Lesson Plan in General Mathematics

Content Standard: The learner demonstrates understanding of key concepts of simple and
compound interests, and simple and general annuities.
Performance Standard: The learner is able to investigate, analyse and solve problems
involving simple and compound interests and simple and general annuities using appropriate
business and financial instruments.
Learning Competency and Code:
Illustrates simple and compound interests. M11GM-IIa-1
Distinguishes between simple and compound interests. M11GM-IIa-2
Quarter: 2nd Week: 1 Day: 1

I. Objectives:
At the end of 60 minutes, 80% of the learners are expected to:
1. illustrate simple and compound interest;
2. distinguish between simple and compound interest;
3. show appreciation to the concept of the topic in real life situation.

II. Content:
Subject Matter: Illustrating Simple and Compound Interest
Integration:
Values Education: Cooperation
Strategies: Cooperative Learning, Problem Posing,
Materials: PowerPoint presentation, Chalkboard
References: General Mathematics Teacher’s Guide (15-161)
General Mathematics Learner’s Guide (135 – 136)

III. Learning Tasks:

Motivation

Before the session starts a class prayer is being offered after which the class
beadle will check the attendance.
The teacher will ask the students to give their own answers to the question:
“What are some ways to take care of hard earned money?”
Possible answers: Buy only what you need, try to save some money, invest some
money, think of the future.
Let the students read the objective of the day.
A. Activity
The teacher will divide the class into 5 groups. For each group, write down a starting
amount of cash (e.g., P100,000). Prepare some cards that give certain options (e.g,
invest in a bank that offers 3% interest, buy clothes for ₱200, and so forth) and even
some possible real-life concerns (e.g., pay ₱100 for water, pay ₱5,000 for medical bills).
After each group selects a card, compute the amount of money of that group. End after
4 rounds. The point is to set the tone for thinking about how to prepare for the future.

Explain that depositing money in a bank is like lending money to the bank in return
for which the bank pays interest. By contrast, borrowing money from banks or lending
institutions requires payment of interest. Hence, money has present and future values.
You may site successful personalities who have applied good investment mathematics
like Bo Sanchez, Warren Buffet, etc.

B. Analysis
Based from the problems given, the teacher will ask the following questions:
 What can you infer from the activity that we have?
 If you have picked the card that has no interest, what will happen to your
starting amount of cash?
 If you have picked or selected the card with an interest, what will happen to
your starting amount of cash?
 Based from the whole activity, do you have any observation?

C. Abstraction
Teacher will introduce to the students the definition of terms.
 Lender or Creditor – person (or institution) who invests the money or makes
the funds available
 Borrower or Debtor – person (or institution) who owes the money or avails of
the funds from the lender
 Time or term (t) – amount of time in years the money is borrowed or inversed:
length of time between the origin and maturity dates
 Principal (P) – amount of money borrowed or invested on the origin date
 Rate (r) – annual rate, usually in percent, charged by the lender, or rate of
increase of the investment
 Interest (I) – amount paid or earned for the use of money
 Simple Interest (Is) – interest that is computed on the principal and then added
to it
 Compound Interest (Ic)– interest is computed on the principal and also on the
accumulated past interests

After which the teacher will give a situation and let the students answer it.

Example 1: Suppose you won Php 10, 000 and you plan to invest it for 5
years. A cooperative group offers 2% simple interest rate per year. A bank
offers 2% compounded annually. Which will you choose and why?
Solution:

Principal Simple Interest Amount after t years

Time (t)
(P) Solution Answer (Maturity Value)

1 (10,000)(0.02)(1) 200 10,000 + 200 = 10,200

2 (10,000)(0.02)(2) 400 10,000 + 400 = 10,400

10,000
3 (10,000)(0.02)(3) 600 10,000 + 600 = 10,600

4 (10,000)(0.02)(4) 800 10,000 + 800 = 10,800

 10,000 + 1000 =
5 (10,000)(0.02)(5) 1000
11,000

Amount at Compound Interest

Time Amount at the end of the
the start of
(t) Solution Answer year t (Maturity Value)
the year t

1 10,000 (10,000)(0.02)(1) 200 10,000 + 200 = 10,200

2 10,200 (10,200)(0.02)(1) 204 10,200 + 204 = 10,404

3 10,404 (10,404)(0.02)(1) 208.08 10,404+208.08=10,612.08

4 10,612.08 (10,612.08)(0.02)(1) 212.24 10,612.08+212.24=10,824.32

5 10,824.32 (10,824.32)(0.02)(1) 216.49 10,824.32+216.49=11,040.81

D. Application (By Group)

Let the students compare the interests gained in the two investments.

Solution:
Simple Interest (in pesos): 11,000 – 10,000 = 1,000
Compound Interest (in pesos): 11,040.81 – 10,000 = 1,040.81

Ask the students to distinguish between simple and compound interests based
on their illustrations.

Possible answers: Simple interest remains constant throughout the investment term.
In compound interest, the interest from the previous year also earns interest. Thus,
the interest grows every year.

IV. Evaluation
Application serves as an evaluation.

V. Assignment / Enrichment (as needed)

Let the students generalize the procedures in finding simple and compound interests.
Allow them to express these generalizations using formulas.
Reflection:

A. No. of learners achieve 80%: _____

B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lesson: _____
E. No. of learners who continue to require remediation: ______
F. Which of my teaching strategies worked well? Why did these work? ______
G. What difficulties did I encounter which my principal or supervisor help me solve? __
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? _____

Writer: Adolf O. Odani

Lourdes IS
 Lesson Plan in General Mathematics

Content Standard: The learner demonstrates understanding of key concepts of simple and
compound interests, and simple and general annuities.
Performance Standard: The learner is able to investigate, analyse and solve problems
involving simple and compound interests and simple and general annuities using appropriate
business and financial instruments.
Learning Competency and Code:
Computes interest, maturity value, future value, and present value in simple interest and
compound interest environment. M11GM-IIa-b-1
Solves problems involving simple and compound interest. M11GM-IIb-2
Quarter: 2nd Week: 1 Day: 2

I. Objectives:
At the end of 60 minutes, 80% of the learners are expected to:
4. compute the simple interest using the formula;
5. find the unknown principal, rate, time and maturity value of simple interest;
and
6. solve real-life problems involving interest.
II. Content:
Subject Matter: Simple Interest
Integration:
Values Education: Cooperation
Strategies: Cooperative Learning, Problem Posing,
Materials: PowerPoint presentation, Chalkboard
References: General Mathematics Teacher’s Guide (162-166)
General Mathematics Learner’s Guide (137 – 139)

III. Learning Tasks: (Depends on the Strategy used)

Motivation
Before the session starts a class prayer is being offered after which the class
beadle will check the attendance.

Let the students recall from the previous lesson on how to find the interest and
maturity value of an amount, earning simple interest. Allow students to present their
generalizations or formulas.
Let them read the objectives for the day.
E. Activity
Let the students solve the problem.

Juan doesn’t want to go to school because he does not have new shoes. So he
borrowed ₱1000 to his friend at 5% interest for 1 year. How much does he have
to pay back after 1 year?

F. Analysis
Based from the problems above, the teacher will ask the following questions:
  If you are Juan, do you need to buy a new pair of shoes for you to go to
school? Why?
 Is the problem above illustrates simple interest or compound interest?
 What is asked in the problem?
 How did you solve the problem? Is there any simple way to solve the
problem?

G. Abstraction
The teacher now will introduce to the students the formula in solving the simple
interest.

An annual simple interest is based on the 3 factors:

a. Principal is the amount invested or borrowed.
b. Simple interest rate, usually expressed in percent
c. Time or term of loan, in years (When the term is expressed in months (M), it
𝑀
should be converted to years by𝑡 = 12.)

Annual Simple Interest

Is = Prt
where, Is = simple interest
P = principal, or the amount invested or
borrowed
r = simple interest rate
t = term or time in years

Example: A bank offers 0.25% annual simple interest rate for a particular deposit.
How much interest will be earned if 1 million pesos is deposited in this savings
account for 1 year?

Solution: Given: P = 1,000,000

r = 0.25% = 0.0025
t = 1 year
Find: Is
Is = Prt
Is = (1,000,000)(0.0025)(1)
Is = 2,500
Answer: The interest earned is ₱2,500.

What about if the interest is given and the unknown is principal, interest rate or time?

Example: Find P when Time = 3 years, Interest = ₱600, r = 4%.

Solution: Use the Simple Interest formula or you can derived the formula and solve
for the Principal.

Given: t = 3 years
Is = ₱600
r = 4% = .04
 Is = Prt
600 = P(.04)(3)
600 = .12P
Divide both sides by .12
P = ₱5000

The teacher will let the students realize that many persons or institutions are
interested to know the amount that a lender will give to the borrower on the maturity
date. The teacher will cite a real life example about maturity value or future value.
The teacher then will present the formula in finding the maturity value and give an
example.

Maturity (Future) Value

F = P(1+rt)
where F = maturity (future) value
P = principal
r = interest
t = term / time in years

Example: Find the maturity value if 1 million pesos is deposited in a bank at an

annual simple interest rate of 0.25% after a) 1 year and b) 5 years?
Answer: a) 1,002,500 b) 1,012,500

H. Application
(By Group)
I. Complete the table below by finding the unknown.
Principal (P) Rate (r) Time (t) Interest

(a) ans. 15,000 2.5% 4 1,500

36,000 (b) ans. 9% 1.5 4860

250,000 0.5% (c)ans.0.22years 275

500,000 12.5% 10 (d) ans. 625,000

II. Solve the following word problem.

What are the amounts of interest and maturity value of a loan for 150,000 at
6½ simple interest for 3 years?
Answer: I = ₱29,250 F = ₱179,250

IV. Evaluation
I. Complete the table below by finding the unknown.
Principal (P) Rate (r) Time (t) Interest(I) Maturity
Value (F)

60,000 4% 15 a.) b.)

c.) 12% 5 15,000 d.)

 50,000 e.) 2 f.) 59,500

g.) 10.5% h.) 157,500 457,500

1,000,000 0.25% 6.5 i.) j.)

Answer: a.) I = 36,000 b.) F = 96,000 c.) P = 25,000 d.) F = 40,000 e.) r = 9.5%
f.) I = 9,500 g.) P = 300,000 h.) t = 5 i.) I = 16,250 j.) F = 1,016,250

III. Solve the following word problem.

1. Angel invested a certain amount at 8% simple interest per year. After 6 years,
the interest she received amounted to ₱48,000. How much did she invest?
Answer: ₱100,000
2. If a person borrowed ₱88,800 at an annual simple interest rate of 10¼ for 18
months, how much interest should he pay?
3. Answer: ₱13,653

V. Assignment / Enrichment (as needed)

Solve the following problem.
How long will a principal earn an interest equal to half of it at 5% simple interest?

Reflection:
VI. No. of learners achieve 80%: _____
VII. No. of learners who require additional activities for remediation: ______
VIII. Did the remedial lessons work? ______
IX. No. of learners who have caught up the lesson: _____
X. No. of learners who continue to require remediation: ______
XI. Which of my teaching strategies worked well? Why did these work? ______
XII. What difficulties did I encounter which my principal or supervisor help me solve?
__
XIII. What innovation or localized materials did I used/discover which I wish to share
with other teacher? _____

Writer: Adolf O. Odani

Lourdes IS
 Lesson Plan in General Mathematics

Content Standard: The learner demonstrates understanding of key concepts of simple and
compound interests, and simple and general annuities.
Performance Standard: The learner is able to investigate, analyse and solve problems
involving simple and compound interests and simple and general annuities using appropriate
business and financial instruments.
Learning Competency and Code:
Computes interest, maturity value, future value, and present value in simple interest and
compound interest environment. M11GM-IIa-b-1
Solve problems involving simple and compound interests. M11GM-IIb-2
Quarter: 2nd Week: 1 Day: 3 and 4

I. Objectives:
At the end of 120 minutes, 80% of the learners are expected to:
solve the compound interest using the formula;
find the maturity value and present value of a compound interest; and
solve word problems involving compound interest.

II. Content:
Subject Matter: Compound Interest
Integration:
Values Education: Cooperation
Strategies: Cooperative Learning, Problem Posing,
Materials: PowerPoint presentation, Chalkboard
References: General Mathematics Teacher’s Guide (170-175)
General Mathematics Learner’s Guide (144 – 148)

III. Learning Tasks:

Motivation
Before the session starts a class prayer is being offered after which the class
beadle will check the attendance.
“Unscrambled these words”. Let the students unscramble the given words
which and let them say something what they understand on that given words.

ITSENTER – INTEREST
IRMYUTAT EULVA – MATURITY VALUE
PSENETR LVAEU – PRESENT VALUE
PLEMSI – SIMPLE
OMNCUODP – COMPOUND
XOIETELPANN - EXPONENTIAL
Let them read the objectives for the day.
I. Activity
Let the students solve the problem.

Ella and Thelma each invest ₱10,000 for two years, but under different schemes.
Ella’s earns 2% of ₱10,000 the first year, which is ₱200, then another the second
 year. Thelma earns 2% of ₱10,000 the first year, which is ₱200, same as Ella’s.
But during the second year, she earns 2% of the ₱10,000 and 2% of the ₱200
also. What is amount in Ella’s and Thelma’s respective accounts after 2 years?

J. Analysis
Based from the problems given, the teacher will ask the following questions:
 What is asked in the problem?
 If you are to choose an account, what account will you choose?
 Is there any difference between the two accounts? How can you say?
 What is the amount in Ella’s and Thelma’s respective accounts after 2 years?
 How did you solve the problem?

K. Abstraction
The teacher now will show a table shows the amount at the end of each year if
principal P is invested at an annual interest rate r compounded annually.

Year (t) Principal = P Principal = ₱100,000

Initial rate = r, Initial rate = 5%,

compounded annually compounded annually

Amount at the end of the Amount at the end of the

year year

1 P(1 + r) = P(1 + r) 100,000 * 1.05 = 105,000

2 P(1 + r) (1 + r) = P(1 + 105,000 * 1.05 = 110,250

r)2

3 P(1 + r)2 (1 + r) = 110,250*1.05 =

P(1 + r)3 121,550.63

4 P(1 + r)3 (1 + r) = 121,550.63*1.05 =

P(1 + r)4 127,628.16

Let the students observe the amount at the end of each year is just the amount from
the previous year multiplied by (1+r). In other words 1+r is multiplied each time the
year ends. This results in the following formula for the amount after t years, given
an annual interest rate of r;

Maturity (Future) Value and Compound Interest

𝐹 = 𝑃(1 + 𝑟)𝑡

where P = principal or present value

F = maturity (future value) at the end of the term
R = interest rate
t = term / time in years

The compound interest Ic is given by

Ic = F - P
Example 1. Find the maturity value and the compound interest if ₱10,000 is
compounded annually at an interest rate of 2% in 5 years.

Solution.
Given: P = 10,000
r = 2% = 0.02
t = 5 years
Find: (a) maturity value F
(b) compound interest
Solution:
a. 𝐹 = 𝑃(1 + 𝑟)𝑡
F = (10,000)(1 + 0.02)5
F = 11,040,081
b. Ic = F – P
Ic = 11,040.81 – 10,000
Ic = 1,040.81

The teacher then will present a formula on how to solve for the present value at
Compound Interest.

Present Value P at Compound Interest

𝐹
𝑃= = 𝐹(1 + 𝑟)−𝑡
1+𝑟 𝑡
where P = principal
F = maturity (future) value at the end of the term
r = interest rate
t = term / time in years
Let the student now solve the following word problem.
What is the present value of ₱50,000 due in 7 years if money is worth 10%
compounded annually?
Answer: ₱25,657.91

L. Application
(By Group) Complete the table below by finding the unknown.
Principal (P) Rate (r) Time (t) Compound Maturity
Interest Value

10,000 8% 15 1) Ans. 2) Ans.

21,721.69 31,721.69
3000 5% 6 3) Ans. 4) Ans.
1,020.29 4,020.29
50,000 10.5% 10 5) Ans. 6) Ans.
85,704.04 135,704.04
7) Ans. 2% 5 8) Ans. 50,000
45,286.54 4,713.46
9) Ans. 9.25% 2.5 10) Ans. 100,000
80,157.91 19,842.09
 IV. Evaluation
Solve the following problems.
1. What are the amounts if interest and maturity value of a loan for ₱20,000 at 6%
compound interest for 3 years?
Answer: Fc = ₱23,820.32 Ic = ₱3,820.32
2. In order to have ₱50,000 in 5 years, how much should you invest if the compound
interest is 5%?
Answer: ₱39,176.31

V. Assignment / Enrichment (as needed)

What amount must be deposited by a 15 year old student in a bank that pays 1%
compounded annually so that after 10 years he will have ₱20,000?

Answer: ₱18,105.74

Reflection:
A. No. of learners achieve 80%: _____
B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lesson: _____
E. No. of learners who continue to require remediation: ______
F. Which of my teaching strategies worked well? Why did these work? ______
G. What difficulties did I encounter which my principal or supervisor help me solve? __
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? _____

Writer: Adolf O. Odani

Lourdes IS
 Lesson Plan in General Mathematics

Content Standard: The learner demonstrates understanding of key concepts of simple and
compound interests, and simple and general annuities.
Performance Standard: The learner is able to investigate, analyze and solve problems
involving simple and compound interests and simple and general annuities using appropriate
business and financial instruments.
Learning Competency and Code:
Computes interest, maturity value, future value, and present value in simple interest and
compound interest environment. M11GM-IIa-b-1
Solve problems involving simple and compound interests. M11GM-IIb-2
Quarter: 2nd Week: 2 Day: 1

I. Objectives:
At the end of 60 minutes, 80% of the learners are expected to:
compute maturity value, interest, and present value when compound interest is
computed more than once a year.
solve word problems involving compound interest that is compounding more than
once a year; and
show appreciation to the concept of the topic.

II. Content:
Subject Matter: Compounding More than Once a Year
Integration:
Values Education: Cooperation
Strategies: Cooperative Learning, Problem Posing,
Materials: PowerPoint presentation, Chalkboard
References: General Mathematics Teacher’s Guide (176-186)
General Mathematics Learner’s Guide (150 – 157)

III. Learning Tasks: (Depends on the Strategy used)

Motivation (Optional)

Before the session starts a class prayer is being offered after which the class
beadle will check the attendance.

The teacher now will review the previous topic by having a “cabbage relay”.
The student will hold and pass the “paper cabbage” while singing a birthday song. The
student who hold the paper cabbage when the singing stops will peel off the first layer
and answer the questions found in that layer.
Suggested Questions:
1. What is a compound interest?
2. What is a formula of a compound interest?
3. What do you mean by maturity value?
4. How will you solve the maturity value?
5. What do you mean by present value?
6. How will solve the present value?
Let them read the objectives for the day.
M. Activity
Group the students into two. Have one representative from each group deposit
₱100 into a jar or box.
Group 1: This group will earn compound interest each day at a rate of 5%.
Group 2: This group will earn compound interest twice a day at a rate of 2.5%.
Let the students discuss whether one group will earn more than the other group?
Let each group compute how much money they will have at the end of 5 days.
Let them present their computation through a table.

N. Analysis
The teacher will allow the students to compare the compound amounts when
compounded semi – annually and compounded annually by posing the following
example.
Example 1. Given a principal of ₱10,000 which of the following options will yield
greater after 5 years.
Option A: Earn an annual interest rate of 2% at the end of the year; or
Option B: Earn an annual interest rate of 2% in two portions – 1% after 6
months and 1% after another 6 months?
Solution.
OPTION A: Interest is compounded annually
Principal = 10,000
Annual Int. rate = 2%, compounded
Time (t) in years annually

Amount at the end of the year

1 (10,000)(1.02) = 10,200

2 (10,200)(1.02) = 10,404

3 (10,404)(1.02) = 10,612.08

4 (10,612.08)(1.02) = 10,824.32

5 (10,824.32)(1.02) = 11,040.81

OPTION B: Interest is compounded semi-annually, or every 6 months. Under this

option, the interest rate per conversion period 1% (2% divided by 2).

Principal = 10,000
Annual Int. rate = 2%, compounded
Time (t) in years semi-annually

Amount at the end of the year

1 (10,000)(1.01) = 10,100
2
 1 (10,100)(1.01) = 10,201

1 (10,201)(1.01) = 10,303.01
1
2
2 (10,303.01)(1.01) = 10,406.04

1 (10,406.04)(1.01) = 10,615.20
2
2
3 (10,510.10)(1.01) = 10,615.20

1 (10,615.20)(1.01) = 10,721.35
3
2
4 (10,721.35)(1.01) = 10,828.56

1 (10,828.56)(1.01) = 10,936.85
4
2
5 (10,936.85)(1.01) = 11,046.22

Let the students realize that interest is often compounded more than once a year
(semi-annually; quarterly, and daily). If all else is equal, a more frequent
compounding will result in a higher interest, which is why Option B gives a
higher interest than Option A. The students should realize that investment scheme
in Option B introduces new concepts. Because interest is compounded twice a
year, the conversion period is 6 months, and the frequency of conversion is 2.
Because the investment runs for 5 years, the total number of conversion periods is
10. The nominal rate is 2% and the rate of interest for each conversion period is
1%. These terms are defined generally below.

O. Abstraction
The teacher now will let the students define the following additional terms.
 Conversion or interest period – time between successive conversions of
interest
 Frequency of conversion (m) – number of conversion periods in one year
 Nominal rate (𝑖 (𝑚) ) – annual rate of interest
 Rate (j) of interest for each conversion period
𝑖 (𝑚) 𝑎𝑛𝑛𝑢𝑎𝑙 𝑟𝑎𝑡𝑒 𝑜𝑓 𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑡
𝑗= =
𝑚 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑜𝑓 𝑐𝑜𝑛𝑣𝑒𝑟𝑠𝑖𝑜𝑛
 Total number of conversion periods n
n = tm = (frequency of conversion) * (time in years)

Note on rate notation: r,i(m),j

In earlier lessons, r was used to denote the interest rate. Now that an interest rate can
refer to two rates (either nominal or rate per conversion period), the symbols i(m) and
will be used instead.

The teacher will provide examples of nominal rates and the corresponding frequencies
of conversion and interest rate for each period.
𝑖 𝑚 = Nominal Rate m = Frequency of j = Interest Rate per One conversion
Conversion conversion period period
(Annual Interest Rate)

2% compounded 1 0.02 1 year

= 0.02 = 2%
1
annually; 𝑖 1 = 0.02

2% compounded semi- 2 0.02 6 months

= 0.01 = 1%
2
annually; 𝑖 2 = 0.02

2% compounded 4 0.02 3 months

= 0.005 = 0.5%
4
quarterly; 𝑖 4 = 0.02

2% compounded 12 0.02
= 0.0016 = 1 month
12
monthly; 𝑖 12 = 0.02
0.16%

2% compounded daily; 365 0.02 1 day

365
𝑖 365 = 0.02

After which the teacher will present the formula of maturity value (compounding m
times a year and present value at compound interest.

Maturity Value, Compounding m times a

𝑖 𝑚 𝑚𝑡
𝐹 = 𝑃 (1 + 𝑚 )
Where F = maturity (future) value
P = principal
𝑖 𝑚 = nominal rate of interest (annual rate)
m = frequency of conversion
t = term / time in years

Example: Find the maturity value and interest if 10,000 is deposited in a bank at 2%
compounded quarterly for 5 years.
Answer: Ic = F – P = 11,048.96 – 10,000 = 1,048.96

Present Value P at Compound Interest

𝐹
𝑃= 𝑚𝑡
𝑖 (𝑚)
(1+ )
𝑚

Where F = maturity (future) value

P = principal
𝑖 𝑚 = nominal rate of interest (annual rate)
m = frequency of conversion
t = term / time in years
 Example: Find the present value of 50,000 due in 4 years if money is invested at 12%
compounded semi – annually.
Answer: 31,370.62

P. Application
(By Group) Complete the table below by finding the unknown.

Nominal Rate Interest Frequency of Interest Rate per

𝑖 (𝑚) Compounded conversion Conversion Period

12% Semi-annually (1) Ans: 2 (2) Ans: 6%

16% Quarterly (3) Ans: 4 (4) Ans: 4%

9% Monthly (5) Ans: 12 (6) Ans: 0.75%

(7) Ans: Daily (8) Ans: 365 0.03%

10.05%
Frequenc Total
Nomi Interest Interest Time
y of number of Compound Compound
Principal nal Compoun rate per in
Conversio conversio Interest Amount
Rate ded period Years
n n

Semi- (4) Ans: (5) Ans:

10,000 8% (1) Ans: (2) Ans: 15 (3) Ans:
annually 22,43 32,43
2 4% 30
3.98 3.98
6
years
(10) A
Quarterl (7) Ans and (9) Ans:
3,000 5% (6) Ans: (8) Ans: ns:
y 1.25 3 1,092.
4 25 4,092.
% mont 58
58
hs

(11) A (15) A
(12) A (13) A (14) A
ns: 12% Monthly 10 ns: 50,000
ns: ns: ns:
15,14 34,85
12 1% 120
9.74 0.28

IV. Evaluation
Solve the following problems.
3. Accumulate ₱15,000 for 2 years at 15% compounded monthly.
Ans: ₱20,210.27
4. How much should Kaye set aside and invest in a fund earning 2% compounded
quarterly if she needs ₱75,000 in 15 months?
Ans: ₱73,152.80
5. Peter is planning to invest ₱100,000. Bank A is offering 5% compounded semi-
annually while Bank B is offering to invest 4.5% compounded monthly. If he plans
to invest this amount for 5 years in which bank should he invest?
Ans: Bank A: F = ₱128,008.45; Bank B: F = ₱125,179.58. Bank A gives higher
compound amount.
 V. Assignment / Enrichment (as needed)

Suppose that you have ₱80,000. You decided to deposit it on a bank and will not
withdraw from it for 10 years. A bank offers two types of compound interest
accounts. The first account offers 6% interest compounded monthly. The second
account offers 6.5% interest compounded semi-annually. Which account will you
choose if you want your money to earn more?
Answer: First Bank: F = ₱145,551.74, Second Bank: F = ₱151,667.03, Second Bank
yields more.
Reflection:
A. No. of learners achieve 80%: _____
B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lesson: _____
E. No. of learners who continue to require remediation: ______
F. Which of my teaching strategies worked well? Why did these work? ______
G. What difficulties did I encounter which my principal or supervisor help me solve?__
H. What innovation or localized materials did I used/discover which I wish to share
with other teacher? _____

Writer: Adolf O. Odani

Lourdes IS
 Lesson Plan in General Mathematics

Content Standard: The learner demonstrates understanding of key concepts of simple and
compound interests, and simple and general annuities.
Performance Standard: The learner is able to investigate, analyse and solve problems
involving simple and compound interests and simple and general annuities using appropriate
business and financial instruments.
Learning Competency and Code:
Computes interest, maturity value, future value, and present value in simple interest and
compound interest environment. M11GM-II-a-b-1
Solve problems involving simple and compound interests. M11GM-IIb-2
Quarter: 2nd Week: 2 Day: 2

I. Objectives:
At the end of 60 minutes, 80% of the learners are expected to:
7. compute equivalent interest rate, rate of interest and time in compound
interest;
8. solve word problems involving rate of interest and compound interest;
9. show appreciation to the concept of the topic.

II. Content:
Subject Matter: Finding Interest Rate and Time in Compound Interest
Integration:
Values Education: Cooperation
Strategies: Cooperative Learning, Problem Posing,
Materials: PowerPoint presentation, Chalkboard
References: General Mathematics Teacher’s Guide (188-198)
General Mathematics Learner’s Guide (158 – 167)

III. Learning Tasks:

Motivation (Optional)

Before the session starts a class prayer is being offered after which the class
beadle will check the attendance.

The teacher now will ask the students on the prevailing interest rates in the
various types of deposit accounts in several banks. Let them compare type of deposit
accounts and the interest rate. The teacher will emphasize that money deposited in
savings account, aside from earning interest may be safer than keeping them at their
houses where money can be stolen or lost.
Let them read the objective.

A. Activity
Let the students realize that investors are interested to find out how much
time is needed to accumulate a desired amount in investing a certain
principal. Let the students also realize that investors are also interested to
know the interest rate before investing a certain amount. Let them solve the
following problems by group. The teacher will guide the students in
answering the problem.
 1. How long will it take ₱3,000 accumulate to ₱3500 in a bank savings account
at 0.25% compounded monthly?
2. At what nominal rate compounded semi-annually will ₱10,000 accumulate
to ₱15,000 in 10 years?

B. Analysis
Let the students generalize the importance of knowing how much time is needed
to accumulate a desired amount and to know the interest rate before investing a
certain amount. Let them explain their thoughts about it.
C. Abstraction
The teacher now will teach students to convert one interest rate to an equivalent
interest rate by showing an example. But first let the students define the Definition
of terms:

 Equivalent rates – two annual rates with different conversion periods that will
earn the same compound amount at the end of a given number of years.
 Nominal rate – annual interest rate (may be compounded more than once a year)
 Effective rate – the rate compounded annually that will give the same compound
amount as a given nominal rate; denoted by i(1).

Example 1: What effective rate is equivalent to 10% compounded quarterly?

Answer: 10.38%

Example 2: Complete the table by computing for the rates equivalent to the
following nominal rates.
Given Interest Rate Equivalent Interest Rate

12% compounded monthly _______compounded annually

Ans: 12.6825%

8% compounded semi – annually _______compounded quarterly

Ans: 7.9216%

12% compounded monthly _______compounded semi-annually

Ans: 12.304%

D. Application
I. Find the unknown:
a) F = 2,000, P = 1750, m = 2, t = 4 years, j = ?, i(m) = ?
Answer: j = 1.68%, i(m) =3.37%
b) F = 100,000, P = 10,000, t = 8 years, money is compounded monthly; i (m) = ?,
j=? Asnwer: j = 2.43%, i(m) = 29.13%
II. Complete the table by computing for the following equivalent rates.
Given Interest Rate Equivalent Interest Rate

2% compounded annually _______compounded quarterly

Ans. 0.019852
 6% compounded quarterly _______compounded semi-annually
Ans. 0.06045

0.5% compounded semi-annually _______compounded annually

Ans. 0.005006

IV. Evaluation
Solve the following problems.
6. At what annual interest rate compounded semi-annually will a certain amount triple
itself in 10 years?
Ans: 2.78% interest rate for each conversion period, 5.57% nominal rate
7. How much time is needed for money to triple if invested at 9% compounded semi-
annually? Ans: 25 periods, 12.5 years
8. How long will it take ₱15,000 to earn ₱5,000 if it is invested at 12% monthly?
Ans: 29 conversion periods, 2.4 years

V. Assignment / Enrichment (as needed)

1. Nora borrowed an amount of ₱40,000 which she paid with an interest of ₱2,000 at
the end of 3 years. At what nominal rate compounded semi-annually was it
invested?
Answer: 0.82% for each conversion period, 1.63% nominal rate.

Reflection:
J. No. of learners achieve 80%: _____
K. No. of learners who require additional activities for remediation: ______
L. Did the remedial lessons work? ______
M. No. of learners who have caught up the lesson: _____
N. No. of learners who continue to require remediation: ______
O. Which of my teaching strategies worked well? Why did these work? ______
P. What difficulties did I encounter which my principal or supervisor help me solve? __
What innovation or localized materials did I used/discover which I wish to share with other
teacher? _____ Lesson Plan in General Mathematics

Content Standard: The learner demonstrates understanding of key concepts of simple and
compound interests, and simple and general annuities.
Performance Standard: The learner is able to investigate, analyse and solve problems
involving simple and compound interests and simple and general annuities using appropriate
business and financial instruments.
Learning Competency and Code:
Computes interest, maturity value, future value, and present value in simple interest and
compound interest environment. M11GM-II-a-b-1
Solve problems involving simple and compound interests. M11GM-IIb-2
Quarter: 2nd Week: 2 Day: 2

VI. Objectives:
At the end of 60 minutes, 80% of the learners are expected to:
 10. compute equivalent interest rate, rate of interest and time in compound
interest;
11. solve word problems involving rate of interest and compound interest;
12. show appreciation to the concept of the topic.

