DIVISION OF NAVOTAS CITY

9
MATHEMATICS
Quarter 3

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 3
Second Edition, 2021

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Jasmin A. Rol, Marisol T. Celedonio and Angelita A. Matoguina
Editors: Leonard S. Evangelista
Reviewers: Alberto J. Tiangco
Illustrator: Jasmin A. Rol, Marisol T. Celedonio and Angelita A. Matutine
Layout Artist: Kurt Russel M. Linao
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Alberto J. Tiangco, EPS in Mathematics
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: ____________________________________________
[email protected]
 Table of Contents
What I Know ................................................................................... 1

Module 1 ........................................................................................ 2

Module 2 ........................................................................................ 9

Module 3 ........................................................................................ 15

Module 4 ........................................................................................ 21

Module 5 ........................................................................................ 25

Module 6 ........................................................................................ 29

Module 7 ........................................................................................ 32

Module 8 ........................................................................................ 36

Module 9 ........................................................................................ 40

Assessment..................................................................................... 43

Answer Key ..................................................................................... 44

Reference.......................................................................................46
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. How can you describe any two opposite angles in a parallelogram?
a. They are always congruent. c. They are complementary.
b. They are supplementary. d. They are both right angles

2. Which of the following statements is true?

a. Every square is a rectangle. c. Every rhombus is a rectangle.
b. Every rectangle is a square. d. Every parallelogram is a rhombus

3. Which of the following statements could be false?

a. The diagonals of a rectangle are congruent.
b. The diagonals of an isosceles trapezoid are congruent.
c. The diagonals of a square are perpendicular and bisect each other.
d. The diagonals of a rhombus are congruent and
perpendicular to each other

4. What is the measure of ∠2 in rhombus HOME?

a. 75° b. 90° c. 105° d. 180°
5. The diagonals of an isosceles trapezoid are
represented by 4x – 47 and 2x + 31. What is the value of x?

a. 37 b. 39 c. 107 d. 109
6. In the figure, there are three similar right triangles by Right
Triangle Proportionality Theorem. Name the triangle that is
missing in this statement: ∆HOP ~ _________ ~∆OEP.

a. ∆HOE b. ∆OEH c. ∆HOP d. ∆HEO

7. The ratio of the volumes of two similar rectangular prisms is 125: 64. What is
the ratio of their base areas?

a. 25:16 b. 25:4 c. 4:5 d. 5:4

8. The lengths of the sides of a triangle are 6 cm, 10 cm, and 13 cm. What kind of a
triangle is it?
a. Regular Triangle c. Right Triangle
b. Acute Triangle d. Obtuse Triangle

1
9. What is the perimeter of a 30-60-90 triangle whose shorter leg is 5 inches long?

a. 5 √3 cm b. 15 + 5√3 cm c. 15 + √3 cm d. 10 + 5√3 cm
10. The length of the shadow of your one-and-a-half-meter height is 2.4 meters at a
certain time in the morning. How high is a tree in your backyard if the length
of its shadow is 16 meters?

a. 25.6 m b. 10 m c. 38.4 m d. 24

MODULE 1

This module was designed and written with you in mind. It is here to help you master
identifying quadrilaterals that are parallelograms. The scope of this module permits
it to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module is intended for one lesson only:

Lesson I – Quadrilaterals that are Parallelograms.

After going through this module, you are expected to:

1. Determines the conditions that make a quadrilateral a parallelogram

2. Uses properties to find measures of angles, sides, and other quantities
involving parallelograms

Lesson Quadrilaterals that are

1 Parallelograms

Look around you and see the beauty of God's creations. He made everything
with different shapes and sizes. Most of the things that can be seen around are in
the shape of quadrilaterals. The tables, floor, furniture, window, and even door. This
module will explore the four-sided figure, which is quadrilateral.

2
A closed plane figure with four sides and four-line segments is called a
quadrilateral. These sides may or may not be congruent and parallel. We will
use its vertices in naming quadrilateral but remember that naming the
vertices is important.
Quadrilateral JROL at the right side is a parallelogram.
Vertices J and L are consecutive vertices, while vertices J and O
are opposite vertices. JL and LO have a common vertex, so they
are consecutive sides while JR and LO are parallel sides and
JL and RO. Angles with common vertex are consecutive
angles such as ∠J and ∠L

Remember the definition of the different kinds of a quadrilateral.

1. A parallelogram is a quadrilateral with two pairs of opposite sides that
are parallel.
2. A trapezoid is a quadrilateral with exactly one pair of parallel
sides.
3. An isosceles trapezoid is a trapezoid whose nonparallel sides are
congruent.
4. A square is a parallelogram with four congruent sides and four
right angles.
5. A kite is a quadrilateral with two pairs of congruent and
adjacent sides.
6. A rhombus is a parallelogram with all four sides congruent.
7. A rectangle is a parallelogram with four right angles.

The diagram below shows the relationships among quadrilaterals.

3
Conditions Which Guarantee that a Quadrilateral a Parallelogram
1. A quadrilateral is a parallelogram if both pairs of opposite sides are
congruent.
2. A quadrilateral is a parallelogram if both pairs of opposite angles are
congruent.
3. A quadrilateral is a parallelogram if pairs of consecutive angles are
supplementary.
4. A quadrilateral is a parallelogram if the diagonals bisect each other.
5. A quadrilateral is a parallelogram if each diagonal bisect each other.
6. A quadrilateral is a parallelogram if each diagonal divides a
parallelogram into two congruent triangles.
7. A quadrilateral is a parallelogram if one pair of opposite sides are
congruent and parallel.

Properties of Parallelogram

1. In a parallelogram, any two opposite sides are congruent.

2. In a parallelogram, any two opposite angles are congruent.
3. In a parallelogram, any two consecutive angles are supplementary.
4. The diagonals of a parallelogram bisect each other.
5. A diagonal of a parallelogram forms two congruent triangles.

We use the properties of a parallelogram to determine the measure of

angles, sides, and other quantities involving parallelograms.

Example1:

DHAY is a parallelogram. Determine the length of segment DH and YA

and ∠Y and ∠A.

4
Solution:

Since opposite sides of a parallelogram are congruent, the length of

segment DH and segment YA are equal.

