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9
Mathematics 11
Quarter 3, Wk.5 - Module 5
Solving Problems Involving Parallelograms,
Trapezoids and Kites

Department of Education ● Republic of the Philippines

Math- Grade 9
Alternative Delivery Mode
Quarter 3, Wk.5 - Module 5: Solving Problems Involving Parallelograms,
Trapezoids and Kites
First Edition, 2020

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 9
Mathematics
Quarter 3, Wk.5 - Module 5
Solving Problems Involving
Parallelograms, Trapezoids and Kites

This instructional material was collaboratively developed and reviewed

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

Department of Education ● Republic of the Philippines

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 Table of Contents
What This Module is About...........................................................................................................i
What I Need to Know.....................................................................................................................ii
How to Learn from this Module....................................................................................................ii
Icons of this Module......................................................................................................................iii

What I Know..................................................................................................................................iii

Lesson 1:
Solving Problems Involving Parallelograms..........................................................1
What I Need to Know......................................................................................................1
What’s New ....................................................................................................................6
What Is It.............................................................................................................................8
What’s More .....................................................................................................................14
What I Have Learned......................................................................................................14
What I Can Do..................................................................................................................15

Lesson 2:
Solving Problems Involving Trapezoids....................................................................15
What’s In.............................................................................................................................15
What I Need to Know......................................................................................................16
What Is It .........................................................................................................................16
What’s More ...................................................................................................................19
What I Have Learned ………………………………………………………….20
What I Can Do ...............................................................................................................20

Lesson 3:
Solving Problems Involving Kites....................................................................................20
What’s In.............................................................................................................................20
What I Need to Know......................................................................................................21
What Is It .........................................................................................................................21
What’s More ...................................................................................................................22
What I Have Learned ………………………………………………………….23
What I Can Do ...............................................................................................................24

Summary........................................................................................................................ 25
Assessment: (Post-Test)...............................................................................................26
Key to Answers..............................................................................................................27
References..................................................................................................................... 29
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What This Module is About
Instill in mind the question “How useful are the quadrilaterals in dealing with real-life
situations?”. In this module, you will be given a chance to formulate and learn how to solve
problems involving parallelogram, trapezoids and kites, demonstrate understanding of the
lesson by doing some practical tasks.
This will also tell you about the properties of parallelograms, trapezoids and kites.
Furthermore, the module contains problems involving the median of a trapezoid, the base
angles and diagonals of an isosceles trapezoid, as well as problems involving the diagonals,
angles and sides of parallelograms and problems involving the diagonals and area of kites.

What I Need to Know

There are many ways to apply your understanding in parallelograms, trapezoids and
kites with the application of mathematics principles and concepts. This module is designed
for you to
 Solve problems involving the sides, angles and areas of parallelogram and
the special kinds of parallelogram.
 Solve problems involving the sides, median, angle and areas of trapezoid.
 Solve problems involving the diagonals and area of kite.
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 What I Know
Pre-Assessment
Directions: Find out how much you already know about this module. Please answer all items.
Take note of the items that you were not able to answer correctly and find the right answer
as you go through this module.

A. Multiple Choice

Choose the letter that you think best answers the question.

1. Its area is half of the product of the lengths of its diagonals.

a. rectangle c. trapezoid
b. square d. kite

For items 2-3, use the figure on the right.

Given 􀀀EASY is a parallelogram.

2. If 􀀀EASY is a rectangle, and EX = 9, then AY = ____.

a. 9 c. 27
b. 18 d. 36
3. If 􀀀EASY is a rhombus m∠SAY = 52, then m∠ASX
= ____.
a. 26° c. 90°
b. 38° d. 104°

For items 4-5, use the kite 􀀀PLAY.

4. 􀀀PLAY is a kite, what is the m∠PSY?

a. 45° c. 180°
b. 90° d. 360°
5. Find PA if the area of the kite is 60 sq. units when LY =20 and PA = x +4.
a. 2 c. 10
b. 6 d. 16
6. What is x in 􀀀FLIA if FA = 32, LI = 16 when MY = x +6?
a.48 c. 18
b. 24 d. 12

7. Given rectangle ABCD with diagonals AC and BD intersect at E. AE = 15x – 6 and

CE = 12x + 9. What is BD?
a. 5 c. 69
b. 10 d. 138
8. Given parallelogram 􀀀PRAY with m∠P = (14x - 8)° and m∠Y = (6x - 12)°, what is
the m∠A?
a. 10° c. 90°
b. 48° d. 132°
9. A 􀀀FOUR is an isosceles trapezoid, FO and UR are the bases. What is the m∠O if
m∠U = (5x + 2)° and m∠R = (6x – 3)°?
a. 5° c. 54°
b. 27° d. 153°
10. The perimeter of a parallelogram is 34 cm. If a diagonal is 1 cm less than its length
and 8 cm more than its width, what are the dimensions of this parallelogram?
a. 4 cm × 13 cm c. 6 cm × 11 cm
b. 5 cm × 12 cm d. 7 cm × 10 cm

iii
iv
 B. Check Me Out

Indicate with a check (✓) mark in the table below the property that corresponds
to the given quadrilaterals.

Quadrilaterals

Parallelogram

Trapezium
Property

Rectangle

Trapezoid
Rhombus

Square

Kite
1. All sides are congruent
2. Two pairs of opposite sides are congruent
3. Two pairs of opposite sides are parallel
4. All angles are right angles
5. Opposite angles are supplementary
6. Two pairs of opposite angles are congruent
7. Diagonals are congruent
8. Diagonals are perpendicular to each other
9. Exactly one pair of sides is parallel
10. No sides are parallel

v
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vi
 Solving Problems Involving
Lesson Parallelograms
1
What I Need to Know

In this lesson, you will learn the conditions that guarantee that a quadrilateral is a
parallelogram. After which, you will be able to determine the properties of a parallelogram &
properties of diagonals on special quadrilaterals and use these to find measures of angles,
sides, and other quantities involving parallelograms.

