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(The process of systematically planning, developing, evaluating and managing the instructional

process by using principles of teaching and learning - D.O. 42, s. 2016)

DLP No.: Learning Area: MATH Grade Level: 8 Quarter: 2 Duration: 60 min.

Learning Code:

Competency/i M8GE-11g-1

Transforms conditional statements into inverse, converse, and contrapositive

es:

(Taken from the

Curriculum Guide)

Key Concepts A conditional statement is an “if-then statement which 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

Understandin q using the words if and then. The p statement is called the hypothesis and the q statement is called the

gs to be conclusion

Developed p→q

Converse

The converse of a conditional is formed by switching the hypothesis and the conclusion.

The converse of p → q is q → p

Inverse

Negate the hypothesis and the conclusion

The inverse of p → q, is ~p → ~q

Contrapositive

Negate the hypothesis and the conclusion of the converse

The contrapositive of p → q, is ~q → ~p.

8, s. 2015)

Knowledge Categories: Behavioral Verbs:

The fact or condition Remembering identify, retrieve, recognize,

of knowing The learner can recall information duplicate, list, memorize, repeat,

something with and retrieve relevant knowledge describe, reproduce

familiarity gained from long-term memory

through experience interpret, exemplify, classify,

or association

Understanding

The learner can construct meaning summarize, infer, compare, Differentiate conditional, converse, inverse and contrapositive.

from oral, written and graphic explain, paraphrase, discuss

messages

The ability and The learner can use information to dramatize, interpret, solve, use,

capacity acquired undertake a procedure in familiar illustrate, convert, discover

through deliberate, situations or in a new way

systematic, and Analyzing differentiate, distinguish,

sustained effort to The learner can distinguish compare, contrast, organize,

smoothly and between parts and determine how outline, attribute, deconstruct

adaptively carryout they relate to one another, and to

complex activities or the overall structure and purpose

the ability, coming coordinate, measure, detect,

from one's

Evaluating

The learner can make judgments defend, judge, argue, debate,

knowledge, practice, describe, critique, appraise,

aptitude, etc., to do and justify decisions

evaluate

something generate, hypothesize, plan, 1. Give examples of conditional statements.

Creating

The learner can put elements design, develop, produce, 2. Create conditional statements from a behavioral issues.

together to form a functional construct, formulate, assemble,

whole, create a new product or devise 3. Transform a conditional statement into a converse, inverse, and

point of view contrapositive.

Attitude Categories: List of Attitudes:

Growth in feelings or 1. Receiving Phenomena - Self-esteem, Self-confidence, Demonstrate enthusiasm and great appreciation in expressing

emotional areas. Awareness, willingness to hear, Wellness, Respect, Honesty, conditional statement from “if-then” to converse, inverse and

A settled way of selected attention Personal discipline, Perseverance, contrapositive accurately.

thinking or feeling Behavioral Verbs: ask, choose, Sincerity, Patience, Critical

about someone or describe, erect, follow, give, hold, thinking, Open-mindedness,

something, typically identify, locate, name, point to, Interest, Courteous, Obedience,

one that is reflected reply, select, sit, Study, use Hope, Charity, Fortitude,

in a person’s 2. Responding to Phenomena - Resiliency, Positive vision,

behavior Active participation on the part Acceptance, Determined,

of the learners. Attends and Independent , Gratitude, Tolerant,

reacts to a particular Cautious, Decisive, Self-Control,

phenomenon. Learning Calmness, Responsibility,

outcomes may emphasize Accountability, Industriousness,

compliance in responding, Industry, Cooperation, Optimism,

willingness to respond, or Satisfaction, Persistent, Cheerful,

satisfaction in responding Reliable, Gentle, Appreciation of

(motivation). one’s culture, Globalism,

Compassion, Work Ethics,

Behavioral Verbs: aid, answer,

Creativity, Entrepreneurial Spirit,

assist, comply, conform, discuss,

Financial Literacy, Global,

greet, help, label, perform,

Solidarity, Making a stand for the

practice, present, read, recite,

good, Voluntariness of human act,

report, select, tell, write

Appreciation of one’s rights,

3. Valuing - Attaches to a

Inclusiveness, Thoughtful,

particular object, phenomenon,

Seriousness, Generous, Happiness,

or behavior. This ranges from

Modest, Authority, Hardworking,

simple acceptance to the more

Realistic, Flexible, Considerate,

complex state of commitment.

Sympathetic, Frankness

Valuing is based on the

internalization of a set of

specified values, while clues to

these values are expressed in

the learner's overt behavior and

are often identifiable.

