Department of Education

Region III
Division of City of San Fernando
SAN PEDRO INTEGRATED SCHOOL
San Pedro, City of San Fernando, Pampanga

Self-Instructional Packets
(SIPacks)
in MATH 9

Third Quarter

1
 SELF-INSTRUCTION PACKETS
GRADE 9 MATHEMATICS

WEEK 1
I. OBJECTIVES
A. Content standards:
The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.

B. Performance standards:
The learner is able to investigate, analyze and solve problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through appropriate and accurate representation.

C. Learning competencies:
The learner
1) determines the conditions that makes quadrilateral a parallelogram.
2) Uses properties to find measures of angles, sides and other quantities involving parallelogram.

D. Objectives:
At the end of the lesson, the learner should be able to:
1. determine the conditions that makes a quadrilateral a parallelogram.
2. apply the properties of parallelogram to find the measures of angles, sides and other quantities
involving parallelogram.

II. CONTENT
QUADRILATERALS THAT ARE PARALLELOGRAM
PROPERTIES OF PARALLELOGRAM
Learning Resources:
A. References: Learners’ Materials Grade 9 Mathematics, pp. 307-321
Grade 9 Mathematics Patterns and Practicalities by Nivera, Gladys C. and Lapinid,
Minie Rose C., pp. 355 – 370
Google
B. Other Learning Resources

III. PROCEDURES
DAY 1
A. Reviewing previous lesson or presenting the new lesson.

Hi! How well have you performed in the previous weeks of homeschooling?
I just hope that you are able to cope with the new normal of learning.

For this week, we will focus on quadrilaterals. If you are excited to learn about this topic, let us start by
reviewing the parts and types of quadrilaterals. Do you remember its parts and types? What are they?

Let us define first what a quadrilateral is.

A quadrilateral is a four-sided polygon. Quadrilaterals are named using
consecutive vertices. The symbol “ ” is used to denote a quadrilateral.

Using the figure below, let us name the parts of a quadrilateral.

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1. Vertices - .A, .B, .C and .D

• Consecutive Vertices -vertices at the ends of a side

a. .A and .B b. .C and .D, c. .B and .D d. .A and .C

2. Sides - ̅̅̅̅ 𝐵𝐷 , ̅̅̅̅

𝐴𝐵 , ̅̅̅̅ 𝐶𝐷 & ̅̅̅̅
𝐴𝐶

• Consecutive sides - two sides with a common endpoint

a. ̅̅̅̅
𝐴𝐵 & ̅̅̅̅𝐵𝐷 b. ̅̅̅̅
𝐶𝐷 & ̅̅̅̅
𝐴𝐶 𝐵𝐷 & ̅̅̅̅
c. ̅̅̅̅ 𝐶𝐷 d. ̅̅̅̅
𝐴𝐶 & ̅̅̅̅
𝐴𝐵
• Opposite sides - two sides which do not have a common endpoint.
̅̅̅̅ & 𝐵𝐷
𝑎. 𝐴𝐶 ̅̅̅̅ ̅̅̅̅ & 𝐶𝐷
b. 𝐴𝐵 ̅̅̅̅

3. Angles - ∠𝐴, ∠𝐵, ∠𝐶 𝑎𝑛𝑑 ∠𝐷

• Consecutive angles - two angles whose vertices are the endpoints of a side.
a. ∠𝐴 𝑎𝑛𝑑 ∠𝐵 b. ∠𝐵 𝑎𝑛𝑑 ∠𝐶 c. ∠𝐶 𝑎𝑛𝑑 ∠𝐷 d. ∠𝐷 𝑎𝑛𝑑 ∠𝐴
• Opposite angles - two angles which do not have a common side
a. ∠𝐴 𝑎𝑛𝑑 ∠𝐶 b. ∠𝐵 𝑎𝑛𝑑 ∠𝐷

4. Diagonals - ̅̅̅̅
𝐴𝐷 & ̅̅̅̅
𝐵𝐶
How about the types of quadrilaterals?

Now that you already have an idea on the parts and types of quadrilaterals, let us proceed to the next part.
Quadrilateral Angle- Sum Theorem
The sum of all angles in a quadrilateral is 3600.

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 Given the following data, find the measure of the fourth angle of the quadrilateral.
1. 𝑚∠1 = 120°, 𝑚∠2 = 100°, 𝑚∠3 = 80°, 𝑚∠4 = _______.
2. 𝑚∠1 = 85°, 𝑚∠2 = 85°, 𝑚∠3 = 80°, 𝑚∠4 = _______.
3. 𝑚∠1 = 52°, 𝑚∠2 = 103°, 𝑚∠3 = 70°, 𝑚∠4 = _______.
4. ∠1, ∠2, ∠3 𝑎𝑟𝑒 𝑟𝑖𝑔ℎ𝑡 𝑎𝑛𝑔𝑙𝑒𝑠. 𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, 𝑚∠4 = _______.

Once done, you can proceed to the next part of the discussion.
B. Establishing a purpose for the lesson.
PARALLELOGRAM: Find the Hidden Word.
There is one parallelogram in each line. Identify which one it is. Use a letter in each parallelogram to spell
out the hidden word.

The hidden word

Y
____ ____ ____ ____ ____ ____

Now, check your work by turning to the key to correction.

DAY 2
C. Presenting examples/ instances of the lesson.

Conditions that Guarantee a Quadrilateral a Parallelogram.

1. A quadrilateral is a parallelogram if both pairs of opposite sides are congruent.
a. 𝐴𝐷 ≅ 𝐵𝐶 b. 𝐴𝐵 ≅ 𝐷𝐶
2. A quadrilateral is a parallelogram if both pairs of opposite angles are congruent.
a. ∠𝐴𝐷𝐶 ≅ ∠𝐶𝐵𝐴 𝑜𝑟∠𝐷 ≅ ∠𝐵 b. ∠𝐷𝐴𝐵 ≅ ∠𝐵𝐶𝐷 𝑜𝑟∠𝐴 ≅ ∠𝐶
3. A quadrilateral is a parallelogram if both pairs of consecutive angles are supplementary.
a. ∠𝐴𝐷𝐶 + ∠𝐷𝐶𝐵 = 180 c. ∠𝐶𝐵𝐴 + ∠𝐵𝐴𝐷 = 180
b. ∠𝐷𝐶𝐵 + ∠𝐶𝐵𝐴 = 180 d. ∠𝐵𝐴𝐷 + ∠𝐴𝐷𝐶 = 180

4. A quadrilateral is a parallelogram if the diagonals bisect each other.

a. 𝐷𝐸 ≅ 𝐸𝐵 b. 𝐴𝐸 ≅ 𝐸𝐶

5. A quadrilateral is a parallelogram if each diagonal divides a parallelogram into two congruent triangles.
a. ∆𝐴𝐷𝐶 ≅ ∆𝐶𝐵𝐴 b. ∆𝐷𝐶𝐵 ≅ ∆𝐴𝐵𝐶

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 Now it is your turn! Copy the figure and write your answer in your notebook.
Direction: Study the following parallelograms and answer the questions given for each.
1. What condition guarantees that the
figure is a parallelogram?
2. Why did you say so?

1. What condition/s guarantee/s that the

figure is a parallelogram?
2. Why did you say so?

1. What condition guarantees that the

figure is a parallelogram?
2. Why?

1. What condition guarantees that the

figure is a parallelogram?
2. Why?

Now, check your work by turning to the key to correction. If you get the correct answer, you may proceed to
next discussion. If not, I am sorry but you have to go back and try harder.

D. Discussing new concepts and practicing new skills # 1

For this part, let us now apply those conditions in a parallelogram. You will use the concepts of congruent
sides and angles as we study the properties of a parallelogram.

Parallelogram is a quadrilateral two pairs of parallel sides.

Properties of Parallelogram
1.The opposite sides of a parallelogram are congruent.
2.The opposite angles of a parallelogram are congruent.
3. The consecutive angles of a parallelogram are supplementary.
4. The diagonals of a parallelogram bisect each other.
5. Each diagonal divides a parallelogram into two congruent triangles.

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 Example . Refer to parallelogram 𝑉𝑊𝑇𝑈.
1. If VW = 18, then UT = 18
2. If UX = 15, then UW = 30
3. If VT = 14, then XT = 7
4. If VU = 12, then WT = 12
5. If 𝑚∠𝑉𝑊𝑇 = 80°, then 𝑚∠𝑉𝑈𝑇 =80° and
𝑚∠𝑊𝑇𝑈 = 100°.

It is your turn! Write your answer on your notebook.

Refer to parallelogram OPQR.
1. 𝑚∠𝐵𝐸𝑆 = _____________.
2. 𝑚∠𝑇𝐵𝐸 = _____________.
3. 𝑚∠𝐸𝑆𝑇 = _____________.
4. 𝐵𝑇 = _____________.
5. 𝑆𝑇 = _____________.
6. 𝐴𝐵 = _____________.
7. 𝐴𝑇 = _____________.

Now, check your work by turning to the key to correction.

How many correct answers did you get?
If your score is at least 4 out of 7, you may proceed to next part of the discussion.

DAY 3
E. Discussing new concepts and practicing new skills # 2.
Now you know the properties of parallelogram, let us now apply the properties of parallelogram to find the
measures angles, sides and other quantities involving parallelogram.

1. Given: HE = 2x
OR = 𝑥 + 5

Find : HE and OR

Solution:
Since opposite sides of a parallelogram are congruent, then HE = OR.

HE = OR
2𝑥 = 𝑥 + 5 Substitute HE by 2x and OR by 𝑥 + 5.
2𝑥 − 𝑥 = 5 Combine similar terms.
𝑥=5 Solve for x.

a. To find the measure of HE, use 2x. b. To find the measure of OR, use 𝑥 + 5
𝐻𝐸 = 2𝑥 Substitute x by 5. 𝑂𝑅 = 𝑥 + 5
= 2(5)
=5+5
𝐻𝐸 = 10
𝑂𝑅 = 10

2. Given: 𝑚∠𝐻𝐸𝑅 = 5𝑦 − 26 Find: 𝑚∠𝐻𝐸𝑅 𝑎𝑛𝑑 𝑚∠𝑅𝑂𝐻

𝑚∠𝑅𝑂𝐻 = 2𝑦 + 40

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 Since opposite angles of a parallelogram are congruent, then 𝑚∠𝐻𝐸𝑅 𝑎𝑛𝑑 𝑚∠𝑅𝑂𝐻.
𝑚∠𝐻𝐸𝑅 = 𝑚∠𝑅𝑂𝐻
5𝑦 − 26 = 2𝑦 + 40
5𝑦 − 2𝑦 = 26 + 40
3𝑦 = 66
3𝑦 = 66
3𝑦 66
3
= 3
𝑦 = 22
a. To find 𝑚∠𝐻𝐸𝑅, use 𝑚∠𝐻𝐸𝑅 = 5𝑦 − 26 b. To find 𝑚∠𝑅𝑂𝐻, use 𝑚∠𝑅𝑂𝐻 = 2𝑦 + 40
𝑚∠𝐻𝐸𝑅 = 5𝑦 − 26 𝑚∠𝑅𝑂𝐻 = 2𝑦 + 40
𝑚∠𝐻𝐸𝑅 = 5(22) − 26 𝑚∠𝑅𝑂𝐻 = 2(22) + 40
𝑚∠𝐻𝐸𝑅 = 110 − 26 𝑚∠𝑅𝑂𝐻 = 44 + 40
𝑚∠𝐻𝐸𝑅 = 84 𝑚∠𝑅𝑂𝐻 = 84
Now, it is your turn. Solve this in your notebook.
Answer the following using the same figure above.
1. Given : 𝐻𝑍 = 4𝑎 − 5 Find: HZ
𝑅𝑍 = 3𝑎 + 5
You should get HZ = 35
2. Given : 𝑂𝑍 = 12𝑏 + 1 Find: ZE
𝑍𝐸 = 2𝑏 + 21
You should get ZE = 25.
If all your answers are correct, you may proceed to the next part. If not, I am sorry
but you have to go back and try all over again.

DAY 4
F. Developing Mastery.

Answer Activity 1 below. Read the directions carefully, copy the table and write your answers on your
notebook.
Check Your Guess 2
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 answers by writing R if you were right and W if
wrong under the third column.
Statement My guess is….(T or F) I was… (R or W)
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.

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You may check your answers by turning to the key to corrections. Give yourself Score Description
one (1) point for every correct answer. How many correct answers did you get? 6 Very Good
Interpret your score using the table. 4-5 Good
2-3 Fair
Turn to section J
and work on the
0-1 enrichment
activities

Answer Activity 2 below. Read the direction carefully and write your answers on your notebook.
Yes, You Can!
Below is parallelogram 𝐴𝐵𝐶𝐷. Consider each given information and answer the questions that
follow.
1. Given: ̅̅̅̅
𝐴𝐵 = (3𝑥 − 5) cm, ̅̅̅̅𝐵𝐶 = (2𝑦 − 7) cm, ̅̅̅̅
𝐶𝐷 = (𝑥 + 7) cm and ̅̅̅̅
𝐴𝐷 = (𝑦 + 3) cm.
a. What is the value of 𝑥?
b. How long is 𝐴𝐵 ̅̅̅̅?
c. What is the value of 𝑦?
d. How long is ̅̅̅̅
𝐴𝐷?
e. What is the perimeter of parallelogram 𝐴𝐵𝐶𝐷?
2. ∠𝐵𝐴𝐷 measures (2𝑎 + 25)° while ∠𝐵𝐶𝐷 measures (3𝑎 − 15)° .
a. What is the value of 𝑎?
b. What is 𝑚∠𝐵𝐴𝐷?
c. What is 𝑚∠𝐶𝐵𝐴?
3. Diagonals 𝐴𝐶̅̅̅̅ and 𝐵𝐷
̅̅̅̅ meet at 𝐸. 𝐷𝐸 ̅̅̅̅ = 13 cm.
̅̅̅̅ = 8 cm and 𝐴𝐶
a. How long is 𝐵𝐷̅̅̅̅?
̅̅̅̅
b. How long is 𝐴𝐸 ?
Score Description
You may check your answers by turning to the key to corrections. Give yourself 9-10 Very Good
one (1) point for every correct answer. How many correct answers did you get? 6-8 Good
Interpret your score using the table. 3-5 Fair
Turn to section J
and work on the
0-2 enrichment
activities
G. Finding practical application of the concepts and skill in daily living.

A parallelogram is a four-sided plane and is seen in the real world all the time. This shape is often used in
architecture as well as ergonomic design for furniture. Parallelograms can also be used in engineering for lifting
heavy objects. The unique properties of the parallelogram have been applied extensively in industry to transfer
mechanical motion from place to place.

H. Making generalization and abstraction about the lesson.

Conditions that Guarantee 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 both pairs of consecutive angles are
supplementary.
4. A quadrilateral is a parallelogram if the diagonals bisect each other.
5. A quadrilateral is a parallelogram if each diagonal divides a parallelogram into two
congruent triangles.

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 Parallelogram is a quadrilateral two pairs of parallel sides.
Properties of Parallelogram
1. The opposite sides of a parallelogram are congruent.
2. The opposite angles of a parallelogram are congruent.
3. The consecutive angles of a parallelogram are supplementary.
4. The diagonals of a parallelogram bisect each other.
5. Each diagonal divides a parallelogram into two congruent triangles.

DAY 5
I. Evaluating learning
Direction: Use yellow papers to answer the evaluation. Provide necessary solutions for
your answers. Use the format shown below to label your paper and submit to
your Math teacher.
Name:_______________________ Section:_______________________
Subject: Mathematics 9 Week Number: 1 Parent’s Signature:
______________
I. (WRITTEN WORKS) - Refer to the given figure at the right and answer the following.
Given: 𝑀𝐴𝑇𝐻 is a parallelogram.
̅̅̅̅̅ ≅ _____
1. 𝑀𝐴
2. Δ𝑀𝐴𝐻 ≅ _____
3. ̅̅̅̅
𝑀𝑆 ≅ _____
4. Δ𝑇𝐻𝑀 ≅ _____
5. ∠𝐴𝑇𝐻 ≅ _____
6. If 𝑚∠𝑀𝐻𝑇 = 100, then 𝑚∠𝑀𝐴𝑇 = _____
7. If 𝑚∠𝐴𝑀𝐻 = 100, then 𝑚∠𝑀𝐻𝑇 = _____
̅̅̅̅ = _____
̅̅̅̅̅ = 7, then 𝐴𝑇
8. If 𝑀𝐻
̅̅̅̅ = 3, then 𝐴𝐻
9. If 𝐴𝑆 ̅̅̅̅ = _____
𝑀𝑇 = 9, then ̅̅̅̅
10. If ̅̅̅̅̅ 𝑆𝑀 = _____

II. (WRITTEN WORKS) - Refer to the given figure at the right and answer the following.
Given: 𝑃𝑄𝑅𝑆 is a parallelogram.
1. What is 𝑚∠𝑃𝑆𝑅?
2. What is the value of 𝑥?
̅̅̅̅?
3. How long is 𝑆𝑅
4. What is the value of 𝑦?
5. What is 𝑚∠𝑆𝑃𝑄?

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J. Additional activities for application or remediation
Answer the given problem below. Read the direction carefully and write your answers on your notebook.
Given parallelogram 𝑃𝑄𝑅𝑆, find the value of 𝑥 and 𝑦.

You may check your answers by turning to the key to corrections.

Give yourself one (1) point for every correct answer.
How many correct answers did you get?

NEED MORE HELP? You may reach your math teacher with his/her cellphone number or send him/her
a private message thru his/her Facebook account

KEY TO CORRECTIONS
A. Reviewing previous lesson or presenting the new lesson.
Given the following data, find the measure of the fourth angle of the quadrilateral.
1. 60° 2. 110° 3. 135° 4. 90°

B. Presenting examples/instances of the lesson.

1. Two pairs of opposite sides are congruent because AD and BC are 7 and AB and DC
are 6.
2. Two pairs of opposite angles are congruent or pairs of consecutive angles are
supplementary as shown.
3. The diagonals bisect each other because of similar markings.
4. A diagonal of a parallelogram forms two congruent triangles because of SSS
Congruence Postulate.

C. Discussing new concepts and practicing new skills # 1

Refer to parallelogram OPQR.
1. 𝑚∠𝐵𝐸𝑆 = 125° 5. 𝑆𝑇 = 10
2. 𝑚∠𝑇𝐵𝐸 = 55° 6. 𝐴𝐵 = 5
3. 𝑚∠𝐸𝑆𝑇 = 55° 7. 𝐴𝑇 = 7
4. 𝐵𝑇 = 8

D. Developing Mastery
Check Your Guess 2
1. T 2. T 3. T 4. F 5.
F 6. F

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 Yes, You Can!
̅̅̅̅ = (3𝑥 − 5) cm, 𝐵𝐶
1. Given: 𝐴𝐵 ̅̅̅̅ = (2𝑦 − 7) cm, 𝐶𝐷
̅̅̅̅ = (𝑥 + 7) cm and 𝐴𝐷
̅̅̅̅ = (𝑦 + 3) cm.
a. 𝑥 = 6
b. ̅̅̅̅
𝐴𝐵 = 13 cm
c. 𝑦 = 10
̅̅̅̅ = 13 cm
d. 𝐴𝐷
e. 𝑃 = 15 cm
2. ∠𝐵𝐴𝐷 measures (2𝑎 + 25)° while ∠𝐵𝐶𝐷 measures (3𝑎 − 15)° .
a. 𝑎 = 40
b. 𝑚∠𝐵𝐴𝐷 = 105
c. 𝑚∠𝐶𝐵𝐴 = 75
3. Diagonals ̅̅̅̅
𝐴𝐶 and ̅̅̅̅ 𝐷𝐸 = 8 cm and ̅̅̅̅
𝐵𝐷 meet at 𝐸. ̅̅̅̅ 𝐴𝐶 = 13 cm.
̅̅̅̅
a. 𝐵𝐷 = 16 cm
b. ̅̅̅̅
𝐴𝐸 = 6.5 cm

J. Additional activities for application or remediation

Given parallelogram 𝑃𝑄𝑅𝑆, find the value of 𝑥 and 𝑦.
Answers: 𝑥 = 78 and 𝑦 = 3.5

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 SELF-INSTRUCTION PACKETS
GRADE 9 MATHEMATICS

WEEK 2
I. OBJECTIVES
A. Content standards:
The learner demonstrates understanding of key concepts of quadrilaterals (parallelograms, trapezoids,
kites) and triangle similarity.
B. Performance standards:
The learner is able to investigate, analyze and solve problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through appropriate and accurate representation.
C. Learning competencies:
The learner
1. Proves theorems on the different kinds of parallelograms (rectangle, rhombus, square).
D. Objectives:
At the end of the lesson, the learners should be able to:
1. Proves theorems on the different kinds of parallelograms (rectangle, rhombus, square).
II. CONTENT
THEOREMS ON RECTANGLE, RHOMBUS AND SQUARE
Learning Resources
A. Reference:
Learners’ Materials Grade 9 Mathematics, pp.320-326.
https://www.ask-math.com/square-and-its-theorems.html
B. Other Learning Resources
III. PROCEDURES
DAY 1
A. Reviewing previous lesson or presenting the new lesson
Welcome to another week of learning new knowledge and skills in mathematics! I hope you enjoyed last week’s
lesson and now you are excited to explore more with the help of beautiful and supportive people around you.
But before going further, let us have a brief review of the previous lesson by answering Activity 1 below.

Review: TRUE or FALSE

You may check your answers by turning to the key to correction.

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Give yourself one (1) point for every correct answer. I hope you got them all correctly!
You can now proceed to the next activity.

B. Establishing a purpose for the lesson

This time, let us play “4 PICS 1 WORD”. Write the word associated with the given pictures. Write your answers
in your notebook.

1 3

2 4

You may check your answers by turning to the key to correction.

Give yourself one (1) point for every correct answer. I hope you got them all correctly!
You can now proceed to the next activity

C. Presenting examples/instances of the new lesson

Now, let us start with Theorems on Rectangle
Since rectangle is one of the special parallelograms, therefore it also has all the properties of a parallelogram.
Aside from that, it has additional properties.
Theorem 1: If a parallelogram has a right angle, then it has four right angles and the
parallelogram is a rectangle.
Example:

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Proof:
Statements Reasons
1. WINS is a parallelogram with ∠ W a right
1.Given
angle.
2. ∠W = 90 m 2. Definition of right angle.
3. In a parallelogram, opposite angles are
3. ∠ W ≅ ∠ N and ∠ I ≅ ∠ S
congruent.
4. m ∠ W = m ∠ N
4. Definition of congruent angles.
m∠I=m∠S
5. m ∠ N = 90 m 5. Substitution (SN 2 and 4)
6. m ∠ W + m ∠ I = 180 6. Consecutive angles are supplementary.
7. 90 + m ∠ I = 180 7. Substitution (SN 2 and 6)
8. 90 = 90 8.Reflexive property
9. m ∠ I = 90 9. Subtraction property (SN 7 and 8)
10. m ∠ S = 90 10.Substitution (SN 4 and 9)
11. If the measure of an angle is 90, then it is
11. ∠ I, ∠ N, and ∠ S are right angles
a right angle.
12. WINS is a rectangle. 12.Definition of Rectangle

Theorem 2: The diagonals of a rectangle are congruent.

