School BUNGA NATIONAL Grade Level 8

HIGH SCHOOL
Cooperating Teacher JERIEL RUTH V. Learning Area MATHEMATICS
TORRES
Student Teacher JEDD ANGHAG Quarter 3
Class Schedule ( 7:45- 8:45) 8 Date MARCH 16, 2023
MAKA- DIYOS &
(1:00-2:00) 8 SPA

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of logic and reasoning.
B. Performance The learner is able to communicate mathematical thinking with coherence and clarity
Standards in formulating and analyzing arguments.
C. Learning The learner is able to write a proof both direct and indirect way.
Competency (M8GE-IIi-j-1)
D. Specific Objective Writes an indirect proof based on a given argument.
E. Key Behavior Conducting a mathematical investigation on a certain mathematics concept.
Indicators/ Integration
II. CONTENT Writing Proofs
III. LEARNING RESOURCES
A. References Mathematics 8 Teacher’s Guide pp. 365, Mathematics 8 Learner’s Module p. 337
CK-12 Foundation. (n.d.). CK-12 Foundation. https://flexbooks.ck12.org/cbook/ck-

12-basic-geometry-concepts/section/5.8/primary/lesson/indirect-proof-in-

algebra-and-geometry-bsc-geom/

MathTV PH

CO_Q2_Mathematics 8_ Module 14

B. Materials Visual aids, chalk, Learner’s Module, pen and paper

IV. LEARNING PROCEDURES
A. Preliminary 1. Prayer
Activities The teacher will ask for a volunteer who will lead the prayer.
2. Greetings
The students will greet their classmates and their teacher.
3. Checking of Attendance
The teacher will check their attendance or refer to the record of the class monitor.
4. Drill ( 5 minutes)

Numeracy Test with the answer key

1. -46+ (-56)= -102

2. (-67)(-45)= 3,015
3. (-37) - (-21)= -16
4. -98÷ (-7)= 14
5. 78- 23= 55

5. Review - The teacher will ask the students about the discussion that they have in
the previous meeting.

Teacher: “Okay class, who can still remember our topic that we have discussed last
week? It was all about direct proof. Specifically about the two- column form proof.”
 Teacher: “What are the two components of a two- column proof?”
Students: “Statements and Reasons”
Teacher: “That is right. And in writing a two- column proof we always need to start
the proof specifying the given and then back it up with theorems, postulates, axiom
and definitions until we reached the desired conclusion.”

B. Motivation Description: The teacher will raise the following questions to the students prior to
the discussion.
1. Did someone spread false rumors about you and you prove them wrong?

“Yes teacher, my mother thought that I have a boyfriend after hearing it from
someone, so I showed her my phone and contacts just to clarify things out.”

(Answers may vary)

C. Activity Description: The teacher will give instructions and example to guide the students in
answering the activity.
(BY PAIR)
Write the negation of the following statements.

Ex.
Sentence 1: Animals can feel emotions
Sentence 2: Animals cannot feel emotions.
I believe that animals can feel emotions because I heard my dog howling when I left
him.

A.
Sentence 1: Mobile games are addictive
Sentence 2: (Negation/ Opposite of the statement):
Which sentence is true for you? Why?
B.
Sentence 1:Boys can play basketball.
Sentence 2(Negation/ Opposite of the statement):
Which sentence is true for you? Why?
C.
Sentence 1: Girls can sew dresses.
Sentence 2(Negation/ Opposite of the statement):

Which sentence is true for you? Why?

D. Analysis Description: After the activity, questions will be raised to gradually introduce to
them the idea of proving by contradiction.

