Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

8 Zest for Progress

Z Peal of artnership

Mathematics
Quarter 3 - Module 1:
Mathematical System

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
 What I Need to Know
After going through this module, you are expected to describe a mathematical
system. (M8GE-IIId-1)

What I Know
Directions: Find out how much you already know about this module. Choose the letter
that you think best answers the question. Write your answer on the space provided.
Take note of the items that you were not able to answer correctly and find the answer as
you go through this module.

_____1. Which is an example of undefined term?

a. Angle b. Line c. Line segment d. Ray
____2. “Instead of providing a definition for them, we resort to illustration, description
or demonstration”.
Which term refers to the statement above?
a. Undefined term b. Definition c. Postulate d. Theorem
____3. Which is an example of a defined term?
a. point b. line c. ray d. plane
____4. What term is the basic unit of Geometry?
a. point b. angle c. parallel lines d. polygon
____5. Which object represents a point?
a. stretched electric wire
b. edge of a meter stick
c. the horizon
d. tip of a hair strand
____6. Which term refers to statements that are considered true without proof or
validation?
a. Undefined term b. Definition c. Postulate d. Theorem
____7. “Given two distinct points, there is exactly one line passing through the points”.

Which of the following classifies the given statement?

b. Undefined term b. Definition c. Postulate d. Theorem
____8. Which statement is a postulate?
a. The acute angles of a right triangle are complementary.
b. If two angles formed a linear pair, the angles are supplementary.
c. If a quadrilateral is a parallelogram, then its opposite sides are congruent.
d. If two lines intersect, then they intersect at exactly one point.
____9. Which statement is a theorem?
a. If two angles are supplements of the same angle, then they are congruent.

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 b. If two points lie in a plane, then the line containing those points lies in the
plane.
c. Through any two points there is exactly one line.
d. If two figures are congruent, then they have the same area.
____10. Which statement best describes a mathematical system?
a. It is composed of undefined terms, defined terms, definitions, postulates and
theorems.
b. It is essential in dealing with real life problems.
c. It is a logical way of solving a certain thing.
d. It has three parts which are vocabulary, geometric shapes and principles.

What’s In
Activity 1: What’s the Conclusion?!
Directions: Draw a conclusion from each given situation and underline the reasoning
being used.
1. 2, 4, 6, 8. The next number is ______. (inductive, deductive)
2. Collinear points are points on the same line. Points J, D, S and M are collinear.
Therefore, _______________________________________________________. (inductive, deductive)
3. Regular polygon is equilateral. ARDYL is a regular pentagon.
Therefore, ________________________________________________________. (inductive, deductive)
4. A child’s teacher in pre-school was a female, in his grades 1 and 2 his teachers were
both female. The child may say____________________________________. (inductive, deductive)
5. Filipinos are hospitable. Mark is a Filipino.
Therefore, __________________________________________________. (inductive, deductive)

Excellent! Learning the types of reasoning is essential in proving statements. Let’s now
proceed with the next lesson which is also essential in proving mathematical statements.

What’s New

Jonathan Pope, Canada Line Skytrain  Jocarra, STOCK - Starry Milky Way 2, Freepik, Rubber fig in a gray room,
Bridge from Fraser River North Arm, creativecommons.org. CC BY 3.0 www.freepik.com. Freepik License
Richmond, commons.wikimedia.org.
Creative Commons Attribution 2.0
Generic

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Activity 2: Picture Analysis
Directions: Answer the following questions based on the given pictures.
1. What are the things being shown in the pictures?
_________________________________________________________________________
_________________________________________________________________________
2. What are the geometric terms they represent?
_________________________________________________________________________
_________________________________________________________________________
3. Are their features similar?
_________________________________________________________________________
_________________________________________________________________________
4. Can we use these terms to define other geometric terms?
_________________________________________________________________________
_________________________________________________________________________
5. Look for any geometric term being defined by using these basic terms.
_________________________________________________________________________
_________________________________________________________________________

What is it
Think about the sequence of the following statements below.
What is a triangle?
A triangle is a polygon with three sides.
What is a polygon?
A polygon is a closed figure composed of line segments
What is a line segment?
A line segment is the part of a line between two endpoints and including the
endpoints.

What is line?
Line is a figure extending infinitely in both directions and having no thickness nor
width.

Notice that in the above sequence of statements, a triangle was defined in terms of
a polygon, a polygon in terms of line segment and line segment in terms of a line. Line,
triangle, polygon and line segment are parts of a mathematical system.

A mathematical system is a set of structures composed of undefined terms,

defined terms, definitions, postulates and theorems.
Generally, there are two elements that compose a mathematical system —
vocabulary and principles.
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Undefined terms
Defined terms vocabulary

Axioms or postulates
principles
Theorems

Undefined terms
Undefined terms are terms that are left undefined in the system. Instead of
providing a definition for them, we resort to a description, illustration or demonstration.
The undefined terms are point, line and plane.

