Lesson Plan: Biconditional

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Grade: 11 - 12
Content Area: Math
1. Content and Standards:
A. CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.
B. CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of
others

2. Prerequisites:
A. Knowledge of:
a. Conditionals Statement and its truth values
b. Converse Statement and its truth values
c. Conjunctions and its truth values
d. Inverse and Contrapositive statements

3. Essential Questions:
A. What happens when we combine a conditional statement with its converse?
B. How does the truth value change in this case?

4. Materials and Equipment:

A. Computer/Laptop
B. Writing tablet and stylus
C. Software: Jamboard, Google Meets, Google Classroom, Google Slides
D. Course text: Amsco's preparing for qualifying examinations in mathematics.

5. Instructional Objective:
A. Students will be able understand and identify the truth values of biconditional statements

6. Instructional Procedures:
A. Before:
a. Jamboard Opening Activity: Warm-Up + Formative Task
i. Warm-up: Students will spend 5 minutes working on a Jamboard slide
assigned through Google Classroom.
1. Problems are created to review concepts relating to conditional and
converse statements.
2. I will then request for students to volunteer their responses to the
class.
a. If none of the students volunteer either in the chat or in the
meet, I would cold call a student until someone responds.
 3. I would also go into and look at their Jamboard assignments to
help facilitate the review.
4. Or we will review the problems as a class through questioning
techniques.
a. “What do you guys remember about the structure of
conditional statements? How about converse statements?”
b. What can anyone tell me about the truth values of each
statement?
ii. Formative Task: Students will spend 5-10 minutes working a problem that
continues off from the warm-up that utilizes concepts from this lesson.
1. Students will be given a definition of biconditional statement
a. “A biconditional statement is a conjunction between a
condition and the converse of the conditional statement”
b. Then are tasked to create a biconditional statement based
off of the previous statements.
2. Additional questions to ask the students:
a. What can you tell me about the truth value of this
statement?
3. When we go over the activity I would consider the following:
a. If I notice that there are a lot of responses, I would ask for
input from the class to help guide me.
b. If there are responses but no volunteers, I could cold call
the students or I could use their responses in the activity to
guide my responses.
c. If I notice that the students are struggling with the activity, I
would explain to them that the purpose of the assignment is
for them to try their best using what they know, so it is
alright to not be able to answer the problem.
i. If the student shows obvious confusion, then I
would suggest that we come back to the problems in
this activity after the end of the lesson as a form of
practicing and applying their knowledge before
going into the graded exit ticket.

B. During:
a. Recalling our previous lessons and our warm-up, I used questioning techniques to
ask the class to describe the structure of :
i. Conditional, and Converse, Inverse, and Contrapositive
 ii. In the process I would be writing down their responses on the Jam-board
to help students keep track of what they’ve said as well as to indicate that
their responses are valued.
1. “Expected Response:
a. “Conditional statements: p->q”
b. “Converse statements: q->p”.
c. “Inverse: ~p -> ~q.
d. “Contrapositive: ~q->~p”
e. “Conjunctions”
2. What do you notice about the direction of the statement?
a. “It only goes one direction”
b. I would then reference the formative task regarding the definition of biconditional
statements to indicate how it relates to conditional and converse statements.
i. This would help indicate the double directional arrow in notation: “<->”.
c. We would then explore the truth values of biconditional statements by applying
our understanding of conjunctions through examples.
i. When both statements are true
ii. When both statements are false
iii. When one of the statements is false
d. We will then summarize the truth value of biconditional statements together as a
class.
e. Next I introduce different types of notations used to represent biconditional
statements:
i. “If p then q and if q then p”
ii. “p-> q ⋀ q->p”
iii. “p if and only if q”
iv. “p iff q”
f. We will close with another example problem that the class would work with
independently before we reconvene to review as a class.

C. After:
a. If we did not complete the formative task, I would spend this time working
with the class to go over the problem.
b. I would then summarize the concepts we have learned in this lesson as
well as re-explain the objective of this lesson.
c. The students will then spend the remainder of class time completing their
exit ticket, which is through Google Classroom; which will be counted as
a classwork grade.
 d. If students complete classwork early they are encouraged to begin the
homework assignment which is to be completed before our next class.

