Subject: Math Date: March 6th, 2020

Lesson Topic: Counter Examples/Invalid Proofs Length: 60 mins

Grade: 20-2 Teacher: Vanessa Wilson

Alberta Program of Study

General Outcome:
Develop number sense and logical reasoning

Specific Learning Outcome:

1. Analyze and prove conjectures, using inductive and deductive reasoning, to solve
problems

Objectives
Student will ….
• Understand what a counterexample is
• Know how to use counterexample to prove a conjecture is wrong
• Understand what an invalid proof is
• Know how to find and correct a proof with an error

Materials
• Invalid Proofs
• Prove Me Wrong Worksheets

Procedure
Bell Work
• Last day of Simplifying Radicals work
- Students will self-mark, chart their results and hand-in their best bell work for a
mark

Introduction
• Introduce students to counterexamples by presenting a conjecture to students (ex. all
birds can fly) and ask them to provide examples that prove this conjecture wrong,
followed by introducing the term counterexample
- Provide a few conjectures with counterexamples until students are confident
(ex. all mammals live on land, all prime numbers are odd)
• Introduce an invalid proof and ask students if they can find the error – would this
proof work if the error was corrected?
- Give examples of math errors (ex. dividing by zero, not using distributive law
or polynomial division accurately) and false assumption errors that they
could encounter (ex. sky is pink – find counter example)
Activity – Prove Me Wrong
• It will be the student’s job to identify how each of the nine provided proofs are invalid
by providing counterexamples and/or locating the mathematical errors.
- There is an error in each proof
- Students may use the internet if they are struggling to find the error
- May work individually or with a partner, but each student will be required
to hand in own worksheet
• If students finish their Prove Me Wrong assignment before the bell, they can work on
their Number Puzzle Project until the bell rings

Evaluation
Formative
Observing student’s ability to solve the Prove Me Wrong examples, taking note of which ones
they are struggling with, and which ones did/didn’t the students decide to answer

Summative
Marking handed in work against requirement on sheet

Reflection
Next time clarify that they can just state false assumption for numerical false assumptions
and not need to prove a counterexample (example: 5=0)

Ensure proofs are located around the classroom so the students have to get up move around,
interact student they normal may not choose to.