What’s In

Let’s start this module by answering the following activities to help you refresh your
mind the properties of quadrilaterals.

Activity 1: Which is Which?

Identify whether the following quadrilaterals are parallelograms or not. Put a check mark (✓)
under the appropriate column and answer the questions that follow.

Quadrilateral Parallelogram Not Parallelogram

1. trapezoid
2. rectangle
3. rhombus
4. square

Process Questions:
1. Which of the quadrilaterals are parallelograms? Why?
2. Which of the quadrilaterals are not parallelograms? Why?

You’ve just determined kind of quadrilaterals that are parallelograms. Before

discussing the properties of parallelogram let check your readiness in Activity 2.

What’s New

Activity 2: Check Your Guess.

Write TRUE if your guess on the statement is true, and write FALSE if your guess is false in
the second column.

7
 Statement My Guess (True or False)
1. A quadrilateral is a parallelogram if both pairs of
opposite sides are parallel.
2. A quadrilateral is a parallelogram if both pairs of
opposite sides are congruent.
3. A quadrilateral is a parallelogram if both pairs of
opposite angles are congruent.
4. A quadrilateral is a parallelogram if any two
consecutive angles are complementary.
5. A quadrilateral is a parallelogram if exactly one pair of
adjacent sides is perpendicular.
6. A quadrilateral is a parallelogram if one pair of
opposite sides are both congruent and parallel.

This time, you are ready to learn more about quadrilaterals that are parallelograms
from a deeper perspective. Answering Activity 3 will help you.

Activity 3: Draw Me a Parallelogram

Do the following.

1. On a graphing paper, draw a parallelogram similar to the one below. Name your
parallelogram ABCD.

2. Draw diagonal AC ´ . What do you notice?

3. Using a protractor, find the measures of the opposite angles of parallelogram ABCD.
Are the angles congruent?
4. Using a protractor, find the measures of each pair of non-opposite angles. Add their
measures. Are the angles supplementary?
5. Using a ruler, find the lengths of each pair of opposite sides. Are their lengths equal?
6. Draw diagonal BD ´ . What do you notice?

Were you careful in doing the above activity? You actually described inductively
the following properties of a parallelogram and the conditions that guarantee that a
quadrilateral is a parallelogram.

8
 What Is It

Quadrilaterals that are Parallelograms

Conditions that Guarantee that a Quadrilateral is a Parallelogram

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

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

Now that you already know the properties of a parallelogram, you can use these in
solving the following problems.

Example 1: Quadrilateral JACK is a parallelogram. If m ∠ K = 110 , what is m ∠ A?

K C

J A
Solution:
Step 1: Opposite angles of a parallelogram are congruent. Hence, ∠ A ≅ ∠K
. Then, m ∠ A = m ∠K (Congruent angles have equal
measures)
Step 2: Replace m ∠ K with 110. Then,
m ∠ A = 110 .
Therefore, the measure of ∠ A is 110° .

Example 2: NCOV is a parallelogram. If m∠V = x + 15 and m∠C = 40, what is x?

N C

V O
Solution:
Step 1: Opposite angles of a parallelogram are congruent. Hence, ∠V ≅ ∠C.
Then, m∠V = m ∠C (Congruent angles have equal measures)
Step 2: Substitute the values of ∠V and ∠C. Then, solve for x.
m∠V = m ∠C
x + 15 = 40
Therefore, x is 25.
x = 40 - 15
x = 25
9
10
Example 3: The figure below is a parallelogram. If m∠O = 2x + 10 and m∠E = x + 30.
What is the m∠O?
E V

L O
Solution:
Step 1: Opposite angles of a parallelogram are congruent. Hence, ∠O ≅ ∠E.
Then, m∠O = m ∠E (Congruent angles have equal measures)
Step 2: Substitute 2x + 10 for m∠O and x + 30 for m∠E. Then, solve for x.
m∠O = m ∠E
2x + 10 = x + 30
2x - x = 30 - 10
x = 20
Step 3: Substitute 20 for x in m∠O = 2x + 10 to solve for m∠O.
m∠O = 2x + 10
m∠O = 2(20) + 30
m∠O = 40 + 10
m∠O = 50
Therefore, the measure of ∠O is 50° .

Example 4: Quadrilateral ABCD is a parallelogram. If m∠A = 60, what is m∠B?

D C

A B
Solution:
Step 1: Non-opposite angels of a parallelogram are supplementary ∠A and ∠
B are supplementary m∠A + m∠B = 180.
Step 2: Substitute 60 for m∠A and solve for m∠B
m∠A + m∠
= 180
B
60 + m∠B = 180
m∠B = 180 - 60
m∠B = 120
Therefore, the measure of
angle B is 120° .

Example 5: Quadrilateral LATE is a parallelogram. If m∠L = x – 60 and m∠E = 2x,

What is m∠E?
L A

E T
Solution:
Step 1: Non opposite angles of a parallelogram are supplementary ∠E
and ∠A are supplementary m∠L + m∠E = 180
Step 2: Substitute x – 60 for m∠L, and 2x for m∠E

11
 m∠L + m∠E = 180
x – 60 + 2x = 180
x + 2x = 180 + 60
3x = 240
3x 240
=
Step 3: 3 3 Substitute 80 for x in m∠
E = x – 60. Then solve for x = 80 m∠E.
m∠E = x - 60
m∠E = 80 - 60
m∠E = 20
Therefore, the measure of angle E is 20°.