DH = YA
5a + 1 = 7a – 19
5a – 7a = -1 – 19
-2a = -20
-2a = -20
-2 -2
a = 10

To determine the length of segment DH and segment YA, substitute the

variable (a) value that we obtained.
DH = 5x + 1 YA = 7x – 19
DH = 5(10) + 1 YA = 7(10) – 19
DH = 50 + 1 YA = 70 – 19
DH = 51 YA = 51

Since ∠Y and ∠A are consecutive angles, two consecutive angles of a

parallelogram are supplementary. Therefore the sum of m∠Y and m∠A is 180˚.
m∠Y + m∠A = 180
(4x - 10)˚ + (7x + 25)˚ = 180
11x + 15 = 180
11x = 180 – 15
11x = 165
11x = 165
11 11
x = 15 ˚

To determine the measurement of angle Y and angle A, substitute the

variable (x) value that we obtained.
m∠Y = (4x – 10)˚ m∠A = (7x + 25)˚
= 4(15 ˚) – 10 = 7(15 ˚) + 25
= 60 – 10 = 105 + 25
m∠Y = 50 ˚ m∠A = 130 ˚

5
Example 2:

Use the parallelogram below to find the measurement of segment DA

and segment YH.

Solution:

Since the diagonals of a parallelogram bisect each other, we get the

following result.

a. The length of segment DS is equal to the length of segment SA.

b. The length of segment YS is equal to the length of segment SH.
DS = SA YS = SH
3x + 2 = 5x – 6 5a = 3a + 6
3x -5x = -6 – 2 5a – 3a = 6
-2x = - 8 2a = 6
-2x = -8 2 2
-2 -2 a=3
x=4
To solve for segment DA:
̅̅̅̅ = 𝐷𝑆
𝐷𝐴 ̅̅̅̅ + 𝑆𝐴
̅̅̅̅
̅̅̅̅
𝐷𝑆 = 3x + 2 ̅̅̅̅
𝑆𝐴 = 5x – 6
= 3(4) + 2 = 5(4) – 6
= 12 + 2 = 20 – 6
̅̅̅̅ = 14
𝐷𝑆 ̅̅̅̅ = 14
𝑆𝐴
̅̅̅̅
𝐷𝐴 = ̅̅̅̅
𝐷𝑆 + ̅̅̅̅
𝑆𝐴
= 14 + 14
̅̅̅̅
𝐷𝐴 =28

To solve for segment YH:

𝑌𝐻 = ̅𝑌𝑆
̅̅̅̅ ̅̅̅ + ̅̅̅̅
𝑆𝐻
̅𝑌𝑆
̅̅̅ = 5a ̅̅̅̅
𝑆𝐻 = 3a + 6
= 5(3) = 3(3) + 6
̅̅̅̅ = 15
𝑌𝑆 = 9+6
̅̅̅̅
𝑆𝐻 = 15
̅̅̅̅̅ ̅̅̅ ̅
𝑌𝐻 = 𝑌𝑆 + 𝑆𝐻 ̅̅̅̅
= 15+15
̅̅̅̅̅
𝑌𝐻 = 30

6
Activity 1: Crack the Code

Complete each statement. The answer that you will get from the statement has a
letter value. When you have completed the statement, locate the answer in the code
below. Then write the letter from that statement in that box.

What kind of special table has no legs?

1. A quadrilateral is a parallelogram if each diagonal __(B)___a parallelogram into

two congruent___(E)___.
2. A quadrilateral is a parallelogram if the diagonals __(L)____each other.
3. A quadrilateral is a parallelogram if both pairs of opposite _(A)___are congruent.
4. A quadrilateral is a parallelogram if pairs of consecutive angles are___(M)___.
5. A quadrilateral is a parallelogram if both pairs of ___(I)__sides are congruent.
6. A quadrilateral is a parallelogram if one ___(T)___ of opposite sides are congruent
and ___(E)____.

7. A quadrilateral is a parallelogram if each __(T)___ bisect each other.

pairs opposite supplementary triangles diagonals angles divides bisects parallel

Activity 2: Name me, Please!

Quadrilateral MSOL is a parallelogram.

1. Name two pairs of congruent sides.

2. Name two pairs of congruent angles.
3. Name two pairs of supplementary angles.
4. Name of diagonals.
5. Name two triangles’ forms by SL.
6. Name two triangles’ forms by MO.

7
Activity 2: Help Me Find My Value!
At the right is a parallelogram MSOL. Consider each given information and answer
the following questions.

1. What is the value of x?

2. How long is segment MS?
3. What is the value of y?
4. How long is segment LT?
5. How long is segment LS?

8
 MODULE 2

This module was designed and written with you in mind. It is here to help you
master special parallelograms. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is intended for one lesson only:

Lesson 1 – Special Parallelogram

After going through this module, you are expected to:

1. Proves theorems on the different kinds of parallelograms (rectangle,

rhombus, square.

Lesson
Special Parallelograms
1

The three special parallelograms are rectangle, rhombus and square.

Rectangle HOPE Rhombus KIND Square CARE

Properties of Rectangle

A parallelogram with four (4) right angles is called a rectangle.

a. All angles of a rectangle are 90˚
b. Opposite sides of a rectangle are equal and parallel.
c. Diagonal of a rectangle bisect each other.

9
Theorem
The diagonals of a rectangle are congruent.

Proof:
Given: HOPE is a rectangle
Prove: ES ≅ HP

Example 1:

Using the figure below, find the value of TR when SA = 10cm.

Solution and answer:

Applying Theorem 1, we know that TR = SA = 10cm.

Theorem

If the diagonals of a parallelogram are congruent, then the parallelogram is a

rectangle.

Parallelogram HOPE is a rectangle if and only if HP ≅ OE

10
Example 2:

STAR is a rectangle. Solve for the value of x.

12x – 10 = 3x + 17
12x – 3x = 17 + 10
9x = 27
x=3

Properties of Rhombus
A parallelogram with four congruent sides is called a
rhombus.
a. Opposite angles are equal
b. All sides are equal, and opposite sides are parallel
to each other.
c. Diagonals bisect each other perpendicularly
d. The sum of two adjacent angles is 180˚

Theorem
Each diagonal of a rhombus bisects a pair of opposite angles of the rhombus.

Proof: LOVE is a rhombus

Given: ∠1 ≅ ∠2 and ∠3 ≅ ∠4

11
Example 3:

CARE is a rhombus. If m∠ACS = 41, find the measures of the numbered angles.

