Classroom Interactions

Title of Lesson: Murder Mystery: A game of deductive reasoning

UFTeach Students Names: Barry Congressi, Katelyn Adamson
Teaching Date and Time: Tuesday September 24, 2015 at 11:50 am
Length of Lesson: 50 minutes
Course / Grade / Topic: Geometry, 10th Grade, Law of Detachment and Law of Syllogism
Source of the Lesson: http://www.teacherspayteachers.com/Product/Murder-Mystery -Puzzle-Law-ofSyllogism-and-Detachment-30670
Embedding Strategies Based on Observations:
Based on the readings and what happened in class, I am including the following teaching strategies with these students
because
Recommended strategy

Reason for selecting this strategy

Working in groups of four.

To allow them to communicate ideas to each other and help

one another. If they look at one card at a time, each student in
the group can argue for what they think the proper way of
phrasing the answer is.
It appears that the students idea of group work is separating
the work so everyone does a little and it takes less time. We
however constructed the instructions specifically so they work
only on one card at a time and each of them is accountable for
filling out their own worksheet. This will make sure each
student is pulling their weight in the group.
I think the students are used to being asked questions, but
more often they are based off of recall of definitions. It is not
often that they are given a chance to sit and consider what may
happen under a different condition. This lesson is great to work
on open-ended questions because there are parts where we
really want the students considering what the outcome would
be under false assumptions or different circumstances.

Having each student fill out a worksheet even

though the exploration is done as a group.

Asking more open-ended questions throughout the

lesson to really gage the way they are approaching
these logic-based questions.

Common Core State Standards (CCSS) / Next Generation Sunshine State Standards (NGSSS):
(CCSS) / (NGSSS) with Cognitive Complexity:
Standards
Number

Benchmark Description

MA.912.D.6.4

Use methods of direct and indirect proof and

determine whether a short proof is logically
valid.

Cognitive
Complexity

Concept Development:
Law of Detachment and Law of Syllogism are two methods of proving a conjecture based on deductive
reasoning, a type of reasoning that uses logic to draw conclusions from given facts, definitions, and properties.
Previously, students have learned about inductive reasoning, which utilizes patterns and observations to lead to

Classroom Interactions
a conclusion. With the Law of Detachment and Law of Syllogism, it is necessary that the hypothesis, or given
facts, are logically correct because if a conclusion is made off of invalid facts, then the conclusion will also be
invalid. Inductive reasoning is not a valid form of proof, so this is relevant in geometry because it is an
introduction to formal proofs with deductive reasoning. This topic will also focus on the similarities and
differences between the Law of Detachment and Law of Syllogism. The Law of Detachment states that if
statement p is true, then statement q is true. The Law of Syllogism states that if statement p implies statement q
and statement q implies statement r, then statement p implies statement r. A notable difference between the two
is that the Law of Detachment only relies on one valid statement to draw the conclusion, whereas the Law of
Syllogism has more than one conditional statement to form a conclusion.
http://www.nexuslearning.net/books/ml-geometry/Chapter2/ML%20Geometry%202-3%20Deductive
%20Reasoning.pdf

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Performance Objectives
State the difference between the Law of Detachment and the Law of Syllogism.
o Assessed in the evaluation question 1.
State whether the Law of Detachment or the Law of Syllogism is being used in a problem.
o Assessed in the evaluation question 2.
Form a conclusion based on given conditions.
o Assessed in the evaluation question 3.
State whether a conclusion is valid or invalid based on the given conditions.
o Assessed in the evaluation question 4.
Materials List
Index cards (4 per group) for engage
Index cards (1 per student) for explore
Exploration Worksheets- Murder Mystery: A game of deductive reasoning (1 per student)
Extension Worksheets (1 per student)
Evaluation Worksheets (1 per student)
Advance Preparations
Print out Exploration cards and put them on index cards. Each group will receive one of each card.
Print out Engagement If, Then statements and put them on index cards (separately).
Engagement cards will be handed out to students as they walk into the classroom (make sure you give
them out in such a manner that each if or then statements match is also handed out)
Create a slideshow that includes the directions for each activity and contains key points to go over
during the Explanation.
Form groups of about 4 students (Ensure students are working in productive groups).
Print the Exploration, Extension, and Evaluation worksheets. These will each get handed out throughout
the lesson.
Safety
There are no safety concerns.

