LESSON PLAN IN MATHEMATICS

Prepared by: JERWIN C. LADDARAN

I. OBJECTIVES
a. Identify the given sentences as a statement of propositions,
b. Write the given statement in symbolic form, and
c. Determine the truth table of a given statement using the logical connectives.
II. SUBJECT MATTER
a. Topic: Introduction to Logic: Statements of Proposition and Logical Connectives
b. Materials: Projector, laptop, cut-outs, and chalk and board.
c. Reference/s: Henning M.A., Introduction to Logic and Proof Techniques
III. LESSON PROPER
A. ACTIVITY
- Arrange the given mathematical sentences in groups to show whether they are
always true, sometimes true, and false.
a. One is the first prime number.
b. An angle greater than 90 is obtuse.
c. A shape with four sides is a rectangle.
d. X + 5 = 5 – X
e. The radius is equal to the diameter.
f. The hypotenuse is the longest side of a right-angled triangle.
- Use the activity as a springboard in presenting the lesson to the students.
B. ANALYSIS
- Let students identify the given sentences as statements of a proposition based on
the definition.
- Discuss the different logical connectives by definitions, and examples and
present the truth table of each.
C. APPLICATION
- Present sample problems of each logical connective and guide students in
dealing with it.
D. ABSTRACTION
- Review and summarize the discussions and stress out some problems that need
clarifications.
IV. EVALUATION
A. Let p, q, and r be the statements
p: x plus 6 is equal to 12
q: x is an integer
r: x is equal to 6
Write each of the following sentences in terms of p, q, and r and logical connectives, and find
the truth values of the given statements.
1. X is an integer or x is equal to 6.
2. X plus 6 is equal to 12 and x is an integer.
3. If x plus 6 is not equal to 12, then x is equal to 6.
V. ASSIGNMENT
- Look for the definition of converse, inverse, and contrapositive of an implication
and cite 2 examples.
 LESSON PLAN IN MATHEMATICS
Prepared by: JERWIN C. LADDARAN

I. OBJECTIVES
a. identify characteristics of angle pairs formed by two parallel lines cut by a
transversal,
b. solve equations involving angles formed by two parallel lines cut by a transversal

II. SUBJECT MATTER

a. Topic: Parallel Lines Cut by a Transversal
b. Materials: Projector, laptop, protractor, worksheets, chalk, and board.
c. Reference/s: Mathematics Learner’s Module 8

III. LESSON PROPER

A. ACTIVITY
- Review students on the different angle pairs formed by two parallel lines cut by a
transversal.
- Complete the table using the figure as a reference.

Vertical Linear Corresponding Alternate Alternate Same Side Same Side

Angles Pairs Angles Interior Angles Exterior Angles Interior Angles Exterior Angles

B. ANALYSIS
- In groups, ask the students to perform the activity worksheet. In this activity, the
students will measure and label angle measurements, and complete the given
table with the corresponding angle measures. Then, answer the questions that
follow.

Types of Angle Measurement of

Pairs of Angles
Pairs the Angles
 C. APPLICATION
- Students will solve problems by finding the value of the missing angles given the
parallel lines cut by a transversal.
D. ABSTRACTION
- Clarify and review students’ conclusions.

IV. EVALUATION
A. Find the measure of the missing angles by solving for the value of x.

1. m<1= 2x + 20 and m<7= x + 40

5 6 1 2
7 8 3 4

V. ASSIGNMENT
- What are perpendicular lines?
- Properties of Perpendicular Lines.

-
Worksheet #1.

NAME/S:

A. Measure and label the angle measurements.

t
k 2 6
1 5

l 4 8
3 7

B. Complete this table with the corresponding angle measures.

Note: 1 pair of angles per angle relationships.

Types of Measurement of
Pairs of Angles
Angle Pairs the Angles

1. What can you conclude about the corresponding angles of two parallel lines cut by a transversal?

2. What can you conclude about the alternate interior angles and alternate exterior angles of two parallel lines
cut by a transversal?

3. What can you conclude about the same side interior angles of two parallel lines cut by a transversal?

4. What can you conclude about the same side exterior angles of two parallel lines cut by a transversal?