NOT

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Mathematics 11

Quarter II - Module 4:
Logical Reasoning

Government Property
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NOT FOR SALE
 Table of Contents

What I Know (Pre-Test).................................................................................................... i

Lesson 1: If-Then Statements

What’s New: Let’s Validate!........................................................................ 1

What Is It.................................................................................................... 2
What’s More .............................................................................................. 2
What I Have Learned: What If!.....................................................................3
What Is It .................................................................................................... 4
What’s More .............................................................................................. 4
What I Have Learned: Then What?............................................................ 5
What I Can Do: Pic-A-Boo!......................................................................... 6

Lesson 2: Converse, Inverse, and Contrapositive

What’s In: Let’s Begin………………………………………………………………….…7
What’s New ...........................................................................................................8

What Is It …………….………………………………………………………………….…8

What’s More: Fill me Up …….………….……………… ………………………………12

What I Have Learned: Con–in-Con………….… ………………………………………13

What I Can Do: Sort it Out! ……………………………………………………..............13

Lesson 3: Inductive and Deductive Reasoning

What I Need to Know ............................................................................................14

What’s In................................................................................................................14

What’s New: Observe and Take a Guess ………………………………………….... 15

Create Conclusion ……………………………………………………………....15

What Is It: …………………………………………………………………………………16

What’s More: Let’s Conclude .................................................................................17

What I Can Do: Show which Thumb .....................................................................18

Assessment: (Post-Test) ................................................................................................19

Key to Answer…………………………………………………………………………………….22
References..................................................................................................................... ..25

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 What I Know
PRETEST
Directions: Find out how much you already know about this module. Write
the letter that you think is the best answer to each question on a sheet of paper.
Answer all items. After taking and checking this short test, take note of the items that
you were not able to answer correctly and look for the right answer as you go
through in this module.

1. The converse of the statement: “If you are in love, then you are inspired,” is

a. If you are not in love, then you are not inspired.

b. If you are inspired, then you are in love.
c. If you are not inspired, then you are not in love.
d. If you are not in love, you are not inspired.

2. The If-then form of the statement “Parallel lines never intersect,” is:

a. If two lines intersect, then they are parallel.

b. If two lines are parallel, then they never intersect.
c. If two lines are not parallel, then they intersect.
d. If two lines intersect, then they are not parallel.

3. If garbage’s are disposed properly , the dengue diseases will be prevented. What
do you call the underlined portion in this conditional statement?

a. Conclusion
b. Hypothesis
c. Argument
d. The converse

4. Which of the following statements is true?

a. If ∠1 has a measure of 90o, then ∠1 is obtuse.

b. If ∠1 has a measure of 140o, then ∠1 is acute.
c. If ∠1 has a measure of 35o, then ∠1 is acute.
d. If ∠1 has a measure of 180o, then ∠1 is right.

5. Rewrite the statement “A quadrilateral is a figure with four sides.” In the If-then
form.

a. A figure has four sides if and only if it is a quadrilateral.

b. If a figure is a quadrilateral, then it has four sides.
c. If a figure has four sides, then it is a quadrilateral.
d. A figure is a quadrilateral if and only if it has four sides.

6. What conclusion can you draw from the following two statements?

If a person does not get enough sleep, that person will be tired.
Carl does not get enough sleep.
A. Carl will get enough sleep. C. Carl will be tired.
B. Carl should get enough sleep. D. Carl will not be tired.
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7. What law of deductive reasoning is used in item #6?
 A. Law of Syllogism C. Modus Tollens
B. Modus Ponens D. Law of Contrapositive

8. It uses specific examples to arrive at a general rule, generalizations, or conclusion.

A. Deductive reasoning C. Inductive reasoning
B. Law of Syllogism D. Law of Detachment

9. For inductive reasoning, What is the next term in the sequence 1, 1, 2, 3, 5, 8?

A. 11 B. 12 C. 13 D. 14

10. Which of the arguments below use deductive reasoning?

I. Every multiple of 4 is even. 376 is a multiple of 4. Therefore, 376 is even.
II. A number can be written as a repeating decimal if it is rational. Pi cannot
be written as a repeating decimal. Therefore, pi is not rational.
A. I only B. II only C. both I and II D. neither I nor II

11. Which of the following is an example of inductive reasoning?

A. Carlos learns that the measures of all acute angles are less than 90. He
conjectures that if he sees an acute angle, its measure will be less than 90.
B. Carlos reads in his textbook that the measure of all right angles is 90. He
conjectures that the measure of each right angle in a square equals 90.
C. Carlos measures the angles of several triangles and finds that their measures all
add up to 180. He conjectures that the sum of measures of the angles in any
triangle is always 180.
D. Carlos knows that the sum of the measures of the angles in a square is always
360. He conjectures that if he draws a square, the sum of the measures of the
angles will be 360.

