Mathematic

s
Illustrating Axiomatic
Quarter
Structures
of 3 – Module 2
a Mathematical
System

CO_Q3_Mathematics 8_
Module 2
Questions
:
1. Where you able to recall the axioms for real numbers illustrated in each
polygon?
2.
3. What axiom
Describe will
your justifyasthe
feeling given
you colorstatement, 10+(−10)=0?
each polygon.

4. Do you know that psychological reactions to color could alter attention,

mode,
learn? and motivation to
5. Colors
(Renk have
Etkis, effects
2017). onand
Blue children’s bodily are
green colors functions, mindtoand
associated emotions
calmness,

comfort, happiness
while little red and and contentment,
yellow is helpful inpink reduces
drawing aggressive
children’s behavior,
attention. What

about you? What color do you think would motivate you to learn?

Now that you had picked your color, have it with you so it will get you
motivated
activity. to learn and will make you ready to perform the next

What’s New

Activity 1: Visualize me! Directions: Complete the table below by writing the
appropriate representation of
point, line, and plane found in the box.

Point Line Plane

top of the edge of the tip of a pencil wall

table edge of a cabinet tip of a of a classroom

book stretched marker edge of a cellphone screen

corner of a rectangular
rope ruler

tray

5
CO_Q3_Mathematics 8_
Module 2
 What is It

Robots are increasingly used in many industries in the whole world,

healthcare
from and manufacturing to defense and
education.
For instance,
an industry oraestablishment
certain robot to
is do
being used in
a particular

activity. Suppose that the statements below

describe
the routine for such robot to control activity in a

warehouse:
Set of statements:
Statement 1: Every robot has at least two
paths.

Statement 2: Every path has at least two

robots.
In this set of statements, which do you think are terms that need to
Statement
be 3: A minimum of one robot exist.
defined?

Suppose you are asked to prove another statement, say, “a minimum

one
it? robot exists”, can you use these three statements to prove
of
The
or needsoftostatements
set be defined.above
Theseare true and contain
statements terms
can be used tothat areand
create undefined
to prove

another statement. These set of statements are examples of an axiomatic

system.
An axiomatic system is a logical system which possesses an
ex licitly stated set of axioms from which theorems can be
p derived.

From the definition,

undefined youcalled
terms (also could the
sayprimitive
that axiomatic system
terms), consists
defined terms,of some
list of
axioms orbe
proofs) to postulates concerning
used in deducing new the undefined
statements terms,
called a system of logic (or
theorems.

The axiomatic structure of a mathematical system can be compared to

tree.
a
The ground is not part of the tree but it is necessary for the tree to be
planted and to grow. Like the ground, an axiomatic system needs a logical
system of rules that allows one to make inferences.

6
CO_Q3_Mathematics 8_
Module 2
 Theorems - Branches
and Leaves.

Axioms - Trunk

Definitions -
Roots
Undefined terms -
Root

Logical System -
Ground

The roots at the base of the tree correspond to the undefined and defined
terms of the system. These are the basic term from which statements in the
axiomatic system are made. Like the tip roots combined to build up roots of
the tree, undefined terms are the starting point for every definition and
statement of the system. They are combined in various ways into a statement
called the definition.

Terms
preciseare
anddefined
conciseforonusits
tomeaning.
be But

there arenecessarily
some basicleft
terms of the system collection set
that are undefined. When

we define
terms that awe
term,
also we willtobe
need usingFor
define. different

instance, we want to define the word “set”. group

Looking up for the word “set” in the Circular
dictionary, you will find that “set is a group definition

of objects or numbers.” Then you also have to define the term “group”,

which
means “collection”, and collection means “set”. The process is a circular

definition. Thus, there are basic terms left undefined to prevent circular
definition.

The trunkgrowing
branches of the tree
out corresponds
of that trunk to the
are theaxioms or postulates
theorems. Axioms arewhile
the the

statements that serve as a starting point for the system. Axioms are the

basic
truths and we used them to prove other statements. Theorems, on the other

hand, are statements deduced from the axioms.

7
CO_Q3_Mathematics 8_
Module 2
Axiomatic system has three
properties.
1. Consistency.
An axiomatic system is said to be consistent if there are no axiom
or
theorem that contradict each other. This means that it is
impossible
to derive both a statement and its negation from the axiom set of
system.
Example:

Axiom statement: There exist two lines that are

parallel.
Negation: No two lines are

Notice that the negation is not an axiom nor a

parallel.

The system where a statement and its negation are both true is
theorem.

said
to be inconsistent.
An axiomatic system should be consistent for it to be logically
valid. This means that there are no axiom or theorems that
contradict each other. Otherwise, the axiomatic system is faulty
or inaccurate.

2. Independence. In an axiomatic system, an axiom or postulate is

said to be
independent if it is not a theorem that follows the other axioms. It
is

not a theorem
other axioms inthat
thecan be derived or cannot be proven true using
system.

