Republic of the Philippines

Department of Education
Pasacao National High School
Sta. Rosa Del Norte, Pasacao, Camarines Sur 4417

Detailed Lesson Plan in Mathematics

Describes a mathematical System
Grade 8
Feb. 12, 2024
CONTENT STANDARD
The learners demonstrate understanding of key concepts of axiomatics structure.

PERFORMANCE STANDARD
The learner is able to formulate an organized plan to handle a real- life situation.

LEARNING COMPETENCY
Describes a mathematical system. (M8GE-IIIa-1.)
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; (d) theorems. (M8GE-a-c-1)

I, LEARNING OBJECTIVES
At the end of the lesson the students should be able to:
a) define mathematical system;
b) illustrates the need for an axiomatic structure of a mathematical system in general,
and in Geometry in particular: (a) undefined terms; (b) defined terms and
c) Value the importance and usefulness of axiomatic structure in real life situation.

II. SUBJECT MATTER

A. Topic: Mathematical System
i. Sub-topic: Undefined terms
B. References: Mathematics 8 Quarter 3 – Module 1 Describing Mathematical System
https://depedtambayan.net/grade-8-mathematics-module-describing-mathematical-
system/
C. Materials: Laptop, printed material, Manila Pepper, Marker and PowerPoint
a. Presentation guided by this lesson plan.
D. Skills to Develop: critical thinking, reading comprehension and analyzing.
E. Values to be integrated: collaboration, Receptiveness and adaptability
F. Methodology: 3 I’s
G. Time allotment:
H. Concept:
A mathematical system is a structured framework that consists of undefined terms, defined
terms, axioms, and theorems.
Undefined terms - those terms that don't require a formal definition.
Defined terms- those terms that have a formal definition.

III. LESSON PROPER

Time Teaching Hints Teacher’s Activity Student’s Activity IM’s
frame
A. Preliminaries Good day, class. It is nice to finally meet Good morning teacher Resa!
a.) Greetings you. I’m Resa Mae Dacian; you can call
me ma’am (riri, resa), your student
teacher from CBSUA taking a secondary
education major in math.

I’m excited to create good and

unforgettable memories with you all. I
hope this third quarter may be full of
learning and great experiences for me
and also for my future students.
How are you today?

It is good to hear that you are fine and We’re good ma’am
jolly
 b.) Prayer Now, please stand up and let us have
first a prayer

In the name of the father, and of the (Student will pray)

son, and of the holy spirit.
Amen.

“Praise be thy name of our lord, Jesus

Christ” “Now and forever, amen.”

c.) Securing Now, before you take your seat, arrange (The students are seated.)
cleanliness your chair properly and pick up the
sheet of paper under your chair.

d.) Checking the Ms. Beedle, kindly check the attendance

attendance of your classmates. Okay, teacher resa!
Thank you
So, to make our classroom fun, Classroom rules:
e.) Classroom interesting and avoid distraction. Let me The 5 P’s
rules remind you of our Classroom Rules. 1. Be Prepared
Everyone, please read. 2. Be Positive
3. Be Productive
4. Be Polite
5. Be Participative
Last meeting, did I give you an
f.) Passing of assignment? None ma’am
assignment
g.) recall Alright, what was our topic last (Student answered)
meeting?
Alright, very good it seems that you are
now ready for the next discussion. But
before we proceed to our next
discussion. Let’s have an activity first.
INTRODUCTION This activity entitled “classify me”.
B. Motivation When you are a grade 7 you were (Student listened)
introduced to a point, line and plane. In
this activity, classify the ff. pic that
represent point, line and plane.

(Student answered)

(Teacher check their answer)

C. Presentation of the Alright, excellent.

lesson Back on our activity, what do you think I guess it is something about
our topic for today’s discussion? points, line and plane

Alright very, good our topic is something

about points, line and plane.
Which is all about mathematical
system, focus on undefined terms
and define terms

D. Setting the objectives but before we proceed to our new OBJECTIVES

discussion, let us be guided by the
following objectives.
Everyone, please read.
At the end of the lesson the
students should be able to:
a) define mathematical
system;
b) illustrates the need
for an axiomatic structure of a
mathematical system in
general, and in Geometry in
particular: (a) undefined
 terms; (b) defined terms and
c) Value the importance
and usefulness of axiomatic
structure in real life situation.
INTERACTION
E. Discussion Alright, that’s our objectives that we
need to attain in this morning.
Let’s start our discussion.