Example:

Proof:
Statements Reasons
1. WINS is a rectangle with diagonals ̅̅̅̅̅
𝑊𝑁 and
1.Given
̅
𝑆𝐼
̅̅̅̅̅ ≅ 𝐼𝑁 2. Opposites sides of a parallelogram are
2. 𝑊𝑆 ̅̅̅̅
congruent
3. ∠ WSN and ∠ INS are right angles. 3. Theorem 1
4. ∠ WSN ≅ ∠ INS 4. All right angles are congruent.
̅̅̅̅ ≅ 𝑁𝑆
5. 𝑆𝑁 ̅̅̅̅ 5. Reflexive property
6. ∆WSN ≅ ∆INS 6.SAS Congruence Postulate
7. 𝑊𝑁 ̅
̅̅̅̅̅ ≅ 𝐼𝑆 7. CPCTC

These are the properties of a rectangle:

1. Opposite sides are parallel.
2. Opposite sides are congruent.
3. Opposite angles are congruent and supplementary.
4. Consecutive angles are congruent and supplementary.
5. Diagonals bisect each other.
6. A diagonal of a rectangle divides a rectangle into two congruent right triangles.
7. All angles are right angles.
8. Diagonals are congruent.

14
Example: Given the rectangle COIV, give examples of the following properties.
C O

3 D

V I C

5
Property Applied
1. ̅̅̅̅
𝐶𝑂 is parallel to ̅̅̅𝑉𝐼 #1
̅̅̅̅
2. 𝐶𝑉 ̅̅̅
≅ 𝑂𝐼 #2
3. ∠CVI ≅ ∠COI #3
∠CVI + ∠COI = 180
4. ∠OCV ≅ ∠CVI #4
∠OCV + ∠CVI = 180
̅̅̅ bisect 𝑉𝑂
5. 𝐶𝐼 ̅̅̅̅; 𝐶𝐷
̅̅̅̅ ≅ 𝐼𝐷
̅̅̅; 𝑉𝐷 ̅̅̅̅
̅̅̅̅ ≅ 𝑂𝐷 #5
6. ∆CVI ≅ ∆IOC #6
7. ∠C, ∠O, ∠V and ∠I are right angles #7
8. ̅̅̅
𝐶𝐼 ≅ ̅̅̅̅
𝑉𝑂 #8

Now it’s your turn, let us apply the properties of a rectangle through these activities. Write your answers in your
notebook.
Activity 1. For each given rectangle, find the length of the following:

XB =
AX =
DB =
AC =
AB =
BC =
You may check your answers by turning to the key to correction.
If all your answers are correct, you may proceed to next example. If not, I am sorry but you have to go back
and try all over again.

Example 2:

To answer number 1, what property do we need to apply? Opposite

sides are congruent.

Since the opposite sides are congruent, to solve for x we need to:
4x+6 = 2x + 16 equate 4x+ 6 and 2x +16
4x -2x = 16 -6 combine similar terms and subtract
2𝑥 10
2
= 2 divide both sides by 2
x=5 The value of x is 5.
15
In solving the value of OP and HE, substitute the value of x from the expressions 4x +6 and 2x +16.
OP = 4x + 6 HE = 2x+16
= 4(5) + 6 = 2(5) + 16
= 20 + 6 = 10 + 16
= 26 = 26
Therefore, OP and HE are congruent.

What about number 2? What property or theorem do we need to apply in order to solve y? The
diagonals are congruent. Since, diagonals are congruent to solve for y we need to:
6y + 4 = 3y + 40 equate 6y + 4 and 3y +40
6y – 3y = 40 -4 combine similar terms and subtract
3𝑦 36
3
= 3 divide both sides by 3
x = 12 The value of x is 12.
In solving the value of OE and HP, substitute the value of x from the expressions 6y +4 and 3y + 40.
OE = 6y + 4 HP = 3y+40
= 6(12) + 4 = 3(12) + 40
= 72 + 4 = 36 + 40
= 76 = 76
Therefore, OE and HP are congruent.
Activity 2: Now try this in your notebook.

You may check your answers by turning to the key to correction.

If all your answers are correct, you may proceed to next example. If not, I am sorry but you have to go back
and try all over again.

DAY 2
D. Discussing new concepts and practicing new skills #1
Now, let us have Theorems on Rhombus
Rhombus is a special parallelogram, so aside from having the same properties as parallelogram it also has
additional properties.

Theorem 3: The diagonals of a rhombus are perpendicular.

Example:

16
Proof:
Statements Reasons
1. Rhombus ROSE 1. Given
̅̅̅̅ ≅ ̅̅̅̅
2. 𝑂𝑆 𝑅𝑂 2. Definition of Rhombus
3. The diagonals of a parallelogram bisect
3. ̅̅̅̅
𝑅𝑆 and ̅̅̅̅
𝐸𝑂 bisect each other.
each other.
4. H is the midpoint of ̅̅̅̅
𝑅𝑆. 4. ̅̅̅̅
𝐸𝑂 bisects ̅̅̅̅
𝑅𝑆 at H
5. ̅̅̅̅
𝑅𝐻 ≅ 𝐻𝑆̅̅̅̅ 5. Definition of midpoint
6. ̅̅̅̅
𝑂𝐻 ≅ ̅̅̅̅
𝑂𝐻 6. Reflexive Property
7. ∆RHO ≅ ∆SHO 7. SSS Congruence Postulate
8. ∠ RHO ≅ ∠ SHO 8. CPCTC
9. ∠ RHO and ∠ SHO form a linear pair and
9. ∠ RHO and ∠ SHO are right angles
are congruent.
10. Perpendicular lines meet to form right
10. ̅̅̅̅
𝑅𝑆 ⏊ ̅̅̅̅
𝑂𝐸
angles.
Theorem 4: Each diagonal of a rhombus bisects opposite angles.
Example:

Proof:
Statements Reasons
1. Rhombus VWXY 1.Given
2. ̅̅̅̅
𝑌𝑉 ≅ ̅̅̅̅̅
𝑉𝑊 ; ̅̅̅̅̅
𝑊𝑋 ≅ ̅̅̅̅
𝑋𝑌 2. Definition of rhombus
̅̅̅̅̅ ≅ 𝑌𝑊
3. 𝑊𝑌 ̅̅̅̅̅ 3.Reflexive Property
4. ∆YVW ≅ ∆WXY 4. SSS Congruence Postulate
5. ∠ 1 ≅ ∠ 2 ; ∠ 3 ≅ ∠ 4 5. CPCTC
These are the properties of a rhombus:
1. Opposite sides are parallel.
2. Opposite sides are congruent.
3. Opposite angles are congruent.
4. Consecutive angles are supplementary.
5. Diagonals bisect each other.
6. A diagonal of a rhombus divides a rhombus into two congruent isosceles triangles.
7. All sides are congruent.
8. Consecutive sides are congruent.
9. Diagonals are perpendicular to each other.
10. Each diagonal of a rhombus bisects opposite angles.
17
 Example 1: Apply the different properties of a rhombus through the following activities.

Property Applied

52 ÷ 2 = 260 #10
180 – 52 =1280 #4
128 ÷ 2 = 640 #10

480 because ∠ETY is opposite to ∠YNE #3

180 – 96 =840 because ∠T is supplementary to ∠E #4
84 ÷ 2 = 420 because ∠E is opposite to ∠O that #10
is why they are congruent. And ∠YON is half of
∠O.

Example 2:

What property of rhombus do we need to apply to solve for the value of x?

Yes, each diagonal of a rhombus bisects opposite angles. Therefore, since diagonal QS bisects PQR, then 
PQS is equal to  RQS.
To solve x we need to:
3x+6 = x + 40 equate 3x+ 6 and x + 40
3x -x = 40 - 6 combine similar terms and subtract
2𝑥 34
= divide both sides by 2
2 2

x = 17 The value of x is 17.

In solving the value of  PQS and  RQS, substitute the value of x from the expressions 3x +6 and x +40.
PQS= 3x + 6 RQS = x+40
= 3(17) + 6 = 17 + 40
= 51 + 6 = 57˚
= 57˚

Activity 3:
Now it’s your turn. Try this in your notebook:

18
You may check your answers by turning to the key to correction.
If all your answers are correct, you may proceed to next part. If not, I am sorry but you have to go back and
try all over again.

DAY 3
E. Discussing new concepts and practicing new skills #2
Lastly, let us have Theorems on Square.
A square is a special parallelogram and it is the combination of a rhombus and a rectangle. So, square
have all the properties of the parallelogram, rectangle and rhombus. Aside from these, it has additional
properties.

Theorem 5: The diagonals of a square are equal and perpendicular to each other.
Example: Given: ABCD is a square.
Prove that AC = BD and AC ⊥ BD.
Proof:
Statements Reasons
1) ABCD is a square. 1) Given
2) AD = BC 2) Properties of square.
3) ∠BAD = ∠ABC 3) Each 900 and by properties of square.
4) AB = BA 4) Reflexive (common side)
5) Δ ADB ≅ ΔBCA 5) SAS postulate
6) AC = BD 6) CPCTC
7) As square is a parallelogram, so diagonals of parallelogram bisect
7) OB = OD
each other.
8) AB = AD 8) Properties of square.
9) AO = AO 9) Reflexive (common side)
10) ΔAOB ≅ ΔAOD 10) SSS Postulate
11)
11) CPCTC
∠AOB = ∠AOD
12) 12) These two angles form linear pair and Linear pair angles are
∠AOB + ∠AOD = 180 supplementary).
13) 2∠AOB = 180 13) Addition property.
14) ∠AOB = 90 14) Division property.
15) AO ⊥ BD
15) Definition of perpendicular.
⇒ AC ⊥ BD

19
 Theorem 6: If the diagonals of a parallelogram are equal and intersect at right
angles, then the parallelogram is a square.

Example: Given: ABCD is parallelogram in which AC = BD and AC ⊥ BD.

Prove that: ABCD is a square.
Proof:
Statements Reasons
1) ABCD is a parallelogram 1) Given
2) AC = BD and AC ⊥ BD 2) Given
3) AO = AO 3) Reflexive
4) ∠AOB = ∠AOD 4) Each 900
5) OB = OD 5) Properties of parallelogram.
6) ΔAOB ≅ ΔAOD 6) SAS Postulate
7) AB = AD 7) CPCTC
8) AB = CD and AD = BC 8) Properties of parallelogram.
9) AB = BC = CD = AD 9) From above
10) AB = AB 10) Reflexive (common side)
11) AD = BC 11) Properties of parallelogram.
12) AC = BD 12) Given
13) ΔABD ≅ Δ BAC 13) SSS Postulate
14) ∠DAB = ∠CBA 14) CPCTC
15)∠DAB + ∠CBA = 180 15) Interior angles on the same side of the transversal.
16) 2∠DAB = 180 16) Addition property
17) ∠DAB = ∠CBA = 90 17) Division property

These are the properties of a square:

1. Opposite sides are parallel.
2. Opposite sides are congruent.
3. Opposite angles are congruent and supplementary.
4. Consecutive angles are congruent and supplementary.
5. Diagonals bisect each other.
6. A diagonal of a square divides a square into two congruent isosceles right triangles.
7. All angles are right angles.
8. Diagonals are congruent.
9. All sides are congruent.
10. Consecutive sides are congruent.
11. Diagonals are perpendicular to each other.
12. Each diagonal of a square bisects opposite angles.

Example: Given the square MATH, give examples of the following properties.
M A

T H
T
20
 Property Applied
1. ̅̅̅̅̅
𝑀𝐴 is parallel to ̅̅̅̅
𝑇𝐻 #1
̅̅̅̅̅
2. 𝑀𝑇 ̅̅̅̅
≅ 𝐴𝐻 #2
3. ∠TMA ≅ ∠THA #3
∠TMA + ∠THA = 180
4. ∠TMA ≅ ∠MAH #4
∠TMA + ∠MAH = 180
̅̅̅̅ bisect 𝑀𝐻
5. 𝑇𝐴 ̅̅̅̅̅ #5
6. ∆MTH ≅ ∆MAH #6
7. ∠M, ∠A, ∠T and ∠H are right angles #7
8. 𝑀𝐻 ̅̅̅̅
̅̅̅̅̅ ≅ 𝑇𝐴 #8
̅̅̅̅̅ ≅ 𝐴𝐻
9. 𝑀𝐴 ̅̅̅̅ ≅ 𝐻𝑇
̅̅̅̅ ≅ 𝑇𝑀
̅̅̅̅̅ #9
̅̅̅̅̅ ≅ 𝐴𝐻
10. 𝑀𝐴 ̅̅̅̅ #10
11. 𝑀𝐻 ⏊ ̅̅̅̅
̅̅̅̅̅ 𝑇𝐴 #11
̅̅̅̅̅
12. 𝑀𝐻 bisect ∠TMA and ∠THA #12

Activity 4
Now try this: Apply the properties of a square, answer the following on your notebook.
PINK is a square. Fill in the blanks. I
N
1. PI ≅ ___ ≅ NK ≅ KP

2. ∠𝑃 is a right angle and it measures ___

3. IP ⊥ ___
4. If PN = 8 then IK = ___
5. ∆ ___ and ∆ ___ are isosceles right triangles.

P K
You may check your answers by turning to the key to correction.
Give yourself one (1) point for every correct answer. I hope you got them all correctly!
You can now proceed to the next activity.

DAY 4
F. Developing Mastery
Now, get your notebook and answer the following.
I. Write (AT) if the statement is always true, (ST) if sometimes true or (NT) if never true.
1. A square is a rectangle.
2. A rhombus is a square.
3. A parallelogram is a square.
4. A rectangle is a rhombus.
5. A parallelogram is a rhombus.
6. A parallelogram is a rectangle.
7. A quadrilateral is a parallelogram.
8. A square is a rectangle and a rhombus.
9. An equilateral quadrilateral is a rhombus.
10. An equiangular quadrilateral is a rectangle.

II. Name all the parallelograms that possess/es the given. (rectangle, rhombus, square)
1. All sides are congruent.
2. Diagonals bisect each other.
21
 3. Consecutive angles are congruent.
4. Opposite angles are supplementary.
5. The diagonals are perpendicular and congruent.

Score Description
Now, check your work by turning to the key to correction. How many correct 12 - 15 Very Good
answers did you get? 7- 11 Good
Rate your result using the table at the right. 3-6 Fair
Turn to section J
If your score is at least 7 out of 15, you may now proceed to next part of the and work on the
0-2 enrichment
discussion. activities

G. Finding practical applications of concepts and skills in daily living

The properties and rules governing the geometric shapes known as quadrilaterals are used to create floor plans
for new buildings, or to create buildings or spaces through engineering and architecture. Since these shapes are
so common, quadrilaterals are also used in graphic art, sculpture, logos, packaging, computer programming and
web design; in fact, there are few areas of daily life where there are no examples of quadrilaterals.

H. Making generalizations and abstractions about the lesson

THEOREMS ON RECTANGLE
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.
Properties of a rectangle:
1. Opposite sides are parallel.
2. Opposite sides are congruent.
3. Opposite angles are congruent and supplementary.
4. Consecutive angles are congruent and supplementary.
5. Diagonals bisect each other.
6. A diagonal of a rectangle divides a rectangle into two congruent right
triangles.
7. All angles are right angles.
8. Diagonals are congruent.

22
 THEOREMS ON RHOMBUS
Theorem 3: The diagonals of a rhombus are perpendicular.
Theorem 4: Each diagonal of a rhombus bisects opposite angles.
Properties of a rhombus:
1. Opposite sides are parallel.
2. Opposite sides are congruent.
3. Opposite angles are congruent.
4. Consecutive angles are supplementary.
5. Diagonals bisect each other.
6. A diagonal of a rhombus divides a rhombus into two congruent isosceles
triangles.
7. All sides are congruent.
8. Consecutive sides are congruent.
9. Diagonals are perpendicular to each other.
10. Each diagonal of a rhombus bisects opposite angles.

THEOREMS ON SQUARE
Theorem 5: The diagonals of a square are equal and perpendicular to each other.
Theorem 6: If the diagonals of a parallelogram are equal and intersect at right
angles, then the parallelogram is a square.

THEOREMS ON SQUARE
Theorem 5: The diagonals of a square are equal and perpendicular to each other.
Theorem 6: If the diagonals of a parallelogram are equal and intersect at right angles,
then the parallelogram is a square.
Properties of a square:
1. Opposite sides are parallel.
2. Opposite sides are congruent.
3. Opposite angles are congruent and supplementary.
4. Consecutive angles are congruent and supplementary.
5. Diagonals bisect each other.
6. A diagonal of a square divides a square into two congruent isosceles right
triangles.
7. All angles are right angles.
8. Diagonals are congruent.
9. All sides are congruent.
10. Consecutive sides are congruent.
11. Diagonals are perpendicular to each other.
12. Each diagonal of a square bisects opposite angles.

23
DAY 5
I. Evaluating Learning
EVALUATION 2
Direction: Use yellow papers to answer the evaluation. Provide necessary solutions for
your answers. Use the format shown below to label your paper and it is to be submitted
to your Math teacher.
Name:_______________________ Section:_______________________
Subject: Mathematics 9 Week Number: 2 Parent’s Signature:
______________
I. (WRITTEN WORKS) - Indicate with a check mark (✓) in the table below the quadrilateral/s that
has each property.
Property P RE RH S
1. Opposite sides are congruent.
2. Opposite angles are congruent.
3. Consecutive angles are supplementary.
4. Diagonals bisect each other.
5. Each diagonal divides the quadrilateral into two
congruent triangles.
6. All angles are right angles.
7. Diagonals bisect each other.
8. Diagonals are congruent.
9. All sides are congruent.
10. Diagonals are perpendicular.
II. (PERFORMANCE TASK) - MORE is a rectangle. Show your solution. See attached rubric.

Given: MR = 6y + 3, OE = 3y + 24. Find y, MR and OE.

M E

O R
EVALUATION 2 continuation
Name:_______________________ Section:_______________________
Subject: Mathematics 9 Week Number: 4 Parent’s Signature:
______________
III. (WRITTEN WORKS) - MATH is a rhombus. Complete the following statement.

1. MA ≅ ________. M H
2. MS ≅ ________.
3. ∠𝐴𝑇𝐻 ≅ ___________.
S
4. If 𝑚∠𝑀𝐻𝑇 = 100°, 𝑡ℎ𝑒𝑛 𝑚∠𝑀𝐴𝑇 = ______.
5. If MH = 7, then AT = _________.
6. If 𝑚∠𝐴𝑀𝐻 = 110°, 𝑡ℎ𝑒𝑛 𝑚∠𝑆𝑀𝐻 = ______. A T
7. If MT = 9, then SM = _________.
8. If 𝑚∠𝑇𝑆𝐴 = 90°, 𝑡ℎ𝑒𝑛 𝑚∠𝑀𝑆𝐻 = ______

24
 IV. (WRITTEN WORKS) - FOUR is a square. Write True or False. F O

________1. FO ≅ UR ≅ OU≅ RF
________2. 𝑚∠𝑂 = 90°
________3. UF ⊥ 𝑂𝑅
________4. 𝑚∠𝐹𝑂𝑅 = 90°
________5. FR ≅ OU

U R

J. Additional activities for application or remediation

Read the directions carefully. Write your answers in your notebook.
REMEDIATION:
Given the following conditions, tell whether the quadrilateral is a parallelogram, rhombus, rectangle
or square. (You may have more than one answer).
J K
_______1. JL ≅ KM
_______2. JK // ML ; JM // LK
_______3. JL ≅ KM; JM= JK = KL = LM O
_______4. JM = JK = KL = LM
_______5. JO = LO, MO = KO
_______6. JK ≅ ML; JM ≅ KL
_______7. ∠ J ≅ ∠ K ≅ ∠ L ≅ ∠ M L M
_______8. ∠ J ≅ ∠ L; ∠ M ≅ ∠ K but not supplementary.
_______9. m ∠ JKL + m ∠ KLM = 180 and JM= ML
_______10. JML and JKL are isosceles right triangles.
_______11. JL ≅ KM; JM = 5 LK = 5
_______12. ∠ MJL ≅ ∠ KJL
_______13. ∠ M ≅ ∠ L
_______14. ∠ M = 900, JM = 8 , JK = 8
_______15. JK // ML And JM // KL, ∠ M, ∠ J , ∠ K, ∠ L are right angles.
You may check your answers by turning to the key to correction.
Give yourself one (1) point for every correct answer.

NEED MORE HELP? You may reach your math teacher with his/her cellphone number or send him/her
a private message thru his/her Facebook account

KEY TO CORRECTIONS:
Review: TRUE or FALSE Part C
1. True Activity 1
1. 6.5
2. True
2. 6.5
3. True
3. 13
4. False
4. 13
5. False
5. 12
6. False
6. 5

B. Establishing purpose for the lesson Activity 2

1. Opposite 1. x = 2, MO = 5, ER = 5
25
2. Square 2. y =7, MR =45, OE = 45
3. Geometry
4. Parallel
Part D Part E
Activity 3 Activity 4
1. a. 96˚ b. 48˚ 1. IN
2. a. 40˚ b. 100˚ c. 50˚ 2. 90˚
3. PK
4. 8
5. IPK and INK

KEY TO CORRECTIONS (Developing Mastery)

Test I Test II
1. AT 6. ST 1. Rhombus , Square
2. ST 7. ST 2. All
3. ST 8. AT 3. Rectangle, Square
4. NT 9. AT 4. Rectangle, Square
5. ST 10. AT 5. Square

KEY TO CORRECTIONS (Remediation)

Remediation
1. Rectangle, Square 8. Parallelogram, Rhombus
2. All 9. Rhombus, Square
3. Square 10. Square
4. Rhombus, Square 11. Square
5. All 12. Rhombus, Square
6. All 13. Rectangle, Square
7. Rectangle, Square 14. Square
15. Rectangle, Square

Rubric for Performance Tasks

5 4 3 2 1
All of the Less than
At least 80% At least 60% At least 30%
ACCURACY items are 30% of the
of the items of the items of the items
correct items are
are correct are correct are correct
(100%) correct
5 4 3 2 1
All of the At least 80% At least 60% At least 30% Less than
COMPLETION assigned task of the of the of the 30% of the
is complete assigned task assigned task assigned task assigned task
(100%) is complete is complete is complete is complete
5 4 3 2 1
At least 80% At least 60%
of work is of work is
At least 30%
shown - shown -
of work is
100% of work solutions are solutions are Less than
shown -
WORK SHOWN is shown - somewhat quite 30% of work
shortcut in
(SYSTEMATICNESS) solutions are presented presented is shown - no
arriving at
presented systematically systematically solution is
correct
systematically wherein a part wherein some presented.
answers are
of the parts of the
used.
solutions is solutions are
missed. missed.

26
 SELF INSTRUCTIONAL PACKETS
MATHEMATICS Grade 9 – Regular

WEEK 3
I. OBJECTIVES
A. Content standards:
The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.

B. Performance standards:
The learner is able to investigate, analyze, and solve problems involving parallelograms and triangle
similarity through appropriate and accurate representation.

C. Learning Competencies
The Learner...
1) proves the Midline Theorem. (M9GE-IIId-1)
2) proves Theorems on Trapezoids and Kites. (M9GE-IIId-2)
3) solves problems involving parallelograms, trapezoids and kites. (M9GE-IIIe-1)

D. Objectives
At the end of the lesson, the learners should be able to:
1. prove the Midline Theorem;
2. prove Theorems on Trapezoids and Kites.
3. solve problems involving parallelograms, trapezoids and kites.

