2018 Mathg9q3
2018 Mathg9q3
2018 Mathg9q3
LEARNING MODULE
Mathematics G9 | Q3
Geometry,
Parallelogram
and Triangle
Similarity
NOTICE TO THE SCHOOLS
This learning module (LM) was developed by the Private Education Assistance
Committee under the GASTPE Program of the Department of Education. The learning
modules were written by the PEAC Junior High School (JHS) Trainers and were used as
exemplars either as a sample for presentation or for workshop purposes in the JHS In-
Service Training (INSET) program for teachers in private schools.
The LM is designed for online learning and can also be used for blended learning and
remote learning modalities. The year indicated on the cover of this LM refers to the year
when the LM was used as an exemplar in the JHS INSET and the year it was written or
revised. For instance, 2017 means the LM was written in SY 2016-2017 and was used in
the 2017 Summer JHS INSET. The quarter indicated on the cover refers to the quarter of
the current curriculum guide at the time the LM was written. The most recently revised
LMs were in 2018 and 2019.
The LM is also designed such that it encourages independent and self-regulated learning
among the students and develops their 21st century skills. It is written in such a way that
the teacher is communicating directly to the learner. Participants in the JHS INSET are
trained how to unpack the standards and competencies from the K-12 curriculum guides
to identify desired results and design standards-based assessment and instruction.
Hence, the teachers are trained how to write their own standards-based learning plan.
The parts or stages of this LM include Explore, Firm Up, Deepen and Transfer. It is
possible that some links or online resources in some parts of this LM may no longer be
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MATHEMATICS 9
Module 3: Geometry
Parallelogram and Triangle
Similarity
MODULE INTRODUCTION AND FOCUS QUESTION(S):
A quadrilateral can be classified into many different forms, but in this learning
module you will focus on the most important family of quadrilaterals—trapezoids,
parallelograms and kites, along with their sub-shapes. You will explore uses of
quadrilaterals in real life. Make sure to write down insights gained on how
understanding of quadrilaterals can be effectively used in real life as you do the
various learning tasks in this module.
To be able to succeed in this module you need to ensure that you have a good
understanding of what polygons are, the relationship been sides and angles as
well as concepts of parallel and perpendicular lines.
This module contains four lessons. Each lesson includes applications of the
shapes to real life situations for better appreciation of the topics.
Remember to search for the answer to the following question: What is the best
way to solve problems involving quadrilaterals and triangle inequality?
In this module, you will examine this question when you take the following
lessons:
SAS Special
Kites Right
Parallelogra Trapezoi
Triangle
ms ds
SSS
Rectangle Isosceles
s Trapezoi 30-60-
AA 90
Midline
Theorem
Applications
1. Carefully read the module and do the activities neatly and accurately.
3. Complete all activities even if you may not be asked to hand these in, but they
will help you learn the material.
4. Keep copies of all accomplished activities. These are needed to assess your
progress and for grading.
5. If you are having problems, do NOT wait to request help. The longer you wait the
bigger the problem becomes!
Let’s find out how much you already know about this
module. Click on the letter that you think best answers the question. Please
answer all items. After taking this short test, you will see your score. Take note
of the items that you were not able to correctly answer and look for the right
answer as you go through this module.
3. Points (2,1), (4,3) and (3,4) are vertices of a quadrilateral. What should be
the coordinates of the fourth point to form a parallelogram?
A. (1,2) B. (2, 4) C. (1, 4) D. (1,3)
5. ABCD is a rhombus. How will you prove that its diagonals are
perpendicular?
A. BEST is a rectangle
B. BEST is a square
C. There is not enough information
D. Length of BT is and ES not known.
9. If you are to design a room in the attic of a Victorian style house which looks
like an isosceles triangle in the front and back view whose ceiling is parallel
to the floor, furniture and fixtures are also designed in such a way to
maximize the space. The possible things which may happen includes the
following;
10. One liter of a certain paint can cover about 80 square feet. I want to paint a
circle with a diameter of 28 ft. How many liters of paint will I buy?
A. 7 B. 8 C. 196 D. 616
11. What is the longest stick that can be placed inside a box with inside
dimensions of 24 inches, 30inches, and 18 inches?
A. 38.4 inches
B. 30
C. 30 2 inches
D. Can no be determined
12. A triangular plot of land has boundary lines 45 meters, 60 meters, and 70
meters long. The 60 meter boundary line runs north-south. Is there a boundary
line for the property that runs due east-west?
A. Yes. It’s the 45 meters boundary.
B. Yes. It’s the 70 meters boundary.
C. No. The plot is not a right triangle.
D. Cannot be determined.
B m D n A
Statements Reasons
1.Draw CD AB. 1. There is only one and only one line perpendicular
to a given line form an external point.
2. CD is the altitude to AB. 2. Definition of Altitude
3. h2 = mn 3.________
a2 = m(m+n)
b2 = n(m+n)
4.a2 + b2 = m(m+n) + n(m+n) 4. Addition Property of Equality
D. AA Similarity Theorem
14. A new pipeline is being constructed to re-route the water flow around the
exterior of the City Park. The plan showing the old pipeline and the new
route is shown below. About how many extra miles will the water flow once
the new route is established?
A. 24
B. 68
C. 92
D. 160
16. A baseball diamond is a square. The distance fromthe base to base is 90 ft.
How far does the second baseman throw a ball to home plate?
A. 6 5 ft
B. 180 ft
C. 90 2 ft
D. 45 5 ft
17. Makee would like to have a new corner cabinet for his room. He is trying to
figure out how to design it so that his TV which is 30” high, 34 inches wide
and 20 “ deep would fit. He wants the new cabinet to be the same length on
each side (along the two walls). How long should each side of the cabinet
be?
A. 84 inches
20
34
19. Which of the following best describes the triangles at the right?
A. Both are similar and congruent
B. Similar but not congruent.
C. Congruent but not similar
D. Neither similar nor congruent.
A. SAS Similarity
B. SSS Similarity
C. AA Similarity
D. None of the above
Did you do well in the pretest? Are there items that you were not sure of your
answers? You can go back to those items as you gain new knowledge and
skills. Now, proceed to Lesson 1. Take time to list ideas and concepts in the
lessons.
ACTIVITY 1a Map It
Arrange the boxes to form a concept map that will show the relations between
and among the different shapes.
Questions to Answer:
YOUR ANSWERS
A B C
D E F
You see why you need to have a good knowledge of quadrilaterals. Identifying
these shapes and the understanding the properties will enable you to use
appropriately these shapes.
Questions to Answer:
Can you cite other examples of the uses of the quadrilaterals in real life?
In the next activity you will learn how to classify quadrilaterals. Doing so, will help
you identify similarities and differences between and among quadrilaterals.
At the end of this module you are expected to make a model that will demonstrate
the best solution to a problem. Challenge yourself to finish the module in not more
than two weeks.
Questions to Answer:
Now, you have a clear idea of what quadrilaterals are. In the next activity, you will
build up your knowledge and skills in parallelograms by mastering their
properties.
End of EXPLORE:
Drag the dots, observe the measures of the angles and the length and positions
of the diagonals. Use your discovery to answer the following questions.
Questions to Answer:
Use your answers to the questions above to find the measure of the
indicated angles below. Drag the points to show the measures of the four angles.
Are your answers correct?
E M
a) mE ? 70
92 85
H O
b) What is x?
F A
108 2x + 18
x + 30
R
84
I
A polygon is a quadrilateral if …
Sides
vertices
Interior
angles
Click on new and answer the items. Click check when you are done.
Did you do well in the quiz? Are there questions that you would like to ask? Post
it in the Discussion Forum.
Before you proceed to the next activity do a self- assessment. This help you
identify areas that you are doing well and areas that you need to work harder.
1. 3-things
2. I learned
From the previous activity, you tried to classify quadrilaterals into three groups:
parallelogram, trapezoid and kite. How can you differentiate one from the other?
In what way are they similar? How can knowledge on the properties of these
shapes help you determine their best use?
1.2 Parallelograms
Properties of Parallelograms
In the next activity you will focus on quadrilaterals which are parallelograms. Here
you will put to use your knowledge on parallel lines and their transversals to identify
properties of parallelograms.
Use the diagram to help you follow the instructions below. You are expected
to identify properties of quadrilateral formed by parallel lines in terms of the
relationships of its sides, angles and diagonals.
A C
D B
Questions to Answer:
5. Measure the length of the two opposite sides AC and DB. What
can you say about the two opposite sides? Do the same for sides
AD and CB. What theorem on parallel lines supports your answer?
6. Now, cut the parallelogram and duplicate by tracing the cut out
figure.
10. By superimposing the cut out triangles, can you say that the
triangles formed are congruent? What conclusion can you make
about the diagonals of the parallelogram?
11. Using the cut out figures show that diagonals of a parallelogram
bisect each other. Describe your process.
12. With the help of the same cut out figures answer the question: Are
the diagonals of a parallelogram equal?
ANGLES
Now that you know the properties of parallelograms, put it to use by answering
the next activity.
124
N
E 8x+6
E N
mMON= 120
Were you able to answer all the items? Are there questions that you would like
to ask? Post it in the Discussion Forum.
