Ivy Bruizelle M.

Sarmiento BSIT – 1C
Assessment Task
A. Determine whether the given argument is an example of inductive reasoning (IR) or
deductive reasoning (DR). Write your answer on the blank after each item.
1. Emma enjoyed reading the novel Under the Dome by Stephen King, so she will
enjoy reading his next novel. IR
2. All pentagons have exactly five sides. Figure 𝐴 is a pentagon. Therefore, Figure 𝐴
has exactly five sides. DR
3. Cats do not eat tomatoes. Tigger is a cat. Therefore, Tigger does not eat tomatoes.
DR
4. A number is a neat number if the sum of the cubes of its digits equals the number.
Therefore, 153 is a neat number. DR
5. The Mengals have won five games in a row. Therefore, the Mengals will win their
next game. IR

B. Write the answer to the questions on the space provided after each item.
1. What is the next number in the list? 80, 70, 61, 53, 46, 40, ?

Sequence 80 70 61 53 46 40 35
First Difference -10 -9 -8 -7 -6 -5
Second Difference 1 1 1 1 1 1

In the sequence above, we found common second difference of 1. Working upward, we

have 1+(-6)+40=35 which is the next in the given sequence.
2. What is the next number in the list? 2, 7, −3, 2, −8, −3, −13, −8, −18, ?

2, 7, −3, 2, −8, −3, −13, −8, −18, -13

We can observe that the pattern is to add 5, then minus 10. So, 2 plus 5 is 7, 7
minus 10 is -3, -3 plus 5 is 2, 2 minus 10 is -8 and so on. Thus, if we continue
it until -18, we can predict that the next number is -13 since -18 plus 5 is -13.

3. Find a pair of numbers to show that the given statement is false. “If the sum of
two counting numbers is an even counting number, then the product of the two
counting numbers is an even counting number.”
Consider the counting numbers be 1 and 3.
1+3=4 (which is an even number)
 1*3=3 (which is an odd number)
Therefore, the given statement “If the sum of two counting numbers is an even
counting number, then the product of the two counting numbers is an even
counting number” is false.
4. Find a pair of numbers to show that the given statement is false. “If the
product of two counting numbers is an even counting number, then both of the
counting numbers are even counting numbers.”

Consider the counting numbers be 2 and 3.

2*3=6 (even number)

2 is an even number while 3 is an odd number. Therefore, the given statement

“If the product of two counting numbers is an even counting number, then both
of the counting numbers are even counting numbers” is false.

5. Use deductive reasoning to give the result of the given procedure:

Pick a number. Multiply the number by 6 and add 8. Divide the sum by 2, subtract
twice the original number, and subtract 4.
(n*6)+8=6n+8
6 n+8
= 3n+4
2
3n+4-2n-4=n
The procedure will always result to the original number.

C. Problem Solving.
Solve the following problems using Polya’s four steps to problem solving or your
alternative(systematic) process.
1. What is the 𝑛th- term formula for the figure below?

a1 a2 a3 a4 a5
Understan What are the 1. Figures a1 to a5
d the given
Problem information?
What is asked? 2. The 𝑛th- term formula

What is/are the 3. 𝑛th- term formula must be a mathematical

property/ies of equation.
the final 4. 𝑛th- term formula must be constant
answers?
Devise a What steps are 1. Determine the sequence in the given figures
plan needed to solve 2. Derive a formula using the sequence by
the problem? finding their common difference
Carrying What are the 1. If we count the tiles in each term, we get the
Out the results after we sequence 1, 5, 11, 19, 29.
Plan take the steps in 2. 1, 5, 11, 19 and 29 has a common difference
solving the of 2. Thus, we may consider n 2 such that 𝑛 =
problem? 1, 2, …. However, using this would give 4 as
the second term.
From 4 we add 1 to get 5. But then again if
we use n 2+1, it will only give us 10 to the next
term. So in order for us to get the next number in
the sequence we need to add 1 every time we
evaluate every term in the formula. So, if
a1=n2=(1)2=1, a2=n2+1=(2)2+1=5, a3=n2+2=11,
and so on. However, we need a constant formula to
find the nth-term for this sequence. So instead of
adding 1 every time we solve, we can use n-1 to
have a constant formula.
Thus, the nth-term formula for this sequence is
an=n2+n-1.

