Mathematics

Quarter 3 – Module 1
Describing Mathematical System
Mathematics – Grade 8
Alternative Delivery Mode
Quarter 3 – Module 1 Describing Mathematical System
First Edition, 2020

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 8

Mathematics
Quarter 3 – Module 1
Describing Mathematical System
Introductory Message
For the facilitator:

Welcome to the Mathematics 8 Alternative Delivery Mode (ADM) Module on

Describing Mathematical System!
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Mathematics 8 Alternative Delivery Mode (ADM) Module on
Describing Mathematical System!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

ii
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

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At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was crafted to help you understand the skills of describing the
mathematical system. Varied activities were designed and aligned based on the
different skills needed to process the knowledge and skills learned and to apply it in
real – life setting. The scope of this module permits you to use it in many different
learning situations. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

This module contains:

Lesson 1 – Describing Mathematical System

After going through this module, you are expected to:

1. describe mathematical system and its parts;
2. determine axioms for real numbers;
3. prove statements about real numbers using two – column form; and
4. apply mathematical system in real – life setting.

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 What I Know

Directions: Choose the letter of the correct answer. Write your answer on a separate
sheet of paper.

1. What do you call the statements that are assumed to be true and do not need proof?
A. axioms C. theorems
B. defined terms D. undefined terms

2. Which of the following is the multiplicative inverse of ?

A. C.
B. D.

3. Which statement is true?

A. is an integer.
B. is a natural number.
C. Integers are rational numbers.
D. Rational numbers are also irrational numbers.

4. What axiom is illustrated in the statement, If , , then ?

A. multiplication C. symmetric
B. reflexive D. transitive

5. Which of the following illustrates symmetric property?

A. If , then .
B. If , then
C. If , then .
D. If and , then .

6. Using the distributive property,

A. C.
B. D.

7. Name the property which justifies the following conclusion.

Given: If
Conclusion: then

A. Addition property of equality

B. Multiplication property of equality
C. Reflexive property
D. Transitive property

8. There are four parts of the Mathematical system. Which of the following is not a part of
the mathematical system?

A. corollary
B. theorems
C. axioms or postulate
D. defined and undefined terms

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9. Which of the following statements is true about axioms or postulates?
A. These are concepts that need to be defined.
B. These are statements accepted after it is proved deductively.
C. These are concepts that can be defined using the undefined terms.
D. These are statements assumed to be true and need no further proof.
10. Which of the following statements is true about a postulate?
A. It is never accepted to be true.
B. It is accepted as true without a formal proof.
C. It is only accepted as true after being formally proven.
D. It is usually not obvious as true, so it must be proven.
11. Which of the following best describes a theorem?
A. It is the same thing as a postulate.
B. It is a statement that is accepted as true without a formal proof.
C. It is a statement that is impossible to be proven by mathematical reasoning.
D. It is a statement that has been formally proven using mathematical reasoning.

12. Which of the following illustrates a commutative axiom?

A.
B.
C.
D.

13. Which of the following correctly illustrates associative property?

A.
B.
C.
D.

14. Suppose you are standing in a room with a group of people, and by sight, you see one of
them is the tallest. Which of the following best describes the statement that the person is
the tallest among others?

A. The statement that is always false.

B. The statement cannot be proven to be true or false.
C. The statement needs to be formally proven to be accepted as true.
D. The statement doesn't need to be formally proven to be accepted as true.

15. In finding the value of x in , which of the following is the correct step by
step process?
a. – by addition property of equality
b. by additive inverse and additive identity
c. by multiplication property of equality
d. – by additive inverse
e. by multiplication property of equality
f. by simplification

A. C.
B. D.

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Lesson Describing Mathematical
1 System
Have you encountered terms that are not clear or undefined? Why do you think it is
necessary to define terms? Why do we need to be precise and concise in what we say or
write? Are there times that you believe on statements even without proof? Are there times
that you need to prove to someone that your statement is true?

In this module, you will be learning about Geometry as a Mathematical System and
its parts. The concepts and skills that you learn from this module will be helpful when you
want to logically derive a certain result.

What’s In

In your previous lesson, you learned how to write direct and indirect proof. Let us begin this
module by doing the activity below.

