Mathematics

Quarter 3 – Module 8:
Problems Involving Parallelograms,
Trapezoids and Kites
CO_Q3_Mathematics 9_ Module 8
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 3 – Module 8: Problems Involving Parallelograms, Trapezoids and Kites
First Edition, 2020

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9
Mathematics
Quarter 3 – Module 8:
Problems Involving Parallelograms,
Trapezoids and Kites
Introductory Message
This Self-Learning Module (SLM) 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.

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bystep as you discover and understand the lesson prepared for you.

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need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to selfcheck
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
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Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

LEARNING COMPETENCY:
The learners will be able:

• solve problems involving parallelograms, trapezoids and kites

(M9GE – llle – 35.1)

What I Know

Direction: Answer each of the following items. Write the letter of the correct answer.
1.) If the diagonals of a quadrilateral are perpendicular bisectors of each
other, then the quadrilateral is a ______.
a.) rectangle b.) rhombus c.) trapezoid d.) kite

2.) Given at the right is a parallelogram DEFG with

indicated measures of its angle. Find the value of x.
a.) 20 b.) 22 c.) 24 d.) 26

3.) Using the same figure in number 2, what is m∠F?

a.) 300 b.) 600 c.) 900 d.) 1200

4.) In the figure at the right, ⊡ABCD is a parallelogram

with |AB| = 4x – 5 cm, |BC| = 3x + 5 cm, and |AD| =
6x – 10 cm. Determine the length of ̅𝐶𝐷̅̅̅.
a.) 15 cm b.) 16 cm c.) 17 cm d.)
20 cm

5.) Using the same figure in #4, if ⊡ABCD is a parallelogram, find its
perimeter.
a.) 45 cm b.) 60 cm c.) 65 cm d.) 70 cm

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CO_Q3_Mathematics_ Module 8
6.) Given the diagonals of rhombus CUTE as d1 and d2 as
shown in the figure at the right. If x = 4 units and d1 =
2x + 3 units and d2 = 5x – 1 units, find the area of the
rhombus.
a.) 100.3 sq units b.) 101.2 sq units
c.) 102.4 sq units d.) 104.5 sq units

7.) ⊡TAYO is a trapezoid with the given lengths of its sides

as shown in the figure at the right. If its perimeter is 86
cm, find the value of x.
a.) 12 b.) 20 c.) 29 d.) 39

8.) Given isosceles trapezoid ABCD with the lengths of

its diagonals as shown in the figure at the right,
find the value of x.
a.) 11 b.) 25 c.) 39 d.) 41

9.) Isosceles trapezoid ABCD at the right has bases |AB| =

2x + 1 cm and |DC| = 3x + 2 cm, median |EF| = 2x + 4
cm, leg |BF| = 5 cm, and altitude |BG| = y. Find the
length of its median ̅𝐸𝐹̅̅̅.

a.) 7 cm b.) 14 cm c.) 17 cm d.) 23 cm

10.) From the same figure in #9, what is the length of ̅𝐵𝐶̅̅̅?
a.) 3 cm b.) 5 cm c.) 10 cm d.) 15 cm

11.) From the same given figure in #9, find its perimeter.
a.) 48 units b.) 56 units c.) 93 units d.) 106 units
12.) Given: ⊡SAFE is a kite. If |SB|= 4x + 1 cm, |FB|=
6x – 9 cm, and |AE| = x2 + 10x – 3 as shown in
the figure at the right. Find the value of x.
a.) 4 b.) 5 c.) 6 d.) 7

13.) From the same figure in #12, find the length of ̅𝑆𝐵̅̅̅.
a.) 21 cm b.) 25 cm c.) 32 cm d.)
37 cm

14.) From the same figure in #12, find the length of ̅𝐴𝐸̅̅̅.
a.) 25 cm b.) 56 cm c.) 69 cm d.)
72 cm

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CO_Q3_Mathematics_ Module 8
15.) From the same figure in #12, find its area.
a.) 756 sq cm b.) 1,512 sq cm c.) 3,150 sq cm d.) 6,048 sq cm

Lesson PROBLEMS INVOLVING

PARALLELOGRAMS, TRAPEZOIDS AND
1 KITES

In the previous lessons, you have learned about the three types of
quadrilaterals: the parallelogram, the trapezoid, and the kite. You have also learned
about each of their properties. It is important that you remember those properties
since they are useful in solving problems in Geometry.

What’s In

Answer the following:

1.) Given EFGH with some of its angular measures as shown. Can it be a
parallelogram? Explain your answer.

a.) b.) c.)

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CO_Q3_Mathematics_ Module 8
 ⊡ 2.) Given ABCD is a
a.) b.)

parallelogram. Find the

values of x, y, and z.
c.)

3.) Given below are trapezoids with indicated measures of angles. Find the
value of x.
a.) b.) c.)

4.) Given at the right is trapezoid

WXYZ with median ̅𝑀𝑁̅̅̅̅.
a.) If |YZ| = 42 cm and |MN| = 35
cm, then |WX| = ______.
b.) If |YV| = 9 cm, then |TN| =
______.
c.) If |WX| = 5j + 7k and |YZ| = 9j – 3k, then |MN| = ______.

5.) Given ⊡KITE on the adjacent figure is a

kite.
a.) If m∠KIS = 750 and m∠ITK = 300
then m∠KET = ______ and m∠IKT =
______.
b.) If |KI| = 7 cm and |IE| =13 cm,
then |KE| = ______ and |SE| =
______.
c.) If |IS| = 5 cm and |KT| = 15 cm, then the area of ⊡KITE = ______

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CO_Q3_Mathematics_ Module 8
 What’s New

Mariz, a senior high school student, is helping to raise money to buy relief goods
for victims of COVID-19. Since Mariz is very artistic in making jewelry, she
has decided to make and sell necklaces to raise money. Several customers
have asked her what shape she has used for the blue bead of a particularly
geometric looking necklace. She knows what shape it is but is not sure of
how to explain this shape to her customers. What can Mariz tell her
customers about this shape?

What is It

Parallelogram

1.) Given the parallelogram at

the right with indicated
measures of its sides, solve
for the values of x and y.
Also, solve for the perimeter.

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CO_Q3_Mathematics_ Module 8
 Solution:
Since the opposite sides of a parallelogram are congruent, then
6x – 1 = 5x + 1 7y + 1 = 10y – 8
∴ x=2 -3y = -9
∴ y=3
Perimeter = sum of the measures of all sides.
Substitute x and y by their respective values in the expressions representing
the lengths of the sides. Thus
6𝑥 − 1 = 6(2) − 1 = 12 − 1 = 11 7𝑦 + 1 = 7(3) + 1 = 21 + 1 = 22
5𝑥 + 1 = 5(2) + 1 = 10 + 1 = 11 10𝑦 − 8 = 10(3) − 8 = 30 − 8 = 22

So, the perimeter = 11 + 11 + 22 + 22

= 66 units

2.) Given ⊡QRST is a parallelogram with

the indicated measures of the sides and
angles. Find the values of x and y.

Solution:
Given: |QR| = x2 + 5 units; |ST| = 54 units m∠T
= 1270; m∠R = x + 15y

Opposite sides of a parallelogram Opposite angles of a parallelogram are are

congruent. congruent.
|QR| = |ST| m∠R = m∠T x 2 + 5 = 54
x + 15y = 1270 𝑥2 = 54 – 5 Since x = 7,
𝑥2 = 49 then 7 + 15y = 1270
x = √49 15y = 120
x=7 y=8

Trapezoid

A. Given the trapezoid ABCD at the right as

marked. Find the lengths of the median and
the upper base. Explain your answer.

Solution:
The figure has one pair of opposite parallel sides ̅𝐴𝐵̅̅̅ and ̅𝐶𝐷̅̅̅ which are
the bases. ̅𝐸𝐹̅̅̅ is a median which connects the midpoints of the non parallel
sides or legs. The length of the median is half the sum of the lengths of the
two bases.

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CO_Q3_Mathematics_ Module 8
 |EF| = ½(|AB|+|DC|)
5x – 7 = ½ [(4x – 10) + 38]
10x – 14 = 4x + 28
6x = 42
x=7
By substitution:
Base: |AB|= 4x – 10 = 4(7) – 10 = 28 – 10 = 18 units

Median: |EF|= 5x – 7 = 5(7) – 7 = 35 – 7 = 28 units

B. Given the trapezoid GHIJ as marked, find the measures of the angles.

Solution:
Based on the markings, ⊡GHIJ is an
isosceles trapezoid, therefore base angles are
congruent.
∠J ≅ ∠I
𝑚∠J = 𝑚∠I
6x + 30 = 7x – 90
x = 120

Substitute x by its value in both equation:

m∠J = 6x + 30 m∠I = 7x – 90
m∠J = 6(120) + 30 m∠I = 7(120) – 90
m∠J = 720 + 30 m∠I = 840 – 90
m∠J = 750 m∠I = 750

C. Given trapezoid KLMN at the right with

̅𝐾𝐿̅̅̅||̅𝑀𝑁̅̅̅̅. a.) If m∠K = 13x – 40 and m∠N = 12x
+ 90, find the measures of ∠K and ∠N.

b.) |KL| = 4x + 2 cm; |LM| = 2x + 1 cm;

|MN| = x + 9 cm, and |KN| = 3x – 3 cm.
Find the length of each side if the
perimeter ⊡KLMN is 159 cm.

Solution:
a.) Since ̅𝐾𝐿̅̅̅||̅𝑀𝑁̅̅̅̅, therefore ∠K and ∠N are supplementary.
m∠K + m∠N = 1800
(13x – 40) + (12x + 90) = 1800

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CO_Q3_Mathematics_ Module 8
 25x = 1750
x = 70

Substitute x by its value in both equations:

m∠K = 13x – 40 m∠N =12x + 90
m∠K = 13(70) – 40 m∠N = 12(70) + 90
m∠K = 910 – 40 m∠N = 840 + 90
m∠K = 870 m∠N = 930

b.) Perimeter = |KL| + |LM| + |MN| + |KN|

159 = (4x + 2) + (2x + 1) + (x + 9) + (3x – 3)
159 = 10x + 9
10x = 159 – 9
10x = 150
x = 15 cm
Substitute x by its value in all equations:
|KL|= 4x + 2 |LM|= 2x + 1 |MN|= x + 9 |KN|= 3x – 3
|KL|= 4(15) + 2 |LM| = 2(15) + 1 |MN|= 15 + 9 |KN|= 3(15) – 3 |
|KL|= 60 + 2 |LM| = 30 + 1 |MN|= 24 cm KN|= 45 – 3
|KL|= 62 cm |LM| = 31 cm |KN|= 42 cm

D. Given PQRS is a trapezoid at the right with

. If |PR| = 3x – 14 cm and |SQ| = 4x – 22 cm,
find the length of the diagonals.

Solution:
If the given PQRS is an isosceles trapezoid, then its diagonals are
congruent.
 |PR| = |SQ|
3x – 14 = 4x – 22
x=8
Substitute x by its value in both equations:
|PR| = 3x – 14 |SQ| = 4x – 22
|PR| = 3(8) – 14 |SQ| = 4(8) – 22
|PR| = 24 – 14 |SQ| = 32 – 22
|PR| = 10 cm |SQ| = 10 cm

E. Given TVWX with // ,

|VT| = |WX|, |YV| = |YT|, |ZW|
= |ZX|, and . If |VW| =

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CO_Q3_Mathematics_ Module 8
 x, |YZ| = 3x – 8 cm, |TX| = 3x + 4 cm, and |WX| = 13 cm, find the
following:
a.) |YZ| (median)
b.) |WA| (height)
c.) Area

Solution:
Based on the given, TVWX is an isosceles trapezoid with median YZ.

Median Altitude/Height Area

|YZ| = |𝑊𝑋|2 = |𝑊𝐴|2 + |𝐴𝑋|2 Pythagorean Formula Area of a
|𝑊𝑋|2 = |𝑊𝐴|2 + |𝐴𝑋|2 trapezoid is
|𝑇𝑋| − |𝑉𝑊|
|𝐴𝑋| = equal to the
6x – 16 = 4x + 4 2 (13)2 = |𝑊𝐴|2+ (12)2 product of the
2x = 20 (3𝑥 + 4) − (𝑥) |𝑊𝐴|2 = (13)2 − (12)2 length of the
|𝐴𝑋| =
x = 10 cm 2 |𝑊𝐴|2 = 169 − 144 median and the
2𝑥 + 4 2
|YZ| = 3x – 8 |𝐴𝑋| = = 𝑥 + 2 |𝑊𝐴| = 25
|YZ| = 3(10) – 8 2 √|𝑊𝐴|2 = √25
|YZ| = 30 – 8 |𝐴𝑋| = 10 + 2
In right WAX, |WA| 5 cm
|YZ| = 22 cm
height.

cm

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CO_Q3_Mathematics_ Module 8
Kite

1.) Given the ⊡PQRS as marked and with

perimeter of 60 cm.
a. Find the value of y and the length of each
side if |QP| = y + 5 cm and |PS| = 5y – 5
cm.
b. If |RT| = 3x + 1 cm, |PT| = 5x – 3 cm, and
|QS| = 3x2 + 6x – 1 cm, find the value of x
and the lengths of ̅𝑃̅̅𝑇̅, ̅𝑅𝑇̅̅̅, and ̅𝑆𝑄̅̅̅.
c. Find the area of the figure.

Solution:

a.) Based on the markings, the figure is a kite.

|QP| = |QR| and |RS| = |PS|.
Perimeter = sum of the lengths of the
sides.
𝑃 = 2|𝑄𝑃| + 2|𝑃𝑆|
60 = 2(y + 5) + 2(5y – 5)
60 = 2y + 10 + 10y – 10
60 = 12y y = 5

Substitute y by its value in both equations:

|QP|=|QR|= y + 5 |RS|=|PS|= 5y – 5
|QP|=|QR|= 5 + 5 |RS|=|PS|= 5(5) – 5
|QP|=|QR|= 10 cm |RS|=|PS|= 25 – 5
|RS|=|PS|= 20 cm

b.) |RT| = |PT|

3x + 1 = 5x –
3 2x = 4
x=2
Substitute x by its value in the three equations:
|RT| = 3x + 1 |PT| = 5x – 3 |QS| = 3x2 + 6x – 1
|RT| = 3(2) + 1 |PT| = 5(2) – 3 |QS| = 3(2)2 + 6(2) – 1
|RT| = 6 + 1 |PT| = 10 – 3 |QS| = 3(4) + 12 – 1
|RT| = 7 cm |PT| = 7 cm |QS| = 12 + 11
|QS| = 23 cm

c.) Area of kite = ½ d1d2 A = ½ |RP||QS|

A = ½ (14)(23)
A = 161 cm2

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CO_Q3_Mathematics_ Module 8
 2. Given ⊡JKLM is a kite. If m∠MJK = 700, and m∠MKL = 650, find the
measures of the other angles.

Answer:
𝐽𝐿̅ is the ⊥ bisector of ̅𝐾𝑀̅̅̅̅, m∠JNK =
m∠JNM = m∠MNL = m∠KNL = 900.
∆MJK is isosceles and opposite angles of
congruent sides are congruent. If m∠MJK
= 700, then m∠JKM = m ∠JMK = 550 making m∠KJL = m∠MJL = 350
If m∠MKL = 650, then m∠KML = 650 ,making m∠𝐽KL = m∠𝐽ML = 1200.
Since ∆KNL is a right triangle, then m∠KLN = m∠MLN = 250, making
m∠𝐾LM = 500.

What’s More

Activity 1:
Solve the following.

1.) The diagonals of a rhombus measure 15 cm and 20 cm. What is the

area of the rhombus?

2.) The area of a rhombus is 348 𝑐𝑚2 and one diagonal measures 24 cm.
Find the measure of the other diagonal.

3.) Given ⊡ABCD below is a parallelogram with m∠B = 4x + 150 and m∠D
= 6x – 270. Find the measures of the four angles.

4.) Given ⊡DEFG above right is a parallelogram with diagonals ̅𝐷𝐹̅̅̅ and
̅𝐸𝐺̅̅̅ that intersect at C. If |DC| = x + y, |CF| = 10 cm, |EC| = 8 cm,

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CO_Q3_Mathematics_ Module 8
 and |CG| = 2x – y, find the values of x and y, and the lengths of
diagonals ̅𝐷𝐹̅̅̅ and ̅𝐸𝐺̅̅̅.

Activity 2:
Solve the following.

1.) Complete the table by finding the unknown length for each part of a
trapezoid.

One Base Other Base Median

9 4½ ___________
__________ 12.5 20
12 + 3x 16 – 3x ___________

2.) In the isosceles trapezoid BALP below, m∠BAP = 980 and m∠BLA =
260. Find the measure of each numbered angle.

3.) Given ⊡ 𝐻𝑂𝑀𝐸 below as marked with |HM| = 10x + 1 cm and |OE|=
9x + 3, find the length of each diagonal.

4.) ⊡ FITJ below is an isosceles trapezoid with |IT| = 3x, |AH| = 9x – 6

cm, |FJ| = 10x + 3 cm, and |TJ| = 15 cm. Find its perimeter. If the
altitude is 9 cm, find its area.

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CO_Q3_Mathematics_ Module 8
Activity 3:

Solve the following.

1.) The given figure below is kite FLYH with m∠HFL = 800 and m∠FLY =
1030. Find the measures of the numbered angles.

2.) ⊡HOPE below is a kite with |OP| = x, |HE| = 5x, and |SP| = 5 cm. If the perimeter is
108 cm, find the value of x and the lengths of ̅𝐻𝑆̅̅̅, ̅𝑃𝐸̅̅̅, and ̅𝑂𝐻̅̅̅.

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CO_Q3_Mathematics_ Module 8
 What I Have Learned

Parallelogram

To solve problems
volving
in parallelogram, one must know its
properties.
1. Opposite sides are parallel and congruent
.
2. Opposite angles are congruent
3. Consecutive angles are supplementary
4. Diagonal divides the parallelogram into 2 congruent triangles
5. Diagonals bisect each other
6. The area of the rhombus
is equal to
one-halfthe product of the
lengths of the
diagonals
.

Trapezoid
Trapezoid
is a quadrilateral with exactly one pair of parallel sides
called bases.
The non-parallel sides are called If
legs.
alower base angle
and anupper base angle
have a common side, then those are angles
supplementary.
Isosceles Trapezoid
is a trapezoid withngruent
co legs, congruent
lower base angles, congruent upper base angles. Any lower base angle is
supplementary to any upper base angle.
𝑏1+𝑏2
1. The median of the trapezoid
2
=
2. Perimeter of trapezoid = a + b + c + d
3. Area of a trapezoid = medianht* heig

Kite
A kite is a quadrilateral in which ttwo
inct dis
pairs of consecutive
sides are congruent.

The diagonals are perpendicular. One diagonal is the perpendicular

bisector of the other.
Onediagonal bisects a pair of opposite angles.
One angle formedby the non
-congruent sidescongruent
is to the
opposite angle
.
The area of the kite
. =

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CO_Q3_Mathematics_ Module 8
 What I Can Do
Solve each of the following prolems using the accompanying figure.

1.) The figure below is parallelogram VYZW with m∠V = 5x and m∠W = 2x +
120. Find the value of x, m∠Z, and m∠Y.

2.) ⊡ABCD below is a parallelogram with |DC| = 5y – x, |BC| = 4x + 2y, |

AB| = 18 cm, and |AD| = 16 cm. a) Find the
values of x and y. b) What is its
perimeter?

3.) ⊡ACEN below is an isosceles trapezoid with |AN| = 3x + 2 cm, |CE| =

8x – 3 cm, |NE| = x, and median |HG| = 27 cm. a) Determine the value
of x, and b) find its perimeter.

4.) The given quadrilateral below is a kite with |LV| = 3x and |OE| = x. If
its area is 6 sq units, a) find the value of x, and b) determine the length
of
̅𝑂𝑈̅̅̅.

5.) ⊡PQRS is a kite with m∠Q = 1300, m∠P = x, and m∠R = 3x. Determine
the value of x and find the measure of ∠P, ∠R, and ∠S.

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CO_Q3_Mathematics_ Module 8
 Assessment

Direction: Read ad answer each item accurately. Encircle the

letter of the best answer.

1.) ⊡ABCD at the right is a parallelogram with |BC| =

3x + 5 cm, |DC| = 4x – 5 cm, and |AD| = 6x – 10
cm.
Determine the length of ̅𝐵𝐶̅̅̅.
a.) 5 cm b.) 11 cm c.) 15 cm d.) 20 cm

2.) From the same figure in #1, what is the perimeter of the parallelogram?
a.) 50 cm b.) 60 cm c.) 70 cm d.) 80
cm

3.) ⊡CDAB at the right is a rhombus with m∠ADB = 6x

+ 20 and m∠BDC = 800. What is the value of x?
a.) 9 b.) 13 c.) 23 d.) 25

4.) From the same figure in #3, what is m∠ABC?

a.) 800 b.) 1000 c.) 1600 d.) 1630

5.) ⊡HYUN at the right is a square with diagonal |YN| =

7x – 20 cm and |HU| = 3x + 4 cm. Find the value of x.
a.) 3 b.) 5 c.) 6 d.) 9

6.) From the same figure in #5, what is the area in 𝑐𝑚2?
a.) 242 b.) 280 c.) 363 d.) 484

7.) ⊡HOME at the right is an isosceles trapezoid with

|ME| = 3x + 7 cm and |OH| = 4x – 5 cm. What is the
length of ̅𝑀𝐸̅̅̅̅?
a.) 40 cm b.) 43 cm c.) 49 cm d.) 51 cm

8.) From the same figure in #7, if |OE| = 5y + 13 cm and |HM| = 7y – 9

cm, find the length of ̅𝑂𝐸̅̅̅.
a.) 11 cm b.) 38 cm c.) 67 cm d.) 68 cm

9.) Given isosceles trapezoid ACDF at the right, with |

CD| = 6x – 6 cm and |AF| = 9x – 3 cm, find the
length of median ̅𝐵𝐸̅̅̅ if x = 5 cm.
a.) 24 cm b.) 33 cm c.) 42 cm d.) 75
cm

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CO_Q3_Mathematics_ Module 8
10.)From the same figure in #9, what is the length of FG?
a.) 7 cm b.) 9 cm c.) 12 cm d.)24 cm

11.)Using the same figure in #9, find the area of the trapezoid if |DG| =
40 cm.
a.) 1230 𝑐𝑚2 b.) 1320 𝑐𝑚2 c.) 2130 𝑐𝑚2 d.) 3120
𝑐𝑚2
12.) The figure at the right is a kite with |JK| = x
and |KL| = 4x. If the perimeter is equal to
160 m, find the value of x.
a.) 8 b.) 16 c.) 18 d.) 19

13.) From the same figure in #12, find |JM|.

a.) 128 m b.) 64 m c.) 16 m
d.) 8 m

14.) The figure at the right is kite PQRS with m∠Q

=
1230, m∠P = 2y and m∠R = 4y. Find the value of y.
a.) 19 b.) 18 c.) 12 d.) 6

15.) From the same figure in #14, find m∠R.

a.) 6 b.) 19 c.) 38 d.) 76

Additional Activities

Th
e railway sector has geared up to serve commuters while observing health
protocols on public transport once the enhanced community quarantine
(ECQ) is lifted in Metro Manila.

17
CO_Q3_Mathematics_ Module 8
 In MRT alone, it is estimated that only 158 passengers are allowed per
trip or 43 persons per cabin (which is parallelogram in shape) in compliance
of social distancing.

What do you think are the advantages and disadvantages of the

different protocols set by the DOTr in the use of the railways amidst Covid
19?
________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

18
CO_Q3_Mathematics_ Module 8
19
CO_Q3_Mathematics_ Module 8
References

Gladys C. Nivera ( 2013 ) Grade 9 Mathematics - Patterns and Practicalities.

pp. 370-371, p. 390, p. 392 , SalesianaBOOKS by Don Bosco Press, Inc. Makati City

Mathematics Learners Module, Grade 9. Department of Education.

Benjamin Bold (2006) Famous Problems of Geometry and How to Solve them, pages
356-369, Dover Publications, California USA

Howard Eves (2000) Foundation and Fundamental Concepts of Mathematics, pages

201-213, Princeto Publications, New York USA

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20
CO_Q3_Mathematics_ Module 8
For inquiries or feedback, please write or call:

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Telefax: (632) 8634-1072; 8634-1054; 8631-4985

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