9

Mathematics
Quarter 1 – Module 1:
Quadratic Equations

Department of Education  Republic of the Philippines

1
 Module 1
Quadratic Equations
LC: Illustrates quadratic equations.
Code: M9AL-Ia-1

What this module is about

This module is about Quadratic Equations. As you go over the exercise,
you will develop skill in illustrating quadrating equations. Treat the lesson
with fun and take time to go back if you think you at a loss.

What you are expected to learn

This Module is designed for you to:
1. Define Quadratic Functions.
2. Make mathematical models to represent real – life situations using
quadratic functions.
3. Recognize quadratic functions and quadratic equations.
4. Differentiate between a quadratic function and a quadratic equation.
5. Transform the quadratic function y = ax2 + bx + c into y = a(x – h)2 + k.

How much do you know

A. State whether each relation y = f (x) describes a quadratic function or
not.
1. y = x2 – 5x + 2
2. y = (x – 4)2
3. y = (x – 2)2 – x2
4. y = (x + 10)2 – 7
5. y = (3x + 1) (x – 2) (x – 3)2

What you will do

Lesson 1

Definition of Quadratic Function

Definition of Quadratic Function

A function f is a quadratic function defined by f(x) = ax2 + bx + c
Where a, b, and c are real numbers and a = 0.

2
Quadratic Functions

Not all relations can be described linearly. Some can be represented as

curved graphs. Here are some models that show nonlinear relations.
A. The area A of a rectangular lot has a length which is 3 units longer than
twice its width w. in symbols,

A = w(2w + 3) or
A = 2w2 + 3w.
B. The distance S (in meters) traveled by a freely falling body after t
seconds can be modeled as

S = 4.9t2

C. The mileage M in mi/gal of a car driven at the rate of r mi/h is

M = r/36(72 – r) or
M = 1/36(72r – r )
2

These physical relations have one thing in common – these are

quadratic or the second degree.
A polynomial function of the second degree is called a quadratic
function.

Lesson 2

The Standard Form of Quadratic Function

A quadratic function can be recognized by its equation. The equation

f(x) = ax2 + bx + c is referred to as the standard form of quadratic function.

Example 1.
Identify which of the following are quadratic functions.
a. f (x) = 2x2 – x + 1 c. h (x) = -x(x + 1)2
b. g (x) = 3x(x + 2) d. f (x) = 2(d – 1)2 + 3

Solution
According to the definition of a quadratic function, the coefficient of the
second degree term must be nonzero.
a. The function f(x) = 2x2 – x + 1 is of the form f(x) = ax2 + bx + c. since a
= 2 = 0, and f(x) is of the second degree, then it is quadratic function.
b. Expand the right side of the given function.
g (x) = (3x + 2) = 3x2 + 6x
since a = 3 = 0, and g (x) is of the second degree, then it is a quadratic
function.
c. Expand the right side of the given function.
h(x) = -x(x + 1)2 = -x(x2 + 2x + 1) = -x3 – 2x – x
h(x) is of the third degree. Hence, h(x) is not quadratic function.

3
 d. Expand and simplify the left side of the function.
F(x) = 2(x – 1)2 + 3
= 2(x2 – 2x + 1) + 3
= 2x2 – 4x + 2 + 3
= 2x2 – 4x + 5
Since a = 2 = 0, f(x) is a quadratic function.

Try this out

A. Transform each function to standard form. Then, identify the values of
a, b, and c.
1. y = (x + 10)2
2. y = (x – 6)2 + 4
3. y = (x – 1)2 – 4
4. y = 5(x + 3)2 – 1
5. y = (x + 1)2
Lesson 3

The Vertex Form of Quadratic Function

The quadratic function f(x) = ax2 + bx + c can be written in the form f(x)
= a(x – h)2 + k by applying the method of completing the square.

4
Example 2. Transform each quadratic function in function in vertex form.
Then give the value of h and k.
a. f(x) = x2 – 6x + 2 b. g(x) = -3x2 – 24x + 11

SOLUTION
a. Using the method of completing the square. (Remember: To produce a
PST or Perfect Square Trinomial, square half of the numerical coefficient
of x. Add and subtract this to the function.)

f(x) = x2 – 6x + 2
= (x2 – 6x) + 2
= (x2 – 6x + 9) + 2 – 9
f(x) = (x – 3)2 + (-7)
Using the formula h = - b/2a and k = (4𝑎𝑎𝑎𝑎 − 𝑏𝑏2)/4a,
where a = 1, b = -6, and c = 2
h = - (-6)/2(1) = 6/2 = 3
k = (4(1)(2)-(-2)2) /4(1) = (8 – 36)/4 = -7

Hence, f(x) = 1(x – 3)2 + (-7) or f(x) = (x – 3)2 + (-7)

b. Using the method of completing the square,

g(x) = -3x2 – 24x + 11
= -3(x2 + 8x) + 11
= -3(x2 + 8x + 16) + 11 + 48
g(x) = -3(x + 4)2 + 59
h = -4 and k = 59

Using the formula h = b/2a and k = (4ac – b2)/ 4a where a = -3 b = -24,

and c = 11,
h = - (24)/2(-3) = -24/6 = -4
k = 4(-3)(11) – (-24)2
4(-3)
= -132 – 576
-12
= 59

Thus, g(x) = -3[x – (-4)]2 + 59 or g(x) = -3(x+4)2 + 59

Try this out

Transform each function to vertex form. Then, identify the value of h
and k.
1. y = x2 – 4 + 4 3. y = x2 + 8x + 20
2. y = x2 + 6x + 9 4. y = x2 – 2x + 7
5. y = x2 + 10x

5
What have you learned
1. True or False. Identify the given function whether quadratic function or
not? Write the word True if it is true and False if it is false.
a. f(x) = x2 + 2x – 4
b. g(x) = x(3x2 + 2x +1)
c. y(x) = /x2 + 1/
d. xy = 4
e. y = 3x + 3

Reference: Next Century Mathematics 9, Phoenix

Publishing House, Inc.

6
 9
Mathematics
Quarter 1 – Module 2:
Solving Quadratic Equations

Department of Education  Republic of the Philippines

 Module 2
Lesson 2 A Solving Quadratic Equations by Extracting the Roots

LC: Solves quadratic equations by: (a) extracting square roots; (b) factoring;
(c) completing the square; and (d) using the quadratic formula.
Code: M9AL-Ia-b-1

What this module is about

This module is about assessing your knowledge of the different Mathematics concepts
previously studied and you skills in performing mathematical operations. These knowledge
and skills will help you in solving quadratic equations by extracting square roots.

What you are expected to learn

This module is designed for you to:
1. Solve quadratic equations by extracting the roots
2. Identify rational and irrational numbers

How much do you know

Activity 1 Find my roots

Directions: Find the following square roots. Answer the questions that

follow.

1. √16 6. -√289
2. - √25 7. √0.16
16
3. √49 8.√
25
4. −√64 9.±√36
169
5. √121 10. ±√
256

Questions:
a. How did you find each square root?

b. How many square roots does a number have? Explain your answer.

c. Does a negative number have a square root? Why?

d. Describe the following numbers: , , , and √ 8, - √40, √60 , and , -√90

Are the numbers rational or irrational? Explain your answer.
How do you describe rational numbers? How about numbers that is irrational?

Were you able to find the square roots of some numbers? Did the activity
provide you with an opportunity to strengthen your understanding of rational
and irrational numbers? In the next activity, you will be solving linear
equations. Just like finding square roots of numbers, solving linear equations
is also a skill which you need to develop further in order for you understand
the new lesson.

Activity 2: What Would Make A Statement True?

Directions: Solve each of the following equations in as many ways as you can.
Answer the questions that follow.

1. x+7=12
2. t-4=10
3. r+5=-3
4. 3h-2=16
5. 3(x+7)=24

Questions.
a. How did you solve each equation?

b. What mathematics concepts or principles did you apply to come up with

the solution of each equation? Explain how you applied these.
c. Compare the solutions you got with those of your classmates. Did you
arrive at the same answers? If not, why?

d. Which equations did you find difficult to solve? Why?

What you will do

Quadratic equations that can be written in the form x2 = k can be solved by
applying the following properties:

1. If k > 0, then x k 2 has two real solutions or roots: x k.

2. If k = 0, then x k 2 has one real solution or root: x 0.
3. If k < 0, then x k 2 has no real solutions or roots.

The method of solving the quadratic equation x2=k is called extracting

square roots.
Example 1: Find the solutions of the equation x2 – 16 = 0 by extracting
square roots.
Write the equation in the form x 2=k .
x2 – 16 = 0 → x2 – 16 + 16 = 0 + 16
x2 = 16
Since 16 is greater than 0, then the first property above can be
 applied to find the values of x that will make the equation x2 – 16 = 0
true.
x2 = 16 → x±√16
x = ±4
To check, substitute these values in the original equation
X=-4. X=4.
X2-16=0 X2-16=0
(-4)2-16=0 42-16=0
16-16-0 16-16=0
0=0

Answer: The equation x2 – 16 = 0 has two solutions: x = 4 or x = -4

.
Example 2: Solve the equation t2=0
Since t2 equals 0, then the equation has only one solution.
That is, t = 0.
To check: t2=0
02=0

Answer: The equation t2= 0 has one solution: t = 0.

 Lesson 2B Solving Quadratic Equations Using Factoring

What this module is about

This module is about assessing your knowledge of the different
Mathematics concepts previously studied and you skills in performing
mathematical operations. These knowledge and skills will help you in
understanding solving quadratic equations by factoring.

What you are expected to learn

This module is designed for you to:
1. factor polynomials
2. find solutions of quadratic equations

How much do you know

Activity 1 What Made Me?

Directions: Factor the following polynomials. Answer the questions that

follow.
1. 2x2-8x
2. -3s2+9s
3. 4x+20x2
4. 5t-10t2
5. X2+5x-6

Questions:
a. How did you find each polynomial?
b. What factoring technique did you use to come up with the factors of
each polynomial? Explain how you used the technique.
c. How would you know if the factors you got are correct ones?
d. Which of the polynomials did you find difficult to factor?

What you will do

Some quadratic equations can be solved easily by factoring. To solve such
quadratic equations, the following procedure can be followed.
1. Transform the quadratic equation into standard form if necessary.
2. Factor the quadratic equation.
3. Apply the zero product property by setting each factor ot the quadratic
expression equal to 0.
 Zero Product Property

If the product of two real numbers is zero, the either of the two is equal to
zero or both numbers are equal to zero.

4. Solve each resulting equation.

5. Check the values of the variable obtained by substituting each in the
original equation.
Example 1: Find the solutions of x2 + 9x = -8 by factoring.
a. Transform the equation into standard form ax2 + bx + c = 0.

x2 + 9x = -8  x2 + 9x + 8 = 0

b. Factor the quadratic expression x2 + 9x + 8.

x2 + 9x + 8 = 0  (x + 1)=0; (x + 8) = 0

c. Apply the zero product property by setting each factor of the quadratic
expression equal to 0.
(x + 1)(x + 8) = 0  x + 1 = 0; x + 8 = 0
d. Solve the resulting equation.
(x + 1)= 0  x + 1-1 = 0-1
X=-1

(x + 8) = 0  x + 8-8 = 0-8
X=-8
e. Check the values of the variable obtained by substituting each in the equation
x2 +9x=-8.

For x=-1 For x=-8

2
x +9x=-8 x2 +9x=-8
2
(-1) +9(-1)=-8 (-8)2+9(-8)=-8
-1-9=-8 64-72=-8
-8=-8 -8=-8
2
Answer: The equation x +9x=-8 has two solutions: x=-1 or x=-8

How much do you know

Factor Then Solve!

Solve the following quadratic equations by factoring. Answer the questions

that follow.

1. x2+7x=0
2. 6s2+18s=0
3. t2+8t+16=0
4. h2-6h=16
5. x2-10x+25=0
Questions:

a. How did you find the solutions of each equation?

b. What mathematical concepts or principles did you apply in finding the
solutions? Explain how you applied these.
 Lesson 2C Solving Quadratic Equations
by Completing the Square

What this module is about

This module is about assessing your knowledge of the different
Mathematics concepts previously studied and you skills in performing
mathematical operations. These knowledge and skills will help you in
understand Solving Quadratic Equations by Completing the Square.
What you are expected to learn
This module is designed for you to:
1. express a perfect square trinomial as a square of binomial.
2. solve quadratic equations using completing the square
How much do you know
Activity 1 how many solutions Do I Have?

Find the solution/s of each of the following equations. Answer the questions
that follow.
1. x+12=17
2. s+15=-9
3. r-25=12
5
4. x- =3
6
4
5. t+ =5
7
Questions:
a. How did you find the solution(s) of each equation?
b. Which of the equations has only one solution? Why?
c. Which of the equations has two solutions? Why?
d. Which of the solutions that is irrational? Why?

Extracting square roots and factoring are usually used to solve quadratic
equations of the form ax2-c=0. If the factors of the quadratic expression of
ax2+bx+c=0 are determined, then it is more convenient to use factoring to solve
it. Another method of solving quadratic equation is by completing the square.
This method involves transforming the quadratic equation ax2 + bx + c =0 into
the form (x – h)2 = k, where k ≥ 0. Can you tell why the value of k should be
positive?
To solve the quadratic equation ax2 + bx + c = 0 by completing the square, the
following steps can be followed:
1. Divide both sides of the equation by a then simplify.
2. Write the equation such that the terms with variables are on the left
side of the equation and the constant term is on the right side.
 3. Add the square of one-half of the coefficient of x on both sides of the
resulting equation. The left side of the equation becomes a perfect square
trinomial.
4. Express the perfect square trinomial on the left side of the equation as
a square of a binomial.
5. Solve the resulting quadratic equation by extracting the square root.
6. Solve the resulting linear equations.
7. Check the solutions obtained against the original equation.

Example 1: Solve the quadratic equation 2x2 + 8x – 10 = 0 by completing the

square.
Divide both sides of the equation by 2 then simplify.
2x2 + 8x – 10 = 0 → 2x2+8x-10 = 0
2 2
x2+4x-5=0
Add 5 to both sides of the equation then simplify.
X2+4x-5=0 → x2+4x-5+5=0+5
X2+4x=5
Add to sides of the equation the square of one-half of 4.
1
2
(4)=2 → 22 =4

x2+4x=5 → x2 4x +4=5+4
x2+4x+4=9
Express x +4x+4 as a square of a binomial
2

x2+4x+4=9 → (x+2)2=9
Solve (x+2)2 = 9 → x+2 =±√9
x+2 =±3

Solve the resulting linear equations,

X+2=3
X+2-2=3-2
x-1

x+2=-3
x+2-2=-3-2
x=-5
Check the solutions obtained against the original equation 2x2+8x-10=0.
For x=1 For x=5
2x2+8x-10=0 2x2+8x-10=0
2(1)2+8(1)-10=0 2(-5)2+8(-5)-10=0
2(1)+8-10=0 2(25)-40-10=0
2+8-10=0 50-40-10=0
0=0 0=0

Both values of x satisfy the given equation. So the equation 2x2+8x-10=0 is true
when x = 1 or when x = -5.
Answer: The equation 2x2+8x-10=0 x=1 or x=-5 has two solutions.
How much do you know
Complete Me!

Find the solutions of each of the following quadratic equations by

completing the square. Answer the questions that follow.

1. X2-2x=3
2. S2-4s-21=0
3. T2+10t+9=0
4. X2+14x=12
5. R2-10r=-17

Questions:
a. How did you find the solutions of each equation?

b. What mathematics concepts or principles did you apply in finding the solutions? Explain how
you applied these.

c. Compare your answers with those of your classmates. Did you arrive at the same
answers? If NOT, explain.
 Lesson 2D Solving Quadratic Equations
by Quadratic Formula

What this module is about

This module is about assessing your knowledge of the different
Mathematics concepts previously studied and you skills in performing
mathematical operations. These knowledge and skills will help you in
understand solving quadratic equations by using the quadratic formula.

What you are expected to learn

This module is designed for you to:
1. Simplify expressions
2. write quadratic equation in standard form
3. find solutions of quadratic equation using quadratic formula

How much do you know

Activity 1 it’s Good to Be Simple!

Simplify each of the following expressions. Answer the questions that follow.

1. 6 +√9
2(3)
2. 6 -√9
2(3)
3. -6 +√18
2(2)
4. -8 +√64 − 28
2(-3)
5. -6 - √36 − 20
2(1)
Questions:

a. How would you describe the expressions given?

b. How did you simplify each expression?

c. Which expression did you find difficult to simplify? Why?

d. Compare your work with those of your classmates. Did you arrive at the same
answer?
Activity 2: Follow the Standards!

Write the following quadratic equations in standard form, ax2+bx+c=0. Then

identify the values of a, b, and c. Answer the questions that follow.
1. 2x2+9x=10
2. -2x2=2-7x
3. 6x-10=2x2
4. 10+7x-3x2=0
5. 2x(x-6)=5
Questions:
1. How did you write each equation in standard form?
2. How do you describe a quadratic equation that is written in standard
form?
3. Are there different ways of writing quadratic equation in standard form?
Justify your answer.

The solutions of any quadratic equation ax2+ bx + c = 0 can be determined

−𝑏𝑏±√𝑏𝑏2 −4𝑎𝑎𝑎𝑎
using the quadratic formula 𝑥𝑥 = 2𝑎𝑎
, a ≠ 0. This formula can be derived
by applying the method of completing the square as shown below.
ax2+bx+c=0 → 𝑎𝑎 𝑥𝑥2 + 𝑏𝑏𝑏𝑏 = −𝑐𝑐 Why?
ax2+bx= -c → x2 + bx= -c Why?
a a a a
1 𝑏𝑏 𝑏𝑏 𝑏𝑏 𝑏𝑏2
( ) =2𝑎𝑎;(2𝑎𝑎) =4𝑎𝑎2
2
2 𝑎𝑎
 9
Mathematics
Quarter 1 – Module 3:
The Nature of Roots of Quadratic Equations

Department of Education  Republic of the Philippines

1
 Module 3
The Nature of Roots of Quadratic Equations
LC: Characterizes the roots of a quadratic equation using the discriminant.
Code: M9AL-Ic-1

What this module is about

This module is about The Nature of Roots of Quadratic Equations. As
you go over the exercise, you will develop skill in characterizing and describing
of quadrating equations using the discriminant. Treat the lesson with fun and
take time to go back if you think you at a loss.

What you are expected to learn

This Module is designed for you to:
1. Characterize the roots of a quadratic equation using the discriminant.
2. Describe the relationship between the coefficients and the roots of a
quadratic equations.

How much do you know

A. By inspection, determine the sum and product of the roots of each
equation.
1. x2 + 7x + 10 = 0
2. x2 – 12x = 0
3. x2 + 3x – 5 = 0
4. x2 + 12x + 20 = 0
5. x2 +10x + 25 = 0

What you will do

LESSON 1

Nature of the Roots

The roots of the quadratic equation ax2 + bx +c = 0, x1 and x2 as solved

using the quadratic formula are
−𝑏𝑏+√𝑏𝑏2 −4𝑎𝑎𝑎𝑎 −𝑏𝑏−√𝑏𝑏2 −4𝑎𝑎𝑎𝑎
X1 is 𝑥𝑥 = and X2 is 𝑥𝑥 =
2𝑎𝑎 2𝑎𝑎
The expression b2 – 4ac is called discriminant. The discriminant
provides information regarding the nature of the roots of the quadratic
equation.

2
Nature of the Roots

If a, b, and c are real numbers, and D = b2 – 4ac, then the roots of the
quadratic equation ax2 + bx + c = 0 are:

i. real and unequal, if D>0;

ii. real and equal, if D = 0;
iii. imaginary if D < 0.

Moreover, the roots are

iv. rational, if D is a perfect square
v. irrational, if D is not a perfect square.

Example 1. Determine the nature of the roots of each equation.

a. x2 – 6x + 9 = 0 c. 2x2 – 4x + 5 = 0
b. x + 6x + 5 = 0
2 d. 5x2 –x – 2 = 0

Solution
a. In x2 – 6x + 9 = 0, a = 1, b = -6, and c = 9
D = b2 – 4ac
= (-6)2 – 4(1)(9)
= 36 – 36
=0
Since D = 0, the roots of x2 + 6x + 9 = 0 are real, equal, and rational.
b. In x2 + 6x + 5 = 0, a = 1, b = 6, and c = 5
D = b2 – 4ac
= 62 – 4(1)(5)
= 36 – 20
= 16
Since D = 16, which is perfect square, the roots of x2 + 6x + 5 = 0 are
real, unequal, and rational.

c. In 2x2 – 4x + 5 = 0, a = 2, b = -4, and c = 5

D = b2 – 4ac
= (-4)2 – 4(2)(5)
= 16 – 40
= -24
Since D = -24 which is not a perfect square, the roots of
2x2 – 4x + 5 = 0 are imaginary and unequal.

d. In 5x2 – x – 2 = 0, a = 5, b = -1, and c = -2.

D = b2 – 4ac
= (-1)2 – 4(5)(-5)
= 1 + 40
= 41
Since D = 41, the roots 5x2 – x – 2 = 0 are real, unequal, and irrational.

3
 LESSON 2

Sum and Product of Roots of Quadratic Equations

Further relations between roots of quadratic equations can be

derived in the following manner.

4
 Sum and Product of Roots

The sum of the roots of ax2 + bx + c = 0 is b/a.

The Product of the roots of ax2 + bx + c = 0 is c/a.

Example 2. Find the sum and product of the roots of the following equations.
a. X2 + 2x – 8 = 0
b. 2x2 – 7x – 4 = 0

Solution:

a. In x2 + 2x – 8 = 0, a = 1, b = 2, and c = -8.
The sum of the roots is

-b = -2 = -2.
a 1

The product of the roots is

c = -2 = -8.
a 1

Note that the roots of

x2 + 2x – 8 = 0 are:
(x + 4)(x – 2) = 0
x1 = -4 or x2 = 2
x1 + x2 = -4 + 2 = -2
and x1* x2=(-4)(2) = -8

b. In 2x2 - 7x – 4 = 0, a = 2, b = -7, and c = -4

The sum of the roots is
-b = -(-7) = 7.
a 2 2

The product of the roots is

c = -4 = -2
a 2

5
What have you learned
A. In questions 1 to 5, determine the nature of the roots of each
equation.
1. 2x2 + 5x + 7 = 0
a. Real and unequal
b. Real and equal
c. Imaginary and unequal
d. Rational
2. 4x2 – 16x + 12 = 0
a. Real and unequal
b. Real and equal
c. Imaginary and unequal
d. Rational
3. X2 – 9x + 20 = 0
a. Real and unequal
b. Real and equal
c. Imaginary and unequal
d. Rational
4. 5x2 + 4x + 3 = 0
a. Real and unequal
b. Real and equal
c. Imaginary and unequal
d. Rational
5. 3x2 – 7x + 2 = 0
a. Real and unequal
b. Real and equal
c. Imaginary and unequal
d. Rational

B. Questions 6 to 10, find the sum of the roots of each equation.

6. x2 – 9x + 20 = 0
a. 9 b. -9 c. 3 d. -3

7. 2x2 + 10x – 16 = 0
a. 5 b. -5 c. 2 d. -3

8. X2 +6x + 4 = 0
a. -3 b. -4 c. -5 d. -6

9. -3x2 + 1 = 0
a. 0 b. 1 c. 2 d. 3

10. 2x2 + 6x – 1 = 0
a. 3 b. -3 c. 4 d. -4

Reference: Next Century Mathematics 9, Phoenix Publishing House, Inc.

Prepared by: NSD, ESS, and ACB Rosario NHS, Balingasag South District

6
 9
Mathematics
Quarter 1 – Module 6:
Solving Problems Involving
Quadratic Equations and
Rational Algebraic Equations

Department of Education  Republic of the Philippines

 Module 6
Solving Problems Involving Quadratic
Equations and Rational Algebraic
Equations
LC: solves problems involving quadratic equations and rational algebraic equations.
Code: M9AL-Ie-1

When the conditions of a problem can be represented by a quadratic equation,

the problem can be solved by any of these 4 methods, factoring, completing the
square, extracting the square root, and quadratic formula, which you have already
learned from the previous modules.
The quadratic formula for example is important in physics when finding the
velocity of a freely falling body. When an object is dropped, thrown or launched either
straight up or down , you can use the formula to find the height of the object at a
certain unit of time.

What this module is about

This module will help you answer problems involving quadatic equations. You will
learn what a quadratic equation is and how its solution set is solved. Also, you will learn the
different techniques of solving a quadratic equation and rational algebraic equation transformed
into quadratic equation. Have you ever asked yourself of the importance of this topic in real
life? Of course, this topic will give you the extension of its applications to problem solving.
Word and number problems, geometry, motion, interest, etc. are some of the applications of
quadratic equations that you will study here.
This module is about Quadratic Equations and Rational Algebraic Equations. It
consists of the following lessons:

Lesson 1 Solving Problems involving quadratic equations

Lesson 2 Solving Problems involving rational algebraic equations

What you are expected to learn

After going through this module, you are expected to:

Lesson 1 Solving Problems involving quadratic equations

Lesson 2 Solving Problems involving rational algebraic equations
 How to learn from this module
In order to achieve the objectives of this module, here’s a simple guide for you:
1. Read and follow instructions carefully.
2. Study and analyze carefully the steps of the given illustrative examples.
3. Recall the 4 methods of solving quadratic equations.
4. Recall the techniques in transforming rational expressions into quadratic equations
5. Take note and record points for clarification.
6. Answer the given exercises to fully understand each lesson.

Illustrative Examples
Exercises: Solve the following word problems.

_____________ 1. The length of a rectangle is 2 times its width. The area of the
rectangle is 72 square inches. Find the dimensions of the rectangle.
_____________ 2. The length of a rectangle exceeds its width by 3 inches. The area of
the rectangle is 70 square inches. Find its dimensions.
_____________ 3. The width of a rectangle is 5 meters less than its length. The area is
84 square meters. Find the dimensions of the rectangle.
_____________ 4. The product of two consecutive integers is 56. Find the integers.
_____________ 5. Find two consecutive even integers such that the square of the
smaller is 10 more than the larger.
_____________ 6. The product of two consecutive odd integers is 1 less than twice their
sum. Find the integers.
_____________ 7. The product of two consecutive integers is 5 more than three times
the larger. Find the integers.
_____________
 8. One leg of a right triangle is one inch shorter than the other leg. If
_____________ the hypotenuse is 5 inches, find the length of the shorter leg.
9. The hypotenuse of a right triangle is 1 centimeter longer than the
longer leg. The shorter leg is 7 centimeters shorter than the longer
_____________ leg. Find the length of the longer leg of the triangle.
10. A ladder is resting against a wall. The top of the ladder touches the
wall at a height of 15 feet. Find the distance from the wall to the
bottom of the ladder if the length of the ladder is one foot more than
twice its distance from the wall.

What you are expected to learn

After going through this module, you are expected to:

 Lesson 2 • solve problems involving rational algebraic equations

How to learn from this module

In order to achieve the objectives of this module, here’s a simple guide for you:
1. Read and follow instructions carefully.
2. Study and analyze carefully the steps of the given illustrative examples.
3. Recall the 4 methods of solving quadratic equations.
4. Recall the techniques in transforming rational expressions into quadratic
equations
5. Take note and record points for clarification.
6. Answer the given exercises to fully understand each lesson.

The last thing we want to do with Rational Expressions is the last thing we always
want to do when we learn a new topic. That is, we want to talk about applications to the real
world.
In this case, we will only deal with two different types of word problems. They
are problems that involve a moving object, and problems that involve work.
We need the following formulas:
For problems involving moving objects (cars, trains, people running, etc):
r●t=d

Where r is the rate of speed of the moving object, t is the time the object moves,
and d is the distance the object travels.

For problems involving people or machines doing work:

rate of work ● time worked = part of job completed

Or more simply,
r ● t = P. C.

Where, the rate of work is the amount of the job that gets done per unit of time. So it turns
out to be
1
𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝑡𝑡𝑡𝑡 𝑑𝑑𝑑𝑑 𝑡𝑡ℎ𝑒𝑒 𝑗𝑗𝑗𝑗𝑗𝑗 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎

In order to work these word problems, we will need to use chart to organize the information.
The chart will help us to pull the information out of the problem and generate our equation.

In general, the charts look like this

Rate Time Distance or Part Completed

Object 1
Object 2
The “Object 1” and “Object 2” in the table are usually fairly clear in the problem. For instance,
on a work problem, they would likely be the two “objects” that are doing the work, and in a
moving object problem, they would be either “objects” that move at two different rates, or two
different moving objects.

On the top row of the table is always the formula that is used for whichever type of problem
you are doing.

With all of this a background, let’s take a look at a couple of each type of problem, beginning
with work.

Example 1:

It takes Jordan 36 minutes to mow the lawn while it takes James 45 minutes to mow the same
lawn. If Jordan and James work together, using two lawn mowers, how long would it take
them to mow the lawn?
Solution:
First, we start by getting our table going. To start off, the first thing we should notice
is that we are doing a work problem. So the formula for the top row is Rate x Time
= Part Completed.
Also, since we have two different people doing the work, Jordan and James, these
would be our “Object 1” and “Object 2”. So, our chart initially looks like
Rate Time Part Completed
Jordan
James

Now, we need to start filling the chart in. Usually, we want to only fill two of the
rows and use the formula to fill in the rest.

Recall from earlier in the section we stated that the rate part of the chart is
\

1
𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝑡𝑡𝑡𝑡 𝑑𝑑𝑑𝑑 𝑡𝑡ℎ𝑒𝑒 𝑗𝑗𝑗𝑗𝑗𝑗 𝑎𝑎𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙
. Since it takes Jordan 36 minutes and James 45 minutes to mow the lawn alone,
1 1
there rates must be and , respectively.
36 45

So our chart now looks like

Rate Time Part Completed

Jordan 1/36 x
James 1/45 x

Now we simply fill in the last column by using the formula, that is,
Rate x Time = Part Completed
So, the rate column times the time column must be the part completed column.
That makes our chart look like
 Rate Time Part Completed
Jordan 1 x 𝑥𝑥
36 36
James 1 x 𝑥𝑥
45 45

Now that our chart is complete, we need to use it to generate our equation. The idea is very
simple. The last column represents the amount of the job that each person, Jordan and James,
completed.
1
That is to say, the part of the lawn that Jordan mowed is of the lawn, and the part that
36
1
James mowed is of the lawn. Since we want them to mow the entire lawn, working
45
together, we want the part that Jordan mows plus the part that James mows to add up to 1 entire
lawn. Therefore, our equation must be
𝑥𝑥 𝑥𝑥
+ =1
36 45

Notice, the right hand side of the equation will always represent the portion of the job we want
to be completed. So, if we only wanted half of the lawn mowed, it would have said ½ , if we
wanted the lawn mowed twice, it would have said 2, etc.

In any case, now that we have our equation, we just need to solve like we always did.

So, it should take 20 minutes for Jordan and James to mow the lawn working together.

You can see that this type of example can prove to be very useful for a business owner who
has employees. Say, for example, if Jordan and James were two employees of a landscaping
company. If the owner sends them out on a job like the one in the example and they take
more than 20 minutes to finish, Jordan and James would have some explaining to do.

Lets look at another work problem.

Example 2:

Working together, Jennifer and Lori can plant a vegetable garden in 3 hours. If Lori works
alone, it takes her 8 hours longer than it takes Jennifer to plant the garden. How long does it
take Lori to plant the vegetable garden by herself?

Solution: Here again we have another work type of problem. So we will, again use the
formula for work, Rate x Time = Part Completed. Also, notice that we have two people
planting the garden, Jennifer and Lori. They will be our “Objects. So our chart starts as
Rate Time Part Completed
Jennifer
Lori
In this case, we have been given the time that they work together, but not the time it takes
them to do the job alone. Remember, the rate is based on the time to complete the job alone.

Since they didn’t give us those times, we will have to use a variable. Since we are looking
for Lori’s time to complete the job alone, let’s call her time x. Since it take Lori 8 hours
longer than Jennifer, this would mean Jennifer’s time to complete the job by herself would be
x - 8 (since she is 8 hour faster than Lori).
1
So, since the rate is , our chart must now look like
𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝑡𝑡𝑡𝑡 𝑑𝑑𝑑𝑑 𝑡𝑡ℎ𝑒𝑒 𝑗𝑗𝑗𝑗𝑗𝑗 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎
Rate Time Part Completed
Jennifer 1 3
𝑥𝑥
Lori 1 3
𝑥𝑥 − 8
Now we multiply straight across to fill in the last column. This gives
Rate Time Part Completed
Jennifer 1 3 3
𝑥𝑥 𝑥𝑥
Lori 1 3 3
𝑥𝑥 − 8 𝑥𝑥 − 8
As in example 1, the part completed for each is the portion of the planting the garden that
they each did. Since we want them to only plant the garden once, the equation must be Lori’s
part + Jennifer’s part = 1 vegetable garden. That is
3 3
𝑥𝑥
+ 𝑥𝑥−8 = 1
Now we solve as usual.
We will have to solve with factoring since we have a variable that is squared.

