Lesson Plan

Topic: Introduction to Proof and Disproof

Grade Level: 9-10th grade

Time Allotment: 1hr

Teachers:

Jose Enrique Ababa, Anna Katherine C. Arsolon, and Lira Mae B. Brobo

Content

Students will understand the importance of proof and disproof in Mathematics and be able to apply
different proof techniques.

Objectives:

By the end of this lesson, students will be able to:

 Define proof and disproof in Mathematics.

 Identify different types of proofs, including direct proof, indirect proof, and proof by contradiction.

 Apply appropriate proof techniques to prove or disprove statements.

 Understand the importance of proofs in Mathematics and real-world applications.

1. ELICIT - 3 mins. [Math] MATERIALS

Remind students of basic logical reasoning skills by asking them to recall simple mathematical
statements and their truth values

"2 + 2 = 4",

"All squares are circles"

Emphasize the importance of clear and logical thinking in mathematics.

Pose questions like:

1. What does it mean for a statement to be true or false?

2. Can you give an example of a true mathematical statement?

3. How can we prove that a statement is true?

2. ENGAGE - 5 mins. [Math, Logic]

Show a picture representing a classic mathematical puzzle or paradox (e.g., Zeno's paradox, Monty Hall
problem).

Ask students to identify the problem and discuss their initial thoughts about it.

Guide the discussion towards the idea of proof and disproof in mathematics, highlighting the need for
logical reasoning to resolve such paradoxes.

3. EXPLORE - 20 mins. [Math, Problem-solving]

Divide students into pairs or small groups.

Provide each group with a statement to prove or disprove using different proof methods (e.g., direct
proof, proof by contradiction).

Examples:

1. Prove that the sum of two even numbers is always even.

2. Disprove the statement: "All prime numbers are odd."

Encourage students to discuss and strategize how they will approach proving or disproving their
assigned statement.

Circulate around the groups to provide guidance and support.

4. EXPLAIN - 10 mins. [Math, Communication]

Have each group present their proof or disproof to the class.

Facilitate a discussion on the different proof methods used, emphasizing clarity and logical coherence in
mathematical arguments.

Address any misconceptions or questions that arise during the presentations.

5. ELABORATE - 10 mins. [Math, Real-world Applications]

Introduce real-world examples where proof and disproof are essential (e.g., cryptography, scientific
hypotheses).

Discuss how mathematical proofs are used in various fields and the impact of incorrect reasoning.

Connect the concept of proof to everyday situations where logical thinking is crucial.
6. EVALUATE - 10 mins. [Math, Assessment] MATERIALS

Administer a short quiz with multiple-choice questions and true/false statements related to proof and
disproof concepts.

True or False:

1. True or False: All irrational numbers are also real numbers.

2. True or False: Proof by contrapositive is equivalent to proof by contradiction.

3. True or False: A direct proof always starts with the assumption that the statement is false.

4. True or False: Every prime number greater than 2 is odd.

5. True or False: Disproving a statement by providing a counterexample is a valid method.

Multiple Choice:

6. What is the correct method to prove the statement "If n is an even integer, then n + 1 is odd"?

a. Direct proof b. Proof by contrapositive c. Proof by contradiction d. Disproof by

counterexample
7. Which of the following is a valid example of a proof by contradiction?
a. Assuming that a triangle has four sides and reaching a contradiction.
b. Showing that the sum of two odd numbers is even.
c. Proving that the square root of 2 is irrational.
d. Demonstrating that all multiples of 3 are divisible by 6.

8. What is the correct negation of the statement "All birds can fly"?

a. No birds can fly. b. Some birds can't fly. c. All birds can't fly. d. Some birds can fly.

9. Which method of proof involves assuming the opposite of what you want to prove and showing
that it leads to a contradiction?

a. Direct proof b. Proof by contrapositive c. Proof by contradiction d. Disproof by

counterexample

10. What is the contrapositive of the statement "If it is raining, then the streets are wet"?

a. If the streets are wet, then it is raining.

b. If the streets are not wet, then it is not raining.

c. If it is not raining, then the streets are not wet.

d. If the streets are wet, then it is not raining.

Review and discuss the answers as a class, providing explanations for each question.
7. EXTEND - 2 mins. [Math, Creativity]

Challenge students to create their own mathematical statements and either prove or disprove them
using the methods learned.

Encourage creativity in formulating statements that can be logically analyzed.

Discuss the importance of precision and clarity in mathematical language.