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Third Quarter
Week 3
Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the Development
and Quality Assurance Teams of SDO TAPAT to assist you in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.

For the learner:

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let’s Try before moving on to the other activities included in
the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!
 Let’s Learn

This module was designed and written with you in mind. It is here to help you master
quadrilaterals. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.

The module contains lesson about Midline Theorem and Theorems on trapezoid and kite.

After going through this module, you are expected to:

1. define midline theorem;
2. prove the theorem on trapezoids and kites.

Let’s Try

Directions: Choose the letter of the best answer. Write your answer on a separate sheet of
paper.
1. It is a segment connecting the midpoints of the two sides of a triangle, parallel to the third
side and half as long.
A. Diagonal C. Midline
B. Intersecting Lines D. Parallel Lines

2. In ∆𝐷𝑂𝐺, 𝐵 and 𝐸 are the midpoint of ̅̅̅̅ ̅̅̅̅ respectively. If BE = 17, the OG =
𝐷𝑂 and 𝐷𝐺
_____?
A. 8.5 B. 17 C.34 D. 68
3. In ∆𝐷𝑂𝐺, 𝐵 and 𝐸 are the midpoint of ̅̅̅̅
𝐷𝑂 and ̅̅̅̅
𝐷𝐺 respectively. If 𝐵𝐸 = 2𝑥 + 5 and 𝑂𝐺 =
5𝑥 + 6, how long is 𝐵𝐸?
A. 11 B. 12 C. 13 D. 14
̅̅̅̅ is a midline of the ∆𝐴𝐵𝐶. If 𝐷𝐸
4. In the figure at the right, 𝐷𝐸 ̅̅̅̅ is parallel to 𝐴𝐶
̅̅̅̅ and 𝐷𝐸
̅̅̅̅ has a
length of 10 ft, how long is 𝐴𝐶?
A. 5 ft C. 20 ft
B. 10 ft D. 15 ft

5. Using the same figure, ̅̅̅̅

𝐷𝐸 is a midline of ∆𝐴𝐵𝐶. Which of the following is NOT always
true?
A
 ̅̅̅̅ is parallel to 𝐴𝐶
A. 𝐷𝐸 ̅̅̅̅

B. ∠𝐵𝐷𝐸 has the same measure as ∠𝐵𝐶𝐴

C. ∠𝐵𝐷𝐸 has the same measure as ∠𝐵𝐴𝐶

D. 𝐴𝐶 is twice the length of 𝐷𝐸
L O

For items 6-8, refer to the figure at the right A N

E V
6. If 𝐴 and 𝑁 are midpoints of ̅̅̅̅
𝐿𝐸 and ̅̅̅̅
𝑂𝑉 respectively, 𝐿𝑂 = 11 and 𝐸𝑉 = 15, what is 𝐴𝑁?
A. 11 B. 13 C. 15 D. 26
7. If 𝐿𝑂𝑉𝐸 is an isosceles trapezoid and 𝐿𝑉 = 15, find the length of 𝑂𝐸.
A. 11 B. 13 C. 15 D. 26
8. If 𝐿𝑂𝑉𝐸 is an isosceles trapezoid and 𝑚∠𝐿0𝑉 = 2𝑥 + 10 and 𝑚∠𝐿𝐸𝑉 = 50 , find the value
of 𝑥.
A. 30 B. 40 C. 50 D. 60

U
For items 9-10, refer to the figure at the right U
C T
M
9. If 𝐶𝐸 = 4.5, what is 𝑇𝐸?
A. 4.5 B. 5 C. 9 D. 12
10. Find the area of the Kite 𝐶𝑈𝑇𝐸, if 𝑈𝐸 = 12 and 𝑇𝑀 = 3
E
A. 12 B. 18 C. 36 D. 72

Alternatively, you may answer these questions online!

Scan the QR Code or use this link on your cell phone, Put your score
laptop or desktop: here
http://bit.ly/MATH933
Use proper capitalization to activate the link. You will
see your score after completing the test. Make sure to
screenshot your work as a proof to your teacher then
write your score in the box. Make sure you are
connected to the internet!
Lesson
Midline Theorem and Theorem
1 on Trapezoids and Kites

Let’s Recall
Directions: Answer the following statements with ALWAYS TRUE, SOMETIMES TRUE or
NEVER TRUE.

