TRUTH VALUES OF

PROPOSITIONS & FORMS OF

CONDITIONAL PROPOSITIONS
for General Mathematics
Senior High School (CORE)
Quarter 2 / Week 7

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 FOREWORD

This Self-Learning Kit for General Mathematics is

designed specifically for Grade 11 students in the Senior
High School. Thus, a modest background in junior high
school mathematics is important, written in a precise,
readable, and conventional manner to facilitate students’
understanding of the subject.
It is aligned with the BEC of the Department of
Education following the prescribed MELCs (Most Essential
Learning Competencies.
It has the following features proven to be valuable
aids to learning Mathematics even at home.
What Happened
This section contains pretest on determining the truth
value of a simple proposition and review of the prior
knowledge of conditional propositions.
What You Need To Know (Discussion)
This section includes the discussion on how to identify
the truth value of a proposition and the different forms of
conditional propositions. Each one is properly illustrated
and well-labeled as it gives examples that clearly
emphasizes the applicability of a mathematical concept.
What Have I Learned (Evaluation/Post Test)
The exercises contained in this section are guaranteed
to build mathematical comprehension, skills, and
competence to judiciously apply logic in real-life
arguments. These serve as tool to identify the learners’
areas of strengths and difficulties.

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 LESSON
TRUTH VALUES OF PROPOSITIONS
1

OBJECTIVES:
K. Expresses propositions in symbols
S. Determines the truth value of a proposition
A. Shows appreciation in the importance of the
truth value of propositions to real life situations

I. WHAT HAPPENED
PRE-TEST
Direction: Read and analyze each compound propositions. Determine the
value of each proposition whether TRUE or FALSE. Write your answers on your
activity sheets/notebook.

1. 3 is odd and prime.

2. 5 is a factor and multiple of 25.
3. 2 = 4
4. If 3 + 7 = 4, then 7 – 4 = 3
5. A group of dogs is a heard or a group of horses is a flock.
6. A square is a polygon if and only if the square is a rectangle.
7. The diagonals of a square are parallel if and only if the square is a
quadrilateral.
8. Dumaguete is the capital city of the province of Negros Oriental.
9. If 2 + 5 = 7 then 2 – 5 = 7
10. Parallel segments intersect at a point if and only if the segments have
one endpoint.

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REVIEW:
A compound proposition can be a true statement or a false statement.
The truth of compound statements depends upon the truth values of the
statements occurring in them. It may be summarized in the following truth
table.
𝑝 𝑞 ~𝑝 𝑝∧𝑞 𝑝∨𝑞 𝑝→𝑞 𝑝↔𝑞
T T F T T T T
T F F F T F F
F T T F T T F
F F T F F T T

II. WHAT YOU NEED TO KNOW

DISCUSSION:
CONSTRUCTING TRUTH TABLE
A truth table shows all possible truth value combinations of two or more
given propositions. The number of rows of the table can be computed using
the formula 2𝑛 , where n is the number of propositions.
Let p and q be two propositions, to identify the number of rows, we have
2 = 2 , is 4. Therefore, there are 4 rows in the truth table. However, if there are
𝑛 2

3 propositions, then 2𝑛 = 23 , is 8. Therefore, there are 8 rows in the truth table.

The possible combination of truth value is illustrated as follows:
For n=2, then 4 rows: For n=3, then 8 rows:

p q p q r
T p q
T
T p q r
T
F T T F T T T
T
T T F T T T F
F F
F F T F T
F T
T F F
T
F F T F T T
F
F F T F
T
F F F T
F
F F F

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Example 1: Let p and q be propositions. Construct the truth table of the
following compound proposition

1.a. (p˅q)˄p 1.b. (p→q)˄(p˅q).

p q p˅q (p∨q) ∧p p q p→q p˅q (p→q)∧(p∨q)

T T T T T T T T T
T F T T T F F T F
F T T F F T T T T
F F F F F F T F F

1.c. ~(p∧q) 1.d. ~(p→~q)

p q p∧q ¬(p∧q) p q ¬q p→¬q ¬(p→¬q)

T T T F T T F F T

T F F T T F T T F

F T F T F T F T F

F F F T F F T T F

*Remember: In constructing truth table, start with the column with the simple
compound proposition then to the complex compound proposition.

Example 2: Express the following propositions in symbols, where p, q, r and s are

defined as follows, and find its truth value.
p: John is a big eater.
q: Carl plays guitar.
r: Mark likes to travel.
s: Ces is a performer.
2.a. John is a big eater and Mark likes to travel.
2.b. It is not true that Carl plays guitar and Ces is a performer.
2.c. If John is a big eater or Carl plays guitar, then Mark likes to travel.

