Math 9 Third Quarter LAS

9
Mathematics
Third Grading
LEARNING ACTIVITY SHEET

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
MATHEMATICS
Learning Activity Sheets
(Grade 9)
Copyright © 2020
DEPARTMENT OF EDUCATION
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(CLMD). It can be reproduced for educational purposes and the source
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Writers: AGNES M. TALDE, JOVELYN A. DAQUIOAG, SALIVI G. ELARDE,
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Table of Contents
Page
Competency
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,
trapezoids and kites ..................... 33
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
similarity and right triangles ..................... 81
0
Note: Practice Personal Hygiene protocols at all times.
MATHEMATICS GRADE 9
Name of Learner: ______________________________ Grade Level: _____________
Section: ______________________________________ Date: ___________________
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 .
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 are consecutive sides, otherwise they
are opposite sides like . The common vertex of is vertex D.
Two angles with common side like are consecutive angles, otherwise
they are opposite angles like . The common side of
The segment joining opposite vertices of the quadrilateral like are called
the diagonals. Example: Vertex A and vertex C are opposite vertices, therefore 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.
1
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. ∥ ,
∥ ,
2. and
3.
4. S is the midpoint of and
5.
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
Learning Competency with Code:
Determines the conditions that make a quadrilateral a parallelogram (M9GE-IIIa-2)
1
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 .
angles are .
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 .
2
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
Parallelogram
E V H T
E V
Example
● 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.
ANSWER KEY
3
ACTIVITY 1: Let’s Call it a Recall!
1. Vertices
2. Vertices
3. Sides
4. Sides
5.
6.
7. Diagonals
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
E V E V H T
● Pairs of opposite side
● Are the measurement equal
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
● Are the measurement equal
or not equal The measurement of The measurement of The measurement of
opposite angles are equal opposite angles are equal opposite angles are equal
4
● Pairs of consecutive angles
● Are the pairs of consecutive
angles supplementary?
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
intersecting diagonals
● 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
5
MATHEMATICS GRADE 9
Section: ______________________________________ Date: ___________________
Using Properties to Find Measures of Angles, Sides and other Quantities Involving
Parallelogram
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 , then Two opposite angles are congruent
If , then
3. , If ,then
, If then m
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
P
If , then
, If ,
then are both 12 cm each.
T S
6
5. A diagonal of a parallelogram divides the parallelogram into two congruent triangles
Q R
T S
Q R
T S

Uses properties to find measures of angles and other quantities involving
parallelograms (M9GE-IIIb-1)
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 , find
b. What property did you apply to determine the measure of
____________________________________________________
2. a. If , find
b. What property did you apply to determine the measure of
____________________________________________________
3. If
b. What property did you apply to determine the measures of
____________________________________________________
4. If
7
5. Given:
a. What is the _____________ A B
b. What is the _____________
c. What is the _____________
d. What is the _____________
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: KITE is a rhombus
K
1. ______
2. ______
3. ______
4. ______
5. ______ O
6. If ______ E I
7. If ______
8. If ______
9. If ______
10. If ______
T
Reflection
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
8
Answer Key
Activity 1: Yes You Can!
A.
1. a.
b. In a parallelogram, any two opposite angles are congruent
2. a.
b. In a parallelogram, any two consecutive angles are supplementary
3. a.
b. In a parallelogram, any two opposite sides are congruent
4. a.
b. The diagonals of a parallelogram bisects each other
A B
5. a. What is the
b. What is the
c. What is the
d. What is the D C
e. A diagonal of a parallelogram divides the
parallelogram into two congruent triangles
B.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Prepared by:
JOVELYN A. DAQUIOAG
Writer
9
MATHEMATICS GRADE 9
Section: ______________________________________ Date: ___________________

Proves Theorems on Different Kinds of Parallelogram
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
Example:
Given: BITE is a parallelogram with B I

is a right angle.
Prove: are right angles

Proof: E T
Statements Reasons
1. BITE is a parallelogram with is a 1. Given
right angle.
2. 2. Definition of a right angle
3. and 3. In a parallelogram, opposite angles are
congruent
4. 4. Definition of congruent angles
5. 5. Substitution (SN 2 and 4)

6. 6. Consecutive angles are supplementary
8. 8. Reflexive Property
9. 9. Subtraction Property (SN 7 and 8)
10
11. are right angles 11. If the measure of an angle is then
it is a right angle
12. BITE is a rectangle 12. Definition of rectangle
Theorem 2: The diagonals of a rectangle are congruent
A B
D C
Example:
Given: BITE is a rectangle with B I

diagonals
Prove:
Proof: E T
Statements Reasons
1. BITE is a rectangle with diagonals 1. Given
2. 2. Opposite sides of a parallelogram are

congruent
3. are right angles 3. Theorem 1
4. 4. All right angles are congruent
6. 6. SAS Congruence Postulate
7. 7. Corresponding parts of congruent
triangles are congruent (CPCTC)
11
Theorems on Rhombus
K I
E T
Theorem 3: The diagonals of a rhombus are perpendicular to each other.
Example:
M A
Given: Rhombus MATH
O
Prove:
Proof:
H T
Statements Reasons
1. Rhombus MATH 1. Given
2. 2. Definition of Rhombus
3. bisect each other 3. The diagonals of a parallelogram
bisect each other
4. is the midpoint of 4.
5. 5. Definition of midpoint
7. 7. SSS Congruence Postulate
9. are right angles 9. form a linear pair
and are congruent
10. 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
K I
E T
12
Example:
M 3 A
Given: Rhombus MATH 4
O
Prove:
Proof: 1
2
H T
Statements Reasons
1. Rhombus MATH 1. Given
triangles are congruent

Proves theorems on the different kinds of parallelograms (rectangle, rhombus, square)
(M9GE-IIIc-1)
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
13
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
2. If M
3. If
1
2
E V
A
Consider Rhombus BASE 1
4. If
5. If 2 3O
B S
14
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

is a right angle.
Prove: are right angles

Proof: E S
Statement Reason
1. ROSE is a parallelogram with is a 1.
right angle.
2. 2. Definition of a right angle
3. and 3. In a parallelogram, opposite angles are
congruent
4. 4.

6. 6. Consecutive angles are supplementary
8. 8.
9. 9. Subtraction Property (SN 7 and 8)
10. 10.
11. 11. If the measure of an angle is then
it is a right angle
12. 12. Definition of rectangle
15
Theorem 2: The diagonals of a rectangle are congruent
Given: KITE is a rectangle with K I

diagonals
Prove:
Proof: E T
Statements Reasons
1. KITE is a rectangle with diagonals 1.
2. 2. Opposite sides of a parallelogram are

congruent
3. are right angles 3.
4. 4.
6. 6.
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:
Proof:
M L
Statements Reasons
1. Rhombus CALM 1. Given
3. bisect each other 3.
4. 4.
6. 6.
8. 8.
9. are right angles 9.
10. 10. Perpendicular lines meet to form right
angles
16
Theorem 4: Each diagonals of a rhombus bisects opposite angles
L 3 I
Given: Rhombus LIFE 4
O
Prove:
Proof: 1
E 2 F
Statements Reasons
1. Rhombus LIFE 1.
4. 4.
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
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
17
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
18
ACTIVITY 3:
Consider Rectangle LOVE
1.
2.
3.
Consider Rhombus BASE
4.
5.
ACTIVITY 4: Prove Me Rectangle!
Theorem 1:
Statement Reason
1.ROSE is a parallelogram with is a right 1.Given
angle.
2. 2.Definition of a right angle
3. and 3.In a parallelogram, opposite angles are
congruent
4. , 4.Definition of congruent angles
5. 5.Substitution (SN 2 and 4)
6. 6.Consecutive angles are supplementary
8. 8.Reflexive Property
9. 9.Subtraction Property (SN 7 and 8)
11. are right angles 11.If the measure of an angle is 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
2. 2.Opposite sides of a parallelogram are

congruent
are right angles 3.Theorem 1
4. 4.All right angles are congruent
6. 6.SAS Congruence Postulate
7. 7.Corresponding parts of congruent triangles
are congruent (CPCTC)
19
ACTIVITY 5: Prove Me Rhombus!
Theorem 3:
Statements Reasons
1.Rhombus CALM 1.Given
2. 2.Definition of Rhombus
bisect each other 3.The diagonals of a parallelogram bisect
each other
4. is the midpoint of 4.
7. 7.SSS Congruence Postulate
are congruent (CPCTC)
9. are right angles 9. form a linear pair and are
congruent
10. 10.Perpendicular lines meet to form right
angles
Theorem 4:
Statements Reasons
1. Rhombus LIFE 1.Given
2. 2.Definition of Rhombus
4. 4.SSS Congruence Postulate
are congruent
Prepared by:
JOVELYN A. DAQUIOAG
Writer
20
MATHEMATICS GRADE 9
Section: ______________________________________ Date: ___________________
Proving the Midline Theorem

