For PEAC Training Use Only

Lesson 2: Trapezoids and Kites

In this lesson you will learn the following:

1. Identify trapezoid, kites and their properties

2. Explore certain websites indicated in the module that would be of great help for
your better understanding of the lessons on trapezoids and kites and work on
the interactive activities.

3. Take down notes of the important concepts of trapezoids and kites and follow
a logical sequence of statements to come up with proofs of the different
theorems about trapezoids and kites.

4. Perform the specific activities or tasks and complete the exercises and
assessments provided.

5. Collaborate with the teacher and peers.

EXPLORE

You have already studied the different parallelograms, now you

need to explore other kinds of quadrilaterals and how they will be of
use to the real-life situations.

Activity 1b. WHAT’S IN ME?

DESCRIPTION: (Brainstorming)
Take a look at the pictures (a bridge and a tiling design) and note the different polygons
found in it. Share your observations with a partner.

http://www.google.com/url?sa=i&rct=j&q=designs%20using%20different%20triangles%20and%20quadr
ilaterals&source=images&cd=&cad=rja&docid=ZHtUpKb7CtSd8M&tbnid=_4BboANCoJ0G_M:&ved=
0CAMQjhw&url=http%3A%2F%2Fwww.mathpuzzle.com%2FAug52001.htm&ei=bXHNUrCeBsyxrge
Vk4HoBA&psig=AFQjCNHLO5aKfHFDuC4OQ-24M5oWKkAA9Q&ust=1389277514813593

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http://www.google.com/url?sa=i&rct=j&q=pictures%20of%20beams%20of%20hanging%20bridg
e&source=images&cd=&docid=&tbnid=&ved=0CAMQjhw&url=&ei=Hm3NUpDSL4qJrAeW8IBQ
&psig=AFQjCNHQ-BrH9gtvfkQPYCgllpXcyCtf-Q&ust=1389280206982361

After sharing your observations of the given pictures, record your ideas in the first
column of the generalization table below. Write in the column your ideas about the
question, what is the best way to solve problems involving quadrilaterals and similar
triangles?

MY INITIAL MY FINDINGS SUPPORTING QUALIFYING MY

THOUGHTS AND EVIDENCE CONDITIONS GENERALIZATIONS
CORRECTIONS

SUBMIT

Activity 2b. I KNOW NOT

Directions: Based on your observations to the pictures presented, answer each of the
following process questions. Write your answer in the box below.

PROCESS QUESTIONS:
1. What do you see in the pictures shown?
2. What kind/s of polygons is/are found in the picture?
3. What will happen if only one geometric figure is used in these pictures say triangles
or squares?
4. What do you think are the reasons why they used those figures?
5. What makes up an architectural structure and design?
6. How do you solve problems on the efficient use of materials or
spaces?
7. How do you ensure the accuracy of solutions in solving problems?
8. What is the best way to solve problems involving quadrilaterals and
similar triangles?

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SUBMIT

End of EXPLORE:

You have given your thoughts and heard the ideas of others, now you will
proceed by validating or correcting your ideas by doing the next activity. The
concepts that you will learn in this lesson will help you accomplish the required
project/task at the end which is a miniature model of a house.

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FIRM - UP

In this section your goal is to explore the other types of

quadrilaterals specifically trapezoids and kites and their
properties and understand the proofs of their theorems.

Activity 3b: HANDS ON!

DESCRIPTION: Investigation Activity about Trapezoids and Kites
Directions: Answer each of the following questions below. Write your answer on
the box provided.

In a triad, make a specific parallelogram using toothpicks of the same length

numbered as 1-4. Cut a portion of side 1 and record the answer of the following
questions;
1. What happened to the parallelogram?
2. Can you still form a quadrilateral out of the 4 toothpicks?
3. If yes, what did you do to form the quadrilateral?
4. What kind of a quadrilateral is form?
5. What are the properties of such a quadrilateral?
6. If you lengthen one of the 3original sides using the portion being cut, what
kind of a quadrilateral is formed?
7. What are the properties of the new/second quadrilateral?

Cut a portion of toothpick 2 such that it should be of the same length as the first.

1. Can another quadrilateral be formed? Discuss.

2. What are its characteristics? Explain.

WRITE YOUR ANSWERS HERE…

SUBMIT

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Activity 4b. I AM WHAT I AM

Concept Attainment on trapezoids and kites

You have seen three other kinds of quadrilaterals so now present your findings in
tabular form;

Quadrilateral Quadrilateral Quadrilateral Quadrilateral

1 2 3 4
Sketch of the
figure
Properties of
the
quadrilateral
Kind of
quadrilateral
Parts of the
quadrilateral

To summarize, complete the statement by giving the definition of the given term.

