MATH 8

THIRD QUARTER
SY 2020-2021

NAME : _______________________________ DATE: ________________ SCORE: _________

Grade & Section: _______________________ Teacher: _______________

ACTIVITY 3.1
Lesson Title: MATHEMATICAL SYSTEM

Learning Competency: Describes a mathematical system (M8GE-IIIa-1)

Concept Note:

Mathematical system - 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. A typical mathematical
system has the following four parts:
1. UNDEFINED TERMS –

In geometry, formal definitions are formed using other defined words or terms. There are, however, three words
in geometry that are not formally defined. These words are point, line and plane, and are referred to as the
"three undefined terms of geometry". A point has no length, no width, and no height (thickness). A line has no
thickness, extends in one dimension. A line goes on forever in both directions. A plane has two dimensions and
forms a flat surface extending indefinitely in all directions.

2. DEFINITION/ DEFINED TERMS –

A defined term is, simply put, a term that has some sort of definition. Unlike "the" and "am", we can put
a definition to the word "she." "She" just is defined as a term that represents us acknowledging that someone is
female. Simple, right? In Geometry, we can use undefined terms to define a term. 

3. POSTULATE/S

Postulates are statements that are assumed to be true without proof. Postulates serve two purposes - to explain
undefined terms, and to serve as a starting point for proving other statements. E

4. THEOREMS
In mathematics, a theorem is a non-self-evident statement that has been proven to be true, either on the basis of
generally accepted statements such as axioms or on the basis of previously established statements such as other
theorems.

EXERCISES:

Direction: Describe the following terms in Geometry:

1. POINT _______________________________________
2. LINE ________________________________________
3. SPACE _______________________________________
4. UNDEFINED TERM ______________________________________
5. DEFINED TERM ______________________________________
6. POSTULATE ________________________________________
7. THEOREM _________________________________________
8. Give an example of an undefined term. What makes this term hard to define?
_______________________________________________
9. Give an example of a theorem.
______________________________________
10. Give an example of a defined term. Give a definition of that term.

MATH 8
THIRD QUARTER
SY 2020-2021

NAME : _______________________________ DATE: ________________ SCORE: _________

 Grade & Section: _______________________ Teacher: _______________

ACTIVITY 3.2

Lesson Title: COMPONENTS OF MATHEMATICAL SYSTEM

Learning Competency: Illustrates the need for axiomatic structure of a mathematical system in general , and in
Geometry, in particular; (a) undefined terms; (b) defined terms; (c) postulates; and (d) theorems (M8GE-IIIa-1)

Concept Notes:

A. UNDEFINED TERMS
In Geometry, definitions are formed using known words or terms to describe a new word. There are three
words in geometry that are not formally defined. These three undefined terms are POINT, LINE and PLANE.

 Point – an exact location in space..

 A (read “point A”)
• a point has no dimension (actual size). 
• a point has no length, no width, and no height (thickness).
• a point is usually named with a capital letter.

1. LINE (straight line)
• a line has no thickness. 
• a line's length extends in one dimension.
• a line goes on forever in both directions.
• a line has infinite length, zero width, and zero height.
• a line is assumed to be straight.
• a line is drawn with arrowheads on both ends.
• a line is named by a single lowercase script letter, or by any two (or
more) points which lie on the line.

Lines can be labeled with a single script letter, or by two points on the line, .

2. PLANE
• a plane has two dimensions.
• a plane forms a flat surface extending indefinitely in all directions.
• a plane has infinite length, infinite width and zero height (thickness).
• a plane is drawn as a four-sided figure resembling a tabletop or a
parallelogram. Plane m or Plane ABC.
• a plane is named by a single letter (plane m) or by three coplanar, but While the diagram of a plane has edges, you
non-collinear,* points (plane ABC). must remember that the plane actually has
no boundaries.

B. DEFINED TERMS:
1. LINE SEGMENT - a line segment is just a part of a line. Line segments stop somewhere in both direction.
 2. Ray –a ray can be defined as a part of a line that has a fixed starting point but no end point. It can extend
infinitely in one direction.

