MATHEMATICAL

SYSTEM
OBJECTIVES
1. illustrate and define a
mathematical system.

2. differentiate the four components

of a mathematical system:
undefined terms, defined terms,
postulates, and theorems.
OBJECTIVES
3. create statements that illustrate or
describe the four components of a
mathematical system.

4. Identify the applications of defined

terms, undefined terms, postulates,
and theorem
WHAT’S NEW
1. It is a system or structure that consists of
undefined and defined terms, axioms or
postulates, and theorems

Mathematical system
WHAT’S NEW
2. These are terms that includes a category
or formed using other defined words or
terms

Defined Terms
WHAT’S NEW
3. These are terms that can only be
explained using representations and/or
descriptions.

Undefined Terms
WHAT’S NEW
4. These are statements that assumed or accepted
to be true without proof.

Axioms or postulates
WHAT’S NEW
5. These are statements that were proven to be
true using other definitions, postulates, using
operations or facts that were already known.

Theorem
Match the figure to their correct description.
Identify what is being described for each statement.

Right angle
_____________ 1. An angle whose measure is 90°.
Collinear points 2. Points that lie on the same line.
_____________
Ray
_____________ 3. A subset of a line with only one
endpoint.
Angle
_____________ 4. Two non-collinear rays that have a
common endpoint called the vertex.
Line segment 5. A portion of a line with two end points.
_____________
MATHEMATICAL SYSTEM

• a system or structure that consists of

undefined, defined terms, or
postulates, and theorems.

• In geometry, this system is based on

the concept of axiomatic method.
MATHEMATICAL SYSTEM

Theorems

Postulates or
Axioms
Defined Terms or
Definition of Terms
Undefined Terms (Point, Line
and Plane)
A. Undefined Terms
• are terms that can be described but cannot be
defined such as point, a line, and a plane

• We imagine these geometric terms as they are

difficult to replicate exactly in real life, but the
idea of their image gives us a basis for all other
terms.

• the most basic building blocks of geometry

Point Undefined Terms

• has no size, no length, no width,

and no thickness.

• it only indicates location or position

Point Undefined Terms
• It is named using a capital letter such as the one you
noticed in a rectangular coordinate plane as shown
below.

H
X

A
Line Undefined Terms

• has no thickness and has infinite length.

• goes infinitely in both directions

• it is represented by a straight edge having

arrowheads on both ends which means it
goes on and on.
Line Undefined Terms
• It is named by two capital letters with a
small line symbol above. It can also be
named by a single lowercase letter.
Plane Undefined Terms

• a flat surface extending indefinitely

in all directions

• it has no thickness, but with two

dimensions, the length and width.
Plane Undefined Terms

• A plane is commonly represented as a four-sided

figure that can be named by a single letter or by
three points not all in the same line.
Practice: Act. 1 Undefined Terms
Identify which undefined term the following
illustrations closely resemble. Then name or
label the given figures.
Practice Undefined Terms
Identify which undefined term the following
illustrations closely resemble. Then name or
label the given figures.
B. Defined Terms
• are terms with an exact definition or a specific
description.

• These terms are used to specify or describe

different parts that will be used for theorems
and other defined terms that we will encounter
further along in Geometry.
 Space Defined Terms

•set of all points, is boundless

and three dimensional
Collinear points Defined Terms

•set of points that all lie on

the same line

A B C
Non – collinear points Defined Terms

•set of points that do not lie

on the same line
B
A
C
 Coplanar points Defined Terms

•set of points that lie on the

same plane
B
C
A
Non – coplanar points Defined Terms

•set of points that do not lie on

the same plane
B
C
A
 Ray Defined Terms
• part of a line consisting of a given point, called
the endpoint, and the set of all points going on
only one direction from the end point.

A B C
 Line Segment Defined Terms
• part of a line consisting of two points, called
endpoints, and the set of all points between the
two end points

A B C
 Opposite Rays Defined Terms
• are two rays that share the same endpoint but
extends towards opposite directions

A B C
 Angle Defined Terms

• union of two non-collinear rays that share the

same endpoint called the vertex.

