SH1612

LESSON TITLE: INTRODUCTION TO LOGIC

OVERVIEW: OUTCOMES:
Weeks 17-18 , Sessions 49-54 Upon completing the lesson, students will be able
o Introduction 20 min to:
o Presentation 140 min  define Logic;
 Logic 30 min  state its applications;
 Propositions 60 min  identify propositions;
 Conditional Statements 50 min  distinguish simple and compound propositions;
o Generalization 20 min  identify operations on propositions; and
o Application 80 min  illustrate propositions in a truth table.
o Second Periodical Exam (Session 53) 90 min
o iLS/LMS 10 min
TOTAL 360 min
iLS/LMS (Sessions 51 and 54) 120 min

MATERIALS/EQUIPMENT: PREPARATION:
o Computer  Prepare the computer for the slide presentation
o LCD projector  Reproduce copies of 09 Activity 1, according to
o File/s 09 Introduction to Logic the number of groups, or simply project them in
 09 LCD Slides 1.pps LCD/OHP and let the students copy.
 09 OHP Slides 1.pdf  Remind the students that all handouts and other
 09 Handout 1.pdf teaching materials are available in the LMS. Ask
 09 Activity 1.pdf the students to reproduce copy of 09 Handout
 09 Activity 1 Answer Key.pdf 1.
 09 Teaching Materials 1.pdf  Since the students already have syllabus,
o Software requirements remind them to have an advance reading and
 MS PowerPoint research of the topic to achieve maximum class
participation.

INTRODUCTION:
20 min Logic is magic!
1. Flash Slide 1. Tell the class that before the lesson proper, you will play a game
of riddles.
2. Project Slide 2. Call on students to answer as the riddles are displayed.
Encourage peer effort in answering. Use Slides 2-10 for this activity. Use the
first one as an example.
3. Commend the students who participate. Then, ask the class the questions
below:
a. How did you get the answers to these puzzles? Were you able to
determine the answer right away?
b. In solving riddles, what thinking process is usually used?
4. Tell the class that more of reasoning will be discussed in the succeeding
discussions.

Transition: Proceed to the next activity.

Applicable Graduate Attribute/s: Communicator, Critical Thinker

PRESENTATION:
I. Logic
30 min Working on Logic!
1. Ask the students the question below:
a. In your point of view, what is logic?
b. On the previous activity, do you think you were able to apply logic in
answering?
2. Tell the class that indeed, logic is a useful concept to learn. Flash Slide 11 and
let a student read the simplest definition of logic and let another explain it in
his/her understanding.

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3. Ask the students to read the selection below found in Slide 12-13 and try to
answer it as logically as possible. Call on students to guess the answer or
encourage the class to think of the answer together.
4. Commend the students who answer. Ask the students the question below:
a. How did you apply logic in solving the riddle? (We had to think of a
reasonable and plausible way to get the wolf, grain and chicken across,
with some elements to be considered.)
5. Flash Slide 14-15. Now, ask the students to determine if the following
statements are true or false.

Transition: What do we call statements

Applicable Graduate Attribute/s: Communicator and Critical Thinker

II. Propositions
60 min True or false!
1. Acknowledge the students who participate in the discussion. Then, flash Slide
16.
2. Ask the students to cite examples of propositions. Commend those who
participate and encourage the others to do so as well.
3. Flash Slide 17-18. Let the class observe the following statements and call on
students to compare them with the previous set presented.
4. Ask the students the question below.
a. What have you observed with the latter set of sentences? (The previously
presented statements are negatives of the former set of sentences
presented.)
5. Flash Slide 19. Call on a student and let him/her read the definition on the
slide. Inform the class that this is the first operator in propositions.
6. Project Slide 20-21. Let the students distinguish if the previous statements are
either true or false. Be guided by the answers below.
7. Project Slide 22 and introduce truth tables. Let a student read its definition and
let another explain it in his/her own understanding.
8. Present Slide 23 and discuss the truth table for the negation of a proposition.
9. Project Slide 24. Let the students determine if the following negation
statements are true or false.
10. Let two students: determine p, construct the truth table for each item, and
determine if the ¬p statement is true or false.
11. Solicit any clarifications from the students before proceeding.
12. Let the class observe the following statements and call on students to compare
them with the previous set presented. Use Slides 25-26. Provide the other
sets of statements as additional examples for the class.
13. Ask the class the question below:
a. What have you noticed with these statements? (The group of statements
have two separate or different ideas as compared to the previous
statements provided. Then, these ideas are combined to form a single
statement.)
14. Commend the students who answer. Flash Slide 27 and introduce the concept
of simple and compound propositions.
15. Solicit any clarifications from the class. Ask the class the question below:
a. Based on this definition, which of the statements from the examples are
compound propositions? What are their connectives?
16. Commend the students who answer. Then, flash Slides 28-29 and let a
student read the paragraph on operations on propositions.
17. Display Slides 30-31. Let the students determine which of the last set of
statements given are conjunction or disjunction. Call on students to answer.
Let the students determine which of the two propositions combined are true,
and if the compound proposition is true.
18. Then, flash Slide 32-33 to display the truth tables for the two (2) operations.
The rows represent the different possible truth values of compound
propositions.
19. Let a student read the rule for each table. Solicit clarifications from the class

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right after.
20. Let the students determine if the following compound propositions are true or
false. Use Slide 34. Let two students: determine p and q, construct the truth
table for each item.
21. Commend the students for participating. Solicit any clarifications from the
class.

