General SENIOR

HIGH
Mathematics SCHOOL

Validity of Categorical Module

Syllogisms 17
Quarter 4
General Mathematics
Quarter 4 – Module 17: Validity of Categorical Syllogisms
First Edition, 2020

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General SENIOR
HIGH

Mathematics SCHOOL

Module

17
Quarter 4

Validity of Categorical
Syllogisms
Introductory Message

For the facilitator:

Welcome to the General Mathematics for Senior High School Module on Validity of
Categorical Syllogisms!

This module was collaboratively designed, developed and reviewed by educators from
Schools Division Office of Pasig City headed by its Officer-In-Charge Schools Division
Superintendent, Ma. Evalou Concepcion A. Agustin in partnership with the Local
Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto.
The writers utilized the standards set by the K to 12 Curriculum using the Most
Essential Learning Competencies (MELC) while overcoming their personal, social,
and economic constraints in schooling.

This learning material hopes to engage the learners into guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs namely: Communication,
Collaboration, Creativity, Critical Thinking and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Moreover, you are expected to encourage and assist the learners
as they do the tasks included in the module.
For the learner:

Welcome to the General Mathematics Module on Validity of Categorical Syllogisms!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning material while being an active learner.

This module has the following parts and corresponding icons:

Expectation - These are what you will be able to know after

completing the lessons in the module

Pre-test - This will measure your prior knowledge and the

concepts to be mastered throughout the lesson.

Recap - This section will measure what learnings and skills

that you understand from the previous lesson.

Lesson- This section will discuss the topic for this module.

Activities - This is a set of activities you will perform.

Wrap Up- This section summarizes the concepts and

applications of the lessons.
Valuing-this part will check the integration of values in the
learning competency.

Post-test - This will measure how much you have learned from
the entire module. Ito po ang parts ng module
 EXPECTATION

At the end of this learning module, you are expected to;

1) determine the validity of categorical syllogisms.

PRETEST

Directions: Fill in the blank with the correct word/words that complete the
statement.

1. A ____________ is a valid deductive argument consisting of two premises,

usually called the major premise and the minor premise, and one
conclusion.
2. ________________ are two-premise arguments consisting entirely of
categorical statements.
3. __________________ provide a quick and effective test for the validity of the
forms of categorical syllogisms.
4. An argument is ______ if the conclusion is true whenever the premises are
assumed to be true. If an argument is not valid, it is said to be ________.
5. A _________ is an error in reasoning that results in an invalid argument.

RECAP

Let us recall how to illustrate the different types of tautologies and fallacies.

Valid Argument and Fallacy

• An argument is made up of two parts: the given statements called premises
and a conclusion.
• An argument is valid if the conclusion is true whenever the premises are
assumed to be true.
• An argument that is not valid is said to be an invalid argument, also called
fallacy.
 LESSON

There are few things you need to learn about categorical syllogisms and
how arguments are given an answer to its conclusion. An argument is a set
of statements, the premises, and a claim that another statement, the
conclusion, follows from the premises.

A syllogism is a valid deductive argument consisting of two premises,

usually called the major premise and the minor premise, and one conclusion.
Syllogism is derived from the Greek, syllogismós meaning "a reasoning".

Categorical Syllogisms
Immediate inferences are one-premise arguments whose premise and
conclusion are both categorical statements. Categorical syllogisms are two-
premise arguments consisting entirely of categorical statements.
To qualify as a categorical syllogism, such an argument must contain
exactly three class terms: the subject and predicate term of the conclusion
(these are, respectively, the minor and major terms of the syllogism) and a
third term (the middle term) which occurs in both premises. In addition, the
major and minor terms must each occur once in a premise.
The argument below is an example of a categorical syllogism.
Some four-legged creatures are cows.
All cows are herbivores.
 Some four-legged creatures are herbivores.
H F
C
Here, the minor term is ‘four-legged creatures’ (F),
the middle term is ‘cows’ (C) and
the major term is ‘herbivores’ (H). Figure 1

Figure 1 displays the use of Venn or Euler diagrams in the given

example.
 Venn or Euler diagrams provide a quick and effective test for the
validity of the forms of categorical syllogisms. It is a method that is most useful
for arguments containing the words all, some, or none. In order to proceed,
we must define what is meant by an argument.

Four basic types of statements in Venn or Euler diagrams

P P Q

Figure 2 Figure 3
All P’s are Q’s. The set P is inside No P’s are Q’s. The set P and the
the set Q. set Q have no common elements.

P
• Q P Q

Figure 4 Figure 5
Some P’s are Q’s. There is an Some P’s are not Q’s. There is an
element (represented by the dot) element (represented by the dot)
in P and also in Q. in P but not in Q.

