PROGRAM OUTCOMES

In pursuance of the above-stated mission, the objectives of the College are as follows:

1. Acquire higher level literacy, communication, numeracy, critical thinking,

and learning and ICT skills needed for lifelong learning;

2. Demonstrate deep and principled understanding of how educational processes

Relate to larger historical, social, cultural and political processes;

3. Manifest a meaningful and comprehensive knowledge of the subject matter

they will teach;

4. Apply a wide range of teaching processes skills including curriculum

development, lesson planning, materials development, educational assessment,
and teaching approaches.

5. Cultivate experience in the field classrooms (e.g. classroom observations,

teaching assistance, practice teaching);

6. Demonstrate and practice professional and ethical requirements of the

teaching profession;

7. Reflect on the relationship among the teaching process skills, the learning
processing the student, the nature of the content/subject matter, and the
broader social forces encumbering the school and educational processes in
order to constantly improve their teaching knowledge, skills and processes; and

8. Possess willingness and capability to continue learning in order to better fulfill

their missions as teacher.

COURSE TITLE: Mathematics, Science, and Technology

COURSE DESCRIPTION:

Math, Science, and Technology courses introduce students to the basic concepts,
processes, ways of thinking, and applications in math and natural science, and promote
an understanding of central issues related to the impacts of science and technology on
society. These are driving forces in our society, impacting all areas of life. Everyone
must make choices in their personal and professional lives for which understanding of
these disciplines and their ethical dimensions are essential.

COURSE OUTCOMES:

In this course you should be able to:

1. Identify key concepts in one of the natural sciences;

2. Explain the process of scientific research and the methods for reaching
consensus within the scientific communities;
3. Explain the process by which scientific knowledge is applied through
technology;
4. Critique the impact of technology on society for selected issues;
5. Express aspects of the joy, wonder, and excitement of science, mathematics,
and technology as evidence of God's creative work;
6. Apply mathematical, computational, and/or logical principles to problem
solving;
7. Make competent, critical, Biblical, and ethical judgments about the use of
scientific information and technology.

1
 Module 1- MATHEMATICS

Introduction: This module will introduce you to some areas of Mathematics focusing
in data handling, problem solving, and appreciation in the beauty of Mathematics.

Module Learning Outcomes:

In this module, you should be able to:
1. stimulate interest in the learning of mathematics;
2. demonstrate understanding of basic mathematical concepts and computational
skills;
3. enhance your learning abilities through basic mathematical knowledge.
4. develop creativity and the ability to think, communicate, and solve problems;
and
4. appreciate the beauty of mathematics.

Lesson 1

MATHEMATICS APPRECIATION

I. Learning Outcomes:
In this lesson, you should be able to:
1. Enumerate reasons why students dislike/hate Mathematics;
2. Value the importance of Mathematics;
3. Illustrate one’s appreciation for Mathematics;
4. Propose solutions as to why students dislike/hate Mathematics; and
5. Appreciate the existence of Mathematics.

II. Lesson Map:

M ath em ati cs A p p reciati o n

What is
Mathematics?
Nature of
Mathematics

Study Tips

III. Pre – Assessment:

Instruction: Please check (√ ) and rate yourself honestly based on what

you actually do given the statements using the following scales:
5 – always 4 – often 3 – sometimes 2 – rarely 1 - never

STATEMENTS 5 4 3 2 1
1 I make myself always prepared for the
Mathematics subject.
2 I listen attentively to the lecture of my
Mathematics teacher.
3 I want to get good grades on tests, quizzes,
assignments and projects in my Mathematics
subject.
4 I get frustrated when the discussion in my
Mathematics subject is interrupted or my
2
 teacher is absent.
5 I find it difficult in answering word problems and
analyzing formulas in my Mathematics subject.
6 I easily got irritated and lost self-confidence
when I hear the word “Mathematics”.
7 I can understand and find Mathematics subject
as an interesting subject if my teacher teaches
well.
8 I hate problem solving and computation.
9 I cannot understand discussions on
Mathematics subject if the classroom is not
conducive for learning.
10 I hate Math if I cannot relate and value its
application to my life.

IV. Core Content:

ENGAGE: ENGAGING TOWARDS MATHEMATICS APPRECIATION

Read the story below.