• The two rays are referred to as the sides of the

angle and the opening between the two rays
determines the angle measure.
Angle Defined Terms

L Y
Practice: Act. 2 Defined Terms
Parallel Lines
Rectangular Coordinate Plane

_______________ 1. A pair of distinct lines that do not

intersect and are coplanar.
_______________ 2. A point where the two rays
making up the angle meet.
Practice: Act. 2 Defined Terms
Parallel Lines
Rectangular Coordinate Plane

_______________ 3. A Set of all points on a plane that

are a fixed distance from a center.
_______________ 4. A closed plane figure for which
all sides are line segments.
Practice: Act. 2 Defined Terms
Parallel Lines
Rectangular Coordinate Plane

__________________ 5. A plane formed by a horizontal axis

(x) and a vertical axis (y). It is formed by two
perpendicular number lines intersecting at the origin.
__________________ 6. A set of all points consisting of two
points of the line called the endpoints, and all of the points
of the line between the endpoints.
Practice: Act. 2 Defined Terms
Parallel Lines
Rectangular Coordinate Plane

_______________ 5. A plane formed by a horizontal

axis (x) and a vertical axis (y). It is formed by two
perpendicular number lines intersecting at the
origin.
_______________ 6. A set of all points between the
two end points.
Practice: Act. 2 Defined Terms
Parallel Lines
Rectangular Coordinate Plane

_______________ 7. The division of the rectangular

coordinate system into for regions.
_______________ 8. A three-sided polygon with two
sides that are the same length.
Practice: Act. 2 Defined Terms
Parallel Lines
Rectangular Coordinate Plane

_______________ 9. The side of a right triangle

opposite the right angle.
_______________ 10. A set of all points that is
boundless and three dimensional.
Practice: Act. 2 Defined Terms
Parallel Lines
Rectangular Coordinate Plane

Parallel Lines 1. A pair of distinct lines that do not

_______________
intersect and are coplanar.
Vertex
_______________ 2. A point where the two rays
making up the angle meet.
Practice: Act. 2 Defined Terms
Parallel Lines
Rectangular Coordinate Plane

Circle
_______________ 3. A Set of all points on a plane that
are a fixed distance from a center.
Polygon
_______________ 4. A closed plane figure for which
all sides are line segments.
Practice: Act. 2 Defined Terms
Parallel Lines
Rectangular Coordinate Plane

Rectangular Coordinate
__________________
Plane 5. A plane formed by a horizontal axis
(x) and a vertical axis (y). It is formed by two
perpendicular number lines intersecting at the origin.
Line segment
__________________ 6. A set of all points consisting of two
points of the line called the endpoints, and all of the points
of the line between the endpoints.
Practice: Act. 2 Defined Terms
Parallel Lines
Rectangular Coordinate Plane

_______________
Quadrants 7. The division of the rectangular
coordinate system into for regions.
_______________
Isoscles Triangle 8. A three-sided polygon with at
least two sides that are the same length.
Practice: Act. 2 Defined Terms
Parallel Lines
Rectangular Coordinate Plane

_______________
Hypotenuse 9. The side of a right triangle
opposite the right angle.
_______________
Space 10. A set of all points that is
boundless and three dimensional.
1. Line Determination Postulate
2. Space Determination Postulate
3. Multiplication Property of Equality
4. Reflexive Property of Equality
5. Plane Determination Postulate
6. Unique Intersection Postulate
7. Transitive Property of Equality
8. Addition Property of Equality
9. Symmetric Property of Equality
10. Ruler Postulate

10 A. For every point on the line, there corresponds one real number
and for every real number there corresponds one point on the line
7 B. If a=b and b =c, then a=c
5 C. Any three non collinear points lie in exactly one plane
1 D. Two points are contained in exactly one line.
9 E. If a = b, then b = a
1. Line Determination Postulate
2. Space Determination Postulate
3. Multiplication Property of Equality
4. Reflexive Property of Equality
5. Plane Determination Postulate
6. Unique Intersection Postulate
7. Transitive Property of Equality
8. Addition Property of Equality
9. Symmetric Property of Equality
10. Ruler Postulate

