IMEE GRACE B.

MEJARES

MATHEMATICS 8
I. OBJECTIVES
A Content Standard The learner demonstrates understanding of key concepts of axioma
structure of geometry and triangle congruence.
B Performance The learner is able to:
Standard  formulate an organized plan to handle a real-life situation;
 communicate mathematical thinking with coherence and clarity
formulating, investigating, analyzing, and solving real-
problems involving congruent triangles using appropriate a
accurate representations.
C Learning Illustrates the need for an axiomatic structure of a mathematical system
Competency General, and in Geometry in particular (M8GE-IIIa-c-1)

Lesson Objectives
At the end of 60- minute period students would be able to:
a. define axiomatic system; and
b. illustrate the defined and undefined terms.

II. CONTENT AXIOMATIC SYSTEM

III LEARNING
. RESOURCES
A References
1 Teacher’s Guide
Pages
2 Learner’s Guide
Pages
3 Textbook Pages
4 Additional Materials
from Learning
Resources
B Other Learning https://youtu.be/RAc8hDkAWu0?si=WpFFwq2zUHwrZOia
Resources https://youtu.be/xJfNzkApv4w?si=JF22lRIeRCidcnMx
IV PROCEDURES TEACHER’S ACTIVITY STUDENT’S
ACTIVITY
Preliminary 1. Classroom Management (Students arran
Activities Kindly arrange your chairs properly and pick up their chairs.)
some pieces of trash and throw them in the
garbage bin.

2. Prayer
Before we start our class discussion, let us pray
 first.
(Students will
(Name of student), kindly lead the prayer. stand for the
prayer)
3. Greetings
Good morning class.
Thank you! You may now take your
seat. Good morning
ma’am.
4. Checking of Attendance
How are you today class?
Are there any absences today? Give
yourself three (3) clapps. (students are
clapping)
Very good!
A ELICIT
Reviewing Previous  The teacher will ask the student about the None ma’am.
Lesson previous lesson.

(After the students will answer, the teacher will ask

question to the student who is holding the pen.)
* Student will
QUESTIONS: respond.

1. What was our previous lesson? Anyone from the Expected Answ
class? 1. Mathematica
System
2. What are the 4 parts of mathematical statement?
2. Undefined
3. What do you call to the terms that do not require a terms, defined
definition but can be describe. terms, axioms o
postulate and
4. The terms angle, line segment, and circle are theorems
belong to what part of the mathematical system? 3. undefined
4. defined
5. It is true that axioms and postulates are the 5. axioms or
statements assumed to be true and no need for further postulate
proof.

Do you have any clarifications or questions?

None ma’am.
B ENGAGE
Establishing a Since you do not have question, let’s proceed to
purpose of the new another topic but before that please read our lesson
lesson
objectives this morning/afternoon.

Kindly read everyone.

At the end of 60- minute period students would be * Student will

able to: read
a. define axiomatic system; and
b. illustrate the defined and undefined terms.

((The Teacher will read again the lesson objectives.)

Before we go down deeper to our next discussion, let

have first an activity.

Let’s have another activity which is called “The Last

Man Standing”.

(The teacher will group the class into two and select
students to answer the following questions.)
Yes, ma’am.

Activity: UNSCRAMBLE ME!

Instruction: When I say last man standing, the last

man who’ll stand will be the one to answer the
question. However, let’s have a twist of it. Instead, I
will call the student who stand first to answer the
questions.

Am I clear?

Direction: Arrange the unscramble letter to form the

corresponding words. Yes ma’am.

Clue: It is a logical system which possesss an

explicity stated set of axioms from which theorems (Students
can be derived. participate
the activity
METSYS CITAMOIXA

Questions:

1. Based on the activity earlier, how did you find

the activity? Were you able to form a
 corresponding words.

2. Based on the activity, what do you think our

lesson this morning/afternoon?

C  The teacher shows an example to compare the

Presenting axiomatic system structure and ask the
Examples/Instances students to answer
of the new lesson

QUESTION:
1. Based on the picture, can you compare the structure *Students respo
of axiomatic system to a tree?

D Discussing new EXPLORE

concepts and
practicing new  The teacher explained the comparison of
skills #1 axiomatic system to a tree.