3. Opposite Rays - A pair of opposite rays are two rays that have the same endpoint and extend
in opposite directions.

4. Angle - an angle is the figure formed by two rays, called the sides of the angle, sharing a common endpoint,
called the vertex of the angle

EXERCISES:
1. Draw a point.

______________________________________

2. Draw a line.
____________________________________
3. Draw a line segment.

____________________________________

4. Draw a ray .

___________________________________

5. Draw a set of opposite rays.

______________________________________

6. Draw an angle.

Reference: Mathematics Module 8, pages 384-389.

 MATH 8
THIRD QUARTER
SY 2021-2022

NAME : _______________________________ DATE: ________________ SCORE: _________

Grade & Section: _______________________ Teacher: _______________________

LEARNING ACTIVITY SHEET 3.3

Lesson Title: COMPONENTS OF MATHEMATICAL SYSTEM

Learning Competency: Illustrates the need for axiomatic structure of a mathematical system in general , and in
Geometry, in particular; (a) undefined terms; (b) defined terms; (c) postulates; and (d) theorems (M8GE-IIIa-1)

CONCEPT NOTES:

C. POSTULATES / AXIOMS AND THEOREMS

AXIOMS OF EQUALITY

1. Reflexive Property
A quantity is congruent (equal) to itself. a=a
2. Symmetric Property
If a = b, then b = a.
3. Transitive Property
If a = b and b = c, then a = c.
4. Addition Property of Equality
If equal quantities are added to equal quantities, the sums are equal. For all
real numbers p, q, and r, if p=q, then p + r = q + r.

5. Multiplication Property of Equality

If equal quantities are multiplied by equal quantities, the products are equal. For
all real numbers p, q, and r, if p=q , then pr = qr.

6. Substitution Property of Equality

A quantity may be substituted for its equal in any expression. For all real numbers
p and q, if p = q, then q can be substituted for p in any expression.

EXERCISES:

( For numbers 1-3) Name the property being illustrated:

1. If x = y, then y = x.
2. y = y.
3. If c = d and d = e, then c = e.
4. Identify the property you would use to solve this equation:
4x = 72.
5. Identify the property you would use to solve this equation:
y – 7 = 28.

Reference: Mathematics Module 8, pages 384-389.

(DO NOT WRITE YOUR ANSWER HERE. USE A SEPARATE PAPER FOR YOUR ANSWER)
 MATH 8
THIRD QUARTER
SY 2021-2022

NAME : _______________________________ DATE: ________________ SCORE: _________

Grade & Section: _______________________ Teacher: _______________

LEARNING ACTIVITY SHEET 3.4

Lesson Title: COMPONENTS OF MATHEMATICAL SYSTEM
Learning Competency: Illustrates the need for axiomatic structure of a mathematical system in general ,
and in Geometry, in particular; (a) undefined terms; (b) defined terms; (c) postulates; and (d) theorems
(M8GE-IIIa-1)

CONCEPT NOTES:

Postulates and Theorems on Angles and Angle Pairs

1. Segment Addition Postulate

Point B is a point on segment AC, i.e. B is between A and C, if and only if AB + BC = AC.
2. Angle Addition Postulate
Point C lies in the interior of ∟ABD , if and only if, m∟ABC + m∟CBD = m∟ABD
3. Right Angles
All right angles are congruent.
4. Straight Angles
All straight angles are congruent.
5. Congruent Supplements
Supplements of the same angle are congruent. Supplements of congruent angles are
congruent.
6. Linear Pair Theorem
If two angles form a linear pair, they are supplementary.
7. Vertical Angles Theorem
Vertical angles are congruent.
8. Triangle Sum
The sum of the interior angles of a triangle is 180º.
9. Exterior Angle
The measure of an exterior angle of a triangle is equal to the sum of the measures of the
two non-adjacent interior angles.
10. Base Angle Theorem (Isosceles Triangle)
If two sides of a triangle are congruent, the angles opposite these sides are congruent.
11. Base Angle Converse (Isosceles Triangle)
If two angles of a triangle are congruent, the sides opposite these angles are congruent.