II. CONTENT
MIDLINE THEOREM; THEOREMS ON TRAPEZOIDS AND KITES.
SOLVING PROBLEMS INVOLVING PARALLELOGRAMS, TRAPEZOIDS AND KITES.
Learning Resources
A. Reference: Learner’s Material for Mathematics Grade 9, pp. 329-345
Teacher’s Guide for Mathematics, pp. 216-222
Grade 9 Patterns and Practicalities, pp 398-427 by Nivera, Gladys C. et al.
B. Other Learning Resources: https://brainly.in/question/5858856

III. PROCEDURES
DAY 1
A. Reviewing previous lesson or presenting the new lesson.
Hello! How are you? I hope you and your family are healthy and safe from the virus.
Today you’re going to learn another topic in Geometry.
To start, you recall about the concept of midpoints.
In Activity 1 on the next page are points with coordinates. Can you still plot points on a Cartesian
plane? If so, get your notebook and start doing the activity.

ACTIVITY 1. Plot the following points on a graphing paper and determine their
𝑥1 +𝑥2 𝑦1 +𝑦2
midpoints using the formula x = , y= .
2 2

1. A(-1, 2), B(1, 2)

2. C(3, 1), D(3, -4)

27
 3. E(-3, -3), F(1, 4)

4. G(-4, 5), H(0, -3)

5. I(-4, -4), J(4, 0)

You may check your answers by turning to the key to correction.

Give yourself one (1) point for every correct answer. I hope you got them all correctly!

B. Establishing a purpose for the lesson

Let us have another short activity!
This activity is entitled “Balance Me!”
Do you still remember some laboratory instruments in Science?
Let me give you some examples.
1. 2. 3.

Balance Beam Scales Calibration Weights Beaker

Are you now ready?

If you are, read the direction carefully and accomplish Activity 2.

Did you enjoy the activity?

Just like in the Balance Beam, the knife-edge or fulcrum serves as the midpoint which supports the
beam to align it forming a horizontal line.
Now, you may check your answers by turning to the key to corrections. Give yourself one (1) point for
every correct answer. How many correct answers did you get?
Once done, you can proceed to the next part of the discussion.

C. Presenting examples/instances of the new lesson

Now, you will learn how midpoints can be used to form the Midline Theorem.
Study the proof below.

Given: Δ HNS, O is the midpoint of ̅̅̅̅̅

𝐻𝑁,
̅̅̅̅
E is the midpoint of 𝑁𝑆

Prove: ̅̅̅̅
𝑂𝐸 // ̅̅̅̅
𝐻𝑆, OE = ½ HS
Proof:

Statements Reasons
̅̅̅̅̅, E is the
1. Δ HNS, O is the midpoint of 𝐻𝑁
1. Given
midpoint of̅̅̅̅̅
𝑁𝑆.
2. In a ray opposite ̅̅̅̅
𝐸𝑂, there is T such that 2. In a ray, point at a given distance from the
OE = ET. endpoint of the ray.
3. 𝐸𝑁 ̅̅̅̅
̅̅̅̅ ≅ 𝐸𝑆 3. Definition of Midpoint
4. ∠2≅∠3 4. Vertical Angles Theorem (VAT)
5. Δ ONE≅Δ TSE 5. SAS Congruence Postulate
6. ∠1≅∠4 6. CPCTC
28
 7. If alternate interior angles are congruent,
𝐻𝑁 // ̅𝑆𝑇
7. ̅̅̅̅̅ ̅̅̅
then the lines are parallel.
8. ̅̅̅̅
𝑂𝐻 ≅ ̅̅̅̅
𝑂𝑁 8. Definition of Midpoint
9. ̅̅̅̅
𝑂𝑁 ≅ 𝑇𝑆 ̅̅̅̅ 9. CPCTC (SN 5)
10. 𝑂𝐻 ≅ ̅𝑇𝑆
̅̅̅̅ ̅̅̅ 10. Transitive Property
11. Quadrilateral HOTS is a //gram. 11. Definition of //gram
12. ̅̅̅̅ ̅̅̅̅
𝑂𝐸 // 𝐻𝑆 12. ̅̅̅̅
𝑂𝐸 is on the side of OT of HOTS.
13. OE + ET = OT 13. Segment Addition Postulate (SAP)
14. OE + OE = OT 14. Substitution (SN 2)
15. 2OE = OT 15. Addition
16. . ̅̅̅̅
𝐻𝑆 ≅ ̅̅̅̅
𝑂𝑇 16. Parallelogram property 1
17. 2OE = HS 17. Substitution
18. OE = ½ HS (The segment joining the
midpoints of two sides of a triangle is half as 18. Substitution (SN 14 and 15)
long as the third side)

You have just read and analyze the proof of the Midline Theorem. This theorem can be applied to solve
problems.
Let us have some examples.

Example 1. In Δ CDE, M, N, P, are the midpoints of the sides. Name the segments parallel to:
a. ̅̅̅̅
𝐶𝐷 // __
b. ̅̅̅̅
𝐷𝐸 // __
̅̅̅̅ // __
c. 𝐶𝐸
Applying the Midline Theorem, we’ll have:
̅̅̅̅ // 𝑃𝑁
a. 𝐶𝐷 ̅̅̅̅
b. 𝐷𝐸 // ̅̅̅̅̅
̅̅̅̅ 𝑀𝑃
̅̅̅̅ // ̅̅̅̅̅
c. 𝐶𝐸 𝑀𝑁

Now, try this in your notebook.

In Δ MNO, X, Y, Z are the midpoints of the sides of the triangle. Name the sides
parallel to:
a. ̅̅̅̅̅
𝑀𝑁 // __
̅̅̅̅
b. 𝑁𝑂 // __
c. ̅̅̅̅̅
𝑀𝑂 // __
You should get,
a. ̅̅̅̅̅
𝑀𝑁 // ̅̅̅̅
𝑍𝑌
̅̅̅̅ ̅̅̅̅
b. 𝑁𝑂 // 𝑋𝑍
c. ̅̅̅̅̅
𝑀𝑂 // ̅̅̅̅
𝑋𝑌
If you get the correct answer, you may proceed to example 2. If not, I am sorry but
you have to go back to example 1 and try to solve it again.

29
Example 2. Given Δ STU. Find the length of PQ.

By applying the Midline Theorem, since ̅̅̅̅ 𝑃𝑄 is a segment formed by the midpoints P & Q
̅̅̅̅ & 𝑇𝑈
of 𝑆𝑇 ̅̅̅̅, it must be half the length of SU. Therefore, the length of
̅̅̅̅, and is parallel to 𝑆𝑈
PQ is:
PQ = ½ SU
PQ = ½ (30)
PQ = 15

Now, try this on your notebook!

Given Δ VXW. Find the length of XV.

You should get 22. If you get the correct answer, you may proceed to example 3.
If not, I am sorry but you have to go back to example 2 and try to solve it again.

Example 3. In Δ WXY, 𝑄𝑅
̅̅̅̅ // 𝑌𝑊
̅̅̅̅̅ . Solve for x and determine the lengths of QR and YW.

̅̅̅̅, the midline or midsegment of the triangle is parallel to 𝑌𝑊

Since 𝑄𝑅 ̅̅̅̅̅ , the third side, it
must be half the length of YW.
Therefore, we will have the equation,
QR = ½ YW Midline Theorem
2x – 3 = ½ (x + 9) Substitute the representation in the equation
2(2x – 3) = x + 9 Cross Multiplication
4x – 6 = x + 9 Distributive Property
4x – x = 9 + 6 Combine similar terms
3x = 15 Simplify
x=5 Division
Substitute the value of x.
QR = 2x – 3
= 2(5) – 3 Check:
= 10 – 3 QR = ½ YW
QR = 7 7 = ½ (14)
YW = x + 9 7=7
=5+9
YW = 14

30
 Now, you try this on your notebook!
In 𝛥 𝑅𝑆𝑇, ̅̅̅̅ ̅̅̅̅. Solve for x and find the lengths of CB & RT.
𝐶𝐵 // 𝑅𝑇

You should get x = 11, CB = 20, RT = 40. If you get the correct answer, you may
proceed to next part of the discussion. If not, I am sorry but you have to go back to
example 3 and try to solve it again.

DAY 2
D. Discussing new concepts and practicing new skills #1
Another type of quadrilateral is the trapezoid. Like parallelograms, trapezoids have properties, too.
In a trapezoid, the parallel sides are the bases. The nonparallel sides are the legs. The angles on both
ends of each base are called base angles. The line segment joining the midpoints of the legs of the trapezoid
is called the median of the trapezoid.

base

legleg base angles leg Median

Let’s have the base

theorem about the median of a trapezoid:
Theorem on the Median of a Trapezoid – The median of a trapezoid is parallel to each base and its
length is one half the sum of the lengths of the bases.

𝒃𝟏
𝒃𝟏 + 𝒃𝟐
𝑴𝒆𝒅𝒊𝒂𝒏 =
𝟐

𝒃𝟐

Can you prove this Theorem on the Median of a Trapezoid?

You study and analyze the proof below.
I N
̅̅̅̅
Given: Trapezoid MINS with median 𝑇𝑅
̅̅̅̅ ̅̅̅̅ ̅̅̅̅ ̅̅̅̅
Prove: 𝑇𝑅 //𝐼𝑁, 𝑇𝑅 //𝑀𝑆
1
T P R
𝑇𝑅 = 2 (𝑀𝑆 + 𝐼𝑁)

M S
Proof:
Statements Reasons
1. Trapezoid MINS with median 𝑇𝑅 ̅̅̅̅ 1. Given
̅
2. Draw 𝐼𝑆, with P as its midpoint. 2. By construction

31
 1
3. 𝑇𝑃 = 2 𝑀𝑆 𝑎𝑛𝑑 ̅̅̅̅ ̅̅̅̅
𝑇𝑃//𝑀𝑆 3. Midline Theorem, on ∆MIS
1
4. 𝑃𝑅 = 𝐼𝑁 𝑎𝑛𝑑 ̅̅̅̅ ̅̅̅̅
𝑃𝑅 //𝐼𝑁 4. Midline Theorem, on ∆INS
2
̅̅̅̅//𝐼𝑁
5. 𝑀𝑆 ̅̅̅̅ 5. Definition of Trapezoid
̅̅̅̅//𝐼𝑁
6. 𝑇𝑃 ̅̅̅̅ 6. Lines parallel to the same line are parallel.
7. 𝑇𝑃 𝑎𝑛𝑑 ̅̅̅̅
̅̅̅̅ 𝑃𝑅 are both parallel to ̅𝐼𝑁
̅̅̅. Thus, T,
7. Points lie on the same line are collinear.
P and R are collinear.
8. 𝑇𝑅 = 𝑇𝑃 + 𝑃𝑅 8. Segment Addition Postulate
1 1 9. Addition Property of Equality, Statements #3
9. 𝑇𝑃 + 𝑃𝑅 = 2 𝑀𝑆 + 2 𝐼𝑁
and #4
1 1 10. By Substitution, Statements #8 and #9
10. 𝑇𝑅 = 2 𝑀𝑆 + 2 𝐼𝑁
1
𝑇𝑅 = (𝑀𝑆 + 𝐼𝑁)
2

Let us have the following examples applying the definition and theorem discussed above.
Example 1. Quadrilateral CARE is a trapezoid where 𝐸𝐶 ̅̅̅̅ //𝑅𝐴
̅̅̅̅.
a. Which sides are the bases?
b. Which sides are the legs?
c. Is ̅𝑆𝑇
̅̅̅ a median of the trapezoid?

8m
A
C S

E 3m T 3m R

Answers:
̅̅̅̅ //𝑅𝐴
a. Since 𝐸𝐶 ̅̅̅̅, the bases are 𝐸𝐶
̅̅̅̅ 𝑎𝑛𝑑 𝑅𝐴
̅̅̅̅.
̅̅̅̅ ̅̅̅̅
b. The nonparallel sides 𝐶𝐴 𝑎𝑛𝑑 𝐸𝑅 are the trapezoid’s legs.
c. The given measures of sides indicate that ̅𝑆𝑇 ̅̅̅ is a median of the trapezoid.

Example 2. Determine the measures indicated by variables 𝑎, 𝑏, 𝑎𝑛𝑑 𝑐.

42 cm I
W

b
M S
a c
M
O 71⁰ 80⁰
D
50 cm
Answers:
̅̅̅̅ is the trapezoid’s median. So, 𝑀𝑆
a. 𝑀𝑆 ̅̅̅̅//𝑂𝐷
̅̅̅̅ . With ̅̅̅̅̅
𝑊𝑂 as the transversal, ∠𝑊𝑀𝑆 𝑎𝑛𝑑 ∠𝑀𝑂𝐷 are
corresponding angles. Thus, 𝑏 = 𝑚∠𝑊𝑀𝑆 = 𝑚∠𝑀𝑂𝐷 = 710 .
b. Likewise, with transversal ̅̅̅
𝐼𝐷 , ∠𝑀𝑆𝐷 is supplement of ∠𝑆𝐷𝑂. Therefore, 𝑐 = 𝑚∠𝑀𝑆𝐷 = 1800 −
0
80 = 100⁰.
32
 ̅̅̅̅ is
c. The length of median 𝑀𝑆
42 + 50
𝑎=
2
92
𝑎=
2
𝑎 = 46 𝑐𝑚

Now, it’s your turn. Answer the following questions in your notebook considering
the given trapezoids.
1. SARE is a trapezoid where ̅̅̅̅ ̅̅̅̅̅
𝑆𝐴//𝐸𝑅.
a. Which sides are the bases?
b. Which sides are its legs?
c. Is ̅̅̅̅
𝐷𝐶 a median?

2. Find 𝑥, 𝑦, 𝑎𝑛𝑑 𝑧, using the figure shown at the right.

11 m
95⁰ y
z
15 m 88⁰

x
You should get the following answers.
1. In trapezoid SARE,
a. The bases are 𝑆𝐴 ̅̅̅̅ 𝑎𝑛𝑑 𝑅𝐸
̅̅̅̅ since they are the parallel sides of the trapezoid.
̅̅̅̅ ̅̅̅̅
b. The legs are 𝑆𝑅 𝑎𝑛𝑑 𝐴𝐸 since they are the nonparallel sides of the
trapezoid.
c. Yes, 𝐷𝐶 is a median of the trapezoid since D and C are the midpoints of
̅̅̅̅ 𝑎𝑛𝑑 ̅̅̅̅
𝑆𝑅 𝐴𝐸 , respectively.
2. 𝑥 = 14 𝑚, 𝑦 = 880 , 𝑎𝑛𝑑 𝑧 = 85⁰
If you get the correct answers, you may proceed to the part of the lesson. If
not, I am sorry but you have to go back to example number 1 and try all over again.

Now, let’s us have the next part of our discussion. What is an isosceles trapezoid?
An isosceles trapezoid is a trapezoid whose parallel sides are equal or congruent.
Let us have this activity to discover the properties related to an isosceles trapezoid.

Materials: a piece of patty paper, ruler, protractor

Steps:
1. Use both edges of your ruler to draw parallel lines.

33
 2. Draw any transversal.

3. Fold the patty paper such that in each base,

a portion of it coincides to itself. Trace the fold.

4. Trace the transversal.

5. Unfold. What can you say about the legs? What kind of trapezoid have you drawn? Label the
quadrilateral ABCD.

Answer: The legs are congruent/equal.

The trapezoid is an isosceles.

6. Use a protractor to measure the angles.

a pair of base angles
𝑚∠𝐴 = _______ 𝑚∠𝐷 = _______
another pair of base angles
𝑚∠𝐶 = _______ 𝑚∠𝐵 = _______

What do you notice? Answer: 𝑚∠𝐴 = 𝑚∠𝐷

𝑚∠𝐶 = 𝑚∠𝐵

7. Draw the diagonals. Use a ruler and compare their lengths.

Answer: The lengths of the diagonals are equal.

The following properties or theorems are inductively derived from the above activity.

Properties of Isosceles Trapezoid

➢ The base angles of an isosceles trapezoid are congruent.
➢ Opposite angles of an isosceles trapezoid are supplementary.
➢ The diagonals of an isosceles trapezoid are congruent.

In the following example, let us apply the properties/theorems of isosceles trapezoid.

34
 Example 3. Quadrilateral OKAY is an isosceles trapezoid with ̅̅̅̅ ̅̅̅̅ as legs.
𝑂𝑌 𝑎𝑛𝑑 𝐾𝐴
O K
a. If 𝑂𝐴 = 10 𝑐𝑚, then 𝐾𝑌 =____________.
C C
b. If 𝑚∠𝐾𝑂𝑌 = 112, then
𝑚∠𝑂𝐾𝐴 =____________,
𝑚∠𝑂𝑌𝐴 =____________. Y A
C C
Solutions:
a. 𝐾𝑌 = 10 𝑐𝑚 since diagonals of an isosceles trapezoid are congruent.
b. 𝑚∠𝑂𝐾𝐴 = 112, since 𝑚∠𝑂𝐾𝐴 = 𝑚∠𝐾𝑂𝑌, base angles of an isosceles trapezoid are congruent.
c. 𝑚∠𝑂𝑌𝐴 = 68, since opposite angles of an isosceles trapezoid are supplementary.
𝑚∠𝑂𝑌𝐴 = 1800 − 𝑚∠𝑂𝐾𝐴
𝑚∠𝑂𝑌𝐴 = 180 − 112
𝑚∠𝑂𝑌𝐴 = 68

On your own, consider the isosceles trapezoid below and try to find the measures/
lengths of the following. Write the answers in your notebook.
G R

A E

1. If 𝐺𝐴 = 12 𝑐𝑚, then 𝑅𝐸 =____________.

2. If 𝐴𝑅 = 22 𝑐𝑚, then 𝐺𝐸 =____________.
3. If 𝑚∠𝐺𝐴𝐸 = 82, then
𝑚∠𝑅𝐸𝐴 =____________,
𝑚∠𝐴𝐺𝑅 =____________.

Your answers must be the same as the following.

1. 𝑅𝐸 = 12 𝑐𝑚
2. 𝐺𝐸 = 22 𝑐𝑚
3. 𝑚∠𝑅𝐸𝐴 = 82
𝑚∠𝐴𝐺𝑅 = 98
If your answers are correct, you may proceed to the next part of the lesson. If not,
I am sorry but you have to go back to example number 3 and try all over again.

The next quadrilateral that we will discuss for this week is the kite. Kites are quadrilateral that are
neither parallelograms nor trapezoids.

A kite is a quadrilateral with two distinct pairs of consecutive sides that are congruent.

̅̅̅̅ ≅ 𝐴𝐷
𝐴𝐵 ̅̅̅̅
̅̅̅̅ ≅ 𝐷𝐶
𝐵𝐶 ̅̅̅̅
̅̅̅̅
𝐴𝐵 𝑎𝑛𝑑 ̅̅̅̅
𝐴𝐷 are consecutive sides.
̅̅̅̅ 𝑎𝑛𝑑 𝐷𝐶
𝐵𝐶 ̅̅̅̅ are consecutive sides.

Properties of a Kite
35
 ➢ Diagonals are perpendicular.
➢ Exactly one pair of opposite angles are congruent.
➢ A diagonal bisect each of the non-congruent angles and the other diagonals.

Given: kite ABCD

Diagonals: 𝐵𝐷 ̅̅̅̅
̅̅̅̅ ⊥ 𝐴𝐶
Opposite congruent angles: ∠𝐴𝐵𝐶 ≅ ∠𝐴𝐷𝐶
Non-congruent angles: ∠𝐵𝐴𝐷 ≇ ∠𝐵𝐶𝐷
Diagonal ̅̅̅̅
𝐴𝐶 bisects ∠𝐵𝐴𝐷 𝑎𝑛𝑑 ∠𝐵𝐶𝐷.
This means ∠𝐵𝐶𝐴 ≅ ∠𝐷𝐶𝐴 and ∠𝐵𝐴𝐶 ≅ ∠𝐷𝐴𝐶.
̅̅̅̅ also bisects diagonal ̅̅̅̅
Diagonal 𝐴𝐶 ̅̅̅̅
𝐵𝐸 ≅ 𝐷𝐸

Below is the proof of the property that diagonals in a kite are perpendicular.

̅̅̅̅ ≅ 𝐴𝐷
Given: Kite ABCD with 𝐴𝐵 ̅̅̅̅ 𝑎𝑛𝑑 𝐵𝐶 ≅ 𝐷𝐶
̅̅̅̅
̅̅̅̅
Prove: 𝐴𝐶 𝑎𝑛𝑑 𝐵𝐷

Proof:

Statements Reasons
̅̅̅̅ ≅ 𝐴𝐷
1. Kite ABCD with 𝐴𝐵 ̅̅̅̅ 𝑎𝑛𝑑 𝐵𝐶 ≅ 1. Given
̅̅̅̅
𝐷𝐶
2. ̅̅̅̅
𝐷𝐸 ≅ ̅̅̅̅
𝐵𝐸 2. If D and B are equidistant from A and
C, then E is equidistant from B and D.
3. ∆𝐴𝐸𝐷 ≅ ∆𝐴𝐸𝐵 3. SSS Triangle Congruence
4. ∠𝐴𝐸𝐷 ≅ ∠𝐴𝐸𝐵 4. Corresponding parts of congruent
triangles are congruent.
5. ∠𝐴𝐸𝐷 𝑎𝑛𝑑 ∠𝐴𝐸𝐵 form a linear pair. 5. Definition of linear pair
6. ∠𝐴𝐸𝐷 𝑎𝑟𝑒 ∠𝐴𝐸𝐵 right angles. 6. If two angles that form a linear pair
are congruent, then each is a right
angle.
̅̅̅̅ ⊥ 𝐵𝐷
7. 𝐴𝐶 ̅̅̅̅ 7. Definition of Perpendicular lines

Applying the properties enumerated above, let us have this example.

Example 4. Given Quadrilateral RSTV is a kite. Find the indicated measure.

36
 a. If 𝑅𝑆 = 8 𝑎𝑛𝑑 𝑆𝑇 = 12, 𝑡ℎ𝑒𝑛 𝑅𝑉 =________,
𝑉𝑇 =________ and the perimeter = _________.
b. 𝑚∠𝑆𝑋𝑇 =________.

c. If 𝑚∠𝑆𝑇𝑋 = 30𝑎𝑛𝑑 𝑚∠𝑆𝑅𝑉 = 80,

then 𝑚∠𝑉𝑇𝑋 =________, 𝑚∠𝑅𝑆𝑇 =________
and 𝑚∠𝑆𝑅𝑋 =________.

Solutions:
̅̅̅̅ ≅ 𝑅𝑉
a. 𝑅𝑉 = 8, since 𝑅𝑆 ̅̅̅̅
̅̅̅̅ ≅ 𝑉𝑇
𝑉𝑇 = 12, since 𝑆𝑇 ̅̅̅̅
𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 𝑅𝑆 + 𝑅𝑉 + 𝑉𝑇 + 𝑆𝑇
𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 8 + 8 + 12 + 12
𝑷𝒆𝒓𝒊𝒎𝒆𝒕𝒆𝒓 = 𝟒𝟎
b. 𝑚∠𝑆𝑋𝑇 = 90, since diagonals of a kite are perpendicular.
c. 𝑚∠𝑉𝑇𝑋 = 30, since ∠𝑆𝑇𝑋 ≅ ∠𝑉𝑇𝑋; A diagonal bisect each of the noncongruent angles.