1. A square is a rectangle.
2. A rhombus is a square.
3. A parallelogram is a rectangle.
4. A rectangle is a parallelogram.
5. A rhombus is a parallelogram.
6. A rectangle is a rhombus.
7. A square is a rhombus.
8. A rhombus is a rectangle.
9. A parallelogram is a rhombus.
10. A square is a parallelogram.

Let’s Explore

Directions: Follow the procedure written below. Use a ruler and a protractor in drawing.
Provide a separate sheet of paper for your answer.
Procedure:

1. Draw a large triangle and name it of ∆𝐴𝐵𝐶. Locate the midpoints of

̅̅̅̅, 𝐵𝐶
𝐴𝐵 ̅̅̅̅ , 𝑎𝑛𝑑 𝐴𝐶
̅̅̅̅ . Name them 𝐷, 𝐸, and 𝐹 respectively.

2. Draw ̅̅̅̅
𝐷𝐸 , ̅̅̅̅
𝐸𝐹 , ̅̅̅̅
𝐷𝐹 and measure the length of each segment.
̅̅̅̅ 𝑎𝑛𝑑 𝐸𝐹
3. Compare the lengths of 𝐴𝐵 ̅̅̅̅ , 𝐵𝐶
̅̅̅̅ 𝑎𝑛𝑑 𝐷𝐹
̅̅̅̅ , 𝐴𝐶
̅̅̅̅ 𝑎𝑛𝑑 𝐷𝐸
̅̅̅̅.

Guide Question:
How are the lengths of each pair of segments related?
 Let’s Explain

̅̅̅̅ , 𝐸𝐹
In the previous activity, 𝐷𝐸 ̅̅̅̅ , and 𝐷𝐹
̅̅̅̅ are called midlines of ∆ 𝐴𝐵𝐶. The midlines
are formed by connecting two midpoints of a triangle, that is why it is always parallel to the
third side.

Theorem:
The Midline Theorem states that the segment that joins the midpoints of two sides of
a triangle is parallel to the third side and half as long.

In order to prove this theorem, we need to recall the definition of terms, properties,
postulates, and theorems that we have learned from the previous year.

Given: In ∆𝐴𝐵𝐶, 𝐷 is the midpoint of ̅̅̅̅

𝐴𝐵, 𝐸 is the midpoint of ̅̅̅̅
𝐵𝐶 .
1
̅̅̅̅
Prove: 𝐷𝐸 = (𝐴𝐶) , 𝐷𝐸 ∥ 𝐴𝐶̅̅̅̅
2
B

E F
D

A C
Here is the two-column proof.

Statements Reasons
1. Extend 𝐷𝐸 ̅̅̅̅ through 𝐸 to point 𝐹 such that Point-Plotting Theorem
̅̅̅̅
𝐷𝐸 = 𝐸𝐹 ̅̅̅̅
2. Draw 𝐶𝐹 ̅̅̅̅ Auxiliary Line
3. 𝐸 is the midpoint of ̅̅̅̅ 𝐵𝐶 Given
4. ̅̅̅̅
𝐵𝐸 ≅ ̅̅̅̅ 𝐶𝐸 Definition of Midpoint
5. ∠𝐷𝐸𝐵 ≅ ∠𝐶𝐸𝐹 By Vertical Angle Theorem
6. ∆𝐷𝐸𝐵 ≅ ∆𝐹𝐸𝐶 SAS Postulate (1,5,4)
7. ∠𝐷𝐵𝐴 ≅ ∠𝐹𝐶𝐸 CPCTC
̅̅̅̅ ∥ 𝐶𝐹
8. 𝐴𝐵 ̅̅̅̅ Alternate Interior Angle Theorem
9. 𝐷𝐵 ≅ ̅̅̅̅
̅̅̅̅ 𝐹𝐶 CPCTC
10. 𝐷𝐴̅̅̅̅ ≅ 𝐷𝐵 ̅̅̅̅ Definition of Midpoint
̅̅̅̅
11. 𝐷𝐴 ≅ 𝐹𝐶 Transitive Property (8,9)
12. Quadrilateral DFCA is a parallelogram If a quadrilateral has one pair of opposite
sides both parallel and congruent, then it is
a parallelogram
13. ̅̅̅̅
𝐷𝐸 ≅ ̅̅̅̅
𝐴𝐶 Definition of parallelogram
̅̅̅̅ ≅ ̅̅̅̅
14. 𝐷𝐹 𝐴𝐶 Opposite sides of a parallelogram are
congruent
15. 𝐷𝐸 = 𝐸𝐹 Congruent segments have equal measures

