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Math-9-Third-Quarter-LAS (11)

BS Psychology (Cagayan State University)

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Mathematics
Third Quarter

LEARNING ACTIVITY SHEETS

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Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY

COPYRIGHT PAGE
MATHEMATICS
Learning Activity Sheets
(Grade 9)

Copyright © 2020
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This material has been developed for the implementation of K to 12 Curriculum through the
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Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY

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Table of Contents
Page
Compentency
number
1. Determines the conditions that make a
..................... 1
quadrilateral a parallelogram
2. Uses properties to find measures of angles,
sides and other quantities involving ..................... 7
parallelogram
3. Proves theorems on the different kinds of
..................... 11
parallelogram (rectangle, rhombus, square)
4. Proves the Midline Theorem ..................... 22
5. Proves theorems on trapezoids and kites ..................... 26
6. Solves problems involving parallelograms,
..................... 33
trapezoids and kites
7. Describes a proportion ..................... 44
8. Applies the fundamental theorems of
proportionality to solve problems involving ..................... 48
proportions
9. Illustrates similarity of figures
..................... 55

10. Proves the conditions for similarity of

triangles
1.1 SAS similarity theorem
1.2 SSS similarity theorem ..................... 61
1.3 AA similarity theorem
1.4 Right Triangle similarity theorem
1.5 Special Right Triangle theorem
11. Proves the Pythagorean Theorem ..................... 75
12. Solves problems that involve triangle
..................... 81
similarity and right triangles

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MATHEMATICS GRADE 9
Name of Learner: ______________________________ Grade Level: _____________
Section: ______________________________________ Date: ___________________
LEARNING ACTIVITY SHEET
Determining the Conditions that Make a Quadrilateral a Parallelogram

Background Information for Learners

All closed figures with four sides are called Quadrilaterals. The word Quadrilateral is
derived from the word “quad” means four and “lateral” means sides. Every quadrilateral has four
sides, four vertices and four angles. The sides of Quadrilateral may be equal, unequal, parallel or
irregular and with all its angles adding up to 360°.
Quadrilaterals can be named by their vertices. The order of naming the vertices is
important, it should be in consecutive vertices.
A
B

D C
The general quadrilateral shown above can be named ABCD or BCDA or CDAB or DABC
but not ACBD or BDAC
Vertices A and B are consecutive vertices
Vertices B and D are opposite vertices
Two sides with common vertex like 𝐴𝐷̅̅̅̅ 𝑎𝑛𝑑 𝐶𝐷
̅̅̅̅ are consecutive sides, otherwise they are
opposite sides like ̅̅̅̅
𝐴𝐷 𝑎𝑛𝑑 𝐵𝐶̅̅̅̅ . The common vertex of 𝐴𝐷̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅
𝐶𝐷 is vertex D.
Two angles with common side like ∠𝐴 𝑎𝑛𝑑 ∠𝐷 are consecutive angles, otherwise they are
opposite angles like ∠𝐴 𝑎𝑛𝑑 ∠𝐶. The common side of ∠𝐴 𝑎𝑛𝑑 ∠𝐶 𝑖𝑠 𝐴𝐷 ̅̅̅̅ .
̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅
The segment joining opposite vertices of the quadrilateral like 𝐴𝐶 𝐵𝐷 are called the
̅̅̅̅
diagonals. Example: Vertex A and vertex C are opposite vertices, therefore 𝐴𝐶 is the diagonal of
quadrilateral ABCD
I. Conditions and Properties which Guarantee that a Quadrilateral is a Parallelogram
1. A quadrilateral is a parallelogram if both pairs of opposite sides are congruent.
2. A quadrilateral is a parallelogram if both pairs of opposite angles are congruent.
3. A quadrilateral is a parallelogram if pairs of consecutive angles are supplementary.
4. A Quadrilateral is a parallelogram if the diagonals bisect each other.
5. A quadrilateral is a parallelogram if each diagonal divides a parallelogram into two
congruent triangles.
6. A quadrilateral is a parallelogram if one pair of opposite sides are congruent and parallel.

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L O
LOVE is a parallelogram. Let us now apply the
S properties of parallelogram.
Note: ∥ → is parallel to
≅→ is congruent to or is equal to
E V ̅̅̅̅
1. 𝐿𝑂 ∥ 𝐸𝑉̅̅̅̅ , ̅̅̅̅ ̅̅̅̅
𝐿𝑂 ≅ 𝐸𝑉
̅̅̅̅ ̅̅̅̅ , ̅̅̅̅
𝐿𝐸 ∥ 𝑂𝑉 𝐿𝐸 ≅ ̅̅̅̅
𝑂𝑉
2. ∠𝐿 ≅ ∠𝑉 and ∠𝑂 ≅ ∠𝐸
3. ∠𝐿 + ∠𝑂 = 180°
∠𝐸 + ∠𝑉 = 180°
∠𝐿 + ∠𝐸 = 180°
∠𝑂 + ∠𝑉 = 180°
4. S is the midpoint of ̅̅̅̅ ̅̅̅̅
𝐿𝑉 and 𝐸𝑂
̅̅̅ ≅ 𝑆𝑉
𝐿𝑆 ̅̅̅̅
̅̅̅̅
𝑂𝑆 ≅ ̅̅̅̅
𝑆𝐸
5. ∆𝐿𝑉𝑂 ≅ ∆𝐿𝑉𝐸
∆𝐿𝐸𝑂 ≅ ∆𝑉𝐸𝑂
Kinds of Parallelogram
1. Rectangle

A parallelogram with four right angles

A parallelogram whose diagonals are congruent

2. Square

A parallelogram with four right angles and four congruent sides

A parallelogram whose diagonals are congruent and perpendicular bisector with one
another
3. Rhombus

A parallelogram with no right angle and with four congruent sides

The diagonals are perpendicular bisector with one another
Each diagonal of a rhombus bisects opposite angles

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Learning Competency with Code:

Determines the conditions that make a quadrilateral a parallelogram (M9GE-IIIa-2)

Directions: Read, study carefully and understand the following activities. Answer with honesty.

ACTIVITY 1: Let’s call it a Recall!

A. Directions: In a quadrilateral below, name the following

W
X

Z Y

1. Four pairs of consecutive vertices ____________________________________

2. 2 pairs of opposite vertices ____________________________________
3. 4 pairs of consecutive sides ____________________________________
4. 2 pairs of opposite sides ____________________________________
5. 4 pairs of consecutive angles ____________________________________
6. 2 pairs of opposite angles ____________________________________
7. A pair of diagonals ____________________________________

ACTIVITY 2: Fill in the Blanks!

Directions: Complete the following conditions that guarantees a quadrilateral a parallelogram.
1. A Quadrilateral is a Parallelogram if both pairs of sides
are .
2. A Quadrilateral is a Parallelogram if both pairs of angles
are .
3. A Quadrilateral is a Parallelogram if both pairs of angles
are .
4. A Quadrilateral is a Parallelogram if the bisect each other.
5. A Quadrilateral is a Parallelogram if each divides a parallelogram into
two .
6. A Quadrilateral is a Parallelogram if one pair of opposite sides are both
and .

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ACTIVITY 3: Complete Me!

Directions: Follow the given procedures below and fill in the correct words/phrases to complete
the conditions that guarantee that a Quadrilateral is a Parallelogram.

Rectangle GIVE Square LOVE Rhombus MATH

G I L O M A
Quadrilaterals that are 𝑛 𝑘
𝑜
Parallelogram
E V H T
E V
Example ̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅
𝐺𝐼 𝐸𝑉 ̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅
𝐿𝑂 𝐸𝑉 ̅̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅
𝑀𝐴 𝐻𝑇
̅̅̅̅
𝐺𝐸 𝑎𝑛𝑑 ̅̅̅
𝐼𝑉 ̅̅̅̅
𝐿𝐸 𝑎𝑛𝑑 𝑂𝑉̅̅̅̅ 𝑀𝐻 𝑎𝑛𝑑 ̅̅̅̅
̅̅̅̅̅ 𝐴𝑇
• Pairs of opposite sides
• Are the measurement
equal or not equal?
Yes, they are equal. Yes, they are equal. Yes, they are equal.
• Pairs of opposite angles
• Are the measurement
equal or not equal?
• Pairs of consecutive
angles
• Are the pairs of
consecutive angles
supplementary?
• Pairs of segments
formed by intersecting
diagonals
• Are the measurement of
the pairs of segments
formed by intersecting
line equal?
• What does each
diagonal do to a
parallelogram
Reflection
You should always remember what you have learned in the past. It pays best to instill what
had been taught. Tell something about your experiences in accomplishing these activities.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

Reference
Mathematics Learner’s Material 9 First Edition, 2004 Department of Education, pp. 305-314.

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ANSWER KEY

ACTIVITY 1: Let’s Call it a Recall!

1. Vertices 𝑊, 𝑋, 𝑌 𝑎𝑛𝑑 𝑍
2. Vertices 𝑊 𝑎𝑛𝑑 𝑌, 𝑋 𝑎𝑛𝑑 𝑍
3. Sides ̅̅̅̅̅
𝑊𝑋 𝑎𝑛𝑑 ̅̅̅̅ ̅̅̅̅ 𝑎𝑛𝑑 𝑌𝑍
𝑋𝑌 , 𝑋𝑌 ̅̅̅̅ , 𝑌𝑍
̅̅̅̅𝑎𝑛𝑑 ̅̅̅̅̅
𝑊𝑍, 𝑊𝑍̅̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅̅
𝑊𝑋
4. ̅̅̅̅̅ ̅̅̅̅ ̅̅̅̅
Sides 𝑊𝑋 𝑎𝑛𝑑 𝑌𝑍, 𝑋𝑌 𝑎𝑛𝑑 𝑊𝑍 ̅̅̅̅̅
5. ∠𝑊 𝑎𝑛𝑑 ∠𝑋, ∠𝑋 𝑎𝑛𝑑 ∠𝑌, ∠𝑌 𝑎𝑛𝑑 ∠𝑍, ∠𝑍 𝑎𝑛𝑑 ∠𝑊
6. ∠𝑊 𝑎𝑛𝑑 ∠𝑌, ∠𝑋 𝑎𝑛𝑑 ∠𝑍
7. Diagonals 𝑊𝑌̅̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅
𝑋𝑍

ACTIVITY 2: Fill in the Blanks!

1. A Quadrilateral is a Parallelogram if both pairs of opposite sides

are equal .
2. A Quadrilateral is a Parallelogram if both pairs of opposite angles
are equal .
3. A Quadrilateral is a Parallelogram if both pairs of consecutive angles
are supplementary .
4. A Quadrilateral is a Parallelogram if the diagonals bisect each other.
5. A Quadrilateral is a Parallelogram if each diagonal divides a parallelogram into
two congruent triangles .
6. A Quadrilateral is a Parallelogram if one pair of opposite sides are both parallel and
equal

ACTIVITY 3: Complete Me!

Rectangle GIVE Square LOVE Rhombus MATH

G I
Quadrilateral that are L O M A
Parallelogram 𝑜 𝑛 𝑘

E V E V H T
• Pairs of opposite side ̅̅̅ 𝑎𝑛𝑑 𝐸𝑉
𝐺𝐼 ̅̅̅̅ ̅̅̅̅ 𝑎𝑛𝑑 𝐸𝑉
𝐿𝑂 ̅̅̅̅ ̅̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅
𝑀𝐴 𝐻𝑇
• Are the measurement equal ̅̅̅̅
𝐺𝐸 𝑎𝑛𝑑 𝐼𝑉 ̅̅̅ ̅̅̅̅
𝐿𝐸 𝑎𝑛𝑑 𝑂𝑉̅̅̅̅ 𝑀𝐻 𝑎𝑛𝑑 ̅̅̅̅
̅̅̅̅̅ 𝐴𝑇
or not equal The measurement of The measurement of The measurement of
opposite sides are equal opposite sides are equal opposite sides are equal
• Pairs of opposite angles ∠𝐺 𝑎𝑛𝑑 ∠𝑉 ∠𝐿 𝑎𝑛𝑑 ∠𝑉 ∠𝑀 𝑎𝑛𝑑 ∠𝑇
• Are the measurement equal ∠𝐸 𝑎𝑛𝑑 ∠𝐼 ∠𝐸 𝑎𝑛𝑑 ∠𝑂 ∠𝐻 𝑎𝑛𝑑 ∠𝐴
or not equal

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The measurement of The measurement of The measurement of

opposite angles are equal opposite angles are equal opposite angles are equal

• Pairs of consecutive angles ∠𝐺 𝑎𝑛𝑑 ∠𝐼 ∠𝐿 𝑎𝑛𝑑 ∠𝑂 ∠𝑀 𝑎𝑛𝑑 ∠𝐴

• Are the pairs of consecutive ∠𝐼 𝑎𝑛𝑑 ∠𝑉 ∠𝑂 𝑎𝑛𝑑 ∠𝑉 ∠𝐴 𝑎𝑛𝑑 ∠𝑇
angles supplementary? ∠𝑉 𝑎𝑛𝑑 ∠𝐸 ∠𝑉 𝑎𝑛𝑑 ∠𝐸 ∠𝑇 𝑎𝑛𝑑 ∠𝐻
∠𝐸 𝑎𝑛𝑑 ∠𝐺 ∠𝐸 𝑎𝑛𝑑 ∠𝐿 ∠𝐻 𝑎𝑛𝑑 ∠𝑀
The measurement of The measurement of The measurement of
consecutive angles are consecutive angles are consecutive angles are
supplementary. supplementary. supplementary.
• Pairs of segments formed by ̅̅̅̅
𝐺𝑂 𝑎𝑛𝑑 ̅̅̅̅
𝑉𝑂 ̅̅̅̅
𝐿𝑁 𝑎𝑛𝑑 ̅̅̅̅
𝑉𝑁 ̅̅̅̅̅ ̅̅̅̅
𝑀𝐾 𝑎𝑛𝑑 𝑇𝐾
intersecting diagonals ̅̅̅̅
𝐸𝑂 𝑎𝑛𝑑 ̅̅̅
𝐼𝑂 𝐸𝑁 ̅̅̅̅
̅̅̅̅ 𝑎𝑛𝑑 𝑂𝑁 𝐻𝐾 𝑎𝑛𝑑 ̅̅̅̅
̅̅̅̅ 𝐴𝐾
• Are the measurement of the • Pairs of segments • Pairs of segments • Pairs of segments
pairs of segments formed by formed by formed by formed by intersecting
intersecting line equal? intersecting diagonals intersecting diagonals diagonals have equal
• What does each diagonal do have equal measure have equal measure measure
to a parallelogram • The diagonal divides • The diagonal divides • The diagonal divides
the parallelogram into the parallelogram into the parallelogram into
two congruent two congruent two congruent triangles
triangles triangles

Prepared by:
JOVELYN A. DAQUIOAG
Writer

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MATHEMATICS GRADE 9
Name of Learner: ______________________________ Grade Level: _____________
Section: ______________________________________ Date: ___________________
LEARNING ACTIVITY SHEET
Using Properties to Find Measures of Angles, Sides and other Quantities Involving
Parallelogram
Background Information for Learners
One special kind of quadrilateral is called a parallelogram. It is a quadrilateral where 2
pairs of opposite sides are parallel and congruent. In parallelogram QRST, use the properties to
solve for the measures or angles, sides and other quantities.

Q R

T S

Examples: Solve for the parts of parallelogram QRST.

1. If QR=12 cm, then TS= 12 cm. Two pairs of opposite sides are congruent
If QT= 7.5 cm, then RS= 7.5 cm.
2. If ∠Q = 110°, then ∠S = 110° Two opposite angles are congruent
If ∠R = 70°, then ∠T = 70°
3. ∠Q + ∠R = 180°, If 𝑚∠Q = 100°,then 𝑚∠R = 80°
∠R + ∠S = 180°, If 𝑚∠R = 80°, then m∠S = 100°
∠S + ∠T = 180°
∠T + ∠Q = 180°
Two consecutive angles are supplementary angles. (Note: Supplementary angles are two
angles whose sum of their measures is 180°.