A Venn diagram (Euler diagram) that agrees with every premise but
denies the conclusion is called a counterexample to the argument.
An argument is valid if the conclusion is true whenever the premises
are assumed to be true. If an argument is not valid, it is said to be invalid.
A fallacy is an error in reasoning that results in an invalid argument.
Example 1
Test the validity of the argument: R
𝐴𝑙𝑙 𝑜𝑑𝑑 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑎𝑟𝑒 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠. I
𝐴𝑙𝑙 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠 𝑎𝑟𝑒 𝑟𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠. O
∴ 𝐴𝑙𝑙 𝑜𝑑𝑑 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑎𝑟𝑒 𝑟𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠

Figure 6
Solution:
The above argument has the same structure as that in Figure 2. Thus, this
argument is also valid. In addition, your knowledge of real numbers tells you
that both premises are true. In that case, the argument is said to be sound.
Remember that a sound argument is necessarily valid. Moreover, in order to
test the soundness of a valid argument, knowledge on the topic in question is
required.

Note: If all premises are true in a valid argument, then the argument is said
to be sound. Otherwise, it is unsound.

Example 2
Test the validity of the argument: E
𝐴𝑙𝑙 𝑓𝑜𝑟𝑒𝑖𝑔𝑛 𝑐𝑎𝑟𝑠 𝑎𝑟𝑒 𝑒𝑥𝑝𝑒𝑛𝑠𝑖𝑣𝑒. (𝐸) C
𝑀𝑦 𝑐𝑎𝑟 𝑖𝑠 𝑒𝑥𝑒𝑝𝑒𝑛𝑠𝑖𝑣𝑒. (𝐶) F
C
∴ 𝑀𝑦 𝑐𝑎𝑟 𝑖𝑠 𝑎 𝑓𝑜𝑟𝑒𝑖𝑔𝑛 𝑐𝑎𝑟. (𝐹)

Figure 7
Solution:
The first premise means that the set of all foreign cars is a subset of the set
of expensive cars; the second premise places “my car” (represented by C)
within the set of expensive cars without specifying exactly where, as shown in
Figure 7. Since the information given is not enough to determine which
alternative is correct—that is, C can be foreign or not—we say the argument
is invalid.

Example 3
Test the validity of the argument:
R
𝑁𝑜 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟 𝑠𝑖𝑛𝑔𝑠 𝑟𝑎𝑝 𝑠𝑜𝑛𝑔𝑠.
𝑆𝑜𝑚𝑒 𝑚𝑎𝑡ℎ 𝑡𝑒𝑎𝑐ℎ𝑒𝑟𝑠 𝑠𝑖𝑛𝑔 𝑟𝑎𝑝 𝑠𝑜𝑛𝑔𝑠. P •
∴ 𝑆𝑜𝑚𝑒 𝑚𝑎𝑡ℎ 𝑡𝑒𝑎𝑐ℎ𝑒𝑟𝑠 𝑎𝑟𝑒 𝑛𝑜𝑡 𝑝𝑟𝑜𝑓𝑒𝑠𝑠𝑜𝑟𝑠.
M

Figure 8
Solution:
This means that the set P (professors) and the set R (people who sing rap
songs) do not have any elements in common (they are disjoint), as shown in
Figure 8. This shows that the set M of math teachers and the set R have at
least one element in common, represented by the dot (a math teacher who
sings rap songs!).

Example 4
Test the validity of the argument:
𝐴𝑙𝑙 𝑓𝑒𝑙𝑖𝑛𝑒𝑠 𝑎𝑟𝑒 𝑚𝑎𝑚𝑚𝑎𝑙𝑠.
𝑁𝑜 𝑑𝑜𝑔 𝑖𝑠 𝑎 𝑓𝑒𝑙𝑖𝑛𝑒.
∴ 𝑁𝑜 𝑑𝑜𝑔𝑠 𝑎𝑟𝑒 𝑚𝑎𝑚𝑚𝑎𝑙𝑠.

Figure 9
Solution:
The first premise means that the set of all felines (F) is a subset of the set of
mammals (M); the second premise places the set of dogs (D) outside the set of
felines without specifying if the set of dogs is within the set of mammals, as
shown in Figure 9. Since the information in the second premise is not enough,
the argument is invalid.
 ACTIVITIES

I. Use Venn diagrams to determine the validity of each argument.

1. 𝐴𝑙𝑙 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑎𝑟𝑒 𝑑𝑒𝑑𝑖𝑐𝑎𝑡𝑒𝑑 𝑡𝑜 𝑎𝑛𝑠𝑤𝑒𝑟 𝑡ℎ𝑒𝑖𝑟 𝑚𝑜𝑑𝑢𝑙𝑒𝑠.

𝐴𝑙𝑙 𝑝𝑒𝑜𝑝𝑙𝑒 𝑤𝑖𝑡ℎ 𝑜𝑛𝑙𝑖𝑛𝑒 𝑐𝑙𝑎𝑠𝑠 𝑎𝑟𝑒 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
∴ 𝐴𝑙𝑙 𝑝𝑒𝑜𝑝𝑙𝑒 𝑤𝑖𝑡ℎ 𝑜𝑛𝑙𝑖𝑛𝑒 𝑐𝑙𝑎𝑠𝑠 𝑎𝑟𝑒 𝑑𝑒𝑑𝑖𝑐𝑎𝑡𝑒𝑑 𝑡𝑜 𝑎𝑛𝑠𝑤𝑒𝑟 𝑡ℎ𝑒𝑖𝑟 𝑚𝑜𝑑𝑢𝑙𝑒𝑠.

