8

Mathematics
Quarter 2 – Module 14:
“Writing Proofs (Direct
and Indirect)”

CO_Q2_Mathematics8_ M14
Mathematics– Grade 8
Alternative Delivery Mode
Quarter 2– Module 14: Writing Proofs (Direct and Indirect)
First Edition, 2020

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 8

Mathematics
Quarter 2 – Module 14:
“Writing Proofs (Direct
and Indirect)”
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module or if you need to
ask your facilitator or your teacher’s assistance for better understanding of the lesson.
At the end of each module, you need to answer the post-test to self-check your
learning. Answer keys are provided for each activity and test. We trust that you will be
honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

ii
 What I Need to Know

In this module, you will be acquainted with the different ways in writing proofs
which will help sharpen your ability to provide logical reasoning about a
phenomenon or a situation. The scope of this module enables you to use it in
many different learning situations. The lesson is arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

This module contains:

Lesson 1- Writing Direct Proof and Indirect Proof

After going through this module, you are expected to:

1. define direct proof and indirect proof;
2. differentiate a direct proof from an indirect proof; and
3. write direct proof and indirect proof.

1 CO_Q2_Mathematics8_ M14
 What I Know

Pre-Assessment:

Directions: Choose the letter of the correct answer. Write your answers on a separate
sheet of paper.

1. What is a direct proof?

A. A proof that always involves the multiplication of two values.
B. A proof that can only use number properties to show that a certain
statement is false.
C. A proof that assumes a statement's hypothesis is true and uses a series of
logical deductions to conclude that the statement's conclusion is true.
D. A proof that assumes that the statement being proven is false and then
attempts to find a contradiction to that assumption proving the original
statement to be true.

2. What does an indirect proof rely on?

A. a contradiction
B. a function
C. a product
D. a sum

3. Which of the following is NOT a difference between direct and indirect proofs?
A. Indirect proofs look for a contradiction to their original assumption, and
direct proofs do not.
B. Direct proofs use other theorems, rules, and definitions in their proofs, and
indirect proofs do not.
C. Indirect proof usually starts with the statement 'assume not' or 'assume the
opposite', and direct proofs do not.
D. Direct proofs involve assuming a hypothesis is true, and indirect proofs
involve assuming a conjecture is false.

4. Which of the following statements is true?

A. Start an indirect proof by assuming that the conclusion is true.
B. Start an indirect proof by assuming that the conclusion is false.
C. Both of these statements are true.
D. Neither of these statements are true.

2 CO_Q2_Mathematics8_ M14
 Consider the statement for numbers 5 and 6.
Prove: “𝐼𝑓 2(3𝑚 − 5) = 8, 𝑡ℎ𝑒𝑛 𝑚 = 3”.

Statement Reasons
1. 2(3𝑚 − 5) = 8 Given
2. 2(3𝑚) − 2(5) = 8 (5)
3. 6𝑚 − 10 = 8 Simplification
4. (6) Addition Property of Equality
5. 6𝑚 = 18 Simplification
6.
6𝑚
=
18 Division Property of Equality
6 6
7. 𝑚 = 3 Simplification

5. What is the reason for the statement 2(3𝑚) − 2(5) = 8 in Step 2?

A. Addition Property of Equality
B. Subtraction Property of Equality
C. Distributive Property of Equality
D. Transitive Property of Equality

6. Which statement is true using Addition Property of Equality in Step 4?

A. 6𝑚 − 10 − 8 = 8 − 8
B. 6𝑚 − 10 + 8 = 8 + 8
C. 6𝑚 − 10 + 10 = 8 + 10
D. 6𝑚 − 10 − 10 = 8 − 10

Consider the statement for numbers 7 and 8.

Prove that if 𝐴𝐵 ≅ 𝐶𝐷 and 𝐶𝐷 ≅ 𝐸𝐹, then 𝐴𝐵 ≅ 𝐸𝐹

Statements Reasons
1. (7) Given
2. 𝐴𝐵 = 𝐶𝐷 and 𝐶𝐷 = 𝐸𝐹 Definition of Congruent Segments
3. 𝐴𝐵 = 𝐸𝐹 (8)
4. ̅̅̅̅ ≅ ̅̅̅̅
𝐴𝐵 𝐸𝐹 Definition of Congruent Segments

