Lesson Plan for Quarter 2 Week 6 in Mathematics 8

A plan for Quarter 2 week 6

1. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
CITY SCHOOLS DIVISION OF BACOOR
EASTERN BACOOR NATIONAL HIGH SCHOOL
Queen’s Aisle St., Queen’s Row Central, Bacoor City, Cavite
Tel. No. [phone]



Teacher: ROSETE, MA. RICA MAE M. Inclusive Dates: December 11-December 15, 2023
Learning Area: MATHEMATICS Grade Level: 8

DAY: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
DATE: December 11 December 12 December 13 December 14 December 15
I. LEARNING
COMPETENCIES

Content Standard The learner demonstrates understanding of key concepts of logic and reasoning
Performance Standard The learner is able to communicate mathematical thinking with coherence and clarity in formulating and analyzing arguments
Most Essential
Learning Competency
(MELC):

 Determines the inverse, converse and contrapositive of an if-then statement
II. LEARNING
OBJECTIVES
 Recap all
transforming
statement to if-then
statement.
 Write the converse
of the given
statement
 Relate the converse
of conditional
statement to real
life situations.
 Recall transforming
statement to if-then
statement.
 Write the inverse of the
given statement.
 Evaluate each
basis/reasoning for each
argument.

 Identify the
hypothesis and
conclusion of a
conditional
statement.
 Formulate the
converse, inverse
and contrapositive
of the if-then
statement.
 Find pleasure in
formulating the
contrapositive of
the if-then
statement


III. LEARNING
CONTENT

2. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
CITY SCHOOLS DIVISION OF BACOOR
EASTERN BACOOR NATIONAL HIGH SCHOOL
Queen’s Aisle St., Queen’s Row Central, Bacoor City, Cavite
Tel. No. [phone]


Topic Converse Statement Inverse Statement
Contrapositive
Statement

Skills
Listening, Reasoning,
Logical Thinking
Listening, Reasoning, Logical
Thinking
Listening, Reasoning,
Logical Thinking

References
CO_Q2_Module 11 pages 6-
10
Learning Material 324-325
CO_Q2_Module 11 pages 6-10
Learning Material 324-325

CO_Q2_Module 11 pages 6-
10
Learning Material 324-325

Materials
 Whiteboard
 Projector
 Laptop
 Slide deck
 Worksheets
 Whiteboard
 Projector
 Laptop
 Slide deck
 Worksheets

 Whiteboard
 Projector
 Laptop
 Slide deck
Worksheets

Subjects Integrated Araling Panlipunan, English English English
Values Focused Respect
Hard work, Attentiveness,
Perseverance

A. PREPARATORY
ACTIVITIES

1. Daily Routine
 Prayer
 Greeting
 Checking of
Attendance
 Classroom
Routines
 Prayer
 Greetings
 Checking of Attendance
 Classroom Routines
 Prayer
 Greetings
 Checking of Attendance
 Classroom Routines

2. Motivation
Groupings. 4 groups.

1
st
group will make if
then statement about
school.
2
nd
group will make if
then statement about
church.
3
rd
group will make if
then statement about
mall.
Grouping: (Divide the learners
into 5 groups).
Physical and Mental Exercise
Mechanics:
1. Each group will make a
circle and hold each members
hand.
2. The facilitator will make a
conditional statement and
every group must follow.
Begin the class by
presenting a real-life
scenario or a simple
statement, such as "If it's
raining, then the ground is
wet." Ask students to
express this statement in
different ways and prompt
them to think about its
logical equivalents.

3. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
CITY SCHOOLS DIVISION OF BACOOR
EASTERN BACOOR NATIONAL HIGH SCHOOL
Queen’s Aisle St., Queen’s Row Central, Bacoor City, Cavite
Tel. No. [phone]


4
th
group will make if
then statement about
social media.

In 6 minutes finished or
not finish, each group
will passed their work,
and 1 point for each
correct usage of if then
statement.
3. Ten points or perfect points
as their starting points for
their performance and minus
one for each incorrect
movement or not keeping
their hands holding each
other.

B. ACTIVITY
PROPER

1. Presentation/
Introduction
(relating to previous
lesson and explaining
the importance of the
lesson)
1. Show images
representing diverse
cultures, languages,
socio-economic
backgrounds, and
religious practices.
2. Ask students to silently
observe and think about
how different
backgrounds might
influence one's
perspective on
communication and
understanding.
Complete the table below
Opposite Negation
Black Not
Black
Pass Fail
No Not no
or yes
Do Do not

Negation and opposite are
almost the same but different
in some aspect like in
example 1 and 2.
Vacant periods intended
for designing and
planning lessons for the
succeeding days
Define the concept of
contrapositive statements: a
statement formed by
negating both the
hypothesis and the
conclusion of a conditional
statement and then
switching them. Use the
earlier example to
demonstrate the process of
forming the contrapositive.