(The students w
respond a
listen.)

 The teacher calls random names to give an

opinion why the certain parts of a tree
correspond to the axiomatic system.

Roots correspond to the undefined and defined

terms because these are the basic terms from which
statements in the axiomatic system are made. Like the
tip roots combined to build up roots of a 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
 definitions.

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.

E Discussing new (The teacher call random names to read.)

concepts and
practicing new Axiomatic System
skills #2  is a logical system which possess an explicity
stated set of axioms from which theorems can (the students w
be derived. listen attentivel
 is any set of axioms from which some or all
axioms can be used in conjunction to
logically derive theorems.

Axiomatic System has three (3) 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 derived both
a statement and its negation from the axiom set of
system.

Example:
Axiom statement: There exist two lines that are
parallel.
(Students read a
Negation: No two lines are parallel listen)
Therefore, the statement is 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.

- 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.

UNDEFINED TERMS
 Axiomatic structure started with three
undefined terms (primitive terms): point, line,
and plane.

POINT- something having specific position but it has

no dimension.
LINE – one-dimensional figure with infinite numbers
of points, no specific length, without width nor
thickness.

PLANE – a flat surface where infinite numbers of

lines can lie.

DEFINED TERMS
Some of the definition of terms:

Space – set of all points boundless and three

dimensional

Collinear Points – set of points that lie on the same

line.

Noncollinear Points – set of points do not lie on the

same plane.

ABC are collinear points while ABD are noncollinear

points.

Coplanar points are points on the same plane.

Definition of 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.

Definition of Angle
An angle is the union of two noncollinear rays with a
common endpoint.

Definition of Congruent Angles

Two angles are congruent if and only if their
measures are equal.

*students respo
Do you understand class?

Axioms or Postulates
 A statement assumed to be true even without
further proof.

Example:
Reflexive property: a=a
Symmetric property: if a=b, then b=a
Transitive property: if a=b and b=c, then a=c

Addition Property of Equality: If equals are added to

equals, the sums are equal.

If a=b and c=c, then a+c=b+c

Multiplication Property of Equality: if equals are

multiplied to equals, the products are equal.

If a=b and c=c, then a(c)= b(c)

Axioms of Equality

1. Transitive Axiom
- Quantities that are equal to the same
quantity are equal.
Example:
If a=b and b=c, then a=c

2. Substitution Axiom
- A quantity may be substituted for its equal
in any expression or equation.
Example:
If x=2 and y=2x+1, then y=2(2)+1=5

3. Partition Axiom
- A whole is equal to the sum of its parts.
Do you understand class?

4. Reflexive Axiom
- A quantity is equal to itself.
Example:
a=a

Do you understand class?

*Yes ma’am

5. Addition Axiom
- If the same quantity is added to two equal
quantities, the sums are equal.
Example:
If a=b, then a+c = b+c

6. Subtraction Axiom
- If the same quantity is subtracted from two
equal quantities, the differences are equal.
Example:
If a=b, then a-c = b-c

Do you understand class?

*Yes ma’am.
 7. Multiplication Axiom
- If the same quantity is multiplied to two
equal quantities, the products are equal.
Example:
If a=b, then ac = bc

8. Division Axiom
- If two equal quantities are divided by the
same quantity, the quotients are equal.
Example:
If a=b, then a/b = b/c

9. Power Axiom
- If two equal quantities are raised to the
same exponent, the powers are equal.
Example:
If a=b, then a n = b n

10. Root Axiom

- If the roots (same index) of two equal
quantities are equal.
Example:
If a=b, then √n a = √n b

Do you understand class?

Very Good!

Example 1: If square ABCD is congruent to square *Yes ma’am.

EFGH, what axiom is needed to prove that AB = GH?

Solution:
A square has four equal sides. This means that AB =
BC = CD = AD and EF = FG = GH = EX. Since the
two squares are congruent, AB = EF, BC = FG, CD =
GH, and AD = EH.

Then by the transitive axiom, since AB = CD and

CD = GH, it follows that AB = GH.
 THEOREM statement accepted after they are proven
true deductively.