Review the Are we sure that  Checking the formula we derived by

Solution our answer is evaluating the 5th term.
correct?
an = n 2 + n – 1
a5 = (5)2 + (5) -1
a5 = 25 + 5 – 1
a5 = 29
2. The bacteria in a petri dish grow in a manner such that each day the number of
bacteria doubles. On what day will the number of bacteria be half of the number
present on the 12th day?

Understan What are the 5. The bacteria in a petri dish

d the given 6. Each day the number of bacteria doubles
Problem information?
What is asked?  On what day will the number of bacteria be
half of the number present on the 12th day.
What is/are the 7. It must be a whole number
property/ies of 8. It is a multiple of 3 and 6
the final
answers?
Devise a What steps are 1. Translate the statement in mathematical
plan needed to solve equation
the problem? 2. Solve for what day will the number of
bacteria be half of the number present on the
12th day
Carrying What are the
Out the results after we Given, the bacteria in petri dish grow in a manner
Plan take the steps in such that each day the number of bacteria doubles.
solving the Day 1 = 1 bacteria
problem? Day 2 = 1*2 or 21
Day 3 = 22

We can observe that the number of bacteria in the

present day will always be the half of the number of
bacteria in the previous day.

Therefore, the number of bacteria in the 11 th day is

the half of the number of bacteria in the 12th day.

Number of bacteria∈day 12
= Number of bacteria
2
in day 11

Review the Are we sure that Checking the answer by showing the sequence
Solution our answer is starting on the 1st day to 12th day.
correct?
(1, 2, 4, 8, 16, 32, 64, 128, 256, 512, 1024, 2048)

Number of bacteria∈day 12
= Number of bacteria
2
in day 11
2048
=1024
2
3. The number of ducks and pigs in a field total 35. The total number of legs among
them is 98. Assuming each duck has exactly two legs and each pig has exactly four
legs, determine how many ducks and how many pigs are in the field?

Understan What are the  The number of ducks and pigs in a field total
d the given 35.
Problem information?  The total number of legs among them is 98
 Each duck has exactly two legs and each pig
has exactly four legs
What is asked? 9. How many ducks and how many pigs are in
the field
What is/are the 10.It must be a whole number.
property/ies of 11.Two of the multiples of 7
the final
answers?

Devise a What steps are 1. Translate the statement to mathematical

plan needed to solve equation
the problem? 2. Derive an equation
3. Solve
Carrying What are the Given the total of 35 duck and pigs in the field
Out the results after we
Plan take the steps in Let ducks=x pigs=y
solving the
problem? x + y = 35 (Equation 1)

Also given, there 98 legs among them,

Each ducks has 2 legs

Each pigs has 4 legs
Number of duck legs and Total number of ducks
plus the Number of pig legs and Total number of
pigs is equal to the total number of legs among
them.

Then, 2x+4y=98 (equation 2)

Solving equation 1 by multiplying both side by 2

2* (x + y = 35)
2x + 2y = 70 (equation 3)

Now, subtract the left side of the equation 2 to the

left side of equation 3 and subtract the right side of
equation 2 to the right side of equation 3.

(2x + 4y) – (2x + 2y) = 98 – 70

2y = 28
 Divide both sides by 2
2y = 28
2 2
y = 14

Now that we found the value of y, we can now

substitute it to the first equation to find the value of
x.
x + 14 = 35
x = 35 – 14
x = 21

So there are 21 ducks and 14 pigs in the field.