Once a Hater, Now A Lover

A student of Math Honors, Aishwarya Sinha Ray, speaks about her transformation
of being a hater but now a lover of Mathematics subject.

Aishwarya said, “As a junior school kid I didn’t just fear Math, I hated it.
The main reason for hating the subject was not being able to relate to any
question, be it a word problem or a simple calculation. Because of this, it was
very challenging to actually understand anything. Rather than understanding the
concept I used to cram the answers and spill it all out in the answer sheets
during tests and exams. I even named it BM (Boring Math) until my mother
realized it could develop into something serious. So she started giving me real life
examples, which helped me answer questions on my own rather than memorizing
‘answer of question number 2 is 35’.

So I fell in love with the subject, I would rather call it a skill and I even ended up
graduating in Math.

I believe young minds should be given enough exposure to Math because it is a

beautiful subject and its beauty is best understood when one lives in it.”

Activity 1.1: Let’s Share!

The story presented above shows the experience of a student from hating
Math to loving it. After reading this, you are expected to write a three –
paragraph essay composed of an introduction, a body, and a conclusion.
God bless you!

Guide Questions:
1. Cite a real-life experience that shows how you dislike/hate Mathematics.
2. What are your realizations on this experience?

3
3. Can you now appreciate the beauty of Mathematics? Explain briefly and
substantially.

Write your essay on the space provided.

Continuation…

4
 EXPLORE: EXPLORING MATHEMATICS APPRECIATION

Activity 1.2 Reason Out!

Instruction: Enumerate at least five (5) reasons why you hate or dislike Mathematics.
For each reason, provide resolutions on how to address such.
God bless you!

REASONS PROPOSED SOLUTIONS

1.

2.

3.

4.

5.

EXPLAIN: DELVING MATHEMATICS APPRECIATION

• How much time do you allot for travelling to avoid getting late for class?
• Before that, do you track every second you spend taking the shower, eating
breakfast, changing into school clothes, or preparing your things for school?
• Most importantly, do you check if you still have enough money for fare, food,
and other expenses for school?
• Just like budgeting allowance, time is also Mathematics at work.
• Consciously or unconsciously, all of these activities engage some form of
Mathematics.
• The heart of Mathematics is more than just numbers which many supposed
to be meaningless and uninteresting.
• There are factors that could lead a person to hating Mathematics. These
could be: how the subject is being taught (teacher factor), how motivated the
students are in learning the subject (student factor), how conducive the
learning environment is (environment factor), and as to how they foresee the
application of concepts to real-life situation (application).

What is Mathematics?
The following mathematicians define Mathematics as stated below:
a. Mathematics is the science of quantity. (Aristotle, 384-322 BCE)
b. It is the science of indirect measurement. (August Comte, 1798-1857)
c. Mathematics is a science that draws necessary conclusions. (Benjamin
Pierce, 1809-1880)
d. All Mathematics is symbolic logic. (Bertrand Russel, 1872-1970)
e. Mathematics is a form of language. It is also a body of knowledge. (Juan
Apolinario Reyes, 2018)

Nature of Mathematics

5
 Is Mathematics invented or discovered? Most students are possibly not yet
in a position to answer this question, because it takes time and exposure to
Mathematics to answer it with confidence. The Mathematics education students
receive from schools is the proverbial tip of an iceberg. It is finished product of a
huge collection of knowledge which is hundreds or thousands of years in the
making.

 It is partly invented.
 Much of it is discovered.
 It is a system of knowledge. It is a collection of objects and relations
among objects whose characteristics are discovered through accepted
rules of reasoning.

Study Tips:
Here are some tips to study Mathematics effectively so you can ace that
requirement and get through class without stressing too much about it:
 Practice, practice and more practice!
 Finish your homework.
 Take extensive notes.
 Ask for help.
 Believe in yourself.

EXTEND: EXTENDING APPRECIATION FOR MATHEMATICS

Activity 1.3: APPRECIATE MY EXISTENCE!

Instruction: Conduct an interview to at least 5 persons to as to their level of
appreciation towards Mathematics (10 as the highest and 1 as the lowest).
Follow the table below to supply your answers.
God bless you!
LEVEL OF APPRECIATION
TOWARDS MATHEMATICS
NAME (1-10) EXPLANATION

1.

2.

3.

4.

5.