7. Which statement is correct for Step 1 of the proof?

A. ̅̅̅̅
𝐴𝐵 ̅̅̅̅
≅ 𝐶𝐷
B. ̅̅̅̅
𝐶𝐷 ≅ ̅̅̅̅
𝐸𝐹
C. ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝐶𝐷 and ̅̅̅̅
𝐶𝐷 ≅ ̅̅̅̅
𝐸𝐹
D. ̅̅̅̅
𝐴𝐵 ̅̅̅̅ ̅̅̅̅ ̅̅̅̅
≅ 𝐸𝐹 and 𝐴𝐵 ≅ 𝐶𝐷

8. What is the reason for the statement 𝐴𝐵 = 𝐸𝐹 in Step 3 of the proof?

A. Addition Property of Equality
B. Distributive Property of Equality
C. Subtraction Property of Equality
D. Transitive Property of Equality

3 CO_Q2_Mathematics8_ M14
9. What assumption would you make from the statement that, "There can be only one
90° angle in a triangle" using indirect proof?
A. All the angles in a triangle add up to 90°.
B. All the angles in a triangle add up to 180°.
C. There can be more than one 90° angle in a triangle.
D. There can be more than one 180° angle in a triangle.

10. What assumption would you make from the statement that “If 3𝑥 + 7 > 13, then
𝑥 > 2" using indirect proof?
A. 𝑥 ≤ 2
B. 𝑥 < 2
C. 𝑥 ≥ 2
D. 𝑥 = 2

11. What is the first step of an indirect proof?

A. Write the given.

B. Contradict the given.
C. Assume the negation of the given.
D. Assume the negation of what you are trying to prove.

12. If you were proving that a given line 𝑙, is perpendicular to another line 𝑗, using
indirect proof, what would your initial assumption be?

A. Assume that line 𝑙 is not perpendicular to line 𝑗.

B. Assume that line 𝑙 is perpendicular to line 𝑗.
C. Assume that line 𝑙 and line 𝑗 are parallel.
D. None of these are correct.

13. Which is a contradiction to the statement ̅̅̅̅

𝑋𝑌 ≅ ̅̅̅̅
𝑅𝑇?

A. ̅̅̅̅
𝑋𝑌 < ̅̅̅̅
𝑅𝑇
B. ̅̅̅̅ ≅ 𝑌𝑋
𝑇𝑅 ̅̅̅̅
C. ̅̅̅̅ ≈ 𝑅𝑇
𝑋𝑌 ̅̅̅̅
D. ̅̅̅̅
𝑋𝑌 ≤ ̅̅̅̅
𝑅𝑇

14. Given ∠𝐴 is an angle. Prove ∠𝐴 ≅ ∠𝐴. What is the reason for the statement 𝑚∠𝐴 ≅
𝑚∠𝐴 in Step 2 of the proof?

Statements Reasons
1. ∠𝐴 is an angle Given
2. 𝑚∠𝐴 ≅ 𝑚∠𝐴 (14)
3. ∠𝐴 = ∠𝐴 Definition of Congruent Angles

4 CO_Q2_Mathematics8_ M14
 A. Distributive Property of Equality
B. Reflexive Property of Equality
C. Symmetric Property of Equality
D. Transitive Property of Equality

15. Given ∠𝐴 ≅ ∠𝐵 and ∠𝐵 ≅ ∠𝐶. Prove ∠𝐴 ≅ ∠𝐶. What is the reason for the statement
𝑚∠𝐴 = 𝑚∠𝐶 in Step 3 of the proof?

Statements Reasons
1. ∠𝐴 ≅ ∠𝐵 and ∠𝐵 ≅ ∠𝐶 Given
2. 𝑚∠𝐴 = 𝑚∠𝐵 and 𝑚∠𝐵 = 𝑚∠𝐶 Definition of Congruent Angles
3. 𝑚∠𝐴 = 𝑚∠𝐶 (15)
4. 𝑚∠𝐴 ≅ 𝑚∠𝐶 Definition of Congruent Angles

A. Addition Property of Equality

B. Distributive Property of Equality
C. Subtraction Property of Equality
D. Transitive Property of Equality

Lesson
Writing Direct Proof and
1 Indirect Proof

In this lesson, your previous knowledge about properties of equality and

inequality, congruence, as well as definitions and postulates in Geometry will be put
to test as these are necessary information in making proofs.

What’s In

Activity: Equality Express

Directions: To illustrate each of the given property, fill in the blanks with the correct
number to complete the following mathematical statements. Write your
answers on a separate sheet of paper.