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ENGAGEMENT
What the Teacher Will Do

What the Teacher Will Say

(include Probing Questions)
Teacher will hand out index cards
Once you get your index card, go
as students walk into the classroom. straight to your seat. Do not show
anyone your index card.
Once everyone is seated, teacher
Hello class. My name is Mr.
will reintroduce themself and give
Congressi/Ms. Adamson and I will
instructions for the Engage
be teaching your lesson today. Did
Activity.
everyone get an index card?
On each of the index cards is an
incomplete If-Then statement.
When I tell you to do so, you are
going to quietly stand up and try to
find your classmate with an index
card that will complete your IfThen statement. What questions do
you have?
Okay, you may quietly stand up
and look for the rest of your IfThen statement.
Bring the attention back to the front Alright everyone, lets go back to
and go over some of the If-Then
our seats and quiet down. Lets see
statements found.
what some of our If-Then
statements were. What was your
statement (student names)?
EXPLORATION
What the Teacher Will Do
Change to the Explore Activity
Slide. Separate students into groups
of 4 by proximity (their seating
chart has students seated
strategically to help each other if
there is a lack of understanding of a
concept.)
Pass out materials after giving
instructions- Have the materials
already in sets of how they will be
given to each group to take less
time.

What the Teacher Will Say

(include Probing Questions)
Now class, we will get ready to do
an activity. Ill tell you the
instructions and then pass out the
materials for you to begin. I will be
assigning you into groups of four to
work with.
Im going to pass out the
materials. Read the instructions
before beginning. The cards are
labeled 1 thru 4. You cannot start
working on the next card until you
complete the one youre on. Once
you are done, turn your paper over
and work on the questions
provided. You may work together.
What questions do you have?

Time:5 Minutes
Student Responses and
Potential Misconceptions

[Yes]. No

[If an angle is acute, then its

measure is less than 90.]

Time: 20-25 Minutes

Student Responses and
Misconceptions

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Ask probing questions

After the activity is done, begin

getting the students attention to
end the simulation.
EXPLANATION
What the Teacher Will Do
Begin going over the Explore
activity with the students to check
their answers and understanding.

You may start once you get your

materials.
How do you know that (character
name) is not the murderer?

[We know because if (character

name) is with someone then, they
couldnt be the murderer without
being caught.]
What happens if one of the
[I dont know/Then we dont know
conditions/statements is not true?
if the conclusion is true either.]
What is the difference between the [I dont know/The first card has 3
way the information is given in
statements that we use to figure out
card 1 compared to card 2?
the conclusion and the second card
only has 2 statements.]
What do you think will happen if
[I dont know.]/[The conclusion
we make a conclusion based on an will not be correct.]/ [The
untrue claim?
conclusion will be invalid.]
What is an example of an invalid
[I dont know/Number 3 on the
conclusion?
worksheet.]
Explain what makes this
[It says a circle is a polygon, which
conclusion invalid.
is not true]/[It says a circle has
three sides.]
Alright everyone, lets stop
working on the worksheet now. We
will now go over what you got.

Teacher Directions and

Probing/Eliciting Questions
Alright class, now that we have
finished investigating the mystery,
who will tell me who the killer
was?

Time: 15-20 Minutes

Student Responses and
Misconceptions
[Miss Crimson!]

Go over Card 1.

Excellent work! Now who will tell

me how your group answered the
first card by reading the if-then
statement?

[We used the statements on the card

to make fill in the if-then
statements, to find, If someone
confirms they saw Mr. Emerald in
the kitchen, then Mr. Emerald is not
the murderer]

Go over Card 2.

Great! Who will tell me how they

answered the second card and what
conclusion you made?

[We wrote the statements to find

that If Mrs. Blue Jay, Mr. Brown,
Mr. Relish, and Miss Crimson are
eating dinner together when the
murder happens, then they are not
the murderers.]
[That it is not true.]

Good job. But Miss Crimson was

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at that dinner, so what does that tell
us about the statement from card
2?

Go over Card 3.

Go over Card 4.

Go over the explore geometry

questions.

Go over Question 1

Go over Question 2

Go over Question 3

Correct! Although the logical

statement makes sense right now,
what did we find when we got to
the last card?

[That Miss Crimson was the killer.]

Alright now who will tell me what

conclusion they made from card
3?

We found that Mr. Relish, and Ms.

White are also not the murderers.

How do you know this is true?

