CHILDREN’S GRACE OF MARY TUTORIAL AND LEARNING CENTER, INC.

DUMADAG SUBDIVISION, NEW CARMEN, TACURONG CITY

CONTACT NUMBER: 0977-804-5567

MATHEMATICS
Module 11
 CHILDREN’S GRACE OF MARY TUTORIAL AND LEARNING CENTER, INC.
DUMADAG SUBDIVISION, NEW CARMEN, TACURONG CITY
CONTACT NUMBER: 0977-804-5567

MATHEMATICS

Name: _______________________________________________________ Score: __________

MODULE: 11

LESSON 1: Logical Reasoning

Lesson Objectives

At the end of this lesson, the student will be able to:

a.) determine the relationship between the hypothesis and the conclusion of an if-then statement;
b.) transform a statement into an equivalent if-then statement;
c.) determine the inverse, converse, and contrapositive of an if-then statement; and
d.) use inductive or deductive reasoning in an argument.

What I know.

What you need to know.

Definition:

Inductive reasoning is a type of reasoning that uses patterns to reach a conclusion. It is a process
of observing data, recognizing patterns, and making generalizations from observations.

Example
1.Use inductive reasoning to find the next two terms of each sequence. Describe how you found the terms.

a. 1, 2, 4, 8, 16, ...

Solution:
32, 64 (each term is twice the previous term)

b. 50, 49, 46, 41, 34, ...

Solution:
25, 14 (look at the difference between the numbers)

50 49 46 41 34 ? ?

1 3 5 7 ? ?

The next difference will be 9 and 11, respectively. Thus, the next two numbers are
34 – 9 = 25 and 25 – 11=14.

2. Study each number pattern. Then, state your findings by completing each conjecture.

12 + 28 = 40 0 + 22 = 22
–14 + 6 = –8 18 + 16 = 34
–10 + 30 = 20 8 + 38 = 46

Conjecture: The sum of _______________________________

Solution:
Conjecture: The sum of two even numbers is an even numbers.

Definition:

Deductive Reasoning
To deduce means to reason from known facts. When you prove a theorem, you are using
deductive reasoning – using existing structures to deduce new parts of the structures.

Syllogism
A simple syllogism is an argument made up of three statements:
a. a major premise
b. a minor premise (both of which are accepted as true)
c. a conclusion

Example:
Complete each syllogism. Write a general statement (x), a particular statement (y), and a conclusion (z).

a. x: If you quit smoking, then you save your lungs.

y: Karl quit smoking.
z: ____________________________________________

Answer: Karl saves his lungs.

b. x: Right angles are congruent.

y: ____________________________________________
z: ∠ 1 and ∠ 2 are congruent.

Answer: ∠ 1 and ∠ 2 are right angles.

See more Converses

If-then Statements: examples on page 230.
A conditional statement has two parts: a hypothesis, denoted by p, and a conclusion, denoted by q. In symbols,
the statement, “ If p, then q.” is written as p ⇒ q.

example: If it is 9:30 AM, then it must be daytime.

 p q

Other conditional statements:

General Form Example
If p, then q If it is 9:30 AM, then it must be daytime.
p implies q 9:30 Am implies it must be daytime.
p only if q 9:30 AM only if it must be daytime.
q if p It must be daytime if it is 9:30 AM.

Example
Write the hypothesis and the conclusion of each conditional.
a. If 4x – 1 = 7, then x = 2.
b. 2m = 10 implies m = 5.
c. I can’t drive if I’m tired.
d. I will pass the subject only if I will pass the final exam.

Solution:
Hypothesis Conclusion
a 4x – 1 = 7 x=2
b 2m = 10 m=5
c I’m tired I can’t drive
d I will pass the subject I will pass the final exam

Definition:

A definition is a statement of the meaning of a word, or term, or phrase, which made use of
previously defined terms.

A postulate is a statement, which is accepted as true without proof.

A theorem is any statement that can be prove true.

A corollary to a theorem is a theorem that follows easily from a previously proved theorem.

Example
Rewrite this statement in the If-then form: “Two angles with the same measure are defined to be congruent.

Solution:
First, identify the hypothesis and conclusion:

Hypothesis: Two angles have the same measure.

Conclusion: Two angles are congruent.

Rewrite the statement by placing “if” before the hypothesis, and “then” before the conclusion.

If two angles have the same measure, then they are congruent.

Inverse, Converse, and Contrapositive

Conditional Statement: If p, then q. p⇒q

Inverse: If not p, then not q p ⇒q
Converse: If q, then p q⇒p
Contrapositive: If not q, then not p q ⇒P

Example
 Write the inverse, converse, and contrapositive of the statement. Then, tell whether each is true or false.

