Republic of the Philippines

Department of Education
Region VIII
Division of Calbayog City
Calbayog District V
TRINIDAD NATIONAL HIGH SCHOOL
Trinidad, Calbayog city

A DETAILED LESSON PLAN IN MATHEMATICS 8

SCHOOL Trinidad National High School GRADE LEVEL Grade 8
TEACHER Dearwin E. Gallamora LEARNING AREA Mathematics
DATE & TIME March 3, 2024 QUARTER Quarter 3
(8:30-9:30) - Tarangban Falls
(9:45-10:45) - Pan-as Falls
(1:30-2:30) - Larik Falls
(2:30-3:30) - Busay Falls

I. Objectives
MELCs: The learner writes a proof (both direct and indirect). (M8GE-lli-j-1)
At the end of the lesson, students will be able to:
1. Define direct proof and indirect proof;
2. Differentiate a direct proof from an indirect proof; and
3. Write direct proof and indirect proof.

II. Subject Matter

TOPIC: Writing Direct Proof and Indirect Proof
REFERENCE: Mathematics Learner’s Material, Math 8 SLM’s
MATERIALS: Laptop, PowerPoint Presentation and Smart TV

III. Procedure

Teacher’s Activity Student’s Activity

A. Preliminary Activities

1. Opening Prayer
Everybody, please stand up, let us pray. (The teacher will (Students will stand up, bow their
call one student to lead the prayer) heads and pray)

2. Greeting
Good morning, class! Good morning, Sir.

3. Securing the cleanliness

Okay, before you take your seats, please pick up the (Students will follow the
pieces of dirt under your chairs and arrange it properly. instructions and sit down)

4. Checking of Attendance
(The teacher will call the students one by one if they are Present, Sir.
present or absent)
 B. Motivation

Activity: Equality Express

Directions: To illustrate each of the given property, fill in

the blanks with the correct number to complete the
following mathematical statements. Write your answers on
a separate sheet of paper.

Properties of Equality
1. Addition Property of Equality
If 3 + 2 = 5, then (3 + 2) + 4 = 5 + _

2. Subtraction Property of Equality

If 5 + 1 = 6, then (5 + 1) – 2 = _ - 2

3. Multiplication Property of Equality

If (4)(_)(2) = 12(2)

4. Division Property of Equality

If (8)(2) = 16, then (8)(2)/__ = 16/__

5. Transitive Property of Equality

If 7 + 5 = 12 and 12 = 10 + 2, then 7 + __ = __ + 2

C. Presentation

In this lesson, your previous knowledge about properties of

equality and inequality, congruence, as well as definitions
and postulates in Geometry will be put to test as these are
necessary information in making proofs because our topic
for today is all about Writing Direct Proof and Indirect
Proof.

Here are the lesson objectives:

At the end of the lesson, the students will be able to:

(The teacher will instruct the students to read the lesson (Selected students will read the
objectives) lesson objectives)

1. Define direct proof and indirect

proof;
2. Differentiate a direct proof from
an indirect proof; and
3. Write direct proof and indirect
proof.

1. Activity

Before we proceed to our discussion, let’s have first an (The students will listen)
activity.

Knowing the validity of the hypothesis in the previous

lesson about conditional statements is an important skill to
form statements of proof and make generalization. Thus,
you are now ready to study the types of proofs.

Activity: Prove Me Right!

Directions: Study and examine how each of the proof below

presents its way of proving the given statement. Then, (The students will follow the
answer the questions that follow. Write your answers on a directions)
separate sheet of paper.

Prove that if 𝟑𝒙 + 𝟔 = 𝟏𝟖 then 𝒙 = 𝟒.

Given: 3𝑥 + 6 = 18
Prove: 𝑥 = 4

Proof A:
(The students will take note)

Statements Reasons
1. 3𝑥 + 6 = 18 Given
2. 3𝑥 + 6 − 6 = 18 − Subtraction Property of
6 Equality
3𝑥 = 12
3𝑥 12 Division Property of Equality
3. 3 = 3
𝑥=4
Proof B:
Let 𝑥 ≠ 4. If 𝑥 ≠ 4, then 𝑥 < 4 or 𝑥 > 4 (The students will examine)
Situation 1: If 𝑥 < 4

Statements Reasons
1. 𝑥 < 4 Given
2. 3𝑥 < 3(4) Multiplication Property of Equality
3. 3𝑥 < 12 Simplification
4. 3𝑥 + 6 < 12 + 6 Addition Property of Equality
5. 3𝑥 + 6 < 18 Simplification

Notice that if 𝑥 ≠ 4, then 3𝑥 + 6 < 18. Therefore, this is a

contradiction to the given that 3𝑥 + 6 = 18.
(The students will listen)
Situation 2: If 𝑥 > 4

Statements Reasons
1. 𝑥 > 4 Given
2. 3𝑥 > 3(4) Multiplication Property of Equality
3. 3𝑥 > 12 Simplification
4. 3𝑥 + 6 > 12 + 6 Addition Property of Equality
5. 3𝑥 + 6 > 18 Simplification

Notice that if 𝑥 ≠ 4, then 3𝑥 + 6 > 18. Therefore, this is a

contradiction to the given that 3𝑥 + 6 = 18.
 (The students will listen)

2. Analysis

Questions:

1. What can you say about Proof A? Proof B? (Student A will answer)
2. Is there a difference between Proof A and Proof B? (Student B will answer)
If yes, what is the difference? If no, why do you say so?
3. Why is it important to know how to write proofs given (Student C will answer)
a problem or a situation?