1. A trapezoid is a quadrilateral with __________________________

2. The bases of the trapezoid are _____________________________
3. An isosceles trapezoid is a quadrilateral ______________________
4. The legs of an isosceles trapezoid are ________________________
5. The base angles of an isosceles trapezoid are __________________
6. A scalene trapezoid is a quadrilateral ________________________
7. A kite is a quadrilateral with ______________________________

Compare your answers with the concepts written inside the box below:

A trapezoid is a quadrilateral with exactly one pair of opposite sides parallel.

(US) The parallel sides are called bases and the angles between a base and its
adjacent side are the base angles. The nonparallel sides are the legs of the
trapezoid.
An isosceles trapezoid is a trapezoid with one pair of opposite sides
congruent.
A scalene trapezoidis a trapezoid with no congruent sides.
A quadrilateral with no parallel sides is a trapezium. (US)
A quadrilateral with exactly 2 pairs of adjacent sides congruent is a kite.

NOTE: British - trapezium for trapezoid (US)

- trapezoid for trapezium (US)

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If you think that everything is clear, proceed by doing the next exercise;

A. Answer the following questions using the trapezoid given:

1. Which sides are the bases?
M
2. Which are the base angles? N
3. Which are the legs?
O P

B. Identify the following quadrilaterals:

1 2 3 4 5
If you fail to get the correct answers and you need to be clarified on some things,
you may refer to this site for more information.
http://www.onlinemathlearning.com/properties-of-polygons.html
This site contains video lessons on the properties of trapezoids and kites.

Learning more on the reasons on how such properties exist and why, will easily
convince you to believe and understand. To help you come up with evidence it
should be back up with proofs which you will do in the next activity.

Activity 5b. LOOK & SEE

Modelled Instruction on proving theorems about trapezoids

Trapezoids have certain properties that you need to learn in order for you to have
a better understanding of how they would affect their functions. You have to go
through and work on the succeeding activities to come up with proofs of the
different theorems.

Theorem 1: Base angles of an isosceles trapezoid are congruent.

C A

E S D R

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Take a look at the proof of theorem 1 and see how the statements flow to arrive
at the final conclusion.

Given: CARE is an isosceles trapezoid where AC//RE

Prove:  E   R

Statement Reason
1. CARE is an isosceles triangle Given
where AC//RE
2. CE  AR Definition of an isosceles trapezoid
3. Draw CS  ER, AD  ER From one point, there is only one line
that can be drawn perpendicular to a
given line
4.  CSE &  ADR are right Definition of perpendicularity
Angles
5.  CSE &  ADR are right Definition of right triangles
Triangles
6. CS  AD Two parallel lines are everywhere
equidistant
7.  CSE   ADR H-L Congruence Theorem (If in a right
triangle the hypotenuse and a leg are
congruent to the corresponding
hypotenuse and leg of another right
triangle, then the 2 right triangles are
congruent.)
8.  E   R Corresponding Parts of Congruent
Triangles are Congruent (CPCTC)

Theorem 2: If the base angles are congruent, then the trapezoid is

isosceles.

Given: Trapezoid LIFE with LI//EF &  ELI   FIL

Prove: Trapezoid LIFE is isosceles
L A B I

E F

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Fill in the missing statement or reason to complete the proof of

theorem 2.

Statement Reason
1. Trapezoid LIFE with LI//EF & Given
 ELI   FIL
2. Draw EA  LI and FA  LI From a point to a line there is exactly
one perpendicular line that can be
drawn
3.  EAL &  FBI are right angles
4. Definition of a right triangle
5. EA  FB Parallel lines are everywhere
equidistant
6. ∆EAL  ∆FBI LAA Theorem (If a leg and an acute
angle of one right triangle are
congruent to the corresponding leg
and an acute angle of another right
triangle, then the 2 right triangles are
congruent
7. CPCTC
8. Trapezoid LIFE is isosceles

Compare your answer with the complete proof of theorem 2 and check on how
far you have gone with your understanding of the concepts.

Proof of Theorem 2:

Statement Reason
1. Trapezoid LIFE with LI//EF & Given
 ELI   FIL
2. Draw EA  LI and FA  LI From a point to a line there is exactly
one perpendicular line that can be
drawn
3.  EAL &  FBI are right angles Definition of perpendicularity
4. ∆EAL & ∆FBI are right triangles Definition of a right triangle
5. EA  FB Parallel lines are everywhere
equidistant
6. ∆EAL  ∆FBI LAA Theorem (If a leg and an acute
angle of one right triangle are
congruent to the corresponding leg
and an acute angle of another right
triangle, then the 2 right triangles are
congruent
7. EL  FI CPCTC
8. Trapezoid LIFE is isosceles Definition of an isosceles trapezoid

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Theorem 3: The diagonals of an isosceles trapezoid are congruent

Given: LOVE is an isosceles trapezoid where LO//EV

Prove: LV  OE

L O

E V

Another way of showing the proof is the use of flow chart. The flow of the
statements is indicated by the arrows. The following is the proof of theorem 3.

LOVE is an isosceles trapezoid where LO//EV VE  EV

Given Reflexive property

OV  LE  OVE   LEV
 OVE   LEV
Definition of an isosceles Base angles of an
SAS Congruence Postulate
trapezoid isosceles trapezoid
are congruent

OE  LV
Corresponding parts of congruent
triangles are congruent

The flow chart is the visual and alternative way of the most common 2-column
proof shown below.

Statement Reason
1. LOVE is an isosceles trapezoid Given
where LO//EV &OV  LE
2.  OVE   LEV Base angles of an isosceles trapezoid
are congruent.
3. VE  EV Reflexive Property
4.  OVE   LEV SAS Congruence Postulate
5. OE  LV CPCTC

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To prove the next theorem you need to know the meaning of certain term/word.
Read the text inside the box and proceed by doing the task that follows.

Median of a trapezoid (midsegment/midline) is a line/ segment which

connect the midpoint of the non-parallel sides (legs) of a trapezoid.

Theorem 4: MIDLINE THEOREM:

The median of a trapezoid is parallel to the bases and its measure is one-
half the sum of the measures of the bases.

Given: XY is a median of trapezoid ABCD

1
Prove: AB//XY//DC & XY = ( AB + DC )
2
A B

X Y

D C

This theorem can be proven to be true after you perform this modelling activity.

Instructions:
1. Draw trapezoid ABCD on a piece of paper and measure the base angles.
2. Measure AD and BC in millimeter and mark the midpoint as X and Y.
3. Connect points X & Y and measure the angles with vertices X and Y
4. Measure AB, XY and DC to the nearest millimeter.
5. Make a conjecture based on your observations.
6. Verify the result using 2 other trapezoids.
7. Give your generalization.

Theorem 5: The diagonals of a kite are perpendicular.

Given: DEFG is a kite

E H G EF  ED and FG  DG
Prove: DF  EG

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LOOK BACK:
To prove the next theorem it is important to remember the converse of the
perpendicular bisector theorem which states that if a point is equidistant from the
endpoints of a segment, then it is on the perpendicular bisector of the segment.

Answer the following questions to prove theorem 5.

1. What triangle is congruent to ∆EFG? Justify your answer.
2. Why is  FEH   DEH?
3. Why is ∆FEH  ∆DEH?
4. Why is FH  DH?
4. Why is  EHF   EHD?
5. Why are  EHF and  EHD right angles?
6. Why is DF  EG?

Since you have discovered for yourself the proofs of these theorems, you are
already certain that these are true statements. For ease in remembering these
properties and characteristics of trapezoids and kites and be ready for their
applications, it is better to outline them.
THEOREMS on Trapezoids and Kites
Theorem 1: Base angles of an isosceles trapezoid are congruent.
Theorem 2: If the base angles are congruent, then the trapezoid is
isosceles.
Theorem 3: The diagonals of an isosceles trapezoid are congruent
Theorem 4: The median of a trapezoid is parallel to the bases and its
measure
is one-half the sum of the measures of the bases.
Theorem 5: The diagonals of a kite are perpendicular.

Activity 6b. DON’T FOOL ME!

Writing Proofs
Sketch the figure and write a complete proof of the following by giving the
appropriate statements or reasons: (You may use a 2-column proof or flow
chart.)

1. Given: FIND is an isosceles trapezoid with FD  IN

Prove:  NFD   DIN

Statements Reason
1. FIND is an isosceles trapezoid with 1.
FD  IN
2. FN  ID 2.
3. DN  ND 3.
4. ∆FDN  ∆IND 4.
5.  NFD   DIN 5.

