Inductive and Deductive Reasoning

• Inductive reasoning involves drawing general conclusions based

on specific observations or instances. It moves from specific
examples to broader generalizations.

• Deductive reasoning starts with general principles or premises

and uses them to arrive at specific conclusions. It moves from
general statements to specific instances.
Inductive and Deductive Reasoning Process
 Inductive and Deductive Reasoning?
1. All humans are mortal. Socrates is a human, so Socrates is 1. Deductive
mortal.
2. After observing that the sun rises in the east every day, I 2. Inductive
conclude that the sun always rises in the east.
3. All fruits contain seeds. An apple is a fruit, so an apple 3. Deductive
contains seeds.
4. I noticed that my phone battery drains faster in cold weather. 4. Inductive
So, I conclude that cold temperatures affect battery life.
5. All squares are rectangles. Therefore, since this shape is a 5. Deductive
square, it is a rectangle.
6. I’ve observed that every time I eat peanuts, I get an allergic 6. Inductive
reaction. Therefore, I conclude that I am allergic to peanuts.
Recall
• Polya’s Steps in Problem Solving

Understand Devise a Carry-out

Look back
the problem plan the plan
Recall
• Problem Solving Strategies

Guess and Draw a Table/ List/

Check Picture Patterns

Logical Work Solving Easier

Reasoning Backward Problem

Use of
Variable/s
SAMPLE PROBLEMS
 1. GUESS AND CHECK/ TRIAL AND ERROR
The Guess and Test strategy may be appropriate when:
o There is a limited number of possible answers to try.
o You have a good idea of what the answer is.
o You can systematically try possible answers.
o There is no obvious strategy to try.
 1. GUESS AND CHECK/ TRIAL AND ERROR
a. Place the digits 1, 2, 3, 4, 5, and 6 in the circles so that the sum
of the three numbers on each side of the triangle is 12.
 1. GUESS AND CHECK/ TRIAL AND ERROR
a. Place the digits 1, 2, 3, 4, 5, and 6 in the circles so that the sum
of the three numbers on each side of the triangle is 12.
 1. GUESS AND CHECK/ TRIAL AND ERROR
a. Place the digits 1, 2, 3, 4, 5, and 6 in the circles so that the sum
of the three numbers on each side of the triangle is 12.

2 3

6 1 5
 1. GUESS AND CHECK/ TRIAL AND ERROR
b. Using the numbers 1 to 8, place them in the following squares so
that no two consecutive numbers are in adjacent squares.
 1. GUESS AND CHECK/ TRIAL AND ERROR
b. Using the numbers 1 to 8, place them in the following squares so
that no two consecutive numbers are in adjacent squares.

1 5

4 8 2 6

3 7
1. GUESS AND CHECK/ TRIAL AND ERROR
c. Draw 6 x’s on this board without winning the tic-tac-toe.
1. GUESS AND CHECK/ TRIAL AND ERROR
c. Draw 6 x’s on this board without winning the tic-tac-toe.

X X

X X

X x
1. GUESS AND CHECK/ TRIAL AND ERROR
d. Connect all the dots using four continuous straight lines.

. . .
. . .
. . .
1. GUESS AND CHECK/ TRIAL AND ERROR
d. Connect all the dots using four continuous straight lines.
1. GUESS AND CHECK/ TRIAL AND ERROR
e. The product of two prime numbers is 221. Find the numbers.
1. GUESS AND CHECK/ TRIAL AND ERROR
e. The product of two prime numbers is 221. Find the numbers.

Listing possible answers will lead to the right answer to the problem.
• 11 x 17 = 187
• 11 x 13 = 143
• 17 x 11 = 187
• 13 x 17 = 221

The numbers are 13 and 17.

 2. DRAW A PICTURE/ DIAGRAM
Drawing a picture of a word problem often reveals aspects of the problem that may
not be apparent at first. If the situation described in the problem is difficult to
visualize, a diagram or a simple symbol or picture may enable us to see the situation
more easily. It will also assist students to keep track of the stages of a problem
where there are a number of steps.
o more visual for the students
o may make the solution easier and quicker
o solution can be directly deducible from the diagram
 2. DRAW A PICTURE/ DIAGRAM
This strategy is appropriate to use when:
o A physical situation is involved
o Geometric figures or measurements are involved
o A visual representation of the problem is possible
 2. DRAW A PICTURE/ DIAGRAM
a. A worm is trying to escape from a well that is 10-ft deep. The
worm climbs 2 feet per day, but each night it slides back 1 foot.
How many days will the worm take to climb out of the well?
 2. DRAW A PICTURE/ DIAGRAM
a. A worm is trying to escape from a well that is 10-ft deep. The worm climbs 2 feet per
day, but each night it slides back 1 foot. How many days will the worm take to climb out
of the well?

The worm reaches 10

ft. and climbs out of
the well on the ninth
day.
 2. DRAW A PICTURE/ DIAGRAM
b. The figure shows a series of rectangles where each rectangle is
bounded by 10 dots.

• How many dots are required for 7 rectangles?

• If the figure has 73 dots, how many rectangles would there be?
 2. DRAW A PICTURE/ DIAGRAM
b. The figure shows a series of rectangles where each rectangle is bounded
by 10 dots.

• How many dots are required for 7 rectangles? 52 dots

• If the figure has 73 dots, how many rectangles would there be?
10 rectangles
 2. DRAW A PICTURE/ DIAGRAM
c. There are 10 chairs in a rectangular room. How would you place
them so that all sides of the room has equal number of chairs?
 2. DRAW A PICTURE/ DIAGRAM
c. There are 10 chairs in a rectangular room. How would you place
them so that all sides of the room has equal number of chairs?
 2. DRAW A PICTURE/ DIAGRAM
d. In a survey of university students, 64 had taken mathematics course,
94 had taken chemistry course, 58 had taken physics course, 28 had
taken mathematics and physics, 26 had taken mathematics
and chemistry, 22 had taken chemistry and physics course, and 14 had
taken all the three courses. Find how many students were there in all.
 2. DRAW A PICTURE/ DIAGRAM
d. In a survey of university students, 64 had
taken mathematics course, 94 had
taken chemistry course, 58 had taken
physics course, 28 had taken mathematics
and physics, 26 had taken mathematics
and chemistry, 22 had
taken chemistry and physics course, and 14
had taken all the three courses. Find how
many students were there in all.
Answer: 154 students
3. USE A TABLE/ MAKE A LIST/ FIND PATTERNS
This is a good way to sort out and organize the information given in the question.
The information that has been set out in the table will hopefully lead you to the
correct solution. Once you can see all of the possibilities for the solution, you
can then attempt to solve the problem more quickly.
This strategy is appropriate to use when:
o Information can easily be organized and presented
o Data can easily be generated
o Listing the results obtained by using Guess and Test
o When asked "in how many ways" something can be done.
3. USE A TABLE/ MAKE A LIST/ FIND PATTERNS
a. In how many different arrangements can Cath, Lyssa and MJ be
photographed if they are to stand on a line?
3. USE A TABLE/ MAKE A LIST/ FIND PATTERNS
a. In how many different arrangements can Cath, Lyssa and MJ be
photographed if they are to stand on a line?

Answer: 6 arrangements
▪ Cath- Lyssa- MJ
▪ Cath- MJ- Lyssa
▪ Lyssa- Cath- MJ
▪ Lyssa- MJ- Cath
▪ MJ- Cath- Lyssa
▪ MJ- Lyssa- Cath
3. USE A TABLE/ MAKE A LIST/ FIND PATTERNS
b. Study the pattern and find the number of dots for the 15th image.
3. USE A TABLE/ MAKE A LIST/ FIND PATTERNS
b. Study the pattern and find the number of dots for the 15th image.

Answer: 120 dots Image No. of Pattern

Dots
1 1 1
2 3 1+2
3 6 1+2+3
4 10 1+2+3+4
…
15 120 1 + 2 + 3 + … + 15
3. USE A TABLE/ MAKE A LIST/ FIND PATTERNS
c. Every member of a club shook hands with every other member who
came for a meeting. There was a total of 45 handshakes. How many
members were present at the meeting?
3. USE A TABLE/ MAKE A LIST/ FIND PATTERNS
c. Every member of a club shook hands
with every other member who came
for a meeting. There was a total of 45
handshakes. How many members
were present at the meeting?

Answer: 10 members
 4. LOGICAL REASONING
This strategy requires you to use the information you have been given in the
question to find relationships in them. From there, you can form your answer.
4. LOGICAL REASONING
 4. LOGICAL REASONING
From S.2 and S.5, 0 is a digit.
And its place is either a or b.
S From S.3, 0 cannot be at b. so A
= 0.
1
From S.1, a cannot be 6 since
2 a= 0. Then 2 is a digit, and is
also well placed. Then, C= 2.
3
From S.4, the correct number is
wrong placed. Since 1 cannot
4
be the number, then B= 4.