You have learned in the previous section that parallelograms are special type of
quadrilaterals. Are there special types of parallelograms? How do you differentiate
one from the other? You will continue to build up your understanding of
parallelograms in the succeeding activities.
Classifying Parallelograms
Study the special quadrilaterals above. Like markings denote congruent sides or
angles and arrows denote parallel sides. When is a parallelogram a rectangle? A
square? A rhombus? Summarize your answers in the table below.
Rectangle
Square
Look at your definitions of the three quadrilaterals. Will you be able to compare
and contrast a rectangle from the square? from a rhombus? Are there other ways
of representing these parallelograms?
The rectangle, rhombus, and square have a few other special properties. First,
remember that these figures are all parallelograms; therefore, they possess the
same properties as any parallelogram. However, because these figures are special
parallelograms, they also have additional properties.
What are the properties of special quadrilaterals? How can you use these
properties to differentiate one from the other? How can these properties help you
identify the best way to solve problems involving quadrilaterals? You will discover
these special properties by doing an investigation.
1.2.1 Rectangles
In this section you will deepen your knowledge on special parallelogram called
rectangle. What makes it special? How is it different from the other types of
parallelograms? Discover answers to these questions by doing the next activity.
ANGLES
DIAGONALS
Verify your answer by accessing the same website. This time, click rectangles
and angles. Click on diagonals. Observe. Do the measures of the interior angles
change when you increase or decrease the length of the rectangle?
Now let us go back to our previous activity about quadrilateral let us see if you
have now a better understanding.
What are quadrilaterals? How do we use them? Where do we see them in real life?
Quadrilaterals are everywhere. We see them on signs, buildings, work of art, books,
computers, floor designs and many more. A polygon with four sides is a quadrilateral. In
this lesson you will know more about quadrilaterals. Start by doing the next Activity.
Questions to Answer:
Prove: FA LG
G A
What did you realize about the diagonals of a rectangle? Write it down.
Now probe deeper into the properties of rectangles. You have discovered that
diagonals of rectangles are congruent. Now prove that the diagonals bisect each
other.
A B
D C
Now that you have been writing proofs for the different properties of
parallelograms, reflect on your experiences of learning to write proofs.
What does it mean to write a mathematical proof? Write in few sentences your
explanation.
P R
Y A
1. Given: PA = 18, mRYA = 35. Find: RY, PR, PO, mRPA, mPOY
A B
O
D C
This is the reason why it has been used extensively in art and
architecture. The most prominent and well known uses of the
Golden Rectangle in art were created by the great Italian artist,
inventor, and mathematician, Leonardo da Vinci.
Then, if you draw squares inside this Golden Rectangle you will discover that the
edges of these new squares come to all the important focal points of the woman:
her chin, her eye, her nose, and the upturned corner of her mysterious mouth.
Questions to Answer:
My Golden Rectangle
When this activity is done, set an appointment with your teacher for a chat. Make
sure that you did all the task and have answered questions embedded in each
activity. Your teachers will ask you questions related to what you have studied.
In the next activity you will deepen your understanding on the properties of
squares.
The Power of the Center explains why most painting prefers squarer shape . As
we move from the center things lose importance. Also, as we'll see, a squarer
format is consistent with rest, repose, dignity, and timelessness; things that
artists often want their paintings to convey.
But the square format has one property that the rectangular does not have; it
gives a scene stillness and serenity, a calm and dignity associated with the round
format. This makes it ideal for a subjects such as a Madonna.
Questions to Answer:
Make three different sizes squares. Investigate the relationships of the sides and
the angles.
1. Fold the biggest square so that the opposite sides coincide. Are the
opposite sides equal? Do the same for the other squares. Is your
observation the same for the smaller squares?
2. Draw the diagonals and measure. What can you say about the
measures of the diagonals?
3. Fold the squares so that the four vertices coincide. Are the angles
equal? What are the measures of the angles? What theorem supports
your answer.
4. What kind of quadrilateral is a square? Based on this fact what are the
other properties of a square?
5. Summarize your findings by completing the table below.
ANGLES
DIAGONALS
Look at ads, magazines, brochures, logos, and other printed projects and try to
find as many different examples of square shapes. Study the designs. Identify
examples of square shapes that convey the attributes of honesty, stability,
equality, comfort, or familiarity. Which designs convey rigidity or uniformity?
Design your own presentation using a square. What is the most important feature
of your design? Use the resources of voki.com to explain your output. When
done share your design by publishing it in a social media. Tag your teacher for
the evaluation of your output.
Now you know two of the very special parallelograms: rectangles and squares.
The third type is the rhombus. Discover its properties by doing the next activity.
1. http://www.youtube.com/watch?v=i2a4B4M5L1M
Watch how a rhombus can be used to make a flexible paper structure.
2. http://www.youtube.com/watch?v=S-nNib5HzUA
Gives another type of flexible paper structure.
3. http://www.youtube.com/watch?v=p9xKxEV1FkY
Demonstrate how to make an Origami Fireworks making use of
rhombi shapes.
4. http://www.youtube.com/watch?v=knMEBSXM6WU
Demonstrate how to make use of rhombi to make an origami flexiball.
5. http://rhombusspace.blogspot.com/
Gives examples of art pieces using rhombi.
6. http://www.ysjournal.com/article.asp?issn=0974-
6102;year=2009;volume=2;issue=7;spage=35;epage=46;aulast=Khair
Gives examples of the uses of rhombi in architecture
7. www.photoxpress.com/photos-skyscraper-lozenge-rhombus-4723361
Gives photos depicting how rhombi are used in architecture
Access:
http://www.mathsisfun.com/geometry/quadrilaterals-
interactive.html. Click on rhombus and drag the
points. Observe. Are there changes in the lengths of
sides? Click on angles and drag.
Observe what happens to the measures of the angles. Click on diagonals. Drag
and Observe.
Questions to Answer:
ANGLES
DIAGONALS
What meaningful insight did you gain from the activity? Write this insight in your
Learning Log. Have you discovered what makes rhombi flexible? The next
activity will deepen your understanding of rhombi. You will investigate on the
relationship between diagonals.
O
A C
A O
C
2. CBD ABD,
CDB ADB
4. ABC ADC
5. CBD ABD,
CDB ADB
Thus:
Now that you have investigated on the properties of the rhombi, use your
knowledge by answering the next activity.
2. mDCE =
4. mBAE =
5. mEAD =
7. mABC =
8. mABE =
9. mADC =
10. mADE =
The Penrose rhombuses are a pair of rhombuses with equal sides but different
angles.
Where else in real life are rhombi used? Create a list. Now create your own
design using rhombi only. What kind of rhombi did you use in your design? Share
your output at the discussion forum. Make sure that you attach your output or
picture of your output. Output could be an art piece , an origami or structural
design.
You can use tessellation tools for tessellation output. Access the following sites
for practice.
http://www.shodor.org/interactivate/activities/Tessellate/
You can start by selecting shape then try changing corners and edges then
tessellate.
Your Output here
Now that you have knowledge quadrilaterals, do the next activity to ensure that
you acquire skills in the construction of the following quadrilaterals.
Access the website below and take the quiz. How well did you perform?
http://library.thinkquest.org/20991/textonly/quizzes/geo/q6/test.html
(Your skills acquired in this activity will help you later in the making of a three
dimensional model.)
Use one of the web 2.0 tools to construct the following quadrilaterals.
a. Geometry Skecthpad
b. GeoGebra
1. General Parallelograms
a. One angle measures 43˚
b. Shorter side is 2 inches and one angle measures 105˚.
2. Rectangles
a. shorter side is 1 inch and longer side is 3 inches.
b. longer side is 3 inches diameter is 4 inches.
3. Square
4. Rhombus
a. smallest angle is 50˚
b. one side measure 2 inches and the other measures 5 inches.
How did you fare in this activity? How can you apply the skills that you have
gained in construction in problem solving involving quadrilaterals?
Go back to your concept map. Revised based on what you have learned about
parallelograms and make it more comprehensive.
In the table below summarize what you have learned about parallelograms.
Squares
Rhombi
Questions to Answer:
Should you have questions related to the questions above, click Discussion
Forum and post your question
Now sum up what you have learned about quadrilaterals. Should you have
questions, post these questions in the Discussion Forum. In the next activity you
will challenge yourself to use what you have learn to solve the problem.
What guided you in answering this challenge? How did you identify the best
solution?
In the next activity use the insight that you have gained to identify the best way to
solve the problem below.
After making a parquet floor in an office building, the carpenters had left-over
pieces of wood in the shape of right triangles with sides of 1, 2, and 5. The architect
would like to use these pieces for a parquet floor in his own house. He wants to
know: can he make a perfect square from 20 of these triangles? If so, what will it
look like?
Questions to Answer:
1. How did you solve the problem? What properties of quadrilaterals did you
use?
2. What other Math concepts were useful in solving the problem?
3. Is there another way of solving the problem? Which of the process do you
think is the best way to solve the problem? Justify.
In this section, your task was to make different quadrilaterals with the
use of web 2.0 with different conditions.
How did you find the transfer task? How did the task help you see the
real world use of the topic?