[Followed the if-then statement to

make the conclusion that Mr.
Emerald, Mrs. Ivory, and Mr.
Relish are in the kitchen together at
the time of the murder, then they
are not the murderers.]
[Miss Crimson].

Great then for the last card we

found that Mr. Brown and Ms.
Blue-Jay are not the murderers.
Who does that leave for our killer?
Ok, lets go over the last few
questions now. So Ill read the
statements and then raise your
hands to tell me if the statement is
valid or invalid and why.
If an angle is less than 90 degrees
then it is acute. Angle A is 47
degrees. Therefore, Angle A is
acute. (Call on student), is this
valid or invalid?

The statement is valid.]

Why is it valid?
If two angles form a linear pair,
then the two angles are
supplementary. Angle A and Angle
B form a linear pair. Therefore,
Angle A and Angle B are
supplementary. (Call on student), is
this valid or invalid?

[Because
[The statement is valid.]

Why is it valid?
If a shape is a polygon, then it must
have at least 3 sides. A circle is a
polygon. Therefore, a circle must

[Because
[Not valid]

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have 3 sides. (Call on student), is
this valid or invalid?
Why isnt it valid?
Go over Question 4

Begin going over Law of

Detachment.

[A circle does not have three sides]/

[A circle is not a polygon.]
[This statement is valid.]

If two angles are complementary,

then the sum of their measures is
90. If the sum of the measures of
two angles is 90, then both of the
angles are acute. Therefore, if two
angles are complementary, then
both of the angles are acute. (Call
on student), is this statement valid
or invalid?
Alright, lets talk some more about [Yes, it is law of detachment]/ No,
what those if-then statements are.
I dont know.
For some of the cards you had only
2 statements that you were given
and for the others you had 3. Does
anyone know what we call it if
there are only 2 statements you are
given that are connected together?
[Great!] It is called the Law of
Detachment.
If there are two given statements
which lead to a conclusion, we call
it the Law of Detachment.

Define and give a new example of

Law of detachment.
Write out the example on board.

The law of detachment is a form

of deductive reasoning, or
reasoning from facts, rules,
properties and definitions. We use it
to say a true statement. For
example,
If a car is out of gas, then it will not
start.
In my example there are 2 short
statements. Who will tell me what
the first short statement is?
Great job. For the first statement
we will label it P, so P is a car is
out of gas. Notice that I didnt put
the If in front of the statement,
because that is part of the larger
conditional statement.

[Its If a car is out of gas.]

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Now who will tell me the second
short statement?

[Its [then] it will not start].

Correct. Now we have the second [Because it is part of the [larger]

statement which we label Q and Q [conditional] statement].
is it will not start. Notice that just I dont know
like I left out the If in P, I am
leaving out the then in Q. Who
will tell me why I leave it out?
[Right] It is part of the main
conditional statement. So now we
have both our P and Q statements.
If I then say that My car is out of
gas. Then what would be a valid
conclusion you could make?

[That your car will not start]/ I

dont know

Right a valid, or logically correct,

conclusion is that my car will not
start. So we know that P Q is a
true statement. When you see P
Q it means If P is true then Q is
also true.
Repeat the above but ask first for a
student to provide the example.
Ex. If I forget to water my garden,
then the plants will die.
Begin going over Law of
Syllogism.

Alright lets do another one but

this time I need someone to give
me their example of a statement for
the law of detachment.

If there are three statement given

which lead to a conclusion, it is
called the Law of Syllogism.

Write out the example on board.

Q]

Now lets talk about the cards you [Yes, it is law of syllogism]/ No, I
used that had 3 statements. Does
dont know.
anyone know what we call it if
there are 3 statements you are given
that are connected together?
[Great!] It is called the Law of
Syllogism.

Define and give a new example of

Law of Syllogism.

[If
P
, then
(P and Q are the students
statements.)

The law of syllogism is another

form of deductive reasoning, which
means reasoning from facts, rules,
properties and definitions. We use it
to make a conjecture. For example,

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If you get a job, then you will earn
money. If you earn money, then
you will buy a car.
In my example there are 3 short
statements. Who will tell me what
the first short statement is?

[Its [If] you get a job.] I dont

know.

Great job. For the first statement

we will label it P and P is you get
a job. Remember not to put the If
in front of the statement, because
that is part of the larger conditional
statement.
Now who will tell me the second
short statement?

