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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
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
__ __ = __
__ __ = __
__ __ = __
__ __ = __
45 15 = __
45
32 8 = __
32
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.
30 5 =
28 4 =
42 6 =
40 20 = __
52 13 = __
45 15 = __
90 30 = __
34 17 = __
90 15 = __
30 15 = __
69 23 = __
90 18 = __
a.
d.
24 2 = __
60 2 = __
26 2 = __
66 2 = __
28 2 = __
70 2 = __
30 2 = __
78 2 = __
a.
d.
30 3 = __
81 3 = __
36 3 = __
90 3 = __
39 3 = __
99 3 = _
fraction describes a part of a whole when the whole is cut into into
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:
Repeated addition
Sum
4 -2
-2 + -2 + -2 + -2
-8
3 -7
-7 + -7 + -7
- 21
5 -6
-6 + -6 + -6 + -6 + -6
- 30
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.
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 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.
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.
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:
...
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 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?
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.
(answer/discussion to 1a)
(answer/discussion to 1b)
1c.
(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
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.
Answer/Discussion to 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.
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.