Solution and answer:

Using Theorem 3 as basis, we can determine the measurement of the angles

m∠1, m∠2, m∠5, m∠6 = 49 and m∠3, m∠4, m∠7 = 41

Theorem

If each diagonal of a parallelogram bisects a pair of opposite angles, then the

parallelogram is a rhombus.

Example 4.

KIND is a rhombus. If m∠KDI = a – 78 and m∠NID = 13 – 6a and m∠KDI = 8b - 1 and

m∠NDI = 7b +12, what are the values of a and b?

Solution:

Since DI bisects ∠KIN and ∠KDN

m∠KID = m∠NID m∠KDI = m∠NDI

13 – 6a = a – 78 8b – 1 = 7b + 12

13 + 78 = a + 6a 8b – 7b = 1 + 12

91 = 7a b = 13

a = 13

12
Properties of a Square

A parallelogram with four congruent sides and four right angles is called a square.

All angles are 90 degrees

All sides of a square are equal and parallel to each other

Diagonals bisect each other perpendicularly

Each diagonal of the square bisects two angles of the

square.

Example 5:

HEAL is a square (see figure at the right). What are the measures of the numbered
angles?

Solution and answer:

Demonstrating the properties of both the rectangle and rhombus, we can have the
following generalizations

Each numbered angles measures 45 degrees; and angles 9 and 10 are right angles
(90 degrees).

Activity 1: True or False

Decide whether each statement is True or False. Write your answer on the blank.

__________1. If the diagonals of a parallelogram are perpendicular and congruent,

then the parallelogram is square.

__________2. If the diagonals of a parallelogram are perpendicular, then

parallelogram is rhombus.

__________3. The diagonals of a rhombus bisect each other.

13
__________4. The diagonals of a square are perpendicular.

__________5. Each diagonal of a rectangle bisects the opposite angles of the

rectangle.

Activity 2: Who Am I?
Name all the parallelograms that possess the given.

1. All sides are congruent.

2. Diagonals bisect each other.

3. Consecutive angles are congruent.

4. Opposite angles are supplementary.

5. The diagonals are perpendicular and congruent.

Activity 3: You Complete Me!

Complete the given two-column proof. Be guided with the property of a rhombus (The
diagonals of a rhombus are perpendicular). E T
Given: BETH is a rhombus D

Prove: HE ⊥ BT
B H

14
 MODULE 3

This module was designed and written with you in mind. It is here to help you master
the Midline Theorem The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module is divided into two lessons, namely:

Lesson 1 – Midline Theorem.
Lesson 2 – Trapezoids and Kites
After going through this module, you are expected to:

1. Proves the Midline Theorem

2. Proves theorems on Trapezoids and Kites.

Lesson
Midline Theorem
3.1

Now, let us prove an important theorem that will be useful in this section.

Midline Theorem
The segment whose endpoints are the midpoints of two sides of a triangle is
parallel to the third side and half as long.

Proof: In ∆MLV, let A and B be the midpoints of ML and MV, respectively. We will
prove that AB is parallel to LV and AB = ½LV

15
Let C be a point on AB such that AB = BC. Since A and B are the midpoints of ML
and MV, respectively, then AM = AL and BM = BV.
By the Vertical Angle Theorem, MBA ≅ VBC. Thus, the SA Congruence Postulate
assures that ∆MBA ≅ CQR.
By CPCTC, AM = CV then AL = CV follows by transitivity. Also, CPCTC guarantees
that AMB ≅ CVB.
Since Alternate Interior Angles formed are congruent, then AL is || CV.
Since opposite sides AL and CV are parallel and congruent then Quadrilateral
ALVC is a parallelogram.
It follows that AC || LV and AC = LV.
Note that point B is between A and C, so AB + BC = LV. Since AB = BC, we have AB
+ AB = 2(AB) = LV which yields AB = ½LV.

Activity 1: Give My Value

Directions: Fill in the blanks using the given figure.
1. If VC = 24, then MT = ____

2. If MT = 58, then VC = ____

3. If VM = 13, then AM = ____

4. If AT = 27, then AC = ____

5. If AV = 4 and CT = 5, then AM + AT = ____

Activity 2: What Is It?

Directions: Answer the problem below with a
complete solution on a clean sheet of paper.
1. Given: NO = 24.5 What is CL?
2. Given: LD = 20 What is DO?
3. Given: ND = 9 and LO = 10 What is CD + DL?
4-5. Given: NO = 3x-2 and CL = 9x-13. What is the value of x?
What is the sum of NO + CL?

16
 Lesson
Trapezoids and Kites
3.2

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

The two non-parallel sides are the legs

The parallel sides of the trapezoid are the bases.

The two angles that include the base are called base angles. Every trapezoid has
two pairs of base angles.

If the legs of trapezoid are congruent, it is isosceles trapezoid.

THEOREM

The base angles of an isosceles trapezoid are congruent.

THEOREM

The diagonals of an isosceles trapezoid are congruent.

Given: Quadrilateral MATH is an isosceles trapezoid.

Prove: MT ≅ AH

Proof:

STATEMENT REASON
Quadrilateral MATH is an isosceles Given
trapezoid
MH ≅ AT Definition of isosceles trapezoid
∠MHT ≅ ∠ATH Base angles of an isosceles trapezoid
are congruent
TH ≅ HT Reflexive Property
∆MHT ≅ ∆ ATH SAS Congruence Postulate
MT ≅ AH CPCTC

17
THEOREM

The median of a trapezoid is parallel to the bases, and its length is equal to half the
sum of the lengths of the bases.
1
(MA+HT) = YZ
2

Example 1

The midsegment of trapezoid ABCD is MV. Find the value of x?

1
(AB+DC) = MV
2

1
(8+14) = x
2

22
2
=x

x = 11

Example 2

TONE is a trapezoid with median RS. If TO = 3x-9, RS = 12, EN = 4x+12, find x.

Solution:
1
By the theorem of the median of a trapezoid, RS = 2
(TO + EN)
1
RS = 2
(TO + EN)

1
12 = 2
(3x − 9 + 4x + 12) Substitute 12 for RS̅, 3x − 9 for TO and

4x + 12 for EN̅.

24 = 7x + 3 Multiply each side by 2 and simplify.

21 = 7x Subtract 3 from each side.

x=3 Divide each side by 7

18
KITE

A kite is a quadrilateral with two pairs of two congruent sides

The diagonals are perpendicular

Only the pair of non-vertex angles are congruent

Diagonals bisect vertex angles

Only the diagonal through the non-vertex angle is bisected

Example 1

Find the value of x.

