Grade

MATHEMATICS
QUARTER 3 – MODULE 1

A Walk through
Mathematical
System
PART I.
MELC 1: Describes a mathematical system.
MELC 2: Illustrates the need for an axiomatic structure of a mathematical system
in general, and Geometry in particular: (a) defined terms; (b) undefined
terms; (c) postulates; and (d) theorems.

A. Introduction / Discussion
MATHEMATICAL SYSTEM is 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.

In this lesson, you will gain mastery about mathematical system. After going through
this lesson, you are expected to show understanding of important ideas of axiomatic structure
of a mathematical system in general and in Geometry.

In the 3rd century, a Greek mathematician named Euclid created a mathematical

system that we now call Euclidian Geometry, or Plane Geometry. The Euclidean Geometry
Mathematical System is an axiomatic system. An axiomatic system consists of undefined
terms, clearly stated definitions, a list of intuitive assumptions, called postulates and theorems
or new geometric theory statements that can be validated. The axiomatic validation process
for theorems is based on logical and deductive thinking methods.

A mathematical system (sometimes called a logical system or deductive system) has

the following four parts: undefined terms, defined terms, postulates (and axioms) and
theorems.

B. Illustrative Examples:

1. UNDEFINED TERMS
To avoid the problem of circular reasoning in the development of Geometry, certain
basic concepts are used for which no definitions are given. These concepts — the points, lines
and planes — are often called undefined terms.

FIGURE AND
UNDEFINED TERMS
NOTATION
A POINT is the most basic term of all geometric concepts. It
A
suggests an exact location. It has no dimension and it can be
Point A
represented by a dot. We use a capital letter to name a point.
A LINE is an infinite set of points extending endlessly in two
directions. It has one dimension (length). It is represented as a m
straight line with two arrowheads. A line is named by a single J R
lowercase script letter or by any two points on the line. A thin line m or ⃡JR
wire or a strand of hair is a physical model of line.
A PLANE has length and width but no thickness. It is a flat A
N
surface that extends infinitely along its length and width. You
I
can think of it as an “infinite sheet of paper”. A plane is named
X
by a single script capital letter or by any three points in the plane
which are not on the same line. Plane A or Plane NIX

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 The concepts of points, lines, and planes are so fundamental to the whole geometric
system that we have come to call them the building blocks of Geometry. Using the undefined
terms, you can define all other terms and figures used in the study of Geometry.

2. DEFINED TERMS
Defined terms are terms defined using undefined terms. These are simply common
agreements as to the meaning of a specific concept. The following terms below are some
examples of defined terms in Geometry.
FIGURE AND
DEFINED TERMS
NOTATION

A line segment or segment is a part of a line consisting of two A B

distinct points called endpoints, and all the points within them.
line segment AB

A ray is a part of line consists of an endpoint and all points that

A B
extends infinitely in one direction.

Collinear points are points on the same line.

A B C D

m
D
Coplanar points/lines are points/lines on the same plane. A
B
C
A
Opposite Rays are two collinear rays with the same endpoint.
A

An angle is a union of two non-collinear rays (sides) with common

A
endpoint (vertex).

3. POSTULATES AND AXIOMS

Geometric concepts and terms are interrelated. To understand their relationships, it is

important to know that some statements are considered true even without proof.
Postulates (and axioms) are statements that are considered true without proof or
validation. In general, we use “postulate” in Geometry and “axiom” in other areas of
Mathematics. These statements are beginning assumptions from which logical consequences
follow. These statements are often expressed using undefined and defined terms.

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 The postulates below describe the basic relationships among points, lines, and planes.

m
J R
STRAIGHT LINE
Two points determine a line.
POSTULATE
There is exactly one line m
through two points J and R.
N
I
Three non-collinear points X
PLANE POSTULATE
determine a plane
Through three non-collinear
points N, I, and X, there is
exactly one plane.

P m
LINE – INTERSECTION If two distinct lines intersect,
POSTULATE they intersect at one point.
l
Lines l and m intersect at
point P.
P
J
If two distinct points of a line lie m
FLAT PLANE R
on a plane, the line also lies on
POSTULATE Points J and R on plane P
the plane.
lie on line m, implying that
line m lies on plane P.

P J M

PLANE INTERSECTION If two distinct planes intersect,

POSTULATE they intersect on a line. R

Planes P and M intersect on

⃡𝐽𝑅.

RULER POSTULATE
The points on a line can be put into one-to-one correspondence with the real numbers
such that the distance between two points is the absolute value of the difference of the
corresponding numbers or the coordinates of the points.