5 Answer: 042
A B C
 4. LOGICAL REASONING
b. You’re at an intersection of the road in which one direction leads to
the City of Lies (where everyone always lies) and the other to the City
of Truth (where everyone always tells the truth). There’s a person at
the intersection who lives in one of the cities, but you’re not sure
which one. What question could you ask the person to find out which
road leads to the City of Truth?
 4. LOGICAL REASONING
b. You’re at an intersection of the road in which one direction leads to
the City of Lies (where everyone always lies) and the other to the City
of Truth (where everyone always tells the truth). There’s a person at
the intersection who lives in one of the cities, but you’re not sure
which one. What question could you ask the person to find out which
road leads to the City of Truth?

“Which direction do you live?” Someone from the City of Lies will lie
and point to the City of Truth; someone from the City of Truth would
tell the truth and also point to the City of Truth.
 4. LOGICAL REASONING
c. A farmer wants to cross a river and take with him a wolf, a goat and
a cabbage. He has a boat, but it can only fit himself plus either the wolf,
the goat or the cabbage. If the wolf and the goat are alone on one shore,
the wolf will eat the goat. If the goat and the cabbage are alone on the
shore, the goat will eat the cabbage. How can the farmer bring the wolf,
the goat and the cabbage across the river without anything being eaten?
 4. LOGICAL REASONING
c. A farmer wants to cross a river and take with him a wolf, a goat and a cabbage.
He has a boat, but it can only fit himself plus either the wolf, the goat or the
cabbage. If the wolf and the goat are alone on one shore, the wolf will eat the
goat. If the goat and the cabbage are alone on the shore, the goat will eat the
cabbage. How can the farmer bring the wolf, the goat and the cabbage across
the river without anything being eaten?

First, the farmer takes the goat across. The farmer returns alone and then takes
the wolf across, but returns with the goat. Then the farmer takes the cabbage
across, leaving it with the wolf and returning alone to get the goat.
 4. LOGICAL REASONING
d. Solve the logic puzzle:
+ = 8
- =
- = 4
+ = 12
+ - + = ?
 4. LOGICAL REASONING
d. Solve the logic puzzle:

Answer:
(8) – 8 + 4 = 4
 4. LOGICAL REASONING
e. If you have three, you have three. If you have two, you have
two. But if you have one, you have none. What is it?
 4. LOGICAL REASONING
e. If you have three, you have three. If you have two, you have
two. But if you have one, you have none. What is it?

Answer: Choice / Option

 4. LOGICAL REASONING
f. What goes up but never ever comes down?
 4. LOGICAL REASONING
f. What goes up but never ever comes down?

Answer: Age
 4. LOGICAL REASONING
g. Four people are crossing a bridge at night, so they all need a
torch- but they just have one that only lasts 15 minutes. Alice
can cross in one minute, Ben in two minutes, Cindy in five
minutes, and Don in eight minutes. No more than two person
can cross at the same time; and when two cross, they have to go
at the slower person’s pace. How do they get across in 15
minutes?
 4. LOGICAL REASONING
g. Four people are crossing a bridge at night, so they all need a torch-
but they just have one that only lasts 15 minutes. Alice can cross in
one minute, Ben in two minutes, Cindy in five minutes, and Don in
eight minutes. No more than two person can cross at the same time;
and when two cross, they have to go at the slower person’s pace.
How do they get across in 15 minutes?

Alice and Ben cross first in two minutes, and Alice crosses back alone
in one minute. Cindy and Don then cross in eight minutes, and Ben
return in two minutes. Then Alice and Ben cross in two minutes.
 4. LOGICAL REASONING
h. A man has 53 socks in his drawer: 21 identical blue, 15
identical black and 17 identical red. The lights are out and he is
completely in the dark. How many socks must he take out to
make 100 percent certain he has at least one pair of black socks?
 4. LOGICAL REASONING
h. A man has 53 socks in his drawer: 21 identical blue, 15 identical
black and 17 identical red. The lights are out and he is completely in
the dark. How many socks must he take out to make 100 percent
certain he has at least one pair of black socks?

40 socks. If he takes out 38 socks (adding the two biggest amounts,

21 and 17), although it is very unlikely, it is possible they could all be
blue and red. To make 100 percent certain that he also has a pair of
black socks he must take out a further two socks.
 4. LOGICAL REASONING
i. In the room there is one light bulb
and a door to an adjacent room
where there are three switches.
There is one switch that turns on
the light bulb. The goal is to
determine which switch turn on the
light.
With the door closed, players may
flip any switch. While the door is
open, players may only flip the
switch once.
The door will not close if there are
people in both rooms or a switch is
flipped.
 4. LOGICAL REASONING
Close the door, and flip switch
A on for until the water is just
a few inch sea from the wires.
Turn the switch off,
immediately open the door,
and flip switch B. If it doesn’t
turn on, it’s not switch B. Then
feel the light bulb. If it’s hot,
the answer is A. If not, then
it’s C. This can be done in any
order with any switch.
 4. LOGICAL REASONING
j. If it takes 5 machines 5 minutes to make 5 widgets, how long
would it take 100 machines to make 100 widgets?
 4. LOGICAL REASONING
j. If it takes 5 machines 5 minutes to make 5 widgets, how long
would it take 100 machines to make 100 widgets?

