Assessment Lesson 3

1. Explain why you can never be sure that a conclusion you arrived at using
inductive reasoning is true.

Inductive reasoning is the process of reasoning that arrives at a general conclusion

based on the observation of specific examples. For example, suppose that your
instructor gives a surprise quiz every Friday for the first four weeks of your math class.
At this point, you might make a conjecture, or educated guess, that you'll have a
surprise quiz the next Friday as well a result you'd probably study before that class. This
is an example of inductive reasoning by observing certain events for four specific
Fridays you arrive at a general conclusion. Inductive reasoning can be a useful tool in
decision making, and we use it very often in our lives. But it has one obvious drawback
because you can very seldom verity conclusions for every possible case, you can't be
positive that the conclusions you're drawing are correct. In the example of the class in
which a quiz is given on four consecutive Fridays, even if that continues for 10 more

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weeks, there still a chance that there won't be a quiz the following Friday And if there's

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even one Friday on which a quiz is not given then the conjecture that there will be a quiz

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every Friday proves to be false.

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2. Select any two-digit number. Multiply it by 9. Then add the digits. Keep adding
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the digits in the answer until you get a single-digit answer. Using inductive
reasoning, what can you conjecture about any whole number multiplied by 9?
Use deductive reasoning to prove that your conjecture is true.
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Two-digit number: 26
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Multiplied by 9: 26 x 9 = 234
Add the digits: 2+3+4 = 9
Result: 9
The result will always be: 9
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3. Use Polya’s Four Steps to solve the following problems.

a.) Susie’s age this year is a multiple of 5. Next year, her age is a multiple of 7.
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What is her present age?

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Step 1. Understand the Problem:

 Susie’s present age: 5(k1) + 1, which k1 is integer given that age is multiple of 5.
 1 year later, her age is a multiple of 7.
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 The equation will be 5(k1) + 1 = 7(k2).

Step 2. Devise a plan:
 Search a possible integer value of k1and k2, then find the present age of Susie by
solving using this equation: 5(k1) + 1 = 7(k2).
Step 3. Carry out the Plan:

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 Find an integer solution for “k1” and for “k2”:
Sequence of 5(k1) + 1: 6, 11, 16, 21
Sequence of 7(k2): 7, 14, 21
To get the Present age of Susie:
= 5(k1) + 1 = 7(k2)
= 5(k1) + 1 = 21
= 5(k1) = 21 – 1
= 20

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Step 4. Look Back. If we summarize it, Susie’s age this year is multiply of 5, then after
1-year Susie’s age will be multiple by 7. We found an integer value of k 1 and k2, which is

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21 and we solved the present age of Susie using this equation 5(k 1) + 1 = 7(k2).

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Therefore, Susie’s present age is 20.
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b.) Consider a square whose side is 1 unit. If the measure of its side is
doubled, what will be its new area as compare to the smaller square? How
about if the side of the smaller square was tripled, what will be its new
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area?
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Step. 1 Understand the Problem: The side of square is 1 unit. Then if we double the
measure of 1 unit, what will be the new area then compare it to old area which is 1 unit.
After that, we're going to triple the measurement of the old area and what the new area
will be.
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Step 2. Devise a plan: We will solve the given area of the square to double and triple in
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order to find the new area and compare it, make a table to show the old area, the new
area when we double the measure and compare it, and the new area if we triple the old
area.
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Step 3. Carry out the Plan:

OLD AREA: Area = 1 sq. unit
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Double the measure: 1-unit x 2 = 2

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New Area = (2)2 = 4 sq. unit

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 New Area 4
Comparing: = = 4 times
Old area 1
Triple the measure: 1-unit x 3 = 3
New Area = (3)2 = 9 sq. unit

Step 4. Look Back: Basically, we multiply the old area in order to get the double
measure and triple measure of the old area, which is 1 unit. If we multiply the old area to
double area it will be 2 sq. unit then to get the new area, we must square the 2 sq. unit
to get 4 sq. unit. If we triple the old unit, it will become 3, then square the 3 to get the
new area which is 9 sq.

c.) How many perfect squares are there between 1,000,000 and 9,000,000?