5 CO_Q2_Mathematics8_ M14
 Properties of Equality Statements
1. Addition Property of Equality → If 3 + 2 = 5, then (3 + 2) + 4 = 5 +
___
2. Subtraction Property of → If 5 + 1 = 6, then (5 + 1) − 2 = ___ − 2
Equality
3. Multiplication Property of → If (4)(___ )(2) = 12(2)
Equality
4. Division Property of Equality → If (8)(2) = 16, then
(8)(2) 16
= ___
___
5. Transitive Property of → If 7 + 5 = 12 and 12 = 10 + 2,
Equality then 7 + ___ = ___ + 2

Questions:

1. Did you easily find the number that will make the equality true? How?
2. How did the Properties of Equality help you in finding the missing
numbers to complete the mathematical statements?
3. Do you think that these properties will help you in writing proofs?
Explain your answer.

What’s New

Knowing the validity of the hypothesis in the previous lesson about conditional
statements is an important skill to form statements of proof and make generalization.
Thus, you are now ready to study the types of proofs.

Activity: Prove Me Right!

Directions: Study and examine how each of the proof below presents its way of proving
the given statement. Then, answer the questions that follow. Write your
answers on a separate sheet of paper.

Prove that if 𝟑𝒙 + 𝟔 = 𝟏𝟖 then 𝒙 = 𝟒.

Given: 3𝑥 + 6 = 18
Prove: 𝑥 = 4

6 CO_Q2_Mathematics8_ M14
Proof A:
Statements Reasons
1. 3𝑥 + 6 = 18 Given
2. 3𝑥 + 6 − 6 = 18 − 6 Subtraction Property of Equality
3𝑥 = 12
3.
3𝑥
=
12 Division Property of Equality
3 3
𝑥=4

Proof B:
Let 𝑥 ≠ 4. If 𝑥 ≠ 4, then 𝑥 < 4 or 𝑥 > 4
Situation 1: If 𝑥 < 4
Statements Reasons
1. 𝑥<4 Given
2. 3𝑥 < 3(4) Multiplication Property of Equality
3. 3𝑥 < 12 Simplification
4. 3𝑥 + 6 < 12 + 6 Addition Property of Equality
5. 3𝑥 + 6 < 18 Simplification

Notice that if 𝑥 ≠ 4, then 3𝑥 + 6 < 18. Therefore, this is a contradiction to the

given that 3𝑥 + 6 = 18.
Situation 2: If 𝑥 > 4
Statements Reasons
1. 𝑥>4 Given
2. 3𝑥 > 3(4) Multiplication Property of Equality
3. 3𝑥 > 12 Simplification
4. 3𝑥 + 6 > 12 + 6 Addition Property of Equality
5. 3𝑥 + 6 > 18 Simplification

Notice that if 𝑥 ≠ 4, then 3𝑥 + 6 > 18. Therefore, this is a contradiction to the

given that 3𝑥 + 6 = 18.

Questions:

1. What can you say about Proof A? Proof B?

2. Is there a difference between Proof A and Proof B? If yes, what is the
difference? If no, why do you say so?
3. Why is it important to know how to write proofs given a problem or a
situation?

7 CO_Q2_Mathematics8_ M14
 What is It

In the previous activity, two methods of proof were used to prove the given
statement – Direct Proof and Indirect Proof. Demonstrating understanding on how to
develop these proofs will be easier by considering some of the Properties of Equality,
Inequality and Congruence including Postulates as cited below:

Properties of Equality

Let 𝑎, 𝑏, and 𝑐 be real numbers.

Properties Statements
Reflexive Property 𝑎=𝑎
Symmetric Property If 𝑎 = 𝑏, then 𝑏 = 𝑎.
Transitive Property If 𝑎 = 𝑏 and 𝑏 = 𝑐, then 𝑎 = 𝑐.
Addition Property If 𝑎 = 𝑏, then 𝑎 + 𝑐 = 𝑏 + 𝑐.
Subtraction Property If 𝑎 = 𝑏, then 𝑎 − 𝑐 = 𝑏 − 𝑐.
Multiplication Property If 𝑎 = 𝑏, then 𝑎𝑐 = 𝑏𝑐.
𝑎 𝑏
Division Property If 𝑎 = 𝑏 and 𝑐 ≠ 0, then = .
𝑐 𝑐

Properties of Inequality

Let 𝑎, 𝑏, and 𝑐 be real numbers.