[Its [then] you will earn money]/

I dont know.

Correct. Now we have the second

statement which we label Q and Q
is you will earn money. Again just
like I left out the If in P, I am
leaving out the then in Q.
Now that we have the first 2 parts,
who will tell me the third and final
statement?
Good that is correct. We will label
this third statement as R and so R
is now you will buy a car. And we
still leave off the then just like
before.

[Its [then] you will buy a car]/ I

dont know.

So now that we have our P, Q, and

R statements. If I then say that I
got a job. Then what would be a
valid conclusion you could make?

[That you will buy a car]/ You will

earn money. I dont know.

Right the valid, or correct,

conclusion is that I will buy a car.
So we know that
P Q is a
true statement and Q R is also
true, so we can conclude that P
R. Again remember that when you
see P Q or Q R or P R it
means If the first statement is true
then the next is also true then entire

Classroom Interactions
statement is true.
Repeat the above but ask first for a
student to provide the example.
Ex:
Draw or use Venn diagram slide to
show the differences and
similarities of the Law of
Detachment and the Law of
Syllogism. Ensure that students
recognize that both are forms of
deductive reasoning, but one has
only 2 statements while the other
has 3.
Recap the definitions of the Law of
Detachment, Law of Syllogism,
Valid, and deductive reasoning.

Now lets do another one and this

time I need someone to give me
their example of a statement for the
law of syllogism.

[If
P
, then
Q
. If
Q
, then
R
.]
(P, Q, and R are the students
statements.)

Lets look at the similarities and

difference between the law of
detachment and the law of
syllogism now. We can use a Venn
diagram to do this.

(Too many possible responses)

Who will give us a difference?

[Similarity: They both require the

given statements be true.]

[Difference: Detachment uses two

statements where Syllogism uses
three.]

Who will give us a similarity?

Etc.
Alright so now to do a quick recap [The Law of detachment is when
of the terms weve gone over today. you have 2 statements P and Q and
The first is the Law of Detachment. if P is true then Q is true.]
Tell me what that is
Right! The Law of detachment is
when you have 2 statements P and
Q and if P is true then Q is true.
Who can tell me what the Law of
Syllogism is?

[The Law of syllogisms is when

you have 3 statements P, Q, and R.
If P is true then Q is true and if Q is
true then R is true, so If P is true
then R is true.].

Correct. We also have the term

valid which means logically true.
And deductive reasoning which is
reasoning based on definitions,
facts, rules and properties.
ELABORATION (Optional)
What the Teacher Will Do
Separate students into groups of 2
by splitting the groups of 4 into 2
groups of 2 each.
Pass out materials after giving
instructions.
After the activity is done, begin

Probing/Eliciting Questions
Now class, we will get ready to do
an activity. Ill tell you the
instructions and then pass out the
worksheets for you to begin. Please
organize into pairs now.
Im going to pass out the
worksheets. Read the instructions
before beginning. You may start as
soon as you get the paper.
Alright everyone, lets stop

Time: 10 Minutes
Student Responses and
Misconceptions

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getting the students attention to end
the simulation.

working on the worksheet now.

You dont have to have it finished
right now, and you can take it home
to practice any you didnt get
done.

EVALUATION
What the Teacher Will Do
Pass out the Evaluation Worksheet

Assessment

Time: 5 Minutes
Student Responses

Now everyone we will pass out the final

worksheet for today. Please put all of your
notes and worksheets away. Read the
instructions when you get it and begin.
You should work on it alone and when you
finish turn your paper over.

Engage Activity: If, Then statements

These will be printed, cut out, and put on index cards. Each student will receive either an if or
then statement on their card and will be asked to find the match to their statement.
If
If an angle is acute,
If an angle is obtuse,

Then
Then its measurement is less than 90.
Then its measurement is greater than

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If an angle is a right angle,

If two angles are complementary,
If two angles are supplementary,
If a shape has at least 3 sides and 3
angles,
If a line segment is bisected,
If I want to find the coordinates of the
midpoint of a line,
If a pair of opposite angles is made by
two intersecting lines,
If a shape is a square,
If two lines intersect at a right angle,
If two lines do not intersect and have
the same slope,
If an angle is bisected,
If a shape is a rhombus,
If two planes are intersecting,

90.
Then its measurement is 90.
Then their measurements add up to
90.
Then their measurements add up to
180.
Then, it is polygon.
Then each new segment will be
congruent.
Then I would use

Then they are vertical angles.