12. Use deductive reasoning to complete the statement, “All right angles are congruent.
∠B and ∠C are both right angles. Therefore, ______.
A. ∠B and ∠C are congruent angles. C. ∠B and ∠C have equal measures.
B.∠B and ∠C are right angles. D.∠B and ∠C are not congruent.

For items 13-15, determine whether the reasoning is an example of deductive or inductive
reasoning. Choose the correct answer below.
A. The reasoning is deductive because general principles are being applied to
specific examples.
B. The reasoning is inductive because general principles are being applied to specific
examples.
C. The reasoning is inductive because a general conclusion is being made from
repeated observations of specific examples.
D. The reasoning is deductive because a general conclusion is being made from
repeated observations of specific examples.

13. In the sequence 9, 12, 15, 18, 21, ..., the most probable next term is 24.

14. It is a fact that every student who ever attended in a university was accepted into
graduate school. Because I am attending in a university, I can expect to be accepted to
graduateschool, too.

15. If you build it, they will come. You build it. Therefore, they will come.

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 Lesson If – then Statements
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What’s New
Many statements that we encounter are logically constructed but NOT valid or
acceptable. This activity deal with determining which statement is valid or not. The
succeeding discussions will help you determine the relationship between hypothesis
and the conclusion of an if-then statement (M8GE-IIf-1). You will also learn how to
transform a statement into an equivalent if-then statement (M8GE-IIf-2)

Activity No. 1: Let’s Validate!

Direction: Tell whether the second statement is a valid consequence of the first
statement.

1. Students who are good in mathematics are smart.

Rusty is smart, then he is good in mathematics.
2. Young actresses, are health conscious.
Camille is a young actress then she is health conscious.
3. If it rains, then the sports fest will be cancelled.
It rains therefore the sports fest is cancelled.
4. If the lines are parallel, they do not intersect.
Line x and line y do not intersect; therefore, they are parallel.
5. If two angles are right angles, then they are congruent.
∠A and ∠B are congruent, then they are right angles.

For item 6, complete the statement and justify the answer

6. Miss Earth candidates are environmentalists.

Miss Sheri Love is a candidate to the Miss Earth search, therefore
___________________________________________________.

Questions:

a. What have you noticed about the preceding

statements?
b. Take one statements and tell something about it.
c. What is common to all the statements.

Source: Grade 8 Mathematics Learner’s Material Page 32

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You have just encountered conditional statements or the if-then statements.
 What Is It

Your goal right now is to learn and understand key concepts on reasoning and
proving.

An If-then statement is composed of two clauses: the if-clause and then-

clause. We can denote a letter for each clause, p for the if-clause and q for the then-
clause. The statement is in the form, “If p then q.” Conditional statements are formed
by joining two statements p and q using the words if and then. The p statement is
called the hypothesis that tells us what is given or what is assumed. The q statement
is called the conclusion that tells us what to follow from the assumption.

What’s More
Conditional Statement: If a car is in good condition, then it is safe for driving.
Hypothesis: A car is in good condition
Conclusion: It is safe for driving.

The above conditional statement may also be written in the following form:
A car is safe for driving if it is in a good condition.
In this form, the conditional statement is written without words “if” and “then”.
Here are other examples:
Congruent segments have equal lengths.
A prime number has only two factors.

These conditional statements can be formed to the if-then form as follows:

If two segments are congruent, then they have equal lengths.
If a number is prime, then it has only two factors.

A simple flow of reasoning from the if-clause to the then-clause is called simple
implication.

What I have learned

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Activity No. 2: What If!
Direction: Write each conditional statement in the “if-then” form. Then give the
hypothesis and the conclusion of each conditional statement.

1. Cigarette smoking is dangerous to your health.

If-then form _______________________________

Hypothesis _______________________________
Conclusion _______________________________
2. It is more fun in the Philippines.

If-then form _______________________________

Hypothesis _______________________________
Conclusion _______________________________
3. A segment has exactly one midpoint.