VII. Content:
Subject Matter: Finding Interest Rate and Time in Compound Interest
Integration:
Values Education: Cooperation
Strategies: Cooperative Learning, Problem Posing,
Materials: PowerPoint presentation, Chalkboard
References: General Mathematics Teacher’s Guide (188-198)
General Mathematics Learner’s Guide (158 – 167)

VIII. Learning Tasks:

Motivation (Optional)

Before the session starts a class prayer is being offered after which the class
beadle will check the attendance.

The teacher now will ask the students on the prevailing interest rates in the
various types of deposit accounts in several banks. Let them compare type of deposit
accounts and the interest rate. The teacher will emphasize that money deposited in
savings account, aside from earning interest may be safer than keeping them at their
houses where money can be stolen or lost.
Let them read the objective.

A. Activity
Let the students realize that investors are interested to find out how much
time is needed to accumulate a desired amount in investing a certain
principal. Let the students also realize that investors are also interested to
know the interest rate before investing a certain amount. Let them solve the
following problems by group. The teacher will guide the students in
answering the problem.

3. How long will it take ₱3,000 accumulate to ₱3500 in a bank savings account
at 0.25% compounded monthly?
4. At what nominal rate compounded semi-annually will ₱10,000 accumulate
to ₱15,000 in 10 years?

B. Analysis
Let the students generalize the importance of knowing how much time is needed
to accumulate a desired amount and to know the interest rate before investing a
certain amount. Let them explain their thoughts about it.
C. Abstraction
The teacher now will teach students to convert one interest rate to an equivalent
interest rate by showing an example. But first let the students define the Definition
of terms:
  Equivalent rates – two annual rates with different conversion periods that will
earn the same compound amount at the end of a given number of years.
 Nominal rate – annual interest rate (may be compounded more than once a year)
 Effective rate – the rate compounded annually that will give the same compound
amount as a given nominal rate; denoted by i(1).

Example 1: What effective rate is equivalent to 10% compounded quarterly?

Answer: 10.38%

Example 2: Complete the table by computing for the rates equivalent to the
following nominal rates.
Given Interest Rate Equivalent Interest Rate

12% compounded monthly _______compounded annually

Ans: 12.6825%

8% compounded semi – annually _______compounded quarterly

Ans: 7.9216%

12% compounded monthly _______compounded semi-annually

Ans: 12.304%

D. Application
III. Find the unknown:
c) F = 2,000, P = 1750, m = 2, t = 4 years, j = ?, i(m) = ?
Answer: j = 1.68%, i(m) =3.37%
d) F = 100,000, P = 10,000, t = 8 years, money is compounded monthly; i (m) = ?,
j=? Asnwer: j = 2.43%, i(m) = 29.13%
IV. Complete the table by computing for the following equivalent rates.
Given Interest Rate Equivalent Interest Rate

2% compounded annually _______compounded quarterly

Ans. 0.019852

6% compounded quarterly _______compounded semi-annually

Ans. 0.06045

0.5% compounded semi-annually _______compounded annually

Ans. 0.005006

IX. Evaluation
Solve the following problems.
9. At what annual interest rate compounded semi-annually will a certain amount triple
itself in 10 years?
Ans: 2.78% interest rate for each conversion period, 5.57% nominal rate
10. How much time is needed for money to triple if invested at 9% compounded semi-
annually? Ans: 25 periods, 12.5 years
11. How long will it take ₱15,000 to earn ₱5,000 if it is invested at 12% monthly?
Ans: 29 conversion periods, 2.4 years
X. Assignment / Enrichment (as needed)

1. Nora borrowed an amount of ₱40,000 which she paid with an interest of ₱2,000 at
the end of 3 years. At what nominal rate compounded semi-annually was it
invested?
Answer: 0.82% for each conversion period, 1.63% nominal rate.

Reflection:
A. No. of learners achieve 80%: _____
B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lesson: _____
E. No. of learners who continue to require remediation: ______
F. Which of my teaching strategies worked well? Why did these work? ______
G. What difficulties did I encounter which my principal or supervisor help me solve? __
What innovation or localized materials did I used/discover which I wish to share with other
teacher? _____

Writer: Adolf O. Odani

Lourdes IS
 Lesson Plan in General Mathematics

Content Standard: The learner demonstrates understanding of key concepts of simple and
compound interests, and simple and general annuities.
Performance Standard: The learner is able to investigate, analyse and solve problems
involving simple and compound interests and simple and general annuities using appropriate
business and financial instruments.
Learning Competency and Code:
Illustrates simple and compound interests. M11GM-IIa-1
Computes interest, maturity value, future value, and present value in simple interest and
compound interest environment. M11GM-II-a-b-1
Solve problems involving simple and compound interests. M11GM-IIb-2
Quarter: 2nd Week: 2 Day: 4

I. Objectives:
At the end of 60 minutes, 80% of the learners are expected to:
illustrate simple and compound interest;
distinguish between simple and compound interests;
compute interest, maturity value, future value, and present value in simple interest and
compound interest environment; and
solve problems involving simple and compound interests.
II. Content:
Summary Test No. 1

III. Tasks:
A. Setting of Standards
B. Reading of Instruction
C. Supervising learners in answering the summative test
D. Checking of papers

IV. Recording of test results

V. Reflection:
A. No. of learners achieve 80%: _____
B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lesson: _____
E. No. of learners who continue to require remediation: ______
F. Which of my teaching strategies worked well? Why did these work? ______
G. What difficulties did I encounter which my principal or supervisor help me solve?
__
H. What innovation or localized materials did I used/discover which I wish to share
with other teacher? _____

Writer: Adolf O. Odani

Lourdes IS
 GENERAL MATHEMATICS
2ND SEMESTER
1ST SUMMATIVE EXAMINATION

Name: _______________________________ Grade &Section : ____________

Score : _________

I. Multiple Choice
Direction: Select the correct answer for each of the following questions. Encircle only
one answer for each item corresponding to the letter of your choice.
1. A person who invests the money or makes the funds available.
a. Debtor c. Creditor
b. Borrower d. Co – maker
2. A person (or institution) who owes the money or avails of the funds from the
lender.
a. Debtor c. Creditor
b. Borrower d. Co – maker
3. It is a date on which money is received by the borrower.
a. Date of Investment c. Date
b. Loan Date d. Money
4. It is an amount of money borrowed or invested on the origin date.
a. Interest c. Principal
b. Simple Interest d. Rate
5. It is an amount paid or earned for the use of money.
a. Interest c. Principal
b. Simple Interest d. Rate
6. It is an interest computed on the principal and also on the accumulated past
interests.
a. Interest c. Maturity Value
b. Simple Interest d. Compound Interest
7. Which of the following is Simple Interest?
A B

Year Interest Year Interest

1 (10,000)(.005)(1) 1 (10,000)(.005)(1)

2 (10,050)(.005)(1) 2 (10,000)(.005)(2)

3 (10,100.25)(.005)(1) 3 (10,000)(.005)(3)

4 (10,150.75)(.005)(1) 4 (10,000)(.005)(4)

5 (10,201.50)(.005)(1) 5 (10,000)(.005)(5)

a. Relationship A c. Both A and B

 b. Relationship B d. None of the above
8. Based on the choices given on number 7, which of the following is compound
interest?
a. Relationship A c. Both A and B
b. Relationship B d. None of the above.
9. How much interest is charged when 50,000 is borrowed for 9 months at an annual
simple interest rate of 10%?
a. 3705 c. 3507
b. 3750 d. 3570
10. When invested at an annual interest rate of 7%, an amount earned 11,200 of
simple interest in two years. How much money was originally invested?
a. 60,000 b. 70,000 c. 80,000 d. 90,000

11. If an entrepreneur applies for a loan amounting to 500,000 in a bank, the simple
interest of which is 157,500 for 3 years, what interest rate is being charged?
a. 9.5% b. 10.05% c. 10.5% d. 10%
12. How long will a principal earn an interest equal to half of it at 5% simple interest?
a. 8 years b. 9 years c. 10 years d. 11 years
13. It is an amount after t years that the lender receives from the borrower on the
maturity date.
a. Rate c. Amortization
b. Simple Interest d. Future Value
14. What is the maturity value if 1 million pesos is deposited in a bank at an annual
simple interest rate of 0.25% after 1 year.
a. 1,002,500 b. 1,000,500 c. 1,000,200 d.
1,005,200
15. Two annual rates with different conversion periods that will earn the same
compound amount at the end of a given number of years.
a. Nominal Rate c. Equivalent Rates
b. Effective Rate d. None of the above

II. Complete the table by finding the unknown values.

P Nomi Interest Frequenc Inter Time Number Compo Compo
nal compoun y of est in of und und
Rate ded Conversi rate Year convers Interest Amount
ons per s ion
year
200 (1) Semi (2) (3) 2 (4) (5) 2800
0 annually

500 (6) Quarterly (7) (8) 5 (9) 500 (10)

0 years
and 3
 mont
hs

III. Solve the following problems. (5 points each)

1. What is the nominal rate of interest if 4,000 accumulates to 10,000 in 8 years with
interest compounded quarterly?

2. Nora borrowed an amount of 40,000 which she paid with an interest of 2,000 at
the end of 3 years. At what nominal rate compounded semi-annually was it
invested?

3. How much time is needed for money to triple if invested at 9% compounded

semi-annually?

4. At what annual interest rate compounded semi-annually will a certain amount

triple itself in 20 years?

5. How long will it take 15,000 to earn 5,000 if it is invested at 12% monthly?

Answer Key:
1. C
2. B
3. B
4. C
5. A
6. C
7. A
8. B
9. B
10. C
11. C
12. C
13. D
14. A
15. C

II.
P Nominal Interest Frequency Interest Time Number of Compou Compound
Rate compounded of rate per in conversion nd Amount
Conversions year Years Interest
2000 (1) Ans: Semi (2) Ans:2 (3) 2 (4) Ans: 4 (5) Ans: 2800
17.55% annually Ans: 800
8.78%
5000 (6) Ans: Quarterly (7) Ans:4 (8)Ans: 5 years (9) Ans: 500 (10) Ans:
1.82% 0.45% and 3 21 5500
months

III.
1. Answer: j = 0.116191927 or 11.62%
2. Answer: 0.82% for each conversion period, 1.63% nominal rate
3. Answer: 25 periods, 12.5 years
4. Answer: 2.78% interest rate for each conversion period, 5.57% nominal rate
Answer: 29 conversion periods, 2.4 years

Writer: Adolf O. Odani

Lourdes IS
 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of the key concepts of simple and
compound interests, and simple and general annuities.

Performance Standards: The learner is able to investigate, analyze and solve problems involving simple
and compound interests and simple and general annuities using appropriate business and financial
instruments.

Learning Competency and Code: Illustrates simple and general annuities. M11GM-IIc-1

Quarter: 2nd Week: 3 Day: 1

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

1. define annuities, simple annuities, general annuities and other related terms on annuities;
2. classify annuities according to payment, time and duration; and
3. illustrates simple and general annuities.

II. Content:

Subject Matter: Simple and General Annuities

Integration: Paying debt

Values Education: Cooperation

Strategies: Define, Demonstration, Direct Instruction, and Cooperative Learning

Materials: Computer, PowerPoint presentation, whiteboards, and markers.

References: General Mathematics Teachers Guide, Page 199-201

General Mathematics Learner’s Material First Edition 167-169

III. Learning Tasks:

A. Preliminary Activities
“Scrambled word!” (Drill/cooperative approach. The teacher will prepare scrambled words of
different annuities that is applied on the topic.)

o Students will be grouped into five.

o Each group will be asked to rearrange the scrambled words to form different annuities
with its definition (definition is derived from the learners module/teacher’s guide)
within 5 minutes.
 o Each group will write their answer in the whiteboard or in manila paper and raise
their answer after the given time elapsed.

The teacher will process the student’s responses.

B. Analysis
“Show-and-tell” (Demonstration)

From the posted answers of the students, The teacher will give another 5 minutes in
each group to classify the annuities according to:

1. Payment interval and interest period;

2. Time of payment; and
3. duration
The teacher will deepen the responses of the students and emphasize using table of
classification of annuities, and give more real life examples of annuities.

C. Abstraction
Let the students illustrate and distinguish between simple and general annuities by
providing examples. Both simple and general annuities have a time diagram for its cash below
as shown below. The main difference is that in a simple annuity the payment interval is the
same as the interest period while in a general annuity the payment interval is not the same as
the interest period.

Example of a simple annuity - Installment payment for an appliance at the end of each
month with interest compounded monthly.
 Example of a general annuity - Installment payment for an appliance at the end of each
month with interest compounded annually.

D. Application
The teacher will give a scenario (below is one of the examples) to each group and select
another representative in each group to answer the following problems: 1. Illustrate the cash
flow in a time diagram; 2. Find the future value of all the payments at the end of the term.

Suppose Mrs. Remoto would like to save P3,000 at the end of each month, for six
months, in a fund that gives 9% compounded monthly. How much is the amount or future value
of her savings after 6 months?

IV. Evaluation
“Paper-and-Pen Test” by group. In a ½ sheet of paper and solve the following problems.

1. Peter started to deposit P5,000 quarterly in a fund that pays 1% compounded quarterly.
How much will be in the fund after 6 years?

Answer: F = P123,514.09

2. The buyer of a lot pays P50,000 cash and P10,000 every month for 10 years. If money is
8% compounded monthly, how much is the cash value of the lot?

Answer: CV = 50,000 + 824,214.81 = P874,214.81

3. How much should be invested in a fund each year paying 2% compounded annually to
accumulate P100,000 in 5 years?

Answer: R = P19,215.84

V. Assignment / Enrichment

Solve the following problems ( for an additional points/incentives).

1. A P50,000 loan is payable in 3 years. To repay the loan, the debtor must pay an amount
every 6 months with an interest rate of 6% compounded semi-annually. How much should he
pay every 6 months?

Answer: R = P9,229.88

2. An appliance is for sale at either (a) P15,999 cash or (b) on terms, P1,499 each month for
the next 12 months. Money is 9% compounded monthly. Which is lower, the cash price or the
present value of the installment terms? Explain.

Answer: Cash price since cash price (P15,999) is less than the present value of all monthly
payments (P17,140.93)

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Writer: Emelio R. Fiel, Jr.

Valencia National High School

Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of the key concepts of simple and
compound interests, and simple and general annuities.

Performance Standards: The learner is able to investigate, analyze and solve problems involving simple
and compound interests and simple and general annuities using appropriate business and financial
instruments.

Learning Competency and Code: Distinguish between simple and general annuities. M11GM-IIc-2

Quarter: 2nd Week: 3 Day: 2

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

 4. Identifies the given and the unknown or item asks in the problem;
5. Distinguishes between simple and general annuities.

II. Content:

Subject Matter: Simple and General Annuities

Integration: The value of saving in the bank

Values Education: Cooperation

Strategies: Define, Demonstration, Direct Instruction, and Cooperative Learning

Materials: Computer, PowerPoint presentation, whiteboards, and markers.

References: General Mathematics Teachers Guide, Page 199-201

General Mathematics Learner’s Material First Edition 167-169

III. Learning Tasks:

E. Preliminary Activities
The teacher should prepare at least five(5) simple annuities and five (5) general annuities
problems.

o Students will be grouped into five.

o Each group will be asked to distinguish and separate the simple and general annuities
problems within 5 minutes.
The following (sample) problems are:

1. Cris started to deposit P1,000 monthly in a fund that pays 6% compounded

quarterly. How much will be in the fund after 15 years?
2. A teacher saves P5,000 every 6 months in a bank that pays 0.25% compounded
monthly. How much will be her savings after 10 years?
3. Suppose Mrs. Remoto would like to save P3,000 every month in a fund that gives 9%
compounded monthly. How much is the amount or future value of her savings after 6
months? 18,340.89
4. In order to save for her high school graduation, Marie decided to save P200 at the end of
each month. If the bank pays 0.250% compounded monthly, how much will her money be at
the end of 6 years?

o Each group will write their answer in the whiteboard or in manila paper and raise
their answer after the given time elapsed.
The teacher will process the student’s responses.

F. Analysis
“Show-and-tell” (Demonstration)
 From the posted answers of the students, The teacher will give 10 minutes identify
the given and the unknown of the given problems.

Each group will write their answer in the whiteboard or in manila paper and raise
their answer after the given time elapsed and report it to class.

The teacher will deepen the responses of the students and emphasize using.

Example of Simple Annuity.

Suppose Mrs. Remoto would like to save P3,000 every month in a fund that gives 9%
compounded monthly. How much is the amount or future value of her savings after 6
months?

Given: periodic payment R = P3,000

term t = 6 months

interest rate per annum i(12) = 0.09

number of conversions per year m = 12

interest rate per period j = 0.09/12= 0.0075

Find: amount (future value) at the end of the term, F

Example of General Annuity.

Cris started to deposit P1,000 monthly in a fund that pays 6% compounded quarterly.
How much will be in the fund after 15 years?

Given: regular payment R = 1,000

Number of payments n = 12(15) = 180 payments
Equivalent interest rate i(4) = 0.06 m = 4
Find: Fund F

G. Abstraction
1. Annuity is a fixed sum of money paid to someone at regular intervals subject to fixed
compound interest rate.
2. When compounding period is equal to the payment interval, the annuity is simple.
3. When compounding period is unequal to the payment interval, the annuity is general.
4. If payment is made at the end of each payment interval, the annuity is ordinary.
5. If payment is made at the beginning of each payment interval, the annuity is annuity
due.
6. State the formula for simple ordinary annuity and simple annuity due.

H. Application
Group students into 5 groups. Let the student derived the formula of Simple annuity future
and present, general annuity future and present to solve problem on annuity.
IV. Evaluation

“Paper-and-Pen Test” by group. In a ½ sheet of paper, Solve the following problem below.

1. For the past 6 months, Richard was unable to pay the monthly amortization of
P18,000.00 on his car loan. As a result, he was charged an annual interest rate of 15%
compounded monthly as penalty of last payment. Because of the length of the delay,
the bank is threatening to repossess the vehicle if the outstanding balance is not paid
in full. How much is Richard required to pay today to prevent this from happening?
Answer: P111,431.78
Given: periodic payment R = P18,000
term t = 6 months
interest rate per annum i(12) = 0.15
number of conversions per year m = 6
interest rate per period j = 0.15/12= 0.0125
Find: amount (future value) at the end of the term, F

2. Mr. Ribaya paid P200,000 as down payment for a car. The remaining amount is to be
settled by paying P16,200 at the end of each month for 5 years. If interest is 10.5%
compounded monthly, what is the cash price of his car?
Answer: P953, 702.20

Given: down payment = 200,000

Periodic payment R = 16,200

Interest rate i(12) = 0.105
Number of conversions per year m = 12
Interest rate per period j = 0.105/12 = 0.00875
Number of years t = 5 years
n = mt = (12)(5) = 60 periods
Find: cash value or cash price of the car

V. Assignment / Enrichment

The teacher requires the students to study General Annuities

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Emelio R. Fiel, Jr.

Writer

Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of the key concepts of simple and
compound interests, and simple and general annuities.

Performance Standards: The learner is able to investigate, analyze and solve problems involving simple
and compound interests and simple and general annuities using appropriate business and financial
instruments.

Learning Competency and Code: Finds the future and present value of simple annuities. M11GM-IIc-
d-1(c-3)
Quarter: 2nd Week: 3 Day: 3

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

6. Finds the future value of simple annuities;

7. Finds the present value of simple annuities;
8. Give the advantage/s and disadvantage/s of future and present simple annuities

II. Content:

Subject Matter: Future and present Simple Annuities

Integration: The value of saving in the bank

Values Education: Cooperation

Strategies: Define, Demonstration, Direct Instruction, and Cooperative Learning

Materials: Computer, PowerPoint presentation, whiteboards, and markers.

References: General Mathematics Teachers Guide, Page 196-209

General Mathematics Learner’s Material First Edition 168-182

III. Learning Tasks:

I. Preliminary Activities
“Challenge me”

The teacher gives a problem on future and present simple annuities with guide questions
leading to the completion of the given information.

Simple annuity – Future

Suppose Mrs. Remoto would like to save P3,000 every month in a fund that
gives 9% compounded monthly. How much is the amount or future value of her
savings after 6 months? Answer: 18,340.89

Given: periodic payment R = ? P3,000

term t = ? 6 months number of conversions per year m = ? 12

interest rate per annum i(12) = ? 0.09

interest rate per period j = ? 0.09/12= 0.0075

 Find: amount (future value) at the end of the term, F

Simple Annuity – Present

Suppose Mrs. Remoto would like to know the present value of her monthly
deposit of P3,000 when interest is 9% compounded monthly. How much is the
present value of her savings at the end of 6 months?

Find: Present value P (Answer: 17,536.79)

The teacher will process the student’s responses.

J. Analysis
“Show-and-tell” (Demonstration)

The teacher will deepen the responses of the students and show how to derived the
formula of simple annuity – future and simple annuity – present.

The future value F of a simple annuity is given by

(1+𝑗)𝑛 −1
𝐹=𝑅
𝑗

Where R is the regular payment;

J is the interest rate per period;

N is the number of payments

The present value P of an simple annuity is given by

1 − (1 + 𝑗)−𝑛
𝑃=𝑅
𝑗
Where R is the regular payment;

j is the interest rate per period;

n is the number of payment

K. Abstraction
The derivation of the formula in finding the future amount of an ordinary annuity;

F = R + R(1 + j)+ R(1 + j)2 + ….+ R(1 + j)n-2 + R(1 + j)n-1

Multiply both sides by (1 + j) to get

F(1+j) = R(1+j)+ R(1 + j)2 + R(1+j)3+…+ R(1+j)n-1 + R(1+j)n

From Equation (1), subtract Equation (2) to produce

F(1+j) – F = R(1+j)n - R
F[(1+j) - 1] = R[(1+j)n – 1]

F(j) = R [(1+j)n-1]
(1 + 𝑗)𝑛 − 1
𝐹=𝑅
𝑗
The derivation of the formula in finding the future amount of an ordinary annuity;
P = R(1 + j)-1+ R(1 + j)-2 + ….+ R(1 + j)-(n-2) + R(1 + j)-n
𝑅 𝑅 𝑅 𝑅
P = (1+𝑗)1 + (1+𝑗)2 + . . . . + (1+𝑗)(𝑛−2)
+ (1+𝑗)𝑛

1
Multiply both sides by to get
1+𝑗
𝑅 𝑅 𝑅 𝑅
P= + + ....+ +
(1+𝑗)2 (1+𝑗)3 (1+𝑗)(𝑛−2) (1+𝑗)𝑛

From Equation (1), subtract Equation (2) to produce

L. Application
Being able to save a significant portion of his monthly salary, Luke opens a special
deposit account with a bank offering 6% per annum, compounded monthly. If he saves
P15,000.00 at the end of each month for the next 12 months, how much will he have at the end
of 1 year? Answer: (future value) = P 185,033.44
 1. What value or formula is used to solve the simple annuity problem?
2. Why is it that the present value is lower than the future value?
3. Cite an advantage/s of future value and present value of simple (ordinary) annuity
IV. Evaluation

“Paper-and-Pen Test” by individual. In a ½ sheet of paper, solve the following problem.

Find the present value and the future value of a simple(ordinary) annuity of P5,000.00
payable semi-annually for 10 years if money is worth 6% compounded semi-annually.

Answers: Present value=P74,387.37 Future value=P134,351.87

V. Assignment / Enrichment

Find the future value F of the following ordinary annuities.

1. Monthly payments of P3,000 for 4 years with interest rate of 3% compounded monthly
2. Quarterly payment of P5,000 for 10 years with interest rate of 2% compounded quarterly

Find the present value P of the following ordinary annuities.

3. Monthly payments of P2,000 for 5 years with interest rate of 12% compounded monthly
4. Quarterly payment of P15,000 for 10 years with interest rate of 8% compounded quarterly

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Emelio R. Fiel, Jr.

Writer

Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of the key concepts of simple and
compound interests, and simple and general annuities.

Performance Standards: The learner is able to investigate, analyze and solve problems involving simple
and compound interests and simple and general annuities using appropriate business and financial
instruments.

Learning Competency and Code: Finds the future and present value of General annuities. M11GM-IIc-
d-1(d-1)

Quarter: 2nd Week: 4 Day: 1

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

9. Solve the future value of general annuities;

10. Solve the present value of general annuities;
11. Provide real life example general annuities

II. Content:

Subject Matter: Future and Present General Annuities

Integration: The value of saving in the bank

Values Education: Cooperation

Strategies: Define, Demonstration, Direct Instruction, and Cooperative Learning

Materials: Computer, PowerPoint presentation, whiteboards, and markers.

References: General Mathematics Teachers Guide, Page 210-224

General Mathematics Learner’s Material First Edition 183-199

III. Learning Tasks:

M. Preliminary Activities
Group the students. Allow them to recall how to find equivalent rates through a game.
 Write on strips of papers interest rates that they will be converting to the specified
equivalent rates.

12% compounded monthly = ______ compounded annually

10% compounded quarterly = ______ compounded semi-annually

8% compounded monthly = ______ compounded semi-annually

6% compounded quarterly = ______ compounded annually

Put these strips of papers inside a box. Let each group draw 3 papers. For the given
time period, let them compute for equivalent rates. The group with the number of correct
answer is the winner. You may also consider the fastest group with the highest number of
correct answers.

The teacher will process the student’s responses.

N. Analysis
“Show-and-tell” (Demonstration)

The teacher will deepen the responses of the students and show how to derived the
formula of general annuity – future and general annuity – present.

The future value F of a general annuity is given by

(1+𝑗)𝑛 −1
𝐹=𝑅
𝑗

Where R is the regular payment;

j is the interest rate per payment interval;

n is the number of payments

The present value P of an general annuity is given by

1 − (1 + 𝑗)−𝑛
𝑃=𝑅
𝑗
Where R is the regular payment;

j is the interest rate per payment interval;

n is the number of payments

The formulas for F and P are same as those in previous lesson. The extra step occurs
in finding j: the given interest rate per period must be converted to an equivalent rate per
payment interval.

O. Abstraction

 Let the students recall the definition of general annuity.

 General annuity – an annuity where the payment interval is not the same as the
interest compounding period.
 General Ordinary Annuity – a general annuity in which the periodic payment is
made at the end of the payment interval.
 Allow the students to illustrate the cash flow of a general annuity in a time diagram.
 R R R R R … R

0 1 2 3 4 5 … n

 Let the students observe that the time diagram is similar to a simple ordinary annuity. The
main difference is that the payment interval is not the same as the interest computing
period.
 Discuss how to compute the amount (future value) of a general ordinary annuity.
 The formula for the future value is just the same as that for a simple ordinary annuity. The
extra step occurs in finding j: the given interest rate per period must be converted to an
equivalent rate per payment interval.

Amount (Future) Value of a General Ordinary Annuity

F

R R R R R … R

0 1 2 3 4 5 … n

The amount or future value of general ordinary annuity is given by

(1 + 𝑗)𝑛 − 1
𝐹=𝑅
𝑗

Where R is the regular payment,

j is the equivalent interest rate per payment interval, and

n is the number of payments

P. Application
 Allow the students to provide real life examples of general annuity such as monthly
installment payment of a car, lot or house with an interest rate that is compounded
annually; paying a debt semi-annually when the interest is compounded monthly.

Cris started to deposit P1,000.00 monthly in a fund that pays 6% compounded quarterly.
How much will be in the fund after 15 years?

Solution. Given: R = 1,000

n = 12(15) = 180 payments

i4 = 0.06

m=4

Find: F

The cash flow for this problem is shown in the diagram below.
 F

1,000 1,000 1,000 1,000 … 1,000 1,000

0 1 2 3 4 … 179 180

1. Since payments are monthly, the interest rate of 6% compounded quarterly must be
converted to its equivalent interest rate that is compounded monthly.

F1 = F2

𝑖 12 𝑖4
P(1+ 12 )12t= P(1+ 4 )4t

𝑖 12 12t 𝑖4
(1+ ) = (1+ )4t
12 4

𝑖 12
(1+ 12 )12= (1.015)4

𝑖 12
(1+ 12 )= [(1.015)4] 1/12

𝑖 12
12
= (1.015)1/3–1

𝑖 12
= 0.004975 = j
12

Thus, the interest rate per monthly payment interval is 0.00497421 or 0.497521%

2. Apply the formula in finding the future value of an ordinary annuity using the computed
equivalent rate

(1+𝑗)𝑛 −1 (1+0.00497521)180 −1
𝐹=𝑅 𝑗
𝐹 = 1000 0.00497521

F = 290,076.28

Thus, Cris will have P290,076.28 in the fund after 15 years.

IV. Evaluation

“Paper-and-Pen Test” by individual. In a ½ sheet of paper, solve the following problem.

 A sala set is for sale at P16,000 in cash or on monthly installment of P2,950 for 6 months at
12% compounded semi-annually. Which is lower: the cash price or the present value of the
installment term? Answer P=P17,110.88

V. Assignment / Enrichment

The teacher let the students study General Annuities: lessons 29 for the continuation of the
lesson.

Find the future value F of the following general annuities.

1. Monthly payments of P3,000 for 4 years with interest rate of 3% compounded monthly
2. Quarterly payment of P5,000 for 10 years with interest rate of 2% compounded quarterly

Find the present value P of the following general annuities.

3. Monthly payments of P2,000 for 5 years with interest rate of 12% compounded monthly
4. Quarterly payment of P15,000 for 10 years with interest rate of 8% compounded quarterly

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Emelio R. Fiel, Jr.

Writer
 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of the key concepts of simple and
compound interests, and simple and general annuities.

Performance Standards: The learner is able to investigate, analyze and solve problems involving simple
and compound interests and simple and general annuities using appropriate business and financial
instruments.

Learning Competency and Code: Calculates the fair market value of a cash flow stream that includes
an annuity. M11GM-IId-2

Quarter: 2nd Week: 4 Day: 2

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

12. Define cash flow (cash inflow and cash outflow), fair market value and focal date;
13. Calculates the fair market value of a cash flow stream that includes an annuity.
14. Illustrate the cash flows

II. Content:

Subject Matter: Future and Present General Annuities

Integration: The value of saving in the bank

Values Education: Cooperation

Strategies: Define, Demonstration, Direct Instruction, and Cooperative Learning

Materials: Computer, PowerPoint presentation, whiteboards, and markers.

References: General Mathematics Teachers Guide, Page 210-224

General Mathematics Learner’s Material First Edition 183-199

III. Learning Tasks:

Q. Preliminary Activities
Group the students. Let the students think of equivalent interest rates. Randomly pick a
group who will call/tag another group to convert an interest rate to its equivalent rate at a
given time span (one or two minutes). For example, the group will call the next group as
‘convert 12% compounded monthly to an interest rate compounded annually!’ If a group
gets the correct answer, this group has the right to call/tag another group to convert
 equivalent rates. If the group did not get the correct equivalent rate, the group is out of the
game. The remaining/last group in the game is the winner.

The teacher will process the student’s responses.

R. Analysis
“Show-and-tell” (Demonstration)

The teacher will deepen the responses of the students and show how to derived the
conversion of the equivalent interest rates particularly in comparing the fare market values.

Example, Mr. Ribaya received two offers on a lot that he wants to sell. Mr. Ocampo
has offered P50,000.00 and P1 million lump sum payment 5 years from now. Mr. Cruz has
offered P50,000 plus P40,000.00 every quarter for five years. Compare the fair market
values of the two offers if money can earn 5% compounded annually. Which offer has a
higher market value?

Given:

Mr. Ocampo’s offer Mr. Cruz’s offer

50,000 down payment 50,000 down payment

1,000,000 after 5 years 40,000 every quarter for 5 years

Find: fair market value of each offer

 Illustrate the cash flows of the offers using time diagrams.

Mr. Ocampo’s offer:

50,000 … 1,000,000

0 1 2 3 … 20

Mr. Cruz’s offer:

50,000 40,000 40,000 40,000 … 40,000

0 1 2 3 … 20

Choose a focal date and determine the values of the two offers at that focal date. It is
usually convenient to choose focal dates to either be at the start or at the end of the term.

S. Abstraction
To compare which offer is higher on fair market value, the teacher should introduce two
possible solution, the focal dates are either the start of the term (the present value) or the
 end of the term (the future value). The teacher divides the class into 2 groups. The first
group will use the focal date to be the start of the term (present value) and the 2nd group
will use the focal date to be the end of the term (future value).

