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DIVISION is repeated subtraction:

20 4 = ??

20 4 4 4 4 4 = 0.
I subtracted 4 five times,
so 20 4 = 5.

84 21 = ??
84
21
63
21
42
21
21
21
0

I subtracted 21 four times,


so 84 21 = 4

Often, it is handier to actually add instead of subtract:


Since 13 + 13 = 26,
13 goes to 26 two times.
So 26 13 = 2

Since 21 + 21 + 21 + 21 = 84,
21 goes to 84 four times.
So 84 21 = 4

Example problems
1. Write a multiplication sentence AND a division sentence that fits the
addition/subtraction facts.

5 + 5 + 5 = 15
15 5 5 5 = 0

12 + 12 + 12 + 12 = 48
48 12 12 12 12 = 0

__ __ = __

__ __ = __

__ __ = __

__ __ = __

1
1
1
1
4

23 + 23 + 23 = __
__ 23 23 23 = 0

40 + 40 = __
__ 40 40 = 0

__ __ = __

__ __ = __

__ __ = __

__ __ = __

2. Write a subtraction sentence for each division sentence.

45 15 = __
45

32 8 = __
32

Multiplication is repeated addition, and it is like jumps on the number line.

5 4 = 20. Five jumps of 4 gets you to 20.

Division is repeated subtraction. You make jumps of four backwards from 20 till
you hit 0:

20 4 = 5. 20 4 4 4 4 4 = 0
Five jumps of 4 gets you from 20 till 0.

What division is illustrated here?

2. Draw jumps backwards to illustrate the division sentences.

30 5 =

28 4 =

42 6 =

4. Solve using repeated subtraction OR adding up to the number being divided.

40 20 = __

52 13 = __

45 15 = __

90 30 = __

34 17 = __

90 15 = __

30 15 = __

69 23 = __

90 18 = __

5. If 12 2 = 24, then 13 2 is __ How about division? Use the previous problem


to help you solve the next one.

a.

d.

24 2 = __

60 2 = __

26 2 = __

66 2 = __

28 2 = __

70 2 = __

30 2 = __

78 2 = __

6. Try the same kind of thing when dividing by 3.

a.

d.

30 3 = __

81 3 = __

36 3 = __

90 3 = __

39 3 = __

99 3 = _

Decimals are a type of fractional number.

fraction describes a part of a whole when the whole is cut into into

equal parts!! Fractions can also be parts of a group. For example, if


there is a group of fruit: 3 oranges and 4 apples, what fraction of the
group are apples? Four sevenths.

There are seven parts, and

four apples. What is the fraction for the oranges?


Three sevenths. They are fractions that are not one
whole, it's just a part of the whole.
Here are some examples:
One fourth of the box is yellow.
Three fourths of the box is blue.

Examples of inductive reasoning


Examples of inductive reasoning are numerous. Lots of IQ or intelligence tests are based on
inductive reasoning. Patterns and inductive reasoning are closely related.
Find here a couple of good examples of inductive reasoning that will really help you understand
inductive reasoning
But what is inductive reasoning?
Inductive reasoning is making conclusions based on patterns you observe.
The conclusion you reach is called a conjecture

Shapes and inductive reasoning:


Example #1:
Look carefully at the following figures. Then, use inductive reasoning to make a conjecture about
the next figure in the pattern

If you have carefully observed the pattern, may be you came up with the figure below:

Example #2:
Look at the patterns below. Can you draw the next figure or next set of dots using inductive
reasoning?

The trick is to see that one dot is always placed between and above two dots. Also, the next
figure always has one more dot at the very bottom row
keeping this in mind, your next figure should look like this:

Other examples of inductive reasoning: Integers and inductive reasoning


Example #3:
Take a look at this table that shows multiplication as repeated addtion:
Multiplication

Repeated addition

Sum

4 -2

-2 + -2 + -2 + -2

-8

3 -7

-7 + -7 + -7

- 21

5 -6

-6 + -6 + -6 + -6 + -6

- 30

What do you notice about the signs of the sums?