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Step 1. Understand the Problem: We just need to get how many perfect squares are

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there between 1,000,000 and 9,000,000. Let 1,000 to 1,000,0000 and 3,000 to

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9,000,000 because if we square the 1,000 and 3,000, we will get a result a whole
number between 1,000,000 and 9,000,000.

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Step 2. Devise a plan: First, make a table to show the perfect square of 1,000,000 and
9,000,000, in order to get how many perfect squares are there we’re using this formula:
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n – m + 1.
Step 3. Carry out the Plan:
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1,000,000 = (1,000)2
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9,000,000 = (3,000)2
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The perfect square for 1,000,000 is 1001 and 9,000,000 is 2,999

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Total number of perfect squares will be

Perfect square = n – m + 1
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= 2,999 – 1,001 + 1
= 1,998 + 1
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= 1,999
Step 4. Look Back: To sum up everything that has been stated so far, in order to get
the perfect squares between 1,000,000 and 9,000,000, we used 1,001 and 2,999 for
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alternative to 1,000,000 and 9,000,000 using this formula: n – m + 1, where m is the

starting whole number and n is the ending whole number. Hence, the total number of
perfect squares between 1,000,000 and 9,000,000 is 1,999.

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 d.) Determine the number of different triangles that can be drawn given eight
noncollinear points?

Step 1. Understand the Problem: 8 is the number of noncollinear points and for a
triangle we have to join 3 noncollinear points to determine the number of different
triangles.
Step 2. Devise a plan: To determine the different triangles that can be drawn by 8
noncollinear points, we must do a solving method.
Step 3. Carry out the Plan:
8! 8x7x6 336
8C3 = = = = 56
3! (8 – 3)! 3x2x1 6

Step 4. Look Back: This is a problem of combination, 8 products choose 3, "8C3". For
the first point, you have 8 choices, 7 choices for the second point, and six choices for

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the third point. 8 x 7 x 6 = 336. But all of them are going to call the same triangle, they
are only going to be written in different order. For Example, ABC, may also be written as

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ACB, BAC, BCA, CAB, CBA. As a result, each triangle can be written in 6 ways, 3 x 2 x
1. Therefore, the number of triangles that can draw to 8 noncollinear points is 56

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triangles.
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e.) There are 25 students asked by their literature instructor regarding with the
type of literary works they prefer to read. He found out that 10 prefer to
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read novels, 11 prefer to read short stories, 15 prefer to read poems, 5 for
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both novels and short stories, 4 both short stories and poems, 7 for both
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novels and poems, and 3 prefer all. How many students prefer none of the
given types of literary works?

Step 1. Understand the Problem: The instructor wants to determine the types of
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literary works of his 25 students preferred to read. He found out that 10 of his students
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prefer to read is novels, 11 of his students prefer to read is short story, 15 students
prefer to read is poems, 5 students prefer both novels and short stories, 4 students
prefer both short stories and poems, 7 students prefer both novels and poems, and 3
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students prefer to read all types of literary works. Other than that, the instructor wants to
determine the students who prefer none of the given types of literary works.
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Step 2. Devise a plan: To determine the students who prefer none of the given types of
literary works, we must do a table to show the computation and to organize statistics of
the different types of literary works.
Step 3. Carry out the Plan:
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Number of students reading novels, n(N) = 10

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 Number of students reading short stories, n(S) = 11

Number of students reading poems, n(P) = 15

Number of students reading both novels and short stories, n(N ∩ S) = 5

Number of students reading both novels and poems, n(N ∩ P) = 7

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Number of students reading both short stories and poems, n(S ∩ P) = 4

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Number of students reading all the given types of literary works, n(N ∩ S ∩ P) = 3
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Number of students who love to read literary works:

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n(N ∪ S ∪ P) = n(N) + n(S) + n(P) – n(N ∩ S) – n(N ∩ P) – n(S ∩ P) + n(N ∩ S ∩ P)

= 10 + 11 + 15 – 5 – 7 – 4 + 3
= 23
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Students reading none = 25 – 23

=2
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Therefore, the number of students reading none in the given types of literary works
is 2.
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Step 4. Look Back: In this case, there are 25 students in the class and the instructor
wants to determine the reading prefer of his students, also as the students who reading
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none in the given types of literary works. We found out that 23 students love reading
literary works and 2 of them are not into reading literary works.

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