Point
A point is the basic unit of geometry. It has no dimension (length, width or thickness),
even though we represent a point with a dot. It is named using capital letters.
The points below are name point E and point G.

E G

Collinear Points – points that lie on the same line

Example: Point M and point G are collinear points.
M
G

Coplanar – when points and/or lines lie on the same plane

Example: Point A, point B and point C are coplanar points.

H L

Line
A line is a series of points that extends without end in two directions. It has no
thickness but its length extends in one dimension and goes on forever in both directions.

S Y
n
The line above can be named as:
Line SY, Line YS, or Line n
´
The symbol for line SY is SY
Points that lie on the same line are called collinear.

K L
B
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 A D

Name three points that are collinear.

Points A, B, and L
Points K, B, and D

Plane

A plane has no thickness but extends indefinitely in all directions. It is usually

represented by a shape that looks like a table top or wall. For any three non-collinear
points, there is only one plane that contains all three points. A plane can be named by
using the three non-collinear points of the plane.
The plane below is named plane CHN.

C H

N
Defined Terms
Defined terms are terms defined using undefined terms and other defined terms.
Examples:
A line segment is a part of a line between two endpoints and including the
endpoints. (Line segment is defined using the undefined term “line”)
Ray is a part of a line that has a fixed starting point but no end point. It can
extend infinitely in one direction. (Ray is defined using the undefined terms “line” and
“point”)

Definitions are statements that distinguish one term from all other terms.
Example: Triangle is a with three-sided polygon.

defined term definition

Square is a four-sided polygon.

defined term definition

Characteristics of a Good Definition

A good definition must have certain characteristics.
1. It names the term being defined.
2. It places the term into a set or category.
3. It distinguishes itself from other terms in that category.
4. It is reversible.

Example:
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Definition: A midpoint of a segment is defined as a point M that divides a segment into
two segments of equal length. How can we prove that a point M is the midpoint of the
segment?
We must appeal to the reverse of the definition of a midpoint. A point that divides a
segment into two segments of equal length is the midpoint of the segment. In other
words, we must show that AM  MB.
Once that is accomplished, we can then conclude that point M is the midpoint of
segment AB.
Definition: An angle is the figure formed by two rays sharing a common endpoint.
Reverse: The figure formed by two rays sharing a common endpoint is a called
angle.

Postulates
Postulates are statements that are considered true without proof or validation.
These statements help us to state simple facts; in this case referring to lines. Postulates
help us draw conclusions about complex problems. Sometimes they describe
relationships between geometric figures.
Examples:
Postulate 1: A line contains at least two points.
Postulate 2: A plane contains at least three noncollinear points.
Postulate 3: Through any two points, there is exactly one line.
Postulate 4: Through any three noncollinear points, there is exactly one plane.
Postulate 5: If two points lie in a plane, then the line joining them lies in that plane.
Postulate 6: If two planes intersect, then their intersection is a line.

Theorem
Theorems are statements proven to be true using postulates, definitions, other
established theorems and logic.

Examples:
Theorem 1: If two lines intersect, then they intersect in exactly one point.
Theorem 2: If a point lies outside a line, then exactly one plane contains both the line
and the point.
Theorem 3: If two lines intersect, then exactly one plane contains both lines.

What’s More
Activity 3: Find Me!
Directions: Read the statements carefully. Identify whether the given statement is a
postulate or a theorem. Encircle the undefined terms and underline the defined terms
of each statements.
Example:
Theorem: Vertical angles are congruent.
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_______ 1. If three sides of one triangle are equal in measure to the corresponding sides
of another triangle, then the triangles are congruent.
_______ 2. Through any three non-collinear points there is exactly one plane containing
them.
_______ 3. The sum of the measure of the angles of a triangle is 180°.
_______ 4. If two sides of a triangle are not congruent, then the larger angle is opposite
the longer side.
_______ 5. If two angles in a triangle are equal, then the triangle is isosceles.

What I Have Learned

Activity 4: Can You Tell?
Directions: Tell whether the given statement describes undefined term, definition,
postulate or theorem. Write your answer on the space provided.

____________1. The edge where your classroom wall and ceiling meet is a representation
of a line.
____________2. Two points are contained in exactly one line.
____________3. The heads of the nails on the windows look like dots when you’re looking
at a distance.
____________4. A line segment is a subset of a line.
____________5. If two parallel lines are cut by a transversal, then the alternate interior
angles are congruent.

What I Can Do
Activity 4: Arrange Me!
Directions: Arrange the sequence of the statements starting from the theorem up to the
description of the undefined terms. Write the statements inside the box.

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  A linear pair is two adjacent angles whose non-common sides form opposite
rays.
 If two angles form a linear pair, then they are supplementary.
 An angle is the figure formed by two rays sharing a common endpoint.
 Line is a figure extending infinitely in both directions and having no thickness
nor width.
 Ray is a part of a line that has a fixed starting point but no end point.

Theorem

Definition

Definition
Definition

Description of the
undefined term

Assessment
Directions: Read the questions carefully. Write only the letter of the correct answer on
the space provided.