6
 EVALUATE: EVALUATING MATHEMATICS IN OUR WORLD

Activity 1.4: Mathematics and Me

Instructions: Using your understanding of the lesson, make an illustration of
“Appreciating Mathematics” centering on the theme: “Valuing and Appreciating
Mathematics in Our World”. Illustration can be in the form of:

1. Poster-and-slogan
2. Comic Strips
3. Essay
4. Poem
5. Declamation
6. Memes
7. Short Story
8. Others, specify ____________

Put your output here. God bless you!

Put your output here

V. Post-Assessment:

Instruction: Please check (√ ) and rate yourself honestly based on what

you actually do given the statements using the following scales:

5 – always 4 – often 3 – sometimes 2 – rarely 1 – never

7
 Statements 5 4 3 2 1
1 I make myself prepared for the Math subject.
2 I listen attentively to the lecture of my Math
teacher.
3 I actively participate in the discussion, answering
exercises and/or clarifying things I did not
understand on my Math subject.
4 I want to get good grades on tests, quizzes,
assignments and projects in my Math subject.
5 I get frustrated when the discussion on my Math
subject is interrupted or my teacher is absent.
6 I find it difficult in learning Math subject.
7 I easily got irritated when I hear the word
“Math”.
8 I can understand and find Math subject as
interesting subject if my teacher teaches well.
9 I hate problem solving and computation.
10 I cannot understand discussions on Math
subject if the classroom is not conducive for
learning.
11 I hate Math if I cannot see clearly its application
to my life.

VI. Topic Summary:

In this module, you learned that:

 Mathematics is a system of knowledge. It is a collection of objects and

relations among objects whose characteristics are discovered through
accepted rules of reasoning.
 There are factors that could lead a person to hating Mathematics. These
could be: how the subject is being taught (teacher factor), how motivated
the students are in learning the subject (student factor), how conducive
the learning environment is (environment factor), and as to how they
foresee the application of concepts to real-life situation (application).
 Mathematics should be appreciated because we cannot live without it.

VII. References:

 Richard T. Earnhart, Edgar M. Adina, Mathematics in the Modern World, 2018

 Calacal, Uy, Noble, Manalo, Statistics and Probability
 Ethel B.,Carmelita R.,Justina E., Mathematics in the Modern World, 2018
 Burns Carol JVF One Mathematical Cat, Please (A First Course in Algebra)
[Journal]. - Massachusetts : [s.n.], 2004.
 Dana, Charles A. Advanced Mathematical Decision Making. Center at The
University of Texas at Austin, 2010
 Harary, Frank. Graph Theory. Addison Wesley, Reading, MA, 1969
 Aufmann, Richard, et.al., Mathematical Excursion. Brooks/Cole CENGAGE
Learning, 2013
 https://goo.gl/MGsQXY
 Juan Apolinario C. Reyes, Mathematics in the Modern World, 2018
 Winston S. Sirug, Mathematics in the Modern World,2018
 Caraga State University -MMW TG, 2019

8
 Lesson 2

STATISTICAL DATA HANDLING

I. Learning Outcomes:
In this lesson, you should be able to:
1. collect, classify, and tabulate data;
2. construct data from pictograms, bar graphs, pie charts and
line graphs;
3. evaluate the purposes and appropriateness of the use of different
statistical diagrams; and
4. discuss the importance of statistical data in interpreting data.

II. Lesson Map:

III. Pre-Assessment:
Instruction: Before going over this learning module, you are required to
answer this 10-item pretest. Fill in the blanks.

1. In a bar graph, the width of bars may be __________.

2. Bar graphs are __________representations of the numerical
data.
3. A ___________ is a collection of numbers gathered to give some
meaningful information.
4. The data can be arranged in a tabular form using ________ marks.
5. A ________ represents data through pictures of objects.
6. In a bar graph, _________ can be drawn horizontally or vertically.
7. In a bar graph, bars of _______ width can be drawn horizontally or
vertically with ________ spacing between them.
8. An observation occurring seven times in a data is represented as
________ using tally marks.

9
 9. An observation occurring 5 times in a data is recorded as ________
using tally marks.
10. Collection of data is the _________ stage of statistical studies.

III. Core Content:

ENGAGE: The Math Behind COVID-19 Modeling

What role has statistics to play in fighting Covid-19?

