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# EDCT Lesson Plan Lesson Title: A Brief intro to Logic Instructor's Name: Michael Lopez Learning Objectives: Provided

ded a hypothetical logical situation and solution, students will be able to identify what type of reasoning was used and be able to give 2 supporting reason for their clams. Students will be able to identify Inductive and Deductive reasoning as well as provide an example for both. Students will be able to list at least two faults with both Inductive and Deductive reasoning.

Lesson duration: 55 minute class session o 10 minutes will be spent on an example of each inductive reasoning and deductive reasoning. I will do something mathematically on the board and then do something pattern related. o 15 minutes will be used to explain Inductive and Deductive reasoning. o 15 minutes will be allowed for class discussion over the two, coming up with pros and cons of each method. Reflecting on why this is relevant in everyday life. o 10 minutes will be used to allow students to work on a work sheet of identifying situations as inductive or deductive reasoning as well as providing two supporting reason to support their clams o The last 5 minutes will be used to write an exit slip having students create their own Inductive or deductive reasoning. o Back up if extra time: introduce truth tables.

Overview: The first activity I'm going to do is with induction. It involves two volunteers from the class. The volunteers get bags of chips which encourages class participation. After the example of Induction I will do an example of deduction which is really more of me just doing something on the board. After students see the two different examples I'm going to ask them about the reasoning that was used to come up with the solution. This will be more of a student run discussion where I pick out key points of the things they are saying. After we come up with the reasoning in the two examples I will introduce the concept of inductive and deductive reasoning. I will then be asking the class to help run a discussion about the pros and cons of the two methods and coming up with examples of when each would be used. I would then give a bit of an assessment, for the students benefited to see if they have grasped the concepts of reasoning. After we review the assessment as a class the exit slip will be for students to create their own inductive or deductive reasoning problem.

This lesson is for high school students or anyone who is particularly interested in learning logic.