Transition: Proceed to the next activity.

Applicable Graduate Attribute/s: Communicator, Critical Thinker, and Change-

adept

III. Conditional Statements

50 min Conditioning!
1. Tell the class that other forms of compound propositions exist. Let students
read the following statements. Then ask them the question found below the
examples. Display Slide 35.
2. Ask the question: What have you noticed with the set of statements? (The
statements were in if-then form and implies a certain degree of condition.)
3. Flash Slide 36 and introduce another operation in compound propositions,
Implication.
4. Present Slide 30 again. Then, let the students identify the premises and
consequences from the given examples.
5. Then, flash Slide 37 for the truth table of the implication operation. Reiterate
the rule found. Let the students read the ways p→q can be expressed.
6. Call on students to construct the truth table for the previous statements.
7. Tell the class that
a. some new conditional statements can be formed from the conditional
statement p → q. In particular, there are three related conditional
statements that occur so often that they have special names.
8. Flash Slide 38 and 39. Let the students observe the statements and let them
construct q → p statements.
9. Tell the class that these statements are called the converse of the original
statements.
10. Flash Slide 40-41 and let the students form statements following the form ¬q
→ ¬p..
11. Tell the class that this, on the other hand, is called the contrapositive of p → q.
Ask the class for any clarifications before proceeding.
12. Flash Slide 42 and let the students read the statements. Ask the class to
formulate the p → q symbols based on the examples.
13. Ask the class the question below:
a. What have you noticed with the statements? (The propositions p and q
are both in their negative forms.)
14. Commend the students for participating. Tell the class that this form is called
the Inverse of p → q, which is ¬p → ¬q.
15. Tell the class that there is another way to combine propositions that expresses
that two (2) propositions have the same truth value.
16. Flash Slide 43 and let the students read the statements. Ask them to compare
these to the previously presented examples.
17. Ask the class the question below:
a. What do these sentences have in common? (They all have the phrase ‘if
and only if’.)
b. What do you think does this phrase imply? (It means that both conditions
must be present or true for the whole statement to be true.)
18. Acknowledge the students who participate. Then, flash Slide 44 and let a
student read the definition of biconditional statements and explain it in his/her
own words.
19. Let the students provide their own examples of biconditional statements and
let their other classmates confirm if these are biconditional statements. Flash
Slide 45 for the truth table of a biconditional statement.
20. Clarify misconceptions before proceeding. Ask the class for any questions and
accommodate them should there be any.

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Transition: Proceed to the next activity

Applicable Graduate Attribute/s: Communicator and Critical Thinker

Generalization:
10 min Discussion
1. Call on students to recall key concepts in the lesson.
2. Ask the class the question below:
a. What particular situation in life needs reasoning and critical thinking?
What are the advantages of applying logic in real life situations? Ask the
students to write a summary of the topics that were discussed.

Transition: Proceed to the next activity.

Applicable Graduate Attribute/s: Communicator, Critical Thinker, and Change-

adept

APPLICATION:
50 min All in!
1. Ask the class to group themselves into five. Ask the groups to answer 09
Activity 1.
2. Clarify misconceptions and accommodate questions after the activity.
3. After the activity, discuss difficulties met and any about the previous topics.
Refer to 09 Activity 1 Answer Key.

Applicable Graduate Attribute/s: Communicator, Critical Thinker

iLS/LMS:
10 min Week 17
1. Let the students do activity in the LMS entitled “Logic Basics” and submit their
input.
2. Use 09 Teaching Materials 1 for the answer key

Week 18
1. Let the students answer the discussion with the question below:
a. How will I use what I learned in General Mathematics in my everyday life?

Applicable Graduate Attribute/s: Communicator, Critical Thinker, Character, and

Change-adept.

REFERENCES:
Internet Encyclopedia of Philosophy. (n.d.). Propositional Logic. Retrieved on September 17, 2014 from
http://www.iep.utm.edu/prop-log/.

Cabrero, J., Lopez, R., Salamat, L., & Sta. Maria, A. (2010). Discrete Mathematics 1. Mandaluyong City: National
Book Store.

Finan, M. (2001). Lecture Notes in Discrete Mathematics. Arkansas: Arkansas Tech University.

Rosen, K. (2012). Discrete Mathematics and Its Applications (7th ed.). New York, NY: The McGraw-Hill Companies,
Inc.

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