Scribd
Upload
45 views36 pages

MIDTERM LESSON 1 Inductive and Deductive Reasoning

The document discusses deductive and inductive reasoning. It defines each type of reasoning, provides examples of logical arguments using them, and shows how inductive reasoning can be applied to number patterns and making conjectures. It also discusses finding counterexamples to disprove conjectures.

Uploaded by

John Oliquiano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
45 views36 pages

MIDTERM LESSON 1 Inductive and Deductive Reasoning

The document discusses deductive and inductive reasoning. It defines each type of reasoning, provides examples of logical arguments using them, and shows how inductive reasoning can be applied to number patterns and making conjectures. It also discusses finding counterexamples to disprove conjectures.

Uploaded by

John Oliquiano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 36

MATH 1013

Mathematics in the Modern World


Week 8
DEDUCTIVE, INDUCTIVE
REASONING
LEARNING OUTCOME

At the end of the lesson, the students should be able to:


1. distinguish between deductive and inductive types of reasoning;
2. identify premises and conclusions in logical arguments; and
3. solve number pattern problems by application of inductive
reasoning.
INTRODUCTION

When we first hear the terms “deductive” and “inductive” being


differentiated from each other, it can be truly confusing. This is
because most times, we simply assume the two terms are
synonymous to each other - that is, that they refer to the same
meaning.

However, they are very much different. In fact, they are


opposites! Deduction starts from the top, while induction
begins at the bottom.
INTRODUCTION

Deduction starts from the top, while induction begins at the bottom.
INTRODUCTION

Deduction starts from the top with clear rules.


Those rules are then applied to some observation in order to
predict an outcome:

EXAMPLES

1. All students in this class play guitar. Paul is a student of this class.
Therefore, Paul plays guitar.
2. At the conference, all the people present are thirty or older. Maria is in
the room. Therefore, Maria is at least thirty years old.
INTRODUCTION

Induction begins at the bottom with a set of observations.


And then, from those observations, a set of rules is inferred:

EXAMPLES

1. Every quiz has been easy. Therefore, the test will be easy.
2. The teacher used PPT in the last few classes. Therefore, the teacher will
use PPT tomorrow.
LOGICAL ARGUMENT

A logical argument is composed of the premise and the


conclusion.

* A premise can be an assumption, law, rule, widely


held idea, or observation.
* We can reason either inductively or deductively
from the premise to obtain a conclusion.
DEDUCTIVE REASONING

Deductive reasoning is characterized by applying general


principles to specific examples. It starts general and then
gets specific.

EXAMPLES
DEDUCTIVE EXAMPLE #1

Logical argument:
All men are mortal. Jakob is a man.
Therefore, Jakob is mortal.

premise : All men are mortal, and Jakob is a man.


conclusion : Jakob is mortal.
DEDUCTIVE EXAMPLE #2

Logical argument:
All integers ending in 0 or 5 are divisible by 5.
Therefore, 905 is divisible by 5.

premise : All integers ending in 0 or 5 are divisible


by 5.
conclusion : 905 is divisible by 5.
DEDUCTIVE EXAMPLE #3

Logical argument:
All home renovations cost more than the estimate. The contractor
estimated that my home renovation will cost P200,000.
Hence, my home renovation will cost more than Php200,000.

premise : All home renovations cost more the estimate,


and the contractor estimated my home renovation to cost
P200,000.
conclusion : my home renovation will cost more than
Php200,000.
DEDUCTIVE EXAMPLE #4

Logical argument:
Today is Friday. Tomorrow will be Saturday.

premise : Today is Friday.


conclusion : Tomorrow will be Saturday.
INDUCTIVE REASONING
Inductive reasoning is characterized by drawing a general
conclusion from repeated observations of specific
examples. This general conclusion is called a conjecture.

A conjecture is an educated guess based upon repeated


observations of a particular process or pattern. As a result,
the conjecture may or may not be true.

