8

Mathematics Activity
Sheet
Quarter 3 – MELC 2
Illustrating the Need for an Axiomatic Structure
of a Mathematical System in General, and in
Geometry in Particular

REGION VI – WESTERN VISAYAS

i
Mathematics 8
Activity Sheet No. 2
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Mathematics Activity Sheet

Writer: Roland D. Panado

Content Editor: Felsie D. Obuyes
Illustrator: Roland D. Panado
Layout Artist: Alvin L. Obligacion
Schools Division Quality Assurance Team:
Rowena F. Luza
Judith P. Tu
Elenia P. Baranda
Division of Capiz Management Team:
Dr. Salvador O. Ochavo Jr.
Nicasio S. Frio
Dr. Segundina F. Dollete
Shirley A. de Juan
Elenia P. Baranda

Regional Management Team:

Ma. Gemma M. Ledesma
Dr. Josilyn S. Solana
Dr. Elena P. Gonzaga
Donald T. Genine
Rhodalyn G.Delcano

ii
 Welcome to Mathematics 8

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Capiz and DepEd Regional Office VI - Western Visayas through
the Curriculum and Learning Management Division (CLMD). This is developed to
guide the learning facilitators (teachers, parents and responsible adults) in helping
the learners meet the standards set by the K to 12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Mathematics Activity Sheet will help you facilitate the teaching-learning
activities specified in each Most Essential Learning Competency (MELC) with
minimal or no face-to-face encounter between you and learner. This will be made
available to the learners with the references/links to ease the independent learning.

For the learner:

The Mathematics Activity Sheet is developed to help you continue learning

even if you are not in school. This learning material provides you with meaningful
and engaging activities for independent learning. Being an active learner, carefully
read and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.

iii
 Quarter 3, Week 2

LEARNING ACTIVITY SHEET NO. 2

Name: ______________________________ Grade Level and Section: __________

Date: _____________

MATHEMATICS 8 ACTIVITY SHEET

Illustrating the need for an axiomatic structure of a mathematical system in general,
and in Geometry in particular: (a) defined terms; (b) undefined terms; (c) postulates;
and (d) theorems.

I. Learning Competency

 Illustrates the need for an axiomatic structure of a mathematical

system in general, and in Geometry in particular: (a) defined terms;
(b) undefined terms; (c) postulates; and (d) theorems.
(M8GE-IIIa-c-1)

II. Background Information for Learners

Lesson will focus on how to illustrate the need for an axiomatic structure
of a mathematical system in general, and in Geometry in particular: (a) defined
terms; (b) undefined terms; (c) postulates; and (d) theorems.

Defined and Undefined Terms

A point suggests an exact location in space. It has no dimension. It is
named by using capital letter.
A line is a one –dimensional figure that contains set of points arranged in
a row which extended infinitely in both directions. Two points determine a line.
That is , two distinct points are contained by exactly one line. A line can be
name using lower case letter or any two points on the line.
A plane is a set of points in an endless flat surface. The following
determine a plane (a) three non-collinear points; (b) two intersecting lines; (c)
two parallel lines; or (d) a line and a point not on the line. To name the plane, we
use a lower case letter or three points on the plane.
Collinear points are points on the same line.
Noncollinear points are points not on the same line.
Coplanar points are points on the same plane.
Noncoplanar points are points not on the same plane.
Example 1: (a) The tip of a pencil represents the idea of a point.
(b) The telephone wires represent the idea of a line.
(c) The surface of the page of a notebook represents the
idea of a line.
Example 2: Consider the given box below. E
(a) A and B are collinear points. F
(b) D and G are noncollinear
points. D C
(c) A and C are coplanar points. G
(d) E and G are noncoplanar A B
points.