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 2 or more lines/segments that are always the
same distance apart and never meet or touch . ( symbol: //- “is parallel to” )
● Consider ∆ ACT
Midline: ; //
A
Midline
Midpoints ; pt. X and pt. Y
X Y Pt. X is the midpoint of . Thus,
Pt. Y in the midpoint of . Thus, .
C According to the midline theorem using symbols

T
based from the given figure, = m

Midpoints
Now, to prove the theorem, use a ruler to measure and . What did you find? Compare
their measurements. You are correct! The measure of is half the measure of or the
measure of is twice the measure of .
As an application of the theorem, consider the following examples using the figure.
Suppose: 1. The length of = 10 cm, the length of is 5cm. How?
= m Substitute with the given
= ( 10 cm ) Divide 10 by 2. So, = 5 cm
2. If = 21 cm ; = ________
= m Substitute 21 to
= ( 21 ) Divide 21 by 2. So, = 10.5 cm
3. If = 13 CM ; = ________
= Substitute
13 cm = or 13 = Multiply both sides of the equation by 2.
2 ( 13 = )2 So, 26 cm = . or = 26 cm
21
4. If = 5.3 cm ; = ________
= Substitute
5.3 = or 5.3 = Multiply both sides of the equation by 2.
2 ( 5.3 = )2 So, 10.6 cm = or = 10.6 cm
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 & , respectively. Answer the
following:
C N
A I
B Solution Answer
1. If = 15 cm, what is ? __________________ _________
2. If = 10.5 cm, how long is ? __________________ _________
3. If = 52 cm, how long is ? __________________ _________
4. If = 25 cm, how long is ? __________________ _________
5. If = 7 cm and = 8 cm, what is + ? __________________ _________
B. Given figure:
H
O
B M
22
1. If = ( 3x – 2 ) cm & = ( 9x – 13 ) cm
a. What is the value of x?
b. How long is ?
c. How long is ?
2. If , = ( 2y – 1 ) cm and = ( y + 5 ) cm,
a. What is the value of y?
b. How long is ?
c. How long is ?
Reflection:
activities.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Reference :
Mathematics G9 Learner’s Material 9 First edition, 2014 Department of Education
Answer Key
Activity 1
A. 1. = 7.5 cm B. 1. a. x = 3
2. = 21 cm b. = 7 cm
3. = 26 cm c. = 14 cm
4. = 50 cm 2. a. y = 6
5. + = 30 cm b. = 22 cm
c. = 11 cm
Prepared by:
CRIZALYN JOYCE Q. BARTOLOME

Writer
23
MATHEMATICS GRADE 9
Section: ______________________________________ Date: ___________________
Proving Theorems on Trapezoids and Kites

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
* Bases : and
M B * Legs : and
* Base Angles : O, L, V & E
* M is the midpoint of , B is the midpoint of
O L
Therefore, is a median of a trapezoid
The Mid-segment Theorem of a Trapezoid states that the median of a trapezoid is

parallel to each base and its length is half the sum of the bases. In symbols : M =
where, M = median; b1 = base 1 and b2 = base. Bases can be interchanged.
In the figure, the median is and the bases are and , therefore : = (
)or .
Now, use a ruler to measure the lengths of the bases and median of the given
trapezoid LOVE. Compare the length of the median to the sum of the lengths of the
bases and . You should come up with, the length of the median is half the sum of
the lengths of the bases and .
Examples: 1. Suppose = 8 cm and = 14 cm, how ling is ?

= , substitute with the given
= = = 11 cm Add 8 & 14 then divide it by 2
2. If = 4.2 m and = 3.6 m, find .

