9

Mathematics
Third Grading

LEARNING ACTIVITY SHEET

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 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY

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MATHEMATICS
Learning Activity
Sheets (Grade 9)

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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
10.1 SAS similarity theorem
10.2 SSS similarity theorem ..................... 61
10.3 AA similarity theorem
10.4 Right Triangle similarity theorem
10.5 Special Right Triangle theorem
11. Proves the Pythagorean Theorem ..................... 75
12. Solves problems that involve triangle
similarity and right triangles ..................... 81

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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

parallel or irregular and with all its angles adding up to 360°.

four sides, four vertices and four angles. The sides of Quadrilateral may be equal, unequal,

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 𝐴𝐷 𝑎𝑛𝑑 𝐶𝐷 are consecutive sides, otherwise
they are opposite sides like 𝐴𝐷 𝑎𝑛𝑑 𝐵𝐶. The common vertex of 𝐴𝐷 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.
The segment joining opposite vertices of the quadrilateral like 𝐴𝐶 𝑎𝑛𝑑 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

Note: ∥ → is parallel to
S properties of parallelogram.

≅→ is congruent to or is equal to
1. 𝐿𝑂 ∥ 𝐸𝑉, 𝐿𝑂 ≅
𝐸𝑉
E V

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
𝐿𝑆 ≅ 𝑆𝑉
𝑂𝑆 ≅ 𝑆𝐸
5. ∆𝐿𝑉𝑂 ≅
Kinds of Parallelogram ∆𝐿𝑉𝐸
1. Rectangle ∆𝐿𝐸𝑂 ≅ ∆𝑉𝐸𝑂

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)

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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
Parallelogram
E V H T
E V
𝐺𝐼 𝑎𝑛𝑑 𝐸𝑉 𝐿𝑂 𝑎𝑛𝑑 𝐸𝑉 𝑀𝐴 𝑎𝑛𝑑 𝐻𝑇
𝐺𝐸 𝑎𝑛𝑑 𝐼𝑉 𝐿𝐸 𝑎𝑛𝑑 𝑂𝑉 𝑀𝐻 𝑎𝑛𝑑 𝐴𝑇
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

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ACTIVITY 1: Let’s Call it a Recall!

Vertices 𝑊, 𝑋, 𝑌 𝑎𝑛𝑑 𝑍
Vertices 𝑊 𝑎𝑛𝑑 𝑌, 𝑋 𝑎𝑛𝑑 𝑍
1.

Sides 𝑊𝑋 𝑎𝑛𝑑 𝑋𝑌, 𝑋𝑌 𝑎𝑛𝑑 𝑌𝑍 , 𝑌𝑍𝑎𝑛𝑑 𝑊𝑍, 𝑊𝑍 𝑎𝑛𝑑 𝑊𝑋

2.

Sides 𝑊𝑋 𝑎𝑛𝑑 𝑌𝑍, 𝑋𝑌 𝑎𝑛𝑑 𝑊𝑍

3.

∠𝑊 𝑎𝑛𝑑 ∠𝑋, ∠𝑋 𝑎𝑛𝑑 ∠𝑌, ∠𝑌 𝑎𝑛𝑑 ∠𝑍, ∠𝑍 𝑎𝑛𝑑 ∠𝑊

4.

∠𝑊 𝑎𝑛𝑑 ∠𝑌, ∠𝑋 𝑎𝑛𝑑 ∠𝑍

5.

Diagonals 𝑊𝑌 𝑎𝑛𝑑 𝑋𝑍
6.
7.

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
𝐺𝐼 𝑎𝑛𝑑 𝐸𝑉 𝐿𝑂 𝑎𝑛𝑑 𝐸𝑉 𝑀𝐴 𝑎𝑛𝑑 𝐻𝑇
𝐺𝐸 𝑎𝑛𝑑 𝐼𝑉 𝐿𝐸 𝑎𝑛𝑑 𝑂𝑉 𝑀𝐻 𝑎𝑛𝑑 𝐴𝑇
● Pairs of opposite side
● Are the measurement equal
or not equal The measurement of The measurement of The measurement of

∠𝐺 𝑎𝑛𝑑 ∠𝑉 ∠𝐿 𝑎𝑛𝑑 ∠𝑉 ∠𝑀 𝑎𝑛𝑑 ∠𝑇

opposite sides are equal opposite sides are equal opposite sides are equal

∠𝐸 𝑎𝑛𝑑 ∠𝐼 ∠𝐸 𝑎𝑛𝑑 ∠𝑂 ∠𝐻 𝑎𝑛𝑑 ∠𝐴

● 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

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 ∠𝐺 𝑎𝑛𝑑 ∠𝐼 ∠𝐿 𝑎𝑛𝑑 ∠𝑂 ∠𝑀 𝑎𝑛𝑑 ∠𝐴
∠𝐼 𝑎𝑛𝑑 ∠𝑉 ∠𝑂 𝑎𝑛𝑑 ∠𝑉 ∠𝐴 𝑎𝑛𝑑 ∠𝑇
● Pairs of consecutive angles

∠𝑉 𝑎𝑛𝑑 ∠𝐸 ∠𝑉 𝑎𝑛𝑑 ∠𝐸 ∠𝑇 𝑎𝑛𝑑 ∠𝐻

● Are the pairs of consecutive

∠𝐸 𝑎𝑛𝑑 ∠𝐺 ∠𝐸 𝑎𝑛𝑑 ∠𝐿 ∠𝐻 𝑎𝑛𝑑 ∠𝑀

angles supplementary?

The measurement of The measurement of The measurement of

consecutive angles are consecutive angles are consecutive angles are

𝐺𝑂 𝑎𝑛𝑑 𝑉𝑂 𝐿𝑁 𝑎𝑛𝑑 𝑉𝑁 𝑀𝐾 𝑎𝑛𝑑 𝑇𝐾

supplementary. supplementary. supplementary.

