9

NAME:__________________________________________
GRADE/SECTION:______________________________

MATHEMATICS
Quarter III – Week 4
Solving Problems Involving
Parallelograms, Trapezoids,
and Kites

CONTEXTUALIZED LEARNING ACTIVITY SHEETS

SCHOOLS DIVISION OF PUERTO PRINCESA CITY
Mathematics – Grade 9
Contextualized Learning Activity Sheets (CLAS)
Quarter III - Week 4: Solving Problems Involving Parallelograms, Trapezoids,
and Kites
First Edition, 2020

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 Lesson 1
Solving Problems Involving Parallelograms,
Trapezoids, and Kites

MELC: Solves problems involving parallelograms, trapezoids, and kites. (M9GE-IIIe-1)

Objectives: 1. Enumerate the steps in solving problems involving parallelograms,
trapezoids, and kite.
2. Discuss the steps in solving problems involving parallelograms, trapezoids,
and kite.
3. Solve problems involving parallelograms, trapezoids, and kite.

Let’s Try
Directions: Read each question carefully. Write the letter of the correct answer on the space
provided before the number.

For items 1 and 2:

In a parallelogram LIVE, IL = 3x − 2 units and EV = 2x + 3 degrees.
_____1. What is x?
A. 2 B. 3 C. 4 D. 5
_____2. Hong long is IL?
A. 13 B. 12 C. 11 D. 10
For items 3, 4, and 5:
In an isosceles trapezoid CUTE, angles C and U are base angles. m∠C = (2x + 7) degrees
and m∠U = (9x − 14) degrees.
_____3. What is x?
A. 1 B. 2 C. 3 D. 4
_____4. What is m∠C?
A.11 degrees B. 12 degrees C. 13 degrees D. 14 degrees
_____5. What is m∠E?
A.169 degrees B. 168 degrees C. 167 degrees D. 166 degrees
For items 6, 7, and 8:
In a parallelogram CITY, m∠Y = (x + 40) degrees and m∠I = (7x − 32) degrees.
_____6. What is x?
A. 15 B. 14 C. 13 D. 12
_____7. What is m∠I?
A. 51 degrees B. 52 degrees C. 53 degrees D. 54 degrees
_____8. What is m∠C?
A.51 degrees B. 52 degrees C. 128 degrees D. 129 degrees

1
For item 9:
In a kite KARI, KR = 24 inches and AI = 15 inches.
_____9. What is the area of the kite?
A. 170 sq. inches B. 12 sq. inches C. 7.5 sq. inches D. 180 sq. inches
For item 10:
̅̅̅̅ ∥ ̅̅̅̅
In a trapezoid TRAP, RT AP. RT measures 23 inches and AP measures 35 inches.
____10. What is the median of the trapezoid?
A. 26 inches B. 29 inches C. 32 inches D. 35 inches

Let’s Explore and Discover

Everyday, we encounter many situational problems that
Unlocking need the application of our knowledge and skills, such as
of Difficulties processes of problem solving and mathematical concepts. In this
lesson, we will discuss and apply the steps in solving problems
• Illustrate is a involving parallelograms, trapezoids, and kites.
step to clarify.
Read the conversation below.

• Represent My mathematics teacher

means assign assigned a problem-solving
symbols like a activity. Will you please
letter in the help me?
alphabet
to determine
the variables.

Sure. In problem
solving, we need to
consider some steps
like illustrating the
problem, identifying,
and making a
representation of the
variables, and
finally, writing and
solving the equation.

Simply following some steps involving your knowledge of the

different theorems on parallelogram, trapezoid, and kite will lead
you to a successful problem-solving activity.

2
 Before we proceed to the problem-solving activities, let us recall the different
properties of parallelogram, trapezoid, and kite.

• 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.

• Theorems on Trapezoid
1. The median of a trapezoid is parallel to each base and its length is one half the
sum of the lengths of the bases.
2. The base angles of an isosceles trapezoid are congruent.
3. The opposite angles of an isosceles trapezoid are supplementary.
4. The diagonals of an isosceles trapezoid are congruent.

• Theorems on Kites
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.

(Source: Merden L. Bryant et al., Mathematics 9: Learner’s Material, Pasig

City: Department of Education, 2014, 310-336.)