____1. The following statements describe a mathematical system EXCEPT:

a. It is a set of structures designed to provide order and procedural operation in a
certain discipline.
b. It is composed of undefined terms, defined terms, postulates and theorems.
c. It is essential in dealing with real life problems.
d. It is a set of integrated devices that input, output and process data.
____2. Which is an example of undefined term?
a. point b. midpoint c. perpendicular lines d. ray
____3. Which term is use for statements that distinguish one term from all other terms?
a. Undefined term b. Definition c. Postulate d. Theorem
____4. Which is an example of a defined term?
a. point b. line c. ray d. plane
____5. Which term is NOT one of the basic blocks of Geometry?
a. midpoint b. line c. plane d. space
____6. Which object represents a line?
a. intersection of two strings
b. a cardboard
c. intersection of a ceiling and a wall
d. sheet of a paper
____7.
“An interior angle is an angle inside a
shape”. 8
 Which term classifies the given statement?
a. Undefined term b. Definition c. Postulate d. Theorem
____8.
“A plane contains at least three non-collinear
points”.
Which term classifies the given statement?
a. Undefined term b. Definition c. Postulate d. Theorem
____9. Which statement is a postulate?
a. The acute angles of a right triangle are complementary.
b. If two angles formed a linear pair, the angles are supplementary.
c. If a quadrilateral is a parallelogram, then its opposite sides are congruent.
d. If two lines intersect, then they intersect at exactly one point.
____10. Which statement is a theorem?
a. If two angles are supplements of the same angle, then they are congruent.
b. If two points lie in a plane, then the line containing those points lies in the
plane.
c. Through any two points there is exactly one line.
d. If two figures are congruent, then they have the same area.

Additional Activities
Activity 6: Let’s Create!
Directions: Create a poem with at least two stanzas about mathematical system.
Write the poem inside the box.

Rubrics:

Exemplary Accomplish Developing Beginning

(4 points) (3 points) (2 points) (1 point)

Relevance The poem The poem The poem The poem

created is created is created is created is
directly relevant relevant to the partly relevant irrelevant to the
to the topic. topic. to the topic. topic.

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Organization The sequencing The sequencing The sequencing The sequencing
of words and of words and of words and of words and
phrases is phrases is phrases is very phrases is
logical, and the somewhat confusing, and random. The
reader is able to logical, and the the reader may reader can find
follow the order reader is able to need to use his no evidence of
of ides clearly. follow the or her own thoughtful
ordering of knowledge to ordering of
ideas with determine the ideas.
minimal effort. ordering of
knowledge.
Word choice The poem uses The poem uses The poem uses
The poem uses
and main idea many precise, several general or general or
vivid., and descriptive ordinary terms
ordinary terms
descriptive words to to develop ato describe the
words to develop a main main idea orobject; the
develop a main idea or message. words do not
idea or message. develop a main
message. idea or
message.
Spelling There are no or There are Numerous Numerous
very few spelling errors, spelling errors spelling errors
spelling errors. which may or impede the impede the
They are may not be reader from reader from
developmentally developmentally understanding understanding
appropriate and appropriate. the poem’s the poem’s
do not impede However, they message. Some message.
the reader’s do not impede of the errors are Errors are not
understanding the reader’s developmentally developmentally
of the poem. understanding appropriate, appropriate and
of the poem. but others should have
should have been noticed
been noticed and corrected.
and corrected.

References
Christopher S. Baird. “Laser beam of light” Accessed November 25, 2020.
www.publicdomainpictures.net

Deviant Art. “STOCK - Starry Milky Way 2” Accessed November 25, 2020.
Creativecommons.org

Freepik. “Rubber fig in a gray room” Accessed November 26, 2020. www.freepik.com

Musthafakamalshah. “Mathematical system” Accessed November 24, 2020.

www2.slideshare.net

Pixy Org. “Tip of a pencil, Macro” Accessed November 25, 2020. pixy.org

10
PublicDomainPictures.net. “Dance Floor” Accessed November 25, 2020.
www.publicdomainpictures.net

Tariman, Irish. Mathematical System. March 23, 2018. www.youtube.com/watch?

v=vlWS9GK2mGg&t=5s

Wikimedia Commons. “Canada Line Skytrain Bridge from Fraser River North Arm,
Richmond” Accessed November 25, 2020. commons.wikimedia.org.

Development Team
Writer: Ressme M. Bulay-og
Kabasalan National High School

Editor/QA: Eugenio E. Balasabas

Mary Jane I. Yeban

Reviewer: Gina I. Lihao

EPS-Mathematics

Illustrator:
Layout Artist:
Management Evelyn F. Importante
Team: OIC-CID Chief EPS

Jerry c. Bokingkito
OIC-Assistant SDS

Aurelio A. Santesas, CESE

OIC- Assistant SDS

Jenelyn A. Aleman, CESO IV

OIC- Schools Division Superintendent

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