Properties Statements
Addition Property If 𝑎 < 𝑏, then 𝑎 + 𝑐 < 𝑏 + 𝑐
Subtraction Property If 𝑎 < 𝑏, then 𝑎 − 𝑐 < 𝑏 − 𝑐
If 𝑎 < 𝑏, and 𝑐 > 0, then 𝑎𝑐 < 𝑏𝑐.
If 𝑎 > 𝑏, and 𝑐 > 0, then 𝑎𝑐 > 𝑏𝑐.
Multiplication Property
If 𝑎 > 𝑏, and 𝑐 < 0, then 𝑎𝑐 < 𝑏𝑐.
If 𝑎 < 𝑏, and 𝑐 < 0, then 𝑎𝑐 > 𝑏𝑐.
𝑎 𝑏
If 𝑎 < 𝑏 and 𝑐 > 0, then < .
𝑐 𝑐
Division Property 𝑎 𝑏
If 𝑎 < 𝑏 and 𝑐 < 0, then > .
𝑐 𝑐

Postulates

Postulates Statements
Segment Addition
Postulate ̅̅̅̅ + 𝐵𝐶
𝐴𝐵 ̅̅̅̅ = 𝐴𝐶
̅̅̅̅
Angle Addition Postulate

8 CO_Q2_Mathematics8_ M14
 ∠𝐴𝐵𝐷 + ∠𝐷𝐵𝐶 = ∠𝐴𝐵𝐶

A proof is a logical argument in which each statement you make is

supported/justified by given information, definitions, axioms, postulates, theorems,
and previously proven statements.

Note:

• An axiom is any mathematical statement that serves as a starting point from which
other points are logically derived.
• A postulate is a statement that is accepted without proof.
• A theorem is a statement accepted after it is proved deductively.

There are two methods in writing proof. These include:

1. Direct Proof
2. Indirect Proof
Direct proof is a type of logical reasoning that uses accepted facts to reason in
a step-by-step manner until the desired statement is obtained.

Steps in writing a direct proof:

1. Assume the statement 𝑝 is true.

2. Use what you know about 𝑝 and other facts as necessary to deduce that
another statement 𝑞 is true, that is to show 𝑝→𝑞 (if p then q) is true.

Two-Column Form is one way of organizing a proof. This consists of two

columns, one for statements and one for reasons.

Illustrative Example 1.
If 2 (3𝑥 + 4) = 56, then 𝑥 = 8.
Given: 2 (3𝑥 + 4) = 56
Prove: 𝑥 = 8

Proof:

Statements Reasons
1. 2(3𝑥 + 4) = 56 Given
2. 2(3𝑥) + 2(4) = 56 Distributive Property of Equality
3. 6𝑥 + 8 = 56 Simplification
4. 6𝑥 + 8 – 8 = 56 – 8 Subtraction Property of Equality

9 CO_Q2_Mathematics8_ M14
 5. 6𝑥 = 48 Simplification
6.
6𝑥
=
48 Division Property of Equality
6 6
7. 𝑥 = 8 Simplification

Illustrative Example 2.

Given: ̅̅̅̅
𝐴𝐵 = 𝐶𝐷̅̅̅̅
̅̅̅̅ = 𝐵𝐷
Prove: 𝐴𝐶 ̅̅̅̅

Proof:
Statements Reasons
̅̅̅̅ = 𝐶𝐷
1. 𝐴𝐵 ̅̅̅̅ Given
̅̅̅̅ = 𝐵𝐶
2. 𝐵𝐶 ̅̅̅̅ Reflexive Property
̅̅̅̅ + 𝐵𝐶
3. 𝐴𝐵 ̅̅̅̅ = 𝐶𝐷̅̅̅̅ + 𝐵𝐶
̅̅̅̅ Addition Property of Equality
̅̅̅̅ = 𝐴𝐵
4. 𝐴𝐶 ̅̅̅̅ + 𝐵𝐶
̅̅̅̅ Segment Addition Postulate
̅̅̅̅ = 𝐵𝐶
𝐵𝐷 ̅̅̅̅ + 𝐶𝐷
̅̅̅̅
̅̅̅̅
5. 𝐴𝐶 = 𝐵𝐷̅̅̅̅ Substitution Property
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. Identify the statement you want to prove. Assume temporarily that this
statement is false by assuming that its opposite is true.
2. Reasons logically until you reach a contradiction.
3. Point out that the desired conclusion must be true because the
contradiction proves the temporary assumption false.

