STUDY GUIDE

GRADE 8 | UNIT 10

Mathematical System

Table of Contents

Introduction .................................................................................................................................... 2
Test Your Prerequisite Skills ........................................................................................................ 3
Objectives ...................................................................................................................................... 4
Lesson 1: The General Axiomatic Structure of a Mathematical System
- Warm Up! ........................................................................................................................... 5
- Learn about It! ................................................................................................................... 6
- Let’s Practice! ..................................................................................................................... 8
- Check Your Understanding! ............................................................................................ 12
Lesson 2: Mathematical System in Geometry
- Warm Up! ......................................................................................................................... 14
- Learn about It! ................................................................................................................. 15
- Let’s Practice! ................................................................................................................... 18
- Check Your Understanding! ............................................................................................ 21
Challenge Yourself! ..................................................................................................................... 23
Performance Task ....................................................................................................................... 24
Wrap-up ....................................................................................................................................... 25
Key to Let’s Practice! .................................................................................................................... 26
References ................................................................................................................................... 27

1
 STUDY GUIDE

Click Home icon to go back to

Table of Contents
GRADE 8|MATHEMATICS

UNIT 10

Mathematical System
“Words differently arranged have a different meaning and meanings
differently arranged have a different effect.” – Blaise Pascal (1623–1662)

These words by Pascal, a French mathematician and physicist, are

appropriate when studying about mathematical system.

Proving different theorems, especially in geometry, emanates from

knowing the axioms. Consider the word point for instance. Early
mathematicians have tried to define it. Pythagoreans defined it as “a monad having a
position.” It is “a beginning of a line” according to Plato and Euclid defined it as “one that
has no part.” In modern mathematics, we just define point as a point, an axiom, without
having to prove its existence.

In the previous unit, we learned the kinds of reasoning used in proving statements in an
argument, one of which is deductive reasoning. One of the common mistakes of working
with a deductive system is being too familiar with the subject matter of the system. We
need to be careful with what we are assuming to be true and with saying something is
obvious while writing a proof. We need to take extreme care that we do not make
additional assumptions outside the system being studied.

In this unit, we will study about different axioms or

postulates and how they serve as proof in other geometric
structures. Specifically, this unit will deal with axioms of
equality and the postulates established by Euclid, which are
very useful in proving geometric problems.

2
 STUDY GUIDE

Test Your Prerequisite Skills

• Identifying basic geometric figures

• Completing the idea by creating a conclusion

Before you get started, answer the following items on a separate sheet of paper. This will
help you assess your prior knowledge and practice some skills that you will need in
studying the lessons in this unit. Show your complete solution.

1. Match each word to the correct geometric figure.

a. Line segment
b. Line
c. Ray
d. Parallel lines
e. Intersecting lines
f. Perpendicular lines
g. Angle
h. Midpoint
i. Angle bisector
j. Transversal line

2. Create a conclusion by inferring from the following ideas.

a. If you quit smoking, you lessen the risk of lung diseases.
Ronnie quit smoking.
Conclusion: ___________________________

b. Right angles are congruent.

∠𝐴 and ∠𝐵 are congruent.
Conclusion: ___________________________
3
STUDY GUIDE

c. All tall men are good in basketball.

Greg is a tall man.
Conclusion: ___________________________

Objectives

At the end of this unit, you should be able to

• describe a mathematical system; and
• illustrate the need for an axiomatic structure of a mathematical system in general,
and in geometry in particular: (a) undefined terms; (b) defined terms; (c) postulates;
and (d) theorems.

4
STUDY GUIDE

Lesson 1: The General Axiomatic Structure of a

Mathematical System

Warm Up!

Solve Euclid’s Puzzle!

Materials Needed: pen and paper

Instructions:
1. This activity is to be done by pairs.
2. Each pair will compare the strategy and the answer they got.

Situation:
There are five houses in five different colors. In each house lives a person
with a different nationality: British (or Brit), Swedish (or Swede), Danish (or
Dane), German, and Norwegian. These five owners drink a certain type of
beverage, smoke a certain brand of cigar, and keep a certain pet. No owners
have the same pet, smoke the same brand of cigar, or drink the same
beverage.