Then its four sides will be congruent
and it will have four right angles.
Then they are perpendicular.
Then they are parallel.
Then the measurements of the two
angles are equal.
Then it has four congruent sides and
two sets of opposite congruent angles.
Then there is a line that lies in both
planes.

Murder Mystery: A Game

of Deductive Reasoning
Instructions:
Professor Peach was killed in the Library. The six people who live in the house with Professor
Peach are Mrs. White, Mr. Brown, Mr. Emerald, Mrs. Blue Jay, Mr. Relish, and Miss Crimson.
You will use the given clue cards to determine who the murderer is. Remember: You must

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answer the clue cards in order and only work on one clue card at a time. As you work through
the clue cards, you will answer the questions on this worksheet. Everyone must complete their
own worksheet.
Card 1: Use the following format to complete the questions:
If statement p implies statement q and statement q implies statement r, then statement p implies
statement r.
Statement p implies q: __________________________________________________________
Statement q implies r: __________________________________________________________
Conclusion: (p implies r): _______________________________________________________
Card 2: Use the following format to complete the questions:
If statement p is true, then statement q is true.
Conclusion: (p implies q): _______________________________________________________
Card 3: Use the following format to complete the questions:
If statement p is true, then statement q is true.
Conclusion: (p implies q): _______________________________________________________
Card 4: Use the following format to complete the questions:
If statement p implies statement q and statement q implies statement r, then statement p implies
statement r.
Statement p implies q: __________________________________________________________
Statement q implies r: __________________________________________________________
Conclusion: (p implies r): _______________________________________________________
Killer:_______________
Now, turn over your worksheet and work on the problems.
Instructions:
Determine whether the stated conclusion is valid based on the given information.
If not, write invalid. Explain your reasoning.
1. Given: If an angle is less than 90 degrees then it is acute. Angle A is 47 degrees.
Conclusion: Angle A is acute.

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2. Given: If two angles form a linear pair, then the two angles are supplementary. Angle A
and Angle B form a linear pair.
Conclusion: Angle A and Angle B are supplementary.
3. Given: If a shape is a polygon, then it must have at least 3 sides. A circle is a polygon.
Conclusion: A circle must have 3 sides.
4. Given: If two angles are complementary, then the sum of their measures is 90. If the sum
of the measures of two angles is 90, then both of the angles are acute.
Conclusion: If two angles are complementary, then both of the angles are acute.

Murder Mystery: A Game

of Deductive Reasoning
Instructions:
Professor Peach was killed in the Library. The six people who live in the house with Professor
Peach are Mrs. White, Mr. Brown, Mr. Emerald, Mrs. Blue Jay, Mr. Relish, and Miss Crimson.
You will use the given clue cards to determine who the murderer is. Remember: You must
answer the clue cards in order and only work on one clue card at a time. As you work through

Classroom Interactions

the clue cards, you will answer the questions on this worksheet. Everyone must complete their
own worksheet.
Card 1: Use the following format to complete the questions:
If statement p implies statement q and statement q implies statement r, then statement p implies
statement r.
Statement p implies q: If someone confirms they saw Mr. Emerald in the kitchen, then Mr.
Emerald was not in the library.
Statement q implies r: If Mr. Emerald was not in the library, then Mr. Emerald is not the
murderer.
Conclusion: (p implies r): If someone confirms they saw Mr. Emerald in the kitchen, then Mr.
Emerald is not the murderer.
Card 2: Use the following format to complete the questions:
If statement p is true, then statement q is true.
Conclusion: (p implies q): If Mrs. Blue Jay, Mr. Brown, Mr. Relish, and Miss Crimson are
eating dinner together when the murder happens, then they are not the murderers.
Card 3: Use the following format to complete the questions:
If statement p is true, then statement q is true.
Conclusion: (p implies q): Mr. Emerald, Mrs. Ivory, and Mr. Relish are in the kitchen together
at the time of the murder, then they are not the murderers.
Card 4: Use the following format to complete the questions:
If statement p implies statement q and statement q implies statement r, then statement p implies
statement r.
Statement p implies q: If Mrs. Blue Jay and Mr. Brown see Mr. Emerald, Mrs. Ivory, and Mr.
Relish in the kitchen, then Miss Crimson is the only other person in the library.
Statement q implies r: If Miss Crimson is the only other person in the library, then Miss
Crimson is the murderer.
Conclusion: (p implies r): If Mrs. Blue Jay and Mr. Brown see Mr. Emerald, Mrs. Ivory, and
Mr. Relish in the kitchen, then Miss Crimson is the murderer.
Instructions:
Determine whether the stated conclusion is valid based on the given information.
If not, write invalid. Explain your reasoning.
1. Given: If an angle is less than 90 degrees then it is acute. Angle A is 47 degrees.
Conclusion: Angle A is acute.
Valid.