For instance, you have four different axioms. If you can make a

model
showing that one axiom is independent of the other, that is, you

cannot
axiom isuse the other three axioms to prove such axiom, then the
independent.

An example
prove to thisusing
this axiom is Euclid’s fifth postulate.
the other Many people
four postulates triedfailed
but either to
or

used faulty reasoning. This problem led to the development of

other
geometries where the fifth theorem of Euclid was shown to be
Indep endence
independent
system. is not
of the a necessary
other requirement for an axiomatic
postulates.

8
CO_Q3_Mathematics 8_
Module 2
3. Completeness.

An axiomatic system is complete if for every statement, either

itself or
its negation, is derivable in that system. In other words, every
statement is capable of being proven true or false.

Now that you have learned the axiomatic system, let us try to apply

it
in the situation mentioned earlier about the artificial axiomatic
system describing a routine for a computer to control activity of
the
robot in a warehouse. The set of axioms given were:
a. What are the undefined terms in this axiom set?
Axiom 1.
2. Every
Answer:
Axiom Every robot hasat
path has atleast
leasttwo
tworobots.
paths.

Axiom
In this3.system,
There exists at least one
the undefined robot.
terms are “robot”, “path” and “has”.
The
is a terms “robot” and “path” are elements and the term “has”

relation. This indicates that there is some relationship between

robot and path. These undefined terms can be used to build

construct to various proofs.

b. If you are asked to prove say, “Theorem 1. There exists at least

one
it? path.”, how would you do

Answer:
Notice that Axiom 3 guarantees that a robot exists but no axiom
clearly states that there is a path. The sequence of proof could be
as
follow:

Proof:
1. By the third axiom, there is an existence of a robot.

2.
3. By the firstthere
Therefore, axiom, each
exist at robot
least must have at least two paths.
one path.

Notice that Axiom 3 is a consequence of Axiom 1 and

Axiom 2.

9
CO_Q3_Mathematics 8_
Module 2
 c. What is the minimum number of paths? Prove it.

Answer: Notice that Axiom 1 states that every robot has at least

two
paths. Hence, the minimum number of paths is two.
1. By the third axiom, a robot exists, call it 𝑹𝟏.

the first axiom, 𝑹𝟏 must have at least two paths call them
Proof:
𝑷𝟏
𝑷𝟐.and
2. By

3. Therefore, at least two paths exist.

The example
collection of above clearly
axioms, shows that an
or statement axiomatic
about system
undefined is a from
terms,
which
proofs and theorems or logical arguments are built.

The following are some examples and illustrations of each part in the
axiomatic structure.

Undefined
terms
Axiomatic structure started with three undefined terms (or primitive terms):
point, line, and plane. These terms are the bases in defining new terms,
hence they are called the building blocks of geometry. Even though they are
called undefined terms, it does not really mean that we are restricted to
describe or represent them.

The table below shows the different ways of describing these three undefined
terms.

Point Line Plane

Something having A one-dimensional A flat surface where

specific position but it figure with infinite infinite numbers of lines

has no dimension (no numbers of points, no can lie. It has no specific

length, no width, and specific length, without length and width and
no thickness) or width nor thickness. It is without thickness. It

direction. always straight

extends indefinitely that extends indefinitely in all
in directions.
two opposite
There are objects that illustrates point, line, and plane in real-world. In
directions.
your previous activity, they
are:
1. tip of a pencil; 1. edge of the cabinet; 1. top of the table;
2. tip of a marker; 2. edge of a book; 2. wall of a classroom;
3. corner of a 3. stretched rope; 3. cellphone screen;
rectangular tray; 4. edge of a ruler.

10
CO_Q3_Mathematics 8_
Module 2
 Now look around you, can you name something in your place that
would
illustrate point, line, and plane?

A point can be
represented with a dot line AB,The line below
denoted is
by the Thebelow
parallelogram
isdenoted
a plane

and is denoted
capital letter. by a symbol 𝐴⃡𝐵 , which is byread
the Greek Letter 𝛼,
named after the two as ‘alpha’. This
The two points plane can also be
below are point A and line.points that are on the named as plane ABC.
point . Lines canby
also be case
denoted a lower

letter like line 𝑙 below.

B

● A �
● A ● B
● B ● C �

�
�

Defined

terms
From these three undefined terms, important concepts in geometry will be
defined. Remember that we need defined terms because we want to be
precise and concise on the meaning of a term. Definitions will enable us to
understand each other and to make sure we mean the same thing about a
certain term.

Below are some definitions derived from the undefined terms, point,
line,
and plane.

1. Definition of a

Segment Segment 𝐴𝐵, denoted by 𝐴̅̅̅̅̅𝐵̅ or 𝐵̅̅̅̅̅𝐴̅, is the union of points A, B and
the points between them. 𝐴 and 𝐵 are called the endpoints of the
segments.
all
● ●
A B

11
CO_Q3_Mathematics 8_
Module 2
2. Definition of

Point 𝑈 is said to be 𝐹
Between

𝐹 𝑈and+ 𝑁 if
if and only , �, and � are

𝑈𝑁 =
between
distinct points of the same line � � �

𝐹𝑁.
and
�

In 𝐹⃡𝑁 , 𝑼 is between 𝑭
and 𝑵 since 𝐹, 𝑈, and 𝑁
2 cm 3 cm
● ● ●

same line and 𝐹𝑈 + 𝑈𝑁

F U N are distinct points on the

= 𝐹𝑁 and
2𝑐𝑚 3𝑐𝑚
2cm + 3cm = 5cm

5𝑐𝑚.
+ =

3 Definition of Collinear Points and Coplanar

. Points When points are on the same line, they are called collinear

points.
D

● ● ●
A B C

Note that points A, B, and C are on the same line, hence they are said
to be collinear, while point D is not on the same line with the other three,
thus,
these four points A, B, C, and D are noncollinear.
When points are on the same plane, they are called coplanar
points.

Notice that points B, I, and G are on the same plane P, hence they
are
said to be coplanar.

Can points and lines be coplanar? The answer is yes. As long as they are on
the same plane, they are said to be coplanar like the one illustrated below.

O, Y and line 𝑛 are all

In the figure, points J,

on the same plane 𝑆,

hence they are
coplanar.

12
CO_Q3_Mathematics 8_
Module 2
4. Definition of a Ray

Ray is a part of a line that has one endpoint and goes on infinitely
one direction.
in

In the figure above, ray PQ starts from point P and goes on to the right
without bound. P is called the endpoint of 𝑃𝑄 . Can you call it ray PR? The
answer is yes.

5. Definition of an

Angle An angle is the union of two noncollinear rays with a common endpoint.

shared by 𝑈𝑇 and 𝑈𝑉 is point

The common endpoint being

U
called the vertex. The angle
formed could be named as ∠1

∠𝑇𝑈𝑉 or ∠𝑉𝑈𝑇.
or
6. Definition of Congruent

Angles Two angles are congruent if and only if their measures are

∠ 𝑋 ≅ , if and only 𝑚 ∠ 𝑋 = .
equal. In symbol:

∠𝑌 if 𝑚∠𝑌

7. Definitions of Acute Angle, Right Angle, and Obtuse

Angle
An acute angle is an angle with a measure greater than 0° but less than
90°. A right angle is an angle with a measure of 90° . An obtuse angle is
an angle with a measure greater than 90° but less than
180°.

13
CO_Q3_Mathematics 8_
Module 2
8. Definition of Adjacent

Angles
Adjacent
overlap. angles share a common vertex and a common side, but do not

ABD

common vertex, and 𝐹 𝐺 as

∠ and ∠CBD are ∠EFG and ∠GFH have F as
adjacent angles which have a
common vertex B and a common common side, but the interiors of
side 𝐵𝐷 . The interiors of ∠ABD the two angles intersect, this
and ∠CBD do not intersect and means that the two angles have
therefore, the two angles have common interior points. Thus,
∠EFG and ∠GFH are not adjacent
no angles.
interior points in common.

9. Definition of Supplementary

Two angles are supplementary when the sum of their angles is .

Angles

180°

10. Definition of Linear

Pairs
A linear
angles pair
are saidoftoangles is formed
be linear if they when two lines
are adjacent intersect.
angles formedTwoby two

intersecting lines and are supplementary.

𝐵𝐷 is the common side, 𝐵 and 𝐵𝐶

𝐴
opposite rays, ∠ 𝐴𝐵𝐷 ∠ 𝐶
are forms a

𝐵𝐷
linear
and pair.

11. Definition of Vertical

Angles
Opposite angles formed by two intersecting lines are vertical

angles. ∠1 and ∠3 are vertical angles.

∠2 and ∠4 are also vertical
angles. Noticed that these
angles are opposite each other.

14
CO_Q3_Mathematics 8_
Module 2
12. Definition of Perpendicular

Lines Perpendicular lines are two lines that intersect to form a right
angle.

𝐴⃡𝐵 intersects 𝐶⃡𝐷 at point E.

A ∠𝐴𝐸𝐷, ∠𝐴𝐸𝐶,
∠𝐵𝐸𝐶, and ∠𝐵𝐸𝐷
E are right angles form by these
C D two intersecting lines, hence,
𝐴⃡𝐵
is perpendicular to 𝐶⃡𝐷 . In
B

symbol, 𝐴⃡𝐵 ⊥𝐶⃡𝐷 .

