Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

Mathematics 9
Quarter 3 – Module 4:
Problems Involving
Parallelograms, Trapezoids
and Kites

MELC:

• Solves problems involving parallelograms,

trapezoids, and kites (M9GE-IIIe-1)

Prepared by:

ROBERTO S. GODOY
Mathematics 9
Share-A-Resource-Program
Quarter 3 – Module 4: Problems Involving Parallelograms, Trapezoids and
Kites
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall
subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created shall
be necessary for exploitation of such work for profit. Such agency or office
may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission
to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim ownership over them.

Published by the Department of Education

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

Development Team of the Module

Writer: Roberto S. Godoy

Editors: Heri Bert B. Pascua
Edmund T. Respicio
Reviewers: Martina R. Agullana
Michael B. Malvar
Management Team: Joann A. Corpuz
Joye D. Madalipay
Santiago L. Baoec
Jenetrix T. Tumaneng
Martina R. Agullana
Division Design & Johnsen-Virgil P. Calili
Lay-out Artist

Printed in the Philippines by ______________________________

Schools Division of Ilocos Norte
Office Address: Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax: (077) 771-0960
Telephone No.: (077) 770-5963, (077) 600-2605
E-mail Address: [email protected]
 9

Mathematics
Quarter 3 – Module 4:
Problems Involving
Parallelograms, Trapezoids
and Kites
Introductory Message
This Contextualized Learning Module (CLM) is prepared so that you,
our dear learners, can continue your studies and learn while at home.
Activities, questions, directions, exercises, and discussions are carefully
stated for you to understand each lesson with ease.
This CLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-test is provided to measure your prior knowledge on the lesson.

This will show you if you need to proceed in completing this module or if you
need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of this module, you need to answer
the post-test to self-check your learning. Answer keys are provided for all
activities and tests. We trust that you will be honest in using them.

In addition to the material in the main text, Notes to the Teacher is also
provided to our facilitators and parents for strategies and reminders on how
they can best help you in your home-based learning.
Please use this module with care. Do not put unnecessary marks on
any part of this CLM. Use a separate sheet of paper in answering the exercises
and tests. Likewise, read the instructions carefully before performing each
task.
If you have any question in using this CLM or any difficulty in
answering the tasks in this module, do not hesitate to consult your teacher or
facilitator.
Thank you.

ii
Pre-Assessment
Directions. Find out how much you already know about the topics in this
module. Choose the letter of the correct answer. Take note of the items that
you were not able to answer correctly and find the right answer as you go
through this module.

1. The perimeter of 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 x 13 cm C. 6 cm x 11 cm
B. 5 cm x 12 cm D. 7 cm x 10 cm

2. Which of the following statements is/are true about trapezoids?

A. The diagonals are congruent.
B. The median is parallel to the bases.
C. Both A and B
D. Neither A nor B

3. In rhombus RHOM, what is the measure of ROH

A. 35°
R
H
B. 45°

C. 55°

D. 90°
35°
M O
4. In rectangle KAYE, YO = 18cm. Find the length of diagonal AE.

A. 6cm E
K
B. 9cm

C. 18cm O
D. 36cm
18cm

A Y

1
5. What are the measures of the sides of parallelogram SOFT in meters?

A. { 2m , 1m } S 7x-1
O
B. { 5m , 6m }
7x-2
C. { 8m , 13m } 5x + y

D. { 13m , 15m } 6x
T F

6. How do you describe any two opposite angles in a parallelogram?

A. They are always congruent.
B. They are supplementary
C. They are complementary
D. They are both right angles.

7. Which of the following statements is true?

A. Every square is a rectangle
B. Every rectangle is a square
C. Every rhombus is a rectangle
D. Every parallelogram is a rhombus

8. Which of the following statement could be false?

A. The diagonals of a rectangle are congruent
B. The diagonals of an isosceles trapezoid are congruent
C. The diagonals of a square are perpendicular and bisect each other
D. The diagonals of a rhombus are congruent and perpendicular to each
other.

9. Which of the following quadrilaterals has diagonals that do not bisect each
other?
A. Square
B. Rhombus
C. Rectangle
D. Trapezoid

10. The diagonals of an isosceles trapezoid are represented by 4x-47 and

2x+31. What is the value of x?
A. 37
B. 39
C. 107
D. 109

2
 What I Need to Know

This module was specifically developed and designed to provide you fun
and meaningful learning experience, with your own time and pace.

The module contains the lesson:

 Problems Involving Parallelograms, Trapezoids and Kites.

After going through this module, you are expected to:

 solve problems involving parallelograms, trapezoids, and kites
(M9GE-IIIe-1).

3
 Lesson Problems Involving
Parallelograms, Trapezoids,
1 and Kites

Hello there! So, how do you find Quadrilaterals?

In this lesson, we will apply what you have
learned from the previous lessons.

We have to solve problems

involving parallelograms,
trapezoids and kites!

What I Know

Direction: Complete the following statements below using the following words.

diagonals perpendicular legs bisect

congruent one-half twice bases
sum supplementary product

1. The area of a trapezoid is ____________ the product of the height and the
sum of the bases.

2. The area of a kite is one-half the product of the lengths of its

______________.
3. A parallelogram is a rhombus if and only if its diagonals are
_______________.

4. If a trapezoid has a pair of congruent _____________, then it is an isosceles

trapezoid.

5. A parallelogram is a rectangle if and only if its diagonals are

____________.

4
 6. A diagonal of a square divides the square into two __________ isosceles
right triangles.

7. If a quadrilateral is a parallelogram, then its diagonals ___________ each

other.

8. The length of the median of a trapezoid is equal to the half the __________
of the lengths of the bases.

9. Opposite angles of an isosceles trapezoid are ____________.

10. The diagonals of a kite are ____________ to each other.

What’s In

Direction: Put check ( ̸ ) in the box that corresponds to the property of the
given quadrilateral.

Properties Parallelogram Rectangle Rhombus Square

1. Diagonals are
congruent.
2. Diagonals bisect
each other.
3. Diagonals are
perpendicular
4. All angles are
equal
5. All sides are equal
6. Diagonals are
congruent and
perpendicular
7. Diagonals bisects a
pair of opposite
angles
8. Consecutive angles
are supplementary
9. Opposite angels are
congruent
10. Opposite sides are
congruent

5
 What’s New

Direction: Solve the following problems in column A then match it with the
correct answer in column B. Write the letter of your answer on a separate
sheet.

COLUMN A COLUMN B

____1. One angle of rectangle measures a. 108 cm2

(7y + 6)°, find the value of y. b. 32
____ 2. GHLK is an isosceles trapezoid with c. 12
bases GH and KL and median IJ. d. 10
If GH = 13 and KL = 15, what is the e. 14
length of IJ? f. 54 cm2
____ 3. Two adjacent angles of a parallelogram
are (2m + 25)° and (3m – 5)°.
What is the value of m?
____ 4. The diagonals of a kite have lengths
of 12 cm and 9 cm. Find the area of the kite.
____ 5. The area of a kite is 180 cm2 and
the length of one diagonal is 36 cm.
How long is the other diagonal?

6
 What is It

Today we will solve problems

involving parallelograms, trapezoids,
and kites.

Example 1. Given: Quadrilateral WISH is a parallelogram.

a. If m W = x + 15 and m S = 2x + 5, what is m W?
b. If WI = 3y + 3 and HS = y + 13, how long is HS?
c. If WISH is a rectangle and its perimeter is 56 cm. One side is 5 cm
less than twice the other side. What are the dimensions and how large
is its area?

Solutions:

a. m W=m S (Opposite angles are congruent)

x + 15 = 2x + 5
x – 2x = 5 – 15
-x = -10
x = 10

m W = 10 + 15
m W = 25

b. WI and HS are congruent (Opposite sides are congruent)

3y + 3 = y + 13
3y – y = 13 – 3
2y = 10
y=5

HS = y + 13
= 5 + 13
= 18

c. Let x be the width and 2x – 5 be the length of the rectangle.

P = 2x + 2(2x – 5)
56 = 2x + 4x - 10
56 + 10 = 6x
6x = 66
x = 11

7
 Dimensions:
width = 11 cm
length = 17 cm

Area = 11 cm x 17 cm
= 187 cm2

Example 2. Given: Quadrilateral POST is an isosceles trapezoid with OS and

PT as bases. ER is its median.

a. If OS = 3x – 2, PT = 2x + 10 and ER =14, how long is each base?

b. If m P is 2x + 5 and m O is 3x – 10, what is m T?
c. ER is 8.5 in long and one leg measures 9 in. What is the perimeter if
one of the bases is 3 in more than the other?

Solutions:
The length of the median is equal to
a. ER = ½ (OS + PT) half the sum of the bases.

14 = ½ (3x – 2 + 2x + 10)
14 = ½(5x +8)
28 = 5x + 8
5x = 28 – 8
5x = 20
x=4

OS = 3(4) – 2 PT = 2(4) + 10 ER = ½ (10 + 18)

= 12 – 2 = 8 + 10 = ½(28)
= 10 = 18 = 14

b. P and O are congruent Base angles are congruent.

2x + 5 = 3x – 10
2x – 3x = -10 – 5
-x = -15
x = 15

m P = 2(15) + 5
= 30 + 5
= 35
m T = 180 - 35
= 145 (Since P and T are supplementary angles)

8
 C. Let x and x + 3 be the length of the bases.

8.5 = ½ (x + x + 3)
17 = 2x + 3
2x = 14
x =7

The length of the bases are 7 in and 10 in. The length of the legs are 9
in each.

Perimeter = 9 + 9 + 7 + 10
= 35 in

Example 3. Consider kite GLOT on the right.GL ≅ GT and LO ≅ TO.

a. Find the value of x.

b. If the area of the kite is 96 cm2 and LT = 8 cm, what is OG?
c. m LGT = 38, what is m GLT?

Solutions:
a. 6x – 3 = 21 or 4x + 1 = 17
6x = 21 + 3 4x = 17 - 1
6x = 24 4x = 16
x=4 x=4
b. Area of Kite = ½ (d1 ● d2) The area of a kite is half the product of
the lengths of its diagonals.

Area of kite GLOT = GL ● GO

96 = 8 ● GO
GO = 12 cm
c. m GLT = 90 – ½ (m GLT)
= 90 – ½ (38)
= 90 – 19
m GLT = 71
9
 What’s More

Independent Activity 1:

Direction: Fill in each blank with the correct value.

D R
1. DRAW is a Rhombus.
a. If DR = 15 cm, then RA = __________ and N
m DNR = ___________

W A
R
2. DRAW is a Rectangle D

a. If DA = 8y – 5 and WR = 3y + 35,
N
then y = ________ and DA = ________
b. If RAW = 3x + 9, then x = ________
c. If DR = 4x – 5 and WA = 3X + 4,
then x = ________ and DR = _________
W A

3. DRAW is a Square
D R

a. If DR = 11x – 5 and RA = 9x + 13, then x = _______,

DR = ________, and perimeter = ________ N

b. If DA = 3x – 7 and WR = 2x + 3, then x = ________,

DA = ________, and AN = ________

W A

4. ABCD is a Parallelogram. If m DAB = 2x + 17 and m ABC = 8x + 3,

then x =_______, m DAB ________, and m ABC = __________.

10
 What I have learned

Directions: Below is an exit slip. Let us know what you have learned about
solving problems involving parallelograms, trapezoids, and kites by continuing
the statements below.

I learned: __________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

What I can do

Direction: Read and understand the situation below then answer or perform
what are being asked.

Pepe, your classmate, who is an SK Chairman in your Barangay,

organized a KITE FLYING FESTIVAL. He informed your school principal
to motivate students to join the activity.

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.

11
 The output will be evaluated using the rubric below.

Criteria Poor Fair Good

(1 point) (2 points) (3 points)
Design Design is basic, Design is functional Design incorporates
lacks originality and has a pleasant artistic elements and is
and elaboration. visual appeal. original and well
Design is not Design includes elaborated. Engineering
detailed for most parts of a kite. design is well detailed for
construction. Design lacks some construction including
details. four parts of a kite.
Planning Overall planning is Plan is perfunctory. Plan is well thought out.
random and It presents a basic Problems have been
incomplete. design but is not addressed prior to
Student is asked well thought out. construction.
to return for more Contains little Measurements are
planning more evidence of forward included. Materials are
than once. thinking or problem listed and gathered before
solving. construction. Student
works cooperatively with
adult leader and plans
time well.
Construction Work time is not Work time is not Work time is focused.
used well. always focused. Construction is of
Construction is Construction is of excellent quality. All
haphazard. fair quality. All components of the kite are
Framing is loose. components of a kite present. Care is taken to
Covering is not are present. attach pieces carefully.
even and tight. Not Materials may not Materials are used
all components of be used resourcefully. Student
a kite are present. resourcefully. eagerly helps others when
Materials not used needed. Student works
resourcefully cooperatively with adult
leader.

Additional Activities

Directions: Solve each problem completely and accurately. Be sure to box

your final answer.

1. The garden has the shape of a trapezoid, the bases of which have
dimensions of 50m and 30m and a vertical arm of 20m. What is the
area of the garden?

2. The playground has a shape of a kite, two sides have a length of 36m
and 21m, find the perimeter of the playground.
12
3. Chad and his dad are planting a rectangular garden. The area of the
garden is 884 ft2, and the width is 26 ft. What is the length of the
garden?

4. Mario’s classroom is shaped like a parallelogram. The height of the

parallelogram is x meters and the corresponding base is 7 meters
longer than the parallelogram’s height. How can Mario write an
expression that shows his classroom’s area in terms of x?

13
Post-Assessment
Direction: Read the following questions and write the letter of the correct
answer.

1. What can you say about any two consecutive angles in a parallelogram?

a. They are always congruent.

b. They are always supplementary.
c. They are sometimes supplementary.
d. They are both right angles.

2. Find the length of the longer diagonal in parallelogram FAST.

a. 8

b. 31

c. 46

d. 52

3. Find the value of y in the figure below

a. 24
(3y – 17)° (2y + 13)°
b. 30

c. 35

d. 50

4. The length and width of a rectangle are in the ratio 4:3. If the diagonal
measures 25cm, then the perimeter of the rectangle is ________.

a. 56cm c. 70cm
b. 60cm d. 80cm

5. The measure of one angle of a parallelogram is 2/3 of the measure of

its adjacent angle. The measure of the smaller angle of the
parallelogram is ______.

a. 54° c. 81°
b. 72° d. 108°

14
 6. What is the measure of E in the kite below?
E
a. 100

b. 120
K 100 100 T
0
c. 140

d. 160 20

7. A kite has a perimeter of 60in with one side length of 20in. What are the
lengths of the other three sides?
a. 10, 15, 20 c. 5, 10, 15
b. 10, 10, 20 d. 10,10, 15

8. Two consecutive angles of a parallelogram have measures (x + 30)° and

2(x -30)°. What is the measure of the smaller angle?
a. 30° b. 80° c. 100° d. 140°

9. Which of the following statements is TRUE?

a. A trapezoid can have four equal sides.
b. A trapezoid can have three right angles.
c. The base angles of an isosceles trapezoid are congruent.
d. The diagonals of an isosceles trapezoid bisect each other.

10.A cross section of a water trough is in the shape of a trapezoid with bases
measuring 2 m and 6 m. What is the length of the median of the trapezoid?
a. 2 m b. 4 m c. 5 m d. 8 m

Congratulations for a
job well done.

Your module ends

here. Keep safe!

15
 16
What’s 10
New 9
1. C 8
2. E
3. B 7
4. F
5. d 6
5
4
3
2
1
Square Rhombus Rectangle Parallelogram Properties
What’s In
Post-Test Pre-Test
1. b 1. a
What I Know 2. c 2. b
3. b 3. c
1. One-half 4. c 4. d
2. diagonals 5. b 5. b
3. perpendicular 6. c 6. a
4. legs 7. b 7. a
5. congruent 8. b 8. d
6. congruent 9. c 9. d
7. bisect 10. b 10. b
8. sum
9. supplementary
10. perpendicular
Answer Key
 17
Additional Activities
1. 800 m2
2. 114 m
3. 34 ft
4. A = x(x + 7) sq.
units
What I can do
What I have learned
It is the discretion of the
It is the discretion of the teacher
teacher on how many points
on how many points will s/he
will s/he going to rate the going to rate the answers of the
answers of the learners using learners.
the rubric.
What ‘s More
Independent Activity 1
1. a. RA = 15cm, m DNR = 90
2. a. y = 8 , DA = 59
b. x = 27
c. x = 9, DR = 31
3. a. x = 9, DR = 94, Perimeter = 376
b. x = 10, DA = 23, AN = 11.5
4. x = 16, m DAB = 49, m ABC = 131
References

 Andres, S., Natividad Jr, E., & Pastor, M. J. 2014. Simplified Math for
Grade 9. Philippines. Salinlahi Publishing House, Inc.

 Bryant, M., Bulalayao, L., Callanta, M., Cruz, J., De Vera, R., Garcia, G.,
et. al. 2014. Mathematics Learner’s Module 9. Pasig, Philippines:
Department of Education.

 Dilao, S., Orines, F., & Bernabe, J. 2009. Geometry. Philippines: SD

Publications, Inc.

 Natividad, E.B., Pastor, M.J.D., Andres, S.R. (2017) MATH Made Easy
For Grade 9. 1206 Cardona St., Barangay Poblacion, Makati City, PH.
Salinlahi Publishing House, Inc.

 Basic Education Curriculum (2002)

 SDOIN –WBLS, Quarter 3, Problems Involving Parallelograms,

Trapezoids and Kites.

18