INDUCTIVE AND DEDUCTIVE REASONING
Objectives:
The student is able to (I can):
• Use inductive reasoning to identify patterns and make
conjectures
• Find counterexamples to disprove conjectures
• Understand the differences between inductive and
deductive reasoning
Find the next item in the sequence:
1. December, November, October, ...
2. 3, 6, 9, 12, ...
3. , , ,...
4. 1, 1, 2, 3, 5, 8, ...
Find the next item in the sequence:
1. December, November, October, ...
September
2. 3, 6, 9, 12, ...
15
3. , , ,...
4. 1, 1, 2, 3, 5, 8, ...
13 — This is called the
Fibonacci sequence.
inductive Reasoning that a rule or statement is true
reasoning because specific cases are true.
conjecture A statement believed true based on
inductive reasoning.
Complete the conjecture:
The product of an odd and an even
number is ______ .
inductive Reasoning that a rule or statement is true
reasoning because specific cases are true.
conjecture A statement believed true based on
inductive reasoning.
Complete the conjecture:
The product of an odd and an even
number is even .
To do this, we consider some examples:
(2)(3) = 6 (4)(7) = 28 (2)(5) = 10
If a conjecture is true, it must be true for
every case. Just one example for which
the conjecture is false will disprove it.
counterexample A case that proves a conjecture false.
To be a counterexample, the first part must
be true, and the second part must be
false.
Example: Find a counterexample to the
conjecture that all students who take
th
Geometry are 10 graders.
If a conjecture is true, it must be true for
every case. Just one example for which
the conjecture is false will disprove it.
counterexample A case that proves a conjecture false.
To be a counterexample, the first part must
be true, and the second part must be
false.
Example: Find a counterexample to the
conjecture that all students who take
th
Geometry are 10 graders.
Most of the students in our class are taking
th
Geometry, but are not 10 graders.
To Use Inductive Reasoning
1. Look for a pattern.
2. Make a conjecture.
3. Prove the conjecture or find a
counterexample to disprove it.
Examples Show that each conjecture is false by
giving a counterexample.
1. The product of any two numbers is
greater than the numbers themselves.
2. Two complementary angles are
not congruent.
To Use Inductive Reasoning
1. Look for a pattern.
2. Make a conjecture.
3. Prove the conjecture or find a
counterexample to disprove it.
Examples Show that each conjecture is false by
giving a counterexample.
1. The product of any two numbers is
greater than the numbers themselves.
(-1)(5) = -5
2. Two complementary angles are
not congruent.
45º and 45º
Sometimes we can use inductive reasoning
to solve a problem that does not appear to
have a pattern.
Example: Find the sum of the first 20 odd
numbers.
1 1
1 +3 4
1 + 3+ 5 9
1 + 3 +5+7 16
Sum of first 20 odd numbers?
Sometimes we can use inductive reasoning
to solve a problem that does not appear to
have a pattern.
Example: Find the sum of the first 20 odd
numbers.
1 1 2
1
1 +3 4 2
2
1 + 3+ 5 9 2
3
1 + 3 +5+7 16
42
2
Sum of first 20 odd numbers? 20 = 400
These patterns can be expanded to find the “nth” term using
algebra. When you complete these sequences by applying a
rule, it is called a function.
Examples: Find the missing terms and the rule.
1 2 3 4 5 … 8 … 20 …n
-3 -2 -1 0 1
1 2 3 4 5 … 8 … 20 …n
32 39 46 53 60
To find the pattern when the difference between each term is
the same, the coefficient of n is the difference between each
term, and the value at 0 is what is added or subtracted.
These patterns can be expanded to find the “nth” term using
algebra. When you complete these sequences by applying a
rule, it is called a function.
Examples: Find the missing terms and the rule.
1 2 3 4 5…8…20… n
-3 -2 -1 0 1 4 16 n—4
1 2 3 4 5…8…20… n
32 39 46 53 60 81 165 7n+25
To find the pattern when the difference between each term is
the same, the coefficient of n is the difference between each
term, and the value at 0 is what is added or subtracted.
Geometry is based on a deductive
structure–a system of thought in which
conclusions are justified by means of
previously assumed or proved statements.
Every deductive structure contains the
following four elements:
• Undefined terms (points, lines, planes)
• Assumptions known as postulates
• Definitions
• Theorems and other conclusions
A deductive system is very much like a
game–to play, you have to learn the terms
being used (definitions) and the rules
(postulates).
deductive The process of using logic to draw
reasoning conclusions from given facts,
definitions, and properties.
Inductive reasoning uses specific cases and
observations to form conclusions about
general ones (circumstantial evidence).
Deductive reasoning uses facts about
general cases to form conclusions about
specific cases (direct evidence).
Example Decide whether each conclusion uses
inductive or deductive reasoning.
1. Police arrest a person for robbery
when they find him in possession of
stolen merchandise.
2. Gunpowder residue tests show that a
suspect had fired a gun recently.
Example Decide whether each conclusion uses
inductive or deductive reasoning.
1. Police arrest a person for robbery
when they find him in possession of
stolen merchandise.
Inductive reasoning
2. Gunpowder residue tests show that a
suspect had fired a gun recently.
Deductive reasoning