1. Imagine you are arguing with someone who have opposite opinions about some
matters. You want to convince the other person to believe in you. What would you
do?
“Teacher, by providing evidences that supports to our point. Show them that they are
wrong and be consistent about your claims. “

E. Abstract Description: The teacher will explain the definition and as well as the steps in
writing an indirect proof.

Indirect proof is a type of proof in which a statement to be proved is assumed

false (by negation) and if the assumption leads to an impossibility, then the statement
assumed false has been proved to be true.
 Steps in writing an indirect proof:
1. Assume the opposite of the conclusion (second half) of the statement.
2. Proceed as if this assumption is true to find the contradiction.
3. Once there is a contradiction, the original statement is true.

F. Application Description : The teacher will give examples of indirect proof using the two- column
form and paragraph form.

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

But x= 4contradicts the given statement that x=2. Since our assumption is false
therefore,3x⎯4≠8 is true.

“ Or in paragraph form, if we have to follow the steps that I have just mentioned,”

Given:
If x=2, then 3x⎯4 ≠ 8.
Given: x=2
Prove: 3x⎯4 ≠ 8.
Proof:

Assume that 3x⎯4 =8. Then, by Addition Property of Equality we get 3x-4+4= 8+4
. By simplification we now have 3x=12. Since we want to get the value of x, we will
1
divide both sides of the equation by following the multiplication property of
3
equality.Now we have x= 4 which is a contradiction to our original hypothesis that
x=2. Therefore, 3x⎯4 ≠ 8 is true by contradiction.

“ Now let us have the second example.This time we have this sample figure and we
are still proving it in two - column form just to show how it was being done in a
more organized way. But again we must practice how we can present indirect proof
in paragraph form as required.”
 Illustrative Example 2.
Given:
Ray ED is not perpendicular to ray EF

Prove: ∠1 and∠2 are not complementary

Note that statement 6 is a contradiction to the given hypothesis that

⃗⃗⃗⃗ is not
perpendicular to
⃗⃗⃗⃗ , hence, the assumption that ∠1 and ∠2are complementary must be
false and it follows that ∠1 and ∠2 are not complementary

G. Generalization Description: The teacher will give a short summary of the lesson before giving them
a quiz.
“So once again our lesson for today is all about indirect proof.What are the steps in
writing the indirect proof?”
Possible response: “Assume the opposite of the conclusion is true and then proceed
to proving until you will find a contradiction. Then ,conclude the proof by stating
that the original statement is true.”
“ Yes you are all right. Before we proceed to our quiz, do you have questions or
clarifications? If none, please prepare 1/2 crosswise.”

H. Evaluation Description: The teacher will evaluate the things that they have learned through a
short quiz.

QUIZ

Direction: To prove the given statement using indirect proof supply the missing
parts of the proof.

Prove the following statement using indirect proof.

1. If x= 5, then 7x-30≠ 4

Given: x=5
Prove: 7x-30≠ 4

The first step is to assume that __(1)________ since this is the negation of our
conclusion . Then by ___(2)_____________ we get 7x-30+30= 4 + 30. By
simplification, we get ___(3)______. Since we want to find the value of x, we will
have to transfer any constant or variable on the other side of equality. That is,
7 x 34 34
= by _____(4)__________. However, x = by simplification which is a
7 7 7
________(5)______ to our hypothesis that x=5. Hence, the conclusion
___(6)_______ is true by contradiction.

Answer
 (1) 7x-30= 4
(2) Addition Property of Equality
(3) 7x=34
(4) Division Property of Equality
(5) 7x-30≠ 4

I. Assignment Direction: Prove the following statement using indirect proof.

If a triangle is an isosceles triangle, then each of the base angles cannot measure 91 °
.
B

A C

Answer:
Assume the base angles can measure 91 ° each. By definition of triangle
A+B+C= 180 °
91 °+ B+ 91 °= 180 °

This is not possible since ∠ A + ∠ B = 182 ° and any triangle only measures
up to 180 °. Therefore, the assumption is false. The conclusion that the base
angles cannot measure 91 ° is true.

V. REMARKS

VI. REFLECTION

Prepared by: CHECKED:

JEDD ANGHAG JERIEL RUTH V. TORRES

Student Teacher Cooperating Teacher