16. 𝐷𝐹 = 𝐷𝐸 + 𝐸𝐹 Segment Addition Postulate

17. 𝐷𝐹 = 2(𝐷𝐸) Substitution
𝐷𝐹 Division Property of Equality
18. 𝐷𝐸 = 2
19. 𝐷𝐹 = 𝐴𝐶 Congruent segments have equal measures

𝐴𝐶 Substitution
20. 𝐷𝐸 = 2

Refer to the figure below for the following examples.

Example 1: If 𝑀𝐷 = 20 𝑐𝑚, 𝐿𝑀 = 6 𝑐𝑚 and 𝐿𝑁 is the midline of ∆𝑀𝐼𝐷, find the length of 𝐿𝑁

and 𝑀𝐼.

𝑀𝐷 20
Since 𝐿𝑁 = , then 𝐿𝑁 = → 10 𝑐𝑚
2 2

̅̅̅̅, then 𝐿𝑀
Since Point 𝐿 is the midpoint of 𝑀𝐼 ̅̅̅̅ ≅ 𝐿𝐼
̅.
Therefore 𝑀𝐼 = 2(𝐿𝑀) → 12 𝑐𝑚

Example 2: If 𝐿𝑁 = 𝑥 + 5 and 𝑀𝐷 = 3𝑥 − 2, find the value of 𝑥 and the lengths of 𝐿𝑁 and

𝑀𝐷.
𝑀𝐷 3𝑥−2
Since 𝐿𝑁 = , then 𝑥 +5=
2 2
2(𝑥 + 5) = 3𝑥 − 2 MPE
2𝑥 + 10 = 3𝑥 − 2 Distributive Property
12 = 𝑥 APE
𝐿𝑁 𝑖𝑠 12 + 5 = 17 and 𝑀𝐷 𝑖𝑠 3(12) − 2 = 34.

It is also important to note that since the midline ̅̅̅̅ ̅̅̅̅̅ (refer to the figure
𝐿𝑁 is parallel to 𝑀𝐷
above), ∠𝐼𝐿𝑁 ≅ ∠𝐼𝑀𝐷 𝑎𝑛𝑑 ∠𝐼𝑁𝐿 ≅ ∠𝐼𝐷𝑀.

The midline may also be drawn in a trapezoid. Like in triangle, a midline of a

trapezoid can be formed by joining the midpoints of the legs.
Theorem:
The midline of a trapezoid is parallel to each base and its length is one half of the
sum of the lengths of the bases.

Let us prove this theorem using a two-column proof.