3 F. If a = b, then ac = bc
8 G. If a = b then a + c = b + c
2 H. In space, there exists at least 4 non collinear points
4 I. x = x
6 J. Two distinct lines intersect at exactly one point.
C. Postulate
• are statements that are assumed true without
proof or validation

• These statements are very simple and no longer

require any proof.

• are automatically accepted as true and valid as

most of the time they state the obvious.
C. Postulate
• Some of the most used postulates in Geometry are the axioms
or properties of equality.
Segment Addition Postulate POSTULATE
• If three points A, B and C are collinear and B is
between A and C, then 𝐀𝐁 + 𝐁𝐂 = 𝐀𝐂.

A B C
AC = 𝟐𝟐 𝒄𝒎
AB = 𝟗 𝒄𝒎
𝑩𝑪 = 13 cm
______
Angle Addition Postulate POSTULATE
• If point C is in the interior of ∠𝑨𝑩𝑫, then
𝐦∠𝑨𝑩𝑪 + 𝒎∠𝑪𝑩𝑫 = 𝒎∠𝑨𝑩𝑫
C
𝒎∠𝑨𝑩𝑫 = 90 A
𝒎∠𝑨𝑩𝑪 = 55
35
𝒎∠𝑪𝑩𝑫 = _____
B D
D. Theorems

• The given condition forms the hypothesis and

the part of the statement required to prove is
the conclusion.
• Example:
If a quadrilateral is a parallelogram, then its
opposite angles are congruent.
D. Theorems

Proof is a logical argument in which

each statement is supported or justified
by given information, definitions,
axioms, postulates, theorems and
previously proven statements.
Forms of Proving

1. Two - Column Form

2. Paragraph Form
3. Flow – Chart Form
Types of Proof
1. Direct Proof
• is a sequence of statements which are either
givens or deductions from previous statements,
and whose last statement is the conclusion to be
proven.
2. Indirect proof
• is an indirect way of proving that a theorem is true
by assuming that the negation of the theorem is
true. It is also called a proof by contradiction.
TWO -COLUMN
Theorem to be proven: Linear Pair Theorem
If two angles formed a linear pair, then
they are supplementary.
Given: two angles formed a linear pair
Prove: they (∠1 𝒂𝒏𝒅 ∠𝟐) are supplementary
STATEMENTS
1.∠1 and ∠2 formed a linear pair
2. ∠1 + ∠2 = ∠AOC
3. ∠AOC is a straight angle
4. ∠AOC = 180°
5. ∠1 + ∠2 = 180°
6. ∠1 and ∠2 are supplementary
DIRECT PROOF
REASONS
1.Given
2. Angle Addition Postulate
3. Definition of linear pair
4. Definition of straight angle
5. Transitive Prop. Of Equality
6.Definition of supplementary
PARAGRAPH DIRECT PROOF
Given: two angles formed a linear pair
Prove: they (∠1 𝒂𝒏𝒅 ∠𝟐) are supplementary

Given the figure, it shows that ∠1 and ∠2 formed a linear pair.

