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    Performance Task # 3 in MATH8 Q2 Ron Martino D. Marzan

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    Ron Marzan
    The document is a student's performance task assessing their understanding of if-then statements. It contains 4 examples of conditional statements along with their converses, inverses, and contrapositives. The student is evaluated on their ability to correctly write the conditional statements and their logical equivalents. The rubric assesses the student's mathematical accuracy, thoughtfulness, and effort/craftsmanship in completing the task.

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    Performance Task # 3 in MATH8 Q2 Ron Martino D. Marzan

    Uploaded by

    Ron Marzan
    53 views4 pages
    The document is a student's performance task assessing their understanding of if-then statements. It contains 4 examples of conditional statements along with their converses, inverses, and contrapositives. The student is evaluated on their ability to correctly write the conditional statements and their logical equivalents. The rubric assesses the student's mathematical accuracy, thoughtfulness, and effort/craftsmanship in completing the task.

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    The document is a student's performance task assessing their understanding of if-then statements. It contains 4 examples of conditional statements along with their converses, inverses, and contrapositives. The student is evaluated on their ability to correctly write the conditional statements and their logical equivalents. The rubric assesses the student's mathematical accuracy, thoughtfulness, and effort/craftsmanship in completing the task.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    53 views4 pages

    Performance Task # 3 in MATH8 Q2 Ron Martino D. Marzan

    Uploaded by

    Ron Marzan
    The document is a student's performance task assessing their understanding of if-then statements. It contains 4 examples of conditional statements along with their converses, inverses, and contrapositives. The student is evaluated on their ability to correctly write the conditional statements and their logical equivalents. The rubric assesses the student's mathematical accuracy, thoughtfulness, and effort/craftsmanship in completing the task.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    NAME: Ron Martino D.

    Marzan DATE: 01/14/2022


    GRADE & SECTION: 8-Amethyst SCORE: _________________________

    SECOND QUARTER - PERFORMANCE TASK NO. 3


    IF – THEN STATEMENTS

    MOST ESSENTIAL LEARNING COMPETENCIES:


    ❖ The learner determines the relationship between the hypothesis and the conclusion of an if-then
    statement. M8GE-IIf-1
    ❖ The learner transforms a statement into an equivalent if-then statement. M8GE-IIf-2 ❖ The
    learner determines the inverse, converse, and contrapositive of an if-then statement. M8GE IIg-1

    DIRECTIONS:
    ❖ Write a conditional statement in each picture below.
    ❖ State also its converse, inverse, and contrapositive.

    1.) Source: https://www.excal.on.ca/news/2020/10/04/academic-dishonesty-explained/

    Conditional If a person is honest, then he/she does not cheat


    Statement:

    Converse: If a person does not cheat, then he/she is honest.

    Inverse: If a person is not honest, then he/she cheat.

    Contrapositive: If a person cheat, then he/she is not honest


    2.) Source: https://www.manilatimes.net/2021/11/16/news/national/pilot-schools-start-limited-in-person-classes

    Conditional If health protocols are in place, then teachers and students cannot
    Statement: get COVID19 infection.

    Converse: If teachers and students cannot get COVID19 infection, then health
    protocols are in place.

    Inverse: If health protocols are not in place then, then teachers and students
    can get COVID19 infection.

    Contrapositive: If the teachers and students can get COVID19 infection, then health
    protocols are not in place.

    3.)
    Source: https://www.globaltimes.cn/page/202111/1238094.shtml?id=11

    Conditional If a person is fully vaccinated, then he/she would have less severe
    Statement: symptoms once he/she gets infected of COVID19.

    Converse: If a person has less severe symptoms once he/she gets infected of
    COVID19, then he/she is fully vaccinated.

    Inverse: If a person is not fully vaccinated, then he/she would have severe
    symptoms once he/she gets infected of COVID19.
    Contrapositive: If a person has severe symptoms once he/she gets infected of
    COVID19, then he/she is not fully vaccinated.

    4.)
    Source: https://www.shutterstock.com/image-vector/illustration-family-mingling-visitors-gathering-162206129

    Conditional If mass gatherings are not restricted, then transmission of COVID19


    Statement: infection will continue.

    Converse: If transmission of COVID19 infection will cease, then mass gatherings


    are restricted.

    Inverse: If mass gatherings are restricted, then transmission of COVID19


    infection will cease.

    Contrapositive: If transmission of COVID19 infection will continue, then mass


    gatherings are not restricted.
    RUBRIC:
    MATHEMATICAL Is able to write Is able to write Is able to write Is able to write
    ERRORS correctly the correctly the correctly the correctly the
    70 points conditional conditional conditional conditional
    statement and its statement and statement and statement only.
    inverse, any 2 of its any 1 of its
    converse and inverse, inverse,
    contrapositive. converse and converse and
    contrapositive. contrapositive.

    70 69 – 67 66 – 64 63 – 60

    THOUGHTFULNE The conditional The conditional The conditional The conditional


    SS 20 points statement is statement is statement is not statement is out
    insightful. Student good but that good and of context.
    creates a very lacking in lacking
    reflective statement. reflective reflective statement.
    statement.

    20 19 – 17 16 – 15 14 – 13

    EFFORT AND Effort went into the Effort went Little effort went Very little effort
    CRAFTSMANSHIP planning/design of into the into planning went into the
    10 points the work. Work was planning/desig and design of planning and
    not rushed. Extra n of the work. the work. Work outline of the work.
    attention and time Work was not appears The general
    were given to rushed. rushed. appearance of
    specific details of the work looks
    the rushed.
    statement or
    students
    experimented with
    techniques.

    10 9 8 7

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