Inductive reasoning usually takes specific examples, and


then makes general conclusions.
INDUCTIVE EXAMPLE #1
Logical argument:
Our house is made of rocks. Both of my next door
neighbors have rock houses.
Therefore, all houses in our neighborhood are made of
rocks.

premise : My house and next–door neighbors’


houses are made of rocks.
conclusion : All houses in our neighborhood are
made of rocks.
INDUCTIVE EXAMPLE #2
Logical argument:
Matt leaves for school at 6:00 AM. Matt is always on
time.
Matt, then, will always be on time if he leaves at 6:00
AM.

premise : Matt has always been on time every time


he leaves for school at 6:00am.
conclusion : Matt will always be on time if he
continues to leave at 6:00am.
INDUCTIVE EXAMPLE #3
Logical argument:
During the past 15 years, a tree has produced mango fruits
every other year. Last year, the tree did not produce mango
fruits,
so this year the tree will produce mango fruits.

premise : A tree has produced mangoes every other


year for the past 15 years, and the tree did not produce any
last year.
conclusion : This year it will produce mango fruits.
INDUCTIVE EXAMPLE #4
Logical argument:
Every windstorm in this area comes from the North. I can
see a big cloud of dust caused by a windstorm in the
distance;
so, a new storm is coming from the North.

premise : Every windstorm in this area comes from


the North, and a big cloud of dust due to a windstorm is
seen in the distance.
conclusion : A new storm is coming from the North.
INDUCTIVE REASONING
APPLICATION: NUMBER PATTERNS

Inductive reasoning can be used to determine the


most probable next entry (or entries) in a number
pattern.
NUMBER PATTERNS EXAMPLES
1. 3, 7, 11, 15, 19, ?
By observation, each number in the list was obtained by
adding 4 to the previous number.
Therefore, the probable next number is 19 + 4 = 23.

2. 1, 1, 2, 3, 5, 8, 13, ?
Starting with the third number in the list, we can see that
each is obtained by adding the two previous numbers: 1 + 1 =
2, 1 + 2 = 3, 2 + 3 = 5, and so on. The probable next number
in the list is therefore 8 + 13 = 21.
NUMBER PATTERNS EXAMPLES
3. 1, 2, 4, 8, 16, ?
In obtaining the next number, it appears that the previous number is
doubled. Therefore, the probable next number is 16 x 2 = 32.

4. 3, 5, 9, 15, 23, ?
From the first going to the second number, 2 was added.
From the second to the third one, 4 was added. From the third to
the fourth one, 6 was added. It appears that the next numbers in the
sequence are obtained by adding increasing multiples of 2. Since
the latest number was obtained from the addition of 8, the probable
next number is 23 + 10 = 33.
INDUCTIVE REASONING APPLICATION:
MAKING A CONJECTURE

Inductive reasoning can be used to make a


conjecture.

(Recall from earlier: A conjecture is an educated guess


based upon repeated observations of a particular process
or pattern.)
MAKING A CONJECTURE EXAMPLE #1
Consider the following procedure:
Pick a number.
Multiply the number by 8, add 6 to the product, divide
the sum by 2, and subtract 3.

Complete the above procedure for several different numbers.


Use inductive reasoning to make a conjecture about the
relationship between the size of the resulting number and the
size of the original number.
MAKING A CONJECTURE EXAMPLE #1
SOLUTION:
Step In mathematical
terms
Suppose we pick 5 as our 5
original number.
Multiply the number by 8 8 x 5 = 40
Add 6 to the product 40 + 6 = 46
Divide the sum by 2 46 / 2 = 23
Subtract 3 23 – 3 = 20
MAKING A CONJECTURE EXAMPLE #1
SOLUTION:

We started with 5, followed the procedure, and ended up with 20.


If we used 6 as the starting number, we end up with 24.
Starting with 10 produces an end result of 40.
In each of these cases, the resulting number is four times the
original number.