𝐸𝑂 𝑎𝑛𝑑 𝐼𝑂 𝐸𝑁 𝑎𝑛𝑑 𝑂𝑁 𝐻𝐾 𝑎𝑛𝑑 𝐴𝐾

● Pairs of segments formed by
intersecting diagonals
● Are the measurement of the
pairs of segments formed by ● Pairs of segments ● Pairs of segments ● Pairs of segments
formed by formed by formed by intersecting
intersecting line equal?
intersecting diagonals intersecting diagonals diagonals have equal
● What does each diagonal do measure
to a parallelogram have equal measure have equal measure
● 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

2. If ∠𝑄 = 110°, then ∠𝑆 = 110°

congruent If QT= 7.5 cm, then RS= 7.5 cm.

If ∠𝑅 = 70°, then ∠𝑇 = 70°

Two opposite angles are congruent

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

𝑄𝑃 ≅ 𝑆𝑃, If 𝑄𝑃 = 10 𝑐𝑚, then 𝑆𝑃 = 10 𝑐𝑚

Q R

𝑇𝑃 ≅ 𝑅𝑃, If 𝑇𝑅 = 24 𝑐𝑚,
P

then 𝑇𝑃𝑎𝑛𝑑 𝑅𝑃 are both 12 cm each.

T S

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

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 ∆𝑄𝑇𝑆 ≅ ∆𝑆𝑅𝑄

T S

∆𝑇𝑄𝑅 ≅ ∆𝑅𝑆𝑇
Q R

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

1. a. If 𝑚∠𝐷 = 60°, find 𝑚∠𝐵 =

D C

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. If 𝐴𝐷 = 9 𝑐𝑚, ℎ𝑜𝑤 𝑙𝑜𝑛𝑔 𝑖𝑠 𝐵𝐶 ?

b. What property did you apply to determine the measures of 𝐵𝐶?

4. If 𝐷𝐸 = 7 𝑐𝑚, 𝑎𝑛𝑑 𝐴𝐸 = 6 𝑐𝑚, 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑡ℎ𝑒 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓

𝐷𝐵 = 𝐴𝐶 =

5. Given: 𝑚∠𝐴𝐷𝐶 = 54° 𝑎𝑛𝑑 𝑚∠𝐷𝐶𝐴 = 30°

A B

a. What is the 𝑚∠𝐷𝐴𝐶?

b. What is the 𝑚∠𝐴𝐶𝐵?
c. What is the 𝑚∠𝐵𝐴𝐶? D C

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 d. What is the 𝑚∠𝐴𝐵𝐶?
e. What property did you apply to determine the
Measure of the angles?

B. Directions: Refer to the figure at the right and answer the following

𝐾𝐸 ≅
Given: KITE is a rhombus
K
∆𝐾𝐸𝐼 ≅
1.

𝐾𝑂 ≅
2.

∆𝑇𝐼𝐾 ≅
3.

∠𝐸𝑇𝐼 ≅
4.

If 𝑚∠𝐾𝐼𝑇 = 105°, 𝑡ℎ𝑒𝑛 𝑡ℎ𝑒 𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 ∠𝐾𝐸𝑇 =

5. O E
6.
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

Answer Key

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Activity 1: Yes You Can!

1. a. 𝑚∠𝐵 = 60°
A.

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.

𝐼𝑇 6. ∠𝐾𝐸𝑇 = 1𝑂5°
∆𝑇𝐸𝐼, ∆𝐾𝐼𝐸, ∆𝑇𝐼𝐸 7. ∠𝐾𝐼𝑇 = 145°
1.

𝑇𝑂 8. 𝐸𝑇 = 9
2.

∆𝑇𝐸𝐾 9. 𝐸𝐼 = 8
3.

∠𝐸𝐾𝐼 10. 𝐾𝑂 = 7
4.
5.

Prepared by:

JOVELYN A. DAQUIOAG
Writer

MATHEMATICS GRADE 9
9
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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

𝑚∠𝐴 = 90° 𝑚∠𝐵 = 90° 𝑚∠𝐶 = 90° 𝑚∠𝐷 = 90°

and the parallelogram is a rectangle

Example:

Given:
∠𝐵 is a right angle.
BITE is a parallelogram with B I

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

Proof: E T

Statements Reasons
1. BITE is a parallelogram with ∠𝐵 is a 1. Given

2. ∠𝐵 = 90°
right angle.
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
𝑚∠𝐼 = 𝑚∠𝐸
4. Definition of congruent angles

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)
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)

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 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

𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙 𝐴𝐶 𝑖𝑠 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑡 𝑡𝑜 𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙 𝐵𝐷

Theorem 2: The diagonals of a rectangle are congruent

𝐴𝐶 ≅ 𝐵𝐷

A B

D C

Example:

Given:
diagonals 𝐵𝑇 𝑎𝑛𝑑 𝐼𝐸
BITE is a rectangle with B I

Prove: 𝐵𝑇 ≅ 𝐼𝐸
Proof: E T

Statements Reasons

𝐵𝑇 𝑎𝑛𝑑 𝐼𝐸
1. BITE is a rectangle with diagonals 1. Given

2. 𝐵𝐸 ≅ 𝐼𝑇 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. 𝐸𝑇 ≅ 𝑇𝐸 5. Reflexive Property
6. ∆𝐵𝐸𝑇 ≅ ∆𝐼𝑇𝐸 6. SAS Congruence Postulate
7. 𝐵𝑇 ≅ 𝐼𝐸 7. Corresponding parts of congruent
triangles are congruent (CPCTC)

Theorems on Rhombus
K I

E T

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 Theorem 3: The diagonals of a rhombus are perpendicular to each other.

