Republic of the Philippines

Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF MAKATI CITY
MAKATI HIGH SCHOOL
CITY OF MAKATI

Detailed Lesson Plan in Enhanced Mathematics 8

Third Quarter
School Year 2023 -2024

I. Objectives
At the end of the lesson, all student should be able to:
a. define axiomatic system;
b. determine the importance of an axiomatic system in geometry;
c. illustrate the undefined terms; and
d. cite definitions, postulates, and theorems involving points, lines and planes.
II. Subject Matter
A. Topic: ILLUSTRATING AXIOMATIC STRUCTURES OF A MATHEMATICAL SYSTEM
B. References: Mathematics – Grade 8 Alternative Delivery Mode Quarter 3 –
Module 2 First Edition, 2020
C. Materials: Laptop, Worksheet, PowerPoint Presentation
III. Procedures
Teacher’s Activity Students’ Activity
A. Opening Activities
1. Customary Greetings
Good Morning class! Good Morning, Ma’am/Sir.

2. Opening Prayer
kindly lead us a Prayer. ( leads the Prayer)

3. Checking of Attendance
Attendance secretary, please check (The class secretary checks
the attendance. attendance)

B. Review

C. Motivation
Let us have a simple activity for
which you are to determine the axiom
illustrated by the statement in each of
the following polygons.
Color the polygon, based on the
legend given in the box at the right. (students do the activity)
Where you able to recall the axioms for
real numbers illustrated in each The students were called to answer
polygon? on the board.
Yes, Ms.

What axiom will justify the given

statement, 10 + (-10) = 0 ?
Yes, Mr.______ (student raise hand)

Yes, we remember the axioms, Sir.

(student raise hand)

The axiom that justifies that
statement is Existence of Additive
Identity, Sir.
Very good!

Now what do you think our topic

today?
Yes, Ms. (student raised hand)
I think our topic for today is about
axioms, Sir.

Thank you, Ms., that’s correct!

D. Development of the Lesson

At this juncture, we now proceed to our
main topic.
(Teacher post on the screen a slide
about Robots.)

Lesson 1: Axiomatic Systems

In this set of statements, which do you (student raised hand)
think are terms that need to be
defined?
Yes, Ms./Mr.
The terms that needs to be defined,
Sir, are ‘robots’, ‘path’ and ‘exist’

Thank you, Mr.

Suppose you are asked to prove
another statement, say, “a minimum
of one robot exists”, can you use
these three statements to prove it?

Yes, Mr./Ms.______ Yes, I think so Sir.

The set of statements above are true

and contain terms that are undefined or
needs to be defined. These statements
can be used to create and to prove
another statement. These set of
statements are examples of an
axiomatic system.
An axiomatic system is a logical system
which possesses an explicitly stated set of
axioms from which theorems can be derived.

From the definition, one can say that

axiomatic system consists of some
undefined terms (also called
primitive terms), defined terms, list
of axioms or postulates concerning
undefined terms, a system of logic
(or proofs) to be used in deducing new
statements called theorems.

The axiomatic structure of a

mathematical system can be compared
to a tree.

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.
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.

collection set

group

Circular definition
Terms are defined for us to be precise
and concise on its meaning. But there
are some basic terms of the system that
are necessarily left undefined. When we
define a term, we will be using different
terms that we also need to define. For
instance, we want to define the word
“set”. Looking up for the word “set” in
the dictionary, you will find that “set is a
group 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 trunk of the tree corresponds to the

axioms or postulates while the
branches growing out of that trunk are
the theorems. Axioms are 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.

Is this clear, Class?

Are there any questions or
clarifications?
(Students nod and answer)
Okay, if none then let’s continue. None so far, Sir!
(Teacher continues with his PPT slides)
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 parallel.
Notice that the negation is not an
axiom nor a theorem.
The system where a statement and
its negation are both true is said to
be inconsistent.
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 that can be derived
or cannot be proven true using
other axioms in the 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 use the other three
axioms to prove such axiom, then
the axiom is independent.
An example to this is Euclid’s fifth
postulate. Many people tried to
prove this axiom using the other
four postulates but either failed or
used faulty reasoning. This problem
led to the development of other
geometries where the fifth theorem
of Euclid was shown to be
independent of the other postulates.

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:

Axiom 1. Every robot has at least two paths.
Axiom 2. Every path has at least two robots.
Axiom 3. There exists at least one robot.