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2. Given: ∆GIF  ∆IGT

Prove: GIFT is an isosceles trapezoid

Statement Reason
1. 1. Given
2. 2. CPCTC
3. 3. Definition of an isosceles trapezoid
Alternative Proof
1. 1. Given
2. 2. CPCTC
3. 3. If the base angles of a trapezoid are
congruent, then it is isosceles.

3. Given: B and F are the midpoints of AC & AE of ∆ACE.

AC  AE
Prove: BFEC is an isosceles trapezoid

Statement Reason
1.
2.
3.
4.
5.

Check yourself by answering the following questions.

Questions to Answer:

1. How is your proving experience? Which part was clear? Which part was
confusing to you?
2. Were you able to derive the correct conclusions and give the supporting
reasons?
3. What difficulty did you encounter?
4. What do you intend to do to cope with such difficulty?
Write your answers here…

SUBMIT

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To further enhance your skills, you have to accomplish the set of practice
exercises below.

Activity 7b. WANNA PRACTICE?

Practice Exercise on drawing out conclusions and giving of reasons:

To demonstrate your mastery of the concepts and skills about trapezoid, fill in the
appropriate conclusion and reason.

1. Hypothesis: CORE is an isosceles trapezoid where CO//RE

a. Conclusion: ___________________________________
Reason: _____________________________________
b. Conclusion: ___________________________________
Reason: _____________________________________
c. Conclusion: ___________________________________
Reason: _____________________________________
2. Hypothesis: In trapezoid HOPE where HO//PE,  H   O
Conclusion: ___________________________________
Reason: ____________________________________
3. Hypothesis: DATE is a kite with DT & AE are diagonals
Conclusion: ___________________________________
Reason: ____________________________________
4. Hypothesis: In kite RULE, RU=RE
Conclusion:___________________________________
Reason: _____________________________________
5. Hypothesis: In trapezoid ACER, the diagonals AE  CR
Conclusion: ___________________________________
Reason: ____________________________________
6. Hypothesis: O & U are the midpoints of the legs PR & ST of trapezoid PRST
a. Conclusion: ___________________________________
Reason: _____________________________________
b. Conclusion: ___________________________________
Reason: ______________________________________

Activity 8b. SQUEEZE IT!

Drawing out conclusions applying the different theorems on trapezoids

THINK AND DISCUSS within the group of 4 members (you may sketch the
figure)

1. In an isosceles trapezoid MARE where MA//ER, what is the relationship

between  M &  A?  E &  R? Explain
2. What is the relationship between  M &  E?  A &  R? Explain.
3. WXYZ is an isosceles trapezoid, how do you compare WY & XZ?
Why?

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4. A & B are midpoints of the legs TQ and SR of trapezoid QRST, what is the
relationship between AB & QR? AB & TS? Explain why. What do you do to
determine the measure of AB? Why?
5. M & N are the midpoints of the legs BE and AS of trapezoid BASE. If MN= 25
and BA=35, what is ES? Explain.
6. In trapezoid ABCD if AC = BD, what can you say about ABCD? Why is that
so?
7. If BA = DE in trapezoid BADE, what can you conclude about BADE? Why?
8. If  R   A in trapezoid RAIN where RA//IN, What kind of a trapezoid is
RAIN? Why?
9. If HAVE is an isosceles trapezoid where HA//VE, what is the relationship
between

HE and VA? How did you know? What can you conclude about ∆HEV & ∆VAE?
Justify your answer. Is there another way to justify your conclusion? Explain how.
10. In kite RSTV, RS=RV & TS=TV, what can you conclude about ∆RTV and
∆RTS?

Justify your answer.

You may now revisit your generalization table and fill up the second and third
columns. Review your ideas in the explore part and compare them with your recent
findings, insights and understanding.

MY INITIAL MY FINDINGS SUPPORTING QUALIFYING MY

THOUGHTS AND EVIDENCE CONDITIONS GENERALIZATIONS
CORRECTIONS

END OF FIRM - UP

In this section, the discussion was about trapezoids, kites,

their properties and theorems.

Go back to the previous section and compare your initial ideas

with the discussion. How much of your initial ideas are found in the
discussion? Which ideas are different and need revision? What new learning
goal should you now try to achieve?

Now that you know the important ideas about this topic, let’s go
deeper by moving on to the next section.

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DEEPEN

Your goal in this section is to take a closer look at some

aspects of the topic and explore how these knowledge and skills be
put to use.

Work on the next activity and apply the skills acquired to find the measure
of the specified parts.