13. Definition of Perpendicular

Bisector A perpendicular bisector 𝑃𝑅 of a line segment 𝑋𝑍 is a line

segment perpendicular to 𝑋𝑍 and passing through the
midpoint.
P 𝑃̅ 𝑅̅ at point 𝑌. 𝑃̅𝑅̅ divides
𝑋̅𝑍̅ two equal parts. Thus,
𝑋̅ 𝑌𝑍̅=. Furthermore, 𝑋̅𝑌̅≅ 𝑍̅𝑌̅.
𝑋
⊥
into

X Y Z 𝑍𝑌
R

14. Definition of

Polygon
A polygon is a closed figure such that the union of three or more

coplanar
segments, which intersect at endpoints, with each endpoint shared by

exactly two noncollinear segments.B D

A C E

Polygo Not
n Polygon
Point C is shared by
more than two
segments.
15. Definition of Convex

Polygon
A polygon
polygon doisnot
convex if and
contain only
points in ifitsthe lines containing the sides of the
interior.

B F If each diagonal, except

C G
its endpoints, is
Exterior entirely in the interior
Interior
E of the polygon, then
A H
D the polygon is convex,
like polygon EFGH.

15
CO_Q3_Mathematics 8_
Module 2
16. Definition of Nonconvex (Concave)

Polygon
A polygon is nonconvex (concave) if and only if at least one of its

sides is
contained in a line, which contains also points in the interior of the

polygon.
J K 𝐿⃡𝑀 which contains 𝐿̅𝑀̅ also
contains points in the interior of
L
the polygon, hence, polygon JKLM
M

17.Definition of Regular

Polygon A regular polygon is a polygon that is both equilateral and

equiangular.

Interior E E Exterior
angle angle
R O A R A

Central O
angle D D
M
M N

The regular polygon DREAM has five Regular polygon DREAM

∠𝑅𝐷𝑀,∠𝐸𝑅𝐷,∠𝐴𝐸𝑅,∠𝐸𝐴𝑀,∠
interior angles has also five exterior angles.

𝐴𝑀𝐷.
These angles are obtained
when one of the intersecting
𝑚∠𝑅 𝐷 𝑀are 𝑚∠𝐸𝑅𝐷=
∠𝐴𝑀𝑁. The outside angle
These angles = equal, sides is extended such as

𝑚∠
𝐷𝑅= 𝐴=
𝑅𝐸 𝐸𝐸𝐴
𝑅DREAM
=𝐴𝑀=has
𝑀𝐷five
The polygon equal sides, along with the
of = . Point O is the center vertex is an exterior angle.
𝑚 given
the ∠ 𝐸 𝐴polygon.
𝑀 = 𝑚∠ ∠𝑂𝐴is𝑀 𝐷 central
the . angle.

18. Definition of a

Triangle
A triangle is a three-sided

polygon. The symbol “∆” followed by the three

letters representing the noncollinear
R
the triangle. Every triangle, like ∆ 𝑇𝑅𝐼 has
points (or the vertices) is used to name

sides (𝑇̅𝑅̅,𝑅̅𝐼̅,𝑇̅𝐼̅), three angles (∠ 𝑇, three

T I
∠𝑅,∠
and 𝐼
three (T, R, I) ),
vertices

16
CO_Q3_Mathematics 8_
Module 2
19. Definition of Angle Bisector of a

Triangle
An angle bisector of a triangle is a segment contained in the ray,

which
bisects the angle of the triangle, and whose endpoints are the vertex of
this

𝑂̅𝐸̅ side.
is an angle bisector of ∆ 𝐿𝑂𝑉. It is
O
the bisector of ∠𝐿𝑂𝑉. The endpoint O of
angle and a point on the opposite
the angle bisector is the vertex of ∆ 𝐿𝑂𝑉

opposite side. Thus, ∠ 𝐿𝑂𝐸≅∠ 𝐸𝑂𝑉.

and the other endpoint E is on the
L V
E

20. Definition of an Altitude of a

Triangle
A segment is an altitude of of
a the
triangle if and only if itthat
is contains the
perpendicular from a vertex triangle to the line

opposite side.
I T
T S S

Y A A
In ∆𝑆𝐴𝐹, 𝑆̅𝐸̅
S E F L N E

In ∆𝐿𝑆𝐸,
Ever triangl
has
𝐿 𝐼 , 𝑆̅ 𝑁̅ ,
is one of the
In ∆𝑆𝑇𝐴, 𝑇̅𝑌̅ is
three
y e altitudes.
and 𝑇̅𝐸̅ are the
three
altitudes.
one of the three
three altitudes.
altitudes.

21. Definition of

Median A segment is a median of a triangle if and only if its endpoints

vertex and the midpoint of the
opposite side.
are a
R
Every triangle has also three medians.
Median, except its endpoints, is always
O M in the triangle’s interior. Unlike altitude

the triangle. 𝐴̅𝑂̅ is the median to

that can be drawn from the exterior of

𝑁̅𝑅̅, 𝑅̅𝐿̅ is the median to 𝑁̅𝐴̅, and

N L A 𝑁̅𝑀̅ is the median to 𝑅̅𝐴̅.