Given: Trapezoid 𝑀𝐼𝑁𝑆 with midline of ̅̅̅̅

𝑇𝑅
̅̅̅̅ ∥ 𝐼𝑁
Prove: 𝑇𝑅 ̅̅̅̅, 𝑇𝑅
̅̅̅̅ ∥ 𝑀𝑆
̅̅̅̅
(𝑀𝑆+𝐼𝑁)
𝑇𝑅 = 2 S
M P

T R

I N
Statements Reasons
1. Trapezoid 𝑀𝐼𝑁𝑆 with midline of ̅̅̅̅ 𝑇𝑅 Given
2. Draw 𝐼𝑅̅̅̅, extending until it intersects with Two points determine exactly one line
extension of 𝑀𝑆 ̅̅̅̅, at P
3. 𝑅 is the midpoint of ̅̅̅̅
𝑆𝑁 , T is the midpoint A midline of a trapezoid joins the midpoints
̅̅̅̅
of 𝑀𝐼 of the legs
4. ̅̅̅̅
𝑁𝑅 ≅ ̅̅̅̅𝑅𝑆 Midpoint of a segment forms two congruent
segments
̅̅̅̅ ∥ 𝑀𝑆
5. 𝐼𝑁 ̅̅̅̅ Trapezoid has at least one pair of parallel
sides
6. ∠𝐼𝑁𝑅 ≅ ∠𝑃𝑆𝑅 If two parallel lines are cut by a transversal
the alternate interior angles are congruent
7. ∠𝐼𝑅𝑁 ≅ ∠𝑃𝑅𝑆 Vertical angles are congruent
8. ∆𝐼𝑁𝑅 ≅ ∆𝑃𝑆𝑅 ASA Postulate
9. ̅̅̅
𝐼𝑅 ≅ ̅̅̅̅
𝑅𝑃; ̅𝐼𝑁
̅̅̅ ≅ ̅̅̅̅
𝑆𝑃 CPCTC
̅̅̅
10. 𝑅 is midpoint of 𝐼𝑃 Midpoint of a segment forms two congruent
segments
11. ̅̅̅̅
𝑇𝑅 is midline of ∆𝐼𝑀𝑃 Midline of triangle joins midpoints of two
sides of triangle
12. ̅̅̅̅
𝑇𝑅 ∥ ̅̅̅̅
𝑀𝑆 Midline segment of triangle is parallel to the
third side
̅̅̅̅ ∥ 𝐼𝑁
13. 𝑇𝑅 ̅̅̅̅ If 2 lines are parallel to the same line, they
are parallel to each other
𝑀𝑃 Midline of a triangle is one half of the third
14. 𝑇𝑅 = ; 2𝑇𝑅 = 𝑀𝑃
2 side
15. 𝑀𝑃 = 𝑀𝑆 + 𝑆𝑃 Segment Addition Postulate
16. 𝐼𝑁 = 𝑆𝑃 Congruent segments have equal length
17. 𝑀𝑃 = 𝑀𝑆 + 𝐼𝑁 Substitution
18. 2𝑇𝑅 = 𝑀𝑆 + 𝐼𝑁 Substitution
(𝑀𝑆+𝐼𝑁) Division Property of Equality
19. 𝑇𝑅 = 2

If the base angles of a trapezoid are congruent, then it is an isosceles trapezoid. The
following are special theorems for isosceles trapezoid.
Theorem:
Opposite angles of an isosceles trapezoid are supplementary.

D C

A B

Given: Quadrilateral 𝐴𝐵𝐶𝐷 is an isosceles trapezoid

Prove: ∠𝐴 and ∠𝐶 are supplementary; ∠𝐵 and ∠𝐷 are supplementary

Statements Reasons
1. Isosceles trapezoid 𝐴𝐵𝐶𝐷 Given
2. ∠𝐷 ≅ ∠𝐶; ∠𝐴 ≅ ∠𝐵 An isosceles trapezoid is a trapezoid with
congruent base angles.
3. ̅̅̅̅
𝐷𝐶 ∥ ̅̅̅̅
𝐴𝐵 A trapezoid is a quadrilateral with at least 1
pair of parallel sides.
4. ∠𝐷 𝑎𝑛𝑑 ∠𝐴 are supplementary; If 2 parallel lines are cut by a transversal,
∠𝐵 𝑎𝑛𝑑 ∠𝐶 are supplementary the interior angles on the same side of
transversal are supplementary.
5. ∠𝐴 𝑎𝑛𝑑 ∠𝐶 are supplementary; Substitution
∠𝐵 𝑎𝑛𝑑 ∠𝐷 are supplementary

Theorem:
The diagonals of an isosceles trapezoid are congruent.

Given: Quadrilateral 𝐴𝐵𝐶𝐷 is an isosceles trapezoid

̅̅̅̅ ≅ 𝐵𝐷
Prove: 𝐴𝐶 ̅̅̅̅
D C

A B

Statements Reasons
1. Isosceles trapezoid 𝐴𝐵𝐶𝐷 Given
2. ∠𝐷𝐴𝐵 ≅ ∠𝐶𝐵𝐴 An isosceles trapezoid is a trapezoid with
congruent base angles.
3. ̅̅̅̅
𝐷𝐶 ∥ ̅̅̅̅
𝐴𝐵 A trapezoid is a quadrilateral with at least 1
pair of parallel sides.
4. ̅̅̅̅
𝐴𝐷 ≅ ̅̅̅̅
𝐵𝐶 An isosceles trapezoid has congruent legs.
̅̅̅̅ ≅
5. 𝐴𝐵 ̅̅̅̅
𝐴𝐵 Reflexive property
6. ∆𝐴𝐶𝐵 ≅ ∆𝐵𝐷𝐴 SAS Postulate
̅̅̅̅ ≅
7. 𝐴𝐶 ̅̅̅̅
𝐵𝐷 CPCTC
Refer to the figure below for the following examples:
J O

A N

Y E

Example 3: If 𝐽𝑂 = 5 𝑐𝑚 and 𝑌𝐸 = 10 𝑐𝑚, find the length of 𝐴𝑁.