4. The diagonals of a parallelogram bisect each other

P is the midpoint of QS and RT
Q R
̅̅̅̅
𝑄𝑃 ≅ ̅̅̅̅
𝑆𝑃, If ̅̅̅̅
𝑄𝑃 = 10 𝑐𝑚, then 𝑆𝑃̅̅̅̅ = 10 𝑐𝑚
P
̅̅̅̅ ≅ ̅̅̅̅
𝑇𝑃 ̅̅̅̅ = 24 𝑐𝑚,
𝑅𝑃 , If 𝑇𝑅
then ̅̅̅̅
𝑇𝑃𝑎𝑛𝑑 ̅̅̅̅
𝑅𝑃 are both 12 cm each.

T S

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5. A diagonal of a parallelogram divides the parallelogram into two congruent triangles

Q R
∆𝑄𝑇𝑆 ≅ ∆𝑄𝑅𝑆

T S

Q R
∆𝑇𝑄𝑅 ≅ ∆𝑅𝑆𝑇

T S

Learning Competency with Code:

Uses properties to find measures of angles and other quantities involving parallelograms
(M9GE-IIIb-1)

Directions: Read, study carefully and understand the following activities. Answer with honesty.

Activity 1: Yes You Can!

A. Directions: Below is a parallelogram ABCD. Consider each given information and
answer the questions that follows.
A B

D C
1. a. If 𝑚∠𝐷 = 60°, find 𝑚∠𝐵 =
b. What property did you apply to determine the measure of ∠𝐵?
____________________________________________________
2. a. If 𝑚∠𝐴 = 115°, find 𝑚∠𝐷 =
b. What property did you apply to determine the measure of ∠𝐷?
____________________________________________________
3. ̅̅̅̅ = 9 𝑐𝑚, ℎ𝑜𝑤 𝑙𝑜𝑛𝑔 𝑖𝑠 ̅̅̅̅
If 𝐴𝐷 𝐵𝐶 ?
b. What property did you apply to determine the measures of ̅̅̅̅
𝐵𝐶 ?
____________________________________________________
4. ̅̅̅̅ = 7 𝑐𝑚, 𝑎𝑛𝑑 ̅̅̅̅
If 𝐷𝐸 𝐴𝐸 = 6 𝑐𝑚, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑡ℎ𝑒 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓
̅̅̅̅
𝐷𝐵 = ̅̅̅̅ =
𝐴𝐶

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5. Given: 𝑚∠𝐴𝐷𝐶 = 54° 𝑎𝑛𝑑 𝑚∠𝐷𝐶𝐴 = 30°

a. What is the 𝑚∠𝐷𝐴𝐶? _____________ A B
b. What is the 𝑚∠𝐴𝐶𝐵? _____________
c. What is the 𝑚∠𝐵𝐴𝐶? _____________
d. What is the 𝑚∠𝐴𝐵𝐶? _____________
e. What property did you apply to determine the D C
Measure of the angles?
_________________________________

B. Directions: Refer to the figure at the right and answer the following
Given: ROSE is a rhombus
1. ̅̅̅̅
𝐾𝐸 ≅ ______ K
2. ∆𝐾𝐸𝐼 ≅ ______
̅̅̅̅ ≅
3. 𝐾𝑂 ______
4. ∆𝑇𝐼𝐾 ≅ ______
5. ∠𝐸𝑇𝐼 ≅ ______ O
6. If 𝑚∠𝐾𝐼𝑇 = 105°, 𝑡ℎ𝑒𝑛 𝑡ℎ𝑒 𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 ∠𝐾𝐸𝑇 = ______ E I
7. If 𝑚∠𝐸𝐾𝐼 = 35°, 𝑡ℎ𝑒𝑛 𝑡ℎ𝑒 𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 ∠𝐾𝐼𝑇 = ______
8. If 𝐾𝐼 = 9, 𝑡ℎ𝑒𝑛 𝐸𝑇 = ______
9. If 𝐸𝑂 = 4, 𝑡ℎ𝑒𝑛 𝐸𝐼 = ______
10. If 𝐾𝑇 = 14 , 𝑡ℎ𝑒𝑛 𝐾𝑂 =______
T
Reflection

You should always remember what you have learned in the past. It pays best to instill what
had been taught. Tell something about your experiences in accomplishing these activities.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________
Reference
Mathematics Learner’s Material 9 First Edition, 2004 Department of Education, pp. 314-319

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Answer Key
Activity 1: Yes You Can!
A.
1. a. 𝑚∠𝐵 = 60°
b. In a parallelogram, any two opposite angles are congruent

2. a. 𝑚∠𝐷 = 65°
b. In a parallelogram, any two consecutive angles are supplementary

3. a. ̅̅̅̅
𝐵𝐶 = 9 𝑐𝑚
b. In a parallelogram, any two opposite sides are congruent

4. a. ̅̅̅̅
𝐷𝐵 = 14 𝑐𝑚 ̅̅̅̅
𝐴𝐶 = 12 𝑐𝑚
b. The diagonals of a parallelogram bisects each other
A B
5. a. What is the 𝑚∠𝐷𝐴𝐶 = 96°
b. What is the 𝑚∠𝐴𝐶𝐵 = 96°
c. What is the 𝑚∠𝐵𝐴𝐶 = 30°
d. What is the 𝑚∠𝐴𝐵𝐶 = 54° D C
e. A diagonal of a parallelogram divides the parallelogram into two congruent triangles

B.

1. ̅̅̅
𝐼𝑇 6. ∠𝐾𝐸𝑇 = 1𝑂5°
2. ∆𝑇𝐸𝐼, ∆𝐾𝐼𝐸, ∆𝑇𝐼𝐸 7. ∠𝐾𝐼𝑇 = 145°
3. ̅̅̅̅
𝑇𝑂 8. 𝐸𝑇 = 9
4. ∆𝑇𝐸𝐾 9. 𝐸𝐼 = 8
5. ∠𝐸𝐾𝐼 10. 𝐾𝑂 = 7

Prepared by:

JOVELYN A. DAQUIOAG
Writer

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MATHEMATICS GRADE 9
Name of Learner: ______________________________ Grade Level: _____________
Section: ______________________________________ Date: ___________________

LEARNING ACTIVITY SHEET

Proves Theorems on Different Kinds of Parallelogram

Background Information for Learners

Theorems on Rectangle
A B

D C
Theorem 1: If a parallelogram has one right angle, then it has four right angles and
the parallelogram is a rectangle
𝒎∠𝑨 = 𝟗𝟎° 𝒎∠𝑩 = 𝟗𝟎° 𝒎∠𝑪 = 𝟗𝟎° 𝒎∠𝑫 = 𝟗𝟎°

Example:

Given: BITE is a parallelogram with B I

∠𝐵 is a right angle.

Prove: ∠𝐼, ∠𝑇, 𝑎𝑛𝑑 ∠𝐸 are right angles

Proof: E T

Statements Reasons
1. BITE is a parallelogram with ∠𝐵 is a 1. Given
right angle.
2. ∠𝐵 = 90° 2. Definition of a right angle
3. ∠𝐵 ≅ ∠𝑇 and ∠𝐸 ≅ ∠𝐼 3. In a parallelogram, opposite angles are
congruent
4. 𝑚∠𝐵 = 𝑚∠𝑇 4. Definition of congruent angles
𝑚∠𝐼 = 𝑚∠𝐸
5. 𝑚∠𝑇 = 90° 5. Substitution (SN 2 and 4)
6. 𝑚∠𝐵 + 𝑚∠𝐼 = 180° 6. Consecutive angles are supplementary
7. 90° + 𝑚∠𝐼 = 180° 7. Substitution (SN 2 and 6)

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8. 90° = 90° 8. Reflexive Property

9. 𝑚∠𝐼 = 90° 9. Subtraction Property (SN 7 and 8)
10. 𝑚∠𝐸 = 90° 10. Substitution (SN 4 and 9)
11. ∠𝐼, ∠𝑇 𝑎𝑛𝑑 ∠𝐸 are right angles 11. If the measure of an angle is 90° then it
is a right angle
12. BITE is a rectangle 12. Definition of rectangle

Theorem 2: The diagonals of a rectangle are congruent

𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙 ̅̅̅̅
𝐴𝐶 𝑖𝑠 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑡 𝑡𝑜 𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙 𝐵𝐷 ̅̅̅̅
̅̅̅̅ ≅ 𝑩𝑫
𝑨𝑪 ̅̅̅̅̅

A B

D C

Example:

Given: BITE is a rectangle with B I

diagonals ̅̅̅̅
𝐵𝑇 𝑎𝑛𝑑 ̅̅̅
𝐼𝐸

̅̅̅̅ ≅ ̅̅̅
Prove: 𝐵𝑇 𝐼𝐸
Proof: E T

Statements Reasons
1. BITE is a rectangle with diagonals 1. Given
̅̅̅̅ 𝑎𝑛𝑑 𝐼𝐸
𝐵𝑇 ̅̅̅
̅̅̅̅ ≅ 𝐼𝑇
2. 𝐵𝐸 ̅̅̅ 2. Opposite sides of a parallelogram are
congruent
3. ∠𝐵𝐸𝑇 𝑎𝑛𝑑 ∠𝐼𝑇𝐸 are right angles 3. Theorem 1
4. ∠𝐵𝐸𝑇 ≅ ∠𝐼𝑇𝐸 4. All right angles are congruent
5. ̅̅̅̅ ≅ 𝑇𝐸
𝐸𝑇 ̅̅̅̅ 5. Reflexive Property
6. ∆𝐵𝐸𝑇 ≅ ∆𝐼𝑇𝐸 6. SAS Congruence Postulate
7. ̅̅̅̅ ≅ 𝐼𝐸
𝐵𝑇 ̅̅̅ 7. Corresponding parts of congruent
triangles are congruent (CPCTC)

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Theorems on Rhombus
K I

E T
Theorem 3: The diagonals of a rhombus are perpendicular
̅̅̅̅ 𝑖𝑠 𝑝𝑒𝑟𝑝𝑒𝑛𝑑𝑖𝑐𝑢𝑙𝑎𝑟 𝑡𝑜 𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙 ̅̅̅
𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙 𝐾𝑇 𝐼𝐸
̅̅̅̅
𝑲𝑻 ⊥ ̅̅̅
𝑰𝑬
Example:
M A
Given: Rhombus MATH
̅̅̅̅̅ ̅̅̅̅̅ O
Prove: 𝑴𝑻 ⊥ 𝑨𝑯
Proof:
H T
Statements Reasons
1. Rhombus MATH 1. Given
2. ̅̅̅̅ ≅ 𝑀𝐴
𝐴𝑇 ̅̅̅̅̅ 2. Definition of Rhombus
3. ̅̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅
𝑀𝑇 𝐴𝐻 bisect each other 3. The diagonals of a parallelogram bisect
each other
4. 𝑂 is the midpoint of ̅̅̅̅̅
𝑀𝑇 4. ̅̅̅̅̅
𝑀𝑇 𝑏𝑖𝑠𝑒𝑐𝑡𝑠 𝐴𝐻 ̅̅̅̅
5. ̅̅̅̅̅ ≅ ̅̅̅̅
𝑀𝑂 𝑇𝑂 5. Definition of midpoint
6. ̅̅̅̅ ≅ ̅̅̅̅
𝐴𝑂 𝐴𝑂 6. Reflexive Property
7. ∆𝑀𝑂𝐴 ≅ ∆𝑇𝑂𝐴 7. SSS Congruence Postulate
8. ∠𝑀𝑂𝐴 ≅ ∠𝑇𝑂𝐴 8. Corresponding parts of congruent
triangles are congruent (CPCTC)
9. ∠𝑀𝑂𝐴 𝑎𝑛𝑑 ∠𝑇𝑂𝐴 are right angles 9. ∠𝑀𝑂𝐴 𝑎𝑛𝑑 ∠𝑇𝑂𝐴 form a linear pair
and are congruent
̅̅̅̅̅ ⊥ 𝐴𝐻
10. 𝑀𝑇 ̅̅̅̅ 10. Perpendicular lines meet to form right
angles

Theorem 4: Each diagonals of a rhombus bisects opposite angles

The measure of angle KEI is congruent to the measure of angle TEI
̅̅̅̅̅̅
𝑲𝑬𝑰 ≅ 𝑻𝑬𝑰
K I

E T

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Example:
M 3 A
Given: Rhombus MATH 4
O
Prove: ∠1 ≅ ∠2, ∠3 ≅ ∠4
Proof: 1
H 2 T
Statements Reasons
1. Rhombus MATH 1. Given
2. ̅̅̅̅̅ ≅ ̅̅̅̅
MH AT ≅ ̅̅̅̅̅ ̅̅̅̅
MA ≅ HT 2. Definition of Rhombus
3. ̅̅̅̅ ≅ ̅̅̅̅
AH HA 3. Reflexive Property
4. ∆HMA ≅ ∆HTA 4. SSS Congruence Postulate
5. ∠1 ≅ ∠2, ∠3 ≅ ∠4 5. Corresponding parts of congruent
triangles are congruent

Learning Competency with Code:

Proves theorems on the different kinds of parallelograms (rectangle, rhombus, square)
(M9GE-IIIc-1)

Directions: Read, study carefully and understand the following activities. Answer with honesty.

ACTIVITY 1:

Directions: Answer the following statements with always true, sometimes true, or never true.

1. A square is a rectangle
2. A rhombus is a square
3. A parallelogram is a square
4. A rectangle is a rhombus
5. A parallelogram is a square
6. A parallelogram is a rectangle
7. A quadrilateral is a parallelogram
8. A square is a rectangle and a rhombus
9. An equilateral parallelogram is a rhombus
10. An equiangular quadrilateral is a rectangle

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ACTIVITY 2:
Directions: Indicate with a check mark in the table below the property that corresponds to the
given quadrilateral

Quadrilaterals
Property
Parallelogram Rectangle Rhombus Square
1. All sides are congruent
2. Opposite sides are parallel
3. Opposite sides are congruent
4. Opposite angles are congruent
5. Opposite angles are supplementary
6. Diagonals are congruent
7. Diagonals bisects each other
8. Diagonals bisect opposite angles
9. Diagonals are perpendicular to each
other
10. A diagonal divides the parallelogram
into two congruent triangles

ACTIVITY 3:

Directions: Consider the following figure to answer questions below:

Consider Rectangle LOVE

L O
1. If 𝐿𝑉 = 30 𝑐𝑚, ℎ𝑜𝑤 𝑙𝑜𝑛𝑔 𝑖𝑠 𝑂𝐸?
2. If 𝐸0 = 25 𝑐𝑚, ℎ𝑜𝑤 𝑙𝑜𝑛𝑔 𝑖𝑠 𝐸𝑀? M
3. If 𝑚∠2 = 38°, 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 ∠1?
1
2
E V
A
Consider Rhombus BASE 1

4. If 𝐵𝑂 = 12 𝑐𝑚, ℎ𝑜𝑤 𝑙𝑜𝑛𝑔 𝑖𝑠 𝐵𝑆?

5. If 𝑚∠𝑂𝐵𝐸 = 45°, 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 𝑎𝑛𝑔𝑙𝑒𝑠 1, 2 𝑎𝑛𝑑 3. B 2 3O
S

E
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ACTIVITY 4: Prove me Rectangle!

Directions: Prove the following.
Theorem 1: If a parallelogram has one right angle, then it has four right angles and the
parallelogram is a rectangle

Given: ROSE is a parallelogram with R O

∠𝑅 is a right angle.

