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Mathematics
Quarter III-Week 2
Learning Activity Sheets (LAS) 2

Illustrating an Axiomatic Structure of

a Mathematical System in General,
and in Geometry

Writer:

FLORAME A. MELANO
San Isidro National High School
SDO-Siargao
GOVERNMENT PROPERTY
NOT FOR SALE
Most Essential Learning Competency (MELC)
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.

Learning Objectives:
a. Illustrates the need for an axiomatic structure of Geometry in particular: (a)
undefined terms; and (b) defined terms.
b. Constructs diagrams or concept maps to illustrate the basic terms in
geometry.
c. Illustrates the need for an axiomatic structure of Geometry in particular: (c)
postulate; and (d) theorem.
d. Compares and contrasts postulates and theorems in Geometry through the
application of these statements.
e. Constructs a design to show the relationship of the basic structure in
Geometry.

-Time Allotment: 4 hours

Key Concepts

THE AXIOMATIC SYSTEM

An axiomatic system consists of some undefined terms (primitive terms) and

a list of statements, called axioms or postulates, concerning the undefined
terms. One obtains a mathematical theory by proving new statements,
called theorems, using only the axioms (postulates), logic system, and previous
theorems. Definitions are made in the process in order to be more concise.
(http://web.mnstate.edu/peil/geometry/C1AxiomSystem/AxiomaticSystems.htm).

Defined Postulates/
Terms Axioms

Undefined
Terms
Theorems
Axiomatic System

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 COMPONENTS OF AXIOMATIC SYSTEM

A. Undefined Terms

Certain terms are left undefined to prevent circular definitions. These are
the three element or terms in geometry that are left undefined:

 A point in geometry is described as a location in space that has no size. It

can be labeled (Point G), it can be located on a coordinate graph using x,
y coordinates (3, 5), and it can be symbolized in drawings with a dot.

 A line is described as the set of points extending in two directions infinitely.

It is described as having only one dimension (length), without any
thickness or depth.

A B

 A plane is a theoretical, flat surface that extends in two dimensions

forever. It has no thickness but does have infinite width and length.
Dimensionless points can lie on (or "in") planes.
A B

C D
(https://tutors.com/math-tutors/geometry-help/axiomatic-system-definition)

B. Defined Terms

This are terms defined from undefined terms in the system. Here are some
examples of defined terms:

 Collinear
Points are collinear if they line up. Two points are needed to determine
a line; all the points that also fall on that line are said to be collinear.

Example:
The points A, B and C lie on the line m.
They are collinear.

The points D, B and E lie on the line n

They are collinear.

There is no line that goes through all three

points A, B and D. So, they are not
collinear.
( https://www.varsitytutors.com/hotmath/hotmath_help/topics/collinear-points)
 Non-Collinear

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 Points are non-collinear if they do not all lie in a straight line. Three
points must be non-collinear to create a plane, and every plane includes
three non-collinear points. Other examples of non-collinear points are the
vertices of any and all polygons.

A
B
C

 Coplanar
Unlike point, line and plane, "coplanar" can be defined. Points and lines
that all lie on the same plane are coplanar.

Example 1:
A The point O, V, and E lie on the
same plane A.
L
O They are coplanar.
V
E

Example 2:
The point E, A, and T lie in the plane
B and the point S on the plane C
C
They are non-coplanar.
S

-------
B
T
A
E

Example 3:

The two lines WE and US lie in the

U same plane D.
S
W They are coplanar.

D E

https://www.varsitytutors.com/hotmath/hotmath_help/topics/coplanar#:~:text=Points%20or
%20lines%20are%20said,They%20are%20coplanar%20.

Here are the other common defined terms in geometry:

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  Line Segment
A line segment is just part of a line. Remember above when I said that
lines are indefinite, and that they keep going and going? Line segments
stop somewhere in both directions.

 Ray
A ray is like a line, but the line takes off in one direction to infinity while
the other side is like a line segment. The end of the line is called the
endpoint.

 Opposite Rays: 
Two rays that share the same endpoint that take off in opposite
directions. The rays would create a line.

 Angle: 
Two rays that share the same endpoint, however, the rays take off in
different directions. The area in the middle of the two rays is the angle
measure.
(https://sites.google.com/site/semperfimathematics/undefined-and-defined-terms)

C. Postulates (or Axioms)

Axioms and postulates are essentially the same thing: mathematical

truths that are accepted without proof. Their role is very similar to that of
undefined terms: they lay a foundation for the study of more complicated
geometry. Axioms are generally statements made about real numbers.
Sometimes they are called algebraic postulates.

D. Theorems

A theorem is a statement that can be demonstrated to be true by accepted

mathematical operations and arguments. In general, a theorem is an
embodiment of some general principle that makes it part of a larger theory.
The process of showing a theorem to be correct is called a proof.

Listed below are six postulates and the theorems that can be proven from
these postulates.

 Postulate 1: A line contains at least two points.

 Postulate 2: A plane contains at least three non-collinear points.

 Postulate 3: Through any two points, there is exactly one line.

 Postulate 4: Through any three non-collinear points, there is exactly one

plane.

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  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 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.

