Converse, Inverse and Contrapositive of A Given Statement

DETAILED LESSON PLAN IN MATHEMATICS 8
SECOND QUARTER
CONVERSE, INVERSE AND CONTRAPOSITIVE OF A GIVEN STATEMENT
Learning Competency: M8GE-IIg-1: Determines the converse, inverse and contrapositive of an if-then statement.
I. Objective
At the end of the lesson, the students are expected to :

1. determine the converse, inverse and contrapositive of an if-then statement.
2. Write the converse, inverse and contrapositive of an if-then statement.
3. Identify the hypothesis and conclusion of converse, inverse and contrapositive of an if-then statement.
II. Subject Matter
Topic: Arithmetic Sequence and Series

Reference: Mathematics 8 Supplementary Learning Resources on Determining the Inverse, Converse and
Contrapositive of an If-then Statement Quarter 2 – Module 11
by Margie T. Tambis, Jessel G. Azarcon and Development Team
Materials: Laptop
Lesson Across Discipline: Health (RH Bill/Law)
Values Integration: Patience, Honesty
III. Procedure – via Google Meet : https://meet.google.com/mgu-aidm-pst
A. Daily Class Routine

a) Prayer
b) Checking of attendance/ participants
B. Motivation
As motivation and as a review, the students will supply the possible conclusion of each hypothesis.
STUDENT’S ACTIVITY EXPECTED ANSWER
Activity
Give the possible outcome of each hypothesis stated
below.
1. If you did not study hard, then ________. (Students answer may vary)
2. If tomorrow is Wednesday, then ______.
3. If you copy your classmates answer, then
_____.
C. Lesson Proper
 Discuss:
 Finding the Converse of a Conditional

Statement
Who among you have seen a 20-peso bill?

Consider this statement,
“If something is a 20-peso bill, then it has a picture of
Manuel L. Quezon on it.”
Is it the same with the statement “If something has a

picture of Manuel L. Quezon on it, then it is a 20-peso
bill.”?
No, the first statement is true while the last is false.

Very good!
The second statement is the Converse of the
conditional statement. 2
If q, then p.
The converse is not necessarily true if the conditional is
true. The converse of a conditional then switches the
hypothesis and the conclusion.
Examples:
A. Find the converse of the conditional statement
“If you study your lesson then you will pass the
exam”.
ANSWER:
Great! “If you pass the exam, then you studied your lessons.”
How did you arrive at the converse?
By interchanging the hypothesis and the conclusion of

the conditional statement.
B. Find the converse of the conditional statement
“If tomorrow is Tuesday then yesterday is Sunday”.
ANSWER:
“If yesterday is Sunday, then tomorrow is Tuesday.”
 Finding the Inverse of a Conditional Statement
If not p, then not q .
When you’re given a conditional statement p→q,

the inverse statement is created by negating both the
hypothesis and conclusion of the original conditional
statement. Thus, the inverse is the implication ~p→ ~q.
Examples:
C. Find the inverse of the conditional statement
“If you study your lesson then you will pass the
exam”.
Great! ANSWER:
How did you arrive at the converse? “If yesterday is Sunday, then tomorrow is Tuesday.”
D. Find the converse of the conditional statement

“If tomorrow is Tuesday then yesterday is Sunday”.
Examples:
A. What is the arithmetic mean between −2 and −58?
Thus, the arithmetic sequence is −2 ,−30 ,−58 .
B. Insert three arithmetic means between 8 and 20 .
Solution: a 1=1 ,a n=50 ,∧n=50

Thus, the arithmetic sequence will be
8 , 11, 14 , 20 ,17 . n
Sn= (a 1+ an )
2
50
Sn= (1+50)
C. Insert two arithmetic means between −5 and 4 . 2
50
Sn= (51)
2
Sn=25(51)
Thus, the arithmetic sequence will be −5 ,−2, 1 ,14 . Sn=1275
Therefore, the sum of the integers from 1 to 50 is
Trivia – The Secret of Carl 1275.
What is 1+2+3+…+ 98+99+100 ?
A famous story tells that this was the problem given by Solution: a 1=2 ,a n=100 ,∧n=50
an elementary school teacher to a famous n
mathematician to keep him busy. Did you know that he Sn= (a 1+ an )
was able to get the sum within seconds only? His name 2
50
was Carl Friedrich Gauss (1777-1885). He amazed his Sn= (2+100)
teacher by quickly spotted that the sum is actually 50 2
pairs of numbers, with each pair summing to 101, so the 50
total is 5050. Amazing, isn’t it?! Sn= (102)
2
Let us apply how he did it! Sn=25(102)
 Arithmetic Series Sn=2550
An arithmetic series is an indicated sum of the Therefore, the sum of all even integers between 1 and
terms of an arithmetic sequence. 101 is 2550.
We use the formula,
n Solution: a 1=4 ,n=25 ,∧d=5
Sn= (a 1+ an )
2 is not given, a second formula
If the last term n
Sn= [2 a1 + ( n−1 ) d ]
shall be used: 2
25
n Sn= [2(4 )+ (25−1 ) (5)]
Sn= [2 a1 + ( n−1 ) d ] 2
2 25
Sn= [2(4 )+ (24 ) (5)]
Present the following examples: 2
1. Find the sum of the integers from 1 to 50. 25
Sn= (8+120)
2
25
Sn= (128)
2
Sn=320
Therefore, the sum of the first 25 terms of the
arithmetic sequence 4, 9, 14, 19, 24, … is 320.
2. Find the sum of all even integers between 1 and 101.
3. Find the sum of the first 25 terms of the arithmetic

sequence 4, 9, 14, 19, 24, …

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DETAILED LESSON PLAN IN MATHEMATICS 8

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

II. Subject Matter

Topic: Arithmetic Sequence and Series

III. Procedure – via Google Meet : https://meet.google.com/mgu-aidm-pst

A. Daily Class Routine

STUDENT’S ACTIVITY EXPECTED ANSWER

 Finding the Converse of a Conditional

Who among you have seen a 20-peso bill?

Is it the same with the statement “If something has a

No, the first statement is true while the last is false.

By interchanging the hypothesis and the conclusion of

If not p, then not q .

When you’re given a conditional statement p→q,

D. Find the converse of the conditional statement

Thus, the arithmetic sequence is −2 ,−30 ,−58 .

B. Insert three arithmetic means between 8 and 20 .

Solution: a 1=1 ,a n=50 ,∧n=50

2. Find the sum of all even integers between 1 and 101.

3. Find the sum of the first 25 terms of the arithmetic

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