MMW

1ST SEMESTER l S.Y. ‘24 - ‘25 l BSGE 1B

COLLEGE OF ENGINEERING
ENGR. ANGEL CHARMAE DEL PINADO, DVM CHUGHRMAE

- Added by its preceding number

—CHAPTER 1— - 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, and so on

PATTERN GOLDEN RATIO

- Organized arrangement of objects in space - Approximately equal to 1.618
or time
SYMMETRY ★ Math has a vital and unique role in the
- When shapes look identical to its shape human societies
after being flipped in opposite position ★ Math can help predict the behavior of
CRACK nature and phenomena in the world
- Linear opening that form in material to ★ Math help us control nature for our own
relieve stress ends
TESSELLATION
- Forms a class of patterns found in nature
FRACTALS —CHAPTER 2—
- When an object exhibits self-similar shape
LESSON 1: NATURE OF MATHEMATICS AS A LANGUAGE
Samples of patterns in nature
● Tiger face (bilateral symmetry) NATURE OF MATH AS A LANGUAGE
● Honeycomb (tessellation) - Significant evidence that many students
● Branching pattern of a tree (fractal) don't apply properly grasp the language of
● Stripes of a zebra math which leads students study much
● Foams of soap bubbles harder
● Spots of a leopard PRECISION
- Refers to the quality, condition of being
SEQUENCE exact or accurate
- Ordered list of numbers (called elements or - Ability to make constant distinction
terms) CONCISENESS
- Using the most appropriate and minimal
TYPES OF SEQUENCE amount of effective words
a. ARITHMETIC SEQUENCE POWERFULL
- List of numbers with definite - Able to express complex thoughts with
pattern relative case
- take any number in the sequence
ten subtract it by the previous one, GRAMMAR OF MATH
and the results is always constant - Use of symbols representing math objects
Sample :
➢ 2, 5, 8, 11, 14 (common difference is 3) Example: Express the following using mathematical
➢ 3, 11, 19, 27, 35 (common difference is 8) symbols.

b. GEOMETRIC SEQUENCE a. 5 is less than 10 -> 5 < 10

- Goes one term to the next by b. 5 is a prime number -> 5 P
always multiplying or dividing by
the same value

FIBONACCI SEQUENCE
- Full of set numbers that starts with 0
MMW
1ST SEMESTER l S.Y. ‘24 - ‘25 l BSGE 1B
COLLEGE OF ENGINEERING
ENGR. ANGEL CHARMAE DEL PINADO, DVM CHUGHRMAE

LESSON 2: MATHEMATICAL EXPRESSIONS & SENTENCES

CONVENTIONS MEANING

EXPRESSION x>y X is greater than or equal to y

- Mathematical analogue
x<y X is less than or equal to y
IDEAS REGARDING EXPRESSIONS
a. Expressions have different names x≠y X is not equal to y
Example: The number 5 can be written in many
lxl The absolute value of x
ways as follows:
➢ 2+3
√x The square root of x
➢ 10/2
➢ (6-2) + 1 x2 The square of x
➢ 1+1+1+1+1
x≈y X is approximately equal to y
b. Common in solving expressions is to
simplify X% X percent
i. Fewer symbols
ii. Fewer operations
iii. preferred/style/format LESSON 3: LANGUAGE OF SET
Example:
➢ 3+3+3+3+3 and 5 x 3 are both names for SET
the same number, but 5x3 uses fewer - Well-defined collection by distinct objects
operation - Represented by capital letters, by listing its
➢ 3+1+5 and 9 are both names for the same element between braces
number but 9 uses fewer symbols - Separated by commas

MATHEMATICAL SENTENCE Examples:

- Analogue of an english sentence
● Some examples of sets defined by
IDEAS REGARDING EXPRESSIONS describing the contents:
a. Mathematical sentences have verbs and a. The set of all even numbers
connectives b. The set of all books written about
Example: travel to Philippines
➢ 3+4=7. The equal sign is actually the verb
and indeed one of the most popular ● Some examples of sets defined by listing the
mathematical verbs. The symbol “+” is a element of the set:
connective a. {2, 4, 6, 8, 10}
b. {red, green, blue}
b. Truth of sentences
- Sentences can be true or false NOTATION
- The symbol ∊ means “is an element of”
- A set that contains no elements, { }, is
called the empty set and is notated ∅.

Illustration:
CONVENTIONS IN THE MATHEMATICAL LANGUAGE Let A = {1, 2, 3, 4}
MMW
1ST SEMESTER l S.Y. ‘24 - ‘25 l BSGE 1B
COLLEGE OF ENGINEERING
ENGR. ANGEL CHARMAE DEL PINADO, DVM CHUGHRMAE

To notate that 2 is element of the set, we’d write 2 ∊

Cardinality n(A)=n n(A)=∞
A
(natural
number)
WAYS OF DESCRIBING A SET

ROSTER RULE METHOD Union Finite Infinite

METHOD
EQUAL SETS
{1, 2, 3} {x l x is a natural number less
- Set with the same elements and cardinality
than 4}

Example:
{2, 4, 6, 8, 10} {x l x is an even integer
● A=the set of letters in the word
between 0 and 12}
“CARE”={c,a,r,e}
● B=the set of letters in the word
{0, 3, 6, 9} {x l x is a multiple number of 3
“RACE”={r,a,c,e}
between -1 and 12}

EQUIVALENT SETS
Some important sets are the following: - Set with the same number of elements or
1. C = set of complex number cardinality
2. R = set of real numbers
3. Q = set of rational numbers Example:
4. Q’ = set of irrational numbers ● A=the set of vowels in the English
5. Z = set of integer numbers {..-2, -1, 0, 1, 2..} Alphabet={a,e,i,o,u}
6. W = set of whole numbers {0, 1, 2, 3…} ● B=the set of first five counting
7. N = set of natural numbers {1, 2, 3…} numbers={1,2,3,4,5}

FINITE SET JOIN SETS

- collection of elements that has a limited - Set with common elements (intersection)
number of members.
CARDINALITY Example:
- (number of elements) of a finite set is ● A=the set of letters in the word
denoted as n(A), where A is the set. “CARE”={c,a,r,e}
EMPTY SET ● B=the set of letters in the word
- represented as {}, is also considered a finite “BEARS”={b,e,a,r,s}
set since it contains zero elements
INFINITE SET DISJOINT SETS
- contains an unbounded number of - Set with no common elements
elements, meaning it cannot be completely
counted. Example:
● A=the set of vowels in the English
FACTOR FINITE SET INFINITE SET
Alphabet={a,e,i,o,u}
● B=the set of first five counting
Number of Countable Uncountable
numbers={1,2,3,4,5}
elements
SUBSET
- A subset of a set A is another set that
Continuity Has a start Endless from
contains only elements from the set A, but
and end both sides
may not contain all the elements of A.
 MMW
1ST SEMESTER l S.Y. ‘24 - ‘25 l BSGE 1B
COLLEGE OF ENGINEERING
ENGR. ANGEL CHARMAE DEL PINADO, DVM CHUGHRMAE

- If B is a subset of A, we write B ⊆ A. A = {5,10}

- A proper subset is a subset that is not B = {1,2, 3, 4, 5}
identical to the original set – it contains C = {3, 6, 9}
fewer elements. D = {2, 4, 6, 8}
- If B is a proper subset of A, we write B ⊂ A Find the following:
1. A’
Example: 2. B’
3. A ⋃ B
Consider these three sets: 4. C’ ⋃ D’
A = the set of all even numbers 5. A ⋂ B
B = {2, 4, 6} 6. C ⋂ D
C = {2, 3, 4, 6} 7. (C ⋃ D)′