If-then form _______________________________

Hypothesis _______________________________
Conclusion _______________________________
4. Angles in a linear pair are supplementary.

If-then form _______________________________

Hypothesis _______________________________
Conclusion _______________________________
5. Vertical angles are congruent.

If-then form _______________________________

Hypothesis _______________________________
Conclusion _______________________________
Source: Grade 8 Mathematics Learner’s Material Page 323

Now that you know what conditional statements are, and can identify the hypothesis
and the conclusion, have more practice by answering the exercise below.

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 What Is It

The implication p ⟶ q is always true except in the case that p is true and q is false.
See the truth table for the implications below.

P q p⟶q

T T T

T F F

F T T

F F T

Definition: A conditional statement, symbolized by p q, is an if-then statement in which

p is a hypothesis and q is a conclusion. The logical connector in a conditional statement is
denoted by the symbol  . The conditional is defined to be true unless a true hypothesis
leads to a false conclusion.
Source: Grade 8 Mathematics Learner’s Material Page 325

What’s More

Example 1:
Given: (p) I do my homework.
(q) I get my allowance
Problem: What does p ⟶ q represent?

Solution: 
The sentence, "I do my homework" is the hypothesis and the sentence, "I get my
allowance" is the conclusion. Thus, the conditional p q represents the hypothetical
proposition, "If I do my homework, then I get an allowance." However, as you can see from
the truth table above, doing your homework does not guarantee that you will get an
allowance! In other words, there is not always a cause-and-effect relationship between the
hypothesis and conclusion of a conditional statement.

Example 2:
Given: (p) 8 is an odd number. false
(q) 9 is composite. true
Problem: What does p ⟶ q represent?

Solution: Since hypothesis p is false and conclusion q is true, the conditional p ⟶ q is true.

Source: https://www.mathplanet.com/education/geometry/proof/if-then-statement

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 What I have learned

Activity No. 3: Then What?

Direction: Write each conditional statement in the “if-then” form. Then give the
hypothesis and the conclusion of each conditional statement.

1. Good citizens obey rules and regulations.

If-then form _______________________________
Hypothesis _______________________________
Conclusion _______________________________

2. The sum of the measures of complementary angles is 90 o.

If-then form _______________________________
Hypothesis _______________________________
Conclusion _______________________________

3. A quadrilateral has four sides.

If-then form _______________________________
Hypothesis _______________________________
Conclusion _______________________________

4. The intersection of two lines is a point.

If-then form _______________________________
Hypothesis _______________________________
Conclusion _______________________________

Source: Grade 8 Mathematics Learner’s Material Page 324

Now that you are well-versed in converting conditional statements to if-then

form and can easily identify the hypothesis and the conclusion, when do you
say that the implication is true or false?

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 What I can Do

Activity No. 4: Pic-A-Boo!

Observe the set of pictures. Describe the pictures using conditional statement.

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 Inverse, Converse, and
Lesson
Contrapositive
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What’s In
Description: This activity is intended to elicit your prior knowledge regarding
the lesson.
Direction: Choose between the 3 If-then statements that you prefer then explain
how is it related to your life as a student.

Activity No. 1: Let’s Begin!

1. If you don’t finish what you started, then your success rate will always be zero.

2. If you never try something new, then your life’s story will be boring.

3. If you don’t learn from your mistakes, then you probably aren’t learning much at
all.

In your life you may encounter what if? And Then? Questions. If-
then statements are important in reaching a better decision. Because you
are thinking the consequence of your every action.
If you move further in this lesson, the things that you will learn will
enable you to do cross investigations on hypothesis and conclusion.

What’s New
A conditional statement is a statement that is stated in "if-then" format. This kind of
statement is something that is often used to write a hypothesis in science. The hypothesis
can be created before a test is ever imagined, and the test is then designed to test the
hypothesis. On the other hand, the test might be known, and the conditional statement
(hypothesis) is then used to predict the outcome of the experiment.

In Facebook you may have seen this famous quote:

If you believe “money can’t buy happiness,” then you’re not spending it correctly.

This conditional statement then led to a great experiment by the Grade 7 LEO in San Luis
National High School. In this test, students are given 50 pesos and asked them to spend it
on either themselves or someone else by the end of the day. The thinking is that how a
person spends the money will directly contribute to his or her happiness. From that initial
setup, some conditional statements can be made.

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If a student spends the money on himself, he will be happier at the end of the day.