3. Abstraction

This time let’s have our discussion. (The students will listen)

In the previous activity, two methods of proof were used to

prove the given statement – Direct Proof and Indirect Proof.
Demonstrating understanding on how to develop these
proofs will be easier by considering some of the Properties
of Equality, Inequality and Congruence including Postulates
as cited below:

Properties of Equality (The students will take note)

Let 𝑎, 𝑏, and 𝑐 be real numbers.

Properties Statements
Reflexive Property 𝑎=𝑎
Symmetric Property If 𝑎 = 𝑏, then 𝑏 = 𝑎.
Transitive Property If 𝑎 = 𝑏 and 𝑏 = 𝑐, then 𝑎 = 𝑐.
Addition Property If 𝑎 = 𝑏, then 𝑎 + 𝑐 = 𝑏 + 𝑐.
Subtraction Property If 𝑎 = 𝑏, then 𝑎 − 𝑐 = 𝑏 − 𝑐.
Multiplication If 𝑎 = 𝑏, then 𝑎𝑐 = 𝑏𝑐.
Property
Division Property If a = b and c ‡ 0, then a/c = b/c.

Properties of Inequality
Let 𝑎, 𝑏, and 𝑐 be real numbers. (The students will listen)

Properties Statements
Addition Property If 𝑎 < 𝑏, then 𝑎 + 𝑐 < 𝑏 + 𝑐
Subtraction Property If 𝑎 < 𝑏, then 𝑎 − 𝑐 < 𝑏 − 𝑐
If 𝑎 < 𝑏, and 𝑐 > 0, then 𝑎𝑐 < 𝑏𝑐.
Multiplication If 𝑎 > 𝑏, and 𝑐 > 0, then 𝑎𝑐 > 𝑏𝑐.
Property If 𝑎 > 𝑏, and 𝑐 < 0, then 𝑎𝑐 < 𝑏𝑐.
If 𝑎 < 𝑏, and 𝑐 < 0, then 𝑎𝑐 > 𝑏𝑐.
Division Property
If a<b and c>0, then a/c <
b/c.
If a<b and c<0, then a/c >
 b/c.
(The students will take note)
Postulates

Postulates Statements
Segment
Addition ̅𝐴𝐵̅̅̅ + ̅𝐵𝐶̅̅̅ = ̅𝐴𝐶̅̅̅
Postulate
Angle Addition
Postulate

∠𝐴𝐵𝐷 + ∠𝐷𝐵𝐶 = ∠𝐴𝐵𝐶

A proof is a logical argument in which each statement you (The students will listen)
make is supported/justified by given information, definitions,
axioms, postulates, theorems, and previously proven
statements.
Note:
• An axiom is any mathematical statement that serves
as a starting point from which other points are logically
derived.
• A postulate is a statement that is accepted without
proof.
• A theorem is a statement accepted after it is proved
deductively.

There are two methods in writing proof. These include:

1. Direct Proof
2. Indirect Proof
Direct proof is a type of logical reasoning that uses
accepted facts to reason in a step-by-step manner until the
desired statement is obtained.
Steps in writing a direct proof:
1. Assume the statement 𝑝 is true.
2. Use what you know about 𝑝 and other facts as
necessary to deduce that another statement 𝑞 is true, that
is to show 𝑝→𝑞 (if p then q) is true.

Two-Column Form is one way of organizing a proof. This (The students will take note)
consists of two columns, one for statements and one for
reasons.

Illustrative Example 1.
If 2 (3𝑥 + 4) = 56, then 𝑥 = 8.
Given: 2 (3𝑥 + 4) = 56
 Prove: 𝑥 = 8

Proof:

Statements Reasons
1. 2(3𝑥 + 4) = 56 Given
2. 2(3𝑥) + 2(4) = 56 Distributive Property of
Equality
3. 6𝑥 + 8 = 56 Simplification
4. 6𝑥 + 8 – 8 = 56 – 8 Subtraction Property of
Equality
5. 6𝑥 = 48 Simplification
6𝑥 Division Property of
6. = Equality
6
7. 𝑥 = 8 Simplification
(The students will listen)
Illustrative Example 2.

