IF-THEN

STATEMENTS
for Mathematics Grade 8
Quarter 2 / Week 6

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 FOREWORD

This self-learning kit covers key concepts of logic and reasoning.

In this kit, learners are given the opportunity to communicate
mathematical thinking with coherence and clarity in formulating and
analyzing arguments. They are also given varied activities to process
their knowledge and skills learned. Deepen and transfer their
understanding of the different lessons.

Activities must be accomplished before moving to the next topic.

You must answer the questions and exercises correctly. Review the topics
and ensure that answers are correct before moving to a new topic.

This kit is divided into three parts:

I. What Happened
This section contains pre-activities to test whether the
learners know about the topic.
II. What You Need to Know
In this section, the students will read and understand the
discussion of the topic.
III. What Have I Learned
The exercises/activities in this part assess the learning capability of
the learner. These serve as a tool in identifying the learner’s strengths
and difficulties.

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OBJECTIVES:
• Gives a conclusion to a particular situation.
• Determines the hypothesis and the conclusion of if-
then statement.
• Displays open-mindedness and perseverance in
working with the given task.

I. WHAT HAPPENED

Good day dear students! I’m teacher

Nich, Today, you will learn the
relationships between hypothesis and
the conclusion of an If-then
statements. So, sit back, relax, and
have fun learning mathematics at

ACTIVITY/PRE-TEST:

Choose the letter of the correct answer.

1. If m R+m M = 90°, then
a. R and M are congruent.
b. R and M are right angles.
c. R and M are complementary.
d. R and M are supplementary.

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 2. The If-then form of the statement: “Parallel lines never intersect,” is:
a. If two lines intersect, then they are parallel.
b. If two lines are parallel, then they will never intersect.
c. If two lines are not parallel, then they intersect.
d. If two lines intersect, then they are not parallel.

3. Supply a valid conclusion for the given hypothesis: if OM

bisects LON, then
a. LOM is congruent to NOM.
b. LOM is congruent to LON.
c. MON is congruent to NOL.
d. No valid conclusion can be made

4. If garbage are disposed properly, then dengue diseases will

be prevented. What do you call the underlined portionin this
conditional statement?
a. conclusion
b. hypothesis
c. argument
d. the converse

5. If garbage are disposed properly, then dengue diseases will

be prevented. What do you call the underlined portionin this
conditional statement?
a. conclusion
b. hypothesis
c. argument
d. the converse

What conclusions can you give why some students are facing with
problems in life such as failing grades, difficulties in meeting deadlines, and
even troubles with their love life?
Write your conclusion in your notebook.

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II. WHAT YOU NEED TO KNOW

Your goal in this section is to learn

the key concepts on reasoning and
proving. As the concepts of logic and
reasoning become clear to you
through the succeeding activities, do
not forget to apply these concepts in
real-life problems.

DISCUSSION

Conditional Statement
- If p, then q
-is an if-then statement with two parts.

• Hypothesis (denoted as p)
- the part after the word “If”. It is the given information
or the condition.

•Conclusion (denoted as q)
-the part after the word” then”. It is the result of the
given information.

Examples:

a. If it rains, then the ground is wet.

Hypothesis (p)- it rains Conclusion
(q)- the ground is wet

b. If two lines are perpendicular, then they intersect.

Hypothesis (p)- two lines are perpendicular
Conclusion (q)- they intersect

c. If a car is in good condition, then it is safe for driving.

Hypothesis (p)- a car is in good condition
Conclusion (q)- it is safe for driving

d. If I win the game, then I will get a prize.

Hypothesis (p)- I win the game
Conclusion (q)- I will get a prize
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 A simple flow of reasoning from the if-clause to then-clause is
called implication.

The implication p q (read as if p, then q or p implies q) is

always true except in the case that p is true and q is false.
Conditionals can either be true or false.

❖ A conditional is true if it can be verified by the following:

• Fact
• Definition
• Property
• Postulate
• Theorem
❖ A false conditional occurs when:
• the hypothesis is TRUE and the conclusion is FALSE

Example:
If a polygon has four sides, then it is a triangle. Hypothesis
(p)- a polygon has four sides (TRUE)Conclusion (q)- it is a
triangle (FALSE)
p q- FALSE

Truth Table

P q p q
True True True
True False False
False True True
False False True

III. WHAT HAVE I LEARNED

In the first few activities, you might have

some confusion regarding the relationship
between the hypothesis and the conclusion.
However, the last section will firm up your idea
regarding hypothesis and conclusion. Now,
put words in your final definition of hypothesis
and conclusion.