By theorem, the midline of a trapezoid is parallel to each base and its length is one
half of the sum of the lengths of the bases,
(𝐽𝑂+𝑌𝐸)
𝐴𝑁 = 2
(5+10)
𝐴𝑁 = Substitution
2
15
𝐴𝑁 = Simplify
2
𝐴𝑁 = 7.5 𝑐𝑚

Example 4: If Trapezoid 𝐽𝑂𝐸𝑌 is an isosceles trapezoid and

𝑚∠𝐽𝑌𝐸 = 2𝑥 + 5 𝑎𝑛𝑑 𝑚∠𝐽0𝐸 = 51, find the value of 𝑥.

By theorem, opposite angles of an isosceles trapezoid are supplementary,

∠𝐽𝑌𝐸 and ∠𝐽0𝐸 are supplementary.
Thus, 𝑚∠𝐽𝑌𝐸 + 𝑚∠𝐽𝑂𝐸 = 180
(2𝑥 + 5) + 51 = 180 Substitution
2𝑥 + 56 = 180 Combining like terms
2𝑥 = 124 APE
𝑥 = 62 MPE

Example: If Trapezoid 𝐽𝑂𝐸𝑌 is an isosceles trapezoid and

𝐽𝐸 = 3𝑥 − 2 𝑎𝑛𝑑 𝑂𝑌 = 𝑥 + 10, find the length of 𝐽𝐸 𝑎𝑛𝑑 𝑂𝑌.

By Theorem, the diagonals of an isosceles trapezoid are congruent, ̅̅̅ ̅̅̅̅

𝐽𝐸 ≅ 𝑂𝑌
Thus, 𝐽𝐸 = 𝑂𝑌
3𝑥 − 2 = 𝑥 + 10 Substitution
2𝑥 = 12 APE
𝑥=6 MPE

𝐽𝐸 = 3(6) − 2 → 16; 𝑂𝑌 = 6 + 10 → 16

A trapezoid is not a parallelogram because it has only a pair of opposite parallel

sides. Another kind of quadrilateral that is not a parallelogram is a kite. It is drawn such that
there are two distinct set of adjacent, congruent sides.
Theorem:
The diagonals of a kite are perpendicular.
B
Given: Kite 𝐴𝐵𝐶𝐷
Prove: ̅̅̅̅
𝐵𝐷 ⊥ ̅̅̅̅
𝐴𝐶 A C
E

Statements Reasons
1. Kite 𝐴𝐵𝐶𝐷 Given
̅̅̅̅ ≅ 𝐵𝐶
2. 𝐴𝐵 ̅̅̅̅ ; 𝐴𝐷
̅̅̅̅ ≅ 𝐶𝐷
̅̅̅̅ A kite has 2 distinct sets of congruent
adjacent sides
3. ̅̅̅̅
𝐵𝐷 ≅ ̅̅̅̅
𝐵𝐷; ̅̅̅̅
𝐵𝐸 ≅ ̅̅̅̅
𝐵𝐸 Reflexive Property
4. ∆ 𝐵𝐴𝐷 ≅ ∆ 𝐵𝐶𝐷 SSS Postulate
5. ∠𝐴𝐵𝐷 ≅ ∠𝐶𝐵𝐷 CPCTC
6. ∆𝐵𝐴𝐸 ≅ ∆𝐵𝐶𝐸 SAS
7. ∠𝐵𝐸𝐴 ≅ ∠𝐵𝐸𝐶 CPCTC
8. ∠𝐵𝐸𝐴 𝑎𝑛𝑑 ∠𝐵𝐸𝐶 𝑎𝑟𝑒 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑟𝑦 Angles forming a liner pair are
supplementary.
9. 𝑚∠𝐵𝐸𝐴 + 𝑚∠𝐵𝐸𝐶 = 180 Supplementary angles are 2 angles whose
measures add to 180°
10. 𝑚∠𝐵𝐸𝐴 = 𝑚∠𝐵𝐸𝐶 Congruent angles have equal measure
11. 𝑚∠𝐵𝐸𝐴 + 𝑚∠𝐵𝐸𝐴 = 180 Substitution
12. 2𝑚∠𝐵𝐸𝐴 = 180 Addition of like terms
13. 𝑚∠𝐵𝐸𝐴 = 90 Division Property of Equality
14. 𝑚∠𝐵𝐸𝐴 𝑖𝑠 𝑎 𝑟𝑖𝑔ℎ𝑡 𝑎𝑛𝑔𝑙𝑒 A right angle has a measure of 90°
̅̅̅̅ ⊥ 𝐴𝐶
15. 𝐵𝐷 ̅̅̅̅ Perpendicular lines meet to form right
angles.