Everybody in our society is eager to know the latest news about the Covid-19
pandemic, the numbers of newly infected persons, death rates and other
epidemiological facts. The alarming economic consequences are discussed based
on indicators referring to unemployment, losses in production output and GDP
and others, at global, country and micro levels. Insufficient information about the
social consequences of loss of work, closed schools, the overloaded health
system causes speculations.

PROCESSING QUESTIONS:

1. How big is the challenge of Covid-19 for official statistics?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. How well is official statistics equipped for giving support to experts from
other fields and to politics?

_________________________________________________________________

_________________________________________________________________
_________________________________________________________________
3. Are the necessary data available to face the Covid-19 challenge? Will new data
sources be needed?

_________________________________________________________________
_________________________________________________________________

10
 _________________________________________________________________
4. Does official statistics have the suitable methodologies? Or will adaptations,
new developments and innovations be needed? And how much is official
statistics affected by Covid-19 with possibly deteriorating effects?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

EXPLORE: IT’S THINKING TIME!

Activity 1.5! A survey is conducted among a group of students who travel to

school either by bus or by car. Figure 1 below shows a pictogram that
displays the data collected.

Bus

Car

More students travel to No, more students travel

school by bus because the to school by car because
length of each bus is longer. there are more cars.

Lexin Michelle

1. Who is correct, Lixin or Michelle? Explain your answer.

_________________________________________________________________
________________________________________________________________
2. Explain the importance of the pictogram above to avoid misinterpretation of
the data?
_________________________________________________________________
_________________________________________________________________

EXPLAIN: DISCUSSION TIME!

There are different methods of data collection:

 Conducting surveys, e.g. in Singapore, a population census is conducted every

ten years to find out various characteristics of the population distribution;
 Conducting experiments, e.g. experiments are carried out to find out the average
lifespan of a particular brand of energy saving light bulbs;
 Observations, e.g. scientists often use observations to study behavioral patterns
of different species.

11
 Stages of Statistical Studies:

1. Collection of data: It refers to gather some statistical facts by different

method.

2 . O r g a n i s i n g o
some systematic order.

3.

Presentation of data: In this stage, the organized data are presented in the form
of graphs, diagrams, table etc.

4. Analysis of data: In the fourth stage, we analyze the data in terms of averages
or percentage.

5. Interpretation of data: This is the last stage of statistics. In this stage, we

interpret the data to find some conclusion.

Types of Graphs and Charts and their Uses

1. Line Graphs
A line chart graphically displays data that changes continuously over time. Each
line graph consists of points that connect data to show a trend (continuous
change). Line graphs have an x-axis and a y-axis. In the most cases, time is
distributed on the horizontal axis.

Uses of line graphs:
 When you want to show trends. For example, how house prices have
increased over time.
 When you want to make predictions based on a data history over time.
 When comparing two or more different variables, situations, and information
over a given period of time.

Example: 

12
 The following line graph shows annual sales of a particular business company for
the period of six consecutive years:

Note: the above example is with 1 line. However, one line chart can compare
multiple trends by several distributing lines.

2. Bar Charts
Bar charts represent categorical data with rectangular bars (to understand what
is categorical data see categorical data examples). Bar graphs are among the
most popular types of graphs and charts in economics, statistics, marketing, and
visualization in digital customer experience. They are commonly used to compare
several categories of data.
Each rectangular bar has length and height proportional to the values that they
represent.

One axis of the bar chart presents the categories being compared. The other axis
shows a measured value.

Bar Charts Uses:

 When you want to display data that are grouped into nominal or ordinal
categories (see nominal vs ordinal data).
 To compare data among different categories.
 Bar charts can also show large data changes over time.
 Bar charts are ideal for visualizing the distribution of data when we have
more than three categories.

Example:
The bar chart below represents the total sum of sales for Product A and Product
B over three years.

13
 The bars are 2 types: vertical or horizontal. It doesn’t matter which kind you will
use. The above one is a vertical type.

3. Pie Charts
When it comes to statistical types of graphs and charts, the pie chart (or the
circle chart) has a crucial place and meaning. It displays data and statistics in an
easy-to-understand ‘pie-slice’ format and illustrates numerical proportion.

Each pie slice is relative to the size of a particular category in a given group as a
whole. To say it in another way, the pie chart brakes down a group into
smaller pieces. It shows part-whole relationships.