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 𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙 𝐾𝑇 𝑖𝑠 𝑝𝑒𝑟𝑝𝑒𝑛𝑑𝑖𝑐𝑢𝑙𝑎𝑟 𝑡𝑜 𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙 𝐼𝐸
𝐾𝑇 ⊥ 𝐼𝐸
Example:
M A

𝑀𝑇 ⊥ 𝐴𝐻
Given: Rhombus MATH
Prove: O
Proof:
H T
Statements Reasons
1. Rhombus MATH 1. Given
2. 𝐴𝑇 ≅ 𝑀𝐻 2. Definition of Rhombus
3. 𝑀𝑇 𝑎𝑛𝑑 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 9. ∠𝑀𝑂𝐴 𝑎𝑛𝑑 ∠𝑇𝑂𝐴 form a linear

10. 𝑀𝑇 ⊥ 𝐴𝐻
angles pair and are congruent
10. Perpendicular lines meet to form right
angles

The measure of angle KEI is congruent to the measure of angle TEI 𝐾𝐸𝐼 ≅
Theorem 4: Each diagonals of a rhombus bisects opposite angles

𝑇𝐸𝐼
K I

E T
Example:
M 3 A
4
∠1 ≅ ∠2, ∠3
Given: Rhombus MATH O

≅ ∠4 Proof:
Prove:
12

H T
Statements Reasons

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 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

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

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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

1. If 𝐿𝑉 = 30 𝑐𝑚, ℎ𝑜𝑤 𝑙𝑜𝑛𝑔 𝑖𝑠 𝑂𝐸?

L O

2. If 𝐸0 = 25 𝑐𝑚, ℎ𝑜𝑤 𝑙𝑜𝑛𝑔 𝑖𝑠 𝐸𝑀?

3. If 𝑚∠2 = 38°, 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 ∠1?
M

12

E V
A
Consider Rhombus BASE 1

4. If 𝐵𝑂 = 12 𝑐𝑚, ℎ𝑜𝑤 𝑙𝑜𝑛𝑔 𝑖𝑠 𝐵𝑆?

5. If 𝑚∠𝑂𝐵𝐸 = 45°, 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑎𝑛𝑔𝑙𝑒 1, 2 𝑎𝑛𝑑23. 3O
B S

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:
∠𝑅 is a right angle.
ROSE is a parallelogram with R O

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

Proof: E S

Statement Reason

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 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
𝑚∠𝑂 = 𝑚∠𝐸
4.

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. 11. If the measure of an angle is 90° then
it is a right angle
12. 12. Definition of rectangle

Theorem 2: The diagonals of a rectangle are congruent

Given:
diagonals 𝐾𝑇 𝑎𝑛𝑑 𝐼𝐸
KITE is a rectangle with K I

Prove: 𝐾𝑇 ≅ 𝐼𝐸
E T
Proof:
Statements Reasons

𝐾𝑇 𝑎𝑛𝑑 𝐼𝐸
1. KITE is a rectangle with diagonals 1.

2. 2. Opposite sides of a parallelogram are

congruent
3. ∠𝐾𝐸𝑇 𝑎𝑛𝑑 ∠𝐼𝑇𝐸 are right 3.

4. ∠𝐾𝐸𝑇 ≅ ∠𝐼𝑇𝐸
angles
4.
5. 5. Reflexive Property
6. ∆𝐾𝐸𝑇 ≅ ∆𝐼𝑇𝐸 6.
7. 7. Corresponding parts of congruent
triangles are congruent (CPCTC)

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ACTIVITY 5: Prove me Rhombus!

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Directions: Prove the following.
Theorem 3: The diagonals of a rhombus are perpendicular
C A

𝐶𝐿 ⊥ 𝐴𝑀
Given: Rhombus CALM O
Prove:
Proof:
M L
Statements Reasons
1. Rhombus CALM 1. Given
2. 2. Definition of Rhombus
3. 𝐶𝐿 𝑎𝑛𝑑 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 9.
angles
10. 10. Perpendicular lines meet to form right
angles

Theorem 4: Each diagonals of a rhombus bisects opposite angles

L 3 I

∠1 ≅ ∠2, ∠3
Given: Rhombus LIFE 4
O

≅ ∠4 Proof:
Prove:
12
E F
Statements Reasons
1. Rhombus LIFE 1.
2. 𝐿𝐸 ≅ 𝐼𝐹 ≅ 𝐿𝐼 ≅ 𝐸𝐹 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

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 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

ANSWER KEY

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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

ACTIVITY 3:

1. 𝑂𝐸 = 30 𝑐𝑚
Consider Rectangle LOVE

2. 𝐸𝑀 = 12.5 𝑐𝑚
3. 𝑚∠1 = 52°

4. 𝐵𝑆 = 24 𝑐𝑚
Consider Rhombus BASE

5. 𝑚∠1 = 45°, 𝑚∠2 = 45°, 𝑚∠3 = 90°

ACTIVITY 4: Prove Me Rectangle!

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Theorem 1:
Statement Reason
1.ROSE is a parallelogram with ∠𝑅 is a right 1.Given

2.∠𝑅 = 90°
angle.
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

𝐾𝑇 𝑎𝑛𝑑 𝐼𝐸
1.KITE is a rectangle with diagonals 1.Given

2.𝐾𝐸 ≅ 𝐼𝑇 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
7.𝐾𝑇 ≅ 𝐼𝐸 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 4.𝐶𝐿 𝑏𝑖𝑠𝑒𝑐𝑡𝑠 𝐴𝑀
5.𝐶𝑂 ≅ 𝐿𝑂 5. Definition of midpoint

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 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

10.𝐶𝐿 ⊥ 𝐴𝑀
and are congruent
10.Perpendicular lines meet to form right
angles
Theorem 4:
Statements Reasons
1. Rhombus LIFE 1.Given
2.𝐿𝐸 ≅ 𝐼𝐹 ≅ 𝐿𝐼 ≅ 𝐸𝐹 2.Definition of Rhombus
3.𝐼𝐸 ≅ 𝐸𝐼 3.Reflexive Property
4.∆𝐸𝐿𝐼 ≅ ∆𝐸𝐹𝐼 4.SSS Congruence Postulate
5. ∠1 ≅ ∠2, ∠3 ≅ ∠4 5.Corresponding parts of congruent triangles
are congruent

Prepared by:

JOVELYN A. DAQUIOAG
Writer

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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 2 or more lines/segments that are always
the same distance apart and never meet or touch . ( symbol: //- “is parallel to” )

Midline: 𝑋𝑌 ; 𝑋𝑌 // 𝐶𝑇
● Consider ∆ ACT
A
Midline Midpoints ; pt. X and pt. Y

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

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

C According to the midline theorem using symbols

T

based from the given figure, 𝑋𝑌

=1 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 measure of 𝐶𝑇 is twice the measure of 𝑋𝑌.

