9 Department of Education

National Capital Region

SCHOOLS DIVISION OFFICE
MARIKINA CITY

MATHEMATICS
Quarter 3: Module 3
Midline Theorem, Trapezoid and Kites

Writer: Randolf Byron S. Viray

Cover Illustrator: Joel J. Estudillo

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DISCIPLINE• GOOD TASTE• EXCELLENCE
 What I Need to Know

Hello Grade 9 learners! In this module you will learn how to:

Lesson 1: Proves the Midline Theorem. M8GE-IIId-1

Lesson 2: Proves theorems on trapezoids and kites. M9GE-IIId-2

You can say that you have understood the lessons in this module if you can
already:
1. proves the Midline Theorem.
2. proves theorems on trapezoids and kites.

What I Know
Encircle the letter of the correct answer.
1. Complete the statement:
The segments whose (1) __________ are the (2) __________ of two sides of a
triangle is (3) __________ to the third side and it has length equal to half the
length of the third side.
A. (1) midpoint, (2) endpoints, (3) parallel
B. (1) midpoint, (2) endpoints, (3) congruent.
C. (1) endpoints, (2) midpoint, congruent.
D. (1) endpoints, (2) midpoint, (3) parallel.

2. Which of the following theorems of trapezoid is incorrect?

A. A trapezoid is isosceles if and only if the base angles are congruent.

B. A trapezoid is isosceles if and only if the diagonals are congruent.
C. If a trapezoid is isosceles, the opposite angles are complementary.
D. If a trapezoid is isosceles, the opposite angles are supplementary.

3. Which of the theorems of kite is incorrect?

A. If a quadrilateral is a kite, then the diagonals are perpendicular.

B. If a quadrilateral is a kite, then it has two pairs of opposite angles which
are congruent.

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DISCIPLINE• GOOD TASTE• EXCELLENCE
 C. If a quadrilateral is a kite, then it has one diagonal that bisect a pair of
opposite angles.
D. If a quadrilateral is a kite, then it has one diagonal that bisects the other
diagonal.

For numbers 4 – 5, refer to the figure illustrated below and answer the given
problems.

4. In ∆ 𝐵𝑁𝑆, O and U are the midpoints of ̅̅̅̅

𝐵𝑁 and ̅̅̅̅
𝑁𝑆 respectively. How will you
̅̅̅̅
compute the 𝑂𝑈?

̅̅̅̅ = 1 𝐵𝑆
A. 𝑂𝑈 ̅̅̅̅ ̅̅̅̅
C. 𝑂𝑈
1
̅̅̅̅
𝑈𝑆
2 2
1 1
B. ̅̅̅̅
𝑂𝑈 = 2 ̅̅̅̅
𝐵𝑁 D. ̅̅̅̅
𝑂𝑈 = 2 ̅̅̅̅
𝑂𝑁

5. In ∆ 𝐵𝑁𝑆, O and U are the midpoints of BN and NS, respectively. Identify the
congruent sides.
̅̅̅̅ ≅ 𝑂𝑁
A. 𝐵𝑂 ̅̅̅̅ ̅̅̅̅ ≅ 𝑈𝑆
C. 𝐵𝑂 ̅̅̅̅
̅̅̅̅ ≅ 𝑈𝑁
B. 𝑂𝑁 ̅̅̅̅ ̅̅̅̅ ≅ 𝑈𝑆
D. 𝑁𝑈 ̅̅̅̅

For numbers 6 - 7, refer to the figure illustrated below and answer the given
problems.

Given: ∆ 𝐴𝐵𝐶 with ̅̅̅̅

𝐴𝐶 ∥ ̅̅̅̅
𝐷𝐸
𝐴𝐷 𝐶𝐸
Prove: 𝐴𝐵 = 𝐶𝐵

Statements Reasons
̅̅̅̅ ̅̅̅̅
1. 𝐴𝐶 ∥ 𝐷𝐸 1. Given
2. ∠ BDE ≅ ∠ BAC 2. (6)
∠BED ≅ ∠ BCA
3. ∆ 𝐴𝐵𝐶 ∼ ∆ 𝐷𝐵𝐸 3. If two pairs of corresponding angles are
congruent, then the triangles are similar.
̅̅̅̅
𝐷𝐵 ̅̅̅̅
𝐸𝐵 4. The lengths of corresponding sides of
4. ̅̅̅̅
= ̅̅̅̅
𝐴𝐵 𝐶𝐵
similar triangles are proportional.
̅̅̅̅
𝐴𝐵−𝐷𝐵 ̅̅̅̅ ̅̅̅̅
𝐶𝐵−𝐸𝐵 ̅̅̅̅ 5. A property of proportions.
5. ̅̅̅̅
𝐴𝐵
= ̅̅̅̅
𝐶𝐵
̅̅̅̅ = 𝐴𝐷
6. 𝐴𝐵 ̅̅̅̅ + 𝐷𝐵
̅̅̅̅ 6. (7)

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DISCIPLINE• GOOD TASTE• EXCELLENCE
 ̅̅̅̅ = ̅̅̅̅
𝐶𝐵 𝐶𝐸 + ̅̅̅̅
𝐸𝐵

7. ̅̅̅̅
𝐴𝐷 = ̅̅̅̅
𝐴𝐵 - ̅̅̅̅
𝐷𝐵 7. Subtraction property of equality
̅̅̅̅ ̅̅̅̅ ̅̅̅̅
𝐶𝐸 = 𝐶𝐵 - 𝐸𝐵

𝐴𝐷 𝐶𝐸 8. Substitution
8. =
𝐴𝐵 𝐶𝐵

6. Which reason justifies the statement in step 2 of the proof?

A. If two parallel lines are cut by a transversal, then the alternate interior angles
are congruent.
B. If two parallel lines are cut by a transversal, then the corresponding interior
angles are congruent.
C. Vertical angles are congruent.
D. If two parallel lines are cut by a transversal, the alternate exterior angles are
congruent.

7. Which reason justifies the statement in step 6 of the proof?

A. Addition Property of Equality
B. Definition of Congruence
C. Definition of Midpoint
D. Definition of Parallel lines

̅̅̅̅ = 12, ̅̅̅̅

8. Refer to the figure below. If 𝐴𝐶 ̅̅̅̅ = 6, then 𝐴𝐷
𝐷𝐸 = 8, and 𝐵𝐷 ̅̅̅̅ = _____

A. 16 B. 9
C. 4 D. 3

Refer to the figure illustrated below and answer question number 9.

