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Mathematics
Quarter II - Module 7:
Logical Reasoning
Mathematics - Grade 8
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Quarter II – Module 7: Logical Reasoning
First Edition, 2020
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Members
Ma. Cristina B. Galgo, EPS-Mathematics
Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
Mercy M. Caharian, Librarian II
What Is It .................................................................................................................... 8
What’s In ................................................................................................................... 14
What Is It ................................................................................................................... 16
Assessment: (Post-Test).................................................................................................... 19
Key to Answer ..................................................................................................................... 22
References ........................................................................................................................... 25
What I Know
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
2. The If-then form of the statement “Parallel lines never intersect,” is:
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
5. Rewrite the statement “A quadrilateral is a figure with four sides.” in the If-then form.
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.
i
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
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
graduate school, too.
15. If you build it, they will come. You build it. Therefore, they will come.
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Lesson If – then Statements
1
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)
Direction: Tell whether the second statement is a valid consequence of the first
statement.
Questions:
1
You have just encountered conditional statements or the if-then statements.
The given are logically constructed but only 1 and 3 are considered VALID and
Acceptable.
No. 1 because it is accepted that when a student is smart probably, he is also good
in Math.
No. 3 because it’s a fact that the sports fest could be cancelled when it rains
because it’s hard to play games when it rains.
What Is It
Your goal right now is to learn and understand key concepts on reasoning and
proving.
What’s More
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.
2
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.
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.
3
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
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
4
What I have learned
If-then form _
Hypothesis _
Conclusion _
If-then form _
Hypothesis _
Conclusion _
If-then form _
Hypothesis _
Conclusion _
If-then form _
Hypothesis _
Conclusion _
5
What I can Do
Observe the set of pictures. Describe the pictures using conditional statement.
6
Inverse, Converse, and
Lesson
Contrapositive
2
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.
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.
7
What’s New
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.
If a student spends the money on himself, he will be happier at the end of the day.
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
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.”
9
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."
Converse if q then p
What’s New
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.
10
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.
Truth Value
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.
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.
11
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
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
RELATED CONDITIONALS Counterexample
VALUE
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 not
Inverse congruent.
If two angles are not congruent, then they
Contrapositive are not right.
12
What I have learned
Activity 3: Con-In-Con!
Direction: Write each conditional statement in a converse, Inverse and
Contrapositive format.
Converse:
Inverse: _
Contrapositive: _ _
Converse:
Inverse _______________________
Contrapositive: _ _
Converse:
Inverse _______________________
Contrapositive: _ _
What I can Do
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.
13
Lesson
Inductive and Deductive Reasoning
3
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 how these related conditionals with the
same truth value are used in an argument through inductive or deductive reasoning.
14
What’s New
1.
3.
Statement Conclusion
1. Filipinos are hospitable.
Bonifacio is a Filipino.
2. If points are collinear, then they lie on
the same line.
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.
15
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.
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.
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.
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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.
Illustrative examples:
Draw a conclusion from each given situation using deductive reasoning.
What’s More
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:
17
What I can Do
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.
18
Assessment (Post-Test)
Direction: Write the letter that you think is the best answer to each question.
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.
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
19
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.
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.
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 graduate school, too.
20
Key to Answers
Pre-Test
1. B 4. C 7. B 10. C 13. C
2. B 5. B 8. C 11.C 14. A
3. B 6. C 9. C 12. A 15. A
Post-Test
1.B 2. C 3. B 4. B 5.B
6.D 7. A 8. B 9. C 10. A
11.C 12. C 13. C
14. C
15. A
21
22
RELATED CONDITIONALS TRUTH VALUE Counterexample
If yesterday is Tuesday, then
Conditional True N/A
today is Wednesday.
If today is Wednesday, then
Converse True N/A
yesterday is Tuesday.
If yesterday is not Tuesday, then
Inverse True N/A
today is not Wednesday.
If today is not Wednesday, then
Contrapositive True N/A
yesterday is not Tuesday.
EQUIVALENT STATEMENTS: conditional and its contrapositive; converse and inverse
LESSON 3
1. 2. 38 3.
A.
1. 2. It will also rain tomorrow.
23
REFERENCES
Web links:
https://www.mathplanet.com/education/geometry/proof/if-then-statement
https://calcworkshop.com/reasoning-proof/conditional-statement/
https://www.mathgoodies.com/lessons/vol9/conditional
https://tutors.com/math-tutors/geometry-help/conditional-converse-statements
https://www.varsitytutors.com/hotmath/hotmath_help/topics/conditional-statements
https://math.libretexts.org/Bookshelves/Mathematical_Logic_and_Proof/Book%3A_Mathematical_R
easoning_-
_Writing_and_Proof_(Sundstrom)/1%3A_Introduction_to_Writing_Proofs_in_Mathematics/1.1%3A
_Statements_and_Conditional_Statements
https://www.guru99.com/c-if-else-statement.html
Video links:
https://www.youtube.com/watch?v=C64fHC1hCxA
https://www.youtube.com/watch?v=ghkaxFk-V4o
https://www.youtube.com/watch?v=TCBu8PD4Lls&t=115s
https://www.youtube.com/watch?v=zTHnMTzPEoE
https://www.youtube.com/watch?v=F3544ZyO-eU
https://www.youtube.com/watch?v=4yfDM5zV6H4&t=40s
https://www.youtube.com/watch?v=WvibSjKM4PI
Books:
Emmanuel P. Abuzo et. Al., Mathematics Learner’s Module, Book Media Press, Inc.,
Quezon City, 1st Edition 2013
Ricardo M. Crisostomo et. Al., Our World of Math 8, Vibal Publishing House, Inc.,
Quezon City, 1st Edition 2013
Priscila C. de Sagun et.Al., Our World of Math 7, Vibal Publishing House, Inc.,
Quezon City, 1st Edition 2013
Abuzo, Emmanuel, Merden Bryant, Jem Boy Cabrella, Belen Caldez, Melvin Callanta,
Anastacia Proserfina Castro, Alicia Halabaso, Sonia Javier, Roger Nocom, and
Conception Ternida. Mathematics Learner’r Module 8. 1 st ed. Reprint,
Department of Education, 2013.