Suppose: 1. The length of 𝐶𝑇 = 10 cm, the length of 𝑋𝑌 is 5cm. How?

As an application of the theorem, consider the following examples using the figure.

𝑋𝑌 =
1 m 𝐶𝑇 Substitute with the given
Divide 10 by 2. So, 𝑋𝑌 = 5 cm
2
𝑋𝑌 = ( 10 cm )
1
2
2. If 𝐶𝑇 = 21 cm ; 𝑋𝑌 =
𝑋𝑌 =
1 m 𝐶𝑇 Substitute 21 to 𝐶𝑇
𝑋𝑌 = 10.5 cm
2
𝑋𝑌 = ( 21 ) Divide 21 by 2. So,
1
2
3. If 𝑋𝑌= 13 CM ; 𝐶𝑇 =
𝑋𝑌 = 1 2

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𝐶𝑇
13 cm = 1 𝐶𝑇 or 13 =
2 𝐶𝑇
Multiply both sides of the equation by 2.
2

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 2 ( 13 = 𝐶𝑇 )2 So, 26 cm = 𝐶𝑇. or 𝐶𝑇 = 26 cm
2

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

Learning Competencies with Codes:

Proves the midline theorem (M9GE – IIId – 1)

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

A. Given: In ∆ CBN, A & I are midpoint of 𝐶𝐵& 𝑁𝐵, respectively. Answer

Activity 1:

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 𝑁𝐼 = 8 cm, what is 𝐶𝐵 + 𝐵𝑁?

B. Given figure:
H

O
B M

1. If 𝐿𝑀 = ( 3x – 2 ) cm & 𝐻𝑂 = ( 9x – 13 ) cm

2
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 a. What is the value of x?

b. How long is 𝐿𝑀 ?

c. How long is 𝐻𝑂 ?

2. If 𝐵𝐻 ≅ 𝐵𝑂, 𝐵𝐿= ( 2y – 1 ) cm and 𝑀𝑂 = ( y + 5 ) cm,

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
A. 1. 𝐴𝐼 = 7.5 cm
2. 𝐶𝑁 = 21 cm b. 𝐿𝑀 = 7 cm
B. 1. a. x = 3

3. 𝐵𝐼 = 26 cm c. 𝐻𝑂 = 14 cm
4. 𝐶𝐵 = 50 cm
5. 𝐶𝐵 + 𝐵𝑁= 30 cm b. 𝐵𝐻 = 22 cm
2. a. y = 6

c. 𝑀𝑂 = 11 cm

Prepared by:

CRIZALYN JOYCE Q. BARTOLOME

Writer

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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

* Bases : 𝑉𝐸 and 𝑂𝐿
V E

B * Legs : 𝑉𝑂 and 𝐸𝐿
* Base Angles : ∠O, ∠L, ∠V & ∠E
M

* M is the midpoint of 𝑉𝑂, B is the midpoint of 𝐸𝐿

Therefore, 𝑀𝐵is a median of a trapezoid
O L

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 = 𝑏1+𝑏2
2
where,

In the figure, the median is 𝑀𝐵 and the bases are 𝑉𝐸 and 𝑂𝐿 , therefore : 𝑀𝐵 =1 (𝑉𝐸 + 𝑂𝐿)or
M = median; b1 = base 1 and b2 = base. Bases can be interchanged.
2
𝑉𝐸+𝑂
𝐿
.
2

LOVE. Compare the length of the median 𝑀𝐵 to the sum of the lengths of the bases 𝑉𝐸 and
Now, use a ruler to measure the lengths of the bases and median of the given trapezoid

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 long is 𝑀𝐵 ?

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

2. If 𝑉𝐸 = 4.2 m and 𝑂𝐿 = 3.6 m, find 𝑀𝐵.

𝑀𝐵 = 𝑉𝐸+𝑂𝐿 , substitute with the given
2
𝑀𝐵 = 4.2 𝑚 + 3.6 𝑚 = 7.8 𝑚 = 3.9 m Add 4.2 & 3.6 then divide it by 2
2 2

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 3. If 𝑀𝐵 = 6 cm and 𝑂𝐿 = 8 c m, find 𝑉𝐸.
𝑀𝐵 =
𝑉𝐸+𝑂𝐿
2
Substitute with the given
𝑉𝐸 + 8
𝑐𝑚 Multiply both sides of the equation by 2
2
6 cm =
2(6 cm = 𝑉𝐸 + 8 𝑐𝑚
)2 :12 cm = 𝑉𝐸 + 8 cm Transpose 8 cm to the right side
2

12 cm – 8 cm = 𝑉𝐸 Simplify. So, 𝑉𝐸 = 4 cm
of the equation.

4. If 𝑀𝐵 = 8.5 in and 𝑉𝐸 = 5 in, find 𝑂𝐿.

𝑀𝐵 = 𝑉𝐸+𝑂𝐿 , substitute with the given
2
5 𝑖𝑛 +
𝑂𝐿 Multiply both sides of the equation by 2
2
8.5 in =
2( 8.5 in = 5 𝑖𝑛 + 𝑂𝐿
)2 : 17 in = 5 in + 𝑂𝐿 Transpose 5 in to the right side
2

17 in – 5 in = 𝑂𝐿 Simplify. So, 𝑂𝐿 = 12 in.

of the equation.

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

𝐻𝐸 and 𝑂𝑃 ; 𝐻𝐸 ≅ 𝑂𝑃
Isosceles trapezoid and are always congruent.

2. Base angles are pair of angles that share the same

∠H & ∠O; ∠E &∠P

base.
leg leg

two intersecting lines. ∠H & ∠P; ∠E &∠O

3. Opposite angles are non-adjacent angles formed by

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

𝐻𝑃 and 𝑂𝐸
corners of a polygon through its vertex.

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

c. If 𝐻𝑃 = 8cm. how long is 𝐸𝑂 ? 8 cm.

b. What about m∠E? m∠E =150⁰ Applying 1 or 2.
Applying theorem 3.

d. What if 𝐻𝐸 = 7 cm, how long is 𝑂𝑃? 7 cm

Diagonals of isosceles trapezoid are always congruent

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 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 : 1. 𝐶𝑈 & 𝑈𝑇, pt. T U is the common vertex

● Adjacent sides are sides of a polygon that have a common vertex.

: 𝐶𝑈 ≅ 𝑈𝑇
C
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 ).
● 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

say now that diagonals of kite CUTE are perpendicular. ( 𝐶𝑇 ⊥ 𝑈𝐸 )

angles is a right angle that measures 90⁰. Now since all the angles at point X is 90⁰ therefore you can

Measure the shorter diagonal ( 𝐶𝑇 ). Is the half equal to the length of 𝐶𝑋? Is it also equal to the
Now you can also prove theorem no. 2 by actual measuring. Use your illustration.

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
M

1. 𝐴𝐺 = 5 cm, 𝐴𝑀 =
2. 𝐺𝐸 = 12 cm, 𝑀𝐸 =
5 cm

3. 𝐺𝑀 = 23 cm, 𝐷𝑀 =
12 cm
11.5 cm

m ∠ 2 = 25⁰ , m ∠3 = 65⁰
4. What is m∠1? 90⁰
5. If m∠2 = 25⁰ , give the measurements of angles 2 & 3.
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.

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Activity 1:

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

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 𝐾𝐼 = 45 in and 𝑋𝑌 = 28.4 in, find 𝐷𝑁.

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

5. If 𝐷𝑁 = ( x – 1 ) cm , 𝑋𝑌 = ( 5x ) cm, and 40 cm, find 𝐷𝑁 & 𝑋𝑌.

𝐾𝐼 =

For nos. 6-8: If 𝐾𝐼 = (3𝑦 − 2)𝑐𝑚, 𝐷𝑁 = (2𝑦 + 4)cm and 𝑋𝑌 = 8.5 𝑐𝑚

6. Solve for y

7. What is the length of 𝐾𝐼?

8. How long is 𝐷𝑁?

For nos. 9-10: If 𝑋𝑌 = (𝑦 + 3)𝑐𝑚, 𝐾𝐼 = 14 𝑐𝑚, 𝐷𝑁 = 18 𝑐𝑚

9. What is the value of y?

10. Give the length of 𝑋𝑌.

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Activity 2:

with diagonals 𝑊𝑌 and 𝑋𝑍 by applying identifying the theorem applied.

Directions: Complete the following statements based on the given isosceles trapezoid WXYZ

W X

𝑊𝑌 = 8 cm, 𝑋𝑍 =
Z Y

m∠WZY = 115⁰ , m∠WXY =

1.

m∠ZWX = 60⁰ , m∠WXY =

2.

m∠WXY = 100⁰ , m∠XYZ =

3.

m∠XWZ = 50⁰ , m∠WZY =

4.

𝑋𝑍 = 15 cm, 𝑊𝑌 =
5.

𝑊𝑍 = 15 cm, 𝑋𝑌 =
6.

𝑋𝑍 = 20 cm, 𝑊𝑍 =
7.

𝑊𝑌 = (y + 3) cm, 𝑋𝑍 = ( 4y – 6 ) cm, find the value of y, lengths of 𝑊𝑌 and 𝑋𝑍.

8.
9.

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

If 𝐿𝑀 = 6 cm, what is 𝑀𝑁 ?
1. Name the pairs of congruent and adjacent sides. &

If 𝐾𝑁 = 10.5 cm, what is 𝐾𝐿?

2.
3.
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?

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 8. If m∠4 = 70⁰, what is m∠KLN?

10. If 𝐿𝑀 = 10 cm and 𝑀𝑁 = (x – 4) cm, what is the value of x? How long is 𝑀𝑁?

9. If m∠NLK = 66⁰, what is m∠5?

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

5. 𝐷𝑁 = 10 cm
4. 21 cm
3
𝑋𝑌 = 65 cm
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

10. 𝑊𝑌 = 6 cm , 𝑋𝑍 = 6 cm. Diagonals of an isosceles trapezoid are congruent.

congruent. 9. y = 3

1. 𝐿𝑀 & 𝑀𝑁 and 𝐾𝐿
Activity 4

& 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

3
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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.

a. If m ∠M=(𝑥 + 15 )° and m ∠S=(2𝑥 + 5)°, what is m ∠M?

1. Given: MASK is a rectangle.

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 its 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
𝑥 + 15 = 2𝑥 + 5
Opposite angles of parallelogram are congruent
Equate the measures of the opposite angles
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 𝑥 + 15 − 2𝑥 − 15 = 2𝑥 + 5 − 2𝑥 − 15 Addition Property of Equality

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 −𝑥 = −10
(−𝑥 = −10) − 1
𝑥 = 10
Multiply both sides of the equation by -1

𝑚∠(𝑥 + 15 )° = 10 + 15
𝑚∠𝑀 = 25°
Substitute the value of x
Answer

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

𝑀𝐴 ≅ 𝐾𝑆
3𝑦 + 3 = 𝑦 + 13
Opposite sides of parallelogram are congruent

3𝑦 + 3 − 𝑦 − 3 = 𝑦 + 13 − 𝑦 − 3 Addition Property of Equality

Equate the measures of the opposite sides

3𝑦 − 𝑦 = 13 − 3
2𝑦 = 10
=2
2𝑦 10
2
𝑦=5
𝐾𝑆 = 𝑦 + 13 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 its 1) dimensions and 2) how large is its area?
c.1)
Let Representation

length =2𝑥 − 5
width=x

Perimeter = 56
cm P = 2L + 2W

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

56 = 2𝑥 + 4𝑥 − 10
to the formula of perimeter

56 + 10 = 2𝑥 + 4𝑥 − 10 + 10 Addition Property of Equality

Simplify

66 = 6𝑥
6𝑥 = 66
66𝑥 66
66 =66
𝑥 = 11

Width: 𝑥 = 11cm
Dimensions:

Length: 2𝑥 − 5
2(11) − 5
Substitute the value of x to solve for the length

22 − 5
17 cm
Therefore, the dimensions are 11 cm wide and 17 cm long.