3600 −(𝑚∠𝑆𝑅𝑉+𝑚∠𝑉𝑇𝑆)
𝑚∠𝑅𝑆𝑇 = 2
, since exactly one pair of opposite angles are congruent
and kite is a quadrilateral.
360 − (80 + 60)
𝑚∠𝑅𝑆𝑇 =
2
360 − 140
𝑚∠𝑅𝑆𝑇 =
2
220
𝑚∠𝑅𝑆𝑇 =
2
𝒎∠𝑹𝑺𝑻 = 𝟏𝟏𝟎

𝑚∠𝑆𝑅𝑉
𝑚∠𝑆𝑅𝑋 = , since a diagonal bisect each of the noncongruent angles.
2
80
𝑚∠𝑆𝑅𝑋 =
2
𝒎∠𝑺𝑹𝑿 = 𝟒𝟎

Did you understand the example?

Now, you try solving the following in your notebook.

Given quadrilateral ABCD is a kite.

Find the indicated measure.
a. If 𝐴𝐵 = 14 𝑎𝑛𝑑 𝐷𝐶 = 18, 𝑡ℎ𝑒𝑛 𝐴𝐷 =________,
𝐵𝐶 =________ and the perimeter = _________.
b. 𝑚∠𝐷𝐸𝐶 =________
c. If 𝑚∠𝐵𝐶𝐸 = 33 𝑎𝑛𝑑 𝑚∠𝐵𝐴𝐷 = 94,
then 𝑚∠𝐷𝐶𝐸 =________, 𝑚∠𝐷𝐴𝐸 =________
and 𝑚∠𝐴𝐵𝐶 =________.
You must have the same answers as the following:
a. 𝐴𝐷 = 14, 𝐵𝐶 = 18 𝑎𝑛𝑑 𝑡ℎ𝑒 𝑝𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 64
b. 𝑚∠𝐷𝐸𝐶 = 90
c. 𝑚∠𝐷𝐶𝐸 = 33, 𝑚∠𝐷𝐴𝐸 = 47 and 𝑚∠𝐴𝐵𝐶 = 100
If you get the same answers, then you may proceed to the next part of our lesson.
If not, I am sorry but you have to go back to example number 4 and try all over again.

37
 DAY 3
E. Discussing new concepts and practicing new skills #2
In this part, we will solve problems involving parallelograms, trapezoids and kites.
To solve problems involving parallelograms, trapezoids and kites, let us apply the properties we
discussed.

Let us solve the following problems.

Example 5. Quadrilateral WISH is a parallelogram. If 𝑚∠𝑊 = (𝑥 + 15)⁰ 𝑎𝑛𝑑 𝑚∠𝑆 = (2𝑥 + 5)⁰, what is 𝑚∠𝑊?
Solution:
W I

H S

Solving for the value of x:

∠𝑊 ≅ ∠𝑆 Opposite angles of a parallelogram are congruent.
𝑚∠𝑊 = 𝑚∠𝑆
𝑥 + 15 = 2𝑥 + 5 Substitute the measures 𝑚∠𝑊 = 𝑥 + 15 𝑎𝑛𝑑 𝑚∠𝑆 = 2𝑥 + 5
15 − 5 = 2𝑥 − 𝑥 Solve for x.
10 = 𝑥
𝒙 = 𝟏𝟎

Substitute 𝒙 = 𝟏𝟎 in 𝑚∠𝑊 = (𝑥 + 15)⁰ to solve for the measure of ∠𝑊.

𝑚∠𝑊 = 𝑥 + 15
𝑚∠𝑊 = 10 + 15
𝒎∠𝑾 = 𝟐𝟓

Example 6. In parallelogram ABCD, if ∠𝐵 = (𝑦 − 5)0 , 𝑎𝑛𝑑 ∠𝐴 = (2𝑦 + 20)0 , find 𝑚∠𝐶 𝑎𝑛𝑑 𝑚∠𝐷.
A B
Solution:

D C
Solving for the value of y:
𝑚∠𝐴 + 𝑚 ∠𝐵 = 180 Consecutive angles of a parallelogram are supplementary.
(2𝑦 + 20)0 + (𝑦 − 5)0 = 180 Substitute 𝑚∠𝐵 = (𝑦 − 5)0 𝑎𝑛𝑑 𝑚∠𝐴 = (2𝑦 + 20)0
3𝑦 + 15 = 180 Solve for y.
3𝑦 = 180 − 15
3𝑦 = 165
3𝑦 165
3
= 3
𝑦 = 55
Substitute 𝑦 = 55 to solve for the measures of ∠𝐴 𝑎𝑛𝑑 ∠𝐵.
𝑚∠𝐴 = (2𝑦 + 20)0 𝑚∠𝐵 = (𝑦 − 5)0
𝑚∠𝐴 = 2(55) + 20 𝑚∠𝐵 = (55 − 5)0
𝑚∠𝐴 = 110 + 20 𝑚∠𝐵 = 50
𝑚∠𝐴 = 130
Since ∠𝐴 ≅ ∠𝐶, opposite angles of a parallelogram are congruent, 𝒎∠𝑪 = 𝟏𝟑𝟎.
Similarly, ∠𝐵 ≅ ∠𝐷. Therefore, 𝒎∠𝑫 = 𝟓𝟎.

38
 ̅̅̅̅̅ 𝑎𝑛𝑑 𝐻𝑇
Example 7. Quadrilateral MATH is an isosceles trapezoid with bases 𝑀𝐴 ̅̅̅̅, 𝐿𝑉
̅̅̅̅ is a median.
a. Given: 𝑀𝐴 = 3𝑦 − 2; 𝐻𝑇 = 2𝑦 + 4; 𝐿𝑉 = 8.5 𝑐𝑚
𝑦 =____________. M A
A
b. Given: 𝑚∠𝑀𝐻𝑇 = 3𝑥 − 40; 𝑚∠𝑀𝐴𝑇 = 2𝑥 − 5
𝑥 =____________ and 𝑚∠𝑀𝐻𝑇 =____________. L A
V
c. Given: 𝐴𝐻 = 4𝑦 − 3; 𝑀𝑇 = 2𝑦 + 5
𝑦 =____________ and 𝑀𝑇 =____________. H T
Solutions:
𝑏 +𝑏
a. 𝑀𝑒𝑑𝑖𝑎𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑇𝑟𝑎𝑝𝑒𝑧𝑜𝑖𝑑 = 1 2 2
𝑀𝐴 + 𝐻𝑇
𝐿𝑉 =
2
(3𝑦 − 2) + (2𝑦 + 4)
8.5 =
2
8.5(2) = 3𝑦 − 2 + 2𝑦 + 4
17 = 5𝑦 + 2
17 − 2 = 5𝑦
5𝑦 = 15
5𝑦 15
=
5 5
𝒚=𝟑
b. 𝑚∠𝑀𝐻𝑇 = 𝑚∠𝑀𝐴𝑇 since opposite angles of an isosceles trapezoid are supplementary.
3𝑥 − 40 = 2𝑥 − 5
3𝑥 − 2𝑥 = −5 + 40
𝒙 = 𝟑𝟓
Solving for 𝑚∠𝑀𝐻𝑇, substitute 𝑥 = 35 in 𝑚∠𝑀𝐻𝑇 = 3𝑥 − 40.
∠𝑀𝐻𝑇 = 3𝑥 − 40
∠𝑀𝐻𝑇 = 3(35) − 40
∠𝑀𝐻𝑇 = 105 − 40
∠𝑴𝑯𝑻 = 𝟔𝟓
c. 𝐴𝐻 = 𝑀𝑇 since diagonals of an isosceles trapezoid are congruent.
4𝑦 − 3 = 2𝑦 + 5
4𝑦 − 2𝑦 = 5 + 3
2𝑦 = 8
2𝑦 8
=
2 2
𝒚=𝟒
Solving for length of ̅̅̅̅̅
𝑀𝑇, substitute 𝑦 = 4 in 𝑀𝑇 = 2𝑦 + 5.
𝑀𝑇 = 2𝑦 + 5
𝑀𝑇 = 2(4) + 5
𝑀𝑇 = 8 + 5
𝑴𝑻 = 𝟏𝟑
Let us explore. Consider kite ABCD. What is the area of kite ABCD?

39
 𝒅𝟏
Let 𝐵𝐷 = 𝑑1 and 𝐴𝐶 = 𝑑2 .
𝒅𝟐

𝑑1 𝑥
𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐴𝐵𝐷 =
2
𝑑1 (𝑑2 − 𝑥)
𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐷𝐶𝐵 =
2
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑘𝑖𝑡𝑒 𝐴𝐵𝐶𝐷 = 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐴𝐵𝐷 + 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐷𝐶𝐵
𝑑1 𝑥 𝑑 (𝑑 −𝑥)
= 2
+ 1 22
𝑑1 𝑥 𝑑 𝑑 𝑑 𝑥
= 2
+ 12 2 − 21
𝒅𝟏 𝒅𝟐
𝑨𝒓𝒆𝒂 𝒐𝒇 𝒌𝒊𝒕𝒆 𝑨𝑩𝑪𝑫 =
𝟐

The formula in finding the area of a kite is

𝒅𝟏 𝒅𝟐
𝑨𝒓𝒆𝒂 𝒐𝒇𝒂 𝒌𝒊𝒕𝒆 =
𝟐

Let us use this area formula of a kite in the next example.

Example 8. What is the area of kite JKLM?

4 cm
5cm 8 cm

4 cm

Solution:
𝑑1 𝑑2
𝐴𝑟𝑒𝑎 𝑜𝑓𝑎 𝑘𝑖𝑡𝑒 = 2
Area formula of a kite

(13)(8)
𝐴𝑟𝑒𝑎 𝑜𝑓𝑘𝑖𝑡𝑒 𝐽𝐾𝐿𝑀 =
2
104
𝐴𝑟𝑒𝑎 𝑜𝑓𝑘𝑖𝑡𝑒 𝐽𝐾𝐿𝑀 =
2
𝑨𝒓𝒆𝒂 𝒐𝒇𝒌𝒊𝒕𝒆 𝑱𝑲𝑳𝑴 = 𝟓𝟐 𝒔𝒒. 𝒄𝒎

Now, on your own, will you try to solve the following problems in your notebook?
1. Quadrilateral POST is a parallelogram. If 𝑚∠𝑂 = (3𝑥 + 3)⁰ 𝑎𝑛𝑑 𝑚∠𝑇 = (4𝑥 −
17)⁰, what is 𝑚∠𝑇?
2. In parallelogram SAME, if 𝑚∠𝑆 = (7𝑥 + 5)⁰ 𝑎𝑛𝑑 𝑚∠𝐸 = (3𝑥 + 25)⁰, find 𝑚∠𝐴
and 𝑚∠𝑀.

40
 3. Quadrilateral QUAD is an isosceles trapezoid with bases ̅̅̅̅ ̅̅̅̅. 𝑅𝐼
𝑄𝑈𝑎𝑛𝑑 𝐷𝐴 ̅̅̅ is the
median. Q U

D A
a. If 𝑄𝑈 = 2𝑥 − 1, 𝐷𝐴 = 3𝑥, 𝑅𝐼 = 17 𝑐𝑚, what is the value of 𝑥?
b. If 𝑚∠𝐷𝐴𝑈 = 75 what is 𝑚∠𝑄𝐷𝐴?
c. If 𝑚∠𝐷𝑄𝑈 = 3𝑥 − 5 𝑎𝑛𝑑 𝑚∠𝑈𝐴𝐷 = 2𝑥 − 15, what is the 𝑚∠𝐷𝑄𝑈?
d. If 𝑄𝑍 = 2𝑦 + 5 and 𝑈𝐷 = 5𝑦 − 1, find the value of 𝑦.
4. Find the area of kite TICS given that 𝑑1 = 30𝑐𝑚 and 𝑑2 = 40𝑐𝑚.

You should get the following as answers.

1. 𝑚∠𝑇 = 63
2. 𝑚∠𝐴 = 70 and 𝑚∠𝑀 = 110
3.
a. 𝑥 = 7
b. 𝑚∠𝑄𝐷𝐴 = 75
c. 𝑚∠𝐷𝑄𝑈 = 115
d. 𝑦 = 2
4. 𝐴𝑟𝑒𝑎 𝑜𝑓 𝐾𝑖𝑡𝑒 𝑇𝐼𝐶𝑆 = 600 𝑠𝑞. 𝑐𝑚

If your answers are correct, you may proceed to the next part of the lesson. If
not, I am sorry but you have to go back to example number 5 and try all over again.

DAY 4
F. Developing mastery
Read the directions below and answer the Activity 1 in your notebook.
ACTIVITY 1
In ΔMCG, A and I are the midpoints of MG and GC, respectively. Consider each given
information and answer the questions that follow.
1. Given: AI = 10.5
Questions:
• What is MC?
• How did you solve for MC?

2. 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?

Score Description
You may check your answers by turning to the key to corrections. Give 5 Very Good
yourself one (1) point for every correct answer. How many correct answers did 3-4 Good
you get? 1-2 Fair
Rate the result using the table. 0 Turn to section J
and work on the
Once done, you can proceed to the next activity. enrichment
activities.

41
Read the directions below, answer the Activity 2, and show your solutions in your notebook.
ACTIVITY 2
A. Refer to trapezoid EFGH with median 𝐼𝐽 ̅. H G
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,
I J
what is the value of 𝑦? What is 𝐼𝐽?
3. If 𝐻𝐺 = 𝑥, 𝐼𝐽 = 16 and 𝐸𝐹 = 22, E F
what is the value of 𝑥?

B. Given isosceles trapezoid ABCD.

1. Name the legs
2. Name the bases.
3. Name the base angles.
4. If 𝑚∠𝐴 = 70, what is the 𝑚∠𝐵?
5. If 𝑚∠𝐷 = 105, what is the 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?
L
C. Consider kite KLMN on the right. 2 M
1. Name the pairs of congruent and adjacent sides. 3
2. If 𝐿𝑀 = 6, what is 𝑀𝑁? 1
3. If 𝐾𝑁 = 10.5, what is 𝐾𝐿?
4. If 𝐿𝑁 = 7 𝑐𝑚 and 𝐾𝑀 = 13 𝑐𝑚, what is the area? 4
5. If 𝑚∠3 = 31, what is 𝑚∠𝐿𝑀𝑁? 5 N
6. If 𝑚∠4 = 70, what is 𝑚∠𝐾𝐿𝑁?
K

Score Description
You may check your answers by turning to the key to corrections. Give 17-20 Very Good
yourself one (1) point for every correct answer. How many correct answers did 12-16 Good
you get? 7-11 Fair
Rate the result using the table. 0-6 Turn to section J
and work on the
Once done, you can proceed to the next activity. enrichment
activities.

G. Finding practical applications of concepts and skills in daily living

Now let’s see where quadrilaterals are used.
In electronic devices like mobiles, laptops, computers, TVs, etc. In stationery items like books, copies,
chart-papers, etc.
The list goes countless as we can’t imagine the world without quadrilaterals. Wherever you see four
sides, quadrilateral is involved there.

H. Making generalization and abstraction about the lesson.

42
 Midline Theorem - In a triangle, the segment joining the midpoints of two sides
is parallel to the third side and equal to one-half of it.

In a trapezoid, the parallel sides are the bases. The nonparallel sides are
the legs. The angles on both ends of each base are called base angles. The
line segment joining the midpoints of the legs of the trapezoid is called the
median of the trapezoid.
Theorem on the Median of a Trapezoid – The median of a trapezoid is parallel
to each base and its length is one-half the sum of the lengths of the bases.

An isosceles trapezoid is a trapezoid whose parallel sides are equal or

congruent.
Properties of Isosceles Trapezoid
➢ The base angles of an isosceles trapezoid are congruent.
➢ Opposite angles of an isosceles trapezoid are supplementary.
➢ The diagonals of an isosceles trapezoid are congruent.

A kite is a quadrilateral with two distinct pairs of consecutive sides that are
congruent.
Properties of a Kite
➢ Diagonals are perpendicular.
➢ Exactly one pair of opposite angles are congruent.
➢ A diagonal bisect each of the non-congruent angles and the other diagonals.

The formula in finding the area of a kite is

𝒅𝟏 𝒅𝟐
𝑨𝒓𝒆𝒂 𝒐𝒇𝒂 𝒌𝒊𝒕𝒆 =
𝟐

DAY 5
I. Evaluating learning
EVALUATION 3
Direction: Use yellow papers to answer the evaluation. Provide necessary solutions for
your answers. Use the format shown below to label your paper and it is to be
submitted to your Math teacher.
Name:_______________________ Section:_______________________
Subject: Mathematics 9 Week Number: 3 Parent’s Signature:
______________
I. (WRITTEN WORKS) - Match the triangles!
Applying the Midline Theorem, which among the smaller triangles below will
correspond the big triangle.

43
 1.

2.
Continuation EVALUATION 3
Name:_______________________ Section:_______________________
Subject: Mathematics 9 Week Number: 3 Parent’s Signature:
______________
II. (WRITTEN WORKS) - Find the missing length indicated.
3. Find KM. 4. Given Δ JKL. If JR = 5,
KS = 7 and
LT = 9, find the perimeter of Δ JKL.

III. (WRITTEN WORKS) - Solve.

5. Given Δ MNO where, X, Y, and Z are the midpoints. If YZ = 2x + 3, and MN = 5x –
14, then YZ = ____.

44
 IV. (PERFORMANCE TASK) – Solve. Show your solution. See the attached rubrics.
1. Find the 𝑚∠𝑃 of parallelogram PACK if 𝑚∠𝐶 = 75.
2. Quadrilateral MATH is a parallelogram. If 𝑀𝐴 = 18 𝑐𝑚 and 𝐴𝑇 = 15 𝑐𝑚, find
𝐻𝑇 𝑎𝑛𝑑 𝑀𝐻.
3. Quadrilateral GEOM is trapezoid with 𝐺𝐸//𝑀𝑂.
a. What are 𝐺𝑀̅̅̅̅̅ and ̅̅̅̅
𝐸𝑂?
b. What are ∠𝑀 and ∠𝑂?
c. How long is 𝑇𝑅 ̅̅̅̅?
4. Quadrilateral LUCK is an isosceles trapezoid with legs UC and LK.
a. If 𝑈𝐾 = 19 𝑐𝑚, what is LC?
b. If 𝑚∠𝐿 = 75, find 𝑚∠𝐾 and 𝑚∠𝑈.
5. In kite MNRQ, find the value of 𝑎, 𝑏, 𝑥 𝑎𝑛𝑑 𝑦.

J. Additional activities for application of remediation.

Read the directions below and answer in your notebook.
REMEDIATION 1:
In ΔMCG, A and I are the midpoints of MG and GC, respectively. Consider each given
information and answer the questions that follow.
1. Given: CG = 32
Questions:
• What is GI?
• How did you solve for GI?

45
 2. Given: AG = 7 and CI = 8
Questions:
• What is MG + GC?
• How did you solve for the sum?
3. 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?

You may check your answers by turning to the key to correction.

Give yourself one (1) point for every correct answer.
How many correct answers did you get?

Read the directions below and answer in your notebook. Show your solutions.
REMEDIATION 2:
1. Quadrilateral WISH is a parallelogram. If 𝑊𝐼 = 3𝑦 + 3 and 𝐻𝑆 = 𝑦 + 13, how long is
̅̅̅̅
𝐻𝑆?
2. Given: Quadrilateral POST is an isosceles trapezoid with ̅̅̅̅ ̅̅̅̅. 𝐸𝑅
𝑂𝑆//𝑃𝑇 ̅̅̅̅ is its median.
a. If 𝑂𝑆 = 3𝑥 − 2, 𝑃𝑇 = 2𝑥 + 10 𝑎𝑛𝑑 𝐸𝑅 = 14, how long is each base?
b. If 𝑚∠𝑃 = 2𝑥 + 5 and 𝑚∠𝑂 = 3𝑥 − 10, what is 𝑚∠𝑇?
3. Quadrilateral LIKE is a kite with 𝐿𝐼̅ ≅ ̅̅̅
𝐼𝐾 and ̅̅̅̅
𝐿𝐸 ≅ ̅̅̅̅
𝐾𝐸 . If 𝐿𝐼 = 𝑥, 𝐿𝐸 = 2𝑥 and its
perimeter is 24 cm, how long 𝐿𝐸̅̅̅̅ ?

You may check your answers by turning to the key to correction.

Give yourself one (1) point for every correct answer.
How many correct answers did you get?

NEED MORE HELP? You may reach your math teacher with his/her cellphone number or send him/her
a private message thru his/her Facebook account

KEY TO CORRECTION
ACTIVITY 1:

46
 KEY TO CORRECTION (DEVELOPING MASTERY)
ACTIVITY 1:
1. MC is the base of ΔMCG. It measures 21. MC = 2(AI)
2. x = 3 by applying the Midline Theorem
AI + MC = 21 by Addition
ACTIVITY 2:
A. B.
1. 𝑥 = 10 ̅̅̅̅ 𝑎𝑛𝑑 𝐶𝐵
1. 𝐴𝐷 ̅̅̅̅ ;
2. 𝑦 = 13 ̅̅̅̅
2. 𝐷𝐶 𝑎𝑛𝑑 𝐴𝐵 ̅̅̅̅
3. 𝐼𝐽 = 16 3. ∠𝐴 𝑎𝑛𝑑 ∠𝐵; ∠𝐷 𝑎𝑛𝑑 ∠𝐶
C. 4. 𝑚∠𝐵 = 70
1. ̅̅̅̅
𝐿𝑀 𝑎𝑛𝑑 ̅̅̅̅̅
𝑀𝑁; ̅̅̅̅
𝐿𝐾 𝑎𝑛𝑑 ̅̅̅̅̅
𝑁𝐾 5. 𝑚∠𝐶 = 105
2. 𝑀𝑁 = 6 6. 𝑥 = 44
3. 𝐾𝑀 = 10.5 7. 𝑦 = 54
4. 𝐴𝑟𝑒𝑎 = 45.5 𝑐𝑚2 8. 𝐷𝐵 = 56
5. 𝑚∠𝐿𝑀𝑁 = 62 9. 𝐴𝐶 = 26
6. 𝑚∠𝐾𝐿𝑁 = 70 10. 𝐷𝐵 = 22

KEY TO CORRECTION (REMEDIATION)

REMEDIATION 1.
1. GI = 16, by using the definition of midpoint.
2. x = 3 by applying the Midline Theorem
AI + MC = 21 by Addition
3. y = 6 by definition of midpoint and of congruent segments.
MG = 22; CG = 22 by definition of congruent segments.
REMEDIATION 2
1. 𝐻𝑆 = 18
2.
a. The lengths of the bases are 10 cm and 18 cm.
𝑂𝑆 = 10 𝑐𝑚 𝑎𝑛𝑑 𝑃𝑇 = 18 𝑐𝑚
b. 𝑚∠𝑇 = 101
3. 𝐿𝐸 = 8 𝑐𝑚

47
 Rubric for Performance Tasks
5 4 3 2 1
All of the Less than
At least 80% At least 60% At least 30%
ACCURACY items are 30% of the
of the items of the items of the items
correct items are
are correct are correct are correct
(100%) correct
5 4 3 2 1
All of the At least 80% At least 60% At least 30% Less than
COMPLETION assigned task of the of the of the 30% of the
is complete assigned task assigned task assigned task assigned task
(100%) is complete is complete is complete is complete
5 4 3 2 1
At least 80% At least 60%
of work is of work is
At least 30%
shown - shown -
of work is
100% of work solutions are solutions are Less than
shown -
WORK SHOWN is shown - somewhat quite 30% of work
shortcut in
(SYSTEMATICNESS) solutions are presented presented is shown - no
arriving at
presented systematically systematically solution is
correct
systematically wherein a part wherein some presented.
answers are
of the parts of the
used.
solutions is solutions are
missed. missed.