17
CO_Q3_Mathematics 8_
Module 2
 22. Definitions of Acute, Right, Obtuse, and Equiangular

Triangle
An acute triangle is a triangle in which all angles are acute.
A right triangle is a triangle in which one of the angles is a right
angle.

An obtuse triangle is a triangle in which one of the angles is obtuse.

An equiangular triangle is a triangle in which all angles are
congruent.
O D S D

T R Y U N Y A
H
Acute Right Obtuse Equiangular
Triangle Triangle Triangle Triangle

23. Definitions of Scalene, Isosceles, and Equilateral

Triangle
A scalene triangle is a triangle with no congruent sides.
An isosceles triangle is a triangle with at least two congruent
sides.

E
An equilateral triangle B with all sides congruent.
is a triangle A

H R G I H T

Scalene Isosceles Equilateral

𝐵̅ 𝐺̅ ≅ 𝐻̅ 𝐴̅ ≅ 𝐴̅ 𝑇̅
Triangle Triangle Triangle

𝐵̅ 𝐼̅ ≅ 𝐻̅ 𝑇̅

Take note of these definitions because you will be using them in

your
future lessons.
Axioms

In the axiomatic structure of a mathematical system, axiom is defined as a

logical statement accepted to be true without proof. Axioms can be used as a
premise in a deductive argument. In the Elements, Euclid presented 10
assumptions, five of which are not specific to geometry, and he called them
common notions (axioms), while the other five are specifically geometric in
which he called them postulates.

18
CO_Q3_Mathematics 8_
Module 2
The following are examples:

Common Notions

(Axioms):
Axiom 1. Things which are equal to the same thing are also equal to one
another.
equality.This is transitive property of

Axiom 2. If equals are added to equals, the wholes are equal. This is
addition property of
equality.

Axiom 3. If equals are subtracted from equals, the remainders are equal.
This is subtraction property of
equality.

Axiom 4. Things which coincide with one another are equal to one
another. This is reflexive
property.

-
-

19
CO_Q3_Mathematics 8_
Module 2
Axiom 5. The whole is greater than the part.

>
The following axioms below are both used in geometry and other field
of mathematics.

 Symmetric Property of
 For all real numbers 𝑝 and 𝑞, if 𝑝 = 𝑞. then 𝑞 =
Equality 𝑝.

 Substitution Property of
 For all real numbers 𝑝 and 𝑞,
𝑝
for 𝑝 in any 𝑞 then 𝑞
Equality
if , can be substituted
=
expression.

Geometrical Postulates: Postulate 1. A straight line segment can be drawn

joining any two distinct

points.

Postulate 2. Any straight line segment can be extended indefinitely in a

straight line.

Postulate 3. Given any straight line segment, a circle can be drawn having
the segment as radius and one endpoint as
center.

20
CO_Q3_Mathematics 8_
Module 2
Postulate 4. All right angles are
congruent.

Postulate 5. If a straight line meets two other lines, so as to make the two
interior angles on one side of it together less than two right angles, the other
straight lines will meet if produced on that side which the angles are less than
two right angles.

Postulate 5 asserts that two distinct straight lines in a plane are either parallel
or meet exactly in one
point.

Postulate 5 is referred to as the parallel line postulate. This postulate was

questions by many mathematicians. To them, the postulate seemed less
obvious that the others and claimed that it should be proven rather than
simply accepting it as a fact.

The following are other postulates about point, line, plane, and figures formed

by
these and the basic postulates.
 If two distinct planes intersect, then their intersection is a

line.

21
CO_Q3_Mathematics 8_
Module 2
  If two points of a line are in a plane, then the line containing these
points is in the plane.

 Segment Addition
 If points 𝑃, 𝑄 and 𝑅 are collinear and
point 𝑄
Postulate is between

𝑃 𝑅, 𝑃𝑄 𝑄𝑅
points
and then +
= 𝑃𝑅

 Angle Measurement
Postulate

 𝑟To every angle there corresponds a unique real numberwhere

0<𝑟<180°.
In geometry, angles are
in units called degrees
. In

𝑚∠𝐹𝑈𝑁=45°
measures
symbol °. Angle FUN is 45
degrees. In notation,

 Angle Addition
Postulate

° °
°

A System of Logic
(Proof)
The sets of axioms (or postulates) you just learned were used to deduce new
propositions or to prove other statements using the rules of inference of a
system of logic. In other words, the system of logic is your proof. Euclid used
deductive reasoning in organizing the Euclidian geometry.

22
CO_Q3_Mathematics 8_
Module 2
Theorem
s
Theorems are the new statements which are deduced or proved using sets
of system of logic, and previous theorems. These are statements
axioms,
accepted after proven deductively.

The following are some theorems about points, lines, and

planes.
Theorem Descriptions Illustrative
If two different lines
s
Theorem 1 Example
intersect,
then they intersect at exactly
one point.
If a line not contained in a
plane intersects the plane, then
Theorem 2
the intersection contains only
one point.