A B
a b
̅̅̅̅ , denoted by AB, can be measured using a ruler. It can also be
The length of 𝐴𝐵
calculated using the formula AB = l a – b l. This is read as “the length of line segment AB is

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equal to the absolute value of the difference of a and b,” where a is the coordinate of point A
and b is the coordinate of point B.

̅̅̅ in the figure below?

Illustrative Example 1: What is the length of 𝐽𝑅
J R
-7 6
Solution: The length of ̅̅̅
𝐽𝑅 can be calculated using the ruler postulate.
JR = I -7 – 6 I
= l -13 l
= 13

Interchanging the coordinates will result in the same answer since it is the absolute
value of their difference that is used in the computation. Look at the absolute value difference
when -7 and 6 are interchanged.
RJ = I 6 – (-7) I
= l 13 l
= 13
Therefore, the length of 𝐽𝑅 ̅̅̅ is 13.

SEGMENT ADDITION POSTULATE

If points A, B, and C are collinear and B is between A and C, then AB + BC = AC.

4 7
A B C

If AB = 4 and BC = 7 then using the Segment Addition Postulate

AC = AB + BC
=4+7
= 11
̅̅̅̅ is 11.
In this case, point B lies between points A and C and the length of 𝐴𝐶

4. THEOREMS
Theorem is completely opposite of a postulate. These are statements that needs to be
proven true using different undefined and defined terms, as well as postulates, logic and other
theorems that are already proven.
Some theorems in Geometry are listed below.

THEOREM STATEMENT
If M is the midpoint of ̅̅̅̅
𝐴𝐵, then ̅̅̅̅̅
𝐴𝑀 ≅ ̅̅̅̅̅
𝑀𝐵.
MIDPOINT THEOREM
If two angles form a linear pair, then they are
SUPPLEMENT THEOREM supplementary angles.

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 If the non-common sides of two adjacent angles
COMPLEMENT THEOREM form a right angle, then the angles are
complementary angles.
If two angles are vertical angles, then, they are
VERTICAL ANGLE THEOREM congruent.

In a right triangle, the square of the length of the

PYTHAGOREAN THEOREM hypotenuse is equal to the sum of the squares of
the lengths of the legs.

PART II. Activities

Activity 1. React on Me!
Directions: Tell whether each of the following suggests a point, a line, or a plane.
Shade the correct reaction.

-POINT -LINE -PLANE

1. Top of a box

2. a kite’s string

3. stars as seen in the sky

4. cover of a book

5. tip of a pen

Activity 2. Tell Me the Truth

Directions: Determine if each of the following statements is ALWAYS TRUE, SOMETIMES
TRUE or NEVER TRUE.
1. Any two distinct points determine a plane.
2. Any three points determine a plane.
3. A line is composed of two rays with a common endpoint.
4. A line segment has two endpoints.
5. A point indicates a place or position.

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Activity 3. How Long Am I?
Directions: Using the Ruler Postulate and Segment Addition Postulate, determine the length
of the following segment.
1. Find AB if: a. The coordinate of A is 7 and that of B is 15.
b. The coordinate of A is -2 and that of B is 28.
2. Points A, B and C are three points on a line arranged as shown below.

A B C

a. What is AC if AB = 5 m and BC = 12 m?
b. What is AB if AC = 15 cm and BC = 9 cm?
Activity 4. Postulate or Theorem?
Directions: State the postulate or theorem you would use to justify the statement made
about each figure.

1. One plane contains points A, B, and C. 2. ⃡𝐷𝑀 lies in plane P.

B
P
A D
C M

3. The hypotenuse of ∆𝑅𝑂𝑀 is 5 cm. 4. Only one line contains points Q and T.
R
Q
3 cm T

M 4 cm O

5. Plane M and plane N intersect along ̅̅̅̅ .

6. Y is the midpoint of 𝑋𝑍
line l.

N Z
Y
M
X

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ANSWER KEY

b. 6 cm
2. a. 17 m
b. 30
1. a. 8 5.
6. MIDPOINT THEOREM
POSTULATE 4.
Activity 3
5. PLANE INTERSECTION
4. STRAIGHT LINE POSTULATE 5. ALWAYS TRUE 3.
3. PYTHAGOREAN THEOREM 4. ALWAYS TRUE
2. FLAT PLANE POSTULATE 3. SOMETIMES TRUE 2.
1. PLANE POSTULATE 2. SOMETIMES TRUE
1. NEVER TRUE 1.