= = = 3.9 m Add 4.2 & 3.6 then divide it by 2
24
3. If = 6 cm and = 8 c m, find .
= Substitute with the given
6 cm = Multiply both sides of the equation by 2
2(6 cm = )2 :12 cm = + 8 cm Transpose 8 cm to the right side
of the equation.
12 cm – 8 cm = Simplify. So, = 4 cm
4. If = 8.5 in and = 5 in, find .
8.5 in = Multiply both sides of the equation by 2
2( 8.5 in = )2 : 17 in = 5 in + Transpose 5 in to the right side
of the equation.
17 in – 5 in = Simplify. So, = 12 in.
B. Proving Theorems on Trapezoid ( Isosceles Trapezoid )

Isosceles Trapezoid is a trapezoid whose legs are equal.
Illustration: Isosceles Trapezoid HOPE
H base O
1. Legs are the nonparallel sides of an
Isosceles trapezoid and are always congruent.
and ;
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
base
4. Diagonal is a line segment connecting the opposite
corners of a polygon through its vertex.
and
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.
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.
Subtract 30⁰ from 180⁰ or 180⁰ - 30⁰ = 150⁰ m P = 150⁰
b. What about m E? m E =150⁰ Applying 1 or 2.
c. If = 8cm. how long is ? 8 cm. Applying theorem 3.
Diagonals of isosceles trapezoid are always congruent
d. What if = 7 cm, how long is ? 7 cm
Legs of isosceles trapezoid are congruent.
25
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. & , pt. T U is the common vertex
C :
2. : & pt. E is the common vertex
:
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 ).
● 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. ( )
Now you can also prove theorem no. 2 by actual measuring. Use your illustration.
Measure the shorter diagonal ( ). Is the half equal to the length of ? Is it also equal to the length
of ? They should be. .
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, = __________ 5 cm
2. = 12 cm, = __________ 12 cm
3. = 23 cm, = __________ 11.5 cm
4. What is m 1? 90⁰
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.
26
Activity 1:
Directions: Give what is asked. Show your solutions.
Given: KIND is a trapezoid. X and Y are the midpoints of and , respectively.
K I
X Y
D N
Solution Answer
1. If = 44 cm and = 22 cm, find . _____________________ __________
2. If = 10.5 ft. and = 40 ft., find . _____________________ __________
3. If = 45 in and = 28.4 in, find . _____________________ __________
4. If = 15 cm and = 18 cm, find . _____________________ __________
5. If = ( x – 1 ) cm , = ( 5x ) cm, and = 40 cm, find .
_____________________ __________
For nos. 6-8: If ( ) , ( )cm and

6. Solve for y _____________________ __________
7. What is the length of _____________________ __________
8. How long is _____________________ __________
For nos. 9-10: If ( )
9. What is the value of y? _____________________ __________
10. Give the length of _____________________ __________
27
Activity 2:
Directions: Complete the following statements based on the given isosceles trapezoid WXYZ
with diagonals and by applying identifying the theorem applied.
W X
Z Y
1. = 8 cm, = _______
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. = 15 cm, = _________
7. = 15 cm, = _________
8. = 20 cm, = ________
9. = (y + 3) cm, = ( 4y – 6 ) cm, find the value of y, lengths of and .
10. If ( ) ( ) 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
1. Name the pairs of congruent and adjacent sides. _______________ & _____________
2. If = 6 cm, what is ? _____________
3. If = 10.5 cm, what is ? _____________
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 = 10 cm and = (x – 4) cm, what is the value of x? How long is ? ________
___________
28
Reflection:
activities.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Reference:
Mathematics G9 Learner’s Material 9 First edition, 2014 Department of Education
Answer Key
Activity 1
1. 33 cm
2. 25.25 cm
3. 11.8 cm
4. 21 cm
5. = cm, = cm
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 , = 6 cm. Diagonals of an isosceles trapezoid are congruent.
Activity 4
1. & and &
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:
Writer
29
MATHEMATIS GRADE 9
Name of Learner: ________________________________ Grade Level: _____________
Section: ________________________________________ Date: ___________________
Solving Problems Involving Parallelograms, Trapezoids and Kites

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=( ) and m S=( ) , what is m M?
b. If MA= (3y+3) and KS= (y+13), How long is ?
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=( ) and m S=( ) , what is m M?
Opposite angles of parallelogram are congruent
Equate the measures of the opposite angles
Addition Property of Equality
30
( ) Multiply both sides of the equation by -1
( ) Substitute the value of x

Answer
b. If MA=3y+3 and KS=y+13, How long is ?