If a point lies outside a line,

Theorem 3 then exactly one plane contains
both the line and the point.

If intersect,
two distinct (different) lines
then
Theorem 4 planeexactly one
contains both lines.

Linear Pair If two angles form a linear

Theorem pair, then they are
supplementary.

Vertical Angles
Vertical angles are
Theorem
congruent.

23
CO_Q3_Mathematics 8_
Module 2
 Point on the perpendicular
Perpendicular bisector of a segment is
Bisector Theorem equidistant from the
endpoints of the segment.

Isosceles Triangle Base angles of isosceles

Theorem triangles are congruent.

The exterior angle of a triangle

is equal to the sum of the two
remote interior angles of the
Exterior Angle
triangle. The exterior angle of a
Theorem
triangle is greater than either of
the measures of the remote
interior angles.

Triangle Angle The sum of the measures of

Sum Theorem the angles of a triangle is
180°.

Now that you have learned definitions, postulates and theorem, you are now
ready
for the next activities.

24
CO_Q3_Mathematics 8_
Module 2
 What’s
More
Activity 1: Make me
meaningful!
Directions: The following is an axiomatic system. Answer each question
required.
as
Axiom Set:
Axiom
points. 1: Each line is a set of three
Axiom 2: Each point is contained by two
Axiom
point. 3: Two distinct lines intersect at exactly one
lines.
Questions:
1. What are the undefined terms in this axiom set?

2. Is the axiomatic system consistent? Why? Why Not? State what

property
system. is the given axiomatic
specific
Activity 2: “Who am I”
Directions: Write the definition, postulate, or theorem that supports
each
statement.

Illustratio Statemen What

n t Definition,
Postulate or
Example theorem
o
𝑚 ∠ 𝑡 = 𝑚
Exterior Angle
ℎ + 𝑚 ∠ 𝑜
∠
Theorem
h t

𝐴𝐵 +
1. ● ● ●
A B C 𝐵𝐶= 𝐴𝐶

𝑚
2. R
∠

𝑅𝐴𝐶
A C
+

E 𝐶𝑚
𝐴𝐸 =
∠

𝑅𝐴𝐸
3. O

𝑚 𝑃𝑁𝑂
𝑚 𝑂𝑁𝑌
∠ +
∠
P N Y

25
CO_Q3_Mathematics 8_
Module 2
 Activity 3: “Write the missing reasons”

Directions: Using the figure below write the missing reasons corresponding to
statement.
you. Number six is done for
its
Given:

𝑚∠𝑀𝐴𝑃 =

M 𝑚 ∠C 𝐶 𝐴 𝑅
Statement
𝑚∠𝑀𝐴𝑃 =
Figure Reason

= r o𝑚v∠e 3: 𝑚 ∠ 1
1. 1.
𝑚∠𝐶𝐴𝑅
P
2. 𝑚∠𝑀𝐴𝑃 =
2.
𝑚∠1+ 𝑚∠2
P
3. 𝑚∠𝐶𝐴𝑅 =
1 3.
𝑚∠2+ 𝑚∠3
2
4.
4. 𝑚∠1+ 𝑚∠2
A 3 5.

5 . 𝑚𝑚∠∠ 22 += 𝑚𝑚∠∠3 2
R = 6. Subtraction Property

6. 𝑚∠1 = 𝑚∠3
Activity 4: “Identify and
Illustrate”
Directions: Given the properties, identify whether it is a theorem or postulate
illustrate.
and
Propertie Theorem Illustratio

1. It states thats two angles form a or n

 ∠ 𝑃𝑁𝑂 and ∠𝑌𝑁𝑂 form a
Postulate
linear
pair are supplementary.
linear
pair
2. It states that angles opposite to
each
other and formed by two intersecting
straight
 Linelines are congruent.
m intersect line
n
 ∠1 and ∠3, ∠2 and ∠4
are
3. It states that points 𝐿,𝑀 and 𝑁 are
congruent

collinear and 𝑀 is between points 𝐿

𝑁, then 𝐿𝑀 𝑀𝑁
𝐿𝑁.
and
+ =

26
CO_Q3_Mathematics 8_
Module 2
 What I Have Learned

After going through with this module, it’s now time to check what you
have learned from the activities. Read carefully and answer the items
that follow.

Directions: Tell whether the following statement is true or false.

__________ 1. An axiomatic
terms, system
axioms, consists of undefined terms, defined
and theorems.

__________ 2. Theorems are proved

terms, axioms, using
a logical undefined
system, and/orterms, defined
previous
theorems.

__________ 3. A model of
meaning toan
theaxiomatic
undefinedsystem
terms is
of obtained by assigning
the axiomatic system
in
such a way that the axioms are true statements about
the
assigned concepts.
__________ 4.