Given: ̅𝐴𝐵̅̅̅ = ̅𝐶𝐷̅̅̅

Prove: ̅𝐴𝐶̅̅̅ = ̅𝐵𝐷̅̅̅

Proof:

Statements Reasons
1. ̅𝐴𝐵̅̅̅ = ̅𝐶𝐷̅̅̅ Given
2. ̅𝐵𝐶̅̅̅ = ̅𝐵𝐶̅̅̅ Reflexive Property
3. ̅𝐴𝐵̅̅̅ + ̅𝐵𝐶̅̅̅ = ̅𝐶𝐷̅̅̅ + ̅𝐵𝐶̅̅̅ Addition Property of Equality
4. ̅𝐴𝐶̅̅̅ = ̅𝐴𝐵̅̅̅ + ̅𝐵𝐶̅̅̅ Segment Addition Postulate
̅ 𝐷̅̅̅ = ̅𝐵𝐶̅̅̅ + ̅𝐶𝐷̅̅̅
𝐵
5. ̅𝐴𝐶̅̅̅ = ̅𝐵𝐷̅̅̅ Substitution Property

Indirect proof is a type of proof in which a statement to be (The students will take note)
proved is assumed false (by negation) and if the
assumption leads to an impossibility, then the statement
assumed false has been proved to be true.
Steps in writing an indirect proof:
1. Identify the statement you want to prove. Assume
temporarily that this statement is false by assuming that its
opposite is true.
2. Reasons logically until you reach a contradiction.
3. Point out that the desired conclusion must be true
because the contradiction proves the temporary
assumption false.

Illustrative Example 1.
If 𝑥 = 2, then 3𝑥 − 4 ≠ 8.
Given: 𝑥 = 2
Prove: 3𝑥 − 4 ≠ 8
Proof:

Statements Reasons
1. 3𝑥 − 4 = 8 Negation (Indirect proof
assumption)
2. 3𝑥 − 4 + 4 = 8 + 4 Addition Property of Equality
3. 3𝑥 = 12 Simplification
4. (3𝑥) = (12) Multiplication Property of
Equality
5. 𝑥 = 4 Simplification

But 𝑥 = 4 contradicts the given statement that 𝑥 = 2. Since

our assumption is false therefore, 3𝑥 − 4 ≠ 8 is true.

Illustrative Example 2. (The students will listen)

Given: ⃗𝐸𝐷⃗⃗⃗⃗ is not perpendicular to ⃗𝐸𝐹⃗⃗⃗⃗

Prove: and are not complementary

Proof:

Statements Reasons
1. Suppose and are Indirect proof
complementary. assumption
2. The sum of the measures
of complementary angles
is .
3. Angle Addition Postulate
𝐷𝐸𝐹
4. 𝐷𝐸𝐹 Substitution
5. 𝐷𝐸𝐹 is a right Definition of Right Angle
angle
6. ED EF Definition of
Perpendicularity
Note that statement 6 is a contradiction to the given
hypothesis that ⃗𝐸𝐷⃗⃗⃗⃗ is not perpendicular to ⃗𝐸𝐹⃗⃗⃗⃗ ,
hence, the assumption that and are complementary must (The students will take note)
be false and it follows that and are not complementary.
Going Back
Let us look back at the Prove Me Right Activity on page 7
where you were asked to determine the difference between
the types of proof used given one statement. Considering
the discussions presented, Proof A clearly illustrates direct
proof since the proof uses accepted facts to reason in a
step-by-step manner until the desired statement is
obtained. While Proof B shows how a given statement is
proved using indirect proof since the proof started with an
assumption opposite to the given statement until a
contradiction is reached in the process.

4. Application

Directions: Fill in the blanks by choosing your answers from (The students will follow the
the box. We will play a “stop the music and answer” for this direction)
activity.

2(b + 1) = -6 2b + 2 = -6 2b/2 = -8/2

Subtraction Addition Property Multiplicative
Property of of Equality Property of
Equality equality

Prove that if 2(𝑏 + 1) = −6, then 𝑏 = −4.

Given:2(𝑏 + 1) = −6
Prove: 𝑏 = −4

Proof: (The students will participate)

Statements Reasons
1. 2(𝑏 + 1) = −6
2. Distributive Property of Equality
3. 2𝑏 + 2 − 2 = −6 −
2
4. 2𝑏 = −8 by Simplification
5. Division Property of Equality (The students will answer)
6.𝑏 = −4

IV. Evaluation

Directions: Prove the given statement using ONLY ONE of the two methods (direct proof or
indirect proof) which you find easier to use. Write your answers on ½ sheet of paper.

If (𝑥 + 10) = 3, then 𝑥 = 5
Prove: (𝑥 + 10) = 3
Given: 𝑥 = 5

I. Assignment
 Advanced study about Mathematical System.

Prepared by:
Dearwin E. Gallamora
BSED MATH PRACTICE TEACHER

Checked by:
Mr. Eduardo R. Bautista Jr.
Cooperating Teacher