TXTBK/SLMs + QA LAS

Textbook-based/Self-
LEARNING ACTIVITY SHEET No. 1
Learning Modules based
in MATHEMATICS 8
instruction paired with
MELC-Based Quality
Quarter: 3 Week: 1 Day: 1-4
Assured Learning Activity
Sheet (LAS)

Name: Grade & Section: 8

Teacher: Date Submitted:

MELC: The learner describes a mathematical system. (M8AL-IIa-2)

Lesson/Topic: Mathematical/Axiomatic System
Reference:
BIBLIOGRAPHY Rebekah Andrea Fullido (2018). Mathematics and Axioms - Quezon City: Department of Education
Republic of the Philippines

Activity No. 1: My Axiomatic Name Day: 1

Objectives/Subtasks: Identify an axiomatic system.

KEY CONCEPT

An axiomatic system is a system composed of the following:

.
 Undefined terms
 Definitions or Defined terms
 Axioms or Postulates
 Theorem

Undefined terms are terms that are left undefined in the system.
Examples:
 Point- represented by a dot, it has no length, width, or thickness. ( )
 Line- represented by the straight mark with two arrows head, it has infinite length but no
width and thickness. ( )
 Plane- represented by slanted four-sided figure, it has infinite length and width but no
thickness; flat surface. ( )

Definitions or Defined terms are terms defined from the undefined terms in the system.
Examples:
 Line Segment- is a part of a line that is bounded by two distinct end points. ( )
 Ray – is a line with a single endpoint that extends infinitely in one direction. ( )
 Angles- A figure formed by the two rays called the sides of the angle, sharing a common
end-points, called the vertex of the angle. ( ⊾ )
 Collinear points- are points on the same line. ( )
 Non-collinear points- are points not on the same line. ( )

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  Coplanar points – are points on the same plane.

 Noncoplanar points- are points not on the same plane.

Postulates are statements that are considered true without proof or validation.
Examples:
 Postulate- Through any two points there is exactly one line.
 Postulate- If two line intersects, then they intersect at exactly one line.
 Postulate- Through a point not on the given, there is one and only one line parallel to the given
line.
 Angel- Angle (AA) Similarity Postulate- If the two angles of one triangle are equal in
measure to two angles of another triangle, then the two triangles are similar.

Theorems are statements proved to be true using postulates, definitions, other established theorems,
and logic.
Examples:
 Vertical Angel Theorem: Vertical angles are equal in measure.
 Side-side-side (SSS) Similarity Theorem- If the three sides of one triangle are proportional to
the three corresponding sides of another triangle, then the triangles are similar.
 Side-angle-side (SAS) Similarity Theorem- If two sides of one triangle are proportional to two
sides of another triangle and their included angles are congruent, then the triangles are similar.
 Triangle Sum theorem- The sum of the measure of the angles of a triangle is 1800.

Exercise 1
Directions: Identify which specific undefined terms or defined terms best describes by the following
objects.
_________1. The floor
_________2. An arrow
_________3. The edge of the beam of a building
_________4. The string on a guitar
_________5. Tip of a ballpen

Exercise 2
Directions: Identify whether the statement is postulates or theorem.

____________1. All right angles are congruent.

____________2. Vertical angles are equal in measures.
____________3. A plane contains at least three noncollinear points.
____________4. A line contains at least two points.
____________5. Through any three noncollinear points, there is exactly one plane.

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MELC: The learner 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.
M8GEIIIa-c-1
Lesson/Topic: Defined and Undefined terms in Geometry
References/Source:
Fernando B. Orines, M. B (2004). Next Century Mathematics Geometry. Phoenix Publishing
House, Inc. 927 Quezon Ave. Quezon city Page No.: 1-13
CG page 191-218 TG page 341-368
LM page 321-327 DLHTM IV DCLR Mathematics 8 pg. 138-142

Activity No. 1: How Can You Define and Undefine Me? Day: 2

Objective/Subtask: Describe the need for an axiomatic structure of a mathematical system in general,
and in Geometry in particular, defined and undefined terms.

KEY CONCEPT

(fig. DCLR Math8)

Statements:

The corner of the box represents a point.

The edge of the box represents a line.

The surface of the box represents a plane.

Point E to F represents a line segment.

Points E and F are collinear.

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 Points A, B, C are noncollinear.

Points C, D, E, F are coplanar.

Points C, D, G, H are non-coplanar.

The extending line below the box represents a ray

Exercise 1

Directions: Refer to figure below. Choose a word or phrase listed inside the box that correctly describes
in each statement that follows.

Line segment point plane

line is on ray

1. M represents a _____________.

2. P is a_______________.

3. k is a_______________.

4. Points T, O _________ line l.

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 5. Point F to M represents _________.

Exercise 2

Directions: Using the same figure above, describe the following statements by completing it using the
words collinear, noncollinear, coplanar or non-coplanar.

1. The points H, R, S are___________.

2. The points T, O, H are____________.

3. The points M, J, F U are___________.

4. The points M, F, R, T, D are___________.

5. The points S, H, D, are___________.

MELC: MELC: The learner 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. M8GEIIIa-c-1
Lesson/Topic: Defined and Undefined terms in Geometry.
References/Source: CG page 191-218 LM page 321-327
TG page 341-368 DLHTM IV DCLR Mathematics 8 pg. 138-142

Activity No. 2: Name My Names! Day: 3

Objective/Subtask: Name the need for an axiomatic structure of a mathematical system in general, and
in Geometry in particular, defined and undefined terms.

Example:

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 1. Name at least 2 points.
a. Point M
b. Point R
2. Name 1 line
a. Line l
3. Name 3 collinear points
a. Point N
b. Point G
c. Point H
4. Name at least 3 noncollinear points to line
a. Point G
b. Point F
c. Point R
5. Name at least 3 coplanar points
a. Point G
b. Point R
c. Point N
6. Name 3 non-coplanar points
a. Point N
b. Point R
c. Point M
7. Name at least 2 rays
a. Ray H
b. Ray F

Exercise
Directions: Using the figure, answer the following;

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1. Name at least 2 points.
a. ______
b. ______

2. Name a plane
a. _______

3. Name 2 lines
a. _________
b. _________

4. Name at least 3 collinear points

a._________
b._________
c._________

5. Name at least 3 noncollinear points

a._________
b._________
c._________

6. Name at least 3 coplanar points

a._________
b._________
c._________

7. Name 3 non-coplanar points

a.__________
b._________
c._________

8. Name at least 2 rays

a.__________
b.__________

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MELC: The learner 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.
M8GEIIIa-c-1
Lesson/Topic: Defined and Undefined terms in Geometry.
References/Source:
Fernando B. Orines, M. B (2004). Next Century Mathematics Geometry. Phoenix Publishing
House, Inc. 927 Quezon Ave. Quezon city Page No.: 1-13

Activity No. 3: Create My Figure! Day: 4

Objective/Subtask: Illustrate the need for an axiomatic structure of a mathematical system in general,
and in Geometry in particular: (a) defined terms; (b) undefined terms.
a. Create figures or illustrations showing axiomatic structure of mathematical system
in general and geometry.

Below are the given illustrations as your guide on how to create figures that shows axiomatic
structure of mathematical system.

Draw and label each figure.

1. Rectangle A, B, C, D as a plane E

2. Line FG on the plane E

3. Three collinear points H, I, J

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 4. Three coplanar points K, L, M on the plane E.

Exercise

1. Draw a box and label the front area as a plane A.

2. Line XY on the plane A.

3. Create three collinear points on the box and label it as D, F, G.

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 4. Two coplanar points M, R on the plane A.

Answer Key

DAY 1 DAY 3 Day 4

Exercise No. 1 Exercise Exercise
1. Plane 1. Points (Answers may
2. Plane 1. Draw a box and label as a surface area as a plane
vary) A
3. Ray a. P
4. Point b. J
5. Line 2. Plane
6. Line a. M
7. Line segment 3. Two lines
8. Point a. P
9. Line segment b. K
10. Point 4. At least 3 collinear points
(Answers may vary)
Exercise No. 2
a. E
1. Theorem b. F
2. Theorem c. Y
3. Postulates 5. At least 3 noncollinear 2. Line XY on the plane A
4. Postulates points
5. Postulates (Answers may vary)
a. V
b. E
DAY 2 c. F
6. At least 3 coplanar points
Exercise No. 1
(Answers may vary)
1. Point a. V
2. Plane b. E
3. Line c. Q
4. Is on 7. At least 3 non-coplanar 3. Create three collinear points on the box and label it
5. Line segment a. J as D, F, G.
b. V (Any points inside
Exercise No. 2 the plane)
1. Collinear c. E (Any points inside 10
2. Noncolinear the plane)
3. Coplanar 8. At least three rays
4. Noncoplanar (Answers may vary)
5. Noncollinear
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