̅̅̅̅ ≅ 𝐴𝐷
Given: Kite ABCD with 𝐴𝐵 ̅̅̅̅ and 𝐶𝐵
̅̅̅̅ ≅ 𝐶𝐷
̅̅̅̅

Prove: ̅̅̅̅
𝐴𝐶 ⊥ ̅̅̅̅
𝐵𝐷

Statements Reasons
1. Kite ABCD with 𝐴𝐵̅̅̅̅ ≅ 𝐴𝐷
̅̅̅̅ and 1. Given
̅̅̅̅ ̅̅̅̅
𝐶𝐵 ≅ 𝐶𝐷

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DISCIPLINE• GOOD TASTE• EXCELLENCE
 2. A and C lie on the perpendicular 2. (9)
bisector of ̅̅̅̅
𝐵𝐷
̅̅̅̅
3. 𝐴𝐶 is the perpendicular bisector of 3. Two points determine a line
̅̅̅̅
𝐵𝐷
4. ̅̅̅̅
𝐴𝐶 ⊥ ̅̅̅̅
𝐵𝐷 4. Definition of Perpendicular
Bisector

9. Which reason justifies the statement in step 2 of the proof?

A. Definition of Parallel Lines
B. Definition of Perpendicular Lines
C. Converse of Perpendicular Bisector Theorem
D. Converse of Parallel Lines Theorem

10. Refer to the figure: Kite ABCD with ̅̅̅̅

𝐴𝐵 ≅ ̅̅̅̅ ̅̅̅̅ ≅ ̅̅̅̅
𝐴𝐷 and 𝐶𝐵 𝐶𝐷

If ̅̅̅̅
𝐴𝐵 = 8 and ̅̅̅̅
𝐶𝐷 = 17, what is the
perimeter of the kite?
A. 12 B. 25 C. 42 D. 50
E.

LESSON 1: MIDLINE THEOREM

What’s In

Check your Guess!

In the table below, write T in the second column if your guess on the statement is true;
otherwise, write F. You are to revisit the same table and respond to your guesses by
writing R if you were right or W if wrong under the third column.

Statement My guess is… I was…

(T or F) (R or W)
1. The segment that joins the midpoints of
two sides of a triangle is parallel to the
third side and half as long.
2. The median of a trapezoid is parallel to
the bases and its length is equal to the
sum of the length of the bases.
Questions:
1. Were you able the given statements correctly?
2. What can you say about the two given statements?

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DISCIPLINE• GOOD TASTE• EXCELLENCE
 What’s New
Model Me!
Read each statement given below and perform the given procedures.
Materials needed: Bond paper, pencil, protractor, ruler.
Instructions:
A. Draw trapezoid TRAP where 𝑇𝑅𝑃 ̅̅̅̅̅̅ ⊥ 𝑃𝐴
̅̅̅̅, TP=5cm, TR=4cm, and
PA= 8cm.
B. Name the midpoints of 𝑇𝑃̅̅̅̅ and 𝑅𝐴
̅̅̅̅ as G and O, respectively.
̅̅̅̅ and O to form a segment.
C. Connect 𝐺𝐹

Guided Questions:
̅̅̅̅ look parallel to the bases of the trapezoid?
1. Does 𝐺𝑂
2. Measure ̅̅̅̅
𝐺𝑂. How long is it?
3. What is the sum of the bases of the trapezoid TRAP?
4. Compare the sum of the bases and the length of ̅̅̅̅𝐺𝑂. What did you find?
5. Make a Generalization about the sum of the bases and the length of the
segment joined by the midpoints of the legs. Explain your answer.

What is It

Definition: The segment connecting the midpoints of two sides of a triangle

is called the midsegment of a triangle / midline of a triangle. is a midsegment
therefore K and M are midpoints of and respectively.

Definition: The line segment connecting the midpoints of the nonparallel

sides of a trapezoid is called the midsegment.

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DISCIPLINE• GOOD TASTE• EXCELLENCE
 Definition: The line segment connecting the midpoints of the nonparallel
sides of a trapezoid is called the midsegment.

Triangle Midsegment Theorem:

A midsegment of a triangle is parallel to the third side and is equal to
half the length of the third side.

Based on the given figure at the right:

1
̅̅̅̅̅
𝑁𝐾 = (𝐼𝐿 ̅ );
2
1
̅̅̅̅̅ =
𝑀𝐾 ̅ );
(𝐼𝐽
2
1
̅̅̅̅̅
𝑁𝑀 = ̅)
(𝐽𝐿
2
Use the above theorem to prove this theorem: “The three midsegments of a triangle
divide the triangle into 4 congruent triangles.”
Proof:
Statements Reasons
1 1. Triangle Midsegment Theorem
1. ̅̅̅̅̅
𝑁𝐾 = ̅)
(𝐼𝐿
2
̅
2. M is the midpoint of 𝐼𝐿 2. Definition of midsegment
1 3. Definition of midpoint
3. ̅̅̅̅
𝐼𝑀 = ̅)
(𝐼𝐿
2
4. ̅̅̅̅
𝐼𝑀= ̅̅̅̅̅
𝑁𝐾 4. Transitive Property
5. ̅̅̅̅
𝐼𝑀 ≅ ̅̅̅̅̅
𝑁𝐾 5. Definition of congruence
̅
6. N is the midpoint of 𝐼𝐽 6. Definition of midsegment
7. ̅̅
𝐼𝑁̅̅ = ̅𝑁𝐽
̅̅̅ 7. Definition of midpoint
8. ̅̅
𝐼𝑁̅̅ ≅ ̅̅
𝑁𝐽̅̅ 8. Definition of congruence
̅ ∥ ̅̅̅̅̅
9. 𝐼𝐿 𝑁𝐾 9. Triangle Midsegment Theorem
10. Corresponding angles of parallel
10. ∠JNK ≅ ∠𝑁𝐼𝑀
lines cut by a transversal are congruent.
11. ∆ 𝐽𝑁𝐾 ≅ ∆ NIM 11. SAS

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DISCIPLINE• GOOD TASTE• EXCELLENCE
The same argument can be used to prove the congruence of the other two triangles
KML and NKM. You may want to continue the proof.

Trapezoid Midsegment Theorem

A midsegment of a trapezoid is parallel to the bases and is equal to
half of the sum of the lengths of the bases.

Example on Triangle Midsegment Theorem:

In ∆ 𝑀𝐶𝐺, A and I are the midpoints of ̅̅̅̅̅
𝑀𝐺 and𝐺𝐶̅̅̅̅ , respectively. Consider each given
information and answer the questions that follow.
1. Given: ̅̅̅
𝐴𝐼 = 10.5 units
Solve: What is ̅̅̅̅̅
𝑀𝐶 ?