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Solution 2.a: John is a big eater and Mark likes to travel.
p ∧ r

p∧r p q p∧q

T T T

T F F

F T F

F F F

Solution 2.b: It is not true that Carl plays guitar and Ces is a performer.
~ q ∧ s

q s q∧s ~(q∧s)
q∧s
T T T F

T F F T

F T F T

F F F T

Solution 2.c: If John is a big eater or Carl plays guitar, then Mark likes to travel.
→ p ∨ q r

(p ∨ q)→r p q r p ∨ q (p ∨ q)→r

T T T T T

T T F T F

T F T T T

T F F T F

F T T T T

F T F T F

F F T F T

F F F F T

*A proposition that is always true is called a tautology (T), while a proposition

that is always false is called a contradiction (C).

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III. WHAT HAVE I LEARNED
POST TEST:
Write your answers on your activity sheets/activity notebook.

A. Determine the value of the following propositions.

1. ~(p∨~q)

2. ~p↔~q

3. ~(~p→q)

4. (p∧q)→~(q↔p)

B. Express the proposition in symbolic form and find its truth value.

5. It is not true that a ray has a fixed length or segment has endpoints.

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 REFERENCES

Crisologo, Leo Andrie A., et al. 2013. General Mathematics Teacher’s Guide.
Department of Education-Bureau of Learning Resources

Faylogna, Frelie T., Lanilyn L. Calamiong, and Rowena C. Reyes. 2018. General
Mathematics. Sta. Ana, Manila: Vicarish Publications and Trading, Inc.

Orines, Fernando B. 2016. Next Century Mathematics 11. Quezon City: Phoenix
Publishing House, Inc.

8
 SYNOPSIS AND ABOUT THE AUTHOR

This Self Learning Kit (SLK) will enable learners to

apply the key concepts of propositional logic and
judiciously apply it in real life arguments.
Learners are expected to determine the truth values
of propositions.
Let’s appreciate, discover, enjoy and create
meaningful learnings in (General Mathematics) through
the concepts of logarithmic functions.

AUTHOR
LITTIE BETH SANGILAN BERNADEZ. Graduate of bachelor of Secondary
Education Major in Mathematics at Cebu Normal University, Cebu City
and with Completed Academic Requirements for Master of Arts in
Education Major in Mathematics at the same university. A Microsoft
Education Ambassador since 2017, SHS District Planning Coordinator
of La Libertad 1 and STEM Strand Head at La Libertad Technical-
Vocational School SHS. Stationed at La Libertad Technical-Vocational
School, La Libertad District 1.

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 KEY ANSWER
LESSON 1
PRE-TEST:
1. TRUE 2. FALSE 3. TRUE 4. TRUE 5. FALSE
6. TRUE 7. FALSE 8. TRUE 9. TRUE 10. TRUE

POST TEST:
A.
1. ~(p∨~q) 2. ~p↔~q
p q ~q p∨~q ~(p∨~q) p q ~p ~q ~p↔~q

T T F T F T T F F T

T F T T F T F F T F

F T F F T F T T F F

F F T T F F F T T T

3. ~(~p→q) 4. (p∧q)→~(q↔p)

p q ¬p ¬p→q ¬(¬p→q) p q p∧q q↔p ~(q↔p) (p∧q)→~(q↔p)

T T F T F T T T T F F

T F F T F T F F F T T

F T T T F F T F F T T

F F T F T F F F T F T

B. 5. It is not true that a ray has a fixed length or segment has endpoints.
¬ p ∨ q

~(p∨q)
p q p∨q ~(p∨q)

T T T F

T F T F

F T T F

F F F T

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 LESSON FORMS OF CONDITIONAL PROPOSITIONS
2

OBJECTIVES:
K: Identifies the different operations of propositions
S: Performs the different operations of propositions
A: Develops perseverance and patience in
performing the different operations of propositions

I. WHAT HAPPENED
PRE-TEST:
Direction: Read and analyze each conditional proposition. Identify the
hypothesis (premise or antecedent) and the conclusion (consequent) of the
following conditional propositions. Write your answer in your activity
sheet/notebook.

1. If two diagonals of a quadrilateral are congruent, then the corresponding

opposite sides are congruent.