Since we have two answers, we have to determine which one is correct. Whichever answer
makes sense in the entire problem would be the correct answer. In this case, if Lori only took
2 hours to plant the garden, it would take Jennifer 8 hours less, or 2 - 8 = -6 hours. This
answer is ridiculous. Therefore, the answer must be that it takes Lori 12 hours to plant the
vegetable garden.

Now, let’s look at a couple of problems involving moving objects.

Example 3:

Adam drives 15 kilometers per hour faster than David does. Adam can drive 100 kilometers
in the same amount of time that David drives 80 kilometers. Find Adams driving speed.

Solution: Since, this time, we are talking about a moving object, our formula is Rate x Time
= Distance. Also, clearly we have two moving objects, Adam and David. Therefore, our
chart starts as
Rate Time Distance
Adam
David

Since we want to know Adams driving speed, lets assign Adams rate of speed to x. This
would make David’s driving speed x - 15 (David is slower than Adam). Also, clearly we
have the distance that each has traveled given in the problem. Adam drives 100 miles, and
David drives 80. So filling in, our chart looks like
Rate Time Distance
Adam x 100
David x – 15 80
At this point, we notice that this is very different than the charts in examples 1 and 2. In
those examples we simply needed to multiply across to fill in the chart. Here, however, we
are missing a value in the middle of the chart.

This is where the formula comes in. We are missing the “time” part of the chart, so we can
take the formula and solve it for t like we did in the last section. We have

So, time equals distance over rate. We can use this to complete the table. We have

Rate Time Distance

Adam x 100 100
𝑥𝑥
David x – 15 80 80
𝑥𝑥 − 15

Now, to get the equation, we have to go back to the problem and see how the times are
related. Notice in the original problem the phrase “in the same amount of time” is used. This
means, the time that Adam takes is the same (or equal) to the time that David takes. This
must mean our equation is
So, Adam is driving 75 miles per hour.

In our final example we will look at a tougher moving object problem.

Example 4:
Jon is kayaking in the river which flows downstream at a rate of 1 mile per hour. He paddles
5 miles downstream and then turns around and paddles 6 miles upstream. The trip takes 3
hours. How fast can Jon paddle in still water?

Solution: Here again we are doing a moving object problem, but this time our rows will need
to be labeled as “with the current” (downstream) and “against the current” (upstream). So
our chart starts as

Rate Time Distance

With the current
Against the current

Just like in the example above, we want to fill in as much information as we can before using
the formula to complete the chart.

Here we see that the distance traveled with the current is 5 miles and against the current is 6
miles. Those values are easy. The rate, on the other hand is more difficult.

First of all, since we are looking for the speed in “still water”, this means we are looking for
the speed when there is no current. Lets call that speed x.

Since our speed with no current is x and the speed of the current is 1 mile per hour, the rate of
speed with the current must be x + 1. This is because if you are traveling with the current, you
will speed up by exactly the speed of the current (it works with you). Likewise, the speed
against the current would be x - 1, since the current works against you.
This gives us
Rate Time Distance
With the current
Against the current

Now fill in the chart like we did on the last example, that is, time equals distance over rate.

Rate Time Distance

With the current x+1 5 5
𝑥𝑥 + 1
Against the current x–1 6 6
𝑥𝑥 − 1

To get the equation, we look back at the original problem. Here is says that the total amount
of time for the trip was 3 hours. That means the time going upstream plus the time going
downstream took a total of 3 hours.

So the equation must be

 Since x represents a rate of speed, speed can’t be negative, the answer must be the 4.
Therefore, Jon can paddle 4 miles per hour is still water.

This problem is very similar to another problem involving planes that fly with the wind and
against the wind. The “against the wind/with the wind” problem is done just like the
“upstream/downstream” problem
Exercises: Solve the following word problems.

_____________ 1. Ken can fill a bin in 20 minutes. Kristen can fill the same bin in
25 minutes. If Ken and Kristen work together, how fast can they
_____________ fill the bin?
2. Rica can sort her toys in 6 fewer hours that Ara can. When they
work together, it takes them only 4 hours to sort the toys. How
_____________ long would it take for each of them to sort the toys alone?
3. Rico usually mowes his lawn in 5 hours. Melvin can mow the
_____________ same lawn in 4 hours. How long would it take them to mow the
lawn working together?
4. Two painters, working together, can paint a house in 10 hours.
_____________ Working alone, the first painter can paint the house in 15 hours.
How long would it take for the second painter to paint the house
_____________ working alone?
5. Sue power walks 3 km/hour faster than Tim. In the time it takes
Tim to walk 7.5 km, Sue walks 12 km. What is Sue’s walking
_____________ speed?
6. Eric’s truck drives 30 kph faster than Tim’s motorcycle. In the
_____________ same time it takes Tim to drive 75 kilometers, Eric can drive 120
miles. Find Tim and Eric’s driving speed.
7. Colleen bicycles 6 km/hr faster than George. In the same time it
_____________ take George to go 42 km, Colleen can go 60 km. How fast is
Colleen?
8. The rate of a motorcycle is 40 mph faster than the rate of a
_____________ bicycle. The motorcycle travels 150 miles in the same amount of
time it takes the bicycle to travel 30 miles. Find the rate of the
motorcycle.
_____________ 9. The speed of a stream is 4 mph. A boat travels 11 miles
upstream in the same amount of time it takes to travel 19 miles
_____________ downstream. What is the speed of the boat in still water?
10. A boat can travels 30 miles up a river (against the current) in the
same amount of time it takes to travel 50 miles down the river
_____________ (with the current). If the current is 5 mph, what is the speed of
the boat in still water?
11. An airplane flies 396 miles with a 40 mph tailwind and then flies
_____________ home into the same wind. The total flying time was 2 hours.
What is the speed of the plane?
12. The speed of a stream is 2 mph. A boat travels 7 miles upstream
and then 11 miles downstream. If the total trip took 2 hours,
_____________ what is the speed of the boat in still water?
13. A car travels 20 kph faster than a truck. The car covers 350 km in
two hours less than the time it takes the truck to travel the same
distance. What is the speed of the car? How about the truck?
 14. Jane and Maria can clean the house in 8 hours if they work
together. The time that Jane takes in cleaning the house alone is 4
hours more than the time Maria takes in cleaning the same house.
How long does it take Jane to clean the house? How about
Maria?
15. An airplane flies 288 miles with a 60 mph tailwind and then flies
back into the 60 mph wind. If the time for the round trip was
two hours, what is the speed of the plane in calm air?

Sources:
https://www.slideshare.net/paolodagaojes/9-math-lm-u1m1v10
https://www.middlesex.mass.edu/RLOs/256/MAT%20080%20Apps%20of%20Quadratic%2
0Equations.pdf
https://www.mtsac.edu/marc/worksheet/math51/course/10application_problems_rational_exp
ressions.pdf

dannypamisa
sanjuannhs/May 31, 2020
 9
Mathematics
Quarter 2 – Module 1:

Variations

Department of Education  Republic of the Philippines

Grade 9 Quarter II
 Module 1
TOPIC: VARIATION
Competency: Translate into variation statement a relationship between two
quantities given:
a) A table of values
b) A mathematical equation
c) A graph
There are four (4) types of variation:
a. Direct Variation
b. Inverse Variation
c. Joint Variation
d. Combined Variation

LESSON 1: DIRECT VARIATION

ACTIVITY 1: HOW STEEP IS
ENOUGH?

Using his bicycle, Jericho travels a distance of 10 kilometers per hour

on a steep road. The table shows the distance he has travelled at a particular length
of time.

A. Table of Values

Time (hr) 1 2 3 4 5
Distance 10 20 30 40 50
(km)
 Questions:
1. What happens to the distance as the length of time increases?
2. Using this pattern, how many kilometers would he have travelled in 8 ½
hours?
3. How will you be able to find the distance (without the aid of the table)? Write a
mathematical statement to represent the relation.
4. What mathematical operation did you apply in this case? Is there a constant
number involving?
Explain the process that you have discovered.

How did you find the four activities? I am sure you did not find any difficulty in answering the
questions.

WHAT TO PROCESS

B. Mathematical Equation

There is direct variation whenever a situation produces pairs of numbers in which their ratio is
constant:

The statements:

“y varies directly as x”

“y is directly proportional to x” and

“y is proportional to x”

May be translated mathematically as y=kx, where k is the constant of variation.

For two quantities, x and y, an increase in x causes an increase in y as well. Similarly, a

decrease in x causes a decrease in y.
ACTIVITY 2: WATCH THIS!

If the distance d varies directly as the time t, then the relationship can be translated
into a mathematical statement as d=kt, where k is the constant of variation.

Likewise, if the distance d varies directly as the rate r, then the mathematical
equation describing the relation is d = kr.

In activity 1, the variation statement that is involved between the two quantities
is d = 10t. In this, the constant of variation is k = 10.

Using a convenient scale, the graph of the relation d = 10t is a line.

C. A Graph

60
50
40
distance (d)

30
20
10
0
0 1 2 3 4 5
time (t)
The graph above describes a direct variation of the form y = kx.

For a more detailed solution of problems involving direct variation, let us see how this is done.
Examples:
1. If y varies directly as x and y = 24 when x = 6, find the variation constant and
the equation of variation.

Solution:
a. Express the statement “y varies directly as x” as y = kx.

b. Solve for k by substituting the given values in the equation.

y = kx
24 = 6k

k = 24/6
k=4
Therefore, the constant of variation is 4.

c. Form the equation of the variation by substituting 4 in the statement, y= kx.

y = 4x
2. The table below shows that the distance d varies directly as the time t. Find
the constant of variation and the equation which describes the relation.

Time (hr) 1 2 3 4 5
Distance 10 20 30 40 50
(km)
Solution:
Since the distance d varies directly as the time t, then
d = kt.

Using one of the pairs of values, (2, 20), from the table, substitute the value
of d and t in d =kt and solve for k.
d = kt

20 = 2k
k = 20/2
k = 10

Therefore, the constant of variation is 10.

Form the mathematical equation of the variation by substituting 10 in the statement d
= kt. d = 10t
 We can see that the constant of variation can be solved if one pair of values
of x and y is known. From the resulting equation, other pairs having the same
relationship can be obtained. Let us study the next example.
3. If x varies directly as y and x = 35 when y = 7, what is the value of y when x
= 25?

Solution 1.
Since x varies directly as y , then the equation of variation is in the form x =
ky.

Substitute the given values of y and x to solve for k in the equation.

35 = k (7)
k = 35/7

k=5
Hence, the equation of variation is x = 5y.
Solving for y when x = 25,

25 = 5y
y = 25/5
y=5

Hence, y = 5.
Solution 2.

Since x/y is a constant, then we can write k = x/y. From here, we can
establish a proportion such that x1/y1 = x2/y2 where x1 =35, y1= 7 and x2 = 25.
Substituting the values, we get

35/7 = 25/y2
5 = 25/y2
y2 = 25/5

y2 = 5
Therefore, y = 5 when x = 25.
  Activity 3: It’s Your Turn!
Now, let us test what you have learned from the discussions.

A. Write an equation for the following statements:

1. The fare F of a passenger varies directly as the distance d of his
destination.
2. The cost C of fish varies directly as its weight w in kilograms.
3. An employee’s salary S varies directly as the number of days d he has
worked.
4. The area A of a square varies directly as the square of its side s.
5. The distance D travelled by a car varies directly as its speed s.

B. Write an equation where y varies directly as x.

1. y = 28 when x = 7
2. y = 30 when x = 8
3. y = 0.7 when x = 0.4
4. y = 400 when x = 25
5. y = 63 when x = 81

C. In each of the following, y varies directly as x. Find the values as indicated.

1. If y = 12 when x = 4, find y when x =12
2. If y = -18 when x = 9, find y when x = 7
3. If y = -3 when x = -4, find x when y = 2
4. If y = 3 when x = 10, find x when y = 1.2
5. If y = 2.5 when x = .25, find y when x = .75

D. Determine if the tables and graphs below express a direct variation between
the variables. If they do, find the constant of variation and an equation that
defines the relation.

1.
x 1 2 3 4
y -3 -6 -9 -12

2.
x 7 14 -21 -28
y 3 6 -9 -12
 3.

X -15 10 -20 25
Y -3 2 -4 5

4.

14 Y
12
10
8
6
4
2
0 X
0 1 2 3 4 5

5.

25
20
15
10
5
0 X
0 1 2 3 4 5
 LESSON 2: INVERSE VARIATION

The activities on direct variation show you the behavior of the quantities involved. In one of
the activities, an increase in the time travelled by a car causes an increase in the distance
travelled. How will an increase in speed affect the time in traveling? Let us find out in the next
activity.

WHAT TO KNOW?

ACTIVITY 4

1. Anna lives 40 km away from the office of ABC Corporation where she works.
Driving a car, the time it takes her to reach work depends on her average speed.
Some possible speeds and the length of time it takes her are as follows:

Time in 1 4/5 2/3 4/7 1/2

hours
Speed in 40 50 60 70 80
kph

To see clearly the relation of the two quantities, the graph of the relation is shown
below.

90
80
70
60
50
40
30
20
10
0
0 1/5 2/5 3/5 4/5 1 1 1/5
Questions:
a. How do the speed and time of travel affect each other?
b. Write a mathematical statement to represent the relation.
c. Is there a constant number involved? Explain the process that you
have used in finding out.

What to PROCESS?

Let us now discuss the concepts behind the situations that you have encountered. These
situations are examples of inverse variation.

Inverse variation occurs whenever a situation produces pairs of numbers whose product is
constant.

For two quantities x and y, an increase in x causes a decrease in y or vice versa. We can say that
y varies inversely as x or y = k/x.

The statement, ”y varies inversely to x,” translates to y= k/x, where k is the constant of
variation.

EXAMPLES:
1. Find the equation and solve for k: y varies inversely as x and y = 6 when
x=18.

Solution:
The relation y varies inversely as x translates to y = k/x. Substitute
the values to find k:

y = k/x

6 = k/18

k = (6) (18)
k = 108

The equation of variation is y = 108/x

2. If y varies inversely as x and y =10 when x=2, find y when x=10.

This concerns two pairs of values of x and y which may be solved in two
ways.

Solution 1:
First, set the relation, and then find the constant of variation, k.
xy = k

(2) (10) = k
k = 20
The equation of variation is y=20/x
Next, find y when x = 10 by substituting the value of x in the equation,
y= 20/x
y = 20/10

y=2

Solution 2:

Since k = xy, then for any pairs x and y, x1y1=x2y2

If we let x1 = 2, y1=10, and x2 = 10, find y2.

By substitution,
x1y1 = x2y2
2(10) = 10 (y2)

20 = 10y2
y2 = 20/10
y2 = 2

Hence, y = 2 when x = 10
The situation in the problem shows “an increase in speed produces a decrease in time in
travelling”. The situation produces pairs of numbers, whose product is constant. Here, the time
t varies inversely as the speed s such that

st = 40 (a constant)

In this situation, “the speed s is inversely proportional to the time t, and is written as s = k/t ,
where k is the proportionality constant or constant of variation. Hence, the equation
represented in the table and graph is s = 40/t : where k = 40.

 Activity 5: It’s Your Turn!

Let us now test your skills in translating statements into mathematical
equations and in finding the constant of variation.

A. Express each of the following statements as a mathematical equation.

1. The number of pizza slices p varies inversely as the number of persons n
sharing a whole pizza.
2. The number of pechay plants n in a row varies inversely as the space s
between them.
3. The number of persons n needed to do a job varies inversely as the
number of days d to finish the job.
4. The rate r at which a person types a certain manuscript varies inversely as
the time t spent in typing.
5. The cost c per person of renting a private resort varies inversely as the
number n of persons sharing the rent.
B. Find the constant of variation and write the equation representing the
relationship between the quantities in each of the following:

1. X 1 2 3 4
Y 2 1 2/3 1/2

2. X 2 4 6 8
Y 36 18 12 9

3.
 4. y varies inversely as x and y = 12 when x = 5.
5. Y varies inversely as x and y = 18 when x = 3.

C. Solve for the indicated variable in each of the following.

1. If y varies inversely as x and y = 3 when x=4, find y when x=6.
2. If r varies inversely as s and r=100 when s=27, find the value of r when s
=45.
3. If p varies inversely as the square of q and p =3 when q =4, find p when q
= 16.
4. If y varies inversely as x and y = -2 when x=-8, find x when y=2.
5. If w varies inversely as y and w =2 when y =3, find w when y =6.

Answers for Activity 4:

a. As the speed of the car increases, the time in travelling decreases.

b. S = k/t, where, s in the speed in kph an t is the time in hours.
c. Yes, multiplying the values of the speed and time give us the constant,
 LESSON 3: JOINT VARIATION

WHAT TO KNOW
The situation that you have studied involved only two quantities. What if the

This lesson deals with another concept of variation, the joint variation.
Some physical relationships, as in area or volume, may involve three or more variables
simultaneously.

situation requires the use of more than two quantities?

What to PROCESS?

At this phase, you will be provided with examples that will lead you in solving
the problems you will encounter in this section. The concept of joint variation will help
you deal with problems involving more than two variables or quantities.

The statement “a varies jointly as b and c” means a= kbc, or k = a/bc, where k is

the constant of variation.

EXAMPLES:

1. Find the equation of variation where a varies jointly as b and c, and a = 36 when b
=3 and c=4.

Solution:
a = kbc
36 = k (3)(4)
k = 36/12
k=3

Therefore, the required equation of variation is a = 3bc

 2. z varies jointly as x and y. If z = 16 when x = 4 and y =6, find the constant of
variation and the equation of the relation.

Solution:

z = kxy

16 = k(4)(6)
k = 16/24
k = 2/3

The equation of variation is z = 2/3 xy

 Activity 6: It’s Your Turn!

Let us now test your skills in translating statements into mathematical
equations and in finding the constant of variation.
A. Translate each statement into a mathematical sentence. Use k as the
constant of variation.
1. P varies jointly as q and r.

2. V varies jointly as l, w, and h.

3. The area A of a parallelogram varies jointly as the base b and altitude h.

4. The volume of a cylinder V varies jointly as its height h and the square of the
radius r.

5. The heat H produced by an electric lamp varies jointly as the resistance R and the
square of the current i.
B. Solve for the value of the constant of variation k, then find the missing
value.

1. z varies jointly as x and y and z = 60 when x = 5 and y=6.

a. Find z when x =7 and y =6.
b. Find x when z = 72 and y =4.

c. Find y when z = 80 and x = 4.

2. z varies jointly as x and y. If z =3 when x = 3 and y = 15, find z when x =6 and y

=9.

3. z varies jointly as the square root of the product of x and y. If z =3 when x = 3

and y = 12,
find x when z =6 and y = 64.

4. d varies jointly as h and g. If d =15 when h =14 and g =5, find g when h =21 and
d=8.

5. z varies jointly as x and y.z = 60 when x = 3 and y = 4. Find y when z = 80 and x =

2.
 LESSON 4: COMBINED VARIATION

Combined variation is another physical relationship among variables. This is the kind of
variation that involves both the direct and inverse variations.

WHAT TO KNOW

The statement “z varies directly as x and inversely as y” means z = kx/y, or k = zy/x, where k is
the constant of variation.

What to PROCESS?

This relationship among variables will be well illustrated in the following examples.

EXAMPLES:

1. Translating statements into mathematical equations using k as the constant of

variation.
a. T varies directly as a and inversely as b.

T = ka/b

b. Y varies directly as x and inversely as the square of z.

Y = kx/z2
 The following is an example of combined variation where one of the terms is
unknown.
2. If z varies directly as x and inversely as y, and z =9 when x =6 and y=2, find z
when x = 8 and y =12.

Solution:

The equation is z = kx/y

Solve for k by substituting the first set of values of z, x, and y in the equation.
z = kx/y

9 = 6k/2
k = 9/3
k=3

Now, solve for z when x= 8 and y= 12.

Using the equation z = 3x/y,

z = (3)(8)/12
z=2

You may use this example to guide you in solving the activities that follow.
  Activity 7: DV and IV Combined!
Let us now test your skills in translating statements into mathematical
equations and in finding the constant of variation.

A. Using k as the constant of variation, write the equation of variation for each
of the following.

1. W varies jointly as c and the square of a and inversely as b.

2. P varies directly as the square of x and inversely as s.
3. The electrical resistance R of a wire varies directly as its length l and inversely as
the square of its diameter d.
4. The acceleration A of a moving object varies directly as the distance d it travels
and inversely as the square of the time t it travels.

5. The pressure P of a gas varies directly as its temperature t and inversely as its
volume V.

B. Solve the following

1. If r varies directly as s and inversely as the square of u, and r=2 when s=18 and
u=2,

Find:
d. r when u =3 and s= 27.
e. s when u= 2 and r= 4.
f. u when r =1 and s =36.

2. p varies directly as q and the square of r and inversely as s.

a. Write the equation of the relation.

b. Find k if p =40 when q =5, r =4 and s =6.
c. Find p when q =8, r =6 and s =9.

d. Find s when p =10, q =5 and r =2.

3. w varies directly as x and y and inversely as v2 and w =1200 when x =4, y =9 and
v =6. Find w when x =3, y =12, and v =9.
4. Suppose p varies directly as b2 and inversely as s3. If p = ¾ when b =6 and s =2.
Find b when p =6 and s =4.

5. If x varies as the square of y and inversely as z and x = 12 when y = 3 and z =6.

Find x when y =9 and z =6.

SUMMARY:

Module 2

I. Solving Problems Involving Variations

II. Introduction:
 This lesson covers on solving problems involving variations. These include
the different variations namely; 1. Direct variation 2. Inverse variation 3. Joint
variation and 4. Combined variation.
III. Pre – assessment:
Choose the letter of the correct answer.
1. The distance of a train from a station, varies directly with the time, t, if d=100
miles when t = 2 hours, find d when t = 3.
a. 100 b. 150 c. 200 d. 250
2. Acceleration (b) of a moving object is directly proportional to its velocity (v). if
v is 6 then a is 20, find constant of variation
a. 5/3 b. 5/6 c. 10/3 d. 15/6
3. If x varies directly with y and x is 12 when y is 8, find the constant of variation.
a. ½ b. 1 c. 3/2 d. 5/2
4. Write an equation which represents; m varies directly with n, if m = 5 when n =
6?
a. M= 5/6 N b. M = 3/6 N c. M = 15/4 N d. M = 1/6 N
5. If y varies inversely as x, and y = 6 when x = 5, write an equation describing
the variation.
a. xy = 20 b. xy = 30 c. xy = 60 d. xy = 70
6. If h varies inversely as k, and the constant of variation is ½, what is k when h
= 6?
a. ½ b. 1/6 c. 1/3 d. ½
7. The speed of the car travelling from A to B varies inversely with the time taken
for the travel. If its speed is 60km/hr., it would take 3 hours for the journey.
Find the time it would take for the journey if its speed is 90km/hr.
a. 1/2hr b. 1hr b. 2hrs d. 3hrs
8. If y varies jointly as x and z, and y = 33 when x = 9 and z = 12, find y when x =
16 and z = 22.
a. Y = 282/9 b. y = 484/9 c. y = 1250/9 d. y = 968/9

IV. Lesson Proper :

Direct and inverse variation
1. Y = kx
2. Y = k/x

Example 1
The population of a certain species of bacteria various directly with the temperature.
When the temperature is 35 degrees Celsius, there are 7 million bacteria. How many
millions of bacteria are there when the temperature is 38 degrees Celsius?
7/35 = k (35)/35
1225k = 245
k=5
Example 2
X varies directly with x, y = 54 when x = 9. Determine the direct variation equation
and then determine y when x = 3.5
Y = kx -> y = 6x
5y/9 = k (9)
6=k
Example 3
The total cost of filling up your car with gas varies directly with the number of liters of
gasoline you are purchasing. If a liter of gasoline costs P39.oo, how many liters
could you purchase for 370.50?
X= no. of liters purchase
Y= cost of filling car
Y= kx
39 = kx
Y= 39x
370.50/39 = 39x/39
9.5 = x
V. Generalization: (Online Math Learning)
Types of Variation
1. Direct Variation
Y varies directly as x,
As x increases, y also increases.
As x decreases, y also decreases.
Equation; y = kx
2. Inverse Variation
Y varies inversely as x.
As x increases, y decreases.
As x decrease, y increase
Equation; xy=k or y= k/x
Steps in solving variation
Step 1: Get the correct direct variation equation. The equation used to solve the
problems is y=kx. When solving a direct variation word problem, however, you must
consider using other variables apart from x and y. In other words, use variables that
apply to the direct variation problem being solved. Also understand the problem very
well in order to determine if there are other changes like squares, square roots and
cubes in the equation of direct variation.
Step 2: k is known as the constant of proportionality or the constant of variation in
direct variation. Use the information provided in the problem to calculate the value of
k.
Step 3: Rewrite the direct variation equation y=kx substituting in the value of k.
Step 4: Use the direct variation equation you got in step 3 and the other remaining
information in the problem to answer the questions being asked. Remember to
include units in your final answer when solving word problems.
3. Joint Variation
Y varies directly to two or more quantities.
Equation; y=kxz
4. Combined Variation
Y varies directly to some quantities and varies inversely
To some other quantities
Equation; xy=kz or y=kz/x
VI. Application:
What are the steps in solving joint variation problems?
Step 1 write the correct equation
Joint variation problems are solved using the example
y = kxz.
Step 2 use the information given in the problem to find the value of k.
Here are the steps required for Solving Combined Variation Problems:

Step 1: Write the correct equation. Combined variation problems are solved
using a combination of direct variation (y = kx), inverse

variation , and joint variation (y = kxz) equations. When

dealing with word problems, you should consider using variables other
than x, y, and z, you should use variables that are relevant to the
problem being solved. Also read the problem carefully to determine if
 there are any other changes in the combined variation equation, such
as squares, cubes, or square roots.
Step 2: Use the information given in the problem to find the value of k, called
the constant of variation or the constant of proportionality.
Step 3: Rewrite the equation from step 1 substituting in the value of k found in
step 2.
Step 4: Use the equation found in step 3 and the remaining information given
in the problem to answer the question asked. When solving word
problems, remember to include units in your final answer.

Example 1 – If y varies directly as x and inversely as z, and y = 24 when x = 48 and

z = 4, find x when y = 44 and z = 6.

Step 1: Write the correct equation.

Combined variation problems are
solved using a combination of
variation equations. In this case we
will combine the direct and inverse
variation equations.

Step 2: Use the information given in

the problem to find the value of k. In
this case, you need to find k when x
= 48, y = 24, and z = 4.

Step 3: Rewrite the equation from

step 1 substituting in the value of k
found in step 2.

Step 4: Use the equation found in

step 3 and the remaining information
given in the problem to answer the
question asked. In this case, you
need to find x when y = 44 and z = 6.

Example 2 – If f varies directly as g and inversely as the square of h, and f = 20

when g = 50 and h = 5, find f when g = 18 and h = 6.

y = kx or f = kg
z h2
Step 1: Write the correct equation.
Combined variation problems are
solved using a combination of
variation equations. In this case,
 you will combine the direct and
inverse variation equations, use f, g,
and h instead of x, y, and z, and
notice how the word “square”
changes the equation.

Step 2: Use the information given in

the problem to find the value of k. In
this case, you need to find k when f
= 20, g = 50, and h = 5.

Step 3: Rewrite the equation from

step 1 substituting in the value of k
found in step 2.

Step 4: Use the equation found in

step 3 and the remaining
information given in the problem to
answer the question asked. In this
case, you need to find f when g = 18
and h = 6.
Post Assessment: Choose the letter of the correct answer.
1. The distance of a train from a station, varies directly with the time, t.If d=300 miles
when t = 4 hours, find d when t = 6.
a. 150 b. 250 c. 350 d. 450
2. Acceleration (a) of a moving object is directly proportional to its velocity (v). If t is
10 then a is 10, find the constant of variation.
a. 1/2 b. 1 c. 2 d. 3
3. If x varies directly with y and x is 21 when y is 10, find the constant of variation.
a. 1.1 b. 2.1 c. 3.1 d. 4.1
4. Write an equation which represents; m varies directly with n, if m = 12 when n =
8?
a. 3/2 N b. 5/2 N c. 7/2N d. 9/2 N
5. If y varies inversely as x, and y = 7 when x =6, what is y when x =3 ? What is x
when y = 3?
a. 12.14 b. 14.14 c. 16.14 d. 18.14
6. If y varies inversely as x, and the constant of variation is 75, what is y when x =
12.5?
a. -6 b. -4 c. -3 d. -2
7. If y varies inversely as x, and y = 4b when x = 6a, what is y in terms of a and b
when x = 8?
a. y= ab b. y = 3/2 ab c. y = 2ab d. y = 3ab
8. If y varies jointly as g and the cube of h, and f = 200 when g = 5 and h =4, find f
when g =3 and h =6.
a. F= 205 b. f= 305 c. f = 405 d. f = 505
 Module 3

Learning Competency: Applies the laws involving positive integral exponents to

zero and negative integral exponents.(M9AL-IId-1)

Learning Objectives:

1. Enumerates the laws involving positive integral exponents to zero and

negative integral exponents
2. Applies the laws involving positive integral exponents to zero and negative
integral exponents
3. Shows accuracy and perseverance in applying the involving positive integral
exponents to zero and negative integral exponents
Establishing a purpose for the Lesson

A grain of rice has a volume of 20-9m3 . A box full of rice has a volume of 20-3m3.
How many grains of rice are there in the box?

Answer:

Let x be the no. of rice grains in the box

Solution:

20-3 /20-9 = 20 -3+9 = 20 6 = 64,000,000

There are 64,000,000 grains of rice in the box.

Assessment:
A. True or False: Write T is the statement is true and F if it is false.
1. 3 to the 3rd power is equal 27.
2. The reciprocal of 1/3 is negative 1/3
3. Any number raise to zero is always 1
4. Negative exponent can be rewritten to positive exponent
5. Exponent is also called power or index
B. Multiple Choice: Choose the letter of the correct answer:
1. In the picture, 3 is called ___

a. base b. exponent c. positive d. negative

2. Give the reciprocal

a. 196 b. 1/ 196 c. – 196 d. -4 / 7

3. Expand the expression

a. 2m x 5m b. 5m x 5m c. (2m) (2m) ( 2m) ( 2m) ( 2m)

d. (5m) (5m) ( 5m) (5m) ( 5m)
4. Simplify the expression

a. o b. 1 c. -1 d. all of the
above
5. Simplify the expression

a. 75 b. 150 c. 1 / 75 d. 1 / 150
 Module 4
Rational Expponents:

Radical Form:
Assessment: Write the correct answer:

1. True or False: A Radical form refers to a form of an algebraic expression in which

we have a number or an expression underneath a radical.
2. Write the expression into radical form (3x)^3/4.
a. 3 ∜(x^3 ) b. 3 ∛(x^4 ) c. ∛(〖81x〗^4 ) d. ∜(〖27x〗^3 )
3. On the illustration below, find the exponential form On the illustration below, find
the exponential form

4. True or False:

5. True or False:
 Module 5
Simplifying Radicals

Remember:
Do you know that index or order of a radical can be reduced?

Let's find out.

How to Reduce Index / Order of a Radicand to the lowest possible?

Express the radical into an expression with rational exponent, then simplify the
exponent applying the Law of Exponent on Power of a Power
C. Rationalizing the denominator of the radicand from the law of Radicals denoted:

Rationalization of the denominator. Fractions may be removed from under a

radical sign by rationalizing the denominator. To rationalize the denominator of a
radical of order n, multiply the numerator and denominator of the radicand by such a
quantity as will make the denominator a perfect n-th power and then remove the
denominator from under the radical sign.
Assessment:

1. The number under the radical sign or square root sign is called the ______
a. radical sign b. factor c. exponent d. radicand
2. Simplify √75.
a. 25√3 b. 5√3 c. 3√5 d. 5
3. (√6) (√2)
a. √12 b. 2√3 c. √8 d. 4√3
4. Simplify: √12 * √14
a. 4√42 b. 2√3√14 c. 2√42 d. 4√3√14
5. The square root of 36x2 is __________
a. 36 x b. 6x c. 4x d. none of these
REFERRENCES
https://sites.google.com/a/nhcs.net/danielhenrikson/past-work/exponent-rules-lesson-day-
2/exponent-rules-v2-l2-negative-exponents-move-the-expression-to-a-different-part-of-the-
fraction

https://www.onlinemathlearning.com/math-exponents.html

http://passyworldofmathematics.com/zero-and-negative-exponents/

https://www.math-only-math.com/laws of exponents.html

https://www.sites.google.com/a/nhcs.net

https://www.teacherspayteachers.com

https://youtube.com/watch?v=42F_dkv5w4g &t=74s

https://youtube.com/watch?v=gvHAiHTTxjA
 9
Mathematics
Quarter 3 - Module 5:
Quadrilaterals

Department of Education * Republic of the Philippines

Mathematics – Grade 9

Alternative Delivery Mode

Quarter 3 – Module 5: Quadrilaterals

First Edition, 2020

Republic act 8293, section 176 states that: No copyright shall subsist in any work of the
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the work is created shall be necessary for exploitation of such work for profit. Such agency or office
may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trade-
marks, etc.) included in this book are owned by their respective copyright holders. DepEd is
represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use
these materials from their respective copyright owners. The publisher and authors do not represent
nor claim ownership over them.

