Math8 Q3 LAS Week-1-2

Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF AGUSAN DEL SUR
Learners Activity Sheets

Mathematics 8
Quarter 3 – Week 1
(Mathematical System: Undefined and
Defined Terms)
 D.O Plaza Government Center, Patin-ay Prosperidad, Agusan del Sur

depedagusandelsur@deped.gov.ph
(085) 839-5456
Mathematics 8
Learners’ Activity Sheets
Quarter 3 – Week 1: Mathematical System: Undefined and Defined Terms
First Edition, 2021
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for the exploitation of such work for a profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this activity sheets are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The authors do not represent nor claim ownership over
them.
Development Team of the Learners’ Activity Sheets

Writer/s: Ephrain C. Paylangco
Editor/s: Amelita N. Tupaz, Arnel B. Cruz, Mariel D. Mamogay
Co-Author/s: Lorna G. Camiguing, Lorna S. Gritare, Amelita N. Tupaz
Validator/s: Lorna G. Camiguing
Amelita N. Tupaz
Lorna S. Gritare
Arnel B. Cruz
Analiza R. Manlapaz
Julius Sumipo
Management Team: Minerva T. Albis

Lorna P. Gayol
Nilo O. Montaňo
Blessy Suroysuroy
Gina C. Malupa
Leonilo S. Otaza
Mathematics
(Mathematical System: Undefined and
Defined Terms)
Ephrain C. Paylangco
Mabuhay National High School
DepEd Division of Agusan del Sur
ephrain.paylangco@deped.gov.ph
MATHEMATICS 8
QUARTER 3, WEEK 1
LEARNING ACTIVITY SHEET NO. 1

MATHEMATICAL SYSTEM: UNDEFINED AND DEFINED TERMS
Name of the Learner: ___________________________________ Section: ______________

School: _________________________________________________ Date: _________________
I. Learning Competency:
• describes a mathematical system. (M8GE - IIIa – 1)

• 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. (M8GE - IIIa - c – 1)
II. Key Concepts
This activity sheet focused on describing mathematical system and

illustration for an axiomatic structure of a mathematical system. Below are
the activities with regard to this topic. Read the directions of every activity
and answer what is asked.
III. Activity
Day 1. Describing Mathematical System
Geometry has a big contribution in our society. It is the beginning of

numerous easy and complicated designs of buildings, infrastructures, houses,
churches, and many others. This implies that we apply to the modern world
what Euclidian theories in Geometry have been given. Euclid of Alexandria
(lived c. 300 BCE) was known as the “Father of Geometry”. He systematized
ancient Greek and Near Eastern mathematics and geometry. The
mathematical system known as Euclidian Geometry attributed to Euclid,
was described in his textbook the “Elements” as 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.
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To have a better understanding regarding the parts of mathematical
system let us discuss them one by one.
Undefined terms are terms that do not require a definition but can be
described. These terms are used as a base to define other terms, hence, these
are the building blocks of other mathematical terms, such as definitions,
axioms, and theorems. Examples of undefined terms are point, line and plane.
Defined Terms are the terms of mathematical system that can be defined
using undefined terms. Examples of defined terms are angle, line segment,
and circle. Term or phrase which makes use of the undefined terms and
previously defined terms and common words.
Axioms and Postulates are the statements assumed to be true and no need
for further proof. These are observed facts and are already accepted as true
even without proof. These are examples of axioms. Furthermore, postulates
are assumptions specific to Geometry while axioms are generally statements
used throughout mathematics. Postulates or axioms are statements that may
be used to justify the statements in a proof. The axioms often used in Algebra
and Geometry are the Axioms for Real Numbers which are found at the table
below.
Theorems are statements accepted after they are proven true deductively. The
axiomatic structure of a mathematical system follows a sequence, starting
with a set of undefined terms which are bases to define terms, then axioms
that are clearly stated, and from these a theorem is derived through reasoning.
Theorems are derived from the set of axioms in an axiomatic mathematical
system. Below is the flow on how to arrive to the theorems.
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Oftentimes, we failed to recognize that we are dealing with the
mathematical system in our lives. Here are some examples that show how it
is applied in a real-life setting:
1. When I buy 2 pieces of shirt for 𝑃ℎ𝑝 250, 1 piece of pants for 𝑃ℎ𝑝 500 and a
pair of shoes for 𝑃ℎ𝑝 1000, how much money will I need to pay to the
cashier? I have in my mind that I may add first the amount for shirt and
pants, then the total will be added to the amount for the pair of shoes or
add first the amount for shoes and pants then the sum will be added to the
amount of shirt. The result is just the same. This illustrates associative
axiom.
2. Justin and Allan wanted to buy a gift for their mother during her birthday.
Justin has 𝑃ℎ𝑝 150 savings and Allan has 𝑃ℎ𝑝 80. If they double the
amount, it would already be enough for the gift they planned to buy. How
much money would they need to have altogether for them to be able to buy
a gift for their mother?
2(150 + 80) = 2(150) + 2(80) = 300 + 160 = 460
If we add their savings altogether and multiply by 2, notice that the