Prove: ∠𝑂, ∠𝑆, 𝑎𝑛𝑑 ∠𝐸 are right angles

Proof: E S

Statement Reason
1. ROSE is a parallelogram with ∠𝑅 is a 1.
right angle.
2. 2. Definition of a right angle
3. ∠𝑅 ≅ ∠𝑆 and ∠𝐸 ≅ ∠𝑂 3. In a parallelogram, opposite angles are
congruent
4. 𝑚∠𝑅 = 𝑚∠𝑆 4.
𝑚∠𝑂 = 𝑚∠𝐸
5. 𝑚∠𝑆 = 90° 5. Substitution (SN 2 and 4)
6. 6. Consecutive angles are supplementary
7. 90° + 𝑚∠𝑂 = 180° 7. Substitution (SN 2 and 6)
8. 90° = 90° 8.
9. 𝑚∠𝑂 = 90° 9. Subtraction Property (SN 7 and 8)
10. 𝑚∠𝐸 = 90° 10.
11. Type equation here. 11. If the measure of an angle is 90° then it
is a right angle
12. 12. Definition of rectangle

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Theorem 2: The diagonals of a rectangle are congruent

Given: KITE is a rectangle with K I

̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅
diagonals 𝐾𝑇 𝐼𝐸

̅̅̅̅ ≅ 𝐼𝐸
Prove: 𝐾𝑇 ̅̅̅
Proof: E T
Statements Reasons
1. KITE is a rectangle with diagonals 1.
̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅
𝐾𝑇 𝐼𝐸
2. 2. Opposite sides of a parallelogram are
congruent
3. ∠𝐾𝐸𝑇 𝑎𝑛𝑑 ∠𝐼𝑇𝐸 are right angles 3.
4. ∠𝐾𝐸𝑇 ≅ ∠𝐼𝑇𝐸 4.
5. 5. Reflexive Property
6. ∆𝐾𝐸𝑇 ≅ ∆𝐼𝑇𝐸 6.
7. 7. Corresponding parts of congruent
triangles are congruent (CPCTC)

ACTIVITY 5: Prove me Rhombus!

Directions: Prove the following.
Theorem 3: The diagonals of a rhombus are perpendicular
C A
Given: Rhombus CALM O
Prove: ̅̅̅̅ ⊥ 𝑨𝑴
𝑪𝑳 ̅̅̅̅̅
Proof:
M L
Statements Reasons
1. Rhombus CALM 1. Given
2. 2. Definition of Rhombus
̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅̅
3. 𝐶𝐿 𝐴𝑀 bisect each other 3.
4. 4. ̅̅̅̅
𝐶𝐿 𝑏𝑖𝑠𝑒𝑐𝑡𝑠 ̅̅̅̅̅
𝐴𝑀
̅̅̅̅ ≅ ̅̅̅̅
5. 𝐶𝑂 𝐿𝑂 5. Definition of midpoint
6. 𝐴𝑂 ≅ ̅̅̅̅
̅̅̅̅ 𝐴𝑂 6.
7. ∆𝐶𝑂𝐴 ≅ ∆𝐿𝑂𝐴 7. SSS Congruence Postulate
8. ∠𝐶𝑂𝐴 ≅ ∠𝐿𝑂𝐴 8.
9. ∠𝐶𝑂𝐴 𝑎𝑛𝑑 ∠𝐿𝑂𝐴 are right angles 9.
10. 10. Perpendicular lines meet to form right
angles

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Theorem 4: Each diagonals of a rhombus bisects opposite angles

L 3 I
Given: Rhombus LIFE 4
O
Prove: ∠1 ≅ ∠2, ∠3 ≅ ∠4
Proof: 1
E 2 F
Statements Reasons
1. Rhombus LIFE 1.
2. ̅̅̅̅ ≅ IF ≅ LI
LE ̅ ≅ ̅̅
EF̅̅ 2. Definition of Rhombus
3. 3. Reflexive Property
4. ∆ELI ≅ ∆EFI 4.
5. ∠1 ≅ ∠2, ∠3 ≅ ∠4 5. Corresponding parts of congruent
triangles are congruent

Rubrics for Scoring

5 points each - Correct answer. The concepts learned are applied. Has shown full
understanding of the concepts as evidenced in the answers of questions
presented
3 points each – Some concepts learned are applied. Has shown some degree of
understanding of the concepts as evidenced in the answers of questions
presented
1 point – Has no knowledge of the concept as evidenced in the answers of questions
presented
0 point – no attempt

Reflection
You should always remember what you have learned in the past. It pays best to instill what
had been taught. Tell something about your experience in accomplishing these activities.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Reference
Mathematics Learner’s Material 9 First Edition, 2004 Department of Education, pp. 319-327

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ANSWER KEY

ACTIVITY 1:

Directions: Answer the following statements with always true, sometimes true, or never true.

1. Always true
2. Sometimes true
3. Sometimes true
4. Never true
5. Always true
6. Sometimes true
7. Sometimes true
8. Always true
9. Always true
10. Always true

ACTIVITY 2:

Directions: Indicate with a check mark in the table below the property that corresponds to the
given quadrilateral

Quadrilaterals
Property
Parallelogram Rectangle Rhombus Square
1. All sides are congruent √ √
2. Opposite sides are parallel √ √ √ √
3. Opposite sides are congruent √ √ √ √
4. Opposite angles are congruent √ √ √ √
5. Opposite angles are supplementary √ √
6. Diagonals are congruent √ √
7. Diagonals bisects each other √ √ √ √
8. Diagonals bisect opposite angles √ √
9. Diagonals are perpendicular to each √ √
other
10. A diagonal divides the parallelogram √ √ √ √
into two congruent triangles

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ACTIVITY 3:
Consider Rectangle LOVE
1. 𝑂𝐸 = 30 𝑐𝑚
2. 𝐸𝑀 = 12.5 𝑐𝑚
3. 𝑚∠1 = 52°
Consider Rhombus BASE
4. 𝐵𝑆 = 24 𝑐𝑚
5. 𝑚∠1 = 45°, 𝑚∠2 = 45°, 𝑚∠3 = 90°
ACTIVITY 4: Prove Me Rectangle!
Theorem 1:
Statement Reason
1.ROSE is a parallelogram with ∠𝑅 is a right 1.Given
angle.
2.∠𝑅 = 90° 2.Definition of a right angle
3. ∠𝑅 ≅ ∠𝑆 and ∠𝐸 ≅ ∠𝑂 3.In a parallelogram, opposite angles are
congruent
4. 𝑚∠𝑅 = 𝑚∠𝑆, 𝑚∠𝑂 = 𝑚∠𝐸 4.Definition of congruent angles
5. 𝑚∠𝑆 = 90° 5.Substitution (SN 2 and 4)
6. ∠𝑅 + 𝑚∠𝑂 = 180° 6.Consecutive angles are supplementary
7. 90° + 𝑚∠𝑂 = 180° 7.Substitution (SN 2 and 6)
8.90° = 90° 8.Reflexive Property
9. 𝑚∠𝑂 = 90° 9.Subtraction Property (SN 7 and 8)
10. 𝑚∠𝐸 = 90° 10.Substitution (SN 4 and 9)
11.∠𝑂, ∠𝑆 𝑎𝑛𝑑 ∠𝐸 are right angles 11.If the measure of an angle is 90° then it is a
right angle
12. ROSE is a rectangle 12.Definition of rectangle
Theorem 2:
Statements Reasons
1.KITE is a rectangle with diagonals 1.Given
̅̅̅̅
𝐾𝑇 𝑎𝑛𝑑 𝐼𝐸̅̅̅
̅̅̅̅ ≅ 𝐼𝑇
2.𝐾𝐸 ̅̅̅ 2.Opposite sides of a parallelogram are
congruent
3. ∠𝐾𝐸𝑇 𝑎𝑛𝑑 ∠𝐼𝑇𝐸 are right angles 3.Theorem 1
4.∠𝐾𝐸𝑇 ≅ ∠𝐼𝑇𝐸 4.All right angles are congruent
̅̅̅̅ ≅ ̅̅̅̅
5. 𝐸𝑇 𝑇𝐸 5.Reflexive Property
6.∆𝐾𝐸𝑇 ≅ ∆𝐼𝑇𝐸 6.SAS Congruence Postulate

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̅̅̅̅ ≅ 𝐼𝐸
7.𝐾𝑇 ̅̅̅ 7.Corresponding parts of congruent triangles
are congruent (CPCTC)

ACTIVITY 5: Prove Me Rhombus!

Theorem 3:

Statements Reasons
1.Rhombus CALM 1.Given
̅̅̅̅ ≅ ̅̅̅̅
2.𝐴𝐿 𝐶𝐴 2.Definition of Rhombus
3. ̅̅̅̅
𝐶𝐿 𝑎𝑛𝑑 ̅̅̅̅̅
𝐴𝑀 bisect each other 3.The diagonals of a parallelogram bisect each
other
4.𝑂 is the midpoint of ̅̅̅̅
𝐶𝐿 ̅̅̅̅ 𝑏𝑖𝑠𝑒𝑐𝑡𝑠 ̅̅̅̅̅
4.𝐶𝐿 𝐴𝑀
̅̅̅̅ ≅ ̅̅̅̅
5.𝐶𝑂 𝐿𝑂 5. Definition of midpoint
̅̅̅̅ ≅ ̅̅̅̅
6.𝐴𝑂 𝐴𝑂 6.Reflexive Property
7.∆𝐶𝑂𝐴 ≅ ∆𝐿𝑂𝐴 7.SSS Congruence Postulate
8. ∠𝐶𝑂𝐴 ≅ ∠𝐿𝑂𝐴 8.Corresponding parts of congruent triangles
are congruent (CPCTC)
9.∠𝐶𝑂𝐴 𝑎𝑛𝑑 ∠𝐿𝑂𝐴 are right angles 9.∠𝐶𝑂𝐴 𝑎𝑛𝑑 ∠𝐿𝑂𝐴 form a linear pair and are
congruent
̅̅̅̅ ⊥ ̅̅̅̅̅
10.𝐶𝐿 𝐴𝑀 10.Perpendicular lines meet to form right
angles
Theorem 4:
Statements Reasons
1. Rhombus LIFE 1.Given
2.LE ̅ ≅ ̅̅
̅̅̅̅ ≅ IF ≅ LI EF̅̅ 2.Definition of Rhombus
̅ ≅ EI
3.IE ̅ 3.Reflexive Property
4.∆ELI ≅ ∆EFI 4.SSS Congruence Postulate
5. ∠1 ≅ ∠2, ∠3 ≅ ∠4 5.Corresponding parts of congruent triangles
are congruent

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MATHEMATICS GRADE 9
Name of Learner: ______________________________ Grade Level: _____________
Section: ______________________________________ Date: ___________________
LEARNING ACTIVITY SHEET
Proving the Midline Theorem

Background Information for Learners

Midline Theorem states that the segment that joins the midpoints of two side of a triangle
is parallel to the third side and half as long.
• Midline/Midsegment is a segment joining the midpoints of any two sides of a triangle.
• Midpoint is a point that divides a line segment into two equal parts.
• Parallel ( Kahilira ) lines/segments are 2or more lines/segments that are always the same
distance apart and never meet or touch . ( symbol: //- “is parallel to” )
• Consider ∆ ACT
̅̅̅̅ ; 𝑋𝑌
Midline: 𝑋𝑌 ̅̅̅̅ // ̅̅̅̅
𝐶𝑇
A
Midline
Midpoints ; pt. X and pt. Y

X ̅̅̅̅ . Thus, ̅̅̅̅

Pt. X is the midpoint of 𝐴𝐶 ̅̅̅̅
𝐴𝑋 ≅ 𝐶𝑋
Y

̅̅̅̅. Thus, 𝐴𝑌
Pt. Y in the midpoint of 𝐴𝑇 ̅̅̅̅ ≅ 𝑇𝑌
̅̅̅̅.

According to the midline theorem using symbols

C T
1
based from the given figure, ̅̅̅̅ ̅̅̅̅
𝑋𝑌 = m 𝐶𝑇
Midpoints 2

Now, to prove the theorem, use a ruler to measure ̅̅̅̅𝑋𝑌 and ̅̅̅̅𝐶𝑇. What did you find? Compare
their measurements. You are correct. The measure of 𝑋𝑌 is half the measure of ̅̅̅̅
̅̅̅̅ 𝐶𝑇 or the
̅̅̅̅ is twice the measure of 𝑋𝑌
measure of 𝐶𝑇 ̅̅̅̅.
As an application of the theorem, consider the following examples using the figure.
Suppose: 1. The length of 𝐶𝑇 ̅̅̅̅ = 10 cm, the length of 𝑋𝑌
̅̅̅̅ is 5cm. How?
1
̅̅̅̅ = m 𝐶𝑇
𝑋𝑌 ̅̅̅̅ Substitute with the given
2
̅̅̅̅ = 1 ( 10 cm )
𝑋𝑌 Divide 10 by 2. So, 𝑋𝑌̅̅̅̅ = 5 cm
2
2. If ̅̅̅̅
𝐶𝑇 = 21 cm ; 𝑋𝑌 ̅̅̅̅ = ________
1
̅̅̅̅ = m 𝐶𝑇
𝑋𝑌 ̅̅̅̅ ̅̅̅̅
Substitute 21 to 𝐶𝑇
2
̅̅̅̅ = 1 ( 21 )
𝑋𝑌 Divide 21 by 2. So, ̅̅̅̅
𝑋𝑌 = 10.5 cm
2
3. If ̅̅̅̅
𝑋𝑌= 13 CM ; ̅̅̅̅𝐶𝑇 = ________
1
̅̅̅̅
𝑋𝑌 = 𝐶𝑇 ̅̅̅̅ Substitute ̅̅̅̅
𝑋𝑌
2

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1
̅̅̅̅ or 13 = 𝐶𝑇
13 cm = 2 𝐶𝑇 Multiply both sides of the equation by 2.
2
𝐶𝑇
2 ( 13 = )2 So, 26 cm = ̅̅̅̅
𝐶𝑇. or ̅̅̅̅
𝐶𝑇 = 26 cm
2

̅̅̅̅= 5.3 cm ; ̅̅̅̅

4. If 𝑋𝑌 𝐶𝑇 = ________
1
̅̅̅̅ = 𝐶𝑇
𝑋𝑌 ̅̅̅̅ ̅̅̅̅
Substitute 𝑋𝑌
2
1
̅̅̅̅ or 5.3 = 𝐶𝑇
5.3 = 2 𝐶𝑇 Multiply both sides of the equation by 2.
2
𝐶𝑇
2 ( 5.3 = )2 So, 10.6 cm = ̅̅̅̅ ̅̅̅̅ = 10.6 cm
𝐶𝑇 or 𝐶𝑇
2

Learning Competencies with Codes:

Proves the midline theorem (M9GE – IIId – 1)

Directions: Read and understand the following activities. Answer with honesty.
Activity 1:
A. Given: In ∆ CBN, A & I are midpoint of 𝐶𝐵̅̅̅̅ & ̅̅̅̅
𝑁𝐵, respectively. Answer the following:

C N

A I

B Solution Answer

1. If ̅̅̅̅
𝐶𝑁 = 15 cm, what is ̅̅̅
𝐴𝐼 ? __________________ _________

2. If ̅̅̅
𝐴𝐼 = 10.5 cm, how long is ̅̅̅̅
𝐶𝑁? __________________ _________

3. If ̅̅̅̅
𝐵𝑁 = 52 cm, how long is ̅̅̅
𝐵𝐼 ? __________________ _________

4. If ̅̅̅̅
𝐶𝐴 = 25 cm, how long is ̅̅̅̅
𝐶𝐵 ? __________________ _________

5. If ̅̅̅̅
𝐴𝐵 = 7 cm and ̅̅
𝑁𝐼̅̅ = 8 cm, what is 𝐶𝐵
̅̅̅̅ + 𝐵𝑁
̅̅̅̅ ? __________________ _________

B. Given figure:
H

O
B M
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̅̅̅̅ = ( 3x – 2 ) cm & ̅̅̅̅

1. If 𝐿𝑀 𝐻𝑂 = ( 9x – 13 ) cm
a. What is the value of x?

̅̅̅̅ ?
b. How long is 𝐿𝑀

c. How long is ̅̅̅̅

𝐻𝑂 ?

2. If ̅̅̅̅̅
𝐵𝐻 ≅ ̅̅̅̅
𝐵𝑂, ̅̅̅̅ ̅̅̅̅̅ = ( y + 5 ) cm,
𝐵𝐿 = ( 2y – 1 ) cm and 𝑀𝑂
a. What is the value of y?

b. How long is ̅̅̅̅

𝐵𝐻 ?

c. How long is ̅̅̅̅̅

𝑀𝑂 ?

Reflection:
You should always remember what you have learned in the past. It pays best to instill what
had been taught. Tell something about your experience in accomplishing these activities.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
Reference :
Mathematics G9 Learner’s Material 9 First edition, 2014 Department of Education

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Answer Key
Activity 1
̅̅̅ = 7.5 cm
A. 1. 𝐴𝐼 B. 1. a. x = 3
̅̅̅̅
2. 𝐶𝑁 = 21 cm b. ̅̅̅̅
𝐿𝑀 = 7 cm
3. ̅̅̅
𝐵𝐼 = 26 cm ̅̅̅̅
c. 𝐻𝑂 = 14 cm
4. ̅̅̅̅
𝐶𝐵 = 50 cm 2. a. y = 6
5. 𝐶𝐵 + ̅̅̅̅
̅̅̅̅ 𝐵𝑁 = 30 cm b. ̅̅̅̅
𝐵𝐻 = 22 cm
̅̅̅̅̅ = 11 cm
c. 𝑀𝑂

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MATHEMATICS GRADE 9
Name of Learner: ______________________________ Grade Level: _____________
Section: ______________________________________ Date: ___________________
LEARNING ACTIVITY SHEET
Proving Theorems on Trapezoids and Kites

Background Information for Learners

A. Proving Theorems on Trapezoid (Midsegment)
Trapezoid is a quadrilateral with exactly one pair of opposite sides parallel.
• Parts of a trapezoid:
1. Bases are the parallel sides.
2. Legs are the nonparallel sides.
3. Base angles are angles formed by a base and a leg.
4. Median is a line segment that joins the midpoints of the nonparallel sides of a
trapezoid.
Consider: LOVE is a trapezoid
V E
̅̅̅̅ and ̅̅̅̅
* Bases : 𝑉𝐸 𝑂𝐿
* Legs : ̅̅̅̅ and ̅̅̅̅
𝑉𝑂 𝐸𝐿
M B
* Base Angles : ∠O, ∠L, ∠V & ∠E
* M is the midpoint of ̅̅̅̅
𝑉𝑂, B is the midpoint of ̅̅̅̅
𝐸𝐿
O L Therefore, ̅̅̅̅̅
𝑀𝐵is a median

The Mid-segment Theorem of a Trapezoid states that the median of a trapezoid is parallel
𝑏1+𝑏2
to each base and its length is half the sum of the bases. In symbols : M = 2 where, M = median;
b1 = base 1 and b2 = base. Bases can be interchanged.
In the figure, the median is ̅̅̅̅̅
𝑀𝐵 and the bases are 𝑉𝐸̅̅̅̅ and ̅̅̅̅ ̅̅̅̅̅ =1 (𝑉𝐸 + 𝑂𝐿)or
𝑂𝐿 , therefore : 𝑀𝐵
2
𝑉𝐸+𝑂𝐿
.
2
Now, use a ruler to measure the lengths of the bases and median of the given trapezoid
LOVE. Compare the length of the median 𝑀𝐵 ̅̅̅̅̅ to the sum of the lengths of the bases 𝑉𝐸 ̅̅̅̅ and ̅̅̅̅
𝑂𝐿.
You should come up with, the length of the median 𝑀𝐵 ̅̅̅̅̅ is half the sum of the lengths of the bases
̅̅̅̅ ̅̅̅̅.
𝑉𝐸 and 𝑂𝐿

Examples: 1. Suppose 𝑉𝐸 ̅̅̅̅ = 8 cm and ̅̅̅̅ ̅̅̅̅̅ ?

𝑂𝐿 = 14 cm, how ling is 𝑀𝐵
𝑉𝐸+𝑂𝐿
̅̅̅̅̅ =
𝑀𝐵 , substitute with the given
2
̅̅̅̅̅ = 8 𝑐𝑚 + 14 𝑐𝑚 = 22 𝑐𝑚 = 11 cm
𝑀𝐵 Add 8 & 14 then divide it by 2
2 2

̅̅̅̅ = 4.2 m and ̅̅̅̅

2. If 𝑉𝐸 𝑂𝐿 = 3.6 m, find ̅̅̅̅̅
𝑀𝐵.
𝑉𝐸+𝑂𝐿
̅̅̅̅̅ =
𝑀𝐵 , substitute with the given
2

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̅̅̅̅̅ = 4.2 𝑚 + 3.6 𝑚 = 7.8 𝑚 = 3.9 m

𝑀𝐵 Add 4.2 & 3.6 then divide it by 2
2 2

̅̅̅̅̅ = 6 cm and ̅̅̅̅

3. If 𝑀𝐵 ̅̅̅̅ .
𝑂𝐿 = 8 c m, find 𝑉𝐸
𝑉𝐸+𝑂𝐿
̅̅̅̅̅
𝑀𝐵 = Substitute with the given
2
𝑉𝐸 + 8 𝑐𝑚
6 cm = Multiply both sides of the equation by 2
2
𝑉𝐸 + 8 𝑐𝑚
2(6 cm = ̅̅̅̅ + 8 cm
)2 :12 cm = 𝑉𝐸 Transpose 8 cm to the right side
2
of the equation.
12 cm – 8 cm = ̅̅̅̅ 𝑉𝐸 Simplify. So, ̅̅̅̅
𝑉𝐸 = 4 cm
̅̅̅̅̅ = 8.5 in and ̅̅̅̅
4. If 𝑀𝐵 ̅̅̅̅.
𝑉𝐸 = 5 in, find 𝑂𝐿
𝑉𝐸+𝑂𝐿
̅̅̅̅̅ =
𝑀𝐵 , substitute with the given
2
5 𝑖𝑛 + 𝑂𝐿
8.5 in = Multiply both sides of the equation by 2
2
5 𝑖𝑛 + 𝑂𝐿
2( 8.5 in = )2 : 17 in = 5 in + ̅̅̅̅
𝑂𝐿 Transpose 5 in to the right side
2
of the equation.
17 in – 5 in = ̅̅̅̅
𝑂𝐿 Simplify. So, ̅̅̅̅
𝑂𝐿 = 12 in.

B. Proving Theorems on Trapezoid ( Isosceles Trapezoid )

Isosceles Trapezoid is a trapezoid with its two nonparallel sides equal.
Illustration: Isosceles Trapezoid HOPE
H base O
1. Legs are the nonparallel sides of an
Isosceles trapezoid and are always congruent.
̅̅̅̅
𝐻𝐸 and 𝑂𝑃̅̅̅̅ ; 𝐻𝐸
̅̅̅̅ ≅ 𝑂𝑃
̅̅̅̅
2. Base angles are pair of angles that share the same base.
∠H & ∠O; ∠E &∠P
leg leg
3. Opposite angles are non-adjacent angles formed by two
intersecting lines. ∠H & ∠P; ∠E &∠O

E P 4.Diagonal is a line segment connecting the opposite

base
corners of a polygon through its vertex.
̅̅̅̅ and 𝑂𝐸
𝐻𝑃 ̅̅̅̅

Theorems on Isosceles Trapezoid:

1. The base angles of an isosceles trapezoid are congruent.
2. Opposite angles of an isosceles trapezoid are supplementary.
3. The diagonals of an isosceles trapezoid are congruent.
*Supplementary angles are angles whose sum of the measures is 180⁰.
* Congruent means two figures or objects that have the same shape and size. Measurements
are equal. ( Symbol : ≅ −is congruent to )
To prove these theorems, you can draw isosceles trapezoid similar to the given illustration. Use protractor
to measure the base angles and opposite angles. Use ruler to measure the diagonals. What did you find?
Are the theorems true? (m represents measure of the angle)
For examples: 1. If m∠H = 30⁰, what is m∠O? It is 30⁰. Applying theorem 1.
a. Use the same given in, what is m∠P? Applying theorem 2.

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Subtract 30⁰ from 180⁰ or 180⁰ - 30⁰ = 150⁰ m∠P = 150⁰

b. What about m∠E? m∠E =150⁰ Applying 1 or 2.
̅̅̅̅ = 8cm. how long is ̅̅̅̅
c. If 𝐻𝑃 𝐸𝑂 ? 8 cm. Applying theorem 3.
Diagonals of isosceles trapezoid are always congruent
d. What if ̅̅̅̅
𝐻𝐸 = 7 cm, how long is ̅̅̅̅
𝑂𝑃 ? 7 cm
Legs of isosceles trapezoid are congruent.
C. Proving Theorems on Kite
Kite is defined as quadrilateral with two pairs of adjacent and congruent sides.
• Adjacent sides are sides of a polygon that have a common vertex.
Adjacent sides : 1. ̅̅̅̅
𝐶𝑈 & 𝑈𝑇 ̅̅̅̅, pt. T is the common vertex
C ̅̅̅̅ ≅ ̅̅̅̅
: 𝐶𝑈 𝑈𝑇
̅̅̅̅ & ̅̅̅̅
2. : 𝐶𝐸 𝑇𝐸 pt. E is the common vertex
: 𝐶𝐸 ≅ ̅̅̅̅
̅̅̅̅ 𝑇𝐸
U X
E

Theorems on kite:
1. The diagonals of a kite are perpendicular.
2. The longer diagonal of a kite bisects the shorter one.
• Perpendicular means two lines or segments meet at a right angles (90⁰ ). ( Symbol : ⊥)
• Bisect means to divide into two equal parts.
Draw kite similar to kite CUTE. (See Illustration above )
Use Protractor to measure all the angles at point X. How many degrees is each angle? Yes each of the angles
is a right angle that measures 90⁰. Now since all the angles at point X is 90⁰ therefore you can say now that
diagonals of kite CUTE are perpendicular. ( ̅̅̅̅ ̅̅̅̅ )
𝐶𝑇 ⊥ 𝑈𝐸
Now you can also prove theorem no. 2 by actual measuring. Use your illustration.
Measure the shorter diagonal ( ̅̅̅̅
𝐶𝑇 ). Is the half equal to the length of ̅̅̅̅
𝐶𝑋? Is it also equal to the length of
̅̅̅̅ ̅̅̅̅
𝑇𝑋? They should be. 𝐶𝑋 ≅ 𝑇𝑋 .̅̅̅̅
So you had proven that the theorems on kite are true by actual measuring. To apply these, study the
following examples: (Refer to same figure)
G
3

D 2
A E
4 1

5
M5

1. ̅̅̅̅ = 5 cm, ̅̅̅̅̅

𝐴𝐺 𝐴𝑀 = __________ 5 cm
2. ̅̅̅̅ = 12 cm, 𝑀𝐸
𝐺𝐸 ̅̅̅̅̅ = __________ 12 cm
3. ̅̅̅̅̅
𝐺𝑀 = 23 cm, 𝐷𝑀 ̅̅̅̅̅ = __________ 11.5 cm
4. What is m∠1? 90⁰

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5. If m∠2 = 25⁰ , give the measurements of angles 2 & 3. m ∠ 2 = 25⁰ , m ∠3 = 65⁰

6. If m∠4 = 30⁰ , m∠GAM = ________ 60⁰

Learning Competencies with Codes:

Proves theorems on trapezoids and kites (Mid – segment ) (M9GE–IIId–2)

Directions: Read and understand the following activities. Answer with honesty.

Activity 1:
Directions: Give what is asked. Show your solutions.
Given: KIND is a trapezoid. X and Y are the midpoints of ̅̅̅̅ ̅̅̅̅, respectively.
𝐾𝐷 and 𝐼𝑁

K I

X Y

D N

Solution Answer

1. If ̅̅̅̅
𝐷𝑁 = 44 cm and ̅̅̅ ̅̅̅̅.
𝐾𝐼 = 22 cm, find 𝑋𝑌 _____________________ __________

2. If ̅̅̅̅
𝐷𝑁 = 10.5 ft. and ̅̅̅
𝐾𝐼 = 40 ft., find ̅̅̅̅
𝑋𝑌 . _____________________ __________

3. If ̅̅̅ ̅̅̅̅ = 28.4 in, find 𝐷𝑁

𝐾𝐼 = 45 in and 𝑋𝑌 ̅̅̅̅. _____________________ __________

4. If ̅̅̅̅
𝐷𝑁 = 15 cm and ̅̅̅̅
𝑋𝑌 = 18 cm, find ̅̅̅
𝐾𝐼 . _____________________ __________

5. If ̅̅̅̅ ̅̅̅̅ = ( 5x ) cm, and ̅̅̅

𝐷𝑁 = ( x – 1 ) cm , 𝑋𝑌 𝐾𝐼 = 40 cm, find ̅̅̅̅
𝐷𝑁 & ̅̅̅̅
𝑋𝑌 .

_____________________ __________

For nos. 6-8: If ̅̅̅ ̅̅̅̅ = (2𝑦 + 4)cm and ̅̅̅̅

𝐾𝐼 = (3𝑦 − 2)𝑐𝑚, 𝐷𝑁 𝑋𝑌 = 8.5 𝑐𝑚
6. Solve for y _____________________ __________

7. What is the length of ̅̅̅

𝐾𝐼 ? _____________________ __________

8. How long is ̅̅̅̅

𝐷𝑁? _____________________ __________

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̅̅̅̅ = (𝑦 + 3)𝑐𝑚, ̅̅̅

For nos. 9-10: If 𝑋𝑌 ̅̅̅̅ = 18 𝑐𝑚
𝐾𝐼 = 14 𝑐𝑚, 𝐷𝑁

9. What is the value of y? _____________________ __________

̅̅̅̅.
10. Give the length of 𝑋𝑌 _____________________ __________

Activity 2:
Directions: Complete the following statements based on the given Isosceles Trapezoid WXYZ
with diagonals ̅̅̅̅̅
WY and ̅̅̅̅ by identifying the theorem applied.
XZ
W X

Z Y
1. ̅̅̅̅̅ = 8 cm, 𝑋𝑍
𝑊𝑌 ̅̅̅̅ = _______
2. m∠WZY = 115⁰ , m∠WXY = ________
3. m∠ZWX = 60⁰ , m∠WXY = _________
4. m∠WXY = 100⁰ , m∠XYZ = _________
5. m∠XWZ = 50⁰ , m∠WZY = _________
6. ̅̅̅̅
𝑋𝑍 = 15 cm, ̅̅̅̅̅
𝑊𝑌 = _________
7. ̅̅̅̅̅ = 15 cm, 𝑋𝑌
𝑊𝑍 ̅̅̅̅ = _________
8. ̅̅̅̅ ̅̅̅̅̅
𝑋𝑍 = 20 cm, 𝑊𝑍 = ________
9. ̅̅̅̅̅ = (y + 3) cm, 𝑋𝑍
𝑊𝑌 ̅̅̅̅ = ( 4y – 6 ) cm, find the value of y, lengths of 𝑊𝑌
̅̅̅̅̅ and 𝑋𝑍
̅̅̅̅ .