Example 6: In the parallelogram below, m∠M = 2x and m∠T = 4x – 80. What is m∠A?
H T

Solution: M A
Step 1: Opposite angles of a parallelogram are congruent. Hence, ∠M ≅ ∠T
Then, m∠M ¿ m∠T (Congruent angles have equal measures)
Step 2: Substitute 2x for m∠M and 4x – 80 for m∠T. Then solve for x.
m∠M = m∠T
2x = 4x - 80
2x – 4x = -80
-2x = -80 (divide both sides by -2)
x = 40
Step 3: Substitute 40 for m∠M = 2x
m∠
= 2x
M
m∠
= 2(40)
Step 4: Non- M opposite angles of a parallelogram
are supplementary ∠M and m∠ ∠A are supplementary m
= 80
∠M + m∠A = 180 M
Step 5: Substitute 80 for m∠M and solve for m∠A.
m∠M + m∠
= 180
A
80 + m∠A = 180 - 80
m∠A = 100 Therefore, the measure of
angle A is 100°.

Example 7: Quadrilateral FELY is a parallelogram. If FY = 14 cm long, how long is

´ ?
side LE F E

Solution: Y L

Step 1: ´ ≅ LE
Opposite sides of a parallelogram are congruent. Hence, FY ´ .
´ ´
Then, FY = LE (Congruent segments have equal lengths)

12
 Step 2: Substitute 14 for FY in the equation FY = LE
LE = 14
Therefore, LE is 14 cm long.

Example 8: Quadrilateral GEOM is a parallelogram. If MO = 2x + 3 and GE = 4x – 15.

What is MO? M O

G E
Solution:

Step 1: Opposite sides of a parallelogram are congruent. Hence, MO´ ≅ GE

´ .
´ ´
Then, MO ¿ GE (Congruent segments have equal lengths)
Step 2: Substitute 2x + 3 for MO and 4x – 15 for GE. Solve for x.
MO = GE
2x + 3 = 4x – 15
2x – 4x = -15 – 3
-2x = -18 (divide both sides by -2)
x = 9
Step 3: Substitute 9 for x in MO = 2x + 3
MO = 2x + 3
MO = 2(9) + 3
MO = 18 + 3
MO = 21 Therefore, the
´
length of MO is 21 units.

Example 9: ´ ?
FERN is a parallelogram. If FR = 12 cm, what is the length of FS
F E

Solution: N R

The diagonals of a parallelogram bisect each other.

´ bisects FR
Thus, NE ´ . We can say that FS is half of FR.
1
FS =
2 ● FR
1
FS =
2 ● 12
FS = 6
Therefore, the length of FS is 6 cm.

´ and RY
Example 10: Quadrilateral PRAY is a parallelogram with diagonals PA ´ intersecting
at G. If YG = 3x – 7 and GR = x + 21, find YG.
Solution:
Step 1: Draw the figure.
Y A

P 13 R
 Step 2: The diagonals of a parallelogram bisect each other. Thus YG = GR.

Step 3: Substitute 3x – 7 for YG and x + 21 for GR in the equation YG = GR.

YG = GR
3x – 7 = x + 21
3x - x = 21 + 7
2x = 28 (divide both sides by 2)
x = 14
Step 4: Substitute 14 for x in the equation YG = 3x – 7.
YG = 3x - 7
YG = 3(14) - 7
YG = 42 - 7
YG = 35

Therefore, the length of YG is 35 units.

The Properties of the Diagonals of Special Quadrilaterals

A diagonal of a quadrilateral is a segment which connects any two non-consecutive
vertices. In the following quadrilateral, AC and BD are the diagonals.
D C

A B
The following are the properties of the diagonals of special quadrilaterals.
1. The diagonals of a rectangle are congruent.
2. The diagonals of a square are congruent.
3. The diagonals of a square are perpendicular
4. Each diagonal of a square bisects a pair of opposite angles.
5. The diagonals of a rhombus are perpendicular.
6. Each diagonal of a rhombus bisects a pair of opposite angles
E V

Example 11: The figure at the right is a rectangle.

If the diagonal LV = 2x the diagonal
OE = 12 cm, find x.
Solution: L O
Step 1. The diagonals of a rectangle are congruent. Hence, LV´ ≅ OE ´ . Then,
´ = OE
LV ´ since congruent segments have equal lengths.
Step 2. Substitute 2x for LV ´ . Then solve for x.
´ and 12 for OE
´ = OE
LV ´
2x = 12 D C
x = 6
Therefore, the value of x is 6 cm.

Example 12: Quadrilateral ABCD at the right is a square. Find m∠CAB.

Solution: A B
Step 1: Quadrilateral ABCD is a square and a square is a rectangle.
Therefore, m∠DAB = 90.

14
 Step 2: But each diagonal of a square bisects a pair of opposite angles.
1
Hence, m∠CAB = 2 m∠DAB
1
Step 3: Substitute 90 for m∠DAB. m ∠CAB = (90) = 45. Therefore, the
2
measure of ∠CAB is 45°.

Example 13: 􀀀EDNA is a square. If m∠END is 3(x +5), what is x?

Solution:
Step 1: m∠DCB = 90 since 􀀀ABCD is a square
Step 2: Each diagonal of a square bisects a pair of opposite angles. Hence,
m∠ACB=45. 3(x + 5) = 45
3x + 15 = 45
3x = 45 - 15
3x = 30
x = 10
D C
Therefore, the value of x is 10 units.

Example 14: The figure at the right is a rhombus.

If m ∠CAB = 30, what is the m∠CAD?

Solution: A B
Step 1. Each diagonal of a rhombus bisects pair of opposite angles.
m∠CAD = m∠CAB
Step 2. Substitute 30 for m ∠CAB in the above equation m∠CAD = 30.
Therefore, the measure of ∠CAD is 30°.
H T
Example 15: Quadrilateral BETH is a rhombus. If m∠TBE = 35, what is m∠HEB?
M
Solution:
Step 1. The diagonals of a rhombus are perpendicular.
Hence, ∠BME is a right angle and its measure is 90°.
So, m∠BME = 90 B E
Step 2. The sum of the measures of the angles of a triangle is 180°
m∠TBE + m∠BME+ m∠HEB = 180
Step 3. Substitute 35 for m∠TBE and 90 for m∠BME in the above equation.
m∠TBE + m∠BME+ m∠HEB = 180
35 + 90 + m∠HEB = 180
125 + m∠HEB = 180
m∠HEB = 180 - 125 D C
m∠HEB = 55
M
Therefore, the measure of the ∠HEB is 55°.

Example 16: 􀀀 ABCD is a rhombus. If AM = 16 cm, what is the length of CM?

A B
Solution:

Step 1: The diagonals of a rhombus bisect each other. Hence, CM = AM

Step 2. Substitute 16 cm for AM in the above equation. Therefore, CM = 16 cm.

After applying the different properties of a parallelogram and properties of the

diagonals of special quadrilaterals, you are now ready to answer more problems involving
parallelograms. You should always remember 15 what you have learned in the past. It pays
best to instill in mind what had been taught. Now, prepare for the next activities.
 What’s More

Activity 4: Find my Measure.

Answer the following problems below. Show your complete solutions. Write your answers in
your activity notebook.
A. Quadrilateral ABCD is a parallelogram. The diagonals are AC and BD that intersects
at E.
1. If AB = x + 6 and CD = 14, what is x?
2. If BE = 2x and DE = 6, what is x?
3. If AD = 4x + 15 and BC = 2x + 21, then what is the length of AD?
4. If AE = 15 and CE = x + 4, what is x?

B. 􀀀 ABCD is a rectangle with diagonals AC and BD.

5. AC = 2x + 15, BD = 3x + 10. Find AC.
6. BD = 6x + 5, AC = 5x + 14. Find BD.

´ intersects at I.
C. 􀀀 FERM is a rhombus. ḾE and FR
7. If m∠IFE = x +20, m∠IEF = x + 26, find x.
8. If m∠IMR = 4x + 20, m∠IRM = 2x + 10, find x.

D. 􀀀 BETH is a square and M is the intersection of the diagonals.

9. If BM = x + 12, EM = 2x – 20, what is the length of HE´ ?
´ ?
10. If HM = 44 – x, TM = 4 + 3x, what is the length of BT

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

What I Have Learned

Activity 5: Show Me What You’ve Got!

Solve each problem completely and accurately on your activity notebook. Show your solution
and write the properties you applied to justify each step in the solution process. You may
illustrate each given, to serve as your guide. Be sure to box your answer.

Quadrilateral MECQ is a parallelogram.

a. If m∠M= x + 15 and m∠C = 2x + 5, what is m∠M?

b. If ME = 3y + 3 and QC = y + 13, how long is QC
´ ?
c. 􀀀MECQ is a rectangle and its perimeter is 56 cm. One side is 5 cm less than twice
the other side. What are its dimensions and how long is its area?
d. What is the perimeter and the area of the largest square that can be formed from
rectangle MECQ in item c?

16
17
 What I Can Do

Activity 6: Create Me a Parallelogram.

Do as directed.

Create a problem and/or draw a parallelogram picture frame with unknown

measurement of angles/sides Show and solve one of the properties of a parallelogram.

4 3 2 1
Demonstrate well
Understanding and Demonstrate the Demonstrate limited
understanding and
applying the concept understanding and understanding and
applying the of
learned applying of concept applying of concept
concept
Shows a good
Shows a well- Shows a problem with
problem, with correct
constructed problem, appropriate solution
Construction and and appropriate
with correct and and/or discussion but
presentation of solution and/or
appropriate solution somehow needs
problem and solution discussion but
and/or discussion. improvement
somehow needs
improvement.

Solving Problems Involving

Lesson Trapezoid
2
What’s In

Another kind of quadrilateral that is equally important as parallelogram is the

trapezoid. A trapezoid is a quadrilateral with exactly one pair of parallel sides. The parallel
sides of a trapezoid are called the bases and the non-parallel sides are called the legs. The
angles formed by a base and a leg are called base angles.

Let’s start this lesson by answering the following activities to help you refresh the
properties involving trapezoids.

Activity 7: Draw Me a Trapezoid.

If the length of the upper base of a trapezoid is 4 cm, and the lower base is 6 cm, what do
you think is the length of the median?

Do the following:

18
 1. Using a ruler draw a segment 4 cm long. Name the segment HT ´ .
2. Draw another segment 6 cm long parallel to segment HT ´ . Name the segment ḾA .
3. Connect points H and M.
4. Connect points T and A.
5. Using a ruler, carefully determine the midpoints of HM ´ . Name the midpoint of
´ and TA
´ and TA
HM ´ as G and E, respectively.
6. Connect points G and E. Carefully measure the length of ´¿.

What did you discover? Did you discover that:

´ and ḾA .
a. ´¿ is parallel to HT
1 ´
b. GE
´ = ( HT + MA
´ )
2

Activity 8: Draw Me an Isosceles Trapezoid.

Do the following.

1. Using a ruler, draw isosceles trapezoid ABCD with base angles, ∠A and ∠B, on a
graphing paper.
2. Using a protractor, find the measures of ∠A and ∠B. What do you notice?
3. Find also the measure of ∠D and ∠C. What do you notice?
4. Draw the diagonals AC and BD. Using a ruler, find their lengths. Are the lengths
equal?

What did you discover? Perhaps you discovered the following

a. The base angles of an isosceles trapezoid are congruent.
b. The diagonals of an isosceles trapezoid are congruent.

What I Need to Know

In this lesson, you will be able to apply the properties involving trapezoid in finding
the length of the sides, the area, and the measure of the angles of the trapezoid.

What Is It
Trapezium and Isosceles Trapezoid

19
 A trapezoid, in plane geometry, is a quadrilateral (four-sided) figure with two parallel
sides, or bases, of unequal length. The perpendicular distance between the bases is known
as the altitude. The sides that are not parallel are called legs, and a line from the midpoint of
one leg to the midpoint of the other is called the median. The multiplication of the altitude
and the median yields the area of the trapezoid. When the legs of a trapezoid are of equal
length, the figure is called an isosceles trapezoid.

In an isosceles trapezoid,
 the legs are congruent
 the base angles are congruent
 the diagonals are congruent
The median of a trapezoid is parallel to the bases.
The length of the median is one-half of the sum of the lengths of the two bases.
upper base + lower base
 To find the median of a trapezoid:
2
The sum of all the angles of a trapezoid is 360°.
Theorems related to isosceles trapezoids as follows:
 The base angles of an isosceles trapezoid are congruent.
 Opposite angles of an isosceles trapezoid are supplementary.
 The diagonals of an isosceles trapezoid are congruent.

Example 1: ´ . If DC = 8 cm and AB = 14 cm, find EF.

ABCD is a trapezoid with median EF

D 8 C

E F

14
A B

Solution:
1
Step 1: Write the formula. EF = 2 (AB + DC)
Step 2: Substitute the values of DC and AB into the formula. Solve for EF.
1
EF = 2 (14 +
8)
1
EF =
2 (22)
EF = 11
Therefore, the length of EF is 11 cm.

Example 2: ABCD is a trapezoid with median EF. If DC = x + 5, EF = 2x + 1 and

AB = 4x – 10, find EF.
D x+5 C

E 2x + 1 F

A 4x – 10 B

Solution:

20
 Step 1: Write the formula.
1
EF = 2 (AB + DC)
Step 2: Substitute the values of EF, AB and DC into the formula. Solve for x.
1
2x + 1 = 2 (4x – 10 + x +
5)
1
2x + 1 =
2 ( 5x –5)
2(2x +1) = 5x – 5
4x + 2 = 5x – 5
4x – 5x = -5 – 2
-x = -7
Step 3: Substitute x = 7 7 for x. Solve for EF
EF = 2x + 1
EF = 2(7) + 1
EF = 14 + 1
EF = 15
Therefore, the length of EF is 15 cm.

Example 3: In isosceles trapezoid ABCD with A and B as base angles.

If mA = x + 20 and mB = 2x. Find mA.
D C

A B
Solution:
Step 1: Base angles of an isosceles trapezoid are congruent. Hence,
A  B. Then, mA = mB (the measures two angles congruent
are equal)

Step 2: Substitute x + 20 for mA and 2x for mB.

x + 20 = 2x
x – 2x = -20
x = 20
Step 3: Substitute 20 for x in mA = x + 20. Then solve for mA.
mA = x + 20
= 20 + 20
mA = 40
Therefore, the measure of A is 40˚.

Example 4: In isosceles trapezoid ABCD, AC = 4x + 4 and BD = 2x + 10. What is the

length of AC?
D C

A B
Solution:
21
 Step 1: The diagonals of an isosceles trapezoid are congruent. Hence,
AC  BD. Then, AC = BD (Congruent segments have equal lengths)
Step 2. Substitute 4x + 4 for AC and 2x + 10 for BD.
4x + 4 = 2x + 10
4x – 2x = 10 – 4
2x = 6
x = 3

Step 3: Substitute 3 to AC = 4x + 4 = 4(3) + 4 = 12 + 4 = 16.

Therefore, the length of AC is 16.

Example 5: Find the longer base of a trapezoid with shorter base 5, height 4 and area 24
square units.

Solution:
Step 1: Draw and label the figure. Represent the longer leg by x.
5

A = 24 4

Step 2: Substitute the data in the formula.

1
A = 2 h( b1 + b2)
1
24 = 2 (4)( x + 5)
24 = 2( x + 5)
2(x + 5 ) = 24
2x + 10 = 24
2x = 24 – 10
2x = 14
x=7
Therefore, the longer base is 7 units.

You’ve just applied the different properties/theorems concerning trapezoid. Now,

you are now ready to answer the next activities.

What’s More

Activity 9: You Can Do it!

Answer the following problems below. Show your complete solution in your activity
notebook.

´ .
1. KLMN is a trapezoid with median OP
a. If OP = 22, NM = x + 4, and KL = x + 8, what is NM?
b. If OP = 24, NM = x – 3 and KL = x + 7, what is KL?

2. ABCD is an isosceles trapezoid.

a. If mA = 2x + 10 and mB = 3x – 20 what is mA?

22
 b. If mA = 2x + 15 and mB = 4x – 11 what is mB?
c. If mD = x + 15 and mC = 2x –85 what is mD?
d. If mC = 3y + 12 and mD = 2y + 50, what is mC?

What I Have Learned

Activity 10: Let’s Solve More!

Solve each problem completely and accurately on your activity notebook. Show your solution
and write the properties you applied to justify each step in the solution process. You may
illustrate each given, to serve as your guide. Be sure to box your answer.

Quadrilateral NCOV is an isosceles trapezoid with NV || CO. PH is its median.

1. If CO = 3x – 2, NV = 2x + 10 and PH = 14, how long is each base?
2. If m∠N = 2x + 5 and m∠C = 3x – 10, what is m∠V?
3. One base is twice the other and PH is 6 cm long. If its perimeter is 27 cm, how long
is each leg?
4. PH is 8.5 in long and one leg measures 9 in. What is its perimeter if one of the
bases is 3 in more than the other?

What I Can Do

Activity 11: Attic Making.

Do as directed.

Create a problem and/or draw an attic of the house has unknown measurements.
Show and solve that the midsegment of a triangle is half of the base.

4 3 2 1
Demonstrate well
Understanding and Demonstrate the Demonstrate limited
understanding and
applying the concept understanding and understanding and
applying the of
learned applying of concept applying of concept
concept
Shows a good
Shows a well- Shows a problem with
problem, with correct
constructed problem, appropriate solution
Construction and and appropriate
with correct and and/or discussion but
presentation of solution and/or
appropriate solution somehow needs
problem and solution discussion but
and/or discussion. improvement
somehow needs
improvement.

Solving Problems Involving

Lesson Kites
3
23
 What’s In

Have you ever experienced making a kite? Have you tried joining a kite festival in
your community?

A kite is defined as quadrilateral with two pairs of adjacent and congruent sides. Note
that a rhombus (where all adjacent sides are equal) is a special kind of kite.
.
Let’s start this lesson by
answering the following Activity 12: Cute Kite.
activities to help you
Do the following:

1. Draw kite CUTE where UC ´ ≅ UT ´ and CE ´ ≅ TE

´ like what is shown at the
´ and UE
right. Consider diagonals CT ´ that meet at X.
2. Measure each of the angles about point X.
a. What is the measure of each angle?
b. What kind of angle is formed by the intersecting diagonals? U
c. What is true about the lines that form right angle?
3. Describe this property of this kite with respect to the segments formed by
intersecting diagonals.

What I Need to Know

In this lesson, you will be able to apply the properties involving kite in finding the area
of the kite.

What Is It

There are two theorems related to kites as follows:

 In a kite, the perpendicular bisector of at least one diagonal is the other diagonal.
 The area of a kite is half the product of the lengths of its diagonals.

Example 1: The perimeter of a kite is 64 cm. The length of one of its sides is 14 cm more
than half the length of another. Find the length of each side of the kite.

Solutions:
Step 1: Let x be the length of one side of a kite. The length of the other side is
1
2 x + 14.
Step 2: Since consecutive sides of a kite are congruent. Then the perimeter is
1
Perimeter = 2(x) + 2 ( 2 x + 14)
Step 3: Solve for x.
1
=
Perimeter 2(x) + 2 ( 2 x + 14)

24
 1
64 =
2x + 2 ( 2 x + 14)
64 = 2x + x + 28
64 – 28 = 2x + x
36 = 3x (divide both sides by 3)
x = 12
1
Step 4: Substitute 12 in 2 x + 14.
1
2 (12) + 14 = 6 + 14 = 20
Therefore, the length of the sides of the kite are 12 cm and 20 cm.

Example 2: The diagonals of a kite have lengths of 13 cm and 9 cm. Find the area of the
kite.
Solution:
The area of a kite is half the product of the lengths of its diagonals. Therefore,
1
the area is 2 (13)(9) = 58.5 square centimeters.

Example 3: The area of a kite is 180 cm 2 and the length of the diagonal is 36 cm. How
long is the other diagonal?
Solution:
Step 1: Let d1 = 36 cm and x be the d2.
Step 2: Substitute the given to the area formula of kite.
1
A = 2 (d1 ●
d2)
1
180 = 2 (36)
(x)
180 = 18x Therefore, the length of
the other diagonal is x = 10 10 cm.

What’s More

Activity 15: Play a Kite

Consider the figure that follows and answer the given questions.
A. Quadrilateral PLAY is a kite.

1. Given: PA = 12 cm; LY = 6 cm
Questions:
 What is the area of kite PLAY?
 How did you solve for its area?
 What theorem justifies your
answer?
M
2. Given: Area of kite PLAY = 135 cm2; LY =
9 cm 1
Questions:
 How long is PA?
L
 How did you solve for PA? 3N
25
 K

 What theorem justifies your answer above?

B. Consider kite KLMN on the right.
1. If LM = 6, what is MN?
2. If LN = 7 cm and KM = 13 cm, what is the area?
3. If m∠1 = 31, what is the m∠LMN?
4. If m∠2 = 22, what is the m∠3?
What I Have Learned

Activity 16: Like ko si Kite.

Solve each problem completely and accurately on your activity notebook. Show your solution
and write the properties you applied to justify each step in the solution process. You may
illustrate each given, to serve as your guide. Be sure to box your answer.

Quadrilateral LIKE is a kite with LI ≅ IK and LE ≅ KE.

1. LE is twice LI. If its perimeter is 21 cm, how long is ´¿?
2. What is its area if one of the diagonals is 4 more than the other and IE + LK = 16
in?
´ and LK
3. IE = (x – 1) ft and LK = (x + 2) ft. If its area is 44 ft2, how long are IE ´ ?

Activity 15: Find the Right Word

To identify the appropriate word/s that best describe the properties of quadrilaterals.
Use the words from the Answer Bank below to complete the story about.

Mary and her lessons on Geometry. One word may be used several times. Mary's
Geometry teacher announced that the class would have a quiz on quadrilaterals the next
day. That night Mary began to study.
She noted that there are six classifications of quadrilaterals and they are named
according to their properties. When all angles of a quadrilateral are right angles, it is a
___________. In any ___________, ___________, or ___________, diagonals are
perpendicular to each other. ___________ are line segments that joins two nonconsecutive
vertices of a quadrilateral. She remembered what her teacher said that a square is a
parallelogram with four ___________ and four ___________. From this definition, she
understood that a square is either a ______________ or a ____________. If all sides of a
parallelogram are congruent, then the parallelogram is a ____________. Besides the
general properties of quadrilaterals, the parallelogram has some properties of its own. Its
opposite _________ and _________ are congruent.
When a quadrilateral has exactly one pair of parallel sides, it is a _______________.
A trapezoid is said to be an _________________ when the legs are congruent, the base
angles are congruent and the diagonals are congruent. A quadrilateral with no parallel sides
is called ____________.
There is one more quadrilateral that Mary noted. A _________ is a quadrilateral with
two distinct pairs of adjacent, congruent sides. Like a rhombus, the diagonals of a kite are
____________________ to each other. Finally, she kept in her mind that the sum of the
__________ interior angles of every quadrilateral is ______.
The next day, Mary felt confident when taking the quiz.

ANSWER BANK
rhombus rectangle Square
diagonals congruent sides kite
trapezoid angles congruent angles
perpendicular four sides

26
360° isosceles trapezium

27
 What I Can Do

Activity 16: Kite Making.

Read and understand the situation below then answer or perform what are asked. Show
your answer on your activity notebook.

Bryan, your classmate, who is also an SK Chairman in your Barangay Maria Cristina,
organized a KITE FLYING FESTIVAL. He informed your school principal to motivate
students to join the said KITE FLYING FESTIVAL.
1. Suppose you are one of the students in your barangay, how will you prepare the
design of the kite?
2. Make a design of the kite assigned to you.
3. Illustrate every part or portion of the kite including their measures.
4. Using the design of the kite made, determine all the mathematics concepts or
principles involved.
Poor Fair Good
Criteria
(1 pt) (2 pts) (3 pts)
Design is functional Design incorporates artistic
Design is basic, lacks
and has a pleasant elements and is original and
originality and
visual appeal. Design well elaborated. Engineering
Design elaboration. Design is
includes most parts of a design is well detailed for
not detailed for
kite. Design lacks some construction including four
construction.
details. parts of a kite.
Plan is well thought out.
Plan is perfunctory. It Problems have been
Overall planning is
presents a basic design addressed prior to
random and
but is not well thought construction. Measurements
incomplete. Student
Planning out. Contains little are included. Materials are
is asked to return for
evidence of forward listed and gathered before
more planning more
thinking or problem construction. Student works
than once.
solving. cooperatively with adult
leader and plans time well.
Work time is focused.
Work time is not used Construction is of excellent
well. Construction is Work time is not always quality. All components of the
haphazard. Framing focused. Construction kite are present. Care is
is loose. Covering is is of fair quality. All taken to attach pieces
Construction not even and tight. components of a kite carefully. Materials are used
Not all components of are present. Materials resourcefully. Student
a kite are present. may not be used eagerly helps others when
Materials not used resourcefully. needed. Student works
resourcefully. cooperatively with adult
leader.

Summary  diagonals bisect the angles

at each vertex
SQUARE RHOMBUS
In any square: In any rhombus:
 opposite sides are parallel  opposite sides are parallel
 all sides are equal in length  opposite angles are equal in
 all angles are right angles size
 diagonals bisect each other  diagonals bisect each other
at right angles at right angles

28
  diagonals bisect the angles
at each vertex TRAPEZOID
In any trapezoid:
RECTANGLE  one pair of opposite sides is
In any rectangle: parallel
 opposite sides are equal in
length ISOSCELES TRAPEZOID
 diagonals are equal in length In an isosceles trapezoid:
 diagonals bisect each other  the legs are congruent
 the base angles are
congruent
 the diagonals are congruent.

PARALLELOGRAM KITE
In any parallelogram: In any kite:
 opposite sides are equal in  diagonals are perpendicular to
length each other
 opposite angles are equal in  two pairs of distinct adjacent
size sides are equal in length
 diagonals bisect each other
Conditions that Guarantee that a Quadrilateral is a Parallelogram
 A quadrilateral is a parallelogram if both pairs of opposite sides are congruent.
 A quadrilateral is a parallelogram if both pairs of opposite angles are congruent.
 A quadrilateral is a parallelogram if pairs of consecutive angles are supplementary.
 A quadrilateral is a parallelogram if the diagonals bisect each other.
 A quadrilateral is a parallelogram if each diagonal divides a parallelogram into two
consecutive triangles.
 A quadrilateral is a parallelogram if one pair of opposite sides are congruent and
parallel.

Properties of a Parallelogram
 In a parallelogram, any two opposite sides are congruent.
 In a parallelogram, any two opposite angles are congruent.
 In a parallelogram, any two consecutive angles are supplementary.
 The diagonals of a parallelogram bisect each other.
 A diagonal of a parallelogram forms two congruent triangles.

The Properties of the Diagonals of Special Quadrilaterals

 The diagonals of a rectangle are congruent.
 The diagonals of a square are congruent.
 The diagonals of a square are perpendicular
 Each diagonal of a square bisects a pair of opposite angles.
 The diagonals of a rhombus are perpendicular.
 Each diagonal of a rhombus bisects a pair of opposite angles

Properties of Trapezoid
In an isosceles trapezoid,
 the legs are congruent
 the base angles are congruent
 the diagonals are congruent
The median of a trapezoid is parallel to the bases.
The length of the median is one-half of the sum of the lengths of the two bases.
upper base + lower base
 To find the median of a trapezoid:
2

29
The sum of all the angles of a trapezoid is 360°.
Theorems related to isosceles trapezoids as follows:
 The base angles of an isosceles trapezoid are congruent.
 Opposite angles of an isosceles trapezoid are supplementary.
 The diagonals of an isosceles trapezoid are congruent.

Properties of Kite
 In a kite, the perpendicular bisector of at least one diagonal is the other diagonal.
 The area of a kite is half the product of the lengths of its diagonals.

Assessment: (Post-Test)

Direction: Choose the letter of the correct answer.

1. In the figure at the right, DC= 20 cm and AB = 36 cm. What is FE?

a. 16 cm c. 28cm
b. 56 cm d. 46 cm

2. The figure below is a parallelogram. If AD = 2x – 10 and

BC = x + 30, then BC = ___.
a. 50 c. 70
b. 60 d. 80

3. Quadrilateral BEST is a parallelogram. If m∠B = (x + 40)° and m∠E = (2x + 20)°,

what is the m∠B?
a. 50° c. 70°
b. 60° d. 80°

4. The figure in the right is rhombus. If m∠I = (4x)° and m∠E = (2x +
60)°, what is the m∠I?
a. 100° c. 120°
b. 110° d. 130°

5. The diagonals of a rectangle have lengths 5x – 11 and 2x + 25. Find

the lengths of the diagonals.
a. 12 c. 49
b. 24 d. 60

6. The figure below is a parallelogram. The diagonals AC and

BD intersect at E. if AE = 2x and EC = 12, what is x?
a. 5 c. 7
b. 6 d. 8

7. Quadrilateral CDEF is a parallelogram. If m∠C = y° and m∠E = (2y – 40)°, then m∠

D is
a. 80° c. 140°
b. 110° d. 170°

8. Refer to rectangle FIND. If m∠4 = 38, what is m∠3?

a. 42° c. 62°
b. 52° d. 72°

9. In an isosceles trapezoid, the altitude drawn from an endpoint of the shorter base to
the longer base divides the longer base in segments of 5 cm and 10 cm long. Find
the lengths of the bases of the trapezoid.
30
 a. 5 cm and 15 cm c. 15 cm and 25 cm
b. 10 cm and 20 cm d. 20 cm and 30 cm

