Detailed Lesson Plan No.

____
Learning Area: General Mathematics
Quarter: 2
Week: 8
Grade Level: 11
Duration: 1 hour

The learner demonstrates understanding of key concepts of propositional logic;

Content Standard
syllogisms and fallacies.
Performance
Standard
The learner is able to judiciously apply logic in real-life arguments.

Learning
Competency
The learner determines the truth values of propositions.

Key Concept Truth Value of Propositions

At the end of 1-hour lesson, 85% of the students will be able to:
I. LEARNING a. analyze propositions/statements and determine its truth value;
OBJECTIVES b. construct conclusions to complete a conditional proposition; and
c. value the essence of logical reasoning and making propositions in our lives.
II. CONTENT DETERMINING TRUTH VALUE OF CONDITIONAL PROPOSITIONS
General Mathematics Grade 11 Learner’s Material pp 240, 251,252

Images from:
https://coolscienceexperimentshq.com/wp-content/uploads/2016/06/Light-Refraction-Science-
Experiment-Step-4.jpg
https://static.rappler.com/plugins/system/lazyload/blank.png
https://www.clipartkey.com/view/bmhbmw_thumbs-up-the-are-back-upthumbs-down-october/
References
Graph obtained from:
https://saylordotorg.github.io/text_elementary-algebra/
section_12/30e589964d41228110a7030944e8f706.jpg

Rubric for Panel Discussion obtained from:

http://www.users.on.net/~katef/detention/panel.htm
Laptop, Daylight Projector, Adhesives, Marker, Paper, Activity sheets and Learning Materials
Resources (materials for experiment- glass, water, paper; graph; pictures)

III. LEARNING
Teacher Students’ Responses
PROCEDURES
A. Preliminary 1. Prayer (Stand and pray)
Activities
(5 minutes) Dear God, we would like to thank You for
giving us another beautiful day to live and
share your gifts and blessings. We humbly
ask for Your guidance as we have our class
today. Bless us, our families and loved ones
and forgive us our trespasses. Please keep us
safe and away from any harm. Amen.

2. Greetings

Good morning students! Good morning Ms. Solitana! Good morning

classmates, good morning!

Please pick up the pieces of paper and (pick up garbage, arrange chairs and sit
arrange your chairs. If done, you may down)
take your seats.

How are we feeling today? Are you

comfortable with your seats? If you are We are feeling good ma’am. We are fine
not comfortable, then please tell me. with our seats.
 3. Checking of attendance

Who is/are absent for today?

Thank you for your responses. It is noted.

(Answer may vary)
4. Reminders/Rules

Classroom Rules:
a. Attention. Be attentive and ensure 100%
participation
b. Communication. Listen and share your
insights (Listens carefully)
c. Respect. Do not be a nuisance; behave
properly
d. Try. Mistakes are welcome
e. Get Involved. Interact with your
classmates.
f. Sanitize. Frequently sanitize your hands.
g. Enjoy! Have fun while learning

Before we proceed to another topic for today, I (Listens carefully)

want to test if you can still remember our
previous lesson.

Our topic was all about the introduction to

Propositions, its definition, examples and non-
examples.

Let me ask you, can you still remember, during

your English classes in the previous years, the 4
Types of sentences according to its use?

What are those 4 types? We have Declarative

sentence (usually ending in period; statement);
Interrogative sentence (asking); Imperative
Sentence (requesting or giving orders) and
Exclamatory sentence. Today, we will focus on
a type or Declarative sentence. *Indicator 1

Proposition is a DECLARATIVE sentence that

2. Review is either true or false but not both. If it is true
(3 minutes) then it is denoted by T, and if false, it is
denoted by F.

“MY THUMB SAYS”

Raise your thumbs up and say “OH YEAH” if
the posted sentence is a PROPOSITION and
thumbs down and say “OH NO” if it is NOT.

STATEMENTS: (Answers may vary)

1. Mindanao is an island of the Philippines.
(OH YEAH)
2. What is the domain of the function?
(OH NO)
3. 3 + 2 = 5 (OH YEAH)
4. Welcome to the Don Marcelino! (OH
NO)
5. Find a number divisible by 2 (OH NO)
3. Motivation Now, let us have a quick game of General (Listens carefully as the teacher gives
(5 minutes) Knowledge (Trivia). *Indicator 1 instructions)
 “LAST MAN STANDING”

Instructions:
a. All the students stand at the back.
b. The teacher posts 5 trivial statements and
the students must identify whether these
statements are TRUE or FALSE.
c. If the statement is true, they must form a
line in front of the BLUE SIGNAGE and
if the statement is false, they must form a
line in front of the RED SIGNAGE.
d. They only have 5 seconds to decide which
color they would choose.
e. The student who got incorrect answer sits
down and the student who got correct
answer must continue playing the game.
f. The last person/s standing shall receive a
PRIZE.