Review the Are we sure that Checking the found number of ducks in pigs in
Solution our answer is equation 1 and 2
correct?
Equation 1
x + y = 35
21 + 14 = 35
35 = 35

Equation 2
2x + 4y = 98
2(21) + 4(14) = 98
42 + 56 = 98
98 = 98
 4. A room measures 12 feet by 15 feet. How many 3-foot by 3-foot squares of
carpet are needed to cover the floor of this room?

Understan What are the  Room measures 12 feet by 15

d the given
Problem information?
What is asked?  How many 3-foot by 3-foot squares of carpet
are needed to cover the floor of this room.
What is/are the  It must be a counting number
property/ies of  It is divisible by 1,2,4 and 5
the final
answers?
Devise a What steps are 1. Find the Area of the floor
plan needed to solve 2. Find the Area of the carpet
the problem? 3. Find the carpets needed
Carrying What are the The measurement of the room is 12 feet by 15 feet.
Out the results after we In finding the area of the floor, you need to multiply
Plan take the steps in the length and the width
solving the So, 12ft x 15ft = 180 sq ft
problem?
For the area of the carpet,
3ft x 3ft = 9 sq ft

180
Hence, the number of carpet needed is = 20
9

So, a total of 20 carpets are needed to cover the

floor of the room.

Review the Are we sure that  Checking the area of the carpet by diving the
Solution our answer is area of the floor and number of carpets
correct? needed. 180 ÷ 20 = 9
 Checking the area of the floor by multiplying
the area of the carpet and the number of
carpets needed. 9 x 20 = 180
 5. There was a jar of chocolate chip cookies on the table. James and Monica were
very hungry because they hadn’t had anything to eat since breakfast, so they
ate half the cookies. Then Victor came along and noticed the cookies. He ate a
third of what was left in the jar. Sharon, who was waiting around nearby,
decided to take a fourth of the cookies left in the jar. Then Tifanny came
rushing up and took one cookie to munch on in her class. When Valerie looked
at the cookie jar, she saw there were two cookies left. How many cookies were in
the jar to begin with?

Understan What are the  There was a jar of chocolate chip cookies on
d the given the table
Problem information?  James and Monica ate half the cookies
 Victor ate third of what was left in the jar
 Sharon take a fourth of the cookies tiffany
took one cookie to munch on in her class
 When Valerie looked at the cookie jar, she
saw two cookies left
What is asked?  How many cookies were in the jar to begin
with?
What is/are the  It must be a whole number
property/ies of
the final
answers?
Devise a What steps are 1. Translate the statement to mathematical
plan needed to solve equation
the problem? 2. Derive an equation
3. Solve
Carrying What are the Let x be the number of cookies.
Out the results after we
Plan take the steps in James and Monica were very hungry because they
solving the hadn’t had anything to eat since breakfast, so they
problem? ate half the cookies.
1 1 x
x− x= x∨
2 2 2
Then Victor came along and noticed the cookies. He
ate a third of what was left in the jar.
x x
x 1 x x 2 6 x
2 3 )= 2 6 = x x= 3
− ¿ − =
2 2
Sharon, who was waiting around nearby, decided to
take a fourth of the cookies left in the jar.
x x
x 1 x x 3 12 x
3 4 )= 3 12 =
− ¿ − = =
x x 4
3 3
Tifanny came rushing up and took one cookie to
munch on in her class.
x
–1
4

When Valerie looked at the cookie jar, she saw there

were two cookies left.
x
– 1 = 2 (derived equation)
4
How many cookies were in the jar to begin with?
x
( – 1 = 2) 4
4
x=8+4
x = 12

Review the Are we sure that James and Monica ate 6 cookies which is half of 12
Solution our answer is
correct? cookies (left 6 cookies in the jar)

Victor ate 2 cookies which is third of 6 cookies (left

4 cookies in the jar)

Sharon ate 1 cookie which is fourth of 4 cookies

(left 3 cookies in the jar)

Tifanny ate 1 cookie (left 2 cookies in the jar)