Solution 1: Since the focal date is at t=0, compute for the present value of each offer.
Mr. Ocampo’s Offer Mr. Cruz’s Offer

F1 = F2
P = F(1+j)-n
𝑖4 𝑖1
= 1,000,000(1+0.05) –5 P(1+ 4 )4t= P(1+ 1 )1t
= 783,526.17
Fair Market Value(FMV) = 𝑖4 0.05 1
(1+ )4= (1+ )
4 1
50,000+783,783,526.17
= 833,526.17 𝑖4
1+ 4 = (1.05)1/4

𝑖4
= (1.05)1/4–1
4

𝑖 4 = 0.012272 = j
1 − (1 + 𝑗)−𝑛
𝑃=𝑅
𝑗
1 − (1 + 0.012272)−20
𝑃 = 40000
0.012272
P=705,572.68
Fair Market
Value(FMV)=Downpayment+Present Value
FMV = 50,000+705,572.68
= 755,572.68

The difference between the market values of the two offers at the start of the term is
77, 953.49 = 833,526.17 – 755,572.68. Hence, Ocampo’s offer is higher market value.

The teacher elaborate the second solution using the future value of annuity.

T. Application
If an appliance that costs P15,000 can be paid in 8 monthly payments of P2,000, then
1−(1+𝑗)−8
the formula 15,000 = 2,000 𝑗
must be satisfied. Experiment with different
values for j to determine the interest rates for the period and the annual interest rate.

Based on the interest rates you computed, do you think it is a good idea to loan?

[Possible answers: If I can wait before buying a certain item, it may be better to just
save until I have enough money, rather than pay now with a large interest. However, if
the need is urgent, then I might need to borrow with interest.]

IV. Evaluation
“Paper-and-Pen Test” by individual. In a ½ sheet of paper, solve the following problem.

A television set is for sale at P13,499 in cash or on installment terms, P2,500 each month for
the next 6 months at 9% compounded annually. If you were the buyer, what would you prefer, cash or
installment?

Answer: Present value of installment is P14,628.79 (use j=0.007207, n=6); better to pay
P13,499 if cash is available, or wait until you can save enough cash to pay by installment.

V. Assignment / Enrichment

To supplement the lesson, the teacher ask the students to answer the following question.

Company A offers P150,000 at the end of 3 years plus P300,000 at the end of 5 years.
Company B offers P25,000 at the end of each quarter for the next 5 years. Assume that money is
worth 8% compounded annually. Which offer has a better market value?

Answer: Company A=P321,216.43 Company B=409,560.4726 therefore, Company B’s offer is

preferable since its market value is larger.

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Emelio R. Fiel, Jr.

Writer
 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of the key concepts of simple and
compound interests, and simple and general annuities.

Performance Standards: The learner is able to investigate, analyze and solve problems involving simple
and compound interests and simple and general annuities using appropriate business and financial
instruments.

Learning Competency and Code: Calculates the present value and period of deferral of a deferred
annuity. M11GM-IId-3

Quarter: 2nd Week: 4 Day: 3

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

15. Define and explain deferred annuity and period of deferral;

16. Illustrate deferred annuity;
17. Calculates the present value and period of deferral of a deferred annuity.

II. Content:

Subject Matter: Deferred Annuity

Integration: No skipping in paying debt.

Values Education: Cooperation

Strategies: Define, Demonstration, Direct Instruction, and Cooperative Learning

Materials: Computer, PowerPoint presentation, whiteboards, and markers.

References: General Mathematics Teachers Guide, Page 210-224

General Mathematics Learner’s Material First Edition 183-199

III. Learning Tasks:

U. Preliminary Activities
 Group the students. Ask each group to write down all given, make table of time diagram
and to solve the problem below.

Mr. Gran wants to purchase a cellular phone. He decided to pay monthly for 1 year
starting at the end of the month. How much is the cost of the cellular phone if his monthly
payment is P2,500 and interest is at 9% compounded monthly?

Using the formula simple annuity-present, the cost of the cellular phone now is
P28,587.28

The teacher process the answer. Discuss the following problem as an introduction to
deferred annuity.

What if Mr. Gran is considering another cellular phone that has a different payment
scheme? In this scheme, he has to pay P2,500 for 1 year starting at the end of the fourth
month. If the interest rate is also 9% converted monthly, How much is the cash value of the
cellular phone?

V. Analysis
“Show-and-tell” (Demonstration)

The teacher will deepen the responses of the students and recall the previous example.
Emphasize that for deferred annuities, the start of the payments is on a later date.

Note that the two payment schemes have the same number of payments n and the same
interest rate per period j. Their main difference is the start of the payments. The first
scheme started at the end of the first interval which makes it an ordinary annuity. The
scheme started on a later date is deferred annuity.

Mr. Gran pays starting at the end of the 4th month to the end of the 15th month. the time
diagram for this option is given by:

P=?

2,500 2,500 … R

0 1 2 3 4 5 … 15

Now, how do we get the present value of this annuity?

We first assume payments are also being made during the period of deferral; in other
words, there are no skipped payments. The associated time diagram is:

P’=?

2,500 2,500 2,500 2,500 2,500 … R

 0 1 2 3 4 5 … 15

W. Abstraction
Derive the formula for calculating the present value of a deferred annuity by generalizing
the procedure from the previous example. Consider the following time diagram where k
artificial payments of R* are placed in the period of deferral.
R* R* … R* R R … R
0 1 2 … k k+1 k+2 … k+n
The present value of a deferred annuity is given by

1−(1+𝑗)−(𝑘+𝑛) 1−(1+𝑗)−𝑘
P=R 𝑗
–R 𝑗
,
Where R is the regular payment,
i is the interest rate per period,
n is the number of payments, and
k is the number of conversion periods in the period of deferral (or number of
artificial payments)
From the previous lesson, the present value P’ of simple annuity is
1−(1+𝑗)−𝑛 1−(1+0.0075)−15
P’= R 𝑗
= 2,500 0.0075
= 35,342.49
The present value P* of the 3 payments during the period of deferral is
1−(1+𝑗)−𝑛 1−(1+0.0075)−3
P*= R = 2,500 =7,388.89
𝑗 0.0075
Since the payments in the period of deferral are artificial payments, we subtract the
present value of these payments. We obtain:
P=P’ – P* = 35,342.49 – 7,388.89 = 27,953.60
Thus, the present value of the cellular phone is P27,953.60

X. Application
Comparing the present values of the two schemes, the present value in the second
scheme is lower than the present value in the first because the payments in the second scheme
will be received on a later date.

Answer the following question.

A credit card company offers a deferred payment option for the purchase of any
appliance. Rose plans to buy a smart television set with monthly payments of 4,000 for 2 years.
The payments will start at the end of 3 months. How much is the cash price of the TV set if the
interest rate is 10% compounded monthly?

Hint: The first payment is due at the end of 3 months, or at the end of the 3rd conversion
period. Thus, there are 2 artificial payments. Answer: The cash price of the TV set is
P85,260.53

IV. Evaluation
 “Paper-and-Pen Test” by individual. In a ½ sheet of paper, solve the following
problem.

Solve the following problem completely.

1. A loan is to be repaid quarterly for 5 years that will start at the end of 2 years. If interest
rate is 6% converted quarterly, how much is the loan if the quarterly payment is 10,000?
Answer: 154,694.03
2. A car is to be purchased in monthly payment of 17,000 for 4 years starting at the end of 4
months. How much is the cash value of the car if the interest rate used is 12% converted
monthly? Answer: 626,571.56

V. Assignment / Enrichment

To supplement the lesson, the teacher ask the students to answer the following question.

1. Find the period of deferral in each of the following deferred annuity problem (one way to
find the period of deferral is to count the number of artificial payments)
a. Monthly payments of 2,000 for 5 years that will start 7 months from now.
Solution. The first payment is at time 7. The period of deferral will be from time 0 to
6, which is equivalent to 6 periods of 6 months.
b. Annual payments of 8,000 for 12 years that will start 5 years from now
Solution. Five years from now is at time 5. The period of deferral will be from 0 to 4.
Thus, the period of deferral is 4 periods or 4 years.
c. Quarterly payments of 5,000 for 8 years that will start two years from now.
Solution. Two years from now will be at time 8 if one quarter is considered as one
period. Thus, the period of deferral is from time 0 to time 7, which is equivalent to 7
quarters or 7 periods.

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Emelio R. Fiel, Jr.

Writer
 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of basic concepts of stocks and bonds.

Performance Standards: The learner is able use appropriate financial instruments involving stocks and
bonds in formulating conclusions and making decisions.

Learning Competency and Code: illustrate stocks and bonds and distinguishes between stocks and
bonds. M11GM-IIe-1 and M11GM-IIe-2.

Quarter: 2nd Week: 5 Day: 1

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

18. define terms related to stocks and bonds.

19. illustrate stocks and bonds.
20. distinguish between stocks and bonds.

II. Content:

Subject Matter: Basic Concepts of Stocks and Bonds

Integration: Values (Good Decision-Maker)

(Learning Area): Values Education

Strategies: 4 A’S

Materials: Laptop, Chalkboard

References: General Mathematics Teachers Guide, Page 237-244

General Mathematics Learner’s Material First Edition 2016

III. Learning Tasks:

Y. Activity (Match Me)

Divide students into groups. Each group will be given a set of terms and definition in which
they have to match the following terms into its definition in a manila paper. After, they will
post their answers in any visible area in the classroom. Each group will have a representative
to check the answer of the other group. Each correct item is worth 2 points.
1. Stocks- share in the ownership of a company.
2. Dividend- share in the company’s profit.
3. Dividend per share- ratio of the dividends to the number of shares.
4. Stock Market- a place where stocks can be bought or sold.
5. Market Value- the current price of a stock at which it can be sold.
6. Stock Yield Ratio- ratio of the annual dividend per share and the market value per share.
Also called current stock yield.
7. Par Value or Face Value- the per share amount as stated on the company certificate.
Unlike market value, it is determined by the company and remains stable over time.
8. Bond- interest-bearing security which promises to pay a stated amount of money on the
maturity date and regular interest payments.
9. Coupon- periodic interest payment that the bondholder receives during the time between
purchase date and maturity date, usually received semi-annually.
10. Coupon rate- the rate per coupon payment period, denoted by r.
11. Price of a bond- the price of the bond at purchase time, denoted by P.
12. Term or Tenor of a Bond- fixed period of time ( in years) at which the bond is redeemable
as stated in the bond certificate, number of years from the time of purchase to maturity
date.
13. Maturity date- the date on which the bond will mature and the bond issuer will pay the
bond holder the face value of the bond.
14. Issuer- is the corporation or organization that is making the loan or selling the bond.
15. Security- is essentially something that can be bought and sold that has some type of claim
on something, or some type of economic value.
After checking their work with the correct definition of stocks and bonds, with the same
groupings the teacher will show a description through powerpoint presentation where
members of the group will have to stand up if they agree if the given description belongs to
stocks otherwise they just have to clap their hands if it belongs to bonds.

STOCKS BONDS

A security in an equity world, which means A security in a debt world, which means
corporations raises money by allowing corporations or government raises money by
investors to be part owners of the borrowing from investors.
corporation.

Issued by companies. Issued by Government Institutions,

corporations and financial institutions.

Return of investment is not guaranteed. Return of investment is guaranteed.

Investors can earn money if the stock prices Investors will know how much they can
increases and can lose money if the stock earn in the future.
prices decreases or the company goes
bankrupt. Investors may also receive
dividends if the company declares
dividends.

Higher risk but with possibility of higher Lower risk but lower profit.
returns.

Its value or prices vary every day. Investors Its value fluctuate mainly on the market
can trade on the specified trading schedule. interest rate. Investors can look to interest
rates as a key indicator of how much a bond
will be worth in the future.
Z. Analysis
The teacher will ask the following questions based on the activity:
1. How was the activity for you?
2. How did your group manage to match the terms through its definition?
3. How do you distinguish between stocks and bonds?
4. Are the terms given to you are familiar words in your community?

AA. Abstraction
Two different ways for a company to raise money to fund or expand their operations is
through issuing stocks or bonds. When a person buy a stock of a company, it means buying an
actual share of a company which makes him or her a part owner of the company. When a person
buys a bond, it means lending the company, government or any organization with the agreement
to pay interest for the use of the money.

A share of stock represents a partial ownership of a corporation. For example, owning

10 shares in a corporation that has 1000 outstanding shares represent 10/1000 ownership
interest. This means that you have 1% ownership interest in the company’s assets. Owners of
stock are called stockholders and owners of bonds are called bond holders.

Give examples to illustrate those terms.

Example 1: (Dividend per share and Dividend)

Bank of the Philippine Islands (BPI) declared a ₱7,045,600.00 dividend and has an
outstanding shares of ₱3,937,000.00. How much is the dividend per share of BPI? If Mr. Reyes
owns 200 shares of BPI, how much dividend he received?

Solution:

Given: Total Dividend = ₱7,045,600.00

Total Shares = ₱3,937,000.00

1. Find: Dividend per share

Dividend per share = Total Dividend

Total Shares

= ₱7,045,600.00

₱3,937,000.00

= ₱1.79

Therefore, the dividend per share of BPI is ₱1.79.

2. Find: Dividend
Dividend= (Dividend per share)(Number of Shares)

= (₱1.79)(200)
 = ₱358.00

Therefore, Mr. Reyes received ₱358.00.

Example 2: (Stock Yield Ratio or Current Yield)

Corporation A, with a current market value of ₱52, gave a dividend of ₱8 per share for
its common stock. Corporation B, with a current market value of ₱95, gave a dividend of ₱12
per share. Use the stock yield ratio to measure how much dividends shareholders are getting in
relation to the amount invested.

Solution:

Given: Corporation A Corporation B:

Dividend per share = ₱8 Dividend per share = ₱12

Market Value = ₱52 Market Value = ₱95

Find: Stock Yield Ratio = dividend per share Find: SYR = dividend per share

market value market value

= ₱8 = ₱12

₱52 ₱95

=0.1538 or 15.38% = 0.1263 or 12. 63%

Therefore, Corporation A has a higher stock-yield-ratio than Corporation B. Thus, each

peso would earn you more if you invest in Corporation A than in Corporation B. If all other
things are equal, then it is wiser to invest in Corporation A.

Example 3: (Amount of Semi-Annual Coupon)

Determine the amount of the semi-annual coupon for a bond with a face value of
P300,000 that pays 10%, payable semi-annually for its coupons.

Solution:

Given: Face Value F = 300,000

Coupon rate r = 10%

Find: Amount of Semi-Annual Coupon

Amount of Annual Coupon = (F)(r)

= (300,000)(0.10)
 = 30,000

Amount of Semi-Annual Coupon = (30,000)(1/2)

= 15,000

Thus, the amount of the semi-annual coupon is 15,000.

Note: The coupon rate is used only for computing the coupon amount, usually paid semi-
annually. It is not the rate at which money grows. Instead current market conditions are reflected
by the market rate, and is used to compute the present value of future payments.

Example 4: (Fair Price of the Bond)

Suppose that a bond has a face value of P100,000 and its maturity date is 10 years from
now. The coupon rate is 5% payable semi-annually. Find the fair price of this bond, assuming
that the annual market rate is 4%.

Solution:

Given: Face Value = P100,000 market rate= 4%, coupon rate = 5% payable semi-
annually, Time to maturity= 10 years, Number of periods = 2(10) = 20
0.05
Find: Amount of semi-annual coupon = 100,000 ( 2
) = 2500

The bondholder receives 20 payments of P2,500 each, and P100,000 at t = 10.

Present value of P100,000:

Present value of 20 payments of P2,500 each:

Convert 4% to equivalent semi-annual rate:

2
1
𝑖 (2)
(1 + 0.04) = (1 + )
2

𝑖 (2)
= 0.019804
2

= 40, 956.01

Price = 67,556.42 + 40,956.01=108, 512.43

Thus, a price of P108,512.14 is equivalent to all future payments, assuming an annual market
rate of 4%.

BB. Application
I. Tell whether the following is a characteristic of stocks or bonds. Write S for stock and
B for bonds.

1. A form of equity financing or raising money by allowing investors to be part

owners of the company. Answer: S

2. A form of debt financing, or raising money by borrowing from investors. Answer:

B
3. Investors are guaranteed interest payments and a return of their money at the maturity
date. Answer: B
4. Investors can earn if the security prices increase, but they can lose money if the
security prices decrease or worse, if the company goes bankrupt. Answer: S
5. It can be appropriate for retirees (because of the guaranteed fixed income) or for those
who need the money soon. Answer: B
II. The table below shows the data on 5 stockholders given the par value, the dividend
percentage and the number of shares of stock they have with a certain corporation.
Find the dividend of the 5 stockholders.
Stockholders Par Value (in Peso) Dividend (%) Number of
Shares

A 50 3% 100

B 48 2.75% 150

C 35 2.5% 300

D 42 3.12% 400

E 58 3.5% 500

Answers: (Use Dividend= Dividend Percentage x Par value x number of shares)

A=150; B= 198; C= 262.5, D= 524.15, E= 1,015

III. Answer the following problems completely.

a. A land developer declared a dividend of ₱10,000,000 for its common stock.

Suppose there are 600,000 shares of common stock, how much is the dividend
per share? Answer: ₱16.67
b. A certain company gave out ₱25 dividend per share for its common stock. The
market value of the stock is ₱92. Determine the stock yield ratio.
Answer: 27.17%
c. A property holdings declared a dividend of ₱9 per share for the common stock.
If the common stock stock closes at ₱76, how large is the stock yield ratio on
this investment? Answer: 11.84%
d. Find the amount of the semi-annual coupon for a ₱250,000 bond which pays
7% convertible semi-annually for its coupons. Answer: ₱8,750
IV. Evaluation

Application serves as an assessment.

V. Assignment / Enrichment (as needed)

Answer the following problems completely.

1. A food corporation declared a dividend of ₱25,000,000 for its common stock. Suppose
there are 180,000 shares of common stock, how much is the dividend per share?
Answer: ₱138.89
2. A certain financial institution declared ₱57 dividend per share for its common stock. The
market value of the stock is ₱198. Determine the stock yield ratio. Answer: 28.79%
3. A certain land developer declare a dividend of ₱28 per share for the common stock.If the
common stock closes to ₱99, how large is the stock yield ratio. Answer: 28.28%
4. Determine the amount of a semi-annual coupon paid for a 3% bond with a face value of
₱80,000 which matures after 15 years. Answer: ₱1,200
5. A ₱450,000 bond is redeemable at ₱550,000 after 5 years. Coupons are given at 5%
convertible semi-annually. Find the amount of semi-annual coupon.
Answer: ₱11,250

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Writer: Rachel Intal

Valencia National High School

 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of basic concepts of stocks and bonds.

Performance Standards: The learner is able use appropriate financial instruments involving stocks and
bonds in formulating conclusions and making decisions.

Learning Competency and Code: describes the different markets for stocks and bonds and analyzes
the different market indices for stocks and bonds. M11GM-IIe-3 and M11GM-IIe-4

Quarter: 2nd Week: 5 Day: 2

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

1. describe the different markets for stocks,

2. analyze the different market indices for stocks.

II. Content:

Subject Matter: Market Indices for Stocks

Integration: Values (Being a Wise Man)

(Learning Area): Values Education

Strategies: 4 A’S

Materials: Laptop, Chalkboard

References: General Mathematics Teachers Guide, Page 245-248

General Mathematics Learner’s Material First Edition 2016

A Worktext in General Mathematics by CMU Mathematics Faculty Pages 139-141

III. Learning Tasks:

A. Activity

Divide students into groups. Each group will be given a newspaper clippings that shows
information about stocks. Ask students the words (as many as they can) they see in the
clippings and write it on manila paper and let them think about what these terms might mean.
B. Analysis

The teacher will ask the following questions based on the activity:

1. How was the activity for you?

2. Are the terms you take note are familiar words in your community?

3. Have you or any of your family members are being involved in stock market or
familiar in stock market?

4. What are the usual trends happening in the stock market?

5. What are the companies you know that involves in the stock market?

C. Abstraction

The stock market is a place where investors go to trade (buy and sell) equity
securities like common stocks. Stocks are traded on stock exchanges. This market is
regulated by the Securities Exchange Commission (SEC). In the Philippines, we have
the Philippine Stock Exchange (PSE), the only operating stock exchange in the country.
In the United States, the prominent stock exchanges are: NASDAQ, Dow Jones, S&P
500 and AMEX.

A stock market index is a measure of a portion of the stock market. One example is
the PSE Composite Index or PSEi. It is composed of 30 companies carefully selected to
represent the general movement of market prices. The up or down movement in percent
change over time can indicate how the index is performing. Other indices are sector indices,
each representing a particular sector (e.g., financial institutions, industrial corporations,
holding firms, service corporations, mining/oil, property).

The stock index can be a standard by which investors can compare the performance of
their stocks. A financial institution may want to compare its performance with those of
others. This can be done by comparing with the “financials” index.

Stock indices are reported in the business section of magazines or newspapers, as well
as online (http://www.pse.com.ph/stockMarket/home.html). The following table shows
how a list of index values is typically presented (values are hypothetical).

Index Val Chg %Chg

PSEi 7,523.93 -14.20 -0.19

Financials 4,037.83 6.58 0.16

Holding Firms 6,513.37 2.42 0.037

Industrial 11,741.55 125.08 1.07

Property 2,973.52 -9.85 -0.33

 Services 1,622.64 -16.27 -1.00

Mining and Oil 11,914.73 28.91 0.24

Val – value of the index

Chg – change of the index value from the previous trading day (i.e., value today minus
value yesterday.

%Chg – ratio of Chg to Val (i.e., Chg divided by Val)

Stock Table

Various information about stock prices can be reported. The following table shows
how information about stocks can be presented (values are hypothetical).

52-WK 52-WK

HI LO STOCK HI LO DIV VOL(100s) CLOSE NETCHG

94 44 AAA 60 35.5 .70 2050 57.29 0.10

88 25 BBB 45 32.7 .28 10700 45.70 -0.2

52-WK HI/LO – highest/ lowest selling price of the stock in the past 52 weeks

HI/LO – highest/ lowest selling price of the stock in the last trading day

STOCK – three-letter symbol the company is using for trading

DIV – dividend per share last year

VOL (100s) – number of shares (in hundreds) traded in the last trading day. In this
case, stock AAA sold 2,050 shares of 100 which is equal to 20,500 shares.

CLOSE- closing price on the last trading day.

NETCHG- net change between the two last trading days. In the case of AAA, the net
change is 0.10. The closing price the day before the last trading day is P57.29 – P0.10
= P57.19.

Buying or Selling Stocks

To buy or sell stocks, one may go to the PSE personally. However, most transactions
nowadays are done by making a phone call to a registered broker or by logging on to a
 reputable online trading platform. Those with accounts in online trading platforms may
often encounter a table such as the following:

Bid Ask/ Offer

Size Price Price Size

122 354,100 21.6000 21.8000 20,0000 1

9 81,700 21.5500 21.9000 183,500 4

42 456,500 21.5000 22.1500 5,100 1

2 12,500 21.4500 22.2500 11,800 4

9 14,200 21.4000 22.3000 23,400 6

In the table, the terms mean the following:

Bid size- the number of individual buy orders and the total number of shares they wish
to buy.

Bid Price – the price these buyers are willing to pay for the stock.

Ask Price – the price the sellers of the stock are willing to sell the stock.

Ask Size – how many individual sell orders have been placed in the online platform
and the total number of shares these sellers wish to sell.

For example, the first row under Bid means that there are a total of 122 traders
who wish to buy a total of 354,000 shares at P21.60 per share. On the other hand, the
first row under Ask means that just one trader is willing to sell his/her 20,000 shares at
a price of P21.80 per share.

D. Application

Consider the following listing on stocks and answer the questions that follow:

52 Weeks

HI LO STOCK DIV YLD% VOL(100s) CLOSE NETCHG

120 105 GGG 3.5 2.8 4050 118.50 -0.50

16 12 HHH 0.9 1.1 1070 15.80 0.10

 For Stocks GGG and HHH:

1. What was the lowest price of the stock for the last 52 weeks?

2. What was the dividend per share last year?

3. What was the annual percentage yield last year?

4. What was the closing price in the last trading day?

5. What was the closing price the day before the last trading day?

Answers: For Stock GGG:

1. Lowest Price = P 105.00

2. Dividend per Share = P3.50

3. YLD% = 2.8%

4. Closing Price = P 118.50

5. Closing Price (the day before the last trading day) = P 118.50 +P 0.50 = P 119.00

Answers:For Stock HHH:

1. Lowest Price = P 12.00

2. Dividend per Share = P0.90

3. YLD% = 1.1%

4. Closing Price = P15.80

5. Closing Price (the day before the last trading day) = P15.80 - P 0.10 = P 15.70

IV. Evaluation

Consider the following listing on stocks and answer the questions that follow:

52 Weeks

HI LO STOCK DIV YLD% VOL(100s) CLOSE NETCHG

75 65 JJJ 2.5 2.8 1500 70 2

34 23 KKK 1.7 1.75 1200 28 -3

For Stock JJJ :

 1. What was the highest price of the stock for the last 52 weeks?

2. What was the dividend per share last year?

3. What was the annual percentage yield last year?

4. What was the closing price in the last trading day?

5. What was the closing price the day before the last trading day?

For Stock KKK:

6. What was the lowest price of the stock for the last 52 weeks?

7. How many shares were traded in the last trading day?

8. What was the dividend per share?

9. What was the closing price in the last trading day?

10. What was the closing price the day before the last trading day?

V. Assignment / Enrichment (as needed)

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Writer: Rachel Intal

Valencia National High School

 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of basic concepts of stocks and bonds.

Performance Standards: The learner is able use appropriate financial instruments involving stocks and
bonds in formulating conclusions and making decisions.

Learning Competency and Code: describes the different markets for stocks and bonds and analyzes
the different market indices for stocks and bonds. M11GM-IIe-3 and M11GM-IIe-4

Quarter: 2nd Week: 5 Day: 3

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

1. describe the different markets for bonds,

2. analyze the different market indices for bonds.

II. Content:

Subject Matter: Market Indices for Bonds

Integration: Values (Patience)

(Learning Area): Values Education

Strategies: 4 A’S

Materials: Laptop, Chalkboard

 References: General Mathematics Teachers Guide, Page 245-248

General Mathematics Learner’s Material First Edition 2016

A Worktext in General Mathematics by CMU Mathematics Faculty Pages 145-147

III. Learning Tasks:

A. Activity

Divide students into groups. Each group will be given a newspaper clippings that show
information about bonds. Ask students the words (as many as they can) they see in the
clippings and write it in manila paper and let them think about what these terms might mean.

B. Analysis

The teacher will ask the following questions based on the activity:
5. How was the activity for you?
6. Are the terms you take note are familiar words in your community?
7. Have you or any of your family members are being involved in bond market or
familiar in bond market?
8. What are the usual trends happening in the bond market?
9. What are the government sectors you know that involves in the bond market?

C. Abstraction

The bond market is a place where investors go to trade (buy and sell) debt
securities which are bonds. The Philippine bond market is dominated mainly by
Treasury notes and bonds. Bonds legally binding promises (contracts) to repay
borrowed money at a specific date in the future. Corporation commonly pay interest
on each bond each year. Bond holders do not own part of the corporation. Countries,
cities, and even churches also borrow money using bonds.

The main platform for bonds or fixed income securities in the Philippines is
the Philippine Dealing and Exchange Corporation (or PDEx). Unlike stock indices
which are associated with virtually every stock market in the world, bond market
indices are far less common. In fact, other than certain regional bond indices which
have subindices covering the Philippines, our bond market does not typically compute
a bond market index. Instead, the market rates produced from the bond market are
interest rates which may be used as benchmarks for other financial instruments.

Government bonds are auctioned out to banks and other brokers and dealers
every Monday by the Bureau of Treasury. Depending on their terms (or tenors), these
bonds are also called treasury bills (t-bills), treasury notes (t-notes), or treasury bonds
(t-bonds). The resulting coupon rates and the total amount sold for these bonds are
usually reported by news agencies on the day right after the auction. Since these bond
transactions involve large amounts, these bonds are usually limited to banks, insurance
firms, and other financial institutions. The banks may then re-sell these bonds to its
clients.

Reading the Bond Table

Principal and any interest due must be paid when a bond matures. Suppose that

bond holder needs the money before the maturity date of the bond, the bond can be
quickly sold through a bond dealer.

Example 1:Analyze the information about the bond given in the table below:

Company Coupon Maturity Last Last Coupon Volume

Date Price Yield Frequency

Goldman 3.691% June 5, 220.28 4.23% 2 2,900,000

Sachs 2028 times/year
Group Inc.

a. The bond matures on June 5, 2028

b. The volume of the bonds that sold during the period was 2,900,000.
c. The Goldman Sachs Group Inc. are offering a coupon rate of 3.691%.
d. The Goldman Sachs Group Inc.are paying the bond holder a coupon twice a year.
e. An investor holding the bond until its maturity would earn 4.23% per year on his
investment.
f. The recent price of the bond, shown as a percent of its face value, was 2,202.80,
1202.80 higher than its initial offering value per 1000.
Price per bond = (220.28)(1,000)
= 2,202.80

Example 2: Cost to buy bonds

Company Coupon Maturity Last Last Volume

Date Price Yield

Wells 3.500% March 8, 106.021 2.782% 156,770,000

Fargo. 2022

Assume that the sale charge is $1 per bond.

a. The total cost of purchasing 30 bonds of Wells Fargo

Solution: Total Cost = (Price per bond + Sales charge per bond)(Number of bonds)
=(1,060.21 + 1)(30)

= 3,1836.30

b. The total annual interest paid on Wells Fargo

Solution: Annual Interest= (Coupon rate)(Face Value)(Number of bonds)
= (3.5%)(1000)(30)
=(0.035)(3,000)
= $1050
 c. The effective interest rate to the buyer including the cost of buying the bonds of
Wells fargo.
Solution: Effective Rate = Total Interest
Total Cost of Bonds
= 1050
31836.3
= 3.3%
d. Find the amount received from the sale of 20 Wells Fargo bonds maturing in 2018.
Assume a commission of $1 per bond.
Solution: Amount Received = (Price per bond – Sales charge per bond)( Number
of Bonds)
= (1060.21-1)(20)
= $21184.2

D. Application

1. Find the total cost, annual interest, and effective rate for 20 EBAY bonds maturing
in 2019.
2. Find the amount received from the sale of 100 EBAY bonds maturing in 2019.
Company Coupon Maturity Last Last Volume
Date Price Yield

EBAY 1.350% July 15, 100.630 1.219% 377,004,000

2019

IV. Evaluation

Application serves as an assessment.

V. Assignment / Enrichment (as needed)

Research in advance on the theory of efficient markets.

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Writer: Rachel Intal

Valencia National High School

Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of basic concepts of stocks and bonds.

Performance Standards: The learner is able use appropriate financial instruments involving stocks and
bonds in formulating conclusions and making decisions.

Learning Competency and Code: interprets the theory of efficient markets. M11GM-IIe-5

Quarter: 2nd Week: 5 Day: 4

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

1. identify the different types of efficient markets,

2. interprets the theory of efficient markets.

II. Content:

Subject Matter: Theory of Efficient Markets

Integration: Values (Cooperation)

(Learning Area): Values Education

Strategies: 4 A’S,Problem-Based Approach, Collaborative Learning

Materials: Laptop, Chalkboard

References: General Mathematics Teachers Guide, Page 248-251

General Mathematics Learner’s Material First Edition 2016

III. Learning Tasks:

A. Activity

Divide students into groups. Each group will be given a statement in which they will
provide a counter-argument.
1. We cannot beat the stock market because stock prices already reflect all the given
information about the stocks.
Sample counter-argument: Information about stocks can change quickly, and it takes
time (and high-speed computers) before a stock price can reflect all information.
2. We can beat the stock market because several people have already gained millions (or
even billions) from stock trading.
Sample counter-argument: These people could just be lucky. By the theory of
efficient markets, investors cannot systematically gain from the stock market even if
they do a lot of research.
3. One can beat the stock market because stock prices fluctuate very often (every day,
hour, and minute), and they can be overvalued or undervalued.
Sample counter-argument: The theory of efficient markets states that all information
is incorporated right away and constantly. Thus stock prices tend to respond quickly.
4. One can beat the stock market by gathering more information about stocks to
determine the best place to invest.
Sample counter-argument: The theory of efficient market states that all the needed
information, public or private, are already incorporated in stock price.
5. One can beat the stock market by obtaining the services of financial analyst.
Sample counter-argument: Financial analysts may help in the analysis of stock prices
especially on researching on mispriced stocks. But financial analysis may be costly.
Some say that the gain may not be enough to pay the cost of a financial analysis.