7x + 21 = 126

7x = 126 – 21

7x = 105
7𝑥 105
7
= 7

x = 15

Example 2

DEAR is a kite; find m∠1, m∠2, and m∠RAD.

Solution:

• m∠1 = 90° Diagonals of a kite are perpendicular.

• m∠1 + m∠2 + m∠EAD = 180° The sum of the measures of the angles of a

triangle is 180°

90° + m∠2 + 35° = 180° Law of substitution.

19
m∠2 + 125° = 180° Simplify.

m∠2 = 55° Subtract 125° from each side.

• ΔDEA ≅ ΔDRA by the SSS postulate

• By CPCTC, ΔEAD ≅ ΔRAD. Thus, m∠RAD = m∠EAD = 35°

Activity 1: Finding k
Directions: Given isosceles trapezoid MRSL on the right.
_____1. If m∠L = 50, what is m∠S?
_____2. If m∠M = 78, what is m∠R?
_____3. If m∠S = 2x − 4 and m∠L = 42, what is x?
Given kite CENT on the right.
_____4. Name the pairs of congruent and adjacent sides.

_____5. If TC = 8, what is CE?

Activity 2: Problems Involving Inverse

Directions: Given isosceles trapezoid MRSL on the right.
_____1. If m∠R = 2(x + 4) and m∠M = 118, what is x?
_____2. If RL = 86 cm, what is MS?
Given kite CENT on the right.
_____3. If NE = 9.5, what is NT?

_____4. If TE = 5 cm and CN = 13 cm, what is the area?

_____5. If the area is 96 cm² and TE = 8 cm, what is CN?

20
 MODULE 4

This module was designed and written with you in mind. It is here to help you master
solving problems involving parallelograms, trapezoids, and kites. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The module is intended for one lesson only:

Lesson 1 – Problem-Solving involving Parallelogram, Trapezoid, and Kite

After going through this module, you are expected to:

1. Solves problems involving parallelograms, trapezoids, and kites.

Problem Solving involving

Lesson
Parallelograms, Trapezoids, and
1
Kites

In life, we often encounter different problems. We sometimes cry and

sometimes laugh at it. No matter how difficult your situation is, always remember
that every problem is a blessing from our creator, and every problem has a solution
that makes us a better person. This module will learn how to solve problems involving
parallelograms, trapezoids, and kites.

It is important that you remember the properties of parallelograms, trapezoids,

and kites that you learned in the previous lessons because those will guide you in
solving problems involving parallelograms, trapezoids, and kites.

Let us recall parallelogram, trapezoid, and kite and their properties.

A quadrilateral in which both pairs of opposite sides are parallel is called a
parallelogram.

21
Properties of Parallelogram
1. In a parallelogram, any two opposite sides are congruent.
2. In a parallelogram, any two opposite angles are congruent.
3. In a parallelogram, any two consecutive angles are supplementary.
4. The diagonals of a parallelogram bisect each other.
5. A diagonal of a parallelogram forms two congruent triangles.

A quadrilateral with exactly one pair of parallel sides is called a trapezoid, while
a trapezoid with a congruent non-parallel side or legs is called an isosceles
trapezoid.

Properties of Trapezoid
1. Diagonals of an isosceles trapezoid are congruent.
2. Base angles of an isosceles trapezoid are congruent.
3. The altitude of a trapezoid is any segment from a point on one base perpendicular
to the line containing the other base.
4. The median of a trapezoid is parallel to the bases and its length is one-half the
sum of the length of the bases.

A quadrilateral with two distinct pairs of adjacent sides that are congruent is called
kite.

Properties of a Kite
1. Diagonals are perpendicular.
2. Exactly one pair of opposite angles are congruent.
3. The main diagonal is perpendicular bisector of the cross diagonal.
4. The main diagonal bisects a pair of opposite angles.
5. The opposite angles at the endpoints of the cross diagonal are congruent.

Example 1:

LUNA is a parallelogram. Find the value of x and y, if m∠L = 6x + 17, m∠N=107

while m∠U =4y + 1.

Solution:

m∠L = m∠N Opposite angles m∠L + m∠U = 180 Consecutive angles

are congruent are supplementary
6x + 17 = 107 6x + 17 + 4y + 1 = 180
6x = 90 Subtract 17 from 6(15) + 17 + 4y + 1 = 180 Substitute the
each side value of x
x = 15 Divide both sides 108 + 4y = 180
by 6 4y = 72 Subtract 108 from
each side
y = 18 divide both sides by 4

22
Example 2:

STAR is a trapezoid with median FG. Find the value of x, if ST= 3x + 4,

RA= 5x - 2 and FG = 17.

Solution: Because of the theorem about median, we can say that FG = ½ (ST + RA).

FG = ½ (ST+RA)

17 = ½ (3x + 4 + 5x - 2) Substitute the given value of FG, ST, and RA.

34 = 8x + 2 Multiply each side by 2 and simplify

32 = 8x Subtract each side by 2

x=4 Divide each side by 8

Example 3:

LIFE is a kite (refer to figure at the right). Find the m∠1,

m∠2, and m∠ILF.

Solution:

• m∠2 = 90˚ (Diagonals of a kite is perpendicular)

m∠1 + m∠2 + m∠ELF = 180˚ (The sum of the interior angles of a triangle is 180˚)

m∠1 + 90˚ + 28˚ = 180˚ (Substitute the measurement of ∠2 and ∠LFE)

m∠1 + 118˚ = 180˚ (Simplify)

• m∠1 = 62˚ (Subtract 118˚ in each side)

• ΔLIF ≅ ΔLEF by the SSS postulate
• By CPCTC, ΔIFL ≅ ΔEFL. Thus, m∠ELF = m∠ILF = 28˚

Activity 1: Solve Me, Please!

Read each problem, then solve. A figure may be drawn to visualize. Write your
complete solution on your paper.

1. In square MATH, the diagonals intersect at S. If MS = 3x + 1 and

AH = 5x +7, find the value of x and the length of the two diagonals.

2. In a trapezoid CAKE with a median OT, AC is 4x +2, OT = 6x, and EK = 7x + 2.

Find the length of AC.

23
3. In square SLIM, SI and LM intersect at T. If LT = 4x – 1 and MT = 3x + 1, what is
the length of LT.