Question: Who owns the fish?

5
 STUDY GUIDE

Hints:
The Brit lives in the red house.
The Swede keeps dogs as pets.
The Dane drinks tea.
The green house is on the left of the white house.
The green house's owner drinks coffee.
The person who smokes Pall Mill rears birds.
The owner of the yellow house smokes Dunhall.
The man living in the center house drinks milk.
The Norwegian lives in the first house.
The man who smokes Bland lives next to the one who keeps cats.
The man who keeps horses lives next to the man who smokes Dunhall.
The owner who smokes Black Master drinks beer.
The German smokes Princess.
The Norwegian lives next to the blue house.
The man who smokes Bland has a neighbor who drinks water.

Learn about It!

The activity in Warm Up! requires analytical thinking. You were able to solve the riddle by
following a structure of hints. This kind of systematic approach will help you better
understand this lesson.

Have you ever wondered how we came up with plenty

of theorems used in today’s mathematics, especially in
geometry? How do you think mathematicians obtained
and continued to prove such mathematical theorems?

6
STUDY GUIDE

Mathematicians use axiomatic systems to obtain and prove mathematical theories.

Axiomatic systems consist of undefined terms and lists of statements called axioms or
postulates. These axioms or postulates are then used to prove theorems.

For us to understand more about axiomatic systems, we first need to know the following
terms:

• Undefined terms are terms that can only be “described” to have meanings and
to avoid circular definitions. Undefined terms can be an element (implies
objects) or a relation (implies relationships between objects).

Examples: point, line, plane (elements)

lies on, between (relations)

• Defined terms are phrases involving undefined terms that are used repeatedly,
making it more efficient to substitute a new term.

Example: Lines on the same plane that do not intersect are called parallel
lines.

• Axioms or postulates are statements accepted as true and do not need proof.
Early Greeks defined axioms as assumptions common to all sciences while
postulates are assumptions exclusive to a particular science. They are now used
interchangeably.

Example: Two lines can intersect at one and only one point.

• Theorems are new statements proven from axioms.

Example: Pythagorean Theorem

7
 STUDY GUIDE

To maintain the mathematical value and validity of an axiomatic system, it is important

that it has the following properties:

1. Consistency – It is impossible to deduce a new theorem from the axioms that

contradict any axiom or previously proved theorem. Thus, the system and its
concrete models must establish absolute consistency.

2. Independence – Each axiom cannot be logically deduced from the other axioms in
the system.

3. Completeness – Every statement containing the undefined and defined terms of

the system can be proven valid or invalid.

Let’s Practice!

Example 1: Consider the following axiom set. Identify the undefined terms. What is the
minimum number of bones?

Axiom 1: Every dog has at least two bones.

Axiom 2: Every bone has at least two dogs.
Axiom 3: There exists at least one dog.

What are the undefined terms in the axiom set?

Using the axiom set, prove that there exists at least one bone.

Solution: The undefined terms are “dog,” “bone,” and “has.” The “dog” and the “bone”
are elements or object names while “has” is a relation indicating the
relationship between dog and bone.

8
 STUDY GUIDE

Axiom 3 guarantees the existence of a dog. Now, each dog must have at least
two bones as stated in Axiom 1; thus, it is also true that there exists at least
two bones.

Try It Yourself!

Identify the undefined terms in the axiom set. What is the minimum number of
paths?

Axiom 1: Every ant has at least two paths.

Axiom 2: Every path has at least two ants.
Axiom 3: There exists at least one ant.

Example 2: Consider the following axiom set.

Axiom 1: There exist exactly three points.

Axiom 2: Each two distinct points are on exactly one line.
Axiom 3: Not all the points are on the same line.
Axiom 4: Each two distinct lines are on at least one point.

What are the undefined terms in the axiom set?

Solution: The undefined terms used in the four axioms are “point,” “line,” and “on.” The
“point” and the “line” are elements while “on” is a relation indicating the
relationship between point and line.

9
 STUDY GUIDE

Try It Yourself!

Identify the undefined terms in the following axiom set.

Axiom 1: Every hive is a collection of bees.

