REASONING AND PROOFS

for Mathematics Grade 8

Quarter 2 / Week 8

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 FOREWORD

This self-learning kit will serve as a guide in using

inductive or deductive reasoning in an argument.

In this learning kit the learners will gain knowledge in

inductive or deductive reasoning in an argument.

This self-learning kit is divided into three parts:

I. What Happened (Pretest): This part will check the students’

prior knowledge on the new topic.

II. What You Need to Know (Discussion): This part contains the
process on how to use inductive or deductive reasoning in
an argument and how to write proofs using direct and
indirect methods.

III. What Have I Learned (Post-test/Evaluation): This part contains

activities that determine the mastery of the learner in
using inductive or deductive reasoning in an argument
and also on how to write proofs using direct and indirect
methods.

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 LESSON
INDUCTIVE AND DEDUCTIVE REASONINGS
1

OBJECTIVES:
K: Defines inductive and deductive reasoning.
S: Applies valid conclusion to every situation.
A: Develops patience in doing the assigned task.

I. WHAT HAPPENED

PRE-ACTIVITIES/PRE-TEST: Read carefully the items.

Identify which of the following statements below uses deductive or
inductive method in reasoning. Write Deductive if your answer is deductive
and Inductive if it is inductive.

1). The angles of a square are right angles. In parallelogram CARE,

are 900, therefore parallelogram CARE is a square

2). 4, 8, 12, the next number is 16.

3). If two angles form a linear pair then it lies on the same plane. Angles X
and Y form a linear pair therefore angles X and Y lie on the same plane.

4). The child’s kindergarten teacher is a male. Her elementary teachers are
all males. The child may say that all teachers are males.

5). Vertical angles are congruent. are vertical angles,

therefore .

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II. WHAT YOU NEED TO LEARN

DISCUSSION
Deductive and Inductive Reasoning
The two major types of reasonings are deductive and inductive.
Inductive reasoning uses specific examples to arrive at a general rule,
generalization, or conclusion.

Inductive is a process of observing data, recognizing patterns and

making generalizations from observations. It involves from a series of specific
cases to a general statement.

Examples:

1. 𝑚∠1 + 𝑚∠2 has a sum of 900. Two or more angles whose sum is 900 are
complementary angles. Therefore, 𝑚∠1 + 𝑚∠2 are complementary
angles.
2. In isosceles ∆𝐴𝑅𝐸, ∠𝐴 𝑎𝑛𝑑 ∠𝐸 are base angles. Base angles are
congruent. Therefore, ∠𝐴 ≅ ∠𝐸.
3. Describe the pattern and predict the next term:
1, 4, 16, 64, 256; The following number is four times the previous
number.
4. If m∠A + m∠B =1800, then, ∠A and ∠B are supplementary angles.

* There are some statements which are transformable to inductive reasoning.

Example
1. 𝑚∠1 + 𝑚∠2 has a sum of 900. Two or more angles whose sum is 900 are
complementary angles.
𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 ∠1 𝑎𝑛𝑑 ∠2 𝑎𝑟𝑒 𝑐𝑜𝑚𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑟𝑦 𝑎𝑛𝑔𝑙𝑒𝑠.

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
statement.
A proof is a logical argument in which each statement you make is
supported/ justified by given information, definitions, axioms, postulates,
theorems, and previously proven statements.

Remember:
• Postulate is a statement that is accepted without proof.
• Theorem is a statement accepted after it is proved deductively.
• Axiom is a statement or idea that people accept as self-evidently
true.
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 Examples:

1. Filipinos are hospitable. Bonifacio is a Filipino. Therefore, Bonifacio is

hospitable.

2. If points are collinear, they lie on the same. Points R, M, and N are
collinear. Then, points R, M, and N lie on the same plane.
3. Regular polygon is equilateral. BOY is a regular triangle. Therefore, BOY is
equilateral.

III. WHAT I HAVE LEARNED

EVALUATION/POST TEST:

A. Draw a conclusion using inductive reasoning.

1. If m∠A + m∠B =1800 then .

2. 5, 10, 15, 20. The next number is .
3. If ∠A and ∠X form a linear pair, then .

B. Draw a conclusion using deductive reasoning.

1. Coplanar points are points on the same plane. X, Y, Z are coplanar.

Therefore, .
2. Regular polygon is equilateral. MATHS is a regular pentagon.
Therefore, .
3. Filipinos are peace- loving people. Julia is a Filipino. Therefore,
.

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 REFERENCES

Teacher’s Guide (TG) in Math 8, pp. 358 – 360.

Learner’s Module (LM) in Math 8, pp. 329 – 332.

New Syllabus MATHEMATIC 8(Singapore Math Work Text) page 182 – 183.