10. One side of a kite is 5 cm less than 7 times the length of another. If the perimeter is
86 cm, find the length of each side of the kite.
a. 4 cm, 4 cm, 39 cm, 39 cm c. 6 cm, 6 cm, 37 cm, 37 cm
b. 5 cm, 5 cm, 38 cm, 38 cm d. 7 cm, 7 cm, 36 cm, 36 cm

Key to Answers

Pre – Assessment
A. Multiple Choice B. Check Me Out
1. d 1. Rhombus, Square
2. b 2. Parallelogram, Rectangle, Rhombus, Square, Kite
3. b 3. Parallelogram, Rectangle, Rhombus, Square
4. b 4. Rectangle, Square
5. b 5. Parallelogram, Rectangle, Rhombus, Square,
6. c Trapezoid
7. d 6. Parallelogram, Rectangle, Rhombus, Square,
8. d Trapezoid, Kite
9. d 7. Rectangle, Square, Trapezoid
10. b 8. Rectangle, Rhombus, Square
9. Trapezoid, Trapezium
10. Kite

Activity 1: Which is Which? Activity 2: Check Your Guess.

1. Not Parallelogram 1. True
2. Parallelogram 2. True
3. Parallelogram 3. True
4. Parallelogram 4. True
5. False
6. False
Activity 4: Find my Measure. Activity 5: Show Me What You’ve Got!
A. 1. x=8; 2. x=3; 3. 123 units; 4.x=11 a. 25˚ ;
B. 5. 25 units; 6. 59 units b. 18 units;
C. 7. x=22; 8. x=10 c. dimensions are 11 cm x 17 cm, area is
D. 9. 88 units; 10. 68 units 187cm2
d. area of the largest square = 121 cm2

Activity 9: You Can Do it! Activity 10: Let’s Solve More!

1. a. 20 units; b. 29 units a. The bases measure 10 units and 18 units;
2. a. 70˚; b. 41˚; c. 115˚ d. 126˚ b. 79˚;
c. Each leg is 7.5 cm long;
d. Perimeter = 35 in

Activity 12: Cute Kite. Activity 13. Play a Kite

2. a. 90˚; b. right angle; A. 1. Area = 36 cm2 by using the area of kite;
c. perpendicular lines 2. PA = 30 cm by using the area of kite
B. 1. 6 units; 2. 45.5 cm2; 3. 62˚; 4. 68˚
Activity 14. Like ko si Kite
1. LE = 7 cm ;

31
2. Area = 30 in2 ;
3. IE = 8 ft and LK = 11 ft

Activity 15: Find the Right Word

Mary and her lessons on Geometry. One word may be used several times. Mary's
Geometry teacher announced that the class would have a quiz on quadrilaterals the next
day. That night Mary began to study.
She noted that there are six classifications of quadrilaterals and they are named
according to their properties. When all angles of a quadrilateral are right angles, it is a
rectangle. In any kite, square, or rhombus, diagonals are perpendicular to each other.
Diagonals are line segments that join two non-consecutive vertices of a quadrilateral. She
remembered what her teacher said that a square is a parallelogram with four congruent
sides and four congruent angles. From this definition, she understood that a square is
either a rhombus or a rectangle. If all sides of a parallelogram are congruent, then the
parallelogram is a rhombus. Besides the general properties of quadrilaterals, the
parallelogram has some properties of its own. Its opposite sides and angles are congruent.
When a quadrilateral has exactly one pair of parallel sides, it is a trapezoid. A
trapezoid is said to be an isosceles when the legs are congruent, the base angles are
congruent and the diagonals are congruent. A quadrilateral with no parallel sides is called
trapezium.
There is one more quadrilateral that Mary noted. A kite is a quadrilateral with two
distinct pairs of adjacent, congruent sides. Like a rhombus, the diagonals of a kite are
perpendicular to each other. Finally, she kept in her mind that the sum of the four interior
angles of every quadrilateral is 360°.
The next day, Mary felt confident when taking the quiz.

Post - Assessment
1. c
2. c
3. d
4. c
5. c
6. d
7. c
8. b
9. a
10. c

32
References
 Learner’s Material for Mathematics Grade 9. Department of Education. First Edition,
2014. Meralco Avenue, Pasig City, Philippines.1600.
 Teacher’s Guide for Mathematics Grade 9. Department of Education. First Edition,
2014. Meralco Avenue, Pasig City, Philippines.1600.
 Jose-Dilao, Ed.D, Soledad, and Julieta Bernabe. Geomerty: Textbook For Third
Year. SD Publications, 2009, pp. 114 - 143.
 EASE Module 2: Properties of Quadrilaterals. Department of Education. DepEd
Complex, Meralco Avenue, Pasig City. Accessed 23 May 2020.
 Summative Assessment Tool in Mathematics 9. Department of Education. SDO
Mandaluyong – Curriculum Implementation Division. Accessed 23 May 2020.
 EASE Module 1: Properties of Quadrilaterals. Department of Education. DepEd
Complex, Meralco Avenue, Pasig City. Accessed 23 May 2020.
 EASE Module 1: Quadrilaterals. Department of Education. Curriculum Development
Division DepEd Complex, Meralco Avenue, Pasig City. Accessed 23 May 2020.
 Mathematics Learner’s Material for Open High School. Grade 9. Department of
Education. Accessed 23 May 2020.
 Geometry: Unit III – Investigating Quadrilaterals. Accessed 23 Sept 2020.

For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: [email protected]

33