● Here B ⊂ A since every element of B is also Answers:

an even number, so is an element of A. 1. {1, 2, 3, 4, 6, 7, 8, 9}
● More formally, we could say B ⊂ A since if x ∊ 2. {6, 7, 8, 9, 10}
B, then x ∊ A. 3. {1, 2, 3, 4, 5, 10}
● It is also true that B ⊂ C. 4. {1, 2, 3, 4, 5, 7, 8, 9, 10}
● C is not a subset of A, since C contains an Explanation:
element, 3, that is not contained in A C’ = {1, 2, 4, 5, 7, 8, 10}
D’ = {1 3, 5, 7 9, 10}
OPERATION ON SETS 5. {5}
6. {6}
UNION INTERSECTION COMPLEMENT
7. {1, 5, 7, 10}
Explanation:
Two sets Two sets Set A contains
C ⋃ D = {2, 3, 4, 6, 8, 9}
contain all the contain only everything that
elements the elements is not in set A.
2. Let U be the set of first 10 counting numbers
contained in that are in both
A = {5, 10}
either set (or sets.
B = {1, 2, 3, 4, 5}
both sets).
C = {3, 6, 9}
D = {2, 4, 6, 8}
Notated A ⋃ B. Notated A ⋂ B. Notated A’,
or 𝐴𝑐 , or
Find the following:
1. A-B
sometimes ~A.
2. B-A
3. C-D
4. D-C
5. U-D
6. AxC
7. CxA

Answers:
1. {10}
2. {1, 2, 3, 4}
Example: 3. {3, 9}
4. {2, 4, 8}
1. Let U be the set of first 10 counting numbers. 5. {1, 3, 5, 7, 9, 10}
MMW
1ST SEMESTER l S.Y. ‘24 - ‘25 l BSGE 1B
COLLEGE OF ENGINEERING
ENGR. ANGEL CHARMAE DEL PINADO, DVM CHUGHRMAE

6. {5, 2}, {5, 6}, {5, 9}, {10, 2}, {10, 6}, {10, 9}
7. {2, 5}, {6, 5}, {9, 5}, {2, 10}, {6, 10}, {9, 10} ● The cardinality of B is 4, since there are 4
elements in the set or n(B)=4.
VENN DIAGRAM ● The cardinality of A ⋃ B is 7, since A ⋃ B = {1, 2, 3,
- Represents each set 4, 5, 6, 8}, which contains 7 elements or n(A ⋃ B)
- Circle, drawn inside a box = 7.
● The cardinality of A ⋂ B is 3, since A ⋂ B = {2, 4,
Examples: 6}, which contains 3 elements or n(A ⋂ B) = 3.

Examples:

1. A survey asks 200 people “What beverage do

you drink in the morning”, and offers
Choices:
Tea only - 20
Coffee only - 80
Both coffee and tea - 40

How many people drink tea in the morning? - 20

How many people drink neither tea or coffee? - 60

2. A
survey
asks:
Which
online

services have you used in the last month:

Choices:
Twitter - 40%
Facebook - 70%
Have used both - 20%
CARDINALITY
- number or sets or subsets How many people have used neither Twitter or
Facebook? - 10%
The number of elements in a set is a cardinality of
that set
The cardinality of the set A is denoted as |A| or (A)

Example:
3. Fifty students were surveyed, and asked if they
A = {1, 2, 3, 4, 5, 6} were
B = {2, 4, 6, 8} taking a
social
What is the cardinality of B? A ⋃ B, A ⋂ B?
MMW
1ST SEMESTER l S.Y. ‘24 - ‘25 l BSGE 1B
COLLEGE OF ENGINEERING
ENGR. ANGEL CHARMAE DEL PINADO, DVM CHUGHRMAE

science (SS), humanities (HM) or a natural

science (NS) course the next quarter.

21 were taking a SS course

26 were taking a HM course
19 were taking a NS course
9 were taking SS and HM
7 were taking SS and NS
10 were taking HM and NS TYPES OF
3 were taking all three RELATION
7 were taking none. 1. REFLEXIVE RELATION
- Every element is related to itself

X 2 3 4

2 (2, 2) (2, 3) (2, 4)

3 (3, 2) (3, 3) (3, 4)

4 (4, 2) (4, 3) (4, 4)

2. SYMMETRIC RELATION
- If a is related to b, then b is related
to a

X 2 3 4
RELATION
- Any set of one or more ordered pairs (x,y) 2 (2, 2) (2, 3) (2, 4)