The following are some theorems on kite.

1. A kite has one diagonal that is a perpendicular bisector of the other diagonal.
2. A kite has one pair of opposite angles congruent.
3. A kite has one diagonal forming two isosceles triangles.
4. A kite has one diagonal that bisects a pair of opposite angles.
5. The area of a kite is half the product of the lengths of its diagonals.

Refer to the figure below for the following examples.

S

O A
C

L
Example 6: If 𝐶𝐴 = 8.5 𝑐𝑚, what is 𝑂𝐴?

By Theorem, a kite has one diagonal that is a perpendicular bisector of the other
diagonal, ̅̅̅
𝑆𝐿 is a perpendicular bisector of ̅̅̅̅
𝑂𝐴 which follows that 𝐶 is the midpoint of ̅̅̅̅
𝑂𝐴.
Thus, 𝑂𝐴 = 2(𝐶𝐴)
𝑂𝐴 = 2(8.5) Substitution
𝑂𝐴 = 17 𝑐𝑚

Example 7: If 𝑚∠𝑂𝑆𝐴 = 100, find the 𝑚∠𝑂𝑆𝐿.

By Theorem, a kite has one diagonal that bisects a pair of opposite angles,
̅̅̅
𝑆𝐿 is an angle bisector of ∠𝑂𝑆𝐴 and ∠𝑂𝐿𝐴.
𝑚∠𝑂𝑆𝐴
Thus, 𝑚∠𝑂𝑆𝐿 = 2
100
𝑚∠𝑂𝑆𝐿 = Substitution
2
𝑚∠𝑂𝑆𝐿 = 50

Example 8: If 𝑆𝐿 = 8 𝑐𝑚 and 𝑂𝐴 = 3 𝑐𝑚, find the area of the kite.

By Theorem, the area of a kite is half the product of the lengths of its diagonals, one
half the product of 𝑆𝐿 and 𝑂𝐴 is the area of the Kite 𝑂𝑆𝐴𝐿
(𝑆𝐿)(𝑂𝐴)
Thus, 𝐴𝑟𝑒𝑎 = 2
(8)(3)
𝐴𝑟𝑒𝑎 = Substitution
2
𝐴𝑟𝑒𝑎 = 12 𝑐𝑚2

To watch a video tutorial on Theorems on Different Kinds of Parallelogram,

by: Mark Dowell Discutido
visit this link: https://youtu.be/VMbkgwASe6U
To watch a video tutorial on Theorems on Different Kinds of Parallelogram,
by: Shiela Ferrer
visit this link: https://youtu.be/NOvwCpkAkwg

https://youtu.be/NOvwCpkAkwg
Let’s Dig In

Directions: Answer the following activities on a separate sheet of paper.

A. Decide whether each statement is TRUE or FALSE.

1. The diagonals of an isosceles trapezoid are perpendicular.

2. A midline of a trapezoid is a line segment connecting the midpoints of its legs.
3. The diagonals of a kite are congruent.
4. The midline of a triangle is one-half of its third side.
5. If a quadrilateral is a kite, then exactly one pair of consecutive angles is congruent.
 B. Fill in the blanks.