Opposite sides of parallelogram are congruent
Equate the measures of the opposite sides
Substitute the value of y to

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 =
Perimeter cm
P = 2L + 2W
( ) ( ) Substitute the representation of length and width

to the formula of perimeter
Simplify
Dimensions:
Width: cm
Length: Substitute the value of x to solve for the length
( )
cm
Therefore, the dimensions are 11 cm wide and 17 cm long.
c.2) Area of a rectangle
( )( ) Substitute the length and width
31
2. Given: CARE is a parallelogram, sides are marked. Find the length of in
cm.
A 3x+5
R
4x-5
C E
6x-10
Solution:
Opposite sides of a parallelogram are congruent.

or cm
Solve for the length of
Given
cm Answer
Therefore, = 15 cm.
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 || . is its median:
a. If =( ) =( ) and =14 cm, how long is each base?
b. If N=( ) and R = (3x-10) , what is m O?
c. One base is twice the other and is 6cm long. If its perimeter is 27 cm, how long is
each leg?
d. is 8.5 in long and one leg measures 9 in. What is its perimeter if one of the bases is
3 in 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.
Median ( )
32
Illustration:
N O
A L
M R
a. If =( ) =( ) and =14, how long is each base in cm?

( ) Definition of a median
[( ) ( )] Substitute the measures of the bases
( ) Simplify
( ) Apply Distributive Property of
Multiplication on the right side
( ) Multiply the equation by 2
Divide both sides of the equation by 5
Length of the bases:

Substitute
=3x-2 =2x+10
=3(4)-2 =2(4)+10
=10 cm =14 cm
b. Simple Recall
1. The base angles of a trapezoid are congruent.
2. The opposite angles of a trapezoid are supplementary.
If N= (2x+5) and R= (3x-10) , what is m O?

m N=2x+5
m R=3x-10
The sum of the consecutive angles is
( ) ( ) Substitute the measures of the angles
Divide both sides of the equation by 5
33
Solve for the measure of
Base angles of a trapezoid are congruent

Answer
Therefore the measure of is
c. One base is twice the other and is 6cm long. If its perimeter is 27 cm, how long is
each leg?
Shorter base: x Representation
Longer base: 2x
Median ( ): 6 cm
Median ( ) Midsegment Theorem
( ) Substitute the length of the bases
( )
Cross Multiply
cm Length of the shorter base ( )

( ) cm Length of the longer base ( )
Perimeter of isosceles trapezoid ( )
Let one leg be y Representation
( ) Substitute the measures of the bases
Subtraction Property of Equality
cm
Therefore, each leg measures cm. Answer
C. Solving Problems Involving Kite

Simple recall on the properties of kite:
1. In a kite, the perpendicular bisector of at least 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.
34
Example: Solve the problem accurately.
1. Given: Quadrilateral LIKE is a kite with .
a. is twice . If its perimeter is 21 cm, how long is ?
b. What is its area if one of the diagonals is 4cm more than the other
?
I
Illustration:
L K
E
a. is twice . If its perimeter is 21 cm, how long is ?
Let Representation
Perimeter = 21 cm Given
( ) ( )
cm Length of
( )
Answer
Therefore, measures 7 cm.
b. What is its area if one of the diagonals is 4 more than the other ?
To solve for the area of the kite, you need to find for the lengths of its diagonals.
Shorter diagonal, Representation
Longer diagonal, Given
Sum of the diagonals
( ) ( ) Substitute
Subtraction Property of Equality
35
cm Length of
( )
cm Length of
Solve for the area of LIKE

Let and are diagonals
Area of a Kite ( )
Area of LIKE ( ) Substitute the given
( )
Therefore, Quadrilateral LIKE has an area of Answer

Solves problems involving parallelogram, trapezoid and kite (M9GE-IIIe-1)
Directions: Read and understand carefully the following activities. Answer with honesty.
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
__________________
7x-2 5x+4 __________________
__________________
E P
6x __________________
For numbers 2, 3, 4 and 5, refer to the parallelogram at the right.