ABSCISSA 3 (3, 2) (3, 3) (3, 4)

- X coordinate
- Referred as the domain 4 (4, 2) (4, 3) (4, 4)
ORDINATE
- Y coordinate
3. TRANSITIVE RELATION
- Referred as the range
- If a is related to b, and b is related
to c, then a is related to c.
Example:
X 2 3 4
● Given the relation {(2, -6), (1, 4), (0, 0), (1, -
6), (3, 0)}. State the domain and range 2 (2, 2) (2, 3) (2, 4)
Domain = {0, 1, 2, 3}
Range = {-6, 0, 4} 3 (3, 2) (3, 3) (3, 4)

● Map the relation R = {(2, -6), (1, 4), (0, 0), (1, 4 (4, 2) (4, 3) (4, 4)
-6), (3, 0)}.
MMW
1ST SEMESTER l S.Y. ‘24 - ‘25 l BSGE 1B
COLLEGE OF ENGINEERING
ENGR. ANGEL CHARMAE DEL PINADO, DVM CHUGHRMAE

IMPLIES Conditional ➡ p➡q If p, then q

IF AND ONLY Biconditional ↔️ p↔️q p if and

IF only if q

The Converse, the Inverse, and the Contrapositive

The conditional statement, p (antecedent) → q
(consequent), has the

following forms:
a. If p, then q.
b. p implies q.
c. p only if q.
d. Not p or q.
FUNCTION e. Every p is q.
- Type of relation in which element of the f. q, if p.
domain is paired with exactly one element g. q provided that p.
in the range h. q is a necessary condition for p.
- It is a function if no 2 ordered pairs have i. p is a sufficient condition for q.
equal abscissas j. p yields q.
k. q follows from p.
NATURE OF LOGIC
Derived Forms of a conditional Statement
LOGIC
- Commonly known as the science of ● There are three ways to restate a
reasoning conditional statement; the converse, the
- Like mathematical reasoning and inverse, and the contrapositive.
arguments ● The conditional statement, p → q, may be
STATEMENT restated in the following forms.
- Declarative sentence that is either true or
false but not both true or false Converse Form : q → p
SIMPLE STATEMENT Inverse Form: ~p → ~q
- Single statement which does not contain Contrapositive: ~q → ~p
other statements as parts
LOGICAL CONNECTIVE Example:
- Combines simple statement into
compound statement ● Write the converse, inverse, and contrapositive
of the given sentence.
TYPE OF SYMBOLS EXAMPLE STATEMENT
CONNECT
STATEMENT “She is allowed to join the volleyball team, only if she
IVE
knows how to receive the ball.”
NOT Negation ~ ~p not p
Solution:
AND/BUT conjunction ^ p^q p and q p → q: If she is allowed to join the volleyball team,
then she knows how to receive the ball.
OR Disjunction v pvq p or q
MMW
1ST SEMESTER l S.Y. ‘24 - ‘25 l BSGE 1B
COLLEGE OF ENGINEERING
ENGR. ANGEL CHARMAE DEL PINADO, DVM CHUGHRMAE

Converse Form : q → p: If she knows how to receive Examples:

the ball, then she is allowed to join the volleyball
team. 1. (p v q) ^ ~p

Inverse Form: ~p → ~q: If she is not allowed to join the

p q ~p (p v q) (p v q) ^ ~p
volleyball team, then she does not know how to
receive the ball.
T T F T F

Contrapositive: ~q → ~p: If she doesn't know how to T F T T T

receive the ball, then she is not allowed to join the
volleyball team. F T F T F

F F T F F

TRUTH TABLE
- Either be true (T) or false (F) 2.Is ~(p v q) ≡ ~p ^ ~q ?
- Tabulation of possible truth values

p q (p v q) ~(p v q) ~p ~q ~p ^ ~q
~T = F
Negation T T T F F F F
~F = T
T F T F F T F
Conjunction T^T=T
F T T F T F F
Disjunction FVF=F
F F F T T T T

Conditional T -> F = F

T <-> T = T Therefore, ~ (p v q) ≡ ~p ^ ~q
Biconditional
F <-> F = T 3.Is p -> q ≡ ~p -> ~q ?
q -> p ≡ ~q -> ~p ?