You have completed this lesson. But you have three more lessons
before you finish this module. You need to learn more about trapezoid
and kites, triangle similarity, and special right triangles to complete
what you need in doing your performance task.
You have already studied the different parallelograms, now you need
to explore other kinds of quadrilaterals and how they will be of use to
the real-life situations.
DESCRIPTION: (Brainstorming)
Take a look at the pictures (a bridge and a tiling design) and note the different
polygons found in it. Share your observations with a partner.
http://www.google.com/url?sa=i&rct=j&q=designs%20using%20different%20triangles%2
0and%20quadrilaterals&source=images&cd=&cad=rja&docid=ZHtUpKb7CtSd8M&tbnid
=_4BboANCoJ0G_M:&ved=0CAMQjhw&url=http%3A%2F%2Fwww.mathpuzzle.com%2
FAug52001.htm&ei=bXHNUrCeBsyxrgeVk4HoBA&psig=AFQjCNHLO5aKfHFDuC4OQ-
24M5oWKkAA9Q&ust=1389277514813593
After sharing your observations of the given pictures, record your ideas in the first
column of the generalization table below. Write in the column your ideas about
the question, what is the best way to solve problems involving quadrilaterals and
similar triangles?
PROCESS QUESTIONS:
1. What do you see in the pictures shown?
3. What will happen if only one geometric figure is used in these pictures say
triangles or squares?
4. What do you think are the reasons why they used those figures?
similar triangles?
End of EXPLORE:
You have given your thoughts and heard the ideas of others, now you
will proceed by validating or correcting your ideas by doing the next
activity. The concepts that you will learn in this lesson will help you
accomplish the required project/task at the end which is a miniature
model of a house.
Cut a portion of toothpick 2 such that it should be of the same length as the first.
You have seen three other kinds of quadrilaterals so now present your findings in
tabular form;
To summarize, complete the statement by giving the definition of the given term.
Compare your answers with the concepts written inside the box below:
If you fail to get the correct answers and you need to be clarified on some things,
you may refer to this site for more information.
http://www.onlinemathlearning.com/properties-of-polygons.html
This site contains video lessons on the properties of trapezoids and kites.
Learning more on the reasons on how such properties exist and why, will easily
convince you to believe and understand. To help you come up with evidence it
should be back up with proofs which you will do in the next activity.
Trapezoids have certain properties that you need to learn in order for you to have
a better understanding of how they would affect their functions. You have to go
through and work on the succeeding activities to come up with proofs of the
different theorems.
3. Draw CS⊥ER, AD⊥ER From one point, there is only one line
that can be drawn perpendicular to a
given line
4. ∠CSE & ∠ADR are right Angles Definition of perpendicularity
Statement Reason
1. Trapezoid LIFE with LI//EF & Given
∠ELI≅∠FIL
Compare your answer with the complete proof of theorem 2 and check on how
far you have gone with your understanding of the concepts.
Proof of Theorem 2:
Statement Reason
1. Trapezoid LIFE with LI//EF & Given
∠ELI≅∠FIL
Another way of showing the proof is the use of flow chart. The flow of the
statements is indicated by the arrows. The following is the proof of theorem 3.
The flow chart is the visual and alternative way of the most common 2-column
proof shown below.
3. VE ≅ EV Reflexive Property
5. OE ≅ LV CPCTC
To prove the next theorem you need to know the meaning of certain term/word.
Read the text inside the box and proceed by doing the task that follows.
This theorem can be proven to be true after you perform this modelling activity.
Instructions:
1. Draw trapezoid ABCD on a piece of paper and measure the base angles.
2. Measure AD and BC in millimeter and mark the midpoint as X and Y.
3. Connect points X & Y and measure the angles with vertices X and Y
4. Measure AB, XY and DC to the nearest millimeter.
5. Make a conjecture based on your observations.
6. Verify the result using 2 other trapezoids.
7. Give your generalization.
Since you have discovered for yourself the proofs of these theorems, you are
already certain that these are true statements. For ease in remembering these
properties and characteristics of trapezoids and kites and be ready for their
applications, it is better to outline them.
Statements Reason
1. FIND is an isosceles trapezoid with 1.
FD IN
3. DNND 3.
4. ∆FDN∆IND 4.
5. NFDDIN 5.
Statement Reason
1. 1. Given
2. 2. CPCTC
3. 3. Definition of an isosceles trapezoid
Alternative Proof
1. 1. Given
2. 2. CPCTC
3. 3. If the base angles of a trapezoid are
congruent, then it is isosceles.
Statement Reason
1.
2.
3.
4.
5.
Questions to Answer:
1. How is your proving experience? Which part was clear? Which part was
confusing to you?
2. Were you able to derive the correct conclusions and give the supporting
reasons?
To further enhance your skills, you have to accomplish the set of practice
exercises below.
To demonstrate your mastery of the concepts and skills about trapezoid, fill in the
appropriate conclusion and reason.
THINK AND DISCUSS within the group of 4 members (you may sketch the
figure)
HE and VA? How did you know? What can you conclude about ∆HEV & ∆VAE?
Justify your answer. Is there another way to justify your conclusion? Explain how.
10. In kite RSTV, RS=RV & TS=TV, what can you conclude about ∆RTV and
∆RTS?
You may now revisit your generalization table and fill up the second and third
columns. Review your ideas in the explore part and compare them with your recent
findings, insights and understanding.
Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion?
Which ideas are different and need revision? What new learning goal
should you now try to achieve?
Now that you know the important ideas about this topic, let’s go deeper
by moving on to the next section.
Your goal in this section is to take a closer look at some aspects of the
topic and explore how these knowledge and skills be put to use.
Work on the next activity and apply the skills acquired to find the
measure of the specified parts.
Find the measure of the sides and angles of the following figures and explain
why it is like that and how it should be done. A sketch of the figure will help you
find the answer.
Questions to Answer:
To further improve your knowledge and skills about trapezoids and kites, visit the
site given below to work on those exercises and take note of your score and do
not forget to review the answers especially those items not correctly answered.
http://www.mathopolis.com/questions/q.php?id=621&site=1&ref=/quadrilaterals.h
tml&qs=621_622_623_624_763_764_2128_2129_3230_3231
This site contains a quiz about quadrilaterals.
After you have answered the quiz and found out that you have learned a lot, you
now proceed to look deeper by checking on the applications of these concepts.
http://ph.images.search.yahoo.com/search/images;_ylt=A2oKiavkUe5SZRsAAji0Rwx.?p=real‐
life+applications+of+trapezoids+and+kites&ei=utf‐8&iscqry=&fr=sfp
This site contains pictures of real‐life applications of trapezoids and kites.
Also include in your sharing the answers of the follow‐up questions.
Questions to Answer:
To prepare you with the performance task, one skill you should have is to draw
figures to scale so that you will have a proportional drawing whether you reduce
or enlarge a desired figure, you will need problem solving technique which is the
purpose of the next activity.
To make all these concepts relevant, you have to apply these in the different
real-life situations:
1. The perimeter of a kite is 64 feet. The length of one of its sides is 8 feet more
than the other side. What are the lengths of each side of the kite?
Equation: x+x+x+8+x+8=64
4x+16=64
4x =64-16
4x =48
X = 12
Therefore, 2 sides measure 12 inches each and the other 2 sides measure 20
inches each.
2. Part of the window of the World Financial Center in New York City is made
from 8 congruent isosceles trapezoids that create an illusion of a semicircle.
What are the measures of the base angles?
3. Large sailboats have a keel to keep the boat stable in high winds. A keel is
shaped like a trapezoid with its top and bottom parallel. If the root chord (the one
on top) is 12.4 feet and the tip chord (the one at the bottom) is 9.6 feet, what is
the length of the mid-chord?
Before you fill-up the last 2 columns of the generalization table, take a closer look
at the picture below and answer the following questions.
RATE YOURSELF
I still don’t get it I acquire the basic I understand the
concepts/skills of concepts of trapezoids&
trapezoids & kites kites
END OF DEEPEN
In this section, the discussion was about the applications of the
knowledge and skills pertaining to trapezoids and kites in the different
real-world situations. These will help you accomplish the task in
creating a miniature house model which makes use of the different
quadrilaterals and similar figures. The design must be chosen in such
a way to maximize spaces and efficiently use the materials.
Now that you have gained deeper understanding of the lesson, you are
ready to use them in a particular context in the next section.
2. The beams of most bridges are trapezoidal; determine the measure of the
sides, braces and angles with the least number of known measures.
Questions to Answer:
To transfer your understanding you may now do the transfer task below.
END OF TRANSFER:
In this section, your task was to make trapezoid and kites with different
qualifications with the use of web 2.0.
How did you find the task? How did the task help you see the real
world use of the topic?
You have completed this lesson. But you have two more lessons
before you finish this module. You need to learn more about triangles
to complete what you need in doing your performance task.
1. Describe a proportion.
2. Illustrates similarity of figures.
3. Proves the conditions for similarity of triangles
SAS Similarity Theorem
SSS Similarity Theorem
AA Similarity Theorem
4. Right Triangle Similarity Theorem
In this lesson, you will learn the concepts of proportion and how to use
it in many situations. You will also learn the concepts of triangle
similarity and the different theorems related to these lessons which are
useful in solving real world problems. You will also gather ideas to
answer the question “What is the best way to solve problems involving
triangle similarity?” These concepts will also help you visualize
situations and create solutions to the problems that you encounter.