Solution:

2. Given: ̅̅̅̅ = 32 unit

𝐶𝐺
Solve: What is ̅̅̅
𝐺𝐼 ?
Solution:

3. Given: ̅̅̅
𝐴𝐼 = 3𝑥 − 2 and ̅̅̅̅̅
𝑀𝐶 = 9𝑥 − 13
Solve: What is the value of x?
What is the length of ̅̅̅
𝐴𝐼 ?
̅̅̅̅̅ ?
What is the length of 𝑀𝐶
Solution:

̅̅̅ and 𝑀𝐶
Solve for 𝐴𝐼 ̅̅̅̅̅ : ̅̅̅ = 3𝑥 − 2 and 𝑀𝐶
Since 𝐴𝐼 ̅̅̅̅̅ = 9𝑥 − 13

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DISCIPLINE• GOOD TASTE• EXCELLENCE
 Solution: ̅̅̅ = 3𝑥 − 2
𝐴𝐼 ̅̅̅̅̅ = 9𝑥 − 13
𝑀𝐶
̅̅̅
𝐴𝐼 = 3(3) − 2 ̅̅̅̅̅
𝑀𝐶 = 9(3) − 13
̅̅̅
𝐴𝐼 = 7 ̅̅̅̅̅
𝑀𝐶 = 14
4. Given: ̅̅̅̅̅ ̅̅̅̅ ̅̅̅̅
𝑀𝐺 ≅ 𝐶𝐺 ; 𝐴𝐺 =2𝑦 − 1 ; and 𝐼𝐶 ̅̅̅ = 𝑦 + 5
Solve: What is the value of y?
How long are ̅̅̅̅ ̅̅̅ ?
𝐴𝐺 𝑎𝑛𝑑 𝐼𝐶
How long are ̅̅̅̅̅ 𝑀𝐺 𝑎𝑛𝑑 ̅̅̅̅
𝐶𝐺 ?
Solution: Since 𝑀𝐺̅̅̅̅̅ ≅ 𝐶𝐺 ̅̅̅̅ Given
1
̅̅̅̅
𝐴𝐺 = (𝑀𝐺 ̅̅̅̅̅ ) By Triangle Midsegment Theorem
2
1
̅̅̅ = (𝐺𝐶
𝐼𝐶 ̅̅̅̅ ) By Triangle Midsegment Theorem
2
̅̅̅̅ = 𝐼𝐶
𝐴𝐺 ̅̅̅ By Transitive Property of Equality
2𝑦 − 1 = 𝑦 + 5 By Substitution
2𝑦 − 𝑦 = 5 + 1 Simplify
𝑦 =6

Solve for ̅̅̅̅ ̅̅̅ : Since ̅̅̅̅

𝐴𝐺 and 𝐼𝐶 ̅̅̅ = 𝑦 + 5
𝐴𝐺 = 2𝑦 − 1 and 𝐼𝐶

Solution: ̅̅̅̅
𝐴𝐺 = 2𝑦 − 1 ̅̅̅ = 𝑦 + 5
𝐼𝐶
̅̅̅̅
𝐴𝐺 = 2(6) − 1 ̅̅̅ = 6 + 5
𝐼𝐶
̅̅̅̅
𝐴𝐺 = 11 ̅̅̅ = 11
𝐼𝐶

̅̅̅̅̅ 𝑎𝑛𝑑 𝐶𝐺
Solve for 𝑀𝐺 ̅̅̅̅

1
Solution: ̅̅̅̅ ̅̅̅̅̅ )
𝐴𝐺 = 2 (𝑀𝐺 ̅̅̅ = 1 (𝐺𝐶
𝐼𝐶 ̅̅̅̅ ) by Triangle Midsegment Theorem
2
1
̅̅̅̅̅ ) 11 = 1 (𝐺𝐶
11 = 2 (𝑀𝐺 ̅̅̅̅ ) by Substitution
2
̅̅̅̅̅
(2)(11) = 𝑀𝐺 (2)(11) = 𝐺𝐶 ̅̅̅̅ by Cross Multiplication
̅̅̅̅̅
𝑀𝐺 = 22 ̅̅̅̅
𝐺𝐶 = 22

Example on Trapezoid Midsegment Theorem

In the trapezoid CUTE, M and D are the midpoints of ̅̅̅̅
𝐶𝑈 and ̅̅̅̅
𝐸𝑇,
respectively. Consider each given information and answer the
questions that follow.

1. Given: ̅̅̅̅̅ = 22 and 𝐶𝐸

𝑀𝐷 ̅̅̅̅ = 36
Solve: What is 𝑈𝑇̅̅̅̅ ?

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DISCIPLINE• GOOD TASTE• EXCELLENCE
 Solution:
1
̅̅̅̅̅
𝑀𝐷 = ̅̅̅̅ + ̅̅̅̅
(𝑈𝑇 𝐶𝐸 ) By Trapezoid Midsegment Theorem
2
1
22 = 2 (𝑈𝑇 ̅̅̅̅ + 36) By Trapezoid Midsegment Theorem
̅̅̅̅ +36
(2) (22) = 𝑈𝑇 Cross Multiplication
44 = ̅̅̅̅
𝑈𝑇+36 Simplify
̅̅̅̅
𝑈𝑇= 44 – 36
̅̅̅̅
𝑈𝑇 = 8 units

2. Given: ̅̅̅̅̅
𝑈𝑀=𝐶𝑀 ̅̅̅̅̅, ̅̅̅̅ ̅̅̅̅,
𝑇𝐷 =𝐸𝑇
̅̅̅̅
𝑈𝑇= 10, ̅̅̅̅𝐶𝐸 = 23, ̅̅̅̅
𝐷𝐸 = 7, and ̅̅̅̅̅
𝑈𝑀 = 9

Solve: What is ̅̅̅̅̅

𝑀𝐷?
What is the perimeter of the trapezoid CUTE?

What’s More

A. Complete the two-column proof.

Given: ̅̅̅̅ ∥ ̅𝐼𝑁

𝑇𝑅 ̅̅̅ and 𝑇𝑅
̅̅̅̅ ∥ ̅̅̅̅
𝑀𝑆

Prove: ̅̅̅̅ = 1 (𝑀𝑆

𝑇𝑅 ̅̅̅̅ + ̅𝐼𝑁
̅̅̅)
2

9
DISCIPLINE• GOOD TASTE• EXCELLENCE
 Statements Reasons
1. 1. Given
̅ with P as its midpoint
2. Draw 𝐼𝑆 2.
1
̅̅̅̅ =
3. 𝑇𝑃 ̅̅̅̅ ∥ 𝑀𝑆
(𝑀𝑆) 𝑎𝑛𝑑 𝑇𝑃 ̅̅̅̅ 3. By Triangle Midsegment Theorem
2

4. ̅̅̅̅
𝑀𝑆 ∥ ̅̅
𝐼𝑁̅̅ 4.
5. ̅̅̅̅̅
𝑇𝑃 and ̅̅̅̅
𝑃𝑅 are both parallel to 5.
̅̅̅̅ ∥ 𝐼𝑁
𝑇𝑃 ̅̅̅̅ . Thus, T, P, and R are
collinear
̅̅̅̅ = 𝑇𝑃
6. 𝑇𝑅 ̅̅̅̅ + ̅̅̅̅
𝑃𝑅 6.
̅̅̅̅ = 1 (𝑀𝑆
7. 𝑇𝑅 ̅̅̅̅ + 𝐼𝑁
̅̅̅̅) 7.
2

B. Use the figure illustrated above to answer the given items involving triangle and
trapezoid midsegment theorem. Show your complete

What I Have Learned

3-2-1 Go!
Complete the following phrases by writing down your learning insights on midline
theorem.
✔ Three (3) things/facts I learned
1. _________________________________________________
3 2. __________________________________________________
3. __________________________________________________

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DISCIPLINE• GOOD TASTE• EXCELLENCE
✔ Two (2) questions I still have in mind

2 1. __________________________________________________
2. __________________________________________________
✔ One (1) opinion I now have

1 1. __________________________________________________

What I Can Do

PERFORMANCE TASK

Goal: You will create a scrapbook that involves the concept of Midline Theorem
Role: You are a Scrapbook Designer.
Audience: The target audiences are all Junior High School students of your
school.

Situation: In your school, Mathematics Month is being celebrated annually. One of

the aims of the program is to showcase the creativity of the students through their
performance task outputs via School Exhibit. In this regard, you are asked by your
math teacher to create a scrapbook that includes several concepts in Mathematics
and that includes the concepts of Midline Theorem.

Product and Performance:

The scrapbook should contain the following:
1. A Journal on your understanding to the concept of Triangle and Trapezoid
Midsegment Theorem.
2. Do the modeling activity, “Its Paperellogram” and place it inside the scrapbook.
Use the following materials such as, bond paper, colored paper, ruler, pencil,
and tape.
3. Answer the guided questions in performing the modelling activity and write your
answers on the scrapbook.

11
DISCIPLINE• GOOD TASTE• EXCELLENCE
 Modeling Activity: It’s Paperellogram!

Instructions:
A. Draw and cut a different kind of triangle out of a bond paper. Paste the cut out
in the scrapbook.
● Equilateral Triangle, Right Triangle, Obtuse Triangle, and Acute Triangle
that is not equiangular
B. Choose a third side of a triangle. Mark each midpoint of the other two sides
then connect the midpoints to form a segment.
● Does the segment drawn look parallel to the third side of the triangle
you chose?
C. Measure the segment drawn and the third side you chose.
● Compare the length of the segments drawn and the third side you
chose. What did you observe?
D. Cut the triangle along the segment drawn.
● What two figures are formed after cutting the triangle along the segment
drawn?
E. Use an adhesive tape to reconnect the triangle with the other figure in such a
way that their common vertex was a midpoint and that congruent segments
formed by a midpoint coincide.
● After reconnecting the cutouts, what new figure is formed? Why?
● Make a conjecture to justify the new figure formed after doing the above
activity? Explain your answer.
● Do you think that the findings apply to all kinds of triangles? Why?

Standards and Criteria for Success

Your product will be evaluated based on the rubrics given below:
Scoring Rubrics
Developing Accomplished Exemplary
Criteria Beginning 1 Score
2 3 4
The scrap
book was The scrap The scrap book
The scrap book
poorly book is was done very
Neatness was sloppy and
created and generally neat neat and easy
difficult to read
difficult to and readable to read
read
A little Some Good
Well thought
creativity and creativity. Not Creativity and
Creativity out and very
some enough mostly thought
creative.
planning planning out
The The Information is Information is
Organization
information information is organized and clear and very

12
DISCIPLINE• GOOD TASTE• EXCELLENCE
 appears to organized, but sections are well organized
be not entirely identified with with each
disorganized. sequential or a good amount section in clear
with clarity of clarity and sequential
sequencing order.
Few of the
required
Most of the All of the
elements are
Missing most required required
clearly visible
Required or all of the elements are elements are
organized and
Elements required clearly visible, clearly visible,
well – placed.
elements organized and organized and
May be
well – placed. well – placed.
missing
elements
Student
Student Student
Student somehow
explained his explained and
poorly explained his
thinking using supported his
explained his thinking using
one thinking using
thinking. one
Explanation explanation more than one
explanation
and provided explanation,
with very
evidence of and provided
minimal
thinking. evidence of
evidence of
thinking.
thinking

Assessment
Encircle the letter of the correct answer.

1. Solve for the Midline DG:

A. DG = 14 C. DG = 28
B. DG = 12 D. DG = 16

2. Solve for the Midline AB:

A. AB = 10.5
B. AB = 11
C. AB = 22
D. None of these

13
DISCIPLINE• GOOD TASTE• EXCELLENCE
 For numbers 3 - 5, refer to the figure illustrated below and
answer the given problems.

3. In ∆ 𝑆𝐼𝐸, L and D are the midpoints of SI and IE

respectively. If LD is 12, then what is the value of SE?
A. SE = 48 B. SE = 24 C. SE = 12 D. SE = 6
4. In ∆ 𝑆𝐼𝐸, L and D are the midpoints of SI and IE respectively. If LI is 18, then what
is the value of LS?
A. LS = 27 B. LS = 9 C. LS = 36 D. LS = 18
5. In ∆ 𝑆𝐼𝐸, L and D are the midpoints of SI and IE respectively. If LS = 6, ID=8, and
SE = 10, find the perimeter of ∆ 𝑆𝐼𝐸.
A. Perimeter of ∆ 𝑆𝐼𝐸 is 28 units C. Perimeter of ∆ 𝑆𝐼𝐸 is 38 units
B. Perimeter of ∆ 𝑆𝐼𝐸 is 19 units D. Perimeter of ∆ 𝑆𝐼𝐸 is 24 units

Additional Activities

Given: ̅̅̅̅
𝐷𝐸 , ̅̅̅̅
𝐸𝐹 , and ̅̅̅̅
𝐹𝐷 are midsegments of ∆ABC. Fill in the blanks to complete a
true statement.

1. ̅̅̅̅
𝐸𝐹 ∥ ______________ 4. ___________ ∥ ̅̅̅̅
𝐷𝐸
2. 𝐵𝐶 = ______________ 5. DE = _____________
3. 𝐴𝐶 = ______________ 6. FE = ______________
7. Perimeter of ∆ABC = ______________

LESSON 2: TRAPEZOID AND KITE

What’s In
Check your Guess!
In the table below, write T in the second column if your guess on the statement is true;
otherwise, write F. You are to revisit the same table and respond to your guesses by
writing R if you were right or W if wrong under the third column.

