Tarlac State University

COLLEGE OF TEACHER EDUCATION

CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Re-accredited Level IV by the Accrediting Agency of Chartered Colleges and Universities of
the Philippines (AACUP), Inc.

Detailed Lesson Plan | Mathematics 8

I. Objectives
A. Content Standards
· The learner demonstrates understanding of key concepts of logic and
reasoning.
B. Performance Standards
· The learner is able to communicate thinking with coherence and clarity in
formulating and analyzing arguments.
C. Learning Competencies
· Determines the inverse, converse, and contrapositive of an if-then statement.
(M8GE-IIg-1)
D. Objectives
At the end of the lesson, students should be able to:
· 1.1 Determine the Inverse, Converse, and Contrapositive of an if-then
statement.
· 1.2 Writes the Inverse, Converse and Contrapositive of an if-then statement.
· 1.3 Appreciate the application of Inverse, Converse, and Contrapositive of an
if-then statement in real-life scenarios and situations.
II. Content
Topic: Conditional Statements
Sub. Topic: Determining the inverse, converse, and contrapositive of an if-then
statement.

III. Learning Resources

References: Mathematics Quarter 2-Module 9: Reasoning, Mathematics 8 Learner’s
Module.
Other Learning Resources/Materials:
https://www.mometrix.com/academy/converse-inverse-and-contrapositive/
#:~:text=Our%20converse%20statement%20would%20be,then%20it%20is
%20NOT%20raining.%E2%80%9D. Chalkboard, Smart TV, Power point
presentation
Teaching Strategies: Interactive Teaching Strategy
III. Procedure
Teacher’s Activity Student’s Activity
A. Preparation
1. Greetings
Good morning/afternoon class! Good morning/afternoon, Sir
2. Prayer (student)
3. Checking of attendance

B. Review

What did we discuss yesterday? Conditional Statements, Sir.

Very good!
How do we define conditional
statement? Conditional statements are formed by
joining two statements p and q using the
words if and then.
Good job!
Conditional statements are also
called? If-then statements, Sir.
Alright, correct!
The p statement stands for what? Sir, hypothesis.
Great job!
How about the q statement? Sir, conclusion.
That’s right!
Last question, what should we do if a
given conditional statement doesn’t
have the words if and then in it? We are going to transform it to an
equivalent if-then statement, Sir.
Great job!

It seems like you really have learned

a lot from our past discussion, now
before we proceed with our next
topic. Let us first have an activity.

C. Motivation

GUESS ME!
Direction: I will flash some
collection of images that corresponds
for a single word and you are going
to guess what is that word using the
said images. (4 pics, one-word type)
 1.

CONTRAPOSITIVE.

2.

INVERSE.

3.

CONVERSE
D. Presentation of the Lesson

The activity that we had a while

ago has something to do with our
main lesson for today. We are about
to explore and discover more about
those words as we go further in this
discussion.

E. Lesson Proper

Inverse, Converse, and

Contrapositive

Generally, the conditional if p then q

is the connective most often used in (Students listening carefully)
reasoning. However; with some
changes in words in the original
statement, additional conditionals can
be formed. These new conditionals are
called the inverse, the converse, and
the contrapositive.

Inverse is a statement formed by

negating the hypothesis and (Students familiarizing inverse)
conclusion of the original conditional.
Symbolically, the inverse is written as
(~p ⇒~q). The symbols for the inverse
may be read as: not p, implies not q or
if not p, then not q. “Opposite”

Example:
Conditional statement: “If it is raining,
then the grass is wet.”
Inverse: If it is not raining, then the
grass is not wet.

Converse is a statement formed by

interchanging the hypothesis and the
conclusion i.e., original conditional (Students familiarizing converse)
(p⇒q) is written as (q ⇒p). Notice that
the symbols for converse may be read
as ‘q implies p’ or ‘if q, then p’.
“Switch positions”

Example:
Conditional statement: “If it is raining,
then the grass is wet.”
Converse: If the grass is wet, then it is
raining.

Contrapositive is a statement formed

by negating both the hypothesis and
conclusion (p⇒q) and also then (Students familiarizing contrapositive)
interchanging these negations (~ q
⇒~p). “Combination of inverse and
converse”

Example:
Conditional statement: “If it is raining,
then the grass is wet.”
Contrapositive: If the grass is not wet,
then it is not raining.
First step: Get the inverse.
“If it is not raining, then the grass is
not wet.”
Second step: Get the converse of the
inverse.
“If the grass is not wet, then it is not
raining.”
We can summarize how to convert the
statement in terms of p and q. Study
the table below.

F. Application (Students identifies the difference of each

conditional)
Activity: Con-In-Con!

Direction: Write each conditional

statement in a Converse, Inverse and
Contrapositive format. I will give
you 10 minutes to finish the activity.
After that, I will call some of you to
share their output in class.

1. If you attend classes regularly,

then you learn a lot.
Inverse: ______________________
Converse: ____________________
Contrapositive: ________________ (Students start to answer the activity)

2. If two lines intersect at right angle,

then they are perpendicular.
Inverse: ______________________
Converse: ____________________
Contrapositive: ________________

3. If David will go to the party, then

Marie will stay at home.
Inverse: ______________________
Converse: ____________________
Contrapositive: ________________

4. If the air is polluted, then the

 H. Evaluation
Activity: Sort it OUT!

Direction: In each box, you are given two statements. The first is a conditional statement,
and the second could be its converse, inverse, or contrapositive. Color the boxes BLUE if it
belongs to converse group, RED if an inverse group, and GREEN if in contrapositive group.

Assignment
Direction: Write the inverse, converse and contrapositive of the following statements.

1. If today is Sunday, then it is a holiday.

2. If two angles are congruent, then they have the same measure.3. If it rains, then I will
stay at home.
4. I will dance only if you sing.
5. I will go if he stays.
6. We leave whenever he comes.
7. Brandon will win the race if he attends rigid training.
8. If you are intelligent, then you will pass the exam.
 V. Reflection
A. No. of learners who earned 80% in the evaluation
_________________________________________________________________
B. No. of learners who required additional activities for remediation who scored
below 80%
_________________________________________________________________
C. Did the remediation work? No. of learners who have caught up in the lesson
_________________________________________________________________

D. No. of learners who continue to require remediation

_________________________________________________________________
E. Which of my teaching strategies worked well? Why these worked?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
F. What difficulties did I encounter which my principal or supervisor can help
me solve?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
G. What innovation or localized materials did I use/discover which I wish to
share with other teachers?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Prepared by:
ARVIN JAY A. MILLO
Student Teacher

Checked/Reviewed by:
REY V. ANDAYA
Cooperating Teacher

Noted:
LYDIA L. BUSTOS
HT-VI, Mathematics Dept.

Approved:
YOLANDA M. GONZALES
EdD
Principal IV