Activity: Prove Me True

Directions: Prove that if , and , then . Complete the table below
by filling in the statements or reasons. Answer the questions that follow.

Proof:

Statement Reason
1. ____________________
2.__________ Add both sides by
3. ____________________
4.__________ Add both sides by
5.

Questions:
1. How did you find the activity? Were you able to supply the accurate
statement or reason?
2. Was the proof used direct or indirect? Justify your answer.

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 What’s New

Activity: Match Me!

What branch of Mathematics deals with measurement, properties, and relationship
of points, lines, angles, surfaces and solids?

Directions: Match column A to column B to answer the question above. Write the letter of the
correct answer in the box corresponding to the number. Write your answer on a
separate sheet of paper.

Column A Column B

1. Commutativity O. If , then

2. Associativity M.

3. Reflexive Axiom E.

4. Symmetric Axiom G. ( ) and for

5. Multiplicative Inverse T. If and , then

6. Addition Axiom R. If , then

7. Transitive Axiom Y.

Your Answer:

5 1 4 2 1 7 6 3

Questions:
1. How did you feel about the activity?
2. Were you able to form the word correctly to answer the question above? If not,
why?
3. Were you able to encounter these axioms in Grade 7?

In this lesson, you will be able to learn what axioms are and use the
different axioms on real numbers in proving mathematical statements.

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 What is It

Geometry has a big contribution in our society. It is the beginning of numerous easy and
complicated designs of buildings, infrastructures, houses, churches, and many others. This
implies that we apply to the modern world what Euclidian theories in Geometry have been
given. Euclid of Alexandria (lived c. 300 BCE) was known as the “Father of Geometry”. He
systematized ancient Greek and Near Eastern mathematics and geometry. The
mathematical system known as Euclidian Geometry attributed to Euclid, was described in
his textbook the “Elements” as a structure formed from one or more sets of
undefined objects, various concepts which may or may not be defined, and a set of axioms
relating these objects and concepts.

To have a better understanding regarding the parts of mathematical system let us discuss
them one by one.

Undefined terms are terms that do not require a definition but can be described. These
terms are used as a base to define other terms, hence, these are the building blocks of other
mathematical terms, such as definitions, axioms, and theorems. Examples of undefined
terms are point, line and plane.

Defined Terms are the terms of mathematical system that can be defined using undefined
terms. Examples of defined terms are angle, line segment, and circle. Term or phrase which
makes use of the undefined terms and previously defined terms and common words.

Is it possible to know the meaning of the word without actually defining it? If it is, how can
we do it?

We can define the term by describing some of its characteristics.

Example:

What is a real number?

We know that a real number is an undefined term but we can define it by describing
its characteristics. That is, for any real number x, we say that x is a number that can
be found on the number line and may be rational or irrational. The definition is
necessary to successfully support the statement of a proof.

Axioms and Postulates are the statements assumed to be true and no need for further
proof. Consider the statements:
1. The sun sets in the west.
2. The Philippines is found in Asia.
3. There are 7 days in a week.

Do these statements need proof before we accept them to be true?

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 These are observed facts and are already accepted as true even without proof. These are
examples of axioms. Furthermore, postulates are assumptions specific to Geometry while
axioms are generally statements used throughout mathematics. Postulates or axioms
are statements that may be used to justify the statements in a proof. The axioms often
used in Algebra and Geometry are the Axioms for Real Numbers which are found at the
table below.

Let and denote any real numbers, and in symbol: )

Axioms Description
Commutative Axiom or
Associative Axiom or

Distributive Axiom
Reflexive Axiom
Symmetric Axiom If , then
Transitive Axiom If , and , then
Addition Axiom If , then
Multiplication Axiom If , then
Existence of Additive Inverse
-1
Existence of Multiplicative Inverse = -1 · for
Existence of Additive Identity For any real number
Existence of Multiplicative Identity For any real number
Trichotomy Axiom or or

 Theorems are statements accepted after they are proven true deductively. The axiomatic
structure of a mathematical system follows a sequence, starting with a set of undefined
terms which are bases to define terms, then axioms that are clearly stated, and from
these a theorem is derived through reasoning. Theorems are derived from the set of
axioms in an axiomatic mathematical system. Below is the flow on how to arrive to the
theorems.