𝐴 = (17 𝑐𝑚)(11 𝑐𝑚)

c.2) Area of a rectangle

𝐴 = 187𝑐𝑚
Substitute the length and width
2

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

4x-5

C
E
6x-10

𝐴𝑅 =
Solution:

𝐶𝐸
3𝑥 + 5 = 6𝑥 − 10
3𝑥 + 5 − 3𝑥 + 10 = 6𝑥 − 10 − 3𝑥 + 10
Opposite sides of a parallelogram are congruent.

15 = 3𝑥
Addition Property of Equality

=3
15 3𝑥
3
5 = 𝑥 or 𝑥 = 5cm
Solve for the length of 𝐴𝐶
𝐴𝐶 = 4𝑥 − 5
𝐴𝐶 = 4(5) − 5
Given

𝐴𝐶 = 15cm
Substitute the value of x

Therefore, 𝐴𝐶 = 15 cm.
Answer

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.

NORM is an isosceles trapezoid with 𝑁𝑂 ||𝑀𝑅. 𝐴𝐿 is its median:

Examples: Solve the given problems accurately.

a. If 𝑁𝑂 =(3𝑥 − 2)𝑐𝑚, 𝑀𝑅 = (2𝑥 + 10)𝑐𝑚 and 𝐴𝐿=14 cm, how long is each base?
1. Given:

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

c. One base is twice the other and 𝐴𝐿 is 6cm long. If its perimeter is 27 cm, how long is

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

is 3 in more than the other?

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

bases. The1length of the median is half the sum of the bases.
= (𝑏𝑎𝑠𝑒1 + 𝑏𝑎𝑠𝑒2)
Median
2
Illustration:
N O

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 A L

3
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 a. If 𝑁𝑂 =(3𝑥 − 2)𝑐𝑚, 𝑀𝑅 = (2𝑥 + 10)𝑐𝑚 and 𝐴𝐿=14, how long is each base in cm?
𝐴𝐿 = (𝑁𝑂 + 𝑀𝑅)
1
21
Definition of a median
14 = [(3𝑥 − 2) + (2𝑥 + 10)]
21
Substitute the measures of the bases
14 = (3𝑥 + 2𝑥 − 2 + 10)
21
Simplify
14 = (5𝑥 + 8)
2
Apply Distributive Property of
Multiplication on the right side
14 =
5𝑥+8
2
14 = +4
5𝑥
2 5𝑥
( 14 = + 4) 2
2
Multiply the equation by 2
28 = 5𝑥 + 8
28 − 8 = 5𝑥 + 8 − 8
20 = 5𝑥
Addition Property of Equality

=
20
5𝑥
Divide both sides of the equation by 5
5 5
4= 𝑥
𝑥= 4

Substitute 𝑥 = 4
Length of the bases:

𝑁𝑂 =3x-2 𝑀𝑅 =2x+10
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.

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°
180° (2𝑥 + 5) + (3𝑥 − 10) = 180°
The sum of the consecutive angles is
Substitute the measures of the

2𝑥 + 3𝑥 + 5 − 10 = 180°
angles

5𝑥 − 5 = 180°
5𝑥 − 5 + 5 = 180° + 5
5𝑥 = 185°
Addition Property of Equality

=
5𝑥
185°
Divide both sides of the equation by 5
5 5
𝑥 = 37°

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 Solve for the measure of ∠𝑁
𝑚∠𝑁 = 2𝑥 + 5
𝑚∠𝑁 = 2(37) + 5
𝑚∠𝑁 = 79°
Substitute the value of x

𝑚∠𝑁 ≅ 𝑚∠𝑂
𝑚∠𝑂 = 79°
Base angles of a trapezoid are congruent

Therefore the measure of ∠𝑇 is 79°.

Answer

c. One base is twice the other and 𝐴𝐿 is 6cm long. If its perimeter is 27 cm, how long
is each leg?
Shorter base: x Representation

Median ( 𝐴𝐿):
Longer base: 2x

Median 1
6 cm

= (𝑏𝑎𝑠𝑒1 + 𝑏𝑎𝑠𝑒2)
Midsegment Theorem
2
6 = (𝑥 + 2𝑥)
1 Substitute the length of the bases
2 (3𝑥)
6=
1

6 =2
3𝑥 Cross Multiply
3𝑥 =
12

=3
3𝑥 12
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)

27 = 4 + 8 + 2(𝑦)
Let one leg be y Representation

27 = 12 + 2𝑦
Substitute the measures of the bases

27 − 12 = 12 + 2𝑦 − 12
15 = 2𝑦
Subtraction Property of Equality

=2
15 2𝑦
2

=𝑦
15
2
𝑦 = 7 cm
1

2
Therefore, each leg measures 7
1

2
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

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 kite.

Example: Solve the problem accurately.

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 1. Given: Quadrilateral LIKE is a kite with 𝐿𝐼 ≅ 𝐾𝐼 𝑎𝑛𝑑 𝐿𝐸 ≅ 𝐾𝐸.
a. 𝐿𝐸 is twice 𝐿𝐼. If its perimeter is 21 cm, how long is 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

a. 𝐿𝐸 is twice 𝐿𝐼. If its perimeter is 21 cm, how long is 𝐿𝐸?

E

Let 𝐿𝐼 = 𝑥
𝐿𝐸 = 2𝑥
Representation

Perimeter = 21 cm Given

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

2
cm

Solve for the length of 𝐿𝐸 = 2𝑥

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

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
Sum of the diagonals = 16 𝑐𝑚
Given

𝐼𝐸 + 𝐿𝐾 = 16 𝑐𝑚
(𝑥) + (𝑥 + 4) = 16
2𝑥 + 4 = 16
Substitute

2𝑥 + 4 − 4 = 16 − 4
2𝑥 = 12
Subtraction Property of Equality

=2
2𝑥 12
2
𝑥 = 6 cm Length of 𝐿𝐾

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 Solve for the length of 𝐼𝐸
𝐼𝐸 = 𝑥 + 4
𝐼𝐸 = (6) + 4
𝐼𝐸 = 10cm Length of 𝐼𝐸

Let 𝑑1 and 𝑑2 are

Solve for the area of LIKE
Area of a Kite 1
diagonals
=
Area of LIKE (𝑑2 𝑑 )
1 2
Substitute the given
= (6 ∙ 10)
1
2
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.

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
6x P

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

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

L O
S

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

E V

4. Given: 𝐿𝑆 = (4𝑎 − 15) 𝑐𝑚, 𝑉𝑆 = (3𝑎 + 5)𝑐𝑚, find 𝐿𝑉

5. Given: 𝐸𝑆 = (12𝑏 + 1) 𝑐𝑚, 𝑂𝑆 = (2𝑏 + 21)𝑐𝑚, find 𝑂𝑆

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Activity 2: FUNtastic Trapezoid

Given: SAFE is an isosceles trapezoid with median 𝐵𝐸 and with bases 𝑆𝐴 𝑎𝑛𝑑 𝐸𝐹.
Consider the trapezoid SAFE and answer the questions that follow.

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

c. Length of 𝐸𝐹
E F

2. Given: ∠𝐸𝑆𝐴 = 115°

a. 𝑚∠𝐹𝐴𝑆
Find:

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.

1. Given: 𝑃𝐴=12 cm, 𝐿𝑌= 6 cm

Given: Quadrilateral PLAY is a kite.

a. What is the area of the kite PLAY?

b. What theorem justifies your answer?

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 2. Given: Area of kite PLAY=135 𝑐𝑚2, 𝐿𝑌 = 9 𝑐𝑚
a. How long is 𝑃𝐴?

b. What theorem justifies your answer?

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

1. 𝐻𝑂 = 24 𝑚
Activity 1: Help Me Build My Parallelogram

𝑂𝑃 = 19 𝑚
𝐸𝑃 = 24 𝑚
𝐻𝐸 = 19 𝑚
2. 𝐿𝑂 = 10 𝑐𝑚
3. 𝑚∠𝑉𝐸𝐿 = 61°
4. 𝐿𝑉 = 130 𝑐𝑚
5. 𝑂𝑆 = 25 𝑐𝑚
Activity 2: FUNtastic Trapezoid

b. 𝑆𝐴 = 7 𝑐𝑚
1. a. y=3

c. 𝐸𝐹 = 10 𝑐𝑚
2. a. 𝑚∠𝐹𝐴𝑆=115°
b. What theorem justifies your answer?
Base angles of an isosceles trapezoid are congruent

b. 𝑚∠𝑆𝐹𝐸=115°
3. a. x=35

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.

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

Prepared by:

CRIZALYN JOYCE Q. BARTOLOME

Writer

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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.

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

6
Example 1: Determine whether each pair of ratios forms a proportion.

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.

Activity 1. Describe Me!

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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. 8 : 9 = 2 : 3

3. 35 : 40 = 7 : 8

4. 6 : 9 = 3 : 5

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 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. 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

5
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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:

= .
3
1. Cross-multiplication Property. in a proportion, the cross products are equal.
6

8 4
example: 6(4) = 8(3) . Their products are both 24.

example: 6 = , then 6 =
3 8
2. Alternation Property. In a proportion, the means( or the extremes) may be interchanged.
8 3 3 4

example: 6 = , then 8 =
3 4
3. Inverse Property. In a proportion, the ratios maybe expressed as reciprocals.

8 4 6 3

4. Addition Property. In a proportion, the numerator maybe changed using the properties of

example: 6 = , then 6+8 = So, 14 =

3 3+4 7
equality.

8 4 8 4 8 4

5. Subtraction Property. In a proportion, the numerator maybe changed using the properties of

example: 6 = , then 6+8 = So, −2 =

3 3+4 −1
equality.

8 4 8 4 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.

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

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 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.

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 alternation
addition
property
property
inverse property subtraction 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

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 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

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

2. 4 = 8
𝑥 16

=𝑥 =28
28 7 3 𝑥
3. 4 4

4. 3 =
𝑥

4 28

2
=
=
𝑥 8 28
5.

3 6 2 𝑥

=𝑥
8 28
6. 2

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7. 36 =𝑥
12 4

=
𝑥 5

18 9
8.

= 10
12 40
9. 𝑥

=
21 6

𝑥 4
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

5. meter : centimeters

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 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

Answer Key

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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

5
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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
1. 3 =
9 → 3𝑥 =
4 𝑥 36 Cross multiplication
=3
3𝑥 36
3
𝑥 = 12
→ 2𝑦 = 7
Answer
1 𝑦
2
2. =
7

2= 2
2𝑦 7
Cross multiplication

𝑦= 𝑜𝑟
7

3.5
2
→ 3𝑥 = 216
3. 27
3
8 𝑥
=
Cross multiplication
=
3𝑥 216
3 3
𝑥 = 72
→ 2𝑥 =
3
=2
𝑥 5
15
4.
Cross multiplication
= 215
2𝑥 15
2
𝑥 = 𝑜𝑟
7.5
2
→ 10𝑎 = 60
5. 10
4
𝑎 15
= Cross multiplication
=10
10𝑎 60
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
𝑥 = 4𝑐𝑚 or 𝐷𝑇 = 4𝑐𝑚
Cross multiplication to solve for x

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 = Substitute in the lengths of the sides.
8 3

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

8𝑥 = 48 Divide both sides by 8

𝑥 = 6𝑐𝑚 or BC= 6 cm

Checking:

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

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.

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)

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

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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

3 6
8) If then a = 3.

6
=3
14 7
9)

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.

4.

12
8

x 6

5. x
5

Reflection
10 20

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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
Department of Education
Republic of the Philippines

ANSWER KEY

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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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RIZETTE A. MONTERO
Writer

MATHEMATICS GRADE 9
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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= Write the ratios of the two triangles
𝐴 𝐴
𝐷 𝐸

9
12
Write the ratios of the two triangles using the values
1 = 16
2

3 9
3 Reduce the ratio 12
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 = 𝐼𝑇 =
𝐹𝑇
Write the ratios of the two triangles
12 6
15 = =
Write the ratios of the two triangles using the values
8 4 10
12 ∙ 4 = 48 12
= 6, this shows that the two fractions
8 4
Cross multiplication on
8 ∙ 6 = 48
6 ∙ 10 = 60
are the same.
Cross multiplication on 6 = 15, this shows that the two fractions
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 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 Write the ratios of the two triangles using the values
6 𝑥 9
= =

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

2 4 3
6 = 12 =9

1 1
1 Reduce the ratio.
3 3 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.