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

Proof:
Statements Reasons
1. 3𝑥 − 4 = 8 Negation (Indirect proof assumption)
2. 3𝑥 − 4 + 4 = 8 + 4 Addition Property of Equality
3. 3𝑥 = 12 Simplification
4.
1
(3𝑥)
1
= (12) Multiplication Property of Equality
3 3
5. 𝑥 = 4 Simplification

But 𝑥 = 4 contradicts the given statement that 𝑥 = 2. Since our

assumption is false therefore, 3𝑥 − 4 ≠ 8 is true.

10 CO_Q2_Mathematics8_ M14
 Illustrative Example 2.
⃗⃗⃗⃗⃗ is not perpendicular to 𝐸𝐹
Given: 𝐸𝐷 ⃗⃗⃗⃗⃗
Prove: ∠1 and ∠2 are not complementary 1
2
Proof:

Statements Reasons
1. Suppose ∠1 and ∠2are Indirect proof assumption
complementary.
2. 𝑚∠1 + 𝑚∠2 = 90 The sum of the measures of
complementary angles is 900 .
3. 𝑚∠1 + 𝑚∠2 = 𝑚∠𝐷𝐸𝐹 Angle Addition Postulate
4. 𝑚∠𝐷𝐸𝐹 = 90 Substitution
5. ∠𝐷𝐸𝐹 is a right angle Definition of Right Angle
6. ⃗⃗⃗⃗⃗ ⊥ 𝐸𝐹
𝐸𝐷 ⃗⃗⃗⃗⃗ Definition of Perpendicularity

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

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

Going Back

Let us look back at the Prove Me Right Activity on page 7 where you were asked
to determine the difference between the types of proof used given one statement.
Considering the discussions presented, Proof A clearly illustrates direct proof since
the proof uses accepted facts to reason in a step-by-step manner until the desired
statement is obtained. While Proof B shows how a given statement is proved using
indirect proof since the proof started with an assumption opposite to the given
statement until a contradiction is reached in the process.

What’s More

Activity 1: I Need Proof!

Directions: Fill in the blanks by choosing your answers from the box. Write it
on a separate sheet of paper.

2𝑏 −8
2(𝑏 + 1) = −6 2𝑏 + 2 = −6 =
2 2
Given Prove by Simplification
Subtraction Property of Addition Property of Multiplicative Property
Equality Equality of Equality

11 CO_Q2_Mathematics8_ M14
Prove that if 2(𝑏 + 1) = −6, then 𝑏 = −4.
Given:2(𝑏 + 1) = −6
Prove: 𝑏 = −4

Proof:
Statements Reasons
1. 2(𝑏 + 1) = −6
2. Distributive Property of Equality
3. 2𝑏 + 2 − 2 = −6 − 2
4. 2𝑏 = −8 by Simplification
5. Division Property of Equality
6.𝑏 = −4

Activity 2: Prove Me Indirectly!

Directions: Arrange the statements to its logical order using an indirect proof.
Use letters A to F. Write your answers on a separate sheet of paper.

Prove that if 𝑦 = −3, then 4(𝑦 − 3) ≠ −20.

_________1. 4𝑦 − 12 = −20 by distributive property of equality.

_________2. Hence our assumption is false and 4(𝑦 − 3) ≠ −20 is true
_________3. Using addition property of equality, 4𝑦 − 12 + 12 = −20 +
12.So 4𝑦 = −8 by simplifying.
_________4. Assume that 4(𝑦 − 3) = −20. Take this statement as true and
solve for 𝑦.
_________5. 4𝑦 −8
Thus, division property of equality, = . So 𝑦 = −2 by
4 4
simplifying.
_________6. But 𝑦 = −2, contradicts the given statement that 𝑦 = −3.

Activity 3: I Like to Prove It! Prove It!

Directions: Prove the given statement using ONLY ONE of the two methods
(direct proof or indirect proof) which you find easier to use. Write your
answers on separate sheet of paper.

1
If (𝑥 + 10) = 3, then 𝑥 = 5
5
1
Prove: (𝑥 + 10) = 3
5
Given: 𝑥 = 5

12 CO_Q2_Mathematics8_ M14
 What I Have Learned

Directions: Given are the steps in writing proofs for both direct and indirect. Classify
these steps accordingly to the type of proof.

Steps in writing Direct Proof Steps in Writing Indirect Proof

• Assume the statement 𝑝 is true.