Now, let us use the properties to find the measures of the angles, sides, and other
quantities involving parallelogram. Note that figures are not drawn to scale.
Questions Answers
1. In a parallelogram ELMN, EL=12 Note: EL and MN are opposite sides of a
units. How long is MN? parallelogram and they are congruent.
E L ̅̅̅̅̅
MN ≅ ̅EL
̅̅̅
MN = EL
MN = 12

N M MN = 12 units.
2. In a parallelogram AXIS, m∠A = 100o . Note: ∠A and ∠I are opposite angles of a
What is m∠I? parallelogram and they are congruent.
A X ∠I ≅ ∠A
100 𝑜 m∠I = m∠A
m∠I = 100o

S I m∠I = 100o
3. In a parallelogram LOVE, m∠L = 85 . Note: ∠L and ∠O are consecutive angles of a
o

What is m∠O? parallelogram and they are supplementary.

L O m∠L + m∠O = 180o
85𝑜 85o + m∠O = 180o
m∠O = 180o − 85o
m∠O = 95o
E V m∠O = 95 o

4. In a parallelogram MILE, diagonals Note: Diagonals ML and EI intersect at S

ML and EI intersect at S and IS=5 and they bisect each other.
units. What is IE? EI
IS =
M I 2
S
EI = 2(IS)
EI = 2(5)
EI = 10
E L EI = 10 units

3
 This time, we apply the theorems to find the measures of the angles, sides, and other
quantities involving trapezoids. Note that figures are not drawn to scale.
Questions Answers
1. In a trapezoid MESA, U and R are the Note: UR is the median and it is half the
midpoints of the legs AM and ES sum of the lengths of the bases.
respectively. EM=13 units, and EM + AS
UR =
AS=15 units. How long is UR? 2
M E 13 + 15
UR =
2
28
U R UR =
2
UR = 14
A S UR = 14 units.
2. In an isosceles trapezoid BAIT, Note: ∠A and ∠B are base angles of an
̅̅̅̅ ̅ . If m∠A = 68.5o , what is m∠B? isosceles trapezoid and they are congruent.
AB ∥ IT
B A ∠B ≅ ∠A
68.5o m∠B = m∠A
m∠B = 68.5o

T I m∠I = 68.5o
3. In an isosceles trapezoid TELA, Note: ∠A and ∠E are opposite angles of an
̅̅̅̅
AT ≅ ̅EL isosceles
̅̅̅. If m∠A = 83.4o , what is m∠E? trapezoid and they are
T E supplementary.
m∠A + m∠E = 180o
83.4o + m∠E = 180o
m∠E = 180o − 83.4o
83.4o
m∠E = 96.6o
A L m∠E = 96.6 o

4. In an isosceles trapezoid MENI, Note: MN and EI are diagonals of an

diagonal MN=15 units and EI=(2x+3) isosceles trapezoid and they are congruent.
units. What is the value of x? ̅ ≅ ̅̅̅̅̅
EI MN
EI = MN
M E 2𝑥 + 3 = 15
2𝑥 = 15 − 3
2𝑥 = 12
12
I N 𝑥=
2
𝑥=6
x=6

At this point, we will use the properties and theorems to find the measures of the
angles, sides, and other quantities involving kite. Note that figures are not drawn to scale.
Questions Answers
1. In a kite CUTE, CU ≅ CE and, the Note: EU and CT are the diagonals of a kite
̅̅̅̅ intersect at S. If and CT bisects EU.
̅̅̅̅ and EU
diagonals CT
EU=25 units, how long is US? EU
US =
U 2
25
C S US =
2
T US = 12.5
E US = 12.5 units.
2. In a kite HOPE, EO=15 units, and Note: EO and HP are the diagonals of a kite
HP=63 units. What is its area? and the area is half their product.
O (EO)(HP)
A=
2
H P (15)(63)
A=
2
E A = 472.5
A = 472.5 square units.
4
 In the following section, you will encounter some simple problem situations that will
require your knowledge on the properties of parallelogram, trapezoid, and kite. The steps
and the discussions of each step are also provided to guide you with your problem-
solving activity.
Let us study the problem situation that involves parallelogram.

Problem 1:
Mrs. Cruz has a rectangular vegetable garden planted with okra, eggplant, and
alugbati. The garden has a perimeter of 64 meters with a length of 4 meters less than
thrice the width. What are the dimensions of the garden? How large is the garden’s area?

(Source: Merden L. Bryant et al., Mathematics 9: Learner’s Material,

Pasig City: Department of Education, 2014, 341.)
Solution:
Step 1. Illustrate the problem.
Visualizing the situation is important. We may sketch to visualize the problem. In this
situation, there is a rectangular vegetable garden.

Step 2. Identify and make a representation of the variables.

