Unit 6

Math 8 Axiomatic Structure of

Geometry
Lesson 19
Reasoning in Geometry
(Inductive and Deductive Reasoning)
(Writing Proof)

What You’ll Learn in this module:

a. use inductive or deductive reasoning
b. write a proof (both direct and indirect)

GENERAL INSTRUCTIONS: Write your answers in the answer sheet provided.

Activity No. 1: “Wuzzles”

Directions: A wuzzle or a word puzzle is a puzzle made up of a combination of words
and/or symbols in an unusual, interesting way. Solve the following wuzzles below and
reason out how you arrived at your answers. Example is already given to you.

- Answer: Just right

- Reason: The answer to the wuzzle is just
right because just is found on the right.

1. 2.

3.

4. 5.

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INDUCTIVE REASONING

Inductive reasoning is the process of making generalizations or conjectures based

on observed patterns in a set of data. This means that in inductive reasoning, you need to
observe and recognize patterns in a given set of data before making generalizations. (See
figure below)
Specific statements

General statements

Fig.1 Inductive Reasoning

Example 1: What are the next two terms in the following sequence?
a. 0 ,−1.5 ,−3 ,−4.5 , …
SOLUTION: Note: Notice that the next terms can be attained by adding −1.5,
therefore, to get the next two terms just add −1.5 .
0 ,−1.5 ,−3 ,−4.5 ,−6 ,−7.5

b. 2 , 3 ,5 , 7 , 9 , 11,13 , …
SOLUTION: Note: Notice that the numbers are prime which means the factors are 1
and itself, therefore, the next two terms are 17 and 19.
2 , 3 ,5 , 7 , 9 , 11,13 , 17 , 19

c. 1600 , 400 , 100 , 25 ,…

1
SOLUTION: Note: Notice that the next terms can be attained by getting the of each
4
1 1 1 1 1
term, so ( 1600 )=400 , ( 400 )=100 , ( 100 ) =25 , ( 25 )=6.25 , ( 6.25 )=1.5625 .Thus, the
4 4 4 4 4
next two terms are 6.25 and 1.5625.
1600 , 400 , 100 , 25 ,6.25 , 1.5625

Example 2: What are the next two shapes in the sequence?

SOLUTION:

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DEDUCTIVE REASONING

To deduce means “to reason from known facts.” Hence, deductive reasoning is
the process of showing that certain statements follow logically from agreed upon
assumptions or proven facts. (See figure below)

General statements

Specific statements

Fig.2 Deductive Reasoning

To better understand deductive reasoning, syllogism can be used. A simple

syllogism is an argument composed of three statements: a major premise, a minor
premise, and a conclusion. A major premise is a general statement, whereas the minor
premise is a particular or specific statement. From these two statements, the conclusion
is deduced. For example, the premise “All A are B” could be followed by another premise
“C is A”. It follows that C is B.
Example 3: What can be concluded from the argument?
All men are mortal.
Gino is man.
SOLUTION: It can be deduced that since all men are mortal and Gino is a man,
therefore Gino is mortal.
All men are mortal. the major premise (a general statement)
Gino is man. the minor premise (a particular
statement)
Gino is mortal. the conclusion (a deduction from the
major and minor premises)
Example 4: What can be deduced from the following premises?
Major premise: Anyone who plays basketball is sporty.
Minor premise: Marco plays basketball.
Conclusion: Marco is sporty.
Example 5: What can be deduced from the following premises?
Major premise: Right angles are congruent.
Minor premise: Angles A and B are right angles.
Conclusion: Angles A and B are congruent.

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WRITING PROOFS

 Direct Proof
When proving mathematical statements, each step must be justified by a definition, an
axiom, any given information, or a previously proved theorem. This process is called
direct proof. Direct proof is a way of showing the truth or falsehood of a statement using
a combination of statements supported by postulates, theorems, and definitions.
Recall that a definition is a statement of the meaning or explanation of a word, a
phrase, or a set of symbols. A theorem is a statement that can be proven true. An axiom
or a postulate is a statement or proposition that is regarded as being established,
accepted, or self-evidently true.

