8

Mathematics
Quarter 2 – Module 6
If-Then Statement
Mathematics – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 6: If-Then Statement

First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Louie Joy J. Rosit, Ph.D.

Ana Cleo C. Razon, Ph.D.

Editors: Julius J. Igot, Ed.D.

Kenneth Regene B. Blasco
Management Team: Bianito A. Dagatan, Ed.D., CESO V
Schools Division Superintendent

Casiana P. Caberte, Ph.D.

Assistant Schools Division Superintendent

Felix C. Galacio Jr., Ph.D.

EPS, Mathematics

Josephine D. Eronico, Ph.D.

Printed in the Philippines by Schools Division of Bohol

Department of Education – Region VII, Central Visayas

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Learning Competencies:
Determines the relationship between the hypothesis and a conclusion of an if-then statement
(M8GE-IIf-1).
Transforms a statement into an equivalent if-then statement (M8GE-IIf-2).

At the end of the lesson, you are expected to:

 determine the hypothesis and a conclusion of an if-then statement;
 supply the possible conclusion given the hypothesis and vice-versa; and
 rewrite a statement into an equivalent if-then statement.

Lesson 1: If-Then Statement

What is it

An if-then statement or a conditional statement is composed of two clauses: the if- clause and the
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.” Other forms could be “p implies q”, “q if p”, q whenever p”, “q
provided p”. Conditional statements are formed by joining two statements p and q using the words if and
then. The p statement is called the hypothesis and the q statement is the conclusion.
This is noted as
A simple flow of reasoning from the if-clause to the then-clause is called simple implication.

Examples:
Identify the hypothesis and the conclusion in the following if-then statements .

1.) If you get good grades, then you will get into a good college.
The part after the "if": you get good grades - is called a hypothesis and the part after the "then" – you
will get into a good college - is called a conclusion.

2.) If a polygon is a rectangle, then its opposite sides are parallel.

Hypothesis: A polygon is a rectangle.
Conclusion: Its opposite sides are parallel.

What’s More

Directions:
Identify the hypothesis and the conclusion in the following if-then statements .

1. If a shape is a triangle, then it is a polygon.

2. If two angles are congruent, then they have the same measures.
3. If a number is even, then it is divisible by two.
4. If you will study hard, you may have better grades.
 Lesson 2: Parts of an If-Then Statement

What is it

An if-then statement consists of two parts: the hypothesis and the conclusion.
 The hypothesis is the antecedent clause of a conditional statement.
 The conclusion is the result of the hypothesis.

Examples:
A. Supply the possible conclusions from the given hypothesis.

If today is holiday, then ______________________________.

 classes are cancelled.
 students stay at home.
 offices are closed.
 no work for public employees.

B. Supply the possible hypothesis from the given conclusion.

If ____________________________________________, then he/ she may get higher academic grades.
 a student will diligently and seriously answer his/ her modules
 a student will comply the subject requirements
 a student will sincerely answer his/ her written exams
 a student will do the given performance tasks

What’s More

Directions:
A. Provide two (2) possible conclusions from the given hypothesis.

If enhanced community quarantine will be implemented, then _________________________________.

B. Provide two (2) possible hypothesis from the given conclusion.

If _________________________________________________, then distance learning is recommended.

Lesson 3: Transforming a Statement into an Equivalent If-Then

Statement
 What is it

There are some conditional statements not written in the if-then statement form therefore, we
need to transform it.

Examples:
Rewrite each statement in if-then form.
1. Opposite sides of a rectangle are parallel.
If-then form: If a quadrilateral is a rectangle, then its opposite sides are parallel.

2. A triangle is a polygon with three sides.

If-then form: If a polygon is a triangle, then it has three sides.

What’s More

Directions:
Rewrite each statement in if-then form.
1. Cigarette smoking is dangerous to your health.
2. Angles in a linear pair are supplementary.
3. A quadrilateral is a polygon with four sides.
4. The sum of the measures of complementary angles is 90°

Assessment

Directions:
Read and understand each item carefully. Write the letter of the correct answer on the
answer sheet provided.
1. What do you call the statements that are formed by joining two statements p and q using the words if
and
then?
a. biconditional b. conditional c. conclusion d. hypothesis
2. Which of the following denotes simple implication if p then q?
a. p q b. p q c. p q d. p ~ p
For numbers 3 & 4, refer to this statement “If it rains, then the road is wet”.
3. Which is the hypothesis?
a. If it rains. b. It rains. c. Then the road is wet. d. The road is wet.
4. Which of these is the conclusion?
a. If it rains. b. It rains. c. Then the road is wet. d. The road is wet.
5. Which of the following is NOT true about the hypothesis?
 a. It comes after the word if. b. It is the antecedent clause of a conditional statement.
c. It is the result of the if-clause. d. It is the if-clause of a conditional statement.

For numbers 6 & 7, formulate possible conclusions of this statement “If I will answer my modules
diligently, then
________________________________________________________________________.

For numbers 8 & 9, write possible hypothesis of this statement “If

________________________________, then I will be afflicted of the COVID-19 pandemic.

10. Which of these is the best if-then form of this statement “Cigarette smoking can cause lung cancer”?
a. If you smoke, then your health is in danger.
b. If you are smoking, then you can have cancer.
c. If you are smoking cigarette, then you may have lung cancer.
d. If you are not smoking cigarette, then you can be free from different forms of cancer.

Performance Task

Create a slogan stated in an if-then form on the effects of COVID-19 pandemic to our education
system. Show creativeness in making your slogan. Use long size bondpaper.