It follows that, by Angle Addition Postulate, ∠1 + ∠2 = ∠AOC. Since
∠AOC is a straight angle by the definition of linear pair, then the
measure of ∠AOC is 180°. This leads to ∠1 + ∠2 = ∠AOC and ∠AOC
=180°. Therefore,∠1 + ∠2 = 180° by Transitive Property of Equality.
Thus, ∠1 and ∠2 are supplementary by the definition of
supplementary angles.
FLOW-CHART DIRECT PROOF
Given: two angles formed a linear pair
Prove: ∠1 𝒂𝒏𝒅 ∠𝟐 are supplementary
FLOW-CHART DIRECT PROOF
Given: two angles formed a linear pair
Prove: ∠1 𝒂𝒏𝒅 ∠𝟐 are supplementary
INDIRECT PROOF If x = 2, then 3x − 4 ≠ 8.
Given: x = 2 Prove: 3x − 4 ≠ 8
STATEMENTS REASONS
1. 3x − 4 = 8 1. Negation (Indirect proof
Assumption)
2. 3x – 4 + 4 = 8+ 4 2. Addition Prop. of Equality
3. 3x = 12 3. Simplification
4.
𝟏
(𝟑𝒙) = (𝟏𝟐)
𝟏 4. Multiplication Prop. of Equality
𝟑 𝟑
5. 𝒙 = 𝟒 5.Simplification
𝒙 = 𝟒 contradicts the hypothesis, x = 2. Since the assumption is
false,3x − 4 ≠ 8 is true
Given: 𝑬𝑫 is not perpendicular to 𝑬𝑭
Prove: ∠1 and ∠2 are not complementary

STATEMENTS REASONS
1. Suppose ∠1 and ∠2 are 1. Negation (Indirect proof
complementary. Assumption)
2. Definition of complementary
2. m∠1 + m∠2 = 90
angles.
3. m∠1 + m∠2 = m∠DEF 3. Angle Addition Postulate
4. m∠DEF = 90 4. Substitution
5.∠DEF is a right angle 5. Defn. of right angles
6. 𝑬𝑫 ⊥ 𝑬𝑭 6. Defn. of Perpendicularity
assumption is false
contradicts the hypothesis 𝑬𝑫 is not perpendicular to 𝑬𝑭 . Since the_____________________,
𝑬𝑫 ⊥ 𝑬𝑭 _______________________,
true
∠1 and ∠2 are not complementary is _________ .
Given: 𝑬𝑫 is not perpendicular to 𝑬𝑭
Prove: ∠1 and ∠2 are not complementary

contradicts the hypothesis

𝑬𝑫 ⊥ 𝑬𝑭 _______________________, 𝑬𝑫 is not
perpendicular to 𝑬𝑭 . Since the_______________,
assumption is false ∠1
and ∠2 are not complementary is ______ true .
D. Theorems

Angle Sum Theorem

The sum of the interior angles of a triangle
is 180°

Vertical Angle Theorem

• If two angles are vertical, then they are
congruent.
Vertical Angles Theorem THEOREM
• If two angles are vertical, then they are
congruent.

1 3
Given: ∠𝟏 and ∠𝟑 are vertical angles 2
Prove: ∠𝟏 ≅ ∠𝟑
Given: ∠𝟏 and ∠𝟑 are vertical angles 1 3
2
Prove: ∠𝟏 ≅ ∠𝟑
STATEMENTS REASONS
1. ∠𝟏 and ∠𝟑 are vertical angles 1. Given
2. ∠𝟏 and ∠𝟐 are linear pair
2. Definition of Linear Pair
∠2 and ∠𝟑 are linear pair
𝟑. ∠1 and ∠𝟐 are supplementary
𝟑. Linear Pair Theorem
∠2 and ∠𝟑 are supplementary
4 . 𝒎∠𝟏 + 𝐦∠𝟐 = 𝟏𝟖𝟎 4. Definition of supplementary angles
𝒎∠𝟐 + 𝐦∠𝟑 = 𝟏𝟖𝟎
5 . 𝒎∠𝟏 + 𝐦∠𝟐 = 𝒎∠𝟐 + 𝐦∠𝟑 5. Substitution

6 . 𝒎∠𝟏 = 𝐦∠𝟑 6. Addition Property of Equality

7. ∠𝟏 ≅ ∠𝟑 7. Definition of Congruent Angles
Vertical Angles Theorem THEOREM
• If two angles are vertical, then they are
congruent.
Practice
Undefined terms Defined terms
Axioms Theorems Postulates
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. _____
Practice: Activity 3
Practice: Activity 4