Axiom 2: Any two distinct hives have one and only one bee in common.
Axiom 3: Every bee belongs to two and only two hives.
Axiom 4: There are exactly four hives.

Example 3: Using the axiom set in Example 2, how many lines are there? Prove.

Solution: There are three lines.

Axiom 4 suggests that there exists at least two lines—we will call them 𝑙1 and
𝑙2 . Also, by Axiom 4, 𝑙1and 𝑙2 are on at least one point.

Axiom 1 states that there are exactly three points—we will call them 𝐴, 𝐵, and
𝐶—and one of them (assigned as 𝐶) is both on 𝑙1and 𝑙2 . Thus, we now have
two spare points, 𝐴 and 𝐵).

Axiom 2 guarantees that 𝑙1and 𝑙2 have exactly two distinct points. Hence,
𝑙1and 𝑙2 have two points on each of them—𝐴 and 𝐶, and 𝐵 and 𝐶,
respectively.

A line, as implied by Axiom 2, connects any two points, which leads to

another line formed by connecting points 𝐴 and 𝐵. Thus, there are three
lines: 𝑙1 (𝐴𝐶 ̅̅̅̅ ), and 𝑙3 (𝐴𝐵
̅̅̅̅ ), 𝑙2 (𝐵𝐶 ̅̅̅̅).

10
 STUDY GUIDE

Try It Yourself!

Using the axiom set below, how many bees are there? Prove.

Axiom 1: Every hive is a collection of bees.

Axiom 2: Any two distinct hives have one and only one bee in common.
Axiom 3: Every bee belongs to two and only two hives.
Axiom 4: There are exactly four hives.

Real-World Problems

Example 4: Consider the following axiom set.

Axiom 1: There are at least two rows of chairs in our
classroom.
Axiom 2: There is exactly one pathway between any
two rows of chairs.
Axiom 3: Not all the rows of chairs have the same
pathway between them.

Identify the undefined terms, the minimum number of rows of chairs, and
the minimum number of pathways.

Solution: The undefined terms are rows of “chairs,” “classroom,” “pathway,” and
“between.”
There are at least three rows of chairs in the classroom. By Axiom 1, there
are at least two rows of chairs in the classroom. Let us call them 𝑟1 and 𝑟2 .
Then by Axiom 2, there is exactly one pathway between any two rows of
chairs. Let us call it 𝑝1. Since by Axiom 3, not all the rows of chairs have the
same pathway between them, there must be another row of chair, 𝑟3 , that
does not have 𝑝1 between it and 𝑟1 or 𝑟2 . Hence, there must be at least three
rows of chairs in the classroom.
11
STUDY GUIDE

There are at least two pathways in the classroom. Continuing from the proof
in (b), it implies that there must be a pathway between either 𝑟1 and 𝑟3 , or 𝑟2
and 𝑟3 , which is not 𝑝1.

Try It Yourself!

Consider the following axioms:

Axiom 1: There exist exactly three dogs in the veterinary

clinic.
Axiom 2: Any two dogs belong to exactly one cage.
Axiom 3: Not all dogs belong to the same cage.

Identify the undefined terms and the number of cages.

Check Your Understanding!

1. Consider the following axiom set.

Axiom 1: Every cat has at least two paths.

Axiom 2: Every path has at least two cats.
Axiom 3: There exists at least one cat.

Find the undefined terms and the minimum number of paths.

12
STUDY GUIDE

2. Consider the following axiom set.

Axiom 1: Each line is a set of four points.

Axiom 2: Each point is contained by exactly two lines.
Axiom 3: Two distinct lines intersect at exactly one point.

Find the undefined terms and the minimum number of lines.

3. Use the axiom set below to answer the questions that follow.

Axiom 1: There are at least two buildings on campus.

Axiom 2: There is exactly one sidewalk between any two buildings.
Axiom 3: Not all the buildings have the same sidewalk between them.

What are the undefined terms in the axiom set? Prove that there are at least three
buildings on campus.

4. What are the undefined terms used in the following axiom set?

Axiom 1: There exist exactly three points.

Axiom 2: Two distinct points are on exactly one line.
Axiom 3: Not all the points are on the same line.

