A Detailed Lesson Plan

Strategy: Cooperative Learning and Visualization Learning

Grade Level: 8
Subject: Mathematics
Quarter: 3
Duration: 1 hour and 30 minutes
Content Standard: The learner demonstrates understanding of key concepts of logic and reasoning.
Performance Standard: The learner is able to communicate mathematical thinking with coherence and
clarity in formulating and analyzing arguments.
Competency: The learner uses inductive or deductive reasoning in an argument.

I. LEARNING OBJECTIVES
At the end of the lesson, students should be able to:

1. Identify and define inductive and deductive reasoning.

2. Use inductive reasoning in observing patterns and stating conjectures;

II. LEARNING CONTENT

A. Topic: Inductive Reasoning
B. Reference:
Mathematics – Grade 8: Learner’s Module, First Edition 2013, Page 329-331
C. Materials: Visual Aids
D. Mathematical Concept: We've learned that inductive reasoning is reasoning based on a
set of observations.
E. Values and Attitudes: Accuracy
F. Skills and Processes: Knowing and understanding, reasoning

III. LEARNING EXPERIENCE

TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. PREPARATORY ACTIVITIES

Greetings

Assalamu ‘alaykum and good morning my dear Wa ‘alaykumussalam and good morning Ma’am.
students! (Students stand as they great.)

Everyone, remain standing as we start our prayer. (Hizzam leads the prayer.)
Okay, Hizzam lead the prayer. (Students pray.)

Ameen. Ameen.

(Students align the chairs and pick some pieces of

trash.)
Before we start, may I request everyone to align
their chairs. Pick some pieces of trash under your
chairs. Very good. None of the class is absent today Ma’am.

Now, may I know who is absent in your class

today? Class monitor Alleah? Yes, Ma’am.

Alhamdulillah. So, we have a perfect attendance

today.

Checking of Assignment I collected their notebooks and bring it at your

office Ma’am.
Class, have you already passed your assignments
on my desk at the faculty room? Thank you Ma’am.

Okay, very good Suraya.

Review on the Previous Lesson (Students raising their hands.)

Now let’s move forward, I want to know if you can

still remember our previous topic. Who can give as
a recap? Our previous topic was the If-Then Statement. We
learned about the identifying the hypothesis and
Yes, Haniah. the conclusion.

Me, Ma’am.

Okay. Very good, Haniah. Who else? We learned also how to convert conditional
statement to if-then form.
Yes, Dianne?
We did Ma’am. That was an exciting class
discussion Ma’am.
Very good. Did we meet the learning objectives in
our previous lesson?

That’s good to know.

B. LESSON PROPER

Motivation

Our today’s topic is Inductive Reasoning. Before (Students listening attentively.)

we proceed to our lesson, let’s recall some
concepts. Okay?

Let me give you an idea that a conjecture is an

educated guess based on several observations
which may be true. So, when we say conjecture, it
is our conclusion on the concept based on specific
basis that we get. Or it can be your observations
or known concepts. We can construct a conjecture
which may be true or false. Not because you have
constructed an idea doesn’t mean it’s true, it may
be false.

Let’s have a pre-activity before we open and start

our new topic. But first, I want you to find your pair
or partner. You can choose whoever you want
within the class. I will give you a minute to seat
with your pair. And whoever that has no pair
within the allotted time, will take a “solo-flight”.
That’s why you really have to be active and
cooperative in this activity. Understand class?

Okay. Timer starts now.

Times up. Are you all done? Does everyone have We all have Ma’am.
their pair? I got tensed. I thought I will be taking the “solo-
flight”.

That’s funny of you Alleah. Now, get some piece of

paper and answer the posted visual aid on the
board. Each pair is urged to answer. I will give you
fifteen minutes. So, break a leg.

PRE-ACTIVITY
Predict the next number/figure in each of the
following list, then give a brief explanation on how
you come up with the answer.

1)

2) or

3) 3, 5, 9, 15, 23, ____

4) 0, 8, 16, 14, 28, 26, ____

Are you all done class? Yes, Ma’am. We are now ready.
Okay. Who wants to answer item 1? (Students raising their hands.)

Yes, Suraya and… who’s your pair? Mus-ab Ma’am.

PRE-ACTIVITY
Predict the next number/figure in each of the
following list, then give a brief explanation on how
you come up with the answer.

1)

Answer:

Explanation: As the rectangle rotates counter-

clockwise, the number of lines inside the rectangle
increases, but decreases in length.