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2. Given: If two angles form a linear pair, then the two angles are supplementary. Angle A
and Angle B form a linear pair.
Conclusion: Angle A and Angle B are supplementary.
Valid.
3. Given: If a shape is a polygon, then it must have at least 3 sides. A circle is a polygon.
Conclusion: A circle must have 3 sides.
Invalid. A circle is a polygon is an untrue claim, which means the conclusion drawn
will not be valid.
4. Given: If two angles are complementary, then the sum of their measures is 90. If the sum
of the measures of two angles is 90, then both of the angles are acute.
Conclusion: If two angles are complementary, then both of the angles are acute.
Valid.

Exploration Game Cards

Mr. Emerald says he was in the kitchen at the time
of the murder. The only way to confirm this is if
someone saw him in the kitchen.
p: Someone confirms they saw Mr. Emerald in the
Mrs. Blue Jay, Mr. Brown, Mr. Relish, and Miss
kitchen.
Crimson
have dinner
plans
together
q:
Mr. Emerald
was not
in the
library.in the Dining
Room
at the time
the the
murder
occurred.
r:
Mr. Emerald
is not
murderer.
p: Mrs. Blue Jay, Mr. Brown, Mr. Relish, and
Miss Crimson are eating dinner together when the
murder happens.
q: They are not the murderers.

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Mr. Relish and Miss Crimson both leave the

dinner table early, so they are now unaccounted
for at the time of the murder. Mr. Relish runs into
Mrs. Ivory and Mr. Emerald in the kitchen.
p: Mr. Emerald, Mrs. Ivory, and Mr. Relish are in
the kitchen together at the time of the murder.
q: They are not the murderers.
Mrs. Blue Jay and Mr. Brown leave the Dining
Room together to go to the kitchen and see Miss
Crimson walking into the library.
p: Mrs. Blue Jay and Mr. Brown see Mr. Emerald,
Mrs. Ivory, and Mr. Relish in the kitchen.
q: Miss Crimson is the only other person in the
library.
r: Miss Crimson is the murderer.

Elaboration Worksheet: Its Only Logical.

Name: _______________________________________________ Date: ____________________
Use the Law of Detachment to draw a valid conclusion, if possible. If no valid
conclusion can be drawn, write no valid conclusion and explain your reasoning.
1. Given: If Jason finishes cleaning the garage, then he will receive his allowance.
Jason received his allowance.
Conclusion:
__________________________________________________________________________.
2. Given: If a figure is a triangle, then the sum of its angles is 180.

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Figure ABC has an angle sum of 180.
Conclusion: __________________________________________________________________________.
Use the Law of Syllogism to draw a valid conclusion from each set of
statements, if possible. Identify the P, Q, and R in each set of statements.
1. Given: If two lines in a plane are parallel, then they do not intersect.
If two lines do not intersect, then they share no points.
P: ______________________________________________________________________________________.
Q: ______________________________________________________________________________________.
R: ______________________________________________________________________________________.
Conclusion (P
R):_________________________________________________________________.
2. Given: If the measure of an angle is between 0 and 90, then it is acute.
If an angle is acute, then it is not a right angle.
P: ______________________________________________________________________________________.
Q: ______________________________________________________________________________________.
R: ______________________________________________________________________________________.
Conclusion (P
R):_________________________________________________________________.

Draw a valid conclusion from the given statements, if possible. Then state
whether your conclusion was drawn using the Law of Detachment or the Law
of Syllogism. If no valid conclusion can be drawn, write no valid conclusion and
explain your reasoning.

Classroom Interactions
1. Given: If a number is divisible by 9, then the number is divisible by 3.
396 is divisible by 9.
2. Given: If a figure has four right angles, then the figure is a square.
Figure ABCD has four right angles.
3. Given: If two angles are complementary, then the measure of their angle sum is
90.
If the sum of the measures of two angles is 90, then both of the angles are
acute.
Two angles are complementary.