To make a pie chart, you need a list of categorical variables and numerical
variables.

Pie Chart Uses:

 When you want to create and represent the composition of something.
 It is very useful for displaying nominal or ordinal categories of data.
 To show percentage or proportional data.
 When comparing areas of growth within a business such as profit.
 Pie charts work best for displaying data for 3 to 7 categories.
Example:
The pie chart below represents the proportion of types of transportation used by
1000 students to go to their school.

14
 Pie charts are widely used by data-driven marketers for displaying marketing
data.

4. Histogram
A histogram shows continuous data in ordered rectangular columns (to
understand what is continuous data see our post discrete vs continuous
data). Usually, there are no gaps between the columns.
The histogram displays a frequency distribution (shape) of a data set. At first
glance, histograms look alike to bar graphs. However, there is a key difference
between them. Bar Chart represents categorical data and histogram represent
continuous data.

Histogram Uses:
 When the data is continuous.
 When you want to represent the shape of the data’s distribution.
 When you want to see whether the outputs of two or more processes are
different.
 To summarize large data sets graphically.
 To communicate the data distribution quickly to others.

Example:The histogram below represents per capita income for five age groups.

Histograms are very widely used in statistics, business, and economics.

5. Spline Chart
T h e S p l i n e C h a r
in

15
statistics. It is a form of the line chart that represent smooth curves through the
different data points.

Spline charts possess all the characteristics of a line chart except that spline
charts have a fitted curved line to join the data points. In comparison, line charts
connect data points with straight lines.

Spline Chart Uses:
 When you want to plot data that requires the usage of curve-fitting such as a
product lifecycle chart or an impulse-response chart.
 Spline charts are often used in designing Pareto charts.
 Spline chart also is often used for data modeling by when you have limited
number of data points and estimating the intervening values.

Example:
The following spline chart example shows sales of a company through several
months of a year:

11. Pictographs
T h e p i c t o g r a p h
g r a p h s a n d c h
picture symbols to represent data sets.

T h e y a r e v e r y e a

visualization. A pictogram shows the frequency of data as images or symbols. Each

image/symbol may represent one or more units of a given dataset.

Pictograph Uses:
 When your audience prefers and understands better displays that include
icons and illustrations. Fun can promote learning.
 It’s habitual for infographics to use of a pictogram.
 When you want to compare two points in an emotionally powerful way.

Example: 
The following pictographic represents the number of computers sold by a
business company for the period from January to March.

The pictographic example above shows that in January are sold 20 computers
(4×5 = 20), in February are sold 30 computers (6×5 = 30) and in March are sold

16
15 computers.

EXTEND: Statistics in Real-World Contexts

In this section, we will consolidate what we have learned in the previous sections
by illustrating how the four stages of statistical studies of statistical studies are
carried out in real life.

Consider the following scenario:

The student council in NEMCO is in charge of organizing Game’s Day in their school. They
would like to find out the three most popular sports among the student population to
facilitate the organization of the event.

1. Collection of data
The student council conducts a questionnaire survey among 600 students in the
school. An example of the questionnaire is as shown.

Questionnaire

From the list below, put a tick next to sport which you like the most. You should only select
one sport.

Soccer Captain’s Ball Basketball

Hockey Volleyball

2. Organisation of Data
The student council consolidates the results of the survey as shown in the table
below:
Sport Tally Number of Students
Soccer ||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| |||||
||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| |||||
||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| 176
||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| |
Captain’s Ball ||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| |||||
||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| |||||
||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| 144
||||| ||||
Basketball ||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| |||||
||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| |||||
||||| |||||

17
 Hockey ||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| |||||
||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| |||
Volleyball |||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| |||||
||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| 92
||
Total 600
Note: The use of tally is a structured way of organizing results obtained. For
convenience during counting, tallies are grouped into fives ( |||||).

3. Display of Data
After considering the methods of displaying data, the student council decides to
use a bar graph to display data. A spreadsheet has been used to generate the
bar graph. Try inserting it in the box below.

