+y=31.5 x-6.5=31.5 x=38/2
8. Guessing, Checking and Revising x=19 x=19-6.5 x=12.5
(GCR)
It is consists of making a A batch of cookies can be divided
reasonable guess, checking the guess into equal shares among 2,3,4,5 or 6
and revising the guess if necessary people with no cookies left over. What is
the least number of cookies that the batch
9. Eliminating could have?
It involves eliminating possible
2,3,4,5,6 = 60 cookies
solutions based on information presented
in the problem or elimination of incorrect A frog is at the bottom of a 12
answers. meter deep well. Each day it climbs up 2
meters and each night it slips down 1
Step 3: Carry out your plan meter. How many days will it take for the
This is too often where students frog to get out of the well?
start! 2-1+2-1+2-1+2-1+2-1+2-1+2-1+2-1+2-
Can you see clearly that the step is 1+2-1+2-1+2=11 days
correct?
Can you prove that it is correct? Jose is 18 years older than Maria.
The sum of their ages is 42. If they are
Step 4: Check your answer both a whole number of years old, how old
Is the plan working? is Jose?
Does the solution make sense? x+18=y x+y=42 (x+18)+
What worked? What didn't? (x+y)=42+y
PROBLEMS 2x+18+y-y=42 2x=42-18
2x=24
The number of ducks and pigs in a x=12 12+18=y
field totals 35. The number of legs among y=30
them is 98. Determine how many ducks
and how many pigs are in the field. There are 4 people in the room. If
each one shakes hand with one another,
x{ducks}+y{pigs}=35 how many handshakes occur?
2(x+y)=(35)2 2x+2y=70 2x+4y=98
(2x+4y)-(2x+2y)=98-70 1 2 3 4 = 6 handshakes
Danny had some stickers. He gave
1/3 of the stickers plus 1 sticker to his
brother. Then he gave 1/3 of the remaining
stickers plus 4 stickers to his sister.
Finally, he gave ½ of what remained plus
3 stickers to his best friend. He found that
he had 4 stickers left. How many stickers
did Danny have at first?
4+3/(1/2)=1 14+4/(2/3)=27 27+1/(2/3)=42
Place the numbers 1 to 9, one in
each circle so that the sum of the four
numbers along any of the three sides of
the triangle is 20. There are 9 circles and
9 numbers to place in the circles. Each
circle must have a different number in it.
There are 45 questions in an
exam. For every correct answer 5 marks is
awarded and for every wrong answer 3
marks is deducted. Jackson scored 185
marks. How many correct answers did he
give?
40(5)=200 5(3)=15 200-15=185
Find the sum of all the numbers
from 1 to 100.
n(1+n)/2= sum 100(1+100)/2=5050
Students will create a repertoire of
problem-solving skills via exposure,
experience, and shared learning that they
may utilize flexibly when confronted with
new problem-solving situations.
Attitude is Everything! Since beliefs
influence behavior, students need to
believe that they are capable of solving
problems.