Activity 9b. READY, GET SET

Oral/Drill Exercise on the applications of the theorems on trapezoids (Think
Aloud by Pair)

Find the measure of the sides and angles of the following figures and explain
why it is like that and how it should be done. A sketch of the figure will help you
find the answer.

1. In an isosceles trapezoid MARE where MA//ER if the m  A=740, what is the

m  E, m  M, m  R?
2. If ME= 16, what is AR?
3. If S & T are the midpoints of ME & AR respectively, what is MS? and AT?
4. If MA=20 and ER=34, what is ST?
5. If ST= 18 and MA=12, what is ER?
6. If ST= 35 and ER=45, what is MA?
7. If MR=19, what is AE?
8. In trapezoid REAP, if  R&  E are right angles and m  A= 680, what is the
m  P?
9. In trapezoid TUNE where TU//EN, B is the midpoint of TE and BC is a
median. What is the value of x if TU=3x-8, BC=15, EN=4x + 10?
10. In kite ANTE where AN=AE & TN=TE, what angles are congruent? If the m
 E=1000 and the m  T= 550 what is the m  A?

Submit your answer.

SUBMIT

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Questions to Answer:

1. How did you find the activities?

2. Were you able to perform all the activities? If no, explain why.
3. What did you do to improve your performance?
4. What insights do you have about the lesson on trapezoid?
5. Do you think this would be of great help to you? Explain in what way.
6. How did you find the best solution to solve the problems?

SUBMIT

Activity 10b. GOING TECHY

Interactive Activity on the properties of trapezoids and kites

To further improve your knowledge and skills about trapezoids and kites, visit the
site given below to work on those exercises and take note of your score and do
not forget to review the answers especially those items not correctly answered.

http://www.ixl.com/math/geometry/properties-of-trapezoids
This site contains interactive exercises about trapezoids and their theorems.

http://www.mathopolis.com/questions/q.php?id=621&site=1&ref=/quadrilaterals.h
tml&qs=621_622_623_624_763_764_2128_2129_3230_3231
This site contains a quiz about quadrilaterals.

After you have answered the quiz and found out that you have learned a lot, you
now proceed to look deeper by checking on the applications of these concepts.

Activity 11b. CHECK ON ME!

Identify objects in the surroundings or parts of a house with trapezoidal
design; explain your choice of the objects.

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http://ph.images.search.yahoo.com/search/images;_ylt=A2oKiavkUe5SZRsAAji0Rwx.?p=real-
life+applications+of+trapezoids+and+kites&ei=utf-8&iscqry=&fr=sfp
This site contains pictures of real-life applications of trapezoids and kites.

Also include in your sharing the answers of the follow-up questions.

Questions to Answer:

1. What do you see in these pictures?

2. Why do you think they are trapezoidal?
3. What are the advantages/disadvantages of these designs?
4. What do you think will result if different shapes are used?
5. Why is it important to use trapezoids?

SUBMIT

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Write the answers of the following questions in your journal using Evernote.
Please refer to this site, www.Evernote.com

1. What have you realized about the lesson on trapezoids?

2. What are the benefits of learning the concepts?

To prepare you with the performance task, one skill you should have is to draw
figures to scale so that you will have a proportional drawing whether you reduce
or enlarge a desired figure, you will need problem solving technique which is the
purpose of the next activity.

Activity 12b. I GOT IT!

Problem Solving using the concepts of trapezoids and kites

To make all these concepts relevant, you have to apply these in the different
real-life situations:

1. The perimeter of a kite is 64 feet. The length of one of its sides is 8 feet more
than the other side. What are the lengths of each side of the kite?

x x+8

x x+8

Let x = be the length of one side

X+ 8 = the length of the other side

Equation: x+x+x+8+x+8=64
4x+16=64
4x =64-16
4x =48
X = 12

Therefore, 2 sides measure 12 inches each and the other 2 sides measure 20
inches each.

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2. Part of the window of the World Financial Center in New York City is made
from 8 congruent isosceles trapezoids that create an illusion of a semicircle.
What are the measures of the base angles?

Picture of the World Financial Center in New York

Let x = be the measure of the base angles

Since the measure of a semi-circle is 180 divide it by 8 = 22.5o, that is the

measure of the vertex angle.

Equation: x + x + 22.5 = 180 because the sum of the measure of

2x = 180-22.5 the angles of a triangle is 180
2x = 157.5
X = 78.75o
Thus, the measure of each base angle is 78.75o.