Published by the Department of Education

Secretary:

Undersecretary:

Assistant Secretary

Development team of the Module

Author: Merden L. Bryant, Leonides E. Bulalayao, Melvin M. Callanta, Jerry D. Cruz, Richard F. De Vera,
Gilda T. Garcia, Sonia E. Javier, Roselle A. Lazaro, Bernadeth J. Mesterio, Rommel Hero A. Saladino
and Marivic G. Nob
Editor: Debbie Marie B. Versoza, PhD
Reviewers: Alma D. Angeles, Elino S. Garcia, Guiliver Eduard L. Van Zandt, Arlene A. Pascasio, PhD,
and Debbie Marie B. Versoza, PhD
Illustrator:

Layout Artist:

Management Team:

Printed in the Philippines by ________________________________

Department of Education – Bureau of Learning Resources (DepED – Misamis Oriental)

Office Address:

Telefax:

E-mail Address: [email protected]

 9
Mathematics
Quarter 3 - Module 5:
Quadrilaterals

This instructional material was collaboratively developed and reviewed by educators from
public and private schools, colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and recommendations to the
Department of Education at [email protected].

We value your feedback and recommendations.

Department of Education * Republic of the Philippines

 In this module, for most show me activities, a series of questions that leads to
a proof is given. It is hoped that students learn to ask themselves similar questions in
doing those show me exercises that needs proofs. It is said that one characteristic of
critical thinkers is that they talk to or argue with themselves when confronted with a
tough problem.

Facilitators should find it comfortable to teach the module by following the

suggested activities for the development of the topic. A teaching guide containing a
complete set answers and solutions to problems is downloadable on line.

Parents who have taken mathematics courses will find sufficient explanation to
review each concept to help their children if they wish.

As an aid to computations and explorations, calculators, software like

geogebra, malmath and desmoss are expected to be used so that students can
concentrate on the analysis of problems. Throughout this module students are
encouraged to understand the principles, involved and then, develop their own
strategy. Complete explanations are given in every modeling exercise to enable
students to study on their own for there is no learning except self-learning. A step –
by-step solution are given in every modeling exercises. Students are challenged to do
as much as they can mentally to sharpen their minds and understand better.

This module has been developed with students, facilitators and parents in
mind. In the development of the lessons, the students is addressed as a co –
developer by means of activities motivating the discussions on a topic, and the
questions to be answered during the development. To aid students, definitions,
postulates, principles and theorems are highlighted. In this module, a summary of
postulates, and theorems together with the pages where each can b found, is given at
the end for easy reference.

Quadrilaterals, like triangles, are common polygons we see in daily life.

Different parts of buildings and furniture at home are rectangular or square in shape.
Designs that make use of the different kinds of quadrilaterals abound in the
decorations of buildings and in the designs of different articles of clothing.

In this module, we shall focus on quadrilaterals that are parallelograms,

properties of a parallelogram, theorems on the different kinds of parallelogram, the
Midline theorem, theorems on trapezoids and kites, and problems involving
parallelograms, trapezoids, and kites. Instill in mind the question “How useful are the
quadrilaterals in dealing with real-life situations?”
I. INTRODUCTION AND FOCUS QUESTIONS
Have you heard that the biggest dome in the world is found in the Philippines? Have you ever
played billiards? Have you joined a kite-flying festival in your barangay? Have you seen a nipa
hut made by Filipinos?

https://encrypted-
tbn0.gstatic.com/images?q=tbn:AN
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BAQAAAQABAAD/2wCEAAkGBxISEhUTEx
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Q2Oy8SSDk0Rkc8LS/8QAGgEAAwEBAQEA

https://encrypted-
data:image/jpeg;base64,/9j/4AAQSkZ tbn0.gstatic.com/images?q=tbn:ANd9
JRgABAQAAAQABAAD/2wCEAAkGBw GcTsOLNeF53EhHetvmfltPJ9m9AfwzU
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c3Nzc3Nzc3Nzc3N//AABEIAIIAtQMBIg
Study the pictures above. Look at the beautiful designs of the Philippine Arena, the lovely flying
kites, the green billiard table and the nipa hut.

At the end of the module, you should be able to answer the following questions:

a. How can parallelograms be identified?

b. What are the conditions that guarantee a quadrilateral a parallelogram?

c. How do you solve problems involving parallelograms, trapezoids, and kites?

d. How useful are quadrilaterals in dealing with real-life situations?

II. LESSON AND COVERAGE In this module, you will examine the aforementioned
questions when you study the lesson on quadrilaterals: In this lesson, you will learn to:

C M9GE-IIIa-1 :

29. identifies quadrilaterals that are parallelograms.

O
M9GE-IIIa-2 :
M
30. determines the conditions that make a quadrilateral a parallelogram.
P M9GE-IIIb-1:

E 31. uses properties to find measures of angles, sides and other quantities
involving parallelograms.
T
M9GE-IIIc-1:
E 32. proves theorems on the different kinds of parallelogram (rectangle,
rhombus, square).
N
M9GE-IIId-1:
C
33. proves the Midline Theorem.

I M9GE-IIId-2:

E 34. proves theorems on trapezoids and kites.

M9GE-IIIe-1:
S
35. solves problems involving parallelograms, trapezoids and kites.

Module Map Here is a simple map of what this entire module is all about.
 PRE-

ASSESSMENT
Part I:
Find out how much you already know about this module. Write the letter of your answer, if your
answer is not among the choices, write e. After taking and checking this short test, take note of the
items that you were not able to answer correctly and look for the right answer as you go through
this module.

1. How do you describe any two opposite angles in a parallelogram?

A. They are always congruent. C. They are complementary.

B. They are supplementary. D. They are both right angles.

2. What can you say about any two consecutive angles in a parallelogram?

A. They are always congruent. C. They are sometimes complementary.

B. They are always supplementary. D. They are both right angles.

3. Which of the following statements is true?

A. Every square is a rectangle. C. Every rhombus is a rectangle.

B. Every rectangle is a square. D. Every parallelogram is a rhombus.

4. Which of the following statements could be false?

A. The diagonals of a rectangle are congruent.

B. The diagonals of an isosceles trapezoid are congruent.

C. The diagonals of a square are perpendicular and bisect each other.

D. The diagonals of a rhombus are congruent and perpendicular to each other.

5. Which of the following quadrilaterals has diagonals that do not bisect each other?

A. Square C. Rectangle

B. Rhombus D. Trapezoid

6. Which of the following conditions is not sufficient to prove that a quadrilateral is a parallelogram?

A. Two pairs of sides are parallel. C. Two angles are supplementary.

B. Two pairs of opposite sides are congruent. D. Two diagonals bisect each other.

7. What is the measure of in rhombus HOME shown in the box below?

A. 750 C.) 1050

B. 900 D.) 1800

8. Two consecutive angles of a parallelogram have measures ( ) and

( ) . What is the measure of the smaller angle?

A. 300 C. 1000

B. 800 D. 1400

9. 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.

10. 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

11. A cross section of a water trough is in the shape of a trapezoid with bases measuring 2 m and 6
m. What is the length of the median of the trapezoid?

A. 2 m C. 5 m

B. 4 m D. 8 m

12. What are the measures of the sides of parallelogram SOFT in meters as shown in the box below?

A. {2 m , 1 m} C. {8 m , 13 m}

B. {5 m , 6 m} D. {13 m , 15 m}

13. Find the length of the longer diagonal in parallelogram FAST as shown in the box below.

A. 8 C. 46

B. 31 D. 52

14. Find the value of y in the figure shown in the box below.

A. 24 C. 35

B. 30 D. 50
15. In rhombus RHOM, what is the measure of ROH?

A. 35° C. 55°

B. 45° D. 90°

16. In rectangle KAYE, YO = 18 cm. Find the length of diagonal AE.

A. 6 cm C. 18 cm

B. 9 cm D. 36 cm

17. In quadrilateral RSTW, diagonals ̅̅̅̅ ̅̅̅̅̅ are perpendicular bisectors of each other.
Quadrilateral RSTW must be a:

I. Rectangle II. Rhombus III. Square

A. I C. II and III

B. II D. I, II, and III

18. What condition will make parallelogram WXYZ a rectangle?

A. WX ≅ YZ C. X is a right angle

B. WX || YZ D. WX and YZ bisect each other

19. The perimeter of a parallelogram is 34 cm. If a diagonal is 1 cm less than its length and 8 cm
more than its width, what are the dimensions of this parallelogram?

A. 4 cm × 13 cm C. 6 cm × 11 cm

B. 5 cm × 12 cm D. 7 cm × 10 cm

20. Which of the following statements is/are true about trapezoids?

A. The diagonals are congruent. C. Both a and b

B. The median is parallel to the bases. D. Neither a nor b

Part II
Read and understand the situation below then answer or perform what are asked. Pepe, your
classmate, who is also an SK Chairman in your Barangay Malagana, organized a KITE FLYING
FESTIVAL. He informed your school principal to motivate students to join the said KITE FLYING
FESTIVAL.

1. Suppose you are one of the students in your barangay, how will you prepare the design of the
kite?

2 Make a design of the kite assigned to you.

3. Illustrate every part or portion of the kite including their measures.

4. Using the design of the kite made, determine all the mathematics concepts or principles involved.

Rubric

Criteria Poor (1 pt) Fair (2 pts) Good (3 pts)

Design Design is basic, lacks Design is functional Design incorporates

originality and and has a pleasant artistic elements and is
elaboration. Design is visual appeal. Design original and well
not detailed for includes most parts of elaborated.
construction. a kite. Design lacks Engineering design is
some details. well detailed for
construction including
four parts of a kite.

Planning Work time is not used Work time is not Work time is focused.
well. Construction is always focused. Construction is of
haphazard. Framing is Construction is of fair excellent quality. All
loose. Covering is not quality. All components of the kite
even and tight. Not all components of a kite are present. Care is
components of a kite are present. Materials taken to attach pieces
are present. Materials may not be used carefully. Materials are
not used resourcefully. resourcefully. used resourcefully.
Student eagerly helps
others when needed.
Student works
cooperatively with
adult leader.
Construction Work time is not used Work time is not Work time is focused.
well. Construction is always focused. Construction is of
haphazard. Framing is Construction is of fair excellent quality. All
loose. Covering is not quality. All components of the kite
even and tight. Not all components of a kite are present. Care is
components of a kite are present. Materials taken to attach pieces
are present. Materials may not be used carefully. Materials are
not used resourcefully resourcefully used resourcefully.
Student eagerly helps
others when needed.
Student works
cooperatively with
adult leader.

IV. Learning Goals and targets

After going through this module, you should be able to demonstrate understanding of key
concepts of quadrilaterals and be able to apply these to solve real-life problems. You will be able to
formulate real-life problems involving quadrilaterals, and solve them through a variety of techniques
with accuracy.

LESSON 1: QUADRILATERALS
What

to

Know ?

This module shall focus on quadrilaterals that are parallelograms,

properties of a parallelogram, theorems on the different kinds of
parallelogram, the Midline theorem, theorems on trapezoids and kites, and
problems involving parallelograms, trapezoids, and kites. Instill in mind the
question “How useful are the quadrilaterals in dealing with real-life
situations?”
➤ Starting Point Activity 1 : Four-Sided Everywhere!
Study the illustrations below and answer the questions that follow.

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Questions:
1. What do you see in the illustrations above?

2. Do you see parts that show quadrilaterals?

3. Can you give some significance of their designs?

4. What might happen if you change their designs?

5. What are the different groups/sets of quadrilateral?

You have looked at the illustrations, determined the significance of

their designs and some disadvantages that might happen in changing their
designs, and classified the different groups/sets of quadrilateral. Now, you
are going to refresh your mind on the definition of a quadrilateral and its
kind

➤ Activity 2: Refresh Your Mind!

Consider the table below. Given each figure, recall the definition of each quadrilateral and
write it on your notebook.

Kind Figure Definition

Quadrilateral

Parallelogram

Rectangle

Rhombus
Square

Kite

Trapezoid

Quadrilaterals
Quadrilateral just means "four sides"
(quad means four, lateral means side).

A Quadrilateral has four-sides, it is 2-dimensional (a flat shape), closed (the lines

join up), and has straight sides.

Properties of Quadrilaterals
A quadrilateral has:

 four sides (edges)

 four vertices (corners)
 interior angles that add to 360 degrees:
Try drawing a quadrilateral, and measure the angles. They should add to 360°

Types of Quadrilaterals
There are special types of quadrilateral:

Some types are also included in the definition of other types! For example
a square, rhombus and rectangle are also parallelograms.

The Rectangle

the little squares in each corner mean "right angle"

A rectangle is a four-sided shape where every angle is a right angle (90°).

Also opposite sides are parallel and of equal length.

The Square

the little squares in each corner mean "right angle"

A square has equal sides (marked "s") and every angle is a right angle (90°)

Also opposite sides are parallel.

A square also fits the definition of a rectangle (all angles are 90°), and a rhombus (all
sides are equal length).

The Rhombus

A rhombus is a four-sided shape where all sides have equal length (marked "s").

Also opposite sides are parallel and opposite angles are equal.

Another interesting thing is that the diagonals (dashed lines) meet in the middle at a right
angle. In other words they "bisect" (cut in half) each other at right angles.

A rhombus is sometimes called a rhomb or a diamond.

➤ Activity 3: Plot, Connect, Identify
Using a graphing paper, plot the following sets of points in the Cartesian plane. Connect
each given set of points consecutively to form a quadrilateral. Identify whether the figure is a
parallelogram or not and answer the questions that follow.

1. (-1, 2) ; (-1, 0) ; (1, 0) ; (1, 2) 2. (1, 0) ; (3, 0) ; (0, -2) ; (3, -2)

3. (-4, -2) ; (-4, -4) ; (0, -2) ; (0, -4) 4. (3, 4) ; (2, 2) ; (3, 0) ; (4, 2)

5. (-4, 2) ; (-5, 1) ; (-3, 1) ; (-4, -2) 6. (-2, 4) ; (-4, 2) ; (-1, 2) ; (1, 4)

Questions:

1. Which among the figures are parallelograms? Why?

2. Which among the figures are not parallelograms? Why?

The Parallelogram

A parallelogram has opposite sides parallel and equal in length. Also opposite angles
are equal (angles "A" are the same, and angles "B" are the same).
NOTE: Squares, Rectangles and Rhombuses are all Parallelograms!
Example:

A parallelogram with:

 all sides equal and

 angles "A" and "B" as right angles

is a square!
The Trapezoid (UK: Trapezium)

A trapezoid has a pair of opposite sides parallel.

And a trapezium is a quadrilateral with NO parallel sides:

An Isosceles trapezoid, as shown above, has left and right sides of equal length that
join to the base at equal angles.

The Kite

Hey, it looks like a kite (usually).

It has two pairs of sides:

Each pair is made of two equal-length sides that join up.

Also:

 the angles where the two pairs meet are equal.

 the diagonals, shown as dashed lines above, meet at a right angle.
 one of the diagonals bisects (cuts equally in half) the other.... and that's it for the
special quadrilaterals.
➤ Activity 4: Which Is Which?
Identify whether the following quadrilaterals are parallelograms or not. Put a check mark (3)
under the appropriate column and answer the questions that follow

Quadrilateral Parallelogram Not Parallelogram

1.) trapezoid
2.) rectangle
3.) rhombus
4.) kite
5.) square

Questions:

1. Which of the quadrilaterals are parallelograms? Why?

2. Which of the quadrilaterals are not parallelograms? Why?.

Formative Assessment Lesson 1

Quiz 1: Do it yourself

DIRECTION: In your notebook, write the UPPER CASE of the letter that corresponds to the
best answer.

1.) Which of the following is the most specific name of the quadrilateral drawn below?
A.) rhombus
B.) kite
C.) rectangle
D.) parallelogram

2.) Which of the following is the most specific name of the quadrilateral drawn below?
A.) Parallelogram
B.) Quadrilateral
C.) Isosceles trapezoid
D.) Square
3.) Which of the following is the most specific name of the quadrilateral drawn below?
A.) kite
B.) square
C.) trapezoid
D.) rhombus

4.) Which of the following is the most specific name of the quadrilateral drawn below?
A.) rectangle
B.) trapezoid
C.) quadrilateral
D.) square

5.) State the all the possible names of the figure shown in the box below.
A.) Parallelogram
B.) Quadrilateral
C.) Quadrilateral, trapezoid, isosceles trapezoid
D.) Quadrilateral, parallelogram

6.) State the all the possible names of the figure shown in the box below.
A.) Quadrilateral
B.) Trapezoid
C.) Quadrilateral, trapezoid
D.) Quadrilateral, trapezoid, isosceles trapezoid

7.) State all the possible name of the figure shown in the box below.
A.) quadrilateral
B.) quadrilateral, trapezoid
C.) rectangle
D.) quadrilateral, parallelogram

8.) State the all the possible names of the figure shown in the box below.
A.) Quadrilateral, parallelogram, rhombus, rectangle, square
B.) parallelogram, rhombus, square
C.) Quadrilateral
D.) Quadrilateral, rectangle
9.) State the all the possible names of the figure shown in the box below.
A.) Parallelogram
B.) Parallelogram, rhombus
C.) Quadrilateral, parallelogram, rhombus
D.) Quadrilateral, rhombus

10.) Which of the following quadrilateral below is a parallelogram

A.) C.)

B.) D.)

11.) Which of the following parallelograms below is / are a rectangle?

II.)
I.)

III. IV.)
A.) Only IV C.) only III
B.) both I and IV D.) all except II
LESSON 2:

PROEPERTIES OF PARALLELOGRAM

You’ve just determined kinds of quadrilateral. This time, you are ready
to learn more about quadrilaterals that are parallelograms from a
deeper perspective.

What to Process

You will learn in this section the conditions that guarantee that a
quadrilateral is a parallelogram. After which, you will be able to determine the
properties of a parallelogram and use these to find measures of angles, sides, and
other quantities involving parallelograms. You are also going to prove the
Midline Theorem and the theorems on trapezoids and kites. Keep in mind the
question “How useful are the quadrilaterals in dealing with real-life situations?”
Let us begin by doing Check Your Guess 1 to determine your prior knowledge of
the conditions that guarantee that a quadrilateral is a parallelogram.

Starting Point Activity

 Check Your Guess
In the table that follows, write T in the second column if your guess on the statement is true;
otherwise, write F. You are to revisit the same table later on and respond to your guesses by
writing R if you were right or W if wrong under the third column.
 Statement My guess is...(T or F) I was…(R or W)
1.)In parallelogram ABCD,
̅̅̅̅ ≅ ̅̅̅̅
̅̅̅̅ ≅ ̅̅̅̅

2.)If is 600 , then is

also 60 in parallelogram EFGH.
0

3.)In parallelogram IJKL ̅̅̅ ≅ ̅ .

4.) ̅̅̅̅̅ ̅̅̅̅ bisect each other in

parallelogram MNOP.

5.) In parallelogram QRST, ̅̅̅̅

divides it into two congruent
triangles.

Quadrilaterals That Are Parallelograms

➤ Activity 5: Fantastic Four!

Form a group of four members and require each member to have the materials needed. Follow the
given procedures below and answer the questions that follow.

Materials: protractor, graphing paper, ruler, pencil, and compass

Procedures:

1. Each member of the group shall draw a parallelogram on a graphing paper. (parallelogram OBEY,
rectangle GIVE, rhombus THNX, and square LOVE)

2. Measure the sides and the angles, and record your findings in your own table similar to what is
shown below.

3. Draw the diagonals and measure the segments formed by the intersecting diagonals. Record your
findings in the table.

4. After answering the questions, compare your findings with your classmates.
Questions:

1. Based on the table above, what is true about the following?

a. pairs of opposite sides

b. pairs of opposite angles

c. pairs of consecutive angles

d. pairs of segments formed by intersecting diagonals

2. What does each diagonal do to a parallelogram?

3. Make a conjecture about the two triangles formed when a diagonal of a parallelogram is drawn.
Explain your answer.

4. What can you say about your findings with those of your classmates?

5. Do the findings apply to all kinds of parallelogram? Why?

Your answers to the questions show the conditions that guarantee that a quadrilateral is a
parallelogram.
 In this section, you shall prove the different properties of a parallelogram.
These are the following:

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.

You must remember what you have learned in proving congruent

triangles. Before doing the different Show Me! series of activities, check your
readiness by doing Check Your Guess 2 that follows.

 Check Your Guess 2

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

Statement My guess is... (T I was… (R or W)

or F)
1. A quadrilateral is a parallelogram if both pairs of
opposite sides are parallel.
2. A quadrilateral is a parallelogram if both pairs of
opposite sides are congruent.
3. A quadrilateral is a parallelogram if both pairs of
opposite angles are congruent.
4. A quadrilateral is a parallelogram if any two
consecutive angles are complementary.
5. A quadrilateral is a parallelogram if exactly one pair
of adjacent sides is perpendicular.
6. A quadrilateral is a parallelogram if one pair of
opposite sides are both congruent and parallel.
 Now let us find angles, sides and diagonals of parallelogram using properties 1 – 4.
Following Modeling exercises will deepen your understanding on these properties.

Proving Property 1

In a parallelogram, any two opposite sides are congruent.

Statements Reasons

1.) 1.) Given

2.) 2.)Definition of a parallelogram
In a parallelogram both pairs of parallel sides are
equal.
3.) Draw ̅̅̅̅
𝑬𝑸 3.)

4.) 4.) If two parallel lines are cut by a transversal then

alternate interior angles are congruent. ( AIAC )

5.) 5.) Reflexive Property

6.) ∆ 𝑯𝑶𝑬 ≅ ∆ 𝑴𝑬𝑶 6.)

7.) ̅̅̅̅̅
𝑯𝑶 ≅ ̅̅̅̅̅
𝑴𝑬; ̅̅̅̅̅
𝑶𝑴 ≅ ̅̅̅̅̅
𝑯𝑬 7.)

Modeling Property 1

In a parallelogram, any two opposite sides are congruent.

Example 1.a

In parallelogram VWXY, WX = 18.3,

what is the length of VY?

 Solution:

Statement Reason
1.) VWXY is a parallelogram Given
2.) WX and VY are the two opposite A parallelogram has opposite sides parallel and equal in
sides length. Also opposite angles are equal (angles "A" are the
same, and angles "B" are the same).
3.) ̅̅̅̅̅
𝑊𝑋 ≅ ̅̅̅̅
𝑉𝑌 Property 1: In a parallelogram, any two opposite sides are
congruent.
4.) WX = VY = 18.3 Congruent segments have equal measures.

Example 1.b:

In parallelogram LKNM, KN = -7 + 2x, and LM = 17, solve for the value of x.

Solution:

Statement Reason
1.) LKNM is a parallelogram Given
2.) KN and LM are the two A parallelogram has opposite sides parallel
opposite sides and equal in length. Also opposite angles
are equal (angles "A" are the same, and
angles "B" are the same).
̅̅̅̅̅ ≅ 𝐿𝑀
3.) 𝐾𝑁 ̅̅̅̅ Property 1: In a parallelogram, any two opposite sides
are congruent.
4.) KN = LM Congruent segments have equal length.

-7 + 2x = 17
-7 + 2x + 7 = 17 + 7
2x = 24
𝟏 𝟏
(𝟐𝒙) = 𝟐𝟒
𝟐 𝟐
x = 12
Example 1.c:

In a parallelogram QRST, TQ = 2x – 7 and RS = x + 4, how long is RS?

Solution:

Statement Reason
1.) QRST is a parallelogram Given
2.) QT and SR are the two A parallelogram has opposite sides
opposite sides parallel and equal in length. Also
opposite angles are equal
3.) ̅̅̅̅
𝑄𝑇 ≅ ̅̅̅̅
𝑅𝑆 Property 1: In a parallelogram, any two opposite
sides are congruent.
4.) QT = RS Congruent segments have equal length.

2x - 7 = x + 4
2x – 7 + 7 – x = x + 4 + 7 – x
x = 11
SR = x + 4 = 11 + 4 = 15
∴ 𝑹𝑺 𝒊𝒔 𝟏𝟓 𝒖𝒏𝒊𝒕𝒔 𝒍𝒐𝒏𝒈
 Proving Property 2

In a parallelogram, any two opposite angles are congruent.

 Modeling Property 2

In a parallelogram, any two opposite angles are congruent.

Example 2.a:

JKLM is a parallelogram where = , find .

Solution:
Statement Reason
1.) JKLM is a Given
parallelogram
2.) 𝐽 and 𝐿 are the two A parallelogram has opposite sides
opposite angles parallel and equal in length. Also
opposite angles are equal.
3.) 𝐽 ≅ 𝐿 Property 2: In a parallelogram, any
two opposite angles are congruent.
4.) 𝑚 𝐽 = 𝑚 𝐿 Congruent angles have equal degree
=𝑚 𝐿 measures.

Example 2.b:

In parallelogram KLMN, =( ) = .

What is the value of x?

Solution:
Statement Reason
1.) KLMN is a Given
parallelogram
2.) 𝑲 and 𝑴 are A parallelogram has opposite sides
the two opposite parallel and equal in length. Also
angles opposite angles are equal
3.) 𝑲 ≅ 𝑴 Property 2: In a parallelogram, any two
opposite angles are congruent.
4.) 𝑚 𝑲 = 𝒎 𝑴 Congruent angles have equal degree
measures.
16x + 7 = 17x
16x + 7 - 7 –17 x = 17 x - 7 –17 x
-x = - 7
( 𝟏) ( -x ) = ( - 7 )( 𝟏)
𝒙=𝟕

∴𝒙=𝟕
Example 2.c:

In parallelogram DEFG, = ( ) = ( ) . What is the degree

measure of ?

Solution:

Statement Reason
1.) DEFG is a parallelogram Given
2.) 𝑫 and 𝑭 are the two A parallelogram has opposite sides parallel and
opposite angles equal in length. Also opposite angles are equal
3.) 𝑫≅ 𝑭 Property 2: In a parallelogram, any two opposite angles are
congruent.
4.) 𝑚 𝑫 = 𝒎 𝑭 Congruent angles have equal degree measures.

13x + 8 = 12x + 18
13x + 8 - 8 –12 x = 12 x + 18 - 8 –12 x
x = 10
𝒎 𝑫 = (𝟏𝟑𝐱 𝟖 )𝟎 = (𝟏𝟑( 𝟏𝟎 ) 𝟖 )𝟎
𝒎 𝑫 = (𝟏𝟑𝟎 𝟖)𝟎 = 𝟏𝟑𝟖𝟎
∴ 𝒎 𝑫 = 𝟏𝟑𝟖𝟎
 Proving Property 3

In a parallelogram, any two consecutive angles are supplementary.

Given: Parallelogram LIVE

Prove:
L I
𝐼 𝑎𝑛𝑑 𝑉 𝑎𝑟𝑒 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑟𝑦

𝑉 𝑎𝑛𝑑 𝐸 𝑎𝑟𝑒 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑟𝑦

𝐸 𝑎𝑛𝑑 𝐿 𝑎𝑟𝑒 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑟𝑦

𝐿 𝑎𝑛𝑑 𝐼 𝑎𝑟𝑒 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑟𝑦

Proof:
E V

Statements Reason
1.) 1.) Given
2.) ̅ ̅̅̅̅ .) 2.)
3.) 3.)
4.) ≅ ; ≅ 4.)

5.) 5.) An angle that is supplementary to one of two congruent

angles is supplementary to the other also.

Modeling Property 3

In a parallelogram, any two consecutive angles are supplementary.

Example 3.a

Use the parallelogram shown in the box at the right

to find the indicated measures.

Solution:

+ m = and are consecutive angles hence supplementary

0
180
1100 + ( 27 0 + ? ) = 1800
1370 + ? = 1800
137 – 1370 + ? = 1800 - 1370
0

? = 430
∴ =

Example 3.b:

The figure shown in the box at the right is a parallelogram.

Find .

Solution:

Step 1: Solve for the value of x Step 2 : Find

=( )
=( ( ) )
= =
( ) ( ) =
7x + 8x + 17 – 9 + 37 = 180
15x + 45 = 180
15x + 45 – 45 = 180 – 45
15x = 135
( ) =( )
x=9

Step 3 : Find

= =
∴ =
Example 3.c:
Given :

RQTS is a parallelogram

= ( ) = ( )

Find .

Solution:

Step 1 : Solve for the value of x

= ( ) = ( )
( ) ( ) =
=
=
=
=
( )=( )
=

Step 2 : Solve for

=( ) = ( ( ) ) =
∴ =

Proving Property 4

The diagonals of a parallelogram bisect each other.

Given: Parallelogram CURE with diagonals

̅̅̅̅ 𝑎𝑛𝑑 𝑈𝐸
𝐶𝑅 ̅̅̅̅

Prove: ̅̅̅̅
𝐶𝑅 𝑎𝑛𝑑 ̅̅̅̅
𝑈𝐸 𝑏𝑖𝑠𝑒𝑐𝑡 𝑒𝑎𝑐 𝑜𝑡 𝑒𝑟

Statements Reason
1.) 1.) Given
̅̅̅̅ ≅ 𝑈𝐸
2.) 𝐶𝑅 ̅̅̅̅
̅̅̅̅
3.) 𝐶𝑅 𝑈𝐸 ̅̅̅̅
4.) 𝐶𝑈𝐸 ≅ 𝑅𝐸𝑈;

5.) 𝐶𝐻𝑈 ≅ 𝑅𝐻𝐸

6.) 6.) SAA Congruence Postulate
̅̅̅̅ ≅ 𝑅𝐻
7.) 𝐶𝐻 ̅̅̅̅ ; 𝐸𝐻
̅̅̅̅ ≅ 𝑈𝐻
̅̅̅̅
̅̅̅̅ 𝑎𝑛𝑑 𝑈𝐸
8.) 𝐶𝑅 ̅̅̅̅ 𝑏𝑖𝑠𝑒𝑐𝑡 𝑒𝑎𝑐 𝑜𝑡 𝑒𝑟

Modeling Property 4

The diagonals of a parallelogram bisect each other.

Example 4.a:

RUTS is a parallelogram as shown

in the box at the right. Given that

TL = 11.1, how long is TR?

Solution:
 = = =

= ( )=

Example 4.b:
UVWX is a parallelogram, VX is 32 cm long

and HX = ( 2x – 4 ) cm long, what is the value of x?

Solution:
= =

= =

= ( )

( )= ( )

( )=

Example 4.c:
WXYZ is a parallelogram, = = . Find

Solution:
= and =

=( ) ( )
 =

= ( )

Proving Property 5

A diagonal of a parallelogram forms two congruent

triangles.

Statements Reasons
1.) 1.) Given
̅̅̅̅ ̅̅̅
2.) 𝑨𝑿 𝑰𝑺 𝒂𝒏𝒅 ̅̅̅̅
𝑨𝑺 ̅̅̅̅
𝑰𝑿
3.) 𝑿𝑨𝑰 ≅ 𝑺𝑰𝑨
4.) Reflexive Property
5.) 𝑿𝑰𝑨 ≅ 𝑺𝑨𝑰
6.) ∆ 𝑨𝑿𝑰 ≅ ∆ 𝑰𝑺𝑨
Formative Assessment Lesson 2

Quiz 2: Do it yourself

TEST 1: Choose the letter that corresponds to the best answer.

Below is parallelogram ABCD.

A B

D C
1.) Given that = , what is

A.) 550 C.) 1450

B.) 670 D.) 1460

2.) Given that = , what is

A.) 600 C.) 1050

B.) 720 D.)1150

3.) Given that = and =( ) . What is the value of x

A.)2 C.)5

B.)3 D.)11
The figure below is a parallelogram.

M A
S

H T
4.) Given that HT = 13.9, how long is MA?

A.) 10.3 C.) 21

B.) 13.9 D.) 24

5.) Given that HM = 4x + 4, and AT = 16, what is the value of x?

A.)3 C.)9

B.)4 D.)11

6.) Given that HT = 5x – 3 , and MA = 3x + 7. Find HT.