4. Consider a parallelogram ABCD, with diagonals BD and AC. What is the value of
x and y if AB = (3x -5)cm, BC = (2y – 7 )cm, and CD = (x + 7) cm and
AD = ( y + 3).

5. Refer to number 4. What would be the measurement of angle BAD and angle BCD
if ∠BAD measures (2c + 25)˚ while ∠BCD measures (3c – 15)˚.

Activity 2: Draw, Translate and Solve.

Read each problem, then solve. Draw the figure to visualize. Write your complete
solution on your paper.

1. One of the acute base angles of an isosceles trapezoid FINE is 18 more than twice
a certain number, while the other acute angle is 11 less than three times the
same number. Find the measures of all the angles of the trapezoid.

2. □GLOW is a rectangle; the length of the diagonal LW is 9.5 more than a certain
number, while diagonal GO is 16 less than four times the same number. Find GO
and LW.

24
 MODULE 5

This module was designed and written with you in mind. It is here to help you master
proportion. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now
using.
The module is intended for one lesson only:

Lesson 1 – Proportion

After going through this module, you are expected to:

1. Describes a proportion.
2. Applies the fundamental theorems of proportionality to solve problems
involving proportions.

Lesson
Proportion
1

𝒓 𝒕
A proportion is a statement that two ratios are equal. You can read 𝒔
= 𝒖 and
r : s = t : u as “r is to b as t is to u”.
𝑟 𝑡
Example: = where s ≠ 0 and u ≠ 0.
𝑠 𝑢

In r : s = t : u, r is the first term, s is the second term, t is the third term,

and u is the fourth term. The second term (s) and third term (t) are the means, and
the first term (r) and the fourth term (u) are the extremes of the proportion.

25
Fundamental Rule of Proportions:
𝑟 𝑡
If r : s = t : u then : = , where s ≠ 0 and u ≠ 0.
𝑠 𝑢

Properties of Meaning Examples

Proportions:
Cross Multiplication If 𝑟 = 𝑡 , then ru =st; where 2
Given: 3 = 6
4
𝑠 𝑢
Property
s ≠ 0, and u ≠ 0 (6)(2) = (3)(4)
12 = 12
Alternation Property If
𝑟 𝑡
= , then = ;where
𝑟 𝑠
Given:
2 4
=6
𝑠 𝑢 𝑡 𝑢 3
s ≠ 0, r ≠ 0, and u ≠ 0 2 3
=6
4
(2)(6) = (4)(3)
12 = 12
Inverse Property If
𝑟 𝑡 𝑠
= 𝑢, then 𝑟 = 𝑡 ; where
𝑢
Given:
2 4
=6
𝑠 3
s ≠ 0, r ≠ 0, u ≠ 0 and t ≠ 0 3 6
=4
2
(4)(3) = (2)(6)
12 = 12
Addition Property If
𝑟 𝑡
= , then
𝑟+𝑠
=
𝑡+𝑢
; Given:
2
=6
4
𝑠 𝑢 𝑠 𝑢 3
where s ≠ 0, and u ≠ 0 2+3
=
4+6
3 6
3(4+6) = 6(2+3)
3(10) = 6(5)
30 = 30
Subtraction If
𝑟 𝑡
= 𝑢, then
𝑟−𝑠
=
𝑡−𝑢
; Given:
2
=
4
𝑠 𝑠 𝑢 3 6
Property
where s ≠ 0, and u ≠ 0 2−3
=
4−6
3 6
3(4 - 6) = 6(2 - 3)
3(-2) = 6(-1)
-6 = -6
Sum Property of If
𝑟
=
𝑡
=
𝑎
= ⋯then Given:
2 4 6 8
= 6 = 9 = 12 =
𝑠 𝑢 𝑏 3
the original 𝑟+𝑠+𝑎+ 𝑟 𝑡 2+4+6+8 20 2
= 𝑠 = 𝑢 … where s ≠ = =
proportion 𝑠+𝑢+𝑏+ 3 + 6 + 9 + 12 30 3
0, u ≠ 0, and u ≠ 0

Example 1:

Amount Paid (pesos) Number of Liters

50 1
100 2
150 3
200 4
250 5

26
The figure above shows the ratio that is proportional.

Ratio: the number of liters : amount paid

Proportional Quantities : 1: 5 pesos = 4 : 200 pesos
Let us see the accuracy of proportion by checking the equality of the ratios.
1 : 50 pesos = 4 : 200 pesos
1 4
?
50 200
1 4
?
50 4(50)
1 1
=
50 50
Example 2:
Solve the proportions
6 2 5 4
1. = 2. =
𝑥 11 𝑥+4 𝑧

Solution and answer

6 2 5 4
𝑥
= 11
(Original proportion) 𝑥+4
= 𝑧
(Original proportion)
𝑥 11
6
= 2
(Applying the reciprocal property) 5x = 4(x+4) (Applying the cross product)
11
𝑥 = 6( 2
) (Multiply each side by 6) 5x =4x + 16 (Applying the distributive)
66
𝑥= 2
5x – 4x = 16

x = 33 x = 16

Activity 1: Proportion or Not Proportion

Determine whether the following pair of ratios are in proportion.

1 3
1. =
12 36

2 4
2. =
9 28

3 5
3. =
27 42

27
 1 10
4. =
2 25

3 4
5. =
6 8

Activity 2: Water, Water Everywhere

What can go under the water and over the water and yet never touch the
water?

Find the value of m and locate your answers in the code below. Write the word from

each problem in the matching answer space to solve the riddle.

𝑚 3 2 7 𝑚 3
= = =
2 6 𝑚 14 16 6
BRIDGE HER BUCKET
2 4 𝑚 4 6 𝑚
= = =
12 𝑚 15 5 4 6
A FULL WOMAN
3 5 𝑚 2 𝑚 4
= = =
𝑚 25 40 4 14 8
WATER A WITH
4 𝑚 2 𝑚 𝑚 4
= = =
12 9 4 10 11 22
YOUNG CROSSING ON
2 4 𝑚 4 10 𝑚
= = =
3 𝑚 15 3 3 9
OR A HEAD

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
24 3 9 5 10 1 7 20 12 8 6 15 2 4 30

28
 MODULE 6

This module was designed and written with you in mind. It is here to help you master
similarity figures. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.
The module is intended for one lesson only:

Lesson 1 – Similarity of Figures

After going through this module, you are expected to:

1. Illustrates similarity figures.

Lesson
Similarity of Figures
1
Have you ever noticed that most of the flowers are identical, even leaves have
the same shape? Don’t you ever ask if there is any pattern that earth follows? Let us
discover the beauty of God’s creation and learn more about the similarity of figures.