Question #1
In this axiom set, what do you think are
the undefined terms?
Yes, Mr./Ms._______
(Student raised hand)

That’s correct! I think, the undefined terms for the

given axiom set are ‘robot’, ‘path’ and
In fact, the terms ‘robot’ and ‘path’ are ‘has’
elements and the term ‘has’ is a
relation. This indicates that there is
some relationship between robot and
path. These undefined terms can be
used to build/construct to various
proofs.

Question #2
What is the minimum number of paths?
(Student raised hand)
Yes, Ms./Mr.______
I have noticed, Sir that Axiom 1
states that every robot has at least
two paths. Hence, the minimum
number of paths is two.
That is absolutely correct! Very good!

Can you prove it? Anyone?

(No students raised hands)
Okay, let me show the proof.
Proof:
1. By the third axiom, a robot exists, call it 𝑹𝟏.
2. By the first axiom, 𝑹𝟏 must have at least two paths call them
𝑷𝟏 and 𝑷𝟐.
3. Therefore, at least two paths exist.

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):
a. point,
b. line, and
c. 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 no specific length, without length and width and
thickness) or width nor thickness. It is without thickness. It
direction. always straight that extends indefinitely in all
extends indefinitely in directions.
two opposite directions.
There are objects that illustrates point, line, and plane in real-world. In
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.

(Teacher continue the discussion using

the slides of his PPT)

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 undefined terms, point, line, and
plane.

Definition of:
1. Segment
Segment AB, denoted by AB∨BA
is the union of points A, B and all the
points between them, A and B are
called endpoints of the segments.

A B
2. Between
Point U is said to be between F and
N if and only if F, U, and N are
distinct points of the same line and
FU +UN =FN

2 cm 3 cm In⃡𝐹 𝑁, 𝑼is between 𝑭 and 𝑵

since 𝐹, 𝑈, and 𝑁 are distinct
F U N points on the same line and 𝐹𝑈
+𝑈𝑁=𝐹𝑁 and 2𝑐𝑚 + 3𝑐𝑚 =
5𝑐𝑚.

3. Collinear Points & 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.

Question #3
Can points and lines be coplanar?
(Students raised hands)
Yes! Ms./Mr._____
Yes, Sir. As long as they are on the
same plane, they are said to be
Very well said! coplanar.

(Teacher shows the illustration on the

screen using his PPT)

In the figure, points J, O, Y and line 𝑛 are

all on the same plane 𝑆, hence they are
coplanar.

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

In the figure above, ray PQ starts

from point P and goes on to the right
without bound. P is called the
endpoint of 𝑃 𝑄.

Question #4
Can you call it ray PR?

Yes, Ms./Mr._____ (Students raised hands)

Sir, the answer is yes.
Very good!
5. Angle
An angle is the union of two
noncollinear rays with a common
endpoint.

The common endpoint being

shared by UT and UV is point U
called the vertex. The angle
formed could be named as
∠ 1∨∠TUV ∨∠ VUT

6. Congruent Angles
 Two angles are congruent if
and only if their measures are
equal.
In symbol:
∠𝑋 ≅ ∠𝑌, if and only if 𝑚∠𝑋 = 𝑚∠𝑌.

7. 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°.

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

∠ABD and ∠CBD are adjacent

angles which have a common vertex
B and a common side BD
The interiors of ∠ABD
and ∠CBD do not intersect and
therefore, the two angles have no
interior and
∠EFG points in common.
∠GFH have F as common
vertex, and 𝐹 𝐺 as common side,
but the interiors of the two
angles intersect, this means that
the two angles have common interior
points. Thus, ∠EFG and ∠GFH are
not adjacent angles.
9. Supplementary Angles
Two angles are
Supplementary when the sum
of their angles is 180°.

10. Linear Pairs

A linear pair of angles
is formed when two lines
intersect. Two angles are
said to be linear if they are
adjacent angles formed by
two intersecting lines and
are supplementary.

BD is the common side

𝐵 and B are
opposite rays, ∠𝐴𝐵𝐷 𝐴and ∠𝐶𝐵𝐷
forms a linear pair.