In ∆𝐴𝐶𝐸, 𝐵 and 𝐷 are the midpoints of 𝐴𝐶 and 𝐴𝐸 respectively.

1. If 𝐵𝐷 = 2, then 𝐶𝐸 = ____
2. If 𝐴𝐶 = 15, then 𝐴𝐵 = ____
3. If 𝑚∠𝐴𝐷𝐵 = 75, then 𝑚∠𝐴𝐸𝐶 = _____
4. If 𝐴𝐸 = 6𝑥 + 8 𝑎𝑛𝑑 𝐵𝐷 = 18, then 𝑥 = ______
5. If 𝐵𝐷 = 𝑥 + 1 𝑎𝑛𝑑 𝐶𝐸 = 𝑥 + 10, then 𝑥 = ______

C. Answer the following:

Given 𝐴𝐵𝐶𝐷 is an isosceles trapezoid with midline 𝐸𝐹 and diagonals 𝐴𝐶 and 𝐵𝐷.
A B
1. If 𝐴𝐶 = 10, what is 𝐷𝐵?
2. If 𝑚∠𝐷𝐴𝐵 = 120, what is 𝑚∠𝐵𝐶𝐷? E F
3. If 𝑚∠𝐴𝐷𝐶 = 65, what is 𝑚∠𝐵𝐶𝐷?
4. If 𝐴𝐵 = 15 and 𝐷𝐶 = 25 what is 𝐸𝐹? C
D
5. If 𝑚∠𝐴𝐷𝐶 = 2𝑥 − 10 𝑎𝑛𝑑 𝑚∠𝐴𝐵𝐶 = 3𝑥 + 40, what is 𝑚∠𝐵𝐶𝐷?

D. Answer the following:

In Kite 𝑀𝐴𝑇𝐻,
G
1. If 𝐴𝑇 = 6, what is 𝐻𝑇?
2. If 𝐴𝐺 = 7, what is 𝐴𝐻?
3. 𝑚∠𝐴𝑀𝐻 = 35, what is 𝑚∠𝐴𝑀𝐺?
4. What kind of triangle is ∆𝐴𝐺𝑇? M
5. What is the area of the Kite 𝑀𝐴𝑇𝐻, if 𝑀𝑇 = 12 and 𝐴𝐻 = 7?

Let’s Remember

1. The Midline Theorem states that the segment that joins the midpoints of two sides of a
triangle is parallel to the third side and half as long.
2. The midline of a trapezoid is parallel to each base and its length is one half of the sum of
the lengths of the bases.
3. Opposite angles of an isosceles trapezoid are supplementary.
4. The diagonals of an isosceles trapezoid are congruent.
5. The diagonals of a kite are perpendicular
6. A kite has one diagonal that is a perpendicular bisector of the other diagonal.
7. A kite has one pair of opposite angles congruent.
8. A kite has one diagonal forming two isosceles triangles.
9. A kite has one diagonal that bisects a pair of opposite angles.
10. The area of a kite is half the product of the lengths of its diagonals.

Let’s Apply

Directions: Read the problem carefully and answer the question.

Juan is building a bahay kubo with an A-frame roof. He constructed two triangular
frames for the front and back of the roof, similar to ∆𝐴𝐵𝐶 in the diagram. The base of each
frame, represented by 𝐴𝐶 is 30 feet long. He needs to insert a crossbar connecting the
midpoints of ̅̅̅̅
𝐴𝐵 and ̅̅̅̅
𝐵𝐶 , for each frame. He has 26 feet of timber left after constructing the
front and back triangles. Is this enough to construct the crossbar for both the front and back
frame? Explain.

Let’s Evaluate

Directions: Choose the letter of the best answer. Write your chosen letter on a separate
sheet of paper. A
D
For items 1-5. Refer to the figure at the right.