PROOF
-a logical argument in which each statement is
supported/justified by given information, definitions,
axioms, postulates, theorems and previously proven
statements.

Example:

Axiom 1: Every line is an intersection of two planes.

Axiom 2: The plane has at least two lines
Axiom 3: A minimum of one plane exist

Let’s prove a plane exist

By the third axiom, a plane exist.
By the first axiom, the line intersect two planes.
By the second axiom, the plane contains at least two
lines.

“Two intersecting lines determine a plane”.

F EXPLAIN
Expected answ
LET’S PRACTICE
Developing 1. Since, Alb
Mastery 1: Albert has two rectangular gardens of the same added the sa
length. He added 3 meters to the length of the other so measurement
that they still have the same length. What axiom of each garden
equality was shown by Albert? maintain th
equal length,
2. If x=3, what is the value of y=10x-20? has illustrated
addition axiom

2. x=3; y=10x-
y=10x –
y=10(3)-
y=30-20
y=10
Do you have any questions or clarifications about the
axioms of equality?
 None ma’am.
G Finding practical ELABORATE
applications of GROUP ACTIVITY
concepts and skills (The teacher will group the students to answer
in daily living the question)

Direction: With the same group, answer the following

question. I will give you 3 minutes to do your task
and afterwards present your answer in front of the
class.

Am I clear? Yes ma’am.

GROUP 1.
Illustrates the given properties. It states that points L, *students do th
M and N are collinear and M is between points L and task
N, then LM +MN = LN .
Expected answ
GROUP 2 Group 1
SMM=SMM, what axiom of equality is being
illustrated?

GROUP 3 Group 2
Show that for any line segment AB, the midpoint M is Reflexive Axio
unique.
Group 3
GROUP 4 This problem
What kind of axiom is 10+4=10+4? emphasizes the
significance of
Your time starts now! the postulate th
states "A segme
(After 3 minutes, the teacher asks the students to has one and onl
present their work.) one midpoint."

Group 4
Addition Axio

Making  The teacher let the students summarize the

H generalizations and lesson by answering question.
abstractions about
the lesson
 Activity: Complete Me!

axioms
logical
(1)
defined
or (2) Possible Answ
system terms
postulate 1. Undefined
terms
2. Theorems
3. a logi
3 4. system wh
possess
explicity sta
set of axio
from wh
theorems can
derived.
5. An axiomatic system is said to be _______ if there 4. A statem
are no axiom or theorem that contradict each other. assumed to
This means that it is impossible to derived both a true even with
statement and its negation from the axiom set of further proof.
system. 5. consistent

I Evaluation  The teacher conducts a quiz to the students.

Expected
Direction: Read and analyze. Answer the following in Answer:
a ¼ sheet of paper. I.
1. TRUE
I. Direction: Tell whether the following statement is 2. TRUE
TRUE or FALSE. Write your answer directly. 3. TRUE
______1. An axiomatic system consists of undefined II.
terms, defined terms, axioms, and theorems. 4-7.
______2. An axiomatic system is a logical system consistent,
which possess an explicity stated set of axioms from independen
which theorems can be derived. ,
______3. The undefined terms are composed of point, completene
line and plane.
8-10. Transit
II. ENUMERATION Axiom,
4-7. Give the three properties of axiomatic system. Substitution
8-10. Give at least 3 axiom of equality. Axiom, Partit
Axiom, Reflex
Axiom, Additi
 Multiplication
Axiom, Divis
Axiom, Pow
Axiom, R
Axiom

J EXTEND
Additional A. Assignment
Activities for
application or
remediation
V REMARKS

VI REFLECTION
A No. of students who
earned 80% in the
evaluation
B Number of learners
who require
additional activities
for remediation who
scored below 80%
C Did the remedial
lesson work?
Number of learners
who have caught up
with the lesson.
D Number of learners
continue the require
remediation
E Which of my
teaching strategies
worked well? Why
did this work?
F What difficulties did
I encounter which
my principal or
superior can help me
solve?
G What innovation or
localized materials
did I use or
discover?
 Checked And observed by:

Prepared by:
IMEE GRACE B. ARIEL B. CAOILE
MEJARES CRITIC TEACHER