11. 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.
12. Perpendicular Lines
Perpendicular
lines are two lines that
intersect to
form a
right angle.
13. Perpendicular Bisector
A perpendicular bisector
𝑃𝑅 of a line segment 𝑋𝑍 is
a line segment perpendicular
to 𝑋𝑍 and passing through the
midpoint

̅ 𝑃̅̅𝑅̅ ⊥ ̅𝑋̅̅𝑍̅ at point 𝑌. ̅𝑃̅̅𝑅̅

divides ̅𝑋̅̅𝑍̅ into two equal
parts. Thus,
𝑋𝑌 = 𝑍𝑌. Furthermore, ̅𝑋̅̅𝑌̅ ≅ ̅𝑍̅̅𝑌̅.
14. 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.
15. Convex Polygon
A polygon is convex if and
only if the lines containing the
sides of the polygon do not
contain points in its interior.

B
C
Exterior
Interior
A
D

F
G

I
H

If each diagonal, except its

endpoints, is entirely in the
interior of the polygon, then the
polygon is convex, like polygon
EFGH.
16. 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
L
M
17. R
´ which contains LM also
LM e
contains points in the interior g
of the polygon, hence, u
polygon JKLM l
a
r Polygon
A regular polygon is a polygon that is
both equilateral and equiangular.

The regular polygon DREAM has five

interior angles ∠𝑅𝐷𝑀, ∠𝐸𝑅𝐷, ∠𝐴𝐸𝑅,
∠𝐸𝐴𝑀, ∠𝐴𝑀𝐷.
These angles are equal,
𝑚∠𝑅𝐷𝑀 = 𝑚∠𝐸𝑅𝐷 = 𝑚∠𝐴𝐸𝑅 = 𝑚∠𝐸𝐴𝑀 =
𝑚∠𝐴𝑀𝐷.
The polygon DREAM has five equal sides,
𝐷𝑅 = 𝑅𝐸 = 𝐸𝐴 = 𝐴𝑀 = 𝑀𝐷.
Point O is the center of
the given polygon. ∠𝑂 is the central angle.

Regular polygon DREAM has also five

exterior angles. These angles are
obtained when one of the intersecting
sides is extended such as ∠𝐴𝑀𝑁. The
outside angle along with the vertex is an
exterior angle.
Day 2

Good morning, Class! Good morning Sir/Ma’am

From our previous lesson, let us
check what you have learned.
Read carefully and answer the
items that follow.

Recall/Review
Directions: Tell whether the
following statement is TRUE or
FALSE.

1.An axiomatic system

consists of undefined terms,
defined terms, axioms, and
theorems.
2. Theorems are proved
using undefined terms,
defined terms, axioms, a
logical system, and/or
previous theorems.
3. An axiomatic system should
be consistent for it to be
logically valid.
4. Independence and
completeness are necessary
requirements of an axiomatic
system.
5. Points, lines and planes are (Students raised hand to answer)
undefined terms in geometry.
Very good!
Now let’s proceed with today’s
lesson. I hope you will all pay
attention to my lecture. You may
raise your hand if you have any
(Students all nodded)
questions or clarifications to ask,
alright?

Lesson 2: Triangles & Its components

18. Triangle
A triangle is a three-sided polygon.
19. 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 angle and a point on the
opposite side.

20. Altitude of a Triangle

A segment is an altitude of
a triangle if and only if it is
perpendicular from a vertex of
the triangle to the line that
contains the opposite side.
 I
a
t

21. Median
A segment is a median of a
triangle if and only if its endpoints
are a vertex and a midpoint of the
opposite side.
R

O M

N L A

22. 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

H T R Y U N Y A
Acute Right Obtuse Equiangular
Triangle Triangle Triangle Triangle
23. 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. An
equilateral triangle is a triangle with all
sides congruent.
E B A

H R G I H T
Scalene Isosceles Equilateral
Triangle Triangle Triangle
̅𝐵̅̅𝐺̅ ≅𝐵
̅𝐼 ̅̅̅𝐴̅≅ 𝐴
𝐻 ̅̅̅𝑇̅≅ 𝐻
̅𝑇

Class, kindly take note of these

definitions because you will be
using them in our 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.

The following are examples:

Common Notions (Axioms):

Axiom 1
Things which are equal to the same
thing are also equal to one another.
This is transitive property of equality.
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.
Axiom 5
The whole is greater than the part.

>
Class, do you follow?
(Students nod and answer)
Well then, let’s continue. Yes, Sir/Ma’am

The following axioms are both used in

geometry and other field of math.

 Symmetric Property of Equality


For all real numbers 𝑝 and 𝑞,
if 𝑝 = 𝑞. then 𝑞 = 𝑝.

 Substitution Property of Equality


For all real numbers 𝑝 and 𝑞,
if 𝑝 = 𝑞, then 𝑞 can be substituted
for 𝑝 in any 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.

