sy 2017- 2018

© All Rights Reserved

5 views

sy 2017- 2018

© All Rights Reserved

- The purposes of assessment
- Verbal Ability
- Yearly Scheme Year 5 eQin
- Questioning Strategy
- 150504_mehfooz.pdf
- Ppt for Grooming School
- Lesson template - Reading.docx
- Leadership Style Test
- TOEIC Listening Reading
- Fishing Delights
- Connectors and Useful Expressions
- Lescano-lesson Plan 2 - Passed (1)
- lesson pla 3 rs
- Mathematics Ms Airs
- Partnership Questions
- Modification 5 q
- Approaching Written Questions
- ISC pupils performance analysis English
- classroom games.docx
- FORDISK M6KB3

You are on page 1of 2

Content Standard: The learner demonstrates understanding key concepts of logic and reasoning.

Performance Standard: The learner is able to communicate mathematical thinking with coherence and clarity in formulating and

analyzing arguments.

Determines the relationship between hypothesis and the conclusion of an if- then M8GE-IIf-1

statement. M8GE-IIf-2

Transforms a statement into equivalent if – then statement. M8GE-IIg-1

Determines the inverse converse and contrapositive of an if- then statement M8GE-IIg-2

Illustrates the equivalence of: (a) the statement; and (b) the converse and inverse of

a statement.

Learning Target/s:

a. Determine the relationship between the hypothesis and conclusion of if-then statements.

b. Transform a statement into an equivalent if-then statement, and

c. Determine the inverse, converse and contrapositive of an if-then statement.

I. Explore

Activity 1 INBOX – OUTBOX SHEET

Description: This activity us intended to elicit your prior knowledge regarding the lesson.

Direction: Answer the question below and write your answer in the space provided IN THE BOX.

What conclusion can you give why some students are faced with problems in life such as failing grades, difficulties in

meeting deadlines, and even troubles with their love life?

INBOX

You gave your initial ideas on how to make conclusions based on given situations/ If you move further, the things that you

will learn will enable you to do the final project which involves mathematical investigation.

Description: Many statements that we encounter are logically constructed but not valid or acceptable. This activity deals

with determining which statement is valid or not.

Direction: Tell whether the second statement is a valid consequence of the first statement.

1. Students who are good in mathematics are smart.

Enchong is smart, then he is good in mathematics.

2. Young actresses. Are health conscious.

Kim is a young actress then she is health conscious.

3. If it rains, the the sports fest will be cancelled.

It rains therefore the sports fest is cancelled,

4. If the lines are parallel, they do no intersect.

Line x and line y do not intersect therefore, they are parallel.

5. If two angles are right angles, then they are congruent.

∠𝐴 and ∠𝐵 are congruent, then they are right angles.

Miss Celina is a candidate to Miss Earth, therefore

______________________________________________.

Take on of the statements and tell something about it.

What is common to all of the statements?

II. Firm-up (Day 3)

An if-then statemen is composed of two clauses: the if-clause and the then-clause. We can denote a letter

for each clause. P for the if clause and q for the then-clause. The statement is in the form, “if p then q”.

Conditional statements are formed by joining two statements p and q using the words if and then. The p

statement is calld the hypothesis and the q statement is called the conclusion.

A simple flow of reasoning from the if- clause to the then- clause is called simple implication

Activity # 3

Make an IF-THEN statement for the following

1. Cigarette smoking is dangerous to your health

If- then form

2. It is more fun in the Philippines

If- then form

3. A segment has exactly one midpoint.

if – then form

4. Angles in linear pair are supplementary.

If – then form

5. Vertical angles are congruent.

if – then form

Assigment:

Convert each statement of if- then form, then identify the hypothesis and the conclusion.

1. Good citizens obey rules and regulations.

2. Filipinos are God-fearing people.

3. The sum of the measures of complementary angles is 90.

4. Opposite sides of a rectangle are parallel.

5. A triangle is a polygon

6. A quadrilateral has four sides.

7. Two points determine a line.

8. The intersection of two lines is a point.

9. Two intersecting lines lie in one plane.

10. The sum of angles forming linear pair is 180.

Statement If p, then q

Converse If q, then p

Inverse If not p, then not q

Contrapositive If not q then not p

Activity #1

Direction: Rewrite each conditional statement in if- then form. Then write the inverse, the converse, and the

contrapositive of the following

A prime number has 1 and

Statements A quadrilateral is a polygon A circle is not a polygon

itself as a factors

Conditional

Inverse

Converse

Contrapositive

Prepared by:

Ian Lawrence C. Mallari Checked by: Submitted to:

