General SENIOR

HIGH
Mathematics SCHOOL

Module

Logical Operators 13
Quarter 4
General Mathematics
Quarter 4 – Module 13: Logical Operators
First Edition, 2020

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Published by the Department of Education Division of Pasig City

Development Team of the Module

Writer: Christopher J. Cruz and Rommel John L. Aballe
Editor: Nenet M. Peñaranda
Reviewers: Louela A. Dolotina and Ma. Lourdes Espino
Illustrator: Name
Layout Artist: Name
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, Ed. D.
OIC-Assistant Schools Division Superintendent
Victor M. Javena, Ed. D.
Chief - School Governance and Operations Division
Manuel A. Laguerta, Ed. D.
Chief - Curriculum Implementation Division
Education Program Supervisors
1. Librada L. Agon, Ed. D., EPP/TLE
2. Liza A. Alvarez, Science
3. Bernard R. Balitao, Araling Panlipunan
4. Joselito E. Calios, English
5. Norlyn D. Conde, Ed. D., MAPEH
6. Wilma Q. Del Rosario, LRMS
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8. Perlita M. Ignacio, Ph. D., ESP/SPED
9. Dulce O. Santos, Ed. D., Kinder/MTB
10. Teresita P. Tagulao, Ed. D., Mathematics

Printed in the Philippines by the Department of Education – Division of Pasig City

General SENIOR
HIGH

Mathematics SCHOOL

Module

13
Quarter 4

Logical Operators
Introductory Message

For the facilitator:

Welcome to the General Mathematics for Senior High School Module 13 on Logical
Operators!

This module was collaboratively designed, developed and reviewed by educators from
Schools Division Office of Pasig City headed by its Officer-In-Charge Schools Division
Superintendent, Ma. Evalou Concepcion A. Agustin in partnership with the Local
Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto.
The writers utilized the standards set by the K to 12 Curriculum using the Most
Essential Learning Competencies (MELC) while overcoming their personal, social,
and economic constraints in schooling.

This learning material hopes to engage the learners into guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs namely: Communication,
Collaboration, Creativity, Critical Thinking and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Moreover, you are expected to encourage and assist the learners
as they do the tasks included in the module.
For the learner:

Welcome to the General Mathematics Module on Logical Operators.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning material while being an active learner.

This module has the following parts and corresponding icons:

Expectation - These are what you will be able to know after completing the
lessons in the module

Pre-test - This will measure your prior knowledge and the concepts to be
mastered throughout the lesson.

Recap - This section will measure what learnings and skills that you
understand from the previous lesson.

Lesson- This section will discuss the topic for this module.

Activities - This is a set of activities you will perform.

Wrap Up- This section summarizes the concepts and applications of the
lessons.

Valuing-this part will check the integration of values in the learning

competency.

Post-test - This will measure how much you have learned from the entire
module.
 EXPECTATION
After going through this module, you are expected to:
1) define logical operators: negation, conjunction, disjunction, conditional
and biconditional;
2) perform the different types of operations on propositions.

PRETEST

I. Given: Let p: He has green thumb.

q: He is a senior citizen.
Convert each compound propositions into symbol.

_________1) He has green thumb and he is a senior citizen.

_________2) He does not have a green thumb or he is not a senior citizen
_________3) It is not the case that he has green thumb or is a senior citizen
_________4) If he has green thumb then he is not a senior citizen

II. Given: Let r: Toffie can swim.

s: Arjay plays the piano.
Write each symbolic statement in word.

1) rvs _______________________________________________________
2) r ^ ~s _______________________________________________________
3) ~(r v s) _______________________________________________________
4) ~(r ^ s) _______________________________________________________

RECAP
Directions: For the following compound propositions, classify each as negation (N),
conjunction (C), disjunction (D), conditional/implication (I) or biconditional (B) and
identify the logical connectives used.