Rubrics for Slogan

5 4 3 2
Craftsmanshi The slogan is The slogan is The slogan is The slogan is Score
p exceptionally attractive in terms acceptably distractingly
attractive in terms of neatness. Good attractive though messy.
of neatness. Well- construction and it may be bit
constructed and not not very messy. messy.
messy.
Creativity The slogan is Slogan is creative Slogan is The slogan Score
exceptionally and a good creative and does not
attractive in terms amount of thought some thought reflect any
of neatness. Well- was put into was put into degree of
constructed and not decorating it. decorating it. creativity.
messy.
Originality Exceptional use of Good use of new Average use of No use of new Score
new ideas and ideas and new ideas and ideas and
originality to create originality to originality to originality to
slogan. create slogan. create slogan. create slogan
Grammar There are no There is There are 2 There are Score
grammatically 1grammatical grammatical more than 2
mistakes on the mistake on the mistakes on the grammatical
slogan. slogan. slogan. mistakes on
the slogan.
Total Score
References
Abuzo, E., et.al (2013). Mathematics 8 Learner’s Module. Pasig City: Department of Education-Bureau
of Learning Resources (DepEd-BLR).
Llorin, C.G., et.al.(2018). Smart in Math 8. Quezon City: Isa-Jecho Publishing, Inc.
Pascadio, A. A., et.al 2017. Math Ideas and Life Applications. Quezon City: Abiva Publishing House,
Inc.
 Answer Sheet

Name: __________________________________________________________
Grade & Section: ________________ Score: _______

Quarter 2 – Module 6
Lesson 1
What’s More
1.
Hypothesis:_________________________________________________________________________
Conclusion: ________________________________________________________________________
2.
Hypothesis:_________________________________________________________________________
Conclusion:________________________________________________________________________
3.
Hypothesis:_________________________________________________________________________
Conclusion:_________________________________________________________________________
4. Hypothesis: ________________________________________________________________________
Conclusion:_________________________________________________________

Lesson 2
What’s More
1. Possible Conclusions:
 _______________________________________________________________________
 _______________________________________________________________________
2. Possible Hypotheses:
 _______________________________________________________________________
 _______________________________________________________________________

Lesson 3
What’s More
If-Then Form:
1.___________________________________________________________________________________
2.___________________________________________________________________________________
3.___________________________________________________________________________________
4.___________________________________________________________________________________

Assessment
1.
2.
3.
4.
5.
Possible Conclusions:
6._________________________________________________________________
7._________________________________________________________________
Possible Hypothesis:
8._________________________________________________________________
9._________________________________________________________________
 Republika ng Pilipinas
Kagawaran ng Edukasyon
Rehiyon VII, Sentral Visayas
Sangay ng Bohol

Grade 8 Mathematics
Summative Assessment for Weeks 3 & 4

Directions: Read each item carefully. Write the letter of the correct answer on the space
provided before each number. Show your solution on a separate sheet of paper.

______1) Which of the following sets of ordered pairs define a function?

a. {(3, 2), (-3, 6), (3, -2), (-3, -6)} c. {(1, 2), (2, 6), (3, -2), (4, -6)}
b. {(2, 2), (2, 3), (2, 4), (2, -9)} d. {(4, 4), (-3, 4), (4, -4), (-3, -4)}

______2) Which of the following graph is NOT a function?

a. c.

b. d.

______3) The function f(x) = {(1, 2), (2, 4), (3, 6), (4, 8)} can be represented in several
other ways. Which is NOT a correct representation of the function f(x)?

a. c.

b. y = 2x d.
______4) Which of the following table is a function?

a. b. c. d.

______5) What is the slope of the linear function f(x) = 4x + 3?

a. 4 b. 1 c. 3 d. 4/3

3
______6) What is the y-intercept of the function f ( x )= x +11
4
a. ¾ b. 3 c. 4 d. 11

______7) Which of the following is NOT a linear function?

1
a. f ( x )=−5 x−1 b. f ( x )= x + 4 c. f ( x )=x 2−3 d. f ( x )=−x
2

______8) Identify the independent variable of the following: the distance covered and the
volume of the gasoline.
a. Distance and gasoline c. volume of the gasoline
b. Distance covered d. no independent variable

______9) For the invitational math competition, Mrs. Saunders ordered 5 certificates for
each team that competed and 10 certificates for sponsors. This relationship can be
expressed by the function f (t) = 5 (t) + 10, where t is the number of teams that compete,
and f(t) is the total number of certificates ordered. Which is the independent quantity in
this functional relationship?
a. The number of certificates ordered c. The number of teams competing
b. The number of sponsors d. The number of events in the
competition

______10) Which of the following graphs does NOT pass the Vertical Line Test?

a. c.

b. d.
 ______11) A math club decided to buy T-shirts for its members. A clothing
company quoted the following prices for the T-shirts.
Math Club T-Shirts
Number of T-Shirts Total Cost (in Peso)
10 1500
15 2250
20 3000
Which equation best describes the relationship between the total cost, c, and the number
of T-shirts, s?
a. c=t +10 b. c=10 t c. c=150 t d. c=150 t +10

3
______12) What is the value of the function f ( x )= x + 4 at x=10 ?
5
a. 6 b. 10 c. 4 d. 5
______13) What is the domain of the relation shown in the figure below?

a. {x|x ∈ ℜ} b. {x|x ≥ 0} c. {x|x > -2} d. {x|x ≥ -2}

______14) What is the RANGE of the graph below?

a. {y|y < -3} b. {y|y > 1} c. {y|y ≤ -3} d. {y|y ≥ 1}

______15) Which of the following tables represents the graph of the function y= x+2 below?
a. b. c. d.