• Cite the reasons logically until you reach a contradiction.
• Point out that the desired conclusion must be true because the contradiction
proves the temporary assumption false.
• Identify the statement you want to prove. Assume temporarily that this
statement is false (by negation) by assuming that its opposite is true.
• Use what you know about 𝑝 and other facts as necessary to deduce that
another statement 𝑞 is true, that is show 𝑝→𝑞 (if p then q) is true.

13 CO_Q2_Mathematics8_ M14
 What I Can Do

Directions: Given the proposition “If you will follow the health protocols during
COVID-19 pandemic, then you will be safe from getting infected
with the virus”. Do you agree with the statement? Justify your answer
by citing your proofs.

Rubric for the Written Proof

Score Descriptions

(4) A correct and complete proof is given. Some irrelevant information

Exemplary may be included, particularly on timed work where the student is
unable to polish up the presentation.
(3) A correct approach to proving the proposition is attempted. Some
Acceptable statements may be unjustified or improperly justified, but errors
are minor and could be fixed without substantially changing the
proof.
(2) Statements linked into a reasonable (though perhaps misguided)
Basic attempt to prove the theorem. The proof may be left incomplete or
may depend upon a major unjustified leap.
(1) Unconnected, mostly true statements properly deduced from the
Poor given. Listing facts without a sense of how to link them to get a
correct proof. May just jump to the conclusion without
justification.
(0) Mainly incorrect consequences improperly deduced from the given.
Unacceptable Little or no sense of how to prove the result.

14 CO_Q2_Mathematics8_ M14
 Assessment

Post-Assessment

Directions: Choose the letter of the correct answer. Write the chosen letter on a
separate sheet of paper.

1. What is an indirect proof?

A. A proof that always involves the multiplication of two values.
B. A proof that can only use number properties to show that a certain
statement is false.
C. A proof that assumes a statement's hypothesis is true and uses a series of
logical deductions to conclude that the statement's conclusion is true
D. A proof that assumes that the statement being proven is false and then
attempts to find a contradiction to that assumption proving the original
statement to be true

2. A proof that 𝑝 → 𝑞 is true based on the fact that 𝑞 is true, such proof is
known as _____.
A. Direct Proof
B. Indirect Proof
C. Both A and B are correct
D. Neither A nor B are correct

3. Which of the following occurs with a direct proof?

A. Statements are supported by known facts and definitions.
B. A conditional statement is proven.
C. A series of statements are made.
D. All statements are correct.

4. Which statement is NOT true?

A. Start an indirect proof by assuming that the statement is true.
B. Start an indirect proof by assuming that the statement is false.
C. Use direct proof through accepted facts to reason in a step-by-step
manner until the desired statement is arrived.
D. Use two-column form to show a way of organizing a proof. This form
consists of two columns, one for statements and one for reasons.

5. What assumption would you make from the statement that 𝐴𝐵

̅̅̅̅ is congruent
̅̅̅̅ using indirect proof?
to 𝐵𝐶
A. 𝐴 ≠ 𝐵
B. 𝐵 ≠ 𝐶
C. 𝐴𝐵 ≠ 𝐵𝐶
̅̅̅̅ ≤ 𝐶𝐵
D. 𝐵𝐴 ̅̅̅̅

15 CO_Q2_Mathematics8_ M14
Consider the statement for your answers in numbers 6 and 7.

Given: 𝐴, 𝐵, 𝐶, and 𝐷 are collinear in that order and 𝐴𝐵 = 𝐶𝐷. Prove: 𝐴𝐶 = 𝐵𝐷

Statements Reasons
1. 𝐴, 𝐵, 𝐶,and 𝐷 are collinear, in Given
that order.
2. 𝐴𝐵 = 𝐶𝐷 Given
3. 𝐵𝐶 = 𝐵𝐶 (6)
4. 𝐴𝐵 + 𝐵𝐶 = 𝐵𝐶 + 𝐶𝐷 Addition Property of Equality
5. 𝐴𝐵 + 𝐵𝐶 = 𝐴𝐶
(7)
𝐵𝐶 + 𝐶𝐷 = 𝐵𝐷
6. 𝐴𝐶 = 𝐵𝐷 Substitution Property

6. What is the “reason” for the "statement" 𝐵𝐶 = 𝐵𝐶 in Step 3 of the proof?

A. Commutative Property
B. Reflexive Property
C. Symmetric Property
D. Transitive Property

7. What is the “reason” from the "statement" 𝐴𝐵 + 𝐵𝐶 = 𝐴𝐶, 𝐵𝐶 + 𝐶𝐷 = 𝐵𝐷 in Step

5 of the proof?
A. Angle Addition Postulate
B. Segment Addition Postulate
C. Commutative Property of Equality
D. Distributive Property of Equality

Consider the statement for your answers in numbers 8 and 9.