It would still take 5 minutes. Each machine is making one widget

in 5 minutes, regardless of the number of machines.
 4. LOGICAL REASONING
k. How many times can you subtract 10 from 100?
 4. LOGICAL REASONING
k. How many times can you subtract 10 from 100?

Only once, because after you subtract it once, it becomes 90, not
100 anymore.
 4. LOGICAL REASONING
l. You have three boxes: one labeled "Apples," one labeled
"Oranges," and one labeled "Apples and Oranges." All the labels
are wrong. You can pick one fruit from only one box. How do you
label the boxes correctly?
 4. LOGICAL REASONING
l. You have three boxes: one labeled "Apples," one labeled
"Oranges," and one labeled "Apples and Oranges." All the labels
are wrong. You can pick one fruit from only one box. How do you
label the boxes correctly?

The box originally labeled "Apples and Oranges" contains only apples.
The box originally labeled "Oranges" contains both apples and oranges.
The box originally labeled "Apples" contains only oranges.
 5. WORK BACKWARDS
Working backwards is an excellent strategy to use when the final outcome of
the problem has already been given. You just need to work out what the
events were that occurred previously. This strategy is used when the
problem is presented in steps.
 5. WORK BACKWARDS
a. A number is multiplied by 4 and then 3 is added to the product. The
result is 31. What is the number?
 5. WORK BACKWARDS
a. A number is multiplied by 4 and then 3 is added to the product. The
result is 31. What is the number?

(a * 4) + 3 = 31
31 – 3 = 28
28 / 4 = 7
a=7
 5. WORK BACKWARDS
b. There were some workers traveling in a bus. Two- thirds of the
workers in the bus alighted at the first factory and 10 other workers
came on board. At the second factory, one-fifth of the workers alighted,
while 18 other workers came on board, and the number of workers in
the bus was 42. How many workers were there at first?
 5. WORK BACKWARDS
b. There were some workers traveling in a bus. Two- thirds of the workers in the bus
alighted at the first factory and 10 other workers came on board. At the second factory,
one-fifth of the workers alighted, while 18 other workers came on board, and the number of
workers in the bus was 42. How many workers were there at first?

42 – 18 = 24
24 (5/4) = 30
30 – 10 = 20
20 (3/1) = 60

Answer: 60 workers
 6. SOLVING AN EASIER PROBLEM
Sometimes the problem is too difficult to solve in one step. When this
happens, you will be able to make the problem simpler by dividing it into
smaller and most manageable steps, such as rewording the question
using smaller numbers.
 6. SOLVING AN EASIER PROBLEM
a. To help students during pandemic, the local student council raised
funds through the following: 2/3 of the fund was raised through their
Project Kalinga and 1/5 was raised through personal donations, and the
rest from other benefactors. How many times more money is raised
through their Project than in personal donations?
 6. SOLVING AN EASIER PROBLEM
a. To help students during pandemic, the Project Personal Comparison
local student council raised funds through Kalinga Donations
the following: 2/3 of the fund was raised
through their Project Kalinga and 1/5 was 2/3 1/5
raised through personal donations, and the
rest from other benefactors. How many 20 5 20/5 = 4
times more money is raised through their times
Project than in personal donations? 2/3 1/5 (2/3)/(1/5) =
10/3 times 10/3 times
 7. USE OF VARIABLES (ALGEBRA)
An appropriate presentation of a problem is needed especially if it
involves variables. This strategy may be applied when:
▪ A phrase similar to “for any number” is present or implied;
▪ A problem suggests an equation; and
▪ There is an unknown quantity related to a known quantity
 7. USE OF VARIABLES (ALGEBRA)
a. The sum of 5 consecutive integers is 185. What are the
numbers?
 7. USE OF VARIABLES (ALGEBRA)
a. The sum of 5 consecutive integers is 185. What are the numbers?