Activity 4 Activity 2 Activity 1

PART III. Assessment

Directions: Write the letter of the correct answer on the space provided before each number.
_______1. The formal study of mathematical system begins with ____________.
A. undefined terms B. defined terms C. postulates D. theorems
_______2. What is a postulate?
A. A statement that is only accepted as true after being formally proven.
B. A statement that is never true.
C. A statement that is accepted as true without validation.
D. A statement that is usually not obvious as true, so it must be proven using other
reasoning.
_______3. Suppose you are standing in your classroom with your classmates and by sight
alone, you can see that one of your classmates is the tallest. If that person states
that he is the tallest person in the classroom, which of the following best describes
his statement?
A. His statement is a false statement.
B. His statement is a postulate and doesn’t need to be formally proven to be
accepted as true.
C. His statement cannot be proven to be true or false.
D. His statement is a theorem and needs to be formally proven to be accepted as
true.
_______4. A string of violin could represent a __________.
A. point B. line C. plane D. ray
_______5. The screen of a laptop could represent a __________.
A. point B. line C. plane D. all of the above
_______6. The following objects can represent a line EXCEPT __________.
A. intersection of a side wall and ceiling C. wire
B. surface of a table D. pencil

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_______7. It has infinite set of points that extends in all direction.
A. point B. line C. plane D. all of the above
_______8. A subset of a line which consists of two endpoints.
A. point B. ray C. segment D. angle
_______9. It is a subset of a line which consists of one endpoint and extends in one
direction.
A. point B. ray C. segment D. angle
_______10. Which of the following is true?
A. ray can extend in both directions C. 𝐴𝐵 is the same as 𝐵𝐴
B. line segment has two endpoints D. line CD can be written as ̅̅̅̅
𝐶𝐷
For numbers 11 -12, refer to Figure 1.
_______11. What three points are collinear?
A. Points X, Y, and Z C. Points X, V, and Z V
X
B. Points V, Y, and Z D. Points X, Y, and V
_______12. Which of the following statements is TRUE? Y
A. Points Y and Z are coplanar. Figure 1 Z
B. Points X, Y, and Z are coplanar.
C. Points V and Z are non-collinear.
D. Points X, Y, and Z non-collinear
_______13.These are points that lie on the same plane.
A. Collinear points C. Coplanar points
B. Non-collinear points D. Non-coplanar points
_______14.Points R, O, and M lie on a line with the coordinates 5, 10, and -3, respectively.
Which point lies between the other two?
A. Point R B. Point O C. Point M D. cannot be determined
_______15.What is AB if the coordinate of A is -9 and that of B is -12?
A. -3 B. 3 C. -21 D. 21
_______16.Points A, B, and C are collinear. If AB = 8 cm and BC = 12 cm, what is AC?
A. 4 cm B. 8 cm C. 12 cm D. 20 cm
_______17.Points A, B, and C are collinear. If AB = 2x + 3 and BC = 3x - 7, what is AC?
A. x + 10 B. x – 4 C. 5x – 4 D. 5x + 10
_______18.On a number line, point Y is between points X and Z. If XZ = 18, the coordinate
of Y is 3 and the coordinate of Z is 7, what is the coordinate of X?
A. 15 B. 8 C. –8 D. –11
̅̅̅̅ is 26. If the coordinate of the midpoint M of
_______19.On a number line, the length of 𝐴𝐵
̅̅̅̅
𝐴𝐵 is -4, what are the coordinates of points A and B?
A. -17 and 9 B. 17 and -9 C. -30 and 22 D. 30 and -22
_______20.Which among the given equation is the Pythagorean Equation from Pythagorean
Theorem?
A. a + b = c2 B. a2 + b2 = c C. (a + b)2 = c2 D. a2 + b2 = c2

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References
Books :
Glencoe Division (1993). Geometry: Applications and Connections.
Macmillan/McGrawHill Publishing Company

Bernabe, Julieta and Dilao, Soledad. (2009) Geometry Textbook for Third Year.
Quezon City. SD Publications, Inc.

Ocampo, Shirlee. (2011). Math Ideas and Life Applications Series Geometry. Quezon
City. ABIVA Publishing House, Inc.

Abuzo, E. P., et. al. (2013). Mathematics Grade 8 Learner’s Module. Department of
Education.

Gladys C. Nivera, Ph.D. (2014). Grade 8 Mathematics Patterns and Practicalities.

Philippines. Don Bosco Press, Inc.

Robles, A. E., et. al. (2015). Beyond Mathematics 8. Salinlahi Publishing House, Inc.

Ana Perla De Guzman, Ph.D., et al. (2017). Mathematics Exemplar Activity Book in
Mathematics Grade 8. Philippines. Salinlahi Publishing House, Inc.

Website:
https://www.texasgateway.org/resource/connecting-postulates-definitions-and-
theorems