4 10
Prove: If 𝑦 + = , then 𝑦 = 2
3 3
Statement Reasons
4
1. 𝑦 + =
10 Given
3 3
2. 3𝑦 + 4 = 10 Multiplication Property of Equality
3. (8) Subtraction Property of Equality
4. 𝑦 = 2 (9)

8. Which statement is true using Subtraction Property of Equality in Step 3?

A. 3𝑦 + 4 − 10 = 10 − 10
B. 3𝑦 + 4 − 4 = 10 − 4
C. 3𝑦 + 4 + 10 = 10 + 10
D. 3𝑦 + 4 + 4 = 10 + 4

9. What is the reason for the statement 𝑦 = 2 in Step 4 of the proof?

A. Addition Property of Equality
B. Multiplication Property of Equality

16 CO_Q2_Mathematics8_ M14
 C. Subtraction Property of Equality
D. Substitution Property

10. What assumption would you make from the statement that ⊿𝐴𝐵𝐶 ≅ ⊿𝐷𝐸𝐹 using
indirect proof?
A. ⊿𝐴𝐵𝐶 ≠ ⊿𝐷𝐸𝐹
B. ⊿𝐴𝐵𝐶 ≇ ⊿𝐷𝐸𝐹
C. ⊿𝐴𝐵𝐶 ≤ ⊿𝐷𝐸𝐹
D. ⊿𝐴𝐵𝐶 ≥ ⊿𝐷𝐸𝐹

Consider the statement for your answers in numbers 11 and 12.

If 𝑥 = 2, then 3𝑥 − 5 ≠ 10. Prove this statement by contradiction.

Statements Reasons
1. 3𝑥 − 5 = 10
2. 3𝑥 − 5 + 5 = 10 + 5 Addition Property of Equality
3. 3𝑥 = 15 by Simplification
4. 𝑥=5 Division Property of Equality

11. What is the reason for the statement 3𝑥 − 5 = 10 in Step 1?

A. by Contradiction
B. by Negation
C. by Simplification
D. by Substitution

12. What concluding statement can be drawn from the proof presented?
A. Since 𝑥 = 2 is false, therefore 3𝑥 − 5 = 10.
B. Since 𝑥 = 2 is true, therefore 3𝑥 − 5 = 10.
C. Since 𝑥 = 5 is false, therefore 3𝑥 − 5 ≠ 10.
D. Since 𝑥 = 5 is true, therefore 3𝑥 − 5 ≠ 10.

For the statement in numbers 13, 14,15.

Consider that points𝐴, 𝐵, and 𝐶 are collinear.
1
̅̅̅̅ .
Prove: If 𝐴𝐵 = 𝐴𝐶, then 𝐵 is the midpoint of 𝐴𝐶
2

Statements Reasons
1. 𝐴𝐵 =
1
𝐴𝐶 Given
2
2.(13) Multiplication Property of Equality
3. 𝐴𝐵 + 𝐴𝐵 = 𝐴𝐶 Substitution Property of Equality
4. 𝐴𝐵 + 𝐵𝐶 = 𝐴𝐶 (14)
5. 𝐴𝐵 + 𝐴𝐵 = 𝐴𝐵 + 𝐵𝐶 Transitive Property of Equality
6. 𝐴𝐵 = 𝐵𝐶 (15)
̅̅̅̅
7. 𝐵 is the midpoint of 𝐴𝐶 Definition of a Midpoint

17 CO_Q2_Mathematics8_ M14
13. Which statement is true using Multiplication Property of Equality in Step 2?
A.
1
𝐴𝐶 C. 2𝐴𝐵 = 𝐴𝐶
2
D. 2𝐴𝐵 = 2𝐴𝐶
B. 𝐴𝐵 = 2𝐴𝐶

14. What is the reason for the statement 𝐴𝐵 + 𝐵𝐶 = 𝐴𝐶 in Step 4?

A. Line Addition Postulate C. Line Segment Addition
B. Segment Addition Postulate D. Congruent Segment Addition

15. What is the reason for the statement 𝐴𝐵 = 𝐵𝐶 in Step 6?

A. Addition Property of Equality C. Multiplication Property of Equality
B. Subtraction Property of Equality D. Division Property of Equality

Additional Activities

Directions: Write a proof for the situation given below. Write your answers on
separate sheet of paper.