B. Analysis

The teacher will ask the following questions based on the activity:

1. How was the activity for you?

2. If you are one of the investor, are you going to trust the data given in the stock
market?

3. Is there anybody who can manipulate the data in the stock market?

4. Is there anybody who wants to say something on the counter-arguments from any
of the groups?

C. Abstraction

The Efficient Market Hypothesis

The theory of efficient markets was developed by Eugene Fama in the 1970’s. It says
that stock prices already reflect all the available information about the stock.17 This means
that stock prices are “accurate”—they already give a correct measure of the value of a stock
precisely because the prices are already based on all information and expectation about the
stock.
 The slogan “Trust market prices!” can sum up the theory. One can trust market prices
because they give an accurate measure of all possible information about the stock.

Since all stocks are “correctly priced” (because they are based on all available
information), then there is no such thing as discovering undervalued or overvalued stocks
from which to gain profits. Thus, the theory implies that investors cannot beat the market
even if they do a lot of research. In the end, investors will just find out that the correct price
is what is already published.

3 Different types of efficient markets according to Clarke, Jandik, Mandelker

1. weak form of the theory, stock prices already reflect all past market trading data
and historical information only. Thus, knowing past data will not give investors an
edge. If the weak form of the theory is true, then a technical analysis (an analysis
of past prices) will not yield new information and hence will not lead to systematic
profits.
2. semistrong form of the theory, stock prices already reflect all publicly available
data, including those involving the product, management team, financial statement,
competitors and industry. If the semistrong form of the theory is true, then doing a
fundamental analysis (gathering all public data) will still not lead to systematic
profits.
3. strong form of the theory, all information (public and private) are incorporated in
the price. If the strong form of the theory is true, then investors still cannot gain
systematic profits even if they gather information that is not yet publicly known.

D. Application

Divide the class into two groups. Form debate teams and let each group be assigned
to one of the following arguments:
1. We can beat the market.
2. We cannot beat the market.
Ue the concepts mentioned in this lesson, and do additional research if possible.

We can beat the market We cannot beat the market

Knowing more information about stocks Much information about stocks are
can help us determine the best place to public. We cannot profit from what
invest. everyone else knows.

It takes time before stock prices can Stock prices already reflect all the
respond to new information. If I invest given information about the stocks.
quickly enough, then I can gain some Since all stocks are priced, we cannot
profit. buy under-valued stock or sell over-
valued stocks.

Computers are now making it faster for There are human errors involved in
stock prices to model new information. computing the correct value of a stock.

If I know relevant information that is not In order to access all the information, I
publicly available about a certain stock, need time and resources. My profits
then I might gain profits.
 may actually just be equal to all my
costs in analyzing the information.

Several people have gained millions (or Everything gained is by chance. As in

even billions) from stock trading. lotteries, it is very unlikely to win, but
someone is bound to win.

IV. Evaluation

True or False.

1. Stocks are shares in the ownership of a company.

2. The theory of efficient markets states that prices of investments reflect all available
information.

3. The weak form of the theory of efficient markets states that only all public information are
incorporated in the price of stocks.

4. The semistrong form of the theory of efficient markets states that only all past available
information are incorporated in the price.

5. The strong form of the theory of efficient markets states that all information (public and
private) are incorporated in the price.

6. Fundamental analysis is the analysis of historical prices.

7. Technical analysis is the analysis of past prices.

8. The theory of efficient market is developed by Eugene Fama.

V. Assignment / Enrichment (as needed)

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Writer: Rachel Intal

Valencia National High School

Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of basic concepts of business and
consumer loans.

Performance Standards: The learner is able to decide wisely on the appropriateness of business or
consumer loan and its proper utilization.

Learning Competency and Code: illustrates business and consumer loans and distinguishes between
business and consumer loans. M11GM-IIf-1 and M11GM-IIf-2.

Quarter: 2nd Week: 6 Day: 1

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

1. illustrates business and consumer loans,

2. distinguishes between business and consumer loans.

II. Content:

Subject Matter: Business Loans and Consumer Loans

Integration: Values (Good Behavior towards Lending Money)

(Learning Area): Values Education

Strategies: 4 A’S, Collaborative Learning

Materials: Laptop, Chalkboard

References: General Mathematics Teachers Guide, Page 253-256

General Mathematics Learner’s Material First Edition 2016

III. Learning Tasks:

A. Activity

Divide students into groups. Each group will be given a statement in which they will
provide solutions to the given scenario. It can be in a form of drama, advertisement, talk-show,
or whatever they want.

1. Ms. Capili and her family wants to open a small cafeteria near the high school in their
community. She has a good place for the cafeteria because she will just use the ground
floor of their two-storey house. But the family lacks the capital for starting the business.
What can you suggest to the family?

Possible Answer: Advise the family to borrow money from a bank or other lending
firm.

2. Mr. Melvin Canlapan is a 25-year old bachelor who works in an insurance company.
He wants to buy a brand new car. What can you suggest to Mr. Canlapan?

Possible Answer: Advise Mr. Canlapan to apply for an auto loan.

3. Mr. Dela Cruz is a 35-year old family man. He owns an auto-repair shop. He wants to
have another branch for this business. What can you suggest to Mr. Dela Cruz for the
expansion of his business?

Possible Answer: Advise the family to borrow money from a bank or other lending
firm.

B. Analysis

The teacher will ask the following questions based on the activity:

1. How was the activity for you?

2. What solutions do you have in common?
3. If you will borrow money from a bank, what are the possible assets or property you
can use to guarantee to secure the loan?
C. Abstraction

Scenario 1 and 3 are examples of business loan and scenario 2 is an example

of consumer loan. Can you define business and consumer loan?

Business Loan – money lent specifically for a business purpose. It may be used to start
a business or to have a business expansion

Consumer Loan –money lent to an individual for personal or family purpose

Collateral – assets used to secure the loan. It may be real-estate or other investments
 Term of the Loan – time to pay the entire loan.

How business borrow money to fund their operating costs is fundamentally

different than how consumers borrow money to make purchases. While some purchases
may be similar, such as buying real estate, the terms of a business loan and the terms
of a consumer loan can vary greatly. Of course, the biggest difference between a
business loan and consumer loan is who the borrower is for the loan.

In Examples 1-5, identify whether the following is a consumer or business loan.

Example 1. Mr. Agustin plans to have a barbershop. He wants to borrow some money
from the bank in order for him to buy the equipment and furniture for the barbershop.

Solution. Business loan

Example 2. Mr and Mrs Craig wants to borrow money from the bank to finance the
college education of their son.

Solution. Consumer loan

Example 3. Mr. Alonzo wants to have some improvements on their 10-year old house.
He wants to build a new room for their 13-year old daughter. He will borrow some
money from the bank to finance this plan.

Solution. Consumer loan

Example 4. Mr. Samson owns a siomai food cart business. He wants to put another
food cart on a new mall in the other city. He decided to have a loan to establish the new
business.

Solution. Business loan

Example 5. Roan has a computer shop. She owns 6 computers. She decided to borrow
some money from the bank to buy 10 more computers.

Solution. Business loan

D. Application

Identify the following whether the following illustrates a business loan or a consumer
loan.

1. Mr. Lim wants to have another branch for his cellphone repair shop. He decided to
apply for a loan that he can use to pay for the rentals of the new branch.
Answer: Business Loan

2. Mr. Trillas runs a trucking business. He wants to buy three more trucks for
expansion of his business. He applied for a loan in a bank.

Answer: Business Loan

 3. Mrs. Alonzo decided to take her family for a vacation. To cover the expenses, she
decided to apply for a loan. Answer: Consumer Loan

4. Glenn decided to purchase a condominium unit near his workplace. He got a loan
worth P2,000,000. Answer: Consumer Loan

5. Mr. Galang renovated her house forP80,000. This was made possible because of an
approved loan worth P75,000. Answer: Consumer Loan

IV. Evaluation

Application serves as an assessment.

V. Assignment / Enrichment (as needed)

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Writer: Rachel Intal

Valencia National High School

 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of basic concepts of business and
consumer loans.

Performance Standards: The learner is able to decide wisely on the appropriateness of business or
consumer loan and its proper utilization.

Learning Competency and Code: solves problems involving business and consumer loans
(amortization, mortgage). M11GM-IIf-3
Quarter: 2nd Week: 6 Day: 2

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

1. define amortization method, mortgage, collateral, and outstanding balance and

2. solves problems involving business loans.

II. Content:

Subject Matter: Solving Problems in Business Loans

Integration: Values (Good Behavior towards Lending Money)

(Learning Area): Values Education

Strategies: 4 A’S, Collaborative Learning

Materials: Laptop, Chalkboard

References: General Mathematics Teachers Guide, 256-263

General Mathematics Learner’s Material First Edition 2016

III. Learning Tasks:

A. Activity

Divide students into groups. Ask students the words (as many as they can) they see
that is related to business loan and let them think about what these terms might mean. Since
they already encounter annuities from the previous lesson or in the review part let them
answer the following questions if possible.
1. The price of a commercial lot is ₱7,500,000. The bank requires 15% down payment.
The buyer is offered, 15-year fixed at 9.5%.
a. Find the down payment amount paid by the buyer.
b. Find the amount of mortgage.
c. Find the monthly amortization for the 15-year option.
d. Find the total interest
2. Mrs. Se borrowed some money from a bank that offers an interest rate of 12%
compounded monthly. His monthly amortization for 5 years is P11,122.22. How
much is the outstanding balance after the 12th payment?
Possible Answers to the definition.

Down Payment – a first payment that you make when you buy something with an
agreement to pay the rest later.
 Mortgage - a loan, secured by a collateral, that the borrower is obliged to pay at specified
terms.

Amount of mortgage- the principal amount or present value to be paid in installment

basis.

Amortization – is the method of paying a loan (principal and interest) on installment

basis, usually of equal amounts at regular intervals.

Outstanding Balance – any remaining debt at a specified time.

B. Analysis

The teacher will ask the following questions based on the activity:

1. How was the activity for you?

2. Are the terms given familiar to you?

3. Have you or any of your family members are being involved in business loan or
they own a lending firm?

4. What are the benefits of having a business loan?

5. What are the steps in solving down payment, amount of mortgage, amortization and
outstanding balance?
C. Abstraction

In order to understand how a business loan works, imagine borrowing a

capital to fund a startup or pay for an existing business’s expansion without pledging
anything against the borrowed amount. A business loan is thus an unsecured loan at
an interest rate, giving you access to credit that can be paid back over an agreed time
along with the interest, without any security against it.
Definition of term:
Chattel Mortgage – a mortgage on a movable property.
Now consider the problem in activity to answer the following:
1. The price of a commercial lot is ₱7,500,000. The bank requires 15% down
payment. The buyer is offered, 15-year fixed at 9.5%.
a. Find the down payment amount paid by the buyer.
b. Find the amount of mortgage.
c. Find the monthly amortization for the 15-year option.
d. Find the total interest
Solutions:

a. Given: Cash Price = ₱7,500,000

Down payment rate = 15% or 0.15

Find Down payment amount = (Cash Price)(Down payment rate) or 15% of is

₱7,500,000.

= (₱7,500,000)(0.15)

= ₱1,125,000
b. Given: Cash Price = ₱7,500,000
Down payment amount = ₱1,125,000

Find: Amount of mortgage or principal amount to be loaned.

= Cash Price - Down payment amount

= ₱7,500,000 - ₱1,125,000

= ₱6,375,000

c. Monthly Amortization or regular payment

Given: Principal Amount = ₱6,375,000
Number of periods in the loan = (12)(15) = 180 monthly in 15 years.
Interest rate per period= 0.095/12 = 0.0079166667
Find: Monthly Amortization or regular payment

P 6,375,000
R= 1−(1+ 𝑗)−𝑛 = 1−(1+ 0.0079166667)−180
[ 𝑗
] [
0.0079166667
]

= ₱66,569.32
d. Given: Principal Amount = ₱6,375,000
Regular payment = ₱66,569.32

Number of periods in the loan = (12)(15) = 180

Find: Total payment made on this loan=(Regular payment)(number of periods)

=(₱66,569.32)(180)

= ₱11, 982, 478. 24

Total Interest= Total payment made - Principal Amount

= ₱11, 982, 478. 24 – 6,375,000

= ₱5,607,478.24
2. Mrs. Se borrowed some money from a bank that offers an interest rate of 12%
compounded monthly. His monthly amortization for 5 years is P11,122.22. How
much is the outstanding balance after the 12th payment?
Given: R = 11,122.22 𝑖 (12) = 0.12 j= 0.12/12= 0.01

k=12 number of payments paid

n – k=48since only 48 payments remain

Find: present value of 48 future payments or outstanding balance (since there are
48 payments left)

Solution:
 −(𝑛−𝑘)
1 − (1 + 𝑗)
𝐵𝐾 = 𝑅 [ ]
𝑗
1−(1+ 0.01)−48
= 11,122.22[ ]
0.01

= 422,354.73

D. Application

Answer the following:

1. Aling Paring started to deposit P2,000 quarterly in a fund that pays 5.5%
compounded quarterly. How much will be in the fund after 6 years?

Given: R = 2,000 m = 4 𝑖 (12) = 5.5% = 0.055

j = 0.055/4= 0.01375 t = 6 years n = tm = (6)(4)= 24 periods Find: F
(1+𝑗)𝑛 −1
Solution. 𝐹 = 𝑅 𝑗
(1+0.01375)24 −1
= 2000 0.01375
= 56, 413.75
2. The buyer of a business firm pays P200,000 cash and P10,000 every month for 20
years. If money is 9% compounded monthly, how much is the cash value of the lot?
Given: down payment = 200,000 R = 10,000 𝑖 (12) = 0.09 m = 12
j = 0.09/12= 0.0075 t = 20 years n = mt = (12)(20) = 240 periods
Find: Cash value
−𝑛
1−(1+ 𝑗)
Solution: 𝑃 = 𝑅
𝑗
−240
1−(1+ 0.0075)
= 10,000
0.0075
P = 1,111,449.54
Cash Value = Down payment + Present Value
Cash Value = 200,000 + 1,111,449.54
Answer: Cash Value = 1,311,449.54
3. Grace borrowed P150,000 payable in 2 years for her beauty parlor. To repay the loan,
she must pay an amount every month with an interest rate of 6% compounded
monthly. How much should he pay every month?
Given: P = 150 000 𝑖 (12) = 0.06 m = 12 j = 0.06/12 = 0.005
t = 2 years n = mt = (12)(2) = 24 periods
Find: periodic payment R
P
Solution. R= 1−(1+ 𝑗)−𝑛
[ 𝑗
]
150,000
=
1−(1+0.005)−24
[ 0.005
]
 = ₱6,648.09
4. Example 6. Mr. and Mrs. Banal purchased a business building worth P4,000,000.
They paid a down payment of P800,000. They plan to amortize the loan of
P3,200,000 by paying monthly for 20 years. The interest rate is 12% convertible
monthly.
(a) How much is the monthly amortization?
(b) What is the total interest paid?
Solutions:
(a) Given: P =3,200,000 𝑖 (12) = 0.12 j= 0.12/12= 0.01 n= 12(20)= 240
Find: Regular Payment R or monthly amortization

P
R= 1−(1+ 𝑗)−𝑛
[ 𝑗
]

3,200,000
=
1−(1+ 0.01)−240
[ 0.01
]
= 35,234.76
(b) Given: P =3,200,000 R= 35,234.76 n=240
Find: Total Interest
There are 240 payments of P35,234.76.
The total payment is 240 x P 35,234.76 = P8,456,342.40
The principal is only P 3,200,000
Total Interest amount= Total Payments – Principal
= P8,456,342.40 – 3,200,00
= P5,256,342.40
. The interest amount is P5,256,342.40

IV. Evaluation

Application serves as an assessment.

V. Assignment / Enrichment (as needed)

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Writer: Rachel Intal

Valencia National High School

 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of basic concepts of business and
consumer loans.

Performance Standards: The learner is able to decide wisely on the appropriateness of business or
consumer loan and its proper utilization.

Learning Competency and Code: solves problems involving business and consumer loans
(amortization, mortgage). M11GM-IIf-3

Quarter: 2nd Week: 6 Day: 3

I. Objectives:
 At the end of 60 minutes, 80% of the learners are expected to:

1. solves problems involving consumer loans and

2. construct an amortization schedule of debt.

II. Content:

Subject Matter: Solving Problems in Consumer Loans

Integration: Values (Good Behavior towards Lending Money)

(Learning Area): Values Education

Strategies: 4 A’S, Collaborative Learning

Materials: Laptop, Chalkboard

References: General Mathematics Teachers Guide, 256-263

General Mathematics Learner’s Material First Edition 2016

III. Learning Tasks:

A. Activity

Divide students into groups. Although it has already enumerated from the previous lesson
the differences between business loans and consumer loans, the process of computing their
periodic payment and schedule of payments to pay off the loan is the same. After answering
the given activity let them construct a table of amortization schedule if possible, if not, present
the table of amortization schedule and let them think on how the interest paid and repayment to
the principal are made in such a way that it will be distributed equally or if you will get the total
it is balance or equal to your computations being made. .
1. Mr. and Mrs. Hero purchased a house and lot worth P935,000. They plan to amortize
the loan by equal payments every six months for 10 years at 12% compounded semi-
annually. Find the semi- annual payment, and total interest. Construct or complete the
table below if possible.
Solution: Given: P = P935,000 𝑖 (12) = 0.12 j= 0.12/2= 0.06

n=10(2)=20

Find: Regular payment every six months

P 935,000
R= 1−(1+ 𝑗)−𝑛 = 1−(1+0.06)−20
[ 𝑗
] [ ]
0.06

= ₱81,517.56

Find: Total Given: Principal Amount = ₱935,000

 Regular payment = ₱81,517.56

Number of periods in the loan = (2)(10) = 20

Find: Total payment made on this loan=(Regular payment)(number of periods)

=(₱81,517.56)(20)

= ₱1,630,351.20

Total Interest= Total payment made - Principal Amount

= ₱1,630,351.20– ₱935,000

= ₱695, 351.20

If the students cannot provide the table of amortization schedule, present the
`table and let them think and ask questions on how the interest paid and repayment to
the principal are made in such a way that if you get the total it is balance or equal to
your computations being made.

Period Unpaid Balance or Periodic Interest Paid Repayment to

Present Outstanding Payment the principal
Value

1 ₱935,000 ₱81,517.56 ₱56,100 25,417.56

2 909,582.44 ₱81,517.56 54574.95 26,942.61

3 882,639.83 ₱81,517.56 52958.39 28,559.17

4 854,080.66 ₱81,517.56 51244.84 30,272.72

5 823,807.94 ₱81,517.56 49428.48 32,089.08

6 791,718.85 ₱81,517.56 47503.13 34,014.43

7 757,704.42 ₱81,517.56 45462.27 36,055.29

8 721,649.13 ₱81,517.56 43298.95 38,218.61

9 683,430.52 ₱81,517.56 41005.83 40,511.73

10 642,918.79 ₱81,517.56 38575.13 42,942.43

11 599,976.35 ₱81,517.56 35998.58 45,518.98

12 554,457.37 ₱81,517.56 33267.44 48,250.12

13 506,207.26 ₱81,517.56 30372.44 51,145.12

 14 455,062.13 ₱81,517.56 27303.73 54,213.83

15 400,848.30 ₱81,517.56 24050.9 57,466.66

16 343,381.64 ₱81,517.56 20602.9 60,914.66

17 282,466.98 ₱81,517.56 16948.02 64,569.54

18 217,897.44 ₱81,517.56 13073.85 68,443.72

19 149,453.72 ₱81,517.56 8967.22 72,550.34

20 76,903.39 ₱81,517.56 4614.20 76,903.36

Total: 1,630,351.20 695351.23 935,000

B. Analysis

The teacher will ask the following questions based on the activity:

1. How was the activity for you?

2. If you are the teller or cashier of a lending institutions, how are you going to
distribute the regular payment in such a way that the principal and the interest are paid
equally?
3. Based from your observation in the table, how to compute for unpaid balance,
interest paid and the repayment to the principal?

C. Abstraction

Consumer Loan is a simple and quick method of obtaining extra money when
the need there is. The loan can be used for anything, such as purchase of consumer
goods, renovations or other projects. It usually require a pay slip, credit report, tax
return, or other proofs of income.

To compute for:

Interest Paid in each period is the product of Unpaid Balance and Conversion
Rate (j).

Example for Period 1: Unpaid Balance is the principal amount which is

₱935,000 and the conversion rate is 0.06 so, that is (₱935,000)(0.06)= 56,100.
Same computation for period 2 to 20.

Repayment to the Principal in each period is the difference between Periodic

Payment and Interest Paid.
 Example for Period 1: The periodic payment is ₱81,517.56 and the interest
paid is 56,100, so that is ₱81,517.56-56,100= 25,417.56. Same computation
for period 2 to 20.

Unpaid Balance of Period 2 is the difference between Present Unpaid Balance

and Repayment to the Principal.

Example for Period 2: The present Unpaid Balance is ₱935,000 and the
repayment to the principal is 25,417.56, so that is ₱935,000- 25,417.56=
909,582.44. The present outstanding balance for the principal amount is
909,582.44. Same computation for Period 3 to 20.

In the real life situation, the table of amortization schedule of debt is what they
called ledger.

D. Application

A loan amounting to P10,000 is to be paid annually for 4 years with an interest

rate of 5% compounded annually. The annual amortization is P2,820.11. Complete the
following table, and be guided by the questions below.

Period Unpaid Balance or Periodic Interest Paid Repayment to

Present Outstanding Payment the principal
Value

1 A B 500 2,320.11

2 7,679.89 2,820.11 F G

3 5,243.77 2,820.11 262.19 2,557.92

4 H 2,820.11 134.29 2,685.82

TOTALS C D E

Solutions:

A. 10,000 B. 2,820.11 C. 11,280.44 D. 1,280.37

E. 9,999.97 F. 383.99 G. 2,436.12 H. 2,685.85

IV. Evaluation

Application serves as an assessment.

V. Assignment / Enrichment (as needed)

Ms Rosal bought a car. After paying the downpayment, the amount of the loan is
P400,000 with an interest rate of 9% compounded monthly. The term of the loan is 3 years.
How much is the monthly payment? Construct the table of amortization schedule of Ms.
Rosal
Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Writer: Rachel Intal

Valencia National High School
 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of the key concepts of inverse
functions, exponential functions, and logarithmic functions.
Performance Standards: The learner is able to apply the concepts of inverse functions, exponential
functions, and logarithmic functions to formulate and solve real-life problems with precision and
accuracy.
Learning Competency and Code: solves problems involving business and consumer loans
(amortization, mortgage). M11GM-IIf-3
Quarter: 2nd Week: 6 Day: 4

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to answer a 20-item test correctly.

II. Content:
Summative Test No. 3
III. Learning Tasks:
A. Setting of Standards
B. Reading of Instructions
C. Supervising learners in answering the summative test
D. Checking of papers

IV. Recording test results

V. Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
 General Mathematics
Second Quarter
Summative Test No. 3
Directions: Read and analyze each item carefully. Write the LETTER that best describe to each item
on your answer sheets. Two points each item.

1. It is a security in an equity world, which means corporations raises money by allowing investors to
be part owners of the corporation.
a. Bonds b. Dividend
c. Stocks d. Share

2. Which of the following is NOT a characteristics of stocks?

a. Return of investment is not guaranteed. b. Its value or prices vary every day.
c. Issued by companies. d. Lower risk but lower profit.

3. It states that prices of investments reflect all available information.

a. Theory of Efficient Markets b. Theory of Fama
c. Theory of Insufficient Market d. Theory of Efficiency

4. If the declared dividend is P50,000,000 and if there are a total of 500,000 shares of common stock,
how much is the dividend per share?
a. 400 b. 300 c. 200 d. 100

Writer: Rachel Intal

Valencia National High School
 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of the key concepts of propositional logic;
syllogisms and fallacies.

Performance Standards: The learner is able to judiciously apply logic in real-life arguments.

Learning Competency and Code: Illustrates a proposition. M11GM-IIg-1

Quarter: 2nd Week: 7 Day: 1

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

21. illustrate a proposition;

22. determine whether a statement is a proposition or not; and
23. identify the truth value of a proposition.

II. Content:

Subject Matter: Propositions

Integration:

Logic: Reasoning

English: Sentence writing and identifying their types

Values Education: Cooperation

Strategies: Drill, Oral questioning, Direct Instruction, and Cooperative Learning

Materials: Computer, PowerPoint presentation, whiteboard, and markers

References: General Mathematics Teachers Guide, Page 267-270

General Mathematics Learner’s Material First Edition 240-241

III. Learning Tasks:

Preliminary Activity

o Prayer
o Checking of attendance
o Setting the ambiance
CC. Activity
“Sentence Pop-Quiz!” (Drill)
 The teacher will let the class enumerate the four types of sentences and then he/she
will randomly select students to read and identify what type of sentence that will pop-up
on the monitor.

1. Eddie is eating banana. Ans: Declarative

2. Good morning! Ans: Exclamatory
3. Your General Mathematics teacher is handsome. Ans: Declarative
4. How is your senior high school life? Ans: Interrogative
5. I was born for you. Ans: Declarative
6. Do not copy the wrong answer of your classmate. Ans: Imperative
7. Is she you best friend? Ans: Interrogative
8. Who wants to be a millionaire? Ans: Interrogative
9. Close the door when you leave. Ans: Imperative
10. Most of the students like Mathematics. Ans: Declarative
The teacher will process the student’s responses

DD. Analysis
“Tell me the truth” (Oral questioning)

Based on the previous activity, the teacher will be asking the following questions to the
randomly selected students.

4. Which of the sentences can be true or false?

5. What would be the truth value of those sentences that can be true or false?
The teacher will deepen the responses of the students and emphasize that those
sentences are examples of a proposition.

EE. Abstraction
“Valid Proposition” (Direct instruction)

o The teacher will give the definition of Proposition below.

A proposition is a declarative sentence that is either true or false, but not both.
If a proposition is true, then its truth value is true, which is denoted by T;
otherwise, its truth value is false, which is denoted by F. Propositions are usually
denoted by small letters. For example, the proposition

p: You are beautiful.

Maybe read as,

p is the proposition “You are beautiful.”

If a sequence of proposition is considered, we denote propositions as p1,

p2,…
 o The teacher will then will give examples and non-examples and explain deeply
how to identify a valid proposition based on the definition.
o The teacher will also include mathematical sentences and give examples and non-
examples of this form.
The teacher will also emphasize that there exist sentences which is declarative but not
a valid proposition.

FF. Application
“Proposition Overload” (Group activity)

o The teacher will divide the class into groups with five members each.
o Each group will be tasked to write five valid propositions.
o Their outputs will be written in the provided whiteboard.
o Each group will then choose a representative to read their propositions to their
classmates and the rest of the members will visit other group to see the work other
group like a gallery walk.
The teacher then will validate the output of each group right after the presentation
of all groups.

IV. Evaluation

“Proposition or Not” (Individual)

In a ¼ sheet of paper, determine whether a statement is a proposition or not in each

item below. Write YES if the sentence is a proposition and NO if otherwise.

1. 2x = 5 Ans: NO

2. √4 − 2 = 0 Ans: YES

3. Set the time for me. Ans: NO

4. General Mathematics is a subject offered in senior high. Ans: YES

5. If you are a grade 11 student, then you will have a subject Ans: YES

General Mathematics.

7. Will you go in lab with me? Ans: NO

8. Happy birthday to you! Ans: NO

9. If you are in senior high school, then you are a grade 11 student. Ans: YES

10. π ∈ ℝ Ans: YES

V. Assignment / Enrichment

The teacher let the students search/make sentences that is declarative yet not a valid
proposition in their activity notebook.
Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Writer: Chreniel Lou G. Alecida

Valencia National High School

 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of the key concepts of propositional logic;
syllogisms and fallacies.

Performance Standards: The learner is able to judiciously apply logic in real-life arguments.

Learning Competency and Code: Symbolizes propositions (M11GM-IIg-2) and distinguishes between
simple and compound propositions (M11GM-IIg-3).

Quarter: 2nd Week: 7 Day: 2

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

24. symbolize propositions;

25. distinguish whether a proposition is simple or compound; and
26. combine simple propositions to form compound propositions.

II. Content:

Subject Matter: Propositions

Integration:
 Logic: Reasoning

English: Sentence writing

Values Education: Cooperation/Teamwork

Strategies: Drill, Oral questioning, Demonstration, and Cooperative Learning

Materials: Computer, PowerPoint presentation, whiteboard, and markers

References: General Mathematics Teachers Guide, Page 270-272

General Mathematics Learner’s Material First Edition 242-245

III. Learning Tasks:

Preliminary Activity

o Prayer
o Checking of attendance
o Setting the ambiance
GG. Activity
“Two Become One” (Cooperative Learning Approach)

o The teacher will let the students proceed to their previous groupings.
o The student the will be ask then to combine the set of paired propositions in item
below making a new proposition as please. (answers may vary)
1. l: Dodot is caring.
m: Dodot is loving.
Ans: Dodot is loving and caring.
2. n: I ate a deadly poison.
o: I will die.
Ans: If I ate a poison, then I will die.
3. p: General Mathematics is boring.
q: General Mathematics is interesting.
Ans: Either General Mathematics is boring or interesting.
4. r: Senior high life is not easy.
s: I will make it.
Ans: Senior high life is not easy but I will make it.
5. t: I am happy.
u: You are there.
Ans: I am happy because you are there.
o They will write their answers in the whiteboard provided.
The teacher will process the answers of the students.

HH. Analysis
“Logical Connectors” (Oral questioning)

Based on the previous activity, the teacher will be asking the following questions to the
randomly selected students.
 6. What are the words/connectors have you used to combine propositions?
7. How did you come up with those new propositions?
8. Is there any possibility that we could use two or more connectors in combining
propositions?
The teacher will deepen the responses of the students and emphasize that the
combination of two propositions will become a new proposition which will lead to the
main topic.

II. Abstraction
“Simple and Compound” (Demonstration)

o The teacher will give the definition of Simple and Compound Proposition.
A compound proposition is a proposition formed from simpler proposition
using logical connectors or some combination of logical connectors. Some logical
connectors involving propositions p and/or q may be expressed as follows:
not p
p and q
p or q
If p, then q
where <.> stands for some proposition. A proposition is simple if it cannot be
broken down any further into other component propositions.
o The teacher will then will give examples of compound proposition, identify the
simple components out of a compound proposition, and symbolize them.
The teacher should also mention that simple propositions are also known as Atom
propositions because they serve as the building blocks of propositional logic.

JJ. Application
“Simple or Compound” (Drill)

The teacher will randomly select students to read and distinguish a proposition
whether it is simple or compound which will pop-up on the monitor.

1. I was born for you.

2. If you are good in English, then you’re good in Mathematics.

3. Either logic is difficult or it is easy and interesting

4. Your favorite subject is Mathematics.

5. Neither I will stop nor be discouraged in schooling.

Answer:

1. Simple
2. Compound
3. Compound
4. Simple
5. Compound
IV. Evaluation

“My Symbol” (individual)

In a ½ sheet of paper, symbolize the following propositions by completing the table

below.

Propositions Simple Component/s Symbol form

If I win the contest, then I p: I win the contest.

If p, then q
will eat ice cream q: I will eat ice cream.

r: Logic is difficult.
Either logic is difficult or it
s: Logic is easy. r or (s and t)
is easy and interesting
t: Logic is interesting.

People are not meant to hurt u: People are meant to hurt

~u
someone someone.

V. Assignment / Enrichment

The teacher let the students search/make the truth tables of different logical operators
in their activity notebook.

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Writer: Chreniel Lou G. Alecida

Valencia National High School

Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of the key concepts of propositional logic;
syllogisms and fallacies.

Performance Standards: The learner is able to judiciously apply logic in real-life arguments.