2. Modelling
(I DO)
1. Discuss the basics of
converse statements by
using simple conditional
statements and
demonstrating how to
form their converse
statements.
Explain and demonstrate the
process of identifying and
constructing inverse statements.
Provide additional examples and
guide students through
identifying the hypothesis and
conclusion of conditional
statements, then forming their
inverses. Encourage active
Present a few more
examples of conditional
statements and guide the
students through the
process of creating their
contrapositives. Encourage
active participation by
asking them to provide their
own examples or to create

4. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
CITY SCHOOLS DIVISION OF BACOOR
EASTERN BACOOR NATIONAL HIGH SCHOOL
Queen’s Aisle St., Queen’s Row Central, Bacoor City, Cavite
Tel. No. [phone]


2. Use culturally neutral
examples initially to
introduce the concept of
converse statements
clearly to the class.
participation by asking students
to suggest examples and help in
creating inverse statements.
contrapositives for given
statements.
3. Guided Practice
(WE DO)
1. Divide students into
small groups, ensuring
each group represents a
mix of diverse
backgrounds
2. They will create an if-
then statement reflecting
that background.
3. Let them present their
answers using a flip card.
1. Divide students into groups of
3-4 and provide them with a set
of conditional statements.
2. Instruct each group to identify
the hypothesis and conclusion of
the given statement and then
create its corresponding inverse.
3. Circulate among the groups to
offer guidance and ensure
everyone is participating.
Divide the students into
small groups. Provide them
with a set of conditional
statements and ask each
group to work together to
determine the contrapositive
of each statement. Circulate
among the groups to offer
guidance and answer
questions.


4. Independent
Practice
(YOU DO)
1. Distribute individual
worksheets with more
complex conditional
statements.
2. Ask each student to
write their own
interpretations of the
converse statements and
reflect on how their
specific background
might influence their
viewpoint.
1. Distribute worksheets or
individual tasks that include a
mix of conditional statements for
students to work on
independently. These could
involve identifying the inverse of
given statements or creating
their own conditional statements
and their inverses. Encourage
students to ask questions if they
encounter difficulties.
Distribute individual practice
worksheets or problems
related to contrapositive
statements. Encourage
students to work
independently to reinforce
their understanding. This
could involve identifying
whether given statements
are true or false and
providing the contrapositive
for each.

5. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
CITY SCHOOLS DIVISION OF BACOOR
EASTERN BACOOR NATIONAL HIGH SCHOOL
Queen’s Aisle St., Queen’s Row Central, Bacoor City, Cavite
Tel. No. [phone]


5. Generalization
1. Bring the class back
together and initiate a
discussion on the
influence of diverse
backgrounds on the
interpretation of logic
and converse statements.
2. Encourage students to
share their observations
and insights from the
group activity and
individual reflections.
1. Discuss the importance of
inverse statements in logic and
mathematics.
2. Summarize the key points
covered in the lesson,
emphasizing the process of
forming inverse statements and
their relation to conditional
statements.
Gather the class and discuss
the common mistakes or
challenges encountered
during the practice.
Summarize the key points
and emphasize the
importance of contrapositive
statements in logic and
problem-solving.

C. EVALUATION
Students will answer the 5
item quiz related to solving
problems involving linear
equation from standard to
slope-intercept and vice
versa
Conduct a quick assessment by
asking students to provide
examples of inverse statements
or by presenting a few
conditional statements and
requesting their inverses. This
can be done verbally or through
a short-written quiz to evaluate
their understanding of the topic.
Conduct a quick assessment
by asking students to
explain the concept of
contrapositive statements in
their own words or to
provide examples. This can
be done orally or through a
written exercise.


D. ASSIGNMENT/
AGREEMENT
Give student a follow up
activity to be done at home.
Create three original conditional
statements of your own. Then,
write the inverses for each of
these statements.
Assign additional problems
or scenarios that involve
contrapositive statements
for homework. Encourage
students to practice further
and apply their
understanding in different
context

Remarks
Reflection

6. Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
CITY SCHOOLS DIVISION OF BACOOR
EASTERN BACOOR NATIONAL HIGH SCHOOL
Queen’s Aisle St., Queen’s Row Central, Bacoor City, Cavite
Tel. No. [phone]


INDEX OF MASTERY
M Q R Z
5
4
3
2
1
0
%

M Q R Z
5
4
3
2
1
0
%

M Q R Z
5
4
3
2
1
0
%


Reflection Notes
Prepared by: Checked and reviewed by: Noted by:


MA. RICA MAE M. ROSETE ARLENE M. GALVEZ JERICO D. CASTILLO ALFREDO N. SARABUSAB
Teacher I Master Teacher I Head Teacher III Principal II