Representing the variables will help you lessen the time in problem-solving activities. We
may use any letter in the alphabet or symbols to represent the variables. Considering the
rectangle, it has length, width, and perimeter. We may state our representation for the
variables as:
▪ Let L be the length of the garden.
▪ Let w be the width of the garden.
▪ Let P be the perimeter of the garden.
Step 3. Write the equation involving the variables.
In this step, we will establish the relationship among the length, width, and the perimeter
of the garden. We may apply the theorems, properties or formulas concerning the
variables.
1. The perimeter of the garden is 64 meters. We know that the formula for the
perimeter is 𝑃 = 2𝐿 + 2𝑤. We write the equation as,
2𝐿 + 2𝑤 = 64
We reduce the equation by dividing each term by 2, so that
𝐿 + 𝑤 = 32.
2. Another condition in the problem is that the length of the garden is 4 meters less
than thrice the width. That is
𝐿 = 3𝑤 − 4.
3. Since 𝐿 = 3𝑤 − 4, we write the equation as
3𝑤 − 4 + 𝑤 = 32
Simplifying the equation, 4𝑤 − 4 = 32.

Step 4. Solve the equation.

In this part, we will apply the different mathematical concepts to find for the missing
value of the variable.
4𝑤 − 4 = 32
4𝑤 = 32 + 4
4𝑤 = 36
𝑤=9

5
 After solving the equation, we can now answer the questions.
1. What are the dimensions of the garden?
The width is 9 meters, and the length is 23 meters.
𝐿 = 3𝑤 − 4
𝐿 = 3(9) − 4
𝐿 = 27 − 4
𝐿 = 23
2. How large is the garden’s area?
We can find the area by multiplying the width and the length.
𝐴𝑟𝑒𝑎 = (23)(9)
𝐴𝑟𝑒𝑎 = 207
The area of a rectangular garden is 207 square meters.

The next problem-situation requires your knowledge on the properties of the

trapezoid. Study the problem and the solution.

Problem 2:
Jupeth was asked to make a flagpole stand. He formed a pyramid out of wood and
cut off the upper portion of the pyramid parallel to its base forming the lower portion a
frustum. Each lateral face of a frustum is an isosceles trapezoid. The upper base of the
trapezoid measures 12 inches and lower base measures 20 inches. How long is the
median?

Solution:
Step 1. Illustrate the problem.
a

b
Step 2. Identify and make a representation of the variables.
▪ Let a be the length of the upper base of the isosceles trapezoid.
▪ Let b be the length of the lower base of the isosceles trapezoid.
▪ Let m be the median of the isosceles trapezoid.

Step 3. Write the equation involving the variables.

Write the equation involving the bases of the trapezoid to find its median.
Theorem: The median of the trapezoid is half the sum of the lengths of the bases.
𝑎+𝑏
𝑚=
2
Step 4. Solve the equation.
Substitute the values of a and b to find m.
𝑎+𝑏
𝑚=
2
12 + 20
𝑚=
2
32
𝑚=
2
𝑚 = 16

The median of the trapezoid is 16 inches.

6
 At this point, we study and solve the problem-situation involving kite.

Problem 3:
On a summer vacation, Drixh and Andre wanted to play. They decided to make a kite
with a recycled plastic cover. The diagonals of the kite measure 12 inches and 20 inches.
What is the area of the plastic which they have used for the kite?

Solution:
Step 1. Illustrate the problem.

Step 2. Identify and make a representation of the variables.

▪ Let m be the length of the shorter diagonal of the kite.
▪ Let n be the length of the longer diagonal of the kite.
▪ Let A be the area of the kite.

Step 3. Write the equation involving the variables.

Write the equation involving the diagonals referring to the theorem below.
Theorem: The area of a kite is half the product of its diagonals.
𝑚𝑛
𝐴=
2
Step 4. Solve the equation.
Substitute the values of m and n to find A.
𝑚𝑛
𝐴=
2
(12)(20)
𝐴=
2
240
𝐴=
2

𝐴 = 120

The area of the plastic cover they used for the kite is 120 square inches.

(Source: Merden L. Bryant et al., Mathematics 9: Learner’s Material, Pasig

City: Department of Education, 2014, 334-337.)

7
 Let’s Practice

A. Directions: Enumerate the steps in solving problems involving parallelograms,

trapezoids, and kites.