A.) 13 C.) 17

B.) 16 D.) 22

7.) Given that MT = 42, find ST.

A.) 15 C.) 21

B.) 19 D.) 23

8.) Given that AH = 7x – 2 , and AS = - 4 + 4x . What is the value of x?

A.) 0 C.) 6

B.) 5 D.) 8
9.) Given that MT = 3x + 3, and MS = x + 6.Find MT.

A.) 18 C.) 20

B.) 19 D.) 30

10.) Given: AM = (3x – 5) cm, AT = (2y – 7) cm, HT =(x + 7) cm and

HM = (y + 3) cm. What is the perimeter of the parallelogram MATH?

A.) 20 cm C.) 46 cm

B.) 26 cm D.) 52 cm

Test 2: Supply what is asked.

LESSON 3:
THEOREMS ON DIFFERENT KINDS OF PARALLELOGRAM

After applying the different properties of a parallelogram, you are now ready to prove
theorems on the different kinds of parallelogram. But before that, revisit Check Your Guess 2 and see
if your guesses were right or wrong. How many did you guess correctly?

What are the kinds of parallelogram? What are the different theorems that justify each kind?
Let’s discover the theorems on the different kinds of quadrilateral by doing first Check Your Guess 3
that follows.

In the table that follows, write AT in the second column if you guess that the statement is always
true, ST if it’s sometimes true, and NT if it is never true. You are to revisit the same table later 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… (R or

(AT, ST or NT) W)
1. A rectangle is a parallelogram.
2. A rhombus is a square.
3. A parallelogram is a rectangle.
4. A rhombus is a parallelogram.
5. A rectangle is a rhombus.
6. A square is a rhombus.
7. A rhombus is a rectangle.
8. A parallelogram is a rhombus.
9. A square is a parallelogram.
10. A square is a rectangle.
Do the procedures below and answer the questions that follow.

Materials Needed: bond paper, protractor, ruler, pencil, and compass

Procedure:

1. Mark two points O and P that are 10 cm apart.

2. Draw parallel segments from O and P which are 6 cm each, on the same side of ̅̅̅̅ and are
perpendicular to ̅̅̅̅ .

3. Name the endpoints from O and P as H and E, respectively, and draw ̅̅̅̅ .

4. Draw the diagonals of the figure formed.

Questions:

1. Measure OHE and PEH. What did you find?

2. What can you say about the four angles of the figure?

3. Measure the diagonals. What did you find?

4. Does quadrilateral HOPE appear to be a parallelogram? Why?

5. What specific parallelogram does it represent?

 Theorem 1

If a parallelogram has a right angle, then it has four right angles and the parallelogram is a
rectangle.

Statements Reasons
1.) 1.)Given
2.) m W = 900 2.)
3.) 3.) In a parallelogram, opposite angles
are congruent
4.) m W=m N 4.)
m I=m S
5.) m N = 900 5.)
0
6.) m W + m I = 180 6.)
0 0
7.) 90 + m I = 180 7.)
8 8.) Addition property of equality
9.) m S= 900 9.)
10.) 10.) Substitution ( SN 4 and 9)
11.) I, N, and S are right angles. 11.)
12.) WINS is a rectangle. 12
 Theorem 2.

The diagonals of a rectangle are congruent.

Statements Reasons
1.) 1.) Given
2.) ̅̅̅̅̅ ̅̅̅̅
𝑊𝑆 ≅ 𝐼𝑁 2.)

3.) WSN and INS are right angles. 3.)

4.) 4.) Any two right angles are congruent.

5.) ̅̅̅̅
𝑆𝑁 ≅ ̅̅̅̅
𝑁𝑆 5.)

6.) 6.) SAS Congruence Postulate

7.) ̅̅̅̅̅ ̅
𝑊𝑁 ≅ 𝐼𝑆 7.)
 Modeling Exercises

Theorem 1: If a parallelogram has a right angle, then it has four right

angles and the parallelogram is a rectangle.

Theorem 2: The diagonals of a rectangle are congruent.

P L
1.) PLAN is a rectangle.
6 4
a. ) If PE = 10, Then EL =______
b. ) If = 1 E 3
1.b.1.) =
2
5
1.b.2.) = A
1.b.3.) = N
Answer:

1.) PLAN is a rectangle.

a.) If PE = 10, Then EL= 10
Diagonals of rectangle are congruent. Since rectangle is a parallelogram then its
diagonals bisects each other.

B,)) If =

1.b.1.) =

𝑚 𝑚 𝑃𝐸𝐿 =
𝑚 𝑃𝐸𝐿 =
𝑚 𝑃𝐸𝐿 =

𝑚 𝑃𝐸𝐿 =

𝑚 𝐿𝑃𝐸 𝑚 =

𝑚 𝐿𝑃𝐸 𝑚 =
𝑚 𝐿𝑃𝐸 𝑚 =
𝑚 𝐿𝑃𝐸 = 𝑚
𝑚 =
𝟏 𝟏
𝑚 =
𝟐 𝟐

𝑚 =
 1.b.2.) =
= =
=
= all 4 angles in a rectangle measures 90.
=
=
= =
̅̅̅̅ ̅̅̅̅
̅̅̅̅

1.b.3.) =
= all 4 angles in a rectangle measures 90.
=
=

Do the procedures below and answer the questions that follow.

Materials: bond paper, protractor, pencil, and ruler Procedure:

1. Draw a rhombus that is not necessarily a square. Since a rhombus is also a

parallelogram, you may use a protractor to draw your rhombus. Name the rhombus
NICE. (Note: Clarify how a rhombus can be drawn based on its definition, parallelogram
all of whose sides are congruent.)

2. Draw diagonals ̅̅̅̅ and ̅̅̅ intersecting at R.

3. Use a protractor to measure the angles given in the table below.

Questions:

1. Compare the measures of NIC and NIE. What did you observe?

2. What does IE do to NIC? Why?

3. Compare the measures of INE and INC. What did you observe?
4. What does NC do to INE? Why?

5. Compare the measures of NRE and CRE. What did you observe?

6. What angle pair do NRE and CRE form? Why? 7. How are the diagonals NC and IE related to
each other?

Activity 9 led you to the following theorems related to rhombus: • Theorem 3. The diagonals of a
rhombus are perpendicular. • Theorem 4. Each diagonal of a rhombus bisects opposite angles. To prove
the theorems above, do the succeeding Show Me! activities.

Theorem 3.
The diagonals of a rhombus are perpendicular.

Show Me! R O
Given: Rhombus ROSE H
With diagonals ̅̅̅̅
𝑅𝑆𝑎𝑛𝑑 ̅̅̅̅
𝐸𝑂

Prove: ̅̅̅̅
𝑅𝑆 ⊥ ̅̅̅̅
𝑂𝐸
E S
Statements Reasons
1.) 1.)Given
̅̅̅̅ ≅ 𝑅𝑂
2.) 𝑂𝑆 ̅̅̅̅ 2.)
) 3.) Reflexive Property
4.) 𝑅𝐻̅̅̅̅ ≅ 𝐻𝑆
̅̅̅̅ 4.)
5.) 5.) If thecorresponding 3 sides of 2 triangles are congruent
then 2 triangles are congruent.
6.) 𝑅𝐻𝑂 ≅ 𝑆𝐻𝑂 6.)
7.) 7.) Two angles are adjacent and supplementary are linear
pair.
)𝑚 𝑅𝐻𝑂 𝑚 𝑆𝐻𝑂 = 8.)
9.) 9.) If two angles are both congruent and supplementary, then
each angle is a right angle.
10.) 10.)Perpendicular lines meet to form right angles
 Theorem 4.

Each diagonal of a rhombus bisects opposite angles.

Show Me! V
3
4
W

Given: Rhombus VWXY with diagonal ̅̅̅̅̅

𝑊𝑌

Prove: ≅ 1 2
Y X
≅

Statements Reason
1.) 1.) Given
2.) ̅̅̅̅
𝑌𝑉 ≅ ̅̅̅̅̅
𝑉𝑊 ̅̅̅̅̅
𝑊𝑋 ≅ ̅̅̅̅
𝑋𝑌 2.)
3.) 3.) Reflexive Property
) ∆ 𝑌𝑉𝑊 ≅ ∆ 𝑊𝑋𝑌 4
) ≅ and ≅ 5.)Corresponding parts of congruent
triangles are congruent

You’ve just done proving the theorems on rectangles and rhombuses. Do you
want to know the most special among the kinds of parallelogram and why? Try
Activity 10 that follows to help you discover something special

Modeling Exercises

Theorem 3.

The diagonals of a rhombus are perpendicular.

Theorem 4.

Each diagonal of a rhombus bisects opposite angles.

 1.) BETH is a rhombus with diagonals ̅̅̅̅ and ̅̅̅̅ intersecting at F.

) = =

=
B E =

=
F
=

=
H T
=

) = ( ) = ( ) =

( ) = ( )

( ) = ( )

) =( ) =

=
B E
=

= F
=

= H T
=
Do the procedures below and answer the questions that follow.

Materials: bond paper, pencil, ruler, protractor, and compass Procedure:

1. Draw square GOLD. (Note: Clarify how will students draw a square based on its
definition: parallelogram with 4 congruent sides and 4 right angles.)

2. Draw diagonals GL and OD that meet at C.

3. Use a ruler to measure the segments indicated in the table. 4. Use a protractor
to measure the angles indicated in the table.

Questions:

1. What is the measure of ∠GDL?

a. If ∠GDL is a right angle, can you consider square a rectangle?

b. If yes, what theorem on rectangle justifies that a square is a rectangle?

2. What can you say about the lengths of GL and DO?

a. If GL and DO have the same measures, can you consider a square a

rectangle?

b. If yes, what theorem on rectangles justifies that a square is a rectangle?

3. What can you say about the measures of ∠GCO and ∠OCL?

a. If GL and DO meet to form right angles, can you consider a square a

rhombus?

b. If yes, what theorem on rhombuses justifies that a square is a rhombus?

4. What can you say about the measures of ∠GDO and ∠ODL as a pair and ∠GOD
and ∠LOD as another pair?
 a. If GL divides opposite angles equally, can you consider a square a
rhombus?

b. If yes, what theorem

Based on your findings, what is the most special among the kinds of parallelogram? Why?
Yes, you’re right! The Square is the most special parallelogram because all the properties of
parallelograms and the theorems on rectangles and rhombuses are true to all squares.

Your answers to the questions show the conditions that guarantee that a quadrilateral is a
parallelogram.

Formative Assessment Lesson 3

Quiz 3: Do it yourself

A. Indicate with a check (✓) mark in the table below the property that corresponds to the
given quadrilateral. Right minus Wrong
Property Quadrilaterals
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 bisect each other.
8.) Diagonals bisect opposite
angles
9.) Diagonals are perpendicular to
each other.
10.) A diagonal divides a
quadrilateral into two
congruent triangles.
B.) For Exercises 11 – 20, Use the given information to determine what is asked.

_________________11.) ABCD is a rectangle if = ( ) , A B

what is the value of x? E
_________________12.) ABCD is a rectangle, If AC = 20 cm,

how long is DB?

D C
_________________13.) ABCD is a rectangle, whose diagonals intersect at point E.

If AE = 2x - 1,

_________________13.) ABCD is a rhombus, If AB = 10 meters,

A B
how long is BC?

_________________14.) ABCD is a rhombus, with diagonals intersecting E

diagonals at E. What is ?

_________________15.) ABCD is a rhombus, if = ,

D C
find .

_________________16.) ABCD is a rhombus, if AE = 4 and EB = 3 how long is DC?

_________________17.) ABCD is a Square, if EC = 6 inches long, how long is EB?

_________________18.) ABCD is a Square, find .

_________________19.) ABCD is a Square, find .

_________________20.) ABCD is a Square, having an area of 100 square meters, what is the
area of ∆
LESSON 4:

The Midline Theorem

After applying the different theorems on rectangle, rhombus and square, you are now
ready to prove the Midline Theorem and the theorems on trapezoids and kites. But before that,
revisit Check Your Guess 3 and see if your guesses were right or wrong. How many did you guess
correctly?

Can you still remember the different kinds of triangles? Is it possible for a triangle to
be cut to form a parallelogram and vice versa? Do you want to know how it is done? What are
the different theorems on trapezoids and kites? Let’s start by doing Check Your Guess 4 that
follows.

Starting Point Activity

In the table that follows, write T in the second column if your guess on the statement is true;
otherwise, write F. You are to revisit the same table later 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 half the sum of the lengths of the bases.
3. The base angles of an isosceles trapezoid are congruent.
4. The legs of an isosceles trapezoid are parallel and congruent.
5. The diagonals of a kite are perpendicular bisectors of each other.

The Midline Theorem

The Midline Theorem : The segment that joins the midpoints of two sides of a triangle is

parallel to the third side and half as long.

 Just like what you did to the theorems on the kinds of parallelogram, Show Me!
activity to prove the above theorem must be done.

Given: ∆HNS, O is the midpoint of ̅̅̅̅̅,

E is the midpoint of ̅̅̅̅

Prove: ̅̅̅̅̅ ̅̅̅̅ , OE = HS

Statement Reason
1.) ∆HNS, O is the midpoint of ̅̅̅̅̅, E is the 1.)
midpoint of ̅̅̅̅
2.) In a ray opposite ⃗⃗⃗⃗⃗ , there is a point T such 2.) In a ray, point at a given distance from the
that OE = ET endpoint of the ray.
3.) ̅̅̅̅ ≅̅̅̅̅ 3.)
4.) 2 ≅ 3 4.)
5.) ∆ONE ≅∆TSE 5.)

6.) 1 ≅ 4 6.)
7.) ̅̅̅̅̅ || ̅̅̅̅ 7.)
8.) ̅̅̅̅̅≅ ̅̅̅̅ 8.)
9.) ̅̅̅̅ ≅ ̅̅̅̅ 9.)
10.) ̅̅̅̅ ≅ ̅̅̅̅ 10.)

11.) Quadrilateral HOTS is a parallelogram. 11.)

12.) ̅̅̅̅ || ̅̅̅̅ ; OE = HS 12.)

13. OE + ET = OT 13.)
14. OE + OE = 0T 14.)
15. 2OE = OT 15.)
16. ̅̅̅̅ ≅ ̅̅̅̅ 16.)
17. 2OE = HS 17.)
18. OE = HS (The segment joining the 18.)
midpoints of two sides of a triangle is half as
long as the third side.)

You’ve just completed the proof of the Midline Theorem. This theorem can be applied
to solve problems. Try the activity that follows.
MODELING EXERCISE

Solving a Problem Using the Middle Theorem

In ∆MCG, A and I are the midpoints of ̅̅̅̅̅ and ̅̅̅̅ , respectively. Consider each given information
and answer the questions that follow.
2.) Given: CG = 32
1.) Given: AI = 10.5 Questions:
Questions:
• What is GI?
• What is MC?
• How did you solve for GI?
• How did you solve for MC?
4.) Given: AI = 3x – 2 and MC = 9x – 13
3.) Given: AG = 7 and CI = 8 Questions:
Questions: • What is the value of x?
• What is MG + GC? • How did you solve for x?
• How did you solve for the sum? • What is the sum of AI + MC? Why?

5.) Given: MG ≅ CG, AG = 2y – 1, IC = y + 5

Questions:
• What is the value of y?
• How did you solve for y?
• How long are MG and CG? Why?

1. Given: AI = 10.5 2.) Given: CG = 32

Questions: Questions:
• What is MC?
• What is GI?
• How did you solve for MC? • How did you solve for GI?
Solution: Solution:
𝐴𝐼 = ( 𝑀𝐶 ) 𝐶𝐺 = 𝐺𝐼 𝐼𝐶

𝐺𝐼 = 𝐼𝐶
= ( 𝑀𝐶 )
𝐶𝐺 = 𝐺𝐼 𝐺𝐼
( )( )=( ) ( 𝑀𝐶 )
= 𝐺𝐼
= 𝑀𝐶
= 𝐺𝐼

= 𝐺𝐼
3.) Given: AG = 7 and CI = 8 Solution:
Questions:
𝑀𝐺 = (𝐴𝐺) = ( ) =
• What is MG + GC?
• How did you solve for the sum? 𝐺𝐶 = (𝐶𝐼) = ( ) =

𝑀𝐺 𝐺𝐶 = =

4.) Given: AI = 3x – 2 and MC = 9x – 13

Questions:
• What is the value of x?
• How did you solve for x?
• What is the sum of AI + MC? Why?

Solution:
𝐴𝐼 = 𝑀𝐶

𝑥 = ( 𝑥 ) 5.) Given: MG ≅ CG, AG = 2y – 1, IC = y + 5

𝑥 = ( 𝑥 ) Questions:
• What is the value of y?
𝑥 𝟗𝒙 𝟒= 𝑥 𝟗𝒙 𝟒 • How did you solve for y?
• How long are MG and CG? Why?
( 𝑥) = ( )
Solution:
𝑥=
𝐴𝐺 = 𝐼𝐶

𝑦 =𝑦

𝑦 𝑦 𝟏=𝑦 𝑦 𝟏
𝑦=

Solution: How long is MG?

𝑀𝐺 = 𝐴𝐺

𝑀𝐺 = ( 𝑦 )= ( ● )

𝑀𝐺 = ( )= ( )=

Solution: How long is CG?

𝑀𝐺 = 𝐶𝐺 =
 Another kind of quadrilateral that is equally important as parallelogram is the
trapezoid. A trapezoid is a quadrilateral with exactly one pair of parallel sides. The
parallel sides of a trapezoid are called the bases and the non-parallel sides are called the
legs. The angles formed by a base and a leg are called base angles. You are to prove
some theorems on trapezoids. But before doing a series of Show Me! activities, do the
following activity.

The Midsegment Theorem of Trapezoid

➤ Activity Card :

What a Trap!

Do the procedure below and answer the questions that follow.

Materials:

bond paper, pencil, ruler, and protractor Procedure:

1. Draw trapezoid TRAP where ̅̅̅̅̅̅̅⊥ ̅̅̅̅, TP = 5 cm, TR = 4 cm, and PA = 8 cm.

2. Name the midpoints of ̅̅̅̅ and ̅̅̅̅ as G and O, respectively.

3. Connect G and O to form a segment.

Questions:

• Does ̅̅̅̅ look parallel to the bases of the trapezoid?

• Measure ̅̅̅̅. How long is it?

• What is the sum of the bases of TRAP?

• Compare the sum of the bases and the length of ̅̅̅̅. What did you find?

• Make a conjecture about the sum of the bases and the length of the segment joined by the
midpoints of the legs. Explain your answer.

The segment joining the midpoints of the legs of a trapezoid is called median.
Activity 13 helped you discover the following theorem about the median of a trapezoid:
 Theorem 6. The median of a trapezoid is parallel to each base and its length
is one half the sum of the lengths of the bases.

To prove the theorem above, do Show Me! activity that follows.

Show Me!

Given: Trapezoid MINS with median ̅̅̅̅̅

Prove: ̅̅̅̅ ̅̅̅̅ , ̅̅̅̅ ̅̅̅̅ , TR = (MS + IN)

Proof:

Statements Reasons
1.) 1.) Given
2. Draw IS, with P as its midpoint. 2.)

3. TP = MS and ̅̅̅̅
𝑇𝑃 ̅̅̅̅̅
𝑀𝑆 3.)

4.) 4.) (Midline theorem), on ∆INS

The segment that joins the midpoints of two
sides of a triangle is parallel to the third side
and half as long.

5.) 5.)Definition of Betweeness

6.) 6.) SN 3, 4, and 5

Substitution Property

7.) TR = TP + PR 7.)

𝟏 8.)
8.) TR = MS + NI
𝟐
9.) 9.) Factoring

You’ve just proven Theorem 6 correctly. Now, what if the legs of the trapezoid become
congruent? What must be true about its base angles and its diagonals? Try doing Activity 14
that follows.
Theorems on Isosceles Trapezoid

➤ Activity Card 14 :

Watch Out! Another Trap!

Do the procedure below and answer the questions that follow.

Materials: bond paper, pencil, ruler, protractor, and compass

Procedure:

1. On a bond paper, draw rectangle WXIA where WX = 7 cm and WA = 5 cm.

2. On ̅̅̅̅̅ , name a point G, 1 cm from W and another point N , 1 cm from X.

3. Form ̅̅̅̅̅and ̅̅̅̅ , to illustrate isosceles trapezoid GAIN.

(Trapezoid GAIN is an isosceles trapezoid since ̅̅̅̅̅ ≅ ̅̅̅̅ )

4. Use a protractor to measure the four angles of the trapezoid. Record your findings in the table
below.

5. Draw the diagonals of GAIN.

6. Use a ruler to measure the diagonals. Record your findings in the table below.

What to AGE GAI AIN INW ̅̅̅ ̅̅̅̅

measure
Measurement
Questions:

1. What two pairs of angles formed are base angles?

2. Compare the measures of the angles in each pair. What did you find?

3. Make a conjecture about the measures of the base angles of an isosceles trapezoid. Explain your
answer.

4. Which two pairs of angles are opposite each other?

5. Add the measures of the angles in each pair. What did you find?

6. Make a conjecture about the measures of the opposite angles of an isosceles trapezoid. Explain
your answer.

7. Compare the lengths of the diagonals. What did you find?

8. Make a conjecture about the diagonals of an isosceles trapezoid. Explain your answer
 Based on Activity 14, you’ve discovered three theorems related to isosceles trapezoids as
follows:

• Theorem 7. The base angles of an isosceles trapezoid are congruent.

• Theorem 8. Opposite angles of an isosceles trapezoid are supplementary.

• Theorem 9. The diagonals of an isosceles trapezoid are congruent.

Theorem 7. The base angles of an isosceles trapezoid are congruent.

Show Me!

Given: Isosceles Trapezoid AMOR

Prove: A ≅ R, AMO ≅ O

Statements Reasons

1.) 1.) Given

2. ̅̅̅̅̅ ≅ ̅̅̅̅; ̅̅̅̅̅ ̅̅̅̅ 2.)

3. From M, draw ̅̅̅̅̅ || ̅̅̅̅ where E lies on ̅̅̅̅. 3.)

4.) 4.) Definition of a parallelogram

5. ̅̅̅̅̅ ≅ ̅̅̅̅ 5.)

6. 6.) Transitive Property (SN 2 and 5)

7. ∆AME is an isosceles triangle. 7.)

8. 1 ≅ A 8.)

9. 1 ≅ R 9.)
10. R ≅ A 10.)

11. A and AMO are supplementary angles. 11.)

O and R are supplementary angles.
12.) . AMO ≅ O 12.)
Theorem 8: Opposite angles of an isosceles trapezoid are supplementary.

Show Me!
Given: Isosceles Trapezoid ARTS

Prove:

ARS and S are supplementary.

A and T are supplementary.

Statements Reasons
1. 1. Given
2. ̅̅̅̅ ≅ ̅̅̅̅; ̅̅̅̅ ̅̅̅̅ 2.)
3.From R, draw ̅̅̅̅ || ̅̅̅̅ where E 3.)
lies on ̅̅̅̅.
4.) 4. SN 2 and 3
Definition of a parallelogram
The opposite sides of a parallelogram are parallel.
5. ̅̅̅̅ ≅ ̅̅̅̅ 5.)
6.) 6.) SN 2 and 5
Transitive Property
7. ∆ARE is an isosceles triangle. 7.)
8. 3 ≅ A 8.)
9. m 1 + m 3 + m A = 1800 9.)
10. 3 ≅ 2 10.)
11. 11.)
12. A ≅ S 12.)
13. m 1 + m 2 + m S = 1800 13.)
14. 1 + 2 = ART 14.)
15. m ART + m S = 1800 15.)
16. m S + m T = 1800 16.)
17. m A + m T= 1800 17.)
18. ART and S are 18.)
supplementary;
A and T are supplementary

Theorem 9. The diagonals of an isosceles trapezoid are congruent.

Show Me!

Given: Isosceles Trapezoid ROMA

Prove: ̅̅̅̅̅ ≅ ̅̅̅̅

 Statements Reasons

1.) 1. Given

2. ̅̅̅̅ ≅ ̅̅̅̅̅ 2.)

3. ROM ≅ AMO 3.)

4. ̅̅̅̅̅ ≅ ̅̅̅̅̅ 4.)

5.) 5. SAS Congruence Postulate

If the 2 sides and the included angle of a triangle
is congruent to the corresponding 2 sides and
the included angle of another triangle then the 2
triangles are congruent.

6. ̅̅̅̅̅ ≅ ̅̅̅̅ 6.)

Solving Problems Involving Theorems on Trapezoids

➤ Activity 15: You Can Do It!

Consider the figure on the right and answer the questions that follow.

Given: Quadrilateral MATH is an isosceles trapezoid

with bases ̅̅̅̅̅ and ̅̅̅̅, ̅̅̅̅is a median.

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

Questions: Solution: What is the value of y?

• What is the value of y?
𝐿𝑉 = 𝐻𝑇 𝑀𝐴
• How did you solve for y?
= ( 𝑦 ) ( 𝑦 )
• What are MA and HT?

Solution: ( )= ( ) ( 𝑦 ) ( 𝑦 )

What are MA and HT? = 𝑦

𝟐= 𝑦 𝟐
MA = 3y – 2 = 3 ( 3 ) – 2 = 9 – 2 = 7
𝟏𝟓 = 𝟓𝒚
HT = 2y + 4 = 2 ( 3 ) + 4 = 6 + 4 = 10
𝟏 𝟏
𝟏𝟓 = 𝟓𝒚
𝟓 𝟓
𝟑=𝒚
2. Given: HMA = 1150

Questions:

• What is m TAM?

• What theorem justifies your answer? Solution:

Base angles of an isosceles trapezoid

are congruent.

m TAM = m HMA = 1150

∴ 𝐦 𝐓𝐀𝐌 = 𝟏𝟏𝟓𝟎

HMA =

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

Questions:

• What is the value of x?

• How did you solve for x?

• What are the measures of the two angles?

• What theorem justifies your answer?

Solution: 4x – 10 + 6x + 20 = 360 m MHT = 2x – 5

 Base angles of an isosceles 10x + 10 = 360 m MHT = 2 ( 35 ) – 5

trapezoid are congruent.
10x + 10 - 10 = 360- 10 m MHT = 70 – 5
 The sum of the interior angles
of a quadrilateral is 3600 10x = 350 m MHT = 65

2 m MHT + 2 m MAT = 3600 𝟏 𝟏 m MAT = 3x + 10

=
𝟏𝟎 𝟏𝟎
2 ( 2x – 5 ) + 2 ( 3x + 10 ) = 3600 m MAT = 3 ( 35 ) + 10
x = 35
4x – 10 + 6x + 20 = 3600 m MAT = 105 + 10 = 115
 4. Given: AH = 4y – 3; MT = 2y + 5
Questions:

• What is the value of y?

• How did you solve for y?

• How long is each diagonal?

Diagonals of an isosceles trapezoid are
• What theorem justifies your answer congruent.
above? ̅̅̅̅̅ ≅ 𝑀𝑇
̅̅̅̅̅
𝐴𝐻

𝐴𝐻 = 𝑀𝑇
𝐴𝐻 = y– = ( )
4y – 3 = 2y + 5
𝐴𝐻 = = = T

H= = T 4y – 2y – 3 + 3 = 2y – 2y + 5 + 3

2y = 8

𝟏 𝟏
y =
𝟐 𝟐
y=4

You’ve just applied the different theorems concerning trapezoids. Now, you will prove
another set of theorems, this time concerning kites. Have you ever experienced making a kite?
Have you tried joining a kite festival in your community? A kite is defined as quadrilateral with
two pairs of adjacent and congruent sides. Note that a rhombus (where all adjacent sides are
equal) is a special kind of kite.

Theorems on Kite
➤ Activity Card 16:

Cute Kite

Do the procedure below and answer the questions that follow.

Materials: bond paper, pencil, ruler, protractor, compass, and straightedge

Procedure:

1. Draw kite CUTE

where ̅̅̅̅ ≅ ̅̅̅̅ and ̅̅̅̅ ≅ ̅̅̅̅
like what is shown at the right.
 Consider diagonals ̅̅̅̅̅and ̅̅̅̅ that meet at X.
2. Use a protractor to measure each of the angles with
vertex at X. Record your findings in the table below.
3. Use a ruler to measure the indicated segments and record
your findings in the table below.

What to CXU UXT EXT CXE CXE ̅̅̅̅ ̅̅̅̅

measure
Measurement
Questions:

• What do you observe about the measures of the angles above?

• How are the diagonals related to each other?

• Make a conjecture about the diagonals of a kite based on the angles formed. Explain your answer.
• Compare the lengths of the segments given above. What do you see?

• What does UE do to CT at X? Why?

• Make a conjecture about the diagonals of a kite based on the pair of congruent segments formed.
Explain your answer.

Theorem 10:
In a kite, the perpendicular bisector of at least one diagonal is the
other diagonal.

Show Me!
Given: Kite WORD with diagonals ̅̅̅̅̅ and ̅̅̅̅̅ S
Prove: ̅̅̅̅̅̅is the perpendicular bisector of ̅̅̅̅ .

Proof:

Statements Reasons
1.) 1. Given
2.) ̅̅̅̅̅ ≅ ̅̅̅̅̅; and ̅̅̅̅ ≅ ̅̅̅̅ 2.)
3.) WO = WD ; and OR = DR 3.)
4.) 4.) Reflexive Property

5.) ∆ ≅ ∆ 5.)

6.) 6.)Corresponding parts of congruent

triangles are congruent
 7.) 7.)SN 2
If 2 sides of a triangle are congruent
then the triangle is an isosceles triangle.
) ≅ 8.)

)∆ ≅ ∆ 9.)

) 10.)SN 9
Corresponding parts of two congruent triangles
are congruent.
) = 1800
12.) 12.)SN 8 and 10
Substitution Property
13.) = 13.)

14.) = 14.)
15.) ̅̅̅̅̅̅is the perpendicular bisector of ̅̅̅̅̅ 15.)

Theorem 11

The area of a kite is half the product of the lengths of its diagonals.

Show Me!

Given: Kite ROPE

Prove: Area of kite ROPE = (OE)(PR)

Statements Reason
1.) 1.) Given
2.) ̅̅̅̅ ⊥ ̅̅̅̅ 2.)
) 3.) Area Addition Postulate

4.) ∆ = ( )( ) 4.)

∆ = ( )( )
) 5.) SN 3 and 4
 Substitution Property
) 6.)
= ( )( ) ( )
7.) 7.)Definition of Betweeness
) 8.) SN 6 and 7
Substitution Property

Solving Problems Involving Kites

➤ Activity 17: Play a Kite

Consider the figure that follows and answer the given questions.

Given: Quadrilateral PLAY is a kite.

1.) Given: PA = 12 cm; LY = 6 cm

Questions:
Solution:
 What is the area of kite PLAY?
 How did you solve for its area? 𝟏
Area of kite PLAY = (PA)(LY)
 What theorem justifies your answer? 𝟐

𝟏
= ( 𝟏𝟐 )( 𝟔 ) = 𝟑𝟔 𝒔𝒒 𝒄𝒎
𝟐

The area of a kite is half the product of

the lengths of its diagonals.

2.)Given:

Area of kite PLAY = 135 cm2 ; LY = 9 cm

Questions:

• How long is PA?

• How did you solve for PA?

• What theorem justifies your answer

above?
Solution:
𝟏
Area of kite PLAY = (PA)(LY)
𝟐

𝟏
𝟏𝟑𝟓 = ( 𝑷𝑨 )( 𝟗 )
𝟐

𝟐𝟕𝟎 = ( 𝑷𝑨 )( 𝟗 )
𝟐𝟕𝟎
= ( 𝑷𝑨 )
𝟗
Formative Assessment Lesson 4

Quiz 4: Do it yourself

A. Refer to trapezoid EFGH with median IJ

1. If IJ = x, HG = 8 and EF = 12, what is the value of x?

2. If IJ = y + 3, HG = 14 and EF = 18, what is the value of y? What is IJ?

3. If HG = x, IJ = 16 and EF = 22, what is value of x?

4. If HG = y – 2, IJ = 20 and EF = 31, what is the value of y? What is HG?

5. If HI = 10 and IE = x – 4, what is the value of x? What is IE?

B. Given isosceles trapezoid ABCD

1. Name the legs.

2. Name the bases.

3. Name the base angles.

4. If m A = 700, what is m B?

5. If m D = 105, what is m C?

6. If m B = 2x – 6 and m A = 82, what is x?

7. If m C = 2(y + 4) and m D = 116, what is y?

8. If AC = 56 cm, what is DB?

9. If AC = 2x + 10 and DB = 4x – 6, what is AC?

10. If DB = 3y + 7 and AC = 6y – 8, what is DB?

 C. Consider kite KLMN on the right.

1. Name the pairs of congruent and adjacent sides.

2. If LM = 6, what is MN? 3. If KN = 10.5, what is KL?

4. If LN = 6 cm and KM = 13 cm, what is the area?

5. If the area is 96 cm2 and LN = 8 cm, what is KM?

6. If m 2 = 63, what is m 3?

7. If m 3 = 310 , what is m LMN?

8. If m 5 = 22, what is m 4?

9. If m LKN = 400 , what is m MKN?

10. If m 4 = 70, what is m KLN?

Solving Problems Involving Parallelograms, Trapezoids,

and Kites
Show More What You’ve Got!
Solve each problem completely and accurately on a clean sheet of paper. Show your solution and
write the theorems or properties you applied to justify each step in the solution process. You may
illustrate each given, to serve as your guide. Be sure to box your final answer.
 The activities you did above clearly reflect your deeper understanding of the lessons
taught to you in this module. Now, you are ready to put your knowledge and skills to practice
and be able to answer the question you’ve instilled in your mind from the very beginning of this
module—“How useful are quadrilaterals in dealing with real-life situations?”