The negative converse would then be:

If a student doesn't spend the money on himself, then he will be happier at the end
of the day.

Interestingly, the experiment supports the second statement. The Grade 7 LEO
students discovered that the student that gave their money away were happier, but
those who spent it on themselves felt the same.

What Is It
Inverse, Converse, and Contrapositives Inverses:
Generally, the conditional if p then q is the connective most often used in
reasoning. However; with some changes in words in the original statement,
additional conditionals can be formed. These new conditionals are called the inverse,
the converse, and the contrapositive.
Inverse is a statement formed by negating the hypothesis and conclusion of the
original conditional. Symbolically, the inverse is written as (~p ⇒~q). The symbols for
the inverse may be read as: not p, implies not q OR if not p, then not q.
E.g. Right angle is defined as an angle whose measure is 90 degrees.
If you are to write it as inverse statement, it can be done like:
If an angle is not a right angle, then it does not measure 90.
Converse is a statement formed by interchanging the hypothesis and the conclusion
i.e. original conditional (p ⇒q) is written as (q ⇒p). Notice that the symbols for
converse may be read as ‘q implies p’ or ‘if q, then p’.
E.g. If you are to write the converse of:
"If two lines don't intersect, then they are parallel",
it can be written as
"If two lines are parallel, then they don't intersect."
It may be noted that the converse of a definition, must always be true. If this is not
the case, then the definition is not valid. The converse is; therefore, can be taken as
a helping tool in determining the validity of a definition. Remember: a conditional (p
⇒q) and its converse (q ⇒p) may or may not be true. It is important that the truth
value of each converse is judged on its own merits.
Contrapositive is a statement formed by negating both the hypothesis and
conclusion (p ⇒q) and also then interchanging these negations (~ q ⇒~p). The
symbols for contrapositive may be read as ‘not q implies not p’ or ‘if not q, then not
p’. The contrapositive of a conditional statement always has the same truth value as
the original statement. Therefore, the contrapositive of a definition is always true.
E.g.
‘A triangle is a three-sided polygon’ is true; its contrapositive,
‘A polygon with greater or less than three sides is not a triangle’ is true too.

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Remember: a conditional (p ⇒q) and its contrapositive (~ q ⇒~p) must have the
same truth value. When a conditional is true, it's contrapositive is also true and when
a conditional is false, it's contrapositive is also false.
Examples
Given an if-then statement "if p then q ," we can create three related statements:
A conditional statement consists of two parts, a hypothesis in the “if” clause and a
conclusion in the “then” clause.
For instance, “If it rains, then they cancel school.”
"It rains" is the hypothesis.
"They cancel school" is the conclusion.

To form the converse of the conditional statement, interchange the hypothesis and
the conclusion.

 The converse of "If it rains, then they cancel school" is "If they cancel school, then it
rains."

To form the inverse of the conditional statement, take the negation of both the
hypothesis and the conclusion.

The inverse of “If it rains, then they cancel school” is “If it does not rain, then they do
not cancel school.”

To form the contrapositive of the conditional statement, interchange the

hypothesis and the conclusion of the inverse statement.   

The contrapositive of "If it rains, then they cancel school" is "If they do not cancel
school, then it does not rain."

We can summarize how to convert the statement in terms of p and q. Study

the table below.

Conditional Statement if p then q 

Converse if q then p 

Inverse If not p then not q 

Contrapositive If not q then not p 

For more examples and discussion, you can visit online:

https://www.youtube.com/watch?v=4yfDM5zV6H4
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What’s New
How can you determine truth value of the conditional statement?
Recall that the implication (conditional statement) 𝒑 ⟶ 𝒒 is always true except in
the case that p is true and q is false. See the truth table for the implications below.

Conditional Statement Truth Value

p q ( p → q)
T T T
T F F
F T T
F F T

The truth value of conditional statement is either true or false. It is false only when
the hypothesis is true and the conclusion is false.

Illustrative Example 1: Determine the truth value of the following related conditionals.

Conditional: If a shape is a triangle, then it is a polygon.

The given statement is true since all triangles are polygons.

Converse: If a shape is a polygon, then it is a triangle.

Analyse the converse. Is it true? If not, give a counter example. A counterexample
is any example that shows the statement is false.
The converse is false because a square is also a polygon. It is not necessarily a
triangle. Square is what you call a counterexample.

Inverse: If a shape is not a triangle, then it is not a polygon.

The inverse is false because a square is not a triangle but it is a polygon.