Undefined terms and defined terms → Axioms → Theorems

Consider this statement, let and as real numbers, and , then .

Can this statement be accepted without proof? This type of statement needs to be proven
before it is accepted.

Consider the illustrative examples below.

1. Given: and are real numbers and

Prove:

Proof:

Statement Reason
1. 1. Given
2. 2. Addition axiom

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 2. Given:
Prove:
Proof:
Statement Reason
1. 1. Given
2. 2. Addition axiom
3. 3. From statement 2 existence of
additive inverse
4. – 4. Addition axiom (add -m to both sides)
5. – 5. Existence of additive inverse and
additive identity
6. – 6. Existence of additive identity
7. ( 7. Multiply both sides by -1
8. 8. Multiplication axiom

3. Given: –
Prove: .
Proof:

Statement Reason
1. – 1. Given
2. – 2. Distributive axiom
3. 3. Combine like terms
4. 4. Existence of additive inverse
5. 5. Existence of additive inverse
6. = 6. Existence of Multiplicative Inverse
7. 7. Simplify

Oftentimes, we failed to recognize that we are dealing with the mathematical system in our
lives. Here are some examples that show how it is applied in a real-life setting:

1. When I buy 2 pieces of shirt for , 1 piece of pants for and a pair of
shoes for , how much money will I need to pay to the cashier? I have in my
mind that I may add first the amount for shirt and pants, then the total will be added
to the amount for the pair of shoes or add first the amount for shoes and pants then
the sum will be added to the amount of shirt. The result is just the same. This
illustrates associative axiom.

2. Justin and Allan wanted to buy a gift for their mother during her birthday. Justin has
savings and Allan has . If they double the amount, it would already be
enough for the gift they planned to buy. How much money would they have
altogether?

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 If we add their savings altogether and multiply by , notice that the answer is the
same. This illustrates the Distributive Axiom.
3. Ivy and Mary wanted to have the same number of notebooks this coming school
opening. Their mother bought them 5 pieces each. They wanted to have three more
enough for the eight subjects. How many notebooks will their mother buy so that they
would still have the same number of notebooks? Show the step by step process
using the two-column form.

Statement Reason
Both Ivy and Mary have 5 notebooks.
Given
Ivy = 5 , Mary = 5
(Ivy) 5 + 3 = (Mary) 5 + 3
Addition Axiom
8 = 8

What’s More

Activity 1: Figure it Out

Directions: Determine the axiom that justifies each of the following statements. Write
your answer on a separate sheet of paper.

1. _______________________
2. = ______________________
3. _______________________
4. ______________________
5. _______________________

Activity 2: Fill Me Out

Directions: Prove each statement by supplying reasons in the two-column form
below. Write your answer on a separate sheet of paper.

1. Given: –
Prove:

Proof:
Statement Reason
1. – 1. Given
2. – – – 2.
3. – 3.
4.
4. – 5.

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 5. 6.
6.

Activity 3: Solve Me

Directions: Solve the given problem below. Write your answer on a separate sheet of paper.
Maria is solving . Her next step is . Solve for and state
the axioms that justifies it. Use two – column form.

What I Have Learned

After going through with this module, it is now time to check what you have learned
from the activities. Read carefully and answer the items that follow.
A. Directions: Fill in the blank using the correct terms inside the box below.

Undefined terms defined terms

axioms postulates
theorems

Mathematical System
1.____ are terms that do not have concrete definition but can be described. On the other
hand, 2. require definition. There are statements assumed to be true even without
proof which we called as axioms or postulates. However, the two has distinction in such a
way that 3._____ are often used in Geometry while the 4. _____ are used in all areas of
Mathematics. When the statement shows evidences or proven to be true, we call it as
5._____.

B. Directions: Tell whether each of the following statements is true or false. Write TRUE
if the statement is correct and FALSE if it is not. Use a separate sheet of paper for
your answer.
______1. By commutative axiom, .
______2. is a distributive axiom.
______3. The additive inverse is .

______4. The multiplicative inverse of is .

______5. If , and , then by symmetric axiom.

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 What I Can Do

It is now time to apply the concept you have learned in Describing the Mathematical
system. Read the situation below and answer the questions that follow.