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 SYNOPSIS
After going through this self-
learning kit, you should be able to
demonstrate understanding of
key concepts on how to use
inductive or deductive reasoning
in an argument.

ABOUT THE AUTHOR

Calvin S. Ije, 41 years old and presently teaching at

Maria Macahig National High School, Siaton 4 district,
Bonawon, Siaton, Negros Oriental. He is the district
mathematics coordinator since 2010 up to the present
and is always attending writeshops/workshops in the
Division of Negros Oriental Mathematics Coordinators
Training.

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 LESSON
DIRECT AND INDIRECT PROOFS
2

OBJECTIVES:
K. Familiarizes steps on how to prove using direct and indirect method;
S. Writes a proof using indirect and direct method

A. Shows persistence in proving using direct and indirect proofs.

I. WHAT HAPPENED
PRE-ACTIVITIES/PRE-TEST:

Activity I.
Arrange the sentences in correct order by writing the numbers 1 to 5 to
show the indirect proof of the following statements.
Proof:
a.) Since the opposite angles in a congruent side of a triangle are
congruent, the angles 1 and 2 are said to be congruent.
b.) Given triangle is an isosceles triangle with vertex P.
c.) Assume that the angles 1 and 2 are not congruent
d.) PQ is equal to QR since the sides of an isosceles triangle are
congruent.

Activity 2.
Direction: A two-column proof is given but some steps are missing. Fill inthe
missing steps to complete the proof.

Given: m∠5 = 47° Prove:

m∠6 =133°

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 Statement Reason
1. m∠5 = 470
2. ∠5 and ∠6 are supplementary angles Definition of angles
3. m ∠5 + m∠6 = 0 Definition of supplementary angles
4. 470 + m∠6 = 1800
5. 470 + m∠6 - 470 = 1800 - 470 Subtraction Property of Equality
m∠6 =

II. WHAT YOU NEED TO LEARN

DISCUSSION

PROOF
• logical argument in which statement is supported/justified by given
information, definitions, axioms, postulates, theorems, and
previously proven statements.
• sequence of statements that comes in two forms: givens and
deductions or direct and indirect.

Remember:
• A postulate is a statement that is accepted without proof.
• A theorem is a statement accepted after it is proved effectively. It is a
statement proven based on axioms

Five essential components in constructing a proof:

a. Statement of the theorem to be proven
b. List of the given information
c. Diagram to picture the given information
d. Statement of what is to be proven
e. Proof consisting of statements and reasons

WRITING A DIRECT PROOF

A direct proof is a sequence of statements which are either givens or

deductions from previous statements, and whose last statement is the
conclusion to be proved. There are three (3) kinds of Forms in Direct Proving. They
are the Two-Column Proof, Paragraph Form Proof, and Flow Chart Form.

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TWO-COLUMN PROOF
Example
Given : m∠SEP = m∠TER
Prove: m∠ 1 = m∠3

Proof:
Statement Reason
1 m∠SEP = m∠TER ?
2 m∠1 + m∠2 = m∠SEP Angle Addition Postulate
3 m∠2 + m∠1 = m∠TER ?
4 m∠1 + m∠2 = m∠2 + m∠3 Substitution
5 m∠2 = m∠2 ?
6 m∠ 1 = m∠3 Subtraction Property of Equality

Answers:

Reason: 1. Given

2. Angle addition Postulate

3. Reflexive Property

PARAGRAPH FORM PROOF

• One way of proof where you write a paragraph why a conjecture for a
given situation is true.

Example 1:

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 Proof:
Since ∠LOE and ∠EOV are complementary then m∠LOE +
m∠EOV = 90° by definition of complementary angles. Thus, m ∠LOE +
m∠EOV= m∠LOV by angle addition postulate and m∠LOV=90° by
transitive property. So, m∠LOV is a right angle by definition of right
angles; therefore, by definition of perpendicularity.

Example 2
Given: ∠2 & ∠1 are complementary angles
∠3 & ∠1 are complementary angles

Prove: ∠2 ≅ ∠3

Proof:
Since ∠2 and ∠1 are complementary angles, and ∠3
and ∠1 are also complementary angles, then m∠2 + m∠1= 90° and
m∠3 + m∠1 = 90° bydefinition of complementary angles. Thus, m∠2
= 90° - m∠1 and m∠3 = 90° - m∠1 by subtraction property of equality.
By substitution,m∠2 = m∠3. Thus, ∠2 ≅ ∠3 by definition of congruent
angles.