Euclid’s
postulatepostulates 1, 2, 3,Parallel
5 (or Euclidean and 4 can be used to prove
Postulate).
__________ 5.
An axiomatic
logically valid.system should be consistent for it to be
__________ 6. and completenes are necessary
requirements of an axiomatic system.
Independence
s
__________ 7. Some terms remain undefined to avoid circular definition.
__________ 8. Points, lines and planes are undefined terms in geometry.

__________ 9. Euclid’s first five assumptions are not specific in

geometry
in
arewhich he called them postulates and the other five

__________ 10. specifically

notions. geometric which he called them common

In our daily lives, we use true statements based on facts

as
our reasons in order to arrive at a conclusion. In this
manner, we are applying axiomatic system.

27
CO_Q3_Mathematics 8_
Module 2
 What I Can Do

Let’s get this

real!
At this point, you will be given a practical task which will demonstrate
understanding on axiomatic system.
your
Directions: Read the situation below and answer the questions that follow.
Situation: Teacher Clarenda wanted to group here students into committees.
She
is grouping them according to the following axiom set:

Axiom 1: Each committee consists of exactly two

members. Axiom 2: There are exactly six committees. Axiom 3:
Each member serves on exactly two committees.
Questions:
1. What are the undefined terms in the axiom set?
2. Let a dot represent a member, and a line represent a committee, make at
least
set. one concrete model of the axiom
3. Deduce the theorem that “There is a finite number of
members.”

Assessment

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of
paper.
1. What undefined term is represented by a
A. point C. plane
dot? D. angle
B. line

2. What undefined term is represented by the edge of a

A. point C. plane
ruler? D. angle
B. line

3. Which of the following does not represent a

A. tip of a pen C. cover page of a
book
plane? D. faces of a rectangular
B. top of the

4. A consistent
table boxdo what to
axiomatic system does NOT
A. doubt C. affirm
itself?
B. guess D. contradict

28
CO_Q3_Mathematics 8_
Module 2
5. Which of the following statements best describe a perpendicular
line? A. a straight line C. intersecting lines forming a linear
pair
B. intersecting D. intersecting lines forming 4 right
lines
angles

6. How do you call a line perpendicular to a given segment which divides it into
two equal line
segments?
A.
B. diagonals
line C.
D. congruent segments
perpendicular bisector
segment

7. What axioms of equality do the illustration below

represent? Given: EM ≅ EM

A. reflexive property C. symmetric

B. substitution property
D. transitive property
property
8. Which of the following represents a
A. cover page of ADM C. corner of a room
module
plane?

9. What axioms of equality stated that for all real number 𝑝 and 𝑞, if 𝑝= 𝑞 then
D. door knob
B. edge of the of the book
𝑞=
𝑝?
A. reflexive property C. symmetric property
B. substitution property D. transitive property

10. What is the sum of all interior angles of a

A. 90° C. 180°
triangle?
B. 160° D. 360°
11. Which of the statements justify a supplementary
angle?A. It has a common side. C. The sum of two angles is
B. It has the same 180°.
measures. D. Two lines intersect.
For items 12 to 13, consider the following axiom set
Axiom 1: There are at least two buildings on a school campus.
below: Axiom 2: There is exactly one sidewalk between any two buildings.
Axiom 3: Not all the buildings have the same sidewalk between
them.
12. What are the undefined terms in given axiom
A. building only C. building and campus
set?
B. sidewalk only D. building and sidewalk

29
CO_Q3_Mathematics 8_
Module 2
13. Arrange the sequence of proof to prove that “there are at least two
sidewalks on
the school
campus.”

I. By Axiom 3, not all buildings have the same sidewalk between

them,
hence, there must be another building b3 which does not have
II. S12

III. between
By axiomit1,and b1 are
there or b2.
two buildings denoted by b1 and b2.
IV.
With Axiom 2, there must be a sidewalk between either b1 and b3

or
b2 and b3 which is not S12.
A. I, II, III, IV C. III, II, I, IV
B. II, IV, I, III D. IV, III, II, I
By axiom 2, there is exactly one sidewalk between b1 and b2

named
𝑚,
S12.
14. The angles inside
length of the sides ofthe
thetriangular garden
garden, Mary ABC are the
measured all 60°. Toas
sides befollows;
able to find
2.5 the

3 𝑚 and 5 𝑚. Did Mary measure it correctly?

A. No, because an equiangular triangle is also equilateral.

B. No, because two sides of an equiangular triangle must be

equal.
C. Yes, because a triangle is not equilateral if it is equiangular.

D. Yes, because not all equiangular triangles are equilateral.

15. You are tasked to make a triangular picture frame and your teacher gives

you
five sticks of the same length and one shorter length. What triangle can you
A. equilateral triangles C. isosceles and equilateral triangles
make out of the materials given if you are not allowed to cut the stick?
B.scalene and isosceles D. The materials cannot form a

triangles triangle

30
CO_Q3_Mathematics 8_
Module 2
 Additional Activities

Directions: Complete the table below with the facts associated with the
given problems.