5. Using the axiom set in item 4, prove that each point is on exactly two lines.

13
STUDY GUIDE

Lesson 2: Mathematical System in Geometry

Warm Up!

Prove the Transversal Problem!

Materials Needed: pen, paper, and protractor

Instructions:
1. This activity is to be done individually.
2. On a piece of paper, draw two parallel lines.
3. Draw a line cutting the parallel lines. This is called the transversal line.
4. With a protractor, measure the two interior angles of the transversal.

5. Add the measure of the two angles.

6. Prove that you will always get the same sum on any transversal.

14
 STUDY GUIDE

Learn about It!

In Warm Up!, you were asked to prove that when two parallel lines are cut by a transversal,
the two interior angles located on the same side of the transversal have a sum of 180°.
Without the aid of an illustration, can you prove the statement by using terms and
axioms?

In the previous lesson, you have learned how an axiomatic system works as a tool in
proving and generating new knowledge. In this lesson, you will be familiar with the
different axioms that are widely used in mathematics. These are the foundations or roots
of every theorem proven to be true that we use in mathematics nowadays.

As discussed from the previous lesson, an axiomatic system contains axioms that are
used to prove theorems. These axioms or postulates are composed of assumed
statements stating the relations among the defined and undefined terms. In general, the
axiomatic structure of mathematics continuously provides means to generate and prove a
growing network of knowledge by using the foundations laid by the undefined terms,
defined terms, axioms, and postulates.

Since axioms are algebraic in nature and postulates are generally more geometry-
oriented, they are commonly used in algebra and geometry, respectively. In fact, you
might have already encountered some of them. Listed below are some of the most
common ones.

Axioms of Equality

Axiom 1: Quantities that are equal to a same quantity are equal to each other.
(Transitive Axiom)

If 𝑎 = 𝑏 and 𝑏 = 𝑐, then 𝑎 = 𝑐.
15
STUDY GUIDE

Axiom 2: A quantity may be substituted for its equal in any expression or equation.
(Substitution Axiom)

If 𝑥 = 3 and 𝑦 = 𝑥 + 2, then 𝑦 = 3 + 2 = 5.

Axiom 3: A whole is equal to the sum of its parts.

(Partition Axiom)

Axiom 4: A whole is equal to itself.

(Reflexive Axiom)

𝑥=𝑥

Axiom 5: If an equal quantity is added to two equal quantities, the sums are equal.
(Addition Axiom)

If 𝑎 = 𝑏, then 𝑎 + 𝑐 = 𝑏 + 𝑐.

Axiom 6: If an equal quantity is subtracted from two equal quantities, the differences
are equal.
(Subtraction Axiom)

If 𝑎 = 𝑏, then 𝑎 − 𝑐 = 𝑏 − 𝑐.

Axiom 7: If two equal quantities are both multiplied by equal quantities, the products
are equal.
(Multiplication Axiom)

If 𝑎 = 𝑏, then 𝑎𝑐 = 𝑏𝑐.

16
STUDY GUIDE

Axiom 8: If two equal quantities are both divided by equal quantities, the quotients are
equal.
(Division Axiom)

𝑎 𝑏
If 𝑎 = 𝑏, then = 𝑐.
𝑐

Axiom 9: When two equal quantities are raised to the same exponents, the powers are
equal.
(Powers Axiom)

If 𝑎 = 𝑏, then 𝑎𝑛 = 𝑏 𝑛 .

Axiom 10: If the roots (same index) of two equal quantities are extracted, the roots are
equal.
(Roots Axiom)

If 𝑎 = 𝑏, then √𝑎 = √𝑏
𝑛 𝑛

Postulates
1. One and only one straight line can be drawn through any two points.
2. Two lines can intersect at one and only one point.
3. The length of a segment is the shortest distance between two points.
4. One and only one circle can be drawn with any given point as center and a given
line segment as a radius.
5. Any geometric figure can be moved without change in size or shape.
6. A segment has one and only one midpoint.
7. An angle has one and only one bisector.
8. Through any point on a line, one and only one perpendicular line can be drawn to
the line.
9. Through any point outside a line, one and only one perpendicular line can be
drawn to the given line.
17
 STUDY GUIDE

Looking back at the given problem in Warm Up!, we first need to understand the concept
of lines as an undefined term. Furthermore, we also have to be familiar with the definition
of parallel lines, transversals, interior angles, and angle pairs. Knowing the proved
theorems relating to angle pairs and parallel lines would also be helpful as supporting
reasons to the set of proofs needed. All of these terms and axioms make up the axiomatic
system we need to prove the given theorem.

