Division of Nueva Vizcaya

Diocese of Bayombong Educational System (DBES)

Saint Louis School, Solano, Nueva Vizcaya

DBES LEARNING ACTIVITY SHEET/GAWAING PAGKATUTO

Subject: MATHEMATICS 9
Teacher: _______________________________________

Name of Learner : ___________________________________________________________________

Grade Level & Section: _________________________________ Inclusive Dates: _______________
Week No.: 1 Score : _______________

Activity 1: Written Work/s:

Determine if each statement is True or False.
A. Given ∆ XYZ ≅ ∆ VWZ
___________1. ∆ XYZ ∆ VWZ
___________2. ∠ V ≅ ∠ X
___________3. . ∠ XZY ≅ ∠WZV
___________4. XY ≅ WV
XY XZ
___________5. =
VW VZ

B. Given ∆ CAT ∆ DOG

__________1. ∆ TCA ∆ GOD
__________2. AT : OG = AC : OD
__________3. If m∠T =87 °, thenm ∠ D=87 °
TC 3 AC 3
__________4. If = , then =
GD 2 OD 2
TC 3 m∠ T 3
__________5. If = , then =
GD 2 m∠G 2

Activity 2: Mini Task:

Use the Proportionality Theorems to find the missing length. Show your complete solutions.

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 Division of Nueva Vizcaya
Diocese of Bayombong Educational System (DBES)
Saint Louis School, Solano, Nueva Vizcaya

DBES LEARNING ACTIVITY SHEET/GAWAING PAGKATUTO

Subject: MATHEMATICS 9
Teacher: _______________________________________

Name of Learner : ___________________________________________________________________

Grade Level & Section : _________________________________ Inclusive Dates : _______________
Week No.: 2 Score : _______________

Activity 1: Written Work/s:

A. State if the triangles in each pair are similar. If so, state the similarity theorem illustrated by
the triangles. (2pts. Each)

Activity 2: Mini Task

Use the similar triangles below to complete the following.

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 Division of Nueva Vizcaya
Diocese of Bayombong Educational System (DBES)
Saint Louis School, Solano, Nueva Vizcaya

DBES LEARNING ACTIVITY SHEET/GAWAING PAGKATUTO

Subject: MATHEMATICS 9
Teacher: _______________________________________

Name of Learner : ___________________________________________________________________

Grade Level & Section: _________________________________ Inclusive Dates: _______________
Week No.: 3 Score : _______________

ACTIVITY 1: Written Works

A. Choose the letter of the best answer. Write your answer on the blank provided before
the
number.
_____1. In an isosceles right triangle, if the length of the hypotenuse is 32 cm, how long is
each leg?
A. 8 cm B. 16 cm C. 16 √ 2 cm D. 32 √ 2 cm
_____2. In a 30-60-90 triangle, the longer leg measures 6 √ 3 cm. What is the length of the
hypotenuse?
A. 6 cm B. 12 cm C. 12 √ 3 cm D. 12 √ 6 cm

For nos. 3-5, refer to figure 5.27.

_____3. If MO = 36 and LO = 64, find ON.
A. 40 B. 44 C. 48 D. 52
_____4. If MO = 100 and MO = 36, find MN.
A. 45 B. 50 C. 55 D. 60
_____5. If MO = 25 and ON = 60, find LO.
A. 25 B. 60 C.144 D. 169

For nos. 6 and 7, refer to ∆ XYZ in figure 5.28.

______6. If z = 13, find y.
A. 13 √ 3 B. 13 √ 2 C. 26 D. 26 √ 3
______7. If z = 4 √3 , find x.
A. 8 B. 8 √ 3 C. 10 √ 3 D. 12

For nos. 8 and 9, refer right triangle RST in figure 5.29.

______8. If RT = 14, find ST.
7 √2
A. 7 B. 7 √ 2 C. D. 28 √ 2
2
______9. If RS = 10 √ 6, find RT.
A. 20 B. 20 √ 3 C. 20 √ 2 D. 40

______10. A ladder that is 11 m long rests against a vertical wall. The bottom of the ladder
is 5 m away from the wall. How high up the wall did the ladder reach?
A. 96 m B. 16 m C. 4 √ 6 m D. √ 96 m

ACTIVITY 2: Performance Task

Choose a tall object in your place such as a tree, the roof of your house or a basketball ring. Plan ways to
indirectly measure it, in this case, the height of the basketball ring or the roof of your house. Draw or
print a picture of the object
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____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________

Place the picture or drawing of objects Draw the representation of objects using
here: similar triangles here:

Scoring Rubric
Criteria 3 2 1
Used exemplary and Used appropriate Diagrams used and
appropriate diagrams diagrams to present discussions were not
Presentation to visually present the the proposed plan. clear as to how the
proposed plan. Ideas Ideas were discussed proposed plan could
were discussed somewhat clear. be carried out.
clearly.
Strategies proposed Strategies proposed Strategies proposed
are feasible and may or may not be are not feasible and
Strategies Used effective to measure feasible and effective ineffective to measure
the height of the to measure the height the height of the
object. of the object. object.
Application of The proposed strategy The proposed strategy The proposed strategy
Mathematical accurately represented does not accurately does not make use of
Concept concepts of similar represent concepts of similar triangle
triangles. similar triangles. concepts.

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 Department of Education
Division of Nueva Vizcaya
Diocese of Bayombong Educational System (DBES)
Saint Louis School, Solano, Nueva Vizcaya

DBES LEARNING ACTIVITY SHEET/GAWAING PAGKATUTO

Subject: MATHEMATICS 9
Teacher: _______________________________________

Name of Learner : ___________________________________________________________________

Grade Level & Section: _________________________________ Inclusive Dates: _______________
Week No.: 4 Score : _______________

ACTIVITY 1: Written Works

Complete each statement with the word always, sometimes, or never.
1. A square is ________________ a rhombus.

2. A square is _________________ a rectangle.

3. A rectangle is _________________ a rhombus.

4. A rectangle is __________________ a trapezoid.

5. A trapezium is __________________ a trapezoid.

6. A square is __________________ are regular polygon.

7. The opposite sides of a parallelogram is __________________ congruent.

8. The consecutive sides of a rectangle is ___________________ perpendicular.

9. A parallelogram is ____________________ a rectangle.

10. A parallelogram is ____________________ a trapezoid.

ACTIVITY 2: Mini Task

Using quadrilateral DIGF from the given figure, identify the following being described in each
item. (2points each)

________________1. Two pairs of opposite angle

________________2. Two pairs of opposite side
________________3. Two pairs of opposite vertices
________________4. A pair of adjacent angles
________________5. Two triangles formed by one
diagonal

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 Department of Education
Division of Nueva Vizcaya
Diocese of Bayombong Educational System (DBES)
Saint Louis School, Solano, Nueva Vizcaya

DBES LEARNING ACTIVITY SHEET/GAWAING PAGKATUTO

Subject: MATHEMATICS 9
Teacher: _______________________________________

Name of Learner : ___________________________________________________________________

Grade Level & Section: _________________________________ Inclusive Dates: _______________
Week No.: 5 Score : _______________

ACTIVITY 1: Written Works

Choose the letter of the best answer. Write your answer on the blank before each number.

_____1. Which of the following is always true?

A. All parallelograms have congruent diagonals.
B. The diagonals of a rhombus are congruent.
C. All squares are rhombuses.
D. All rectangles are squares.
_____2. In rectangle ABCD, DE = 3x + 6 and BE = 5x – 6, what is the value of x?
A. -6 C. 5
B. 3 D. 6

_____3. Which statement below is NOT always true?

A. A rhombus has four congruent sides.
B. The opposite angles of a rhombus are supplementary.
C. The diagonals of a rhombus bisect each other.
D. The diagonals of a rhombus bisect the vertex angles.