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FLOW CHART FORM

Example
Given: ̅𝑅
̅̅̅̅̅ ̅̅̅̅
̅𝑇̅ ≅ 𝑆𝑈

Prove: ̅̅̅̅
𝑅̅𝑆 ≅ ̅̅̅̅
TU

Proof:

WRITING AN INDIRECT PROOF

WRITING AN INDIRECT PROOF

Steps on how to prove using indirect proof:
a. Assume that the conclusion is false.
b. Show that the assumption leads to a contradiction of the hypothesisor
a known fact.
c. State that the assumption must be false and therefore the
conclusion must be true.

Example:

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 Given: Points D, G and E are collinear with G between D and E.F is
not on 𝐷𝐸.
̅̅̅̅̅
Prove: m∠DGF ≠ 180.

Proof:
Assume that m∠DGF  180. It is given that points D,G and E are
collinear with G between D and E. Hence, ∠DGF and ∠FGE form a linear pair. If
two angles form a linear pair, then they are supplementary. It follows that
∠DGF and ∠FGE are supplementary. By the definition of supplementary
angles, m∠DGF + m∠FGE = 180. By substitution, 180 + m∠FGE = 180. Solving the
equation, we have m∠FGE = 0. By the Angle Measurement Postulate, an angle
measure between 0 and 180. But since m∠FGE = 0, this means that there is no
̅̅̅̅ before, the assumption is false. So,
angle formed. This implies that F is on 𝐷𝐸
m∠DGF ≠ 180.

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III. WHAT HAVE I LEARNED

EVALUATION/POST TEST:

I. Write a flow chart proof given the information below. Organize the
statements in logical order.

II. Write an indirect proof below.

“If two lines intersect, then they intersect in no more than one point.”

Given: Intersecting lines a and b

Prove: Lines a and b intersect in no more than one point.

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 REFERENCES

• K to 12 Curriculum Guide Mathematics. (2016). Department of

Education, Philippines;

• DepEd INSTRUCTIONAL MATERIALS: Mathematics Learners Module 8

INTERNET SOURCES:

• https://upload.wikemedia.org/wikepedia/en/2/2c/Original_title_card.p
ng

• https://www.wikihow.com/Write-an-Indirect Proof?amp=1

• https://www.whitman.edu/mathematics/higher_math_online/section02
.01.html

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SYNOPSIS ANSWER KEY
Act.1
Pretest Act.2
After going through this A. B.
self-learning kit, a. 4 1. given
b. 1 2. supplementary
The learner should be c. 2 3. 1800
able to demonstrate d. 3 ............................. 4. Substitution Property
5. 133°
understanding of key Post-test
concepts about using I.

inductive and
deductive reasoning in
an argument.

II.
Step 1: Assume that lines a and b intersect in more than one point.
Step 2: Suppose that lines a and b intersect at two points R and S. then the points R and S are
on both lines a and b. This contradicts the fact that exactly one line can be drawn through any
two points.
Step 3: The assumption that lines a and b intersect in more than one point is false and hence,
lines a and b intersect in no more than one point.

ABOUT THE AUTHOR

Calvin S. Ije, 41 years old and presently teaching
at Maria Macahig National High School, Siaton
District 4, Bonawon, Siaton, Negros Oriental. He is
the district Mathematics Coordinator since 2010
up to the present and always attending
writeshop/workshop in the Division of Negros
Oriental Mathematics Coordinators Training.

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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent
JOELYZA M. ARCILLA, EdD
Assistant Schools Division Superintendent
MARCELO K. PALISPIS, EdD
Assistant Schools Division Superintendent
NILITA L. RAGAY, EdD
OIC - Assistant Schools Division Superintendent
CID Chief
ROSELA R. ABIERA
Education Program Supervisor – (LRMS)
ELISA L. BAGUIO, EdD
Division Education Program Supervisor – MATHEMATICS
MARICEL S. RASID
Librarian II (LRMDS)
ELMAR L. CABRERA
PDO II (LRMDS)

CALVIN S. IJE
Writer/Illustrator/Lay-out Artist

_________________________________

ALPHA QA TEAM
NORALYN A. DUMOGHO
CALVIN S. IJE
NONEDE B. OBENITA
JUNRY V. VILLAHERMOSA

BETA QA TEAM
ELIZABETH A. ALAP-AP
EPIFANIA Q. CUEVAS
NIDA BARBARA S. SUASIN
VRENDIE P. SYGACO
MELBA S. TUMARONG
HANNAHLY L. UMALI

ENHANCEMENT TEAM
NIDA BARBARA I. SUASIN
QUEENIE V. MORIONES
NORALYN A. DUMOGHO

DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible
learning modality to the teachers and learners of the Division of Negros Oriental. The contents of this module are
carefully researched, chosen, and evaluated to comply with the set learning competencies. The writers and evaluator
were clearly instructed to give credits to information and illustrations used to substantiate this material. All content
is subject to copyright and may not be reproduced in any form without expressed written consent from the division.

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