DETAILED LESSON PLAN IN GRADE 8 MATHEMATICS

I. Objectives
At the end of the discussion, the students should be able to:
a. the hypothesis and conclusion;
b. determine the inverse, converse and contrapositive statement; and
c. apply inverse, converse and contrapositive statement.

II. Subject Matter

Topic: Conditional Statement
Reference: Jisela N. Ulpina. Math Builders – Grade 8: JO-ES Publishing House,
Inc. Philippines
Materials: Laptop, Projector, Visual Aids

III. Procedure/Methodology

TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES

A. Preliminary Activities
1. Prayer
- Everybody, please stand.
- May I request (name of student) to
lead the prayer.
A. Preliminary Activities
1. Prayer
(The students will stand and pray.)

2. Greetings 2. Greetings
- Good Morning/Afternoon Class - Good Morning/Afternoon Class

3. Cleaning
- Before you take your seats, kindly
pick up the pieces of papers on the
floor and arrange your chairs
properly.
3. Cleaning
(The students will pick up the pieces
of papers on the floor and arrange
their chairs properly.)

4. Checking of Attendance 4. Checking of Attendance

- Who is absent for today? - None ma’am.

5. Setting of Standards 5. Setting of Standards

- If I am talking here in front, you
should listen to me carefully.
- Don’t make any unnecessary noise
that will disturb to your seatmates.
- Is that clear? - Yes ma’am

B. Lesson Proper B. Lesson Proper

1. Review 1. Review
2. Motivation 2. Motivation
(The teacher will say a series of (The students will follow the
conditional statement.) instructions.)
 IF your name starts with a “J”,
THEN gives me a thumbs up.
 IF the month of your birthday is
March, THEN raise your both arms.
 IF your favorite ice cream flavor is
chocolate, THEN stick your tongue.
 IF you have crush in your class,
THEN says sana all.
 IF you love to learn, THEN
participate in the discussion.

C. Activity C. Activity
- Before we proceed to our
discussion, let’s have first an
activity.
- I will flash two (2) statements in the
class. The first statement will be
your basis to complete the second
statement or to give its conclusion.
- I’ll give you 60 seconds on each
statements to complete and write
your answer on a piece of paper.
- Is that clear? - Yes ma’am.

(The teacher will flash the (The students will answer the
statements.) following statements.)

(Refer to activity #2) (Refer to activity #2)

D. Analysis
- What did you do in the given
activity?
- What have you noticed to the
given second statements?
D. Analysis
- We completed the second
statement with its conclusion base
on the first given statement.
- The second statements were
written in “if… then” form.