Learning Competency and Code: Performs the different types of operations on propositions. M11GM-
IIg-4

Quarter: 2nd Week: 7 Day: 3

I. Objectives:
 At the end of 60 minutes, 80% of the learners are expected to:

27. determine the number of rows in making truth table based on the number of simple
proposition;
28. perform negation, conjunction, and disjunction operations on proposition; and
29. express the following propositions in English sentences or in symbols, as the case may be.

II. Content:

Subject Matter: Logical Operators

Integration:

Logic: Reasoning

English: Sentence writing

Values Education: Cooperation

Strategies: Drill, Oral questioning, Direct Instruction, and Cooperative Learning

Materials: Computer, PowerPoint presentation, and a Monitor

References: General Mathematics Teachers Guide, Page 272-278

General Mathematics Learner’s Material First Edition 246-249

III. Learning Tasks:

Preliminary Activity

o Prayer
o Checking of attendance
o Setting the ambiance
KK. Activity
“Truth Table” (Drill)

The teacher will review first the possible truth values (can only be true denoted by T
or false which is denoted by F) and will answer the first missing combination of truth
values in the table below. The teacher then will randomly select a student to give one
example of possible combination of truth values in the table.

p q r

T T T

T T F

T F T

T F F
 F T T

F T F

F F T

F F F

The teacher will process and validate the student’s responses.

LL. Analysis
“Only the Truth” (Oral questioning)

Given the propositions below, the teacher will be asking randomly selected students to
give the truth values in the table below.

p: You are a SHS student.

q: You are a JHS student.

P q not p p and q p or q

T F F F T

The teacher will deepen the responses of the students and emphasize that those
operations on propositions are examples of Negation, Conjunction, and Disjunction.

MM. Abstraction
“Logical Operators” (Direct instruction)

o Truth Table
Given a proposition, the truth table shows all of its truth values. In general, a
truth table involving n propositions has 2n rows.

o Negation
The negation of a proposition p is denoted by ~p (maybe read as ‘not’ p) and
is defined through its truth table:

p ~𝐩

T F

F T

Example: Express the negation of the following proposition.

p1: 8 is an odd number.

p2: Your biological identity is male.

 p3: FCPC Baliktanaw is the champion of World of Dance

Philippines.

Answer:

~p1: “8 is not an odd number” or “8 is an even number”

~p2: “Your biological identity is not male.” Or

“Your biological identity is female.”

~p3: FCPC Baliktanaw is not the champion of World of Dance

Philippines.

o Conjunction
The conjunction of proposition p and q is denoted by p ∧ q (maybe read as p
and q) and is defined through its truth table:

p q 𝐩∧𝐪

T T T

T F F

F T F

F F F

The propositions p and q are called conjuncts.

o Disjunction
The conjunction of proposition p and q is denoted by p ∨ q (maybe read as p
or q) and is defined through its truth table:

p q 𝐩∨𝐪

T T T

T F F

F T F

F F F

The propositions p and q are called disjuncts.

The teacher must emphasize the following points: Negation is not necessarily the
complete opposite of a proposition, Conjunction do not always use “and”, it can also
be “but”, “yet”, “while”, or “even though”, and lastly, the “or” used in disjunctions is
“inclusive or” that is p is true or q is true, or both true.

NN. Application
 “Complete the Truth” (Group activity)

The teacher will let proceed to their pre-assigned groups. Each group will tasked
perform negation, conjunction, and disjunction operations on proposition p, q, and r
in the table below. They will be given only 10 minutes to complete the table in a 1-
whole sheet of paper.

p q r ~𝐩 𝐪∧𝐫 𝐪∨𝐫 ~𝐩 ∨ (𝐪 ∧ 𝐫) ~𝐩 ∨ (𝐪 ∧ 𝐫)

T T T F T T T F

T T F F F T F F

T F T F F T F F

T F F F F F F F

F T T T T T T T

F T F T F T T T

F F T T F T T T

F F F T F F T F

The teacher then will validate the output of each group of all groups.

IV. Evaluation

In a ½ sheet of paper, let p and q be the following proposition.

p: I eat ice cream.

q: I am an honor student.

Express the following propositions in English sentences or in symbols, as the case

may be in each item below.

1. ~p

2. ~p ∧ q

3. Neither I eat ice cream, nor am I an honor student.

4. I am not an honor student and I don’t eat ice cream.

5. p ∨∼ q

Answer:

1. I don’t eat ice cream.

2. I don’t eat ice cream but I am an honor student.
3. ∼ 𝑝 ∨∼ 𝑞
 4. ∼ 𝑝 ∧∼ 𝑞
5. I eat ice cream but I am not an honor student.

V. Assignment / Enrichment

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Writer: Chreniel Lou G. Alecida

Valencia National High School

 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of the key concepts of propositional logic;
syllogisms and fallacies.

Performance Standards: The learner is able to judiciously apply logic in real-life arguments.

Learning Competency and Code: Performs the different types of operations on propositions. M11GM-
IIg-4

Quarter: 2nd Week: 7 Day: 4

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

30. define conditional and biconditional propositions; and

31. determine the truth value of conditional and biconditional propositions.

II. Content:

Subject Matter: Logical Operators

 Integration:

Logic: Reasoning

Values Education: Cooperation

Strategies: Drill, Oral questioning, Direct Instruction, and Cooperative Learning

Materials: Computer, PowerPoint presentation, and a Monitor

References: General Mathematics Teachers Guide, Page 279-284

General Mathematics Learner’s Material First Edition 249-256

III. Learning Tasks:

Preliminary Activity

o Prayer
o Checking of attendance
o Setting the ambiance
OO. Activity
“Remember Me” (Drill)

The teacher will review the previous lesson by randomly selecting students to complete
the summary table below.

p q ~𝐩 ~𝐪 𝐩∨𝐪 𝐩∧𝐪

T T F F T T

T F F T T F

F T T F T F

F F T T F F

The teacher will process student’s responses.

PP. Analysis
“If” (Group Activity)

The teacher will divide the class into groups with five members. Each group will be
tasked to analyze and give the truth values of the propositions in each item given that “you
are a grade 11 student” is true.

1. If you are a grade 11 student, then you are in senior high school.

2. If you are a grade 11 student, then you are working as teacher.

3. If you have a degree of BS Mathematics, then you are a grade 11 student.

 Answer:

1. True.

2. False.

3. True.

The teacher will deepen the responses of the students and emphasize that those are
examples of conditional propositions.

QQ. Abstraction
“Logical Operators” (Direct instruction)

o Conditional
The conditional of propositions p and q is denoted by p → q (maybe read as
“If p, then q” or “p implies q”) where p is hypothesis and q is the conclusion and
is defined through its truth table:

p q 𝐩→𝐪

T T T

T F F

F T T

F F T

o Biconditional
The biconditional of propositions p and q is denoted by p ↔ q (maybe read
as p if and only if q) and is defined through its truth table:

p q 𝐩↔𝐪

T T T

T F F

F T F

F F T

The propositions may also be written as “p iff q”. The propositions p and q
are the components of the biconditional.

The teacher then must give examples in each type of propositions and also
emphasize that in logic, the hypothesis need not to cause the conclusion. .

RR. Application
“Conditions of Truth” (Individual activity)
 Suppose that Louie is a taking General Mathematics course. Determine the
truth value of the following propositions.
1. If Louie is a taking General Mathematics course, then she is a grade
11 student.
2. If Louie is a grade 11 student, then she is working in the City Hall.
3. If Louie is working in the city hall, then she is a professional.
4. Louie is a taking General Mathematics course if and only if she is a
grade 12 student.
5. Louie is a grade 11 student if and only if she is a senior high school
student.

Answer:
1. True
2. False
3. False
4. False
5. True

The teacher then will validate the output of each group of all groups.

IV. Evaluation

Application serves an assessment.

V. Assignment / Enrichment

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Writer: Chreniel Lou G. Alecida

Valencia National High School

Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of the key concepts of propositional logic;
syllogisms and fallacies.

Performance Standards: The learner is able to judiciously apply logic in real-life arguments.
Learning Competency and Code: Determines the truth values of propositions. M11GM-IIh-1

Quarter: 2nd Week: 8 Day: 1

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

32. read the propositions in symbols.

33. determine the truth values of different propositions in a truth table; and
34. create a truth table.

II. Content:

Subject Matter: Truth Tables

Integration:

Logic: Reasoning

Values Education: Cooperation

Strategies: Drill, Oral questioning, Demonstration, and Group activity

Materials: Computer, PowerPoint presentation, and a Monitor

References: General Mathematics Teachers Guide, Page 284-288

General Mathematics Learner’s Material First Edition 257-258

III. Learning Tasks:

Preliminary Activity

o Prayer
o Checking of attendance
o Setting the ambiance
SS. Activity
“Read Me” (Drill)
The teacher will the class read the symbols that will pop-up on the monitor.
1. ~p → q Ans: “Not p implies q” or “If not p, then q”
2. p ∧ (∼ q) Ans: “p and not q”
3. p ∨ q Ans: “p or q”
4. ∼ p ↔ q Ans: “Not p if and only if q”
5. (p ∧ q) → r Ans: “If p and q, then r”
The teacher will process student’s responses.

TT. Analysis
 “From the Past” (Oral questioning)

The teacher will randomly select students to answer the following questions based
from the past lessons.

9. How do we get the number rows in making a truth table?

10. What are the different logical operators?
11. What are the truth values of this summary table below?
p q ~𝐩 ~𝐪 𝐩∨𝐪 𝐩∧𝐪 𝐩→𝐪 𝐩↔𝐪

T T F F T T T T

T F F T T F F F

F T T F T F T F

F F T T F F T T

The teacher will deepen the responses of the students and emphasize that these
knowledge is very essential in proceeding to constructing truth tables of a more
complicated propositions.

UU. Abstraction
“Truth Table” (Demonstration)

o Number of Rows in a Truth Table

We get the number rows with 2n, where n is the number of propositions.
o Constructing Truth Table
1. Let p and q be propositions. Construct the truth table of
(p → q) ∧ (p → q).

p q 𝐩→𝐪 𝐪→𝐩 (𝐩 → 𝐪) ∧ (𝐩 → 𝐪)

T T T T T

T F F T F

F T T F F

F F T T T

2. Construct the truth table of the proposition

s: [(p → r) ∧ (q → r)] → [(p ∨ q) → r].

𝐩
p q r 𝐪→𝐫 𝐩∨𝐪 (𝐩 → 𝐫) ∧ (𝐪 → 𝐫) (𝐩 ∨ 𝐪) → 𝐫 S
→𝐫

T T T T T T T T T

T T F F F T F F T

T F T T T T T T T
 T F F F T T F F T

F T T T T T T T T

F T F T F T F F T

F F T T T F T T T

F F F T T F T T T

The teacher will also note that regardless of the truth values of p, q, and r, proposition
is always true. Such propositions are called tautologies.

VV. Application
“Making Our Own Table (MOO Table)” (Group activity)

o The teacher will divide the class into groups with five members
o Each group will be tasked to do the activity below and write it in a 1-whole sheet
of paper.
Construct the truth table of the following proposition below.
a. (p ∨ q) → [∼ (p ∧ q)]
b. ∼ (p → q) ∧ (p ∨ q)
Answer:
a. (p ∨ q) → [∼ (p ∧ q)]
p q p∨q p∧q ∼ (p ∧ q) (p ∨ q) → [∼ (p ∧ q)]

T T T T F F

T F T F T T

F T T F T T

F F F F T T

b. ∼ (p → q) ∧ (p ∨ q)
p q p∨q p→q ∼ (p → q) ∼ (p → q) ∧ (p ∨ q)

T T T T F F

T F T F T T

F T T T F F

F F F T F F

IV. Evaluation

Application serves as an assessment.

V. Assignment / Enrichment

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Writer: Chreniel Lou G. Alecida

Valencia National High School

 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of the key concepts of propositional logic;
syllogisms and fallacies.

Performance Standards: The learner is able to judiciously apply logic in real-life arguments.

Learning Competency and Code: Determines the truth values of propositions. M11GM-IIh-1

Quarter: 2nd Week: 8 Day: 2

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

35. create a truth table.

36. show that a compound proposition is a tautology and/or contradiction.

II. Content:

Subject Matter: Truth Tables

Integration:

Logic: Reasoning

Values Education: Cooperation

Strategies: Drill, Oral questioning, Demonstration, and Group activity

Materials: Computer, PowerPoint presentation, and a Monitor

References: General Mathematics Teachers Guide, Page 284-288

General Mathematics Learner’s Material First Edition 257-258

III. Learning Tasks:

Preliminary Activity
 o Prayer
o Checking of attendance
o Setting the ambiance
WW. Activity
“MOO Table” (Group Activity)
o The teacher will divide the class into groups with five members
o Each group will be tasked to do the activity below and write it in a 1-whole sheet
of paper.
Construct the truth table of the proposition p → (p ∨ q).

p q 𝑝∨𝑞 𝑝 → (𝑝 ∨ 𝑞)

T T T T

T F T T

F T T T

F F F T

The teacher will facilitate the activity.

XX. Analysis
“Observation” (Oral questioning)

The teacher will randomly select students to answer the following questions based
from the previous activity.

12. How many rows are there if you two propositions?

13. In what instances that the truth value of the conjunction of two propositions is
false?
14. What can you observe on the truth values of the p → (p ∨ q)?
The teacher will deepen the responses of the students which will lead to the main topic
of the lesson.

YY. Abstraction
“Tautology & Contradiction” (Demonstration)

o Tautology and Contradiction

 A proposition that is always true is called a tautology, while a
proposition that is always false is called a contradiction. A tautology is
denoted by 𝝉 and a contradiction by 𝝓.
Example: Let p and q be propositions. Using truth tables show the following:
3. (p ∧ q) → p is a tautology
p q 𝐩∧𝐪 (𝐩 ∧ 𝐪) → 𝐩

T T T T

T F F T
 F T F T

F F F T

4. (p ∧ (∼ q)) ∧ (p ∧ q) is a contradiction
p q ∼𝐪 𝐩 ∧ (∼ 𝐪) 𝐩∧𝐪 (𝐩 ∧ (∼ 𝐪)) ∧ (𝐩 ∧ 𝐪)

T T F F T F

T F T T F F

F T F F F F

F F T F F F

5. ((p → q) ∧ p) → q is a tautology
p q 𝐩→𝐪 (𝐩 → 𝐪) ∧ 𝐩 ((𝐩 → 𝐪) ∧ 𝐩) → 𝐪

T T T T T

T F F F T

F T T F T

F F T F T

ZZ. Application
“Show Off” (Individual activity)

Show that the following are tautologies. Write you answer in a 1 whole sheet of
paper.

1. ((p ∨ q) ∧ (∼ p)) → q
2. ((p → q) ∧ (∼ q)) →∼ p
Answer:

1. ((𝑝 ∨ 𝑞) ∧ (∼ 𝑝)) → 𝑞
p q 𝒑∨𝒒 ∼𝒑 (𝒑 ∨ 𝒒) ∧ (∼ 𝒑) ((𝒑 ∨ 𝒒) ∧ (∼ 𝒑)) → 𝒒

T T T F F T

T F T F F T

F T T T T T

F F F T F T

2. ((𝑝 → 𝑞) ∧ (∼ 𝑞)) →∼ 𝑝
p q 𝒑→𝒒 ∼𝒒 (𝒑 → 𝒒) ∧ (∼ 𝒒) ∼𝒑 ((𝒑 → 𝒒) ∧ (∼ 𝒒)) →∼ 𝒑

T T T F F F T
 T F F T F F T

F T T F F T T

F F T T T T T

IV. Evaluation

Application serves as an assessment.

V. Assignment / Enrichment

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Writer: Chreniel Lou G. Alecida

Valencia National High School

 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of the key concepts of propositional logic;
syllogisms and fallacies.

Performance Standards: The learner is able to judiciously apply logic in real-life arguments.

Learning Competency and Code: Illustrates the different forms of conditional propositions. M11GM-
IIh-2

Quarter: 2nd Week: 8 Day: 3

I. Objectives:

At the end of 60 minutes, 80% of the learners are expected to:

37. state the converse, contrapositive, and inverse of conditional propositions; and
38. show logical equivalences using truth table and known logical equivalences.
II. Content:

Subject Matter: Forms of Conditional Propositions and Logical Equivalences

Integration:
Logic: Reasoning
English: Sentence writing
Values Education: Cooperation
Strategies: Investigation, Demonstration, and Group activity
Materials: Computer, PowerPoint presentation, and a Monitor
References: General Mathematics Teachers Guide, Page 289-295
General Mathematics Learner’s Material First Edition 263-269

III. Learning Tasks:

Preliminary Activity

o Prayer
o Checking of attendance
o Setting the ambiance
AAA. Activity
“MOO Table” (Group Activity)
o The teacher will divide the class into groups with five members
o Each group will be tasked to do the activity below and write it in a 1-whole sheet
of paper.
Construct the truth table below.

P q p→q q→p ~p ~q ~p → ~q ~p → ~q

T T T T F F T T

T F F T F T T F

F T T F T F F T

F F T T T T T T

The teacher will facilitate the activity and verify the answers of the students.
BBB. Analysis
“Twiny” (Group investigation)

Based from the previous activity, on the same paper after it is returned and corrected,
each group will answer the following questions below.

15. What type/s of propositions is/are used in the truth table?

16. What propositions have the same/twiny truth values?
The teacher will deepen the responses of the students by emphasizing that those
propositions are the other forms of conditionals and those propositions that have the same
truth values are logically equivalent

CCC. Abstraction
“Forms of Conditional Propositions and Logical Equivalences” (Demonstration)

o Converse, Inverse, and Contrapositive of Conditionals

Definition

 Suppose p and q are propositions. From the conditional proposition p →

q, we derive three other conditional statements, namely its
a) Converse: q → p
b) Inverse: ~p → ~q
c) Contrapositive: ~q → ~p
Example: State the converse, inverse, and contrapositive of the given conditionals
below.
6. “If Alexa is a grade 11 student, then she is a senior high school student.”
7. “If Alexa is praying, then she is in the church.”
Answer:

1. Converse: “If Alexa is a senior high school student, then she is a grade 11
student.”
Inverse: “If Alexa is not a grade 11 student, then she is not a senior high
school student.”
Contrapositive: “If Alexa is not a senior high school student, then she is not
a grade 11 student.”
2. Converse: “If Alexa is in the church, then she is praying.”
Inverse: “If Alexa is not praying, then she is not in the church.”
Contrapositive: “If Alexa is not in the church, then she is not praying.”
o Logical Equivalence
Definition

Two propositions p and q are logically equivalent, denoted by p ⟺ q, if

they have the same truth values for all possible truth values of their simple
components.
 Table of Logical Equivalences

Switcheroo law: p → q ⟺ (~p) ∨ q

Example: Show the following logical equivalences using truth table.
1. Identity laws: (p ∧ τ) ⟺ p and (p ∨ ϕ) ⟺ p
2. Domination laws: (p ∨ τ) ⟺ τ and (p ∧ ϕ) ⟺ ϕ
Answer:

1. We show that (𝑝 ∧ 𝜏)𝑎𝑛𝑑 𝑝, 𝑎𝑛𝑑 (𝑝 ∧ 𝜙)𝑎𝑛𝑑 𝑝 have the same truth tables.
p 𝝉 𝒑∧𝝉

T T T

F T F

p 𝝓 𝒑∨𝝓

T F T

F F F

Since the first and third columns of both tables are the same. Hence, (𝑝 ∧
𝜏) ⟺ 𝑝 𝑎𝑛𝑑 (𝑝 ∨ 𝜙) ⟺ 𝑝.
2. We show that (𝑝 ∨ 𝜏) 𝑎𝑛𝑑 𝜏, 𝑎𝑛𝑑 (𝑝 ∧ 𝜙) 𝑎𝑛𝑑 𝜙 have the same truth tables.
p 𝝉 𝒑∨𝝉

T T T

F T T

p 𝝓 𝒑∧𝝓

T F F
 F F F

Since the first and third columns of both tables are the same. Hence, (𝑝 ∨
𝜏) ⟺ 𝜏 𝑎𝑛𝑑 (𝑝 ∧ 𝜙) ⟺ 𝜙.
Example: Show the following logical equivalences using known logical equivalences.
1. (p → q) ⟺ ~q → ~p
2. (q → p) ⟺ ~p → ~q
Answer: To show that (𝑝 → 𝑞) ⟺ ~𝑞 → ~𝑝 and (𝑞 → 𝑝) ⟺ ~𝑝 → ~𝑞

and

DDD. Application
“Paper-pen Test” (Group activity)

In a 1-whole sheet of paper, give what is asked in each item below.

1. Show the following logical equivalences using truth table.

a) (p → q) ⟺ (~p) ∨ q
b) ~(p ∨ q) ⟺ (~p) ∧ (~q)
c) ~(p ∧ q) ⟺ (~p) ∨ (~q)
2. State the converse, inverse, and contrapositive of the following conditionals
a) “If the sun is up, then I will play.”
b) “If I pass General Mathematics, then I will take Statistics and Probability
next.”
c) “If I study this subject, then I will have good grades.”

IV. Evaluation
Application serves as an assessment.

V. Assignment / Enrichment
Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

Writer: Chreniel Lou G. Alecida

Valencia National High School
 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of key concepts of propositional logic;
syllogisms and fallacies.

Performance Standards: The learner is able to judiciously apply logic in real-life arguments.

Learning Competency and Code: The learner illustrates different types of tautologies and fallacies.
M11GM-IIi-1

Quarter: 2nd Week: 9 Day: 1

I. Objectives:

At the end of 60 minutes, at least 80% of the learners are expected to:

1. Define an argument; and

2. Write the given argument in propositional form and in standard form.

II. Content:

Subject Matter: Valid Arguments and Fallacies

Integration: Algebra and Advance Mathematics

Strategies: 4As, Think-Pair-Share, Group Activities, Guided-Discovery Learning

Materials: Powerpoint Presentation, MS Excel, Worksheets, Handouts, Laptop, Teacher’s Guide,

Curriculum Guide

References: General Mathematics by Oronce, O., pages 139- 147

Teaching Guide for SHS General Mathematics, pp. 150-158

SHS General Mathematics Learner’s Material, pp. 124-133

III. Learning Tasks:

Preparatory Activity (3 minutes)

 Prayer
 Classroom Management
 Checking of Attendance

A. Introductory Activity (5 minutes)

 Given the set of information, our goal is to logically infer from the given some new information.
In this lesson, we are going to look at this process of inference formally. We call the set of
given information as the premise, while the derived new information is referred to as the
conclusion. The premises and the conclusion form what we call an argument. The teacher then
provide the definition of an argument:
An argument is a compound proposition of the form
(𝑝1 ⋀ 𝑝2 ⋀ 𝑝3 … ⋀ 𝑝𝑛 ) → 𝑞
The propositions 𝑝1 , 𝑝2 , 𝑝3 , … , 𝑝𝑛 are the premises of the argument, and q is the conclusion.
Arguments can be written in propositional form, as in above, or in column or standard form:
𝑝1
𝑝2
𝑝3
⋮
𝑝𝑛
∴𝑞
For example:
𝑝1 : If there is limited supply of freshwater, then we should conserve water.
𝑝1 : 𝑃 → 𝑄
𝑝2 : There is limited supply of freshwater.
𝑝2 : 𝑃
𝑞: Therefore, we should conserve water.
𝑞: 𝑄
Thus, we can write the propositional form as: ((𝑃 → 𝑄) ⋀ 𝑃) → 𝑄 and standard form:
𝑃→𝑄
𝑃
∴𝑄

A. Activity: (15 minutes)

Divide the class into 4 groups and let them work on the following argument.
Group 1: Argument A
If the clothes are neatly stacked and pressed, then the house help arrived today.
The clothes are neatly stacked and pressed.
Therefore the house help arrived today.

Group 2: Argument B

Either Lina or Lino will take the trash to the recycling center.

Lina did not take the trash to the recycling center.

Hence, Lino must have taken the trash to the recycling center.

Group 3: Argument C

If there is limited supply of freshwater, then we should conserve water.

We conserved water.
Therefore, there is limited supply of freshwater.
 Group 4: Argument D

If my alarm sounds, then I will wake up.

I woke up.
Therefore, my alarm sounded.

Directions:

1. Explain why the following set of propositions is an argument.

Expected answer: The set of propositions is an argument. The first two propositions are the
premises of the argument, while the last proposition, marked by the word “therefore”, is the
conclusion of the argument.)
2. Write the following argument in propositional form and in standard form.
Expected answer: let 𝑝1 and 𝑝2 be the two premises and 𝑞be the conclusion:
Group 1: Argument A
𝑝1 : If the clothes are neatly stacked and pressed, then the house help arrived today.
𝑝2 : The clothes are neatly stacked and pressed.
𝑞: Therefore the house help arrived today.

Propositional form : [(𝑃 → 𝑄) ⋀ 𝑃] → 𝑄 and standard form:

𝑃→𝑄

∴𝑄

Group 2: Argument B

𝑝1 : Either Lina or Lino will take the trash to the recycling center.

𝑝2 : Lina did not take the trash to the recycling center.

𝑞: Hence, Lino must have taken the trash to the recycling center.

Propositional form : [(𝑃 ⋁ 𝑄) ⋀ ~𝑃] → 𝑄 and standard form:

𝑃⋁𝑄

~𝑃
∴𝑄

Group 3: Argument C

𝑝1 : If there is limited supply of freshwater, then we should conserve water.

𝑝2 : We conserved water.
𝑞: Therefore, there is limited supply of freshwater.

Propositional form : [(𝑃 → 𝑄) ⋀ 𝑄] → 𝑃 and standard form:

𝑃→𝑄

𝑄
 ∴𝑃

Group 4: Argument D

𝑝1 : If my alarm sounds, then I will wake up.

𝑝2 : I woke up.
𝑞: Therefore, my alarm sounded.

Propositional form : [(𝑃 → 𝑄) ⋀ 𝑄] → 𝑃 and standard form:

𝑃→𝑄

∴𝑃

3. Complete the truth table:

(Expected answer for arguments A)
𝑃 𝑄 𝑃→𝑄 (𝑃 → 𝑄) ⋀ 𝑃 [(𝑃 → 𝑄) ⋀ 𝑃] → 𝑄

T T T T T

T F F F T

F T T F T

F F T F T

(Expected answer for argument B)

𝑃 𝑄 ~𝑃 𝑃⋁𝑄 (𝑃 ⋁ 𝑄) ⋀ ~𝑃 [(𝑃 ⋁ 𝑄) ⋀ ~𝑃] → 𝑄

T T F T F T

T F F T F T

F T T T T T

F F T F F T

(Expected answer for arguments C and D)

𝑃 𝑄 𝑃→𝑄 (𝑃 → 𝑄) ⋀ 𝑄 [(𝑃 → 𝑄) ⋀ 𝑄] → 𝑃

T T T T T

T F F F T

F T T T F

F F T F T
 When the class is done with the activity, ask a presenter from each group to discuss their
outputs.

B. Analysis (12 minutes)

After each presentation, the teacher will ask the following questions based on the activity:

For arguments A: What is the truth value of 𝑄 when 𝑃 → 𝑄 and 𝑃 are both true? Expected
answer: TRUE

𝑃 𝑄 𝑃→𝑄 (𝑃 → 𝑄) ⋀ 𝑃 [(𝑃 → 𝑄) ⋀ 𝑃] → 𝑄

T T T T T

T F F F T

F T T F T

F F T F T

For arguments B: What is the truth value of 𝑄 when (𝑃 ⋁ 𝑄)and ~𝑃 are both true?
Expected answer: TRUE
𝑃 𝑄 ~𝑃 𝑃⋁𝑄 (𝑃 ⋁ 𝑄) ⋀ ~𝑃 [(𝑃 ⋁ 𝑄) ⋀ ~𝑃] → 𝑄

T T F T F T

T F F T F T

F T T T T T

F F T F F T

For arguments C and D: What is the truth value of 𝑃 when 𝑃 → 𝑄 and 𝑄 are both true?
Expected answer: There are two values of P when 𝑃 → 𝑄 and Q are both true. P is true in
the first row, however, it is FALSE in the third row.
𝑃 𝑄 𝑃→𝑄 (𝑃 → 𝑄) ⋀ 𝑄 [(𝑃 → 𝑄) ⋀ 𝑄] → 𝑃

T T T T T

T F F F T

F T T T F

F F T F T

1. For arguments A: Is it logically impossible for the two premises, 𝑃 → 𝑄 and 𝑃, to be

true and the conclusion 𝑄 false? Expected answer: No, it’s not possible.

For arguments B: Is it logically impossible for the two premises, 𝑃 ⋁ 𝑄 and 𝑃, to be true
and the conclusion 𝑄 false? Expected answer: No, it’s not possible.
 For arguments C and D: Is it logically impossible for the two premises, 𝑃 → 𝑄 and 𝑄, to
be true and the conclusion 𝑃 false? Expected answer: Yes, it’s possible as seen in the third
row.

2. Accordingly, an argument is valid if it satisfies the validity condition: It is logically

impossible for the premises to be true and the conclusion false. Hence, did your assigned
argument satisfy this condition? Is your argument valid? Expected answer: (For arguments
A and B) Yes, it satisfied the validity condition and thus the argument is valid. (For
arguments C and D) No, it did not satisfy the validity condition and thus the argument is not
valid.
3. Provided that the argument is valid, does that mean that the conclusion is true? Expected
answer: No. Asserting that an argument is valid simply means that the conclusion logically
follows from the premises but does not necessarily mean that the conclusion is true.

C. Abstraction (10 minutes)

After they have shared their observations, using the truth tables presented as a visual
cue, tell the students that the validity of the argument given to each group can be
determine by its validity condition. The teacher may now elicit the following from
the students:
Definitions:
 A valid argument satisfies the validity condition; that is, the conclusion is true
whenever the premises are all true. Alternatively, the argument is valid if the
conditional (𝑝1 ⋀ 𝑝2 ⋀ 𝑝3 … ⋀ 𝑝𝑛 ) → 𝑞 is a tautology.
 Definition. An argument is said to satisfy the truth condition if its premises are
generally true.
 Definition. A sound argument is a valid argument which also satisfies the truth
condition. An argument which does not satisfy either the validity condition or
the truth condition is called a bad argument.
To further evoke the notion of a valid argument, the teacher will ask the students to do
the following questions:
1. How did you find our lesson today?

2. In general, how important it is for you to gain concepts dealing with the validity of
categorical syllogisms? Discuss briefly.

D. Application (15 minutes)

Think-Pair Share: Write the following argument in propositional form then construct the truth
table for each argument. Determine whether each of the following arguments is valid, and if
each is sound.

1. If I study every day, then I will develop a good work ethic. I study everyday. Therefore, I
will develop a good work ethic.

2. If I was born poor, then I cannot serve my country. I was born poor. Therefore, I cannot serve
my country.
 3. It is not the case that 𝑥is an odd number and 𝑦 is a prime number. Furthermore, 𝑥 is
not an odd number. Therefore, 𝑦 is a prime number.

IV. Evaluation

“Application” part in the lesson proper serves as evaluation.

Solution:

1. ((𝑃 → 𝑄) ⋀ 𝑃) → 𝑄

𝑃 𝑄 𝑃→𝑄 (𝑃 → 𝑄) ⋀ 𝑃 [(𝑃 → ~𝑄) ⋀ 𝑃)] → 𝑄

T T T T T

T F F F T

F T T F T

F F T F T

2. The argument is valid. With regards to soundness, it is accepted as true that if one studies
everyday, then a good work ethic will be developed. However, it cannot be assumed true that “I
study everyday”. If it is true, then it is sound. Otherwise, the argument is bad.

((𝑃 → ~𝑄) ⋀ 𝑃) → ~𝑄

𝑃 𝑄 ~𝑄 𝑃 → ~𝑄 (𝑃 → ~𝑄) ⋀ 𝑃 [(𝑃 → ~𝑄) ⋀ 𝑃)] → ~𝑄

T T F F F T

T F T T T T

F T F T F T

F F T T F T

3. It is valid however, when we check for soundness through the truth condition, being poor does
not prevent one from serving one’s country. Hence, the given argument is a bad argument.