7. Assessment:
Formative assessment:
A. Through the warm-up activity I am able to gauge each student's response to
determine if they were able to recall concepts from the previous section; which
would facilitate my decision to work in small group learning in breakout groups
during the formative task segment of the lesson.
B. Through the formative task activity, I am able to observe and gain an
understanding of the level that the students are at, regarding concepts and ideas on
inverse relations and functions. This will act as a pre-test regarding what the
students start the lesson knowing.
C. Throughout the lesson, I will also use check-in questions and other forms of
questioning techniques to continually gauge the student’s understanding and grasp
of the present knowledge.
D. Exit Ticket: Students will complete 6 questions in which they will apply the skills
they have learned directly after the lesson; while their thoughts are still fresh in
their minds. Based on their results, it will help me determine my next course of
action for the next lesson. The lowest grade they can receive is a 65.
E. Homework: Homework is graded on completion, so the students earn 100 in the
assignment as long as they try on the homework. This allows me to observe how
well the students are able to retain the information from this lesson after 48 hours.
I will also provide feedback to help students better understand the problems by
commenting on their submission through the assignment in Google Classroom.
F. The results from the exit ticket and homework would help guide my decision
regarding whether or not I should revisit the lesson:
a. If more than half the class correctly answers more than half of the
questions correctly and does well on the homework , I will move onto the
next lesson.
b. If more than half of the students did not answer more than half of the
questions correctly, I would revisit this in the next lesson; specifically
planning out activities/assignments to highlight and correct
misconceptions that were noticed in the classwork and homework.

8. Differentiated Instruction:
A. In Jamboard activity:
a. Warm-Up: Students who find themselves struggling with creating a conditional
and converse statement would be asked to put in the structure of conditional and
converse statements; using symbols of p and q only.
 B. Students will also have access to the Desmos activity up until a year after the date that the
lesson was instructed.
C. If students need extra help, we can create a break out room for small group learning for
the ELs; where the main teacher would work with the class while I would work with the
ELs for extra practice and help; this could be done during the formative task segment or
after the instruction ends (which is about 30 minutes before class ends)
D. Typically the lesson is completed with at least 30 minutes before the lesson ends, so
students potentially have 30 minutes to complete the classwork if necessary.
E. Although classwork is graded, the lowest a student can score is a 65.
a. E.g. If they were having a bad day and only obtained 2 correct answers (50
points) then we would still score it as a 65 in the grade book.
F. Homework is only graded on completion; so they earn 100 points as long as they try to
answer the questions on the homework.
G. Students will be provided with a copy of the PowerPoint slide deck used for this lesson
(which includes the vocabulary and concepts) and will also be provided with the
Jamboard of the work completed together as a class.

9. Resources:
A. Textbook:
Andres, R. J., & Bernstein, J. (2001). Amsco's preparing for qualifying examinations in
mathematics. New York, NY: Amsco School Publications.

B. PowerPoint Presentation:
https://docs.google.com/presentation/d/1hXzyJFCZH3vMIHf26wvtGCAHTQOP6_VEP9
9aJ5CjjCg/edit?usp=sharing

C. Jamboard:
a. 2nd Period:
i. Warm-up/Formative Task:
https://jamboard.google.com/d/1AFcXlpJySn8fADahAr2IuFvk2ZT4pGSF
LfCKJRbCxO0/edit?usp=sharing
ii. Instructional Procedures:
https://jamboard.google.com/d/1eywJlYR2rhYuQ2x8JA9VnPGwnmfT2a
XdaK8i_kh2B5U/edit?usp=sharing

D. Classwork:
a. https://docs.google.com/document/d/1hraQqSRo4tzmQHiC-HKKaZJV3DwUsW
cLWDR4O3nM3oo/edit?usp=sharing
E. Homework:
a.
https://docs.google.com/document/d/18cgbe3p0OtJn464yOtgfzuiMvRWOGJhtmi
yiKy37Hm8/edit?usp=sharing