Contrapositive: If a shape is not a polygon, then it is not a triangle.

The contrapositive is true since you cannot find a shape which is not a polygon but a
triangle.

Illustrative Example 2 “Study Show”

Study the table below and show the truth value of the statements.

Statement If-then form Converse Inverse Contrapositive

An even If a number is If a number is If a number is If a number is
number is even, then it is divisible by 2, not even, then it not divisible by
divisible by divisible by 2. then it is even. is not divisible 2, then it is not
two. by 2. even.
Truth Value

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 What Is It
From the example and the activity above, notice that the given statement and its
contrapositive have the same truth value. Therefore, the conditional statement is logically
equivalent to its contrapositive. Likewise with the converse of a statement is logically
equivalent to the inverse of a statement.

Logically equivalent statements are statements that have the same logical content,
i.e., truth value.

Illustrative examples:
Illustrate the equivalences of the statement and its contrapositive; and the converse
and inverse of a statement.

1. If a number is divisible by 2, then it is divisible by 4.

Solution:
Conditional: The given statement is false. Counterexample: 6 is divisible by 2 but not
divisible by 4.
Converse: If a number is divisible by 4, then it is divisible by 2. The converse is true.
Inverse: If a number is not divisible by 2, then it is not divisible by 4. The inverse is true.
Contrapositive: If a number is not divisible by 4, then it is not divisible by 2. The
contrapositive is false. Counterexample: 6 is not divisible by 4 but divisible by 2.

Therefore, the statement and its contrapositive are both false while the converse and
inverse of the statement are both true. Thus, the statement and its contrapositive; and the
converse and inverse of a statement are logically equivalent.

What’s More
Activity 2: “Fill me Up”

Given the statements below, complete the following table to illustrate the
equivalences of a statement and its contrapositive; and the converse and inverse of the
statement.
TRUTH Counterexampl
RELATED CONDITIONALS
VALUE e
If two angles are right, then they are
Conditional congruent. True N/A
If two angles are congruent, then they are
Converse right.
If two angles are not right, then they are
Inverse not congruent.
If two angles are not congruent, then they
Contrapositive are not right.

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 What I have learned
Activity 3: Con-In-Con!
Direction: Write each conditional statement in a converse, Inverse and
Contrapositive format.

1. Statement: If you attend classes regularly, then you learn a lot.

Converse: ___________________________________________________
Inverse: _____________________________________________________
Contrapositive: _______________________________________________

2. Statement: If the air is polluted, then the plants will die.

Converse: ___________________________________________________
Inverse: _____________________________________________________
Contrapositive: _______________________________________________

3. Statement: If two numbers are odd, their product is odd.

Converse: ___________________________________________________
Inverse: _____________________________________________________
Contrapositive: _______________________________________________

What I can Do

Activity No. 4: Sort it OUT!

Direction: In each box, you are given two statements. The first is a conditional
statement, and the second could be its converse, inverse, or contrapositive. Color
the boxes BLUE if it belongs to converse group, RED if an inverse group, and
YELLOW if in contrapositive group.

If two angles are congruent, then they have the same measure.
If two angles have the same measure, then they are congruent.
If you add two even numbers, then the sum will also be even.
If the sum of two numbers is not even, then the two numbers you added were not
even.
If the sum of two angle measures is 90°, then they are complementary.
If the sum of two angle measures is not 90°, then they are not complementary.
If an animal has hair, then it is a mammal.
If an animal does not have hair, then it is not a mammal.
If a fruit is yellow, then it is a banana.
If a fruit is not yellow, then it is not a banana.

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 Lesson
Inductive and Deductive Reasoning

What I Need to Know

One of the tools used in proving is reasoning. The conclusion drawn from
observations, examples and pattern is called conjecture. The conjecture may or may not be
true.
In making conclusions, we can use either Inductive reasoning or Deductive
reasoning. A type of reasoning that allows you to reach conclusions based on a pattern of
specific examples or past events is inductive reasoning while a type of reasoning which
makes use of accepted rules of logic is deductive reasoning.

In this lesson, you will use inductive or deductive reasoning in an argument (M8GE-
IIh-1).

What’s In
The main focus in the study of geometry is to learn how to think logically. An
argument is a series of statements intended to determine the truth of
another statement. From lesson 1, you have learned that equivalent statements are
related conditionals with the same truth value. When the given conditional is a simple
implication then we have two pairs of equivalent statements, which are conditional-
contrapositive and converse-inverse.
In the next section, you will find out one how these related conditionals with
the same truth value are used in an argument through inductive or deductive
reasoning.