(~(𝑃 ⋀ 𝑄) ⋀ ~𝑃) → 𝑄

𝑃 𝑄 𝑃⋀𝑄 ~(𝑃 ⋀ 𝑄) ~𝑃 ~(𝑃 ⋀ 𝑄) ⋀ ~𝑃 [(𝑃 → ~𝑄) ⋀ ~𝑃)] → 𝑄

T T T F F F T

T F F T F F T

F T F T T T T

F F F T T T F
The argument is not valid as shown in the last row, when both ~(𝑃 ⋀ 𝑄) and ~𝑃, but Q is false. Since
it not valid then it is also not a sound argument. It is a bad argument.

V. Assignment / Enrichment (as needed)

Discuss why each of the following is a bad argument.

a. If I have dark skin, then I am not beautiful. I have dark skin. Therefore, I am not beautiful.
b. If I drink Gilas power energy drink every day, then I will be good in basketball. I drink
Gilas power every day. Hence, I will be good in basketball.

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___

Writer: Mae Flor Cardeño

Valencia National High School

 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of key concepts of propositional logic;
syllogisms and fallacies.

Performance Standards: The learner is able to judiciously apply logic in real-life arguments.

Learning Competency and Code: The learner illustrates different types of tautologies and fallacies.
M11GM-IIi-1

Quarter: 2nd Week: 9 Day: 2

I. Objectives:
 At the end of 60 minutes, at least 80% of the learners are expected to:

1. Identify the different identify the different types of tautologies;

2. Show that the argument is a tautology using truth table; and

3. Justify a given argument as valid using the Rules of Inference.

II. Content:

Subject Matter: Valid Arguments and Fallacies: Rules of Inference

Integration: Philosophy and Logic

Strategies: 4As, Think-Pair-Share, Group Activities, Guided-Discovery Learning

Materials: Powerpoint Presentation, MS Excel, Manila Paper, Handouts, Laptop, Teacher’s

Guide, Curriculum Guide

References: General Mathematics, Chan, J. H. N., et. al, pp.183-190

Teaching Guide for SHS General Mathematics, pp. 301-303

SHS General Mathematics Learner’s Material, pp. 273-275

III. Learning Tasks:

Preparatory Activity (3 minutes)

 Prayer
 Classroom Management
 Checking of Attendance

Review Activity (5 minutes)

Let students recall what truth tables are: Truth tables represent the relationships between the
truth values of propositions and compound propositions drawn from the given propositions.
Then let them review the definition of tautology and fallacy: If the truth values of a compound
proposition are all true, then the proposition is called a tautology, while a proposition that is
always false is called a contradiction. We denote tautologies by and contradictions by. This can
be identified by looking at the last column of the truth table which holds the truth values for the
given compound proposition. We denote tautologies by 𝜏 and contradictions by ∅.

Example, the proposition (𝑝 ⋀ 𝑞) → 𝑝, its truth table shows that it is a tautology because the
truth values are always true.

𝑝 𝑞 𝑝⋀𝑞 (𝑝 ⋀ 𝑞) → 𝑝
 T T T T

T F F T

F T F T

F F F T

A. Activity: (15 minutes)

1. Divide the class into 4 groups and let them work on the following propositions.

2. Directions: Construct the truth table of each of the assigned propositions. Then decide
whether the proposition is a tautology. Outputs should be written in the manila paper. Select a
reporter to present and discuss your outputs.

Group 1: A. 𝑝 → (𝑝 ⋁ 𝑞);
B. (𝑝 ⋀ 𝑞) → (𝑝 ⋀ 𝑞)

Group 2: C. ((𝑝 → 𝑞) ⋀ 𝑝) → 𝑞;

D. ((𝑝 → 𝑞) ⋀(~𝑞)) → ~𝑝

Group 3: E. ((𝑝 ⋁ 𝑞) ⋀(~𝑝)) → 𝑞;

F. ((𝑝 → 𝑞) ⋀(𝑞 → 𝑟)) → (𝑝 → 𝑟)

Group 4: G. ((~𝑝) → ∅) → 𝑝;

H. ((𝑝 → 𝑟) ⋀(𝑞 → 𝑟)) → (( 𝑝 ⋁ 𝑞) → 𝑟)

1. When the class is done with the activity, ask a presenter from each group to discuss their outputs.

Solution:
(a) 𝑝 → (𝑝 ⋁ 𝑞)
𝑝 q 𝑝⋁𝑞 𝑝 → (𝑝 ⋁ 𝑞)

T T T T

T F T T

F T T T

F F F T

(b) (𝑝 ⋀ 𝑞) → (𝑝 ⋀ 𝑞)
𝑝 q 𝑝⋀𝑞 (𝑝 ⋀ 𝑞) → (𝑝 ⋀ 𝑞)

T T T T

T F F T
 F T F T

F F F T

(c) ((𝑝 → 𝑞) ⋀ 𝑝) → 𝑞
𝑝 q 𝑝→𝑞 (𝑝 → 𝑞) ⋀ 𝑞 ((𝑝 → 𝑞) ⋀ 𝑞) → 𝑞

T T T T T

T F F F T

F T T F T

F F T F T

(d) ((𝑝 → 𝑞) ⋀(~𝑞)) → ~𝑝

𝑝 q 𝑝→𝑞 ~𝑝 ~𝑞 (𝑝 → 𝑞) ⋀(~𝑞) (𝑝 → 𝑞) ⋀(~𝑞) → ~𝑝

T T T F F F T

T F F F T F T

F T T T F F T

F F T T T T T

(e) ((𝑝 ⋁ 𝑞) ⋀(~𝑝)) → 𝑞

𝑝 q 𝑝⋁𝑞 ~𝑝 (𝑝 ⋁ 𝑞) ⋀(~𝑝) ((𝑝 ⋁ 𝑞) ⋀(~𝑝)) → 𝑞

T T T F F T

T F T F F T

F T T T T T

F F F T F T

(f) ((𝑝 → 𝑞) ⋀(𝑞 → 𝑟)) → (𝑝 → 𝑟)

((𝑝 → 𝑞) ⋀(𝑞 → 𝑟))
𝑝 q 𝑟 𝑝→𝑞 𝑞→𝑟 𝑝→𝑟 (𝑝 → 𝑞) ⋀(𝑞 → 𝑟) → (𝑝 → 𝑟)

T T T T T T T T

T T F T F F F T

T F T F T T F T

T F F F T F F T

F T T T T T T T
 F T F T F T F T

F F T T T T T T

F F F T T T T T

(g) ((~𝑝) → ∅) → 𝑝
𝑝 q ~𝑝 ∅ (~𝑝) → ∅ ((~𝑝) → ∅) → 𝑝

T T F F T T

T F F F T T

F T T F F T

F F T F F T

(h) ((𝑝 → 𝑟) ⋀(𝑞 → 𝑟)) → (( 𝑝 ⋁ 𝑞) → 𝑟)

((𝑝 → 𝑟) ⋀(𝑞 → 𝑟))
( 𝑝 ⋁ 𝑞) → 𝑟
𝑝 q 𝑟 𝑝→𝑟 𝑞→𝑟 𝑝⋁𝑞 (𝑝 → 𝑟) ⋀(𝑞 → 𝑟)
→ (( 𝑝 ⋁ 𝑞) → 𝑟)

T T T T T T T T T

T T F F F T F F T

T F T T T T T T T

T F F F T T F F T

F T T T T T T T T

F T F T F T F F T

F F T T T F T T T

F F F T T F T T T

B. Analysis (12 minutes)

After each presentation, the teacher will ask the following questions based on the activity:

1. Looking at your truth tables, what have you noticed with the truth values of the last columns?

Expected answer: All of the truth values are TRUE.

2. What can you say about these propositions?

Expected answer: They are all tautologies.

3. When the truth values of the argument are all true, can we still consider it as a tautology
regardless of the truth values of its premises? Defend your answer.
 Expected answer: Yes. Because deciding it to be a tautology, we only need to see that the
truth values of the last column of the truth table are all true.

C. Abstraction (10 minutes)

After they have shared their observations, tell the students that the propositions they
have presented including the first proposition presented by the teacher as an example
are the basic forms of valid arguments in logic. Which are also known Rules of
Inference. The teacher may now elicit the following from the students:

Rules of Inference:
Let p, q, and r be propositions.
Propositional Form Standard Form
Rule of 𝑝⋀𝑞
(𝑝 ⋀ 𝑞) → 𝑝
Simplification ∴𝑝
𝑝 → (𝑝 ⋁ 𝑞) 𝑝
Rule of Addition
∴ 𝑝⋁𝑞
𝑝
Rule of (𝑝 ⋀ 𝑞) → (𝑝 ⋀ 𝑞) 𝑞
Conjunction
∴ 𝑝⋀𝑞
𝑝→𝑞
((𝑝 → 𝑞) ⋀ 𝑝) → 𝑞 𝑝
Modus Ponens
∴𝑞
𝑝→𝑞
((𝑝 → 𝑞) ⋀(~𝑞)) → ~𝑝 ~𝑞
Modus Tollens
∴ ~𝑝
𝑝→𝑞
((𝑝 → 𝑞) ⋀(𝑞 → 𝑟)) → (𝑝 → 𝑟) 𝑞 →𝑟
Law of Syllogism
∴𝑝→𝑟
𝑝⋁𝑞
Rule of Disjunctive ((𝑝 ⋁ 𝑞) ⋀(~𝑝)) → 𝑞 ~𝑝
Syllogism
∴𝑞
Rule of ((~𝑝) → ∅) → 𝑝 (~𝑝) → ∅
Contradiction ∴𝑝
𝑝→𝑟
Rule fo Proof by ((𝑝 → 𝑟) ⋀(𝑞 → 𝑟)) → (( 𝑝 ⋁ 𝑞) → 𝑟) 𝑞→𝑟
Cases
∴( 𝑝 ⋁ 𝑞) → 𝑟
Remind student that for an argument to be valid, the conditional proposition
(𝑝1 ⋀ 𝑝2 ⋀ 𝑝3 … ⋀ 𝑝𝑛 ) → 𝑞 must be a tautology. Then teacher tells students that when
we consider an argument to be valid, this does not mean that the conclusions are true.
Asserting that an argument is valid simply means that the conclusion logically follows
from the premises. Validity ofnan argument does not depend on the content of the
argument, but on the form.

D. Application (15 minutes)

 Instruct students to group by 3 or 4. Determine which rule is the basis of each argument below.
Let them write the propositional form of each argument then construct its truth table.

1. Antonio Luna and Jose Rizal like Nelly Boustead. Therefore, Antonio Luna likes Nelly
Bousted.

2. Antonio Luna is a scientist. Therefore, either Antonio Luna or Jose Rizal is a scientist.

3. If the Spaniards imprison Antonio Luna, then he will repent and not join the revolution.
If Antonio Luna regrets not joining the revolution, then he will go to Belgium to study the
art of war. Therefore, if the Spaniards imprison Antonio Luna, then he will go to Belgium
to study the art of war.

IV. Evaluation

“Application” part in the lesson proper serves as evaluation due to time constraints.

Solution:

1. Let 𝑝: “Antonio Luna likes Nelly Boustead.” and 𝑞: “Jose Rizal likes Nelly Boustead.” The given
argument is of the form (𝑝 ⋀ 𝑞) → 𝑝.

𝑃 𝑄 𝑃⋀𝑄 (𝑃 ⋀ 𝑄) → 𝑃

T T T T

T F F T

F T F T

F F F T

By the Rule of Simplification, the argument is valid.

2. Let 𝑝: “Antonio Luna is a scientist.” and 𝑞: “Jose Rizal is a scientist.” The argument is of the
form 𝑝 → (𝑝 ⋁ 𝑞).

𝑃 𝑄 𝑃⋁𝑄 𝑃 → (𝑃 ⋁ 𝑄)

T T T T

T F T T

F T T T

F F F T

By the Rule of Addition, the argument is valid.

3. Let 𝑝: “The Spaniards imprison Antonio Luna.”, 𝑞: “Antonio Luna regrets not joining the
revolution”, and 𝑟: “Antonio Luna goes to Belgium to study the art of war.” The argument is of the
form ((𝑝 → 𝑞) ⋀(𝑞 → 𝑟)) → (𝑝 → 𝑟).

𝑃 𝑄 𝑅 𝑃→𝑄 𝑄→𝑅 𝑃→𝑅 (𝑃 → 𝑄) ⋀(𝑄 → 𝑅) ((𝑃 → 𝑄) ⋀(𝑄 → 𝑅))

 → (𝑃 → 𝑅)

T T T T T T T T

T T F T F F F T

T F T F T T F T

T F F F T F F T

F T T T T T T T

F T F T F T F T

F F T T T T T T

F F F T T T T T

The argument is valid, by the Law of Syllogism.

V. Assignment / Enrichment (as needed)

Create an argument which satisfies the validity condition. Write the propositional form and
standard form of the argument, construct its truth table, and identify the rule of inference
that justifies its validity.
Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___

Writer: Mae Flor Cardeño

Valencia National High School

Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of key concepts of propositional logic;
syllogisms and fallacies.
Performance Standards: The learner is able to judiciously apply logic in real-life arguments.

Learning Competency and Code: The learner illustrates different types of tautologies and fallacies.
M11GM-IIi-1

Quarter: 2nd Week: 9 Day: 3

I. Objectives:

At the end of 60 minutes, at least 80% of the learners are expected to:

1. Define a fallacy;
2. Identify some of the common fallacies in logic;
3. Show that the argument is a fallacy using truth table, and
4. Prove that the argument is not valid by finding a counterexample.

II. Content:

Subject Matter: Valid Arguments and Fallacies: Common Fallacies in Logic

Integration: Philosophy and Logic

Strategies: 4As, Think-Pair-Share, Group Activities, Guided-Discovery Learning

Materials: Powerpoint Presentation, MS Excel, Manila Paper, Handouts, Laptop, Teacher’s

Guide, Curriculum Guide

References: General Mathematics, Chan, J. H. N., et. al, pp.183-190

Teaching Guide for SHS General Mathematics, pp. 303-307

SHS General Mathematics Learner’s Material, pp. 275-277

III. Learning Tasks:

Preparatory Activity (3 minutes)

 Prayer
 Classroom Management
 Checking of Attendance

Review Activity (5 minutes)

Review on the Rules of Inference to the students.

A. Activity: (15 minutes)

1. Divide the class into 3 groups and let them work on the following propositions.
 Directions: Construct the truth table of each of the assigned propositions. Then decide whether
the proposition is a tautology. Outputs should be written in the manila paper. Select a reporter
to present and discuss your outputs.
Group 1:
(a) (𝑝 → 𝑞) ⋀ 𝑞) → 𝑝
(b) ((𝑝 → 𝑞) ⋀(~𝑝)) → (~𝑞)
Group 2:

(c) ((𝑝 ⋁ 𝑞) ⋀ 𝑝) → (~𝑞)

(d) (𝑝 → 𝑞) → (𝑞 → 𝑝)
Group 3:

(e) (~(𝑝 ⋀ 𝑞) ⋀(~ 𝑝)) → 𝑞

(f) ((𝑝 → 𝑞) → ((~𝑝) → (~𝑞))
2. When the class is done with the activity, ask a presenter from each group to discuss their outputs.

Solution:
(a) (𝑝 → 𝑞) ⋀ 𝑞) → 𝑝
𝑝 𝑞 𝑝→𝑞 (𝑝 → 𝑞) ⋀ 𝑞 (𝑝 → 𝑞) ⋀ 𝑞) → 𝑝

T T T T T

T F F F T

F T T T F

F F T F T

(b) ((𝑝 → 𝑞) ⋀(~𝑝)) → (~𝑞)

𝑝 𝑞 𝑝→𝑞 ~𝑝 ~𝑞 (𝑝 → 𝑞) ⋀(~𝑝) ((𝑝 → 𝑞) ⋀(~𝑝)) → (~𝑞)

T T T F F F T

T F F F T F T

F T T T F T F

F F T T T T T

(c) ((𝑝 ⋁ 𝑞) ⋀ 𝑝) → (~𝑞)

𝑝 𝑞 ~𝑞 𝑝⋁𝑞 (𝑝 ⋁ 𝑞) ⋀ 𝑝 ((𝑝 ⋁ 𝑞) ⋀ 𝑝) → (~𝑞)

T T F T T F

T F T T T T

F T F T F T

F F T F F T

(d) (𝑝 → 𝑞) → (𝑞 → 𝑝)
𝑝 𝑞 𝑝→𝑞 𝑞→𝑝 (𝑝 → 𝑞) → (𝑞 → 𝑝)
 T T T T T

T F F T T

F T T F F

F F T T T

(e) (~(𝑝 ⋀ 𝑞) ⋀(~ 𝑝)) → 𝑞

𝑝 𝑞 ~𝑝 𝑝⋀𝑞 ~(𝑝 ⋀ 𝑞) ~(𝑝 ⋀ 𝑞) ⋀(~ 𝑝) (~(𝑝 ⋀ 𝑞) ⋀(~ 𝑝)) → 𝑞

T T F T F F T

T F F F T F T

F T T F T T T

F F T F T T F

(f) ((𝑝 → 𝑞) → ((~𝑝) → (~𝑞))

𝑝 𝑞 ~𝑝 ~𝑞 𝑝→𝑞 ((~𝑝) → (~𝑞)) ((𝑝 → 𝑞) → ((~𝑝) → (~𝑞))

T T F F T T T

T F F T F T T

F T T F T F F

F F T T T T T

B. Analysis (12 minutes)

After each presentation, the teacher will ask the following questions based on the activity:
1. Looking at each of your truth tables, what are the truth values of the last column? Expected
answer: (answers varied)
2. Are the truth values all true? Is each of your the propositions a tautology? Expected answer:
Not all truth values are true. The propositions are not tautologies.
3. Therefore, can we consider arguments in this valid? Defend your answer. Expected answer:
Arguments in this form are not valid. Because, an argument to valid has to be a tautology.
4. How then do we call an argument that is not considered valid?
Expected answer: An argument that is not valid is a fallacy.

C. Abstraction (10 minutes)

After they have shared their observations, tell the students that the propositions they
have presented are some common fallacies in logic. The teacher may now elicit the
following from the students:
Definition. An argument (𝑝1 ⋀ 𝑝2 ⋀ 𝑝3 … ⋀ 𝑝𝑛 ) → 𝑞 which is not valid is called a
fallacy. In a fallacy, it is possible for the premises 𝑝1 , 𝑝2 , 𝑝𝑒 , … 𝑝𝑛 to be true, while the
conclusion 𝑞 is false. In this case, the conditional (𝑝1 ⋀ 𝑝2 ⋀ 𝑝3 … ⋀ 𝑝𝑛 ) → 𝑞 is not a
tautology.
Some of the Common Fallacies in Logic:
Let p, q, and r be propositions.
Propositional Form Standard Form
 𝑝→𝑞
Fallacy of the (𝑝 → 𝑞) ⋀ 𝑞) → 𝑝 𝑞
Converse
∴𝑝
𝑝→𝑞
Fallacy of the ((𝑝 → 𝑞) ⋀(~𝑝)) → (~𝑞) ~𝑝
Inverse
∴ ~𝑞
𝑝⋁𝑞
Affirming the ((𝑝 ⋁ 𝑞) ⋀ 𝑝) → (~𝑞) 𝑝
Disjunct
∴ ~𝑞
Fallacy of the (𝑝 → 𝑞) → (𝑞 → 𝑝) 𝑝→𝑞
Consequent ∴𝑞→𝑝
~(𝑝 ⋀ 𝑞)
Denying a (~(𝑝 ⋀ 𝑞) ⋀(~ 𝑝)) → 𝑞 ~𝑝
Conjunct
∴𝑞
Improper ((𝑝 → 𝑞) → ((~𝑝) → (~𝑞)) 𝑝→𝑞
Transposition ∴ (~𝑝) → (~𝑞)
Note that it is sufficient to find truth values of and that will make the premises simultaneously
true but the conclusion false. For example, the argument (𝑝 → 𝑞) ⋀ 𝑞) → 𝑝 is a fallacy, known
as the Fallacy of the Converse. We have shown that this argument is a fallacy by means of a
truth table.

𝑝 𝑞 𝑝→𝑞 (𝑝 → 𝑞) ⋀ 𝑞 (𝑝 → 𝑞) ⋀ 𝑞) → 𝑝

T T T T T

T F F F T

F T T T F

F F T F T

Since(𝑝 → 𝑞) ⋀ 𝑞) → 𝑝 is not a tautology, the argument is invalid and is hence a

fallacy. Moreover, in this case, when 𝑝 is false and 𝑞 is true (see the third row of the
truth table above). The premises 𝑝 → 𝑞 and 𝑞 are both true but the conclusion 𝑝 is false.
Thus, to show that an argument (𝑝1 ⋀ 𝑝2 ⋀ 𝑝3 … ⋀ 𝑝𝑛 ) → 𝑞 is invalid, we merely need
to find a case where 𝑝1 , 𝑝2 , 𝑝3 , … , 𝑝𝑛 are true but 𝑞 is false; such case is called a
counterexample of the argument.
D. Application (15 minutes)
Think-Pair-Share: Instruct students to work by pair.
Write the following arguments in standard form. Show that following arguments are
fallacies (a) by means of truth tables and (b) by constructing counterexamples. Then
identify what kind of fallacy it is.
1. If there is a limited supply of freshwater, then I will conserve water.
I will conserve water.

Therefore, there is limited supply of freshwater.

2. If Zoe is a famous author, then she knows how to write. Zoe is not a famous author. Hence,
Zoe does not know how to write.
IV. Evaluation

“Application” part in the lesson proper serves as evaluation due to time constraints.

Solution:

1. Let 𝑝: “There is limited supply of freshwater.” and 𝑞: “I will conserve water.” The given
argument is of the form
𝑝→𝑞
𝑞
∴𝑝
a. By means of truth table it can be seen that the argument is not a tautology, it is
not valid, hence it is a fallacy.
𝑝 𝑞 𝑝→𝑞 (𝑝 → 𝑞) ⋀ 𝑞 (𝑝 → 𝑞) ⋀ 𝑞) → 𝑝

T T T T T

T F F F T

F T T T F

F F T F T

b. By counterexample (i.e. truth values for 𝑝 and 𝑞 that make the propositional form of
the tautology false), we can also show that the argument is not valid. This happens
when 𝑝 is false and 𝑞 is true, as shown in the table above.
Here, the premises 𝑝 → 𝑞 and 𝑞 will be both true but 𝑝 is false. Thus, even if one will
conserve water, it does not logically imply that there is limited supply of freshwater
Perhaps he/she just want to lower his/her monthly water bills. The argument is a fallacy
of the converse.
2. Let 𝑝: “Zoe is a famous author.” and 𝑞: “Zoe knows how to write.” The given argument
is of the form
𝑝→𝑞
~𝑝

∴ ~𝑞
a. By means of truth table it can be seen that the argument is a fallacy.
𝑝 𝑞 𝑝→𝑞 ~𝑝 ~𝑞 (𝑝 → 𝑞) ⋀(~𝑝) ((𝑝 → 𝑞) ⋀(~𝑝)) → (~𝑞)

T T T F F F T

T F F F T F T

F T T T F T F

F F T T T T T

b. By counterexample, it is evident in the truth table the propositional form

((𝑝 → 𝑞) ⋀(~𝑝)) → (~𝑞) of the argument is not a tautology (i.e. it is false for some
combination of truth values for 𝑝 and 𝑞). We now find the values of 𝑝 and 𝑞 so that the
hypothesis 𝑝 → 𝑞 ⋀ ~𝑝 is true, but the conclusion ~𝑞 must be false. To make the
conclusion ~𝑞 false, 𝑞 must be true. Moreover, to make the hypothesis true, 𝑝 must be
 false to make ~𝑝 true and 𝑝 → 𝑞 must be true. Hence, the truth values of 𝑝 and 𝑞, must
be false and true, respectively.
Thus, even if Zoe is not a famous writer, it does not logically imply that she does not
know how to write. The argument is a fallacy of the inverse.

V. Assignment / Enrichment (as needed)

Create an argument that is a fallacy. Write the propositional form and standard form of the
argument. Show that the argument is not valid using its truth table and by counterexample. Identify
what form of fallacy it is.

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___

Writer: Mae Flor Cardeño

Valencia National High School

 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of key concepts of propositional logic;
syllogisms and fallacies.

Performance Standards: The learner is able to judiciously apply logic in real-life arguments.

Learning Competency and Code: The learner determines the validity of the categorical syllogisms.
M11GM-IIi-2

Quarter: 2nd Week: 9 Day: 4

I. Objectives:
 At the end of 60 minutes, at least 80% of the learners are expected to:

1. Define an argument; and

2. Write the given argument in propositional form and in standard form.

II. Content:

Subject Matter: Valid Arguments and Fallacies

Integration: Algebra and Advance Mathematics

Strategies: 4As, Think-Pair-Share, Group Activities, Guided-Discovery Learning

Materials: Powerpoint Presentation, MS Excel, Worksheets, Handouts, Laptop, Teacher’s Guide,

Curriculum Guide

References: General Mathematics by Oronce, O., pages 139- 147

Teaching Guide for SHS General Mathematics, pp. 150-158

SHS General Mathematics Learner’s Material, pp. 124-133

III. Learning Tasks:

Preparatory Activity (3 minutes)

 Prayer
 Classroom Management
 Checking of Attendance

Introductory Activity (5 minutes)

Given the set of information, our goal is to logically infer from the given some new
information.In this lesson, we are going to look at this process of inference formally. We call
the set of given information as the premise, while the derived new information is referred to as
the conclusion. The premises and the conclusion form what we call an argument. The teacher
then provide the definition of an argument:
An argument is a compound proposition of the form
(𝑝1 ⋀ 𝑝2 ⋀ 𝑝3 … ⋀ 𝑝𝑛 ) → 𝑞
The propositions 𝑝1 , 𝑝2 , 𝑝3 , … , 𝑝𝑛 are the premises of the argument, and q is the conclusion.
Arguments can be written in propositional form, as in above, or in column or standard form:
𝑝1
𝑝2
𝑝3
⋮
𝑝𝑛
∴𝑞
For example:
 𝑝1 : If there is limited supply of freshwater, then we should conserve water.
𝑝1 : 𝑃 → 𝑄
𝑝2 : There is limited supply of freshwater.
𝑝2 : 𝑃
𝑞: Therefore, we should conserve water.
𝑞: 𝑄
Thus, we can write the propositional form as: ((𝑃 → 𝑄) ⋀ 𝑃) → 𝑄 and standard form:
𝑃→𝑄
𝑃
∴𝑄

A. Activity: (15 minutes)

Divide the class into 4 groups and let them work on the following argument.
Group 1: Argument A
If the clothes are neatly stacked and pressed, then the house help arrived today.
The clothes are neatly stacked and pressed.
Therefore the house help arrived today.

Group 2: Argument B

Either Lina or Lino will take the trash to the recycling center.

Lina did not take the trash to the recycling center.

Hence, Lino must have taken the trash to the recycling center.

Group 3: Argument C

If there is limited supply of freshwater, then we should conserve water.

We conserved water.
Therefore, there is limited supply of freshwater.

Group 4: Argument D

If my alarm sounds, then I will wake up.

I woke up.
Therefore, my alarm sounded.

Directions:

1. Explain why the following set of propositions is an argument.

Expected answer: The set of propositions is an argument. The first two propositions are the
premises of the argument, while the last proposition, marked by the word “therefore”, is the
conclusion of the argument.)
2. Write the following argument in propositional form and in standard form.
Expected answer: let 𝑝1 and 𝑝2 be the two premises and 𝑞be the conclusion:
Group 1: Argument A
𝑝1 : If the clothes are neatly stacked and pressed, then the house help arrived today.
 𝑝2 : The clothes are neatly stacked and pressed.
𝑞: Therefore the house help arrived today.

Propositional form : [(𝑃 → 𝑄) ⋀ 𝑃] → 𝑄 and standard form:

𝑃→𝑄

∴𝑄

Group 2: Argument B

𝑝1 : Either Lina or Lino will take the trash to the recycling center.

𝑝2 : Lina did not take the trash to the recycling center.

𝑞: Hence, Lino must have taken the trash to the recycling center.

Propositional form : [(𝑃 ⋁ 𝑄) ⋀ ~𝑃] → 𝑄 and standard form:

𝑃⋁𝑄

~𝑃
∴𝑄

Group 3: Argument C

𝑝1 : If there is limited supply of freshwater, then we should conserve water.

𝑝2 : We conserved water.
𝑞: Therefore, there is limited supply of freshwater.

Propositional form : [(𝑃 → 𝑄) ⋀ 𝑄] → 𝑃 and standard form:

𝑃→𝑄

∴𝑃

Group 4: Argument D

𝑝1 : If my alarm sounds, then I will wake up.

𝑝2 : I woke up.
𝑞: Therefore, my alarm sounded.

Propositional form : [(𝑃 → 𝑄) ⋀ 𝑄] → 𝑃 and standard form:

𝑃→𝑄

∴𝑃
 Complete the truth table:
(Expected answer for arguments A)
𝑃 𝑄 𝑃→𝑄 (𝑃 → 𝑄) ⋀ 𝑃 [(𝑃 → 𝑄) ⋀ 𝑃] → 𝑄

T T T T T

T F F F T

F T T F T

F F T F T

(Expected answer for argument B)

𝑃 𝑄 ~𝑃 𝑃⋁𝑄 (𝑃 ⋁ 𝑄) ⋀ ~𝑃 [(𝑃 ⋁ 𝑄) ⋀ ~𝑃] → 𝑄

T T F T F T

T F F T F T

F T T T T T

F F T F F T

(Expected answer for arguments C and D)

𝑃 𝑄 𝑃→𝑄 (𝑃 → 𝑄) ⋀ 𝑄 [(𝑃 → 𝑄) ⋀ 𝑄] → 𝑃

T T T T T

T F F F T

F T T T F

F F T F T

When the class is done with the activity, ask a presenter from each group to discuss their
outputs.

B. Analysis (12 minutes)

After each presentation, the teacher will ask the following questions based on the activity:

1. For arguments A: What is the truth value of 𝑄 when 𝑃 → 𝑄 and 𝑃 are both true? Expected
answer: TRUE

𝑃 𝑄 𝑃→𝑄 (𝑃 → 𝑄) ⋀ 𝑃 [(𝑃 → 𝑄) ⋀ 𝑃] → 𝑄

T T T T T
 T F F F T

F T T F T

F F T F T

For arguments B: What is the truth value of 𝑄 when (𝑃 ⋁ 𝑄)and ~𝑃 are both true?
Expected answer: TRUE
𝑃 𝑄 ~𝑃 𝑃⋁𝑄 (𝑃 ⋁ 𝑄) ⋀ ~𝑃 [(𝑃 ⋁ 𝑄) ⋀ ~𝑃] → 𝑄

T T F T F T

T F F T F T

F T T T T T

F F T F F T

For arguments C and D: What is the truth value of 𝑃 when 𝑃 → 𝑄 and 𝑄 are both true?
Expected answer: There are two values of P when 𝑃 → 𝑄 and Q are both true. P is true in
the first row, however, it is FALSE in the third row.
𝑃 𝑄 𝑃→𝑄 (𝑃 → 𝑄) ⋀ 𝑄 [(𝑃 → 𝑄) ⋀ 𝑄] → 𝑃

T T T T T

T F F F T

F T T T F

F F T F T

1. For arguments A: Is it logically impossible for the two premises, 𝑃 → 𝑄 and 𝑃, to be true
and the conclusion 𝑄 false? Expected answer: No, it’s not possible.
For arguments B: Is it logically impossible for the two premises, 𝑃 ⋁ 𝑄 and 𝑃, to be true
and the conclusion 𝑄 false? Expected answer: No, it’s not possible.
For arguments C and D: Is it logically impossible for the two premises, 𝑃 → 𝑄 and 𝑄, to
be true and the conclusion 𝑃 false? Expected answer: Yes, it’s possible as seen in the third
row.
2. Accordingly, an argument is valid if it satisfies the validity condition: It is logically
impossible for the premises to be true and the conclusion false. Hence, did your assigned
argument satisfy this condition? Is your argument valid? Expected answer: (For arguments
A and B) Yes, it satisfied the validity condition and thus the argument is valid. (For
arguments C and D) No, it did not satisfy the validity condition and thus the argument is not
valid.
3. Provided that the argument is valid, does that mean that the conclusion is true? Expected
answer: No. Asserting that an argument is valid simply means that the conclusion logically
follows from the premises but does not necessarily mean that the conclusion is true.