14
DISCIPLINE• GOOD TASTE• EXCELLENCE
 Statement My guess is… I was…
(T or F) (R or W)
1. The base angles of an isosceles trapezoid
are congruent.
2. The legs of an isosceles trapezoid are
parallel and congruent.
3. The diagonals of an isosceles trapezoid are
congruent.
4. The opposite angles of an isosceles
trapezoid are congruent.
5. The diagonals of a kite are perpendicular
bisectors of each other.

Questions:
1. Were you able the given statements correctly?
2. What can you say about the five given statements?

What’s New
Use the situation below to answer the questions that follow.
In the recent 2020 Metrobank – MTAP DepEd Mathematics Challenge held in
Marikina City, these definitions were mentioned:
Definition 1: It is a convex quadrilateral with one pair of parallel sides.

Definition 2: It is a trapezoid with congruent legs.

Definition 3: It is a quadrilateral with two pairs of adjacent sides

congruent and no opposite sides congruent.

What are the terminologies that best describe these three definitions?
Definition 1 is Trapezoid, Definition 2 is an Isosceles Trapezoid, and
Definition 3 is Kite

15
DISCIPLINE• GOOD TASTE• EXCELLENCE
 What is It

Definition:
A trapezoid is a quadrilateral with exactly one pair of parallel sides.

The parallel sides are called bases.

A trapezoid has two pairs of base angles. The
nonparallel sides are called legs.

∠𝐴 𝑎𝑛𝑑 ∠𝐵 are called upper base angles

∠𝐶 𝑎𝑛𝑑 ∠𝐷 are called lower base angles
̅̅̅̅
𝐴𝐶 𝑎𝑛𝑑 ̅̅̅̅
𝐵𝐷 are called diagonals
̅̅̅̅ ̅̅̅̅
𝐴𝐷 𝑎𝑛𝑑 𝐵𝐶 are called legs
̅̅̅̅
𝐴𝐵 𝑎𝑛𝑑 ̅̅̅̅̅
𝐶𝐷 are called bases

Definition: An isosceles trapezoid is a trapezoid whose nonparallel sides

are of the same length.

Properties of Isosceles Trapezoid

Trapezoid Consecutive Angles Theorem

The consecutive angles between the bases of a trapezoid are
supplementary

m ∠T + m ∠ R = 180∘
m ∠P + m ∠ A = 180∘

16
DISCIPLINE• GOOD TASTE• EXCELLENCE
Isosceles Trapezoid Theorem
The base angles of an isosceles trapezoid are congruent.

m ∠A ≅m ∠M
m ∠B ≅ m ∠S

Isosceles Trapezoid Theorem

If a trapezoid is isosceles, then each pair of base angles is congruent

CARE is an isosceles trapezoid.

∠𝐸 ≅ ∠𝑅 and ∠𝐶 ≅ ∠𝐴

Isosceles Trapezoid Diagonals Theorem

The diagonals of an isosceles trapezoid are congruent.

CARE is an isosceles trapezoid

if and only if
̅̅̅̅ ≅ ̅̅̅̅
𝐶𝑅 𝐴𝐸

Isosceles Trapezoid Opposite Angles Supplementary Theorem

If a quadrilateral is an isosceles trapezoid, then the opposite angles are
supplementary.

m ∠B + m ∠ M = 180∘
m ∠A + m ∠ S = 180∘

17
DISCIPLINE• GOOD TASTE• EXCELLENCE
Example 1: The following is a proof of the above theorem.
Given: ̅̅̅̅ and 𝑀𝑆
Trapezoid BAMS with 𝐴𝐵 ̅̅̅̅

Prove: ̅̅̅̅̅
𝐵𝑀 ≅ ̅̅̅̅
𝐴𝑆

Statements Reasons
̅̅̅̅ and 𝑀𝑆
1. Trapezoid BAMS with 𝐴𝐵 ̅̅̅̅ 1. Given
̅̅̅̅ ̅̅̅̅
2. 𝐴𝐵 ≅ 𝑀𝑆 2. Nonparallel sides of an isosceles
trapezoid are congruent.
3. ∠ABS ≅ ∠MSB 3. Base angles of an isosceles
trapezoid are congruent.
4. ̅̅̅̅
𝐵𝑆 ≅ ̅̅̅̅
𝐵𝑆 4. Reflexive Property of Equality
5. ∆𝐴𝐵𝑆 ≅ ∆𝑀𝑆𝐵 5. SAS
6. ̅̅̅̅̅ ≅ 𝐴𝑆
𝐵𝑀 ̅̅̅̅ 6. CPCTC
(Corresponding Parts of Congruent
Triangles are Congruent)
Area of a Trapezoid
Given: A trapezoid with bases, RA = 𝑏1 , TP = 𝑏2 and height h.

The Area of a trapezoid is given by:

𝑏1 + 𝑏2
𝐴=( )ℎ
2

Examples on Trapezoid:
In the Trapezoid MATH, L and V are the midpoints of ̅̅̅̅̅ ̅̅̅̅, respectively.
𝑀𝐻 and𝐴𝑇
Consider each given information and answer the questions that follow.

Given: Quadrilateral MATH is an

Isosceles Trapezoid with bases ̅̅̅̅̅ ̅̅̅̅,
𝑀𝐴 and𝐻𝑇 ̅̅̅̅
𝐿𝑉 is
a median

1. Given: MA = 3𝑦 − 2; HT = 2𝑦 + 4; LV= 8.5 𝑐𝑚

Solve: What is the value of y?
̅̅̅̅̅ ?
What is the length of 𝑀𝐴
̅̅̅̅ ?
What is the length of 𝐻𝑇
Solution:
1
̅̅̅̅
𝐿𝑉 = (𝑀𝐴 ̅̅̅̅̅ + ̅̅̅̅
𝐻𝑇) By Trapezoid Midsegment Theorem
2

18
DISCIPLINE• GOOD TASTE• EXCELLENCE
 1
8.5 𝑐𝑚 = [(3𝑦 − 2) + (2𝑦 + 4)] By Substitution
2
1
8.5 𝑐𝑚 = 2 [5𝑦 + 2] Simplify
(2)(8.5 𝑐𝑚) = 5𝑦 + 2 Cross Multiply
17 𝑐𝑚 − 2 = 5𝑦 + 2 − 2 Subtraction Property of Equality
15 = 5𝑦 Simplify
5𝑦 15
= Division Property of Equality
5 5
y=3

2. Given: m ∠ HMA = 115°

Solve: What is m∠TAM?
What theorem justifies your answer?
Solution:
By Isosceles Trapezoid Theorem, base angles are congruent.
m∠ TAM = 115°

3. Given: m ∠ MHT = 3x + 10; m ∠ MAT=2x - 5

Solve: What is the value of x?
What are the measures of the two angles?
What theorem justifies your answer?

