Matched exercise 3.

a. This argument uses deduc on. It starts with a general statement about quadrilaterals, which is a
mathema cal rule (the sum of interior angles is 360 degrees). Then, based on specific angles given in a
quadrilateral, it deduces the value of the missing angle using the rule.

b. This argument also uses deduc on. It takes a specific number of students who like both Math and
English in Mr. Garcia's class and uses this informa on to deduce a percentage for the en re school
popula on.

c. This argument uses induc on. It generalizes from a specific observa on in the barangay (all dogs bark)
to a broader conclusion about all dogs everywhere.

d. This argument uses induc on. It generalizes from a specific survey result about literacy rates among
Filipinos to a conclusion about the literacy rate among residents of Barangay Hidalgo.

e. This argument uses deduc on. It starts with an assump on about all people being honest and then
concludes that the speaker is also honest based on that assump on.

f. This argument uses deduc on. It starts with a general statement about squares and rectangles (all
squares are rectangles) and then concludes that a specific figure drawn, which is not a rectangle, is also
not a square based on this rule.

Matched exercise 3.2

Number Mul ply by 9 Add 6 Devided by 3 Subtract by 2

1 9 15 5 3
19 171 177 59 57
16 144 150 50 48
20 180 186 62 60
-24 -216 -210 -70 68

Matched exercise 3.3

Mul plying by 2:

Star ng with 1, we mul ply by 2 to get 2.

Next, we mul ply 2 by 2 to get 4.

Extending this pa ern, we mul ply 4 by 2 to get 8.

Finally, we mul ply 8 by 2 to get 16.

So, the next two terms in this pa ern are 8 and 16.

Adding increasing numbers:

Star ng with 1, we add 1 to get 2.

Then we add 2 to 2 to get 4.

Next, we add 3 to 4 to get 7.

Extending this pa ern, we add 4 to 7 to get 11.

So, the next two terms in this pa ern are 7 and 11.

Matched exercise 3.3

Adding 2:

Star ng with 1, we add 2 to get 3.

Next, we add 2 to -1 to get 1.

Extending this pa ern, we add 2 to 1 to get 3.

However, this pa ern does not hold as 3 is not the next term in the original sequence. So, this a empt
does not provide valid next terms.

Alterna ng between 3 and -3:

Star ng with 1, the next term is -1.

Following this pa ern, the next term a er -1 would be 3.

However, this pa ern also fails to con nue the original sequence as 3 is not the next term.

Matched exercise 3.4

Matched Exe 3.5

Using induc ve reasoning based on past behavior, one could cogently conclude that your sister is likely
to volunteer again this coming Saturday to prepare meals and wash the dishes. This conclusion is drawn
from the pa ern observed in the last two weekends, where your sister voluntarily took on these
responsibili es. However, it's important to note that while this conclusion is plausible based on the
pa ern, it doesn't guarantee that your sister will volunteer again; there could be factors or
circumstances that may change her decision.

Matched Exe 3.6

This pa ern holds for all triangles. The Pythagorean Theorem can be used to prove this rela onship. It
states that in a right triangle, the square of the hypotenuse (the longest side) is equal to the sum of the
squares of the other two sides.

Acute triangles have angles that are all less than 90 degrees. Right triangles have one angle that is
exactly 90 degrees. Obtuse triangles have one angle that is greater than 90 degrees.

Matched Exe 3.7

The first argument is:

All scholars take chemistry.

Jules takes chemistry.

Therefore, Jules is a scholar.

This argument is valid. If it is true that all scholars take chemistry, and Jules takes chemistry, then it
necessarily follows that Jules must be a scholar.

The second argument is:

Not all environmentalists are female.

Alex is an environmentalist.

Therefore, Alex is a male.

This argument is invalid. Even though the first two statements are true, the conclusion does not
necessarily follow. Alex could be female; the argument only states that not all environmentalists are
female, which leaves the possibility that some environmentalists, including Alex, could be female.

The third argument is:

Some rela ons are func ons.

The equa on x² + y² = 2 defines a rela on.

Therefore, the equa on x² + y² = 2 may define a func on.

This argument is valid. If some rela ons are func ons, and the equa on defines a rela on, then it is
possible that the equa on could define a func on as well.