Very good Suraya and Mus-ab. As you can see, the (Students raising their hands.)
lines inside of each rectangle increases its number
as it rotates counter-clockwise with decreasing in
length. I can see that some are good in reasoning.
Now, who will go with the 2nd item?

Will you share with us your answer? Haniah and Yes, Ma’am.
Ashyah?

2) or

Answer:

Explanation: The inner figure is shaded or

unshaded alternate.

Okay, very good again class. That’s correct. The My apology Ma’am. It’s alternately not alternate.
inner figure is shaded or unshaded alternately. I was wrong as I read it. Thank you Ma’am.
You may sit now Haniah and Ashyah.

Yes, Haniah. It’s alternately. I appreciate how you Thank you Ma’am.
corrected your answer.

This activity is exciting. Isn’t it? Shall we proceed (Students raising their hands.)
with the next item?
I want Graceila and Davie to answer the next item. Yes, Ma’am.
This time, I decided to choose those who are not
raising their hands. 3)3, 5, 9, 15, 23, ____
Answer: 34
Explanation: The interval between 3 and 5 is 2. As
the sequence progress, 2 is added for every
interval.

You are good with your reasoning. So let’s check. We deducted the value of the first given number
The given numbers are 3, 5, 9, 15, 23, __. How did from the second given number. And we did it to the
you get its interval? rest of the given.

So, you deducted 5 from 9, 9 from 15, and 15 from Yes, Ma’am.
23. Am I getting what you mean?

And what have you observed? We got increasing odd numbers as the sequence
progress.

Very good. As the sequence progress, the interval Ma’am, I have my own solution.
from the first 2 given numbers will be added by 2
and that would be the interval of the succeeding
sequence and add 2 again as the sequence
progress. Let’s solve!

Go on, Hakim. Share it with us.
Thank you Ma’am. So I let the variable x to be the
value of the next term and the n to be the term
before the term that we are looking. The x will be
deducted with the n. Since the next interval is 10
which is represented as i. So the solution will be
something like this:

Given: n = 23 and i = 10

Solution:
x–n=i
x – 23 = 10
x = 10 + 23
x = 33

Therefore, the next term is 33.

Very good, Hakim. That’s quite impressive. Keep
up the good work. You can do what Hakim did and
you can also apply the direct computation that
Graceila and Davie did. Both are applicable.
So, for the last item. We go for Ralnisah and Yes, Ma’am. Based on our own understanding, our
Sohaya. answer is:

4) 0, 8, 16, 14, 28, 26, ____

Answer: 52

Explanation: Ignore the interval of first and second

number. The second number was multiplied twice
get the third number, then subtracted by 2 to get
the fourth number, then multiplied again twice to
get the fifth number. Then repeat again.
(Students perform the victory clap.)

Very good, Ralnisah and Sohaya. You are all good

class. And as for that, give yourselves a victory
clap.

Discussion

Now, Let’s proceed with our discussion proper. (Students read the learning objectives.)
Here are the learning objectives that again you
should be aware about as we go along our topic.

LEARNING OBJECTIVES LEARNING OBJECTIVES

Given the several activities, by students
should be able to:
3. Identify and define inductive and
deductive reasoning.
4. Use inductive reasoning in observing
patterns and stating conjectures;
Given the several activities, by students
should be able to:
1. Identify and define inductive
reasoning.
2. Use inductive reasoning in observing
patterns and stating conjectures;

Mathematical reasoning enables us to use all I volunteer Ma’am.

other mathematical skills. With mathematical
reasoning, we recognize that mathematics I
indispensable. That it makes sense and it can be
understood. We then learn how to evaluate
situations opt for appropriate problem solving
strategies, geological conclusions, develop and
describe solutions and identity when those
solutions can be applied. Mathematical prisoners
are able to reflect on solutions to problems and
determine whether or not they make sense. Then
students can appreciate the all-encompassing
news and influence of reasoning as part of
mathematics. Let us first define the inductive
reasoning. Who can read the definition?

Okay, Suraya go on. So, Inductive Reasoning is the process of reaching

a general conclusion by examining specific
examples. A conclusion based on inductive
reasoning is called a conjecture.

Thank you, Suraya. Today’s formal theorems and

proofs originated with these two forms of
reasoning. In inductive reasoning likewise refers
to the process of making generalized decisions
after observing or witnessing repeated specific
instances of something. Mathematicians are still
using these type of reasoning to discover new
mathematical theorems and proofs.

