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Math 8.2

The lesson aims to teach students about axiomatic systems in geometry, including definitions, components, and applications. Activities include visualizing undefined terms, group work to illustrate axiomatic structures, and practical problem-solving exercises. Evaluation consists of formative and summative assessments, along with an assignment to research real-world applications of axiomatic systems.

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mjpajaron98
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10 views3 pages

Math 8.2

The lesson aims to teach students about axiomatic systems in geometry, including definitions, components, and applications. Activities include visualizing undefined terms, group work to illustrate axiomatic structures, and practical problem-solving exercises. Evaluation consists of formative and summative assessments, along with an assignment to research real-world applications of axiomatic systems.

Uploaded by

mjpajaron98
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Objectives:

At the end of the lesson, students will be able to:

1. Define an axiomatic system and explain its importance in geometry.


2. Identify undefined terms, defined terms, axioms, and theorems in geometry.
3. Illustrate examples of axiomatic structures using points, lines, and planes.
4. Apply axiomatic reasoning in solving mathematical problems.

I. Procedure

A. Activity

1. Motivation: Geometry in Real Life


o Teacher's Activity: Show a tree diagram representing an axiomatic system:
 Roots (Undefined terms: point, line, plane).
 Trunk (Axioms/postulates).
 Branches (Theorems).
o Ask:
 “Why do you think this tree is an effective representation of a
mathematical system?”
 “What do you think are the roles of the roots, trunk, and branches?”
2. Hands-On Activity: Visualizing Undefined Terms
o Teacher's Activity: Provide materials (colored paper, string, pencils) to represent
points, lines, and planes.
o Students' Activity:
 Use a pencil tip to represent a point, a stretched string for a line, and a
sheet of colored paper for a plane.
 Discuss their observations.

B. Analysis

1. Discussion on Axiomatic Systems


o Teacher's Activity:
 Define the components of an axiomatic system:
 Undefined terms: point, line, plane.
 Defined terms: angles, rays, polygons.
 Axioms/Postulates: Statements accepted without proof.
 Theorems: Statements proven using axioms.
 Provide examples from the module, e.g., Postulate 1: A straight line can
be drawn between any two points.
o Students' Activity:
 Answer:
 “Why are undefined terms important?”
 “How are axioms used to derive theorems?”

C. Abstraction

1. Group Work: Identify and Illustrate


o Teacher's Activity: Assign groups to illustrate axiomatic structures from the
module. Examples:
 Group 1: Illustrate points, lines, and planes using real-world objects.
 Group 2: Create a diagram for the Segment Addition Postulate.
 Group 3: Visualize the Angle Addition Postulate.
o Students' Activity: Present their work and explain how it demonstrates axiomatic
reasoning.
2. Critical Thinking Exercise
o Ask:
 “Can axioms always be proven true?”
 “Why do you think axiomatic systems are used in mathematics?”

D. Application

1. Practical Problem-Solving Activity


o Teacher's Activity:
 Provide a scenario: “You are designing a triangular garden. Using the
Angle Sum Theorem, determine the third angle if two angles are 50° and
70°.”
o Students' Activity: Solve the problem and justify their solution using theorems
and postulates.
2. Real-World Connection
o Ask students to identify axiomatic structures in everyday life (e.g., building
designs, road systems).

II. Evaluation

1. Formative Assessment:
o Answer the module’s “What’s More” activity on axiomatic systems and
undefined terms.
2. Summative Assessment:
o Complete the “What I Can Do” activity by modeling axiomatic systems for
committees.
III. Assignment

 Research and write an example of how axiomatic systems are applied in other fields (e.g.,
computer science, physics).

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