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
questioned 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.

 If two points of a line are in a plane,

then the line containing these points
is in the plane.

 Segment Addition Postulate


If points 𝑃, 𝑄 and 𝑅 are collinear
and point 𝑄 is between points
𝑃 and 𝑅, then 𝑃𝑄 + 𝑄𝑅 = 𝑃𝑅

 Angle Measurement Postulate


To every angle there corresponds a
unique real number 𝑟 where
0 < 𝑟 < 180°.

 Angle Addition Postulate

 T

Theorems are the new statements

which are deduced or proved using sets
of axioms, system of logic, and previous
theorems. These are statements
accepted after
Theorems are the proven
new statements deductively.
which are deduced or proved using sets of
axioms, system of logic, and previous theorems. These are statements accepted
The following
after proven deductively. are some theorems about

points, lines,
The following are someand planes.
theorems about points, lines, and planes.

Theorems Descriptions Illustrative Example

If two different lines intersect,

Theorem 1 then they intersect at exactly
one point.

If a line not contained in a plane

intersects the plane, then the
Theorem 2
intersection contains only one
point.

If a point lies outside a line, then

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

If two distinct (different) lines

Theorem 4 intersect, then exactly one plane
contains both lines.

Linear Pair If two angles form a linear pair,

Theorem then they are supplementary.

Vertical Angles
Vertical angles are congruent.
Theorem

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 triangles

Theorem 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 the

Sum Theorem angles of a triangle is 180°.

Day 3
Now that you have learned definitions, postulates and theorem, you are now ready

Recap of Previous Lessons

for the next activities.
Good morning Class!
Today, we will have a recap of the
previous lessons we have already
tackled.
Choose your own partner and
collaboratively answer the given
activities. At the end of all the activities,
we will all check your answers.
Activity 1:
Directions: The following is an axiomatic
system. Answer each question as
required.
Axiom Set:
Axiom 1: Each line is a set of three points.
Axiom 2: Each point is contained by two lines
Axiom 3: Two distinct lines intersect at exactly
one point.

Questions:
1. What are the undefined terms in this
axiom set?
2. Is the axiomatic system consistent?
Why? Why Not? State what specific
property is the given axiomatic
system.
Activity 2: “Who am I”
Directions: Write the definition,
postulate, or theorem that supports
each statement.

Activity 3: “Write the missing

reasons”
Directions: Using the figure below write
the missing reasons corresponding to
its statement. Number six is done for
you.
Given: 𝑚∠𝑀𝐴𝑃 = 𝑚∠𝐶𝐴𝑅
Prove: 𝑚∠1 = 𝑚∠3

Statement Reason
Figure
M 1. 𝑚∠𝑀𝐴𝑃 = 𝑚∠𝐶𝐴𝑅 1.
2. 𝑚∠𝑀𝐴𝑃 = 𝑚∠1 + 𝑚∠2 2.

3. 𝑚∠𝐶𝐴𝑅 = 𝑚∠2 + 𝑚∠3 3.

A 4. 𝑚∠1 + 𝑚∠2 = 𝑚∠ 2 + 𝑚∠3 4.
R 5. 𝑚∠2 = 𝑚∠ 2 5.
6. 𝑚∠1 = 𝑚∠3 6. Subtraction Property

E. Application
F. Generalization
I can see that you have learned a lot
today. Now, answer the following
questions below.
1. What is axiomatic system?
2. What are the parts of axiomatic
system?
3. How are each related to each
other?
G. Evaluating Learning
Working by pair, the teacher lets the
students remake a diagram of
Mathematics System filling in the box.
Use the following terms:
Axiom, Postulate, Axiomatic System,
Theorem, Corollary, Defined Terms,
Three Undefined Terms, Point, Plane,
Five Postulates, Line, Lemma

H. Assignment
Directions: Complete the table
below with the facts associated
with the given problems.
 Facts Application/ Illustration Solution
Vertical Use the facts that linear pair 1.
angles are forms supplementary angles 2.
congruent. to prove that vertical angles
3.
are congruent.
4.

x 5.
w y 6.
l
Observation/s z 7.
m
8.
________________________
Observer’s
9. Name & Signature

PREPARED BY:

Teacher I, Mathematics Department

CHECKED BY:

ALLAD A. DECANO
OIC, Mathematics Department

NOTED BY:

CORAZON N. CACULITAN
Principal III, Makati High School