L O
2. Given: ( ) , find S
E V
3. Given: ( ) ( ) , find
4. Given: ( ) , ( ) , find
5. Given: ( ) ( ) , find
36
Activity 2: FUNtastic Trapezoid
Consider the trapezoid SAFE and answer the questions that follow.
Given: SAFE is an isosceles trapezoid with median and with bases .
1. Given: ( ) ( )
Find:
a. Value of y
S A
b. Length of B E
E F
c. Length of
2. Given:
Find:
a.
b. What theorem justifies your answer?
3. Given: ( ) ( )
Find:
a. Value of x
b.
c.
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: =12 cm, = 6 cm
a. What is the area of the kite PLAY?
2. Given: Area of kite PLAY=135

a. How long is ?
37
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.
Answer Key
Activity 1: Help Me Build My Parallelogram
1. HO = 24 in
OP = 19 in
EP = 24 in
HE = 19 in
2.
3.
4.
5.
Activity 2: FUNtastic Trapezoid
1. a. y=3
b.
c.
2. a. =
Base angles of an isosceles trapezoid are congruent
3. a. x=35
b. =
c.
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.
2. a.
b. The area of a kite is half the product of the lengths of its diagonals.
Prepared by:

Writer
38
MATHEMATICS GRADE 9
Section: ______________________________________ Date: ___________________
Describing a Proportion

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.
a. 4 : 2 = 6 : 3 . This can also be written as
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.

Describes proportion. (M9GE-IIIf-1)
Directions: Read and understand carefully the activities. Answer with honesty.
39
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
3. 35 : 40 = 7 : 8
4. 6 : 9 = 3 : 5
40
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

ANSWER KEY:
ACTIVITY 1: Describe Me!
1. WEAK
2. STRONG
3. STRONG
4. STRONG
5. WEAK
41
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 /
Prepared by:
SALIVI G. ELARDE
Writer
42
MATHEMATICS GRADE 9
Section: ______________________________________ Date: ___________________
Applying the Fundamental Theorems of Proportionality to Solve Problems
Involving Proportion

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(4) = 8(3) . Their products are both 24.
2. Alternation Property. In a proportion, the means( or the extremes) may be interchanged.
example: , then
3. Inverse Property. In a proportion, the ratios maybe expressed as reciprocals.

example: , then
4. Addition Property. In a proportion, the numerator maybe changed using the properties of
equality.
example: , then So,
5. Subtraction Property. In a proportion, the numerator maybe changed using the properties of
equality.
example: , then So,
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.
A. x = 24
5 30
x : 5 = 24 : 30
5(24) = 30(x)
120 = 30x
30x = 120
x=4
43
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

Applies the fundamental theorems of proportionality to solve problems involving
proportions. (M9GE-IIIf-2)
Directions: Read and understand carefully the activities. Answer with honesty.
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
44
__________________________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
Activity 2. Solve My X
Directions: Solve the value of x or the unknown term of the given proportion.
1.
2.
3.
4.
5.
45
6.
7.
8.
9.
10.
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
46
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.)
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
47
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)
Prepared by:
SALIVI G. ELARDE
Writer
48
MATHEMATICS GRADE 9
Name of Learner: ________________________________ Grade Level: _____________
Section: ________________________________________ Date: ___________________
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
1. =
Cross multiplication
Answer
2. =
3. =
4. =
5. =
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 49
, the ratios of the sides of two triangles
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,
Example 2. Solve for the value of x to make the two triangles similar, MAT DOT
= where DT = x Write the proportion

= Substitute in the lengths of the sides.
Cross multiplication to solve for x
or
Checking:
cross multiply
= =
Therefore,
Example 3. ABCD and KITE are rectangles. Solve for the value of x to make the
figures congruent.
50
= where BC=x Write the proportion
= Substitute in the lengths of the sides.
= Cross multiply to solve for x
= Divide both sides by 8
= or BC= 6 cm
Checking:
= = by cross multiplication
Therefore, ABCD KITE

Illustrates similarity of figures (M9GE-IIIg-1)
Directions: Read, and understand carefully the following activities. Answer with honesty.
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. ____________
8) If then a = 3. ____________
9) = ____________
10) Similar Figures are applicable to triangles only. ____________
51
Activity 2: Make us Similar
Directions: Solve for the missing value of x to make the figures similar.
1. Solutions
Answer
__________________ _________
2.
__________________
_________
3.
_____________ _________
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 our best.
Write down below your reflections from this activity.
1.______________________________
2.______________________________
3.______________________________
4.______________________________
5.______________________________
Reference for learners
1. Mathematics 9 Learner’s Material pp. 90-104
Republic of the Philippines
52
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
Prepared by:
RIZETTE A. MONTERO
Writer
53
MATHEMATICS GRADE 9
Section: ______________________________________ Date: ___________________

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)
= Write the ratios of the two triangles
= Write the ratios of the two triangles using the values
= Reduce the ratio = .

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)
= = Write the ratios of the two triangles

= = Write the ratios of the two triangles using the values
= 48 Cross multiplication on = , this shows that the two fractions
= 48 are the same.
= 60 Cross multiplication on = , this shows that the two fractions
54
15 . 4 = 60 are the same.
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)
= = Write the ratios of the two triangles
= = Write the ratios of the two triangles using the values
2 . x = 2x Cross multiply . .
6 . 4 = 24
x =12 Eliminate 2 by dividing it to 2x and 24.
= =
= = Reduce the ratio.
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
C
A
A+ B + C = 180 º
55
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
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
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
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 at least two angles in each triangle that are the same.
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:
56
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

c
right, Solve for the length of CD.
A B
8 D 2
= Means and Extremes Proportion

= 16
x=4
Y Cross Multiplication
Square Root of 16
Example #2. Given the diagram at the
right, as labeled, find x.
13.5
= Means and Extremes Proportion

= 81 Cross Multiplication
√ 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
57
Note that in a right triangle it is given that: h= wherein:
h=x
a= 15
b= 4
therefore x= Simplify
x= 2 Answer
19
z
Draw the larger Triangle
15
x Draw the Medium Triangle
=
y=
y=
4
Draw the Small Triangle
z
x
=
z=
z=
Therefore:
x= 2
y=
z=
D. Special Right Triangle

This lesson introduces the two special right triangles a)
triangle b) triangle.
Simple review on the Pythagorean Theorem:
= +
Where c is the hypotenuse, a and b are the legs
58
Example 1. Solve for the missing side of a given special right
triangle (45 -45 -90 )
=
= +
+ Y Application of Pythagorean Theorem
=64 + 64
c Simplify
c
c
Example 2. Solve for the missing sides of the given special right triangle (30 -60 -90 )
30 -60 -90 special

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

Proves the conditions for similarity of triangles (M9GE-IIIg-h-1)
Directions: Read carefully and understand the following activities. Answer with honesty.
Activity 1
Directions: Prove that the following triangles are similar. Show your solutions neatly and
accurately.
1.
59
2.
3.
Rubri
cs 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.
2.
Rubrics for Scoring:

(1-2) 5 points each (10 points)
1 point for each wrong answer
60
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
Activity 4: Find the Missing Piece

Directions: Solve for the value of x. Apply Means and Extremes Proportion.
1. =
2. =
3. =
4. =
61
5. =
Activity 5: Make it Right

Directions: Solve for the unknown side of the triangle.
1.
2.
3.
4.
62
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
5. a
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.
63
2.
3.
4.
5.
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
64
ANSWER KEY
Activity 1
1. = =
= =
= =
2. =
=
=
3. = =
= =
= =
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.
Activity 4: Find the missing Piece

1. x=4
2. x=12
3. x=
65
4. x=
5. x=
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. a= 6
c= 6
3. a= 16
b= 16
4. a= 4
b= 4
5. a= 6
b= 6
Activity 7: Where Are My Legs?

1. b=7
c=14
2. a= 9
b= 9
3. a= 4
c= 8
4. b=9
c= 18
5. a=10
b= 10
Prepared by:
RIZETTE A. MONTERO
Writer
66
MATHEMATICS GRADE 9
Section: ______________________________________ Date: ___________________
Pythagorean Theorem and Its Proof

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
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.
67
a 2 + b2 = c 2
a + (12) 2 = (13) 2
2
a2 + 144 = 169
2
a + 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
2. Leg rule in the similarity on right triangle
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,
Therefore, Roy and Abel are 13 meters away from each other.
68
Learning Competency with a code
Proves the Pythagorean Theorem. (M9GE-IIIi-2)
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
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
69
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.
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
70
Answer Key
Activity 1: What is My Hypotenuse?

1. 5cm
2. 10cm
3.
Activity 2: Find the length of my Leg

1. 15mm
2. 9cm
Activity 3: Filling the Table

A. 4
B.
C. 7
D. 17
E. 40
Activity 4: Oh My House!
GR = cm
RO = cm
GO = 11cm
Activity 5: Problem Solving

1. The size of the TV screen is .
2. The ladder can reach high.
Prepared by:
SHERYL JOY P.
GALVEZ
Writer
71
MATHEMATICS GRADE 9
Section: ______________________________________ Date: ___________________

Problem Solving Involving Triangle Similarity
and Right Triangles

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 =
OC = 13
The man is 13 km away from his starting point.
Illustrative example 2:
72
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.
Note: In a 45 -45 -90 right triangle, each leg is times the hypotenuse; and the
hypotenuse is 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 = l and l = 16
h = ( 16)
h = 16
Therefore, the handkerchief is 16 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.
Note: In a 30 -60 -90 right triangle, the shorter leg s is ½ the hypotenuse h or times the
longer leg l; the longer leg l is 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 30 and ACD is 60 ; h = 12 inches
First, find the shorter leg:
s=½h
s = ½ (12)
s = 6 cm
and now, solve for the longer leg
l= s
l= (6)
l= cm
Therefore, the edge of the cake where sliced is cm long.
73
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
equation: =
2x = 1.8 (40)
( ½ )2x = 72 ( ½ )
x = 36 meters
The height of the building is 36 meters.

Solves problems that involve triangle similarity and right triangles (M9GE-IIIj-1)
Activity 1: What Triangle Theorem Used?

Directions: Study the following illustrations below and identify the theorem used in triangle
similarity.
1.
45 h
45
E
2.
M R
V
K
3.
30
60
L M
74
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
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?
75
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?
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
76
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
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
4. a. 120ft
b. Triangle Proportionality Theorem (TPT)
Prepared by:
SHERYLL JOY P. GALVEZ

Writer
77

Math 9 Third Quarter LAS

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Math 9 Third Quarter LAS

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Math 9 Third Quarter LAS

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9

LEARNING ACTIVITY SHEET

This material has been developed for the implementation of K to 12

Printed by: Curriculum and Learning Management Division

7. Describes a proportion ..................... 44

9. Illustrates similarity of figures

Background Information for Learners

4. S is the midpoint of and

A parallelogram with four right angles

A parallelogram with four right angles and four congruent sides

A parallelogram with no right angle and with four congruent sides

ACTIVITY 1: Let’s call it a Recall!

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

1. Four pairs of consecutive vertices

ACTIVITY 2: Fill in the Blanks!

Rectangle GIVE Square LOVE Rhombus MATH

ACTIVITY 2: Fill in the Blanks!

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

ACTIVITY 3: Complete Me!

Rectangle GIVE Square LOVE Rhombus MATH

The measurement of The measurement of The measurement of

Examples: Solve for the parts of parallelogram QRST.

4. The diagonals of a parallelogram bisect each other

Learning Competency with Code:

Activity 1: Yes You Can!

LEARNING ACTIVITY SHEET

Background Information for Learners

Given: BITE is a parallelogram with B I

Prove: are right angles

5. 5. Substitution (SN 2 and 4)

Theorem 2: The diagonals of a rectangle are congruent

Given: BITE is a rectangle with B I

2. 2. Opposite sides of a parallelogram are

Theorem 4: Each diagonals of a rhombus bisects opposite angles

Learning Competency with Code:

Directions: Consider the following figure to answer questions below:

Consider Rectangle LOVE

Given: ROSE is a parallelogram with R O

Prove: are right angles

5. 5. Substitution (SN 2 and 4)

Given: KITE is a rectangle with K I

2. 2. Opposite sides of a parallelogram are

ACTIVITY 5: Prove me Rhombus!

Rubrics for Scoring

2. 2.Opposite sides of a parallelogram are

Background Information for Learners

X Y Pt. X is the midpoint of . Thus,

Pt. Y in the midpoint of . Thus, .

C According to the midline theorem using symbols

based from the given figure, = m

Learning Competencies with Codes:

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

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

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

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

5. If = 7 cm and = 8 cm, what is + ? __________________ _________

CRIZALYN JOYCE Q. BARTOLOME

Background Information for Learners

1. If = 15 cm, what is ? __________ _

2. If = 10.5 cm, how long is ? __________ _

3. If = 52 cm, how long is ? __________ _

4. If = 25 cm, how long is ? __________ _

5. If = 7 cm and = 8 cm, what is + ? __________ _

1. If = 44 cm and = 22 cm, find . ___________

2. If = 10.5 ft. and = 40 ft., find . ___________

3. If = 45 in and = 28.4 in, find . ___________

4. If = 15 cm and = 18 cm, find . ___________

7. What is the length of ___________

8. How long is ___________

9. What is the value of y? ___________

10. Give the length of ___________