____________1) Either today is a rainy day or today is a sunny day.

____________2) If fewer than 15 persons are in attendance, then the meeting will be
cancelled.
____________3) If her final exam score exceeds 50% then Princess will pass the course.
____________4) Justin Bieber has over one million followers on Twitter and Instagram.
____________5) It is not the case that it is Sunday today.
 LESSON

In this module you will learn the definition of logical operators and perform the
different types of operations on propositions.

Definition
The negation of the proposition p is denoted by ~p (“not p”)
Examples:
State the negation of the following propositions
• p: Everyone in Visayas speaks Cebuano.
~p: Not everyone in Visayas speaks Cebuano.

• p: 4 is an odd number.
~p: It is not true that 4 is an odd number.
~p: 4 is an even number.

• p: All candidates will get the second chance.

~p: Not all candidates will be given the second chance.
~p: Some candidates will not be given the second chance.

The conjunction of the propositions p and q is denoted by p ^ q (p and q)

Examples:
• p: 2 is a prime number
q: 2 is an even number.
p ^ q: 2 is a prime number and an even number.

• p: Indonesia is in Asia.
q: The capital of Indonesia is Jakarta.
p ^ q: Indonesia is in Asia and the capital of Indonesia is Jakarta.

The disjunction of the propositions p and q is denoted by p v q (p or q)

Examples:
• p: I will pass the Math exam.
q: I will be promoted.
p v q: I will pass the Math exam or I will be promoted.
p v q: Either I will pass the exam or I will be promoted.

• p: The number is an index.

q: The number is an exponent.
p v q: Either the number is an index or an exponent.

The conditional of the propositions p and q is denoted by p → q (If p,then q or p

implies q)
Examples:
• p: Patrick is in grade 11.
q: He is a senior high school student.
p → q: If Patrick is in grade 11 then he is a senior high school student.
 • p: Two sides of the triangle are congruent.
q: The angles opposite them are congruent.
p → q: If two sides of the triangle are congruent then the angles opposite them
are congruent.

The biconditional of the propositions p and q is denoted by p ↔ q (p if and only if q)

The proposition may also be written as “p iff q”
Examples:
• p: Patrick is in grade 11.
q: He is a senior high school student.
p ↔ q: Patrick is in grade 11 if and only if he is a senior high school student.

• p: Two sides of the triangle are congruent.

q: The angles opposite them are congruent.
p ↔ q: Two sides of the triangle are congruent if and only if the angles opposite
them are congruent.

Additional Examples

1) Let p: Philippines can beat COVID-19.

q: Filipinos strictly follow safety protocols.
Express the following compound statements in symbolic form
• Philippines can beat COVID-19 and Filipinos strictly follow safety protocols.
Answer: p ^ q

• If Philippines can beat COVID-19 then Filipinos strictly follow safety protocols.
Answer: p → q

• Philippines can beat COVID-19 but Filipinos do not strictly follow safety
protocols.
Answer: p ^ ~q

• Filipinos strictly follow safety protocols but Philippines cannot beat COVID-
19.
Answer: q ^ ~p

• Philippines cannot beat COVID-19 and Filipinos do not strictly follow safety
protocols.
Answer: ~p ^ ~q

• The statement Philippines can beat COVID-19 and Filipinos strictly follow
safety protocols is false.
Answer: ~(p ^ q)

2) Let p: The street is flooded.

q: My car cannot pass through.
For each symbolic logic give the verbal translation

a) p v q d) p ↔ q
b) p → q e) ~p ^ ~q
c) q → p
Answers:
a) Either the street is flooded or my car cannot pass through.
b) If the street is flooded then my car cannot pass through.
c) If my car cannot pass through then the street is flooded.
d) The street is flooded if and only if my car cannot pass through.
e) The street is not flooded and my car can pass through.