answer is the same. This illustrates the Distributive Axiom.
Independent Practice: Day 1
A. “Complete Me”
Directions: Fill in the blank using the correct terms inside the box below.
Mathematical System
1._______________________ are terms that do not have concrete definition

but can be described. On the other hand, 2. _______________________
require definition. There are statements assumed to be true even without
proof which we called as axioms or postulates. However, the two has
distinction in such a way that 3. _______________________ are often used in
Geometry while the 4. _______________________ are used in all areas of
Mathematics. When the statement shows evidences or proven to be true,
we call it as 5. _______________________.
B. “Figure It Out”
Directions: Determine the axiom that justifies each of the following
statements. Write your answer on the space provided.
_________________________6. 2( −𝑎 + 5) = (2)(−𝑎) + (2)(5)
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2 2
_________________________7. ∙1=
5 5
_________________________8. (𝑥 + 5) + 2 = 𝑥 + (5 + 2)
1
_________________________9. ∙ 4𝑥 = 𝑥
4
_________________________10. (𝑥 + 𝑦) + 𝑧 = 𝑧 + (𝑥 + 𝑦)
Day 2. 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, you could say that axiomatic system consists of
some undefined terms (also called the primitive terms), defined terms, list
of axioms or postulates concerning the undefined terms, a system of logic
(or proofs) to be used in deducing new statements called theorems.
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.
Independence is not a necessary requirement for an axiomatic system.
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.
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Independent Practice: Day 2 “True or False”
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. A model of an axiomatic system is obtained by assigning meaning
to the undefined terms of the axiomatic system in such a way
that the axioms are true statements about the assigned concepts.
__________ 4. Independence and completeness are necessary requirements of
an axiomatic system.
__________ 5. In our daily lives, we use true statements based on facts as our
reasons in order to arrive at a conclusion. In this manner, we are
applying axiomatic system.
Day 3. Mathematical System (Undefined Terms)
Point, line and plane are the undefined terms because they can only
describe or illustrated.
POINT
• indicates a location (or
position) in space.
• has no dimension
(actual size). Read as;
• has no length, no width,
and no height (thickness). A Point A
• usually named with a
capital letter.
• in the coordinate plane,
a point is named by an
ordered pair, (x,y).
LINE (straight line) POSSIBLE NAME
OF THE LINE
• has no thickness. Line 𝐴𝐵 or ̅̅̅̅
𝐴𝐵
• length extends in one Line 𝐴𝐶 or ̅̅̅̅
𝐴𝐶
dimension. ̅̅̅̅
Line 𝐵𝐶 or 𝐵𝐶
• goes on forever in both Line 𝑛 or Line 3
directions.
• has infinite length, zero RAYS on Line 3
width, and zero height. Ray AB or ⃗⃗⃗⃗⃗
𝐴𝐵
• assumed to be straight.
Ray BC or ⃗⃗⃗⃗⃗
𝐵𝐶
• drawn with arrowheads ⃗⃗⃗⃗⃗
on both ends. Ray BA or 𝐵𝐴
• named by a single ⃗⃗⃗⃗⃗
Ray CA or 𝐶𝐴
lowercase script letter, or
by any two (or more) SEGMENTS on
points which lie on the Line 3
line. Segment AB or
̅̅̅̅
𝐴𝐵
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SUBSETS of A LINE Segment BC or
Ray is a part of a line that ̅̅̅̅
𝐵𝐶
starts at one point and segment AC or
extends infinitely in a set ̅̅̅̅
𝐴𝐶
direction.
Line Segment is a part of
a line that made up of two
endpoints.
PLANE
• a plane has two M h
dimensions. Plane h
• a plane forms a flat Plane MNO
surface extending
N O
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.
Independent Practice 3
A. “Name ME”
Directions. Name each figure.
Page | 6
B. “Count on Me”
Directions: Use the figure at the right to answer

