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# Grade Level: 8 Unit: Geometry (Reasoning) Date: February 19-23 2018

Content Standard: The learner demonstrates understanding 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.
At the end of the lesson the learner  M8GE-IIh-1
 Uses inductive or deductive reasoning in an argument.  M8GE-III-j-1
 Writes a proof (both direction and indirect)  M8GE-IIIa-1
Learning Target/s:
a. Use inductive or deductive reasoning in an argument, and
b. Write a proof, both direct and indirect.

Day 1 (Explore)
Why on why?
Select a partner and answer each item.
1. Look carefully at figures, what is next?
2. Study the pattern. Draw the next figure.

## My previous mathematics teacher was strict.

Tita’s mathematics teacher is strict too.
Tita’s previous mathematics teacher was also strict.
What can you say about mathematics teacher?

4. 1 x 10 = 1
2 x 10 = 20
3 x 10 = 30
4 x 10 = 40
5 x 10 = 50
24 x 10 = 240
2345 x 10

5. Every time time Jackie visits her doctor, she receives excellent services. With this she believes that
________________________________________________.
Discuss the following questions with your partner
 How did you arrive at your answer?
 Did you agree at once on your answer?
 Were there arguments between you and your partner?
 What you have experienced in inductive reasoning. Give 3 examples of inductive reasoning.
 Based on the activity, what is inductive reasoning?
Day 2 (Firm)
Complete the table below

Statement Conclusion
1. Filipinos are hospitable.
Bonifacio is Filipno
2. If points are collinear, then they lie on the
same plane.
Points R, M, and N are collinear.
3. A quadrilateral is a polygon with four sides.
A parallelogram is quadrilateral.
4. Smoking can cause cancer.
Tomas smokes.
5. An angle is acute if its measure is between 0
and 90.
Angle B is acute.

Process Question:
 Can you give the difference between inductive and deductive reasoning.
The parts of deductive reasoning are:
 Hypothesis – the statement which is accepted or known at the beginning.
 Conclusion – the statement drawn from the hypothesis.

Exercise 3. Draw a conclusion from each given situation and identify the kind of reasoning used.

## 1. 5 , 10, 15, 20. The next number is _____________________.

2. Coplanar points are points on the same plane. X , Y, Z are coplanar.
Therefore, __________________.
3. A regular polygon is equilateral. BELEN is a regular pentagon.
Therefore, __________________.
4. A child’s teacher in pre – school was a female. In his grades 1 and 2, his teachers were both female. The child
may say that ___________________________.
5. Filipinos are peace loving people. Julia is a Filipino. Therefore ____________________

## A. Supply the conclusion for the given hypothesis.

1. If ∠ 1 ≅ ∠ 2, then __________________.
2. If AB = CE, then ____________________.
3. If ∠ 𝐵 and ∠ 𝐸 complementary, then _________________.
4. If 𝑚 ∠ 3 + 𝑚∠ 5 = 180, then _____________.
5. If ∠𝐴 𝑎𝑛𝑑 ∠ 𝑋 form a linear pair, then _______________.
B. Supply a valid conclusion for the given hypothesis on the first blank and the corresponding reason on the
second blank.
6. If ∠ 𝐵 is a right angle,
then ________________.
7. If 𝑚∠ 3 + 𝑚∠ 4
then ________________.
8. If PM bisects ∠ 𝐴𝑃𝑂,
then ________________.
9. If BP ⊥ BC,
then ________________.
10. If ∆𝐵𝑂𝑆 is isosceles,
then ________________.

Recall the undefined terms, definitions and postulates we have discussed. You will be using them in the next lesson.

## Complete the reasons for each of the following proofs.

1. If 3x – 5 = 10, then x = 5
Given: 3x – 5 = 10
Prove: x = 5
Statements Reasons
3x – 5 = 10
3x = 15
X=5
2. If 2(x - 6) = 10. Then x = 11.
Given: 2(x - 6) = 10
Prove: x = 11
Statements Reasons
2(x-6) = 10
2x – 12 = 10
2x = 22
X = 11
3. If 4(2x + 3) = 28, then x = 2
Given: 4(2x + 3) = 28
Prove: x = 2
Statements Reasons
4(2x + 3) = 28
8x + 12 = 28
8x = 16
X=2

Day 4 (Deepen)

## What I learned so far….

Valuing:
1. In case of making decision in life what are your bases for your decisions.
2. Connect this to inductive and deductive reasoning

Prepared by:
Checked by: Submitted to:
Ian Lawrence C. Mallari
Ms. Arlette M. Ramos Mrs. Imelda T. Lampazo
Helen V. Lopez
Math Coordinator HS Principal
Ma. Jona C. Melano