SELF-INSTRUCTIONAL PACKETS
GRADE 9 MATHEMATICS

WEEK 4
I. OBJECTIVES
A. Content standards:
The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.

B. Performance standards:
The learner is able to investigate, analyze, and solve problems involving parallelograms and triangle
similarity through appropriate and accurate representation.

C. Learning competencies:
The learner
1. describes a proportion; (M9GE-Illf-1) and
2. applies the fundamental theorems of proportionality to solve problems involving proportions. (M9GE-
Illf-2).

D. Objectives:
At the end of the lesson, the learners should be able to:
1. describes a proportion;
2. applies the fundamental theorems of proportionality to solve problems involving proportion.

II. CONTENT
PROPORTIONS
Learning Resources:
D. References: Learner’s Material for Mathematics Grade 9 pp. 355
Teacher’s Guide for Mathematics pp. 233-234

48
III. PROCEDURES

DAY 1
A. Reviewing previous lesson or presenting the new lesson
How was your home schooling for the previous week? I am certain it went well with the help of your
parents and other persons around you.
All the lessons you have learned previously will not surely be put to waste as we are about to apply
them in the lessons that we are going to deal with this week.
To start let us have a short review:

Activity 1: REVIEW
The table below shows the list of new cases of corona virus disease (Covid-19) in the City
of San Fernando Pampanga as of August 21, 2020.
New confirmed cases 9
Active cases 129
Total deaths 5
Number of recoveries 93
Number of infected 225

Using the table above, find the value of each ratio. Write your answers in your notebook.
_______1. New confirmed cases: number of recoveries
_______2. Total death: number of infected
_______3. Active cases: number of infected
_______4. New confirmed cases: active cases
_______5. New confirmed cases: total deaths

You may check your answers by turning to the key to correction.

Give yourself one (1) point for every correct answer. I hope you got them all correctly!
What did we do to the two quantities?
As a student, how can you help our country or province to lessen the COVID-19 cases?
What are the implications of high COVID-19 cases to our environment and to our economy?

What is a ratio?
A ratio of two numbers is a comparison of two quantities. It is expressed as indicated quotient of two
numbers called TERMS of the ratio. The ratio of “a to b” maybe expressed as a:b (read as “a is to b”) or
a/b. When ratio are used between measurements, each term must be expressed in same units. To express
a ratio in simplest form, divide out the common factor:

B. Establishing a purpose for the lesson

Expressed the ff. as ratio then simplify.
1. 3hrs to 2days = _____________
2. 15cm to 2m = ______________
3 1
What relationship exist between 3:48 and 1:16 or and
48 16
15 3
How about between 15:200 and 3:40 or 200
and 40
Yes, the two ratios are equal? What do you call to the two ratios that are equal?
What is then a proportion?

49
 DAY 2
C. Presenting examples/instances of the lesson
𝑎 𝑐
A proportion is an equality of two ratios. In symbols, 𝑏 = 𝑑 (b≠0, d≠0) or a:b = c : d. It is read as “a is
to b as c is to d”.
Each number in a proportion is called TERM.
Extremes
Means

a:b = c:d
b and c Means
d and a Extremes
We can also apply the CROSS PRODUCT METHOD to verify if the two ratios are equal, or simply the
property states that in a proportion the product of the means is equal to the product of the extremes.
However when three or more ratios are equal, an extended proportion can be written:
𝑎 𝑐 𝑒
= =
𝑏 𝑑 𝑓
To solve for extended proportion, work with only two ratios at a time.
Let us try the following examples!
Example 1: .Apply the principle of proportion / cross product method to find the missing term.
1.) 2 : 4 = 8 : x 2.) 4 : x = x : 25
Solution: Solution:
Product of the means 4 (8) = 2 (x) Product of the extremes x (x) = 4 (25)
32 = 2x
2
𝑥 = 100
x = 16 x = √100
x = 10
Check by substituting 16 in place of x Check:
2 : 4 = 8 : 16 4 : 10 = 10 : 25
32 100
32
Example 2: Determine whether the pair of ratios can form a proportion.
5
3) 3:5 = 9:15 4.) 8
6
,9
Solution: To determine, check the product of the means and the extremes.
3.) 3(15)=? 5(9) 5(9)
=? 8(6)
45 = 45 45 ≠ 48
So in (3) forms a proportion so in (4) does not form a proportion
Now, you try this problem. Write your answers in your notebook.
3 : 7 = x : 14
You should get x = 6
If your answer is correct, you may proceed to the next lesson. If not, I am sorry
but you have to go back to Example 1 and try all over again.

50
D. Discussing new concepts and practicing new skills # 1
Proportions have several properties some of which will be used in discussing similarity polygons. Now
let us discuss the properties of proportion and find out how to write a given proportion in an equivalent
form:
1. PRODUCT PROPERTY OF PROPORTION
𝑎 𝑐
𝑏
= 𝑑 (b≠0, d≠0) is equivalent to ad = bc
This means extremes/means property justifies the use of cross products.
In a proportion, the product of the means equals the product of the extremes.
4 10
Example 1: Given 6 and 15 since 4(15) = 6(10), the two ratios are equal therefore 4:6 =
10:15 is a true proportion.
2. If a, b, and c are three numbers such that a : b = b : c then b is the Geometric Mean or Mean
Proportion of two numbers.
If a = b then by applying the property
b (b) = a (c)
𝑏 2 = ac = getting the square root of both sides
b = √𝑎𝑐
Example 2: if a=4 and c=9, what is the geometric mean of a and c?
If b is the geometric mean of a and c then : 𝑏 2 = ac
𝑏 2 = (4) (9)
b = √36
b=6
3. INVERSION PROPERTY OF PROPORTION
𝑎 𝑐 𝑏 𝑑
If 𝑏 = 𝑑 then it is equivalent to 𝑎 = 𝑐 . Thus the reciprocal are equal.
Example 3: if 3:4 = 9:12 is a proportion, so the reciprocal is 4 : 3 = 12 : 9 is also a true proportion
36
36
𝑎 𝑐 𝑎 𝑏
4. ALTERNATION PROPERTY OF PROPORTION equivalent to = then =
𝑏 𝑑 𝑐 𝑑
3 9 3 4
Example 4: if 3:4 =9:12 or 4
=12 then 9 =12

5. ADDITION or SUBTRACTION PROPERTY OF PROPORTION

𝑎 𝑐
Adding 1 or subtracting, from both side of proportion results in another proportion that is if 𝑏 = 𝑑
𝑎+𝑏 𝑐+𝑑 𝑎−𝑏 𝑐−𝑑
then 𝑏
= 𝑑
and 𝑏 = 𝑑 , a≠ 0,d≠ 0
𝑎 𝑐 𝑎 𝑐 𝑏
Proof: if = then by APE, we can add to both sides. This guide us + 1 = +1, and writing as
𝑏 𝑑 𝑏 𝑑 𝑏
𝑑 𝑎+𝑏 𝑐+𝑑
and , and simplifying we get the equivalent proportion =
𝑑 𝑏 𝑑

7 21
Example 5: if 5= 15 then,
7+5 21+15 12 36
Addition = result is =
5 15 5 15
7−5 21−15 2 6
Subtraction 5
= 15 result is 5 = 15
6. SUMMATION PROPERTY OF PROPORTION - The last property states that the sum of numerators
and denominators produce an equivalent ratio.
𝑎 𝑐 𝑎 𝑐
Example 6: If 𝑏 = 𝑑 then (a + c) (b + d) = 𝑏 = 𝑑

51
 7 14 21 7+14+21 42 7
If 5 = 10 = 15 = 5+10+15 = 30 = 5
42 7
If we reduce to lowest term, we get to . Thus the ratio of the sum of the numerators to the sum of
30 5
the denominators is equal to the original ratios in the proportion.

It’s your turn! Write your answers in your notebook.

𝑥 4
Use the proportion 𝑦 = 9 to complete each statement, then name the property used:
𝑥+𝑦
1. 4y=_____ 3. 𝑦
= ______
𝑥 9
2. 4 = _____ 4. 4
= ________

You should get the following answers.

1. 9x ------ cross products method
𝑦
2. 9 ------- Alternation
13
3. ------ Addition property
9
𝑦
4. 𝑥
------ Inversion property
If your answers are correct, you may proceed to the next part. If not, I am sorry
but you have to go back to the given examples and try all over again.

DAY 3
E. Continuation of the discussion of new concepts
Proportions are useful for interpreting and solving variety of problems in geometry. Let us now apply
the fundamental theorems to solve problems involving proportion.

Example 1: On a scale drawing, a rectangular room measures 2cm by 4cm.If the scale is 1cm=3m, what
are the actual dimensions of the room?
Solution: Let x = actual width of the room
y = actual length of the room
Forming the proportions,
1 2 1 4 ---- drawing length (cm)
3
=𝑥 ---------- 3 =𝑦 actual length (m)

By cross product, x=6 and y=12, therefore the actual size of the room is 6m by 12m.

Example 2: A man 5 feet tall casts a shadow of 3feet at the same time a tree casts a shadow of 9 feet.
What is the height of the tree?
Solution: Let h = height of the tree
5 ℎ heights
3
= 9 shadows
3h = 45
h = 15 feet – height of the tree

52
 Try this. Write your answers in your notebook.
How long is the height of a school flag pole if at a certain time of a day, a 5-foot
student casts a 3-feet shadow while the length of the shadow cast by the flagpole is 12ft?
You should get 20ft.
If your answer is correct, you may proceed to the next part of the discussion. If not, I
am sorry but you have to go back to the given examples and try all over again.

DAY 4
F. Developing mastery
Answer the given activities below. Read the directions carefully and write your answers in your
notebook.
I. Let’s Be Fair – Proportion Please!
The figures that follow show ratios or rates that are proportional. Study the figures
and complete the table that follows by indicating proportional quantities on the
appropriate column. Two or more proportions can be formed from some of the
figures. Examples are shown for your guidance.

53
 II. Activity 4: Certainly, The Ratios Are Equal!”
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.

III. Solve
A 12-meter fire truck ladder leaning on a vertical fence also leans on the vertical wall
of a burning three-story building as shown in the figure. How high does the ladder
reach?

Score Description
You may check your answers by turning to the key to corrections. Give 9-10 Very Good
yourself one (1) point for every correct answer. How many correct answers 6-8 Good
did you get? 3-5 Fair
Rate the result using the table. Turn to section J
0-2 and work on the
enrichment activities

G. Finding practical application of the concepts and skill in daily living

Proportions are very useful in our daily living. When we put gas in our car, this is a relationship between
the number of gallons of fuel that we put in the tank and the amount of money we will have to pay. The
more gas we put in, the more money we’ll pay. In cooking, human anatomy, and the like.
54
H. Making generalization and abstraction about the lesson

𝑎 𝑐
Proportion is an equality of two ratios. In symbols, = (b≠0, d≠0) or a : b = c : d.
𝑏 𝑑
It is read as “a is to b as c is to d”.

SOME PROPERTIES OF PROPORTIONS

1. Product Property of Proportion
2. Geometric Mean or Mean Proportion
3. Inversion Property of Proportion
4. Alternation Property of Proportion
5. Addition or Subtraction Property of Proportion
6. Summation Property of Proportion

DAY 5
I. Evaluating learning
EVALUATION 4
Direction: Use yellow papers to answer the evaluation. Provide necessary solutions for
your answers. Use the format shown below to label your paper and it is to be
submitted to your Math teacher.
Name:_______________________ Section:_______________________
Subject: Mathematics 9 Week Number: 4 Parent’s Signature:
______________
I. (WRITTEN WORKS) - Find the value of x, then give the property used. (2 points each)
3 9
1. 7
=𝑥
4 20 13 𝑥
2. If = then 9 =45
9 25
5 10 5 11
3. If 11
= 22 then 𝑥= 22
6 15 21
4. Find the values of x and y so that 𝑥
= 𝑦 = 35
5. Find the geometric mean of 4 and 64, 5 and 125.

II. (PERFORMANCE TASK) - Solve, show the complete solution. See attached rubric.
1. If a car gets 20 miles to the gallon, how many gallons of gas will it use to travel 180
miles?
2. A metal bar 10 feet long weighs 128 pounds. What is the weight of a similar bar that is 2
feet 4 inches long?

J. Additional activities for application of remediation

Read the direction carefully and write your answer in your notebook.

55
 REMEDIATION:
𝑥 𝑧
Which of the following is/are equivalent form(s) of the proportion = ?
𝑦 𝑤
Draw a smiling face if it is. Otherwise, draw a frowning face.
𝑤 𝑧
_____1. wx =yz ______3. 𝑦 = 𝑥
𝑥 𝑧
_____5. 𝑤 = 𝑦
𝑥 𝑦 𝑥+𝑦 𝑧+𝑤
_____2. = ______4. =
𝑧 𝑤 7 𝑤

You may check your answers on the key to corrections.

Give yourself one (1) point for every correct answer.
How many correct answers did you get?

NEED MORE HELP? You may reach your math teacher with his/her cellphone number or send him/her
a private message thru his/her Facebook account
KEY TO CORRECTION
A. Reviewing previous lesson or presenting the new lesson
Using the table above, find the value of each ratio.
9 5 129 9
2. 9: 93 𝑜𝑟 93
2. 5: 225 or 3. 129: 225 or 4. 9: 129 𝑜𝑟 129 5.
225 225
9:5

F. Developing Mastery
Activity 1: “Let’s be fair-proportion please!”
1 2 4 2 4 5 3
A. =24 B. =4 C. 80 = D. 240
12 8 100
5
= 400
Activity 2: “Certainly, The Ratios Are Equal!”
𝑦 3
Alternation: =
𝑎 4
3 4
Inversion: =
𝑦 𝑎
𝑦+3 𝑎+4
Addition: 3 = 4
𝑦−3 𝑎−4
Subtraction: =
3 4
𝑦 𝑎 𝑦+𝑎
Sum: 3 + 4 = 7

Activity 3:
Answer: The ladder reach 9m

I. Additional activities for application of remediation

1. 2. 3. 4. 5.

56
 Rubric for Performance Tasks
5 4 3 2 1
All of the Less than
At least 80% At least 60% At least 30%
ACCURACY items are 30% of the
of the items of the items of the items
correct items are
are correct are correct are correct
(100%) correct
5 4 3 2 1
All of the At least 80% At least 60% At least 30% Less than
COMPLETION assigned task of the of the of the 30% of the
is complete assigned task assigned task assigned task assigned task
(100%) is complete is complete is complete is complete
5 4 3 2 1
At least 80% At least 60%
of work is of work is
At least 30%
shown - shown -
of work is
100% of work solutions are solutions are Less than
shown -
WORK SHOWN is shown - somewhat quite 30% of work
shortcut in
(SYSTEMATICNESS) solutions are presented presented is shown - no
arriving at
presented systematically systematically solution is
correct
systematically wherein a part wherein some presented.
answers are
of the parts of the
used.
solutions is solutions are
missed. missed.

SELF-INSTRUCTIONAL PACKETS
MATHEMATICS Grade 9

WEEK 5
I. OBJECTIVES
A. Content standards:
The learner demonstrates understanding of key concepts of quadrilaterals (parallelograms, trapezoids, kites)
and triangle similarity.

B. Performance standards:
The learner is able to investigate, analyze and solve problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through appropriate and accurate representation.
C. Learning competencies:
The learner
3) illustrates similarity of figures (M9AL-IIIg-1)
4) proves the conditions for similarity of triangles. (M9AL-IIIg-h-1)
a. SAS Similarity Theorem
b. SSS Similarity Theorem
c. AA Similarity Theorem

D. Objectives:
At the end of the lesson, the learners should be able to:
3. apply the definition of similar polygons in determining if two polygons are similar.
4. prove the conditions for similarity of triangles:
a. SAS Similarity Theorem
b. SSS Similarity Theorem
c. AA Similarity Theorem
5. apply the theorems to show that the given triangles are similar.

II. CONTENT
SIMILAR POLYGONS
57
TRIANGLE SIMILARITY THEOREM
A. SAS Similarity Theorem
B. SSS Similarity Theorem
C. AA Similarity Theorem

Learning Resources:
E. References: Learners’ Materials Grade 9 Mathematics, pp. 363-377
Grade 9 Mathematics Patterns and Practicalities by Nivera, Gladys C. and Lapinid, Minie Rose C., pp. 292–
321

F. Other Learning Resources

Pictures and activity from Google

III. PROCEDURES

DAY 1
A. Reviewing previous lesson or presenting the new lesson.
Hi! How well have you performed in the previous weeks of homeschooling?
I just hope that you are able to cope with the new normal of learning.

For these self-instructional packets, we will focus on triangle similarity theorems. If you’re excited to learn
about this topic, let’s start by reviewing ratio and proportion.

A ratio is a comparison between two numbers or quantities.

A proportion is an equation that shows two ratios are equivalent.

Let us answer the activity below.

REVIEW
CHRISTMAS JOKE (Just for Fun)
What kind of ball doesn’t bounce?
To find out, solve the following. Find the answer under the box and write the letter of the problem on the
box. Write your answer in your notebook.
3 9
W- 2
=𝑤
𝑛−4 3
O- 𝑛+8
=7
10 6
A- 𝑝
=9
𝑦 36
L- 4
= 𝑦
4 8
N- =
𝑥−9 𝑥+5
A - A segment 140 cm long is divided into three parts in the ratio 1:2:4. Find the largest part.
B - 80 girls and boys planned for a movie in SM Pampanga. They are in a ratio of 6:2 respectively, how
many girls are there?
S - 10 burgers cost P240. What will 15 burger costs?
L - A flagpole 15 meters high casts a shadow of 9 meters while a nearby building casts a shadow of 30
meters. Find the height of the building.

15 360 23 13 6 60 80 144 50

Now, check your work by turning to the key to correction.

58
How many correct answers did you get?
If your score is at least 6 out of 9, you may now proceed to the next part of the discussion.

B. Establishing a purpose for the lesson.

Which pair of objects has the same shape, the same size, or neither? Describe each picture.

1.

2.

3.

Now, check your work by turning to the key to correction.

How many correct answers did you get?
You may now proceed to the next part of the discussion.

C. Presenting examples/instances of the lesson.

Item 2 in previous activity show that the figures have the same shape but different in size. This shows that the
figures are similar. What is meant by similar figures? How about similar polygons?
Two polygons are similar if their vertices can be paired so that corresponding angles
are congruent and the lengths of their corresponding sides are proportional. The
symbol used to denote similarity between two figures is ~. The simplest form of the
ratio of the lengths of two corresponding sides of similar triangles is the similarity
ratio.
Example 1. The following quadrilaterals are similar.

1. Name all pairs of congruent angles.

a. ∠𝐴 ≅ ∠𝐸 c. ∠𝐶 ≅ ∠𝐺
b. ∠𝐵 ≅ ∠𝐹 d. ∠𝐷 ≅ ∠𝐻
2. Write a proportion using pairs of corresponding sides.
𝐴𝐵 𝐵𝐶 𝐶𝐷 𝐴𝐷
= = =
𝐸𝐹 𝐹𝐺 𝐺𝐻 𝐸𝐻
3. Name the similarity correspondence.
quad. ABCD ~ quad. EFGH
Since their corresponding angles are congruent and their
corresponding sides are proportional.

59
4. Find the similarity ratio.
𝑨𝑩 𝟏𝟓 𝟑 𝑪𝑫 𝟗 𝟑
𝑬𝑭
= 𝟏𝟎 = 𝟐 𝑮𝑯
=𝟔=𝟐

𝑩𝑪 𝟔 𝟑 𝑨𝑫 𝟏𝟐 𝟑
𝑭𝑮
=𝟒=𝟐 𝑬𝑯
= 𝟖 =𝟐
𝟑
Therefore, the similarity ratio is 𝟐.

It’s your turn! Write your answer on your notebook.

Try This A!
1. Name all pairs of corresponding congruent angles.
2. Write a proportion using pairs of corresponding sides.
3. Name the similarity correspondence.
4. Find the similarity ratio.

Now, check your work by turning to the key to correction.

How many correct answers did you get? Rate your result using the
table above.
If your score is at least 3 out of 4, you may now proceed to next part of the discussion.

Example 2. ∆𝑇𝑂𝑃~∆𝐵𝐴𝑌
a. Find AY.
Write proportions using corresponding sides.
𝑂𝑇 𝑂𝑃
=
𝐴𝐵 𝐴𝑌
𝟑 𝟒
𝟔
= 𝑨𝒀
Substitute

3AY = 4 ( 6 ) Cross multiply

3AY = 24
𝟑𝑨𝒀 𝟐𝟒
𝟑
= 𝟑
Divide both sides by 3
AY = 8

a. Find 𝑚∠𝑌 and 𝑚∠𝑇

𝑚∠𝑌 = 𝑚∠𝑃 = 35° 𝑚∠𝑇 = 𝑚∠𝐵 = 55°

It’s your turn! Write your answer on your notebook.

Try This B!
1. Find KY.
2. Find 𝑚∠𝐴 𝑎𝑛𝑑 𝑚∠𝑅 .

60
Now, check your work by turning to the key to correction.
How many correct answers did you get?
You may now proceed to next part of the discussion.

DAY 2
D. Discussing new concepts and practicing new skills # 1.
For this part, you will learn the Triangle Similarity.

AAA SIMILARITY POSTULATE

If the three angles of one triangle are congruent to three angles of another triangle,
then the two triangles are similar.

Observe and study the illustration below.

The illustration demonstrates the conditions of AAA Similarity Postulate using markings to show congruence of
three angles of ΔLUV and ΔWHY.

To have a better understanding on the lesson, let us consider the example below.
Example 1.

Given the figure:

Prove: Δ RIC ~ Δ DIN

A. Proof 1
Hints Statements Reasons
̅̅̅̅ &
Based on their markings, describe 𝑅𝐶 Given
1 ̅̅̅̅ // 𝐷𝑁
𝑅𝐶 ̅̅̅̅
̅̅̅̅
𝐷𝑁
Based on statement 1, describe alternate ∠2 ≅ ∠6 Alternate interior
interior angles if ̅̅̅̅
𝐶𝑁 and ̅̅̅̅
𝑅𝐷 are angles are
2 ∠1 ≅ ∠4
transversals. congruent.
Vertical angles are
3 Describe the vertical angles. ∠3 ≅ ∠5
congruent.
AAA Similarity
4 Conclude using statements 1, 2,& 3 Δ RIC ~ Δ DIN
Postulate

61
B. Proof 2

The figure shows that 𝑅𝐶̅̅̅̅ of ΔRIC and 𝐷𝑁

̅̅̅̅ of ΔDIN are parallel. It follows that the
alternate interior angles (∠1 & ∠ 4 and ∠ 2 & ∠ 6) determined by these parallel lines and
̅̅̅̅ and ̅̅̅̅
their transversals are (𝐷𝑅 𝐶𝑁) are congruent. That is, ∠1 ≅ ∠4 and ∠2 ≅ ∠6. By the
vertical angles theorem, ∠3 ≅ ∠5. Since all their corresponding angles are congruent,
ΔRIC ~ ΔDIN by AAA Similarity Postulate.

The proof in A is the columnar way of proving, while in B is the so-called paragraph proofing.
Paragraph proofing is preferred in higher Mathematics but for this lesson, we will just use columnar proofing.

You try this! Write your answers in your notebook.

Given the figure.

a. Write a similarity statement using the if-then to describe AAA Similarity Theorem.
b. Prove that Δ ARC ~ Δ DRE using the columnar proof.

If you get the answers correctly, you may proceed to the next part of our lesson. If not, I am sorry but
you have to go back to example number 1 and try all over again.