- Can you now identify what is - Yes ma’am

conclusion?
E. Abstraction E. Abstraction
- From the given activity you’ve just
encountered conditional statements
or the if-then statements.
- You are already familiar with the
concept of this in your daily lives.
- Have you ever had a parent say
any of the following… “If you clean
your room, then you can go out with
your friends.” “If your homework is
done, then you can play video
games.” “If you do your chores all
week, then you can get your - Yes ma’am
allowance.”
- Those are an example of
conditional statements.
- Conditional statement or an if-
then statement is composed of two
clauses. From the given examples, - I think the two clauses are the if-
what do you think is the two clauses clause and the then-clause.
of the conditional statement?
- Very well said.
- The if-clause is the hypothesis
and the then-clause is the
conclusion of the conditional
statement.
- We can denote a letter for each
clause, p for if-clause or the
hypothesis and q for then-clause or
the conclusion.
- The statement is in the form, “If p,
then q.”
- Example, If you clean your room,
then you can go out with your
friends. - You clean your room.
- What do you think is our
hypothesis (p)? - You can go out with your friends.
- How about the conclusion?
- Very good.
-The measure of an acute angle is
between 0 and 90. Write the
statement in the if-then form. - If the angle is acute, then its
- Since you’ve already know how to measure is between 0 and 90.
rewrite the statement in if-then form
and you can identify the hypothesis
and conclusion, I will introduce you
the converse, inverse and
contrapositive of the conditional
statement.
- The converse of a conditional
statement is formed by switching
the hypothesis and conclusion. It is
in the form, “If q, then p.”
- The inverse statement is formed
when you negate the hypothesis
and conclusion of a conditional
statement. It is in the form, “If ~p,
then ~q.”
- The contrapositive statement is
formed when you negate the
hypothesis and conclusion of the
converse of a conditional statement.
It is in the form, “If ~q, then ~p.”
- For example, we have this
conditional statement “If m<J = 60,
then <J is acute.”
- What is the hypothesis (p)?
- How about the conclusion (q)? - m<J = 60
- What its converse statement? - <J is acute
- How about its inverse statement? - “If <J is acute, then m<J = 60.”
- “If m<J ≠ 60, then <J is not
- Its contrapositive statement? acute.”
- “If <J is not acute, then m<J ≠
- Very good. 60.”
- Write the converse, inverse and
contrapositive of this conditional - Converse: If a number is
statement, “If a number is divisible by 2, then it is divisible
divisible by 4, then it is divisible by 4.
by 2.” Inverse: If a number is not
divisible by 4, then it is not
divisible by 2.
Contrapositive: If a number is not
divisible by 2, then it is not
divisible by 4
F. Application F. Application
- I will group you into four (4)
groups.
- I will flash two statements. The first
is a conditional statement and the
second could be its converse,
inverse or contrapositive. (The students will listen to the instructions.)
- I will assign each corners to be the
converse corner, inverse corner and
contrapositive corner.
- Each group should have one
representative to identify each
statements.
- The representatives will go to the
corner which the given statements
belong.
IV. Evaluation
1
In sheet of paper, write the converse, inverse and contrapositive of each
2
conditional statement.
1. If m<P = 90°, then <P is a right angle.
Converse: _____________________________________________________
Inverse: ______________________________________________________
Contrapositive: _________________________________________________

2. If two planes intersect, then their intersection is a line.

Converse: _____________________________________________________
Inverse: ______________________________________________________
Contrapositive: _________________________________________________

3. Using p and q below, write the symbolic statement in words. Assume that p
and q are true. P: the value of x is 4 q: 3x + 2 = 14
p→q ____________________________________________________
~p→~q ____________________________________________________
q→p ____________________________________________________
~q→~p ____________________________________________________

V. Assignment
1
In sheet of paper, write your own conditional statement with its converse,
2
inverse, and contrapositive. Determine the truth value of each statement.
 Activity # 1 (JUDGE US)
Direction: Complete the second statement or give its conclusion base on the first statement.
1. Today is Thursday.
Conditional statement: If today is Thursday, then ______________________.
(tomorrow is Friday)
2. An integer that ends in 0 is divisible by 5.
Conditional statement: If an integer ends in o, then _________________.
(it is divisible by 5)
3. A rectangle has four right angles.
Conditional statement: If the figure is rectangle, then _____________________.
(it has four right angles)
4. Cheese contains calcium.
Conditional statement: If it is cheese, then __________________.
(it contains calcium)
5. Equilateral triangles are equiangular.
Conditional statement: If a triangle is equilateral, then __________________.
(it is equiangular)
Activity # 2
Direction: The first is a conditional statement and the second could be its converse, inverse,
or contrapositive.
Statement 1
If a fruit is yellow, then it is a banana.
If a fruit is not yellow, then it is not a banana. (CONVERSE)
Statement 2
If the sum of the measures of the interior angles of a polygon is 180°, then the polygon is a
triangle.
If a polygon is not a triangle, then the sum of the measures of its interior angles is not 180°.
(CONTRAPOSITIVE)
Statement 3
If the sum of two angle measures is 90°, then they are complementary.
If the sum of two angle measures is not 90°, then they are not complementary. (INVERSE)
Statement 4
If two angles are congruent, then they have the same measure.
If two angles have the same measure, then they are congruent. (CONVERSE)
Statement 5
If a polygon has six sides, then it is a hexagon.
If a polygon is not a hexagon, then it does not have six sides. (INVERSE)
Statement 6
If you add two even numbers, then the sum will also be even.
If the sum of two numbers is not even, then the two numbers you added were not even.
(CONTRAPOSITIVE)