1
N = 21 = 2 rows
p q p -> q q -> p ~p ~q ~p -> ~q ~q -> ~p
N = 22 = 4 rows
2

N3 = 23 = 8 rows
T T T T F F T T

q p^q pvq p -> q p <-> q T F F T F T T F

p
F T T F T F F T
T T T T T T

F F T T T T T T
T F F T F F

F T F T T F Therefore, p -> q (not) ≡ ~p -> ~q

q -> p (not)≡ ~q -> ~p
F F F F T T

However, p -> q ≡ ~q -> ~p

q -> p ≡ ~p -> ~q
 MMW
1ST SEMESTER l S.Y. ‘24 - ‘25 l BSGE 1B
COLLEGE OF ENGINEERING
ENGR. ANGEL CHARMAE DEL PINADO, DVM CHUGHRMAE

q: I climbed

4.Is p -> q ≡ p <-> q ? ~(p v q) ≡ ~p ^ ~q

I did not swim and i did not climb

p q p -> q p <-> q
2. I did not finish the race and I did not get my
finisher’s medal.
T T T T
Let p: I finished the race
T F F F q: I got my finisher’s medal

F T T F ~p v ~q) ≡ ~(p ^ q)
It is not true that I finished the race and I got
F F T T my finisher’s medal.

Therefore, p -> q (not)≡ p <-> q Equivalent forms for p → q and p ↔ q

5.Is p <-> q ≡ (p -> q) ^ (q -> p) ? ● p → q ≡ ~p ∨ q

● p ↔ q ≡ (p → q) ∧ (q → p)

p q p <-> q p -> q q -> p (p -> q) ^ (q -> p)

QUANTIFIERS
- Describe the quantity of an object in the
T T T T T T
domain of functions

T F F F T F
TYPES OF QUANTIFIERS
F T F T F F
UNIVERSAL EXISTENTIAL
F F T T T T QUANTIFIERS QUANTIFIERS

For all Some

Therefore, p <-> q ≡ (p -> q) ^ (q -> p)
All There exists
TAUTOLOGY
Every At least one
- Statement that is always true
CONTRADICTION None
- Statement that is always FALSE
LOGICAL EQUIVALENCE
- Compound statements that displays the
WRITE UNIVERSAL QUANTIFIERS TO MATH LANGUAGE
same truth values

a. For all real numbers x and y, if xy is greater

De Morgan's Law for Logic
than zero, then either both x and y are
Given two statements p and q,
negative or both are positive.
~(p v q) ≡ ~p ^ ~q
~(p ^ q) ≡ ~p v ~q
b. For all integers x and y, x + y is an integer.

Example:
c. For all real numbers x and y, if x + y = 0, then
1. It is not true that, I swam or I climbed
x = -y.
Let p: I swam
MMW
1ST SEMESTER l S.Y. ‘24 - ‘25 l BSGE 1B
COLLEGE OF ENGINEERING
ENGR. ANGEL CHARMAE DEL PINADO, DVM CHUGHRMAE

d.For any non-zero real number x, there is a

real number y such that xy=1. Solution:
e. b. For any real number x and y, if x>y, then a. Each successive number is 5 units larger
there is a real number w such that x>w>y. than the preceding number. Thus, it can be
NEGATION OF QUANTIFIERS predicted that the next number in the list is
5 units larger than 25, which is 30.
STATEMENT NEGATION b. Observe that all the numbers are perfect
squares. 1 = 12, 4 = 22, 9 = 32, 16 = 42, 25 = 52.
All M are J Some M are not J
Thus, it can be predicted that the next
No M are J Some M are J number to be 36 = 62
Some M are not J All M are J
Example 2. Use Inductive Reasoning to Make
Some M are J No M are J
Conjecture