Summary/Synthesis/Generalization

This module was about parallelograms, trapezoids, and kites. In this module,
you were able to identify quadrilaterals that are parallelograms; determine the
conditions that make a quadrilateral a parallelogram; use properties to find measures
of angles, sides, and other quantities involving parallelograms; prove theorems on the
different kinds of parallelogram (rectangle, rhombus, square); prove the Midline
Theorem; and prove theorems on trapezoids and kites. More importantly, you were
given the chance to formulate and solve real-life problems, and demonstrate your
understanding of the lesson by doing some practical tasks.

You have learned the following:

Conditions Which Guarantee that a Quadrilateral 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.

Properties of a 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.

List of Theorems in This Module

Theorems on rectangle:

Theorem 1.

If a parallelogram has one right angle, then it has four right angles
and the parallelogram is a rectangle.

Theorem 2.

The diagonals of a rectangle are congruent. Theorems on rhombus:

Theorem 3.

The diagonals of a rhombus are perpendicular.

Theorem 4.

Each diagonal of a rhombus bisects opposite angles.

Theorem 5.

The Midline Theorem. The segment that joins the midpoints of two
sides of a triangle is parallel to the third side and half as long.
Theorem on trapezoid:

Theorem 6.

The Midsegment Theorem. The median of a trapezoid is parallel to

each base and its length is one half the sum of the lengths of the bases.
Theorems on isosceles trapezoid:

Theorem 7.

The base angles of an isosceles trapezoid are congruent.

Theorem 8.

Opposite angles of an isosceles trapezoid are supplementary.

Theorem 9.

The diagonals of an isosceles trapezoid are congruent. 345 Theorems

on kite:

Theorem 10.

In a kite, the perpendicular bisector of at least one diagonal is the

other diagonal. Theorem 11. The area of a kite is half the product of the
lengths of its diagonals.

Glossary of Terms

adjacent angles – two angles sharing a common side and vertex but no interior points in
common base angles – angles formed by a base and the legs

complementary angles – two angles whose sum of the measures is 90°

diagonal – a line segment joining two nonconsecutive vertices of a polygon

isosceles trapezoid – a trapezoid with congruent legs

kite – a quadrilateral with two pairs of congruent and adjacent sides

median of a trapezoid – the segment joining the midpoints of the legs

parallelogram – a quadrilateral with two pairs of opposite sides that are parallel

quadrilateral – a closed plane figure consisting of four line segments or sides

rectangle – a parallelogram with four right angles

rhombus – a parallelogram with all four sides congruent

right angle – an angle with a measure of 90°

square – a rectangle with all four sides congruent

supplementary angles – two angles whose sum of the measures is 180°

theorem – a statement that needs to be proven before being accepted

trapezoid – a quadrilateral with exactly one pair of opposite sides parallel

vertical angles – two nonadjacent angles formed by two intersecting lines

SUMMATIVE TEST
1. How do you describe any two consecutive angles in a parallelogram?

A. They are always congruent. C. They are complementary.

B. They are supplementary. D. They are both right angles.

2. A quadrilateral whose opposite sides are parallel.

A. parallelogram C. kite

B. trapezoid D. trapezium

3. Two consecutive angles of a rhombus are

A. adjacent C. supplementary

B. equal D. complementary

4. An isosceles trapezoid has two congruent ________.

A. legs C. parallel sides

B. opposite angles D. medians

5. Which can’t be the angles in a quadrilateral?

A. 800 , 800 , 800 , 800 C. 900 , 900 , 900 , 900

B. 1000, 800, 900, 900 D. 700, 1100, 700, 1100

6. Which does not belong to the group?

A. rectangle C. trapezoid

B. rhombus D. square

7. Which of the following statements is true?

A. A parallelogram is a rhombus C. A square is a rhombus

B. A rectangle is rhombus D. A rhombus is a rectangle

8. Which of the following statements is true?

A. Every square is a rectangle. C. Every rhombus is a rectangle.

B. Every rectangle is a square. D. Every parallelogram is a rhombus.

9. Which of the following statements could be false?

A. The diagonals of a rectangle are congruent.

B. The diagonals of an isosceles trapezoid are congruent.

C. The diagonals of a square are perpendicular and bisect each other.

D. The diagonals of a rhombus are congruent and perpendicular to each other.

10. What kind of parallelogram is ABCD if ̅̅̅̅ ≅ ̅̅̅̅ ≅ ̅̅̅̅ ≅ ̅̅̅̅ and ̅̅̅̅ ̅̅̅̅ with ̅̅̅̅ ̅̅̅̅
and all angles are 900?

A. rhombus C. Square

B. rectangle D. trapezoid

11. Which of the following quadrilaterals has diagonals that do not bisect each other?

A. Square C. Rectangle

B. Rhombus D. Trapezoid
12. Which of the following conditions is not sufficient to prove that a quadrilateral is a
parallelogram?

A. Two pairs of sides are parallel. C. Two angles are supplementary.

B. Two pairs of opposite sides are congruent. D. Two diagonals bisect each other.

14. What is the measure of in rhombus HOME shown in the box below?

A. 750 C.) 1050

B. 900 D.) 1800

15. Two consecutive angles of a parallelogram have measures ( ) and

( ) . What is the measure of the smaller angle?

A. 300 C. 1000

B. 800 D. 1400

16. 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.

17. 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
18. A cross section of a water trough is in the shape of a trapezoid with bases measuring 2 m and 6
m. What is the length of the median of the trapezoid?

A. 2 m C. 5 m

B. 4 m D. 8 m

19. What are the measures of the sides of parallelogram SOFT in meters as shown in the box
below?

A. {2 m , 1 m} C. {8 m , 13 m}

B. {5 m , 6 m} D. {13 m , 15 m}

20. Find the length of the longer diagonal in parallelogram FAST as shown in the box below.

A. 8 C. 46

B. 31 D. 52

21. Find the value of y in the figure shown in the box below.

A. 24 C. 35

B. 30 D. 50

22. In rhombus RHOM, what is the measure of ROH?

A. 35° C. 55°

B. 45° D. 90°
23. In rectangle KAYE, YO = 18 cm. Find the length of diagonal AE.

A. 6 cm C. 18 cm

B. 9 cm D. 36 cm

24. In quadrilateral RSTW, diagonals ̅̅̅̅ ̅̅̅̅̅ are perpendicular bisectors of each other.
Quadrilateral RSTW must be a:

I. Rectangle II. Rhombus III. Square

A. I C. II and III

B. II D. I, II, and III

25. What condition will make parallelogram WXYZ a rectangle?

A. WX ≅ YZ C. X is a right angle

B. WX || YZ D. WX and YZ bisect each other

26. The perimeter of a parallelogram is 34 cm. If a diagonal is 1 cm less than its length and 8 cm
more than its width, what are the dimensions of this parallelogram?

A. 4 cm × 13 cm C. 6 cm × 11 cm

B. 5 cm × 12 cm D. 7 cm × 10 cm

27. Which of the following statements is/are true about trapezoids?

A. The diagonals are congruent. C. Both a and b

B. The median is parallel to the bases. D. Neither a nor b

28. The diagonals of a kite measure 18 cm. and 10 cm. What is the area of the kite?

A. 14 cm2 C. 90 cm2

B. 28 cm2 D. 180 cm2

Given: Quadrilateral POST is an isosceles trapezoid with ̅̅̅̅ || ̅̅̅̅. ER is its median.

29. If OS = 3x – 2, PT = 2x + 10 and ER = 14, how long is each base?

A.) 4 and 18 C.) 10 and 18

B.) 10 and 14 D.) 14 and 18

30. If m P = 2x + 5 and m O = 3x – 10, what is m T?

A.) 370 C.) 930

B.) 790 D.) 1010

The activities you did above clearly reflect your deeper understanding of the lessons
taught to you in this module. Now, you are ready to put your knowledge and skills to
practice and be able to answer the question you’ve instilled in your mind from the very
beginning of this module—“How useful are quadrilaterals in dealing with real-life
situations?”
What to Transfer
Performance Task

Your goal in this section is to apply what you have learned to real-life
situations. This shall be one of your group outputs for the third quarter. A
practical task shall be given to your group where each of you will demonstrate
your understanding with accuracy, and further supported through refined
mathematical justification along with your projects’ stability and creativity. Your
work shall be graded in accordance with a rubric prepared for this task.

Activity 21: Fantastic Quadrilatable!

Goal: To design and create a study table having parts showing the different quadrilaterals (out of
recyclable materials if possible)

Role: Design engineers

Audience: Mathematics club adviser and all Mathematics teachers

Situation: The Mathematics Club of your school initiated a project entitled “Operation
Quadrilatable” for the improvement of your Mathematics Park/Center. Your group is tasked to
design and create a study table having parts showing the different quadrilaterals (out of recyclable
materials if possible) using Euclidean tools (a compass and a straightedge) and present your output
to the Mathematics Club adviser and all Mathematics teachers for evaluation. By having an
additional study table in the park, students shall have more opportunities to study their lessons
either individually or in groups. In this way, they will continue to learn loving and to love learning
Mathematics in particular and all subjects in general.

Product: “Quadrilatable” as study table

Standards: Accuracy, creativity, stability, and mathematical justification
 Rubrics for the Performance Task
Criteria Outstanding Satisfactory Developing (2) Beginning (1) Rating
(4) (3)
Accuracy The The The The
computations computations computations computations
are accurate are accurate are erroneous are erroneous
and show wise and show the and show and do not
use of the key use of the key some use of show the use
concepts in concepts in the key of the key
the properties the properties concepts in concepts in
and theorems and theorems the properties the properties
of all of all and theorems and theorems
quadrilaterals. quadrilaterals. of all of all
quadrilaterals. quadrilaterals.
Mathematical The The The The
Justification explanation explanation explanation explanation
and reasoning and reasoning and reasoning and reasoning
are very clear, are clear, are vague but are vague and
precise, and precise, and it included it didn’t
coherent. It coherent. It facts and include facts
included facts included facts principles and principles
and principles and principles related to related to
related to related to quadrilaterals. quadrilaterals.
quadrilaterals. quadrilaterals.
Creativity The overall The overall The overall The overall
impact of the impact of the impact of the impact of the
output is very output is output is fair output is poor
impressive impressive and the use of and the use of
and the use of and the use of technology is technology is
technology is technology is evident. not evident.
very evident. evident.
Stability The output is The output is The output is The output is
well constructed, constructed, constructed,
constructed, can stand on can stand on can’t stand on
can stand on itself, and itself but not itself and not
itself, and functional. functional. functional.
functional.

Questions:

1. How do you feel creating your own design of “quadrilatable”?

2. What insights can you share from the experience?

3. Did you apply the concepts on the properties and theorems of quadrilaterals to the
surface of the table you’ve created? How?
4. Can you think of other projects wherein you can apply the properties and theorems
of the different quadrilaterals? Cite an example and explain.

5. How useful are the quadrilaterals in dealing with real-life situations? Justify your
answer.

References and Website Links Used in This Module

References:

Bass, Laurie E., Charles, Randall I., Hall, Basia, Johnson, Art and Kennedy, Dan (2008).

Quadrilaterals. Prentice Hall Texas Geometry. Pearson Education, Inc.

BEAM (2009). Properties of Quadrilaterals.

BEAM Third Year Mathematics Learning Guide. Department of Education.

Bernabe, Julieta G., Jose-Dilao, Soledad and Orines, Fernando B. (2009). Quadrilaterals. Geometry.

SD Publications, Inc.

EASE (2005). Properties of Quadrilaterals. EASE Module 1. Department of Education.

Lomibao, Corazon J., Martinez, Sebastian L. and Aquino, Elizabeth R. (2006).

Quadrilaterals. Hands-On, Minds-On Activities in Mathematics III (Geometry).

St. Jude Thaddeus Publications

Mercado, Jesus P., Suzara, Josephine L., and Orines, Fernando B. (2008).

Quadrilateral. Next Century Mathematics Third Year High School.

Phoenix Publishing House.

Nivera, Gladys C., Dioquino, Alice D., Buzon, Olivia N. and Abalajon, Teresita J. (2008).

Quadrilaterals. Making Connections in Mathematics for Third Year.

Vicarish Publication and Trading, Inc.

Oronce, Orlando A. and Mendoza, Marilyn O. (2010).

Quadrilaterals. E-Math Geometry.

Rex Book Store, Inc.

Remoto-Ocampo, Shirlee (2010).

Quadrilaterals. Math Ideas and Life Application Series III Geometry.

Abiva Publishing House, Inc.

Weblinks Links as References and for Learner’s Activites

http://www.doe.virginia.gov/testing/solsearch/sol/math/G/m_ess_g-9.pdf

http://www.nsa.gov/academia/_files/collected_learning/elementary/geometry/quadrilaterals.pdf

http://www.math.com/school/subject3/lessons/S3U2L3DP.html

teachers.sduhsd.net/chayden/documents/5.2Quadrilaterals.ppt

http://www.radford.edu/rumathsmpdc/Resources/src/Newman_HomeImprovement.pdf

http://www.wyzant.com/help/math/geometry/quadrilaterals/proving_parallelograms

http://www.education.com/study-help/study-help-geometry-quadrilaterals/#page2/

http://www.onlinemathlearning.com/quadrilaterals.html

http://www.rcampus.com/rubricshowc.cfm?code=D567C6&sp=yes&

http://en.wikipedia.org/wiki/Philippine_Arena

http://1.bp.blogspot.com/-IqgbDUgikVE/UPDzqXK8tWI/AAAAAAAABN8/oSBi8ykQNPA/

http://www.cuesportgroup.com/wp-content/uploads/2010/06/GameParty3_Wii_Billiards003.jpg

http://i1.treklens.com/photos/9392/img_0752.jpg

http://farm1.staticflickr.com/146/357560359_bc9c8e4ad8_z.jpg

http://farm4.static.flickr.com/3485/3295872332_f1353dc3cc_m.jpg

http://4.bp.blogspot.com/_bMI-KJUhzj4/TRAdodMgnKI/AAAAAAAAClI/tZgZOS7Elw4/s1600/

http://i.telegraph.co.uk/multimedia/archive/01809/satellite_1809335c.jpg

http://www.diarioartesgraficas.com/wp-content/uploads/2010/05/wood_ranch_rail_fence_21.jpg

http://library.thinkquest.org/28586/640x480x24/06_Trap/00_image.jpg

http://www.usa-traffic-signs.com/v/vspfiles/photos/Schzoadg_s-2.gif

http://www.dvbofficefurniture.co.uk/images/BB-10-FLXGT-Table.jpg
 9
Mathematics
Quarter 3 – Module 6.1:
Proportion and Its Properties

Department of Education • Republic of the Philippines

 9
Mathematics
Quarter 3 – Module 6.1:
Proportion and Its Properties

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department
of Education in [email protected]

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

Mathematics – Grade 9
Alternative Delivery Mode
Quarter 3 – Module 6.1: Proportion and Its Properties
First Edition, 2020

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Printed in the Philippines by ________________________

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Introduction
Welcome to this module in Mathematics 9 where in you can acquire knowledge on
proportion and its properties. This provides the simplest way on dealing with the topic. This is
a user-friendly module and will surely help you to learn in your own pace.

Here are some reminders that you need to follow in using this module.

1. Read and follow instructions carefully.

2. Answer the pre-test before going through the lessons.
3. Take note and record points for clarification. You may discuss these points with
others namely your classmates and teachers.
4. Compare you answer against the key to answer found at the end of the module.
5. Do the activities to fully understand the topic.
6. Review the lesson if necessary for you to achieved the appropriate level of
proficiency.
7. Answer the post-test after you have gone over the lesson.
8. Please do not write anything on any part of this module. Use separate sheet of
papers for your answers.

The goal of this module is to help the students to learn the concept through
engaging themselves with the activities and to assist teachers in delivering the lesson
present in this module.
 Module 6.1
Proportion and Its Properties

What I Need to Know

After going through this module, you are expected to:

1. define proportion;
2. identify its parts;
3. state and apply the fundamental rule and other properties of proportions;
4. solve problems involving proportions.

What I Know

Instruction: Choose the letter of the best answer.

12
1. What is the simplest form of the ratio ?
18
6
a. 9
4
b. 6
2
c. 3
1
d. 3

8
2. Simplify .
12
2
a. 3
2
b. 4
1
c. 4
1
d. 3
 2 3
3. Find the value of x in the proportion = .
𝑥𝑥 6
a. 3
b. 4
c. 5
d. 6

4. What is the value of x in the proportion 4:8 = 8:x?

a. 24
b. 20
c. 16
d. 12

5. What is the product of the extremes of the proportion 3:6=6:12?

a. 36
b. 18
c. 24
d. 72

6. State the means and the extremes of the proportion 3:4 = 6:8.
a. 12, 48
b. 24, 24
c. 12, 24
d. 24, 48

7. A baker’s recipe calls for 4 cups of flour for every 2 cups of milk. If the baker uses 8 cups
of flour, how many cups of milk will he need?
a. 3 cups
b. 4 cups
c. 5 cups
d. 6 cups

2 3
8. Which of the following has the same value with =
𝑥𝑥 6
𝑥𝑥 6
a. =
2 3
2 3
b. =
6 𝑥𝑥
2 6
c. =
3 𝑥𝑥
𝑥𝑥 3
d. =
6 2

9. Which of the following proportions is true?

a. 2: 3 = 4: 5
b. 5: 7 = 3: 2
c. 4: 8 = 2: 4
d. 4 ∶ 7 = 7: 4

10. Which of the following pairs of ratios forms a proportion?

3 5
a. ,
5 9
5 10
b. ,
7 14
 6 8
c. ,
7 9
5 6
d. ,
6 5

11. A map is drawn to the scale of 1 cm : 150 m. If the distance between towns A and B
measures 8.5 cm on the map, determine the approximate distance between these towns.
a. 2175 m
b. 1275 m
c. 1725 m
d. 2715 m

12. The length of the shadow of your one-and-a-half-meter height is 2.4 meters at a certain
time in the morning. How high is a tree in your backyard if the length of its shadow is 16
meters?
a. 25.6 m
b. 38.4 m
c. 10 m
d. 24 m

13. Patti paid Php 1,000 for four CD’s. How much will Samuel pay if he buys two CD’s at the
same store?
a. 300 pesos
b. 400 pesos
c. 500 pesos
d. 600 pesos
14. A 212-pound person weighs about 34 pounds on the moon. About how much would a 130-
pound person weigh on the moon?
a. 20.80 pounds
b. 20.82 pounds
c. 20.83 pounds
d. 20.85 pounds
15. A machine operator can produce 75 auto parts in 1 ½ hours. How many auto parts can the
operator produce in 5 hours?
a. 150
b. 200
c. 250
d. 300

What’s In

Definition

Ratio is used to compare two or more quantities. Quantities involved in ratio are of
the same kind so that ratio does not make use of units. However, when quantities are of
different kinds, the comparison of the quantities that consider the units is called rate.
Examples

1. Which of the following shows the ratio of 3 butterflies to 1 flower?

a.
b.
c.
d.

What do you think is the right answer? Yes, it is letter B.

2. Suppose there are 3 boys and 5 girls in your group. Is the ratio of boys to girls the same
with the ratio of girls to boys?
Answer: A very big NO! It is because when writing a ratio, ORDER matters. The ratio
of 3 boys to 5 girls is different from 5 girls to 3 boys.
There are three ways in writing a ratio of 3 boys to 5 girls, we have
i. 3 to 5
ii. 3:5
3
iii.
5

3. Simplify the ratio 15 m meter to 2 km.

Solution: Since meter and kilometer are of different kinds of units, we need convert
one the given units. Recall that 1 km = 1,000 m, hence 2 km = 2000 m.
15 m : 2 km
15 : 2000 (write into simples form)
3 : 400

4. In a new car dealer’s lot, there were 23 silver, 18 white, 2 maroon, 8 red, and 12 blue
vehicles. What is the ratio of a.) silver vehicles to total vehicles and b.) white to blue vehicles?

𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑣𝑣𝑣𝑣ℎ𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 23 𝑤𝑤ℎ𝑖𝑖𝑖𝑖𝑖𝑖 𝑣𝑣𝑒𝑒ℎ𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 18 3

Solution: a. = b. = =
𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝑣𝑣𝑣𝑣ℎ𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 63 𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏 𝑣𝑣𝑣𝑣ℎ𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 12 2
5. The measures of the three angles of a triangle are in the ratio 2:3:5. Find the measure of
each angle.
Solution:
Let 2x = measure of the first angle
3x = measure of the second angle
5x = measure of the third angle

2x + 3x + 5x = 180° ← (The sum of the measures of the angles of a triangle is equal to 180
°.)
10x = 180°
x = 18°

2x = 2(18) = 36° ← measure of the first angle

3x = 3(18) = 54° ← measure of the second angle
5x = 5(18) = 90° ← measure of the third angle
 What’s New

Activity 1. Let’s Try This

Cesar had 4 seedlings of squash and 6 seedlings of tomatoes, while Renato had 8
seedlings of squash and 12 seedlings of tomatoes.

Guide Questions:
a. What is the ratio of squash seedlings to tomato seedlings each boy had?
b. Express each ratio in simplest form.

What Is It

Let us now check your answer on the guide questions in activity 1.

a. For Cesar, the ratio of squash to tomatoes seedlings is 4:6. For Renato, the ratio of
squash to tomato seedlings is 8:12.
4 2 8 2
b. = =
6 3 12 3

What can say about the simplest form of the two ratios above? Yes! it is equal. Since
2
both ratios have the simplest form , then we can say that the ratios are equal. An equation
3
4 8
stating the that two ratios are equal is called proportion. Therefore, = is a proportion.
6 12
Definition
Proportion is the equality of two ratios. That is, given positive numbers a, b, c and d,
𝑎𝑎 𝑐𝑐
if = (or, if a:b = c:d) then we call the relation a proportion. When more than two ratios are
𝑏𝑏 𝑑𝑑
equal, we have an extended proportion.

The first and last terms of a proportion are called the extremes, while the middle terms
are the means.
a : b = c : d
first middle middle last
term term term term

means
extremes

Fundamental Rule of Proportion

The Product of the extremes is equal to the product of the means.

𝑎𝑎 𝑐𝑐
𝐼𝐼𝐼𝐼 𝑎𝑎: 𝑏𝑏 = 𝑐𝑐: 𝑑𝑑, 𝑡𝑡ℎ𝑒𝑒𝑒𝑒 = 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 𝑡𝑡ℎ𝑎𝑎𝑎𝑎 𝑏𝑏 ≠ 𝑜𝑜; 𝑑𝑑 ≠ 0
𝑏𝑏 𝑑𝑑
Other Properties of Proportions

1. Cross Multiplication Property

𝑎𝑎 𝑐𝑐
𝐼𝐼𝐼𝐼 = , 𝑡𝑡ℎ𝑒𝑒𝑒𝑒 𝑎𝑎𝑎𝑎 = 𝑏𝑏𝑏𝑏; 𝑏𝑏 ≠ 0, 𝑑𝑑 ≠ 0
𝑏𝑏 𝑑𝑑

2. Alternation Property

𝑎𝑎 𝑐𝑐 𝑎𝑎 𝑏𝑏
𝐼𝐼𝐼𝐼 = , 𝑡𝑡ℎ𝑒𝑒𝑒𝑒 = ; 𝑏𝑏 ≠ 0, 𝑐𝑐 ≠ 0, 𝑑𝑑 ≠ 0
𝑏𝑏 𝑑𝑑 𝑐𝑐 𝑑𝑑
3. Inverse Property

𝑎𝑎 𝑐𝑐 𝑏𝑏 𝑑𝑑
𝐼𝐼𝐼𝐼 = , 𝑡𝑡ℎ𝑒𝑒𝑒𝑒 = ; 𝑎𝑎 ≠ 0, 𝑏𝑏 ≠ 0, 𝑐𝑐 ≠ 0, 𝑑𝑑 ≠ 0
𝑏𝑏 𝑑𝑑 𝑎𝑎 𝑐𝑐

4. Addition Property
𝑎𝑎 𝑐𝑐 𝑎𝑎 + 𝑏𝑏 𝑐𝑐 + 𝑑𝑑
𝐼𝐼𝐼𝐼 = , 𝑡𝑡ℎ𝑒𝑒𝑒𝑒 = ; 𝑏𝑏 ≠ 0, 𝑑𝑑 ≠ 0
𝑏𝑏 𝑑𝑑 𝑏𝑏 𝑑𝑑

5. Subtraction Property

𝑎𝑎 𝑐𝑐 𝑎𝑎 − 𝑏𝑏 𝑐𝑐 − 𝑑𝑑
𝐼𝐼𝐼𝐼 = , 𝑡𝑡ℎ𝑒𝑒𝑒𝑒 = ; 𝑏𝑏 ≠ 0, 𝑑𝑑 ≠ 0
𝑏𝑏 𝑑𝑑 𝑏𝑏 𝑑𝑑
 6. Inverse Property
𝑎𝑎 𝑐𝑐 𝑒𝑒 𝑎𝑎 𝑐𝑐 𝑒𝑒 𝑎𝑎 + 𝑐𝑐 + 𝑒𝑒
𝐼𝐼𝐼𝐼 = = , 𝑡𝑡ℎ𝑒𝑒𝑒𝑒 = = = = 𝑘𝑘
𝑏𝑏 𝑑𝑑 𝑓𝑓 𝑏𝑏 𝑑𝑑 𝑓𝑓 𝑏𝑏 + 𝑑𝑑 + 𝑓𝑓
𝑤𝑤ℎ𝑒𝑒𝑒𝑒𝑒𝑒 𝑘𝑘 𝑖𝑖𝑖𝑖 𝑎𝑎 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 𝑜𝑜𝑜𝑜 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝; 𝑏𝑏 ≠ 0, 𝑑𝑑 ≠ 0, 𝑓𝑓 ≠ 0

Examples

1. What is the means and the extremes of the proportion 3:7 = 6:1?
Answer: The means are 7 and 6 and the extremes are 3 and 14.

2. Determine whether each pair of ratios forms a proportion.

a. 4:5, 6:8
4 8
b. ,
7 14
Solutions:
a. For us to determine if the given pair of ratios forms a proportion, we need to apply
the fundamental rule of proportion which states that the product of the means is equal to the
product of the extremes.
4:5 = 6:8
5(6) = 4(8)
30 = 32 This is a false statement

Hence, the two ratios do not form a proportion.

b. Applying the Cross Multiplication Property of Proportion, we have

4 8
=
7 14
7(8) = 4(14)
56 = 56 This is a true statement
Hence, the two ratios form a proportion.
3 𝑥𝑥
3. Find the value of x in = .
10 30
Solution:
Using the Cross Multiplication Property of Proportion, we have
3 𝑥𝑥
=
10 30
10x = 3(30)
10x = 90
x=9
2 3
4. Solve for the value of x that will satisfy the equality : 𝑥𝑥 = 4:
3 2
Solution:
2 3
The means are x and 4, the extremes are and .
3 2

Using the Fundamental Rule of Proportion,

2 3
4x = � � � �
3 2
 4x = 1
𝟏𝟏
x=
𝟒𝟒

5. A map is scaled so that 3 cm on the map is equal to 5 kilometers. If two cities on the
map are 12 cm apart, what is the actual distance of the two cities?
Solution:
Let x = the actual distance of the two cities
𝑚𝑚𝑚𝑚𝑚𝑚
The ratio that we can use is , so the proportion that we can form is
𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎

3 12
=
5 𝑥𝑥
3x = 5 (12)
3x = 60
x = 20
Therefore, the actual distance of the two cities is 20 km.
𝑦𝑦 𝑎𝑎
6. Rewrite the proportion = according to the property in the table below and use the
3 4
Cross Multiplication Property to find out if the ratios in the rewritten proportions are still
equal.

Using cross-multiplication to find

Original Proportion
Property of Proportion out if ratios are equal
𝑦𝑦 𝑎𝑎
=
3 4
Inversion Property
Subtraction Property

Solution:
Given the original proportion we can rewrite it to the properties of proportion by not
altering the meaning of their values.

Using cross-multiplication to find

Original Proportion
Property of Proportion out if ratios are equal
𝑦𝑦 𝑎𝑎
= 𝟒𝟒𝟒𝟒 = 𝟑𝟑𝟑𝟑
3 4
Inverse Property 3 4
𝑎𝑎 𝑐𝑐 𝑏𝑏 𝑑𝑑 = 3𝑎𝑎 = 4𝑦𝑦 → 𝟒𝟒𝟒𝟒 = 𝟑𝟑𝟑𝟑
𝐼𝐼𝐼𝐼 = , 𝑡𝑡ℎ𝑒𝑒𝑒𝑒 = 𝑦𝑦 𝑎𝑎
𝑏𝑏 𝑑𝑑 𝑎𝑎 𝑐𝑐
4(𝑦𝑦 − 3)? 3(𝑎𝑎 − 4)
Subtraction Property 𝑦𝑦 − 3 𝑎𝑎 − 4 4𝑦𝑦 − 12? 3𝑎𝑎 − 12
𝑎𝑎 𝑐𝑐 𝑎𝑎 − 𝑏𝑏 𝑐𝑐 − 𝑑𝑑 = If we add both sides with 12, then we have,
𝐼𝐼𝐼𝐼 = , 𝑡𝑡ℎ𝑒𝑒𝑒𝑒 = 3 4 4𝑦𝑦 − 12 + 12? 3𝑎𝑎 − 12 + 12
𝑏𝑏 𝑑𝑑 𝑏𝑏 𝑑𝑑
𝟒𝟒𝟒𝟒 = 𝟑𝟑𝟑𝟑
 7. To make concrete for the construction of a study shed, Mr. Santos mixes cement and
sand at a ratio of 2 bags of cement to3 bags of sand. How many bags of sand will he
need if he uses 32 bags of cement?
Solution:
Let x = number of bags of sand

2 𝑏𝑏𝑏𝑏𝑔𝑔𝑠𝑠 𝑜𝑜𝑜𝑜 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 32 𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏 𝑜𝑜𝑜𝑜 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐

=
3 𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏 𝑜𝑜𝑜𝑜 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑥𝑥
2x = 3(32)
2x = 96
x = 48 bags of sand

What’s More

Now, it’s your time to learn more on properties of proportion.

Activity 2. Proportion’s Property

Rewrite the given proportions according to the property indicated in the table and find
out if the ratios in the rewritten proportions are still equal.

Use the cross-multiplication property to verify

Property of Proportion that ratios are equal. Simplify if necessary.
One is done for you.
𝟖𝟖 𝟒𝟒 4x = 8(9)
=
Original Proportion 𝒙𝒙 𝟗𝟗 4x = 72
x = 18

Alternation Property of the

original proportion

Inverse Property of the

original proportion

Addition Property of the

original proportion

Subtraction Property of the

original proportion
 What I Have Learned

This lesson is all about proportion and its properties. To measure how much have you
learned, fill in the blank below.

Proportion is the _____________ of two ratios. When more than two ratios are equal,
we call it as _______________________. ___________ are the first and last terms of a
proportion, while the middle terms are the __________. Rewriting the proportion is very much
possible through the use of its _________ without altering the meaning of their values.

What I Can Do

Solve the following real-life problems.

1. Suppose John spend 20 pesos of mobile load in every 5 days. How much did he spend
after one year?
2. Mother gives you an allowance in going school everyday. You save 4 pesos a day.
How much money did you save after 120 days?
3. Upon looking in the barangay map, you found out that your house is 13 cm apart from
the school and the scale ratio of the map is 2 cm to 100 m. What is the actual distance
of your house and your school?

Assessment

Instruction: Choose the letter of the best answer.