A conclusion reached by inductive reasoning may

or may not be valid. Inductive reasoning is used to
form hypothesis.

In the induction, it starts from observation. Then

go to pattern, tentative hypothesis, and then
arriving at a theory or a conjecture.

What do the mathematicians say about the

inductive reasoning? Would you mind read them?

Induction is used constantly because it’s great tool

for everyday problems that deal with partial
information about our world, and coming up with
usable conclusions that may be not be right in all
cases.
Be willing to use the type of reasoning to solve
problems, and know that they can often be used
together cyclically as a pair, e.g., use induction to
come up with a theory, and then use deduction to
determine if it’s actually true.

Here are some examples of inductive reasoning

1. John is an excellent swimmer.

John’s family has a swimming pool.
John’s sister Mary must also be an
excellent swimmer.
With this example, it’s up to you if the conclusion
or the conjecture is acceptable or accepted to be
true.

2. Elijah is good looking.

Elijah is well-behaved.
Therefore, all good looking is well-
behaved.

So we can see here that the conclusion is based on

the premises but we can say that the conclusion is
not always true.

3. The coin pulled from a bag is a penny.

A second coin from the bag is a penny.
Therefore, all the coins in the bag are
pennies.

4. Children in the daycare center are playful.

Children in the daycare center like to play
with Legos.
Therefore, playful children like to play
Legos.

So we have here some examples of reasoning and

let us identify whether it is an induction or not.
The one who get the correct answer will get an
extra point. Are we all good?

1. All cats have a keen sense of smell. Fluffy

is a cat, so Fluffy has a keen sense of smell.

Who wants to try?

Yes, Ashyah. What is your answer?

Correct. It is not an inductive reasoning. So since

the statement starts with all. It is a general
statement. Therefore, it is not an inductive
reasoning.

Let’s try another one. Yes, Ma’am.

2. Every time you eat peanuts, you throat It is not an inductive reasoning.
swells up and you can’t breathe. This is a
symptom of people who are allergic to
peanuts.
Alleah, what’s your answer? Ma’am, it’s an inductive reasoning since it started
with specific statement.

Very good Alleah. Now, who will go with our next

example?

3. Ray is a football player. All football players

weigh more than 170 pounds. Ray weighs
more than 170 pounds.

Yes, Davie? That is an inductive reasoning Ma’am.

Correct. The example is an inductive reasoning. It

started from specific statement and arriving in
general statement.

• Since all squares are rectangles, and all That is a deductive reasoning.
rectangles have four sides, so all squares
have four sides.

Correct again.

• If a = b and b = c, then a = c. That is a not an inductive reasoning.

• All cars in this town drive on the right side That is an inductive reasoning.
of the street. Therefore, all cars in all
towns drive on the right side of the street.

Very good class. So when we apply inductive

reasoning in number pattern, we have this:

• 2, 4, 6, 8, … 2n
What is the 19th term in the pattern?

If we are asked to find the 19th term, so the

following number is 2n. the 19th term because all
this number are even numbers and even numbers
are divisible by 2. So, to find the 19 term, that is 2n
= 19 x 2 = 38.

We have here another pattern,

• 3, 6, 12, 24, __, __, …

We can see that all these numbers are multiple of

3. So, we have the first number 3.
 3 x 2 = 6 which is the second number
6 x 2 = 12 which is the third number
12 x 2 = 24 which is the fourth number
24 x 2 = 48
48 x 2 = 96

Generalization

Do we have anyone in the class who can share the We can see that in inductive reasoning we draw
generalization or synthesis of today’s lesson? Yes, general principles from specific instances.
Graceila.

Thank you Graceila. Scientists use inductive

reasoning to formulate hypothesis and theories.
However, inductive reasoning may still yield false
in conclusion.

So those are for inductive reasoning.

Application

I will be stating some statements then you’ll tell Very clear, Ma’am.
me if its inductive reasoning or deductive
reasoning. Are we clear class?

Group yourselves into 8 so our activity will be (Students counting of.)

more exciting. We can have 4 groups. Now, count
of.

Okay. You can now seat with your groupmates.

Remember that only the group to raise their hand
will be allowed to answer.

Inductive reasoning or deductive reasoning? All Ma’am, group 3.

numbers ending in 0 or 5 are divisible by 5. The
number 35 ends with a 5, so it must be divisible by
5. Who knows the answer?