what is being asked:
____________6. How many planes are there in

the figure?
____________7. How many planes contain H?
____________8. Name two lines that contain N.
____________9. Name two points not on the Plane XBN.
____________10. Name four points that are coplanar.
Day 4. Mathematical System (Defined Terms)
Parallel lines are lines in a plane that do not intersect. It denoted a

symbol ‖.
a b a‖b
Perpendicular lines are two lines that intersect and form right angles. It
denoted a symbol ⊥.
Here, AB is perpendicular to XY
because AB and XY intersect each
other at 90°.
Page | 7
Midpoint is a point on a line segment that divides it into two equal parts.
The halfway point of a line segment.
Angle is the figure formed by two rays with a common point.
Right angle is an angle whose measure is 900. The square corner is used
to mark a right angle.
Vertical Angles are two angles in which the sides of one angle are
opposite rays to the sides of the other angles.
In the diagram at the left, lines m and n

are straight:
∠1 and ∠2 are vertical angles.
∠3 and ∠4 are vertical angles.
∠1 and ∠3 are NOT vertical angles
Adjacent Angles. If two angles, like a and b, have a common vertex and a
common side, then they are called adjacent angles.
Page | 8
Linear Pair. If two adjacent angles, like a and b, have their noncommon
sides forming a straight angle or opposite rays then they are called
linear pair.
Supplementary Angles. If the sum of the measures of two angles is 180°,

then they are said to be supplementary angles.
Example 2:
A. The m∠𝑎 = 1200 and m∠𝑏 = 600

and m∠𝑎 + m∠𝑏 = 1800,
then ∠𝑎 and ∠𝑏 are supplementary angles.
B. The m∠1 = 350 and m∠2 = 1450

and m∠1 + m∠2 = 1800,
then ∠1 and ∠2 are supplementary angles.
Complementary Angles. If the sum of the measures of two angles is 90°,

then they are said to be complementary angles.
Angle Bisector. is a ray that divides an angle into two congruent angles.
Page | 9
Segment Bisector. Segment bisector is a point, a line or a segment that
divides the segment into two congruent parts.
Page | 10
Independent Practice: Day 4
A. “Can you tell Me the TRUTH?”

Directions: Write TRUE if the statement is correct and FALSE if not. Write
your answer on the space provided.
B. “Fill Me In”
Directions: In the given figure, GRAY is a rectangle. Complete the
conclusion and write the reasons that will justify each of the
statements.
_____________________6. ̅̅̅̅, then ________________.

If S is the midpoint of 𝐺𝐴
_____________________7.̅̅̅̅ ̅̅̅̅
𝐺𝐴 bisects 𝑅𝑌 , ___________________________.
_____________________8.̅̅̅̅
𝐺𝑅 is perpendicular to ̅̅̅̅
𝑅𝐴, ___________________.
_____________________9.∠𝐺𝑅𝐴 and ∠𝑅𝐴𝑌 are supplementary angles, then
_____________________.
_____________________10. If ∠𝐺𝑌𝑆 and ∠𝑆𝑌𝐴 formed a right triangle, then
______________________.
IV. Assessment
Direction: Encircle the letter of the correct answer.
1. What do you call the statements that are assumed to be true and do
not need proof?
A. axioms B. defined terms C. theorems D. undefined terms
2. There are four parts of the Mathematical system. Which of the following
is not a part of the mathematical system?
A. theorems C. axioms or postulate
B. corollary D. defined and undefined terms
Page | 11
3. Which of the following statements is true?
A. An axiomatic system is independent if there are no contradicting
axioms or theorems.
B. Consistency is a necessary requirement for an axiomatic system to
be logically valid.
C. Absolute consistency of the axiomatic system is established if an
abstract model has been exhibited.
D. In an axiomatic system, every statement, either itself or its negation,
is capable of being proven true or false.
4. What are the undefined terms in Geometry?