Two polygons are said to be similar if:

1. Corresponding angles are congruent, and
2. Corresponding sides are proportional.

The similarity ratio is the ratio of the lengths of corresponding sides.

Corresponding sides:
CT CA TA
DG
= DO = GO

Corresponding angles:
∠T ≅∠G, ∠A ≅∠O, and ∠T ≅∠O ≅∠G
ΔCAT∼ΔDOG

29
Example 1
Quadrilaterals JACK and GHIL, are isosceles trapezoids. Do they are similar? If yes,
write the similarity statement and provide the similarity ratio. If no, then explain
why.

Solution:
AC 8 1 KC 10 1
HI
= 24
= 3 and LI
= 30= 3

So, trapezoid JACK is similar to trapezoid GHIL.

Example 2
If ΔTEA∼ΔCUP, find the length of TE.

Solution:
TA 28 7 EA 42 7
CP
= 8
= 2 and UP
= 12= 2
7
The similarity ratio is 2.

Using the similarity ratio.

TE 7 x 7
CU
= 2 10
= 2
2x = (10)(7) 2x = 70 x = 35

The length of TE is 35.

30
Activity 1. Finding My X
The figures in each number are similar. Find the value of x.
1.

2.

3.

4.

5.

Analyze and solve. Provide the correct answers to each problem.

1. Jazmine kept a Philippine currency bill of 1990 which measures 3.27 inches
by 7.95 inches. She compared it with the bill size of 2006 that has a measure
of 2.93 inches by 7.12 inches. Are the bills similar?

2. Coleen printed a 3 in by 5 in picture. But her friend, Carla requested her to

make it larger to fit in an 8 in by 14 in photo frame. What similarity ratio will
she use? What will be the new size of the picture?

31
 MODULE 7

This module was designed and written with you in mind. It is here to help you master
the Triangle Similarity Theorem. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module is intended for one lesson only:

Lesson 1 – Triangle Similarity Theorem

After going through this module, you are expected to:

1. Define the triangle similarity theorem by identifying each pair of
triangles with their measurement.

Lesson
Triangle Similarity Theorem
7

SAS Similarity Theorem – triangles are congruent if any pair of corresponding sides
and their included angle are congruent.

Example:

𝐼𝐹 ∶ AB ≅ 𝑋𝑌,< 𝐴 ≅ < 𝑋, and

𝐴𝐶 ≅ 𝑋𝑍

THEN: ∆ 𝐴𝐵𝐶 ~ ∆XYZ by SAS

SSS Similarity Theorem –state that if the lengths of the corresponding sides of two
triangles are in a proportion, then the two triangles are similar.

Example:
𝐴𝐵 𝐴𝐶 𝐵𝐶
𝐼𝐹 : = 𝐸𝐺 =
𝐸𝐹 𝐹𝐺

THEN: ∆𝐴𝐵𝐶 ~ ∆𝐷𝐸𝐹 𝑏𝑦 𝑆𝑆𝑆 𝑆𝑖𝑚𝑖𝑙𝑎𝑟𝑖𝑡𝑦 𝑡ℎ𝑒𝑜𝑟𝑒𝑚

32
AA Similarity Theorem- if two angels of a triangle are congruent to two angels of
another triangle, then the two triangles are similar.

Example:

IF: < 𝐴 ≅ < 𝐷

<𝐶 ≅ <𝐹
THEN:
∆𝐴𝐵𝐶 ~ ∆𝐷𝐸𝐹 𝑏𝑦 𝐴𝐴 𝑆𝑖𝑚𝑖𝑙𝑎𝑟𝑖𝑡𝑦 𝑇ℎ𝑒𝑜𝑟𝑒𝑚

Right Triangle Similarity Theorem –

1. Acute- Angle Similarity – if one of the acute angles of a right triangle is

congruent to an acute angle of another right triangle, then the triangles are
similar by Angle-Angle Similarity.

2. Leg-Leg Similarity – if the lengths of the corresponding legs of two right

triangles are proportional, then the triangles are similar by Side-Angle-Side
similarity.

3. Hypotenuse- Leg Similarity – if the lengths of the hypotenuse and a leg of a

right triangle are proportional to corresponding parts of another right triangle,
then the triangles are similar.

Example 1.

Given: < 𝐶 ≅ < 𝑂

<𝐵 ≅<𝑁

Prove: ∆𝐴𝐵𝐶 ~ ∆𝑀𝑁𝑂

Statement Reason
1. < 𝐶 ≅ < 𝑂 Given
2. < 𝐵 ≅ < 𝑁 Given
3. ∆ 𝐴𝐵𝐶 ≅ ∆𝑀𝑁𝑂 Acute Angle Similarity of Right Triangle
Similarity Theorem
Example 2.

Given: DA = 𝐹𝑈

AY = UN

Prove : ∆𝐷𝐴𝑌 ~ ∆𝐹𝑈𝑁

Statement Reason
1. DA = 𝐹𝑈 Given
2. AY = UN Given
3. ∆𝐷𝐴𝑌 ~ ∆𝐹𝑈𝑁 Leg –Leg Similarity of Right Triangle
Similarity Theorem

33
Special Right Triangle Similarity Theorem-

1. The lengths of the sides of a 45° − 45° − 90° triangle is in the ratio of 1:1:
√2.
2. The lengths of the sides of a 30° − 60° − 90° triangle is in the ratio of 1: √3 ∶
2.

Activity 1.

1. Prove: ∆ 𝐴𝐵𝐶 ~ ∆ DBE

Statement Reason
𝐴𝐵 𝐶𝐵 Given
=
𝐷𝐵 𝐸𝐵
< 𝐵 ≅< 𝐵 Reflexive
∆ 𝐴𝐵𝐶 ~ ∆ DBE SAS SIMILARITY THEOREM

2. Prove: ∆𝑃𝑅𝐼~∆𝑃𝑀𝑂

3. Prove: ∆𝐴𝐵𝐶~∆𝐸𝐷𝐶

4. Prove: ∆𝐴𝐵𝐶~∆𝐷𝐸𝐹

34
 5. Prove: ∆𝐿𝐼𝑆~∆𝑃𝐴𝑅

Activity 2.