ACTIVITIES

Activity 1: Practice
Given: Let s: I like milk.
m: I like coffee.
Express the compound statements in symbolic form.
____________1) If I like coffee then I like milk.
____________2) I like milk or coffee.
____________3) I do not like milk but I like coffee.
____________4) I neither like milk nor coffee.
____________5) If I like milk then I do not like coffee.

Activity 2: Keep Practicing

Let u: Mathematics is difficult.
w: PE is easy.
For each symbolic logic give the verbal translation

1) u→ w
2) ~(~w)
3) ~w ^ u
4) w↔u
5) ~u v ~w

WRAP-UP

• How do you define logical operators?

• How do you perform the different types of operations on propositions?

The table below shows several symbols for connectives together with the respective
types of compound propositions.

Types of Statement Connective Symbol

Conjunction And/but ^
Disjunction Or v
Negation Not ~
Conditional/Implication If…then →
Biconditional if and only if (iff) ↔
 VALUING

In this module, we learn the different logical operators to connect simple proposition
and come up with correct arguments. At this point, we encounter difficult situations
due to COVID-19 pandemic. Thus, connection is very essential to everybody
especially with your family, friends, and community. As a learner, how do you
maintain your connections with your family, friends and community during the
current situation we are facing?

POSTTEST
I. Write the following statement in symbolic logic
p: Our overseas contract workers in the Arab countries lose their jobs.
q: There will be unemployment problem.
r: The crime rates will go up.
____________1) Our overseas contract workers in the Arab countries will not lose their
jobs or there will be unemployment problem.
____________2) There will be no unemployment problems even if overseas contract
workers in the Arab countries will lose their jobs.
____________3) It is false that overseas contract workers in Arab countries will lose
their job and there will be unemployment problems.
____________4) Our overseas contract workers in the Arab countries will lose their
jobs or there will be no unemployment problem.
____________5) The crime rates will go up if and only if there is an unemployment
problem.
II. Use the Venn Diagram showing freshmen and those taking photography.
Match each letter to the students it represents.
D
Photography
Freshmen

A B C

____________1) Juan is a freshman and is taking photography.

____________2) Alvin is a sophomore and is not taking photography.
____________3) Dea is sophomore and is taking photography.
____________4) Alejandro is a freshman and not taking photography.
 KEY TO CORRECTION

Pretest Recap
I.1) p ^ q 1) D/or 2) I/If…then 3) I/If…then 4) C/and 5) N/It is not the case
2) ~p v ~q
3) ~(p v q) Activity 1
4) p → ~q 1) m → s 2) s v m 3) ~s ^ m 4) ~s v ~m 5) s → ~m
II.1) Toffie can swim or Arjay plays the piano.
2) Toffie can swim and Arjay cannot play the piano.
3) It is not the case that Toffie can swim or Arjay can play the piano.
4) It is not the case that Toffie can swim and Arjay can play the piano.

Activity 2
1) If Mathematics is difficult then PE is easy. 2) It is false that PE is not easy.
3) PE is not easy and Mathematics is difficult. 4) PE is easy if and only if Mathematics is difficult.
5) Neither Mathematics is difficult nor PE is easy.

Posttest
I. 1) ~p v q 2) ~q → p 3) ~(p ^ q) 4) p ^ ~q 5) r ↔ q II. 1) B 2) D 3) C 4) A

REFERENCES
Balajadia, L. F., Gerona, J. L., Dizon, R. J., Diaz, R. A. (2019). MTAP-DepEd
Saturday Program in Mathematics Grade 11 Session 4. MTAP-NCR
Oronce, O. A. (2016). General Mathematics. Rex Book Store, Inc.
Regidor, B.T., Aoanan, G.O., Simbulas, L. J, Plarizan, M. P. (2016). General
Mathematics for Senior High School. C & E Publishing, Inc.,
Versoza, D. M., Apolinario, P. L., Tresvalles, R. M., Infante, F. N, Sin, J. L.,
Garces, I. M. (2016). General Mathematics: Learner’s Material.
Lexicon Press Inc,