1. ____________________________________________________________________________
____________________________________________________________________________
2. ____________________________________________________________________________
____________________________________________________________________________
3. ____________________________________________________________________________
____________________________________________________________________________
4. ____________________________________________________________________________
____________________________________________________________________________

B. Directions: Match the steps in column A to their corresponding descriptions

found in column B.

Column A Column B
_______ 1. Illustrate the A. Assign or use symbols of
problem. variables.
_______ 2. Identify and make a B. Establish relationship among
representation of the variables.
the variables.
_______ 3. Write the equation. C. Use or apply the different
mathematical concepts.
_______ 4. Solve the equation. D. Sketch or draw the situation.

What do you think is the importance of the steps in solving problems?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

8
 Directions:
Directions: Read the problem below. Complete the process of solving the problem.
Problem:
Jessie was assigned to bring a parallelogram piece of plywood in his geometry
class. His teacher told him that the pair opposite sides measure (2𝑥 + 13) inches and
(5𝑥 − 2) inches. How long are the opposite sides?

Solution:
Step 1. Illustrate the problem.
A B

D C
Step 2. Make a representation of the variables.
Let 𝐴𝐵𝐶𝐷 be the parallelogram.
Let 𝐴𝐵 = 2𝑥 + 13.
Let 𝐶𝐷 = 5𝑥 − 2.

Step 3. Write the equation involving the variables.

Theorem: The opposite sides of a parallelogram are congruent.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Step 4. Solve the equation.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Answer: The opposite sides measure ______inches.

What are the important things to remember in writing mathematical equations out of the
situational problems?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

9
 Let’s Do More

Directions: Read the problem below. Given the first two, perform the rest of the steps
to solve the problem.
Problem:
Danniella’s homework was to draw an isosceles trapezoid on a sheet of paper with
the base angles measuring (3𝑥 + 11) degrees and (5𝑥 − 9) degrees. What is the degree
measure of each base angle?
Solution:
Step 1. Illustrate the problem.

Step 2. Make a representation of the variables.

Let 𝐷𝐸𝐹𝐺 be the trapezoid.
Let 𝑚∠𝐺 = 3𝑥 + 11.
Let 𝑚∠𝐹 = 5𝑥 − 9.

Step 3. Write the equation involving the variables.

Theorem: The base angles of an isosceles trapezoid are congruent.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Step 4. Solve the equation.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Answer: Each base angle measures ______ degrees.

10
 Directions: Solve the problem. Perform the tasks described in each step.

Problem:
In a parallelogram LOVE, 𝑚∠𝐿 = 5𝑥 − 2 degrees and 𝑚∠𝑉 = 3𝑥 + 4 degrees. What
are the degree measures of angles L and V?
Solution:
Step 1. Illustrate the problem.
O V

L E
Step 2. Make a representation of the variables.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Step 3. Write the equation involving the variables.
Theorem: The opposite angles of a parallelogram are congruent.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Step 4. Solve the equation.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Answer: 𝑚∠𝐿 = ______ and 𝑚∠𝑉 = ______.

Let’s Sum It Up
Directions: Do the following.
A. Arrange the following steps according to the process of solving problems.
____ Solve the equation
____ Write the equation
____ Illustrate the problem
____ Identify and make a representation of the variables

B. Complete the following statements.

1. The ___________ of a kite is half the product of its diagonals.
2. The ___________ of the trapezoid is half the sum of the lengths of the bases.
3. The ___________ sides of a parallelogram are congruent.
4. The ___________ angles of an isosceles trapezoid are congruent.
5. The ___________ angles of a parallelogram are congruent.

11
 Let’s Assess
Directions: Read each question carefully. Write the letter of the correct answer on the space
provided before each number.

For items 1, 2, and 3:

In a parallelogram CITY, 𝑚∠𝑌 = (𝑥 + 40) degrees and 𝑚∠𝐼 = (7𝑥 − 32) degrees.
_____1. What is x?
A. 15 B. 14 C. 13 D. 12
_____2. What is 𝑚∠𝐼?
A. 51 degrees B. 52 degrees C. 53 degrees D. 54 degrees
_____3. What is 𝑚∠𝐶?
A.51 degrees B. 52 degrees C. 128 degrees D. 129 degrees
For items 4 and 5:
In a parallelogram LIVE, 𝐼𝐿 = 3𝑥 − 2 units and 𝐸𝑉 = 2𝑥 + 3 degrees.
_____4. What is x?
A. 2 B. 3 C. 4 D. 5
_____5. Hong long is IL?
A. 13 B. 12 C. 11 D. 10
For items 6, 7, and 8:
In an isosceles trapezoid CUTE, angles C and U are base angles. 𝑚∠𝐶 = (2𝑥 + 7) degrees
and 𝑚∠𝑈 = (9𝑥 − 14) degrees.
_____6. What is x?
A. 1 B. 2 C. 3 D. 4
_____7. What is 𝑚∠𝐶?
A. 11 degrees B. 12 degrees C. 13 degrees D. 14 degrees
_____8. What is 𝑚∠𝐸?
A. 169 degrees B. 168 degrees C. 167 degrees D. 166 degrees
For item 9:
In a trapezoid TRAP, the upper base RT measures 23 inches and AP measures 35 inches.
_____9. What is the median of the trapezoid?
A. 26 inches B. 29 inches C. 32 inches D. 35 inches
For item 10:
In a kite KARI, 𝐾𝑅 = 24 inches and 𝐴𝐼 = 15 inches.
_____10. What is the area of the kite?
A. 170 sq. inches B. 12 sq. inches C. 7.5 sq. inches D. 180 sq. inches

12
 Answer Key
Let’s Try
1. D 2. A 3.C 4. C 5. C 6. D 7. B 8. C 9. D 10. B

Let’s Practice
Activity 1:
A.
1. Illustrate the problem. 3. Write the equation involving the variables.
2. Make a representation of the variables. 4. Solve the equation.
B.
1. D 2. A 3.B 4. C
Activity 2:
Step 3 Step 4 Answer: 23
𝐶𝐷 = 𝐴𝐵 5𝑥 − 2𝑥 = 13 + 2 𝐴𝐵 = 2(5) + 13 𝐶𝐷 = 5(5) − 2
5𝑥 − 2 = 2𝑥 + 13 3𝑥 = 15 𝐴𝐵 = 10 + 13 𝐶𝐷 = 25 − 2
𝑥=5 𝐴𝐵 = 23 𝑖𝑛𝑐ℎ𝑒𝑠 𝐶𝐷 = 23 𝑖𝑛𝑐ℎ𝑒𝑠

Let’s Do More
Activity 1
Step 3 Step 4 Answer: 41
𝑚∠𝐹 = 𝑚∠𝐺 5𝑥 − 3𝑥 = 11 + 9 𝑚∠𝐺 = 3(10) + 11 𝑚∠𝐹 = 5(10) − 9
5𝑥 − 9 = 3𝑥 + 11 2𝑥 = 20 𝑚∠𝐺 = 30 + 11 𝑚∠𝐹 = 50 − 9
𝑥 = 10 𝑚∠𝐺 = 41 𝑑𝑒𝑔𝑟𝑒𝑒𝑠 𝑚∠𝐹 = 41 𝑑𝑒𝑔𝑟𝑒𝑒𝑠
Activity 2
Step 2
𝑚∠𝐿 and 𝑚∠𝑉 are the measures of the opposite angles of the parallelogram.
Step 3 Step 4 Answer:
𝑚∠𝐿 = 𝑚∠𝑉 5𝑥 − 3𝑥 = 4 + 2 𝑚∠𝐿 = 5(3) − 2 𝑚∠𝑉 = 3(3) + 4 𝑚∠𝐿 = 130
5𝑥 − 2 = 3𝑥 + 4 2𝑥 = 6 𝑚∠𝐿 = 15 − 2 𝑚∠𝑉 = 9 + 4 𝑚∠𝐹 = 130
𝑥=3 𝑚∠𝐿 = 13 𝑑𝑒𝑔𝑟𝑒𝑒𝑠 𝑚∠𝐹 = 13 𝑑𝑒𝑔𝑟𝑒𝑒𝑠

Let’s Sum It Up Let’s Assess

Activity 1 Activity 2 1. D 6. C
4 1. area 2. B 7. C
3 2. median 3. C 8. C
1 3. opposite 4. D 9. B
2 4. base 5. A 10. D
5. opposite

References
Module

Bryant, Merden L., Leonides E. Bulalayao, Melvin M. Callanta, Jerry D. Cruz, Richard F.
De Vera, Gilda T. Garcia, Sonia E. Javier, Roselle A. Lazaro, Bernadeth J. Mostiero,
and Rommel Hero A. Saladino. Mathematics 9: Learner’s Material. Pasig City:
Department of Education, 2014.

13
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Yes (Please indicate what this is/these are.)

None

Contact Number: __________________________________

NAME OF SCHOOL:

Teacher’s Name and Signature:

Parent’s / Guardian’s Name and Signature:

Date Received:

Date Returned:

14