14
1. What is the simplest form of the ratio ?
28

7 1 2 1
a. 14
b.
2
c.
4
d.
3
 18
2. Simplify .
32

9 4 3 2
a. 16
b.
8
c.
4
d.
3

5 2
3. Find the value of x in the proportion = .
𝑥𝑥 4

a. 5 b. 7 c. 8 d. 10

4. What is the value of x in the proportion x:25 = 4:x?

a. 10 b. 12 c. 16 d. 14

5. What is the product of the means of the proportion 2:5=4:10?

a. 5, 4 b. 9, 12 c. 20, 20 d.36, 36

6. State the product of the means and the extremes of the proportion 3:5 = 6:10.
a. 15, 15 b. 60, 60 c. 30, 30 d. 18, 18

7. A recipe for 5 dozen cookies calls for 2 ½ cups of flour. How many cups of flour are needed
for 12 dozen cookies?
a. 3 cups b. 4 cups c. 5 cups d. 6 cups
4 3
8. Which of the following has the same value with =
𝑦𝑦 6
𝑦𝑦 6 4 3 4 6 𝑦𝑦 3
a. = b. = c. = d. =
4 3 6 𝑦𝑦 3 𝑦𝑦 6 4

9. Which of the following proportions is true?

a. 3: 4 = 6: 8 b. 6: 7 = 3: 2 c. 4: 5 = 3: 4 d. 5 ∶ 7 = 6: 8

10. Which of the following pairs of ratios forms a proportion?

3 4 6 8 5 7 3 6
a. , b. , c. , d. ,
4 5 7 9 6 8 8 16

11. A map is drawn to a scale of 2 cm:100 km. If the actual distance between two towns is
374 km, what is this distance as measured on the map?
a. 7.48 cm b. 3.74 cm c. 7.48 km d. 3.74 km

12. Cameron is 5 ft tall and casts a 12 ft shadow. At the same time of the day, a nearby
building casts a 78 ft shadow. How tall is the building?
a. 35 ft b. 130 ft c. 187.2 ft d. 32.5 ft

13. The tax on a property with an assessed value of Php 70,000 is Php 1,100. What is the
assessed value of a property in the same district if the tax on that property is Php 1,400?
a. Php 55,899.91 b. Php 89,090.91 c. Php 90,099.90 d. Php 99,990.90

14. Knowing that there are 60 drops in 1 teaspoon, how many teaspoons are in 74 drops?
a. 1.1 teaspoon b. 1.5 teaspoon c. 1.2 teaspoon d. 1.3 teaspoon

15. Kayla is an author. In 45 minutes, she is able to type 2,970 words. How many words can
Kayla type in an hour?
a. 3,960 words b. 4,220 words c. 4,544 words d. 5,210 words
 Additional Activities

Answer the following:

A. In problems 1 – 3, determine whether the proportion is true or false.

13 104 2 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 18 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚

1. = 2. =
7 56 35 𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑 42 𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑

B. Solve for x.

70 15 6 15 0.9 𝑥𝑥
3. = 4. = 5. =
𝑥𝑥 21 14 𝑥𝑥 1.6 0.5

C. Solve the following word problems.

6. If a 10,000-gallon swimming pool requires 4 ounces of a chemical, then how many

ounces of the chemical would be required for a 200 gallon pool?

7. If eight trash bags last for thirty days, then twenty-eight trash bags will last for how
many days?

8. If four out of ten people vote, then in a town with two hundred thousand people, how
many will vote?

Answer Key:
References:
Online:
• https://lrmds.deped.gov.ph/detail/1903
• https://www.slideshare.net/mobile/ronaldnaradus/ratio-proportion
• https://lrmds.deped.gov.ph/detail/6479
• https://lrmds.deped.gov.ph/detail/7297
• https://lrmds.deped.gov.ph/detail/5987
• https://www.ck12.org/geometry/ratio-and-proportion-in-similar-
figures/lesson/Proportion-Properties-BSC-GEOM/
• https://flexbooks.ck12.org/cbook/ck-12-interactive-middle-school-math-8-for-
ccss/section/2.7/related/lesson/indirect-measurement-geom/
• https://socratic.org/questions/a-map-is-drawn-to-a-scale-of-2cm-to-100km-if-the-
actual-distance-between-two-tow
• https://www.purplemath.com/modules/ratio4.htm
• https://www.registerednursing.org/teas/solving-involving-proportions/
• https://www.expii.com/t/solving-proportions-word-problems-4236
• https://www.smc.edu › M84...PDF

Book
• Mathematics 9 Learner’s Material Module 6
For inquiries or feedback, please write or call:

Department of Education – (Bureau/Office)

(Office/Address)

Telefax:

Email Address:
Introduction

Welcome to this module on applying the fundamental theorems of

proportionality to solve problems involving proportions. This module tries to walk you
through the theorems related on proportions. This module is also self instructional
and allows you to learn in your own pace.

To get the most out of this module, here are few reminders.

1. Take your time in reading the lesson.

2. Write down points of clarification. You can discuss these points with your
teacher.
3. Perform all activities, each are designed to enhance your understanding of
the ideas and concepts being discussed.
4. Answer all tests in this module. The tests will give you the idea how well
you understand the lesson.
5. Review the lessons if necessary, until you have achieved a sufficient level
of proficiency.
6. Please do not write anything on any part of this module. Use separate
sheet of papers for your answers.

The aim of this module is to help students to learn the concept through
engaging themselves with the activities and to assist teachers in delivering the
lesson present in this module.

1
 Module 6.2
Theorems on Proportions

What I Need to Know

Proportion is an important mathematical concept that makes our life easier.

Grocery shopping, cooking, travelling and working are common real-life situations
in which proportions are not only prevalent but also essential. In this module we will
discuss important concepts related on Theorems on Proportions and applying these
theorems in answering problems.

In this module, you are expected to:

• Illustrate and describe theorems on proportions and
• apply the fundamental theorems of proportionality to solve problems
Involving Proportions

2
 What I Know (Pretest)

Instruction: Choose the letter of the best answer and write this in your answer
sheet.
1. If RL = 5, RT = 9, and WS = 6, find RW
a. 7.5
b. 4.8
c. 3.3
d. 14
2. Refer on figure above, If TR =8, LR = 3 and RW =6, find WS.
a. 4
b. 16
c. 10
d. 2.25

3. Find the value of the variable on the figure below

a. 2.86
b. 4
c. 10
d. 5.6

4. Find the value of the variable on the figure

a. 2
b. 9
c. 16
d. 4

5. Solve for y on the figure below.

a. 3
b. 4
c. 5
d. 6

3
6. What theorem states that “If a line is parallel to one side of a triangle intersect the
other two sides, then it divides the two sides proportionally.”

a. Definition of Proportional
b. Triangle Proportionality Theorem
c. Pythagorean Theorem
d. Midsegment Theorem

7. Based on Triangle Proportionality Theorem, find the value of x on the given figure
below.
a. 20
b. 28.8
c. 5
d. 15

For items 8-9, find the value of the variable.

8. Find the value of s
a. 6
b. 12
c. 18
d. 24

9. Solve for q
a. 32
b. 8
c. 16
d. 22

For items 10 and 11, refer on the illustration below.

10. Find the value of a.

a. 2
b. 5
c. 8
d. 6

4
11. Find the value of b.
a. 2
b. 5
c. 8
d. 6

Use the figure to complete the proportion.

𝐀𝐀𝐀𝐀
12. = 𝐆𝐆𝐆𝐆 a. AG b. AB c. CD d. FE
𝐁𝐁𝐁𝐁

𝐃𝐃𝐃𝐃
13. = 𝐅𝐅𝐅𝐅 a. AG b. GF c. EF d. CB
𝐂𝐂𝐂𝐂

𝐁𝐁𝐁𝐁 𝐀𝐀𝐀𝐀
14. = a. AG b. GA c. EF d. CF
𝐂𝐂𝐂𝐂

𝐃𝐃𝐃𝐃 𝐀𝐀𝐀𝐀
15. = a. AG b. GA c. EF d. AD
𝐁𝐁𝐁𝐁

16-18 Refer on the illustration below,

16. Write a proportion and solve for x.

𝟒𝟒 𝟒𝟒 𝟓𝟓 𝟏𝟏
a. b. c. d.
𝟑𝟑 𝟓𝟓 𝟒𝟒 𝟒𝟒

5
17. What is the ratio BD: DA? Simplify your answer.
𝟒𝟒 𝟒𝟒 𝟓𝟓 𝟏𝟏
a b. c. d.
𝟑𝟑 𝟓𝟓 𝟑𝟑 𝟒𝟒

18. What is the ratio BE: EC? Simplify your answer.

𝟒𝟒 𝟒𝟒 𝟓𝟓 𝟏𝟏
a b. c. d.
𝟑𝟑 𝟑𝟑 𝟑𝟑 𝟒𝟒

For items 19-20 refer on the figure below

19. Find the value of x?

a 10 b. 15 c. 9 d. 11
20. Solve for the value of y.
a 22 b. 18 c. 4 d. 9

What’s In
A Proportion is the equality of two ratios. This means that if you write ratios
comparing the measures of all parts of one object with the measures of comparable
parts of the other object, a true proportion would always exist.

The definition of proportion is summarized by the theorem that states that

“ In a proportion, the product of the extremes is equal to the product of the means.”

6
Illustrtive Examples
Find the value of x in each proportion.
3 24
1. 2:4=8.x 2. =
x 40
Solution: Solution:
2(x) = 4(8) 3(40) = 24(x)
2x = 32 120 = 24x
x = 16 x=5

It is stated that corresponding segments are proportional if the segments at

one figure have the same ratio as the segment of the other.

𝐒𝐒𝐒𝐒 𝟒𝟒 𝐇𝐇𝐇𝐇 𝟒𝟒
= 𝟗𝟗 and = 𝟗𝟗
𝐒𝐒𝐒𝐒 𝐇𝐇𝐇𝐇

𝐒𝐒𝐒𝐒 corresponds to �����

In the illustration above, ���� ���� corresponds to �����
𝐇𝐇𝐇𝐇, 𝐒𝐒𝐒𝐒 𝐇𝐇𝐇𝐇, ����
𝐔𝐔𝐔𝐔
����
correspond to 𝐎𝐎𝐎𝐎. Segments SN and HT are said to be divided proportionally.
Remember that corresponding segments are proportional if the segments of one
figure have the same ratio as the segment of the other.

What’s New
Activity 1:
Find segment length.
In the diagram below ���� ����. Find BC
𝐸𝐸𝐸𝐸// 𝐶𝐶𝐶𝐶

7
 What Is It

Theorem 7.4 Triangle Proportionality Theorem

If a line parallel to a side to one side of a triangle intersects the other two sides, then
it divides the two sides proportionally.

BD BE
If 𝐷𝐷𝐷𝐷 ���� then
���� // 𝐴𝐴𝐴𝐴 =
DA EC

Example 1:

Solution
Given are ���� ���� , so OV = SE
𝑉𝑉𝑉𝑉 =𝑂𝑂𝑂𝑂 by the Triangle Proportionality Theorem.
LO LS

Example 2: Find segment lengths.

Find the value of x.

8
Solution
𝑉𝑉𝑉𝑉 VW
= WR Triangle Proportionality Theorem
TS
4 6
= Substitution Property
8 x
4. x = 8.6 Cross Product Property
4x = 48 Multiply
4x 48
= Divide each side by 4
4 4
x = 12 Simplify.

Activity 1:
Find the segment length
����
1. Find 𝑄𝑄𝑄𝑄

����
2. Find 𝑇𝑇𝑇𝑇

9
Theorem 7.5 Converse of Triangle Proportionality Theorem
If a line divides two sides of a triangle proportionally, then it is parallel to the third
side.

CB CD
In a ∆ACE, if = , then ����
𝐵𝐵𝐵𝐵 // ����
𝐴𝐴𝐴𝐴
BA DE

Example 3:
����� is parallel to 𝑁𝑁𝑁𝑁
Given the illustration below, determine whether 𝑀𝑀𝑀𝑀 ����

Solution
����� .
Find and simplify the ratio divided by 𝑀𝑀𝑀𝑀
LM 56 8 LN 48 3
= = = =
MN 21 3 NH 16 1

8 3
Answer: Since ≠ , ����� ����
𝑀𝑀𝑀𝑀 is not parallel to 𝑁𝑁𝑁𝑁
3 1

Activity 2: Find Segment Lengths and Determine Parallels.

1. Solve for x.

10
 ���� // 𝑀𝑀𝑀𝑀
2. Given the figure below, determine whether 𝑂𝑂𝑂𝑂 �����

Theorem 7.6 The Midsegment Theorem

A midsegment of a triangle is a segment that connects the midpoints of two sides of
a triangle. A midsegment connecting two sides of a triangle is parallel to the third
side and is half as long.

���� and U is the midpoint of ����

In the figure above, R is the midpoint of 𝑄𝑄𝑄𝑄 𝑄𝑄𝑄𝑄.
So ����
𝑅𝑅𝑅𝑅 is the midsegment.

1
If QR = RS and QU = UT, then ���� ���� and RU = ST
𝑅𝑅𝑅𝑅// 𝑄𝑄𝑄𝑄
2

11
Example 4: Find the value of a

Solution
In the figure above, N is the midpoint of MO and P is the midpoint of QO,
���� is a midsegment.
so 𝑁𝑁𝑁𝑁
Therefore, by the Triangle Midsegment Theorem,

���� = 1 MQ
𝑁𝑁𝑁𝑁 2
1
a = (6)
2

The value of a is 3

Activity 3:
Solve what is being asked.
1. Find the length of SR.

���� and 𝐻𝐻𝐻𝐻

2. Solve for s and find the length of 𝐺𝐺𝐺𝐺 �����

12
The Proportional Segments Theorem
This theorem states that when we cut (intersect) two transversals (lines) with three or
more parallel lines we divide the transversals into proportional line segments.

AC BD
If L1, L2 and L3 are parallel lines, then =
CE DF

Example 5: Find the missing length indicated applying the Theorem on

Proportional Segments

Solution
If L1, L2 and L3 are parallel lines, then
15 25
=
6 x

15.x = 6.25
15x = 150
15x 150
=
15 15

x = 10

13
Post Test What’s More

Activity 4
���� //CD
A. Determine whether or not AB ����.

1. AC = 4, CE = 9, BD = 4 and DE = 12
2. AE = 30, CE= 24, BE = 20 and DE = 18
3. BD = 12, DE = 36, AC = 15 and CE =45
4. AE = 13.5, AC = 7.2, DE = 4.2 and DE = 9
5. CE = 86.4, AE= 120, DE = 72 and BE = 100

B. Use the figure below to complete the following proportions.

14
 ⃖����⃗ // OR
Given NQ ⃖����⃗//PS
⃖���⃗

MN MQ
6. =
NO ?

MR MO
7. =
? MN

? MS
8. =
MO MR

NO ?
9. =
OP RS

NP ?
10. =
OP RS

What I Have Learned

This lesson is all about applying theorems of proportion in solving problems.

To measure how much have you learned, fill in the blanks below.

A __________ is the equality of two ratios. The definition of proportion is

summarized by the theorem that states that “ In a proportion, the product of the
_______ is equal to the product of the ________.” It is also stated that
__________________ segments are proportional if the segments at one figure have
the same ratio as the segment of the other.

Triangle Proportionally Theorem states that “If a line _______ to a side to one
side of a triangle intersects the other two sides, then it divides the two sides
_________.” If a line divides two sides of a triangle proportionally, then it is parallel
to the third side is the __________ of Triangle Proportionally Theorem. A _________
of a triangle is a segment that connects the midpoints of two sides of a triangle.
A midsegment connecting two sides of a triangle is __________ to the third side and
is half as long. The _____________ theorem states that when we cut (intersect) two
transversals (lines) with three or more parallel lines we divide the transversals into
proportional line segments.

15
 What I Can Do
\\\

Solve the following real life problems.

1. An artist decided to make a larger sketch of the tress in the street. In the figure, If
AB = 4.5 in., BC= 2.6 in., CD = 4.1 in., and RS = 4.9 in., find ST and TU.

Assessment

Instruction: Choose the letter of the best answer and write this in your answer
sheet.
1. In a ∆FRS, RS = 25, RA = 4.5, and RF = 12.5. Determine whether ����� ����.
𝐴𝐴𝐴𝐴 // 𝐹𝐹𝐹𝐹
a. 9
b. 2.25
c. 69.44
d. 18

16
 ����
2. Find the length of 𝑆𝑆𝑆𝑆

a. 28.64
b. 42.78
c. 45.26
d. 22

3. Determine whether ���� ���� .

𝑂𝑂𝑂𝑂 // 𝑄𝑄𝑄𝑄
a. No
b. Yes

For items 4-9, refer to the figure below.

���� //GO
If 𝐸𝐸𝐸𝐸 ����, complete the following proportions:
GE SO OS MS OM
4. =? a. b. c. d.
EM SM SM ME OS
OS GE OS GM SM
5. =? a. b. c. d.
OM GM SM GE SO
GM SO OS OM OM
6. =? a. b. c. d.
ME SM SM MS OS
ME SO OS MS OM
7. =? a. b. c. d.
EG SM SM SO OS
SM MO MG OM EM
8. =? a. b. c. d.
OM MS ME MS GM
OS GE MG OM OM
9. =? a. b. c. d.
SM EM ME MS OS

17
10. Find the value of m so that ���� ����.
UT// NR
a. 9
b. 20
c. 14
d. 10

For number 11-15, refer on the figure below.

11. If SY=4, SD = 12 and AN = 6, find DA.

a. 8 b. 18 c. 2 d. 1
12. If AN = 4, ND= 6 and YD= 12, find SY.
a. 8 b. 18 c. 2 d. 1
13. If DY= 10, SY = 5 and AN = 30, find DA.
a. 15 b. 18 c. 90 d. 1.67
14. If ND= 12, AD= 18 and SY= 6, find SD.
a. 8 b. 4 c. 18 d. 9
15. If DY= 36, SY= 12 and DN= 24, find AN.
a. 8 b. 72 c. 18 d. 9
16. A machine can produce 6 meters of fabric in 4 minutes. How much fabric can the
machine produce in two hours?
a. 180 meters b. 240 meters c. 24 meters d. 120 meters

17. It takes Manny 20 minutes to finish reading 5 pages of a book. How long does it
take for him to finish reading 40 pages?
a. half an hour
b. 2 hours and 7 minutes
c. 1 hour and 2 minutes
d. 3 hours

18
18. A chef made 20 donuts in 40 minutes. How long would it take him to make 120
donuts?
a. 185 donuts
b. 240 donuts
c. 210 donuts
d. 90 donuts

19. It took Jessa 2 hours to walk a 3 km distance from home to school. How long did
it take her to walk 9 km at the same speed?
a. 2 hours
b. 4 hours
c. 6 hours
d. 8 hours

20. A bookstore sold 16 books in 5 days. At this rate of sales, how many days will it
take the store to sell 96 books?
a. 20 days
b. 25 days
c. 30 days
d. 35 days

19
 Additional Activities

A. Answer the following.

1. Emma packs 20 boxes of dress in 2 hours. How many boxes can he pack in his
6-hour shift?
2. If it takes 5 person to paint a 6-room house in a day, how many painters are
needed to paint a 18-room house in a day?
3. A boat can travel 45 km on 7 gallons of gasoline. How much gasoline will it need
to go 78 km?
4. An 8 kilos of sweet potatoes cost P12.25. How much would 4.5 kilos cost?
5. A recipe needs 5 cups of sugar for 30 servings. How many cups of sugar are
needed to make 8 servings?

B. Find the value of the variable.

1. 2.

3 4.

20
Answer Key

21
References:
Online

• Study.com. (2020). Proportion: Definition, Application & Examples. Retrieved

from https://study.com/academy/practice/quiz-worksheet-applications-of-
proportion.html
• Homeschoolmath.net. Proportion Worksheets. Retrieved from
https://www.homeschoolmath.net/worksheets/proportions.php
• Saddleback.edu. Application of Proportion. Retrieved from
https://www.saddleback.edu/faculty/lperez/algebra2go/prealgebra/ratios/p039.
pdf
• K5 Learning. (2014). Proportions Word Problems. Retrieved from
https://www.k5learning.com/worksheets/math/grade-6-proportions-word-
problems b.pdf
• K5 Learning. (2014). Proportions Word Problems. Retrieved from
https://www.k5learning.com/worksheets/math/grade-6-proportions-word-
problems-c.pdf
• CK-Foundation, Greenberg et al. (2020). Triangle Proportionality.
https://www.ck12.org/geometry/triangle-proportionality/lesson/Triangle
Proportionality-BSC-GEOM/
• CK-Foundation, Greenberg et al. (2020). Triangle Proportionality.
https://www.youtube.com/watch?time_continue=22&v=mnmvsyVcLk4&feature
=emb_logo
• MathIsFun.com 2017. Proportions.
https://www.mathsisfun.com/algebra/proportions.html
• Kuta Software LLC (2020). Test and Worksheet Generators for Math
Teachers.Solving Proportions.
https://cdn.kutasoftware.com/Worksheets/Alg1/Solving%20Proportions.pdf
• Kuta Software LLC (2020). Test and Worksheet Generators for Math
Teachers.
Proportions.https://cdn.kutasoftware.com/Worksheets/PreAlg/Proportions.pdf
• Kuta Software LLC (2020). Test and Worksheet Generators for Math
Teachers.Solving
Proportions.https://cdn.kutasoftware.com/Worksheets/Geo/7-
Solving%20Proportions.pdf
• Infinite Geometry.com.https://kmhs.typepad.com/files/midsegment-theorem-
and-triangle-inequality-worksheet-and-answers-1.pdf
• Scribd Inc 2020. Castro R. M84 Act 20 Proportions.
https://www.scribd.com/document/439714794/M84-Act-20-Proportions
• https://youtu.be/k8V02zmDB3k

22
• https://youtu.be/7PLGTEyTnsk
• https://cdn.kutasoftware.com/Worksheets/Geo/7-
Using%20Similar%20Polygons.pdf
• https://cdn.kutasoftware.com/Worksheets/Geo/7-Similar%20Polygons.pdf
• Kate’s Math Lessons. Scale Factors of Similar Figures.
https://www.katesmathlessons.com/scale-factors-of-similar-figures.html
• https://cdn.kutasoftware.com/Worksheets/Geo/7-
Using%20Similar%20Polygons.pdf
• https://cdn.kutasoftware.com/Worksheets/Geo/7-Similar%20Polygons.pdf
• Kate’s Math Lessons. Scale Factors of Similar Figures.
https://www.katesmathlessons.com/scale-factors-of-similar-figures.html
• Emathematics.net. Scale drawings and scale
factors.https://www.emathematics.net/g5_ratios.php?def=scale

• Varsity Tutors (2020). Triangle Midsegmet Theorem. Retrieved from

https://www.varsitytutors.com/hotmath/hotmath_help/topics/triangle-
midsegment-theorem
• https://cdn.kutasoftware.com/Worksheets/Geo/5
Midsegment%20of%20a%20Triangle.pdf
• EasyTeacherWorksheets.com. Midsegment of Triangle Worksheet.
https://www.easyteacherworksheets.com/pages/pdf/math/geometry/midsege
menttriangle/4.html
• https://www.easyteacherworksheets.com/pages/pdf/math/geometry/midsege
menttriangle/6.html
• Kutasoftware.com.Triangle Proportionality
Theorem.https://1.cdn.edl.io/tx1cACI4o5huhGUcZ4DAiQbaM666kX8Z0JSB8f
PtiSbz2EzY.pdf
• Flippedversion.https://www.dentonisd.org/cms/lib/TX21000245/Centricity/Dom
ain/926/6.6%20flipped%20version.pdf
• https://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/3565/6.6prac%
20prop%20thms%201415.pdf
• Chapter4https://www.augusta.k12.va.us/cms/lib/VA01000173/Centricity/Doma
in/823/chap06.pdf

23
 • https://cdn.kutasoftware.com/Worksheets/Geo/7-
Proportional%20Parts%20in%20Triangles%20and%20Parallel%20Lines.pdf

Book

• Mathematics 9 Learner’s Material Module 6

• Geometry Based on Basic Education Curriculum
• Geometry textbook for Third Year

24
 Module 6.3
Similarity of Figures

Introduction

Welcome to this module in Mathematics that focuses mainly on

illustrating similarity of figures. It provides the simplest way on dealing with the
given topic. This is self-instructional and it helps you to learn in your own pace.

Here are few reminders you need to follow.

1. Read and follow instructions carefully.

2. Answer the pretest before going through the lessons.
3. Write down points for clarification. You may discuss these points with
others namely your classmates and teachers.
4. Take note and record points for clarification.
5. Compare your answers against the key to answers found at the end of the
module.
6. Do the activities to fully understand each lesson.
7. Review the lesson if necessary, until you have achieved the sufficient level
of proficiency.
8. Answer the posttest after you have gone over all the lessons.
9. As courtesy to next users, PLEASE DO NOT WRITE ANYTHING ON ANY
PART OF THIS MODULE. Use separate sheet in answering all the
activities in this module.

This module is designed to provide assistance to teachers in delivering

the lesson in a fast pace and at the same time helps the students to grasp the
concept through engaging themselves with the activities present in this module.

2
 Module 6.3
Similarity of Figures

What this module is about

Similar figures occurred in the world around us. It appear as one of the basic
elements in geometry that require the discussion of similar figures and their properties
as powerful tool in solving problem.

This module focuses mainly in illustrating similarity of figures.

What I need to know

After going through this module, you are expected to:

1. illustrates and identifies similar figures and

2. solve problems involving scale factors.

What I know (Pretest)

A. Fill in the blank: Fill in the blank with the appropriate word,phrase, or symbol to make
a true statement.

1. Similar figures have the same ________ but not necessarily the same
_________.
2. The symbol __________ means “is similar to” and the symbol _______ is the
abbreviation for the word angle.
3. A _______drawing is an enlarged or reduced drawing that is similar to an
actual object or place.
4. In similar triangles, corresponding __________ are congruent and
corresponding _______ are in proportion.

3
B. Multiple Choice: Choose the letter of the best answer and write this on your answer
sheet.

5. Which of the following statements is true?

A. Similar figures have the same shape. C. Similar figures are always the same color.
B. Similar figures are always the same size. D. None of these statements are true.

6. Determine whether each pair of figures is similar. Justify your answer.

A. ΔDEF is not similar to ΔBAC. Corresponding angles are not the same.
B. ΔDEF ~ ΔBAC because the corresponding angles of each triangle are
congruent. The ratio of the corresponding sides is 1.
C. ΔDEF is not similar to ΔBAC. The ratios of the corresponding sides
are not the same.
D. . ΔDEF ~ ΔBAC because the corresponding angles of each triangle are
congruent. The ratio of the corresponding sides is 1.
7. Are the two triangles similar? If so, what is the ratio of their corresponding
sides?
A. Yes; 1/4

B. Yes; 3/4

C. Yes; 1/6

D. No
8. ABCDE~GHJDF. Complete the statements.

4
9. Figure TQRS ∼ BCDE. Name a pair of corresponding sides?

10. Which figure is the scaled copy of figure G?

11. What is the similarity statement and the similarity ratio of the statement below?

12. What is the scale factor of two similar polygons S to T?

A. 4:1 B. 1:4 C. 1: 4.5

13. What is the scale factor of two similar triangles from A to B?

A. 4:1 B. 1:4 C. 1: 4.5

5
 14. Which trapezoid below is similar to trapezoid DEFG?

15. Which triangle below is similar to triangle DEF?

16. Which rectangle below is similar to ABCD?

6
17. Which of the triangle below is similar to triangle FGH?

18. Which parallelogram below is similar to parallelogram HJKM?

19. Which rectangle is similar to rectangle shown?

20. What happens to the new image if the scale factor of the original image is 1:3?
A. Enlargement B. Reduction C. Remains same

K Key to answers on page 26

7
 What ‘s In
In the context of ratios and proportions, the point of similarity is that the
corresponding sides of similar figures are proportional; that is, that the lengths are
proportional.

The properties that follow show several ways of rewriting proportions that do
not alter the meaning of their values.

Fundamental Rule of Proportion

𝑤𝑤 𝑦𝑦
If w : x = y : z, then 𝑥𝑥 = 𝑧𝑧 provided that x ≠ 0; z ≠ 0.
Properties of Proportion
𝑤𝑤 𝑦𝑦
Cross-multiplication If = 𝑧𝑧 , then wz = xy ; x ≠ 0, z ≠ 0
𝑥𝑥
Property

Alternation Property
𝑤𝑤 𝑦𝑦 𝑤𝑤 𝑥𝑥
If = 𝑧𝑧 , then = 𝑧𝑧 ; x ≠ 0, y ≠ 0, z ≠ 0
𝑥𝑥 𝑦𝑦

Inverse Property
𝑤𝑤 𝑦𝑦 𝑥𝑥 𝑧𝑧
If = 𝑧𝑧 , then 𝑤𝑤 = 𝑦𝑦; w ≠ 0, x ≠ 0, y ≠ 0, z ≠ 0
𝑥𝑥

Addition Property
𝑤𝑤 𝑦𝑦 𝑤𝑤+𝑥𝑥 𝑦𝑦+𝑧𝑧
If = 𝑧𝑧 , then = ; x ≠ 0, z ≠ 0
𝑥𝑥 𝑥𝑥 𝑧𝑧

Subtraction Property
𝑤𝑤 𝑦𝑦 𝑤𝑤−𝑥𝑥 𝑦𝑦−𝑧𝑧
If = 𝑧𝑧 , then = ; x ≠ 0, z ≠ 0
𝑥𝑥 𝑥𝑥 𝑧𝑧

Inverse Property
𝑢𝑢 𝑤𝑤 𝑦𝑦 𝑢𝑢 𝑤𝑤 𝑦𝑦 𝑢𝑢+𝑤𝑤+𝑦𝑦
If 𝑣𝑣 = 𝑥𝑥 = 𝑧𝑧 , then 𝑣𝑣 = 𝑥𝑥 = 𝑧𝑧 = 𝑣𝑣+𝑥𝑥+𝑧𝑧 = k; where k is a
constant at proportionality and v ≠ 0, x ≠ 0, z ≠ 0.

8
 What ‘s New
Activity 1. How are polygons similar?

Each side of trapezoid KYUT is k times the corresponding side of trapezoid CARE.
These trapezoids are similar. In symbols, KYUT ~ CARE. One corresponding pair of
vertices is paired in each of the figures that follow. Study their shapes, their sizes, and
their corresponding angles and sides carefully.

Questions:
1. What do you observe about the shapes of polygons KYUT and CARE?
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
2. What do you observe about their sizes?

What is It
When polygons have the same shape but may be different in size, they are
called similar polygons.Two polygons are similar if and only if their corresponding
angles are congruent and the measures of their corresponding sides are
proportional.

Know that the symbol ~ is read as similar to. Now, consider the quadrilateral ABCD
and quadrilateral EFGH. The marks in the figure below indicate that the two
quadrilaterals ought to be similar.

9
The order of the vertices in similarity statement is important. It identifies the
corresponding angles and the corresponding sides.

Similarity statement Congruent angles Corresponding sides

Like congruent polygons, similar polygons maybe repositioned so that

corresponding parts are easy to identify.

Now consider again the similar polygons KYUT and CARE (KYUT ~ CARE).
Notice that by pairing their corresponding vertices, corresponding angles coincide
perfectly. It can be observed also that corresponding angles are congruent. In the
following table, write your observations about the corresponding overlapping sides as
each pair of corresponding vertices is made to coincide with each other.

Observe that adjacent sides overlap when a vertex of KYUT is paired with a vertex of
CARE. It means that for KYUT and CARE that are paired at a vertex, corresponding
angles are _____________. Moreover, the ratios of corresponding sides are equal.
Hence, the corresponding sides are ________________.

10
Big question: Do KYUT and CARE have uniform proportionality of sides? Let us study
carefully the proportionality of the corresponding adjacent sides that overlap.

Since the ratios of all the corresponding sides of similar polygons KYUT and CARE
are equal, it means that they have uniform proportionality of sides. That is, all the
corresponding sides are proportional to each other.

Example 1: Let us consider these two triangles ABC and DEF.