Facts Application/ Solution

Vertical angles UseIllustration

the facts that linear pair 1.
are congruent. forms supplementary angles 2.
to
prove that vertical angles are 3.
congruent. 4.

5.

x 6.
7.
8.
w y
z l
9.
m

31
CO_Q3_Mathematics 8_
Module 2
 Module 2
CO_Q3_Mathematics 8_
32
2.m∠y + m∠z = 180° 3.m∠w + m∠x =
m∠y + m∠z 4.m∠w = m∠y 5.m∠x + m∠y
= 180° 6.m∠z + m∠y = 180° 7.m∠x +
m∠y = m∠z + m∠y
10.C 8.m∠x + m∠y - m∠y = m∠z + m∠y -
11.C
12.D m∠y
13.B 9.m∠x = m∠z
14.A
15.C
1.m∠w + m∠x = 180°
A 1
B
Additional
A Activities
D .
2
.
D
D 3
A .
C 4
.
C
Corner of a 5
rectangular tray 
Tip of a marker Assessme.
Tip of a pencil  6
Stretched rope 
Edge of the Lines member exist. By .
cabinet axiom 2,ntthere are 7
Edge of a ruler  exactly 6
Edge
Top of of a book
Wall ofthe
a table  committees.there .
 Therefore,
8
classroom is a finite number .
Cellphone screen Plan 9
e of members. Activity
 . 4
 5.Reflexive property
 3.By axiom 1, a Substitution property 4.
Angle addition Postulate
2.
3.Angle addition Postulate
1.Given
What’s
Activity
3
New 2.Possible model
member 3.Definition of Supplementary angles
(Commutative)Points 1.committee and
Violet (Existence of 3. Angle Addition Postulate 2.
Multiplicative 1.Segment Addition Postulate
Identity) 4.
What I can
Red (Trichotomy 5. Activity
Do 2
Axiom)
10.T
Yellow (Associative are none geometric, the two models are non-isomorphic making
Axiom) the system non-categorical, hence, it is a
postulates are consistent system.
Blue (Transitive geometric
Axiom) 2.
3.T c. The axiomatic system is consistent because
do are
theynot look of equivalent
notexactly structure or they
the same.
What’s In
1.White color 4.F – cannot be used
5.T 6.F – are not b. The two models are non-isomorphic because
necessary
A 1. 7.T 8.T Axioms
C 2. 9.F – common notions 123
9. B  
10. D
D 3.
D 4.  
11. D D 5. axioms, a logical
12. A B 6. system, and previous Model 1 Model 2
13. C theorems
14. A   line and point 1
B 7. .
15. C B 8. What I Have a.
What's More Activity 1: 2
Learned 1.T .
2.F – using only
What I Make me meaningful!
know
Key
Answer
Reference
s
Baccay A. (n.d.). Geometry for Secondary Schools. Philippines: Phoenix
House
Publishing

Burns, C (2011, March 18). More on exterior Angles in triangles.

August 20, 2020 from
http://onemathematicalcat.org/Math/Geometry_obj/exterior_angles.ht
Retrieved
m

Dailymotion. (2005-2012). Real life application of triangle inequality

Retrieved August 6, 2020, from
http://www.dailymotion.com/video/xgeb9n_how-to- apply-the-triangle-
theorem.
inequality-theorem-to-real-life-problems_tech

Dhanalekshmi p s, Bed Mathematics

Jurgensen, R. J. Brown,Quezon
Integrated Approach. and J.W. Jurgensen
City: (1990). Mathematics
Abiva Publishing Huse, Inc. 2 An

Moise, E. and F. Downs, Jr. (1997). Geometry Metric Edition. Philippines:

Addison- Wesley Publishing Company, Inc.

Renk Etkisi. (2017). The effects of colors on children. Retrieved August 6,

from http://renketkisi.com/en/the-effects-of-colors-on-children.html
2020,
Romero, Karl Freidrich Jose D.. Geometr in the Real World. Antonio Arnaiz
cor. Chino Roces Avenues, Makati City

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

C. Winston Company.
john
Yeo, J., Yee, C., Meng, C., Seng, T.K., Chow, I., and Hong, O.C.(2016). New
Syllabus
Inc. Mathematics. Philippines: Rex Bookstore,

Websites:

http://web.mnstate.edu/peil/geometry/C1AxiomSystem/AxSysWorksheet.ht

http://www.ms.uky.edu/~lee/ma341/chap1.pdf

http://web.mnstate.edu/jamesju/Spr2010/Content/M487Exam2PracSoln.pdf

https://www.newworldencyclopedia.org/entry/axiomatic_systems

https://www.math.upenn.edu/~mlazar/math170/notes05-2.pdf

33
CO_Q3_Mathematics 8_
Module 2
For inquiries or feedback, please write or call: Department

of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600

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

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