2. If number n is a multiple of 2, then n is even.

3. Studying hard is a necessary condition for you to pass the exam.

4. Cael will go to town only if Adrielle eats cheese.

5. Polygons are isosceles whenever the polygons are equilateral triangles.

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II. WHAT YOU NEED TO KNOW
DISCUSSION:
A conditional proposition is a compound proposition that uses
the logical connectivity If…then.

Equivalent Forms of “If p, then q”, in symbols p→q

p implies q q whenever p
If p, q p only if q
p is a sufficient condition for q q if p
q is a necessary condition for p q follows from p
not p unless q all p are q
Illustrative Example:
Let p and q be propositions. Construct the truth tables for each of the
following conditionals:
a. p→q
b. q→p
c. (~p)→(~q)
d. (~q)→(~p)

p q ~p ~q p→q q→p (~p)→(~q) (~q)→(~p)

T T F F T T T T
T F F T F T T F
F T T F T F F T
F F T T T T T T

*Note that the fifth and eighth columns are the same,
so (p→q) ⟺ [(~q)→(~p)] “read as, p implies q is logically equivalent to the
negation of q implies negation of p”. Likewise, the sixth and the seventh
columns are identical, it follows that (q→p) ⟺ [(~p)→(~q)], “read as, q implies
p is logically equivalent to the negation of p implies negation of q”.
Hence, these conditional mentioned above are the different forms of
conditional propositions.

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FORMS OF CONDITIONAL PROPOSITIONS:

Definition:
Suppose p and q are propositions. From the conditional proposition:
p→q, three other conditional statements can be derived:

a. Converse: q→p
b. Contrapositive: (~q)→(~p)
c. Inverse: (~p)→(~q)

A conditional and its contrapositive have the same truth values.

A conditional and its converse do not necessarily have the same truth
values.

Example 1. Consider the conditional proposition:

p→q: If the sun rises in the East, then it sets in the West.
a. Converse (q→p):
If the sun rises in the West, then it sets in the East.
b. Contrapositive [(~q)→(~p)]:
If the sun does not rise in the West, then it does not set in the East.
c. Inverse [(~p)→(~q)]:
If the sun does not rise in the East, then it does not set in the West.

Example 2. Let p and q be the DENR environmental slogan: “If you can’t reuse
plastic, then refuse it”. State the converse, contrapositive, and the inverse of
the conditional proposition.
a. Converse (q→p):
If you refuse plastic, then you can’t reuse it.
b. Contrapositive [(~q)→(~p)]:
If you can’t refuse plastic, then reuse it.
c. Inverse [(~p)→(~q)]:
If you can reuse plastic, then do not refuse it.

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Example 3. Determine the converse, contrapositive, and the inverse of the
conditional proposition: “Whenever she will be given the chance to perform
on stage, Sarah will sing all her pop songs”.
a. Converse (q→p):
If Sarah will sing all her pop songs, then she will be given the
chance to perform on stage.
b. Contrapositive [(~q)→(~p)]:
If Sarah will not sing all her pop songs, then she will not be given
the chance to perform on stage.
c. Inverse [(~p)→(~q)]:
If Sarah will not be given the chance to perform on stage, then
she will not sing all her pop songs.

III. WHAT HAVE I LEARNED

POST TEST
Direction: Read and analyze each conditional proposition. Determine the
converse, contrapositive, and the inverse of the following conditional
propositions. Write your answer in your activity sheet/notebook.

1. If the clothes are neatly stacked and pressed, then the house help arrived
today.

2. If it did not flood yesterday, then the streets are dry today.

3. Whenever Cael studied alone, he got the highest score in class.

4. Her parents gave her monetary allowance if Adrielle accompanied her

parents to the PTA meeting.

5. If Mariah hit the highest whistle note, then the audience gave her a standing
ovation.

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 REFERENCES

Crisologo, Leo Andrie A., et al. 2013. General Mathematics Teacher’s Guide.
Department of Education-Bureau of Learning Resources

Faylogna, Frelie T., Lanilyn L. Calamiong, and Rowena C. Reyes. 2018. General
Mathematics. Sta. Ana, Manila: Vicarish Publications and Trading, Inc.

Orines, Fernando B. 2016. Next Century Mathematics 11. Quezon City: Phoenix
Publishing House, Inc.

15
 SYNOPSIS AND ABOUT THE AUTHOR

This Self Learning Kit (SLK) will enable learners to

apply the key concepts of propositional logic and
judiciously apply it in real life arguments.
Learners are expected to illustrate the different
forms of conditional propositions.
Let’s appreciate, discover, enjoy and create
meaningful learnings in (General Mathematics) through
the concepts of logarithmic functions.