E E

∆𝐴𝐵𝐶
C
F
F

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∠ A + ∠ B + ∠C = 180 º
102º + 30 º + ∠ C = 180 º
All Triangles have a total angle of 180 º

102º + 30 º + ∠ C - 102º - 30 = 180 º- 102º - 30 º

Solve for the missing angle (Angle C)

∠C = 48 º
Apply addition property

∆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)

∠F = 30 º
48º + 102 º+ < F -48º - 102 º = 180 º- 48º- 102 º Apply addition property

∠ A = 102º ∠ D= 48º
∠ B =30 º ∠ E = 102º
∠ C = 48 º ∠ F= 30 º

Therefore, ∠ ABC and ∠ DEF 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
60º + 81 º ∠ N = 180 º
All Triangles have a total angle of 180 º

60º + 81 º + ∠ N - 60º - 81 º = 180 º- 60º - 81 º

Solve for the missing angle (Angle N)

∠ N = 39 º
Apply addition property

∆𝑂𝑃𝑄
∠ O + ∠ P + ∠ Q = 180 º All Triangles have a total angle of 180 º

40º + 81 º ∠ Q= 180 º
40º + 81 º+ ∠ Q -40º - 81 º = 180 º- 40º- 81 º
Solve for the missing angle (Angle Q)

∠ Q = 59º
Apply addition property

∠ 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.

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C. Right Triangle Similarity Theorem

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 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
𝑥
=2 Means and Extremes Proportion
𝑥 = 16
2
Cross Multiplication
x=4 Square Root of 16

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

13.5
6 𝑥
𝑥 = 13.5
Means and Extremes Proportion
𝑥2 = 81 Cross Multiplication
√𝑥2 = √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

therefore x= √15.4 Simplify

b= 4

x= 2√15 Answer
19
z
Draw the larger Triangle

15
x Draw the Medium Triangle

15 𝑦
𝑦 = 19
y= √15.9
y= √285

4
Draw the Small Triangle
z

𝑧 4
19 =𝑧
z= √4.19
z= 2√19
Therefore:

y= √285
x= 2√15

z= 2√19

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 This lesson introduces the two special right triangles a) 45° −
D. Special Right Triangle

45° − 90° triangle b) 30° − 60° − 90° triangle.

𝑐2= 𝑎2 + 𝑏2
Simple review on the Pythagorean Theorem:

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°)

𝑐2= 𝑎2 + 𝑏2
𝑐2= 82 + 82
Application of Pythagorean Theorem

𝑐2=64 + 64
c= √128
c= √64 ∙ 2
Simplify

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

b= 5√3
to 30°.

mean that b is a multiplied by √3.

30°-60°-90° special right triangle

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.

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

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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.

2.

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

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

2.

∠ L = 55º
∠ D=
3.

∠ M =99 º ∠ E = 55º
∠ N= ∠ F= 26 º

∠ S = 15º ∠ 0=
∠ T =110 º ∠ P = 100º
4.

∠ U= ∠ Q= 25 º

∠ G = 12º ∠ R=
∠ O =88 º ∠ U = 80º
5.

∠T = ∠ P= 12 º

Activity 4: Find the Missing Piece

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

6 𝑥

𝑥 24
2. =

5 𝑥

𝑥 15
3. =

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 2
=𝑥
𝑥 6
4.

2
=𝑥
𝑥 5
5.

Activity 5: Make it Right

Directions: Solve for the unknown side of the triangle.

1.

2.

3.

4.

Activity 6: Complete Me

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

1.
c
b

2. c
6

a
3. 32

a
4.
8 b

a
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.

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 2.

3.

4.

5.

Reflection
1. This topic shows 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. 𝐹𝐷 =𝐹𝐸 = 𝐸𝐷
28 21 14
20 = 15 = 10
7 7 7
5 =5= 5

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

Activity 4: Find the missing Piece

1. x=4
2. x=12

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 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

c= 4√2
1. b= 4

c= 6√2
2. a= 6

16√2
3. a=

16√2 4. a=
b=

4√2
b= 4√2

b= 6√2
5. a= 6

Activity 7: Where Are My Legs?

b=7√
1.

3
c=14

b= 9√3
2. a= 9

4√3
3. a=

8√3 4.
c=

b=9√3
c= 18

b= 10√3
5. a=10

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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.
a2 + b2 = c2
a2 + (12) 2 = (13) 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

𝑥 𝑎 𝑦 𝑏
1. Draw altitude CP to the hypotenuse 1. Definition of an altitude

2. = ; =
2. Leg rule in the similarity on right triangle
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

Activity 3: Filling the Table!

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 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.

Rubric for Scoring

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 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

3. √250 𝑐𝑚
2. 10cm

Activity 2: Find the length of my Leg

1. 15mm
2. 9cm

Activity 3: Filling the Table

B. √106
A. 4

C. 7
D. 17
E. 40

GR = √74
Activity 4: Oh My House!

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
54
D

8
W E
O E

From the Pythagorean relation & using ∆OEC,

c² = a² + b²
/OC/² = 5² + 12²

OC = √169
OC = 25 + 144

OC = 13
The man is 13 km away from his starting point.
Illustrative example 2:

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 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 √2 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
right triangle formed,
16
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 √2 times the
2
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

Given: ∠ADC is 30̊ and ∠ACD is 60̊ ; h = 12 inches

Let AD be the edge of the cake where sliced,

First, find the shorter leg:

s=½h
s = ½ (12)
s = 6 cm

l = √3 s
and now, solve for the longer leg

l = √3 (6)
l = 6√3 cm
Therefore, the edge of the cake where sliced is 6√3 cm long.
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?

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 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
40 = 𝑥
equation:
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

45

E
2.

M R
V

K
3.
30

60
L M

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 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?

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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 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

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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Note: Practice Personal Hygiene protocols at all
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

3. 16√2
2. 9m

4. a. 120ft
b. Triangle Proportionality Theorem (TPT)

Prepared by:

SHERYLL JOY P. GALVEZ

Writer

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Note: Practice Personal Hygiene protocols at all