Solution:
𝑚∠ 𝑀𝐻𝑇 + 𝑚∠ 𝑀𝐴𝑇 = 180° Opposite Angles are Supplementary
3x + 10 + 2x – 5 = 180 By Substitution
5𝑥 + 5 = 180 Simplify
5𝑥 + 5 − 5 = 180 − 5 Subtraction Property of Equality
5𝑥 = 175 Simplify
5𝑥 175
= 5 Division Property of Equality
5
X = 35
Solve for m ∠ MHT and m ∠ MAT:
Since m ∠ MHT = 3x + 10 and m ∠ MAT=2x - 5
Solution:
m ∠ MHT = 3x + 10 m ∠ MAT=2x – 5 Given
m ∠ MHT = 3(35) + 10 m ∠ MAT=2(35) – 5 Substitute
m ∠ MHT = 105 + 10 m ∠ MAT=70 – 5 Simplify
m ∠ MHT = 115 m ∠ MAT=65
By Isosceles Trapezoid Opposite Angles Supplementary Theorem
𝑚∠ 𝑀𝐻𝑇 + 𝑚∠ 𝑀𝐴𝑇 = 180°
115° + 65° = 180°
180° = 180°

19
DISCIPLINE• GOOD TASTE• EXCELLENCE
 Definition: A Kite is a quadrilateral with two distinct pairs of congruent, and
adjacent sides.

Properties of Kite

Kite Diagonals Theorem: The diagonals of a kite are perpendicular.

̅̅̅̅ ≅ 𝐴𝐷
Given: Kite ABCD with 𝐴𝐵 ̅̅̅̅ and 𝐶𝐵
̅̅̅̅ ≅ 𝐶𝐷
̅̅̅̅

Prove: ̅̅̅̅
𝐴𝐶 ⊥ ̅̅̅̅
𝐵𝐷

Statements Reasons
̅̅̅̅ ̅̅̅̅
1. 𝐴𝐵 ≅ 𝐴𝐷 and 𝐶𝐵 ̅̅̅̅ ≅ ̅̅̅̅
𝐶𝐷 1. Given
̅̅̅̅
2. 𝐴𝐶 ≅ 𝐴𝐶 ̅̅̅̅ 2. Reflexive Property
3. ∆𝐴𝐵𝐶 ≅ ∆𝐴𝐷𝐶 3. SSS
4. ∠𝐵𝐶𝐴 ≅ ∠𝐷𝐶𝐴 4. CPCTC
5. ∆𝐷𝐵𝐶 is an isosceles triangle 5. Definition of Isosceles Triangle
̅̅̅̅ is an angle bisector
6. 𝐴𝐶 6. Definition of angle bisector
̅̅̅̅ is an altitude to the base 𝐵𝐷
7. 𝐶𝐸 ̅̅̅̅ 7. Vertex – Angle Bisector Postulate
̅̅̅̅
8. 𝐶𝐸 ⊥ 𝐵𝐷 ̅̅̅̅ 8. Definition of Altitude
9. ̅̅̅̅
𝐶𝐸 is on ̅̅̅̅ 𝐴𝐶 9. Definition of Collinearity
̅̅̅̅ ⊥ 𝐵𝐷
10. 𝐴𝐶 ̅̅̅̅ 10. Transitivity

There are several ways to prove this postulate. You may want to explore other
ways to prove it.

Kite Diagonal Bisector Postulate

The diagonal connecting the vertex
angles of a kite is the perpendicular
bisector of the other diagonal.

20
DISCIPLINE• GOOD TASTE• EXCELLENCE
 Kite Angle Postulate
The diagonal connecting the vertex
angles of a kite is the perpendicular
bisector of the other diagonal.

Kite Angle Bisector Postulate

The diagonal connecting the vertex
angles of a kite is the perpendicular
bisector of the other diagonal.

Area of a Kite
̅̅̅̅ = 𝑑1 and 𝐵𝐷
Given: A kite with diagonals 𝐴𝐶 ̅̅̅̅ = 𝑑2

The Area of a Kite is given by:

(𝑑1 ) (𝑑2 )
𝐴=
2

Examples on Kite
Consider the kite ABCD. Use the theorems and postulates of a kite to answer the
questions that follow.

Given: Quadrilateral PLAY is a kite.

1. Given: ̅̅̅̅ = 12 𝑐𝑚; 𝐿𝑌

𝑃𝐴 ̅̅̅̅ = 6 𝑐𝑚
Solve: What is the area of kite PLAY?

Solution:
(𝑑1 ) (𝑑2 )
𝐴= Formula for the Area of Kite
2
(12 𝑐𝑚) (6 𝑐𝑚)
𝐴= By Substitution
2
72 𝑐𝑚
𝐴= Simplify
2
2
𝐴 = 36 𝑐𝑚

21
DISCIPLINE• GOOD TASTE• EXCELLENCE
2. Given: ̅̅̅̅=9 cm
Area of Kite PLAY = 135 𝑐𝑚2 ; 𝐿𝑌
Solve: ̅̅̅̅
How long is 𝑃𝐴 ?
Solution:
(𝑑 ) (𝑑 )
𝐴 = 12 2 Formula for the Area of Kite
(𝑃𝐴)(9𝑐𝑚)
135 𝑐𝑚2 = By Substitution
2
(2)(135) = (9𝑐𝑚)(𝑃𝐴) Simplify
270 = (9𝑐𝑚)(𝑃𝐴)
270 (9 𝑐𝑚) (𝑃𝐴)
= Division Property of Equality
9 9
̅̅̅̅
𝑃𝐴 = 30 𝑐𝑚

What’s More

Read the following problems involving Trapezoid and Kite and answer the questions
that follow:
A. Given: Questions Answer
Isosceles 1. Name the legs.
Trapezoid ABCD 2. Name the base angles.
3. If 𝑚∠𝐴 = 70, what is m∠𝐷?
4. If 𝑚∠𝐷 = 105, what is m∠𝐶?
5. If 𝑚∠𝑆 = 2𝑥 − 6 𝑎𝑛𝑑
𝑚∠𝐴 = 82, what is x?
B. Given: Questions Answer
Kite KLMN 1. Name the pairs of
congruent sides.
̅̅̅̅ = 6, what is 𝑀𝑁
2. If 𝐿𝑀 ̅̅̅̅̅ ?
3. If ̅̅̅̅
𝐿𝑁 = 7 𝑐𝑚, ̅̅̅̅̅
𝐾𝑀 = 12 𝑐𝑚
What is the area?
4. If m∠4 = 70°,
what is m∠𝐾𝐿𝑁?
5. If the area is 96 𝑐𝑚2 , and
̅̅̅̅ = 8 𝑐𝑚, what is 𝐾𝑀
𝐿𝑁 ̅̅̅̅̅ ?