Behavioral Verbs: work,

complete, demonstrate,

differentiate, explain, follow,

form, initiate, invite, join, justify,

propose, read, report, select,

share, study

4. Organization - Organizes values

into priorities by contrasting

different values, resolving

conflicts between them, and

creating a unique value system.

The emphasis is on comparing,

relating, and synthesizing

values.

Behavioral Verbs: adhere,

alter, arrange, combine, compare,

complete, defend, explain,

formulate, generalize, identify,

integrate, modify, order,

organize, prepare, relate,

synthesize

5. Internalizing values -

(Characterization): Has a value

system that controls their

behavior. The behavior is

pervasive, consistent, predictable,

and most importantly,

characteristic of the learner.

Instructional objectives are

concerned with the student's

general patterns of adjustment

(personal, social, emotional).

Behavioral Verbs: act,

discriminate, display, influence,

listen, modify, perform, practice,

propose, qualify, question, revise,

serve, solve, verify

Values Categories: List of Values:

A learner's principles 1. Receiving Phenomena - 1. Maka-Diyos

or standards of Awareness, willingness to hear, Love of God, Faith, Trusting,

behavior; one's selected attention Spirituality, Inner Peace, Love of Displays strong determination and critical thinking in analyzing how

judgment of what is Behavioral Verbs: ask, choose, truth, Kindness, Humble to transform a conditional statement from “if-then” to converse,

important in life. describe, erect, follow, give, hold, inverse, and contrapositive.

Go beyond learner’s identify, locate, name, point to,

life on earth, include reply, select, sit, Study, use

more than wealth 2. Responding to Phenomena -

and fame, and would Active participation on the part of

affect the eternal the learners. Attends and reacts to

destiny of millions. a particular phenomenon.

(Intentionally add Learning outcomes may emphasize 2. Maka-tao

value to people compliance in responding, Concern for Others, Respect for

everyday.) willingness to respond, or human rights, Gender equality,

satisfaction in responding Family Solidarity, Generosity,

(motivation). Helping, Oneness

Behavioral Verbs: aid, answer,

assist, comply, conform, discuss,

greet, help, label, perform,

practice, present, read, recite,

report, select, tell, write 3. Makakalikasan

3. Valuing - Attaches to a Care of the environment, Disaster

particular object, phenomenon, or Risk Management, Protection of

behavior. This ranges from simple the Environment, Responsible

acceptance to the more complex Consumerism, Cleanliness,

state of commitment. Valuing is Orderliness, Saving the

based on the internalization of a ecosystem, Environmental

set of specified values, while clues sustainability

to these values are expressed in 4. Makabansa

the learner's overt behavior and Peace and order, Heroism and

are often identifiable. Appreciation of Heroes, National

Unity, Civic Consciousness, Social

Behavioral Verbs: work, responsibility, Harmony,

complete, demonstrate, Patriotism, Productivity

differentiate, explain, follow,

form, initiate, invite, join, justify,

propose, read, report, select,

share, study

4. Organization - Organizes values

into priorities by contrasting

different values, resolving conflicts

between them, and creating a

unique value system. The

emphasis is on comparing,

relating, and synthesizing values.

Behavioral Verbs: adhere,

alter, arrange, combine, compare,

complete, defend, explain,

formulate, generalize, identify,

integrate, modify, order,

organize, prepare, relate,

synthesize

5. Internalizing values -

(Characterization): Has a value

system that controls their

behavior. The behavior is

pervasive, consistent, predictable,

and most importantly,

characteristic of the learner.

Instructional objectives are

concerned with the student's

general patterns of adjustment

(personal, social, emotional).

Behavioral Verbs: act,

discriminate, display, influence,

listen, modify, perform, practice,

propose, qualify, question, revise,

serve, solve, verify

4. Procedures

4.1 Introductory Activity 10 minutes). This part Curriculum A. Prayer

introduces the lesson content. Although at times optional, it Contextualization B. Attendance and Physical Arrangement

is usually included to serve as a warm-up activity to give the

Localization: Consider/include C. GROUP ACTIVITY 1: MEANING MAKING

learners zest for the incoming lesson and an idea about

what it to follow. One principle in learning is that learning

here the appropriate Local • Analogy – comparison between two things

Heritage Themes:

occurs when it is conducted in a pleasurable and 1. Purpose Relationship

A. Annual Rites, Festivals, and

comfortable atmosphere.