4-5. Analysis and Interpretation of Data

From the bar graph that you have created based on the given data, which three
sports will be played on Game’s Day?
________________________________________________________________
_________________________________________________________________
________________________________________________________________

4. Give your interpretation base on the graph.

_________________________________________________________________
_________________________________________________________________
________________________________________________________________

EVALUATE: EVALUATION OF STATISTICS

A. The table shows the temperature of a patient taken every 3 hours.

Time (hours) 1500 1800 2100 0000 0300 0600 0900

Temperature
39 39 39.5 37.5 39 38 37
(°C)

(i) Use a line graph to illustrate the above data.

(ii) From the line graph which you have drawn in (i), estimate the temperature of
the patient at 1700 hours and 0100 hours respectively.

B. Kate and Khairul each conduct a survey among 200 Singaporeans to find out
whether they enjoy shopping. The table shows the data that they have collected.

Kate’s Data Khairul’s Data

Enjoy shopping 128 29
Neutral 47 24
Dislike Shopping 25 147
Total 200 200

Suggest two reasons to explain the discrepancy between two sets of data.

18
 V. Post-Assessment:
Instruction: Fill in the blanks.

1. In a bar graph, the width of bars may be unequal.

2. ______ and bar graphs are pictorial representations of the numerical
data.
3. A ___________ is a collection of numbers gathered to give some
meaningful information.
4. The data can be arranged in a tabular form using ________ marks.
5. A ________ represents data through pictures of objects.
6. In a bar graph, _________ can be drawn horizontally or vertically.
7. In a bar graph, bars of _______ width can be drawn horizontally or
vertically with ________ spacing between them.
8. An observation occurring seven times in a data is represented as
________ using tally marks.

9. An observation occurring 5 times in a data is recorded as ________

using tally marks.
10. __________ is the first stage of statistical studies.

19
 Lesson 3

LOGIC AND REASONING

I. Learning Outcomes:
At the end of this lesson, you should be able to:
1. distinguish inductive from deductive reasoning;
2. give examples of inductive and deductive processes of inference; and
3. use either the inductive or deductive reasoning to solve practical problems.

II. Pre-Assessment:
Instruction: Classify the reasoning employed in the following arguments as
INDUCTIVE OR DEDUCTIVE REASONING.

____________1. All members ending in “0” or “5” are divisible by 5. The number
35 ends with a “5” so it is divisible by 5.
____________2. To earn a master’s degree, a student must have 32 credits. Tim
has 40 credits, so Tim will earn a master’s degree.
____________3. All horses have manes and the Arabian is a horse; therefore
Arabians have manes.
____________4. Ray is a football player. All football players weigh more than
170 pounds. Ray weighs more than 170 pounds.
____________5. The chair in the living room is red. The chair in the dining room
is red. The chair in the bedroom is red. All chairs in the house
are red.

III. Core Content

ENGAGE: ENGAGING IN REASONING

Have you seen the movie Die Hard: with a Vengeance (1995)
starring Bruce Willis and Samuel Jackson? In one of the action
scenes, McClane and Carver (portrayed by Willis and Jacson,
respectively) were caught in a breathtaking scenario where they
needed to keep a bomb from exploding, and the only way to
prevent the explosion is to put exactly four gallons of water on a
scale. How would they do it if they only have five-gallon and a
three-gallon jug?

In the movie, the bomb did not explode, thanks to McClane’s quick
reasoning ability and mathematical strategy.

A good problem solver is one who can find a resolution of which the
path to the answer is not immediately known. McClane epitomizes a
good problem solver by using a strategy which cannot be learned
through school drills.

EXPLORE: ACTIVITY TIME!

20
 EXPLORE: REASONING

Activity 1.6!
Instruction: Make 10 examples for inductive reasoning and 10 examples for
deductive reasoning.

INDUCTIVE REASONING: DEDUCTIVE REASONING:

EXPLAIN: LESSON EXPLAINED!

GENERALITIES

INDUCTIVE
DEDUCTIVE

SPECIFIC CASES

Figure 1: Deductive and Inductive Reasoning

Inductive Reasoning
The type of reasoning that uses specific examples to reach a general conclusion
of something is called inductive reasoning. The conclusion formed by using inductive
reasoning is called a conjecture. A conjecture is an idea that may or may not be
correct.

Example 1: Use inductive reasoning to predict the next number in each of the
following lists.

a. 5, 10, 15, 20, 25, ?

b. 1, 4, 9, 16, 25, ?

