
Type of Class:
Honors Geometry
Related VA SOL:
G.1a and b
Time Frame:
90minute block period
Objectives:
 Students will be able to recognize an implication or a
conditional statement.
 Students will know how to negate a true statement.
 Students will be able to identify and write the
converse, inverse and contrapositive of the original statement.
 Students will be able to translate the implication into
symbolic form.
Materials:
 Projector
 Colored chalk
 Paper and pencil
 Markers/colored pencils
 Worksheet
Procedures:
 Introduce an implication statement which is in the
form “If … , then...”
 Show the symbolic representation of an implication
statement. (p®q)
 Give two written examples of an implication statement.
With the colored chalk, underline the hypothesis and the conclusion.
 Ask students to give additional examples and underline
the hypothesis and the conclusion on the board.
 Vote on one implication statement that students want
to work with. This will be the original statement.
 Write the converse of the original
statement. (q®p)
 Introduce negation. Write the inverse
of the original statement. (~p®~q)
 Write the contrapositive of the
original statement. (~q®~p)
 Hand out the logical
worksheet.
 Arts and craft: Ask students to create an implication
statement and write the converse, inverse, and the contrapositive. They will
decorate it with colored markers and pencils.
 Create handson activities such as cutting out the
conditional statement and have students come up with the inverse, converse,
and contrapositive.
Assessment :
Students will write the converse, inverse and the
contrapositive of the original statement for homework. The test should consist
of conditional statements where students will be asked to write the converse,
inverse and the contrapositive.
Suggestions/Comments :
For Standard
Geometry students, when introducing the converse, inverse, and contrapositive,
the teacher should give more than one example.

