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Objectives
Develop the understanding of how to translate hypothetical propositions into
standard logical form. Practice the ability to identify the components of a
hypothetical proposition and to express them in a clear and logical manner.
Enhance problem-solving skills by applying logical reasoning to complex
scenarios.
Introduction (10 - 15 minutes)
Review of Prior Knowledge: The teacher begins the lesson by reviewing the
concepts of propositions and standard logical form. This can be done through
a quick quiz or group discussion to ensure that all students have a solid
understanding of these foundational concepts.
Introduction of Problem Scenarios: The teacher presents two problem
scenarios that involve hypothetical propositions. For example, “If it rains,
then the ground will be wet” and “If the car has gas, then it will run.” These
scenarios will be the basis for the practical exercises during the lesson.
Contextualization of the Importance: The teacher explains the importance of
translating hypothetical propositions into standard logical form, highlighting
how this skill is used in various fields, such as mathematics, computer
science, and philosophy. Real-world examples can be used to illustrate the
relevance of this skill.
Gaining Attention: To engage the students’ interest, the teacher can share
some fun facts or interesting applications of translating hypothetical
propositions. For example, the use of propositional logic in cryptography to
create secure codes, or how propositional logic is used in artificial intelligence
to create intelligent systems.
Development (30 - 40 minutes)
Theory Presentation (15 - 20 minutes):
1.1. Hypothetical Propositions: The teacher introduces the concept of
hypothetical propositions, explaining that they are statements that have the
form “If P, then Q,” where P is the antecedent and Q is the consequent.
1.2. Standard Logical Form: The teacher explains that the standard logical
form of a hypothetical proposition is “P → Q,” where P is the antecedent and
Q is the consequent.
1.3. Translation Process: The teacher outlines the process of translating a
hypothetical proposition into standard logical form. This includes identifying
the antecedent and consequent of the proposition and then expressing them
in the form “P → Q.”

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Practical Exercises (15 - 20 minutes):
2.1. Scenario Application: The teacher revisits the problem scenarios
presented in the Introduction and guides the students in translating them into
standard logical form. The students work in groups to discuss and translate
the propositions.
2.2. Additional Exercises: After the initial practice, the teacher provides
additional hypothetical propositions for the students to translate into
standard logical form. These propositions may be more complex and may
involve the use of logical connectives such as “and,” “or,” and “not.”
2.3. Group Discussion: After completing the translations, the teacher
facilitates a group discussion where students share their answers and explain
their reasoning. The teacher provides feedback and corrects any errors.
Application of the Theory (10 - 15 minutes):
3.1. Practical Scenarios: The teacher presents the students with practical
scenarios that require the application of translating hypothetical propositions.
For example, “If the sun is shining, then it is daytime” or “If the traffic light is
red, then I will stop.”
3.2. Solution Development: The students work in groups to translate the
practical scenarios into standard logical form. They discuss the best way to
express the antecedent and consequent of each proposition.
3.3. Group Presentation: Each group presents their translations to the class.
The teacher provides feedback and clarifies any misunderstandings.
Review (10 - 15 minutes)
Group Discussion (5 - 7 minutes):
The teacher leads a group discussion with all the students, focusing on the
challenges faced during the exercise of translating hypothetical propositions
and how they overcame these challenges. The teacher encourages students
to share their solutions and the reasoning behind them, promoting a
collaborative learning environment.
Connection with Theory (3 - 5 minutes):
The teacher highlights how the practical exercises done in the lesson connect
to the theory of hypothetical propositions and standard logical form. The
teacher reinforces the importance of translating hypothetical propositions
into standard logical form and how this skill applies in various areas of study
and everyday life.
Final Reflection (2 - 3 minutes):

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The teacher asks the students to reflect on what they learned during the
lesson. The teacher may ask questions such as: “What was the most
important concept you learned today?” and “What questions still remain
unanswered?” Students can share their reflections with the class or write
them down in a reflection journal.
Feedback and Closure (1 - 2 minutes):
The teacher thanks the students for their participation and effort during the
lesson. The teacher may also ask for feedback from the students on the
lesson, asking what they liked and what they think could be improved for the
next lesson. The teacher reminds the students of the next lesson’s topic and
any homework or readings that need to be completed.
Conclusion (5 - 10 minutes)
Summary of Learned Content (2 - 3 minutes):
The teacher recaps the main points covered during the lesson, reinforcing the
definition of hypothetical propositions and standard logical form, as well as
the process of translating one into the other. The teacher may reiterate the
importance of correctly identifying the antecedent and consequent of a
hypothetical proposition, and how this skill is applied in various fields of study
and everyday situations.
Connection between Theory, Practice, and Applications (1 - 2 minutes):
The teacher emphasizes how the lesson connected the theory of hypothetical
propositions with practical exercises of translation and application in real-
world scenarios. The teacher may highlight how understanding and applying
these concepts can benefit students in various areas, from solving complex
mathematical problems to making informed decisions in everyday life.
Supplementary Materials (1 - 2 minutes):
The teacher suggests additional study materials for students who wish to
deepen their understanding of translating hypothetical propositions. These
materials may include online videos, math and logic textbooks, educational
websites, and interactive exercises. The teacher may also recommend that
students practice translating hypothetical propositions in their daily lives,
observing and analyzing real-world situations that can be expressed in
propositional terms.
Relevance of the Subject (1 - 2 minutes):
To conclude, the teacher emphasizes the importance of the subject,
explaining how the ability to translate hypothetical propositions into standard
logical form is an essential tool for critical thinking and problem-solving. The
teacher may further emphasize that this skill is not only useful in academic

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settings, but also in many aspects of everyday life, from making decisions to
analyzing information and arguments.

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