Answers to the question above will also help you do your performance
task.
Let’s us start the lesson by analyzing the pictures and answering the questions
that follow.
https://www.google.com.ph/#q=SIMILAR+PICTURES
Questions to Answer:
14. Do you have a look alike? Why did you say that?
18. Focusing on the triangles, how would you know that two triangles are
similar?
19. What is the best way to solve problems involving triangle similarity?
In the table below, write your answers on the initial part for the question what is
the best way to solve problems involving triangle similarity?
INITIAL ANSWER
REVISED ANSWER
FINAL ANSWER
You just have tried to find out how mathematics can help you
determine the best way to solve problems involving triangle similarity.
Let us now strengthen that insight by doing the succeeding activities.
What you will be learning in this section will help you perform well in
your final performance task which will challenge you to use what you
know to create a model and solve problems involving structures, space
and aesthetic appeal.
Now move to the next activity to learn the knowledge and skills you
need to be a good problem solver and respond to different situations
accurately.
In the previous activity you are task to determine similar figures based from the
given pictures. Now, let’s see if you can be able to develop the concepts that you
learned to respond to the situation below.
1. What concept would you use to solve the problem above? How would you
use it?
Directions: Click any of the videos below which explain the concepts of
proportion with step by step procedure on how to solve problem related to the
topic. After watching the video do the exercises below.
http://www.youtube.com/watch?v=D8dA4pE5hEY
http://www.youtube.com/watch?v=2d578xHNqc8
http://www.youtube.com/watch?v=G8qy4f7GKzc
These sites contain videos which explain the concepts of proportion with step by
step procedure on how to solve problem related to the topic.
5 6 5 6 12
EX. write original
10 X 10 X
proportion
5X = 60 multiply
X = 12 divide each by 5
5 x
1.
10 16
1 2
2.
y 1 3y
3. The perimeter of a
rectangle is 154 cm.
The ratio of the
length to the width is
10:1. Find the length
and width.
Questions to Answer:
ACTIVITY 4c QUIZ
Directions: Read each statement below and decide whether the statement is
true or false. Tick (√) the column of your answer.
Are these statements true or false? TRUE FALSE
1. 3:5 and 12:20 are equal ratios.
2.
6. If , then x = 3.
8. , so 3 x 6 = 5 x 10.
After learning proportion, you are about to learn the concepts of triangle similarity
which will help you answer other problems in geometry. To start your journey in
triangle similarity, do the next activity to discover important concepts of the lesson.
Reflecting Question: What can you conclude about two triangles if you know
two pairs of corresponding angles are congruent?
Step 2: Draw DEF so that mD 40 0 and mE 50 0 and DEF is not
congruent to ABC.
Step 4: Measure and record the side lengths of both triangles. Use a ruler.
Questions to Answer:
1. What can you conclude about two triangles if you know two pairs of
corresponding angles are congruent?
The things that you learned from this activity will have an important role in the
next activity. So you better remember your conclusion, to help you remember it
you may use this codes A-for angles and S- for sides.
RS ST TR
Given:
JK KL LJ
Draw PQ so that PQ RT
Statement Reason
RS ST TR 2.
2.
PS SQ QP
4. PSQ JKL 4.
5. 5. AA Similarity Postulate
9.
11.
Now that you learned how to show the proof of similar triangles step by step you
are now ready to do it independently. In the next activity you will complete the
table to prove another theorem involving similar triangles.
ACTIVITY 7 Do it alone!
Directions: Analyze the figures below and then complete the table to complete
the proofs of another theorem related to similar triangles.
AB AC
Given: A D ,
DE DF
Prove: ABC DEF
Statement Reason
1. A D 1. Given
AB AC 2. Given
2.
DE DF
You learned how to prove similar triangles through guided exercises and
independent practice. In the next activity you will use your observation to learn
another theorem about similar triangles.
Directions: Observe the picture below and answer the questions to discover
similar right triangles, and then answer the questions below?
13.
1. How are the two smaller right triangles related to the large triangle?
2. Explain how you would show that the green triangle is similar to the red
triangle.
3. Explain how you would show that the red triangle is similar to the blue
triangle.
You learned different ways on proving theorems involving similar triangles through
guided proving, independent proving and using your observation. Now to deepen
your understanding about these concepts, you will do another activity with the use
of technology.
Directions: Click the website below and watch the video presentation on how to
prove theorems related to similar triangles. Answer the questions below.
http://www.youtube.com/watch?v=EbN_tDggldA
This video contains detailed discussion about the proving of similar triangles (AA,
SAS, SSS).
http://www.youtube.com/watch?v=QCyvxYLFSfU
This video contains detailed discussion about the proving of similar triangles
(Right Triangle Similarity Theorem.)
Questions to Answer:
Directions: Read the situation below and follow the procedure carefully then
answer what is asked.
Note: Your answers for this activity will be submitted in a soft copy. Do
this activity in MS Word and then send the file to your teacher. To do that
just go to student dashboard – click message – attach file – and send
it to your teacher.
a. Find a door or object of similar height that can be easily measured later to verify
your results. Extend a 12 inch ruler in front of your body so that it is vertical and
parallel to the door. Adjust your distance from the door or object so that your
line of sight causes the ends of the ruler to correspond with the top and bottom
of the door or object. See diagram below.
Mr. Salazar
Math Class
b.
c.
a.
b.
c.
d.
ABE ACD by the AA Postulate.
b. In the diagram above, BE is parallel to CD. Write a similarity statement using
triangle ABE and another triangle in the diagram. Justify your statement with
a postulate or theorem.
d. Write a proportion in terms segment length that will allow you to find the height
of the door by indirect measure.
e. Have your partner measure the following lengths to the nearest quarter inch.
Record the lengths in the diagram above.
f. Substitute the measures from part e into the proportion you wrote in part d
and solve for CD, the height of the door.
Questions to Answer:
2. How would you relate your personal daily experiences to the situation that
you encountered?
Note: It’s time to consolidate your answers now and send it to your teacher.
If you have questions or things to clarify do not hesitate to type your
questions to the discussion board.
http://www.youtube.com/watch?v=PXBFDBmBP0I
This website contains video which explains the step by step procedure in solving
problem related to similar triangles.
Directions: Find the value of the variables. Write your answers on the space
provided for below. You don’t have to include your solution in fact if you can do it
mentally, the better. (Note: Lines that appear parallel are parallel.)
1. 2. 3.
2
11 y x
5
x 3 5
x 5
20
15
4. 5. 6.
y z 16
x x 13
12
6 3 8 y
y
7. 8. 9.
x
10 10 4
9
8 x
x 3x
25 12
4. 5. 6.
7. 8. 9.
Questions to Answer:
3
What are the 2 things you are not sure about?
2
What is 1 thing that you want to clarify immediately?
Your answer in the last part may also send to your teacher for immediate
response through the discussion forum. To do that, go to student dash
board – message – conversation.
Directions: Click the website below and answer the interactive quiz. You may try
this as many as you can.
http://www.regentsprep.org/regents/math/geometry/MultipleChoiceReviewG/Tria
ngles.htm
This website contains interactive quiz about triangle similarity. This may be used
as practice exercises to develop more the knowledge, process and analysis of
the students for them to answer more complicated problems. After answering the
20 questions answers will appear.
http://www.classzone.com/etest/viewTestPractice.htm?testId=4545
This website contains interactive quiz about triangle similarity. This contains 5
items multiple choice more on word problems which you may encounter in your
quiz. After answering each item you may click the feedback button for the answer
and solution. This is helpful for to check your work immediately.
1. What new things did you learn from the interactive quizzes?
3. How do the questions help you develop your critical thinking and problem
solving skills?
3 ft
2 ft 24 ft
2. A 12-centimeter rod
is held between a
flashlight and a wall as
shown. Find the length
shado
of the shadow on the
wall if the rod is 45 cm
from the wall and 15 cm
from the light.
3. The cheerleaders of
a DSS School make
their own megaphones
by cutting off the small
end of a cone made 2.5
from heavy paper. If
the small end of the 60 cm
megaphone is to have a
radius of 2.5 cm, what
should be the height of
the cone that is cut off?
56 cm
Reason/ Justification Solution Final Answer
6. A tourist on the
observation deck of a
building looks east,
facing another building Tourist
320 ft high and two
blocks from the first
building. Her view is 400 ft
320 ft
400 ft above street Car
level. Her car is parked
five blocks east of the
2 blocks
second building. If no 5 blocks
other buildings are seen
in her line of sight, can
she see her car?
Justify.
Directions: Observe the diagram below and complete the missing parts.
T
?
AA
R
I SIMILARITY
POSTULAT
A E
N
G
L
TWO CORRESPONDING SIDES ARE
E
? PROPORTIONAL AND THE INCLUDED
ANGLE IS CONGRUENT
S
I
M
I
THREE CORRESPONDING SIDES ARE
L
A ? PROPORTIONAL
R
I
T
Y
RIGHT
TRIANGLE
SIMILARITY
?