Matched Exe 3.8

Matched Exe 3.9

Polyá's method is used to solve a problem involving determining the cost of one kilogram of
Sinandomeng rice. The problem requires understanding the weight of the small sack, which is not
provided. The weight of the sack is the missing piece, making the problem unsolvable. Therefore, the
solu on lies in determining the weight.

Matched Exe 3.10

Polyá's method is used to solve a problem where Grandma Lina saved 2,000 to buy two shirts for her
grandchildren. A er applying a 10% discount, the discounted prices are given as 480 and 520. To
calculate the discounted price, Grandma Lina calculates the discounted price for each shirt and adds
them to find the total cost. However, the fact that Grandma Lina saved 2,000 is unnecessary and not
relevant to the calcula on. Therefore, the unnecessary informa on is the 2,000-savings.

Exercise 3.11
Demonstrates that the sum of the first 100 even positive integers can be calculated by
multiplying 100 by 101, resulting in 10,100. It is conjectured that the sum of the first n even
positive integers can be found by multiplying n by n+1.

Exercise 3.12

Reveals that the units digit of powers of 7 follows a cycle of 4, repeating as 7, 9, 3, 1, allowing
one to determine the units digit of 7 raised to any power by identifying its position within this
cycle.

Exercise 3.13

If the sum of 25 consecu ve integers is given as 1575, it can be deduced that the smallest among these
integers is -11.

Exercise 3.14

If one group consists of six girls, then the other group must have 12 boys. This ra o of girls to boys allows
for an equal number of each gender when the two groups are combined.

Exercise 3.15

It is possible to calculate that Mr. and Mrs. Chan will go out to eat together once every 24 days by
compu ng the least common mul ple (LCM) of 6 and 8. This number is discovered to be 24. They will go
out to eat together four mes in the following hundred days, then spend the remaining ninety-six days
ea ng alone themselves at home.

Exercise 3.16

The diameter of a circle, in this example 8 cm, is equal to the total of the lengths of the perpendicular
segments drawn from the ends of a diameter to a tangent line when the circle has a radius of 4 cm.

Exercise 3.17

Sophie can do 1/4 of a task in an hour, whereas her brother can do 1/5 of a task in the same amount of
me. This is exercise 3.17. When they work together, they can do 9/20 of the assignment in an hour,
leaving 11/20 to finish. Sophie would have to work alone for 2.2 hours to complete this remaining piece.

Exercise 3.18
On the fact that three carpenters can construct 24 armchairs in a span of 72 days, it can be inferred that
a single carpenter could complete 8 armchairs in the same length of me. A carpenter working at this
pace of produc on might finish two armchairs in eighteen days.

Exercise 3.19

Zed had to go 100 meters in total to win both of the races, even though he started the second race five
meters behind. Zed would s ll win the second race since his running pace is the same in both events.

Exercise 3.20

The number of students who passed both exams can be calculated by adding the number of students
who passed the English and Filipino exams and then subtrac ng the number of students who failed both
exams. This gives a total of 2 students who passed both exams if 11 students passed the English exam,
22 passed the Filipino exam, and 4 students failed both exams.

Exercise 3.21

Ini ally considering the star ng floor as x, the elevator went up 7 floors, then down 20 floors, followed
by going up to a floor twice as high as the previous stop, and then down 7 floors. Ul mately, the elevator
stops at the 63rd floor, leading to the conclusion that it started at the 48th floor.

Exercise 3.22

To extract 8 liters of water using an 11-liter and a 5-liter unmarked container, the process involves filling
the 5-liter container, transferring it to the 11-liter container un l full, leaving 2 liters in the 5-liter
container, repea ng the process, and pouring water back and forth un l reaching a total of 8 liters in the
11-liter container.

Exercise 3.23

To demonstrate that if n² is divisible by 3, then n must also be divisible by 3, it can be proven through an
assump on that is contradicted when examining different scenarios involving integers and their squares
when divided by 3. This leads to the conclusion that the statement holds true.

Exercise 3.24

With n² being divisible by 3, it is assumed that n is an integer, but n itself is not divisible by 3. This is done
by using indirect reasoning by contradic on. Analyzing the poten al scenarios leads to the discovery of a
contradic on, which finally establishes that n must be divisible by three if n² is.
Exercise 3.25

If five carpenters can build five chairs in five minutes, and each carpenter can make one chair in the
same amount of me, then fi y carpenters can make fi y chairs in five minutes, keeping the ra o of
chairs produced per carpenter constant.