C. Abstraction (10 minutes)

 After they have shared their observations, using the truth tables presented as a visual
cue, tell the students that the validity of the argument given to each group can be
determine by its validity condition. The teacher may now elicit the following from the
students:
Definitions:
 A valid argument satisfies the validity condition; that is, the conclusion is true
whenever the premises are all true. Alternatively, the argument is valid if the
conditional (𝑝1 ⋀ 𝑝2 ⋀ 𝑝3 … ⋀ 𝑝𝑛 ) → 𝑞 is a tautology.
 Definition. An argument is said to satisfy the truth condition if its premises are
generally true.
 Definition. A sound argument is a valid argument which also satisfies the truth
condition. An argument which does not satisfy either the validity condition or
the truth condition is called a bad argument.
To further evoke the notion of a valid argument, the teacher will ask the students to do
the following questions:
1. How did you find our lesson today?
2. In general, how important it is for you to gain concepts dealing with the validity of
categorical syllogisms? Discuss briefly.

D. Application (15 minutes)

Think-Pair Share: Write the following argument in propositional form then construct the truth
table for each argument. Determine whether each of the following arguments is valid, and if
each is sound.

1. If I study every day, then I will develop a good work ethic. I study everyday. Therefore, I
will develop a good work ethic.
2. If I was born poor, then I cannot serve my country. I was born poor. Therefore, I cannot
serve my country.
3. It is not the case that 𝑥is an odd number and 𝑦 is a prime number. Furthermore, 𝑥
is not an odd number. Therefore, 𝑦 is a prime number.

IV. Evaluation

“Application” part in the lesson proper serves as evaluation.

Solution:

1. ((𝑃 → 𝑄) ⋀ 𝑃) → 𝑄
𝑃 𝑄 𝑃→𝑄 (𝑃 → 𝑄) ⋀ 𝑃 [(𝑃 → ~𝑄) ⋀ 𝑃)] → 𝑄

T T T T T

T F F F T

F T T F T

F F T F T

The argument is valid. With regards to soundness, it is accepted as true that if one studies everyday,
then a good work ethic will be developed. However, it cannot be assumed true that “I study
everyday”. If it is true, then it is sound. Otherwise, the argument is bad.
 2. ((𝑃 → ~𝑄) ⋀ 𝑃) → ~𝑄
𝑃 𝑄 ~𝑄 𝑃 → ~𝑄 (𝑃 → ~𝑄) ⋀ 𝑃 [(𝑃 → ~𝑄) ⋀ 𝑃)] → ~𝑄

T T F F F T

T F T T T T

F T F T F T

F F T T F T

It is valid however, when we check for soundness through the truth condition, being poor does not
prevent one from serving one’s country. Hence, the given argument is a bad argument.

3. (~(𝑃 ⋀ 𝑄) ⋀ ~𝑃) → 𝑄
𝑃 𝑄 𝑃⋀𝑄 ~(𝑃 ⋀ 𝑄) ~𝑃 ~(𝑃 ⋀ 𝑄) ⋀ ~𝑃 [(𝑃 → ~𝑄) ⋀ ~𝑃)] → 𝑄

T T T F F F T

T F F T F F T

F T F T T T T

F F F T T T F

The argument is not valid as shown in the last row, when both ~(𝑃 ⋀ 𝑄) and ~𝑃, but Q is false. Since
it not valid then it is also not a sound argument. It is a bad argument.

V. Assignment / Enrichment (as needed)

Discuss why each of the following is a bad argument.

a. If I have dark skin, then I am not beautiful. I have dark skin. Therefore, I am not
beautiful.
b. If I drink Gilas power energy drink every day, then I will be good in basketball. I drink
Gilas power every day. Hence, I will be good in basketball.

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___
 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of key concepts of propositional logic;
syllogisms and fallacies.

Performance Standards: The learner is able to judiciously apply logic in real-life arguments.

Learning Competency and Code: The learner establishes the validity and falsity of real-life arguments
using logical propositions, syllogisms, and fallacies. M11GM-IIi-3

Quarter: 2nd Week: 9 Day: 5

I. Objectives:

At the end of 60 minutes, at least 80% of the learners are expected to:

1. Verify whether a given argument is valid or fallacy using logical propositions;

2. Construct the table of value and prove the validity of a given argument; and

3. Establish the validity or falsity of arguments using syllogisms and fallacies.

II. Content:

Subject Matter: Valid Arguments and Fallacies: Common Fallacies in Logic

Integration: Philosophy and Logic

Strategies: 4As, Think-Pair-Share, Group Activities, Guided-Discovery Learning

Materials: Powerpoint Presentation, MS Excel, Manila Paper, Handouts, Laptop, Teacher’s

Guide, Curriculum Guide

References: General Mathematics, Chan, J. H. N., et. al, pp.183-190

Teaching Guide for SHS General Mathematics, pp. 303-307

SHS General Mathematics Learner’s Material, pp. 275-277

III. Learning Tasks:

Preparatory Activity (3 minutes)

  Prayer
 Classroom Management
 Checking of Attendance

Review Activity (5 minutes)

Review on the Rules of Inference and some common forms of logical fallacies to the students.
Then remind the students, as mentioned in their previous lesson, that to show whether an
argument is valid or not by showing the proposition is a tautology or fallacy means constructing
a truth table with 2𝑛 rows.

A. Activity: (12 minutes)

1. Divide the class into 5 groups and let them work on the following arguments:

Group 1: Passing all your courses is sufficient for your graduation.

You passed all your courses.
Therefore, you will graduate.
Group 2: If today is Tuesday, then I have a Logic class.
I have a Logic class.
Therefore, today is Tuesday.

Group 3: Allan speaks Cebuano or Benny speaks Waray.

Allan does not speak Cebuano.

Thus, Benny speaks Waray.

Group 4: If it is sunny, then I am going to swim.

The sky is gloomy.

Therefore, I am not going to swim.

Group 5: If it is sunny, then I am going to swim.

I am not going to swim.

Therefore, it is not sunny.

2. Instruction: Verify whether a given argument is valid or fallacy using logical propositions.
Construct the table of value and prove the validity of your assigned argument. Write your answers
on the manila paper. Select a member of the group to present and discuss your output.

3. When the class is done with the activity, ask a presenter from each group to discuss their outputs.

Solution:
Group 1: (𝑝 → 𝑞) ⋀ 𝑝) → 𝑞
 𝑝 𝑞 𝑝→𝑞 (𝑝 → 𝑞) ⋀ 𝑝 (𝑝 → 𝑞) ⋀ 𝑝) → 𝑞

T T T T T

T F F F T

F T T F T

F F T F T

Group 2: (𝑝 → 𝑞) ⋀ 𝑞) → 𝑝
𝑝 𝑞 𝑝→𝑞 (𝑝 → 𝑞) ⋀ 𝑞 (𝑝 → 𝑞) ⋀ 𝑞) → 𝑝

T T T T T

T F F F T

F T T T F

F F T F T

Group 3: ((𝑝 ⋁ 𝑞) ⋀(~𝑝) → (𝑞)

𝑝 𝑞 ~𝑝 𝑝 ⋁ 𝑞 (𝑝 ⋁ 𝑞) ⋀(~𝑝) ((𝑝 ⋁ 𝑞) ⋀(~𝑝) → (𝑞)

T T F T F T

T F F T F T

F T T T T T

F F T F F T

Group 4: ((𝑝 → 𝑞) ⋀(~𝑝)) → (~𝑞)

𝑝 𝑞 ~𝑝 ~𝑞 𝑝→𝑞 (𝑝 → 𝑞) ⋀(~𝑝) ((𝑝 → 𝑞) ⋀(~𝑝)) → (~𝑞)

T T F F T F T

T F F T F F T

F T T F T T F

F F T T T T T

Group 5: ((𝑝 → 𝑞) ⋀(~ 𝑞)) → (~𝑝)

𝑝 𝑞 ~𝑝 ~𝑞 𝑝 → 𝑞 (𝑝 → 𝑞) ⋀(~𝑞) ((𝑝 → 𝑞) ⋀(~ 𝑞)) → (~𝑝)

T T F F T F T

T F F T F F T

F T T F T F T

F F T T T T T
B. Analysis (10 minutes)

After each presentation, the teacher will ask the following questions based on the activity:

1. Looking at each of your truth tables, explain why you have made such decision about the
validity of your argument?

Expected answer:
Group 1: When the truth values of the premises 𝑝 → 𝑞 and 𝑝 are both true, the conclusion
𝑞 is also true. Therefore, the argument satisfied the validity condition. Moreover, as shown
in the table, the conditional proposition (𝑝 → 𝑞) ⋀ 𝑝) → 𝑞 is a tautology, hence it is valid
argument.
Group 2: Since, the conditional has at least one truth value that is false, it is not a tautology,
therefore it is a fallacy. Counterexample: The table shows that given these truth values of
the propositions 𝑝 and 𝑞, the premise 𝑝 → 𝑞 and 𝑞 are both true while the conclusion 𝑝 is
false, and consequently, the conditional (𝑝 → 𝑞) ⋀ 𝑞) → 𝑝 is false. It follows that the
conditional is not a tautology and the given argument is not valid.
Group 3: In this argument, looking at its truth table, when both premises (𝑝 ⋁ 𝑞) and ~𝑝
are true, the conclusion 𝑞 is also true. Moreover, the proposition ((𝑝 ⋁ 𝑞) ⋀(~𝑝) → (𝑞) is
a tautology, thus the argument is valid.
Group 4: Looking at its truth table, the truth values of the proposition ((𝑝 → 𝑞) ⋀(~𝑝)) →
(~𝑞) are not all true, in the third row, when p is false and q is true, the proposition is false,
The argument is not a tautology, hence it is not valid. Proving the argument as a fallacy by
counterexample, when 𝑝 is false and 𝑞 is true, the premises 𝑝 → 𝑞 and ~𝑝 are true,
however, the conclusion ~𝑞 is false. Consequently, the conditional proposition is also false.
Group 5: Looking at the truth table, it is shown that when the premises 𝑝 → 𝑞and ~𝑞 are
both true, the condition ~𝑝 ((𝑝 → 𝑞) ⋀(~ 𝑞)) → (~𝑝)is also true. It passes the validity
condition. Also, the proposition ((𝑝 → 𝑞) ⋀(~ 𝑞)) → (~𝑝) is a tautology. In this case, the
argument is said to be valid.

2. In what way did you verify the validity or falsity of your arguments?

Expected answer: The validity of the arguments are established by logical propositions and
thru the used of truth tables.

3. How did you find the activity?

Expected answers: (answers may vary)

4. Now, consider an argument having 4 or more propositions, how do you think you feel doing
the task of validating the argument?

Expected answer: (answers vary; negative comments may be raised.)

5. So if an argument is in the propositional form [(~𝑝 ⋀ 𝑞) ⋀(𝑟 → 𝑝) ⋀(~𝑟 →

𝑠) ⋀(𝑠 → 𝑡)] → 𝑡, how many rows are needed to construct its truth table?
Expected answer: There will be 32 rows.
6. In what way can we lessen the effort of establishing the validity of a given argument?
 Expected answer: We can use some already established valid arguments called rules of
inference, and some common fallacies in logic.

C. Abstraction (10 minutes)

After they have shared their observations, emphasize again to the students, that as
mentioned a while ago, that to show whether an argument is valid or not by showing
the proposition (𝑝1 ⋀ 𝑝2 ⋀ 𝑝3 … ⋀ 𝑝𝑛 ) → 𝑞 is a tautology or a fallacy means constructing
a truth table with 2𝑛 rows. Obviously, when the number of propositions increases, the
more tedious would it be establishing the validity of the argument.
Fortunately, there is another way to establish the validity of a given argument. This is
by means of some already established valid and invalid arguments in logic referred to
as rules of inference and common forms of fallacies.
Teacher then give the following example: Consider the propositions
𝑝: Adolf is sleeping,
𝑞: Rechel dancing,
𝑟: Eddie is singing.
For the rules of inference:
Standard Form Syllogism
Rule of 𝑝⋀𝑞 Adolf is sleeping and Rechel is singing.
Simplification ∴𝑝 Therefore Adolf is sleeping.
Rule of 𝑝 Adolf is sleeping. Therefore, Adolf is
Addition ∴ 𝑝⋁𝑞 sleeping or Rechel is dancing.
𝑝 Adolf is sleeping.
Rule of 𝑞 Rechel is dancing. Therefore, Adlof is
Conjunction
∴ 𝑝⋀𝑞 sleeping and Rechel is dancing.
𝑝→𝑞 If Adolf is sleeping, then Rechel is
Modus Ponens 𝑝 dancing. Adolf is sleeping. Therefore,
∴𝑞 Rechel is dancing.
𝑝→𝑞 If Adolf is sleeping, then Rechel is
Modus Tollens ~𝑞 dancing. Rechel is not dancing.
∴ ~𝑝 Therefore, Adolf is not sleeping.
𝑝→𝑞 If Adolf is sleeping, then Rechel is
Law of 𝑞→𝑟 dancing. If Rechel is dancing, then Eddie
Syllogism is singing. Therefore, If Adolf is sleeping,
∴𝑝→𝑟 then Eddie is singing.
Rule of 𝑝 ⋁ 𝑞 Adolf is sleeping or Rechel is dancing.
Disjunctive ~𝑝 Adolf is not sleeping. Therefore, Rechel
Syllogism ∴𝑞 is dancing.
Rule of (~𝑝) → ∅ If Adolf is not sleeping, then 4 is prime.
Contradiction ∴𝑝 Therefore, Adolf is sleeping.
If Adolf is sleeping, then Eddie is
𝑝→𝑟 singing. If Rechel is dancing, then Eddie
Rule fo Proof 𝑞 → 𝑟
is singing. Therefore, If either Adolf is
by Cases
∴( 𝑝 ⋁ 𝑞) → 𝑟 sleeping or Rechel is dancing, then Eddie
is singing.
 As shown in the table, when the argument is in any of the forms above, then it said to
be a valid argument. From here, tell students that we can use the rules of inference to
some common real-life valid arguments.
To further suggest the that concept is also applicable in establishing an invalid argument
using common forms of logical fallacies, the teacher this time will ask the students to
complete the table for the different form of fallacies in logic.

D. Application (10 minutes)

Small-Group Discussion: Allow students to work by group of 3 to 4 members. Instruct
them to complete the table of some common logical fallacies as in the table of rules of
inference. Use the same propositions 𝑝, 𝑞, and 𝑟 as mentioned above.

Expected Answer:
Standard Form Fallacies
𝑝→𝑞 If Adolf is sleeping, then Rechel is
Fallacy of the 𝑞 dancing. Rechel is dancing. Therefore
Converse
∴𝑝 Adolf is sleeping.
𝑝→𝑞 If Adolf is sleeping, then Rechel is
Fallacy of the ~𝑝 dancing. Adolf is not sleeping.
Inverse
∴ ~𝑞 Therefore, Rechel is not dancing.
𝑝⋁𝑞 Either Adolf is sleeping or Rechel is
Affirming the 𝑝 dancing. Adolf is sleeping. Therefore,
Disjunct
∴ ~𝑞 Rechel is not dancing.
𝑝→𝑞 If Adolf is sleeping, then Rechel is
Fallacy of the
dancing. Therefore, if Rechel is
Consequent ∴𝑞→𝑝 dancing, then Adolf is Sleeping.
~(𝑝 ⋀ 𝑞) It is not the case that Adolf is sleeping and
Denying a ~𝑝 Rechel is dancing. Adolf is not sleeping.
Conjunct Therefore, Rechel is dancing.
∴𝑞
𝑝→𝑞 If Adolf is sleeping, the Rechel is
Improper
dancing. Therefore, if Adolf is not
Transposition ∴ (~𝑝) → (~𝑞) sleeping, then Rechel is not dancing.

IV. Evaluation (10 minutes)

Paper-and-Pen Test

Choose only 2 of the following arguments. Establish the validity of each argument by first
translating it in standard from and then determine whether the given argument is valid or not. If it
is valid, give the rule of inference. If it is invalid, determine what fallacy is used.

1. Passing all your courses is sufficient for your graduation.

You passed all your courses.

 Therefore, you will graduate.

2. If today is Tuesday, then I have a Logic class.

I have a Logic class.

Therefore, today is Tuesday.

3. Allan speaks Cebuano or Benny speaks Waray.

Allan does not speak Cebuano.

Thus, Benny speaks Waray.

4. If it is sunny, then I am going to swim.

The sky is gloomy.

Therefore, I am not going to swim.

5. If it is sunny, then I am going to swim.

I am not going to swim.

Therefore, it is not sunny.

Solution:

1. Let 𝑝: “You pass all your courses.” and 𝑞: “You will graduate.” The given argument is of the
form

𝑝→𝑞
𝑝
∴𝑞
The argument is valid by Modus Ponens.
2. Let 𝑝: “Today is Tuesday.” and 𝑞: “I have a Logic class.” The given argument is of the form

𝑝→𝑞
𝑞
∴𝑝
The argument is invalid. It is a Fallacy of the Converse.

3. Let 𝑝: “Allan speaks Cebuano.” and 𝑞: “Benny speaks Waray.” The given argument is of the
form

𝑝⋁𝑞
~𝑝
∴𝑞
The argument is valid by Rule of Disjunctive Syllogism

4. Let 𝑝: “It is sunny.” and 𝑞: “I am going to swim.” The given argument is of the form

𝑝→𝑞
~𝑝
∴ ~𝑞
The argument is invalid. It is a Fallacy of the Inverse.
 5. Let 𝑝: “It is sunny.” and 𝑞: “I am going to swim.” The given argument is of the form

𝑝→𝑞
~𝑞
∴ ~𝑝
The argument is valid by Modus Tollens.

V. Assignment / Enrichment (as needed)

Determine whether the following arguments are valid. If it is valid, then identify the rule of inference
which justifies its validity. Otherwise, state a counterexample or identify the type of fallacy exhibited
by the argument.

1. If Joe makes a reviewer for his class and studies it well, then he will get a high grade in his exam.
Joe did not get a high grade in his exam. Therefore, either Joe did not make a reviewer for his class
or he did not study it well.

2. It is not the case that 𝑥 is an odd number and 𝑦 is a prime number. Furthermore, 𝑥 is not an odd
number. Therefore, 𝑦 is a prime number.

3. If Michael sleeps early tonight, then he will wake up early tomorrow. If he does not play with his
pet dog, then he will wake up early tomorrow. Therefore if Michael sleeps early tonight or does not
play with his pet dog, then he will wake up early tomorrow.

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___

Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of key concepts of propositional logic;
syllogisms and fallacies.

Performance StandardsThe learner is able to appropriately apply a method of proof and disproof in real-
life situations.

Learning Competency and Code: The learner illustrates the different methods of proof (direct and
indirect) and disproof (indirect and by counterexample). M11GM-IIj-1

Quarter: 2nd Week: 10 Day: 1

I. Objectives:

At the end of 60 minutes, at least 80% of the learners are expected to:

1. Define direct proof;

2. Establish the validity of an argument by creating a proof; and

3. Write our proofs in two-column format and paragraph format.

II. Content:

Subject Matter: Methods of Proof: Direct and Indirect Proofs

Integration: Philosophy and Logic

Strategies: 4As, Think-Pair-Share, Group Activities, Guided-Discovery Learning

Materials: Powerpoint Presentation, MS Excel, Manila Paper, Handouts, Laptop, Teacher’s

Guide, Curriculum Guide

References: Teaching Guide for SHS General Mathematics, pp. 310-322

SHS General Mathematics Learner’s Material, pp. 283-295

https://study.com/academy/lesson/direct-indirect-proof-differences-
examples.html

III. Learning Tasks:

Preparatory Activity (3 minutes)

 Prayer
 Classroom Management
 Checking of Attendance
 Motivational Activity (5 minutes)

Show students the following illustration:

School
Home
Direct Path

Indirect Path

There is always more than one way to get from one location to another. Imagine you yourself in
going to school from home. One way to get you from home to school could be along a straight
path, and the other is a different path that has more twists and turns.

The second path isn't any more difficult; it's just different than the straight path. Usually, the
straight path is the path most often followed, because it is a direct shot from one point to the other.
The path that is a bit different is the path less traveled, because it is an indirect way of getting from
one location to the other. These paths are a great analogy for direct and indirect proofs in logic.

In this lesson, we are going to discuss another method to establish the validity of an
argument by creating what mathematicians call a proof. For today, we focus on how to use
direct proofs. In addition, we are also going to look at how mathematicians use proof to
show that a mathematical proposition is true.
A. Activity: (12 minutes)

Think-Pair-Share
1. Divide the class into two groups. And within each group tell students to work by pair to
prove the validity of the following argument.
(𝑝 ⋀ 𝑟) → (~𝑞)

(~𝑞) → 𝑟

~𝑟

∴ ~(𝑝 ⋀ 𝑟)

2. Instruct them to make use of the concepts logical equivalences and of rules of inference in
providing the reasons for each proposition. Let them complete the given two-column proof
assigned to each group:
Group 1:

Proposition Reason
 1 (𝑝 ⋀ 𝑟) → (~𝑞)

2 (~𝑞) → 𝑟

3 (𝑝 ⋀ 𝑟) → 𝑟

4 ~𝑟

5 ~(𝑝 ⋀ 𝑟)

Group 2:

Proposition Reason

1 ~𝑟

2 (~𝑞) → 𝑟

3 ~(~𝑞)

4 (𝑝 ⋀ 𝑟) → (~𝑞)

5 ~(𝑝 ⋀ 𝑟)

3. Ask some pairs to discuss their outputs to the class.

Solutions:

Group 1:

Proposition Reason

1 (𝑝 ⋀ 𝑟) → (~𝑞) Premise

2 (~𝑞) → 𝑟 Premise
Expected Output
3 (𝑝 ⋀ 𝑟) → 𝑟 1,2, Law of Syllogism

4 ~𝑟 Premise

5 ~(𝑝 ⋀ 𝑟) 3,4 Modus Tollens

Group 2:

Proposition Reason

1 ~𝑟 Premise

2 (~𝑞) → 𝑟 Premise
Expected Output
3 ~(~𝑞) 1,2, Modus Tollens

4 (𝑝 ⋀ 𝑟) → (~𝑞) Premise

5 ~(𝑝 ⋀ 𝑟) 3,4 Modus Tollens

 B. Analysis (10 minutes)

After each presentation, the teacher will ask the following questions based on the activity:

1. Looking at each of your assigned two-column proof table, can you explain the process of
arriving to the conclusion?

Expected answer:
Group 1: Thinking process: Observe that the Law of Syllogism can be applied to the first
two premises: (𝑝 ⋀ 𝑟) → (~𝑞) and (~𝑞) → 𝑟 imply (𝑝 ⋀ 𝑟) → 𝑟 (this is a new proposition
we can assume to be true) since it follows from the premises. Also, ~𝑟 is true. Then we can
establish that ~(𝑝 ⋀ 𝑟) is true by Modus Tollens on (𝑝 ⋀ 𝑟) → 𝑟 and ~𝑟.
Group 2: We can start with the statement not involving a conditional (i.e. ~𝑟). From this,
think: what can we conclude? If ~𝑟 is true, then by Modus Tollens on (~𝑞) → 𝑟, then
~(~𝑞) must be true. Finally, we apply Modus Tollens on (𝑝 ⋀ 𝑟) → (~𝑞) to conclude that
~(𝑝 ⋀ 𝑟).

2. In what way did you verify the validity of your argument?

Expected answer: The validity of the argument is established by creating proof using the
previous knowledge about logical equivalence and rules of inference.

3. Which of the two tables do you find to be easier?

Expected answer: (answers vary)

4. What is the basic idea of proofs?

Expected answer: (answers vary)

5. How did you find the activity of writing proof? Is it easy?

Expected answer: (answers vary)

C. Abstraction (10 minutes)

After they have shared their observations, emphasize to the students the goal of the
proof is to show that the conclusion logically follows from the given propositions (or
premises). As for the content of the proof, each proposition must be a valid assertion:
they must be based on a given statement (i.e., a premise), or they must follow from the
premise via logical equivalences or rules of inferences.
From the previous example, we can see that to arrive at the final neat and concise two-
column proof, we had to do a lot of thinking! Writing the final proof is not always easy
many times, you need to gather your thoughts on a separate sheet of paper.
Then elicit from the students the definition and distinction of direct proof:
 A direct proof assumes that the hypothesis of a conjecture is true, and then uses
a series of logical deductions to prove that the conclusion of the conjecture is
true.
Tell the students that to perform a direct proof, we use the following steps:
 1. Identify the hypothesis and conclusion of the argument you're trying to prove.
2. Assume the hypothesis to be true.
3. Use definitions, properties, theorems, etc. to make a series of deductions that
eventually prove the conclusion of the conjecture to be true.
4. State that by direct proof, the conclusion of the statement must be true
When the students already understand direct proof, proceed to application.

D. Application (10 minutes)

Small-Group: Allow students to work by group of 3 to 4 members.
Prove the validity of the following argument using direct proof. Write down the process
on how you arrived at the conclusion and then show your actual proof using two-
column proof.
𝑝⋁𝑟
(~𝑟) ⋁(~𝑠)
𝑠
∴𝑝
Solution.
We can start with the simple proposition 𝑠. Then ~𝑠 must be false since 𝑠 is taken to be
true. By Disjunctive Syllogism (~𝑟) ⋁(~𝑠), it follows that ~𝑟 is true. Applying
Disjunctive Syllogism again with 𝑝 ⋁ 𝑟, it follows then that 𝑝 is true.
Actual proof:
Proposition Reason

1 𝑠 Premise

2 ~(~𝑠) Double Negation

3 (~𝑟) ⋁(~𝑠) Premise

4 ~𝑟 2,3, Disjunctive Syllogism

5 𝑝⋁𝑟 Premise

6 𝑝 4, 5, Disjunctive Syllogism

Alternatively, it is also valid to transform the premises 𝑝 ⋁ 𝑟 and (~𝑟) ⋁(~𝑠) to

~𝑝 → 𝑟 and 𝑟 → ~𝑠, respectively, using the Switcheroo Law. Then we can use Modus Tollens
and the Law of Syllogism, as shown below:

Proposition Reason

1 𝑝⋁𝑟 Premise

2 ~𝑝 → 𝑟 Switcheroo

3 (~𝑟) ⋁(~𝑠) Premise

 4 𝑟 → ~𝑠 Switcheroo

5 ~𝑝 → ~𝑠 Law of Syllogism

6 𝑠 Premise

7 ~(~𝑠) 6, Double Negation

8 ~(~𝑝) 5,7, Modus Tollens

9 𝑝 Double Negation

IV. Evaluation (10 minutes)

Paper-and-Pen Test

Establish validity of the following argument:

(𝑝 ⋁ 𝑞) → 𝑟

∴𝑟

Answer:

Proposition Reason

1 𝑞 Premise

2 𝑝⋁𝑞 Addition

3 𝑟 Modus Ponens

The argument is valid.

V. Assignment / Enrichment (as needed)

Establish validity of the following arguments.

1. 𝑝 → (𝑞 ⋀ 𝑟)
∴ (𝑝 → 𝑞) ⋀(𝑝 → 𝑟)
2. 𝑝 → (𝑟 ⋁ 𝑡)
~𝑟
∴ ~𝑝

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

 C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___

Writer: Mae Flor Cardeño

Valencia National High School

 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of key concepts of propositional logic;
syllogisms and fallacies.

Performance Standards: The learner is able to appropriately apply a method of proof and disproof in
real-life situations.

Learning Competency and Code: The learner illustrates the different methods of proof (direct and
indirect) and disproof (indirect and by counterexample). M11GM-IIj-1

Quarter: 2nd Week: 10 Day: 2

I. Objectives:

At the end of 60 minutes, at least 80% of the learners are expected to:

1. Define disproof by counterexample; and

2. Prove that an argument is invalid using counterexample.

II. Content:

Subject Matter: Methods of Proof: Direct and Indirect Proofs

Integration: Philosophy and Logic, Geometry

Strategies: 4As, Think-Pair-Share, Group Activities, Guided-Discovery Learning

 Materials: Powerpoint Presentation, MS Excel, Manila Paper, Handouts, Laptop, Teacher’s
Guide, Curriculum Guide

References: Teaching Guide for SHS General Mathematics, pp. 310-322

SHS General Mathematics Learner’s Material, pp. 283-295

https://study.com/academy/lesson/counterexample-in-math-definition-
examples.html

https://www.texasgateway.org/resource/using-counter-examples-disprove-
statements-are-false

III. Learning Tasks:

Preparatory Activity (3 minutes)

 Prayer
 Classroom Management
 Checking of Attendance

Introductory Activity (5 minutes)

Last meeting, we started discussing about methods of proof specifically direct proof. This
time, we will continue our topic for disproof by counterexample.
Consider this scenario: Suppose you just got your driver’s license. You are begging your
parents to buy you a scooter, but they refuse. An argument you might make is that ALL
the kids at school are getting a new scooter when they get their license.
1. Does that argument work? (All the kids? Really?!)
2. Is the statement, “All my friends are getting a scooter when they get their license”
even true? (Not unless every single student at your school gets a scooter when
they get their license.)
3. Your parents could easily disprove this statement. How? (Find ONE student at
your school who did not get a scooter.)
4. What's a counter example that your parents could use to disprove the claim about
your friends getting a scooter? (Name any student without a car that has their
license. That student is a counter example.)
Then the teacher says, “It only takes one counterexample to show that your statement is
false.”

A. Activity: (20 minutes) “WHAT’S WRONG WITH IT?”

Divide the class into 5-6 groups. Then do the following activities.
Activity #1: For each statement, find the counterexample that disproves it. Put each object into
the box for each statement.
 Statments Disprove

All rectangles are square. 𝑥 = −3

𝑥+1
For all real numbers 𝑥, 𝑥
> 1.

For all real numbers 𝑥, √𝑥 ≤ 𝑥.

1
A quadrilateral with four 𝑥=
4
congruent sides is a square.

An isosceles triangle is also an

acute triangle.

Adopted from: https://www.texasgateway.org/resource/using-counter-examples-disprove-statements-

are-false

Activity #2: (15 minutes)

Write the following argument in propositional form. Constructing a truth table then show that
the argument is invalid.
I would like a career on either teaching or diplomacy. If I teach, then I would want to study
abroad. Therefore, if I would like a career on diplomacy then I will study abroad.

Solutions:
Activity #1:
 Statments Disprove

All rectangles are square.

For all real numbers 𝑥,

𝑥+1
> 1. 𝑥 = −3
𝑥

1
For all real numbers 𝑥, √𝑥 ≤ 𝑥. 𝑥=
4

A quadrilateral with four

congruent sides is a square.

An isosceles triangle is also an

acute triangle.

Activity #2:
We first write the argument is symbolic form using the following propositions:

p: I would like a career in teaching.

q: I would like a career in diplomacy.

r: I would want to study abroad.
The given argument can be written in the following propositional form.
𝑝⋁𝑞
𝑝→𝑟
∴𝑞→𝑟

Truth table:
((𝑃 ⋁ 𝑄) ⋀(𝑃 → 𝑅))
𝑃 𝑄 𝑅 𝑃⋁𝑄 𝑃→𝑅 𝑄→𝑅 (𝑃 ⋁ 𝑄) ⋀(𝑃 → 𝑅) → (𝑄 → 𝑅)

T T T T T T T T

T T F T F F F T

T F T T T T T T

T F F T F T F T

F T T T T T T T
 F T F T T F T F

F F T F T T F T

F F F F T T F T

Since there is at least one truth value in the proposition that is not true, then it is not a tautology,
and therefore the argument is not valid.

For 𝑞 → 𝑟 to be false, then 𝑞 must be true and 𝑟 must be false. If 𝑝 is false as well, then the
premises 𝑝 ⋁ 𝑞 and 𝑝 → 𝑟 are both true. Thus, we have found truth values for the propositions
(𝑝 is false; 𝑞 is true; 𝑟 is false) for which the premises are true but the conclusion is not.

B. Analysis (10 minutes)

After each presentation, the teacher will ask the following questions based on the activity:

1. Aside from proving the argument as invalid due to the fact that is not a tautology, how else
can you disprove the argument by looking at the truth table?