Rituals (Historical/Religious ruler : line :: compass : circle

______

Festivals, Local Cultural 2. Part : Whole Relationship

Festivals, Local line :: arc : circle

ray : ____

Delicacies/Products Festivals,

3. Part : Part Relationship

Rituals, Wedding Ritual, Palihi

Ritual, Burial Ritual, vertex : side :: center

______ : radius

B Literary Anthologies Written In 4. Cause : Effect

Local Language (BALITAW, BALAK, 5 : 25 :: 25 : 625

___

Folktales/ Short Stories, Local

5. Action to Object Relationship

Heroes theorem

C. Historical Events, Enduring bisect : segment :: prove : _______

Values, Indigenous Materials,

Indigenous Cultural • Using analogies

Communities/Indigenous People,

6. Numerical Relationship

Indigenous Games

D. Topography, Flora/ Fauna (Falls, 1/2 : 50% :: 1/3 : 33

______

1/3%

Mountains, River, Cave, Trees, 7. Degree Relationship

Flower, Fauna km :: oz : ton

cm : ____

E. Food & Local products

8. Synonym Relationship

G. Role Model Family

cube

_____ : hexahedron :: average : mean

9. Antonym Relationship

obtuse

parallel : intersecting :: acute : ______

10. Characteristic Relationship

square : rectangle :: rhombus : parallelogram

interactive strategy to elicit learner’s prior learning GROUP ACTIVITY:

experience. It serves as a springboard for new learning. It

“MATH STORE”

illustrates the principle that learning starts where the

learners are. Carefully structured activities such as individual Any representative from the group who will do the

or group reflective exercises, group discussion, self-or group window shopping.

assessment, dyadic or triadic interactions, puzzles, *Posted on the wall the definition of converse, inverse,

simulations or role-play, cybernetics exercise, gallery walk

and contrapositive.

and the like may be created. Clear instructions should be

considered in this part of the lesson. *Each group will be given statement and they are

going to identify whether it is conditional,

converse, inverse and contrapositive

statement.

* Then they are going to post their statement

accordingly.

1. If a figure is a polygon, then it is not a

circle.

3. If a number is prime, then the number

is 2.

4.If a figure is a polygon, then it is not a

circle.

5. If two line segments have the same

length, then they are congruent.

included to serve as a guide for the teacher in clarifying key Follow Up Questions from the activity:

understandings about the topic at hand. Critical points are

1. How did you know that those statement belong to

organized to structure the discussions allowing the learners

to maximize interactions and sharing of ideas and opinions converse, inverse and contrapositive?

about expected issues. Affective questions are included to 2. Differentiate conditional, converse, inverse and

elicit the feelings of the learners about the activity or the contrapositive?

topic. The last questions or points taken should lead the

learners to understand the new concepts or skills that are to

be presented in the next part of the lesson.

4.4 Abstraction (10 minutes). This outlines the key Teacher’s Input

concepts, important skills that should be enhanced, A conditional statement is an “if-then

and the proper attitude that should be emphasized.

statement which is composed of two clauses:

This is organized as a lecturette that summarizes the

learning emphasized from the activity, analysis and the if-clause and the then clause. We can

new inputs in this part of the lesson. 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 called the hypothesis

and the q statement is called the conclusion

p→q

Converse

The converse of a conditional is

formed by switching the hypothesis

and the conclusion.

The converse of p → q is q → p

Inverse

Negate the hypothesis and the

conclusion

The inverse of p → q, is ~p → ~q

Contrapositive

Negate the hypothesis and the

conclusion of the converse

The contrapositive of p → q, is ~q

→ ~p.

Example:

Write the (a) inverse, (b) converse, and (c)

contrapositive of the statement.

If two angles are vertical, then the

angles are congruent.

(a) Inverse: If 2 angles are not vertical, then

they are not congruent.

(b) Converse: If 2 angles are congruent, then

they are vertical.

(c) Contrapositive: If 2 angles are not

congruent, then they are not vertical.

ensure the commitment of the learners to do something to

apply their new learning in their own environment.

Transform each conditional statement to converse,

inverse and its contrapositive

1. All congruent segments have the same length.

* If two segments are congruent then, they have the

same length.

Converse:

* If two segments have the same length then, they are

congruent.

Inverse:

* If two segments are not congruent then, they don’t

have the same length.

Contrapositive:

* If two segments don’t have the same length then,

they are not congruent

2. All congruent angles have the same angle measure.

* If two angles have the same measure, then they are

congruent.

Converse:

* If two angles are congruent, then they have the same

measure.