EXERCISES: ILLUSTRATE/ DRAW THE GIVEN POSTULATES

1. Segment Addition Postulate 3. Linear Pair Theorem

2. Base Angle Theorem 4. Vertical Angles Theorem

(DO NOT WRITE YOUR ANSWER HERE. USE A SEPARATE PAPER FOR YOUR ANSWER)
Reference: Mathematics Module 8, pages 384-389.

MATH 8
THIRD QUARTER
SY 2021-2022

NAME : _______________________________ DATE: ________________ SCORE: _________

Grade & Section: _______________________ Teacher: _______________

LEARNING ACTIVITY SHEET 3.5

Lesson Title: COMPONENTS OF MATHEMATICAL SYSTEM

Learning Competency: Illustrates the need for axiomatic structure of a mathematical system in general ,
and in Geometry, in particular; (a) undefined terms; (b) defined terms; (c) postulates; and (d) theorems
(M8GE-IIIa-1)

CONCEPT NOTES:

DEFINITION AND POSTULATES ON TRIANGLE CONGRUENCE

1. Side-Side-Side (SSS) Congruence

If three sides of one triangle are congruent to three sides of another triangle, then the
triangles are congruent.

2. Side-Angle-Side (SAS) Congruence If two sides and the included angle of one triangle are
congruent to the corresponding parts of another triangle, the triangles are congruent.

3. Angle-Side-Angle (ASA) Congruence

If two angles and the included side of one triangle are congruent to the corresponding
parts of another triangle, the triangles are congruent.

4. Angle-Angle-Side (AAS) Congruence

If two angles and the non-included side of one triangle are congruent to the
corresponding parts of another triangle, the triangles are congruent.

5. CPCTC
Corresponding parts of congruent triangles are congruent.

6. Base Angle Theorem (Isosceles Triangle)

If two sides of a triangle are congruent, the angles opposite these sides are
congruent.
 7. Base Angle Converse (Isosceles Triangle)
If two angles of a triangle are congruent, the sides opposite these angles are
congruent.

EXERCISES: Illustrate/ DRAW the following congruence postulate.

1. SSS Congruence Postulate 3. ASA Congruence Postulate

2. SAS Congruence Postulate 4. AAS Congruence Postulate

(DO NOT WRITE YOUR ANSWER HERE. USE A SEPARATE PAPER FOR YOUR ANSWER)

Reference: Mathematics Module 8, pages 384-389.

 MATH 8

THIRD QUARTER

SY 2020-2021

NAME : _______________________________ DATE: ________________ SCORE: _________

Grade & Section: _______________________ Teacher: _______________

ACTIVITY 3.6
Lesson Title: COMPONENTS OF MATHEMATICAL SYSTEM
Learning Competency: Illustrates the need for axiomatic structure of a mathematical system in general , and
in Geometry, in particular; (a) undefined terms; (b) defined terms; (c) postulates; and (d) theorems (M8GE-
IIIa-1)

CONCEPT NOTES:

PARALLELS

1. Corresponding Angles
a. If two parallel lines are cut by a transversal, then the pairs of corresponding angles are
congruent
2. Alternate Interior Angles
a. If two parallel lines are cut by a transversal, then the alternate interior angles are
congruent.
3. Alternate Exterior Angles
a. If two lines are cut by a transversal and the alternate interior angles are congruent, the
lines are parallel
4. Interiors Angles on Same Side
a. If two parallel lines are cut by a transversal, the interior angles on the same side of the
transversal are supplementary.
5. Alternate Interior Angles Converse
a. If two lines are cut by a transversal and the alternate interior angles are congruent, the
lines are parallel.
6. Alternate Exterior Angles Converse
a. If two lines are cut by a transversal and the alternate exterior angles are congruent, the
lines are parallel.
7. Interiors on Same Side Converse
a. If two lines are cut by a transversal and the interior angles on the same side of the
transversal are supplementary, the lines are parallel.

EXERCISES: Identify the following:

1. Corresponding Angles
2. Alternate Exterior Angles
3. Alternate interior Angles
4. Interiors Angles on Same Side

Reference: Mathematics Module 8, pages 384-389.