Expected answer:
To show that an argument is not valid, find truth values for each proposition such that the
premises are true but the conclusion is false.

2. When does 𝑞 → 𝑟 be false?

Expected answer: For 𝑞 → 𝑟 to be false, then 𝑞 must be true and 𝑟 must be false.

3. If 𝑝 is false, what are the values of the premises 𝑝 ⋁ 𝑞 and 𝑝 → 𝑟?

Expected answer: If 𝑝 is false as well, then the premises 𝑝 ⋁ 𝑞 and 𝑝 → 𝑟 are both true.

4. What then can we conclude from those facts?

Expected answer: Thus, we have found truth values for the propositions (𝑝 is false; 𝑞 is
true; 𝑟 is false) for which the premises are true but the conclusion is not.

5. Which row in the truth table is associated to that conclusion?

Expected answer: The associated row in the truth table is:

((𝑃 ⋁ 𝑄) ⋀(𝑃 → 𝑅))

𝑃 𝑄 𝑅 𝑃⋁𝑄 𝑃→𝑅 𝑄→𝑅 (𝑃 ⋁ 𝑄) ⋀(𝑃 → 𝑅) → (𝑄 → 𝑅)

F T F T T F T F

C. Abstraction (10 minutes)

After student shared their comments, highlight to the class that disproof is the opposite
of proof. In disproof, we must show that something is false instead of showing that
something is true. In the activity, we illustrates that producing a counterexample is one
way to prove that an argument is invalid.
 Counterexamples are a useful tool in mathematics. Learn what a counterexample is and
how it can be used to prove the boundaries of theorems. You will also look at some
examples across different branches of mathematics.
Then teacher elicit from students the following concepts about counterexample:
 A counterexample is a special kind of example that disproves a statement or
proposition.
 In math, we often use counterexamples to prove the limitations of possible
theorems, a rule expressed by symbols or a formula.
 They make it easier for mathematicians to quickly show that certain conjectures,
or ideas, are false thus allowing them to save time and focus their efforts on
ideas to produce provable theorems.
 Counterexamples are often used in math, but the truth is, counterexamples are
all around us.
 It can often be very difficult to prove a proposition is true, so our efforts are better
focused to find a counterexample and prove the proposition false.
 The use of a counterexample to disprove a statement is simple and easy, if
counterexample can be found, but this is not always possible.
 It only takes one counterexample to make the proposition false.
(https://study.com/academy/lesson/counterexample-in-math-definition-
examples.html)
For example: Prove or disprove the statement that all prime numbers are odd. Here, we can
show that 2 is a prime number but it is not odd and so we have found an example of when
the statement is not true – disproof by counterexample.

C. Application (10 minutes)

Classroom Experiment:

Let students to work by pair. Allow your class to experiment. Let them draw several
quadrilaterals and think about the validity of the argument. Then let them determine whether
the following argument is valid or not.

1. p: If a quadrilateral has three right angles, then it is a rectangle.

q: Quadrilateral ABCD has two non-consecutive right angles.
r: Then ABCD is a rectangle.

Solution. The argument is actually not valid. One counterexample is shown below.

IV. Evaluation (10 minutes)

 Paper-and-Pen Test

Prove or disprove the validity of the following arguments using counterexample:

1. 𝑝 → (𝑞 ⋁ 𝑟)
𝑟→𝑠
∴𝑝→𝑠
2. If monsters roam the Earth, then all people will buy weapons. If Earth experiences tremors
from beneath the surface, then all people will evacuate. Monsters roam the Earth and
people are evacuating. Therefore, all people bought weapons, and the Earth experienced
tremors from beneath the surface.
Solution:

1. Counterexample: p, q true; r, s false

2. Suppose p: “Monsters roam the Earth.”, q: ”All people will buy weapons.”, r:“Earth
experiences tremors from beneath the surface.”, and s: “All people will evacuate.”
Constructing a truth table shows that the case p, q, and s are true and r is false is a
counterexample. The argument is invalid.

V. Assignment / Enrichment (as needed)

Establish validity of the following arguments. If the argument is not valid, give a counterexample.

1. If Michelle wakes up early or does not sleep, then she will get to class on time. If she commutes
to school, then she will not get to class on time. Michelle did not sleep. Therefore, she did not
commute.
Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___

Writer: Mae Flor Cardeño

Valencia National High School

 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of key concepts of propositional logic;
syllogisms and fallacies.

Performance Standards: The learner is able to appropriately apply a method of proof and disproof in
real-life situations.

Learning Competency and Code: The learner illustrates the different methods of proof (direct and
indirect) and disproof (indirect and by counterexample). M11GM-IIj-1

Quarter: 2nd Week: 10 Day: 3

I. Objectives:

At the end of 60 minutes, at least 80% of the learners are expected to:

1. Define indirect proof;

2. Identify the steps in using indirect proof;

3. Use indirect proof to establish validity of an argument; and

4. Write our proofs in two-column format and paragraph format.

II. Content:

Subject Matter: Methods of Proof: Direct and Indirect Proofs

Integration: Philosophy and Logic, Geometry

Strategies: 4As, Think-Pair-Share, Group Activities, Guided-Discovery Learning

Materials: Powerpoint Presentation, MS Excel, Manila Paper, Handouts, Laptop, Teacher’s

Guide, Curriculum Guide
 References: Teaching Guide for SHS General Mathematics, pp. 310-322

SHS General Mathematics Learner’s Material, pp. 283-295

https://study.com/academy/lesson/direct-indirect-proof-differences-
examples.html

III. Learning Tasks:

Preparatory Activity (3 minutes)

 Prayer
 Classroom Management
 Checking of Attendance

Introductory Activity (5 minutes)

So far, in proofs of valid statements, we have only used direct proofs. These are proofs where
we begin from the premises and use rules of logic to reach the conclusion. Another method is
through the use of an indirect proofs or a proof by contradiction.

A. Activity: (10 minutes) “TODAY OR NOT TODAY?”

Think-Pair-Share
Suppose you and your friend are going to an art festival. When you get there, you are the only
ones there. Your friend looks at you and says, ''If the art festival was today, there would be
hundreds of people here, so it can't be today.''
You take out your tickets, look at the date and say, ''The date on the tickets is for tomorrow, so
the art festival is not today.''

Answer the following question:

1. What have you notice with each of you and your friend’s conclusion? Are they the same?
Answer: Yes, both of us came to the same conclusion.
2. How do both of you differ the way you concluded?
Answer: We got to those conclusions in different ways. My conclusion is direct to the point
based on the information written on our tickets as I said, ''The date on the tickets is for
tomorrow, so the art festival is not today.'' While my friend concluded by saying that “''If
the art festival was today, there would be hundreds of people here, so it can't be today.'',
which is less direct but still had her point.
3. Which between you and your friend cited the conclusion more straightforward? Who
concluded not directly to the point?
Answer: I sited my conclusion direct to the point, while my friend cited in n indirect
manner.

B. Analysis (10 minutes)

 After each presentation, the teacher will ask the following questions based on the activity:
1. Consider your arguments again. What fact did you use to prove that the art festival can't
be today?
Expected answer:
I use the fact that the tickets say that the art festival is tomorrow to prove that the art festival
can't be today.
2. In your friend’s argument, how did she/he started the assumption? Discuss briefly.
Expected answer: She/he starts by assuming the opposite of the original conjecture, which
is that the festival is not today. That is, she/he starts with ''If the art festival was today'',
then she says, ''there would be hundreds of people here.''
3. From these conclusions, what proof did you use to prove your conclusion: direct or indirect
proof? How?
Expected answer: I use a direct proof by using logical deductions to prove a conclusion.
4. What can you say about how your friend proved her/his conclusion?
Expected answer: This is a contradiction, since you and Rachel are the only ones there.
Lastly, she concludes that ''the art festival can't be today.''
5. What proof did she/he use to prove her/his conclusion: direct or indirect proof? How?
Expected answer: All together, she/he uses in indirect proof by assuming the opposite of
the conjecture, identifying a contradiction, and stating that the original conjecture must
be true.

C. Abstraction (10 minutes)

After student done sharing their views, the teacher tells them that a less common form
of proof in logic, though equally effective, is the indirect proof. In an indirect proof, we
go about proving a conclusion in a roundabout way. This is analogous to path less
traveled from home to school. Both paths can be used to get to the same place and both
are equally effective. They are just two different ways of getting the same result, where
the direct proof is more straightforward than the indirect proof. In this lesson, we are
going to concentrate on indirect proofs.
Then teacher elicit from the students the following concepts about indirect proof:
 An indirect proof is also called a proof by contradiction, because we are literally
looking for a contradiction to a theory being false in order to prove that the
theory is true.
 In indirect proof, we assume the conclusion is false, while the premises are true,
and show that these lead to a contradiction.
Teacher then provide the following steps in the method of indirect proof:
But to perform an indirect proof, we use a different process which includes the
following steps:
1. Assume the opposite of the conjecture, or assume that the conjecture is false.
2. Try to prove your assumption directly until you run into a contradiction.
3. Since we get a contradiction, it must be the case that the assumption that the
opposite of the hypothesis is true is false.
4. State that by contradiction, the original conjecture must be true
Discuss to the students when to use indirect proof.
 A good way to determine if you should use the indirect proof method is to ask
yourself the following question: What if this wasn't true?
 If we ask ourselves this question, and the answer is that a contradiction would
happen, then using the indirect proof method is a good idea.
 To further invoke the concept of indirect proof or proof by contradiction, porivd the
following example:
Imagine you are taking a certain type of medication, and you can't remember if you
remembered to take it on a certain day. You ask yourself the question what if I didn't
take it today? You realize that you had 10 pills left yesterday. If you didn't take it
there would still be 10 pills left today, but you counted the pills earlier and there are
only 9 left. Therefore, it wouldn't make any sense that you didn't take it today, so
you must have taken your pill today. You've just proven that you took your pill using
an indirect proof.

D. Application (10 minutes)

Small Group Task: Group students by 3-4 members.

Prove the following argument using three methods: (a) via rules of inference, (b) via truth
tables, and (c) via an indirect proof.

𝑝⋁𝑞

~𝑞

∴𝑝

Solution:

(a) via rules of inference

Proposition Reason

1 𝑝⋁𝑞 Premise

2 ~𝑞 Premise
(b) via truth tables
3 𝑝 1,2, Disjunctive Syllogism

𝑝 𝑞 𝑝⋁𝑞 ~𝑞 (𝑝 ⋁ 𝑞) ⋀(~𝑞) ((𝑝 ⋁ 𝑞) ⋀(~𝑞)) → 𝑝

T T T F F T

T F T T T T

F T T F F T

F F F T F T

Since ((𝑝 ⋁ 𝑞) ⋀(~𝑞)) → 𝑝 is a tautology, the argument is valid.

(c) via indirect proof

We assume the conclusion is false, while the premises are true, and show that these
lead to a contradiction. Suppose 𝑝 (the conclusion) is false. Based on the premise, ~𝑞 is true,
and so 𝑞 is false. Therefore, 𝑝 ⋁ 𝑞 is false, which is a contradiction of the premise that 𝑝 ⋁ 𝑞 is
true. Therefore, the conclusion must be true.
IV. Evaluation (10 minutes)

Prove that the following argument is valid using direct and indirect proof:
If a quadrilateral has three right angles, then it is a rectangle. In quadrilateral ABCD, 𝑚∠𝐴 = 90°,
𝑚∠𝐵 = 90°, and 𝑚∠𝐶 = 85°, Then ABCD is not a rectangle.
Solution:
(a) Direct proof
The only way for ABCD to be a rectangle is if 𝑚∠𝐶𝐷 = 90°, so that there would be three right
angles. We will prove this is not the case.
Proof: The sum of the interior angles in a rectangle is 360°. Therefore,

𝑚∠𝐴 + 𝑚∠𝐵 + 𝑚∠𝐶 + 𝑚∠𝐷 = 360°

Substituting the given values, we obtain 90° + 90° + 85° + 𝑚∠𝐷 = 360°. When simplified, this
becomes 𝑚∠𝐷 = 95°. However, ABCD only has two right angles (namely A and B), then it is not
a rectangle (note that the reasoning here is due to Modus Tollens).
(b) Indirect proof
Proof: Assume that the conclusion is true, that ABCD is a rectangle. Then it has three right angles.
Since C is not a right angle, then the three angles must be A, B, and D.
Since 𝑚∠𝐴 + 𝑚∠𝐵 + 𝑚∠𝐶 + 𝑚∠𝐷 = 360°, then 90° + 90° + 85° + 𝑚∠𝐷 = 360°.. When
simplified, this becomes 𝑚∠𝐶 = 90°. This is a contradiction because the measure of C was given
to be 85°.

V. Assignment / Enrichment (as needed)

Establish validity of the following arguments using proof by contradiction.

1. 𝑝 → (𝑞 ⋀ 𝑟)

∴ (𝑝 → 𝑞) ⋀(𝑝 → 𝑟)

2. 𝑝 → (𝑟 ⋁ 𝑡)

~𝑟

∴ ~𝑝

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

 E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___

Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of key concepts of propositional logic;
syllogisms and fallacies.

Performance Standards: The learner is able to appropriately apply a method of proof and disproof in
real-life situations.

Learning Competency and Code: The learner illustrates the different methods of proof (direct and
indirect) and disproof (indirect and by counterexample). M11GM-IIj-1

Quarter: 2nd Week: 10 Day: 4

I. Objectives:

At the end of 60 minutes, at least 80% of the learners are expected to:

1. Establish validity of an argument in real-life situations;

2. Use direct and indirect proof to establish validity of an argument; and

3. Write our proofs in two-column format and paragraph format.

II. Content:
 Subject Matter: Methods of Proof: Proof and proving validity of an argument in real-life
situations

Integration: Philosophy and Logic

Strategies: 4As, Think-Pair-Share, Group Activities, Guided-Discovery Learning

Materials: Powerpoint Presentation, MS Excel, Manila Paper, Handouts, Laptop, Teacher’s

Guide, Curriculum Guide

References: Teaching Guide for SHS General Mathematics, pp. 310-322

SHS General Mathematics Learner’s Material, pp. 283-295

http://teachtogether.chedk12.com/teaching_guides/view/42#section4

http://people.math.sc.edu/cooper/proofs.pdf

http://www.oswego.edu/~delancey/101_DIR/101_LECTURES/05_arguments
2.html

III. Learning Tasks:

Preparatory Activity (3 minutes)

 Prayer
 Classroom Management
 Checking of Attendance

Introductory Activity (5 minutes)

Now that we are familiar with the two methods of proof, namely direct and indirect proof, we
now use this knowledge to prove or disprove validity of an argument in real-life situations.

A. Activity: (15 minutes)

Analyze the validity of the following argument.

If you start your own business, then you will earn right away. If you go to college, then you
will get a college degree after a few years. However, you either start your own business, or you
go to college. Therefore, you either earn right away, or you get a college degree after a few
years.
(a) Write the argument in standard form.
(b) Complete the two-column proof table below by providing the reason for each
proposition:
Proposition Reason

1 𝑏⋁𝑐
 2 ~(~𝑏) ⋁ 𝑐

3 (~𝑏) → 𝑐

4 𝑐→𝑑

5 ~𝑏 → 𝑑

6 𝑏→𝑒

7 (~𝑒) → (~𝑏)

8 (~𝑒) → 𝑑

9 ~(~𝑒) ⋁ 𝑑

10 𝑒⋁𝑑

Answer:

(a) To analyze this argument, we convert each proposition in symbolic form. Let b, e, c,and d be
defined as follows:
b : You start your own business.
e : You earn right away.
c : You go to college.
d : You get a college degree after a few years.
Then, the given argument in standard form is given by
𝑏→𝑒
𝑐→𝑑

𝑏⋁𝑐

∴ 𝑒⋁𝑑

(b)
Proposition Reason

1 𝑏⋁𝑐 Premise

2 ~(~𝑏) ⋁ 𝑐 1, Double Negation

3 (~𝑏) → 𝑐 2, Switcheroo

4 𝑐→𝑑 Premise

5 ~𝑏 → 𝑑 3,4, Law of Syllogism

6 𝑏→𝑒 Premise

7 (~𝑒) → (~𝑏) 𝑏 (𝑏 → 𝑒) ⇔ (~𝑒) → (~𝑏), Contrapositive

8 (~𝑒) → 𝑑 7,5, Law of Syllogism

 9 ~(~𝑒) ⋁ 𝑑 8, Switcheroo

10 𝑒⋁𝑑 9, Double Negation

B. Analysis (10 minutes)

After each presentation, the teacher will ask the following questions based on the activity:
1. Consider your arguments again. How did you get into the conclusion?
Expected answer: We made use of different logical equivalences and rules of inference.
2. How did you feel about the activity? Expected answer: (Answers vary.)
3. From these conclusions, is the argument valid?
Expected answer: This is a valid argument as shown in the above proof.
4. Is the structure of the above argument makes sense? Why?
Expected answer: Yes (defend answer using truth table)

C. Abstraction (12 minutes)

After students analyzed the activity, the teacher will then prompt the following
information:
 Our passing trip into propositional logic illustrates both the thoroughness of our
concept of a valid argument, and also shows that there are rough methods to test
arguments for validity. In our day-to-day activity, valid and invalid logical
arguments help us illustrate the difference, as well as help us learn how to
identify the difference in everyday life. That being said, as a person, we have to
endure proofs.
 Moreover, we have shown in the previous example that an argument of the form
𝑝→𝑞
𝑟→𝑠

𝑝⋁𝑟

∴ 𝑞⋁𝑠

is valid. This form is another rule of inference is called the constructed dilemma.
Looking at its truth table, its validity can also be confirmed:
Then, provide further the following concept about Proof or proving validity of an
argument in real-life situations:
Real world arguments are typically however more complex than we can model well
with our propositional logic. And we would need even more complex tools to be able
to make sense of talk about possibility and so on. However, armed with a rigorous
understanding of validity, and some experience at testing for validity, we can use
common sense to evaluate complex arguments, and will be more likely to see their
benefits and faults now that we know what are good argument is.
Then ask students, the following questions: What to look for in real-world arguments?
1. To evaluate an argument, we must be able to:
 Identify the conclusion
 Identify the relevant premises
 Determine whether we accept the premises
 Determine whether the argument is valid
2.Premises are not typically identified as such, but they can be indicated with phrases
like the following:
  Since
 Because
 For
 In view of
 This is implied by
3.Conclusions are also often not identified, but some phrases may indicate the
conclusion:
 Thus
 Therefore
 Hence
 Consequently
 So
 Accordingly

4.The greatest variation in everyday arguments is in their structure. An idealized

argument is like an ordered list:
Premise 1
Premise 2
Premise 3
Premise 4
....
Conclusion
5.Real world arguments diverge from this in several ways:
 They are not ordered (the conclusion may come first, in the middle, etc.)
 There may be missing premises (an enthymeme)
 There may be too many premises
 Some premises are irrelevant and some premises are independent
6. If the steps of an argument are not properly ordered, we need to recognize the
conclusion and the premises.
7. If an argument is missing premises, you have to see what additional premises would
make the argument valid. Such an argument is called an enthymeme, and most
arguments that you hear are enthymemes, because we skip the tedium of repeating
truths that everyone knows.
8. Arguments may also have more premises than are strictly necessary for at least two
reasons.
 Irrelevant premises. These may serve some other purpose than establishing an
argument, but still be included in the argument. Several of these premises may
be of interest to the speakers, but they don't have any significant relationship to
the conclusion.
 Independent premises. Sometimes several arguments are combined. The
premises of these different arguments are independent of the premises of other
arguments.
9. Evaluating an argument:
 We need to thus ask several things when evaluating an ordinary language
argument
 What is the conclusion?
 Is the conclusion significantly different from the premise(s)? (Is the argument
non-trivial?)
 What are the relevant premises?
  Is there more than one argument?
 For each argument, is it meant to be deductive?
 If the argument is meant to be deductive, is it valid?
 If the argument is valid, should you believe all of the premises of the argument?

D. Application (15 minutes)

Small Group Task: Group students by 3-4 members.

Determine whether the following arguments are valid using rules of inference. If

the argument is invalid, provide a counterexample.

1. Mary is studying computing or Mary is not studying math. If Mary is studying math, then
Mary is not studying computing. Therefore, Mary is studying computing.
2. If the machine is cheap or is energy efficient, then it will not make money for the
manufacturer. If the machine is painted red, then it will make money for the manufacturer.
The machine is cheap. Therefore, it is not painted red.

IV. Evaluation (10 minutes)

“Application” part in the lesson proper serves as evaluation due to time constraints.

Solution.

1. Let c: “Mary is studying computing.” and m: “Mary is studying math.”

In propositional form, the argument is 𝑎: {[𝑐 ⋁(~𝑚)] ⋀[𝑚 → (~𝑐)]} → 𝑐. Validity can be
checked with a truth table

𝑐 𝑚 ~𝑐 ~𝑚 𝑐 ⋁(~𝑚) 𝑚 → (~𝑐) [𝑐 ⋁(~𝑚)] ⋀[𝑚 → (~𝑐)] 𝑎

T T F F T F F T

T F F T T T T T

F T T F F T F T

F F T T T T F F

The argument is not valid since is not a tautology. A counterexample is when and

are both false.

 2. Let c : “The machine is cheap.”, e: “The machine is energy efficient.”, m: “The machine will
make money for the manufacturer.”, and r : “The machine is painted red.” In standard
form, the argument is
(𝑐 ⋁ 𝑒) → (~𝑚)
(𝑟 → 𝑚)
𝑐
∴ ~𝑟

Proof:

Proposition Reason

1 (𝑟 → 𝑚) Premise

2 (~𝑚) → (~𝑟) 1, Equivalence to contrapositve

3 𝑐 Premise

4 𝑐⋁𝑒 3, Addition Law

5 (𝑐 ⋁ 𝑒) → (~𝑚) Premise

6 (𝑐 ⋁ 𝑒) → (~𝑟) 2, 5, Law of Syllogism

7 ~𝑟 4,6, Modus Ponens

V. Assignment / Enrichment (as needed)

Determine whether the following arguments are valid using rules of inference. If the argument is
invalid, provide a counterexample.

1. Noel is not cooking or Noel is watching a television show. If Noel is not watching television
show, then Noel is cooking. Therefore, Noel is not cooking.
2. If lightning strikes a tree on the farm, then all the animals will make sounds of horror. If thunder
booms in the sky, then all the animals will run back to the stables. Lightning struck a tree and
all the animals ran back to the stables. Therefore, all animals made sounds of horror and thunder
boomed in the sky.

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

 E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___

Writer: Mae Flor Cardeño

Valencia National High School

 Lesson Plan in General Mathematics

Content Standards: The learner demonstrates understanding of key concepts of propositional logic;
syllogisms and fallacies.

Performance Standards: The learner is able to appropriately apply a method of proof and disproof in
real-life situations.

Learning Competency and Code: The learner justifies mathematical and real-life statements using the
different methods of proof and disproof. M11GM-IIj-2

Quarter: 2nd Week: 10 Day: 4

I. Objectives:

At the end of 60 minutes, at least 80% of the learners are expected to:

1. Establish validity of an argument in real-life situations;

2. Use direct and indirect proof to establish validity of an argument; and

3. Write our proofs in two-column format and paragraph format.

II. Content:

Subject Matter: Methods of Proof: Proof and proving validity of an argument in real-life
situations

Integration: Philosophy and Logic

Strategies: 4As, Think-Pair-Share, Group Activities, Guided-Discovery Learning

Materials: Powerpoint Presentation, MS Excel, Manila Paper, Handouts, Laptop, Teacher’s

Guide, Curriculum Guide

References: Teaching Guide for SHS General Mathematics, pp. 310-322

SHS General Mathematics Learner’s Material, pp. 283-295

http://teachtogether.chedk12.com/teaching_guides/view/42#section4

http://people.math.sc.edu/cooper/proofs.pdf

http://www.oswego.edu/~delancey/101_DIR/101_LECTURES/05_arguments
2.html

III. Learning Tasks:

Preparatory Activity (3 minutes)

 Prayer
 Classroom Management
 Checking of Attendance

Introductory Activity (5 minutes)

Now that we are familiar with the two methods of proof, namely direct and indirect proof, we
now use this knowledge to prove or disprove validity of an argument in real-life situations.

A. Activity: (15 minutes)

Analyze the validity of the following argument.

If you start your own business, then you will earn right away. If you go to college, then you
will get a college degree after a few years. However, you either start your own business, or you
go to college. Therefore, you either earn right away, or you get a college degree after a few
years.

a. Write the argument in standard form.

b. Complete the two-column proof table below by providing the reason for each proposition:
 Proposition Reason

1 𝑏⋁𝑐

2 ~(~𝑏) ⋁ 𝑐

3 (~𝑏) → 𝑐

4 𝑐→𝑑

5 ~𝑏 → 𝑑

6 𝑏→𝑒

7 (~𝑒) → (~𝑏)

8 (~𝑒) → 𝑑

9 ~(~𝑒) ⋁ 𝑑

10 𝑒⋁𝑑

Answer:

a. To analyze this argument, we convert each proposition in symbolic form. Let b, e, c,and d
be defined as follows:

b : You start your own business.

e : You earn right away.
c : You go to college.
d : You get a college degree after a few years.
Then, the given argument in standard form is given by
𝑏→𝑒
𝑐→𝑑

𝑏⋁𝑐

∴ 𝑒⋁𝑑

b.

Proposition Reason

1 𝑏⋁𝑐 Premise

2 ~(~𝑏) ⋁ 𝑐 1, Double Negation

3 (~𝑏) → 𝑐 2, Switcheroo

4 𝑐→𝑑 Premise

5 ~𝑏 → 𝑑 3,4, Law of Syllogism

 6 𝑏→𝑒 Premise

7 (~𝑒) → (~𝑏) 𝑏 (𝑏 → 𝑒) ⇔ (~𝑒) → (~𝑏), Contrapositive

8 (~𝑒) → 𝑑 7,5, Law of Syllogism

9 ~(~𝑒) ⋁ 𝑑 8, Switcheroo

10 𝑒⋁𝑑 9, Double Negation

B. Analysis (10 minutes)

After each presentation, the teacher will ask the following questions based on the activity:

1. Consider your arguments again. How did you get into the conclusion?

Expected answer: We made use of different logical equivalences and rules of inference.

2. How did you feel about the activity? Expected answer: (Answers vary.)

3. From these conclusions, is the argument valid?

Expected answer: This is a valid argument as shown in the above proof.

4. Is the structure of the above argument makes sense? Why?

Expected answer: Yes (defend answer using truth table)

C. Abstraction (12 minutes)

After students analyzed the activity, the teacher will then prompt the following
information:
 Our passing trip into propositional logic illustrates both the thoroughness of our
concept of a valid argument, and also shows that there are rough methods to test
arguments for validity. In our day-to-day activity, valid and invalid logical
arguments help us illustrate the difference, as well as help us learn how to
identify the difference in everyday life. That being said, as a person, we have to
endure proofs.
 Moreover, we have shown in the previous example that an argument of the form
𝑝→𝑞
𝑟→𝑠

𝑝⋁𝑟

∴ 𝑞⋁𝑠

is valid. This form is another rule of inference is called the constructed dilemma.
Looking at its truth table, its validity can also be confirmed:
Then, provide further the following concept about Proof or proving validity of an
argument in real-life situations:
Real world arguments are typically however more complex than we can model well
with our propositional logic. And we would need even more complex tools to be able
to make sense of talk about possibility and so on. However, armed with a rigorous
understanding of validity, and some experience at testing for validity, we can use
common sense to evaluate complex arguments, and will be more likely to see their
benefits and faults now that we know what are good argument is.
Then ask students, the following questions: What to look for in real-world arguments?
To evaluate an argument, we must be able to:
 Identify the conclusion
 Identify the relevant premises
 Determine whether we accept the premises
 Determine whether the argument is valid
Premises are not typically identified as such, but they can be indicated with phrases like
the following:
 Since
 Because
 For
 In view of
 This is implied by
Conclusions are also often not identified, but some phrases may indicate the conclusion:
 Thus
 Therefore
 Hence
 Consequently
 So
 Accordingly

The greatest variation in everyday arguments is in their structure. An idealized

argument is like an ordered list:
Premise 1
Premise 2
Premise 3
Premise 4
....
Conclusion
Real world arguments diverge from this in several ways:
 They are not ordered (the conclusion may come first, in the middle, etc.)
 There may be missing premises (an enthymeme)
 There may be too many premises
 Some premises are irrelevant and some premises are independent
If the steps of an argument are not properly ordered, we need to recognize the
conclusion and the premises.
If an argument is missing premises, you have to see what additional premises would
make the argument valid. Such an argument is called an enthymeme, and most
arguments that you hear are enthymemes, because we skip the tedium of repeating
truths that everyone knows.

Arguments may also have more premises than are strictly necessary for at least two
reasons.
 Irrelevant premises. These may serve some other purpose than establishing an
argument, but still be included in the argument. Several of these premises may
 be of interest to the speakers, but they don't have any significant relationship to
the conclusion.
 Independent premises. Sometimes several arguments are combined. The
premises of these different arguments are independent of the premises of other
arguments.
Evaluating an argument:
 We need to thus ask several things when evaluating an ordinary language
argument
 What is the conclusion?
 Is the conclusion significantly different from the premise(s)? (Is the argument
non-trivial?)
 What are the relevant premises?
 Is there more than one argument?
 For each argument, is it meant to be deductive?
 If the argument is meant to be deductive, is it valid?
 If the argument is valid, should you believe all of the premises of the argument?

D. Application (15 minutes)

Small Group Task: Group students by 3-4 members.

Determine whether the following arguments are valid using rules of inference. If
the argument is invalid, provide a counterexample.
1. Mary is studying computing or Mary is not studying math. If Mary is studying math, then
Mary is not studying computing. Therefore, Mary is studying computing.
2 If the machine is cheap or is energy efficient, then it will not make money for the
manufacturer. If the machine is painted red, then it will make money for the manufacturer. The
machine is cheap. Therefore, it is not painted red.
IV. Evaluation (10 minutes)

“Application” part in the lesson proper serves as evaluation due to time constraints.

Solution.

1. Let c: “Mary is studying computing.” and m: “Mary is studying math.”

In propositional form, the argument is 𝑎: {[𝑐 ⋁(~𝑚)] ⋀[𝑚 → (~𝑐)]} → 𝑐. Validity can be
checked with a truth table

𝑐 𝑚 ~𝑐 ~𝑚 𝑐 ⋁(~𝑚) 𝑚 → (~𝑐) [𝑐 ⋁(~𝑚)] ⋀[𝑚 → (~𝑐)] 𝑎

T T F F T F F T

T F F T T T T T

F T T F F T F T

F F T T T T F F

The argument is not valid since is not a tautology. A counterexample is when and

are both false.

 2. Let c : “The machine is cheap.”, e: “The machine is energy efficient.”, m: “The machine
will make money for the manufacturer.”, and r : “The machine is painted red.” In standard
form, the argument is

(𝑐 ⋁ 𝑒) → (~𝑚)
(𝑟 → 𝑚)
𝑐
∴ ~𝑟

Proof:

Proposition Reason

1 (𝑟 → 𝑚) Premise

2 (~𝑚) → (~𝑟) 1, Equivalence to contrapositve

3 𝑐 Premise

4 𝑐⋁𝑒 3, Addition Law

5 (𝑐 ⋁ 𝑒) → (~𝑚) Premise

6 (𝑐 ⋁ 𝑒) → (~𝑟) 2, 5, Law of Syllogism

7 ~𝑟 4,6, Modus Ponens

V. Assignment / Enrichment (as needed)

Determine whether the following arguments are valid using rules of inference. If the argument is
invalid, provide a counterexample.
1. Noel is not cooking or Noel is watching a television show. If Noel is not watching television
show, then Noel is cooking. Therefore, Noel is not cooking.
2. If lightning strikes a tree on the farm, then all the animals will make sounds of horror. If thunder
booms in the sky, then all the animals will run back to the stables. Lightning struck a tree and all
the animals ran back to the stables. Therefore, all animals made sounds of horror and thunder
boomed in the sky.
Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___

Writer: Mae Flor Cardeño

Valencia National High School