Example 6: Use the property of subtraction a−b=a+ (−b )to prove the theorem
c ( a−b )=ac−bc .

SOLUTION: Support every step with a justification.

c ( a−b )=ac−bc Given
¿ ac +(−bc) Property of Subtraction
¿ c ( a−b ) Factoring

When a general statement is supposed to be true but is false, counterexamples are

used to disprove it.
Example 7: Prove that the statement is false by a counterexample: For all real numbers
a and b, a+ b>a−b .
SOLUTION: Let a and b be real numbers. Say, a=3 and b=−2. Then,
a+ b>a−b

3+(−2)> 3−(−2)

1>5 FALSE
Hence, the general statement “for all numbers a and b, a+ b>a−b , is false since it
is not true for real numbers 3 and −2.

 Indirect Proof
When trying to prove a statement true, it may be helpful to ask, “What if this
statement is not true?” and examine what happens. This is the premise of the indirect
proof or proof by contradiction.
Example 8: Prove that the statement true: The sum of two even integers is even.
SOLUTION: Assume that what is needed to be proven true is false and show that a
contradiction happens. That is, the sum of two even integers is not even but odd.

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Suppose a, b, and c are real numbers where a and b are even integers, and c is the
sum of a and b and c is odd. Then, there exist integers m and n such that a=2 m and b=2 n
for any integers m and n.

a+ b=c Given
2 m+ 2n=c Substitution Property
2(m+n)=c Distribution Property
The proof contradicts the assumption, thereby showing that c is even, not odd.

Activity No. 2: Comprehension Check”

Part I: Use inductive reasoning to find the next two terms of each sequence.
1. 1 , 2, 4 , 8 ,16 ,32 , …
2. 1 ,3 ,5 , 7 , 9 , 11,.. .
3. 1 ,11 ,22 , 34 , 47 ,…
4. 5 , 15 ,25 , 35 , 45 , …
5. 1 , 4 , 9 , 16 , 25 ,36 , …

Part II: Complete the syllogisms by adding a conclusion.

1. Warm-blooded animals are mammals.
A bulldog is a warm-blooded animal.
2. All bread is made of flour and eggs.
A raisin bun is bread.
3. All high school students are courteous.
Bernard is a high school student.
4. If Larry is sick, then he is absent.
Larry has a cold.
5. All parrots are intelligent.
Nichole’s pet is a parrot.
Part III: Draw the next shape in the sequence. Draw your answers inside the box found
in the answer sheet. (2 pts. each)

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PERFORMANCE TASK
“DIY Math”
Directions: Create at least 5 wuzzles and write the reasons how you arrived at the
answers. Illustrate it in a long bond paper. Be creative! Don’t forget to attach it in the
answer sheet. Be guided by the rubric given below.

Rubric
Creativity – 25 pts.
Reasoning and Illustration – 25 pts.
Neatness – 10 pts.
Total – 60 pts.

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HOLY CROSS OF HAGONOY, INC.

Poblacion, Hagonoy, Davao del Sur
ANSWER SHEET

Name: Teacher: Ms. Jeany Pearl Eltagonde

Section: PLU Code:
Week No.: 19 – Reasoning in Geometry

Activity No. 1: “Wuzzles”

1. Answer:

Reason:

2. Answer:

Reason:

3. Answer:

Reason:

4. Answer:

Reason:

5. Answer:

Reason:

Activity No. 2: “Comprehension Check” Score:

Part I
1. 1 , 2, 4 , 8 ,16 ,32 , ,

2. 1 ,3 ,5 , 7 , 9 , 11, ,

3. 1 ,11 ,22 , 34 , 47 , ,

4. 5 , 15 ,25 , 35 , 45 , ,

5. 1 , 4 , 9 , 16 , 25 ,36 , ,

Part II
1. Conclusion:
2. Conclusion:

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3. Conclusion:
4. Conclusion:
5. Conclusion:

Part III

1.

2.

3.

4.

5.

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