Let’s do this!

Activity 1: GUESS WHAT?

Directions:  State the postulate or theorem you would use to justify the statement
made about each figure. Figure a and b is already done for you. Use separate
sheet to answer the activity.

One plane contains points D, E and F. Only one line contains points
O and V.

E O
D

F V

(a) (b)

Answers:

(a) Through any three non-collinear points, there is exactly one plane (Postulate 4).

(b) Through any two points, there is exactly one line (Postulate 3).

https://www.cliffsnotes.com/study-guides/geometry/fundamental-ideas/postulates-and-
theorems

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AB lies in plane P Plane K and plane L intersect
along line M

P M
B
A
K

(c) L

(d)
There is another point besides point One plane contains t and l
u on r.
r
u B t

(e) (f) l

One plane contains DF and E Lines m and n intersect at K

and at no other point.

D F m
K
E
n
(g) (h)

Illustrations of Postulates 1–6 and Theorems 1–3.

Questions:

1. How does postulates and theorems differ each other?

2. Are you familiar with some postulates and theorems used in writing proof?
If yes, Give at least two postulates and theorems and explain how you will use
them in proving.

Activity 2: WHERE DO I BELONG?

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Directions: Make a diagram or a concept map in illustrating the components of
axiomatic systems in geometry using the basic terms found in the table. Write your
answers in a sheet of paper.

AXIOMATIC SYSTEM UNDEFINED TERMS POSTULATES

DEFINED TERMS THEOREMS LL(Leg-Leg) CONGRUENCE
COPLANAR LINE MIDPOINT
POINT LINE SEGMENT COLLINEAR
PLANE ANGLE ADDITION SIDE-ANGLE-SIDE
POSTULATE (SAS)
SIDE- SIDE- SIDE (SSS) ANGLE- SIDE- ANGLE ANGLE- ANGLE- SIDE
(ASA) (AAS)
LA( Leg-Acute Angle) HyL (Hypotenuse-Leg) PARALLEL LINES
CONGRUENCE CONGRUENCE

RUBRICS IN SCORING THE DIAGRAM OR CONCEPT MAP

Criteria Outstanding Proficient Basic Below

(10) (8) (6) Expectation
(4)
Concept .
The key ideas Shows Shows basic Bare minimum
(knowledge)
show a deep extension of level of of content
understanding of all most key coverage of covered.
the concept. ideas. key ideas only.

Organizatio Contains an Contains an Contains only Contains a

n (Sort and adequate adequate a few of the limited
Connect) number of number of main concept number of
concepts concepts concept

Linkages All relationship Most Straightforward Some basic

indicated by relationships relationships relationships
connecting lines indicated connected with indicated by
and accurately connecting linking word connected
labeled with line and lines
appropriate labeled with
linking words linking words
SCORE

Activity 3: MY OWN DESIGN

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Directions: Make your own design showing the relationship of the basic structure
of Geometry. Apply the concept being taught or you have gained in this lesson.
You can use materials that are recyclable or reusable.

Example: An empty box of bond paper turn into an organizer.

RUBRICS IN SCORING THE PROJECT

Criteria Excellent=10 Very Poor=5
Satisfactory=7
Content The content is The content is The content is not
correctly represented represented and correctly represented
and show show minimal and does not show
understanding of the understanding of understanding of the
concept or skill the concept or skill. concept or skill.
Creativity The product is original Product is original Product is not original
visually appealing and and visually and/or not visually
show significant effort appealing. appealing
Usefulnes The product is very The product is The product is not
s useful and durable useful but last for a useful and will not last
that will last for a long short period of time even for a short period
period of time. of time.
Total
Score

REFLECTION:
Direction: Answer the following questions. Write your answers in a sheet of paper.

1. What new skills or knowledge that you acquired in this activity?

2. What was the most challenging or least interesting in this activity? Why?

ANSWER’S KEY

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References for the Learners

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Abuzo, Emmanuel P, et al. Mathematics 8 Learner's Module. First Edition. Quezon
City: Book Media Press, Inc., 2013.

Website links as References and Learning Activities.:

(https://www.sparknotes.com/math/geometry3/axiomsandpostulates/summary/#:~:t
ext=Axioms%20and%20postulates%20are%20essentially,that%20are%20accepted
%20without%20proof.&text=Axioms%20are%20generally%20statements
%20made,they%20are%20called%20algebraic%20postulates.)

(htps://tutors.com/math-tutors/geometry-help/axiomatic-system-definition)

(http://web.mnstate.edu/peil/geometry/C1AxiomSystem/AxiomaticSystems.htm)

(https://www.slideshare.net/rafullido/math-8-mathematics-as-an-axiomatic-system?
from_action=save)

(https://www.brightstorm.com/math/geometry/geometry-building-blocks/three-
undefined-terms-point-line-and-plane/)

(https://www.cliffsnotes.com/study-guides/geometry/fundamental-ideas/postulates-
and-theorems)

(https://www.teacherspayteachers.com/Browse/type-of-resource/rubrics/Grade-
Level/6-8/PreK-12-Subject-Area/Geometry/Price-Range/Free?ref=filter/price)

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