Since the sum is always negative, the pattern suggests that the product of a positive integer and
a negative integer is negative
Example #4:
Look at the following patterns:
3 -4 = -12
2 -4 = -8
1 -4 = -4
0 -4 = 0
-1 -4 = 4
-2 -4 = 8
-3 -4 = 12
Every time the factor on the left is decreased by 1, the answer is increased by 4
However, the pattern suggests that a negative times a negative is a positive
I hope these examples of inductive reasoning were not complicated.

Inductive Reasoning

Inductive reasoning is used when you need to draw a general conclusion from
specific instances.
For example, when a detective puts together specific clues to solve a mystery.

Looking for a Pattern


(Sequences)

In math, an example of inductive reasoning would be when you are given a pattern
and you need to come up with the rule for the pattern.
A lot of what we will be working with in this lesson are sequences. In general,
a sequence is an ordered arrangement of numbers, figures, or objects.
Specifically, sequences of math are a string of numbers that are tied together with
some sort of consistent rule, or set of rules, that determines the next number in the
sequence.
The following are some specific types of sequences of math:
Arithmetic sequence: a sequence such that each successive term is obtained from
the previous term by addition or subtraction of a fixed number called a difference.
The sequence 4, 7, 10, 13, 16, ... is an example of an arithmetic sequence. The
pattern is that we are always adding a fixed number of three to the previous term to
get to the next term. Be careful that you don't think that every sequence that has a
pattern in addition is arithmetic. It is arithmetic if you are always adding the
SAME number each time.
Geometric sequence: a sequence such that each successive term is obtained from
the previous term by multiplying by a fixed number called a ratio. The sequence 5,
10, 20, 40, 80, .... is an example of a geometric sequence. The pattern is that we are
always multiplying by a fixed number of 2 to the previous term to get to the next
term. Be careful that you don't think that every sequence that has a pattern in
multiplication is geometric. It is geometric if you are always multiplying by the
SAME number each time.
Fibonacci sequence: a basic Fibonacci sequence is when two numbers are added
together to get the next number in the sequence. 1, 1, 2, 3, 5, 8, 13, .... is an
example of a Fibonacci sequence where the starting numbers (or seeds) are 1 and 1,
and we add the two previous numbers to get the next number in the sequence.

Note that not all sequences fit into the specific patterns that are described
above. Those are just the more common ones. So as you look at patterns, look for
those as a possibility, but if it doesn't fit one listed above, don't assume it
doesn't have a pattern.
In general, when looking for a pattern start simple and then go from there. For
example, see if there is some pattern in adding, subtracting, multiplying, or
dividing. Maybe you are always adding the same number to the previous term to
get the new term. Or maybe you are subtracting the next multiple of three from the
previous number. Or you are multiplying by a sequence of even numbers. Perhaps,
you are always adding or subtracting the two previous terms to get to the next one.
Exponential growth is another good pattern to look for. Maybe you are always
squaring or cubing the term number to get your result. Also, don't forget that
sometimes the pattern of a sequence is a combination of operations. Maybe you
have to multiply by 2 and then add 5 to get to the next number in a sequence or the
output of a function. If a problem seems like it is taking forever to work, try a
different approach - a different kind of sequence.
Once you find your pattern, you can use it to find the next terms in the
sequence.

Example 1: Write the next three numbers in the sequence 5, 7, 11,


17, 25, ...

My first inclination is to see if there is some pattern in addition. Well, we


are not adding the same number each time to get to the next number. But,
it looks like we have 5 +2, 7 +4, 11 +6, 17 +8, 25, .... I see a pattern in
addition - do you see it? We are always adding the next even number.
Final Answer:
The pattern is to add the next even number. The next three terms
would have to be 35, 47, and 61, since 25+10 = 35, 35 +12 = 47, 47 +14
= 61.

Example 2: Write the next three numbers in the sequence 7, -7, 14,
-42, 168, ...

Since we are bouncing back and forth between positive and negative
numbers, a pattern in addition doesn't look promising. Let's check out
multiplication. At first glance, I would say that a negative number is
probably what we are looking for here, since it does alternate signs. It
doesn't appear to be the same number each time, because 7 times -1 is -7,
but -7 times -2 equals 14. It looks like we have 7 (-1), -7 (-2), 14 (-3), 42 (-4), 168, ... Aha, we have a pattern in multiplication - we are
multiplying by the next negative integer.
Final Answer:
The pattern is multiplying by the next negative integer. The next three
terms are -840, 5040, and -35280, since 168(-5) = -840, -840(-6) = 5040,
5040(-7) = -35280.

Example 3: Write the next three numbers in the sequence 100, 97,
88, 61, ...

Since the numbers are decreasing that should tell you that you are not
adding a positive number or multiplying. So we want to check out
subtraction or division. At first glance it looks like it is some pattern in
subtraction. We are not subtracting by the same number each time. We
have 100 -3, 97 -9, 88 -27, 61, .... Note how we are always subtracting
the next power of 3. We have our pattern.
Final Answer:
The pattern is we are subtracting by the next power of three.
The next three terms would be -20, -263, and -992, since 61 - 81 = -20,
-20 - 243 = -263, -263 - 729 = -992.

Looking for a Pattern


Involving Figures

Here are some things to look for when trying to figure out a pattern involving
figures:
Look for counter clockwise and clockwise changes.
Count sides of figures.
Count lines in figures.
Note changes in direction and figures.
As with the numeric patterns, this is not all the possible types of patterns involving
figures. However, it does give you a way to approach the problem.

Example 4: Write the next three figures in the pattern


...

It looks like several things change throughout the pattern. One thing is
that it alternates between a square with a line in it and a circle. Also the
line in the square alternates from horizontal to vertical.
With all of that in mind, I believe the next three figures would be a
square with a vertical line, then a circle, then a square with a
horizontal line:

Example 5: Write the next two figures in the pattern

...

It looks like one row of asterisks is added at the bottom of each figure.
The row that is added contains the next counting number of asterisks.
There are 2 in the row added in the second term, there are 3 in the row
added in the 3rd term and 4 in the row added to the fourth term.
With all of that in mind, I believe the next two figures would be

Deductive Reasoning

Deductive reasoning is used when you have a general rule and you want to
draw on that to get a specific solution.
For example, if you were needing to find the area of a specific rectangle. You
would use the general formula for the area of the rectangle and apply it to the
specific rectangle.
Here are some ideas that might help you approach a problem requiring deductive
reasoning:
Watch for key words like no or all.
Use process of elimination.
Draw a picture or a diagram if it helps.

Example 6: Use the statements below to answer the question that


follows:
1.
2.
3.
4.
5.

All people wearing hats have blonde hair.


Some of the people have red hair.
All people who have blonde hair like hamburgers.
People who have red hair like pizza.
Keith has blonde hair.

Which of the following statements MUST be true?


a. Keith likes hamburgers.
b. Keith has red hair.
c. Keith likes pizza.
d. Keith is wearing a hat.

Well what do you think?


On deductive reasoning, you need to be a 100% sure. There cant be any
doubt.
Since statement 3 says that ALL people who have blonde hair like
hamburgers and Keith has blonde hair, then statement a, Keith likes
hamburgers, is a 100% guarantee.

Example 7: Jerry, Kevin, Todd and Mark all live on the first floor of
an apartment complex. One is a manager, one is a computer programmer, one is a
singer, and the other is a teacher. Use the statements below to answer the question
that follows.
A. Jerry and Todd eat lunch with the singer.
B. Kevin and Mark carpool with the manager.
C. Todd watches CSI with the manger and the singer.
Question: Which is the manager?

You can use a process of elimination on this problem.


Statement A, Jerry and Todd eat lunch with the singer, doesnt let us
definitively eliminate anyone from being the manager.
However, statement B, Kevin and Mark carpool with the manager,
eliminates Kevin and Mark from being the manager. And statement C,
Todd watches CSI with the manger and the singer, eliminates Todd.
The only one that could be (100%, without a doubt) the manager is
Jerry.

Practice Problems
These are practice problems to help bring you to the next level. It will allow you to
check and see if you have an understanding of these types of problems. Math
works just like anything else, if you want to get good at it, then you need to
practice it. Even the best athletes and musicians had help along the way and
lots of practice, practice, practice, to get good at their sport or instrument. In
fact there is no such thing as too much practice.
To get the most out of these, you should work the problem out on your own and
then check your answer by clicking on the link for the answer/discussion for
that problem. At the link you will find the answer as well as any steps that went
into finding that answer.