Solve for the missing length.

1.

2.

3.

35
 MODULE 8

This module was designed and written with you in mind. It is here to help you master
Triangle Similarity Theorem The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
The module is intended for one lesson only:

Lesson 1 – Triangle Similarity Theorem

After going through this module, you are expected to:

1. Identify which pairs of triangles shows similarity.

2. Proves Pythagorean theorem.

Lesson Pythagorean Theorem and Right

8 Triangle

SAS Similarity Theorem – triangles are congruent if any pair of corresponding sides
and their included angle are congruent.
SSS Similarity Theorem –state that if the lengths of the corresponding sides of two
triangles are in a proportion, then the two triangles are similar

AA Similarity Theorem- if two angels of a triangle are congruent to two angels of

another triangle, then the two triangles are similar.

Right Triangle Similarity Theorem

1. Acute- Angle Similarity – if one of the acute angles of a right triangle is

congruent to an acute angle of another right triangle, then the triangles are
similar by Angle-Angle Similarity

2. Leg-Leg Similarity – if the lengths of the corresponding legs of two right

triangles are proportional, then the triangles are similar by Side-Angle-Side
similarity

36
 3. Hypotenuse- Leg Similarity – if the lengths of the hypotenuse and a leg of a
right triangle are proportional to corresponding parts of another right
triangle, then the triangles are similar.

Special Right Triangle Similarity Theorem-

1. The lengths of the sides of a 45° − 𝟒𝟓° − 𝟗𝟎° triangle is in the ratio of 1:1: √𝟐.
2. The lengths of the sides of a 30° − 𝟔𝟎° − 𝟗𝟎° triangle is in the ratio of 1: √𝟑 ∶ 𝟐.
Pythagorean Theorem

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

a² + b² = c²

It is considered by many as one of the best known and most useful theorems in
all of mathematics. It was attributed by Pythagoras, a Greek mathematician and
philosopher, and his followers who proved this theorem about 2500 years ago.

Example 1:

The length of the diagonal of a rectangle is 10 units. What is the width if the
length of the triangle is 8 units?

Solution:
Let w be the width, l be the length and d be the length of the diagonal which
is equal to 10.

Applying Pythagorean Theorem:

w2+ l 2 = d 2
w2 + (8)2 = 102
w2 = 102 – (8)2
w2 = 100-64
w2 = 36
w = √36 or 6

Answer: The width of the rectangle is 6 units.

Example 2:
The lengths of the sides of a triangle are 6, 9 and 13. Determine whether the triangle
is a right triangle.

37
Solution:
A triangle is a right triangle if it satisfies the Pythagorean Theorem. That is if
the square of the length of the longest side is equal to the sum of the squares of the
lengths of the other two sides.

Using the Pythagorean Theorem and by substitution, we have

c² = 13² =169

a² + b² = 6² + 9² = 117

Since c² ≠ a² + b², then the given lengths are not a right triangle.

Example 3: Find the length of the legs of the triangle.

Solution:
Let x and y be the lengths of the right triangle's legs.
(30°-60°-90° ; 1:√3 ∶ 2 ; x: y: h)
h = 2x y = x√3
12= 2x y = 6√3
12
or 6 = x
2

Activity 1:
Identify if the following pairs of triangles are similar. If so, indicate the theorem used.

1.

2.

3.

38
 4.

5. Two angles of one triangle measure 300 and 650, while the other triangle has
two angles that measure 650 and 850.

Activity 2.

Find the value of x and y in the following right triangles.

1.

2.

3.

4.

5.

39
 MODULE 9

This module was designed and written with you in mind. It is here to help you master
the triangle similarity theorem and the Pythagorean theorem. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
The module is intended for one lesson only:

Lesson 1 – Problem Solving Involving Triangle Similarity Theorem and Pythagorean

Theorem

After going through this module, you are expected to:

1. solve problems involving triangle Similarity Theorem and the Pythagorean

theorem.

Problem Solving Involving

Lesson
Triangle Similarity and Right
9
Triangle

This lesson will discussed how to solve problems regarding triangle similarities and
right triangle. It discussed step –by- step with illustrations and examples.

Example 1:

The diagonal of a rectangular frame makes a 60° angle with its base. If the length of
the diagonal is 12 units, find the base and the height of the frame.

Solution : Let a be the height and b is the base of the frame.

𝑐 = 2𝑎 b = 𝑎√3
12 = 2𝑎 𝑏 = 6√3
6=𝑎
40
Example 2

How long is the ladder which makes an angle of 300 with the side of the house and
whose foot is 204 cm away from the base of the house?

Solution : (30-60-90)

Let x be the height of the ladder

X = 2 shorter

X= 2 * 204 cm

X = 408 cm.

1. A pole 3 m tall casts a shadow 4 m long. A near by tree casts a 15 m

shadow. What is the height of the tree ? 3𝑚 4𝑚
=
𝑥 15 𝑚
3 𝑚 ∗ 15 𝑚
𝑥 =
4𝑚
𝑥 = 11.25 𝑚

2. If the area of a square is 36 units , how long is its diagonal?

3. What is the height of an equilateral triangle whose side is 6 units ?

ℎ = √62 − 32
ℎ = √36 − 9
ℎ = √27
ℎ = 3√3 or 5.2 units

41
Leah is about to be late on her way for her scheduled jab for COVID-19 vaccine,
and she is currently at the street of Phase F and the location for vaccine is at the
end of Phase G. The road map between Leah’s location and vaccination’s site as
well as the distances known to Leah are as shown in the figure below. Guide Leah
to reach the vaccination site on time using the shortest path.

Solution :
BC = 8, CE = 7.5
In order to reach the vaccination site , she may follow any of the following routes;

Therefore, Route number 2 is the shortest one to be recommended to Leah.