1. Given 𝐷𝐸 = 10.5, what is the measure of 𝐴𝐶?

A. 19 B. 20 C. 21 D. 22
E
2. Given 𝐴𝐵 = 32, what is the measure of 𝐷𝐵? C

A. 16 B. 17 C. 18 D. 9
3. Given 𝐶𝐸 = 7 and 𝐷𝐵 = 8, what is the measure of 𝐵𝐶 + 𝐴𝐵?
A.20 B. 30 C. 40 D. 50
4. Given 𝐷𝐸 = 3𝑥 − 2, 𝐴𝐶 = 9𝑥 − 13, What is the value of 𝑥?
A. 1 B. 3 C. 6 D. 9
5. If ̅̅̅̅
𝐶𝐵 ≅ ̅̅̅̅
𝐴𝐵 , 𝐸𝐵 = 2𝑦 − 1, 𝐴𝐷 = 𝑦 + 5 , what is the value of y?
 A. 2 B. 4 C. 6 D. 8

L O

A N
For items 6-8, refer to the figure at the right

E V

6. If 𝐴 and 𝑁 are midpoints of ̅̅̅̅

𝐿𝐸 and ̅̅̅̅
𝑂𝑉 respectively, 𝐿𝑂 = 9 and 𝐸𝑉 = 13, what is 𝐴𝑁?

A. 11 B. 13 C. 15 D. 26
7. If 𝐿𝑂𝑉𝐸 is an isosceles trapezoid and 𝐿𝑉 = 13, find the length of 𝑂𝐸.
A. 11 B. 13 C. 15 D. 26

8. If 𝐿𝑂𝑉𝐸 is an isosceles trapezoid and 𝑚∠𝐿0𝑉 = 2𝑥 + 30 and ∠𝐿𝐸𝑉 = 50 , find the value of
𝑥.
U
A. 30 B. 40 C. 50 D. 60
U
C T
M
For items 9-10, refer to the figure at the right

9. If 𝐶𝐸 = 9, what is 𝑇𝐸?
A. 4.5 B. 5 C. 9 D. 12
E
10. Find the area of the Kite 𝐶𝑈𝑇𝐸, if 𝑈𝐸 = 18 and 𝑇𝑀 = 2
A. 12 B. 18 C. 36 D. 72

Alternatively, you may answer these questions

online!
Scan the QR Code or use this link on your Put your
cellphone, laptop or desktop: score here
http://bit.ly/MATH933E
Use proper capitalization to activate the link. You
will see your score after completing the test. Make
sure to screenshot your work as a proof to your
teacher then write your score in the box. Make sure
you are connected to the internet!
 Let’s Extend
Y

E F

C D

A B

X Z

̅̅̅̅ and 𝑍𝑌
In ∆𝑋𝑌𝑍, if 𝐶 and 𝐷 are midpoints of 𝑋𝑌 ̅̅̅̅; 𝐸 and 𝐹 are midpoints of 𝐶𝑌
̅̅̅̅ and ̅̅̅̅
𝐷𝑌 ;
̅̅̅̅ ̅̅̅̅
𝐴 and 𝐵 are midpoints of 𝑋𝐶 and 𝑍𝐷; and 𝑋𝑍 = 64, find 𝐴𝐵, 𝐶𝐷, 𝐸𝐹.

References
Nivera, Gladys C., et. al., GRADE 9 MATHEMATICS (Patterns and Practicalities), Salesiana
Books, 2013
Oronce, Orlando A., et. al., E-MATH 9 (Work text in Mathematics), Rex Book Store, 2015
MATHEMATICS GRADE 9, LEARNER’S MATERIAL, Department of Education, First
Edition, 2014

https://mathbitsnotebook.com/Geometry/Quadrilaterals/QDTrapKite.html
 Development Team of the Module
Writers: MRS. SHERRYL MAE C. OSAL
MRS. NORIELA C. LOPEZ
Editors:
Content Evaluators: JOEY N. ABERGOS
AMELIA A. CANZANA
ALMA J. CAPUS
JENIFFER N. CONSTANTINO
MARIO D. DE LA CRUZ JR.
NAUMI G. LIGUTAN
DONALYN S. MIÑA
JULIUS B. PESPES
Language Evaluator: MISS MARICAR G. RAQUIZA
Reviewers: MRS. MIRASOL I. RONGAVILLA
DR. LELINDA H. DE VERA
MRS. MARIANE C. WILLIS
MS. JENNICA ALEXIS B. SABADO
DR. MELEDA POLITA
Management Team: DR. MARGARITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD Chief
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MRS. MIRASOL I. RONGAVILLA, EPS - Mathematics
DR. DAISY L. MATAAC, EPS - LRMS / ALS

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