2. 𝐴𝑙𝑙 𝑗𝑢𝑛𝑖𝑜𝑟 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑎𝑟𝑒 𝑠𝑡𝑢𝑑𝑖𝑜𝑢𝑠.

𝑀𝑎𝑡𝑡ℎ𝑒𝑤 𝑖𝑠 𝑠𝑡𝑢𝑑𝑖𝑜𝑢𝑠.
∴ 𝑀𝑎𝑡𝑡ℎ𝑒𝑤 𝑖𝑠 𝑎 𝑗𝑢𝑛𝑖𝑜𝑟 𝑠𝑡𝑢𝑑𝑒𝑛𝑡.

3. 𝐴𝑙𝑙 𝑡𝑟𝑎𝑖𝑛𝑠 𝑎𝑟𝑒 𝑐𝑜𝑚𝑓𝑜𝑟𝑡𝑎𝑏𝑙𝑒 𝑡𝑜 𝑟𝑖𝑑𝑒 𝑖𝑛.

𝑁𝑜 𝑡𝑟𝑎𝑖𝑛 𝑡ℎ𝑎𝑡 𝑖𝑠 𝑐𝑜𝑚𝑓𝑜𝑟𝑡𝑎𝑏𝑙𝑒 𝑡𝑜 𝑟𝑖𝑑𝑒 𝑖𝑛 𝑖𝑠 𝑝𝑜𝑜𝑟𝑙𝑦 𝑏𝑢𝑖𝑙𝑡.
∴ 𝑁𝑜 𝑡𝑟𝑎𝑖𝑛 𝑖𝑠 𝑝𝑜𝑜𝑟𝑙𝑦 𝑏𝑢𝑖𝑙𝑡.

II. Use a Venn diagram to determine which conclusion (a, b, or neither) can be
logically deduced.

1. (1) No teachers are passionate.

(2) You are passionate.
a. You are not a teacher.
b. You are a teacher.

2. (1) Some math problems are tough.

(2) All tough problems need patience.
a. Some math problems need patience.
b. Some math problems are not tough.

3. (1) No bees are unfriendly.

 (2) No kittens are unfriendly.
a. No kittens are bees.
b. All bees are not kittens.

4. (1) No bank tellers are cheerful.

(2) Some bank tellers are thin.
a. Some thin people are cheerful.
b. Some thin people are not cheerful

WRAP–UP

A syllogism is a valid deductive argument consisting of two premises, usually

called the major premise and the minor premise, and one conclusion.
Categorical syllogisms are two-premise arguments consisting entirely of
categorical statements.
Venn or Euler diagrams provide a quick and effective test for the validity of
the forms of categorical syllogisms.
An argument is valid if the conclusion is true whenever the premises are
assumed to be true. If an argument is not valid, it is said to be invalid.
A fallacy is an error in reasoning that results in an invalid argument.
 VALUING

Syllogisms represent the strongest form of logical argument. When formed

correctly, they are indisputable in terms of their logical validity. It can be fun to locate
the hidden syllogisms in the world around us. You may be using syllogisms without
noticing it.

Think of a time when you used syllogism to win an argument or persuade

people. How can you use syllogism to your own advantage?

POSTTEST

Directions: Determine the conclusion from the premises given in each item. Choose
the letter of the best answer.

1. All tigers are cats

All cats are animals

a. Cats are tigers

b. Animals are cats
c. All tigers are animals
d. Cats are tigers

2. All senior high students like rock and roll music

Students of STEM are senior high students

a. students of STEM love music

b. students of STEM like rock and roll music.
c. students of STEM listens to rock and roll music
d. rock and roll music are fantastic

3. Rich people wear diamonds.

Molly is rich

a. Molly wears diamonds

b. Diamonds are for the rich
c. Molly loves diamonds
d. Molly loves rich people
4. No lazy person passes exams.
Abu just passed his exam.

a. Passes exams is not for lazy person

b. Abu does not pass his exam
c. Abu is not a lazy person
d. Abu is lazy

5. All birds have wings

No humans have wings

a. Birds and humans have wings

b. No humans are birds. A
c. Birds are humans
d. Birds and humans are different
KEY TO CORRECTION
 REFERENCES

Bello, I., Britton, J. R., & Kaul, A. (2008). Contemporary Mathematics. New York:
Houghton Mifflin Company.

Epp, S. S. (2011). Discrete Mathematics with Applications (Fourth ed.). Massachusetts,

USA: Brooks/Cole Cengage Learning.

Nolt, J. E., Rohatyn, D. A., & Varzi, A. C. (2011). Schaum's Outline of Theory and
Problems of Logic (2nd ed.). New York: McGraw-Hill.

Oronce, O. A. (2016). General Mathematics. Rex Book Store, Inc.

Regidor, B.T., Aoanan, G.O., Simbulas, L. J, Plarizan, M. P. (2016). General

Mathematics for Senior High School. C & E Publishing, Inc.,

Versoza, D. M., Apolinario, P. L., Tresvalles, R. M., Infante, F. N, Sin, J. L., Garces, I.
M. (2016). General Mathematics: Learner’s Material. Lexicon Press Inc,