Let’s Practice!

Example 1: What axiom is needed to prove that side 𝑎 is congruent to side 𝑐 given that
𝑏 = 25, 𝑎 = 𝑏, and 𝑏 = 𝑐?

Solution: Since 𝑎 and 𝑐 are both equal to 𝑏, by the transitive axiom,

𝑎 = 𝑐 = 𝑏 = 25.

Try It Yourself!

Given that 𝐴𝐵 = 𝐷𝐸, 𝐵𝐶 = 𝐶𝐷, what axiom justifies 𝐴𝐶 = 𝐶𝐸?

A B C D E

18
 STUDY GUIDE

Example 2: State the postulate needed to disprove the accompanying statement of the
diagram below.

Statement: ⃗⃗⃗⃗⃗ and 𝑉𝑌

𝑉𝑋 ⃗⃗⃗⃗⃗ bisect ∠𝑊𝑉𝑍.

Solution: Postulate 7 states that an angle has one and only one bisector. Thus, only
one of the given rays could bisect ∠𝑊𝑉𝑍.

Try It Yourself! A
D

𝐵𝐷 bisects ∠𝐴𝐵𝐶. What is the measure of ∠𝐴𝐵𝐶 if

∠𝐴𝐵𝐷 = 60°?

B C

Example 3: Complete the statement and state the axiom that applies.

If two ribbons of equal size are cut into five equal

parts, then _________.

Solution: By the division axiom, their parts will be of the same size.

19
 STUDY GUIDE

Try It Yourself!

What postulate discussed in this lesson can you deduce

in line 𝑈𝑊?

Real-World Problems

Example 4: Mr. San Diego wants to extend his rectangular

house. He added 2 meters to one side of the
house and the same amount to the opposite
and parallel side. What axiom of geometry was
shown by Mr. San Diego?

Solution: Since Mr. San Diego is adding the same amount to both sides of his house, it
means that the sides will still be equal. This is by the Addition Axiom.

Example 5: Twins Joseph and Josephine received a total of ₱2,000 each from relatives on
their birthday. On Christmas, their parents doubled their money. Josephine
and Joseph both counted their money to be ₱4,000 after their parents gave
them money. What axiom is illustrated by the given situation?

Solution: On their birthday, they had ₱2,000 each and the amount doubled on
Christmas. Since they had the same amount on their birthday, they still have
the same amount after their parents doubled their money, which represents
the Multiplication Axiom. It can also illustrate the Addition Axiom since
their parents gave them ₱2,000 each.

20
STUDY GUIDE

Try It Yourself!

While building a dog cage, you put a wood from the middle
of the base perpendicular to the floor surface. You are trying
to put additional wood at the same point also perpendicular
to the ground. What axiom is violated by your action?

Check Your Understanding!

1. Identify the axioms or postulates shown.

a.

b.

c.

d.

21
STUDY GUIDE

e.

f. 𝑀 = 𝑁
𝑀+6=𝑁+6

g. 𝐴 = 𝐵
𝐴 𝐵
=
4 4

h. 𝐴𝐶 + 𝐶𝐵 = 𝐴𝐵

i.

j.

22
STUDY GUIDE

2. Find the missing value using axioms or postulates.

a. 𝑎 = 𝑏, 𝑎 = 52 , 𝑏 =?
b. 𝑥 = 𝑦, 𝑥 = 2, 𝑦 =?
c. 𝑚 = 𝑜, 𝑚 − 𝑛 = 4, 𝑜 − 𝑛 = 4, 𝑜 = 12, 𝑛 =?, 𝑚 =?
d. 𝐴𝐵 + 𝐵𝐶 = 𝐴𝐶, 𝐶𝐷 + 𝐷𝐸 =?
e. 𝐴𝐵 = 4, 𝐵𝐶 = 2, 𝐶𝐷 = 6, , 𝐴𝐷
̅̅̅̅ =?

