GRADE 8 - MATHEMATICS

LESSON EXEMPLAR

Number of Hours:
Code: M8GE-IIg-1
1 Hour
Domain: Geometry
Cluster: Logic and Reasoning
Lesson: Inverse, Converse and Contrapositive of Conditional Statements (if-then statements)
Standard: The learner demonstrates understanding of the key concepts of logic and reasoning.
References: https://onlinecourses.science.psu.edu/stat100/node/64

https://www.mathworks.com › Documentation Home › Logic and Reasoning

Kraemer HC, & Thiemann S (2017). Proof of Reasons; Sage Publications.

Lipsey, Mark (2013). Design Sensitivity:Logical Reasoning; Sage Publications.

OBJECTIVES/COMPETENCIES:
At the end of the activities, the students should be able to:
1. determine the inverse, converse, and contrapositive of “if-then” statements
ASSESSMENT: KEY POINTS:
Mathematically, an “if-then” form statement can be
Assessment of Learning written as,
*Students are given simple quiz (see If p then q or in symbols, p→q
attached quiz) where p is the hypothesis, and q is the conclusion.

Assessment for Learning The inverse of an “if-then” statement is created by

Defining Success

*Students are given the following to
answer/complete:
KWL Chart
Worksheets
Simple Performance Tasks
Assessment as Learning
*Students are given situations to
situational analysis on the activities
given
negating both its hypothesis and conclusion, and it is
written as
If ~p then ~q, or in symbols, ~p→~q
The converse of an “if-then” statement is created by
switching its hypothesis and the conclusion, and it is
written as
If q then p, or in symbols, q→p
The contrapositive of an “if-then” statement is created
by switching its hypothesis and conclusion and negating
them both, and it is written as
If ~q then ~p, or in symbols, ~q→~p

The applications of inverse, converse and contrapositive

of “if-then” statements are manifested in experimental
science, games, computer programming and others.

ELICIT: Teacher’s notes

Whole-Class Activity – Activity 1: “Simon Says” The teacher says a series of conditional
statements (if-then) and the students will
follow the instructions.

Ask for volunteers to create their own

conditional statements for the rest of the
Learning Cycle

class to follow along.

Process students learning after the

activity. Ask:
1. How was the activity?
2. Have you followed all the
instructions?
3. What hinders you not to follow
the rules?
4. What lesson/value did you learn?

Process students’ responses

 ENGAGE:
Activity 2 : Inquiry-Based Learning Stations
Before students will go to their stations, students will be
given KWL Chart to complete.
The teacher utilizes the station rotation
approach were each station provides a
learning prompt.

Students go to different stations where:

1st Station – Teacher Lead Discussion
2nd Station – Video Mediated
3rd Station – Print Materials
EXPLORE:
Students are given worksheets to answer related to the The teacher roams around to monitor
learning prompts in the station rotation. and verify if all students are making their
outputs.
Activity 3: Think-Pair-Share
Students are going to answer by pair. Each pair is
encourage to discuss their answers with each other.
EXPLAIN:
Activity 4: Let Me Share it With You The teacher provides in depth discussion
on the topic after the students shared
The students share their answers to the class. their insights.
Students are going to present their answers in any of the
Then asks these questions to process
following modalities: students learning:
1. Boardwork 1. Based from your activity, what is
2. Slide Deck a converse statement? Inverse?
Contrapositive?
2. How are you going to create the
converse statement? Inverse?
Contrapositive?
3. Based from your answers, did
you get the correct answers?
Why or Why not?
4. What makes the activity difficult
to understand?
ELABORATE:
Activity 5: To Sum It Up Teacher clarifies misconceptions.

Students generalize based from the activities given. Tell students that the applications of
conditional statements are mostly in
programming and making games.

The teacher provides videos on

programming specifically on Mine Craft.
EVALUATE:
The students will be given a 10-item multiple choice test.
EXTEND:
Activity 6: Link It! The teacher provides the mechanics of
each performance.
With the same grouping, the students create any of the
following:
1. Conditional Statements Dance
2. Conditional Statements Jazz Chant
3. Conditional Statements Board Game

Prepared by: Checked and Recorded by:

BRYAN P. SUDSUDAN THELMA S. RUGUIAN

Teacher I, CBNHS Poblacion Head Teacher III

Approved: Validated:

CONNIE MAIE ANGELIE MAE P. BALIGNASAY JENETRIX T. TUMANENG

School Principal I Education Program Supervisor - Math
Teacher Script

Activity 1: “Simon Says”

Listen to the statements very well and perform the task it follows:

“If you have a black eyes, then clap three times and say yes”
“If you are wearing a white socks, then jump three times and say ayiieh”
“If you have a ten-peso coin, then and say siyak metang”
“If the month of your birthday ends with “y”, then raise both your arms and say awof”
“If you have a sister, then demonstrate the dab and say ate ko yan”

Ask for volunteers to create their own conditional statements for the rest of the class to follow along.

Process students learning after the activity. Ask:

1. How was the activity?
2. Have you followed all the instructions?
3. What hinders you not to follow the rules?
4. What lesson/value did you learn?

Process students’ responses

Activity 2: Inquiry-Based Learning Stations

Say, under your chair you have different numbers. Go to your respective grouping and I will tell you
what to do next.

Instruct the students to go to their respective area and tell them to look and understand well the
prompts present in the area. Students will only be staying in each learning station for a 5 minutes, after
the allotted time, the students will go to another station until all groups finished all areas.

Activity 3: Think-Pair-Share

Students will select a pair in their respective groups and answer the worksheets given to them.

Activty 4: Let Me Share it With You

Say, from the activities, that you have, let us see if you have grasp the idea well.

The teacher provides in depth discussion on the topic after the students shared their insights.

Then asks these questions to process students learning:

1. Based from your activity, what is a converse statement? Inverse? Contrapositive?
2. How are you going to create the converse statement? Inverse? Contrapositive?
3. Based from your answers, did you get the correct answers? Why or Why not?
4. What makes the activity difficult to understand?

Activity 5: To Sum It Up

The teacher asks the students to make a generalization the concepts discuss. Teacher clarifies
misconceptions.

Tell students that the applications of conditional statements are mostly in programming and making
games.

The teacher provides videos on programming specifically on Mine Craft.

Activity 6: Link It!

With the same grouping, the students create any of the following:
1. Conditional Statements Dance
2. Conditional Statements Jazz Chant
3. Conditional Statements Board Game
What is a Jazz Chant?

A jazz chant is simple poem that use jazz rhythms to illustrate natural senses and intonation patterns of
conversational American English.

Example:

I said, Sh! Sh! Baby’s sleeping!

I said, Sh! Sh! Baby’s sleeping!

What did you say?

What did you say?

I said, Please be quiet! Baby’s sleeping

I said, Please be quiet! Baby’s sleeping

What did you say?

What did you say?

I said, Keep it down! Baby’s sleeping

I said, Keep it down! Baby’s sleeping

What did you say?

What did you say?

I said, Stop that nice! Baby is Sleeping

I said, Stop that nice! Baby is Sleeping

Format

Conditional Statement
Conditional Statement

Inverse
Inverse

Converse
Converse

Contrapositive
Contrapositive

Board Games

Create a board game that has a certain condition. Two die are to be used. Refer to snakes and ladders.