A. Parallel, perpendicular, and intersecting lines
B. Axiom, postulate, and theorem
C. Bisector, betweenness, and midpoint
D. Point, line, and plane
5. In figure 1, what pairs of angles formed by BAT and

CAP?
A. Adjacent angles C. Vertical angles
B. Linear pair D. Midpoint
V. Enrichment Activity: “How Important I Am?”

Definitions play an important role not only in Geometry but also in the other
fields of learning and especially in our lives. How will you define your character
in facing the current pandemic situation? Write your answer on the space
provided.
Rubric for Scoring:

Task 5 points 3 points 1 point
Content There are clear ideas Some ideas are Ideas are not
and supported by supported by the supported by the
concepts concepts concepts
Focus Fully addresses the Generally, addresses Attempts to address
prompt the prompt the prompt but
ideas are not clear
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Page | 12
VI. Closure/What I have learned
Directions: Exit Ticket:
1.
3
THINGS I
2.
LEARNED
TODAY 3.
THINGS I 1.
2 FOUND
INTERESTING
2.
1.
1 QUESTION I
STILL HAVE
VII. Answer Key
B. “Count on Me”
A. “Name Me”
6. 6 7. 4 ശ⃗⃗⃗⃗⃗ , ശ⃗⃗⃗⃗⃗
8. 𝐻𝑁 𝐵𝑁, 𝐽𝑇 ശ⃗⃗ 𝑜𝑟 𝑇𝑁
ശ⃗⃗⃗⃗
9. J and T 10. H, B, N and X
Day 3
5. True 4. False 1.True 2. False 3. True Day 4

Day 2 “True or False” A. “Can you Tell Me the TRUTH”
1. FALSE 2. TRUE 3. TRUE
4. TRUE 5. FALSE
10. Commutative Axiom
9. Existence of Multiplicative Inverse B. “Fill Me In”
8. Associative Axiom
7. Existence of Multiplicative Identity Axiom
6. Distributive Axiom
B. “Figure It Out”
5. Theorems
4. Axioms
3. Postulates Assessment
2. Defined terms
Enrichment Activity: “How Important I Am?”
1. Undefined Terms
A. “Complete Me”
Day 1
Independent Practice
Page | 13
VIII. Reference for learners
Alagan, Robelyn, Bunag-Villafuerte, Esmeralda, Nazal, Rosalie, and Danilo

Si. 2015. Mathematics for the 21st Century Learner 8. Makati: Diwa
Learning System Inc.
Nivera, Gladys. 2014. Grade 8 Mathematics Patterns and Practicalities.

Updated Edition. Makati City: Salesiana BOOKS by Don Bosco
Press, Inc.
Orines, Fernando, Diaz, Zenaida, Mojica, Maharlika, Manalo, Catalina,

Suzara, Josephine, Mercado, Jesus, Esparrago, Mirla, and
Nestor Reyes Jr. 2013. Next Century Mathematics 8. Quezon City:
Phoenix Publishing House, Inc.
Oronce, Orlando, and Marilyn Mendoza. 2015. E-Math 7. Rev. ed. Manila:
Rex Book Store, Inc.
Yeo, Joseph, Seng, Teh Keng, Yee, Long Cheng, Chow, Ivy, Meng, Neo Chai,
and Ong Chan Hong. 2016. New Syllabus Mathematics 8. Manila:
Photo of perpendicular line. https://www.splashlearn.com/math-

vocabulary/geometry/perpendicular
Vertical angle photo and description:

https://mathbitsnotebook.com/Geometry/SegmentsAnglesTrian
gles/SATVerticalAngles.html
Activity photo: https://www.needpix.com/photo/download/784571/pen-

activity-icon-training-education-school-exercise-practice-test
Page | 14
Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF AGUSAN DEL SUR

Mathematics 8
(Mathematical System: Postulate,
Axioms and Theorems)
 D.O Plaza Government Center, Patin-ay Prosperidad, Agusan del Sur

depedagusandelsur@deped.gov.ph
(085) 839-5456
Mathematics 8
Learners’ Activity Sheets
Quarter 3 – Week 2: Mathematical System: Postulates, Axioms and Theorems
First Edition, 2021
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for the exploitation of such work for a profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this activity sheets are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The authors do not represent nor claim ownership over
them.
Development Team of the Learners’ Activity Sheets