Challenge Yourself!

1. What conclusion follows when Axiom 3 (Partition Axiom) is applied to the given
illustration?

2. State the axiom needed to disprove the accompanying statement below the
diagram.

.A

Statement: Both circles have 𝐴 as the center and they have the same radius.

23
 STUDY GUIDE

3. Consider the following axiom set as given earlier.

Axiom 1: Each line is a set of four points.

Axiom 2: Each point is contained by exactly two lines.
Axiom 3: Two distinct lines intersect at exactly one point.

Draw two models that will satisfy the axiom set.

Performance Task

You are a part of a team that will design a mural on one of the walls of the school. As the
president of the Mathematics Club, you are tasked to make a design that will depict at
least 10 basic axioms or postulates. You are given one week to submit your proposal to
your Mathematics Club adviser.

Performance Task Rubric

Below Needs Successful Exemplary

Criteria Expectation Improvement Performance Performance
(0–49%) (50–74%) (75–99%) (99+%)
The proposal The proposal The proposal The proposal
demonstrated demonstrated demonstrated demonstrated
the use of axioms the use of less the use of 7 to 9 the use of at
and postulates than 7 axioms axioms and least 10 axioms
Use of
through and postulates postulates and postulates
axioms and
illustrations but through through through
postulates
without illustrations with illustrations with illustrations with
descriptions of descriptions of descriptions of descriptions of
how the axioms how the axioms how the axioms how the axioms
are used. are used. are used. are used.
24
STUDY GUIDE

The proposal
The proposal All axioms and
Accuracy of The illustrations showed very few
showed many postulates are
the use of of axioms and errors in the use
errors in the use correctly
axioms and postulates were of axioms and
of axioms and depicted in the
postulates incorrect. postulates in the
postulates. mural.
drawings.
The proposal was The proposal The proposal The proposal
Submission
submitted more was submitted 2 was submitted 1 was submitted
of proposal
than 2 days late. days late. day late. on time.

Wrap-up

The Axiomatic System

UNDEFINED DEFINED
TERMS TERMS

THEOREMS AXIOMS

25
STUDY GUIDE

Axioms in Algebra Postulates in Geometry

One and only one straight line can be drawn through any
Transitive Axiom
two points.
Substitution Axiom Two lines can intersect in one and only one point.
The length of a segment is the shortest distance between
Partition Axiom
two points.
One and only one circle can be drawn with any given
Identity Axiom
point as center and a given line segment as a radius.
Any geometric figure can be moved without change in
Addition Axiom
size or shape.
Subtraction Axiom A segment has one and only one midpoint.
Multiplication Axiom An angle has one and only one bisector.
Through any point on a line, one and only one
Division Axiom
perpendicular can be drawn to to the line.
Through any point outside a line, one and only one
Powers Axiom
perpendicular can be drawn to the given line.

Key to Let’s Practice!

Lesson 1
1. ant, path, has; 2 paths
2. hive, bee, belong
3. six bees; By Axiom 4, there are exactly 4 hives, and by Axiom 2, there are six bees.
4. dog, veterinary clinic cage, belong; 3 cages

Lesson 2
1. Addition Axiom
2. 120°
3. Through any point on a line, one and only one perpendicular line can be drawn to
the line.
4. Through any point on a line, one and only one perpendicular line can be drawn to
the line. 26
 STUDY GUIDE

References

Firmalino, Sandra Bernadette, et al. Realistic Math 8. Quezon City: Sibs Publishing House,
Inc., 2017.

“Eucliean and Non-Euclidean Geometry – Fall 2007”. Accessed August 9, 2018.

http://webspace.ship.edu/jehamb/f07/333/axsystems.pdf

“Examples of Axiomatic System”. Accessed August 10, 2018.

http://web.mnstate.edu/peil/geometry/C1AxiomSystem/AxSysWorksheet.htm

27