Conjecture: Following the given procedure, the resulting


number is four times the original number.
MAKING A CONJECTURE EXAMPLE #2
Using the data in the given table, apply inductive reasoning
to answer each of the questions below:
a. If a pendulum has a length of 49 units, what is its period?
b. If the length of a pendulum is quadrupled, what happens to
its period? Length of Period of
pendulum, in pendulum,
units in heartbeats

1 1
4 2
9 3
16 4
25 5
36 6
MAKING A CONJECTURE EXAMPLE #2
SOLUTION:

The period of a pendulum is the


time it takes for the pendulum to swing
from left to right and back to its
original position.
MAKING A CONJECTURE EXAMPLE #2
SOLUTION:

(a) In the given table, each pendulum has a period that is


the square root of its length.

Thus, we make a conjecture that a pendulum with a


length of 49 units will have a period of 7 heartbeats.
MAKING A CONJECTURE EXAMPLE #2
SOLUTION:
(b) Basing on the table, we have these observations:
-A pendulum with a length of 4 units has a period (=2
heartbeats) that is twice that of a pendulum with a length of 1
unit (=1 heartbeat).
-A pendulum with a length of 16 units has a period (=4
heartbeats) that is twice that of a pendulum with a length of 4
units (=2 heartbeats).

Thus, we make a conjecture that quarupling the length of a


pendulum doubles its period.
INDUCTIVE REASONING APPLICATION:
FINDING A COUNTEREXAMPLE

To show that a conjecture is true, you must show


that it is true for all cases. You can show that a
conjecture is false, however, by finding just one
counterexample.

A counterexample is a specific case for which the


conjecture is false.
FINDING A COUNTEREXAMPLE
EXAMPLES
A student makes a conjecture about the sum of two numbers.
Conjecture: The sum of two numbers is always more than the
greater number.
Find a counterexample to disprove the student’s conjecture.

SOLUTION:
Selecting numbers -2 and -3: (-2) + (-3) = -5
However, the sum -5 is less than the greater number,
which is -3. Thus, we have proven with this counterexample
that the student’s conjecture is false.
FINDING A COUNTEREXAMPLE
EXAMPLES
Verify that each of the following is false, by finding a
counterexample:
(a)
(b)
(c)
FINDING A COUNTEREXAMPLE
EXAMPLES

(a)

SOLUTION:
If we choose our to be equal to 0: =0
We know that the absolute value of 0 is 0 itself, so we find
that 0 > 0 is FALSE.
We have thus disproven that .
FINDING A COUNTEREXAMPLE
EXAMPLES

(b)

SOLUTION:
If we choose our to be equal to 1: =1
We know that the square of 1 is just 1 itself,
so we find that 1 > 1 is FALSE.
We have disproven that .
FINDING A COUNTEREXAMPLE
EXAMPLES

(c)

SOLUTION:
If we choose our to be equal to -3: = -3
We know that the square of -3 is 9, and then finding its
square root, we obtain two possible values: -3 and 3.
We find that 3 = 3 is true. However, -3 = 3 is FALSE.
We have disproven that .
REFERENCES
 Aufmann, R.N. et.al. (2018). Mathematics in the modern world. Manila:
Rex Bookstore, Inc.
 Quintos, R. et.al. (2019). Mathematics in the modern world. Bulacan : Saint
Andrew Publishing House.
 Chalmeta, P. (). New River Community College. VIrginia, United States
retrieved 2020 August from
https://www.nr.edu/chalmeta/151/Mth_151_Chapter_1_notes.pdf
 Osner, S. (2010). Spokane Falls Community College. Washington, United
States retrieved 2020 August from
https://faculty.sfcc.spokane.edu/InetShare/AutoWebs/shawnac/Math
%20107%20Spring%2010/Lesson%20Plans/Math%20107%20Chapter
%201.pdf
 Cleave, V. (2010). Eastern Illiois University. Retrieved 2020 August from
https://castle.eiu.edu/~mathcs/mat1160/Spring10
 Sirug, W. (2018). Mathematics in the modern world. Manila: Mindshapers

You might also like