3. Are the corresponding angles of two triangles ABC and EFD congruent?
______________________________________________________________
4. Do their corresponding sides have a common ratio?
______________________________________________________________
5. Do triangles ABC and EFD have uniform proportionality of sides?
______________________________________________________________

Note that all rights angles are congruent,so,∠C ≅ ∠F. Since m∠A =
m∠D, ∠A ≅ ∠D. It follows that ∠B ≅ ∠E by sum of the interior angles
of a polygon. Thus, all corresponding angles are congruent.
Its corresponding sides
𝐴𝐴𝐴𝐴 12
Sides opposite to 900 = = 1.333
𝐷𝐷𝐷𝐷 9
𝐵𝐵𝐵𝐵 6
Sides opposite to 300 = = 1.333
𝐸𝐸𝐸𝐸 4.5
𝐴𝐴𝐴𝐴 6√3
Sides opposite to 600 = = 1.333
𝐷𝐷𝐷𝐷 4.5√3

𝐴𝐴𝐴𝐴 𝐵𝐵𝐵𝐵 𝐴𝐴𝐴𝐴

= 𝐸𝐸𝐸𝐸 = 𝐷𝐷𝐷𝐷 Hhave a common ratio of 1.333..
𝐷𝐷𝐷𝐷
11
So ΔABC~ ΔEDF.
Example 2. Consider also, these two rectangles ABCD and EFGH

6. Are the corresponding angles of two rectangles ABCD and EFGH congruent?
______________________________________________________________
7. Do their corresponding sides have a common ratio?
______________________________________________________________
8. Do rectangles ABCD and EFGH have uniform proportionality of sides?
______________________________________________________________

Both rectangles have all right angles and right angles are congruent.
𝐴𝐴𝐴𝐴 7 𝐵𝐵𝐵𝐵 6 𝐴𝐴𝐴𝐴 𝐵𝐵𝐵𝐵 7 6
= and = but ≠ because ≠
𝐸𝐸𝐸𝐸 6 𝐹𝐹𝐹𝐹 5 𝐸𝐸𝐸𝐸 𝐹𝐹𝐹𝐹 6 5

The rectangles are not similar.

Scale factors are often given for models of real-life objects. When you compare
the lengths of corresponding sides of similar figures, you usually get a numerical ratio.
This ratio is called the scale factor for the two figures.
When finding the scale factor for two similar polygons, the scale factor will
depend on the order of comparison.

The scale factor of quadrilateral ABCD to quadrilateral EFGH is 2 as enlargment

factor
1
The scale factor of quadrilateral EFGH to quadrilateral ABCD is as reduction factor
2

12
You can use scale factors to produce similar figures.

2
Triangle ABC is similar to Δ XYZ with a scale factor of . If the lengths of the sides of
3

ΔABC are 6,8, and 10 inches, what are the lengths of the sides of ΔXYZ?

• What’s More
Enrichment of Activities

A. Determine whether each pair of figures is similar. Justify your answer through
satisfying the given guided question.
i. Are the corresponding angles of two polygons congruent?
ii. Do their corresponding sides have a common ratio?
iii. Do two polygons have uniform proportionality of sides?

1)
_______________________________

_______________________________

_______________________________

2)
____________________________

_______________________________

_______________________________

13
3)
_______________________________

_______________________________

_______________________________

4)

_______________________________

_______________________________

_______________________________

5) _______________________________

_______________________________

_______________________________

6)

_______________________________

_______________________________

_______________________________

14
B. Word Problems: Given with the scale factor, find the measurement of the other
corresponding similar triangle.

1. A rectangle with length 60 centimeters and height 40 centimeters is reduced so

1
that the new rectangle is similar to the original and the scale factor is 4. Find the

length and the height of the new rectangle.

2. A triangle has side lengths of 3 meters, 5 meters, and 4 meters. The triangle is
enlarged so that the larger triangle is similar to the original and the scale factor is 5.
Find the perimeter of the larger triangle.

What I Have Learned

• Generalization

Roughly speaking, two geometric figures are similar if they have the same
______________, but not necessarily the same __________.
It can also be pointed out that,two polygons are similar if their vertices can be paired
so that corresponding angles are __________________, and corresponding sides are
___________________.
Activity 2:Blowing Up or reduce a Picture into Twice Its Size
This activity will enable you to find another similar figure through using othe given scale
factor.
1) Enlarge the shapes using the scale factor 1:2.

15
2) Reduce the shapes using the scale factor 3:1

16
3. Enlarge the image using the scale factor of 2.

K Key to answers on page 28-30

17
 • What I Can Do
Application

Suppose you are moving into a new place, and the day has finally come that you
have to pack up your old place and move out! Before you start packing, you go to the
local moving supplies store to buy some moving boxes. All of the boxes are
unassembled, so they look like cardboard rectangles. The boxes come in sizes extra
small, small, medium, and large.

As you are deciding which boxes to buy, you notice that all of the boxes have the
exact same shape, but they differ in size. This rings a bell, and you remember that last
week in math class, your teacher was talking about something called similarity in
geometry. You try to remember what it was that he said about this subject.
Oh yeah! You remember that, in geometry, similar objects, shapes, or figures have
the same shape but different sizes. Well, no wonder this popped into your head when
observing the moving boxes! You realize that all of the boxes are similar rectangles!

To illustrate this, consider an extra

small box and a large box at the moving
supplies store.

18
 You're still trying to figure out which boxes to buy for the move. You notice that the
lengths of the sides of the small box are indicated on the box, but the medium box only
has the length of one side indicated.

• Assessment (Post-Test)

Direction: Choose the letter of the best answer and write this on your answer
sheet.
1. Which trapezoid below is similar to trapezoid DEFG?

19
2. Which triangle below is similar to triangle DEF?

3. Which rectangle below is similar to ABCD?

4. Which of the triangle below is similar to triangle FGH?

20
5. Which parallelogram below is similar to parallelogram HJKM?

6. Which rectangle is similar to rectangle shown?

7. What is the enlargement scale factor of these two triangles?

1
A. B. 2 C. cannot be determined
2

21
8. Which of the following pair of triangles are similar?

9. Which of the following figures is the scaled copy of the figure A?

10. What happens to the new image if the scale factor of the original image to new
image is 1:3?
a. Enlargement b. Reduction C. Remains same

11. Identify the scale factor of figure S to T.

a. 4:1 b. 1:4 C. 1:4.5

22
12. Determine whether each pair of figures is similar. Justify your answer.

A. Two figures are not similar. Corresponding angles are not the same.
B. Two figures are similar because the corresponding angles of each figure
are congruent. The ratio of the corresponding sides is 3.
C. Two figures are not similar. The ratios of the corresponding sides
are not the same.
D. Two figures are similar because the corresponding angles of each figure
are congruent. The ratio of the corresponding sides is 3/2.

13. Determine whether each pair of figures is similar. Justify your answer.

A. Two figures are not similar. Corresponding angles are not the same.
B. Two figures are not similar. The ratios of the corresponding sides
are not the same.
C. Two figures are similar because the corresponding angles of each figure
are congruent. The ratio of the corresponding sides is 2.
D. Two figures are similar because the corresponding angles of each figure
are congruent. The ratio of the corresponding sides is 3/2.

23
 14. Determine whether each pair of figures is similar. Justify your answer.

A. Two figures are not similar. Corresponding angles are not the same.
B. Two figures are not similar. The ratios of the corresponding sides
are not the same.
C. Two figures are similar because the corresponding angles of each figure
are congruent. The ratio of the corresponding sides is 1/5.
D. Two figures are similar because the corresponding angles of each figure
are congruent. The ratio of the corresponding sides is 3/2.
15. For the two triangles below to be similar, which of the following must be true?

K Key to answers on page 27

24
 • Additional Activities

Activity 3: Scale factors can be used to produce similar figures. The resulting figure is an
enlargement or reduction of the original figure depending on the scale factor.

Triangle ABC has vertices A(0,0), B (8,0), and C (2,7). Suppose the coordinates
of each vertex are multiplied by 2 to create the similar triangle A’B’C’.
1. Find the coordinates of the vertices of triangle A’B’C’.
2. Graph ΔABC and ΔA’B’C’.
3. Use the distance formula to find the measure of the sides of each triangle.
4. Find the ratios of the sides that appear to correspond.
5. How could you use slope to determine if angles are congruent?
6. Is ΔABC ~ ΔA’B’C’? Explain your reasoning?

25
Answer Key (Pre-test)
FILL IN THE BLANK
1. shape; size
2. ~ ;∠
3. Scale
4. Angle; side
MULTIPLE CHOICE
5. A
6. B
7. A
8. A
9. D
10. B
11. B
12. B
13. A
14. B
15. A
16. B
17. B
18. B
19. C
20. A

26
Answer Key (Post-test)
1. B
2. A.
3. B
4. B
5. B
6. B
7. B
8. A
9. A
10. B
11. B
12. D
13. C
14. D
15. A

27
28
29
Enlarge the image using the scale factor of 2

30
 • References

Online:
•
• https://www.mathsteacher.com.au/year10/ch06_geometry/05_similar/figures.htm
• https://study.com/academy/lesson/similar-figures-definition-examples.html

• http://images.pcmac.org/SiSFiles/Schools/AL/MobileCounty/RainHigh/Uploads/Forms/Geo
metry_-_Similarity_test.pdf
• https://study.com/academy/practice/quiz-worksheet-similar-figures.html
• https://www.anderson1.org/cms/lib04/SC01000609/Centricity/Domain/1130/Similarity_rev
iew_for_test.pdf
• https://www.augusta.k12.va.us/cms/lib/VA01000173/Centricity/Domain/823/chap06.pdf
• https://study.com/academy/lesson/similarity-in-geometry-application-practice.html
• http://www.glencoe.com/sec/math/msmath/mac04/course2/add_lesson/similar_figures_m
ac2.pdf
• https://www.oldbridgeadmin.org/cms/lib/NJ02201158/Centricity/Domain/1036/G71to73%
20quiz%20review%20key.pdf
• https://www.mathworksheets4kids.com/scale-factor/customary/draw-1.pdf
• https://www.matrix.edu.au/beginners-guide-year-8-maths/part-8-similarity/
• https://www.onlinemath4all.com/similar-polygons-worksheet.html

Books:
• Mathematics 9 Learner’s Material Module 6
• Moise, Edwin E. “Geometry Metric Edition” Addison- Wesley Publishing Co., Inc.,

31
 9
Mathematics
Quarter 3 - Module 6.4:
Similarity of Triangles
(AAA, AA, SAS and SSS Similarity Theorems)

Department of Education • Republic of the Philippines

1
 This self-learning module is
prepared by

Mr. Kevin Gil C. Mahino

Dr. Gerardo Sabal Memorial National High School
Claveria-1 District,
DepEd Misamis Oriental

2
Mathematics – Grade 9
Alternative Delivery Mode
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
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Only institution and companies which have entered an agreement with FILCOLS and
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3
 9
Mathematics
Quarter 3 - Module 6.4:
Similarity of Triangles
(AAA, AA, SAS and SSS Similarity Theorems)

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and/or universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
[email protected].

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

4
 Module 6.4
Similarity of Triangles
(AAA, AA, SAS and SSS Similarity Theorems)

Introduction and Focus Questions

Is there a way we can measure tall structures and difficult-to-obtain lengths

without using direct measurement? How are sizes of objects enlarged or reduced?
How do we determine distances between two places using maps? How do architects
and engineers show their clients how their projects would look like even before they
are built?

In short, how do concepts of similarity of objects help us solve problems

related to measurements? You would be able to answer this question by studying
this module on similarity in geometry.

What This Module Is About

This module is about similarities of triangles. As you go over the discussions
and exercises, you will develop skills in proving the conditions for AAA Similarity
Theorem, AA Similarity Theorem, SAS Similarity Theorem and SSS Similarity
Theorem. Furthermore, you will apply these theorems to show that the given
triangles are similar.

This module consists of the following lessons:

 Lesson 1 – Similar Triangles

 Lesson 2 – AAA Similarity Theorem
 Lesson 3 – AA Similarity Theorem
 Lesson 4 – SAS Similarity Theorem
 Lesson 5 – SSS Similarity Theorem

What You Are Expected To Learn

In this module, you will examine these questions when you take this lesson on
similarity. In this lesson, you will learn to:

1. Prove the conditions for similarity of triangles: AAA Similarity Theorem, AA

Similarity Theorem, SAS Similarity Theorem and SSS Similarity Theorem.
(Learning Competency Code M9GE-IIIg-h-1)

2. Apply the theorems to show that the given triangles are similar.
(Learning Competency Code M9GE-IIIi-1)

5
 How To Learn From This Module
In order to achieve the objectives of this module, here’s a simple guide for
you:

1. Read and follow instructions carefully.

2. Answer the pre-assessment before going through the lessons.
3. Take note and record points for clarification.
4. Compare your answers against the key to answers found at the end of the
module.
5. Do the activities to fully understand each lesson.
6. Answer the self-check to monitor what you learned in each lesson.
7. Answer the post-test after you have gone over all the lessons.

6
 What I Know
Let’s find out how much you already know about this topic. On a separate
sheet, write only the letter of the choice that you think best answers the question.
Please answer all items. During the checking, take note of the items that you were
not able to answer correctly and look for the right answers as you go through this
module.

1. The lengths of the sides of a triangle are 6 cm, 10 cm, and 13 cm. What kind
of a triangle is it?
a. Regular Triangle c. Right Triangle
b. Acute Triangle d. Obtuse Triangle

2. Which of the following pairs of triangles cannot be proved similar?

3. What similarity concept justifies that ΔFEL ~ ΔQWN?

a. Right Triangle Proportionality Theorem
b. Triangle Proportionality Theorem
c. SSS Similarity Theorem
d. SAS Similarity Theorem

4. What is the hypotenuse of right ΔABC? C

a. ̅̅̅̅
b. ̅̅̅̅
c. ̅̅̅̅
d. ̅̅̅̅

A B
D

7
For item #s 5-8, match the illustrations of similarity concepts with their names. Write
only the letters of the names that correspond to the figures.

Letter choices for item #s 5-8:

a. SAS Similarity Theorem c. SSS Similarity Theorem
b. Definition of Similar Polygons d. AA Similarity Theorem

5. 6.

7. 8.

9. It is formed by two rays with a common endpoint and which are not in the
same line.
a. triangle b. angle c. vertex d. bisector

10. Which set of angles can be the angle measures of a triangle?

a. 40°,50°,60° b. 80°,50°,60° c. 90°,20°,60° d. 110°,20°,50°

Key to answers at the end of the module

8
 Lesson 1
SIMILAR TRIANGLES

What’s In
Look around you. Can you name some objects that are “similar”? Why do you
think the objects you named are “similar”? Give your own definition of the word
“similar.”

In English language, figures that are of the same shape but not necessarily of the
same size are called similar. However, in mathematical language, we define the term
similar in a more precise way.

Study the triangles below,

E F

B C

Definition
The triangles ΔABC and ΔDEF are similar if these two conditions are satisfied:

1. All three pairs of corresponding angles are congruent.

2. All three pairs of corresponding sides are proportional.

We use the symbol “~” to denote similarity. Therefore, using this symbol, we can
write: ΔABC ~ ΔDEF. So, we can state the previous definition in another way by
using symbols:

Restatement of Definition
Given triangles ΔABC ~ ΔDEF. Then, ΔABC ~ ΔDEF (read as “Triangle ABC is
similar to Triangle DEF”) if and only if:

1. , , and

2.

These may help to enrich the discussion on similarity.

9
Remarks
1. If two triangles are congruent, their corresponding parts are also congruent.
This means that corresponding angles are congruent and corresponding sides are
also congruent. Because of this, the conditions for similarity are satisfied. Thus, if
two triangles are congruent, they are also similar.
2. If two triangles are similar, their corresponding angles have equal
measures. However, their corresponding sides may not be congruent (they only
need to be proportional). Thus, not all similar triangles are congruent.
3. The same concept of similarity can be extended to polygons. When do you
think can we say that two polygons are similar?
Answer: Two polygons are similar if and only if their corresponding angles are
congruent and their corresponding sides are proportional.

Examples

10
11
 Lesson 2
AAA SIMILARITY THEOREM

What’s New
Activity 2.1

What do you remember with the concepts on triangle congruence? Recall them
by answering this activity. For each pair of triangles, the identical marks indicate
congruent parts. State the Congruence Postulate that proves the triangles are
congruent.

Key to answers at the end of the module

What Is It
An important skill in studying geometry is writing proofs. You will realize that
your success in writing proofs involving similarity depends upon your skill in making
accurate and appropriate representation of mathematical conditions. In short, this
section offers an exciting adventure in developing your logical thinking and
reasoning---21st century skills that will prepare you to face challenges in future
endeavors in higher education, entrepreneurship or employment. As you study, state
and familiarize the theorems, illustrate them and understand how they are proven.
AAA Similarity Theorem
If three pairs of corresponding angles of two triangles are congruent, then the two
triangles are similar.

12
 You have learned in Grade 8 that theorems and statements can also be
proven using the: a) columnar proof and b) paragraph proof or flowchart proof.
Paragraph proof is preferred in higher mathematics. A paragraph proof does not
have restrictions on how the proof is presented. You have the freedom to present
your proof as long as there is logic and system in the presentation of the statements
and corresponding reasons or justifications.
Proofs of theorems in this module use columnar proof to give you hints on
how to proceed with the proof. It is recommended, however, that you try to produce a
paragraph proof on all the theorems after proving them using the columnar proof.

Example:

Given:
, , and

Prove: ΔABC ~ ΔDEF

13
 What’s More
Activity 2.2

Key to answers at the end of the module

The proof that follows is the paragraph version of the columnar proof of the
quiz on AAA Similarity Postulate.

14
 Lesson 3
AA SIMILARITY THEOREM

What’s New
Activity 3.1

Recall the Isosceles Triangle Theorem and its converse.

By sketching, show that these statements are true.

1. Two isosceles triangles can have the same base without being
congruent.
2. Two isosceles triangles can have equal base angles without being
congruent.

Key to answers at the end of the module

What Is It

AA Similarity Theorem
If two angles of one triangle are congruent to two angles of another triangle, then
the two triangles are similar.

Note
The AA Similarity Theorem is equivalent to or is a shortcut of the AAA Similarity
Theorem.

Illustration

Example

Now, study the proof of the AA Similarity Theorem.

Given:
, and

Prove: ΔABC ~ ΔXYZ

15
 What’s More
Activity 3.2
Write the statements or reasons that are left in the proof of AA Similarity
Theorem. Refer to the hints provided to help you.

16
 Key to answers at the end of the module

17
 Lesson 4
SAS SIMILARITY THEOREM

What’s New
Activity 4.1

Recall the SAS Triangle Congruence Postulate. For each pair of triangles,
identical marks indicate the congruent parts. Identify the parts that must be
congruent to make the triangles congruent by the SAS Triangle Congruence
Postulate.

Key to answers at the end of the module

What Is It

SAS Similarity Theorem

If in two triangles two pairs of corresponding sides are proportional and the included
angles are congruent, then the triangles are similar.

Example

18
Example
Now, study the proof of the SAS Similarity Theorem.

19
 What’s More
Activity 4.2
Write the statements or reasons that are left in the proof of SAS Similarity
Theorem. Refer to the hints provided to help you.

20
 Key to answers at the end of the module

21
 Lesson 5
SSS SIMILARITY THEOREM

What’s New
Activity 5.1

Recall the SSS Triangle Congruence. Show how the SSS Triangle
Congruence is applied by proving that the following triangles are congruent.

Key to answers at the end of the module

What Is It

SSS Similarity Theorem

If all three pairs of corresponding sides of two triangles are proportional, then the
triangles are similar.

Example

22
Example
Now, study the proof of the SSS Similarity Theorem.

23
 What’s More
Activity 5.2
Write the statements or reasons that are left in the proof of SSS Similarity
Theorem. Refer to the hints provided to help you.

24
 Key to answers at the end of the module

25
 What I Have Learned
Activity 6
Fill in the blanks.

The triangles with congruent corresponding angles and proportional

corresponding sides are called 1. __________________.

Triangles can be proven as similar by the following theorems:

2. ______________________
3. ______________________
4. ______________________
5. ______________________

You have successfully helped in illustrating, proving, and verifying

the theorems on similarity of triangles. All the knowledge and skills you’ve
learned in this section will be useful in dealing with the next problems and
situations that require applications of these principles.

What I Can Do
Activity 7Sketchtimating Endeavor

Goal: To sketch the floor plan of a house and make a rough estimate of the cost of
building the house.

Role: contractor

Audience: couple

Situation: A young couple has just bought a 9 m by 9 m rectangular lot. They would
like to build a one-storey house with 49-square-meter floor area so that there is
adequate outdoor space left for vehicle and gardening. You are one of the
contractors asked to design and estimate the cost of their house with a master’s
bedroom, one guest room, kitchen, bathroom, and a non-separate living room and
dining room area. How should the parts of the house be arranged and what are their
dimensions? If they only want you to concrete the outside walls and use jalousies for
the windows, what is the rough cost estimate in building the house?

Product: floor plan of the house, cost estimate of building the house, and
presentation of the floor plan and cost estimate

Standards: accuracy, creativity, resourcefulness, mathematical justification

26
Questions:
1. How do you find the experience of sketching a house plan?
2. What insights can you share from the experience of making a rough estimate of
the cost of building a house?
3. Has your mathematical knowledge and skills on proportion and similarity helped
you in performing the task?
4. Why is it advisable to canvass prices of construction materials in different
construction stores or home depots?
5. Have you asked technical advice from a construction expert to be able to do the
task? Is it beneficial to consult or refer to experts in doing a big task for the first time?
Why?

27
28
 Assessment

Let us find out how much you already learn about this topic. On a separate
sheet of paper, write only the letter of the choice that you think best answers the
question. Please answer all items.

1. If which of the following data makes ΔCAM ~ ΔSAY by SAS

Similarity Theorem?
a.
b.
c.
d.

2. Which proportion is correct?

a. c.

b. d.

3. Which of the following pairs of solids will not always be similar?

a. Pair of spheres
b. Pair of cubes
c. Pair of pyramids
b. Pair of square prisms

4. Which of the following pairs of triangles cannot be proved similar?

5. The ratio of the sides of the original triangle to its reduced version is 2:1.
The reduced triangle is expected to have
a. sides that are twice as long as the original
b. perimeter that is as long as the original
c. sides that are half as long as the original
d. angles that are half as large as the original

29
6. . Which ratio of sides gives the scale factor?
a. c.

b. d.

7. What similarity concept can justify that ?

a. Right Triangle Proportionality Theorem
b. Triangle Proportionality Theorem
b. AAA Similarity Theorem
d. SAS Similarity Theorem

8. A map is drawn to the scale of 1 cm: 150 m. If the distance between towns
A and B is 105 km, how far are they on the map?
a. 700 cm
b. 70 cm
c. 7,000 cm
d. 707 cm

9. Which of the following pairs of triangles cannot be proved similar?

10. What similarity concept justifies that ΔFEL ~ ΔQWN?

a. Right Triangle Proportionality Theorem
b. Triangle Proportionality Theorem
c. SSS Similarity Theorem
d. SAS Similarity Theorem

Key to answers at the end of the module

30
 Additional Activities

Give examples of real-life applications of similarity of triangles and polygons.

Please give concrete and practical illustrations such as the example below.

 Similarity plays an important part in the construction of large objects, such

as airplanes, and small objects, such as integrated circuits. Before building
an airplane, aeronautical engineers design scale drawings of the plane,
use the scale drawings to build scale models, and then run tests using the
scale models.
 To fabricate integrated circuits, electrical engineers create a large scale
map of the integrated circuit using a computer. They then reduce the
circuit design and transfer it onto minute silicon chips.

--------------------------End of the Module--------------------------

31
Answer Key

32
 References

Bernabe, Julieta G. et al. 2002. Geometry. Quezon City: JTW Corporation.

145–148.

Grade 9 Mathematics Learner’s Material. 2015. Meralco Avenue, Pasig City:

Department of Education-Instructional Materials Council Secretariat. 347-424

Grade 9 Mathematics Teacher’s Guide. 2015. Meralco Avenue, Pasig City:

Department of Education-Instructional Materials Council Secretariat. 227-272

Practical Work in High School Mathematics: Sourcebook for Teachers. 2003.

Diliman, Quezon City: UP National Institute for Science and Mathematics Education
Development. 148– 155.

2016 K-to-12 Enhanced Basic Education Curriculum Guide (Grade 9

Mathematics)

33
COPYRIGHT © 2020, DEPARTMENT OF EDUCATION, Division of Misamis Oriental

All rights reserved.

No part of this publication may be reproduced, stored in a retrieval or transmitted

in any form or by mechanical, electronic any means, photocopying, recording, or
otherwise without the prior written permission of the publisher.

Published by
DEPARTMENT OF EDUCATION, Division of Misamis Oriental

Manufactured in the
Philippines

2020
LESSONS AND COVERAGE

Triangle Angle Bisector Theorem

1
(TABT) and its Proof

Triangle Proportionality Theorem

2
(TPT) and its Proof

3 Determining Proportions Derived

from TPT

Determining Heights without Actually

4
Measuring them

Ratios of Perimeters, Areas and

5
Volumes of Similar Solids

Right Triangle Similarity Theorem

6
and its Proof

45-45-90 Right Triangle Theorem

7 and its Proof

30-60-90 Right Triangle Theorem

8 and its Proof
 PRE-ASSESMENT
Let’s find out how much you already know about this topic. On a separate sheet,
write only the letter of the choice that you think best answers the question.
Please answer all items. During the checking, take note of the items that you
were not able to answer correctly and look for the right answers as you go
through this module.
DIRECTION:

Fill in the K-W-H-L Chart below to assess your prior

knowledge and understanding of the topic,
Similarity.
MODULE 6
Lesson 11
Triangle Angle Bisector Theorem (TABT)
and its Proof

Triangle Angle Bisector Theorem (TABT)

If a segment bisects an angle of a triangle, then it divides the opposite
side into segments proportional to the other two sides.

Illustration
No. Hints Statements Reasons
1 List down the given
What happens to the bisected ∠1 ≅ –––––––––––––
2 ∠AHE,? Definition of angle bisector
What can you say about
3 By ______________
HD and EP ?
What can you conclude
Corresponding angles are
4 about ∠ ADH & ∠DEP and congruent.
∠1 & ∠4?
What can you conclude about Alternate interior angles are
5
∠2 & ∠3? congruent.
What can you say about
6 ∠3 & ∠4 based on Transitive Property
statements 2, 4, and 5?
What kind of triangle is Base angles of isosceles
7 HEP based on statement 6? HEP is ____________. triangles are congruent.
What can you say about the
8 Definition of isosceles triangles
sides opposite ∠4 & ∠3 ?
What can you say about
9 AHD & APE using AA Similarity Theorem
statement 4?
Using statement 3, write AH
10 the proportional lengths of  AE Definition of Similar Polygons
APE .

11 Use Segment Addition AH  AD Segment Addition Postulate

Postulate for AP and AE. AH  AP ADDE
Use Inversion Property of Inversion Property of
12
Proportion statement 11. Proportion
AH  HP AD  DE
Decompose the fractions in AH AH AD AD Principles in the operations of
13
statement 12 and simplify. HP DE fractions
  
AH AD
Subtraction Property of
14 Simplify statement 13.
Equality
Use statement 8 in statement
15 Substitution
14.
Use symmetric Property in Symmetric Property of
16
statement 15. Equality
Use Inversion Property in Inversion Property of
17
statement 16. Proportion
For more examples, please click the link below:
https://www.youtube.com/watch?v=6WZRypy7ry0
https://www.youtube.com/watch?v=gaZLOyoU368

Quiz:

A. Use the TABT in writing an if-then statement to describe an illustration or completing a

figure based on an if-then statement.

B. Solve for the unknown side applying the Triangle Angle-Bisector Theorem. Note that the
figures are not drawn to scale.

1. 2.
Lesson 12
Triangle Proportionality Theorem (TPT)

Triangle Proportionality Theorem (TPT)

If a line parallel to one side of a triangle intersects the other two
sides, then it divides those sides proportionally.

Write the statements or reasons that are left blank in the proof of
Triangle Proportionality Theorem
For more examples, please click the link below:
https://www.youtube.com/watch?v=EQpguitDfGU

https://www.youtube.com/watch?v=HuolsUc3tJU

https://www.youtube.com/watch?v=F_0rA_9WkVE

https://www.youtube.com/watch?v=H_G9Q2UEZmI

Quiz:

https://study.com/academy/practice/quiz-worksheet-triangle-proportionality-theorem.html

12.1 DETERMINING PROPORTIONS DERIVED

FROM TPT
Activity
Write the proportion of the sides derived from Triangle Proportionality Theorem. One set is done
for you. Note that the boxes with darker shades are those that require you to answer or respond.
 QUIZ:

A. Solve for the unknown sides in the figures. The first one is done
for you. Note that the figures are not drawn to scale.

1. 2.

B. Fill in the blanks.

Triangle Proportionality Theorem states that if a segment divides two

adjacent sides of a triangle _______________, then it is
________________to the third side of the triangle.
C. Tell whether the proportion is right or wrong

D. Solve for r,s, and t

Indirect Measurement
It has been believed that the first
person to determine the difficult-to-
obtain heights without the aid of a
measuring tool existed even before
Christ, from 624-547 BC. The Greek
mathematician Thales determined the
heights of pyramids in Egypt by the
method called shadow reckoning.
The activity that follows is a version
of how Thales may have done it.

12.2 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 unknow n ____________of the pyram id.
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 follow ing can be measured directly with the use of a measuring tool? If it can
 be measured directly, write YES, otherwise, write NO.

Lengths Answer Lengths Answer

ME MN
AT 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 AT , what can you say about EMN and ATN ?
9. What theorem justifies your answer?
10. The figure is not drawn to scale. Which of the following situations is true or false?

If the length of the shadow of the pyramid is greater than the

height of the pyramid, the possibility is that the measurement of True or False? the
shadow was done
early in the morning
early in the afternoon
late in the morning
late in the afternoon

11. If MN = 80 ft., NT = 8 ft., and AT = 6ft., what is the height of the pyramid in this activity?
12. If the post was not erected to have its top to be along the line of shadow cast by the
building such as shown, will you still be able to solve the height of the pyramid? Explain.

M N
T

13. 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? Show your
solution on a clean sheet of paper.
a. 20 ft. c. 16 ft.
b. 18 ft. d. 15 ft.
12.3 Ratios of Perimeters, Areas and
Volumes of Similar Solids
Study the table that shows the base perimeters, base areas, lateral surface areas, total surface
areas, and volumes of cubes.

Ratio
Larger Smaller (Larger Cube: Smaller
Cube
Cube Cube Cube )
Side s 5 3 5:3
Perimeter P of the
P = 4s 20 12 20:12
Base
Base Area BA = s2 25 9 25:9
2
Lateral Area LA = 4s 100 36 100:36=25:9
2
Total Surface Area TA = 6s 150 54 150:54=25:9
Volume V = s3 125 27 125 : 27

Questions
1. What do you observe about the ratio of the sides of the cubes and the ratio of their perimeters?
2. What do you observe about the ratio of the sides of the cubes and the ratio of their base areas?
Lateral surface areas? Total surface areas? Hint: Make use of your knowledge on exponents.
3. What do you observe about the ratio of the sides of the cubes and the ratio of their
volumes? Hint: Make use of your knowledge on exponents.
4. The ratio of the sides serves as a scale factor of similar cubes. From these scale factors,
ratio of perimeters, base areas, lateral areas, total areas, and volumes of similar solids can
be determined. From the activity we have learned that if the scale factor of two similar
cubes is m : b, then

(1) the ratio of their perimeters is

(2) the ratio of their base areas, lateral areas, or total surface areas is
(3) the ratio of their volumes is
Investigate the merits of the cube findings by trying it in similar spheres and similar
rectangular prisms.
A. Sphere

Smaller Larger Ratio

Sphere
Sphere Sphere (Larger Sphere : Smaller Sphere)
radius r 3 6
Total Surface A  4πr2 36π 144 π
Area
A 4 r3 36π 288π
Volume  3π

B. Rectangular Prism
Smaller Larger Ratio
Rectangular Prism
Prism Prism (Larger Prism : Smaller Prism )
Length l 2 6
Width w 3 9
Height h 5 15
Perimeter of the
P = 2 (l + w)
Base
Base Area BA = lw
LA = 2h (l
Lateral Area
+ w)
Total Surface TA = 2 (lw +
Area lh + wh)
Volume V = lwh

Question
1. Are the ratios for perimeters, areas, and volumes of similar cubes true also to similar
spheres and similar rectangular prisms?
2. Do you think the principle is also true in all other similar solids? Explain.

Investigation
1. Are all spheres and all cubes similar?
2. What solids are always similar aside from spheres and cubes?
 Lesson 16
Right Triangle Similarity Theorem (RTST)

Right Triangle Similarity Theorem (RTST)

If the altitude is drawn to the hypotenuse to a right triangle, then the two
triangles formed are similar to the original triangle and to each other

Illustration
Special Properties of Right Triangles
When the altitude is drawn to the hypotenuse of a right
triangle,
1. the length of the altitude is the geometric mean between the
segments of the hypotenuse; and;
2. each leg is the geometric mean between the hypotenuse and
the segment of the hypotenuse that is adjacent to the leg.
For more examples, please click the link below:
https://www.youtube.com/watch?v=1iVNSHbMEYQ
 QUIZ:

Fill in the blanks with the right lengths of the described segments and
solve for the unknown sides of the similar triangles.
Lesson 19
45-45-90 Right Triangle Theorem
and its Proof

45-45-90 Right Triangle Theorem

In a 45-45-90 right triangle:
• each leg is √2/2 times the hypotenuse; and
• the hypotenuse is √2 times each leg l

Write the statements or reasons that are left blank in the proof of 45-
45-90 Right Triangle Theorem. Refer to the hints provided.
 QUIZ:
A. Fill in the blanks with their measures using the formulas derived
from the proof of the 45-45-90 right triangle theorems.

