MATHEMATICS 9

3rd Quarter
Week 3

Development and Quality Assurance Team

Developer: Riza C. Cadavos

Evaluator: Mary Grace R. Prado
Rochelle Anna Myla A. Paronda
Illustrator: Riza C. Cadavos
Learning Area Supervisor: Regina Euann A. Puerto

Illustration Credits:
Title Page: Marieto Cleben V. Lozada
Visual Cues: Ivin Mae M. Ambos
Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use
and constitutes fair use. All Rights Reserved.
 Competency: Proves the Midline Theorem

Objectives: At the end of the week, you shall have

o Stated midline theorem and theorems on trapezoids and kites;
o made a two-column proof of Midline Theorem and theorems on
trapezoids and kites; and
o related trapezoids and kites in real life setting.

Learner’s Tasks

Lesson Overview

In the previous Learning Activity Sheet (LAS) you have learned how to apply
the different theorems on rectangle, rhombus and square, now let’s apply what you
have learned to prove the midline theorems and the theorems on trapezoids and
kites.

Theorem : Midline Theorem

The segment that joins the midpoints of two sides of a triangle is

parallel to the third side and half as long.

U
Given: ∆FUT, O and D are the midpoints
of FU
̅̅̅̅ and UT̅̅̅̅, respectively. 1
Prove: OD ̅̅̅̅, OD = 1 FT
̅̅̅̅ ∥ FT O D
2 N

Proof: 2
F T
Statements Reasons
1. O and D are the midpoints of FU ̅̅̅̅ and
̅̅̅̅ 1. Given
UT
2. Let N be a point on OD⃗⃗⃗⃗⃗ such that
̅̅̅̅ ̅̅̅̅ 2. by construction
OD = DN
3. DU
̅̅̅̅ = DT̅̅̅̅ 3. Definition of Midpoint
4. ∠UDO ≅ ∠TDN 4. Vertical Angle Theorem
5. ∆OUD ≅ ∆NTD 5. SAS Congruence Postulate
6. ∠1 ≅ ∠2 6. CPCTC
7. If alternate interior angles are
7. FU
̅̅̅̅ ∥ TN
̅̅̅̅ congruent, then lines are parallel
(AIP Theorem)
8. FO
̅̅̅̅ ≅ OU
̅̅̅̅ 8. Definition of Midpoint
9. OU ≅ ̅̅̅̅
̅̅̅̅̅ TN 9. CPCTC (Statement no. 5)
10. FO ≅ ̅̅̅̅
̅̅̅̅ TN 10. Transitive Property
Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
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1
 11. FONT is a parallelogram 11. Definition of Parallelogram
12. OD
̅̅̅̅ ∥ FT
̅̅̅̅ ̅̅̅̅ is on the side of ON of FONT
12. OD
13. OD + DN = ON 13. Segment Addition Postulate
14. OD + OD = ON 14. Substitution (Statement no. 2)
15. 2OD = ON 15. Addition
16. ̅̅̅̅
FT ≅ ̅̅̅̅
ON 16. Parallelogram Property
17. 2OD = FT 17. Substitution
1
18. OD = FT (The segment joining the
2
midpoints of two sides of a triangle is 18. Multiplication Property of Equality
half as long as the third side

Remember
:
Trapezoid is a quadrilateral with exactly one pair of parallel sides. The
parallel sides of the trapezoid are the bases and the two nonparallel sides are
the legs. The two angles that include the base are called base angles. Every
trapezoid has two pairs of base angles. If the legs of a trapezoid are congruent,
then the trapezoid is isosceles.

Definition of Median

Segment joining the midpoints of the legs of a trapezoid.

Theorem
The median of a trapezoid is parallel to each base and its length is one
half the sum of the lengths of the bases.

Given: Trapezoid ABCD with A B

̅̅̅̅ as the median
EF 3
Prove: EF
̅̅̅̅ ∥ AB
̅̅̅̅, EF
̅̅̅̅ ∥ ̅̅̅̅
CD 1 F
1
EF = (AB + CD) E 2
2