Let’s proceed.
AA SIMILARITY THEOREM
Two triangles are similar if two angles of one triangle are congruent to two angles of
another triangle.

Analyze the illustration.

Example 2.
Given: ∠U ≅ ∠H; ∠V ≅ ∠Y
Prove: Δ LUV~Δ WHY
Proof
Hints Statements Reasons
1 Write all the given ∠U ≅ ∠H; ∠V ≅ ∠Y Given
Describe the measure of the m∠U ≅ m∠H

62
 2 congruent angles in statement 1. Definition of
m∠V ≅ m∠Y
congruent angles
Add m ∠V to both sides of m∠U + m∠V Addition Property of
3
m ∠U = m ∠H in statement 2. ≅ m∠H + m∠V Equality
Substitute m ∠V on the right side of m∠U + m∠V Substitution Property
4
statement 3 using statement 2. ≅ m∠H + m∠Y of Equality
m∠U + The sum of the
Add the measures of all the angles of m∠V+ m∠L=180; measures of
5
triangles LUV and WHY. m∠H + the three angles of a
m∠Y+ m∠W=180 triangle is 180.
Equate the measures of the angles
m∠U + m∠V+ m∠L = Transitive Property of
6 of triangles LUV and WHY from
m∠H + m∠Y+ m∠W Equality
statement 5.
Substitute m ∠H on the right side of m∠U + m∠V+ m∠L = Substitution Property
7
statement 6 using statement 2. m∠U + m∠V+ m∠W of Equality
Subtraction Property
8 Simplify statement 7. m∠L = m∠W
of Equality
Are triangles LUV and WHY similar?
AAA Similarity
9 Reason should be based from Δ LUV ~ Δ WHY
Postulate
statements 2 and 8.

Try answering this in your notebook.

Given the figure:

1. Write a similarity statement using the if-then to describe AA Similarity Theorem.

2. Prove that Δ DAM ~ Δ FAN using the columnar proof.
If you get the answers correctly, you may proceed to the next part of our lesson. If not, I am sorry but
you have to go back to example number 2 and try all over again.

Next:
SSS SIMILARITY THEOREM
Two triangles are similar if the corresponding sides of two triangles are in proportion.

Illustration

63
Example 3

Proof.

Hints Statements Reasons

Which sides are parallel by ̅̅̅̅
̅̅̅̅̅ // 𝑆𝑇
1 𝑋𝑊 By construction
construction?
Describe angles WXU and STU ∠WXU ≅ ∠STU Corresponding
and XWU and TSU based on angles are
2 ∠XWU ≅ ∠TSU
statement 1. congruent
AA Similarity
3 Are WXU and STU similar? Δ WXU ~ Δ STU
Theorem
Write the equal ratios of similar ̅̅̅̅̅
𝑊𝑋 ̅̅̅̅
𝑋𝑈 ̅̅̅̅̅
𝑊𝑈 Definition of similar
4 = ̅̅̅̅ = ̅̅̅̅
triangles in statement 3. 𝑆𝑇 𝑇𝑈 𝑆𝑈 polygons
̅̅̅̅
𝑃𝑄 ̅̅̅̅
𝑄𝑅 ̅̅̅̅
𝑃𝑅
5 Write the given = ̅̅̅̅ = ̅̅̅̅ Given
𝑆𝑇 𝑇𝑈 𝑆𝑈

Write the congruent sides that ̅̅̅̅

̅̅̅̅ ≅ 𝑄𝑅
6 𝑋𝑈 By construction
resulted from construction
̅̅̅̅
𝑃𝑄 ̅̅̅̅
𝑋𝑈 ̅̅̅̅
𝑃𝑅 Substitution
7 Use statement 6 in statement 5. ̅̅̅̅
= 𝑇𝑈
̅̅̅̅
= 𝑆𝑈
̅̅̅̅
𝑆𝑇 Property of Equality
̅̅̅̅
𝑃𝑄 ̅̅̅̅
𝑋𝑈
If ̅̅̅̅
= ̅̅̅̅ (statement 7) and ̅̅̅̅
𝑃𝑄 ̅̅̅̅̅
𝑊𝑋
𝑆𝑇 𝑇𝑈
̅̅̅̅̅
𝑊𝑋 ̅̅̅̅
𝑋𝑈 ̅̅̅̅
= ̅̅̅̅
,
𝑆𝑇 𝑆𝑇
̅̅̅̅
𝑆𝑇
= 𝑇𝑈
̅̅̅̅
statement 4), then Transitive Property
8 ̅̅̅̅
𝑋𝑈 ̅̅̅̅
𝑃𝑅
If 𝑇𝑈 = ̅̅̅̅ (statement 7) and of Equality
𝑆𝑈 ̅̅̅̅
𝑃𝑅 ̅̅̅̅̅
𝑊𝑈
̅̅̅̅
𝑋𝑈 ̅̅̅̅̅
𝑊𝑈 ̅̅̅̅
𝑆𝑈
= ̅̅̅̅
𝑆𝑈
𝑇𝑈
= 𝑆𝑈
̅̅̅̅
statement 4), then
Multiply the proportions in Multiplication
9 statement 8 by their common PQ = WX; PR = WU
denominators and simplify. Property of Equality
Are triangles PQR and WXU SSS Triangle
10 congruent? Base your answer Δ PQR ~ Δ WXU Congruence
from statements 9 and 6. Postulate
Definition of
Use statement 10 to describe
11 ∠WUX ≅ ∠SUT congruent
angles WUX and SUT.
triangles
Substitute the denominators
̅̅̅̅̅
𝑊𝑋 ̅̅̅̅
𝑋𝑈 ̅̅̅̅̅
𝑊𝑈 Substitution
12 of statement 4 using the = ̅̅̅̅ = ̅̅̅̅̅ =1
𝑊𝑋 𝑋𝑈 𝑊𝑈 Property of Equality
equivalents in statements 9 and

64
 6, then simplify.
Using statements 2, 11, and
Definition of Similar
13 12, what can you say about Δ PQR ~ Δ WXU
Polygons
triangles PQR and WXU?
Write a conclusion using
14 Δ PQR ~ Δ STU Transitivity
statements 13 and 3.

Now, try this in your notebook.

Given the figure:

1. Write a similarity statement using the if-then to describe SSS Similarity Theorem.
2. Prove that Δ ERT ~ Δ SKY using the columnar proof.

If you get the answers correctly, you may proceed to the next part of our lesson. If not, I am sorry but
you have to go back to example number 3 and try all over again.

Last one:

SAS SIMILARITY THEOREM

Two triangles are similar if an angle of one triangle is congruent to an angle of
another triangle and the corresponding sides including those angles are in
proportion.

Illustration:

65
Example 4.
Proof.

Hints Statements Reasons

Which sides are parallel by
1 𝑋𝑊 // ̅𝑆𝑇
̅̅̅̅̅ ̅̅̅ By construction
construction?
Describe angles WXU and STU ∠WXU ≅ ∠STU Corresponding
and XWU and TSU based on angles are
2 ∠XWU ≅ ∠TSU
statement 1. congruent
AA Similarity
3 Are WXU and STU similar? Δ WXU ~ Δ STU
Theorem
Write the equal ratios of similar ̅̅̅̅̅
𝑊𝑋 ̅̅̅̅
𝑋𝑈 ̅̅̅̅̅
𝑊𝑈 Definition of similar
4 = ̅̅̅̅ = ̅̅̅̅
triangles in statement 3. 𝑆𝑇 𝑇𝑈 𝑆𝑈 polygons
Write the congruent sides that ̅̅̅̅
̅̅̅̅ = 𝑄𝑅
𝑋𝑈
5 By construction
resulted from construction.
Write the given related to ̅̅̅̅
𝑄𝑅 ̅̅̅̅
𝑃𝑅
6 ̅̅̅̅
= ̅̅̅̅ Given
corresponding sides 𝑇𝑈 𝑆𝑈

̅̅̅̅
𝑋𝑈 ̅̅̅̅
𝑃𝑅 Substitution
7 Use statement 6 in statement 5. ̅̅̅̅
= 𝑆𝑈
̅̅̅̅
𝑇𝑈 Property of Equality
̅̅̅̅
𝑋𝑈 ̅̅̅̅
𝑃𝑅
If ̅̅̅̅
= ̅̅̅̅ (statement 7) and ̅̅̅̅
𝑃𝑅 ̅̅̅̅̅
𝑊𝑈
𝑇𝑈 𝑆𝑈
̅̅̅̅
𝑋𝑈 ̅̅̅̅̅
𝑊𝑈 ̅̅̅̅
= ̅̅̅̅
,
𝑆𝑈 𝑆𝑈
̅̅̅̅
𝑇𝑈
= 𝑆𝑈
̅̅̅̅
statement 4), then Transitive Property
8 ̅̅̅̅
𝑋𝑈 ̅̅̅̅
𝑃𝑅
If 𝑇𝑈 = ̅̅̅̅ (statement 7) and of Equality
𝑆𝑈 ̅̅̅̅
𝑄𝑅 ̅̅̅̅
𝑋𝑈
̅̅̅̅
𝑋𝑈 ̅̅̅̅̅
𝑊𝑈 ̅̅̅̅
𝑇𝑈
= ̅̅̅̅
𝑇𝑈
𝑇𝑈
= 𝑆𝑈
̅̅̅̅
statement 4), then
Multiply the proportions in ̅̅̅̅ = 𝑊𝑈
̅̅̅̅̅; Multiplication
𝑃𝑅
statement 8 by their common ̅̅̅̅ Property
9 denominators and simplify. 𝑄𝑅 = ̅̅̅̅
𝑋𝑈
of Equality
Write the given related to
10 ∠R ≅ ∠U Given
corresponding angles.
What can you say about triangles SAS Triangle
11 PQR and WXU based on statements ΔPQR ≅ ΔWXU Congruence
9 and1? Postulate
Write a statement when the reason Congruent triangles
12 Δ PQR ~ Δ WXU
is the one shown. are similar.
Write a conclusion using statements Substitution
13 Δ PQR ~ Δ STU
12 and 3. Property

66
 Try this now in your notebook.
Given the figure:

1. Write a similarity statement using the if-then to describe SAS Similarity Theorem.
2. Prove that Δ RAP ~ Δ MAX using the columnar proof.
If you get the answers correctly, you may proceed to the next part of our lesson. If not, I am sorry but
you have to go back to example number 4 and try all over again.

DAY 3
E. Continuation of the discussion of new concepts.
In your previous lesson, you have learned the proofs of the Triangle Similarity Theorems. This time you
will learn to identify the given pairs of triangles if they are similar by AA (Angle-Angle Similarity Theorem), SSS
(Side-Side-Side Similarity Theorem) or SAS (Side-Angle-Side Similarity Theorem).
Let’s begin.
Below are examples of the Triangle Similarity Theorems.

1. AA Similarity Theorem 2. SSS Similarity Theorem

̅̅̅̅
𝐴𝐵 ̅̅̅̅
𝐵𝐶 ̅̅̅̅ 3
𝐴𝐶
If ∠APQ ≅∠ABC If ̅̅̅̅ = ̅̅̅̅ = ̅̅̅̅, =
𝐷𝐸 𝐸𝐹 𝐷𝐹 5
15 21 3 3 3
= ’ = = ,
25 35 5 5 5
∠AQP ≅∠ACB, then ΔABC ~ΔDEF
then ΔAPQ ~ΔABC.
3. SAS Similarity Theorem

̅̅̅̅
𝐵𝐷 ̅̅̅̅
𝐵𝐶 18 24 2 2
If ̅̅̅̅ = 𝐵𝐸, 27 = 36, 3 = 3
𝐵𝐴 ̅̅̅̅
∠B ≅ ∠B,

67
 Now, try this in your notebook.
A. Which similarity theorem you would use to prove that the triangles in each figure are
similar?
1. 2. 3.

B. Write similarity statements for the pair of triangles in A.

If you get the answers correctly, you may proceed to the next part of our lesson. If not, I am sorry but you have
to go back to example number 4 and try all over again.
DAY 4
F. Developing Mastery
Answer the given activities below. Read the directions carefully and write your answers in your notebook.
A. Given the figures below,

∆𝑃𝑄𝑅~∆𝐷𝐸𝐹
1. Name the corresponding congruent angles.
a. ∠P = _______
b. ∠Q = _______
c. ∠R = _______
2. Write a proportion using pairs of corresponding sides.
3. Find m∠P and m∠F
4. Find QR

68
 B. Given the pair of triangles below, write a corresponding similarity statement for each
indicated theorems.
A
O

Y U
5. AA Similarity Theorem H D
___ ≅ ___
___ ≅ ___
6. SSS Similarity Theorem
 
=
 
 
=
 
 
=
 

7. SAS Similarity Theorem

 
=
 
___ ≅ ___
 
=
 

Score Description
Now, check your work by turning to the key to correction. 10-11 Very Good
1 point for every correct answer. How many correct answers did you get? Rate your 7-9 Good
result using the table above. 5-6 Fair
Turn to section J
and work on the
If your score is at least 5 out of 11, you may now proceed to the next activity. 0-4 enrichment
activities
G. Finding practical application of the concepts and skill in daily living
Triangles possess a number of key advantages that make them ideal for both architects and curious students:
these shapes are incredibly common, structurally sound, and easy to apply and use in everyday life.
Similar triangles can be used for many different things. In architecture, similar triangles are used to represent
doors and how far they swing open. In addition, when you use shadows that make triangles to find the height
of an object. You can use that find the height of actual objects and they can be used to stabilize a bridge. It is
used in aerial photography to see the distance from the sky to the ground. It is used in construction to measure
out the room and scale size. It is used in light beams to see the distance from light to the target.

69
H. Making generalization and abstraction about the lesson.

SIMILAR POLYGON
Two polygons are similar if their vertices can be paired so that corresponding angles are
congruent and the lengths of their corresponding sides are proportional. The symbol
used to denote similarity between two figures is ~. The simplest form of the ratio of the
lengths of two corresponding sides of similar triangles is the similarity ratio.
TRIANGLE SIMILARITY THEOREM
1. AA SIMILARITY THEOREM
Two triangles are similar if two angles of one triangle are congruent to two angles of
another triangle.
2. SSS SIMILARITY THEOREM
Two triangles are similar if the three pairs of corresponding sides of two triangles are in
proportion.
3. SAS SIMILARITY THEOREM
Two triangles are similar if an angle of one triangle is congruent to an angle of another
triangle and the corresponding sides including those angles are in proportion.

DAY 5
I. Evaluating learning

EVALUATION 5
Direction: Use yellow papers to answer the evaluation. Provide necessary solutions for
your answers. Use the format shown below to label your paper and it is to be submitted
to your Math teacher.
Name: _______________________ Section: _______________________
Subject: Mathematics 9 Week Number: 5 Parent’s Signature: ______________

70
Continuation EVALUATION 5
Name: _______________________ Section: _______________________
Subject: Mathematics 9 Week Number: 5 Parent’s Signature: ______________
A. (WRITTEN WORKS)

B. (WRITTEN WORKS) Tell whether the following polygons are similar or not. If they are, identify whether
they are similar by AAA, SSS or SAS.
1. 3.

2. 4.

C. PERFORMANCE TASK - Find the missing sides. Show your solutions. See attached rubric

71
Continuation EVALUATION 5
Name: _______________________ Section: _______________________
Subject: Mathematics 9 Week Number: 5 Parent’s Signature: ______________

J. Additional activities for application or remediation

Answer the given activity below. Read the directions carefully and write your answers in your notebook.
REMEDIATION: Determine if the two indicated figures are similar under the given
conditions. Answer always, sometimes, or never.
1. Two isosceles triangles with each having angles of 50˚ ad 65˚.
2. Two equilateral pentagons of side 6 and 10 respectively.
3. Two squares of side 4 and 5 respectively.
4. Two quadrilaterals with all angles of both equal to 90˚.
5. Two triangles with two angles of one equal to 70˚ and 40˚ while two angles of the
other are each 40˚.
You may check your answers by turning to the key to correction.
Give yourself one (1) point for every correct answer.
How many correct answers did you get?

NEED MORE HELP? You may reach your math teacher with his/her cellphone number or send him/her
a private message thru his/her Facebook account

KEY TO CORRECTION
A. REVIEW
A S N O W B A L L
15 360 23 13 6 60 80 144 50
B. Establishing a purpose for the lesson.
Which pair of objects has the same shape, the same size, or neither? Describe each picture.
1. Congruent and similar pairs
2. Similar pairs but not congruent
3. Neither congruent nor similar.
C. Presenting examples/instances of the lesson
TRY THIS A!
5. Name all pairs of congruent angles.
a. ∠𝑆 ≅ ∠𝑅 b. ∠𝑈 ≅ ∠𝐴 c. ∠𝑁 ≅ ∠𝑌
6. Write a proportion using pairs of corresponding sides.
𝑈𝑆 𝑆𝑁 𝑁𝑈
= =
𝐴𝑅 𝑅𝑌 𝑌𝐴
7. Name the similarity correspondence.
72
 quad. SUN ~ quad. RAY
8. Find the similarity ratio.
𝟏
is the similarity ratio.
𝟐

TRY THIS B!
1. KY = 5 2. 𝑚∠𝐴 = 120°, 𝑚∠𝐴 = 60°
KEY TO CORRECTION (Developing Mastery)
A. B.
1. Name the corresponding congruent 5. AA Similarity (Any two of the following)
angles. ∠𝑌 ≅ ∠𝐻, ∠𝑂 ≅ ∠𝐴, ∠𝑈 ≅ ∠𝐷
𝑎. ∠𝑃 = ∠𝐷 6. SSS Similarity Theorem
𝑏. ∠𝑄 = ∠𝐸 𝑂𝑌 𝑌𝑈 𝑌𝑈 𝑈𝑂 𝑈𝑂 𝑂𝑌
𝑐. ∠𝑅 = ∠𝐹 ≅ , ≅ , ≅
𝑃𝑄 𝑃𝑅 𝑄𝑅 𝐴𝐻 𝐻𝐷 𝐻𝐷 𝐷𝐴 𝐷𝐴 𝐴𝐻
2. = 𝐷𝐹 = 7. SAS Similarity (Any one of the following)
𝐷𝐸 𝐸𝐹
3. 𝑚∠𝑃 = 65 and 𝑚∠𝐹 = 60 𝑂𝑌 𝑌𝑈 𝑌𝑈 𝑈𝑂
✓ ≅ → ∠𝑌 ≅ ∠𝐻 → ≅
4. 15 𝐴𝐻 𝐻𝐷 𝐻𝐷 𝐷𝐴
𝑌𝑈 𝑈𝑂 𝑈𝑂 𝑂𝑌
✓ ≅ → ∠𝑂 ≅ ∠𝐴 → ≅
𝐻𝐷 𝐷𝐴 𝐷𝐴 𝐴𝐻
𝑈𝑂 𝑂𝑌 𝑂𝑌 𝑌𝑈
✓ ≅ → ∠𝑈 ≅ ∠𝐷 → ≅
𝐷𝐴 𝐴𝐻 𝐴𝐻 𝐻𝐷

KEY TO CORRECTION (Remediation)

Remediation:
1. Always
2. Always
3. Sometimes
4. Always
5. Never

Rubric for Performance Tasks

5 4 3 2 1
All of the Less than
At least 80% At least 60% At least 30%
ACCURACY items are 30% of the
of the items of the items of the items
correct items are
are correct are correct are correct
(100%) correct
5 4 3 2 1
All of the At least 80% At least 60% At least 30% Less than
COMPLETION assigned task of the of the of the 30% of the
is complete assigned task assigned task assigned task assigned task
(100%) is complete is complete is complete is complete
5 4 3 2 1
At least 80% At least 60%
of work is of work is
At least 30%
shown - shown -
of work is
100% of work solutions are solutions are Less than
shown -
is shown - somewhat quite 30% of work
WORK SHOWN shortcut in
solutions are presented presented is shown - no
arriving at
presented systematically systematically solution is
correct
systematically wherein a part wherein some presented.
answers are
of the parts of the
used.
solutions is solutions are
missed. missed.

73
 SELF-INSTRUCTIONAL PACKETS
MATHEMATICS Grade 9 – Regular

WEEK 6
I. OBJECTIVES
A. Content standards:
The learner demonstrates understanding of key concepts of quadrilaterals (parallelograms, trapezoids, kites)
and triangle similarity.

B. Performance standards:
The learner is able to investigate, analyze and solve problems involving quadrilaterals (parallelograms,
trapezoids, kites) and triangle similarity through appropriate and accurate representation.

C. Learning competencies:
The learner:
1) proves the conditions for similarity of triangles applying:
a) Right Triangle Similarity Theorem
b) Special Right Triangle Similarity Theorem (M9GE-IIIg-h-1)
2) applies the theorems to show that given triangles are similar. (M9AL-IIIi-2)

D. Objectives:
At the end of the lesson, the learners should be able to:
1) prove the conditions for similarity of triangles applying:
a) Right Triangle Similarity Theorem
b) Special Right Triangle Similarity Theorem
2) apply the theorems to show that given triangles are similar.

II. CONTENT
RIGHT TRIANGLE SIMILARITY THEOREM
SPECIAL RIGHT TRIANGLE SIMILARITY THEOREM

Learning Resources:
G. References: Learner’s Material Grade 9 Mathematics, pp. 388 – 424
Grade 9 Mathematics Patterns and Practicalities by Nivera, Gladys C. and Lapinid, Minie
Rose C., 322-342

H. Other Learning Resources

• https://www.mrseteachesmath.com/2018/01/modeling-similar-right-triangles-paper.html
• https://cdn.kutasoftware.com/Worksheets/Geo/7-Similar%20Triangles.pdf

III. PROCEDURES

DAY 1
A. Reviewing previous lesson or presenting the new lesson
Hi! Welcome to another week of learning Geometry. I hope you are having fun!
In the previous weeks, you have learned about triangle similarity theorems. For this
week, we will be focusing on the right triangle and the special right triangles.
Are you ready? Let’s get this started!
Let us recall first a right triangle.
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 Right triangles are triangles in which one of the interior angles is 90°. This 90°- angle is
called a right angle. Let’s consider this given right triangle 𝐴𝐵𝐶.

In ∆𝐴𝐵𝐶, ∠𝐶 is the right angle. A small box at the

corner will help you in identifying a right angle. The other
two interior angles of a right triangle are acute angles 𝐵𝐴 𝑜𝑟 𝐴𝐵 or c
and these are ∠𝐴 and ∠𝐵. Each of these acute angles 𝐵𝐶 𝑜𝑟 𝐶𝐵 𝑜𝑟 𝑎
measures less than 90°. These acute angles are said to
be complementary because if we’re going to add the
measures of these two angles, that will be equal to 90°.

Let us now look at the sides of a right triangle.

The right triangle has two sides that are perpendicular to one another and those sides are called the legs.
In the right triangle, the legs are ̅̅̅̅
𝐵𝐶 and ̅̅̅̅
𝐶𝐴. ̅̅̅̅
𝐵𝐶 can also be named as ̅̅̅̅𝐶𝐵 or side 𝑎. On the other hand, ̅̅̅̅𝐶𝐴
̅̅̅̅
can also be named as 𝐴𝐶 or side 𝑏.
The third side of the right triangle is called the hypotenuse. It is the side opposite the right angle. It is the
̅̅̅̅ is the hypotenuse. 𝐵𝐴
longest side of the right triangle since it is opposite the largest angle. In ∆𝐴𝐵𝐶, 𝐵𝐴 ̅̅̅̅ can
̅̅̅̅
also be named as 𝐴𝐵 or side 𝑐.
So, that’s all you need to know about a right triangle!