1
A postulate is a statement that is accepted without proof.
A theorem is a statement accepted after it is proved deductively.
Axioms of Equality
 Reflexive Property of Equality
For all real numbers p, p = p.
 Symmetric Property of Equality
For all real numbers p and q, if p = q, then q = p.
 Transitive Property of Equality
For all real numbers p, q, and r, if p = q and q = r, then p = r.
 Substitution Property of Equality
For all real numbers p and q, if p = q, then q can be substituted for p in
any expression.
Properties of Equality
 Addition Property of Equality
For all real numbers p, q, and r, if p = q, then p + r = q + r.
 Multiplication Property of Equality
Definitions, Postulates, and Theorems on Points, Lines, Angles, and Angle
Pairs
 Definition of a Midpoint
If points P, Q, and R are collinear (P–Q–R) and Q is the midpoint of
PR,then PQ ≅ QR.
 Definition of an Angle Bisector
If QS bisects ∠PQR, then ∠PQS ≅ ∠SQR.
 Segment Addition Postulate
If points P, Q, and R are collinear (P–Q–R) and Q is between points P
and R, then PQ + QR = PR.
 Angle Addition Postulate
If point S lies in the interior of ∠PQR, then m∠PQS + m∠SQR =
m∠PQR.
 Definition of Supplementary Angles
Two angles are supplementary if the sum of their measures is
180º.
 Definition of Complementary Angles
Two angles are complementary if the sum of their measures is 90º.
 Definition of Linear Pair
Linear pair is a pair of adjacent angles formed by two intersecting
lines
 Linear Pair Theorem
If two angles form a linear pair, then they are supplementary.
 Definition of Vertical Angles
Vertical angles refer to two non-adjacent angles formed by two
intersecting lines.
 Vertical Angles Theorem
Vertical angles are congruent.

2
 III. Accompanying DepEd Textbook

Mathematics Learner’s Module 8

Module 6: Reasoning
Lesson 3: Writing Proofs; pp. 333-342
Module 8: Inequalities in Triangles; pp. 384-389

Mathematics – Grade 7 Learner’s Material

Lesson 30: Basic Concepts and Terms in Geometry; pp. 184-
195

IV. Activity Proper

Exercise 1
Directions: These are some of the objects around us that could represent a point, a
line, or a plane. Place each object in its corresponding column in the table.

Tip of a needle A grain of rice cover of your book

the wall of a room meter stick laser

tip of a ballpen
the string on a guitar
intersection of a side
and ceiling
the floor of your bedroom a clothesline

top of the table a star in the sky

intersection of the
front wall, a side wall
and ceiling

Objects that could Objects that could Objects that could

represent a point represent a line represent a plane

3
Exercise 2

Direction: Write TRUE if the statement is correct and FALSE if the statement is
wrong. Use the figure below for the give item.

E
F
1. Points A, B, C, D are collinear. B
2. Points A, D, F are noncollinear A
3. Points B, F and G are on the same line
4. Points G, C, D are not on the same line.
5. Points A,E, F are coplanar.
6. Points A, F, G are not coplanar. .
7. Points A, B, D , E are on the same plane.
G
8. Points A, B, F, E are coplanar.
9. Points A. B, D are collinear and coplanar.
10. Points B, F, C are collinear and coplanar.
C D

Exercise 3
Direction: Illustrate each of the following and label the diagram.

1. Point A lies .in plane P.

2. Plane M contains line AB.
3. If two angles form a linear pair, then they are supplementary.
4. Vertical angles are congruent.

4
Questions:
1. Did you encounter any difficulties in illustrating the undefined and
defined terms, postulates and theorems in Geometry? If yes, please
specify.
________________________________________________________
________________________________________________________
2. How did you illustrate the undefined and defined terms, postulates and
theorems in Geometry?
________________________________________________________
________________________________________________________
3. Formulate your own real-life situation which illustrates postulates or
theorems.
_______________________________________________________________
_______________________________________________________________

Rubric for illustrating the undefined and defined terms, postulates and
theorems.

Indicators
1- The illustration is correct.
2- The illustration is properly labeled.
3- The illustration is accurately made.
4- The illustration is clean and presentable.
5- The illustration is clear and understandable.

Score Description
5 All indicators are evident.
4 4 out of 5 indicators are evident.
3 3 out of 5 indicators are evident.
2 2 out of 5 indicators are evident.
1 Only 1 indicator is evident.

V. Reflection

1. What have you learned in the lesson?

__________________________________________________________
__________________________________________________________
__________________________________________________________
2. How can you apply it to real- life situation/s?
___________________________________________________________
___________________________________________________________
___________________________________________________________

5
 Answer Key

Exercise 1 Exercise 2

1. TRUE
Objects that
Objects that could Objects that could 2. TRUE
could represent
represent a line represent a plane
a point 3. FALSE
4. TRUE
the string on a guitar 5. TRUE
Tip of a needle
6. TRUE
meter stick 7. FALSE
A grain of rice top of the table
a clothesline 8. TRUE
tip of a ballpen cover of your book
9. FALSE
laser 10. FALSE
a star in the sky the wall of a room
intersection of a
intersection of the the floor of your
side
front wall, a side bedroom
and ceiling
wall and ceiling

References for Learners

 MELC
 Mathematics Learner’s Module for Grade 8
 Mathematics – Grade 7 Learner’s Material
 Project EASE (Effective Alternative Secondary Education)
MATHEMATICS III