DIOCESAN SCHOOLS OF ABRA

SY: 2020- 2021

MATHEMATICS 8
QUARTER III

MODULE 2
CONTENT STANDARD
Demonstrates understanding of key concepts of axiomatic structure of
geometry and triangle congruence.

PERFORMANCE STANDARD
The learner is able to:
1. Formulate an organized plan to handle a real-life situation.
2. Communicate mathematical thinking with coherence and clarity in
formulating, investigating, analyzing, and solving real-life problems
involving congruent triangles using appropriate and accurate
representations.

Name of Student

Name of Teacher

WEEK 2

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 …continuation of topic in Week 1

LEARNING COMPETENCIES:
In this lesson, you will be able to:
1. Illustrate the need for an axiomatic structure of a mathematical system in general and in Geometry in
particular: defined terms, undefined terms, postulates and theorems.

II. FIRM – UP

The DIFFERENT PARTS OF A FORMAL PROOF or TWO-COLUMN PROOF:

1. STATEMENT – it should be in an If-Then form or a restatement if not
2. DRAWING/ FIGURE
3. GIVEN or the HYPOTHESIS – second part in the general form of the deductive structure
4. CONCLUSION – third part in the general form of the deductive reasoning
5. FORMAL PROOF – made up of two columns, one for the statements and one for the reason

With regard to the sources of reasons mentioned, it is necessary that one must be able to express these into
an If-Then form using mathematical symbols. Some of the common definitions. Postulates and properties
expressed in If-Then form can be found on the table below:
How it is translated into an If-Then Form Using
A. DEFINITIONS
Mathematical Symbols
1. Betweenness If A-B-C, then AB+BC = AC.
2. Midpoint If A is the midpoint of BC , then AB=AC.
3. Segment Bisector If AB bisects PQ at B, then PB ≅ QB.
4. Right Angle If A is a right angle, then m A = 90.
5. Acute Angle If A is an acute angle, then, m A< 90.
6. Obtuse Angle If A is an obtuse angle, then m A> 90.
7. Perpendicular Line Segment If AB AC ,then BAC is a right angle.
8. Complementary Angles If A and B are complementary angles, then m A+ m
B =90
9. Supplementary Angles If A and B are complementary angles, then m A+ m
B =180
10. Linear Pair If ⃗
PQ and ⃗ PR are opposite rays and ⃗PT is any other
ray, then QPT and TPR form a linear pair.
11. Angle Bisector If ⃗
AD bisects BAC , then BAD ≅ DAC .
12. Congruent Segments If AB ≅ CD, then AB=CD
13. Congruent Angles If A ≅ B, then mA = mB

How it is translated into an If-Then Form Using

B. PROPERTIES OF EQUALITY
1. Addition Property of Equality (APE)
2. Multiplication Property of Equality (MPE)
3. Subtraction Property of Equality (SPE)
4. Reflexive Property of Equality (RPE)
5. Symmetric Property
6. Transitive Property of Equality
Mathematical Symbols
If a=b and c=d, then a+c= b+d.
If a=b and c=d, then ac=bd.
If a=b and c=d then, a-c= b-d.
For every real number a, a=a
If a=b, then b=a
If a=b and b=c, then a=c.

C. LAW OF SUBSTITUTION If a+b =c and b=x, then a+x = c.

D. POSTULATES How it is translated into an If-Then Form Using

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 Mathematical Symbols

1. The Angle Addition Postulate (AAP) If T is in the interior of PQR then m

PQR=m PQT +m TQR.

2. Supplement Postulate If 1 and 2 form a linear pair, then 1 and 2 are

supplementary angles.

How it is translated into an If-Then Form Using

E. THEOREMS
Mathematical Symbols

1. Vertical Angle Theorem (VAT) If 1 and 2 are vertical angles, then 1 ≅ 2.

2. The Supplement Theorem (ST) If 1 ≅ 3 , 1, and 2 are supplementary angles, and 3

and 4 are supplementary angles, then 2 ≅ 4 .

3. The Complement Theorem (CT) If 1 ≅ 3 , 1, and 2 are complementary angles, and 3

and 4 are complementary angles, then 2 ≅ 4 .

Example 1: If-Then Statements

1. Which statement justifies the conclusion?

A≅B M A=m B

GIVEN ?
The answer
a. Symmetric Property is letter C
b. Definition of Angle
c. Definition of Congruent Angles

2. Which statement justifies the conclusion?

12 1∧2 form a linear pair

GIVEN ?
The answer
a. Definition of Linear Pair is letter A
b. The Supplement Postulate
c. Definition of Congruent Angles

Example 2: Writing Proof

1. Supply the reason for the following statements:

Statement Reason
b. MPE (Multiply each side by 2)

c. SPE ( Subtract 6 from both

sides) 3
d. DPE (Distributive Property)
 3 x +6 a. Given
a. =9
2

b. 3x+6 = 18 b.

c. 3x= 12 c.

d. x=4 d.

2. Supply the reason for the following statements:

Statement Reason

a. 1 and 2 are a. Given

supplementary angles,
3 and 4 are
supplementary angles,
b. Definition of
And 1 ≅ 3.
Supplementary Angles
b. m1+ m2=180 b.
c. TPE (from b)
m3+m 4=180
d. Definition of Congruent
c. m1+m 2=m3+ m 4 c. Angles

d. m1=m3 d. e. Law of Substitution

f. SPE (Subtract m1 from each
e. m1+m 2=m1 +m4 e. side)
f. m2=m4 f. g. Definition of congruent
angles
g. 2 ≅ 3 g.

Example 3: Writing Proof

Given : BAC ≅ EAD
Using the Two-column proof, prove that BAD ≅ EAC .

Proof:
Statements Reasons

1. BAC ≅ EAD 1. Given

2. m BAD=m BAC +mCAD 2. Angle Addition Postulate (AAP)

m EAC=m EAD+ mCAD

3. m BAC=m EAD 3. Definition of Congruent Angles

4. mCAD=mCAD 4. Reflexive Property

5. m BAC +mCAD=m EAD+m CAD 5. Addition Property of Equality (APE)

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 6. m BAD=m EAC 6. Transitive Property of Equality (TPE)

7. BAD ≅ EAC 7. Definition of Congruent Angles

Remember, there are no fixed rules in writing a proof, and there are several ways a statement can be proven
from a given data.

III. DEEPEN
A. Vocabulary and Concepts

Given: M is the hypothesis and N is the conclusion

Match Column A with Column B
A B

1. Conditional Statement a. n m

2. Converse b. m n

3. Biconditional c. mn

4. Inverse d. n m

5. Contrapositive e. mn

B. Provide a statement or reason for each of the following:

1.
Statements Reasons

a. RAP is a right triangle. a. Given

b. m RAP=90 b.

2.
Statements Reasons

a. m A=30 and m B=60 a. Given

b. m A+m B=90 b.

c. c. Definition of Complementary Angles

IV. TRANSFER
A. Valuing

All mathematicians in the study considered proofs valuable for students because they offer students new
methods, important concepts and exercise in logical reasoning needed in problem solving. However, proofs
aren’t just ways to show that statements are true or valid. They help confirm a student’s true understanding
of the problem. In our real life situation where GOSSIPS are very rampant, in your own idea, how important
is it to have PROOF before accusing someone.

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Rubrics: