Tarlac State University

COLLEGE OF TEACHER EDUCATION

CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Re-accredited Level IV by the Accrediting Agency of Chartered Colleges and Universities of
the Philippines (AACUP), Inc.

Detailed Lesson Plan | Mathematics 8

I. Objectives
A. Content Standards
· The learner demonstrates understanding of key concepts of logic and
reasoning.
B. Performance Standards
· The learner is able to communicate thinking with coherence and clarity in
formulating and analyzing arguments.
C. Learning Competencies
· Determines the relationship between the hypothesis and the conclusion of an
if-then statement. (M8GE-IIf-1)
D. Objectives
At the end of the lesson, students should be able to:
 1.1 Define Conditional Statement.
· 1.2 Identify the hypothesis and conclusion of an “if-then” or Conditional
Statement.
· 1.3 Transforms a statement into an equivalent if-then statement.
· 1.4 Appreciate the application of Conditional Statements in real-life scenarios
and situations.
II. Content
Topic: Conditional Statements
Sub. Topic: Determining the relationship between the hypothesis and the conclusion
of an if-then statement.

III. Learning Resources

References: Mathematics Quarter 2-Module 9: Reasoning, Mathematics 8 Learner’s
Module.
Other Learning Resources/Materials: Chalkboard, Smart TV, Power point
presentation
Teaching Strategies: Interactive Teaching Strategy
III. Procedure
Teacher’s Activity Student’s Activity
A. Preparation
1. Greetings
Good morning/afternoon class! Good morning/afternoon, Sir
2. Prayer (student)
3. Checking of attendance

B. Review
Drill
Have you encountered any statement
just like the following:

1. If a number is a whole number,

then it is an integer.
2. If a polygon has 10 sides, then it is
a decagon
Yes, Sir
Probably, some of you have already
encountered these kinds of
statements before but unfortunately
didn’t know what are they called and
what kind of statements are they.

C. Motivation

Complete the STATEMENT!

Direction: We will have 3 groups;
each group will have one
representative (per statement) to
answer for the whole group. I will
flash/say some statements and you
must complete it by choosing the
most appropriate answer from the
given choices.
Are you ready? Yes, Sir.
Okay, you may pick one (Picks one representative to answer)
representative to answer. After I
count 1 to 3, you may raise your
hand to answer or to complete the
given statement.
First statement:
If today is Wednesday, then
 yesterday was _____
a. Monday
b. Thursday
c. Tuesday

1, 2, 3. What is the answer? (A representative raised hand)

Sir, letter c, Tuesday.
Yes! Correct!

Pick another representative.

Second statement:
If you study hard, then you will get
____ grades.
a. Failing
b. Good
c. Low
1, 2, 3. What is the answer? (A representative raised hand)
Sir, letter b, Good.
Okay, very good!

Pick another representative.

Third statement:
If a population consists of 50% Men
then 50% of the population must be
______?
a. Apes
b. Dogs
c. Women
1, 2, 3. What is the answer? (A representative raised hand)
Sir, letter c, Women.
Great job!

D. Presentation of the Lesson

The activity that we had a while

ago has something to do with our
main lesson for today. We are about
to explore and discover more about
these statements as we go further in
this discussion.
E. Lesson Proper

Conditional Statements

Conditional statements are formed by (Students listening carefully)

joining two statements p and q using
the words if and then. An If-then
statement is composed of two clauses:
the if-clause and then-clause. We can
denote a letter for each clause, p for
the if-clause and q for the then-clause.
The statement is in the form, “If p
then q.” The p statement is called the
hypothesis that tells us what is given
or what is assumed. The q statement is
called the conclusion that tells us
what to follow from the assumption.
Example 1:
Conditional statement: If you work
overtime, then you’ll be paid time-
and-a-half.
p statement/Hypothesis: You work (Students differentiate p
overtime. statement/Hypothesis to q
q statement/Conclusion: You’ll be statement/Conclusion)
paid time-and-a-half

Example 2:
Conditional statement: If x=3, then
x2=9.
What is the p statement/Hypothesis? p statement/Hypothesis is, x=3.
Very good!
How about the q
statement/Conclusion? q statement/Conclusion is, x2=9.
Correct!

How about when the conditional

statement is written without words
“if” and “then”.
Example 3:
A prime number has only two factors.

Conditional statement : If a number is

prime, then it has only two factors.
p statement/Hypothesis: A number is
prime
q statement/Conclusion: It has only
two factors

F. Application

Activity: Identify, transform ME!

(1/2 crosswise)

A. Direction: Given the conditional

statement, identify its hypothesis and
conclusion.

1. If a car is in good condition, then

it is safe for driving. (Students copies and answers the activity
Hypothesis: ___________________ quietly)
Conclusion: ___________________

2. If you add two even numbers, then

the sum will also be even.
Hypothesis: ___________________
Conclusion: ___________________

3. If you brush your teeth, then you

will not get cavities.
Hypothesis: ___________________
Conclusion: ___________________

4. If two angles are congruent, then

they have the same measure.
Hypothesis: ___________________
Conclusion: ___________________

5. If two numbers are odd, their

product is odd.
Hypothesis: ___________________
Conclusion: ___________________

B. Transform the following

statement into an equivalent
conditional (if-then statement).
 1. Good citizens obey rules and
regulations.
if-then form: _________________

2. Filipinos are God-fearing people.

if-then form: _________________

3. A triangle is a polygon with three

sides.
if-then form: _________________

Pass your papers

(Students pass their papers)
G. Generalization

Now class, how do you define again

a conditional statement?
Conditional statements are formed by
joining two statements p and q using the
words if and then.
Very good! (Answer may vary)
The p statement is called the _____ ?
Yes, Correct! Hypothesis
While the q statement is called the
_______ ?
That’s right! Good job! Conclusion

Do you have any questions or

clarifications?
None, Sir
Did you understand our lesson for
today?
Yes, Sir
Okay, very good!

H. Evaluation
Activity: Then What?

Direction: Write each conditional statement in the “if-then” form. Then give the
hypothesis and the conclusion of each conditional statement.
 1. A quadrilateral has four sides.
If-then form _______________________________
Hypothesis _______________________________
Conclusion _______________________________
2. Two points determine a line.
If-then form _______________________________
Hypothesis _______________________________
Conclusion _______________________________
3. The intersection of two lines is a point.
If-then form _______________________________
Hypothesis _______________________________
Conclusion _______________________________
4. Two intersecting lines lie in one plane.
If-then form _______________________________
Hypothesis _______________________________
Conclusion _______________________________
5. The sum of angles forming a linear pair is 180o.
If-then form _______________________________
Hypothesis _______________________________
Conclusion _______________________________

I. Assignment
Direction: Write each conditional statement in the “if-then” form. Then give the
hypothesis and the conclusion of each conditional statement.
6. A segment has exactly one midpoint.
If-then form _______________________________
Hypothesis _______________________________
Conclusion _______________________________
7. Angles in a linear pair are supplementary.
If-then form _______________________________
Hypothesis _______________________________
Conclusion _______________________________
8. Vertical angles are congruent.
If-then form _______________________________
Hypothesis _______________________________
Conclusion _______________________________

V. Reflection
A. No. of learners who earned 80% in the evaluation
_________________________________________________________________
B. No. of learners who required additional activities for remediation who scored
below 80%
_________________________________________________________________
C. Did the remediation work? No. of learners who have caught up in the lesson
 _________________________________________________________________

D. No. of learners who continue to require remediation

_________________________________________________________________
E. Which of my teaching strategies worked well? Why these worked?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
F. What difficulties did I encounter which my principal or supervisor can help
me solve?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
G. What innovation or localized materials did I use/discover which I wish to
share with other teachers?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Prepared by:
ALLYSA MARANOC
Student Teacher

Checked/Reviewed by:
REY V. ANDAYA
Cooperating Teacher

Noted:
LYDIA L. BUSTOS
HT-VI, Mathematics Dept.

Approved:
YOLANDA M. GONZALES
EdD
Principal IV