Writer/s: Ephrain C. Paylangco
Editor/s: Amelita N. Tupaz, Arnel B. Cruz, Mariel D. Mamogay
Co-Author/s: Lorna G. Camiguing, Lorna S. Gritare, Amelita N. Tupaz
Validator/s: Lorna G. Camiguing
Amelita N. Tupaz
Lorna S. Gritare
Arnel B. Cruz
Analiza R. Manlapaz
Julius Sumipo
Management Team: Minerva T. Albis

Lorna P. Gayol
Nilo O. Montaňo
Blessy Suroysuroy
Gina C. Malupa
Leonilo S. Otaza
Mathematics
(Mathematical System: Postulates,
Axioms and Theorems)
MATHEMATICS 8
QUARTER 3, WEEK 2
LEARNING ACTIVITY SHEET NO. 2

MATHEMATICAL SYSTEM: POSTULATES, AXIOMS AND THEOREMS
Name of the Learner: ___________________________________ Section: ______________

School: _________________________________________________ Date: _________________
I. Learning Competency:
• 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. (M8GE - IIIa - c – 1)
II. Key Concepts
This activity sheet focused on illustrating an axiomatic structure of a

mathematical system particularly in postulates, axioms and theorems.
Below are the activities with regard to this topic. Read the directions of
every activity and answer what is asked.
III. Activity
Day 1-2. Postulates
Postulates are statements that are assumed to be true without proof.
The Line Postulate. For every two points there is exactly one line that
contains both points.
Plane Postulate. Any three points lie in at least one plane. Any three
noncollinear points lie in exactly one plane. Any three points are
always coplanar. Noncollinear points 𝑋, 𝑌, 𝑍 lie on plane M only.
The Flat-Plane Postulate. If two points of a line lie in a plane, then the line
lies in the same plane. Points 𝑋 and Z lie in plane M. Therefore, line
̅̅̅̅
𝑋𝑍 also lie on plane M. This postulate describes the flatness of the
plane.
Page | 1
Example 2: Determine whether each statement is always, sometimes, or
never true.
A. Points E, F, and G are non-coplanar points.
B. Points C and D are in plane R. Any points collinear with C and D is in
plane R.
C. If points L, U, and V lie on plane N, then they are collinear.
Solution:
A. Never. Plane Postulate states that any three points lie in at least one
plane thus, any three points are always coplanar.
B. Always. Flat Plane Postulate states if two points lie in a plane, then the
entire line containing those points lies in that plane.
C. Sometimes. In Plane Postulate the points do not have to be collinear
to lie in a plane.
Page | 2
Other known postulates used in proving theorems are the following:
Independent Practice: Day 1-2
A. “Who Am I?”
Page | 3
B. “Make Me Complete”
Direction: Complete the following given statements.
6. All right angles are __________________________.

7. Three noncollinear points determine a __________________________.
8. The intersection of two planes is a __________________________.
9. Any __________________________ points are collinear.
10. A __________________________ is a statement which is assumed to be
true without proof.
Day 3-4. Axioms and Theorems
Axiom is a mathematical statement that is accepted to be true without

any proof. In general, we use ‘postulate’ in geometry that was being discussed
in the last module and ‘axiom’ in other sections of mathematics. These are
useful in proving theorems and other statements in geometry.
Listed below are some of the axioms (real numbers and equality) often
used in Algebra and Geometry.
Page | 4
Page | 5
Notice that to justify the validity of the
given statement, we used the undefined
terms and several postulates in the
proof. This kind of statement is an
example of a theorem. Unlike postulate,
a theorem is a statement that has to be
proven before being accepted. The proof
in the theorem is a sequence of true facts
such as undefined terms, defined terms,
axioms or postulates, and even
previously proven theorems that are
arranged in a logical order. Proof can be
written in paragraph form, flow-chart, or
commonly with two-column proof.
Page | 6
Example 2
Example 3
Page | 7
Example 4
Independent Practice: Day 3-4
A. “Find My Match”
B. “Know My Property”
Directions: Answer the following questions.
_______________________________6. In the equation 5+x=10, what property

should be used to solve this equation?
_______________________________7. What property of congruence is used in “if
a≅b, then b≅ 𝑎”?
Page | 8
_______________________________8. What property should be used to solve the
equation 3x=12?
_______________________________9. What property should be used to solve the
𝑥
equation = 15?
4
_______________________________10. If 3x-5=7 and x=4, then 3(4)-5=7. What

property is being illustrated?
C. “Just Give Me A Reason”