10. If ∠𝑊𝑍𝑌 = (3𝑥 − 10)°, ∠𝑊𝑋𝑌 = (2𝑥 + 5)°, what is the value of x?

Activity 3:
Directions: Consider kite KLMN. Give what is asked. Write your answer on the blank provided.
M
3
L
2
1

N
4

K
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1. Name the pairs of congruent and adjacent sides. _______________ & _____________
2. ̅̅̅̅ = 6 cm, what is 𝑀𝑁
If 𝐿𝑀 ̅̅̅̅̅ ? _____________
3. If 𝐾𝑁 = 10.5 cm, what is ̅̅̅̅
̅̅̅̅̅ 𝐾𝐿 ? _____________
4. If m∠2 = 63⁰, what is m∠3? _____________
5. If m∠3 = 31⁰, what is m∠LMN? ____________
6. If m∠5 = 22⁰, what is m∠4? ______________
7. If m∠LKN = 39⁰, what is m∠MKN? ______________
8. If m∠4 = 70⁰, what is m∠KLN? ____________
9. If m∠NLK = 66⁰, what is m∠5? ____________
10. If ̅̅̅̅
𝐿𝑀 = 10 cm and 𝑀𝑁̅̅̅̅̅ = (x – 4) cm, what is the value of x? How long is ̅̅̅̅̅
𝑀𝑁? ________
___________

Reflection:
You should always remember what you have learned in the past. It pays best to instill what
had been taught. Tell something about your experience in accomplishing these activities.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
Reference:
Mathematics G9 Learner’s Material 9 First edition, 2014 Department of Education

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Answer Key
Activity 1
1. 33 cm
2. 25.25 cm
3. 11.8 cm
4. 21 cm
̅̅̅̅ = 10 cm
5. 𝐷𝑁
3
̅̅̅̅ = 65 cm
𝑋𝑌
3
6. 3
7. 7 cm
8. 10 cm
9. 13
10. 16 cm
Answer 2:
1. 8 cm , Diagonals of an isosceles trapezoid are congruent.
2. 65⁰ , Opposite angles of an isosceles trapezoid are congruent.
3. 60⁰ , Base angles of an isosceles trapezoid are congruent.
4. 80⁰ , Opposite angles of isosceles trapezoid are congruent.
5. 130⁰ , Opposite angles of isosceles trapezoid are congruent
6. 15 cm. Diagonals of an isosceles trapezoid are congruent.
7. 11 cm, Legs of an isosceles trapezoid are congruent.
8. 20 cm , Legs of an isosceles trapezoid are congruent.
9. y = 3
10. ̅̅̅̅̅ ̅̅̅̅ = 6 cm. Diagonals of an isosceles trapezoid are congruent.
𝑊𝑌 = 6 cm , 𝑋𝑍

Activity 4
̅̅̅̅ & 𝑀𝑁
1. 𝐿𝑀 ̅̅̅̅̅ and ̅̅̅̅
𝐾𝐿 & ̅̅̅̅̅
𝐾𝑁
2. 6 cm
3. 10.5 cm
4. 27⁰
5. 62⁰
6. 68⁰
7. 19.5⁰
8. 70⁰
9. 24⁰
10. x = 15
Prepared by:

CRIZALYN JOYCE Q. BARTOLOME

Writer

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MATHEMATIS GRADE 9
Name of Learner: ________________________________ Grade Level: _____________
Section: ________________________________________ Date: ___________________
LEARNING ACTIVITY SHEET
Solving Problems Involving Parallelograms, Trapezoids and Kites

Background Information for Learners

In solving geometric problems, there are different strategies one must do in order to solve
the problem accurately. In problem solving, read the problem and make sure you understand all
the words and ideas, draw the figure and label it with the given information, identify what you are
looking for, name what you are looking for, choose a variable to represent that quantity,
translate into an equation by writing the appropriate formula or model for the situation, substitute
in the given information, solve the equation using good algebra techniques and check the answer
in the problem.
In the previous lessons, you have learned about the three types of quadrilateral:
parallelogram, trapezoid and kite. You have also learned each of their properties. It is important
to remember these properties since they are useful in solving problems in geometry.
A. Solving Problems Involving Parallelogram
Simple recall on the properties of parallelogram:
1. In a parallelogram, any two opposite sides are congruent.
2. In a parallelogram, any two opposite angles are congruent.
3. In a parallelogram, any two consecutive angles are supplementary.
4. The diagonals of a parallelogram bisect each other.
5. A diagonal of a parallelogram forms two congruent triangles.
Consider these properties in solving problems involving parallelogram.

Examples: Solve each problem accurately.

1. Given: MASK is a rectangle.
a. If m ∠M=(𝑥 + 15 )° and m ∠S=(2x + 5)° , what is m ∠M?
b. If MA= (3y+3) and KS= (y+13), How long is 𝐾𝑆 ̅̅̅̅?
c. MASK is a rectangle and its perimeter is 56 cm. One side is 5cm less than twice the other
side. What are it’s 1) dimensions and 2) how large is its area?

Illustration:
M A

K S
a. If m ∠M=(𝑥 + 15 )° and m ∠S=(2x + 5)° , what is m ∠M?
𝑚∠𝑀 ≅ 𝑚∠𝑆 Opposite angles of parallelogram are congruent
𝑥 + 15 = 2𝑥 + 5 Equate the measures of the opposite angles

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𝑥 + 15 − 2𝑥 − 15 = 2𝑥 + 5 − 2𝑥 − 15 Addition Property of Equality

−𝑥 = −10
(−𝑥 = −10) − 1 Multiply both sides of the equation by -1
𝑥 = 10
𝑚∠(𝑥 + 15 )° = 10 + 15 Substitute the value of x
𝑚∠𝑀 = 25° Answer

̅̅̅̅?
b. If MA=3y+3 and KS=y+13, How long is𝐾𝑆
̅̅̅̅̅
𝑀𝐴 ≅ 𝐾𝑆 ̅̅̅̅ Opposite sides of parallelogram are congruent
3𝑦 + 3 = 𝑦 + 13 Equate the measures of the opposite sides
3𝑦 + 3 − 𝑦 − 3 = 𝑦 + 13 − 𝑦 − 3 Addition Property of Equality
3𝑦 − 𝑦 = 13 − 3
2𝑦 = 10
2𝑦 10
=
2 2
𝑦=5
̅̅̅̅ = 𝑦 + 13
𝐾𝑆 Substitute the value of y to ̅̅̅̅
𝐾𝑆
̅̅̅̅
𝐾𝑆 = 18 𝑢𝑛𝑖𝑡𝑠 Answer

c. MASK is a rectangle and its perimeter is 56 cm. One side is 5cm less than twice the
other side. What are it’s 1) dimensions and 2) how large is its area?
c.1)
Let Representation
Width=x
Length =2𝑥 − 5
Perimeter = 56 cm
P = 2L + 2W

56 = 2(𝑥) + 2(2𝑥 − 5) Substitute the representation of length and width to

the formula of perimeter
56 = 2𝑥 + 4𝑥 − 10 Simplify
56 + 10 = 2𝑥 + 4𝑥 − 10 + 10 Addition Property of Equality
66 = 6𝑥
6𝑥 = 66
66𝑥 66
=
66 66
𝑥 = 11

Dimensions:
Width: 𝑥 = 11cm
Length: 2𝑥 − 5 Substitute the value of x to solve for the length
2(11) − 5
22 − 5
17 cm
Therefore, the dimensions are 11 cm wide and 17 cm long.

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c.2) Area of a rectangle

𝐴 = (17 𝑐𝑚)(11 𝑐𝑚) Substitute the length and width
𝐴 = 187𝑐𝑚2

2. Given: ̅̅̅̅ in cm.

CARE is a parallelogram, sides are marked. Find the length of 𝐴𝐶
A 3x+5
R

4x-5

C E
6x-10

Solution:
̅̅̅̅
𝐴𝑅 = ̅̅̅̅
𝐶𝐸
3𝑥 + 5 = 6𝑥 − 10 Opposite sides of a parallelogram are congruent.
3𝑥 + 5 − 3𝑥 + 10 = 6𝑥 − 10 − 3𝑥 + 10 Addition Property of Equality
15 = 3𝑥
15 3𝑥
=
3 3
5 = 𝑥 or 𝑥 = 5cm
̅̅̅̅
Solve for the length of 𝐴𝐶
̅̅̅̅ = 4𝑥 − 5
𝐴𝐶 Given
̅̅̅̅ = 4(5) − 5
𝐴𝐶 Substitute the value of x
̅̅̅̅ = 15cm
𝐴𝐶 Answer
̅̅̅̅ = 15 cm.
Therefore, 𝐴𝐶

B. Solving Problems Involving Trapezoid

Simple recall on the properties of trapezoid:
1. A trapezoid has one pair of sides that are parallel.
2. The median of a trapezoid is parallel to its bases and its length is half the sum of the
lengths of the bases.
Examples: Solve the given problems accurately.
1. Given: NORM is an isosceles trapezoid with 𝑁𝑂 ̅̅̅̅ ||𝑀𝑅
̅̅̅̅̅ . 𝐴𝐿
̅̅̅̅ is its median:
a. If ̅̅̅̅
𝑁𝑂 =(3𝑥 − 2)𝑐𝑚, ̅̅̅̅̅
𝑀𝑅 = (2𝑥 + 10)𝑐𝑚 and 𝐴𝐿 ̅̅̅̅=14 cm, how long is each base?
b. If ∠N=(2𝑥 + 5)° and ∠R = (3x-10)°, what is m ∠O?
̅̅̅̅ is 6cm long. If its perimeter is 27 cm, how long is each
c. One base is twice the other and 𝐴𝐿
leg?

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̅̅̅̅ is 8.5 in long and one leg measures 9 in. What is its perimeter if one of the bases is 3 in
d. 𝐴𝐿
more than the other?

The median of a trapezoid with parallel bases is parallel to the bases.

The length of the median is half the sum of the bases.
1
Median= 2 (𝑏𝑎𝑠𝑒1 + 𝑏𝑎𝑠𝑒2 )

Illustration:
N O

A L

M R

a. If ̅̅̅̅ ̅̅̅̅̅ = (2𝑥 + 10)𝑐𝑚 and 𝐴𝐿

𝑁𝑂 =(3𝑥 − 2)𝑐𝑚, 𝑀𝑅 ̅̅̅̅=14, how long is each base in cm?
1
̅̅̅̅ = (𝑁𝑂 + 𝑀𝑅 )
𝐴𝐿 Definition of a median
2
1
14 = 2 [(3𝑥 − 2) + (2𝑥 + 10)] Substitute the measures of the bases
1
14 = (3𝑥 + 2𝑥 − 2 + 10) Simplify
2
1
14 = (5𝑥 + 8) Apply Distributive Property of
2
Multiplication on the right side
5𝑥+8
14 = 2
5𝑥
14 = +4
2
5𝑥
( 14 = 2 + 4) 2 Multiply the equation by 2
28 = 5𝑥 + 8
28 − 8 = 5𝑥 + 8 − 8 Addition Property of Equality
20 = 5𝑥
20 5𝑥
= 5 Divide both sides of the equation by 5
5
4= 𝑥
𝑥= 4
Length of the bases:
Substitute 𝑥 = 4
̅̅̅̅
𝑁𝑂 =3x-2 ̅̅̅̅̅ =2x+10
𝑀𝑅
̅̅̅̅
𝑁𝑂 =3(4)-2 ̅̅̅̅̅
𝑀𝑅 =2(4)+10
̅̅̅̅
𝑁𝑂 =10 cm ̅̅̅̅̅
𝑀𝑅 =14 cm

b. Simple Recall
1. The base angles of a trapezoid are congruent.
2. The opposite angles of a trapezoid are supplementary.

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If ∠N= (2x+5)° and ∠R= (3x-10)°, what is m ∠O?

m ∠N=2x+5
m ∠R=3x-10
𝑚∠𝑁 + 𝑚∠𝑅 = 180° The sum of the consecutive angles is 180°
(2𝑥 + 5) + (3𝑥 − 10) = 180° Substitute the measures of the angles
2𝑥 + 3𝑥 + 5 − 10 = 180°
5𝑥 − 5 = 180°
5𝑥 − 5 + 5 = 180° + 5 Addition Property of Equality
5𝑥 = 185°
5𝑥 180°
= Divide both sides of the equation by 5
5 5
𝑥 = 37°

Solve for the measure of ∠𝑁

𝑚∠𝑁 = 2𝑥 + 5
𝑚∠𝑁 = 2(37) + 5 Substitute the value of x
𝑚∠𝑁 = 79°
𝑚∠𝑁 ≅ 𝑚∠𝑂 Base angles of a trapezoid are congruent
𝑚∠𝑂 = 79° Answer
Therefore the measure of ∠𝑇 is 79°.

̅̅̅̅ is 6cm long. If its perimeter is 27 cm, how long is

c. One base is twice the other and 𝐴𝐿
each leg?
Shorter base: x Representation
Longer base: 2x
Median ( ̅̅̅̅
𝐴𝐿): 6 cm
1
Median= 2 (𝑏𝑎𝑠𝑒1 + 𝑏𝑎𝑠𝑒2 ) Midsegment Theorem
1
6 = (𝑥 + 2𝑥) Substitute the length of the bases
2
1
6 = (3𝑥)
2
3𝑥
6= Cross Multiply
2
3𝑥 = 12
3𝑥 12
=
3 3
𝑥 = 4 cm Length of the shorter base (𝑏1 )
2𝑥 = 2(4) = 8 cm Length of the longer base (𝑏2 )
Perimeter of isosceles trapezoid= 𝑏1 + 𝑏2 + 2(𝑙𝑒𝑔𝑠)
Let one leg be y Representation
27 = 4 + 8 + 2(𝑦) Substitute the measures of the bases
27 = 12 + 2𝑦
27 − 12 = 12 + 2𝑦 − 12 Subtraction Property of Equality

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15 = 2𝑦
15 2𝑦
=
2 2
15
=𝑦
2
1
𝑦 = 7 2 cm
1
Therefore, each leg measures 7 2 cm. Answer

C. Solving Problems Involving Kite

Simple recall on the properties of kite:
1. In a kite, the perpendicular bisector of atleast one diagonal is the other diagonal.
2. The area of a kite is half the product of the lengths of its diagonals.
Consider these properties in solving problems involving kite.

Example: Solve the problem accurately.

1. Given: Quadrilateral LIKE is a kite with 𝐿𝐼 ̅ ≅ ̅̅̅
𝐾𝐼 𝑎𝑛𝑑 ̅̅̅̅
𝐿𝐸 ≅ ̅̅̅̅
𝐾𝐸 .
a. ̅̅̅̅ ̅ . If its perimeter is 21 cm, how long is ̅̅̅̅
𝐿𝐸 is twice 𝐿𝐼 𝐿𝐸 ?
̅̅̅ + ̅̅̅̅
b. What is its area if one of the diagonals is 4cm more than the other 𝐼𝐸 𝐿𝐾 =
16 𝑐𝑚?

I
Illustration:

L K

E
a. ̅̅̅̅ ̅ . If its perimeter is 21 cm, how long is ̅̅̅̅
𝐿𝐸 is twice 𝐿𝐼 𝐿𝐸 ?
̅
Let 𝐿𝐼 = 𝑥 Representation
̅̅̅̅
𝐿𝐸 = 2𝑥
Perimeter = 21 cm Given

21 = 2(𝑥 ) + 2(2𝑥)
21 = 2𝑥 + 4𝑥
21 = 6𝑥
21 6𝑥
= 6
6
7
=𝑥
2
1
𝑥 = 3 2 cm ̅
Length of 𝐿𝐼

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Solve for the length of ̅̅̅̅

𝐿𝐸 = 2𝑥
̅̅̅̅
𝐿𝐸 = 2𝑥
1
̅̅̅̅
𝐿𝐸 = 2(3 2)
̅̅̅̅
𝐿𝐸 = 7 𝑐𝑚 Answer
Therefore, ̅̅̅̅
𝐿𝐸 measures 7 cm.

̅̅̅ + ̅̅̅̅
b. What is its area if one of the diagonals is 4 more than the other 𝐼𝐸 𝐿𝐾 = 16 𝑐𝑚?
To solve for the area of the kite, you need to find for the lengths of its diagonals.
Shorter diagonal, ̅̅̅̅
𝐿𝐾 = 𝑥 Representation
Longer diagonal, ̅̅̅
𝐼𝐸 = 𝑥 + 4 Given
Sum of the diagonals = 16 𝑐𝑚
̅̅̅ + 𝐿𝐾
𝐼𝐸 ̅̅̅̅ = 16 𝑐𝑚
(𝑥 ) + (𝑥 + 4) = 16 Substitute
2𝑥 + 4 = 16
2𝑥 + 4 − 4 = 16 − 4 Subtraction Property of Equality
2𝑥 = 12
2𝑥 12
=
2 2
𝑥 = 6 cm ̅̅̅̅
Length of 𝐿𝐾
̅̅̅
Solve for the length of 𝐼𝐸
̅̅̅ = 𝑥 + 4
𝐼𝐸
̅̅̅ = (6) + 4
𝐼𝐸
̅̅̅ = 10cm
𝐼𝐸 Length of ̅̅̅
𝐼𝐸

Solve for the area of LIKE

Let 𝑑1 and 𝑑2 are diagonals
1
Area of a Kite= (𝑑1 𝑑2 )
2
1
Area of LIKE = 2 (6 ∙ 10) Substitute the given
1
(60)
2
30𝑐𝑚2
Therefore, Quadrilateral LIKE has an area of 30𝑐𝑚2 Answer

Learning Competency with Code:

Solves problems involving parallelogram, trapezoid and kite (M9GE-IIIe-1)

Directions: Read and understand carefully the following activities. Answer with honesty.