Let x be the smallest number.

x + (x + 1) + (x + 2) + (x + 3) + (x + 4) = 185
5x + 10 = 185
5x = 175
x = 35

Answers: 35, 36, 37, 38, 39

 7. USE OF VARIABLES (ALGEBRA)
b. There are cows and chickens in the farm. There are 65 heads
and 226 legs. How many cows and chickens are there?
 7. USE OF VARIABLES (ALGEBRA)
b. There are cows and chickens in the farm. There are 65 heads and 226
legs. How many cows and chickens are there?

Let x = no. of chickens and y= no. of cows

x + y = 65 x + y = 65 x + 48 = 65
2x + 4y = 226 → -(x + 2y = 113) x = 17
-y = -48 or y = 48
x = 17 chickens, y = 48 cows
 7. USE OF VARIABLES (ALGEBRA)
b. There are cows and chickens in the farm. There are 65 heads and 226
legs. How many cows and chickens are there?

There are 17 chickens and 48 cows in the farm.

To check, plug in the values of the variables on the given equations.

✓ 17 + 48 = 65
✓ 2 (17) + 4 (48) = 226 34 + 192 = 226
 7. USE OF VARIABLES (ALGEBRA)
c. Mary’s father is four times as old as Mary. Five years ago, she
was seven times as old. How old is each now?
 7. USE OF VARIABLES (ALGEBRA)
c. Mary’s father is four times as old as Mary. Five years ago, she was seven times as old.
How old is each now?

Present 5 years ago

Mary x x–5
Mary’s father 4x 4x – 5
7 (x – 5) = 4x – 5
7x – 35 = 4x - 5
7x – 4x = -5 + 35
3x = 30
x = 10
Mary is 10 years old, her father is 40 years old.
 7. USE OF VARIABLES (ALGEBRA)
d. Three numbers a, b, and c are added in pairs. If the sum of a and b
is 13, the sum of b and c is 21, and the sum of a and c is 26, what is
the smallest number?
 7. USE OF VARIABLES (ALGEBRA)
d. Three numbers a, b, and c are added in pairs. If the sum of a and b is 13, the sum of b
and c is 21, and the sum of a and c is 26, what is the smallest number? b= 4

a + b = 13 b + c = 21
b – c = -13 b + 17 = 21
b + c = 21 a + b = 13 b=4
a + c = 26 - (a + c = 26) - (b + c = 21)
b – c = -13 -2c = -34 a + b = 13
c = 17 a + 4 = 13
a= 9, b= 4, c= 17 a=9
9 + 4 = 13
4 + 17 = 21
9 + 17 = 26
 7. USE OF VARIABLES (ALGEBRA)
e. Selina and Isabel sold 41 tickets for an event. Tickets for
children cost P150 and tickets for adults cost P200. Total receipts
for the event were P7350. How many of each type of ticket was
sold?
 7. USE OF VARIABLES (ALGEBRA)
e. Selina and Isabel sold 41 tickets for an event. Tickets for children cost P150 and tickets
for adults cost P200. Total receipts for the event were P7350. How many of each type of
ticket was sold?

Let x be the number of children’s ticket and y be the number of adult's ticket.
15(x + y = 41) → 15x + 15y = 615 x + 24 = 41
150x + 200y = 7350 → -(15x + 20y = 735) x = 17 children’s tickets
- 5y = - 120
y = 24 adult tickets

They sold 17 children’s tickets and 24 adult tickets.

 7. USE OF VARIABLES (ALGEBRA)
e. Selina and Isabel sold 41 tickets for an event. Tickets for children cost P150 and tickets
for adults cost P200. Total receipts for the event were P7350. How many of each type of
ticket was sold?

They sold 17 children’s tickets and 24 adult tickets.

To check, plug-in the values of the variables to the given equations.

✓ 17 + 24 = 41
✓ 150 (17) + 200 (24) = 7350 2550 + 4800 = 7350
 7. USE OF VARIABLES (ALGEBRA)
f. Liam and Emma are selling homemade cookies and brownies at a school fundraiser.
Liam sold 3 dozen cookies and 2 dozen brownies for a total of P650. Emma sold 2 dozen
cookies and 5 dozen brownies for a total of P965.What is the price per dozen for cookies
and brownies?
 7. USE OF VARIABLES (ALGEBRA)
f. Liam and Emma are selling homemade cookies and brownies at a school fundraiser.
Liam sold 3 dozen cookies and 2 dozen brownies for a total of P650. Emma sold 2 dozen
cookies and 5 dozen brownies for a total of P965.What is the price per dozen for cookies
and brownies?

ANSWER: P120 for a dozen of cookies, and P145 for a dozen of brownies
 7. USE OF VARIABLES (ALGEBRA)
g.
 7. USE OF VARIABLES (ALGEBRA)
g.

x + y = ± 12 ; x–y=±2