21
Solution:

a. Each successive number is 5 units larger than the preceding number. Thus, it can be
predicted that the next number in the list is 5 units larger than 25, which is 30.

b. Observe that all the numbers are perfect squares. 1=12 , 4=22 ,3=32 , 4=4 2 ,25=52.
Thus, it can be predicted that the next number to be 36=62.

Deductive Reasoning
Deductive reasoning is the process of reasoning that uses general procedures
and principles to reach a conclusion.

Example: Use deductive reasoning to make a conjecture. Consider the following

procedure:

Pick a number. Multiply the number by 10, add 8 to the product, divide the sum
by 2 and subtract 4.

Solution:
Let n represent the original number.
Multiply n 10: 10 n
Add 8 to the product: 8+10n
8+10 n
Divide the sum by 2: =4+5 n
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Subtract the quotient by 4: 4+5 n -4=5n

We started with n and ended with 5n after following the given procedure. This means
that the given procedure produces a number that is five times the original number.

EXTEND: ANSWER ME!

A. Use the data in the table and by inductive reasoning, answer the following
questions below.

Earthquake Magnitude Max. Tsunami Height (meters)

7.5 5
7.6 9
7.7 13
7.8 17
7.9 21
8.0 25
8.1 29
8.2 33
8.3 37

a. If the earthquake magnitude is 8.5, how high (in meters) can the tsunami be?
b. Can a tsunami occur when the earthquake magnitude is less than 7? Explain
your answer.

B. Solve a Logic Puzzle

Each of the four friends Donna, Sarah, Nikkie and Xhanelle, has a different pet
(fish, cat, dog, and snake). From the following clues, determine the pet of each
individual:

1. Sarah is older than her friend who owns the cat and younger than her friend
who owns the dog.
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 2. Nikkie and her friend who owns the snake are both of the same age and are
the youngest members of their group.
3. Donna is olde than her friend who owns the fish.

Write you answer below:

EVALUATE: WHAT HAVE I LEARNED?

1. Three things that I significantly learned.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. Three things that is still unclear to me.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. Complete the statement: I used to think that…

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

4. Three questions that I want to ask related to the topic.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

V. Post-Assessment:
Instruction: Classify the reasoning employed in the following arguments as
INDUCTIVE OR DEDUCTIVE REASONING.

____________1. All members ending in “0” or “5” are divisible by 5. The number
35 ends with a “5” so it is divisible by 5.
____________2. To earn a master’s degree, a student must have 32 credits. Tim
has 40 credits, so Tim will earn a master’s degree.
____________3. All horses have manes and the Arabian is a horse; therefore
Arabians have manes.
____________4. Ray is a football player. All football players weigh more than
170 pounds. Ray weighs more than 170 pounds.
____________5. The chair in the living room is red. The chair in the dining room
is red. The chair in the bedroom is red. All chairs in the house
are red.

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Summary:

 The five stages of statistical studies are: collecting data, organizing data,
displaying data, analysis of data and interpretation of data.
 The data collected are usually organized in a table and displayed using
statistical diagrams such as a pictogram, a bar graph, a pie chart or a line
graph.
 The choice of an appropriate statistical diagram depends on the type of
data collected and the purpose of collecting data.
 Inductive reasoning uses specific examples to reach a general conclusion.
 Deductive reasoning is a process of reaching a general conclusion by
applying general assumptions, procedures or principles.
 A conjecture is an idea that may or may not be correct.

References:

 Richard T. Earnhart, Edgar M. Adina, Mathematics in the Modern World, 2018

 Calacal, Uy, Noble, Manalo, Statistics and Probability
 Ethel B.,Carmelita R.,Justina E., Mathematics in the Modern World, 2018
 Burns Carol JVF One Mathematical Cat, Please (A First Course in Algebra)
[Journal]. - Massachusetts : [s.n.], 2004.
 Dana, Charles A. Advanced Mathematical Decision Making. Center at The
University of Texas at Austin, 2010
 Harary, Frank. Graph Theory. Addison Wesley, Reading, MA, 1969
 Aufmann, Richard, et.al., Mathematical Excursion. Brooks/Cole CENGAGE
Learning, 2013
 https://goo.gl/MGsQXY
 Juan Apolinario C. Reyes, Mathematics in the Modern World, 2018
 Winston S. Sirug, Mathematics in the Modern World,2018
 Caraga State University -MMW TG, 2019

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