DETAILED LESSON PLAN IN MATHEMATICS 8
SECOND QUARTER
SY 2023 - 2024
February 28-29,
DepEd Order No. 42, s, 2016 GRADE LEVEL: 8 DATE/DAY:
2024
I. OBJECTIVES
The learner demonstrates understanding of key concepts of logic and
A. Content Standards
reasoning.
The learner is able to communicate mathematical thinking with coherence
B. Performance Standards
and clarity in formulating and analyzing arguments.
Determines the inverse, converse, and contrapositive of an if-then statement.
C. Learning Competencies/
(M8GE-IIg-1)
(Write the LC Code)
a.
Define if-then
statement.
2. Identify the hypothesis
and conclusion of an
“if-then” or conditional
statement.
3. Understand the
reasonableness of the
agreement about the
conditions under which is
tru
Define if-then
statement.
2. Identify the hypothesis
and conclusion of an
*Objectives
“if-then” or conditional
statement.
3. Understand the
reasonableness of the
agreement about the
conditions under which is
tru
At the end of the lesson, the students will be able to :
1. Identify the hypothesis and conclusion of a conditional statement
2. Formulate the converse, inverse and contrapositive of the if-then
statement
3. Determine the logically equivalent statements
4. Find pleasure in formulating the contrapositive of the if-then statement
a. Topic Conditional Statements
II. CONTENT Formulating the Converse, Inverse and
b. Sub-Topic
Contrapositive of the if-then statements.
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages Page 350-357
2. Learner's Guide Pages Page 366-370
3. Textbook Pages Soaring 21st Century Mathematics: page 366-370
4. Additional Materials https://www.mathgoodies.com/lessons/vol9/conditional
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing the previous lesson Read and analyze the statements below. Tell whether each statement
or presenting the new lesson is true or false.
1. If it rains, then the ground is wet.
2. If the ground is wet, then it rained.
3. If it does not rain, then the ground is not wet.
4. If the ground is not wet, then it did not rain.
Conditional statement is known as if-then statements. The “if” part is the
hypothesis denoted by p, and the “then” part is the conclusion denoted by q.
B. Establishing a purpose for the In symbol, If p, then q.
lesson
Hypothesis tells us what is given or what is to be assumed. Conclusion
tells us what to follow from the assumption.
Analyze each statement and the truth value of each.
Example 1.
Conditional Statement:
If it rains, then the ground is wet. (T)
Converse:
If the ground is wet, then it rained. (F)
Inverse:
If it does not rain, then the ground is not wet.(F)
Contrapositive:
If the ground is not wet, then it did not rain. (T)
Example 2.
Conditional Statement:
If an animal is a bird, then it has feathers. (T)
C. Presenting examples/
Converse: If an animal has feathers, then it is a bird. (T)
instances of the new lesson
Inverse: If an animal is not a bird, then it has no feathers.(T)
Contrapositive: If an animal has no feathers, then it is not a bird.(T)
Example 3.
Conditional Statement: If two angles are complementary, then their
measures add up to 90 degrees. (T)
Converse: If the measure of two angles add up to 90 degrees, then
they are complementary.(T)
Inverse: If two angles are not complementary, then their measure
does not add up to 90 degrees. (T)
Contrapositive: If the measure of two angles does not add up to 90
degrees, then they are not complementary. (T)
Can the hypothesis and conclusion be interchanged?
What is the importance of determining the hypothesis and the
D. Discussing new concepts and conclusion of an if-then form?
practicing new skills #1 How did you form the converse, inverse and contrapositive?
Which of the statements have the same meaning?
Which are logically equivalent statements?
E. Discussing new concepts and Construct the Converse, Inverse or Contrapositive of the given statement and
practicing new skills #2 determine whether the given statement is true or false.
1. Statement:
Two angles that form a linear pair are supplementary.
If-Then Form:
If two angles form a linear pair, then they are supplementary.
Converse: ______________
Inverse: _______________
Contrapositive: __________
2. Statement: A quadrilateral that has four right angles is a rectangle.
If-Then Form:
If a quadrilateral has four right angles then it is a rectangle.
Converse: _____________
Inverse: ______________
Contrapositive: _________
Use the given statement to complete the following.
Statement: Two right angles are congruent.
F. Developing Mastery (Leads to If-Then Form: ____________________
Converse: ____________
Formative Assessment 3)
Inverse: _______________
Contrapositive: __________
G. Finding practical application of From your answers above, determine if each statement is true or false, then
the new concepts and skills in give the equivalent statement of each.
daily living
The contrapositive of a statement is obtained by both exchanging and
negating the hypothesis and the conclusion.
In short,
Conditional Statement:
If p, then q.
Contrapositive:
If not q, then not p.
H. Making generalizations and
abstractions about the lesson A conditional statement and its contrapositive are either both true or both
false. The original conditional statement and its contrapositive will always
have the same meaning.
Similarly, the converse and the inverse of a conditional statement are
either both true or both false. The converse and inverse of a conditional
statement will always have the same meaning.
When two statements are both true or both false, they are called equivalent
statements.
Choose your partner. Based on your experience, create an if-then form
I. Evaluating learning statement. Construct its converse, inverse, and contrapositive. Determine its
equivalent statement.
Conditional Statement
If two planes intersect, then its intersection is a unique line.
Converse: ______________
J. Additional activities
Inverse: ________________
V. REMARKS
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remediation work? No.
of learners who have caught up in
the lesson
D. No. of learners who continue to
require remediation
VI. REFLECTION
A. Which of my teaching
strategies worked well? Why did
this work?
B. What difficulties did I
encounter which my principal or
supervisor can help me solve?
C. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by:
Checked by: Noted:
Nicole M. Fernandez
Practice Teacher John Rey S. Bragado Lydia L. Bustos
Cooperating Teacher Head Teacher VI, Math Department