In your grade 7 you were introduced by

Yes, ma’am
the world of geometry, right?
Okay, are you familiar to Euclid?
Some say yes, some say no.
Alright, Euclid is known as the father of
geometry, it he has a significant
contribution in the world of geometry,
where geometry has a numerous
application in our society.

Mathematical system- known as

“Euclidean geometry” attributed to
Euclid by his own textbook entitled
“elements”.
It is structure formed from one or more
sets of undefined objects, various
concepts which may or may not be (Student listened)
defined, and a set of axioms relating
these objects and concepts.
To simplest these forms.

Mathematical system has four parts,

The undefined terms, defined terms,
axiom/postulates and the theorem.

To have a better understanding

regarding the 4 parts of mathematical
system let us discuss them one by one,
but for now let’s discuss the undefined
and defined terms.
First let’s discuss the undefined terms.

Undefined terms are the terms that

cannot be defined.in which they have no
exact definition. Instead of providing a
definition, we resort to a description,
illustration, or demonstration.
The example of undefined terms are the
points, lines and planes.
Now let’s discuss it one by one.

Which among these pictures is the

representation of points, lines and
planes?

Student answered.
Point:
precisely, you got it right. sesame seed
But I have a question. What did you do corner of a box
in order to know where in that figure tip of a pen
represent a point, line and plane? line:
edge of a table
Alright, you illustrate them base on what rope
you describe about point, line and plane. pen
plane:
That is why points, line and plane are notepad
classified as undefined terms because carpet
they have no exact definition, you can board
know if it is a point, line and plane by
only illustrating, and providing a
demonstration or describing it. I illustrate them base on what
I describe point, line and
Now, let’s discuss points. plane.

Point has no exact definition. but once

we draw a point, we know that it is a
point, right?

These are the example of points

What else?
Very good.
Point is known for location. It has no
size, width, length and no depth.
These are th example of points.
It’s also usually named with a capital
letter.
You can write a point like this.
Yes, ma’am

Is that clear? (Student answered)

Now let’s proceed to another example of
undefined terms, the line.

What are some examples that represent

lines?
Okay, very good.
So here are some examples that
represent lines.

Lines is a straight one-dimensional

figure having no thickness and
extending infinitely in both directions
Yes ma’am.

Line can be named by a single lower

case script letter or by any two points on
the line.
(illustrating) (Student answered)

Another example of undefined terms is

the plane.

these are the example of plane.

Plane is a flat surface that extend the

length and width infinitely. It has a length
and width but no thickness.
Plane can be named by a single script
capital letter or by any three points in the
plane which are not on the same line.
(illustrating)

Again, who can define what is point, line

and plane?
Very good. now let’s try to answer this
one.

I need 3 volunteered to answer this.

Name the point, line and plane

Alright very good. Now, let’s proceed to

defined terms. It means terms that have
a formal or exact definition.
So, I have here an illustration of
collinear and non-collinear points.

(Student answered)

Based on these two figures, how will you

define collinear and non-collinear? (Student volunteer)
Expected answer:
Very good observation.
Point: point A, point B, point C
Collinear points – points that are lie on Line: line p, line BC, line r
the same line. Where points A, B and C Plane: plane f
are collinear points, while
Non- collinear points – points that do not
line on the same line. Therefore, points
A, B and C are non- collinear points.

Remember that ones the points are lying

on the same line, it is a collinear but
ones the point are not on the line it
means it is a non-collinear. Is that
clear?

Okay next is the coplanar point and non-

coplanar points.

The collinear points are the

points lie on the same line,
while the non- collinear points
are point that do not lie on the
same line.
Now, how will you define coplanar points
and non- coplanar points?

Very good, now what did you observe

about collinear and coplanar points?
Yes, ma’am

Very good, that is right. A while ago we

discuss collinear, where the points lie on
the same line. Now these one, coplanar
points are the points that lie in the same
plane.

Now let’s proceed to subsets of line

again, what is line? Coplanar points lie in the
 A line extends infinitely in both
directions.
Line has a 3 subset. Which these are
also consider as defined terms.
same plane, while non-
coplanar points, are the points
that are not lies in the plane.
collinear, where the points lie
on the same line. Now these
one, coplanar points are the
points that lie in the same
plane.

First is the line segment. It consists of

two endpoints and all point are in
between. This line segment can be
named as AB or BA . Where “-”
symbolizes as segment the end point
where point A and B.
Again, what do we mean by line
segment?

Very good. Now let’s proceed to discuss

the other subset. The rays Are the line that consist two
Back to line segment where it has two endpoints.
end points, rays are the line that has
one endpoint, and his other side extend
infinitely. Take note that rays can named
with his endpoint first, followed by the
other side. It can be written as ray ⃗AB
⃗ ” symbolizes as ray.
which “❑

Take note: Be familiarize by the symbol

of each subset.