Walking down a hallway in the school, you notice that the library is halfway
between the canteen and the Science laboratory. The Science laboratory is halfway
between the library and the computer laboratory. Prove that the distance between
the entrances of the canteen and library is the same as the distance between the
entrances of the Science laboratory and computer laboratory.

18 CO_Q2_Mathematics8_ M14
CO_Q2_Mathematics8_ M14 19
Pre-Assessment Activity 3: I Like to Prove It! Prove It
1. C
2. A Direct Proof
1 Given
3. B 1. (𝑥 + 10) = 3
5
4. B 1 1
2. (𝑥) + (10) =3 Distributive
5. C 5 5
Property of
6. C
Equality
7. C 1
3. (𝑥) + 2 = 3 by
8. D 5
Simplification
9. C
10. A 1 Subtraction
4. (𝑥) + 2 − 2 =
11. D 5
Property of
12. A 3−2
Equality
13. A 1 by
5. (𝑥) =1
14. B 5
Simplification
15. D 1
6. 5 ቂ (𝑥)ቃ = 5ሾ1ሿ Multiplication
5
What’s In Property of
1. 4 Equality
2. 6 7. 𝑥 = 5 by
3. 3 Simplification
4. any number except 0
5. 7 + 𝟓 = 𝟏𝟎 + 2 Indirect Proof
What’s More This is to prove that 𝑥 ≠ 5
Situation 1: If 𝑥 > 5
Activity 1: I Need Proof!
1. 𝑥 > 5 Given
1. Given Addition
2. 2𝑏 + 2 = −6 2. 𝑥 + 10 > 5 + 10 Property of
3. Subtraction Property of Equality Inequality
2𝑏 −8
5. =
2 2 by
6. by Simplification 3. 𝑥 + 10 > 15
Simplification
Multiplication
Activity 2: Prove Me Indirectly! 1 1
4. (𝑥 + 10) > (15) Property of
5 5
1. B Inequality
2. F 1 by
3. C 5. (𝑥 + 10) > 3
5 Simplification
4. A.
5. D. 1
6. E This is a contradiction that (𝑥 + 10) = 3. Therefore,
5
𝑥=5
Answer Key
CO_Q2_Mathematics8_ M14 20
Publishing House,Inc.
Esparrago,M.S., et.al (2017). Next Century Mathematics 8. Philippines.Phoenix
Diaz,Z.B., Mojica,M.P., Manalo,C.B., Suzara,J.L., Mercado,J.P.,
Gregorio Araneta Avenue, Quezon City.
Geometry: Textbook for Third Year, pp. 202-203.JTC Corporation 1281
Cecile M. De Leon, Soledad Jose-Dilao, Ed.D. and Julieta G. Bernabe (2002).
Philippines: Book Media Press, Inc. and Prinwell, Inc., 2013.
Abunzo, Emmanuel, et.al. Mathematics 8 Learner’s Module. Pasig City,
References
Situation 2: If 𝑥 < 5 Post-Assessment
1. D
1. 𝑥 < 5 Given 2. A
3. D
Addition 4. A
2. 𝑥 + 10 < 5 + 10 Property of
Inequality 5. C
6. B
by 7. B
3. 𝑥 + 10 < 15
Simplification
8. B
Multiplication 9. B
1 1
4. (𝑥 + 10) < (15) Property of
5 5 10. B
Inequality
11. B
1 by 12. C
5. (𝑥 + 10) < 3
5 Simplification 13. C
14. B
1
This is a contradiction that (𝑥 + 10) = 3. 15. B
5
Therefore, 𝑥 = 5
Additional Activities
Answers may vary
What I Have Learned
Steps in Writing Steps in Writing
Direct Proof Indirect Proof
1. Assume the 1.Identify the statement
statement p is true. you want to prove.
2. Use what you know Assume temporarily
about p and other that this statement is
facts as necessary to false by assuming that
deduce that another its opposite is true.
statement q is true, 2. Reason logically until
that is show 𝑝→𝑞 (if p you reach a
then q) is true. contradiction.
3. Point out that the
desired conclusion must
be true because the
contradiction proves the
temporary assumption
false.
What I Can Do
Answers may vary.
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

21 CO_Q2_Mathematics8_ M14