TRIVIAL STATEMENTS:
1. Clouds are heavier than liquid water
(TRUE: it is 1,000 times heavier) (Plays the game)
2. An anagram is a sentence or expression
that uses all the letters of the alphabet.
(FALSE, it is called a Pangram)
3. Any number divided by zero (0) is zero
(0) (FALSE; it is undefined)
4. Indonesia is the largest archipelagic
country in the world. (TRUE: with 17,499
islands)
5. Mt. Everest is the tallest planetary
mountain in the solar system (FALSE:
Olympus Mons on Mars)

Conditional Proposition – a kind of proposition

denoted by p → q; which means if p, then q
Where:
proposition p is the hypothesis/antecedent
4. Unlocking of proposition q is the conclusion/consequent
Terms
(2 minutes) Example: If 5 is a factor of 10, then 10 is
divisible by 5. (if-then statements)
If it rains tomorrow, then we’ll stay at home.
If I study tonight, then I’d get a high score for
the test.
B. Developmental
Activities
“WHAT’S TRUE, WHAT’S NOT” (Listens carefully as the teacher instructs)
*Indicator 1, 5 and 7

Instruction:
1. Groups are divided according to the subject
area they are most inclined in (based on
diagnostic test and profiling done at the start
of classes).
2. Each group will receive activity sheets and
1. Activity
learning materials.
(10 minutes)
3. They must write their answers on the
provided material and must finish the activity
in 3 minutes.
4. They must present and explain their output
to the class

Scoring Rubric:
 5 points - correct answer
  3 points - attempt to answer (wrong
answer)
 1 point – no answer at all
Presentation of Output:
 5 points – manifests comprehensive
and elaborate presentation
 3 points – often manifests
comprehensive and elaborate
presentation
 1 point – little or no manifestation of
comprehensiveness and elaboration

(The teacher presents the groupings. After, (Students go to their respective groups)
she lets students to go to their respective
groups)

(Distributes activity sheets and learning (receives activity sheets and learning
materials) materials)

You may start now.

GROUP 1: (SCIENTISTS –MAGIC
ARROWS)

Using the following materials: Glass, Water

and paper and marker
a. Get a sheet of paper, and draw two arrows
on it. Make the arrows point in the same
direction.
b. Fill a glass with water.
c. Slowly lower the piece of paper behind the
glass of water.
d. Look through the glass of water and watch
what happens.

Analyze the following questions:

1. Which direction do the arrows originally
point to? (Answer may vary)
2. After looking through the glass of water,
what happened to the direction of the arrows?
(Answer may vary)

Based on the experiment, determine whether

the ff. propositions are True (write T) or
False (write F).

p: The arrows were put behind the glass of

water. (T)
q: When looking through the glass of water,
the direction of the arrows appears to
change. (T)
p→q: If the arrows were put behind the
glass of water, then looking through the
glass of water its direction appears to
change. (T)
 GROUP 2: (LINGUISTS – DO YOU
AGREE WITH ME?)
Refer to the following sentence:

Answer the ff:

What is the subject in the sentence? Is it
plural or singular? (Charisse; singular)
Which is the predicate? Is it plural or singular
form? (Has participated; singular form)

Referring to the sentence, determine whether

the ff. propositions are True (write T) or false
(F)

p: The subject of the sentence is singular (T)

q: The predicate is in plural form (F)
p→q: If the subject of the sentence is
singular, then the predicate is in plural form.
(F)

GROUP 3: (MATHLETES – WHERE

THE GRAPH GOES)
Analyze this graph of a parabola:

Answer the ff:

1. What is the leading coefficient? (1) Is it
positive or negative? (positive)
2. Where does the parabola opens? Upward
or Downward? (Upward)

Based on your analysis on the given

parabola, determine whether the ff.
propositions are True (write T) or False
(write F)
p: The leading coefficient of the function is
negative (F)
q: The graph opens downward(F)
p→q: If the leading coefficient of the
function is negative, then the graph opens
downward (T)
2. Analysis Now after accomplishing the tasks, let us
(5 minutes) ponder on these questions:

1. Throughout the activity, what was your To determine whether given propositions
common task? were true or false.

2. So, for the activity for group 1, they are The proposition p is True and proposition q is
 given 3 propositions. What have you noticed True, therefore proposition p→q is True.
for their truth value? What can you conclude?

3. What about for group 2? What can you The proposition p is True and proposition q is
conclude? False, therefore proposition p→q is False.

4. For group 3? What are your observations and The proposition p is False and proposition q
what can you conclude from it? is False, therefore proposition p→q is True.

There you go! You have now determined the

truth value of different Conditional
Propositions.
3. Abstraction Very good! (Listens attentively)
(10 minutes)
But what about if p is false and q is True?
According to its rule, the conditional statement
would be True. Odd as it may seem but even
though its hypothesis is false, and knowing that
its conclusion may be true or false, the
conditional is TRUE.

Example: If 13 is an even number, then 7 is an

odd number. This conditional statement is True.

*Indicator 1
To sum it all up, Conditional Proposition has
some sort of pattern to easily determine their
truth value.
p q p→q
T T T
T F F
F T T
F F T

Note that in some cases, this may not apply.

But it is important that you should carefully
examine and understand the propositions before
giving its truth value.

Do you have any questions?