Elaboration Worksheet: Its Only Logical.

Name: _______________________________________________ Date: ____________________

Classroom Interactions
Use the Law of Detachment to draw a valid conclusion, if possible. If no valid
conclusion can be drawn, write no valid conclusion and explain your reasoning.
3. Given: If Jason finishes cleaning the garage, then he will receive his allowance.
Jason received his allowance.
Conclusion: Jason finished cleaning the garage.
4. Given: If a figure is a triangle, then the sum of its angles is 180.
Figure ABC has an angle sum of 180.
Conclusion: Figure ABC is a triangle.
Use the Law of Syllogism to draw a valid conclusion from each set of
statements, if possible. Identify the P, Q, and R in each set of statements.
3. Given: If two lines in a plane are parallel, then they do not intersect.
If two lines do not intersect, then they share no points.
P: two lines in a plane are parallel.
Q: they do not intersect.
R: they share no points.
Conclusion (P R):If two lines in a plane are parallel, then they share no points.
4. Given: If the measure of an angle is between 0 and 90, then it is acute.
If an angle is acute, then it is not a right angle.
P: the measure of an angle is between 0 and 90.
Q: it is acute.
R: it is not a right angle.
Conclusion (P R):If the measure of an angle is between 0 & 90, then it is not a
right angle.

Draw a valid conclusion from the given statements, if possible. Then state
whether your conclusion was drawn using the Law of Detachment or the Law
of Syllogism. If no valid conclusion can be drawn, write no valid conclusion and
explain your reasoning.

Classroom Interactions
4. Given: If a number is divisible by 9, then the number is divisible by 3.
396 is divisible by 9.
396 is divisible by 3. This is the law of detachment.
5. Given: If a figure has four right angles, then the figure is a square.
Figure ABCD has four right angles.
No valid conclusion! Rectangles also have four right angles.
6. Given: If two angles are complementary, then the measure of their sum is 90.
If the sum of the measures of two angles is 90, then both of the angles are
acute.
Two angles are complementary.
The two angles are both acute angles. This is the Law of Syllogism.

Evaluation
Name: _______________________________________________ Date: ____________________
Instructions: Answer the question below based off of the activities we
completed in class today.

Classroom Interactions
1. Think about the Venn diagram we constructed about the Law of Detachment and
Law of Syllogism. What is the difference between the Law of Detachment and the
Law of Syllogism?

2. Consider the following problem and state whether the Law of Detachment or Law
of Syllogism is being used.
Given:
P: You are 16 years old.
Q: You can apply for a drivers license.
Conclusion: If you are 16 years old, you can apply for a drivers license.
Which law is being used?

3. If the measure of an angle is between 90 and 180, then it is obtuse. If an angle is

obtuse, then it is not acute.
What conclusion can be made from the given statements?

4. State whether the conclusion is valid or invalid based on the given conditions:
Given: If a polygon is regular, all of its sides are congruent.
All sides of polygon WXYZ are congruent.
Conclusion: Polygon WXYZ is regular.

Evaluation
Name: _______________________________________________ Date: ____________________
Instructions: Answer the question below based off of the activities we
completed in class today.

Classroom Interactions
1. Think about the Venn diagram we constructed about the Law of Detachment and
Law of Syllogism. What is the difference between the Law of Detachment and the
Law of Syllogism?
The Law of Detachment only relies on one valid statement to draw the conclusion,
whereas the Law of Syllogism has more than one conditional statement to form a
conclusion.
2. Consider the following problem and state whether the Law of Detachment or Law
of Syllogism is being used.
Given:
P: You are 16 years old.
Q: You can apply for a drivers license.
Conclusion: If you are 16 years old, you can apply for a drivers license.
Which law is being used?
Law of Detachment
3. If the measure of an angle is between 90 and 180, then it is obtuse. If an angle is
obtuse, then it is not acute.
What conclusion can be made from the given statements?
If the measure of an angle is between 90 and 180, then it is not acute.
4. State whether the conclusion is valid or invalid based on the given conditions:
Given: If a polygon is regular, all of its sides are congruent.
All sides of polygon WXYZ are congruent.
Conclusion: Polygon WXYZ is regular.
Invalid. No conclusion can be made because it does not follow the If p, then q
model.