22
DISCIPLINE• GOOD TASTE• EXCELLENCE
 What I Have Learned
3-2-1 Go!
Complete the following phrases by writing down your learning insights on midline
theorem.
✔ Three (3) things/facts I learned
1. _________________________________________________
3 2. __________________________________________________
3. __________________________________________________

✔ Two (2) questions I still have in mind

2 1. __________________________________________________
2. __________________________________________________
✔ One (1) opinion I now have

1 1. __________________________________________________

What I Can Do

PERFORMANCE TASK
Goal: You will create a doodle note that includes the concepts of Trapezoid
and Kite. This doodle note may include words, symbols, figures, and scenarios that
best represents the ways of proving theorems on trapezoid and kite. The doodle note
will be posted in the social media sites that aims to help learners better understand
the lessons on Quadrilaterals.
Role: You are an Infographic Designer
Audience: The target audiences are all social media users most especially the
Grade 9 students all over the country.

Situation: The Department of Education is launching several means of Learning

Continuity Plan and Action amidst of COVID – 19 pandemic, one of which is utilizing
social media platforms as a channel of communication between teachers and
students. In this regard, DepEd ask for Infographic Designer that will create a doodle
note comprising the lessons in Mathematics. As an infographic designer, you need to
create a Doodle Note in a short bond paper that includes the concept of Trapezoid
and Kite.

23
DISCIPLINE• GOOD TASTE• EXCELLENCE
Product and Performance: In a short bond paper, you will create a doodle that
involves the following:
A. Basic Introduction and Definition of Trapezoid and Kite
B. Theorems and Postulates in Trapezoid and Kite.
C. One example of the theorems involving Trapezoid and Kite. (Examples must
be solved personally and priorly checked by the teacher)
D. Add other information, figures, and illustration related to the concept of
Trapezoid and Kite.
Standards and Criteria for Success
Your product will be evaluated based on the rubrics given:
Scoring Rubrics
Beginning Developing Accomplished
Criteria Exemplary 4 Score
1 2 3
Few of the
required Most of the All of the
Missing most elements are required required
Required or all of the clearly visible elements are elements are
Elements required organized and clearly visible, clearly visible,
elements well – placed. organized and organized and
May be missing well – placed. well – placed.
elements
The project The project has
The project
needs The project an excellence
has a nice
Visual significant needs design and
design and
Clarity and improvement improvement in layout. It is neat
layout. It is
Appeal in design, design, layout, and easy to
neat and easy
layout and and neatness understand the
to read
neatness content
A little Good
Some creativity. Well thought
creativity and Creativity and
Creativity Not enough out and very
some mostly thought
planning creative.
planning out

Assessment
Choose the letter of the correct answer.
1. How do you describe any two opposite angles in an Isosceles trapezoid?
A. They are always congruent. C. They are complementary.
B. They are supplementary. D. They are both right angles.

24
DISCIPLINE• GOOD TASTE• EXCELLENCE
2. Which of the following statements is true?
A. A trapezoid can have four equal sides.
B. A trapezoid can have three right angles.
C. The base angles of an isosceles trapezoid are congruent.
D. The diagonals of an isosceles trapezoid bisect each other.

3. Which of the following theorems of kite is incorrect?

A. If a quadrilateral is a kite, then its diagonals are congruent.
B. If a quadrilateral is a kite, then its diagonals are perpendicular.
C. If a quadrilateral is a kite, then exactly one pair of opposite angles are
congruent.
D. If a quadrilateral is a kite, then it has two distinct pairs of congruent, and
adjacent sides.
4. What is the measure of ∠A if the measure of ∠B = 62.5° ?
A. 27.5
B. 62.5°
C. 117.5°
D. 152.5°
5. What is the perimeter of a kite if ̅̅̅̅
𝐴𝐵 = 5 𝑎𝑛𝑑 ̅̅̅̅
𝐶𝐷 = 12 ?
A. 5
B. 12
C. 17
D. 34

Additional Activities

Write TRUE if the given statement is correct, otherwise write FALSE.

__________ 1. The diagonals of an isosceles trapezoid are congruent.

__________ 2. The parallel sides of an isosceles trapezoid are congruent.
__________ 3. The opposite angles of a kite can be supplementary.
__________ 4. The median of a trapezoid is the segment that joins the
midpoints of the legs.
__________ 5. The formula for the area of kite is equal to the half of the
product of the length of its diagonals

25
DISCIPLINE• GOOD TASTE• EXCELLENCE
 SUMMATIVE TEST
Encircle the letter of the correct answer.
1. Find the value of x.
A. 32
B. 50
C. 64
D. 80

2. B is the midpoint of AC, D is the midpoint of CE, and AE = 11. Find BD.
A. 4.5
B. 5.5
C. 11
D. 22

3. Points B, D, and F are midpoints of the sides ∆𝐴𝐶𝐸, EC = 35 and DF=23. Find AC
A. 11.5
B. 35
C. 46
D. 70

4. Complete the statement:

The segments whose (1) __________ are the (2) __________ of two sides of a
triangle is (3) __________ to the third side and it has length equal to half the
length of the third side.
A. (1) midpoint, (2) endpoints, (3) parallel
B. (1) midpoint, (2) endpoints, (3) congruent.
C. (1) endpoints, (2) midpoint, congruent.
D. (1) endpoints, (2) midpoint, (3) parallel.

For numbers 5 - 7, refer to the figure illustrated below and answer the given
problems.

5. In ∆ 𝑉𝐸𝑆, I and W are the midpoints of VE and ES, respectively.

If 𝑉𝐼 = 2𝑥 + 5 and 𝐼𝐸 = 3𝑥 − 1, find the value of VE.
A. VI = 34 B. VI = 18 C. VI = 17 D. VI = 6

6. In ∆ 𝑉𝐸𝑆, I and W are the midpoints of VE and ES, respectively.

If 𝐼𝑊 = 3𝑥 + 7 and 𝑉𝑆 = 26, find the value of x.
A. X = 2 B. X = 3 C. X = 4 D. X = 6

26
DISCIPLINE• GOOD TASTE• EXCELLENCE
7. In ∆ 𝑉𝐸𝑆, I and W are the midpoints of VE and ES respectively.
If 𝐼𝑊 = 5𝑥 + 3 and 𝑉𝑆 = 13𝑥 − 6, find the value of IW and VS.
A. IW = 21; VS = 42
B. IW = 23; VS = 46
C. IW = 26; VS = 52
D. IW = 23; VS = 52
For numbers 9 - 10, refer to the figure illustrated below and answer the given
problems.
̅̅̅̅ ∥ ̅̅̅̅
Given: ∆ 𝐴𝐵𝐶 with 𝐴𝐶 𝐷𝐸
𝐴𝐷 𝐶𝐸
Prove: 𝐴𝐵 = 𝐶𝐵