Examples: ● Use inductive reasoning to make a conjecture

out of the following process
1. Some dogs are poodles. ● Consider the following procedure: Pick a
Answer:No dogs are poodles. number. Multiply the number by 10, add 8 to
the product, divide the sum by 2, and subtract
2. All acute angles are less than 90 degrees in 4.
measure. ● Repeat the procedure for several different
Answer: Some acute angles are not less than 90 numbers. Make a conjecture between the
degrees in measure. relationship of the size of the resulting number
and the size of the original number using
3. No triangles are quadrilaterals. inductive reasoning.
Answer: Some triangles are quadrilaterals.
Solution:
1. Suppose we pick 7 as our original number.
PROBLEM SOLVING 2. Original number: 7
3. Multiply 7 by 10: 70
REASONING 4. Add 8 to the product: 70 + 8 = 78
- Process of logical thinking 5. Divide the sum by 2: 78/2 = 39
INDUCTIVE REASONING 6. Subtract the quotient by 4: 39 – 4 = 35
- Process of reaching a general conclusion
by examining specific examples We started with 7 and the procedure
EDUCATED GUESS / CONJECTURE produces 35. Starting with 8 as our original number,
- Conclusion formed by using inductive the procedure produces 40. Starting with 10 as our
reasoning that may or may not be correct original number and the
procedure produces 50. Starting with 50 as our
Example 1: Use inductive reasoning to predict a original number and the procedure produces 250. In
number each of these cases, the procedure produces a
number that is five times the original number. It is
● Use inductive reasoning to predict the next conjectured that the given procedure produces a
number in each of the following lists. number that is five times the original number.

a. 5, 10, 15, 20, 25, ? Example 3. Use Inductive Reasoning to Solve an

b. 1, 4, 9, 16, 25, ? Application
MMW
1ST SEMESTER l S.Y. ‘24 - ‘25 l BSGE 1B
COLLEGE OF ENGINEERING
ENGR. ANGEL CHARMAE DEL PINADO, DVM CHUGHRMAE

● Use the data in the table and by inductive Example 4: Finding a Counterexample
reasoning, answer the following questions
below. ● Verify that the following statement is incorrect
by giving a counterexample.
Earthquake
Magnitude
Max. Tsunami Height (m)
a. A number is divisible by 3 if the last two
7.5 5 digits are divisible by 3.

7.6 9
Solution:
7.7 13 a. Pick a few numbers at random whose last
7.8 17 two digits are divisible by 3, then divide the
original number by 3, and see if there’s a
7.9 21
remainder.
8.0 25

8.1 29 1,527: Last two digits, 27, divisible by 3; 1,527/3 = 509

11,745: Last two digits, 45, divisible by 3; 11,745/3= 3,915
8.2 33

8.3 37 At this point, one might start to suspect that

the conjecture is true, but it is just two cases, and
a. If the earthquake magnitude is 8.5, how there are infinitely many possibilities.
high (in meters) can the tsunami be?
b. Can a tsunami occur when the earthquake 1,136: Last two digits, 36, divisible by 3; 1,135/3=378 2/3
magnitude is less than 7? Explain your
answer. This counterexample shows that the
conjecture is false.
Solution:
a. In the table, for every 0.1 increase in
earthquake magnitude, the maximum DEDUCTIVE REASONING
tsunami height increases by 4 meters. Thus, - Process of reaching a conclusion by
it is conjectured that the maximum tsunami applying general assumptions, procedures
height for the earthquake magnitude of 8.5 - Based on overall rules
is 45 meters.
b. No, because when the earthquake Example 5: Use deductive reasoning to establish a
magnitude is 7.4, the maximum tsunami conjecture
height is only 1 meter. Hence, a tsunami
does not occur when the earthquake ● Use deductive reasoning to show that the
magnitude is less than 7. following procedure produces a number
that is four times the original number.
Conclusions based on inductive reasoning ● Procedure: Pick a number. Multiply the
may not always be true. In other words, a conjecture number by 8, add 6 to the product, divide
formed by using inductive reasoning may be the sum by 2, and subtract 3.
incorrect. While it is not often easy to prove that a
conjecture is true, it is much simpler to prove that Solution:
one is false. The method of disproving a statement, Let n represent the original number
that is, to find one specific example that contradicts Multiply the number by 8: 8n
the conjecture is known as a counterexample. Add 6 to the product: 8n + 6
MMW
1ST SEMESTER l S.Y. ‘24 - ‘25 l BSGE 1B
COLLEGE OF ENGINEERING
ENGR. ANGEL CHARMAE DEL PINADO, DVM CHUGHRMAE