If two angles form a linear pair, then they are supplementary.

Solution:
Hypothesis: Two angles form a linear pair.
Conclusion: They are supplementary.

Inverse: If two angles do not form a linear pair, then they are not supplementary. (False)
Converse: If two angles are supplementary, then they form a linear pair. (False)
Contrapositive: If two angles are not supplementary, then they do not form a linear pair.

What I have learned.

I. Use inductive reasoning to find the next two terms of each sequence. Justify your answer.

a. 1, 10, 100, 1 000, ________, ________

b. 1, 3, 9, 27, 81, ________, ________

II. State the hypothesis and the conclusion in each conditional statement.

a. If 4x + 1 = 9, then x = 2.

Hypothesis: __________________________________
Conclusion:__________________________________

b. If you see lightning, then you hear thunder.

Hypothesis: __________________________________
Conclusion:__________________________________

What I can bring home.

Answer the Practice and Application, Test III (13 – 15) on page 235 and Test VIII (33-34) on page 236. Write
your
answer on the space provided below.

LESSON 2: Writing a Proof

Lesson Objectives

At the end of this lesson, the student will be able to

a.) write a proof; and

b.) illustrate the need for an axiomatic structure of a mathematical system in general and in Geometry in particular:
(a) defined terms; (b) undefined terms; (c) postulates; and (d) theorems.

What you need to know.

Definition
A proof is a logical argument in which each statement you make is backed up by a statement that is accepted as true.

Types of proof:

a. paragraph or informal proof – in this type of proof, you write a paragraph to explain why a conjecture for a given
situation is true.
example:
Prove that the equation 4x + 3 = 2x + 9. The value of x = 3.

Proof: You can use the subtraction property of equality to collect constant terms on the right side of the equation
and the terms with x on the left side of the equation. Therefore, 2x = 6. Then, you can use the division
property of equality to divide both sides by 2. Therefore, x = 3.

b. two-column or formal proof – it is use for more formal, with statements and reason.
example:
Given: 4x + 3 = 2x + 9
Prove: x = 3
Proof:
Statements Reasons
1. 4x + 3 = 2x + 9 1. Given
2. 2x + 3 = 9 2. SPE
3. 2x = 6 3. SPE
4. x=3 4. DPE

c. flowchart-proof – organizes a series of statements in a logical order, starting with the given statements.

example:

4x + 3 = 2x + 9 2x + 3 = 9 2x = 6 x=3

Given SPE SPE DPE

*Please see the geometric properties (Table 5.2a) on page 240-241 and useful geometric properties in writing proofs
(Table 5.2b) on page 245-246.

THEOREM

1. Vertical Angle Theorem (VAT)

Given: ∠ 1 and ∠ 2 are vertical angles.

Prove: ∠ 1 ≅ ∠ 2

Proof:
Statements Reasons
1. ∠ 1 and ∠ 2 are vertical angles. 1. Given
2. ∠ 1 and ∠ 3 form a linear pair. 2. Definition of a linear pair
3. ∠ 1 and ∠ 3 are supplementary ∠s. 3. Supplement Postulate
4. m∠ 1 + m∠ 3 = 180 4. Definition of supplementary angles

5. ∠ 2 and ∠ 3 form a linear pair. 5. Definition of a linear pair

6. ∠ 2 and ∠ 3 are supplementary ∠s. 6. Supplement Postulate
7. m∠ 2 + m∠ 3 = 180 7. Definition of supplementary angles
8. m∠ 1 + m∠ 3 = m∠ 2 + m∠ 3 8. TPE
9. m∠ 1 = m∠ 2 9. SPE
10. ∠ 1 ≅ ∠ 2 10. Definition of congruent angles

2. The Supplement Theorem (ST)

3. The Complement Theorem (CT)

4. PAIC Theorem

5. PAEC Theorem
6. PSSIAS Theorem

7. The Triangle Interior Angle Theorem (TIAT)

NOTE: Please see on page 242- 244 for the example of theorems 2- 7.

Example Writing Proof

Supply the reason for the following statement.

Statements Reasons

3 x +6
a. =9 a. Given
2

b. 3x + 6 = 18 b. MPE

c. 3x = 12 c. SPE

d. x=4 d. DPE

What I have learned.

Provide a statement or reason for the following:

Statements Reasons
3
a. x + 5 = 11 a. Given
4
3
b. x=6 b. ____________________________
4
c. 3x = 24 c. ____________________________
d. ______________ d. Division Property of Equality (DPE)

What I can bring home.

Answer the Vocabulary and Concepts on page 249 (1-5) and Practice and Application, Test II (11-12) on
page 250.