Statements Reasons
̅̅̅̅ ̅̅̅̅
1. 𝐴𝐶 ∥ 𝐷𝐸 1. Given
2. ∠ BDE ≅ ∠ BAC 2. If two parallel lines are cut by a
∠BED ≅ ∠ BCA transversal, then the corresponding
interior angles are congruent.
3. ∆ 𝐴𝐵𝐶 ∼ ∆ 𝐷𝐵𝐸 3. ?
DB EB 4. The lengths of corresponding sides of
4. 𝐴𝐵 = CB
similar triangles are proportional.
𝐴𝐵−DB CB−EB 5. A property of proportions.
5. =
AB CB

6. AB= AD + DB 6. Definition of Midpoint

CB = CE + EB
7. 𝐴𝐷 = AB – DB 7. ?
CE= CB - EB
𝐴𝐷 𝐶𝐸 8. Substitution
8. 𝐴𝐵 = 𝐶𝐵

8. Which reason justifies the statement in step 3 of the proof?

A. If two parallel lines are cut by a transversal, then the alternate interior angles
are congruent.
B. If two pairs of corresponding angles are congruent, then the triangles are
similar.
C. Vertical angles are congruent.
D. If two parallel lines are cut by a transversal, the alternate exterior angles are
congruent.
9. Which reason justifies the statement in step 7 of the proof?
A. Addition Property of Equality
B. Division property of equality
C. Subtraction property of equality
D. Multiplication property of equality
10. What do you call the segment that joins the midpoints of the legs of a trapezoid?
A. Kite B. Trapezoid C. Diagonal D. Median
11. A Quadrilateral with exactly two distinct pairs of adjacent congruent sides.

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DISCIPLINE• GOOD TASTE• EXCELLENCE
 A. Kite C. Rhombus
B. Square D. Isosceles Trapezoid
12. A Quadrilateral with exactly one pair of parallel sides.
A. Rectangle B. Parallelogram C. Square D. Trapezoid

13. The legs of an isosceles trapezoid are ____________.

A. Parallel B. Congruent C. Perpendicular D. Skew

For numbers 14 - 15, refer to the figure illustrated below and answer the given
problems.

14. If m∠𝐶 = 60°, then m∠𝐵 = _______

A. m∠𝐵 = 60° C. m∠𝐵 = 180°
B. m∠𝐵 = 120° D. m∠𝐵 = 360°

15. If m∠𝐶 = 60°, then m∠𝐷 = _______

A. m∠𝐷 = 60° C. m∠𝐷 = 180°
B. m∠𝐷 = 120° D. m∠𝐷 = 360°
For numbers 16 - 18, refer to the figure illustrated below and answer the given
problems.

16. If m∠𝐸 = 90°, and 𝑚∠𝐴𝐵𝐸 = 30°, then m∠𝐸𝐴𝐵 = _______

A. m∠𝐸𝐴𝐵 = 60° C. m∠𝐸𝐴𝐵 = 180°
B. m∠𝐸𝐴𝐵 = 120° D. m∠𝐸𝐴𝐵 = 360°
̅̅̅̅ ̅̅̅̅
17. If 𝐴𝐵 = 10, then 𝐴𝐷 =______.
A. ̅̅̅̅
𝐴𝐷 = 5 C. ̅̅̅̅
𝐴𝐷 = 15
B. 𝐴𝐷̅̅̅̅ = 10 ̅̅̅̅ = 20
D. 𝐴𝐷
̅̅̅̅ ̅̅̅̅
18. If 𝐴𝐵 = 10, then 𝐴𝐷 =21, then the perimeter is ________.
C. 𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 10 C. 𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 31
D. 𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 21 D. 𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 62
19. The diagonals of an isosceles trapezoid are represented by 4𝑥 − 47 and 2𝑥 + 31.
What is the value of x?
A. 37 C. 107
B. 39 D. 109
20. A cross section of a water trough is in the shape of a trapezoid with bases
measuring 2 meters and 6 meters. What is the length of the median of the
trapezoid?
A. 2 m B.4m C. 6 m D. 8 m

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DISCIPLINE• GOOD TASTE• EXCELLENCE
 References

Bryant, Merden L., Bulalayao, Leonides E., Callanta, Melvin M., Cruz,
Jerry D., De Vera, Richard F. Garcia, Gilda T., Javier, Sonia E, Lazaro,
Roselle A., Mesterio, Berndette J., & Saladino, Rommel Hero A. (2014).
Mathematics 9 Learner’s Material. Department of Education, Republic of the
Philippines, Vibal Group Publishing Inc. Pasig City

Chua, Simon L., Aguilar, Isidro C., Sy Tan, Josephine L., Degolacion,
Roberto J., & Ubarro, Arvie D., (2014).Soaring 21st Century Mathematics
Grade 9. Phoenix Publishing House, Inc. Quezon City

Firmalino, Sandra Bernadette F., De Garcia, May Maricel B., &

Jimenez, Elizabeth P. (2017). Sibs Publishing House Inc. Quezon City

Oronce, Orlando A., & Mendoza, Marilyn O., (2019). RBS Mathematics
Series E – Math: Worktext in Mathematics. Rex Printing Company, Inc.
Quezon City

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DISCIPLINE• GOOD TASTE• EXCELLENCE
Answer Key

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DISCIPLINE• GOOD TASTE• EXCELLENCE
 Development Team of the Module

Writer: Randolf Byron S. Viray, Teacher I – Parang High School

Editors: Edith B. Cajilig, Head Teacher III - Marikina High School
Olive R. Lomibao, Head Teacher III - Sta. Elena High School
Internal Reviewer: Dominador J. Villafria (Education Program Supervisor-Mathematics)
Cover Illustrator & Layout Artist: Joel J. Estudillo (SNNHS)
Layout Editor: Ferdinand B. Villegas (PHS)
Management Team:
Sheryll T. Gayola
Assistant Schools Division Superintendent
OIC, Office of the Schools Division Superintendent

Elisa O. Cerveza
Chief, CID
OIC, Office of the Assistant Schools Division Superintendent

Dominador J. Villafria
Education Program Supervisor-Mathematics

Ivy Coney A. Gamatero

Education Program Supervisor– LRMS

For inquiries or feedback, please write or call:

Schools Division Office- Marikina City

Email Address: [email protected]

191 Shoe Ave., Sta. Elena, Marikina City, 1800, Philippines

Telefax: (02) 682-2472 / 682-3989

DISCIPLINE• GOOD TASTE• EXCELLENCE