Divide the sum by 2: 8n+ 6/2 = 4n + 3 4. The banker lives next door to Brian.
Subtract 3: 4n + 3 – 3 = 4n
Solution:
It started with n and ended with 4n after From clue 1, Maria is not the banker or
following the given procedure. This means that the dentist. In the following chart, write X1 (which
given procedure produces a number that is four stands for “ruled out by clue 1) in the Banker and the
times the original number. Dentist columns of Maria’s row.

Editor Banker Chef Dentist

Example 6: Comparing Inductive & Deductive
Sean
Reasoning
Maria X1 X1
a. The last six times Jose’s team played their Sarah
archrival in football, they won, so they know
Brian
they’re going to win on Saturday. Is it based
on inductive or deductive reasoning?
b. The syllabus states that any final average From clue 2, Sarah is not the editor. Write X2
between 80 and 85% will result in a 1.5. If (ruled out by clue 2) in the Editor column of Sarah’s
Joan gets 79% on the finals, her overall row. We know from clue 1 that the banker is not the
average will be 80.5%, so she’ll get a 1.5. Is it last to get home, and we know from clue 2 that
based on inductive or deductive reasoning? Sarah is the last to get home; therefore, Sarah is not
the Banker. Write X2 in tHe Banker column of Sarah’s
Solution: row.
a. The conclusion is based on six specific
occurrences, not a general rule that needs Editor Banker Chef Dentist
to be true, so, it is inductive reasoning.
Sean
b. Although it’s about a specific person’s
grade, the conclusion that Joan will get a Maria X1 X1
1.5 is based on a general rule: all scores Sarah X2 X2
between 80 and 85% earn a 1.5. This is
Brian
deductive reasoning.

Example 7: Logic Puzzles From clue 3, Sarah is not the dentist. Write X3 for this
condition. There are now Xs for the three of the four
● Each of four neighbors, Sean, Maria, Sarah, and occupations in Sarah’s row; therefore, Sarah must be
Brian, has a different occupation(editor, the chef. Place a ✓ in that box. Since Sarah is the
banker, chef, or dentist). From the following chef, none of the other three people can be the chef.
clues, determine the occupation of each Write X3 for these conditions. There are now Xs for
neighbor. three of the four occupations in Maria’s row;
therefore, Maria must be the editor. Insert a ✓ to
Clue: indicate that Maria is the editor, and write X3 twice to
1. Maria gets home from work after the indicate that neither Sean nor Brian is the editor.
banker but before the dentist.
2. Sarah, who is the last to get home from Editor Banker Chef Dentist
work, is not the editor.
Sean X3 X3
3. The dentist and Sarah leave for work at the
same time. Maria ✔️ X1 X3 X1
MMW
1ST SEMESTER l S.Y. ‘24 - ‘25 l BSGE 1B
COLLEGE OF ENGINEERING
ENGR. ANGEL CHARMAE DEL PINADO, DVM CHUGHRMAE