A sari – sari store owner bought five different brands of the detergent powder namely
, and . He bought pieces for each brand. Even at a glance, he can easily state
which brand of detergent powder is the best seller. Now, each powder claims that it would
not irritate the skin after using it. In this case, the store owner wants to test each brand to
prove if the claim is true.

Questions:
1. What represents or describes the undefined terms in the situation?
2. What statement represents a postulate? Why?
3. What statement represents a theorem? Justify your answer.
4. Suppose a variant will cost – pesos, prove that each will
cost . Use two – column form.
5. Suppose , and represent the number of packs of detergent sold
for each brand, how much will the sari – sari store owner have earned in
total if the cost is pesos? Use two – column form.

11
 Assessment

Directions: Choose the letter of the correct answer. Write your answer on a separate
sheet of paper.

1. What do you call the statements that can only be described and not defined?
A. axioms C. theorems
B. defined terms D. undefined terms

2. Which of the following is a commutative axiom?

A. C.
B. D. (

3. Which statement is NOT true?

A. Integers are rational numbers.
B. Rational numbers are also irrational.
C. All counting numbers are real numbers.
D. Numbers from zero to ten are natural numbers.

4. What is the additive inverse of a = 0?

A. C.
B. D.

5. Which of the following illustrates Multiplicative axiom?

A. if , then
B. if , then
C. if and , then
D. if , then,

6. Which of the following DO NOT imply associative axiom?

A.
B.
C.
D.

7. Name the property which justifies the following conclusion.

Given: If –
Conclusion: then

A. Existence of Additive Inverse.

B. Existence of Multiplicative Inverse.
C. Existence of Multiplicative Identity.
D. Existence of Additive Inverse and Additive Identity.

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8. Which of the following is NOT a property of Mathematical system?
A. conjecture C. postulates
B. define terms D. theorems

9. Which of the following statements is true about defined terms?

A. These are concepts that need to be defined.
B. These are statements accepted after it is proved deductively.
C. These are concepts that can be defined using the undefined terms.
D. These are statements assumed to be true and need no further proof.

10. Which of the following statements describes an axiom?

A. A statement that is never accepted to be true.
B. A statement that is accepted as true without a formal proof.
C. A statement that is only accepted as true after being formally proven.
D. A statement that is usually not obvious as true, using other rules and reasoning.

11. Which of the following illustrates distributive property of equality?

A.
B.
C.
D.

12. Which of the following statements describes a theorem?

A. A theorem is the same thing as a postulate.
B. A statement that is accepted as true without a formal proof.
C. A statement that is impossible to prove using mathematical reasoning.
D. A statement that is proven true using postulates, rules and other theorems.

13. Which of the following illustrates reflexive property?

A.
B.
C.
D.

14. In finding the value of x in – , which of the following is the correct step
by step process?
A. – by addition property of equality
B. by additive inverse and additive identity
C. by multiplicative inverse
D. – by additive inverse
E. by multiplicative inverse
F. by simplification

A. C.
B. D.

15. Baguio City is the summer capital of the Philippines. Which of the following best
describes the statement?
A. The statement is obviously false.
B. The statement cannot be proven to be true or false.
C. The statement needs to be formally proven to be accepted as true.
D. The statement does not need to be formally proven and is accepted as true.

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 Additional Activities

A. Complete Me
Directions: Find the value of and show a proof in a step by step process using two –
column form.

Given – –
Proof:

Statement Reason
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.