END OF FIRM - UP
In this section, the discussion was about proportion and how similar
triangles are solved with the use of postulates and theorems.
Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion?
Which ideas are different and need revision? What new learning goal
should you now try to achieve?
Now that you know the important ideas about this topic, let’s go deeper by
moving on to the next section.
To test your analysis and understanding of the concepts let’s see if you
can be able to identify mistakes and be able to correct it with
justification. This activity will also help you check your understanding
and possible misconceptions you absorb from the previous activities.
Before you continue the learning process, it will be better if you stop and reflect.
After taking different activities, what happened to your initial answers? You may
now answer the R part of you IRF worksheet.
In the table below, write your answers on the revised answer for the question
what is the best way to solve problems involving triangle similarity?
INITIAL ANSWER
REVISED ANSWER
FINAL ANSWER
To deepen your understanding about the concepts of similar triangles, you will
observe two different simple experiments and then answer the questions.
Directions: Study the two situations below and analyze how to do each process.
Answer the questions below in a paragraph form using the box provided after the
two situations.
Situation 1: Use Your Shadow Situation 2: Mirror Yourself
Suppose you want to use the shadow Suppose you want to find the height of a
method to measure the height of a traffic light for a very important purpose
building. You make the following but your measuring devices are limited.
measurements. You only have the following.
Materials: measuring device, stick Materials: mirror, self
Given: Given:
Length of the stick = 3 m Height from the ground to your eyes =
Length of the stick’s shadow = 1.5 m 150 cm
Length of the building’s shadow = 8 m Distance of your feet from the middle of
the mirror = 100 cm
Distance from the middle of the mirror to
a point directly under the traffic signal =
450 cm
Questions: Questions:
1. What concept would you use to 1. What concept would you use to
solve the given problem? Justify solve the given problem? Justify
your answer. your answer.
2. Why is it important to know how to 2. Why is it important to know how to
measure things indirectly? measure things indirectly?
3. What are the advantages of 3. What are the advantages of
estimation? estimation?
4. What is the best way to solve 4. What is the best way to solve
problems involving similar problems involving similar
triangles? triangles?
Given:
Look for any post which can be measured with the use of a meter stick.
Consider the illustration below.
Questions:
1. What concept would you use to solve the given problem? Justify your
answer.
2. Why is it important to know how to measure things indirectly?
3. What are the advantages of estimation?
4. What is the best way to solve problems involving similar triangles?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_____________________
Directions: Using at least three different theorems or postulates that you learned,
you will create a situation in the form of experiment similar to the previous activity.
You may follow the procedure below.
Note: Write your work in a short type writing paper for each situation. To help
you create a better illustration of the problem, you may use
geometersketchpad. To do that, just download geometersketchpad and
you may use it for free. You may submit your work online or face to face. To
do the online submission, go to student dash board – message – attached
file - send.
For your explanation and justification you may do it face to face or you may
try another web 2.0 present.me. Here you may record your explanation,
justification and generalization of the lessons. In your presentation, do not
forget to answer the questions, what is the best way to solve problems
involving triangle similarity?
What new realizations do you have about the topic? What new
connections have you made for yourself? What helped you make these
connections?
Now that you have a deeper understanding of the topic, you are ready
to do the tasks in the next section.
Your goal in this section is apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding.
SIMILAR TRIANGLES
DESCRIPTIONS
SAMPLE PROBLEM
GENERALIZATION
What is the best way to solve problems involving triangle similarity?
You are a newly hired designer of a company who develops condominiums and
housing projects. The company is presently preparing for a bidding to develop a
condominium with a floor area of 70 square meters. You are tasked by your
superior to make a two dimensional design of all the faces of a condominium. It is
important for you to show the scale and consider the different quadrilaterals and
similar triangles to make your design appealing. You need also to solicit ideas
from others to improve your work. You may post your work to any social network
to solicit comments for improvement or you may present it to possible clients to
get suggestions before you present your work to the higher officers of the
company for approval.
Note: To make your design appealing and accurate you may use the
geogebra. To do it, download geogebra then you may use it for free.
For your presentation and explanation, you may use voki.com. This will help
you record your presentation in the most exciting way.
After doing your transfer task (Scaffold 3) it’s time again to reflect on the learning
process to check if there are ideas which you need to change, to revise or
improve. You may now complete you IRF worksheet by writing your ideas on the
F part.
In the table below, write your answers on the final answer for the question what is
the best way to solve problems involving triangle similarity?
INITIAL ANSWER
REVISED ANSWER
FINAL ANSWER
To complete the learning process, reflect again and complete the table below.
This will also check if you have absorbed some misunderstanding which need to
be corrected.
Let’s Reflect!
To summarize what you learned, you may complete the synthesis journal below.
Synthesis Journal
________________________________________________________________.
END OF TRANSFER:
In this section, your task was to make a two dimensional design of a
condominium.
How did you find the task? How did the task help you see the real
world use of the topic?
You have completed this lesson. But you have one more lesson before
you finish this module. You need to learn more about triangles to
complete what you need in doing your performance task.
You have just finished with the different theorems on similar triangles
and polygons. In this lesson you will be dealing with theorems involving
similarity theorems on special right triangles which are useful in
analysis and solving problem involving geometric designs and figures.
Before we discuss the main lesson, let’s find out what you know about
the topic. Bear in mind as you go through this module you are to
answer the question:
Answer the first column of the ARG by clicking on the AGREE or DISAGREE
column. Click A if you agree with the statement and click B if you disagree. Please
answer all items. As you go through this module, look for the best correct answer
to the statements included in this guide.
Cathy: f + e = d
Luisa : f2 = d2 + e2
Morgan: e2 = d2 – f2
End of EXPLORE:
You have just finished answering a pre-assessment activity. What you
will learn in the next sections will also enable you to do a final project
which involves creating a model or structural design that will help you
use materials efficiently or maximize the use of space. We will start by
doing the next activity.
DESCRIPTION: In this activity you are to read an article about the works of a
certain mathematician who is best remembered today because of his theorem
which deals with the relationships among the sides of a right triangle. Take note of
the words you have encountered by highlighting or underlining it then summarize
in your own words what you have read.
Click the website below, read and answer the questions that follow.
http://www.themathlab.com/Algebra/lines%20and%20distances/pythagor.htm
This website gives pertinent information about the life of Pythagoras and how he
derived his Pythagorean Theorem. The following information comes from a
wonderfully readable math history book by Julia E. Diggins called, STRING,
STRAIGHT-EDGE, & SHADOW, THE STORY OF GEOMETRY .
Questions to Answer:
Below are some pictures of right triangles as applied in the real world. Can you
identify them? Explain why such shape was used.
Description: Click the websites below and see how the proof is shown through
illustrations, Algebra, paper cutting and others.
http://www.brainingcamp.com/content/pythagorean-theorem/manipulative.php. This is
an interactive site where the Pythagorean Theorem is proven using the concept of
area. To show the proof, click the Show Proof icon under Action button and drag
the parts of the violet and green squares to form a bigger square in the orange
square.
http://www.watchknowlearn.org/Video.aspx?VideoID=54330&CategoryID=5370
This website shows video of the proof of Pythagorean Theorem by James Garfield
the 20th century President of the United States. He derived the theorem using the
concept of the area of the trapezoid.
Questions to Answer:
3. Do the different proofs of the theorem lead to the same conclusion? Explain.
Questions to Answer:
The questions below can be obtained by clicking the “Learner” icon and then click
the Worksheet Squaring the triangle Exploration Questions.
1. What defines a right triangle?
2. What is the area of the square?
3. How are the angles and the sides opposite them related?
4. How are the blue squares related?
5. How are the two non-right angles related?
6. How are the sides related in a right triangle
7. If the triangle is NOT right, will the theorem still hold?
8. What generalization can you make based on the Pythagorean Theorem?
DESCRIPTION: In this activity, the students will derive the mathematical proof of
Pythagorean theorem by supplying the corresponding reason of the given
statements.
Figure:
Prove: c2 = a2 + b2
Proof: Supply the corresponding reason for each of the given statement.
Statements Reasons
1. r + s = c 1.Definition of Betweeness
2. a2 = cr and b2 = cs 2. ?
4. a2 + b2 = c(r + s) 4. ?
5. a2 + b2 = c(c) 5. Substitution
7. c2 = a2 + b2 7. ?
DESCRIPTION: In this activity, the students will derive the geometric proof of the
converse of Pythagorean theorem by supplying the corresponding reason of the
given statements.
If in a triangle, the square of the length of one side is equal to the sum of the square
of the lengths of the other two sides, then the triangle is a right triangle and the
right angle is opposite the longest side.
Figure:
B Y
a c x z
C b A Z y X
Proof:
Statements Reasons
1. Let XYZ be a right triangle with legs of length 1.By Construction
x and y and hypotenuse of length z
2. x2+y2 = z2 2. ?
4. c2 = z2 or c = z 4. Transitive Property of
Equality
5. ΔABC ΔXYZ 5. SSS Congruence Postulate
6. C Z 6. ?
7. m C m Z 7. Definition of congruent
angles
8. m Z= 90 8. ?
9. m C = 90 9. Transitive Property of
Equality
10. C is a right angle 10. Definition of a right angle
The Pythagorean Theorem describes the relationship between the lengths of the
legs and the hypotenuse of any right triangle. You can use the Pythagorean
Theorem to find the length of a side of a right triangle when you know the other
two sides.
To understand the above theorems, study the given examples how the theorems
are used or applied in solving problems involving right triangles.
Write an equation you could use to find the length of the missing side of each
right triangle. Then find the missing length. Round to the nearest tenth if
necessary.
1.
12 in c=?
9 in
a2 + b2 = c2 Pythagorean Theorem
The equation has two solutions, 15 and -15. However, the length of a side must
be positive. So, the hypotenuse is 15 inches long.
Check: a2 + b2 = c2
122 + 92 = 152
144 + 81 = 225
225 = 225
2. b=?
8m
24 m
a2 + b2 = c2 Pythagorean Theorem
82 + b2 = 242 Substitution
64 + b2 = 5762 Evaluate 82 + 242
64 – 64 + b2 = 576 – 64 Subtracting 64 both sides of the
equation
b2 = 512 Simplify
b = ± 512 Taking square root of both sides of
the equation
or b ≈ 22.6 m
3. The measure of the three sides of a triangle are 5 inches, 12 inches, and
13 inches. Determine whether the triangle is a right triangle.
a2 + b2 = c2 Pythagorean Theorem
52 + 122 = 132 Substitution
25 + 144 = 169 Evaluate 52, 122and 132
169 = 169 Simplify
Since both sides of the equation are equal, then the triangle is a right
triangle.
a2 + b2 = c2 Pythagorean Theorem
?
42 + 52 72 Substitution
?
16 + 25 49 Evaluate 42, 52 and 72
?
41 49 Simplify
Since the sum of the squares of two sides is not equal to the square of
the longest side, then the sides do not form a right triangle. Therefore Geo’s
claim is not true.
a2 + b2 = c2 Pythagorean Theorem
?
302 + 1222 1252 Substitution
?
900 + 14 884 15 625 Evaluate 302, 1222 and 1252
?
15 784 15 625 Simplify
Since the sum of the squares of two sides is not equal to the square of the
longest side, then the sides do not form a right triangle. Therefore Geo’s claim is
not true.
From the example problem in item 4 since the sides of a triangle do not
determine a right triangle, what kind of triangle is formed?
From these examples it further leads to the theorem regarding the kind of
triangle if the sum of the squares of two sides is greater or lesser than the square
of the other side. This theorem is called the Pythagorean Inequality Theorems.
If the sum of the squares of the lengths of the shorter sides of a triangle is
greater than the square of the length of the longest side then the triangle is
acute.
If the sum of the squares of the lengths of the shorter sides of a triangle is
less than the square of the length f the longest side then the triangle is obtuse.
www.brainingcamp.com/content/pythagorean-theorem/lesson.php.This website
consists of the discussion on the visual and algebraic proofs of the Pythagorean
Theorem.
For the website given below, solve for items 1 to 21( odd numbers only).
www.glencoe.com/sec/math/studytools/cgi-bin/msgQuiz.php4?isbn=1-57039-850-
X&chapter=8&lesson=5 – This is a 5-item self-check quiz about Pythagorean
Theorem
http://www.shodor.org/interactivate/activities/PythagoreanExplorer/ - Interactive
website determining the 3rd side of a right triangle using Pythagorean Theorem.
You can choose 3 levels of difficulty and check your answer by clicking the
corresponding icon and determine your score.
After you have browsed and answered the given questions in the different
sites, what do you think is the best way to solve problems involving triangle
similarity specifically Pythagorean Theorem?
How confident are you about using the Pythagorean Theorem? Check the box
that applies.
Description: In this activity you are to determine whether the given three numbers
represent a Pythagorean triple.
Given a set of three numbers, show that these represent a Pythagorean triple.
1. Fill in the table with the correct value and tell whether the set represents a
Pythagorean triple.
a b c a2 b2 c2 a2+b2 Is a2 + b2 = c2 ?
i. 3 4 5
ii. 6 8 10
iii. 5 12 13
iv. 7 24 25
v. 10 24 26
vi. 9 12 15
2. Explain why i, iii and iv above are more important than the others?
3. Observe the following triples.
3, 4, 5
5, 12, 13
7, 24, 25
4. What are the other two numbers in a triple if the smallest is 9? 11?13?
5. Do you think these set of numbers will guide and help solve problems
involving right triangles? Explain.
Answer:
1. Fill in the table with the correct value and tell whether the set represents a
Pythagorean triple.
2. Explain why i, iii and iv above are more important than the others? ii and vi
are multiple of i; v is a multiple of iii. i, iii and iv are important because they
are not multiples of the other triples.
3. Observe the following triples.
3, 4, 5
5, 12, 13
7, 24, 25
What can be said about the smallest number in the triple? The smallest
number in the triple is an odd number.
What is unique with the difference between the other number? The
difference between the other number is 1.
4. What are the other two numbers in a triple if the smallest is 9? 11?13? 9,
40, 41; 11, 60, 61; 13, 84, 85
We have learned that if three numbers satisfy the Pythagorean Theorem, they are
called Pythagorean triples. The numbers a, b, and c are a Pythagorean triple if,
a = m2 – n2
b = 2mn
c = m2 + n2
Where m and n are relatively prime positive integers and m>n.
Source:
www.ed.gov.nl.ca/edu/k12/curriculum/documents/mathematics/gr8/pythagorean_triples.p
df
One of the theorems in right triangle is the 30-60-90 Triangle Theorem. Read the
text below before performing Activity 4i to derive the 30-60-90 TriangleTheorem .
A
300
600 900
B D C
An equilateral triangle has three equal sides and three equal angles. Because the
sum of the measures of the angles in a triangle is 180o, the measure of each angle
in an equilateral triangle is 60o. If you draw a median from vertex A to side BC , the
median bisects the angle A. The median of an equilateral triangle separates it into
two 30-60-90 triangles. In the figure above AD is the median.
Procedures:
Step 3. Use the protractor to measure ACD A and CDA . Use the ruler to
measure AD and use the Pythagorean Theorem to find CD . Write the answers
for the measure of sides in simplest form. Use the table below to write the
needed data.
Step 5. From the activity, what can be deduced regarding the relationships
between the hypotenuse , the length of the shorter leg and the length of a longer
leg in a 30-60-90 triangle?
Answers:
Remember that the shorter leg is always opposite the 300 angle, and the
longer leg is opposite the 600 angle.
This further leads to the 30-60-90 Triangle Theorem, which states that in
a 30-60-90 triangle, the side opposite the 300 angle is half as long as the
hypotenuse and the side opposite the 600 angle is 3 times as long as the side
opposite the 300 angle.
After deriving the theorem, you are to derive the same theorem using the
geometric proof. You will be provided with statements and its corresponding
reasons as you go through its proof.
1
Prove : a. BC = AB
2
b. AC = 3BC
Figure:
Proof:
Statements Reasons
1. Right ΔABC with m∠A = 30, m∠B = 1. Given
60 and m∠C = 90
2. Let Q be the midpoint of AB 2. Every segment has exactly one
midpoint.
3. Construct, CQ the median to the 3. The Line Postulate/Definition of
hypotenuse. median of a triangle.
1 4. The Median Theorem
4. CQ = AB
2
5. AB = BQ + AQ 5. Definition of Betweeness
6. BQ = AQ 6. Definition of median of a triangle
7. AB = AQ + AQ 7. Substitution(5 and 6)
8. AB = 2AQ 8. Combining Similar Terms
1 9. Substitution( 4 and 8)
9. CQ = 2 AQ
2
10. CQ = AQ 10. Multiplicative Inverse
AB 2
AB2 = + AC2
4
3
AB 2 = AC2
4
3
AB AC
2
3
2( BC ) AC
2
3 BC AC
AC 3 BC
This further states that in a 30-60-90 triangle, the side opposite the 300 angle is
half as long as the hypotenuse and the side opposite the 600 angle is 3 times
as long as the side opposite the 300 angle..
Procedures:
Step 4. Repeat the steps 1 – 3 for squares using 6 cm long and 8 cm long.
Step 5. Make a conjecture about the length of the diagonal of a square with sides
7 cm long.
Step 6. From the activity, what can be deduced regarding the relationship of the
hypotenuse and the length of a leg in a 45-45-90 triangle?
Answer:
Side of a square m CAB m ACB m AC
4 cm 450 450 4 2
6 cm 450 450 6 2
8 cm 450 450 8 2
This further leads to the 45-45-90 Triangle Theorem which states that in a 45-
45-90 Triangle, an isosceles right triangle, the hypotenuse is 2 times as long
as either of the legs.
Figure:
Prove: c = x 2
Proof:
Statements Reasons
1. ΔABC is an isosceles triangle, 1. Given
with AC = BC = x, AB = c
and m C = 90.
2. c2 = x2 + x2 2. Pythagorean Theorem
You have just presented with the different theorems on right triangles, to further
understand the concepts and its derivation, visit the websites below
In this activity, you are to see how the theorems were discussed and derived
http://www.regentsprep.org/regents/math/algtrig/ATT2/PracSpecial.htm –
interactive website on Special Right Triangle.
http://www.mrperezonlinemathtutor.com/G/3_3_Using_30_60_90_and_45_45_90
_ratios.html – Discussion on Special Right Triangle.
http://exchange.smarttech.com/search.html?q=%20special%20right%20triangles
Questions to Answer:
After looking at the examples and browsing the websites, find out if you can
In this activity you will be solving problems involving right triangles and use the
concept of special right triangle theorems. After solving the given exercises,
answer the questions given at the end of the activity.
Figure M
a. u d. x
b. v e. y
c. w f. z
4. Draw and label a 30-60-90 triangle in which the sides are 5 inches, 10
inches and
5 3 inches.
5. www.shodor.org/interactivate/activities/PythagoreanExplorer/ - This is an
interactive site solving for the third side of a right triangle using Pythagorean
theorem. It has 3 levels of difficulty to choose from. Click the icons below
the figure to use its application.
6. http://www.themathlab.com/Algebra/pythagorean%20theorem%20intro%20to%2
0trig/pythagtest.htm - This is a treasure hunt website. It contains 9 problems
to be solved to answer the puzzle. The answers are given in the box for
you to choose from. After you have answered correctly all the problems,
the password will be used to claim your treasure.
Questions to Answer:
To check if you understood the lesson, fill up the table below to check your
understanding of the lesson about the Pythagorean Theorem.
Hypotenuse:
Pythagorean Theorem
The Formula:
Pythagorean Theorem
END OF FIRM - UP
In this section, the discussion was about the Pythagorean Theorem
and the Special Right Triangle theorems on how were these proven
and used in solving problems
Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion?
Which ideas are different and need revision? What new learning goal
should you now try to achieve?
Now that you know the important ideas about this topic, let’s go deeper
by moving on to the next section.
Problem No. 1. A company makes crayons that ”do not roll off tables” by shaping
them as triangular prisms with equilateral bases. Sixteen of these crayons fit into
a box shaped like a triangular prism that is 1 ½ inches wide. The crayons stand
on end in the box and the base of the box is equilateral. What are the dimensions
of each crayon?
You will be guided to solve the problems by answering the questions given
below.
Understand:
What are the given information and data of the problem?
What are the required data ?
How many crayons will fit into the box?
What shape will the box be?
Plan: What are the things you need to consider to solve for the problems?
Is sketching of the possible placement or position of the crayons needed? If so,
draw a sketch so that 16 crayons be accommodated in the box shaped like a
triangular prism.
How is the width of each crayon be determined?
Solve:
What should be the sketch drawing to show that the total number of crayons will
fill into the box?
If the width of the box is 1 ½ inches, so what is the width of one crayon? Answer
1 ½ ÷ 4 or 3/8 inch.
Draw an equilateral triangle representing one crayon. Its altitude forms the
longer leg of two 30-60-90 triangles. Using the theorem, find the approximate
length of altitude a.
3
a= 3
16
a ≈ 0.3 inch
3
Each crayon is or about 0.4 inch by about 0.3 inch
8
Check: Find the length of the box using the 30-60-90 Triangle Theorem. Then
divide by four, since the box is four crayons high. The result is a crayon height of
about 0.3 inch.
2. The walls in the ABC Recreation Center are being covered with wall paneling.
The doorway is 0.9 m wide and 2.5 m high. What is the widest rectangular panel
that can be taken through the doorway?
Plan:
What is your plan in solving the given problem?
How would you solve the problem?
The widest panel would be taken through diagonally, as shown in the figure.
Let x be the measure of the panel.
Solve:
What theorem will be used to solve the problem? Answer: Using Pythagorean
theorem to find x, (0.9)2 + (2.5)2 = x2. Solving for x, x ≈2.66 m. A width of 2.66 m
would be a tight fit. To allow extra clearance, a narrower panel could be chosen.
Check: To check that the obtained value is correct, let x = 2.66 m and substitute
it to the formula using Pythagorean Theorem. To accommodate the rectangular
panel enter the door, the value of x must be less than 2.66 m.
You have just presented how the problems were solved using the concept of
Pythagorean Theorem and the Theorems on Special Right Triangles. Summarize
how the process was made in the Plan, Understand, Solve and Check stages
based on the two problems presented.
In the next activity, solve the given problems by giving the necessary
information/data in the Plan, Understand, Solve and Check Stages.
It is time to look at another situation where the Pythagorean Theorem and Special
Right Triangle Theorems can be used to model real life problems. Use the
websites below and solve the given problems. In solving the problems, use the
table below and fill in the Plan, Understand, Solve and Check stages.
Problem
Plan
Understand
Solve
Check
Problem
Plan
Understand
Solve
Check
1. A rectangular picture
frame
Diagonal of the
frame is 12
2. Three pieces of
wood 65 cm, 72 cm,
and 97 cm long
3. a 15-feet ladder
m A 60
m A 45
4.
5.
2. Did you experience difficulty in framing a problem and solving it? Explain.
.
3. What generalization can you make about the Pythagorean Theorem and Special
Right triangle Theorems as given in the problems above?
4. How can we frame or compose and solve real-life problems involving the
theorems discussed?
.
5. What is the best way to solve problems involving Pythagorean Theorems and
Special Right triangle Theorems?
.
END OF DEEPEN
In this section, the discussion was about the real life application of
the Pythagorean theorem and theorems on Special Right triangles. Let
us revisit the problems you composed earlier. If there will be changes
in your answers, what would it be? Make your revision and give
necessary justification and report it through this link.
http://www.voki.com/create.php
Now that you have a deeper understanding of the topic, you are ready
to do the tasks in the next section.
What new realizations do you have about the topic? What new
connections have you made for yourself? What helped you make these
connections? Go back to the ARG Chart and accomplish the After
Discussion Column.
Direction: Answer the last column of the ARG by clicking on the AGREE or
DISAGREE column. Click A if you agree with the statement and click B if you
disagree. Please answer all items. Since this ARG was given in the Explore part,
if there are changes in the final answers explain the changes/correction made.
Cathy: f + e = d
Luisa : f2 = d2 + e2
Morgan: e2 = d2 – f2
To assess if you have mastered the knowledge and skills necessary in doing
your performance task, answer the Quiz below.
A. r2 = p2 + q2
B. p2 = r2 – q2
C. p2 = r2 + q2
D. q2 – r2 = p2
A. 20 cm C. 10.58 cm
B. 25 cm D. 16.25 cm
A. 26 in C. 34 in
B. 60 in D. 68 in
A. 12 units C. 18 units
B. B. 15 units D. 20 units
7. According to you company’s safety regulations, the distance from the base of a
ladder to a wall that it leans against should be at least one fourth of the ladder’s
total length. You are given a 20-foot ladder to place against a wall at a job site. If
you follow the company’s safety regulations, what is the maximum distance x up
the wall the ladder will reach, to the nearest tenth?
8. What is the length l of the hypotenuse of a 45-45-90 triangle if the leg length is
6 centimeters?
A. l = 12 2 cm B. l = 3 2 cm C. l = 6 2 cm D. l = 2 cm
10. A square mirror 7 ft on each side must be delivered through the doorway 3 ft x
6.5 ft. Can the mirror fit through the doorway?
A. No, because the door has a maximum of length of 6.5 ft.
B. No, because the measure of the side of the square mirror is more than the length
of the door.
C. Yes, because the given dimensions of the door and the mirror represent a
Pythagorean triple.
D. Yes, because the dimension of the square mirror can be entered through the
doorway in slant position.
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Now that you have a deeper understanding of the topic, you are ready to do the
performance task of this unit
As Architect you have been hired by a new couple to design their dream house.
They want to have four bedrooms, a living room, a garage, a stock room , a prayer
room, a music room and a library. Each room must be a quadrilateral whose
shape is different from the others. The floor area must not be more than 90 square
meters. Each part of the house must be tiled using not more than three different
quadrilaterals.
The roof must also be composed of quadrilaterals. The house must be elegant but
the design must be such that the owner will be able to maximize access to all
areas. The house will stand on the lot 12 by 14 meters.
Final product:
To reflect on the learning process you may now answer the reflection log.
Questions to Answer:
If there are some clarifications, write your questions and email it to your teacher
or post it in the discussion forum.
END OF TRANSFER:
In this section, your task was to make a scaled model of a house.
How did you find the performance task? How did the task help you see
the real world use of the topic?
You have completed this module. But before you end answer the post
assessment.
5. If you are to design a room in the attic of a Victorian style house which looks
like an isosceles triangle in the front and back view, furniture and fixtures
are also designed in such a way to maximize the space. The possible
thing/s which may happen includes the following;
1. The floor area is wider than the ceiling.
2. The ceiling is wider than the floor area.
3. The bed can be attached to the side wall.
4. The cabinets on the side wall are rectangular prisms.
A. 1 only
B. 2 only
C. 3 only
D. 4 only
A 12 B
D 6 C
Figure 1
Statement Reason
1. PQ RS Given
2. PQRS Given
3. PRS QRP Alternate Interior Angles
Theorem
4. PR = PR Reflexive Property
5. PQR RSP SAS
6. Q S ?
A. SSS Postulate
B. ASA Postulate
C. Definition of Congruent Angles
D. CPCTC
12. If photo 2 is a reduction of photo 1, what can you conclude about the
relationships of sides and angles?
A. Corresponding sides and corresponding angles are congruent.
B. Corresponding sides and corresponding angles are not congruent.
C. Corresponding sides and corresponding angles are proportionate.
D. Corresponding sides and corresponding angles are not proportionate.
13. You are required by your teacher to create a map from Manila to Bicol which
is about 400 km away from each other. Which of the following scales would
you consider such that your map would fit to a short type writing paper?
A. 1 in to 33 km C. 1 mm to 1250 m
B. 1 cm to 14 km D. 1 cm 1200 m
14. Given the figure below with triangles ABG, ACF and ADE and BG, CF and
DE parallel with one another, which postulate or theorem would you use to
show that the three triangles that make up the racecar window net are
similar? Justify your answer.
A. SAS -Because the corresponding two sides and the included angle are
congruent.
B. SAS -Because the corresponding two sides are proportionate and the
included angle is congruent.
C. SSS –Because the three corresponding sides are proportionate.
D. AA –Because there are at least two angles for each triangle are
congruent.
19. Which of the following lengths of the sides of a triangle determine a right
triangle?
A. 7, 9, 12
B. 8, 15, 17
C. 4, 5, 7
D. All of the above
A. m2 = n2 + p2
B. m2 = ½ n2 + 4 p2
C. m2 = n2 + 4p2
D. m2 = ½ n2 + 2p2
Parallelogram
A parallelogram is a quadrilateral with opposite sides parallel (and therefore
opposite angles equal).
Quadrilateral
A polygon with four sides.
Rectangle
A parallelogram whose angles are all right angles.
Rhombus
Plural rhombi or rhombuses, is a simple quadrilateral whose four sides have the
same length. Another name is equilateral quadrilateral, since equilateral means
that all of its sides are equal in length.
Square
A rectangle with four equal sides.
Base angles
The angles between a base and its adjacent side.
Bases
The parallel sides of a trapezoid.
Scalene trapezoid
A trapezoid with no congruent sides.
Isosceles trapezoid
A trapezoid with a pair of congruent legs.
Perpendicular bisector
A line/segment which divides a segment into equal parts and form right angles.
Perpendicular lines
Lines which intersect and form right angles.
Trapezium (US)
A quadrilateral with no parallel sides.
Trapezoid (US)
A quadrilateral with exactly one pair of opposite sides parallel.
Similar Triangles
Similar triangles are triangles that have the same shape but possibly different
size. In particular, corresponding angles are congruent, and corresponding sides
are in proportion.
AA Similarity Postulate
The angle-angle (AA) similarity test says that if two triangles have corresponding
angles that are congruent, then the triangles are similar. Because the sum of the
angles in a triangle must be 180°, we really only need to know that two pairs of
corresponding angles are congruent to know the triangles are similar.
Geometric Mean
The geometric mean between two positive numbers a,b is the number x such
that x = ab .
In other words, two sets of numbers are proportional if one set is a constant
times the other
Bass, Laurie E., et al. Geometry. Pearson Education South Asia Pte Limited.
Pearson Prentice Hall. 2005.
Oronce, Orlando A. & Mendoza, Marilyn O. E- math Geometry. Manila. Rex Book
Store, Inc. 2010.
Geometry Based on the 2002 BEC: 2002, The Bookmark, Inc.; Sr. Iluminada C.
Coronel, Antonio C. Coronel
GEOMETRY, Tools for a Changing World; 1998, Prentice Hall; Laurie Bass,
Basia Hall, Art Johnson, Dorothy Wood
GEOMETRY, Concepts and Applications; 2005 by The McGraw-Hill Companies,
Inc; Jerry Cummins, Tim Kanold, Margaret Kenny, Carol Maloy, Yvonne Mojica
Mathematics 8; 2006 by Nealson; Bernard Beales, Maria Bodiam, Doug Duff, et.
Al.
B. WEBSITES:
http://www.mathsisfun.com/geometry/quadrilaterals-interactive.html.
An interactive resource to study properties of quadrilaterals.
http://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.SH
AP&ID2=AB.MATH.JR.SHAP.SHAP&lesson=html/video_interactives/classificatio
ns/classificationsInteractive.html
This interactive mathematics resource explores the properties of triangles,
quadrilaterals and regular polygons and allows students to classify shapes based
on their properties. The resource includes print activities, solutions, learning
strategies, and a shape guessing game.
http://www.onlinemathlearning.com/properties-of-polygons.html
This site contains video lessons on the properties of trapezoids and kites.
http://www.youtube.com/watch?v=suiDK61jAc8
Gives a video on the Golden Triangle in real life.
http://goldenratiorocks.wordpress.com/golden-ratio-real-life-examples/
Gives examples o0f the use of Golden Ratio in real life.
http://www.youtube.com/watch?v=i2a4B4M5L1M
Watch how a rhombus can be used to make a flexible paper structure.
http://www.youtube.com/watch?v=S-nNib5HzUA
Gives another type of flexible paper structure.
http://www.youtube.com/watch?v=p9xKxEV1FkY
Demonstrate how to make an Origami Fireworks making use of rhombi shapes.
http://www.youtube.com/watch?v=knMEBSXM6WU
Demonstrate how to make use of rhombi to make an origami flexiball.
http://rhombusspace.blogspot.com/
Gives examples of art pieces using rhombi.
www.photoxpress.com/photos-skyscraper-lozenge-rhombus-4723361
Gives photos depicting how rhombi are used in architecture
http://www.shodor.org/interactivate/activities/Tessellate/
An interactive site for tessellation. Option for shape, color and changing corners
and edges are available,
http://www.ixl.com/math/geometry/properties-of-trapezoids
This site contains interactive exercises about trapezoids and their theorems.
http://www.mathopolis.com/questions/q.php?id=621&site=1&ref=/quadrilaterals.h
tml&qs=621_622_623_624_763_764_2128_2129_3230_3231
This site contains a quiz about quadrilaterals.
http://ph.images.search.yahoo.com/search/images;_ylt=A2oKiavkUe5SZRsAAji0
Rwx.?p=real-life+applications+of+trapezoids+and+kites&ei=utf-8&iscqry=&fr=sfp
This site contains pictures of real-life applications of trapezoids and kites.
http://www.google.com/url?sa=i&rct=j&q=designs%20using%20different%20trian
gles%20and%20quadrilaterals&source=images&cd=&cad=rja&docid=ZHtUpKb7
CtSd8M&tbnid=_4BboANCoJ0G_M:&ved=0CAMQjhw&url=http%3A%2F%2Fww
w.mathpuzzle.com%2FAug52001.htm&ei=bXHNUrCeBsyxrgeVk4HoBA&psig=A
FQjCNHLO5aKfHFDuC4OQ-24M5oWKkAA9Q&ust=1389277514813593
This site contains images of quadrilaterals particularly kites and trapezoid.
http://www.google.com/url?sa=i&rct=j&q=pictures%20of%20beams%20of%20ha
nging%20bridge&source=images&cd=&docid=&tbnid=&ved=0CAMQjhw&url=&ei
=Hm3NUpDSL4qJrAeW8IBQ&psig=AFQjCNHQ-BrH9gtvfkQPYCgllpXcyCtf-
Q&ust=1389280206982361
This site contains different ways of arranging trapezoid and quadrilateral in an
architectural design.
http://www.onlinemathlearning.com/properties-of-polygons.html
This site contains video lessons on the properties of trapezoids and kites.
http://www.ixl.com/math/geometry/properties-of-trapezoids
This site contains interactive exercises about trapezoids and their theorems.
http://www.mathopolis.com/questions/q.php?id=621&site=1&ref=/quadrilaterals.h
tml&qs=621_622_623_624_763_764_2128_2129_3230_3231
This site contains a quiz about quadrilaterals.
https://www.google.com.ph/#q=SIMILAR+PICTURES
This site contains picture of similarity.
http://www.youtube.com/watch?v=D8dA4pE5hEY
http://www.youtube.com/watch?v=2d578xHNqc8
http://www.youtube.com/watch?v=G8qy4f7GKzc
These sites contain videos which explain the concepts of proportion with step by
step procedure on how to solve problem related to the topic.
http://www.softschools.com/quizzes/math/proportion_word_problems/quiz3766.html
This site contains interactive quiz about proportion.
http://www.youtube.com/watch?v=EbN_tDggldA
This video contains detailed discussion about the proving of similar triangles (AA,
SAS, SSS).
http://www.youtube.com/watch?v=QCyvxYLFSfU
This video contains detailed discussion about the proving of similar triangles
(Right Triangle Similarity Theorem.)
http://www.youtube.com/watch?v=PXBFDBmBP0I
This website contains video which explains the step by step procedure in solving
problem related to similar triangles.
http://www.regentsprep.org/regents/math/geometry/MultipleChoiceReviewG/Tria
ngles.htm
This website contains interactive quiz about triangle similarity.
http://www.classzone.com/etest/viewTestPractice.htm?testId=4545
This website contains interactive quiz about triangle similarity.