AUTHOR
LITTIE BETH SANGILAN BERNADEZ. Graduate of bachelor of Secondary
Education Major in Mathematics at Cebu Normal University, Cebu City
and with Completed Academic Requirements for Master of Arts in
Education Major in Mathematics at the same university. A Microsoft
Education Ambassador since 2017, SHS District Planning Coordinator
of La Libertad 1 and STEM Strand Head at La Libertad Technical-
Vocational School SHS. Stationed at La Libertad Technical-Vocational
School, La Libertad District 1.

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 KEY ANSWER
LESSON 2
PRE-TEST:
1. Hypothesis: Two diagonals of a quadrilateral are congruent.
Conclusion: The corresponding opposite sides are congruent
2. Hypothesis: Number n is a multiple of 2.
Conclusion: n is even.
3. Hypothesis: You study hard.
Conclusion: You pass the exam.
4. Hypothesis: Cael will go to town.
Conclusion: Adrielle eats cheese.
5. Hypothesis: Polygons are isosceles.
Conclusion: polygons are equilateral triangles.

POST TEST:
1. If the clothes are neatly stacked and pressed, then the house help arrived today.
a. Converse (q→p):
If the house help arrived today, then the clothes are neatly stacked and pressed.
b. Contrapositive [(~q)→(~p)]:
If the house help did not arrive today, then the clothes are not neatly stacked and
pressed.
c. Inverse [(~p)→(~q)]:
If the clothes are not neatly stacked and pressed, then the house help did not arrive
today.
2. If it did not flood yesterday, then the streets are dry today.
a. Converse (q→p):
If the streets are dry today, then it did not flood yesterday.
b. Contrapositive [(~q)→(~p)]:
If the streets are not dry today, then it flooded yesterday.
c. Inverse [(~p)→(~q)]:
If it flooded yesterday, then the streets are not dry today.
3. Whenever Cael studied alone, she got the highest score in class.
a. Converse (q→p):
If Cael got the highest score in class, then she studied alone.
b. Contrapositive [(~q)→(~p)]:
If Cael did not get the highest score in class, then she did not study alone.
c. Inverse [(~p)→(~q)]:
If Cael did not study alone, the she did not get the highest score in class.
4. If Adrielle accompanied her friends to the museum, then they studied history.
a. Converse (q→p):
If Adrielle’s friends studied history, then she accompanied them to the museum.
b. Contrapositive [(~q)→(~p)]:
If Adrielle’s friends did not study history, then she did not accompany them to the
museum.
c. Inverse [(~p)→(~q)]:
If Adrielle did not accompany her friends to the museum, then they did not study history.
5. If Mariah hit the highest whistle note, then the audience gave her a standing ovation.
a. Converse (q→p):
If the audience gave Mariah a standing ovation, then she hit the highest whistle note.
b. Contrapositive [(~q)→(~p)]:
If the audience did not give Mariah a standing ovation, then she did not hit the highest
whistle note.
c. Inverse [(~p)→(~q)]:
If Mariah did not hit the highest whistle note, then the audience did not give her a
standing ovation.

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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA, EdD

Assistant Schools Division Superintendent

MARCELO K. PALISPIS, EdD

Assistant Schools Division Superintendent

NILITA L. RAGAY, EdD

OIC - Assistant Schools Division Superintendent
CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ELISA L. BAGUIO, EdD

Division Education Program Supervisor – MATHEMATICS

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

LITTIE BETH S. BERNADEZ

Writer

LITTIE BETH S. BERNADEZ

Lay-out Artist
_________________________________

ALPHA QA TEAM
RICKLEOBEN V. BAYKING
LITTIE BETH S. BERNADEZ
MERCYDITHA D. ENOLPE
RONALD TOLENTINO

BETA QA TEAM
RICKLEOBEN V. BAYKING
LITTIE BETH S. BERNADEZ
GIL S. DAEL
MARIA SOLEDAD M. DAYUPAY
MARIA ACENITH D. PASTOR
JEE LIZA T. INGUITO
MERCYDITHA D. ENOLPE
RONALD G. TOLENTINO

ENHANCEMENT TEAM
MERCYDITHA D. ENOLPE
RICKLEOBEN V. BAYKING
DIDITH T. YAP

DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible learning modality to the
teachers and learners of the Division of Negros Oriental. The contents of this module are carefully researched, chosen, and evaluated to
comply with the set learning competencies. The writers and evaluator were clearly instructed to give credits to information a nd illustrations
used to substantiate this material. All content is subject to copyright and may not be reproduced in any form without expressed written consent
from the division.

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