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 What’s New
Activity 1: “Observe and take a Guess”

Direction: Write the next term of the following numbered scenario:

1.

2. 3, 10, 17, 24, 31, …..

3.

Activity 2: “Create Conclusion”

Complete the table.

Statement Conclusion
1. Filipinos are hospitable.
Bonifacio is a Filipino.
2. If points are collinear, then they lie on
the same plane.
Points R, M, and N are collinear.
3. A quadrilateral is a polygon with four
sides. A parallelogram is a
quadrilateral.

In the first activity, it’s the pattern that helps you guess and make judgment.
And because you use pattern to create conclusion, then that way of thinking or
reasoning is inductive. While in the second activity, it’s your comprehension and
your common sense that will drive you to a correct judgment. And because you use
logic to create conclusion, then your way of thinking/reasoning is deductive.

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 What Is It
“Define Me”
Inductive reasoning is a kind of reasoning where the conclusion is made based
upon current knowledge, observation, examples and patterns. It uses specific examples to
arrive at a general rule, generalizations or conclusions. It is judging by experience. It
involves uncertainty in making conclusions. Inductive Reasoning is a process of observing
data, recognizing patterns, and making generalizations from observations.

Illustrative examples:
Draw a conclusion from each given situation using inductive reasoning.

1. Look carefully at the figures, what is next?

2. Study the pattern and draw the next figure.

3. My Math teacher is strict. My previous Math teacher was strict.

What can you say about all math teachers?
_All Math teachers are strict.

Deductive reasoning is a type of logical reasoning that uses accepted facts to reason in
a step-by-step manner until we arrive at the desired statements. From the given statement,
you are to make a sound judgment or a conclusion. For a clearer thought, let us take some
laws in logic that is vital in deduction.

Law of Detachment (Modus Ponens)

Major Premise: If p is true, then q is true.
Minor Premise: p is true.
Conclusion: Therefore, q is true.

Illustrative examples:
Draw a conclusion from each given situation using deductive reasoning.

1. Major Premise: If you are an 18-year old Filipino citizen, then you can vote.
Minor Premise: Pete is an 18-year old Filipino.
Conclusion: _Therefore, Pete can vote.

2. Major Premise: If a person has a driver’s license, the he is allowed to drive.

Minor Premise: Arturo has a driver’s license.
Conclusion: _Therefore, Arturo is allowed to drive.
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Law of Syllogism (Chain Rule)

Major Premise: If p is true, then q is true.
Minor Premise: If q is true, then r is true.
Conclusion: If p, then r.

Illustrative examples:
Draw a conclusion from each given situation using deductive reasoning.

1. Major Premise: If it is May, then there are many flowers.

Minor Premise: If there are many flowers, then I am happy.
Conclusion: _If it is May, then I am happy.

What’s More
Activity 3 “Let’s Conclude”
A. Draw conclusion from each given situation or find the next term of the sequence using
inductive reasoning.
1.

2. It has rained every day for the past six days, and it is raining today as well.
Conclusion: ______________________________________________________

B. Use the Law of Detachment to determine what you can conclude from the given
information, if possible.

3. If Eimon pass the final, then he passes the class. Eimon pass the final.
Conclusion: ______________________________________________________

C. Use the Law of Syllogism to write a new conditional statement that follows from the pair
of true statements, if possible.

4. If , then . If , then .
Conclusion: ______________________________________________________

5. If a figure is a rhombus, then the figure is a parallelogram. If a figure is a

parallelogram, then the figure has two pairs of opposite sides that are parallel.
Conclusion: ______________________________________________________

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What I can Do
Activity 4: “Show which Thumb”

Instruction: Determine if each argument uses inductive or deductive reasoning. Write

RIGHT THUMB if the reasoning used in an item is inductive, and LEFT THUMB if
deductive.
_________________1. Niku is Danica’s cousin. Since Donna is Danica’s twin sister, Niku is
also Donna’s cousin.
_________________2. The school librarian notices that many Grade 8 students are
requesting books about different countries in Africa. The librarian concludes that their social
studies class must be studying about Africa.
_________________3. Conrad notices that each term in the sequence 4, 8, 16, 32, …. is
found by multiplying the previous term by two. He concludes that the next two terms are 64
and 128.
_________________4. Given the sequence 13, 18, 23, and 28 you conclude that the next
term will be 33.
_________________5. All of the people that Ruby met in town are very strange. Ruby
conclude that everyone in town is very strange.

Assessment (Post-Test)

Direction: Write the letter that you think is the best answer to each question.
Answer all items.
1. If only people will follow the governments’ order , COVID will be prevented.
What do you call the underlined portion in this conditional statement?
a. Conclusion b. Hypothesis c. Argument d. The converse
2. Which of the following statements is true?
a. If ∠1 has a measure of 90o, then ∠1 is obtuse.
b. If ∠1 has a measure of 140o, then ∠1 is acute.
c. If ∠1 has a measure of 35o, then ∠1 is acute.
d. If ∠1 has a measure of 180o, then ∠1 is right.
3. What is the inverse of the statement “If the number is divisible by 2 and 3,
then it is divisible by 6.”
A. If the number is divisible by 6, then it is divisible by 2 and 3.
B. If the number is not divisible by 2 and 3, then it is not divisible by 6.
C. If the number is not divisible by 6, then it is not divisible by 2 and 3.
D. If the number is divisible by 2 and 3, then it is not divisible by 6.
4. What is the equivalent truth value of a converse statement?
A. Conditional B. Inverse C. Statement D. Contrapositive
5. The statement that has the same truth value as the given statement: “If a
polygon is a rectangle, then its pairs of opposite sides are parallel.” is ______
A. If a polygon is a not a rectangle, then its pairs of opposite sides are parallel.
B. If the pairs of opposite sides of a polygon are not parallel, then the polygon is
not a rectangle.
C.If the opposite sides of a polygon are parallel, then the polygon is not a rectangle.
 D. If a polygon is a not a rectangle, then its pairs of opposite sides are not parallel.
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6. Which of the following best describes inductive reasoning?
A. Using logic to draw conclusions based on accepted statements.
B. Accepting the meaning of a term without definition.
C. Defining mathematical terms in relation to physical objects.
D. Inferring a general truth by examining a number of specific examples.
7. What conclusion can you draw from the following two statements?
If a person does not get enough sleep, that person will be tired.
Marcos does not get enough sleep.
A. Marcos will be tired. C. Marcos will get enough sleep.
B. Marcos should get enough sleep. D. Marcos will not be tried.
8. What law of deductive reasoning is used in item #7?
A. Law of Syllogism C. Modus Tollens
B. Modus Ponens D. Law of Contrapositive
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9. Determine the right conclusion from the following statements:
I. A shape that has more than 2 sides is a polygon.
II. A regular polygon has both all sides and all angles congruent.
III. An equilateral triangle has 3 congruent sides and 3 congruent
angles.
A. All triangles are polygons.
B. A rectangle with sides 2, 2, 4, and 4 is not a regular polygon.
C. An equilateral triangle is a regular polygon.
D. All of the above can be concluded.

10. It uses a general rule or fact to give a specific example.

A. Deductive reasoning C. Inductive reasoning
B. Law of Syllogism D. Law of Detachment

11. Determine the next number in the sequence: 1, 2, 4, 7, 11... Is this inductive
or deductive reasoning?
A. The next number is 22. This is inductive reasoning.
B. The next number is 16. This is inductive reasoning.
C. The next number is 22. This is deductive reasoning.
D. The next number is 16. This is deductive reasoning.

12. A conclusion which is arrived at by inductive reasoning is called a ______

A. counterexample B. proof C. conjecture D. theorem

For items 13-15, determine whether the reasoning is an example of deductive or

inductive reasoning. Choose the correct answer below.
A. The reasoning is deductive because general principles are being applied to
specific examples.
B. The reasoning is inductive because general principles are being applied to
specific examples.
C. The reasoning is inductive because a general conclusion is being made
from repeated observations of specific examples.

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 D. The reasoning is deductive because a general conclusion is being made
from repeated observations of specific examples.
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13. It has rained every day for the past six days, and it is raining today as well. So
it will also rain tomorrow.

14. If the mechanic says that it will take seven days to repair your SUV, then it will
actually take ten days. The mechanic says, "I figure it'll take exactly one week
to fix it, ma'am." Then you can expect it to be ready ten days from now.
15. It is a fact that every student who ever attended in a university was accepted
into graduate school. Because I am attending in a university, I can expect to be
accepted to graduateschool, too.

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