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Activity 1: Help Me Build My Parallelogram

Directions: Solve each problem completely and accurately. Apply the different theorems and
properties you have learned. Show your complete solutions.

1. Given HOPE, find the lengths of the sides in meters.

Solutions Answer
H 7x-4
O ̅̅̅̅
𝐻𝑂 = ________________ __________________
7x-2 ̅̅̅̅
𝑂𝑃 = ________________ __________________
5x+4
̅̅̅̅
𝐸𝑃 = ________________ __________________
E P
6x ̅̅̅̅ = ________________
𝐻𝐸 __________________

For numbers 2, 3, 4 and 5, refer to the parallelogram at the right.

L O
̅̅̅̅ = 2𝑥 𝑐𝑚 𝑎𝑛𝑑 ̅̅̅̅
2. Given: 𝐿𝑂 ̅̅̅̅
𝐸𝑉 = (𝑥 + 5) 𝑐𝑚, find 𝐿𝑂 S

E V
3. Given: ∠𝐿𝑂𝑉 = (5𝑦 + 26)°, ∠𝑉𝐸𝐿 = (3𝑦 + 40)°, find ∠𝑉𝐸𝐿

4. Given: ̅̅̅ ̅̅̅̅ = (3𝑎 + 5)𝑐𝑚, find ̅̅̅̅

𝐿𝑆 = (4𝑎 − 15) 𝑐𝑚, 𝑉𝑆 𝐿𝑉

̅̅̅̅ = (12𝑏 + 1) 𝑐𝑚, 𝑂𝑆

5. Given: 𝐸𝑆 ̅̅̅̅ = (2𝑏 + 21)𝑐𝑚, find 𝑂𝑆
̅̅̅̅

Activity 2: FUNtastic Trapezoid

Consider the trapezoid SAFE and answer the questions that follow.
Given: SAFE is an isosceles trapezoid with median 𝐵𝐸̅̅̅̅ and with bases 𝑆𝐴
̅̅̅̅ 𝑎𝑛𝑑 𝐸𝐹
̅̅̅̅ .
̅̅̅̅ ̅̅̅̅ ̅̅̅̅
1. Given: 𝑆𝐴 = (3𝑦 − 2); 𝐸𝐹 = (2𝑦 + 4); 𝐵𝐸 = 8.5 𝑐𝑚
Find:
a. Value of y
S A

b. Length of ̅̅̅̅
𝑆𝐴 B E

E F
̅̅̅̅
c. Length of 𝐸𝐹

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2. Given: ∠𝐸𝑆𝐴 = 115°

Find:
a. 𝑚∠𝐹𝐴𝑆

b. What theorem justifies your answer?

3. Given: ∠𝑆𝐹𝐸 = (3𝑥 + 10)°; ∠𝑆𝐴𝐹 = (2𝑥 − 5)°

Find:
a. Value of x

b. 𝑚∠𝑆𝐹𝐸

c. 𝑚∠𝑆𝐴𝐹

Activity 3: Play a Kite!

Directions: Consider the figure on the right and answer the given questions.
Given: Quadrilateral PLAY is a kite.
1. Given: ̅̅̅̅
𝑃𝐴=12 cm, ̅̅̅̅
𝐿𝑌 = 6 cm
a. What is the area of the kite PLAY?

b. What theorem justifies your answer?

2. Given: Area of kite PLAY=135 𝑐𝑚2 , ̅̅̅̅

𝐿𝑌 = 9 𝑐𝑚
̅̅̅̅
a. How long is 𝑃𝐴?

b. What theorem justifies your answer?

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Reflection:
In solving problems involving parallelogram, trapezoid and kite, you need to know the
properties of each in order to come up with an accurate solution. In your own understanding, how
will this lesson help you become an efficient and effective problem solver?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________
References

• https://mathbitsnotebook.com/Geometry/Quadrilaterals/QDSamples.html
• https://www.slideshare.net/ebenezerburgos/solving-problems-involving-parallelograms-
trapezoids-and-kites
• https://www.math-only-math.com/problems-on-parallelogram.html
• Grade 9 Mathematics Learner’s Module, Department of Education, p. 341.

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Answer Key
Activity 1: Help Me Build My Parallelogram
̅̅̅̅ = 24 m
1. HO
̅̅̅̅ = 19 m
OP
̅̅̅̅ = 24 m
EP
̅̅̅̅ = 19 m
HE
2. ̅̅̅̅
LO = 10 cm
3. 𝑚∠𝑉𝐸𝐿 = 61°
4. ̅̅̅̅
𝐿𝑉 = 130 𝑐𝑚
̅̅̅̅
5. 𝑂𝑆 = 25 𝑐𝑚
Activity 2: FUNtastic Trapezoid
1. a. y=3
b. ̅̅̅̅
𝑆𝐴 = 7 𝑐𝑚
̅̅̅̅
c. 𝐸𝐹 = 10 𝑐𝑚
2. a. 𝑚∠𝐹𝐴𝑆=115°
b. What theorem justifies your answer?
Base angles of an isosceles trapezoid are congruent
3. a. x=35
b. 𝑚∠𝑆𝐹𝐸=115°
c. 𝑚∠𝑆𝐴𝐹 = 65°

Activity 3: Play a Kite!

1. a. Area= 36cm2
b. The area of a kite is half the product of the lengths of its diagonals.

̅̅̅̅ = 30 𝑐𝑚
2. a. 𝑃𝐴
b. The area of a kite is half the product of the lengths of its diagonals.

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MATHEMATICS GRADE 9
Name of Learner: ______________________________ Grade Level: _____________
Section: ______________________________________ Date: ___________________
LEARNING ACTIVITY SHEET
Describing a Proportion

Background Information for Learners

A proportion is a statement of equality between two ratios. The fundamental law of
proportion states that “the product of the means equals the product of the extremes”. It can be
written in two ways: as two equal fractions a/b = c/d; or using a colon, a:b = c:d. The inner terms
(b and c) are called the means and the outer are called the extremes ( a and d).

The following proportion is read as "twenty is to twenty-five as four is to five."

To prove that two ratios form a proportion, you must prove that they are equivalent. To do this,
you must demonstrate that the relationship between numerators is the same as the relationship
between denominators.
Example 1: Determine whether each pair of ratios forms a proportion.
4 6
a. 4 : 2 = 6 : 3 . This can also be written as 2 = 3
Solution:
A proportion is an equality of two ratios. 4 : 2 = 6 : 3
The product of the means is equal to the product of the extremes.
2(6) = 4(3)
12 = 12 This is a true statement. Therefore, the pair of ratios form a proportion.
b. 2 : 5 = 3 : 8
Solution:
A proportion is an equality of two ratios 2 : 5 = 3 : 8
The product of the means is equal to the product of the extremes
5(3) =2(8)
15 = 16 This is a false statement. Hence the two ratios do not form a proportion.

Learning Competency with Code:

Describes proportion. (M9GE-IIIf-1)

Directions: Read and understand carefully the activities. Answer with honesty.

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Activity 1. Describe Me!

Directions: Identify which of the following pairs of ratios describe proportion. If the ratios are
proportion write STRONG, if NOT, write WEAK . Write your answer on the space provided
before each item number.
____________________1. 6 = 7
7 8
____________________2. 8 = 16
9 18
____________________3. 6 = 18
9 27
____________________4. 7 = 42
6 36
____________________5. 21 = 22
12 24
____________________6. 13 : 9 = 7 : 6

____________________7. 22 : 11 = 4 : 2

____________________8. 14 : 7 = 12 : 6

____________________9. 6 : 3 = 3 : 4

___________________10. 11 : 8 = 13 : 14

Activity 2. Means and Extremes

Directions: Identify the means, and extremes of the following pairs of ratios. Then use its product
to describe whether proportion or not. Then put a check mark ( / ) for proportion and cross mark
(x) for not proportion.

Proportional Quantities Product of Product of Description

Means Extremes

examples:
a. 8 : 6 = 4 : 3 24 24 /
b. 3 : 8 = 6: 5 48 15 x
c. w : x = y : z xy wz x
1. 7 : 10 = 21 : 30

2. 2. 8 : 9 = 2 : 3

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3. 35 : 40 = 7 : 8

4. 6 : 9 = 3 : 5

5. 5 : 12 = 6 : 10

6. 2: 4 = 1 : 2

7. 19 : 20 = 3 : 6

8. 18 : 3 = 14 : 12

9. 12 : 6 = 4 : 2

10. 30 : 3 = 20 : 2

Reflection:
1. With the aforementioned discussion, complete the definition of proportion. Proportion is the
___________________________________________________________________________

2. What difficulty did you encounter in describing proportions? What are the different properties
of proportions?
______________________________________________________________________________
________________________________________________________________________

3. What difficulties did you encounter in solving problems involving proportions?

______________________________________________________________________________
________________________________________________________________________

4. What did you do to overcome these difficulties?

______________________________________________________________________________
________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
References
Mathematics 9 Learner’s Material, Department of Education, pp. 354 – 357

Dasco, Nellie T. (2007). Explore Worktext in Mathematics III. Eureka Scholastic Publishing
Inc.. 1206 Cardona Street, Makati city, Philippines

DepEd Materials: Project EASE Module 1 Similarity

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ANSWER KEY:
ACTIVITY 1: Describe Me!
1. WEAK
2. STRONG
3. STRONG
4. STRONG
5. WEAK
6. WEAK
7. STRONG
8. STRONG
9. WEAK
10. WEAK
ACTIVITY 2: Means and Extremes

Proportional Quantities Product of Product of Description

Means Extremes

examples:
a. 8 : 6 = 4 : 3 24 24 /
b. 3 : 8 = 6: 5 48 15 x
c. w : x = y : z xy wz x
1. 7 : 10 = 21 : 30 210 210 /

2. 2. 8 : 9 = 2 : 3 18 24 X

3. 35 : 40 = 7 : 8 280 280 /

4. a : b = c : d bc ad x

5. 5 : 12 = 6 : 10 72 50 x

6. 2x: 4x = 1 : 2 4x 4x /

7. 19 : 20 = 3 : 6 60 114 x

8. 18 : 3 = 14 :2 42 36 x

9. 12 : 6 = 4 : 2 24 24 /

10. 30 : 3 = 20 : 2 60 60 /

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SALIVI G. ELARDE
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MATHEMATICS GRADE 9
Name of Learner: ______________________________ Grade Level: _____________
Section: ______________________________________ Date: ___________________
LEARNING ACTIVITY SHEET
Applying the Fundamental Theorems of Proportionality to Solve Problems
Involving Proportion

Background Information for Learners

In problems involving proportions, we can use cross products to test whether two ratios are
equal and form a proportion. The properties that follow show several ways of rewriting proportions
that do not alter the meaning of their values.

Properties of Proportion:
1. Cross-multiplication Property. in a proportion, the cross products are equal.
example:
6 3
=4 .
8
6(4) = 8(3) . Their products are both 24.
2. Alternation Property. In a proportion, the means( or the extremes) may be interchanged.
6 3 6 8
example: 8 = 3, then 3 = 4

3. Inverse Property. In a proportion, the ratios maybe expressed as reciprocals.

6 3 8 4
example: = , then =
8 4 6 3

4. Addition Property. In a proportion, the numerator maybe changed using the properties of
equality.
6 3 6+8 3+4 14 7
example: 8 = , then = So, =4
4 8 4 8

5. Subtraction Property. In a proportion, the numerator maybe changed using the properties of
equality.
6 3 6+8 3+4 −2 −1
example: 8 = 4, then 8
= 4
So, 8
= 4

Cross products can also be used to find a missing term in a proportion. . Cross-multiplying
allows us to get rid of the fractions in our equation.
Examples: Solve the proportions. Remember, to solve a proportion, you need to cross-multiply or
get the products of the means and the extremes.

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A. x = 24
5 30
x : 5 = 24 : 30
5(24) = 30(x)
120 = 30x
30x = 120
x=4

B. 4 = x
5 30
4 : 5 = x : 30
5(x) = 4(30)
5x = 120
x = 24

C. 4 = 24
x 30
4 : x = 24 : 30
x(24) = 4(30)
24x = 120
x=5

D. 4 = 24
5 x
4 : 5 = 24 : x
5(24) = 4(x)
120 = 4x
4 x = 120
x = 30

Learning Competency with Code:

Applies the fundamental theorems of proportionality to solve problems involving
proportions. (M9GE-IIIf-2)

Directions: Read and understand carefully the activities. Answer with honesty.

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Activity 1. Master My Property

A. Directions: Identify the property involved in each given ratios. Choose your answer from the
given properties inside the answer box. Write your answer on the space provided before each item
number.
cross-multiplication property addition property
alternation property subtraction property
inverse property

___________________________1. 12 = 4 , then 12 - 9 = 4 - 3
9 3 9 3

___________________________2. 9 = 15 , then 9 + 3 = 15 + 5
3 5 3 5

___________________________3. 13 = 26 , then 2 = 4
2 4 13 26
__________________________4. 5 = 4 , then 5 = 4
10 8 10 8
___________________________5. 3 = 2 , then 3(6) = 9(2)
9 6
B. Directions: Use the properties of proportion indicated in each item to complete each statement.
Write your answer on the blank provided.

1. If 3 = 2 , then 3(8) = _______________ ( cross-multiplication property)

12 8

2. If 5 = 10, then 5 = _______________ (alternation property)

4 8 10

3. If 14 = 7, then 6 = _______________ ( inverse property)

6 3 14
4. 10 = 5 , then 10 + 12 = ___________________________________ (addition property)
12 6 12

5. 9 = 27 , then 9 - 3 = ___________________________________ ( subtraction property)

3 9 3

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Activity 2. Solve My X
Directions: Solve the value of x or the unknown term of the given proportion.
5 𝑥
1. = 35
7

𝑥 16
2. 4 =
8

28 7 3 𝑥
3. =𝑥 = 28
4 4

3 𝑥
4. 4 = 28

2 𝑥 8 28
5. = =
3 6 2 𝑥

8 28
6. =
2 𝑥

12 4
7. =
36 𝑥

𝑥 5
8. 18
=9

12 40
9. = 10
𝑥

21 6
10. =
𝑥 4

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Activity 3. My Proportional Quantity!

Directions. Study the data in the given table and complete the table by indicating proportional
quantities on the appropriate column. Example is shown for your reference.
(Note: the products of the means and extremes must be equal)
Ratios or Rates Proportional Quantities

Example:1feet : 12 inches 1 feet : 12 inches = 3 feet : 36 inches

Checking the proportionality:
12(3) = 36 - product of the means
1(36) = 36 - product of the extremes
or
4 feet : 48 inches = 6 feet : 72 inches
Checking the proportionality:
48(6) = 288 - product of the means
4(72) = 288 - product of the extremes
1. day :4 hours

2. week : days

3. month : days

4. year : months

5. meter : centimeters

6. inch : centimeters

7. kilometer : meters

9. kilogram : grams

10. tablespoon = 3 teaspoons

Note: answers are correct provided the equivalent ratios are equal or the products of the means
and extremes are equal with correct units.)