42
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. The length of the shadow of your one-and-a-half-meter height is 2.4 meters at a
certain time in the morning. How high is a tree in your backyard if the length of its
shadow is 16 meters?
a. 25.6 m b. 10 m c. 38.4 m d. 24m
2. Which of the following statements could be false?
a. The diagonals of a rectangle are congruent.
b. The diagonals of an isosceles trapezoid are congruent.
c. The diagonals of a square are perpendicular and bisect each other.
d. The diagonals of a rhombus are congruent and
perpendicular to each other
3. What is the measure of ∠2 in rhombus HOME?
a. 75° b. 90° c. 105° d. 180°
4. How do you describe any two opposite angles in a
parallelogram?
a. They are always congruent. c. They are complementary.
b. They are supplementary. d. They are both right angles
5. The diagonals of an isosceles trapezoid are represented by 4x – 47 and 2x + 31.
What is the value of x?
a. 37 b. 39 c. 107 d. 109
6. In the figure, there are three similar right triangles by Right
Triangle Proportionality Theorem. Name the triangle that is
missing in this statement: ∆HOP ~ _________ ∆OEP.
a. ∆HOE b. ∆OEH c. ∆HOP d. ∆HEO
7. The lengths of the sides of a triangle are 6 cm, 10 cm, and 13 cm. What kind of a
triangle is it?
a. Regular Triangle c. Right Triangle
b. Acute Triangle d. Obtuse Triangle
8. What is the perimeter of a 30-60-90 triangle whose shorter leg is 5 inches long?
a. 5 3 cm b. 15 + 5 3 cm c. 15 + 3 cm d. 10 + 5 3 cm
9. Which of the following statements is true?
a. Every square is a rectangle. c. Every rhombus is a rectangle.
b. Every rectangle is a square. d. Every parallelogram is a rhombus
10. The ratio of the volumes of two similar rectangular prisms is 125 : 64. What is
the ratio of their base areas?
a. 25:16 b. 25:4 c. 4:5 d. 5:4

43
 44
Module 1
What’s More Module 2
TIMETABLE What's More Module 4
Activity 1 What's More
What I Can Do 1. True
2. True
1. x= 5
1. x=6 3. True MT = 32
2. MS = 13 4. True AH = 32
3. y = 10 5. False 2. x =4
4. LT = 13 A= 18
5. LS = 26 Activity 2 3. LT = 7
4. x = 6
1. Square
Module 3 y = 10
Rhombus
Lesson 3.1 2. Rectangle 5. 40˚
What’s More Square
1. 50 Rhombus What I Can Do
2. 78 3. Square
3. x = 23 Rectangle 1. ∠F = 104˚
4. TC and CE 4. Square ∠I = 104˚
NT and NE Rhombus ∠N = 76˚
5. 8 Rectangle ∠F = 76˚
What I Can Do 5. Square 2. LW = 18
1. x =55 Rhombus
2. 86cm
GO = 18
3. 9.5 What I Can Do
4. 32.5 sq.cm
5. 24cm 1. Given
Lesson 3.2 2. Definition of Rhombus
3. ∠𝐵𝐻𝐷 ≅ ∠𝐷𝐻𝑇
What’s More 4. 𝐻𝐷 ̅̅̅̅
̅̅̅̅ ≅ 𝐻𝐷
1. 48 5. SAS Congruence What I Know
2. 29 Postulate
3. 26 6. HDB HDT 1. A
7. Linear Pair Definition 2. A
4. 13.5
8. HBD and HDT are 3. D
5. 18 both congruent and
What I Can Do 4. C
supplementary
5. B
1. 49 9. HE⊥BT
10.Definition of
6. D
2. 10 7. A
Perpendicular
3. 38 8. D
4. X=3 9. B
5. 21 10. B
 45
Assessme Module 8
nt
What's More
1. B 1. SAS Similarity
2. D Theorem
2. LEG-LEG
3. D
Similarity
4. A
3. SSS Similarity
5. B
4. AA Similarity
6. D 5. Hypotenuse-
7. D Leg Similarity
8. B What I Can Do?
9. A
Module 7 1. X=8
10. A
2. Y= 13
What I Can
3. X = 2√3
Do?
Module 6 Y =2
1. X= 4 4. X = 2√2
What’s More Y=2
2. X = 8
1. x = 3 3. X = 4 5. X= 16
2. x = 32 Y= 8√3
3. x = 88 Hypotenuse –Leg similarity ∆𝐿𝐼𝑆 ~∆𝑃𝐴𝑅
4. x = 9 < ′𝑠
5. x = 9/2 < 𝑃𝐴𝑅 𝑎𝑟𝑒 𝑟𝑖𝑔ℎ𝑡
Given < 𝐿𝐼𝑆 &
Given 𝐼𝑆 ≅ 𝐴𝑅
Module 5 Given 𝐿𝑆 ≅ 𝑃𝑅
What’s More Reason 5.Statement
1. Proportion By SSS Similarity Theorem ∆𝐴𝐵𝐶~∆𝐷𝐸𝐹
2. Not 𝐷𝐸 𝐸𝐹 𝐷𝐹
= =
Proportion Given 𝐴𝐵 𝐵𝐶 𝐴𝐶
3. Not 3. Statement Reason
Proportion
4. Not By SAS Similarity Theorem ∆𝐴𝐵𝐶~∆𝐸𝐷𝐶
Proportion Reflexive property < 𝐴𝐶𝐵 ≅< 𝐸𝐶𝐷
5. Proportion 𝐸𝐶 𝐷𝐶
=
What I Can Do?
Given 𝐴𝐶 𝐵𝐶
2. Statement Reason
A young woman
By AA Similarity Theorem ∆𝑃𝑅𝐼~∆𝑃𝑀𝑂
crossing a bridge
< 𝑃 ≅< 𝑃
with a full of
Reflexive property
bucket of water on Given < 𝑃𝐼𝑅 ≅< 𝑃𝑂𝑀
her head. 1. Statement Reason
Module 7 (What’s More)
References

K-12 Curriculum Compliant. Realistic Math Scaling Greater Heights, similar

triangle Math10.com

Jose-Dilao, Ed. D, S. et. al, Geometry Textbook for Third Year, SD Publication Inc.,
Araneta Avenue, Quezon City. Philippines, ISBN: 978-971-0315-56-7

Orines, F. B., & et al., (2014), Next Century Mathematics 9, Phoenix Publishing
House

Oronce, O. A. et al. (2003),E – Math 9. Worktext in Mathematics, REX Bookstore,

Inc., (RSBI), Quezon City, Philippines

Mathematics Learner’s Materials 9, Department of Education

Magsombol, A. T et al.,(2015), Global Mathematics 9,The Library Publishing House,

Inc., Quezon City, Philippines, ISBN: 978-971-9616-18-4

46
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