Helen V. Lopez Ms. Arlette M. Ramos Mrs. Imelda T. Lampazo

Eddie Inucencio Math Coordinator HS Principal

Angelita Angel

- The purposes of assessmentUploaded byMichael Prants
- Verbal AbilityUploaded byravikrr
- Yearly Scheme Year 5 eQinUploaded byhandbaghook
- Questioning StrategyUploaded byMarila Edison
- 150504_mehfooz.pdfUploaded byIrfan Yaqoob
- Ppt for Grooming SchoolUploaded byPartho Ganguly
- Lesson template - Reading.docxUploaded byAnonymous 82fctFBwj
- Leadership Style TestUploaded bynixeejp
- TOEIC Listening ReadingUploaded byxxtrial1108
- Fishing DelightsUploaded byGan Jia You
- Connectors and Useful ExpressionsUploaded byrosario
- Lescano-lesson Plan 2 - Passed (1)Uploaded byCeleste Lescano
- lesson pla 3 rsUploaded byapi-295505041
- Mathematics Ms AirsUploaded byVarun Gupta
- Partnership QuestionsUploaded byAlessandraDelaCruz
- Modification 5 qUploaded byOchieng Christopher Odhiambo
- Approaching Written QuestionsUploaded byHitesh K Suthar
- ISC pupils performance analysis EnglishUploaded by388 Note
- classroom games.docxUploaded byAngel Rose Sierda Medina
- FORDISK M6KB3Uploaded byLasintus Manalu
- ld_051200_hello_enUploaded byMaria Paz Garcia Gonzalo
- Academic Reading 1Uploaded byDentisak Dokchandra
- Lesson Plan 8 SementaraUploaded bytengttongtung
- core practice primerUploaded byapi-183718127
- Higher Order ThinkingUploaded bySpencer
- 1 Listening Power LessonUploaded byFahmil Ilmi
- ISE I - Task 3 - Reading Into Writing - CA2 (Means of Transport)Uploaded byMariel Capulong
- GRE Essay StrucUploaded byShaun H-y ت
- SAT Tips and TricksUploaded byCristina Vajaitu
- 1353742969917 Guidelines for CandidatesUploaded byDeep Trance

- 3rd Grading Lesson Plan 2019Uploaded byRorenzu Kun
- 3rd Grading Lesson Plan 2019 .docxUploaded byRorenzu Kun
- Grade 9 Nov27-Dec1Uploaded byRorenzu Kun
- Math PrisaaUploaded byRorenzu Kun
- Grade 9 Nov27-Dec1Uploaded byRorenzu Kun
- Grade 9 Feb 5 - 9 2018Uploaded byRorenzu Kun
- Grade 9 January 15 – 19 2017Uploaded byRorenzu Kun
- Grade 9 January 8 – 12 2018Uploaded byRorenzu Kun
- Grade 8 February 12 - 16 2018Uploaded byRorenzu Kun
- Grade 8 February 19 - 22 2018Uploaded byRorenzu Kun
- Prelim Grade 9 Variation sy 2017-2018Uploaded byRorenzu Kun
- Prelim in Math 8 SJC 2017-2018Uploaded byRorenzu Kun
- Demo-Detailed Lesson Plan in MathematicsUploaded byLynskhey Invento Procorato
- Rubriks List.xlsxUploaded byRorenzu Kun
- Pre-lim Vaariation .docxUploaded byRorenzu Kun
- Grade 8 LP - Jul24 - 28Uploaded byRorenzu Kun
- Mean Median ModeUploaded byDrNagunuri Srinivas
- Math AveragesUploaded byIndranil Mitra

- 29113__913393099Uploaded by990164
- After Contemporary Art- Actualization and Anachrony Dan KarlholmUploaded byJuan Carlos Bermúdez
- Gabriele MastrigliUploaded byManuel Mensa
- Gergen, K. - The self - Death by technology.pdfUploaded byWhatever Forever
- Being, ground and play in Heidegger Caputo.pdfUploaded byshimilib
- Compare and Contrast MilgramsUploaded byjosephpugh123
- Taylor AtomismUploaded byJim Biak
- Ethics for Information Age Quinn PDFUploaded byDixit
- Hinton - A New Era of ThoughtUploaded byCelephaïs Press / Unspeakable Press (Leng)
- "Technological indeterminacy: Medium, threat, temporality" Maria José A de Abreu Anthropological Theory 2013 13: 267Uploaded byPaulo Raposo
- RuizUploaded bySerap Dogan
- Mystical Tradition (Description)Uploaded byAhmed Abdul Ghani
- PredicableUploaded byTheo
- extended-cognition-2Uploaded byapi-275856106
- Research Methods in the Behavioral ScienceUploaded byJB
- The Image of a Non Killing Future (Revision 2)Uploaded byDennis Morgan
- Vlastos-Elenchus.pdfUploaded byLoredanaTamai
- Antonim beserta ArtinyaUploaded byheru prasetiyo
- thesis Islamic Education in the Understanding of Present day educationalists.pdfUploaded byja.nasir4051
- Creation of Universe An Islamic Perspective Class Lecture.pdfUploaded byFatima Noor
- Carla Cappetti, Black Orpheus Richard Wright's ''the Man Who Lived Underground'', MELUS, Vol. 26, No. 4, African American Literature, Winter 2001, Pp. 41-68.Uploaded byvpglam
- Akala Shakespeare Student EditionUploaded byMrs. P
- Cre 1Uploaded byNorman Obong
- Alarcon BridgeUploaded byViviane Maroca
- Gad Hitchcock an Election SermonUploaded byWade Sperry
- 1207610Uploaded byIshani Banerjee
- Problem.solving Concepts TheoriesUploaded byronanvillagonzalo
- Book Critique-Propaganda in the World WarUploaded byIka Karlina
- 534777Uploaded byvalefar
- 4 Type-driven interpretation.pdfUploaded byMilosh Petrovic