3. Large sailboats have a keel to keep the boat stable in high winds. A keel is
shaped like a trapezoid with its top and bottom parallel. If the root chord (the one
on top) is 12.4 feet and the tip chord (the one at the bottom) is 9.6 feet, what is
the length of the mid-chord?
Picture of a keel

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Let x = be the length of the mid-chord

Equation: x = 12.4 + 9.6

2
X = 22
2
X = 11
Therefore, the length of the mid-chord of the keel is 11 feet.

Before you fill-up the last 2 columns of the generalization table, take a closer look
at the picture below and answer the following questions.

Picture of the Mactan Bridge in Cebu, Phils.

Questions to Answer:

1. Why do beams of the first bridge take the form of a trapezoid?

2. What do you see in the beams which have the shape of a
parallelogram?
3. What shape is now formed with the braces?
4. What do the braces do to the structure?
5. Which shape is more flexible?

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6. Which shape is more stable?

7. Which is preferred in a bridge structure, flexibility or stability?
Explain.
8. What is the best solution to a problem?

SUBMIT

Fill-up the fourth column of the generalization table and submit.

MY INITIAL MY FINDINGS SUPPORTING QUALIFYING MY

THOUGHTS AND EVIDENCE CONDITIONS GENERALIZATIONS
CORRECTIONS

SUBMIT

PAUSE AND EVALUATE YOURSELF:

Draw a star below the icon that best describes your knowledge/
understanding of the lesson

RATE YOURSELF
I still don’t get it I acquire the basic I understand the
concepts/skills of concepts of trapezoids&
trapezoids & kites kites

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END OF DEEPEN

In this section, the discussion was about the applications of the

knowledge and skills pertaining to trapezoids and kites in the different real-
world situations. These will help you accomplish the task in creating a
miniature house model which makes use of the different quadrilaterals and
similar figures. The design must be chosen in such a way to maximize
spaces and efficiently use the materials.

You have to answer the following questions to check on your understanding

and prepare for the succeeding activities and life in general. What new
realizations do you have about the topic? What new connections have you
made for yourself? What helped you make these connections?

Now that you have gained deeper understanding of the lesson, you are
ready to use them in a particular context in the next section.

TRANSFER

Your goal in this section is apply your learning to real life

situations. You will be given a practical task which will
demonstrate your understanding.

To test if you have already enough knowledge and skills in

problem solving and posing, try to accomplish the Quiz below.

Activity 13b. MAKE A PROBLEM OUT OF ME

Problem Posing: Follow the procedure below and answer the questions. Do your
work in short type writing and then send the soft copy to your teacher through the
discussion board or email. You may also submit your work face – to – face.

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From the given situations, formulate problems, present solutions and explain.
1. Dress up an octagonal room with furniture and fixtures in such a way that the
room appear to be spacious and must reflect the efficient use of materials.

2. The beams of most bridges are trapezoidal; determine the measure of the
sides, braces and angles with the least number of known measures.

Questions to Answer:

1. How did you go about answering the activity?

2. What is the best way to solve the problems?
2. Why is it necessary to learn about trapezoid and its properties?
3. What happens if you do not have a clear knowledge about trapezoids?

To transfer your understanding you may now do the transfer task below.

Activity 14b: Look Alike

(Scaffold Level 2- Scale Drawing)

Draw 3 different kinds of quadrilateral

1.) having 2 pairs of parallel sides
2.) having 1 pair of parallel sides
3.) having exactly 2 pairs of congruent adjacent sides

Create a bigger and a smaller version of the 3 quadrilaterals given.

Indicate the scale for each version. Choose your presentation using
either the usual drawing paper, sketchpad or GeoGebra.

Note: To make your design appealing and accurate you may use the
geogebra. To do it, download geogebra then you may use it for free.

To submit your work you may send it through the discussion board. To do
that go to conversation- message – attached file then send it to your
teacher.

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 For PEAC Training Use Only

Activity 15b. SUM IT UP

To reflect on the learning process, you may now complete the generalization
table by writing your final answer on the last column.
Fill-up the last column of the generalization table and submit.

MY INITIAL MY FINDINGS SUPPORTING QUALIFYING MY

THOUGHTS AND EVIDENCE CONDITIONS GENERALIZATIONS
CORRECTIONS

SUBMIT

END OF TRANSFER:

In this section, your task was to make trapezoid and kites with
different qualifications with the use of web 2.0.

How did you find the task? How did the task help you see the real world
use of the topic?

You have completed this lesson. But you have two more lessons before
you finish this module. You need to learn more about triangles to complete
what you need in doing your performance task.

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