Yes, group 3. It’s not an inductive reasoning. It’s a deductive

reasoning. Our answer is deductive reasoning
because we take the first as true and the first
statement was backed up by the second
statement.
Very good group 3. Let’s now proceed. Acute
angles are less than 90 degrees. This angle is 40
degrees, so it must be an acute angle.

Go on, group 1. Ma’am, Ma’am. Group 1.

Very good, group 1. Shall we move to a difficult Our answer is deductive reasoning. Since the first
level? On the easy round, the group 3 and group 1 statement was said to be true for it is a
got scored. I hope the remaining groups will be at generalization and moving to the second
their best this time. statement is a specific conclusion.

I will be giving you two statements and you will be We will for sure, Ma’am.
identifying which one is the inductive reasoning
and which one is the deductive reasoning. May the
best group wins. I will be pasting it here on the
screen.

Statement 1
My mother is Irish. She has blond hair. Therefore,
everyone from Ireland has blond hair.

Statement 2
My mother is Irish. Everyone from Ireland has
blond hair. Therefore, my mother has a blond hair.

Who wants to answer? Ma’am, group 4.

Go, group 4. We take the statement 1 to be Inductive reasoning

and the statement 2 to be Deductive reasoning.
Comparing the two, the Inductive may be true but
they are lacking enough evidence to be universally
true.

Very good again. What a relief! Listening from

your answers makes me feel that you all
understood the lesson.

I got moved by excitement. Here’s the statements. Ma’am, give us another statements.

Statement 1
Maximillian is a shelter dog. All shelter dogs are
happy. Therefore, he is happy.

Statement 2
Maximillian is a shelter dog. He is happy. All
shelter dogs are happy.

Okay. What is your answer group 2? Ma’am, group 2 please.

The statement 1 is a Deductive reasoning and the

remaining is Inductive reasoning. The statement 2
is a bit weak compare to the statement before it.

Very good class. Did you all got the lesson? We did, Ma’am.

That’s good. If you have any questions. You can Yes, Ma’am. Thank you, Ma’am.
raise it here or send me a message through
messenger and I will be at my best Insha’Allah to
answer your queries.

Okay. Seems that everything is clear and you all Thank you, Ma’am. God bless.
understood the lesson since no one is asking. I will
still accept questions students. You can still reach
me. As for now, I will be giving you the assessment
on the google classroom. Just check it out later.
You are now dismissed class.

God bless you too.

IV. LEARNING ASSESSMENT

Determine if each case is inductive or deductive reasoning and explain why.
1. A scientist dips a platinum wire into a solution containing salt, passes the wire
over a flame, and observes that it produces an orange-yellow flame. She does
this with many other solutions that contain salt, finding that they all produce
an orange-yellow flame. She state “A solution that contains salt produces a
orange-yellow flame in a flame test.”
_______________________________________________________________
2. Amanda was learning to drive when her father told her to never run the car if
the overheat light comes on. Last summer while driving to Anchorage, her
overheat light turned on so she turned off the car and called for help.
_______________________________________________________________
3. Your teacher tells the class that no credit will be given to assignments that
show no work. For two months you do your homework. Last week, your
assignment had a couple of problems where no work was shown. You received
no credit for the assignment.
_______________________________________________________________
 4. Alyssa was working for AJ Inc. In august, she worked really hard on all six
projects she was assigned and finished them all before their due dates. On her
August paycheck, she had Php 3,000 extra. In September, she finished one project
early and three projects on time. Her September paycheck was normal. In November,
she finished three projects early. Her November paycheck had a Php 1,500 extra. She
determines that if she finishes all her projects for the month early, she will receive a
Php 500 bonus for each project.
____________________________________________________________________
5. Hunter notices that everyday his Mathematics teacher wears what seems to be a
different tie every day. He starts keeping track of his teacher wears. After one
semester, Hunter approaches his teacher and states,” I think you wear a different tie
every day, do you have 180 different ties?”
____________________________________________________________________

V. ASSIGNMENT
Use deductive reasoning to determine what is true, state why, and draw a
representation.

1. Given: Lines I and M are perpendicular.

What is true?
Why?
2. Given: Angles 3 and 4 are a linear pair.
What is true?
Why?
3. Given: BD is an angle bisector of angle ABC.
What is true?
Why?
4. Given: Point A is between points C and T.
What is true?
Why?
5. Given: B is the midpoint of PJ.
What is true?
Why?
6. Angles 1 and 2 are complementary.
What is true?
Why?