B. Solve the following problems using the 45-45-90 Right Triangle

Theorem.

1. A square-shaped handkerchief measures 16 inches on each side.

You fold it along its diagonal so you can tie it around your
neck. How long is this tie?

2. 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?
Lesson 20
30-60-90 Right Triangle Theorem
and its Proof

30-60-90 Right Triangle Theorem

In a 30-60-90 right triangle:
• the shorter leg is ½ the hypotenuse h or is √2/2 times the
longer leg;
• the longer leg l is √ 3 times the shorter leg s; and
• the hypotenuse h is twice the shorter leg

Directions: Write the statements or reasons that are left blank in the
proof of 30-60-90 Right Triangle Theorem. Refer to the hints
provided to help you.
Clues Statements Reasons

List down all the Right KLM with m ∠LMK  60;

1 given. m ∠LKM  30;
KM = ____ ; LM =____ ; KL = ____

List down all

constructed angles KLM  KLN; m ∠LKN  30;
2 and segments and m ∠KNL  60;
their measures. KN = _____, and LN = ______
Use Angle Addition
3 Postulate to ∠LKM m∠ ______  m∠LKM  m ∠LKN
and ∠MKN.
What is m∠MKN?
4 m ∠MKN  Substitution
Simplify.
What do
you observe
Definition of Equiangular
5 about MKN
MKN is _____________ triangle. Triangle
considering its
angles?
What conclusion
Equiangular Triangle is also
6 can you make based MKN is ________________. equilateral.
from statement 5?
With statement 6,
what can you say Definition of Equilateral
7 KM=KN=MN=____
about the sides of Triangle
MKN?
Use Segment
8 Addition Postulate LN + ML = ____ Segment Addition Postulate
for LN and ML
Replace LN, ML,
and MN
9 with their ____ + ____ = ____➝ 2 ____= ____
measurements and
simplify.
What is the value __________ Property of
10 *
of h? Equality
Solve for s using ___________ Property of
11 **
statement 9. Equality
What equation can
12 you write about s, l, Pythagorean Theorem
and h?
 Use statement 10 in
13 statement 13. s2 + l2 = (_________) 2 Substitution

Simplify the right Power of a Product Law of

14 side of statement 13. s2 + l2 = _________ Exponents
Subtraction Property of
15 Solve for l2 . Equality
Solve for l and
→ ___________ ***
2

16 simplify. l  3s e e
 b law of radicals
Solve for s in l l 3l Division Property of Equality and
17 statement 16. s= 3  3  3 ∗∗∗∗ Rationalization of Radicals
 QUIZ:

A. Fill in the blanks with their measures using the formulas derived
from the proof of the 30-60-90 right triangle theorems.
Figure If Then

s =h Shorter leg s = 6 Longer leg l = ________

2 Hypotenuse h = ________
30° h Shorter leg s = ________
s= 3l Hypotenuse h = 10
l 3 Longer leg l = ________
l =7 3 s Shorter leg s = ________
60° Longer leg l = 7 3
Hypotenuse h = ________
s h = 2s

B. Solve the following problems using the 30-60-90 Right Triangle

Theorem.
1. A cake is triangular in shape. Each side measures 1 foot. 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?
2. IF CR = 8 cm, find CU, RU, ER, and EC?
E
60°

R
C
30°

U
 You have successfully helped in illustrating,
proving, and verifying the theorems on
similarity of triangles. All the knowledge and
skills you’ve learned in this section will be
useful in dealing with the next section’s
problems and situations that require
applications of these principles.
Additional Activity
 Module 6.7
Problems tha t Involve Triangle Similarity
and Right Triangles

What this module is about

Similar triangles may show up everywhere in real life even if we are unable to
notice them at first. The use of similar triangles is of utmost importance where it is
beyond our reach to physically measure the distances and heights with simple
measuring instruments. Still there are many applications that are beyond our
knowledge where the simple concepts of similar triangles can create magical
consequences and influence that particular area to a great extent and aid us to create
a greater extent when we try to explore something new. Furthermore, distances which
cannot be measured directly can be solved by using similar figures and applying the
knowledge of Pythagorean Theorem.

This module focuses mainly in solving problems that involves triangle similarity and
right triangles.

What you are expected to learn

After going through this module, you are expected to:
1. solves problems that involve triangle similarity and right triangles.

How to learn from this module

In order to achieve the objectives of this module, here’s a simple guide for you:

1. Read and follow instructions carefully.

2. Answer the pretest before going through the lessons.
3. Take note and record points for clarification.

1
 4. Compare your answers against the key to answers found at the end of the
module.
5. Do the activities to fully understand each lesson.
6. Answer the self check to monitor what you learned in each lesson.
7. Answer the posttest after you have gone over all the lessons.

What to do before (Pretest)

A. Fill in the blank: Fill in the blank with the appropriate word,phrase, or symbol to make a
true statement.

1. Similar triangle have the same ________ but not necessarily the same _________.
2. The symbol __________ means “is similar to” and the symbol _______ is the abbreviation for
the word angle.
3. A _______drawing is an enlarged or reduced drawing that is similar to an actual object or
place.
4. In similar triangles, corresponding __________ are congruent and corresponding _______
are in proportion.
5. If in two triangles the corresponding angles are congruent, then the two triangles are ______.
6. if the corresponding sides of two triangles are __________, then the triangles are similar.
7. In a right triangle, the square of the _________ is equal to the sum of the square of the legs.
8. The ratio of the ______ of two similar triangles is the square of the ratio of the lengths of any
two corresponding sides.

B. Multiple Choice: Choose the letter of the best answer and write this on your answer sheet.

9. Determine whether each pair of figures is similar. Justify your answer.

2
A. ΔDEF is not similar to ΔBAC. Corresponding angles are not the same.
B. ΔDEF ~ ΔBAC because the corresponding angles of each triangle are
congruent. The ratio of the corresponding sides is 1.
C. ΔDEF is not similar to ΔBAC. The ratios of the corresponding sides
are not the same.
D. . ΔDEF ~ ΔBAC because the corresponding angles of each triangle are
congruent. The ratio of the corresponding sides is 1.

10. Are the two triangles similar? If so, what is the ratio of their corresponding sides?

A. Yes; 1/4

B. Yes; 3/4

C. Yes; 1/6

D. No
.
11. What is the similarity statement and the similarity ratio of the statement below?

12. What is the scale factor of two similar triangles from A to B?

A. 4:1 B. 1:4 C. 1: 4.5

13. Which triangle below is similar to triangle DEF?

3
14. Which of the triangle below is similar to triangle FGH?

15. If a man walks 4 km east and then 5 km south, how far is he from the point where he
started.
A. 2 km B. 3 km C. 4km d. 5 km
16. A tree is standing next to a 40-foot high building. The tree has an 18-foot shadow, while
the building has a 16-foot shadow. How tall is the tree, rounded to the nearest foot?
A. 45 feet B. 36 feet C. 42 feet d. 7 feet
17. A house is 32 feet wide and 60 feet long. If a sketch is made of the house using the
scale1 cm: 4 ft, what are the dimensions of the sketch?
A. 8 ft X 15 ft B. 8 cm X 15 cm C. 256 ft X 480 ft D. 256 cm X 480 cm
18. A tower casts a shadow of 16 m at the same time that a 2.5 m post casts a shadow of 4 m. How
high is the tower?
A. 10 m B. 11 m C. 5 m D. 12 m
19. Two sides of a rectangle are 9 cm and 25 cm. Find the length of the diagonal.
A. 20.21 cm B. 23.69 cm C. 26.58 cm D. 10. 27 cm
20. In triangle ABC, EF//AC, AB = 10, BC =12., EB = 5. Find BF. B

A. 5 B. 6 C.7 D.8

E F

A C

4
 What ‘s In
Similar Triangles

Definition

Generally, two triangles are said to be similar if they have the same shape, even if they are
scaled, rotated or even flipped over.

The mathematical presentation of two similar triangles A1B1C1 and A2B2C2 as shown by the
figure beside is:

ΔA1B1C1 ~ ΔA2B2C2

Two triangles are similar if:

1. Each angle in one triangle is congruent with (equal to) its corresponding angle in
the other triangle i.e.:
∠A1 = ∠A2, ∠B1 = ∠B2 and ∠C1 = ∠C2

2. The ratio of the length of one side of one triangle to the corresponding side in the
other triangle is the same i.e.:
𝐴𝐴 1 𝐵𝐵1 𝐴𝐴 1 𝐶𝐶1 𝐵𝐵 1 𝐶𝐶1
= =
𝐴𝐴 2 𝐵𝐵2 𝐴𝐴 2 𝐶𝐶2 𝐵𝐵 2 𝐶𝐶2

3. The ratio of the length of two sides of one triangle to the corresponding sides in the other
triangle is the same and the angles between these sides are equal i.e.:

𝐵𝐵 1 𝐴𝐴1 𝐴𝐴 1 𝐶𝐶1
= and ∠A1 = ∠A2
𝐵𝐵 2 𝐴𝐴2 𝐴𝐴 2 𝐶𝐶2
or

5
𝐴𝐴1 𝐵𝐵1 𝐵𝐵 1 𝐶𝐶1
= and ∠B1 = ∠B2
𝐴𝐴 2 𝐵𝐵2 𝐵𝐵 2 𝐶𝐶2
or
𝐵𝐵1 𝐶𝐶1 𝐶𝐶 1 𝐴𝐴1
= and ∠C1 = ∠C2
𝐵𝐵 2 𝐶𝐶2 𝐶𝐶 2 𝐴𝐴2

Therefore, all identical triangles are similar. However, not all similar triangles are identical.

Although the above shows that we need to know the measures of the three angles or the
lengths of the three sides of each triangle in order to decide whether the two triangles are
similar or not, it would be sufficient, for solving problems involving similar triangles, to know
only three of the above measures for each triangle. These measures can be any of the
following combinations:

1) the three angles of each triangle (without the need to know the lengths of their sides).

Or at least 2 angles of the first triangle are equal to 2 angles of the second triangle.
Because if 2 angles are equal the third angles are equal too.(The third angles are 180 -
angle1 - angle2)

2) the lengths of the sides of each triangle (without the need to know the measures of their
angles);

3) the lengths of two sides and the measure of one angle of each triangle. This angle should
be the one formed by the two known sides.

What ‘s New
Direct Application of Problems Involving Similar Triangles

Example 1: Show that the two triangles given in the figure below are similar.

6
Solution:
Since the lengths of the sides of both triangles are known, the second condition can be
checked:
𝑃𝑃𝑃𝑃 6 𝑄𝑄𝑄𝑄 12 𝑃𝑃𝑃𝑃 15
= = 3 = = 3 = =3
𝐴𝐴𝐴𝐴 2 𝐶𝐶𝐶𝐶 4 𝐴𝐴𝐴𝐴 5

Example 2: Show that the two triangles given beside are similar and calculate the lengths of
sides PQ and PR.

Solution:

∠A = ∠P and ∠B = ∠Q, ∠C = ∠R(because ∠C = 180 - ∠A - ∠B and ∠R = 180 - ∠P -

∠Q)

Therefore, the two triangles ΔABC and ΔPQR are similar. Consequently:

𝐴𝐴𝐴𝐴 𝐵𝐵𝐵𝐵 𝐴𝐴𝐴𝐴

= =
𝑃𝑃𝑃𝑃 𝑄𝑄𝑄𝑄 𝑃𝑃𝑃𝑃

𝐵𝐵𝐵𝐵 6 𝐴𝐴𝐴𝐴 4 4 𝑋𝑋 12
= = = PQ = = 8 and
𝑄𝑄𝑄𝑄 12 𝑃𝑃𝑃𝑃 𝑃𝑃𝑃𝑃 6

𝐵𝐵𝐵𝐵 6 𝐴𝐴𝐴𝐴 7 7 𝑋𝑋 12
= = = PR = = 14
𝑄𝑄𝑄𝑄 12 𝑃𝑃𝑃𝑃 𝑃𝑃𝑃𝑃 6

What’s More
Enrichment of Activities

7
Determine whether each pair of triangles is similar. Justify your answer through satisfying
the given guided question.

i. Are the corresponding angles of two polygons congruent?

ii. Do their corresponding sides have a common ratio?

iii. Do two polygons have uniform proportionality of sides?

1)

____________________

____________________
___________________________

2)

___________________________

___________________________

___________________________

3)
_________________________

_________________________

_________________________

8
4. --------------------------------------------

__________________________

__________________________

What I Have Learned

• Generalization

Solution: Let x be the height of the tree.

𝑥𝑥 4.75
=
1.6 1.25

1.25 x = ( 4.75) ( 1.6 )

x = 6.08 m

9
Solution:

What I Can Do
Application

Example 1: A factory is using an inclined conveyor belt to transport its products

from Level 1 to Level 2 which is 3m above level 1 as shown by the figure below.
The inclined conveyor is supported from one end to Level 1 and from the other end
to a post located 8m away from Level 1 support point.

10
The factory wants to extend its conveyor to reach a new Level 2 which is 9m above Level 1
while maintaining the inclination angle of the conveyor.

Find the distance at which a new post is to be installed to support the conveyor at its new
end at Level 2. Also, calculate the additional distance that the product has to travel to reach
the new level.

Solution:

First, let us denote each intersection point by a letter as shown in Red on the figure above.

Following the same explanation provided in the examples above, we can conclude that the
two triangles ΔABC and ΔADE are similar. Therefore,

𝐷𝐷𝐷𝐷 3 𝐴𝐴𝐴𝐴 8 8 𝑋𝑋 9
= 9 = 𝐴𝐴𝐴𝐴 = 𝐴𝐴𝐴𝐴 AB = = 24 m
𝐵𝐵𝐵𝐵 3

x = AB – 8 = 24 – 8 = 16 m

Hence, the new post should be placed at a distance of 16m from the existing post.

11
Since the construction is forming right-angle triangles, we can calculate the travel
distance of the product as follows:

AE = √AD2 + AD2 = √82 + 32 = 8.54 m

Similarly, AC =√AB 2 + BC 2 = √242 + 92 = 25.63 m

which is the distance the product is currently travelling to reach the existing level.

y = AC - AE = 25.63 - 8.54 = 17.09m

which is the additional distance that the product has to travel to reach the new
level.

Example 2:
Trisha wants to measure the height of a building but she does not have the tools to do so.
She noticed that there is a tree located in front of the building so she decided to use her
smartness and the geometry knowledge that she got at school to measure the building
height. She measured the distance between the tree and the building and found that it is
30m. She stood in front of the tree and started backing until she could see the top edge of
the building from above the tree top. She marked her place and measured it from the tree. It
was 5m.

Knowing that the tree height is 2.8m and Trisha’s eyes height is 1.6m, help Trisha to do the
math and calculate the building height.

Solution:

This problem can be geometrically represented as in the figure below.

12
First, let us make use of the similarity between the triangles ΔABC and ΔADE.

𝐵𝐵𝐵𝐵 1.6 𝐴𝐴𝐴𝐴 𝐴𝐴𝐴𝐴

= 2.8 = 𝐴𝐴𝐴𝐴 = 5+𝐴𝐴𝐴𝐴 2.8 x AC = 1.6 x ( 5 + AC ) = 8 + 1.6 x AC
𝐷𝐷𝐷𝐷

8
(2.8−1.6)×AC=8⇒AC= = 6.67
1.2

We can then use the similarity between triangles ΔACB and ΔAFG or between the triangles
ΔADE and ΔAFG. Let us take the first option.

𝐵𝐵𝐵𝐵 1.6 𝐴𝐴𝐴𝐴 0.67 1.6

= = 𝐴𝐴𝐴𝐴 = 6.67+5+30 = 0.16 H= = 10 m
𝐹𝐹𝐹𝐹 𝐻𝐻 0.16

Assessment (Post-Test)

Direction: Choose the letter of the best answer and write this on your answer sheet.

1. Which triangle below is similar to triangle DEF?

13
2. Which of the following pair of triangles are similar?

3. For the two triangles below to be similar, which of the following must be true?

4. How tall is a flagpole if a 3-m vertical stick casts a 4-m shadow at the same time that
the flagpole casts a 16-m shadow?
A. 10 m B. 12 m C. 14m D. 16 m
5. A ladder 9 meters long is placed against a wall 2 meters away from its base. What is
the height reached by the ladder?
A. √66 m B. √55 m C. √22 m D. √77 m
6.

14
7. Each pair of polygons is similar. Write a similarity statement, and find x, the
measures of the indicated sides, and the scale factor.

8. Determine whether each pair of triangles is similar. Justify your answer.

9.

15
10.

11.

12.

16
13.

14.

17
15.

Answer Key (Pre-test)

FILL IN THE BLANK
1. shape; size

2. ~ ; ∠
3. Scale
4. Angle; side
5. similar
6. proportional
7. hypotenuse
8. areas

MULTIPLE CHOICE
9. B
10. A
11. B
12. A
13. A
14. B
15. C
16. A
17. B
18. A
19. C
20. B

Answer Key (Post-test)

1. A

18
2. A
3. A
4. B
5. B
6. B
7. C
8. C
9. B
10. A
11. B
12. C
13. C
14. D
15. A

19
 Module 7
Oblique Triangles

What this module is about

This module is about Lesson 5, it is divided into two sections, namely
Lesson 5.1 and Lesson 5.2. Lesson 5.1 deals with The Law of Sines and
Its Applications while Lesson 5.2 deals with The Law of Cosines and Its
Applications. These two laws are essential in solving oblique triangles
since the trigonometric ratios involving parts of a right triangle are not
applicable in these types of triangles

What you are expected to learn

This module is designed for you to

1. illustrate the laws of sines and cosines; and

2. solve problems involving oblique triangles.

How much do you know

The triangles we see around us are not all right triangles. Look at the pictures below. Can you
see the triangular patterns? Do the triangles you see in the pictures contain a right angle?

The

triangles that you see in the pictures are known as oblique triangles.
➤ Activity 1:
Look around the classroom.
1. Can you see things in the shape of oblique triangles? List down at least five things you see
around that may not be considered as right triangles. These are oblique triangles.
2. Take a second look at the things you have listed and find out what common characteristic
these triangles have.
3. If you were asked to classify the things in your list into two, how would you do it? What is
your basis for classifying them as such?
4. Can you now define an oblique triangle? Give your definition of an oblique triangle based
on what you have observed.
5. On the basis of your observation, how would you classify oblique triangles?

The following are the classifications of oblique triangles.

acute triangle obtuse triangle

An oblique triangle is a triangle which does not contain any right angle.
Oblique triangles may be classified into two—acute and obtuse.
An acute triangle is a triangle whose angles are all less than 90°.
An obtuse triangle is a triangle in which one of the angles is more than 90°.
Oral Exercises:
Find the missing angle/s and identify whether the triangle is acute, obtuse, or neither.
 What you will do

Lesson 5.1
The Law of Sines and Its Applications

➤ Activity 1:
Look at the triangles below.

1. What do you notice about each of the given triangles?

2. If you were asked to group the triangles into two, how will you group them? What is your
basis for grouping them that way?
3. Examine closely the triangles in Group 1. Can you solve the missing parts of the triangles?
How about those in Group 2? If you can solve the missing parts of these two groups of
triangles using the previous concepts you have learned, show how. If not, proceed to the
next activity.
➤ Activity 2: Exploring Possibilities
Consider the triangle below.

Draw an altitude of the triangle from vertex C. Label the altitude as h.

2. Using trigonometric ratios, form an equation that will solve -
a) sin A b) sin B
3. Manipulate the equations obtained in No. 3 to find expressions that will solve for h. Can you
equate these expressions? Why?
4. If we divide both sides of the equation by the product of a and b, what is the resulting equation?
5. Next, draw an altitude from vertex A and label the altitude as h.
6. Using trigonometric ratios, form an equation that will solve -
a) sin B b) sin C
7. Manipulate the equations obtained in no. 6 to find expressions that will solve for h. Can you equate
these expressions? Why?
8. If we divide both sides of the equation by the product of b and c, what is the resulting equation?
9. Observe the equations obtained in nos. 4 and 8. Based on your observation, what can be said
➤ Activity 7: Help Me Find a Solution
Work in pairs and solve the problems below. Read each problem carefully and discuss with your partner how you
will go about solving the problem.

1. A newly-wed couple wants to purchase a piece of land which is triangular in shape. If the
two sides of the lot measure 25 m and 30 m and their included angle is 60°, what is its area?
If the lot costs Php2,000 per square meter, how much would it cost the couple to buy the
lot?
2. A triangular parcel of land with points M, K, L was to be fenced. No data for the lengths of
sides MK and KL are available as shown in the figure below. How much fencing material is
to be used in the lot? Determine the area of the lot.

3. A pilot approaching a 10 000-foot runway finds that the angles of depression of the ends of
the runway are 12° and 15°. How far is the plane from the nearer end of the runway?
4. A man measured the angle of elevation of the top of a tower to be 70°. When he walked
30 m further, the angle of elevation of the top of the tower was 35°. Find the distance from the
top of the tower to the second observation point.
5. From the top of a building 24 m high, the angle of elevation of a weather balloon is 54°, and
from the bottom of the building the angle is 62°. How high above the ground is the balloon?
Questions:
1. Does having a partner in solving the problems somehow make you comfortable?
2. Which among the given problems is the easiest for you and your partner to solve? Why?
3. In which problem did you encounter the most difficulty? Why?
4. Explain briefly how you solved each problem.

Activity 7 gave you a chance to work with a partner in solving real-life problems using the
Law of Sines. This also gave you an opportunity to discuss and clarify any misconceptions
on the topic. Now, let’s see if you can now solve real-life problems on your own by moving on
to Activity 8.

➤ Activity 8: All Alone but Still Going Strong

Read the given problems carefully and solve them. (Work by yourself.)
1. To find the distance between two points A and B that lie on opposite banks of a
river, a surveyor lays off a line segment AC of length 250 m along one bank and
determines that the measures of ∠BAC and ∠ACB are 64° and 43°, respectively.
Find the distance from A to B.

2. As you walk through a level path toward a mountain, the measure of the angle of
elevation to the peak of a mountain from one point is 33°. From another point 1000
ft closer, the angle of elevation is 35°. How high is the mountain?

3. Maggie observes a car and a tree from a window. The angle of depression of the
car is 45° and that of the tree is 30°. If the distance between the car and the tree is
100 m, find Maggie’s distance from the tree.

Question:
1. How does it feel solving the problems by yourself?
2. Were you able to solve all the problems? If yes, how did you do it? If not, why? What will you
do next time to make sure that you finish the task?

What to transfer
Your goal at this point is to create a short story using the concept you have learned.
➤ Activity 9:
1. Create a short story based on the scene pictured below.
2. Incorporate the concepts you have learned in the story by creating at least 2 problems. Present
the solutions to the problem.
3. Present your work to the class.

Questions:
1. How does it feel solving the problems by yourself?
2. Were you able to solve all the problems? If yes, how did you do it? If not, why? What will you
do next time to make sure that you finish the task?

➤ Activity 10: Did You Grasp the Idea?

Goal of task related to understanding: Your task is to survey the area of a triangular parcel of
land using the concept of sine.
Role: You are a surveyor.
Audience: The target audience are the prospective buyers of the land.
Situation: Three prospective buyers of the triangular parcel of land are interested in buying
the land. All of the prospective buyers want the land so much because each side of the land
is along a road which makes the land very accessible. The only thing that keeps them from
buying the land is that they do not know the area of the land. Prospective buyer no. 1 wants the
area to be within the range of 500 m2 to 750 m2, prospective buyer no. 2 wants the area to be
within the range of 750 m2 to 850 m2, and prospective buyer no. 3 wants the area to be exactly
850 m2. To make sure that the area of the land is what they really wanted, they agreed to hire you as
surveyor and share the expenses for your fee.
Product or Performance: Submit a sketch of the land drawn to scale and computations
indicating the area of the triangle.
Standards of Performance: Your work must meet the standards in the following rubric.
Lesson 5.2
The Law of Cosines and Its Applications

Oblique triangles can also be solved using the Law of Cosines. This law states the following:
The square of the length of one side is equal to the sum of the squares of the other two sides
minus the product of twice the two sides and the cosine of the angle between them.

In symbols,
➤ Activity 1: Practice Makes Perfect
Solve each triangle. (If answers are not exact, round off to the nearest hundredth.)
C
1. 2. A B
3
108° 4 120° 4
B 9 A C

C
B
3. 7 3 4.

5 6
8 B
A

A A C
6
130°
8 5
5.

B C

Questions:
1. Were you able to solve the given triangles? How?
2. In each of the given triangles, which part did you solve first and why?
3. Explain how you solved each of the given triangles.

In Activity 1 you were given illustrations of triangles and you were asked to find the missing
parts. The next activity, however, will give you an opportunity to practice drawing triangles
based on specific conditions. This activity would help prepare you in dealing with application
problems.
➤ Activity 2: Sketch Me If You Can
Draw the triangle that best describes each of the situations given below. Label the given parts.

1. In ∆PQR, PQ is 7 cm long, QR is 5 cm, and the angle between them measures 52°.
2. ∆XYZ is an isosceles triangle. Its vertex angle Y measures 35° and each leg is 8 cm
long.
3. In ∆ABC, AB is 15 cm long, BC is 4 cm long and makes an angle measuring 138°
with AB.
4. In ∆ABC, all sides measure 10 cm.
5. ∆PQR is isosceles. ∠Q is the vertex angle and it measures 55° and one leg is 7 cm
long.

Questions:
1. How do you find Activity 2?
2. What should you keep in mind if you are to draw the diagrams yourself? Why?

Being able to illustrate a problem through diagrams will help you connect with the problem
which will make solving easier. The previous activity provided you this skill. In the next
activity, illustrations based on real-life situations are already provided. Your task is to apply the
Law of Cosines to solve the problems.

➤ Activity 3: Find Me Please

Below are sketches depicting real-life situations. Your task is to find the missing part indicated in
each sketch.
Questions:
1. How did you solve the problem in situation 1? in situation 2?
2. Did the illustrations help you in solving the given triangles? How did they help you?

What to reflect and UNDERSTAND

Your goal in this lesson is to reflect on how the Law of Cosines can be applied to solve reallife
problems involving oblique triangles.

➤ Activity 4:
For each of the given situational problems:
1. sketch the required triangle to solve the problem
2. use the Law of Cosines to solve it

1. Peter has three sticks measuring 19 cm, 23 cm, and 27 cm. He lays them down to
form a triangle. Find the measure of the angle formed by the 19-cm and the 23-cm sides
to the nearest degree.

2. An aircraft tracking station determines the distance from common point O to each
aircraft and the angle between the aircrafts. If ∠O between the two aircrafts is 49°
and the distances from point O to the two aircrafts are 50 km and 72 km, find the
distance between the two aircrafts. (Round off the answer to the nearest tenth.)

3. A triangular parcel of land has sides 50 ft., 40 ft., and 35 ft. What are the measures
of the angles between the sides? Express answers to the nearest degree.

Questions:
1. What methods/strategies did you use to solve problem no. 1? Show us how you did it.
2. In problem no. 2, how did you find the distance between the two airplanes? Explain how you
solved the distance.
3. In problem no. 3, is it possible to solve for the three angles of the triangle given the lengths
of the three sides? How?

What to Transfer
Your goal at this stage is to formulate a problem using a real-life situation.
➤ Activity 5: What Is Your Problem?
1. Create a problem situation based on what you see in the illustration below.
2. Present a solution to the problem you made.

Questions:
1. What is the problem you made all about?
2. Were you able to incorporate the Law of Cosines in the problem? How?
3. Present and explain your solution to the class.

SUMMARY/SYNTHESIS/GENERALIZATION

Lesson 5 deals with solving word problems involving oblique triangles. The lesson is divided
into two—Lesson 5.1 and Lesson 5.2. Lesson 5.1 is about the Law of Sines and Its Applications
while Lesson 5.2 focuses on the Law of Cosines and Its Applications. These laws are essential
in the solution of oblique triangles. Different activities regarding these concepts are given
to ensure that students can apply these concepts in solving problem situations in real life.
Through the given activities, students will have opportunities to develop their critical thinking
skills which play a vital role in solving problems we encounter in the real world.
 Let’s summarize
➤ Activity 6: Laws to Validate
Solve each problem inside the box. Then, look for the answer on the decoder and write the
corresponding letter in the box directly above the answer to complete the key ideas.
Glossary of Terms
acute triangle - a triangle whose angles are all less than 90°
adjacent side - the side next to the reference angle in a right triangle
angle - the figure formed by two rays, called the sides of the angle, sharing a common endpoint
called the vertex.
angle of depression - the angle from the horizontal line to the line of sight of the observer to
the object below.
angle of elevation - is the angle from the horizontal to the line of sight of the observer to the
object above it
clinometer - a device used to measure angles of elevation or depression
cosecant (csc) - In a right-angled triangle, the cosecant of an angle is the length of the hypotenuse
divided by the length of the opposite side.
cosine (cos) - In a right-angled triangle, the cosine of an angle is the length of the adjacent side
divided by the length of the hypotenuse.
cotangent (cot) - In a right-angled triangle, the cotangent of an angle is the length of the adjacent
side divided by the length of the opposite side.
hypotenuse - the longest side of a right triangle. The hypotenuse is always opposite the 90°
angle in a right triangle.
Law of Cosines - the square of any side of a triangle is equal to the sum of the squares of the
other two sides minus the product of these sides and the cosine of their included angle
Law of Sines - the sine of an angle of a triangle divided by its opposite side is equal to the sine
of any other angle divided by its opposite side
line of sight - an imaginary line that connects the eye of an observer to the object being observed oblique
triangle - a triangle which does not contain any right angle
obtuse triangle - a triangle in which one of the angles is more than 90°
opposite side - the side across the reference angle in a right triangle ratio -
a relationship between two numbers of the same kind
right triangle - a triangle in which one angle is a right angle (that is, a 90-degree angle). The
relation between the sides and angles of a right triangle is the basis for trigonometry.
secant (sec) - In a right-angled triangle, the secant of an angle is the length of the hypotenuse
divided by the length of the adjacent side.
sine (sin) - In a right-angled triangle, the sine of an angle is the length of the opposite side
divided by the length of the hypotenuse.
special angles - angles with a reference angle of 30°, 45°, or 60°
tangent (tan) - In a right-angled triangle, the tangent of an angle is the length of the opposite
side divided by the length of the adjacent side.
triangle - one of the basic shapes in geometry: a polygon with three vertices and three sides,
which are line segments
trigonometric ratio - a ratio that describes a relationship between a side and an angle of a triangle
Trigonometry - a branch of mathematics that studies triangles and the relationship between
the lengths of their sides and the angles between those sides

References
Deauna, M & Lamayo, F. (1998). Basic Trigonometry for Secondary Schools. SIBS Publishing
House. 927 Quezon Avenue, Quezon City
Bass, L., et al. (2008). Prentice Hall Mathematics Texas Geometry, Pearson Education, Inc.
Publishing as Pearson Prentice Hall, Boson, Massachusetts 02116
Lynch, C. & Olmstead, E. (1998). South-Western MathMatters an Integrated Approach, Book 3.
South-Western Educational Publishing. Cincinnati, Ohio
Boyd, et al. (1998). Glencoe Algebra 1 Integration Applications Connections. The McGraw-Hill
Companies, Inc. Glencoe/McGraw-Hill, 936 Eastwind Drive Westerville, OH 43081-3329
Lapinid, M., and Buzon, O. (2007). Advanced Algebra, Trigonometry and Statistics: Patterns and
Practicalities, by Don Bosco Press, Inc., Makati City, Philippines.
Deauna, M. and Lamayo, F. (1990). Integrated Mathematics IV, Phoenix Publishing House, Inc.,
Quezon City, Philippines.
Hayden, J. and Hall, B. (1995). Prentice Hall Trigonometry, Anvil Publishing, Inc., Quezon City,
Philippines.
Basic Education Curriculum (2002). - Mathematics IV
Ramos Jr., A., and Gureng, P. (2001). Foundations and Applications - Advanced Algebra and
Trigonometry IV, Rex Book Store, Inc., Manila, Philippines.
BEAM Module 13: Laws on Triangle Trigonometry Made Simple (Student Activity 5: Laws to
Validate), pp. 34 - 37
*DepEd Materials: BEAM Module 1 Triangle Trigonometry
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