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 Identify the conclusion and the hypothesis of each conditional
statement. Underline the hypothesis and encircle the conclusion.

1. If you square -10, then your answer is 100.

2. If you memorize it well, then you won’t forget it easily.
3. The number is an even number if it is divisible by two.
4. If the sum of the angles is 180, then it is supplementary.
5. If he reacted a heart on my facebook status, then he really liked it.

EVALUATION/POST TEST:ACTIVITY 4
Choose the letter of the correct answer.
1. If he is serving cake, then he is serving a dessert. What do you call
the underlined portion in this conditional statement?
a. conclusion
b. hypothesis
c. argument
d. the converse

2. If he is serving cake, then he is serving a dessert. What do you call

the bolded portion in this conditional statement?
a. conclusion
b. hypothesis
c. argument
d. the converse

3. If it is a right angle, then it measures 90 degrees. What do you call

the bolded portion in this conditional statement?
a. conclusion
b. hypothesis
c. argument
d. the converse

4. If it is a right angle, then it measures 90 degrees. What do you call

the underlined portion in this conditional statement?
a. conclusion
b. hypothesis
c. argument
d. the converse

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ACTIVITY 5:
Match column A to its appropriate answer in column B.A

B
1. If I a polygon has three sides a. then I will get good grades.
2. If a number is even. b. then I’ll bring an umbrella.
3. If 3 + x = 7 c. then x = 4.
4. If it rains tomorrow d. then it is divisible by two.
5. If I study hard e. then it is a triangle.

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 References

Book

Abuzo, Emmanuel P.,et al.2013. Learner’s Module (LM) in Math 8 First Edition,
pp. 321-322

Internet

https://www.mathplanet.com/education/geometry/proof/if-then-
statement#:~:text=The%20part%20after%20the%20"if,statement%20or%20a%2
0conditional%20statement.&text=This%20is%20read%20-
%20if%20p%20then%20q.

https://www.slideshare.net/sheisirenebkm/conditional-statements-ifthen- statements

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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent
JOELYZA M. ARCILLA, EdD
Assistant Schools Division Superintendent
MARCELO K. PALISPIS, EdD
Assistant Schools Division Superintendent
NILITA L. RAGAY, EdD
OIC - Assistant Schools Division Superintendent
CID Chief
ROSELA R. ABIERA
Education Program Supervisor – (LRMS)
ELISA L. BAGUIO, EdD
Division Education Program Supervisor – MATHEMATICS
MARICEL S. RASID
Librarian II (LRMDS)
ELMAR L. CABRERA
PDO II (LRMDS)

GERTSEN A. SAMEON
Writer
GERTSEN A. SAMEON
Illustrator/Lay-out Artist
_____________________________

ALPHA QA TEAM
NORALYN A. DUMOGHO
NONEDE B. OBENITA
JUNRY Y. VILLAHERMOSA

BETA QA TEAM
ELIZABETH A. ALAP-AP
EPIFANIA Q. CUEVAS
NIDA BARBARA I. SUASIN
VRENDIE P. SYGACO
MELBA S. TUMARONG
HANNAHLY L. UMALI

ENHANCEMENT TEAM
NIDA BARBARA I. SUASIN
QUEENIE V. MORIONES
NORALYN A. DUMOGHO
DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible
learning modality to the teachers and learners of the Division of Negros Oriental. The contents of this module are
carefully researched, chosen, and evaluated to comply with the set learning competencies. The writers and
evaluator were clearly instructed to give credits to information and illustrations used to substantiate this material.
All content is subject to copyright and may not be reproduced in any form without expressed written consent from
the division.

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SYNOPSIS ANSWER KEY
This Self Learning Kit (SLK)

ANSWER KEY
aims to provide learners with 4. b 4. a
activities that would develop 3. c 3. b
reasoning skills and knowledge in 2. d 2. a
formulating and analyzing 1. e 5. a 1. b
arguments. It is also expected
Act. 5 Act. 4

that they can also apply their

acquired knowledge and skills in
dealing with real-life situations.

Activity 3

ABOUT THE AUTHOR

GERTSEN A. SAMEON is a Teacher I of San Miguel High

School. She finished Bachelor of Secondary Education
Major in Mathematics at Negros Oriental State
University Bayawan-Sta. Catalina Campus year 2016.

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