Schools Division of Bais City

MABUNAO INTEGRATED SCHOOL

Barangay Mabunao, Bais City
Annex 2D to DepEd Order No. 42, s. 2016

DAILY LESSON Community Learning Mabunao Integrated

Program K-12
PLAN Center (CLC) School
Literacy
(based on the Learning Facilitator Jerry C. Basay Grade 8
Level
Weekly Learning Math 8
MELC/Module) Month and Quarter Q2_January 11, 2024
Strand 11:00-12:00

I. OBJECTIVES
A. Content Standards/Focus Demonstrates understanding of key concepts of logic and
reasoning.
B. Performance Standards Is able to communicate mathematical thinking with
coherence and clarity in formulating and analyzing
arguments.
C. Learning MELC-Based M8GE-IIg-2
Competencies with codes
Knowledge Illustrates on how to get the equivalences of the statement.
Skills Writes his/her own statements and convert to converse,
inverse and contrapositive forms.
Attitude Demonstrates willingness and eagerness in writing the if-
then, converse, inverse and contrapositive forms of the given
statement.
Values Teamwork
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Session Guides Pages K to 12 Mathematics 8 Teachers Guide. Department of
Education, Republic of Philippines , pp. 355 – 357.
2. Learner’s Materials K to 12 Mathematics 8 Learner’s Module. Department of
pages Education, Republic of Philippines pp. 325 – 327
3. Additional Materials
from the Learning
Resource (LR) portal
B. Other Learning Oronce, Orlando A. & Mendoza, Marilyn O. , E- Math 8,
Resources revised ed. 2015, pp. 361 – 363

Bernabe, Julieta G. & Dilao, Soledad J., Geometry, revised

ed., pp. 59 –
62

http://www.ck12.or/geometry/converse-inverse-and-
contrapositive- statement/lesson/Converse-Inverse-and-
Contrapositive-GEOM/

https://www.texasgateway.org/resource/writing-converse-
inverse-and-contrapositive
IV. PROCEDURES

A. Springboard/ -Prayer
Motivation/ -Checking of Attendance
Daily Routine
B. Activity (Review of Directions: Identify whether the given statement is the
 previous lessons or converse, inverse, or contrapositive of the if-then statement:
presenting the new “If you see a lightning, then you will hear the sound of
lesson) thunder.”

1. If you hear thunder, then you see lightning.

________________________________________
2. If you do not hear thunder, then you do not hear
lightning.
________________________________________
3. If you do not see lightning, then you do not hear
thunder.
________________________________________
C. Analysis (Presenting - Introduce the objectives of the lesson.
examples/instances of - Present the topic to be discussed.
the new lesson)

- Provide examples.
Example 1
Statement: You wear face mask to protect yourself from
getting the virus.
If-then Statement: If you wear face mask, then you protect
yourself from getting the virus.
Converse: If you protect yourself from getting the virus, then
you wear face mask.
Inverse: If you do not wear face mask, then you do protect
yourself from getting the virus.
Contrapositive: If you do not protect yourself from getting
the
virus, then you do not wear face mask.

Example 2
Statement: A triangle is a polygon with three sides.
If-then Statement: If a polygon is a triangle, then it has
three
sides.
Converse: If a polygon has three sides, then it is a triangle.
Inverse: If a polygon is not a triangle, then it doesn’t have
three sides.
Contrapositive: If a polygon doesn’t have three sides, then it
is not a triangle.
D. Discussing new ACTIVITY 1
concepts and Read the question carefully and choose the letter of the
practicing new correct answer.
skills/sub-activity # 1)
1. The inverse statement of “If two points are on the same
line, then they are collinear”.
a. If two points are collinear, then they are on the same line.
b. If two points are not on the same line, then they are not
collinear.
 c. If two points are not collinear, then they do not lie on the
same line.
d. If two points on the same line, then they are not collinear.

2. “If the garbage are disposed properly, then the dengue

diseases will be prevented”. What is the underlined portion
called in the conditional statement?
a. the conclusion c. the argument
b. the hypothesis d. the converse

3. The contrapositive statement “If it rained last night, then

the sidewalk is wet”.
a. If the sidewalk is wet, then it rained last night.
b. If the sidewalk is not wet, then it did not rained last night.
c. If it did not rain last night, then the sidewalk is not wet.
d. If it rained last night, then the sidewalk is not wet.

4. The inverse statement “If 2x + 4 = 6, then x = 1”.

a. If 2x + 4 is not equal to 6, then x is not equal to 1.
b. If x = 1, then 2x + 4 = 6.
c. If x is not equal to 1, then 2x + 4 is not equal to 6.
d. If x is not equal to 1, then 2x + 4 is equal to 6.

5. The converse statement “If the weather is nice, then I will

wash the car”.
a. If I don’t wash the car, then the weather is not nice.
b. If the weather is not nice, then won’t wash the car.
c. If I wash the car, then the weather is nice.
d. If the weather is not nice, then I was the car.

E. Discussing new -Group the class into 4 groups and provide them each with a
concepts and task card.
practicing new
skills/sub-activity # 2) ACTIVITY 2
Complete the table by writing the equivalent converse,
inverse and contrapositive statement of the given conditional
statement.

Statement An equilateral triangle has three sides of

the same length.
If-then
Statement
Converse
Inverse
Contrapositive
F. Abstraction (Making - Ask the students the following questions:
generalizations about
the lesson) 1. How do we write the equivalent converse statement of a
conditional statement?
2. How do we write the equivalent inverse statement of a
conditional statement?
3. How do we write the equivalent contrapositive statement of
a conditional statement?
G. Application Complete the table by writing the equivalent converse,
(Developing Mastery inverse and contrapositive statement of the given conditional
statement.

Statement Three points that lie on the same line are

collinear.
 If-then
Statement
Converse
Inverse
Contrapositive
H. Valuing (Finding Your understanding of conditional statements will help you
practical applications in decision-making when faced with problems. You can
of concepts and skills identify logical relationships between events.
in daily living)
I. Assessment Statement A rectangle is a quadrilateral with two
(Evaluating Learning) pairs of parallel sides.
If-then
Statement
Converse
Inverse
Contrapositive

J. Assignment Analyze the statement below. Convert the statement to if-

(Additional activities then form then identify the hypothesis, conclusion, write its
for application and equivalences.
remediation) Parallel lines do not intersect.
a. If-then statement:_______________________________________.
b.
Hypothesis:_____________________________________________.
c.
Conclusion:_____________________________________________.
d.
Converse:_______________________________________________.
e.
Inverse:_________________________________________________.
f. Contrapositive:__________________________________________.

V. REMARKS
VI. REFLECTION

A. No. of learners who earned 75%

in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
75%.
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these
works?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

Prepared by:

JERRY C. BASAY
Teacher I

Checked by:

MILAGROS B. REDULA
Master Teacher I

Noted by:

JANIEN G. RODRIGUEZ
School Head