B. Establishing a purpose for the lesson

Let us now have this activity.

Modeling Similar Right Triangles: A Paper Cutting Activity

Materials: a piece of bond paper or construction paper, pencil, ruler and a pair of
scissors.

Step 1: Start with a regular sheet of paper. Then, draw a diagonal

across the page from one corner to another. Cut along the diagonal.
Are the two right triangles congruent?

Step 2: On one of the right triangles, fold at the vertex of the right
angle such that parts of the opposite side are aligned.

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 Step 3: Unfold the paper. Draw a line on the crease. That line you
drew is the altitude of the right triangle. This altitude is perpendicular
to the hypotenuse.

Step 4: Cut along the altitude.

You now have three similar triangles.

Arrange them so that they are facing the same direction. When this is done, it is easy
to see that the triangles are similar, right? You can also stack them so that the three
congruent acute angles match up. Now, can you point at the congruent angles?

Well done! You may paste your output on your Math notebooks and then you may
proceed to the next part of the discussion.

C. Presenting examples/ instances of the lesson

From the activity that you had, this theorem arises:
Right Triangle Similarity Theorem (RTST)
If the altitude is drawn to the hypotenuse of a right triangle, then the new triangles
formed are similar to the given triangle and to each other.

̅̅̅̅ is an altitude to
Consider ∆𝐴𝐵𝐶 such that ∠𝐶 is right and 𝐶𝐷
the hypotenuse. We have to prove that ∆𝐴𝐷𝐶~∆𝐴𝐶𝐵~∆𝐶𝐷𝐵.

̅̅̅̅ ⊥ 𝐴𝐵
Since 𝐶𝐷 ̅̅̅̅, then 𝑚∠𝐴𝐷𝐶 = 𝑚∠𝐶𝐷𝐵 = 𝑚∠𝐴𝐶𝐵 = 90°. Since
∠𝐴 ≅ ∠𝐴, then by AA Similarity Theorem, we have ∆𝐴𝐷𝐶~∆𝐴𝐶𝐵.
Using the same theorem and that ∠𝐵 ≅ ∠𝐵, we have ∆𝐴𝐶𝐵~∆𝐶𝐷𝐵.
Therefore, ∆𝐴𝐷𝐶~∆𝐶𝐷𝐵 by Transitive Property.

In the previous weeks, you’ve learned that the geometric mean of two numbers 𝑎 and 𝑏 is the positive
number 𝑥 such that 𝑎: ℎ = ℎ: 𝑏. If 𝑥 is the geometric mean of 𝑎 and 𝑏, then ℎ = √𝑎𝑏.

From, we will have two rules: the Altitude Rule and the Leg Rule.
Let us discuss each rule.

76
 Look at the given right triangle and the altitude to the hypotenuse.

ALTITUDE RULE
The altitude is the geometric mean of the lengths of the two
segments of the hypotenuse.
𝑥 ℎ
=
ℎ 𝑦
LEG RULE
Each leg of the triangle is the geometric mean of the hypotenuse and the
segment of the hypotenuse adjacent to that leg.

𝑥 𝑎 𝑦 𝑏
= =
𝑎 𝑐 𝑏 𝑐

Let’s have an example.

Illustrative Example 1

Using the given triangle, find the lengths of the missing segments if
𝑎 = 12 and 𝑐 = 24.

Solution:
To solve for 𝑥, use the leg rule. To solve for 𝑦, use the equation 𝑥 + 𝑦 = 𝑐
𝑥 𝑎
𝑎
=𝑐 𝑥+𝑦 =𝑐
𝑥 12
12
= 24 Substitute the given into the formula 6 + 𝑦 = 24 Substitute the given into the formula
24(𝑥) = 12(12) Apply cross multiplication 𝑦 = 24 − 6 Transpose 6 to the right side of
the equation
24𝑥 = 144 Simplify 𝑦 = 18
24𝑥 144 Divide both sides of the equation
24
= 24 by 24
𝑥=6
To solve for 𝑦, use the leg rule. To solve for ℎ, use the altitude rule.
𝑦 𝑏 𝑥 ℎ
𝑏
=𝑐 ℎ
=𝑦
18 𝑏 6 ℎ
𝑏
= 24 Substitute the given into the formula
ℎ
= 18 Substitute the given into the formula
𝑏(𝑏) = 18(24) Apply cross multiplication ℎ(ℎ) = 6(18) Apply cross multiplication
𝑏 2 = 432 Simplify ℎ2 = 108 Simplify
√ 𝑏 2 = √432 Get the square root of both sides √ ℎ2 = √108 Get the square root of both sides
of the equation of the equation
𝑏 = 12√3 ℎ = 6√3

Illustrative Example 2
̅̅̅̅ = 4𝑐𝑚 and 𝐶𝑍
In the given triangle, 𝑋𝐶 ̅̅̅̅ = 9𝑐𝑚. What is 𝑌𝐶
̅̅̅̅ ?

77
 Solution:
̅̅̅̅ , use the altitude rule.
To solve for 𝑌𝐶
̅̅̅̅
𝑋𝐶 ̅̅̅̅
𝑌𝐶
̅̅̅̅
= ̅̅̅̅
𝑌𝐶 𝐶𝑍
4 ̅̅̅̅
𝑌𝐶
= Substitute the given into the formula
̅̅̅̅
𝑌𝐶 9
̅̅̅̅ (𝑌𝐶
𝑌𝐶 ̅̅̅̅ ) = 4(9) Apply cross multiplication
̅̅̅̅ 2 = 36
𝑌𝐶 Simplify
√̅̅̅̅
𝑌𝐶 2 = √36 Get the square root of both sides
of the equation
̅̅̅̅
𝑌𝐶 = 6𝑐𝑚

Now, it’s your turn! Answer this in your notebook.

In the given figure, assume that 𝑄𝐶 ̅̅̅̅ is the altitude to the
hypotenuse 𝐷𝑅̅̅̅̅ of right triangle 𝐷𝑄𝑅. If 𝑎 = 3 and 𝑏 = 12,
find ℎ.

You should get 6 as an answer. If you got the correct answer, you may proceed to the next part of
the discussion. If not, I am sorry but you have to go back and try to understand it.

DAY 2
D. Discussing new concepts and practicing new skills #1

In this part, we will discuss theorems on special right triangles. These special right triangles are the
45‐45‐90 right triangle and the 30-60-90 right triangle. They are called special right triangles because
of the relations existing between the lengths of their sides.

Let us find out how these sides of special right triangles related!

Let us start with a 45‐45‐90 right triangle. A 45‐45‐90 right triangle or isosceles right triangle is
a right triangle with congruent legs. How is the length of its hypotenuse related to length of its legs?

45‐45‐90 Right Triangle Theorem

In a 45‐45‐90 right triangle:

√2
➢ each leg is times the hypotenuse; and
2
➢ the hypotenuse is √2 times each leg.

You study and analyze the proof of 45‐45‐90 Right Triangle Theorem below.

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 l

Did you understand the proof of 45‐45‐90 right triangle theorem? Now, let us apply the 45‐45‐90 right
triangle theorem to following examples.

Example 1. Find the length of the hypotenuse of an isosceles right triangle with a leg 8√2 cm long.
45°
Solution:
?
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = 𝑙𝑒𝑔(√2) Apply 45‐45‐90 Right Triangle Theorem 8√2
= 8√2 (√2) By substitution
= 8√4 Multiply: √2 (√2) 45°
= 8(2) Simplify √4
𝒉𝒚𝒑𝒐𝒕𝒆𝒏𝒖𝒔𝒆 = 𝟏𝟔 Simplify 8(2)

Example 2. Find x and y.

a.

x 4

45°
y

Solution:
Solving for x:
x is the leg of the isosceles right triangle.
𝑙𝑒𝑔 = 4
𝒙=𝟒

Solving for y:
y is the hypotenuse.
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 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = 𝑙𝑒𝑔(√2) Apply 45‐45‐90 Right Triangle Theorem
𝑦 = 4(√2) Substitution
𝑦 = 4√2 Simplify
Solution:
b. The diagonal of a square divides it into two isosceles right triangles.
x and y are the legs of the isosceles right triangle.
x 10

Solving for x:
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = 𝑙𝑒𝑔(√2) Apply 45‐45‐90 Right Triangle Theorem
10 = 𝑥(√2) By substitution
10 𝑥(√2)
= Divide each side by √2.
√2 √2
10 𝑥(√2)
=𝑥 Simplify
√2 √2
10 √2 10 √2
𝑥= ( ) Rationalize the denominator of by multiplying
√2 √2 √2 √2
10√2
𝑥= Multiply the denominator: √2 (√2)
√4
10√2 10
𝑥= Divide:
2 2
𝒙 = 𝟓√𝟐

Since, 𝑥 = 𝑦
𝒚 = 𝟓√𝟐

Try to solve the following isosceles right triangles. Write your solutions and answers in your notebook.

1. Find x and y.
a. b.
12
2

x 18
y x
45°

2. The diagonal of a square is 20 cm. How long is each side?

You should get these answers:

1.
a. 𝑥 = 12, since x is one of the congruent legs of an isosceles triangle,
𝑦 = 12√2, y is the hypotenuse.
b. 𝑥 = 9√2, x and y are the legs of an isosceles right triangle, thus they are congruent.
𝑦 = 9√2
80
 2. Since the diagonal of a square divides it into two congruent isosceles right triangles,
𝑒𝑎𝑐ℎ 𝑙𝑒𝑔 = 10√2 𝑐𝑚.

If you get the correct answers you may proceed to the next part of the discussion. If not,
I am sorry but you have to go back to example 1 and try all over again.

The next right triangle is a 30-60-90 right triangle. You have to take note of the following as we discuss
the 30-60-90 right triangle theorem.

hypotenuse – opposite of 90° angle

30°

longer leg
shorter leg – opposite of 30° angle

longer leg – opposite of 60° angle

60°
shorter leg

30-60-90 Right Triangle Theorem

In a 30-60-90 right triangle:

1 √3
➢ The shorter leg 𝑠 is 2 the hypotenuse ℎ or 3
times the longer leg 𝑙;
➢ The longer leg is √3 times the shorter leg 𝑠; and
➢ The hypotenuse ℎ is twice the shorter leg 𝑠.

Next, let us have the proof of 30-60-90 Right Triangle Theorem.

81
82
 Are you excited to apply the 30-60‐90 right triangle theorem to following examples?
I know you are! Let us have the following examples.

Example 4. Find x and y.

Solution:
y is the hypotenuse.
y x is opposite of 60° angle; thus it is the longer leg.
x
8 is opposite of 30°angle; it is the shorter leg.

60°
8
Solving for y.
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = 2 (𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔) Apply 30-60-90 Right Triangle Theorem
𝑦 = 2 (8) By substitution.
𝒚 = 𝟏𝟔 Simplify.

Solving for x.
𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 = (𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔)√3 Apply 30-60-90 Right Triangle Theorem
𝑥 = (8)√3 By substitution.
𝒙 = 𝟖√𝟑 Simplify.

Example 5. Find a and b.

b

Solution:
14 is the hypotenuse.
a b is opposite of 30°angle; it is the shorter leg.
14
a is opposite of 60° angle; thus it is the longer leg.

30°

83
 Solving for b.
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = 2 (𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔) Apply 30-60-90 Right Triangle Theorem
14 = 2 (𝑏) By substitution.
14 2𝑏
2
= 2 Divide both sides by 2.
14 2
7=𝑏 Simplify 2
and 2
𝒃=𝟕

Solving for a.
𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 = (𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔)√3 Apply 30-60-90 Right Triangle Theorem
𝑎 = (7)√3 By substitution.
𝒂 = 𝟕√𝟑

Example 6. Find c.

30° Solution:
c is opposite of 30°angle; it is the shorter leg.
27 27 is opposite of 60° angle; it is the longer leg.

c
Solving for c.
𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 = (𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔)√3 Apply 30-60-90 Right Triangle Theorem
27 = (𝑐)√3 By substitution.
27 𝑐 √3
= Divide each side by √3.
√3 √3
27 𝑐 √3
= 𝑐 Simplify
√3 √3
27
𝑐=
√3
27 √3 27 √3
𝑐= ( ) Rationalize the denominator of by multiplying
√3 √3 √3 √3
27√3
𝑐= Multiply: 27(√3) and √3(√3)
√9
27√3
𝑐= 3
Simplify √9
27
𝒄 = 𝟗√𝟑 Simplify 3
.

It’s your turn. Try to solve these. Write your solutions and answers in your notebook.

1. Find the length of the longer leg and hypotenuse of the 30-60-90 right triangle.

60°

15
30°

84
 2. Solve for the values of a and b.

30°
28
b

a
3. What is the value of x in the triangle below?

36

x
60°

You should get the following answers.

1. 𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 = 15√3
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = 30
2. Shorter leg : 𝑎 = 14
Longer leg: 𝑏 = 14√3
3. Shorter leg: 𝑥 = 12√3

If you get the correct answers, you may proceed to the next part of the discussion. If not, I am
sorry but you have to go back to example 4 and try all over again.

DAY 3
E. Discussing new concepts and practicing new skills #2
Last week, you have learned about the different Triangle Similarity Theorem.
In this part, let us apply the theorems to show that given triangles are similar.

Let’s have an example:

̅̅̅̅ or side L.
Example 1. Using the given figure below, find the length of 𝐷𝐸

Solution:
In this example, we will apply SAS Similarity Theorem since an angle of one triangle is congruent to an
angle of another triangle and the corresponding sides including those angles are in proportion.
̅̅̅̅ , let us set a proportion.
To solve for 𝐷𝐸

85
 ̅̅̅̅
𝐶𝐷 ̅̅̅̅
𝐷𝐸
̅̅̅̅
𝐶𝐴
= ̅̅̅̅
𝐴𝐵
24 ̅̅̅̅
𝐷𝐸
= Substitute the given into the formula
8 5
̅̅̅̅ ) = 24(5)
8(𝐷𝐸 Apply cross multiplication
̅̅̅̅ ) = 120
8(𝐷𝐸 Simplify
̅̅̅̅ )
8(𝐷𝐸 120
8
= 8 Divide both sides of the equation by 8
̅̅̅̅
𝐷𝐸 = 15

Now, it’s your turn! Answer it in your notebook.

In the given figure, find the missing length.

You should get 22 as an answer.

If you got the correct answer, you may proceed to
the next example. If not, I am sorry but you have to
go back and try to understand it.

Example 2. Using the given triangles, find the lengths ̅̅̅̅

𝐴𝐶 and ̅̅̅̅
𝑋𝑌 if
̅̅̅̅ = 4, 𝐵𝐶
𝐴𝐵 ̅̅̅̅ = 5, ̅̅̅̅
𝑋𝑍 = 12, and ̅̅̅̅
𝑌𝑍 = 10.

Solution:
In this example, we will apply SSS Similarity Theorem since the three pairs of corresponding sides of two
triangles are in proportion.

To solve for ̅̅̅̅

𝐴𝐶 , let us set a proportion.
̅̅̅̅
𝐴𝐶 ̅̅̅̅
𝐵𝐶
̅̅̅̅
𝑋𝑍
= 𝑌𝑍
̅̅̅̅
̅̅̅̅
𝐴𝐶 5
12
= 10 Substitute the given into the formula
̅̅̅̅ ) = 12(5)
10(𝐴𝐶 Apply cross multiplication
̅̅̅̅ ) = 60
10(𝐴𝐶 Simplify
̅̅̅̅ )
10(𝐴𝐶 60
10
= 10 Divide both sides of the equation by 10
̅̅̅̅
𝐴𝐶 = 6

̅̅̅̅, let us set a proportion.

To solve for 𝑋𝑌
̅̅̅̅
𝑋𝑌 ̅̅̅̅
𝑌𝑍
̅̅̅̅
𝐴𝐵
= ̅̅̅̅
𝐵𝐶
̅̅̅̅
𝑋𝑌 10
4
= 5 Substitute the given into the formula
̅̅̅̅) = 4(10)
5(𝑋𝑌 Apply cross multiplication
̅̅̅̅) = 40
5(𝑋𝑌 Simplify
̅̅̅̅)
5(𝑋𝑌 40
5
= 5
Divide both sides of the equation by 5
̅̅̅̅
𝑋𝑌 = 8
86
 Now, it’s your turn!
In the given figure, find the missing length.

You should get 7.8 as an answer.

If you got the correct answer, you may proceed to the
next example. If not, I am sorry but you have to go
back and try to understand it.

̅̅̅̅ or side L.
Example 3. Using the given figure below, find the length of 𝐷𝐸

Solution:
In this example, we will apply AA Similarity Theorem since two angles of one triangle are congruent to two
angles of another triangle.

To solve for ̅̅̅̅

𝐷𝐸, let us set a proportion.
̅̅̅̅
𝐷𝐸 ̅̅̅̅
𝐶𝐸
̅̅̅̅
𝐵𝐴
= 𝐶𝐴
̅̅̅̅
̅̅̅̅
𝐷𝐸 8
= Substitute the given into the formula
10 4
̅̅̅̅ ) = 10(8)
4(𝐷𝐸 Apply cross multiplication
̅̅̅̅ ) = 80
4(𝐷𝐸 Simplify
̅̅̅̅ )
4(𝐷𝐸 80
4
= 4 Divide both sides of the equation by 4
̅̅̅̅
𝐷𝐸 = 20

Now, it’s your turn!

̅̅̅̅ if
In the given figure, find the lengths 𝐴𝐶
̅̅̅̅ = 24, and 𝑄𝑅
̅̅̅̅ = 14, 𝐵𝐶
𝑃𝑅 ̅̅̅̅ = 16.

You should get 21 as an answer.

If you got the correct answer, you may proceed to the next part of
the lesson. If not, I am sorry but you have to go back and try to
understand it.

87
 DAY 4
F. Developing mastery

Now, let us test what you have learned from the discussions.
Answer the following and write you answers in your notebook.

A. In the given figure, assume that ̅̅̅̅

𝑄𝐶 is the altitude to the
hypotenuse 𝐷𝑅̅̅̅̅ of right triangle 𝐷𝑄𝑅.
1. If 𝑎 = 6 and 𝑏 = 18, find 𝑟.
2. If 𝑎 = 6 and 𝑏 = 8, find 𝑑.

B. Quiz on 45‐45‐90 Right Triangle Theorem

Fill in the blanks with their measures using the formulas derived from the proof of the 45‐45‐90 right
triangle theorem.

Figure Formula If Then

√2 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = 5 1. 𝐿𝑒𝑔 = _______

𝐿𝑒𝑔 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
2
45°

leg 𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = √2 𝐿𝑒𝑔 𝑙𝑒𝑔 = 12 2. 𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 =

________
leg

C. Solve the following.

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?

D. Quiz on 30-60‐90 Right Triangle Theorem

Fill in the blanks with their measures using the formulas derived from the proof of the 30‐60‐90 right
triangle theorem.
Figure Formula If Then

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 𝑠 = 6 1.𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 𝑙 =

𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 =
2 _______

√3 2.ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 ℎ =
𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 = 𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 _______
3

88
 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 ℎ = 10 3.𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 𝑠 =
𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 = √3 𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 _______

30° 𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = 2 𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝐿𝑒𝑔 4.𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 𝑙 =

Longer leg
_______

𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 𝑙 = 7√3 5.𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 𝑠 =

_______
60°
6. ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 ℎ =
shorter leg _______

Now, check your work by turning to the key to correction. Score Description
1 point for every correct answer. How many correct answers did you get? Rate your 10-11 Very Good
result using the table above. 7-9 Good
5-6 Fair
Turn to
If your score is at least 5 out of 11, you may now proceed to the next activity. section J and
0-4 work on the
enrichment
activities

Answer the following and write you answers in your notebook.

E. State if the triangles in each pair are similar. If so, complete the similarly statement.

89
 You may check your work by turning to the key to correction. Give yourself one (1) point for every correct
answer. If your score is at least 3 out of 6, you may now proceed to the next part of discussion.

G. Finding practical applications of concepts and skills in daily living

There are so many different types of examples of triangles in the real world. Examples are traffic signs,
pyramids constructed by Egyptians, truss bridges, sailing boat, roof, staircase and ladder, buildings,
monuments and towers, and some food are triangular.
The list goes countless as we cannot imagine the world without triangle. Wherever you see three sides,
triangle is involved there.

H. Making generalizations and abstractions about the lesson

Right Triangle Similarity Theorem (RTST)

If the altitude is drawn to the hypotenuse of a right triangle, then the new triangles formed
are similar to the given triangle and to each other.

90
 Look at the given right triangle and the altitude to the hypotenuse.

ALTITUDE RULE
The altitude is the geometric mean of the lengths of the two
segments of the hypotenuse.
𝑥 ℎ
=
ℎ 𝑦

LEG RULE
Each leg of the triangle is the geometric mean of the hypotenuse and the segment of
the hypotenuse adjacent to that leg.

𝑥 𝑎 𝑦 𝑏
= =
𝑎 𝑐 𝑏 𝑐

45‐45‐90 Right Triangle Theorem

In a 45‐45‐90 right triangle:
√2
➢ each leg is 2
times the hypotenuse; and
➢ the hypotenuse is √2 times each leg.

30-60-90 Right Triangle Theorem

In a 30-60-90 right triangle:
1 √3
➢ The shorter leg 𝑠 is 2 the hypotenuse ℎ or 3
times the longer leg 𝑙;
➢ The longer leg is √3 times the shorter leg 𝑠; and
➢ The hypotenuse ℎ is twice the shorter leg 𝑠.

DAY 5
I. Evaluating learning

EVALUATION 6
Direction: Use yellow papers to answer the evaluation. Provide necessary solutions for
your answers. Use the format shown below to label your paper and it is to be
submitted to your Math teacher.
Name: _______________________ Section: _______________________
Subject: Mathematics 9 Week Number: 6 Parent’s Signature: ______________

̅̅̅̅ is the altitude to the

A. (WRITTEN WORKS) In the given figure, assume that 𝑆𝐷
̅̅̅̅ of right triangle 𝑈𝑆𝑇.
hypotenuse 𝑈𝑇

91
Continuation EVALUATION 6
Name:_______________________ Section:_______________________
Subject: Mathematics 9 Week Number: 3 Parent’s Signature:
______________

1. If 𝑎 = 9 and 𝑏 = 3, find 𝑢.
2. If 𝑎 = 15 and 𝑏 = 12, find ℎ.
3. If 𝑎 = 21 and 𝑏 = 7, find 𝑡.

B. (WRITTEN WORKS) Write the CAPITAL LETTER of your answer.

1. How do you describe the legs of a 45°-45°-90° triangle?
A. They coincide.
B. They are parallel.
C. They are congruent.
D. The bisect each other.

2. How long is the diagonal of a square if its side is 8 cm?

A. 8 cm C. 8√2 cm
B. 16 cm D. 16√2cm

3. Which angle of a 30-60-90 right triangle is opposite the shorter leg?

A. The hypotenuse.
B. The side opposite the 30° angle.
C. The side opposite the 60° angle.
D. The included side of the acute angles.

4. In a 30-60-90 right triangle, the length of the shorter leg is 6. Find the length of the longer leg
(𝑙).
A. 𝑙 = 6 C. 𝑙 = 12
B. 𝑙 = 6√3 D. 𝑙 = 12√3

5. What is the length of the shorter leg (𝑠) of a 30-60-90 right triangle if the length of the hypotenuse
(h) is 18?
A. 6 C. 18
B. 9 D. 36

C. (PERFORMANCE TASK) Solve for x. the triangles in each pair are similar. Show your solution. See
attached rubrics.
1. ∆𝑆𝑅𝑇 ~ ∆𝐶𝐵𝐷 2. ∆𝐶𝐵𝐴~∆𝐹𝐸𝐷 3. ∆𝑈𝑉𝑊~∆𝑅𝑆𝑇

92
J. Additional activities for application or remediation

Answer the given activity below. Read the directions carefully and write your answers in your
notebook.