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Reflection:

What difficulties did you encounter in applying the fundamental theorems of

proportionality to solve problems involving proportion and what did you do to overcome these
difficulties?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

References
Mathematics 9 Learner’s Material, Department of Education, pp. 354 – 357

Dasco, Nellie T. (2007). Explore Worktext in Mathematics III. Eureka Scholastic Publishing
Inc.. 1206 Cardona Street, Makati city, Philippines

DepEd Materials: Project EASE Module 1 Similarity

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Answer Key
ACTIVITY 1. Master My Property
1. subtraction property
2. addition property
3. inverse property
4. alternation property
5. cross - multiplication property
ACTIVITY 2. Solve My X
1. 25
2. 8
3. 1
4. 21
5. 4
6. 7
7. 6
8. 10
9. 3
10. 14
ACTIVITY 3. My Proportional Quantity!
Ratios or Rates Proportional Quantities

1. day :4 hours 1 day: 24 hours = 2 days : 48 hours

2. week : days 1 week : 7 days = 5 weeks : 35 days

3. month : days 1 month : 30 days =3 months : 90 days

4. year : months 3 years : 36 months = 4 years : 48 months

5. meter : centimeters 2 meters: 200 centimeters = 6 meters : 600 centimeters

6. inch : centimeters 2 inches : 5.08 centimeter = 3 inches : 7. 62 centimeter

7.1kilometer : meters 4 kilometers: 4000 meters = 5 kilometers : 5000meters

9. kilogram : grams 1 kilogram : 1000grams = 3 kilograms : 3000grams

10. tablespoon = 3 teaspoons 1 tablespoon : 3 teaspoons = 5 tablespoons : 15 teaspoons

Note: answers are correct provided the equivalent ratios are equal or the products of the means
and extremes are equal with correct units)
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SALIVI G. ELARDE
Writer

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MATHEMATICS GRADE 9
Name of Learner: ________________________________ Grade Level: _____________
Section: ________________________________________ Date: ___________________
LEARNING ACTIVITY SHEET
Illustrating Similarity of Figures

Background Information for Learners:

This lesson will help you understand and determine whether figures are similar. You will be
encountering ratio and proportion that will aid you to determine if given figures are similar. This lesson
will make you understand that two figures that have the same shape are said to be similar. Two polygons
are similar, if their corresponding angles are congruent and corresponding sides are proportional. To
determine if the figures are similar, compare their corresponding sides. In this lesson you need to review
your ratio and proportion to further understand the topic.
Let us have a review:
Examples: Solve for the value of the variable in the following proportion
3 9
1. = → 3𝑥 = 36
4 𝑥
3𝑥 36
= Cross multiplication
3 3
𝑥 = 12 Answer
1 𝑦
2. = → 2𝑦 = 7
2 7
2𝑦 7
=2 Cross multiplication
2
7
𝑦 = 2 𝑜𝑟 3.5
3 27
3. =𝑥 → 3𝑥 = 216
8
3𝑥 216
= Cross multiplication
3 3
𝑥 = 72
3 2
4. = → 2𝑥 = 15
𝑥 5
2𝑥 15
= Cross multiplication
2 2
15
𝑥= 𝑜𝑟 7.5
2
4 10
5. = → 10𝑎 = 60
𝑎 15
10𝑎 60
= 10 Cross multiplication
10
𝑎=6

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Let us set the ratio of the sides of two triangles and their congruent angles.
Example 1. Given ∆ABC is similar to ∆DEF (in symbol, ∆ABC ~ ∆DEF)
Note: ~ is similar to
B

F D

E
A C
𝐴𝐶 𝐵𝐴 𝐵𝐶
, , the ratios of the sides of two triangles
𝐷𝐹 𝐸𝐷 𝐸𝐹
∠𝐴 ≅ ∠𝐷, ∠𝐶 ≅ ∠𝐹, ∠𝐵 ≅ ∠𝐸 Corresponding angles of two triangles are
congruent
Note: If the corresponding sides are proportional and the corresponding angles of the two
triangles are congruent, then the two triangles are similar.

Therefore, ∆𝐴𝐵𝐶~∆𝐷𝐸𝐹
Example 2. Solve for the value of x to make the two triangles similar, ∆MAT ~ ∆DOT

𝐴𝑀 𝑀𝑇
𝑂𝐷 𝐷𝑇
= where DT = x Write the proportion
4 8
2
=𝑥 Substitute in the lengths of the sides.
4𝑥 = 16 Cross multiplication to solve for x
𝑥 = 4𝑐𝑚 or 𝐷𝑇 = 4𝑐𝑚

Checking:
cross multiply
𝐴𝑀 𝑀𝑇 4 8
= → = → 16 = 16
𝑂𝐷 𝐷𝑇 2 4

Therefore, ∆𝑀𝐴𝑇~∆𝐷𝑂𝑇

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Example 3. ABCD and KITE are rectangles. Solve for the value of x to make the
figures congruent.

𝐴𝐵 𝐵𝐶
𝐾𝐼
= 𝐼𝑇
where BC=x Write the proportion

16 𝑥
8
=3 Substitute in the lengths of the sides.

8 ∙ 𝑥 = 16 ∙ 3 Cross multiply to solve for x

8𝑥 = 48 Divide both sides by 8

𝑥 = 6𝑐𝑚 or BC= 6 cm

Checking:
𝐴𝐵 𝐵𝐶 16 6
= → =3 → 48 = 48 by cross multiplication
𝐾𝐼 𝐼𝑇 8

Therefore, ABCD ~ KITE

Learning Competency with Code:

Illustrates similarity of figures (M9GE-IIIg-1)

Directions: Read, and understand carefully the following activities. Answer with honesty.

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Activity 1. (True or False)

Direction/ Instructions: Write TRUE if the statement is true and correct and FALSE if it is not.
Write your answer on the spaces provided.

1) 3:5 and 12:20 are equal ratios. ____________

2) ____________

3) 7 miles in 10 minutes = 3.5 miles in 5 minutes. ____________

4) If , then x = 3. ____________

5) If cross products are equal, the ratios are proportional. ____________

6) , so 3 x 6 = 5 x 10. ____________

7) If two triangles are similar, their sides are congruent. ____________

𝑎 4
8) If = 6 then a = 3. ____________
3

6 3
9) =7 ____________
14

10) Similar Figures are applicable to triangles only. ____________

Activity 2: Make us Similar
Directions: Solve for the missing value of x to make the figures similar.
1. Solutions Answer

__________________ _________

2.

__________________ _________

3.

_____________ _________

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4.

12
8
__________________ _________
x 6

5. x
5
10 __________________ _________
20
Reflection
1. This topic shows that you can always find for the missing piece if you do your best.
Write down below your reflections from this activity.
1.______________________________
2.______________________________
3.______________________________
4.______________________________
5.______________________________
Reference for learners
1. Mathematics 9 Learner’s Material
Department of Education
Republic of the Philippines

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ANSWER KEY
Activity 1. True or False
1. True
2. False
3. True
4. False
5. True
6. False
7. False
8. False
9. True
10. False

Activity 2: Make Us Similar

1. 2cm
2. 4cm
3. 6.25 cm
4. 9
5. 10

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MATHEMATICS GRADE 9
Name of Learner: ______________________________ Grade Level: _____________
Section: ______________________________________ Date: ___________________

LEARNING ACTIVITY SHEET

Proving the Conditions for Similarity of Triangles

Background Information for Learners:

A. SAS Similarity and SSS Similarity
In this lesson , you will be encountering triangles that are similar. This module will specifically
explain the SAS similarity (Side –Angle-Side Similarity) and the SSS similarity (Side-Side-Side
Similarity). Ratio and Proportion is still very vital in the process of proving similarity of triangles.
Example 1. Prove that Triangle ABC is similar to Triangle ADE. (SAS Similarity)

𝐴𝐵 𝐴𝐶
= 𝐴𝐸 Write the ratios of the two triangles
𝐴𝐷

9 12
= 16 Write the ratios of the two triangles using the values
12

3 3 9 12
= Reduce the ratio = .
4 4 12 16
Since the corresponding legs of the triangles are proportional, therefore Triangle ABC is similar
to Triangle ADE.
Example 2. Prove that the triangles are similar. (SSS Similarity)

𝐴𝐵 𝐵𝐶 𝐴𝐶
𝐹𝐼
= = 𝐹𝑇 Write the ratios of the two triangles
𝐼𝑇
12 6 15
= 4 = 10 Write the ratios of the two triangles using the values
8
12 6
12 ∙ 4 = 48 Cross multiplication on = 4, this shows that the two fractions
8
8 ∙ 6 = 48 are the same.
6 15
6 ∙ 10 = 60 Cross multiplication on = , this shows that the two fractions
4 10
15 . 4 = 60 are the same.

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Since the corresponding legs of the triangles are proportional, therefore Triangle ABC ~ Triangle
FIT.
Example 3. Solve for the missing value to make the triangles similar (SSS Similarity)

𝐴𝐵 𝐵𝐶 𝐴𝐶
= = Write the ratios of the two triangles
𝑃𝑄 𝑄𝑅 𝑃𝑅

2 4 3
6
=𝑥=9 Write the ratios of the two triangles using the values

2 4
2 . x = 2x Cross multiply . .
6 𝑥
6 . 4 = 24
x =12 Eliminate 2 by dividing it to 2x and 24.
2 4 3
= 12 = 9
6

1 1 1
=3=3 Reduce the ratio.
3

Since the three corresponding legs are proportional, therefore triangle ABC is similar to triangle
PQR

B. AA Similarity Theorem
This lesson will help you understand the ways to prove conditions of similarity using the AA Similarity
Theorem (Angle-Angle Similarity Theorem) and the Right Triangle similarity Theorem.
You need to understand the following terms:
AA Similarity Theorem - If two angles of one triangle are congruent to two angles of another triangle,
then the triangles are similar.
Example 1. Write if the following two triangles are similar. If so write the similarity statement.
B
E

C
A F

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∆𝐴𝐵𝐶
∠ A + ∠ B + ∠C = 180 º All Triangles have a total angle of 180 º
102º + 30 º + ∠ C = 180 º Solve for the missing angle (Angle C)
102º + 30 º + ∠ C - 102º - 30 = 180 º- 102º - 30 º Apply addition property
∠C = 48 º
∆𝐷𝐸𝐹
∠ D + ∠ E +∠F = 180 º All Triangles have a total angle of 180 º
48º + 102 º ∠ F = 180 º Solve for the missing angle (Angle F)
48º + 102 º+ < F -48º - 102 º = 180 º- 48º- 102 º Apply addition property
∠F = 30 º
∠ A = 102º ∠ D= 48º
∠ B =30 º ∠ E = 102º
∠ C = 48 º ∠ F= 30 º
Therefore, ∠ ABC and ∠ D EF are similar or ∠ABC ~ ∠ DEF (AA Similarity Theorem)

Example 2. Write if the following two triangles are similar. If so write the similarity
statement. P

O Q

∆𝐿𝑀𝑁
∠ L + ∠M + ∠ N = 180 º All Triangles have a total angle of 180 º
60º + 81 º ∠ N = 180 º Solve for the missing angle (Angle N)
60º + 81 º + ∠ N - 60º - 81 º = 180 º- 60º - 81 º Apply addition property
∠ N = 39 º
∆𝑂𝑃𝑄
∠ O + ∠ P + ∠ Q = 180 º All Triangles have a total angle of 180 º
40º + 81 º ∠ Q= 180 º Solve for the missing angle (Angle Q)
40º + 81 º+ ∠ Q -40º - 81 º = 180 º- 40º- 81 º Apply addition property
∠ Q = 59º

∠ L = 60º ∠ O= 40º
∠M =81 º ∠ P = 81º
∠ N = 39 º ∠ Q= 59 º
Therefore, ∠ LMN and ∠ OPQ are NOT similar
(Only One Angle of each triangle is the same)
Note: There should be atleast two angles in each triangle that are the same.

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C. Right Triangle Similarity Theorem

Right Triangle Similarity Theorem focuses on the sides of a right triangle. If the lengths of
the hypotenuse and a leg of a right triangle are proportional to the corresponding parts of
another right triangle, then the triangles are similar. In this topic you need to understand the
following terms:
Geometric Mean: The Geometric Mean is a special type of average where we multiply the
numbers together and then take a square root (for two numbers), cube root (for three numbers)
etc.
Means and Extremes of proportions:

Example 1. Given the diagram at the right, Solve for the length of CD.
c

A B
8 D 2
8 𝑥
= Means and Extremes Proportion
𝑥 2
2
𝑥 = 16 Cross Multiplication
x=4 Square Root of 16

Example #2. Given the diagram at the right, as labeled, find x.

13.5
6 𝑥
= 13.5 Means and Extremes Proportion
𝑥
𝑥 2 = 81 Cross Multiplication
2
√𝑥 = √81 Extract the square root on both sides of the equation
x= 9
Example #3 . Solve for the value of x, y and z in the given right triangle.
4
15
z

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Note that in a right triangle it is given that: h= √𝑎. 𝑏 wherein:

h=x
a= 15
b= 4
therefore x= √15.4 Simplify
x= 2√𝟏𝟓 Answer

19
z
Draw the larger Triangle

15
x Draw the Medium Triangle

15 𝑦
= 19
𝑦
y= √15.9
y= √285

4
Draw the Small Triangle
z
x

𝑧 4
19
=𝑧
z= √4.19
z= 2√19
Therefore:
x= 2√15
y= √285
z= 2√19

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D. Special Right Triangle

This lesson introduces the two special right triangles a) 45° − 45° − 90° triangle b)
30° − 60° − 90° triangle.
Simple review on the Pythagorean Theorem:
𝒄𝟐 = 𝒂𝟐 + 𝒃𝟐
Where c is the hypotenuse, a and b are the legs

Example 1. Solve for the missing side of a given special right triangle (45°-45°-90°)

𝑐 2 = 𝑎2 + 𝑏 2 Application of Pythagorean Theorem

2 2 2
𝑐 =8 +8
𝑐 2 =64 + 64
c= √128 Simplify
c= √64 ∙ 2
c= 8√2
Example 2. Solve for the missing sides of the given special right triangle (30°-60°-90°)

𝒂 = 5 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 𝑐 = 10 30°-60°-90° special right triangle mean that

The hypotenuse is twice the length of the leg opposite to 30°.
b= 5√3 30°-60°-90° special right triangle mean that
b is a multiplied by √3.

Learning Competency with Code:

Proves the conditions for similarity of triangles (M9GE-IIIg-h-1)

Directions: Read carefully and understand the following activities. Answer with honesty.

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Activity 1
Directions: Prove that the following triangles are similar. Show your solutions neatly and
accurately.

1.

2.

3.

Rubrics for Scoring:

(1-3) 5 Points each (15 points)
1 point for each wrong answer.

Activity 2
Directions: Solve for the missing value to make the triangles similar.
1.

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2.

Rubrics for Scoring:

(1-2) 5 points each (10 points)
1 point for each wrong answer

Activity 3
Directions: Determine if the following two triangles are similar. If so write the similarity
statement.
1.

2.

3. ∠ L = 55º ∠ D= ___
∠ M =99 º ∠ E = 55º
∠ N = ___ ∠ F= 26 º

4. ∠ S = 15º ∠ 0= ___
∠ T =110 º ∠ P = 100º
∠ U = ___ ∠ Q= 25 º

5. ∠ G = 12º ∠ R= ___
∠ O =88 º ∠ U = 80º
∠T = ___ ∠ P= 12 º

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Activity 4: Find the Missing Piece

Directions: Solve for the value of x. Apply Means and Extremes Proportion.
2 𝑥
1. = 8
𝑥

6 𝑥
2. = 24
𝑥

5 𝑥
3. = 15
𝑥

2 𝑥
4. =6
𝑥

2 𝑥
5. =
𝑥 5

Activity 5: Make it Right

Directions: Solve for the unknown side of the triangle.

1.

2.

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3.

4.

Activity 6: Complete Me
Directions: Solve for the values of the missing legs of the given special triangles. (45°-45°-90°)

1.
c
b

2. c
6

3.
32
b

a
4. 8
b

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5.
c
6

Activity 7:Where Are My Legs?