D
4 G
Proof: C

Statements Reasons
1. Draw AF ̅̅̅̅ from point A, and extend it 1. A line segment can be constructed from a
to G such that ̅̅̅̅ ̅̅̅̅.
AF ≅ FG given point congruent to a given segment.
2. AB
̅̅̅̅ ∥ ̅̅̅̅
CD 2. Definition of a trapezoid
3. If two parallel lines cut by a transversal, the
3. ∠3 ≅ ∠4
alternate interior angles are congruent.
4. ∠1 ≅ ∠2 4. Vertical Angle Theorem
5. BF
̅̅̅̅ ≅ FC
̅̅̅̅ 5. Definition of the median of a trapezoid
6. ∆ABF ≅ ∆GCF 6. ASA Congruence Postulate
7. ̅̅̅̅
AB ≅ ̅̅̅̅
CG 7. CPCTC
1
8. In ∆ADG, EF DG, EF
̅̅̅̅ ∥ ̅̅̅̅ CD and EF = DG
̅̅̅̅ ∥ ̅̅̅̅ 8. Midline Theorem (Theorem 5)
2
Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
2
 9. A line parallel to one of two lines is also
9. EF
̅̅̅̅ ∥ AB
̅̅̅̅
parallel to the other
10. DG = DC + DG 10. Segment Addition Postulate
11. DG = DC + AB 11. Definition of congruent segment, Substitution
1
12. EF = (AB + CD) 12. Substitution (Statement no. 8)
2

Theorem

The base angles of an isosceles trapezoid are congruent.

M O
Given: Isosceles Trapezoid AMOR
MO ∥ AR
Prove: ∠A ≅ ∠R, ∠AMO ≅ ∠O
1 2
A R
E
Proof:

Statements Reasons
1. Isosceles Trapezoid AMOR 1. Given
2. AM
̅̅̅̅̅ ≅ OR
̅̅̅̅, MO
̅̅̅̅̅ ∥ AR
̅̅̅̅ 2. Definition of Isosceles Trapezoid
3. From M, draw ME ̅̅̅̅ where E lies on AR
̅̅̅̅ ∥ OR ̅̅̅̅ 3. Parallel Postulate
4. MORE is a parallelogram 4. Definition of parallelogram
5. ME
̅̅̅̅ ≅ OR
̅̅̅̅ 5. Parallelogram property
6. OR
̅̅̅̅ ≅ ME
̅̅̅̅ 6. Symmetric Property
7. AM ≅ ̅̅̅̅
̅̅̅̅̅ ME 7. Transitive Property (Statement no. 2 & 6)
8. ∆AME is an isosceles triangle 8. Definition of Isosceles Triangle
9. Base angles of ang Isosceles triangle are
9. ∠1 ≅ ∠𝐴
congruent.
10. If two parallel lines are cut by a transversal,
10. ∠1 ≅ ∠𝑅
then the corresponding angles are congruent.
11. ∠𝑅 ≅ ∠𝐴 11. Substitution
12. ∠𝐴 ≅ ∠𝑅 12. Symmetric property
13. If two parallel lines are cut by a transversal,
13. ∠𝐴 𝑎𝑛𝑑 ∠𝐴𝑀𝑂 are supplementary angles
then the interior angles on the same side of the
∠𝑂 ≅ ∠𝑅 are supplementary angles
transversal are supplementary.
14. Supplements of congruent angles are
14. ∠AMO ≅ ∠O
congruent.

Theorem

Opposite angles of an isosceles trapezoid are supplementary.

Given: Isosceles Trapezoid ARTS

Prove: ∡A supplement ∡T R T
∡R supplement ∡S

A S

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released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
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3
Proof:

Statements Reasons
1. Isosceles Trapezoid ARTS 1. Given
2. Theorem 7 (base angles of an isosceles
2. ∠𝐴 ≅ ∠𝑆; ∠𝑅 ≅ ∠𝑇
trapezoid are congruent)
3. ̅̅
AS̅̅ ∥ RT
̅̅̅̅ 3. Definition of Trapezoid
4. If two parallel lines are cut by a
4. ∠𝐴 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡 ∠𝑅
transversal the interior angles on the same
∠𝑆 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡 ∠𝑇
side of transversal are supplementary.
5. ∠𝐴 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡 ∠𝑇
5. Substitution
∠𝑆 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡 ∠𝑅

Theorem

The diagonals of an isosceles trapezoid are congruent.

Given: Isosceles Trapezoid ROMA O M

Prove: RM
̅̅̅̅̅ ≅ AO
̅̅̅̅

R A
Proof:

Statements Reasons
1. Isosceles Trapezoid ROMA 1. Given
2. ̅̅̅̅
OR ≅ ̅̅̅̅̅
MA 2. Definition of Isosceles Trapezoid
3. Theorem 7 (base angles of an isosceles
3. ∠𝑅𝑂𝑀 ≅ ∠𝐴𝑀𝑂
trapezoid are congruent)
4. OM
̅̅̅̅̅ ≅ MO
̅̅̅̅̅ 4.Reflexive Property
5. ∆𝑅𝑂𝑀 ≅ ∆𝐴𝑀𝑂 5. SAS Congruence Postulate
6. RM
̅̅̅̅̅ ≅ AO
̅̅̅̅ 6. CPCTC

Definition of Kite

A kite is a quadrilateral with two distinct pairs of adjacent, congruent sides.

Theorem

In a kite, the perpendicular bisector of at least one diagonal is the

other diagonal.
O
Given: Kite WORD with diagonals ̅̅̅̅̅
WR 𝑎𝑛𝑑 ̅̅̅̅
OD
Prove: WR is a perpendicular bisector of ̅̅̅̅
̅̅̅̅̅ OD. W R

D
Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
4
Proof:
Statements Reasons
1. Kite WORD with diagonals ̅̅̅̅̅
WR 𝑎𝑛𝑑 ̅̅̅̅
OD 1. Given
2. WO ≅ WD; OR ≅ DR
̅̅̅̅̅ ̅̅̅̅̅ ̅̅̅̅ ̅̅̅̅ 2. Definition of Kite
3. WO = WD; OR = DR 3. Definition of congruent segments
4. If a line contains two points each of which
is equidistant from the endpoints of a
4. ̅̅̅̅̅
WR ⊥ ̅̅̅̅
OD
segment, then the line is the perpendicular
bisector of the segment.

Activity 1:

Theorem

The area of a kite is half the product of the lengths of its diagonals.
Directions: Tell whether the statement is true or false. Write MATH if it is true and
MYTH if it is false.
__________1. The diagonals of an isosceles trapezoid are congruent.
__________ 2. Base angles of an isosceles trapezoid are supplementary.
__________ 3. The length of the median of a trapezoid is equal to half the sum of the
lengths of the bases.
__________ 4. The segment that joins the midpoints of two sides of a triangle is parallel
to the third side and with the same length.
__________ 5. Diagonals of a kite are perpendicular bisector of each other.

Activity 2.
Directions: Prove the following statements by completing the two-column proof.
E

1. Given: Kite WISE R

1 W S
Prove: Area of kite WISE = 2 (IE)(WR)
Proof: I
Statements Reasons
1. 1. Given
2. The diagonals of a kite are
2.
perpendicular to each other
3. Area of kite WISE = Area of ∆IWE + 3. Area Addition Postulate
Area of ∆ISE
1
4. Area of ∆IWE = (IE)(WR)
1
2
4. Area formula for Triangles
Area of ∆ISE = (IE)(RS)
2
5. Area of kite
1 1 5.
WISE = (IE)(WR) + (IE)(RS)
2 2
1
6. Area of a kite WISE = (IE)(WR+RS) 6.
2
7. WR + RS = WS 7.
Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
5
 1
8. Area of kite WISE = (IE)(WS) 8.
2 Z C
1

2. Given: ∆CAB, X is the midpoint of 𝐶𝐴

̅̅̅̅, 2
Y is the midpoint of ̅̅̅̅
𝐴𝐵
X 3
1
Prove: ̅̅̅̅ 𝐵𝐶 and ̅̅̅̅
𝑋𝑌 ∥ ̅̅̅̅ 𝑋𝑌 = 𝐵𝐶
2
4
Proof: A B
Y

Statements Reasons
1. X is the midpoint of ̅̅̅̅
𝐶𝐴, 1.
Y is the midpoint of ̅̅̅̅
𝐴𝐵
2. Let Z be a point on 𝑌𝑋
⃗⃗⃗⃗⃗ such that 2. by construction
̅̅̅̅
𝑋𝑌 = ̅̅̅̅
𝑋𝑍
3. 𝐴𝑋
̅̅̅̅ ≅ 𝑋𝐶
̅̅̅̅ 3. Definition of Midpoint
4. ∠2 ≅ ∠3 4.
5. ∆𝐴𝑋𝑌 ≅ ∆𝐶𝑋𝑍 5.
6. 6. CPCTC
7. ̅̅̅̅
𝐴𝐵 ∥ ̅̅̅̅
𝑍𝐶 7.
8. 𝑌𝐵 ≅ ̅̅̅̅
̅̅̅̅ 𝐴𝑌 8. Definition of Midpoint
9. 𝐴𝑌
̅̅̅̅ ≅ 𝐶𝑍
̅̅̅̅ 9.
10. ̅̅̅̅
𝑌𝐵 ≅ ̅̅̅̅
𝐶𝑍 10. Transitive Property
11. BCZY is a parallelogram 11.
12. 𝑋𝑌
̅̅̅̅ ∥ 𝐵𝐶
̅̅̅̅ 12. 𝑋𝑌
̅̅̅̅ is in the line of YZ of BCZY
13. 𝑋𝑍 + 𝑋𝑌 = 𝑍𝑌 13. Segment Addition Postulate
14. 𝑋𝑌 + 𝑋𝑌 = 𝑍𝑌 14
15. 2𝑋𝑌 = 𝑍𝑌 15. by Addition
16. ̅̅̅̅
𝐵𝐶 ≅ ̅̅̅̅
𝑍𝑌 16. Parallelogram Property
17. 2𝑋𝑌 = 𝐵𝐶 17. Substitution
1
18. 𝑋𝑌 = 𝐵𝐶 18. Multiplication Property of Equality
2

O V
3. Given: Isosceles Trapezoid LOVE

Prove: ̅̅̅̅
𝐿𝑉 ≅ ̅̅̅̅
𝐸𝑂
Proof: L E

Statements Reasons
1. Isosceles Trapezoid LOVE 1.
2. ̅̅̅̅
𝐿𝑂 ≅ ̅̅̅̅
𝐸𝑉 2.
3. ∠𝑂𝐿𝐸 ≅ ∠𝑉𝐸𝐿 3.
4. ̅̅̅̅
𝐿𝐸 ≅ ̅̅̅̅
𝐸𝐿 4.
5. ∆𝑂𝐿𝐸 ≅ ∆𝑉𝐸𝐿 5.
̅̅̅̅ ≅ 𝐸𝑂
6. 𝐿𝑉 ̅̅̅̅ 6. CPCTC

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
6
Activity 3: Apply Me!
Some of the applications of Trapezoid and Kite are evident in our locality,
like flower pots, lampshade, Kites and even in bridges as shown in the
illustration below.

Direction: Think of places or things in your locality that shows the application of
trapezoid and kite. Then through a Collage or Poster illustrate how it is being applied.

Rubrics for Poster/Collage:

4 3 2 1
Categories Excellent Satisfactory Beginning
Developing

All graphics All graphics are

are related to related to the All graphics Graphics do not
Graphics - relate to the relate to the
the topic and topic but some
Relevance topic . topic
easier to are difficult to
understand. understand.

Demonstrates Demonstrates a Demonstrates Shows lack of

a thorough satisfactory incomplete understanding
Mathematical
understanding understanding understanding and have
Concept
of the topic of the and has some severe
concepts misconceptions misconceptions
Several of the One or two of The graphics No graphics
graphics used the graphics are made by made by
on the poster/ used on the the student, the student
collage poster/ collage but are based are
reflect an reflect student’s on the designs included.
Graphics - exceptional creativity in their or ideas of
Originality degree of creation and/or others.
student’s display.
creativity in their
creation and/or
display.

The poster/ The poster / The poster is The poster is

collage collage is acceptably distractingly
is exceptionally attractive in attractive messy or very
Attractiveness attractive in terms of design, though it may poorly
terms of design, layout and be a bit messy. designed.
layout, and neatness. It is not
neatness. attractive.

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
7
 Formative Test

Let us see how far you have learned about properties and theorems of
the different quadrilaterals.

Write a complete proof to prove that the base angles of an Isosceles

trapezoid are congruent.

Given:
I M
TIME is an isosceles trapezoid with IT
̅ ≅ ME
̅̅̅̅

Prove:
∠T ≅ ∠E and ∠TIM ≅ ∠M T E
S

Answer Key

Answers may vary

Activity 3
5. SAS Congruence Postulate
4. Reflexive Property
3. Theorem 7
2. Definition of Isosceles Trapezoid
1. Given

Reason Statement 3.

14. Substitution
11. Definition of Parallelogram
9. CPCTC
7. AIP Theorem
5. SAS Congruence Postulate
4. Vertical Angle Theorem
1. Given 6. ∠1 ≅ ∠4

Reason Statement 2.

8. Substitution
7. Segment Addition Postulate
6. Distributive Property of Equality ̅̅̅̅̅ ⊥ 𝐼𝐸
2. 𝑊𝑆 ̅̅̅
5. Substitution 1. Kite WISE

Reason Statement 1.

Activity 2

5. MATH
4. MYTH
3. MATH
2. MYTH
1. MATH
Activity 1

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
8
 References

Bryant, Merden L., Bolalayao, Leonides E., Cabrella, Callanta, Melvin M., Cruz, Jerry D.,
De Vera, Richard F., Garcia, Gilda T., Javier, Sonia E., Lazaro, Roselle A.,
Mesterio Bernadeth J., Saladino, Saladino, Rommel Hero A. (2014). Grade 9
Mathematics Learners Module. pp. 327-340. Philippines. Vibal Group Inc.

Bernabe, Julieta G., et.al. (2009). Revised Edition Geometry, pp. 131-140, Gregorio
Araneta Avenue, Quezon City, Philippines. SD Publications, Inc.

Oronce, Orlando A., et.al. (2010). E-Math Geometry pp. 251- 260, P. Florentino St., Sta.
Mesa Heights, Quezon City, Philippines. Rex Bookstore, Inc

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
9