Sarah X2 X2 ✔️ X3 4n2 + 4n + 1 = 2 (2n2 + 2n) + 1

= 2m + 1
Brian X3 X3

Where m is an integer.
From clue 4, Brian is not the banker. Write K2 = 2m + 1
X4 for this condition. See the following table. SinCe
there are three Xs in the Banker column, Sean must Therefore, k2 is an odd integer.
be the banker. Place ✓ in that box. Thus, Sean cannot
be the dentist. Write X4 in that box. Since there are 3
Xs in the Dentist column, Brian must be the dentist. POLYA’S 4-STEP PROB SOLV STRATEGY
Place a ✓ in that box.
Step 1: Understand the Problem
Editor Banker Chef Dentist To solve a problem, one must first know
Sean X3 ✔️ X3 X4
what is being asked, and what information or data
that is provided. Also, one must see to it that he or
Maria ✔️ X1 X3 X1
she can state the problem in his or her own words.
Sarah X2 X2 ✔️ X3
Step 2: Devise a Plan
Brian X3 X4 X3 ✔️
In this step, one must think of various
techniques or strategies in attempting to solve the
problem. Some common strategies: making a list,
MATHEMATICAL PROOF chart or table, drawing a diagram, guess and check
- Collection of statements to establish that a (or trial and error), finding similar problems that
proposition is true were previously solved, using arithmetic of
- Those statements are composed and equations, looking for patterns, performing an
ordered according to a set of assumptions experiment, and working backwards.
and rules of logical reasoning
Step 3: Carry Out the Plan
ASSUMPTIONS After planning, try it out. If it doesn’t work, try
- Propositions assumed to be true a different strategy. Work carefully and keep an
- Theorems 1 to 7 accurate record of all the attempts until the problem
- Theorems about lines is solved.
LAWS OF LOGIC (LOGICAL REASONING)
- Statement cant be true or false at the same Step 4: Review the Solution
time Check the answer. It is always a good idea
- Law of syllogism, transitivity, substitution to think about whether the answer is reasonable.
Ensure that the solution is consistent with the facts of
DEDUCTIVE REASONING IN PROVING THEOREMS the problem. Then, interpret the result in the context
of the problem.
Example: Proof

Suppose k is odd. From the definition of odd integers, Example 1. Solving a problem using a diagram
k = 2n + 1
A gardener is asked to plant eight tomato
For some integer n plants that are 18 inches tall in a straight line with 2
K2 = (2n +1)2 feet between each plant. How much space is
(2n + 1)2 = 4n2 + 4n + 1 needed between the first plant and the last one?
MMW
1ST SEMESTER l S.Y. ‘24 - ‘25 l BSGE 1B
COLLEGE OF ENGINEERING
ENGR. ANGEL CHARMAE DEL PINADO, DVM CHUGHRMAE

2 and 5, which means that at least one of the

Solution: numbers must be an even number and at least one
number must have 5 as a factor. The only number in
Step 1: Understand the Problem the list that has 5 as a factor is 15. Thus, 15 is one of
The key information given is that there will the numbers, and at least one of the other numbers
be eight plants in a line, with 2 feet between each, must be an even number. So, in this case, it can be
and it asks to find the total distance from the first to solved by guessing and checking.
the last.
Step 3: Carry Out the Plan
Step 2: Devise a Plan 15 x 16 x 18 = 4320 No, this product is too small.
It is a situation where drawing a diagram 15 x 16 x 19 = 4560 No, this product is too small.
would be a big help. 15 x 17 x 18 = 4590 Yes, this is the correct product.

Step 3: Carry Out the Plan The ages of the teenagers are 15, 17, and 18.

The diagram would look like this: Step 4: Review the Solution
Because 15 x 17 x 18 = 4590 and each of the
ages represents the age of a teenager, the solution
. . is correct. None of the numbers 13, 14, 16, and 19 is a
2ʹ 2ʹ 2ʹ 2ʹ 2 ʹ 2’ factor (divisor) of 4590, so there are no other
solutions.
Use the diagram to add up the distances:
2 + 2 + 2 + 2 + 2 + 2 = 12 feet.

Step 4: Review the Solution

There are eight plants, but only seven
spaces of 2 feet between them.
So, 6x 2 = 12 feet is right.

Example 4. Solving a Problem Using Guess and

Check

The product of the ages, in years, of three

teenagers is 4590. None of the teens are the same
age. What are the ages of the teenagers?

Solution:

Step 1: Understand the Problem

There’s a need to determine three distinct
counting numbers, from 13 to 19 (possible ages for
teenagers), that have a product of 4590.

Step 2: Devise a Plan

If the ages are represented by x, y, and z,
then xyz = 4590, but this cannot be solved. Notice
that 4590 ends in a zero, hence, 4590 has a factor of