Since conditional proposition talks about

hypothesis, conclusions and its truth value,
what is its implication to our lives?

I am going to show a video. Just observe how

person exhibits her reasoning shown by the
video. (“BAWAL LUMABAS VIDEO” by
KIM CHIU) *Indicator 7

My intention of showing this video is not to

make fun of Kim Chiu’s statement, rather to
value the essence of propositions and logical
reasoning in our lives.

What have you observed from the video? (Answers may vary)
Is her reasoning logical or comprehensive?

Did you experience some instances in your life

where you couldn’t grasp someone’s message
and reasoning?

Do you think logical reasoning enhances your

skills in communication?
 Now, what really is the essence of propositions
and logical reasoning?
Conditional proposition can be applied in many
ways, even in small ones (even in our daily
conversation)
Good reasoning skills can lead you to many
opportunities and also enhances your
communication skills.
“IF WHAT, WHAT THEN?”
*Indicator 1,5,7
This is an activity of sharing one’s ideas to
complete a thought. Each group must construct
conclusions to the given hypotheses that is
based on their personal experiences (any
answer is welcome) to complete a conditional
proposition. They will present their output after
5 minutes.
Suggested: It is important especially in
developing our critical thinking and
reasoning skills (scientific skills). It is also
essential so that you can communicate your
ideas comprehensively and logically.
Group 1: Self
1. If I will practice healthy living, then
______.
2. If I save money, then ______________.
3. If I practice proper hygiene, then ______.
Group 2: Self and Others
1. If I respect others’ privacy, then _______.
2. If I would be kind to others, then ______.
3. If I treat others fairly, then _______.

Scoring Rubric: Group 3: Self and Community

4. Application  5 points - correct answer 1. If I actively join in community outreach
(10 minutes)  3 points - attempt to answer (wrong programs, then _________.
answer) 2. If I obey policies, then ___________.
 1 point – no answer at all 3. if I follow health protocol, then _______.
Presentation of Output:
 5 points – manifests comprehensive
and elaborate presentation
 3 points – often manifests
comprehensive and elaborate
presentation
 1 point – little or no manifestation of
comprehensiveness and elaboration

“TRUTH TABLE”
*Indicator 1, 7

Students are given task cards. They must answer the following with a partner.

Fill in the truth table by determining whether the propositions are True (write T) or False (write
F).
Refer to the given equation: √ 64=8
IV. ASSESSMENT
(5 minutes)
Proposition p q p→q
1. If the square-root of 64 is 8, then 8 times 8 T T T
equals 64.
2. If 64 is an odd number, then 8 is an even F T T
number
3. If 64 is divisible by 8, then 64 is not divisible T F F
by 4.

*Indicator 1,5 and 7 (Answers may vary)

Make an argument in the form of panel
discussion using conditional propositions about
Covid-19 vaccination for all.
V. ASSIGNMENT
The class will be divided into two groups via
counting-off. Each group will present at least 3
propositions. Presentation will be on the next
meeting.

VI. REFLECTION
 A. Number of learners who earned 80% in the assessment. _____________
B. Number of learners who require additional activities for remediation who scored below 80%. ___________
C. Did the remedial lessons work? Number of learners who have caught up with the lesson.______________
D. Number of learners who needs to continue to remediation. ______________
E. Which of my teaching strategies works well? Why did these work? ________________

Prepared by: Thea Andrea E. Solitana

SPST I

Process Observers:

Maria S. Miguel Jimmy L. Gonday

MT I MT II

Regina Hermenegildo Genciano M. Cambalon

MT I Principal I
 Communication Beginning Developing Good Skills Excellent Skills
(2 points) (3 points) (4 points)
(5 points)
Correct sentence Coherence of Still require a lot of Errors do not Few grammatical
construction argument suffers work on the part of interfere with the errors and no stress
from many the listener to meaning – listening on the part of the
grammatical errors. understand. stress is less. listener.

Pronunciation Errors interfere Errors still require Errors do not Pronunciation is

strongly with a lot of work on the interfere with the good with few or no
meaning. Very part of the listener meaning – listening errors. Easy to listen
difficult to follow. to understand. stress is less. to.

Appropriate Speaker unable to Speaker still Speaker has Speaker able to find
vocabulary find appropriate grasping at use of enough word attack appropriate
words to convey appropriate to convey general vocabulary with
clear meanings. vocabulary meaning. ease.

Well organised Arguments not Arguments Arguments staged Arguments well

oral text with staged – no logical partially staged, but well, and most staged and
staging development. sequencing is still developed developed logically.
confusing. logically.

Gives information Rarely supports Sometimes Usually supports Always supports

with supporting argument with supports argument argument with argument with
evidence evidence. with evidence. evidence. evidence.

Demonstrates Never asks other Makes short, Attempts more Can formulate
understanding of panellists for simple comments detailed precise comments
other panellists’ clarification, or on other panellists’ clarification or and clarification of
views/able to makes a comment arguments. comments on other other panellists’
clarify on their argument. panellists’ arguments.
arguments.

Rubrics for Panel Discussion