Intro to Truth Tables
Christine Laymon
51 Followers
Grade Levels
9th - 10th, Higher Education, Adult Education
Subjects
Resource Type
Standards
CCSSMP6
CCSSMP7
CCSSMP8
Formats Included
- PDF
- Easel Activity
Pages
9 pages
Christine Laymon
51 Followers
Easel Activity Included
This resource includes a ready-to-use interactive activity students can complete on any device. Easel by TPT is free to use! Learn more.
Description
This activity teaches students how to evaluate truth tables which makes the basics of propositional logic accessible to high school students!
This activity deals with the conditional pattern p -> q, negation ~p, and the evaluation of the truth values of both simple and complex statements! This topic also lends itself to Discrete Math topics as well as to Philosophy.
NOTE: This activity does NOT cover De Morgan Laws, conjunction, or disjunction. Please see the Preview for examples of what this resource contains.
Contents:
- 4 student pages (non-editable PDFs) (enabled for EASEL by TPT as of 11/23/22) which includes:
- 1 highly detailed student Note Sheet with:
- 1) a topic intro
- 2) Vocabulary Definitions
- 3) How to Read a Truth Table coupled with an analogy to a Business Contract
- 1 highly detailed student Note Sheet with:
- 20 Truth Table questions appropriate for HS/Secondary Geometry
- 15 fill-in-the-table questions
- 10 Easy (Level 1)
- 5 Moderate (Level 2)
- 15 fill-in-the-table questions
- 20 Truth Table questions appropriate for HS/Secondary Geometry
- 5 Hard/Challenge (Level 3)
- Students have to create the appropriate truth table before filling it in.
- 5 Hard/Challenge (Level 3)
- 1 Teacher Contents and Details Page
- 1 Teaching Tips Page
- 1 Answer Key (3 pages)
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Please note - this resource is for use by the purchasing teacher only.
Electronic distribution is limited to the purchaser's classes only. Please use this resource in the spirit that it is intended.
Total Pages
9 pages
Answer Key
Included
Teaching Duration
1 hour
Last updated Nov 23rd, 2022
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Standards
to see state-specific standards (only available in the US).
CCSSMP6
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
CCSSMP7
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
CCSSMP8
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
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