Directions: Use the given property to complete each statement.
11. Symmetric Property: If ∠𝐽 ≅ ∠𝐾, then _____________________________.
12. Substitution Property: If AB-CD = 15 and CD=7, then ______________.
13. Transitive Property: If 𝑚∠𝐴+ 𝑚∠𝐵= m∠𝐶 and 𝑚∠𝐶=m∠𝐷, 𝑡ℎ𝑒𝑛 ___________.
14. Division Property: If 2𝑚∠𝐴=14, then _________________________.
15. Subtraction Property: If 25x+12=32, then 25x= ___________________.
IV. Assessment
Direction: Encircle the letter of the correct answer.
1. Which property of equality allows you to conclude that “If x = y and y =
z, then x = z” is true?
A. Reflexive property C. Symmetric property
B. Substitution property D. Transitive property
2. Which of the following statements is not true about theorem?

A. The proven theorem can be used to prove other theorems.
B. A theorem does not require proof.
C. A theorem is a statement whose truth needs to be proved.
D. The basis of theorems is true facts such as defined terms and
axioms.
3. “If a and b form linear pair, then ma + mb = 180°".

A. Triangle Angle Sum Theorem C. Linear Pair Theorem
B. Supplement Theorem D. Vertical Angles Theorem
4. Which of the following shows the reflexive property of congruence?

A. AB  AB C. If X  Y and Y  Z, then X  Z
B. If AB  BD, then BD  AB D. If A  B, B can be used for all A
5. Points A, B, C, and D are collinear points consecutively lie on a line. If
AB = 12 units BC = 2 units and CD = 19 units, how long is AD?
A. 33 units B. 31units C. 21 units D. 14 units
Page | 9
V. Closure/What I have learned
Directions: Exit Ticket:
1.
3
THINGS I
2.
LEARNED
TODAY 3.
1.
THINGS I
2 FOUND
INTERESTING
2.
1.
1 QUESTION I
STILL HAVE
VI. Answer Key
5. F 4. B 1.A 2. E 3. C B. “Know My Property; Part 1”

1. Subtraction Property of Equality
2. Symmetric Property of Congruence
A. “Find My Match”
Day 3-4 3. Division Property of Equality
4. Multiplication Property of Equality
5. Subtraction Property of Equality
8. line
10. Postulate 7. Plane C. “Just Give Me a Reason”
9. Two 6. Equal or congruent 11. ∠𝐾 ≅ ∠𝐽 14. m∠𝐴 = 7
B. “Make Me Complete” 12. AB-7=15 15. 20
13. m∠𝐴+ m ∠𝐵= m∠𝐷
3. Line postulate
2. Flat plane postulate 5. Angle Addition postulate
1. Line postulate 4. Plane postulate Assessment
A. “Who Am I?”
Day 1-2
Independent Practice
Page | 10
VII. Reference for learners
Alagan, Robelyn, Bunag-Villafuerte, Esmeralda, Nazal, Rosalie, and Danilo

Si. 2015. Mathematics for the 21st Century Learner 8. Makati: Diwa
Learning System Inc.
Marasigan, Maria Maitas, and Angelo Uy. 2011. Next Generation Math III.
Makati: Diwa Learning System Inc.
Nivera, Gladys. 2014. Grade 8 Mathematics Patterns and Practicalities.

Updated Edition. Makati City: Salesiana BOOKS by Don Bosco
Press, Inc.
Orines, Fernando, Diaz, Zenaida, Mojica, Maharlika, Manalo, Catalina,