Now let’s proceed to opposite ray.

A ray with a common endpoint but
extending by the opposite direction.
Their common endpoint is the point B.
These opposite rays can be written as
BA and ⃗
⃗ BC .
When we say opposite rays, it always
has a pair with a ray that has an
opposite direction with a common
endpoint.

Remember that, opposite ray are the

rays with a common endpoint but
extending in opposite directions.
Where B is between point A and C.
Is that clear?
Alright now let’s try to answer this one
it

Yes, ma’am,

Answers:
1. TRUE
2. FALSE
seems that you truly understand our 3. TRUE
topic. 4. FALSE
5. FALSE
6. TRUE
7. TRUE
INTEGRATION Now let’s have a group activity.
G. Activity
This activity will enable the students to
use their learnings about mathematical
system specially to undefined and
define terms.

INSTRUCTION:
1. the class will be divided into three
groups.
2. Each group should have gathered in
each assign places.
3. each group should have a leader,
reporter, and a secretary.
4. each group should have a
representative to go in front to
choose/pick their assigned task.
5. all groups will be given a 5 mins to do
the task and 2 mins to present their
work.
Assigned task:
Group 1

Group 1:
1. base on the figure, list all the
possible that represent lines.
2. base on the figure, list all the
Group 2: possible that represent plane.
3. Are A, C and B are collinear?
Are they coplanar, why?
4. Are G, K, and E represent a
coplanar, why?

Group 2:
1. provide an example of non-
collinear base on the given figure.
2. other ways that represent line
m.
3. other ways that represent plane
w.
4. what point you consider as non-
coplanar point?

Group 3

Group 3:
1. list the point that represent a
coplanar?
2. are point B and A are
considered collinear?
3 list other ways that represent the
point BAD as coplanar.
4. what point you consider as non-
coplanar point?

Is that clear?
Pls count 1 to 3
Please be guided by the following
criteria.
 Time starts now!
Times up!
Please paste your output on the board.
Reporters pls be ready. Let’s start with
group 1.
(Each group will present their work)
The teacher will check their answers Yes, ma’am
and give here feedback about what they (The student will count and
have just done. Then will grade it based group themselves)
on the criteria.)
Very good, please give a round of
applause to each and everyone.
E. Generalization Since we’re done by our discussion,
Let’s have a recap of what we discuss
today.
Who can summarize of what we discuss
today?
(The teacher asks the student)
Very well said, why is it important to
learn the axiomatic structure of
mathematical system in geometry?
Very good, in our daily living. Knowing
the basic rules of geometry, it helps us
(The students do the activity)
(The student presents their
work)
(Student raise their hands)
In today’s discussion, we
discuss about mathematics
system which is known as
Euclidean geometry, attributed
to Euclid for his textbook
“element”, we also discuss the
other parts of mathematical
system focus on undefined
terms and define terms.
Where undefined terms, are
the term that has no exact
definition for example the line,
points and plane. And the
defined terms that have exact
definition, we also discuss
collinear and non-collinear,
coplanar and non-coplanar,
and also the subset of line
such as the line segment,
rays, and the opposite rays
that classifies as defined
terms.
As geometry has a big
contribution in our society.
Mathematical system it helps
us think logically and solve
real-life problems. It's useful in
jobs like building things,
designing on computers, and
making sure measurements
are accurate. Understanding
geometry also helps us plan
spaces, like arranging
furniture at home or driving on
the road. It's like having a
helpful toolkit for solving all
sorts of everyday challenges.
 in our everyday life. Whether we're
setting up our living space, cooking,
driving, or even playing sports,
understanding shapes, sizes, and
spatial relationships makes things
easier. It helps us organize, solve
problems, and make decisions more
effectively. So, even in simple, daily
activities, a bit of geometry knowledge
can be really handy.

Alright, back to our discussion. Is there

any question or clarification?
None, ma’am
If none, prepare ½ sheet of paper we
will have a quiz.

IV. EVALUATION
Directions: draw and label the diagram
1. QP´
2. plane QRTS
3. plane s
4. line f containing points line M and N
5. plane b containing three non-collinear points.

.
V. ASSIGNMENT
1. Write a reflection about what you have learned today.
2. Study the axiomatic structure of mathematical systems, focusing on axioms, postulates, and theorems.

ACTIVITY:

Prepare by

Resa Mae Dacian

Pre- service Teacher
Major in Mathematics