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 15
What I Know
What's More
1. A Activity 1: Figure it Out
2. B 1. Distributive Axiom
3. C 2. Existence of Multiplicative Identity Axiom
4. D 3. Associative Axiom
5. B 4. Existence of Multiplicative Inverse
6. C 5. Associative Axiom
7. A
8. B Activity 2: Fill Me Out
9. D 1. Given
10. B 2. Adding –2b to both sides
11. D 3. Existence of Additive Inverse
12. C 4. Adding 25 to both sides
13. C 5. Existence of Additive Inverse and Additive Identity
14. D 6. Existence of Multiplicative Inverse
15. C
Activity 3: Solve Me
What's In statement Reason
Activity: Prove Me True 1. 1/x = 1/(2-3x) 1. Given
Statement Reason 2. Existence of
2. 2 - 3x = x
multiplicative inverse
1. a = b 1. Given
3. Existence of additive
2. a + c = b + c 2. Add both side by c 3. 2 - 4x = 0
inverse
3. c = d 3. Given 4. . Existence of additive
4. -4x = -2
4. c + b = b + d 4. Add both sides by b inverse
5. Addition Property of 5. Existence of
a+c=b+d 5. (-1/4)(-4x) = (-2)(-1/4)
multiplicative inverse
Equality
6. x = 1/2 6. Simplify
Answers:
1. Answers may vary; yes
2. By means of filling out the statements Assessment
and reason, and solving it, also it is What I Have Learned
direct proof because no need for further 1. D
proving. A. Fill in the blank
1. Undefined terms 2. B
2. Defined terms 3. B
3. Postulates 4. C
What’s New 4. Axioms 5. D
5. Theorems 6. A
Answer: GEOMETRY 7. D
G E O M E T R Y B. True or False 8. A
1. TRUE 9. C
5 1 4 2 1 7 6 3 10. B
2. FALSE
3. TRUE 11. C
1. Answers may vary 4. FALSE 12. D
2. Answers may vary 5. False 13. A
3. Yes 14. D
15. D
Answer Key
 16
What I Can Do
Answers:
1. The undefined terms that represent in the situations is “detergent powder”.
2. Even for a glance, he can easily states which of the detergent powders is the best – seller. This
statement is a postulate because no need for further proof.
3. Now, each powder claims that it won’t irritate the skin after using it. In this case, each powder
needs to be tested before it can be declared that the claim is true. This statement that needs to
be formally proven to be accepted as true is what we call a theorem.
4. Given: 2x – 5 = -x + 10
Prove: x = 5 pesos
Proof:
Statement Reason
1. 2x – 5 = -x + 10 1. Given
2. 2x + x – 5 = -x + x + 10 2. Addition axiom (add – x to both sides)
3. 3x – 5 = 10 3. Existence of additive inverse
4. 3x – 5 + 5 = 10 + 5 4. Addition axiom (add 5 to both sides)
5. Existence of multiplicative inverse and additive
5. 3x = 15
identity
6. X=5 6. simplify: 5 pesos each
5. Proof:
Statement Reason
1. 5( A + B +C +D + E) 1. Given
2. 5A + 5B + 5C + 5D + 5E 2. Distributive axiom
3. 5(20) + 5(20) + 5(20) + 5(20) + 5(20) 3. Substitution method or substitute
4. 100 + 100 + 100 + 100 + 100 4. Addition axiom
5. 500 5. Simplify: total earned by the store owner
References
McGraw-Hill Dictionary of Scientific & Technical Terms, 6E, Copyright © 2003 by The
McGraw-Hill Companies, Inc., accessed 16 July 2020, <
encyclopedia2.thefreedictionary.com/mathematical system
Romero, Karl Freidrich Jose D. Geometry in the Real World. Antonio Arnaiz cor. Chino
Roces Avenues, Makati City
stackoverflow.com/questions/6604749/what-reason-is-there-to-use-null-instead-of-
undefined-in-javascript

Strader, W. and L. Rhoads (1934). Plane Geometry, Philippine Islands: The john C.
Winston Company

Links:

www.cliffnotes.com/study-guides/geometry/fundamental-ideas/postulates-and-theorems

www.coursehero.com/file/p23fmpl/Theorem-1-2-if-two-lines-intersect-then-exactly-one-
plane-contains-both-lines/

www.quora.com/What-are-the-axioms-of-logic

www.slideshare.net/musthafakamalshah/mathematical-system

brainly.in/question/764410

brainly.com/question/2039920

N.S. Palmer, October 2015, accessed 15 July 2020, < www.ancient.eu/Euclid/>

quizlet.com/48671658/geometry-flash-cards

quizlet.com/26499619/postulates-theorems-flash-cards

quizlet.com/264857431/geometry-chapter-1-vocab-flash-cards

17
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Ground Floor, Bonifacio Building, DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected]*[email protected]