Directions: Solve for the values of the missing legs of the given special triangles. (30°-60°-90°)

1.

2.

3.

4.

5.

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Reflection
1. This topic show many are similar. Just like human, we are all human that needs to be loved.
Write down below your reflections from this activity.
1.____________________________________________________________________
2.____________________________________________________________________
3.____________________________________________________________________
4.____________________________________________________________________
5.____________________________________________________________________

Reference for learners.

1. Mathematics 9 Learner’s Material
Department of Education

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ANSWER KEY
Activity 1
𝐵𝐶 𝐵𝐴 𝐴𝐶
1. = 𝐹𝐸= 𝐸𝐷
𝐹𝐷
28 21 14
= =
20 15 10
7 7 7
5
= =
5 5

𝑂𝑃 𝑂𝑆
2. =
𝑂𝑄 𝑂𝑅
3 4
= 12
9
1 1
=
3 3
𝐶𝐵 𝐵𝐴 𝐶𝐴
3. = 𝑅𝑇= 𝐴𝑇
𝐴𝑅
3 12 5
= 24= 10
6
1 1 1
2
= 2= 2

Activity 2
1. x=4
y= 12
2. x=16

Activity 3 . Determine if the following two triangles are similar. If so write the similarity
statement.

1. ∠ Q= 60º
∠ A= 70º
∠ OPQ ~ < ABC.

2. ∠ U= 24º
∠ A= 25º
∠ STU is not similar to < ABC.

3. ∠ N= 26º
∠ D= 99º
∠ LMN ~ ∠ DEF.

4. ∠ U= 55º
∠ O= 55º
∠ STU is not similar to < OPQ

5. ∠ T= 80º
∠ R= 108º
∠ GOT is not similar to < RUP.

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Activity 4: Find the missing Piece

1. x=4
2. x=12
3. x= 5√3
4. x= 2√3
5. x= √10

Activity 5: Make it Right

1. x=9
2. x=36
3. x=100
4. x=49
Activity 6: Complete Me
1. b= 4
c= 4√2
2. a= 6
c= 6√2
3. a= 16√2
b= 16√2
4. a= 4√2
b= 4√2
5. a= 6
b= 6√2

Activity 7: Where Are My Legs?

1. b=7√3
c=14
2. a= 9
b= 9√3
3. a= 4√3
c= 8√3
4. b=9√3
c= 18
5. a=10
b= 10√3

Prepared by:

RIZETTE A. MONTERO
Writer

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MATHEMATICS GRADE 9
Name of Learner: ______________________________ Grade Level: _____________
Section: ______________________________________ Date: ___________________
LEARNING ACTIVITY SHEET
Pythagorean Theorem and Its Proof

Background Information for Learners

This module is about Pythagorean theorem and its proof. Pythagorean Theorem is the
commonly used formula in solving the sides of a right triangle.
Pythagorean Theorem
Any triangle that has a right angle is called a RIGHT TRIANGLE. The two sides that form
the right angle, a and b, are called LEGS, and the side opposite the right angle, c, is called
the HYPOTENUSE.
For any right triangle, the sum of the squares of the legs of the triangle is equal to the square
of the hypotenuse, that is a2 + b2 = c2.
In words, the theorem states that: (leg) 2 + (leg) 2 = (hypotenuse) 2
Illustrative Example 1: Solving for the hypotenuse.
Remember that the hypotenuse is always the longest side and the side opposite the right
angle.
15 cm
8 cm

Note that 8 cm and 15 cm must be the lengths of the legs since they make up the right
angle. That means that x in this case is the missing hypotenuse. Plugging those values into the
Pythagorean Formula yields the following:
(8)2 + (15) 2 = x2
64 + 225 = x2
289 = x2
√289 = x
17 = x
Therefore, the hypotenuse measures 17 cm.

Illustrative Example 2: Solving for a missing leg.

First note that it makes no difference which leg we label as a and which leg we label as b.

13 cm
12 cm

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Given the fact that this is a right triangle, we can solve for the missing leg length, a. Just
substitute everything we know into the Pythagorean Formula. We know that the hypotenuse length,
c, is 13 cm and that the other leg length, b, is 12 cm.
a 2 + b2 = c 2
a + (12) 2 = (13) 2
2

a2 + 144 = 169
a2 + 144 -144 = 169 - 144
a2 = 25
a = √25
a=5
The missing leg is 5 cm.
The proof of this theorem can be shown by applying the concepts of similar right
triangles.
Illustrative Example 3:
Given: Right ΔABC with leg lengths a and b, and hypotenuse length c.
Prove: c2 = a2 + b2
Statements Reasons
1. Draw altitude CP to the hypotenuse 1. Definition of an altitude
𝑥 𝑎 𝑦 𝑏 2. Leg rule in the similarity on right triangle
2. = ; =
𝑎 𝑐 𝑏 𝑐 theorem.
3. ax = a2; cy = b2 3. Fundamental law of proportion
4. cx + cy = a2 + b2 4. Addition Property of Equality
5. c (x + y) = a2 + b2 5. Distributive property of multiplication over
addition
6. c = x + y 6. Segment Addition Postulate
7. c2 = a2 + b2 7. Substitution

Illustrative Example 4:
Roy and Abel started bicycling from the corner of Milagrosa and JM Loyola Streets of
Carmona, Cavite. At a particular time, Roy had covered 12 meters and Abel 5 meters. How far
apart were they at the time?

Solution:
Since the paths along Milagrosa and JM Loyola streets are perpendicular, the distance
between Roy and Abel at the particular instance is the hypotenuse of the right triangle formed.
By the Pythagorean theorem,

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Therefore, Roy and Abel are 13 meters away from each other.

Learning Competency with a code

Proves the Pythagorean Theorem. (M9GE-IIIi-2)

Directions: Read and understand carefully the following activities. Answer with honesty.

Activity 1: What is my Hypotenuse?

Directions: Find the hypotenuse of the following triangle below using Pythagorean theorem.
Show your solutions.
1. 2. 3. 9cm
4cm 6mm 13cm

3cm 8mm

Solution:_________________ _________________ ________________

Answer:__________________ _________________ ________________
Activity 2: Find the length of my Leg!
Directions: Find the measurement of the unknown leg of the triangles below using Pythagorean
theorem. Show your solutions.
1. x 2.
8mm
17mm 15cm 12cm

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Activity 3: Filling the Table!

Directions: Use the Pythagorean Theorem to find the unknown side of the given right triangle
if two of its sides are given. Note that these lengths are known as Pythagorean triples.
Right Triangle Shorter leg Longer Leg Hypotenuse
A 3 5
B 5 9
C 24 25
D 8 15
E 9 41

Activity 4: Oh my House!
Directions: The figure of the A-frame of a house is not drawn to scale. Find the lengths GR,
OR and GO. R
Solution:

5ft

G 7ft 4ft O

Activity 5: Problem Solving

Directions: Solve the following problems using the Pythagorean Theorem.
1. The size of a TV screen is given by the length of its diagonal. If the dimension of a
TV screen is 16 inches by 14 inches, what is the size of the TV screen?

2. A 20-foot ladder is leaning against a vertical wall. If the foot of the ladder is 8 feet
from the wall, how high does the ladder reach? Include an illustration in your
solution.

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Rubric for Scoring

Indicators
A. Representation
B. Mathematical Equation
C. Algebraic Solution
D. Correct Answer
5 points – All the indicators are correct
4 points – atleast three of the indicators are correct
3 points - atleast two of the indicators are correct
2 points - atleast one of the indicator is correct
1 point – none of the indicator is correct but attempted to solve/answer the
problem
Reflection:
What new insights do you have about the Pythagorean theorem and how would you connect
this to your daily life?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________

References
Geometry Textbook for Third Year pp.169-171
Math Time Grade IX pp. 50 – 53
Grade 9 Mathematics pp. 327-334, 347
Math 9 Informative Mathematics pp.162-163

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Answer Key

Activity 1: What is My Hypotenuse?

1. 5cm
2. 10cm
3. √250 𝑐𝑚

Activity 2: Find the length of my Leg

1. 15mm
2. 9cm

Activity 3: Filling the Table

A. 4
B. √106
C. 7
D. 17
E. 40

Activity 4: Oh My House!
GR = √74 cm
RO = √41 cm
GO = 11cm

Activity 5: Problem Solving

1. The size of the TV screen is √452 𝑖𝑛𝑐ℎ𝑒𝑠 𝑜𝑟 2 √113 𝑖𝑛𝑐ℎ𝑒𝑠.
2. The ladder can reach √319 𝑓𝑡 high.

Prepared by:
SHERYL JOY P. GALVEZ
Writer

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MATHEMATICS GRADE 9
Name of Learner: ______________________________ Grade Level: _____________
Section: ______________________________________ Date: ___________________

LEARNING ACTIVITY SHEET

Problem Solving Involving Triangle Similarity
and Right Triangles

Background Information for Learners

You are equipped in illustrating, proving, and verifying the theorems on similarity of
triangles. All the knowledge and skills you’ve learned in the previous module will be useful in
dealing with the next section’s problems and situations that require applications of these principles.
This entails more applications of similarity concepts. Your goal in this section is to use the
theorems in identifying unknown quantities involving similarity and proportion. Your success in
this section makes you discover math-to-math connections and the role mathematics, especially
the concepts of similarity, plays in our real-world experiences.
To better understand how the concepts of the similarity can be applied to solve problems,
study the illustrative example presented below.
Illustrative example1:
A man walks 8 km due north and 5 km due east and the 4 km due north. How far is the
man from his points? What is the length of CE?
Representation:
Let O = his starting point
C = his final position
OC = his distance from O
Equation:
CE = 8 + 4
= 12
N C
5 4
D

8
W E
O E

From the Pythagorean relation & using ∆OEC,

c² = a² + b²
/OC/² = 5² + 12²
OC = 25 + 144
OC = √169
OC = 13
The man is 13 km away from his starting point.

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Illustrative example 2:
A square-shaped handkerchief measures 16 cm on each side. You fold it along its
diagonal so you can tie it around your neck. How long is this tie?
To solve this problem, we can use the 45°-45°-90° Right Triangle Theorem.
√2
Note: In a 45°-45°-90° right triangle, each leg is times the hypotenuse; and the
2
hypotenuse is √2 times each leg l.
Solution:
To find the length of the handkerchief, let
16 cm the diagonal be the hypotenuse of the
16 inches right triangle formed,

Since h = √2 l and l = 16

h = √2 ( 16)

h = 16√2

Therefore, the handkerchief is 16√2 cm.

Illustrative example 3
A cake is triangular in shape. Each side measures 12 cm. If the cake is subdivided equally
into two by slicing from one corner perpendicular to the opposite side, how long is that edge where
the cake is sliced?
In this problem, we can make use of the concept on 30°-60°-90° right triangle theorem.
√2
Note: In a 30°-60°-90° right triangle, the shorter leg s is ½ the hypotenuse h or 2
times the longer
leg l; the longer leg l is √3 times the shorter leg s; and the hypotenuse h is twice the shorter leg
Solution: let the cake be illustrated below
A

B D C

Let AD be the edge of the cake where sliced,

Given: ∠ADC is 30̊ and ∠ACD is 60̊ ; h = 12 inches
First, find the shorter leg:
s=½h
s = ½ (12)
s = 6 cm
and now, solve for the longer leg
l = √3 s
l = √3 (6)
l = 6√3 cm
Therefore, the edge of the cake where sliced is 6√3 cm long.

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Illustrative example 4:
Larry stands at its base and walks 38 meters along the shadow of the building casts until
his shadow ends at the same spot as the building’s shadow. If Larry stands 1.8 meters tall and casts
a shadow of 2 meters, what is the height of the building?

To solve this problem, we can use the Triangle Proportionality Theorem (TPT) stating that
if a line is parallel to one side of a triangle intersects the other two sides, then it divides those sides
proportionally.
Since the man is parallel to the building, we can use this theorem. Therefore we can form an
2 1.8
equation: = 𝑥
40
2x = 1.8 (40)
( ½ )2x = 72 ( ½ )
x = 36 meters
The height of the building is 36 meters.

Learning Competency with Code:

Solves problems that involve triangle similarity and right triangles (M9GE-IIIj-1)

Directions: Read and understand carefully the following activities. Answer with honesty.

Activity 1: What Triangle Theorem Used?

Directions: Study the following illustrations below and identify the theorem used in triangle
similarity.
1.
45° h
9
45°
9

E
2.

M R
V

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K
3.
30°

60°
L M

4.

20 6
r 15

M
5.

L N

Activity 2: Determining Heights without Actually Measuring Them

The sun shines from the western part of the pyramid and casts a shadow on the opposite
side. Analyze the figure and answer the following questions
1. ME is the unknown ____________of the pyramid.
2. MN is the length of the shadow of the _______________.
3. ______ is the height of a vertical post.
4. TN is the length of the ________ of the vertical post.
5. Which of the following can be measured directly with the use of a measuring tool? If it can be
measured directly, write YES, otherwise, write NO.
Lengths Answer

ME
AT
MN
TN

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6. Why is the height of the pyramid difficult to measure using a measuring tool?
7. Like the post, the height of the pyramid is also vertical. What can you conclude about ME and
AT?
8. If ME is parallel with AT, what can you say about EMN and ATN?
9. What theorem justifies your answer?
10. If MN = 80 ft., NT = 8 ft., and AT = 6ft., what is the height of the pyramid in this activity?

Activity 3: Illustrate and Solve!

Directions: Read the following problems carefully. Try to illustrate then solve them completely.
1. How long is the height of a school flagpole if at a certain time of day, a 5-foot student
casts a 3-feet shadow while the length of the shadow cast by the flagpole is 12 ft?

2. A 12-meter fire truck ladder leaning on a vertical fence also leans on the vertical wall of a
burning three-storey building as shown in the figure. How high does the ladder reach?

3. You would like to put tassel around a square table cloth. If its diagonal measures 8 feet,
what is the length of the tassel you need to buy?

4. Hillary uses a mirror to measure the height of an obelisk. The mirror is placed on the ground
72 feet from the base of the obelisk. If Hillary’s eyes are 5.25 feet above the ground, and
she positions herself 3 feet from the mirror, she can see the top of the obelisk. What is the
height of the obelisk?
a. In the Illustration above, label its measurement from the above problem.
b. What theorem/method did you use?

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Rubric for Scoring

Indicators
A. Representation
B. Mathematical Equation
C. Algebraic Solution
D. Correct Answer
5 points – All the indicators are correct
4 points – atleast three of the indicators are correct
3 points - atleast two of the indicators are correct
3 points - atleast one of the indicator is correct
1 point – none of the indicator is correct but attempted to solve/answer the
problem

Reflection
In this lesson on solving problems that involve triangle similarity and right triangles, I
have learned that…
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________
References
Secondary Mathematics Book III by Antonio G. Tayao, et al, pages 333 – 336
Geometry by Soledad Jose-Dilao, et al, pp. 178 - 180
Geometry Book by Eunicde, MAT, Ato-Lopez et al,
High School Mathematics Concepts and Operations pp. 244 - 245
Mathematics 9 learners’ material pp. 386-389

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Answer Key

Activity 1: What Triangle Theorem is Used?

1. 45°-45°-90° Right Triangle Theorem
2. Right Triangle Similarity Theorem/Triangle Angle Bisector Theorem (TABT)
3. 30°-60°-90° Right Triangle Theorem
4. Triangle Proportionality Theorem (TPT)
5. Pythagorean Theorem

Activity 2: Determining the Height Without Actually Measuring Them

1. Height
2. Pyramid
3. AT
4. Shadow
5. ME (NO), AT (YES), MN (YES), TN (YES)
6. Because the pyramid is very tall, it is difficult to access.
7. ME // AT
8. They are similar triangle
9. Triangle Proportionality Theorem (TPT)
10. 60ft

Activity 3: Illustrate and Solve!

1. 20ft
2. 9m
3. 16√2
4. a. 120ft
b. Triangle Proportionality Theorem (TPT)

Prepared by:

SHERYLL JOY P. GALVEZ

Writer

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