Practice Problems 1a - 1c: Write the next three numbers in the


sequence.

1a. 1, 1, 3, 15, 105, ...

1b. 1000, 200, 40, 8, 1.6, ...

(answer/discussion to 1a)

(answer/discussion to 1b)

1c.

5, 5, 10, 15, 25, ...

(answer/discussion to 1c)

Practice Problem 2a: Write the next five figures in the pattern.

2a.
(answer/discussion to 2a)

Practice Problem 3a: Four friends - Suzy, John, Sally, and Tom each has his or her own hobby. One collect coins, one sews, one cooks, and
one plays in a band, not necessarily in that order.
Use the statements below to answer the question that follows.

3a.
A. Suzy and John always eat lunch with the friend that plays in the band.
B. Sally and Tom carpool with the one who likes to sew.
C. John and the friend that likes to cook visited the one who likes to sew.
Question: Who is the friend that likes to sew?
(answer/discussion to 3a)

Answer/Discussion to 1a

1, 1, 3, 15, 105, ...


When you see a big jump in numbers all of the sudden - we start small with 1, 1, 3,
15, and then all of the sudden we are at 105 - a good place to start is multiplication
or exponents. It is not a 100% rule, but it gives you a starting place. It looks like
we have 1 (1), 1 (3), 3 (5), 15 (7), 105,...There is a pattern in multiplication, we
are always multiplying the next odd integer.
Final Answer:
The pattern is to multiply the next odd number. The next three terms would have to
be 945, 10395, 135135, since 105(9) = 945, 945(11) = 10395, and 10395(13) =
135135.

(return to problem 1a)

Answer/Discussion to 1b
1000, 200, 40, 8, 1.6, ...
Since the numbers are going down from term to term, chances are we are either
subtracting or dividing. In this case we are dividing. We have 1000 divided by (5),
200 divided by (5), 40 divided by (5), 8 divided by (5), 1.6, .... Looks like we
are always dividing by 5 to get to the next term.
Final Answer:
The pattern is dividing by 5. The next three terms are .32, .064, and .0128 since
1.6/(5) = .32, .32/(5) = .064, .064/(5) = .0128.

(return to problem 1b)

Answer/Discussion to 1c

5, 5, 10, 15, 25, ...


The numbers are going up again, so it is probably a sequence in addition,
multiplication and/or exponents. Since it doesn't go up high quickly, I'm thinking it
is addition. Looking at it closer, I see that we are always adding the two previous
terms to get to the next term. This is a Fibonnaci sequence - discussed in the lesson
- with starting values of 5 and 5.
Final Answer:
The pattern is adding the two previous terms to get to the next term.
The next three terms would be 40, 65, and 105 since 15 + 25 = 40, 25 +
40 = 65, 40 + 65 = 105.

(return to problem 1c)

Answer/Discussion to 2a

It looks like several things change throughout this sequence. It starts with one line
and then one circle then it has two lines and two circles and then three lines. So, it
is alternating between lines and circles and each time it alternates it adds one more
of that figure.
So the next five figures would be:

Note that we stopped at the fifth one, if we would have continued, there would be a
total of four lines that follow the three circles.

(return to problem 2a)

Answer/Discussion to 3a
A. Suzy and John always eat lunch with the friend that plays in the band.
B. Sally and Tom carpool with the one who likes to sew.
C. John and the friend that likes to cook visited the one who likes to sew.
Question: Who is the friend that likes to sew?
You can use a process of elimination on this problem. Statement A, Suzy and John
always eat lunch with the friend that plays in the band, doesn't let us definitively
eliminate anyone from being the one who likes to sew.
However, statement B, Sally and Tom carpool with the one who likes to sew,
eliminates Sally and Tom from being the one who likes to sew.
Statement C, John and the friend that likes to cook visited the one who likes to sew,
eliminates John.
The only one that could be (100%, without a doubt) the one who likes to sew is
Suzy.

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