A. In the given figure, assume that ̅̅̅̅

𝑆𝐷 is the altitude to the
hypotenuse ̅̅̅̅
𝑈𝑇 of right triangle 𝑈𝑆𝑇. If 𝑎 = 28 and 𝑏 = 7,
find 𝑡, ℎ, 𝑢.
B. Fill in the blanks with their measures using the formulas derived from
the proof of the 45‐45‐90 right triangle theorem.

Figure Formula If Then

𝐿𝑒𝑔 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 1. 𝐿𝑒𝑔 = _______

√2 = 26
= ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
45° 2
leg

𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑙𝑒𝑔 = 17 2. 𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 =

= √2 𝐿𝑒𝑔 ________

leg
C. Fill in the blanks with their measures using the formulas derived from the proof of the 30‐60‐90 right
triangle theorem.
Figure Formula If Then

ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 𝑠 = 35 1.𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 𝑙 = _______

𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 =
2
2.ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 ℎ = _______
30° √3
𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 = 𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 ℎ = 44 3.𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 𝑠 = _______
Longer leg

3
4.𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 𝑙 = _______
𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 = √3 𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔

60° 𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = 2 𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝐿𝑒𝑔 𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 𝑙 = 16√3 5.𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 𝑠 = _______

6.ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 ℎ = _______
shorter leg

93
 D. Identify what type of Triangle Similarity (AA, SAS, SSS) is applied to the following figures.

1. 2. 3.

4. 5.

You may check your answers by turning to the key to correction.

Give yourself one (1) point for every correct answer.
How many correct answers did you get?
NEED MORE HELP? You may reach your math teacher with his/her cellphone number or send him/her
a private message thru his/her Facebook account
KEY TO CORRECTION (Developing Mastery)
A. B. 45‐45‐90 Right Triangle Theorem
1. 𝑟 = 6√2 2. 𝑑 = 4√7 5√2
1. 𝑙𝑒𝑔 =
2

C. The tie is 16√2. 2. ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = 12√2

D. 30-60‐90 Right Triangle Theorem E.

1. 𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 𝑙 = 6√3 1. Not Similar
2. ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 ℎ = 12 2. Similar ∆CBA ~ ∆FGH
3. 𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 𝑠 = 5 3. Similar ∆VUT ~ ∆VLM
4. 𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 𝑙 = 5√3 4. Similar ∆JKL ~ ∆TUV
5. 𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 𝑠 = 7 5. Not Similar
6. ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 ℎ = 14 6. Not Similar

KEY TO CORRECTION (Remediation)

A. B. 45‐45‐90 Right Triangle Theorem
𝑡 = 14√5 1. 𝑙𝑒𝑔 = 13√2
ℎ = 14 2. ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 = 17√2
𝑢 = 7√5
C. 30-60‐90 Right Triangle Theorem D.
1. 𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 𝑙 = 35√3 1. AA similarity
2. ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 ℎ = 70 2. SAS similarity
3. 𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 𝑠 = 22 3. SSS similarity
4. 𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 𝑙 = 22√3 4. SAS similarity
5. 𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 𝑠 = 16 5. SSS similarity

94
 6. ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 ℎ = 32

Rubric for Performance Tasks

5 4 3 2 1
All of the Less than
At least 80% At least 60% At least 30%
ACCURACY items are 30% of the
of the items of the items of the items
correct items are
are correct are correct are correct
(100%) correct
5 4 3 2 1
All of the At least 80% At least 60% At least 30% Less than
COMPLETION assigned task of the of the of the 30% of the
is complete assigned task assigned task assigned task assigned task
(100%) is complete is complete is complete is complete
5 4 3 2 1
At least 80% At least 60%
of work is of work is
At least 30%
shown - shown -
of work is
100% of work solutions are solutions are Less than
shown -
WORK SHOWN is shown - somewhat quite 30% of work
shortcut in
(SYSTEMATICNESS) solutions are presented presented is shown - no
arriving at
presented systematically systematically solution is
correct
systematically wherein a part wherein some presented.
answers are
of the parts of the
used.
solutions is solutions are
missed. missed.

DETAILED LESSON PLAN

Grade 9 MATHEMATICS

WEEK 7
I. OBJECTIVES
A. Content standards:
The learner demonstrates understanding of key concepts of parallelograms and triangle similarity.

B. Performance standards:
The learner is able to investigate, analyze, and solve problems involving parallelograms and triangle similarity
through appropriate and accurate representation.

C. Learning competencies:
The learner...
1. proves the Pythagorean Theorem (M9AG-IllI i-1); and
2. solves problems that involve triangle similarity and right triangles. (M9AG-IllI j-2)

D. Objectives:
At the end of the lesson, the learners should be able to:
a. prove the Pythagorean theorem
b. solve problems that involve triangle similarity and right triangles.

II. CONTENT
PROVING PYTHAGOREAN THEOREM
SOLVES PROBLEMS THAT INVOLVE TRIANGLE SIMILARITY AND RIGHT TRIANGLES.
95
Learning Resources:
I. References: Learner’s Material for Mathematics Grade 9 pp. 369-389
Teacher’s Guide for Mathematics pp. 256

III. PROCEDURES

DAY 1
A. Reviewing previous lesson or presenting the new lesson
Good morning! You are about to finish the last lesson for the third quarter. Now that the criteria for similar
triangles have been established you can now apply and solve problems involving right triangles. To start your
lesson for today let’s have a short recall.

Activity 1. Answer the following questions in your notebook.

1. What do you know about Right Triangle?
2. Given rt ∆ PHS. Which is the hypotenuse? What part of the rt ∆ is PH and SH?
P 3. What is the relationship between PH and SH?
4. What is the right angle of the given triangle?
5. How do you get the area of a square?

H S

You may check your answer by turning to the key to correction.

Since you know what a right triangle is, you may now answer activity 2 and form a word that will give a title for
our next lesson.

B. Establishing a purpose for the lesson

ACTIVITY 2
List down the words that you can see in the puzzle and write the answer in your
notebook. The number of words that you have will be the basis of the points you earn
in the activity.
P A I T V B Y T U I T H
Y O L O T S T H E L L Y
T R I A N G L E E L O P
H A P T Y B E O R E Y O
A T L A N T S R I G H T
G O B L E T N E R S Y E
O O E R M S U M N E R N
R E V I W W P A P E R U
E R A U Q S O L V E T S
A G A I N S Q U A R E E
N E S S T H A N L O L E

96
You may check your answer by turning to the key to correction.
Give yourself (1) point for every correct answer. Hopefully you got them all correctly!
C. Presenting examples/instances of the lesson

From the activity above, choose and form a word that will lead you to our lesson for today?
Yes, it is Pythagorean Theorem and all the words listed in the puzzle are related to the Pythagorean
theorem, named after Pythagoras the Greek Mathematician and philosopher who first proved the theorem.
Different proofs have been discovered but you will learn two proofs in this lesson.

The Pythagorean Theorem states that,

In a right triangle, the square of the hypotenuse is equal to the sum of the squares
of the legs.

Proof 1. Using right triangle similarity,

C

a b Given: Rt. BCA

h
Prove: 𝑎 2 + b2 = c 2
x D y
c c
Proof:

B A
A
Statement Reason

1. Through C, draw CD 1. Through a point, one and only one

perpendicular to AB line can be drawn perpendicular to
a given line.
2. a² = cx 2. If the altitude to the hypotenuse of
b² = cy a rt∆ is drawn, the square of either
leg is equal to the product of the
hypotenuse and the segment of
the hypotenuse adjacent to the
leg.

3. a² + b² = cx + cy 3. Addition

4. a² + b² = c(x + y) 4. Distribution Property

5. c = x + y 5. A line segment is equal to the sum

of its part.

6. a² + b² = c(c) 6. Substitution
or a² + b² = c²

Proof 2: We can also prove the Pythagorean Theorem by the concept of area of square.
Do the activity in your notebook to find out the relationship of the sides of a right triangle.
97
1. Draw a right triangle whose legs measure 3 units and 4 units.
2. Find the length of the hypotenuse.
3. Draw 3 squares whose sides are exactly the lengths of the sides of the right triangle.
4. Find the area of each square.
5. How is the area of the biggest square related to the sum of the areas of the two squares?

So in a right triangle, if a and b are the legs and c is the hypotenuse then in symbol you may write the
relationship of the sides of a right triangle as 𝑐 2 = 𝑎2 + 𝑏 2 or 𝑎2 + 𝑏 2 = 𝑐 2 . This is the Pythagorean
Theorem.

To check: a = 3, b = 4 and c = 5 then using the theorem

Substitute, 𝑐 2 = 𝑎2 + 𝑏 2
52 = 32 + 42
25 = 9 + 16
25 = 25 → since the square of the hypotenuse is equal to the sum of the squares of the legs
then the figure form using the lengths is a right triangle.

Example 1: In triangle PQR, ∠𝑄 is a right angle, PQ=5, QR=12 find PR?

PR2 =PQ2 + QR2 Equation
PR2 = 52 + 122 substitute the given value
PR2 = 25 +144 get the square of 5 and 12
PR2 = 169 Add
(√𝑃𝑅 2 ) =√169 Extract the square root
PR = 13 the length of PR

Check: PR2 = PQ2 + QR2

132 ?= 25 + 144
169 = 169 → so 5, 12 and 13 are called Pythagorean triple, right triangle can be draw using the
lengths.

Example 2: Determine whether the following lengths would form a right triangle.
1.) 1, 2 and 3
2.) 5, 9 and 8
3.) 6,8, and 10

Solution:
1.) if x and y are the legs and z is the hypotenuse then x=1, y=2 and z=3 (hypotenuse)
Using z2 = x2 + y2
32 ?= 12 + 22
9 ?= 1 + 4
9 > 5 → No it is not a right triangle. Since the square of the hypotenuse is greater than the sum of the
square of the legs the triangle form using the lengths is an obtuse triangle.

2.) x= 5, y= 8 and z = 9 (hypotenuse)

Solution: z2 = x2 + y2
92 = 52 + 82
?
81 = 25 +64
81 < 89 → No, it is not a right triangle. Since the square of the hypotenuse is less than to the
sum of the squares of the legs then the triangle form using the lengths is an acute triangle.

3.) 8 is the shortest leg, 15 is the longer leg and 17 is the hypotenuse therefore,
102 = 62 + 82
100 ?= 36 + 64
98
100 = 100 → it is a right triangle since the sum of the square of the hypotenuse is equal to the sum of the
squares of the legs.

Example 3: If one of the leg of a right triangle is 3 and the hypotenuse is 4√2 ,what is the length of the other
leg?
Solution: (4√2)2 = 32 + x2
16(2) = 9 +x2
32 - 9 = x2
(√23 )2 = √𝑥²
x = √23 → the length of the other leg.

It is your turn. Write your answers in your notebook.

1. Classify the triangles whose sides are 5,12,13; 5,7,9 ; 7,9 10.
2. Find the missing length, if a and b are the legs and c is the hypotenuse of a right triangle.
a. a=12, b=18, c=_________
b. a=11, c=61, b= ________

You should get the following answers,

1. In 5, 12, 13 → Right triangle,
In 5, 7, 9 → Acute Triangle
In 7, 9, 10→ Obtuse Triangle
2. c= 6 √13
b = 60
If your answers are correct, you may proceed to the next lesson. If not, I am sorry but you have to go
back to the given examples and try all over again.

DAY 2
D. Discussing new concepts and practicing new skills # 1
Having illustrated, proved, and verified the theorems on triangle similarity and right triangles in the previous
lessons, our goal in this section is to apply these theorems in problem solving.
The following problems are just a few of the many applications of triangle similarity and right triangles.

Example 1.
If the bottom of a 5-meter ladder is 2 meters from a wall, how high on the wall does the ladder reach?

Solution:
Let h be the height, in meters, the ladder can reach
By the Pythagorean Theorem, we have
(5)2 = (h)2 + (2)2
25 = h2 + 4
25 – 4 = h2 + 4 - 4 5m
21 = h2
√21 = √ℎ2
√21 = ℎ
The ladder can reach a height of √𝟐𝟏 m ≈ 4.58 m

2m
Example 2.
A 4-m flagpole casts a 6-m shadow at the same time that a nearby building casts a 24-m shadow. How high is
the building?
Solution:
99
First, draw a picture of the flagpole and its shadow, and a picture of the nearby building and its shadow.

h
4m
6m 24 m

Let h be the height of the building in meter.

Notice that the two triangles are similar because they have both right angles and the shadows are cast at the
same angles. So, the triangles are similar by the AA Similarity Theorem.

Remember, if the two triangles are similar then the corresponding sides are proportional.
ℎ 24
Write the proportion: =
4 6
Solve for h:
Cross multiply (6)(ℎ) = (4)(24)
6ℎ 96
Divide both sides by 6 =
6 6
ℎ = 16
Therefore, the height of the building is 16 meters

Example 3.
A mirror is placed on the ground such that Joshua can see the top of a communication tower on it. Joshua is
1.25 m tall and is standing 0.5 m away from the mirror, which is 10 m from the base of the building. Find the
height of the communication tower?
Solution.

Use an imaginary line to connect Joshua’s eyes to the top of the communication tower. A law of reflection in
Physics states that the angle of reflection (angle 2) is equal to the angle of incidence (angle 1). If that is the case,
then the two triangles are similar by AA Similarity Theorem.
Again, if two triangles are similar then their corresponding sides are proportional.
Let h be the height of the tower in meters.
ℎ 10
Write the proportion: =
1.25 0.5
Solve for h,
Cross multiply (0.5)(ℎ) = (10)(1.25)
(0.5)ℎ 12.5
Divide both sides by (0.5) =
0.5 0.5
ℎ = 25
Therefore, the height of the communication tower is 25 meters.
100
 DAY 3
E. Continuation of the discussion of new concepts
If two triangles are similar, there exists a relationship between their perimeters and between their areas.

RATIO OF PERIMETERS FOR SIMILAR TRIANGLES

Theorem
If two triangles are similar, their perimeters have the same ratio as that of the measures of
any two corresponding sides.

Example 1.
The corresponding sides of two similar triangles are 3 cm and 5 cm. If the perimeter of the smaller triangle is
18 cm, what is the perimeter of the other triangle?
Solution.
3
The ratio of the corresponding sides of the smaller triangle to the bigger triangle is
5
18 3
Let P be the perimeter of the bigger triangle, then =
𝑃 5
Solving for P,
Cross multiply (5)(18) = (3)(P)
90 3𝑃
Divide both sides by 3 =
3 3
30 = 𝑃
Thus, the perimeter of the bigger triangle is 30 cm.

RATIO OF AREAS FOR SIMILAR TRIANGLES Example 2.

Theorem If the areas
The ratio of the areas of two similar triangles is the square of the ratio of the lengths of any of two similar
two corresponding sides. triangles are
144 m2 and
169 m2, find
the ratio of their corresponding heights.
Solution.
Let h1 and h2 be the height of the smaller triangle and bigger triangle respectively
ℎ1
Then is the ratio of the corresponding heights.
ℎ2
Applying the theorem on the ratio of areas for similar triangles
144 ℎ1 2
(169) = (ℎ )
2
144 ℎ 2
√ = √( 1 ) extract the roots of both sides
169 ℎ 2
12 ℎ1
=
13 ℎ2
𝟏𝟐
Thus, the ratio of the corresponding heights is
𝟏𝟑

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 DAY 4
F. Developing mastery
Answer the given activities below. Read the directions carefully and write your answers in your notebook.

A. Write the statements or reasons that are left blank in the proof of the Pythagorean Theorem.

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B. Complete the table that follows based on the length of the sides of the triangles in the figures.

C. Solve the following problems. Write your answers with solutions in your notebook.

1. A 20-foot ladder is leaning against a vertical wall. If the foot of the ladder is 8 feet from the wall,
how high does the ladder reach?

2. 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?

3. Solve for the height of the skyscraper whose top is reflected on the mirror as shown in the figure.

1.92 m

0.4 m
87.6 m

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 4. The perimeters of two similar triangles are 72 cm and 108 cm. If one side of the smaller triangle is
8 cm, how long should the corresponding side of the other triangle be?

5. If the areas of two similar triangles are 124 cm2 and 225 cm2, find the ratio of their
corresponding sides.

Score Description
Now, check your work by turning to the key to correction. 1 point for every correct 15-18 Very Good
answer. How many correct answers did you get? Rate your result using the table 10-14 Good
above. 6-9 Fair
Turn to section
If your score is at least 6 out of 18, you may now proceed to the next activity. 0-5
J and work on
the enrichment
activities

G. Finding practical application of the concepts and skill in daily living

Pythagoras’ theorem allows us to calculate lengths in right-angled triangles. Right-angled triangles are seen
in everyday life – from the dimensions of a television to a ladder resting against a wall.
Jobs in Management
Many positions that fall under umbrella term of management use the Pythagorean Theorem regularly.
Computer and information systems managers, construction managers, and engineering and natural sciences
managers all need this age-old formula in the day-to day business of their respective fields.

H. Making generalization and abstraction about the lesson

THE PYTHAGOREAN THEOREM

In a right triangle, the square of the hypotenuse is equal to the sum of the squares of the
legs. In symbol, c2= 𝑎2 + b2 where c is the hypotenuse and a and b are the legs of a right
triangle.
To determine the triangle form given the lengths of the sides:
If c2 = 𝑎2 + b2 → it is a right triangle
If c2 > 𝑎2 + b2 → it is an obtuse triangle
If c2 < 𝑎2 + b2 → it is an acute triangle.

Suggested steps in solving triangle similarity problems.

1. Make a sketch illustrating the situations in the problem.
2. Identify which triangles are similar.
3. Apply the properties of proportion.

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 DAY 5
I. Evaluating learning

EVALUATION 7
Direction: Use yellow papers to answer the evaluation. Provide necessary solutions for
your answers. Use the format shown below to label your paper and it is to be submitted
to your Math teacher.
Name: _______________________ Section: _______________________
Subject: Mathematics 9 Week Number: 7 Parent’s Signature: ______________
(WRITTEN WORK) For numbers 1-3, choose your answers by writing the answer in your paper.
1. The Pythagorean Theorem ONLY works on which triangle?
Obtuse Scalene Acute Right
2. Do the side lengths 9,11,and 15 cm form a right triangle?
Yes No Maybe
cannot be determine

Continuation EVALUATION 7
Name: _______________________ Section: _______________________
Subject: Mathematics 9 Week Number: 6 Parent’s Signature: ______________

3. Which set of 3 numbers would represent the lengths of the sides of a right
triangle?
6, 8,12 7,22,25 12,16, 20 5,9,10

4. Solve for x, show the complete solutions.

18
X

5. Given right triangle XYZ with right ∠Y, if y =25 and x = 15, how long is z?

Y
Z

X
(PERFORMANCE TASK) For items, 6 – 10. Illustrate and show your complete solution.
6. Find the length of the wire tied from the top of a 15-m pole to a peg on the ground 9-m away
from the foot of the wall.

105
 7. On a level ground, a 1-m vertical pipe and a building cast shadows of lengths 0.75-m and 90-
m. How high is the building?

8. Find the distance across the lake if AB = 40 m, AC = 30 m, and CD = 60 m given that 𝐴𝐵 and
𝐷𝐸 are parallel. D

B
C

E
9. If the ratio of the corresponding sides of two similar triangles is 3:4. If the perimeter of the
larger triangle is 84 cm, what is the perimeter of the smaller triangle
10. The areas of two similar triangles are in the ratio 25:16. Find the length of a side of the larger
triangle if the corresponding side of the smaller triangle has a length of 80 cm.

J. Additional activities for application or remediation

Answer the given activities below. Read the directions carefully and write your answers in your notebook.
REMEDIATION:

3. A wire from the top of a telephone pole to a point on the ground 20 m from the pole is 40 m long.
How high is the pole?
4. Brent casts a shadow of 0.75 m when he is 1.15 m away from a 4.42 m high street lamp. How tall is
Brent?
5. The lengths of the corresponding sides of two similar triangles are √3 cm and 2√3 cm. a. What is
the ratio of their perimeters?
a. What is the ratio of their areas?
You may check your answers by turning to the key to correction.
Give yourself one (1) point for every correct answer.
How many correct answers did you get?

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NEED MORE HELP? You may reach your math teacher with his/her cellphone number or send him/her
a private message thru his/her Facebook account

KEY TO CORRECTION
A. Reviewing previous lesson or B. Establishing a purpose for the lesson
presenting the new lesson
This can be written in any order.
1. A right triangle is a triangle with one 1. Pythagorean
right angle. 2. Right
2. PS is the hypotenuse; PH and HS are 3. Triangle
the legs 4. sum
3. PH and HS intersects each other and 5. legs
form a right angle. or they are 6. square
perpendicular to each other. 7. theorem
4. ∠PHS or ∠H
5. Area of square = s2

KEY TO CORRECTION (DEVELOPING MASTERY)

A. Activity 17 “Pythagorean Theorem and B. Activity 18: Is the triangle right, acute,
its Proof or obtuse
1. LMN~ MKN~LKM → Right Triangle SUN 5,7 11---- 25, 49, 74 – 121
similarity Theorem CAR 4,5,6 ----- 16, 25, 41 – 36
𝑢 𝑟 Observation:
2. 𝑟 = 𝑡
𝑣 𝑠 1. equal
𝑠
= 𝑡 2. greater than
3. less than
3. r2= ut
s2= vt C. Solve the following problems
1. Height the ladder can reach = 4√21 ≈
4. r2 + s2 = ut + s2 18. 33 𝑓𝑡.
2. Height of the tower = 10 m
5. r2 + s2 = ut + vt 3. Height of the skyscraper = 420.48 m
4. Length of the corresponding side = 12
6. r2 + s2 = t(u+v)
cm
2 2
7. r + s = t(t) 5. Ratio of the corresponding sides =
√124 2√31
𝑜𝑟
2 2
8. r + s = t 2 √225 15

KEY TO CORRECTION (Additional activities for application of remediation)

REMEDIATION:
1. a. c = 10
b. a=5
c. b =20
2. a. x = 15
b. x = √50 = 5√2
c. x=8
3. Height of the pole = 36.64 m
4. Height of Brent = 1.74 m

107
 1
5. a. Ratio of the perimeters = 2
1
b. Ratio of the areas =
4

Rubric for Performance Tasks

5 4 3 2 1
All of the Less than
At least 80% At least 60% At least 30%
ACCURACY items are 30% of the
of the items of the items of the items
correct items are
are correct are correct are correct
(100%) correct
5 4 3 2 1
All of the At least 80% At least 60% At least 30% Less than
COMPLETION assigned task of the of the of the 30% of the
is complete assigned task assigned task assigned task assigned task
(100%) is complete is complete is complete is complete
5 4 3 2 1
At least 80% At least 60%
of work is of work is
At least 30%
shown - shown -
of work is
100% of work solutions are solutions are Less than
shown -
WORK SHOWN is shown - somewhat quite 30% of work
shortcut in
(SYSTEMATICNESS) solutions are presented presented is shown - no
arriving at
presented systematically systematically solution is
correct
systematically wherein a part wherein some presented.
answers are
of the parts of the
used.
solutions is solutions are
missed. missed.

108