Suzara, Josephine, Mercado, Jesus, Esparrago, Mirla, and Nestor
Reyes Jr. 2013. Next Century Mathematics 8. Quezon City: Phoenix
Publishing House, Inc.
Yeo, Joseph, Seng, Teh Keng, Yee, Long Cheng, Chow, Ivy, Meng, Neo Chai,
and Ong Chan Hong. 2016. New Syllabus Mathematics 8. Manila:
Villarmil, Sr. Ma. Mauricia, and Raymundo Favila. 1984. Geometry Metric
Edition. Mandaluyong City: National Bookstore Under License by
Addison-Wesly Publishing Co., Inc.
Zuela, Edna, Melosantos, Luis Allan, and Debbie Grafil. 2009. Dynamic
Math Geometry. Quezon City: Phoenix Publishing House, INC.
https://www.murrieta.k12.ca.us/cms/lib5/ca01000508/centricity/dom
ain/1830/ t2.6.pdf. Properties of Equality and Congruence.
(accessed July 3, 2020).
https://www.ohschools.k12.oh.us/userfiles/225/Classes/72/HWSolHR
2.5.pdf
htps://www.ohschools.k12.oh.us/userfiles/225/Classes/72/HWSolHR2
.5.pdf.(accessed July 3, 2020).
http://clipartlibrary.com/search2/?q=ruler%20clipart#gsc.tab=1&gsc.q=
ruler%20clipart&gsc.page=1. (accessed July 10, 2020).
http://clipart-library.com/clipart/pencil-and-paper-clipart_9.htm.
(accessed July10, 2020).
Page | 11

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Republic of the Philippines

Learners Activity Sheets

 D.O Plaza Government Center, Patin-ay Prosperidad, Agusan del Sur

Development Team of the Learners’ Activity Sheets

Management Team: Minerva T. Albis

LEARNING ACTIVITY SHEET NO. 1

Name of the Learner: ___________________________________ Section: ______________

• describes a mathematical system. (M8GE - IIIa – 1)

II. Key Concepts

This activity sheet focused on describing mathematical system and

Day 1. Describing Mathematical System

Geometry has a big contribution in our society. It is the beginning of

If we add their savings altogether and multiply by 2, notice that the

Independent Practice: Day 1

1._______________________ are terms that do not have concrete definition

Day 2. Axiomatic System

An axiomatic system is a logical system which possesses an explicitly

Axiomatic system has three properties.

1. Consistency. An axiomatic system is said to be consistent if there are no

2. Independence. In an axiomatic system, an axiom or postulate is said to

3. Completeness. An axiomatic system is complete if for every statement,

Day 3. Mathematical System (Undefined Terms)

Directions: Use the figure at the right to answer

____________6. How many planes are there in

Day 4. Mathematical System (Defined Terms)

Parallel lines are lines in a plane that do not intersect. It denoted a

Angle is the figure formed by two rays with a common point.

In the diagram at the left, lines m and n

Supplementary Angles. If the sum of the measures of two angles is 180°,

A. The m∠𝑎 = 1200 and m∠𝑏 = 600

B. The m∠1 = 350 and m∠2 = 1450

Complementary Angles. If the sum of the measures of two angles is 90°,

A. “Can you tell Me the TRUTH?”

_____________________6. ̅̅̅̅, then ________________.

4. What are the undefined terms in Geometry?

5. In figure 1, what pairs of angles formed by BAT and

V. Enrichment Activity: “How Important I Am?”

Rubric for Scoring:

Directions: Exit Ticket:

VII. Answer Key

5. True 4. False 1.True 2. False 3. True Day 4

Alagan, Robelyn, Bunag-Villafuerte, Esmeralda, Nazal, Rosalie, and Danilo

Nivera, Gladys. 2014. Grade 8 Mathematics Patterns and Practicalities.

Orines, Fernando, Diaz, Zenaida, Mojica, Maharlika, Manalo, Catalina,

Photo of perpendicular line. https://www.splashlearn.com/math-

Vertical angle photo and description:

Activity photo: https://www.needpix.com/photo/download/784571/pen-

Learners Activity Sheets

 D.O Plaza Government Center, Patin-ay Prosperidad, Agusan del Sur

Development Team of the Learners’ Activity Sheets

Management Team: Minerva T. Albis

LEARNING ACTIVITY SHEET NO. 2

Name of the Learner: ___________________________________ Section: ______________

• illustrates the need for an axiomatic structure of a mathematical system

II. Key Concepts

This activity sheet focused on illustrating an axiomatic structure of a

Day 1-2. Postulates

Postulates are statements that are assumed to be true without proof.

Independent Practice: Day 1-2

6. All right angles are __________________________.

Day 3-4. Axioms and Theorems

Axiom is a mathematical statement that is accepted to be true without

Independent Practice: Day 3-4

_______________________________6. In the equation 5+x=10, what property

Name of the Learner: _____________________ Section:

_____6. ̅̅̅̅, then .

Name of the Learner: _____________________ Section: