MODULE NO.

4: SIMILARITIES

Name: ___________________________________ Module #: ______ Inclusive Dates: ____________

Grade & Section: __________________ Teacher:
A: Learning Competency: B: Leaning Targets:
LC.B.1 Illustrates similarity of figures. a. I can determine the similarity of figures. (A)
LC.B.2 Proves the conditions for similarity of triangles: b. I can apply the conditions for similarity of
SAS similarity theorem; SSS similarity theorem; AA triangles: SAS similarity theorem; SSS
similarity theorem; Right triangle similarity theorem; similarity theorem; AA similarity theorem;
Special right triangle theorems. Right triangle similarity theorem; Special right
LC.B.3 Applies the theorems to show that given triangles triangle theorems. (M)
are similar. c. I can apply the theorems to show that given
LC.B.4 Proves the Pythagorean Theorem. triangles are similar. (M)
LC.B.5 Solves problems that involve triangle similarity d. I can solve problems involving Pythagorean
and right triangles. Theorem. (M)
e. I can solve problems involving involve triangle
similarity and right triangles.. (M)
C: Learning Materials/ Learning Resources:
Antonio, J., Bruce, R., Melasantos, L.A., Robles, S., Sacluti, J., (2015). Math Connection in Digital Age 9.
Quezon City. Sibs Publishing House, Inc.
Crisostomo, R., Sagum, P., Padua, A., (2013). Our world of math 9. Quezon City. Vibal Publishing House,
Inc.
Lim, Y., Nocon, R., Nocon, E., Ruivivar, L., (2017). Math for Engaged Learning 9. Quezon City. Sibs
Publishing House, Inc.
 Bryant M., Bulalayao E., Callanta M., Cruz J., De Vera R., [Link], Mathematics 9 Learner’s Material, Pasig City Vibal
Group, inc.
Aralinks, Pen, Paper, Scientific Calculator
Nivera, G., Lapinid. M.R., (2013) Grade 9 Mathematics: Patterns and Practicalities. SalesianaBooks by Don
Bosco Press, Inc.

Praise be Jesus,
Mary and
Joseph in you
SHJCSIANS

Welcome Matheniks,

Before we proceed with

our lesson, let us test
your prior knowledge
about SIMILARITIES

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Which pair of object has the same shape, the same size, or neither?

(LEARN)

Ratio is used to compare two or more quantities. Quantities involved in ratio are of the same kind so
that ratio does not make use of units. However, when quantities are of different kinds, the comparison of the
quantities that consider the units is called rate.
A proportion is an equation that shows two ratios are equivalent.

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Example 1:
The ratio of female to male presidents of the Philippines can be expressed in difference forms:
2:13 (colon form) 2/3 (fraction form)
2 ÷ 13 (division form) 2 to 13 (phrase form)

2 6
The equation 2:13 = 6:39 or = is a proportion.
13 39
In the given proportion, 13 and 6 are called means; 2 and 39 are the extremes.

SIMILAR TRIANGLES

Conditions For Similar Triangles

Two triangles are similar
 if and only if their corresponding angles are congruent.
 their corresponding side lengths are proportional.
The simplest form of the ratio of the lengths of two corresponding sides of similar triangles is the similar ratio.
Scale factor is the amount of enlargement or reduction needed to get a similar figure from the other. This is the
ratio of the dimension of an object in its dilated image to its actual size.

Example 2: The following triangles are similar.

a. Name the similarity correspondence.
b. Name all pairs of congruent corresponding angles.
c. Write proportions using pairs of corresponding sides.
d. Find the similarity ratio.
e. Find IN.
f. Find m ∠ N and m ∠ F .

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Solution:
a. ∆ FAR ∆ KIN
b. ∠ F ≅ ∠ K ; ∠ A ≅ ∠ I ; ∠ R ≅ ∠ N
FA FR AR
c. = =
KI KN ¿
d. Among the pairs of corresponding sides, FA and KI are given.
FA 1
So, similarity ratio = =
KI 2

AR 1
e. =
¿ 2
4 1
=
¿ 2
IN = 8

f. m ∠ N =m ∠ R=37 °
m ∠ F=m∠ K=53°

1
Example 3: ∆ XYZ needs to be reduced by a scale factor of . How long is the shortest side of the reduced image?
4

Solution:
1
The scale factor is . Thismeans the similarity ratio of the reduced triangle to the given triangle is 1:4. Rhe
4
shortest side of the given triangle is 8 cm. Thus,

1
Or simply, 8 x =2 cm.
4

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Example 4: In ∆ EGT , RA∨¿ ¿ , EG=12 , ER=4
RA = 6, and ET =24, find:

a. EA
b. GT

Solution:
ER EA
a. =
EG ET
4 EA
=
12 24
4 (24)
=EA
12
EA = 8
ER RA
b. =
EG ¿
4 6
=
12 ¿
12(6)
¿=
4
GT = 18

(PRACTICE)

Activity 1.A: Write each ratio in simplest form.

1. AC : CE
2. BC : CD
3. BD : AE
4. CD : CE
5. BC : AB
6. BC : AB
7. CD : DE

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 8. Perimeter of ∆ BCD : Perimeter of ∆ ACE

Activity 1.B: Complete the following statements.

1. ∆ HIN _______.
14 8
2. = ∧ y=¿ ________.
y ❑
12 14
3. ❑ = ∧x=¿ .
y

Given: ∠ A ≅ ∠ D and ∠ B≅ ∠ E
Prove: ∆ ABC ∆≝¿

STATEMENT REASON
1. ∠ A ≅ ∠ D 1. Given

2. Assume AB≤ DE . Take a point X on DE so

that DX = AB. Through X, draw a line such 2. Two points determine a line.
that ∠ DXY ≅ ∠ B
3. ∆ ABC ≅ ∆ DXY 3. ASA triangle congruence (1, 2)
4. ∠ B≅ ∠ E 4. Given
5. ∠ DXY ≅ ∠ E 5. Transitivity (2, 4)
6. If two lines are cut by a transversal and a pair of
6. XY ∨¿ EF corresponding angles are congruent, then the lines are
parallel.
7. If two lines are cut by a transversal, then a pair of
7. ∠ DXY ≅ ∠ F
corresponding angles are congruent.
8. ∠ C ≅ ∠ DXY ; AC ≅ DY ; BC ≅ XY 8. CPCTC (3)
9. ∠ C ≅ ∠ F 9. Substitution (7, 8)

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 DX DY XY
10. = = 10. Basic proportionality theorem (6)
DE DF EF
AB AC BC
11. = = 11. Substitution (2, 8, 10)
DE DF EF
12. ∆ ABC ∆≝¿ 12. Definition of similar triangles (1, 4, 9, 11)

Example 5: If the triangles are similar, write a similarity statement between each pair of triangles.

Solution:
a. No similarity
Since m∠ B=41° ∧m∠ E=39 °, only one pair of angles are ≅ ,that is, ∠ C∧∠ D .

b. ∆ GHI ∆ LJK
Since m∠ H=180 ° −( 32° +105 ° )=43° =m∠ J
and m∠ I =∠ K=105° , by AA Similarity Theorem, the triangle are similar.

c. ∆ MNO ∆ QRP
m∠ N=180 °−2 ( 70 ° )=40 °=m ∠ R
180 ° −40 °
and m∠ P=∠ Q= =70 °=m∠ M .
2

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 AB BC AC
Given: = =
DE EF DF
Prove: ∆ ABC ∆ DE

STATEMENT REASON
1. Assume AB≤ DE . Take X on DE so that
DX = AB and take Y on DF so that DY = AC. 1. Two points determine a line.
Draw a line from X to Y,
2. ∆ ABC ≅ ∆ DXY 2. SSS triangle congruence
AB BC AC
3. = = 3. Given
DE EF DF
DX DY
4. = 4. Substitution (1, 3)
DE DF
5. ∠ D ≅ ∠ D 5. Reflexive property of congruence

6. ∆ DXY ∆≝¿ 6. SAS similarity theorem (4, 5)

7. ∆ ABC ∆≝¿ 7. Substitution (2, 6)

Example 6: Can the given information be used to prove that the given triangles are similar? If so, how?

a. BI = 18, IG = 12, HI = 24, and IR = 16 b.

Solution:
BI IG 3
a. = = and both have ∠ I as the included angle.
HI IR 4
By SAS, the triangles are similar.

Page 8 of 17
 b. ¿ = LO = 2 , but both are not equal to EO = 3 .
OE OV 3 EV 5
Hence, the triangles cannot be proved similar.

Activity 2.A: Can two triangles be proved similar? If so, state the similarity and tell which similarity theorem
you would use.

Activity 2.B: Find the measure of ∠ X that makes each pair of triangles similar.

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 PYTHAGOREAN THEOREM

triangle were a = 3, b = 4 and c = 5, the areas of the squares whose side lengths
are given by a, b and c would be a 2, b 2 , and c 2, respectively. Note that c 2=a2+ b2.

The triple 3−4−5 is called a Primitive Pythagorean Triple because the numbers do not have a common
factor other that 1

Given: Right ∆ ABC with leg lengths a and b, and hypotenuse length c.
Prove: c 2=a2+ b2

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 STATEMENT REASON
1. Draw altitude CP to the hypotenuse 1. Definition of an altitude
x a y b
2. = ; = 2. Leg rule in the similarity on a right triangle theorem
a c b c
3. cx =a2 ; cy=b 2 3. Fundamental law of proportion
4. cx +cy =a2 +b 2 4. Addition property of equality

5. c (x + y )=a 2+ b2 5. Distributive property of multiplication over addition

6. c=x + y 6. Segment addition postulate

7. c 2=a2+ b2 7. Substitution

Example 7: Find the value of x and determine the length off the legs of the right triangle.

Solution:

Example 8:

Solution:

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 2 2 2
c =a + b
2 2 2
c =5 +12
2
c =25+144
2
c =169
c=13 m

(PRACTICE)

Activity 3.A: Find the missing lengths.

1. x=2∧ y=16
2. x=9∧ y=4
3. c=20∧a=12
4. b=20∧ y=10
5. b=6∧ y=9

Activity 3.B: Answer the following problems:

1. The flags of Jamaica and Bhutan are shown at the right.

How much longer is the diagonal of the Bhutan flag than
the diagonal of the Jamaican flag?

2. The acceleration ramp for a skateboard competition is 25 meters long.

How high is the ramp if it extends 24 meters from the
base of the starting point?

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(CHECK)

Assessment 3.4
A. Given ∆ ABC ∆≝¿

1. Solve for y and z.

2. Compute for their perimeters, Compare the ratio of their perimeters to the ratio of any two
corresponding sides. Are they proportional?
3. Compute for their areas. Compare the ratio of their areas to the ratio of any two corresponding sides.
Are they proportional? If not, how are the ratios related?

B. Write and verify similarity statement. Then find the x and y.

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C. Prove Me!
AW AT WT
1. Given: = =
CT CH TH
Prove: AT ∨¿ CH

STATEMENT REASON
1. 1. Given
2. ∆ ¿ ∆¿ 2.
3. ∠ ATW ≅ ∠ CHT 3.
4. 4.

2. Given: ∆ ABC ∆≝¿,

AG∧DH are medians
Prove: ∆ AGC ∆ DHF

D. Answer the following problems.

1. To estimate how high the ring was, a 168-cm tall basketball player syood so that the end of his shadow
and that of the ring coincided. He found that AY and AB measured 180 cm and 326 cm, respectively.
About how high was the ring?

2. The developer of Pines View Subdivision would like to put a bicycle

path from the corner of Manga and Bayabas streets to Lanzones strret.
What is the shortest path if Manga and Bayabas streets are perpendicular?
How long is the path if BD and AD is 32 meters?

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 3. The school garden is right triangular in shape as shown. From where her office is, the principal has to
walk through the garden to the canteen. How long is the walkway in the garden?

Rubrics for Activities and Assessment:

1 point for the complete and correct answer,
Rubric for Student Reflections
Above Expectation Meets Expectation Approaching Meets Expectation
(4) (3) Expectation (1)
(2)
Reflective The reflection explains The reflection explains The reflection attempts The reflection does not
Thinking the student’s own the student’s thinking to demonstrate thinking address the student’s
Thinking, learning about his/her own about learning but is thinking or learning
process and as well as learning process vague or unclear about
implication in the real the personal learning
life situation process.
Analysis The reflection is an in- The reflection is an in- The reflection attempts The reflection does not
depth analysis of the depth analysis of the to analyze the learning move beyond a
learning experience, the learning experience, the experience but the description of the
value of the derive value of the derive value of the learning or learning experience.
learning to self or learning to self or others others is vague or
others and enhancement unclear.
of the student’s
appreciation for the
discipline.
Making The reflection The reflection articulates The reflection attempts The reflection not
Connection articulates multiple connections between this to articulate articulate any
connections between learning experience and connections between connection to other
this learning experience content from other ways, this learning experience learning or
and content from other past learning, life and content from other experiences.
ways, past learning, life experience. ways, past learning
experience. experiences, but the

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 connection is vague or
unclear.

Description: In this activity, you will be asked to complete the 3-2-1 Chart regarding the module that you have
discovered.
3-2-1 Chart
Three things I found out:
1. ___________________________.
2. ___________________________.
3. ___________________________.
Two interesting things:
1. ___________________________.
2. ___________________________.
One question I still have:
1. ___________________________.

Dear Parent/Guardian:
We acknowledge your great role to influence the learning of our pupil, henceforth may we request that you
continually help them in their learning through:
 Please do a constant follow up on their study routines and remind them if it is essential.
 Kindly monitor their learning progress in this module as well on their Math 9 Work textbook.
 Please guide and monitor your child in browsing or surfing on different websites.
 This lesson may contain learning that needs your personal experiences, please provide our pupils with
the necessary information with your proper guidance.
 Should you have queries and concerns, please communicate with us.

May this learning module not only invigorate learning experience for our pupils but also to strengthen
relationships among each family members

Thank you for all you will do to support your child in their academic performance and development.

POLL
Please describe your learning experience for this week’s module by shading the corresponding emoji.

IIIhave
have
need some
I have fully
questions
in in
understood
help
understood
mind
the thatofneed
module
most
understan the
to be
and clarified
I am
concepts
ding the
toready
betterto
module. in
presented
understand
move the
to the
the module.
module.

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Teachers E-mail address: aalpez@[Link] Upload due on:: _________________________

I am glad that you were able to finish our module about

Quadrilaterals. Congratulations because you are now moving on to
the next module!

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