Inverse:

* If two angles don’t have the same measure, then

they are not congruent

Contrapositive:

* If two angles are not congruent, then they don’t have

the same measure.

3. The measure of an acute angle is between 0 and 90.

* If measure of an angle is between 0 and 90, then it is

an acute angle.

Converse:

* If it is an acute angle, then measure of an angle is

between 0 and 90.

Inverse:

* If measure of an angle is not between 0 and 90 then,

it is not acute angle.

Contrapositive:

* If it is not an acute angle, then measure of an angle is

not between 0 and 90.

4. Equilateral triangle is equiangular.

* If a triangle is equilateral then, it is equiangular

Converse:

* If a triangle is equiangular, then it is an equilateral

triangle

Inverse:

* If a triangle is not equilateral, then it is not

equiangular.

Contrapositive:

* If a triangle is not equiangular then, it is not an

equilateral triangle

5. All whole numbers are integers.

* If a number is whole number then it is an integer

Converse:

* If it is an integer then, it is a whole number

Inverse:

* If the number is not whole number then, it is not an

integer.

Assess whether learning objectives have been met for a

specified duration, b) Remediate and/or enrich with

appropriate strategies as needed, and c) Evaluate whether

learning intentions and success criteria have been met.

(Reminder: Formative Assessment may be given before,

during, or after the lesson). Choose any from the

Assessment Methods below:

a) Observation Investigation, Role Play, Oral

(Formal and informal observations of learners’ performance Presentation, Dance, Musical

or behaviors are recorded, based on assessment criteria) Performance, Skill Demonstration,

Group Activity (e.g. Choral

Reading), Debate, Motor &

Psychomotor Games, Simulation

Activities, Science Experiment

b) Talking to Learners / Conferencing Hands-on Math Activities, Written

(Teachers talk to and question learners about their learning Work and Essay, Picture Analysis,

to gain insights on their understanding and to progress and Comic Strip, Panel Discussion,

clarify their thinking) Interview, Think-Pair-Share,

Reading

(Teachers judge the quality of products produced by Concept Maps/Graphic Organizer,

learners according to agreed criteria) Project, Model, Artwork, Multi-

media Presentation, Product made

in technical-vocational subjects

Ended Question, Practicum, Pen

Given the converse, write the conditional

(Teachers set tests or quizzes to determine learners’ ability to

demonstrate mastery of a skill or knowledge of content) and Paper Test, Pre and Post Test, statement.

Diagnostic Test, Oral Test, Quiz

1. If A is a right angle, then mA 90

of the conditional statement.

1. If two line segments have the same

length, then they are congruent.

Given the contrapositive, write the inverse

of the conditional statement.

1. If A and B are not

complementary, then

mA mB 90 .

2. If a figure is a polygon, then it is not a

circle.

4.7 Assignment (__ minutes). Fill-in below any of the four purposes:

lesson

Enriching / inspiring the day’s lesson

Enhancing / improving the day’s Create an “if-then” statement of each issues and transform into Converse,

lesson Inverse, and contrapositive.

1. Laziness

2. Tardiness

Preparing for the new lesson

work on something; to bring something to an

end) (__ minutes). “If you trust God, then everything will be fine.”

Describe how you will complete the lesson and

bring the work to a conclusion/end. This can be

done by:

a) Summarizing; recapitulating.

b) Providing a brief but affective closing activity

such as a strong quotation, a short song, an

anecdote, parable or a letter that inspires the

learners to do something to practice their new

learning.

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,

transfer of lesson to the following day, in cases of class suspension, etc.

6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be

done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them

relevant questions. Indicate below whichever is/are appropriate.

A. No. of learners who

earned 80% in the

evaluation.

require additional

activities for

remediation.

C. Did the remedial

lessons work? No.

of learners who

have caught up

with the lesson.

D. No. of learners who

continue to require

remediation.

E. Which of my

learning strategies

worked well? Why

did these work?

F. What difficulties

did I encounter

which my principal

or supervisor can

help me solve?

G. What innovation or

localized materials

did I use/discover

which I wish to

share with other

teachers?

Prepared by:

Position/Designation: T-3 Division: CEBU PROVINCE

Contact Number: 09368568853 Email address: estela.gedoquio@deped.gov.ph

FACILITATOR Process Observer Class Manager

Education Program Supervisor, HRDD-Ro7 EPS, CLMD, RO7

Appendices:

2. Visual Aid no. ( Math Store)

3. Power Point no.1

4. Power Point no. 2

5. Power Point no. 3

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