_____4. PSRQ is a rhombus. If m∠ SRQ=( 17 x−2 ) ,

m∠ RQS=41 ,∧¿ m∠ SQP=( 17 x +5 ) , find m ∠ SQP .
A. 73 ° C. 82°
B. 75° D. 84°
_____5. How long is each side of a square if its diagonal measures 20 cm?
A. 8 cm B. 10 √ 2 cm C. . 10 √ 5 cm D. 12 cm

_____6. In rectangle EFCD, EK = (12x – 2) cm and CK = (11x) cm.

Find the length of EC .
A. 22 cm C. 42 cm
B. 36 cm D. 44 cm

_____7. Quadrilateral ABCD is a square. Find x.

A. 5 B. 6.5 C. 4.5 D. 8

_____8. In figure 6.12, JKLM is a rhombus. If m∠ K =11+7 x

and m∠ L=8 x−11 , find the measure of ∠ J .
A. 12 ° C. 85 °
B. 75 ° D. 95 °

_____9. What kind of triangles are formed by a diagonal of a square?

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 A. Acute triangles C. isosceles triangles
B. Obtuse triangles D. isosceles right triangles
_____10. The diagonals do not necessarily intersect at right angles in a __________.
A. square B. rectangle C. rhombus D. kite

ACTIVITY 2: Mini Task

Indicate with a check mark the quadrilateral that has each property.

Property Parallelogram Rhombus Rectangle Square

1. There are two pairs of opposite sides
that are parallel

2. There are two pairs of opposite sides

that are congruent.

3. All sides are congruent.

4. Opposite angles are congruent.
5. Consecutive angles are
supplementary.

6. All angles are congruent.

7. All angles are right angles.
8. Each diagonal divides the
quadrilateral into two congruent
triangles.

9. Diagonals bisect each other.

10. Diagonals are congruent.

Department of Education
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 Division of Nueva Vizcaya
Diocese of Bayombong Educational System (DBES)
Saint Louis School, Solano, Nueva Vizcaya

DBES LEARNING ACTIVITY SHEET/GAWAING PAGKATUTO

Subject: MATHEMATICS 9
Teacher: _______________________________________

Name of Learner : ___________________________________________________________________

Grade Level & Section: _________________________________ Inclusive Dates: _______________
Week No.: 6 Score : _______________

ACTIVITY 1: Written Works

Determine whether each statement is true or false.
_________________1. The diagonal of a kite are always perpendicular.
_________________2. Any two consecutive angles of a kite are supplementary.
_________________3. A kite is a parallelogram.
_________________4. The base angles of a trapezoid are congruent.
_________________5. A kite can have two sides that are parallel.
_________________6. The four triangles that are formed by the diagonals of a kite are all
right triangles.
_________________7. The base angles of an Isosceles trapezoid are congruent.
_________________8. A trapezoid is a quadrilateral with two pairs of parallel sides.
_________________9. The median of a trapezoid is the segment joining the midpoints of the
legs.
_________________10. A kite has two pairs of opposite congruent angles.
ACTIVITY 2: Performance Task
Logos are excellent examples of how businesses use geometry, particularly in commercial
advertising. Logos allow for easy recall and are readily identifiable with the corporation.
Suppose you are a commercial advertiser, design a logo which represents your product/s using 2
or more types of quadrilaterals.

SCORING RUBRIC
4 3 2 1
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Neatness The logo shows Care was made to There are smudges. The work is messy
excellent create a clean and showing little to no
craftsmanship. It is neat logo. effort to make it
very neat and neat and clean.
clean.
Creativity The logo is unique The logo The logo is not The logo is not
and shows a lot of demonstrates some unique but shows unique and it
research and uniqueness and understanding of shows poor
advanced research or the shapes. understanding of
understanding of exploration. It the shapes.
the shapes. shows
understanding of
the shapes.
Content Accuracy There are 4 or There are 3 or There are 1 or 2 No property of
more shapes in the more shapes in the shapes in the logo shapes is used in
logo that are logo that are that are discussed the logo.
discussed and discussed and and represented
represented represented correctly.
correctly. correctly.