ST.

THERESE SCHOOL OF MARILAO, INC

JUNIOR HIGH SCHOOL DEPARTMENT
Blk. 209 Lot 15-16 Heritage Homes, Marilao, Bulacan

LEARNING MODULES IN MATHEMATICS 9

School Year 2022 - 2023

QUADRILATERALS

MODULE LESSONS AND COVERAGE:

In this module, you will examine this question when you take the following
lessons:

Lesson No. Title You’ll learn to…

Lesson 1 Parallelogram Identify quadrilateral that are parallelogram,
trapezoid and kite

Determines the conditions that guarantee a

quadrilateral is a parallelogram.

Use properties to find measures of angles, sides

and other quantities involving parallelograms

Prove theorems on different kinds of

parallelograms.

1
 Concept Map of the Module

Here is a simple map of the above lessons you will cover:

Quadrilateral Triangle Pythagore

Similarity an

SAS Special
Kites Right
Parallelogra Trapezoi
Triangle
ms
SSS
Rectangle Isosceles
30-60-
s Trapezoi
AA

Right 45-45-90
Squares
Trapezoi Right
Triangle
Scalene Similarit
Rhombi Trapezoi y

Midline
Theorem

Applications
PRE-ASSESSMENT

1. Which statement best differentiates squares from the rectangles?

A. Squares must have four 90˚ angles, rectangles do not have all
90˚angles.
B. Squares have two sets of equal sides, rectangles have only one pair of
equal sides.
C. Squares have four equal sides. Rectangles have two pairs of equal
opposite sides.
D. Squares have the diagonals that bisect each other. Rectangles have
diagonals that are perpendicular.

2. When comparing a trapezoid and a kite, one similarity is:

A. They both have congruent diagonals.
B. They both have at least one set of parallel sides.
C. They both have four congruent sides.
D. They both have four sides

3. Points (2,1), (4,3) and (3,4) are vertices of a quadrilateral. What should be
the coordinates of the fourth point to form a parallelogram?
A. (1,2) B. (2, 4) C. (1, 4) D. (1,3)

4. Suppose we are told two things about a quadrilateral: first, that it is

aparallelogram, and second, that one of its interior angles measures 60°.
The measure of the angle adjacent to the 60° angle is
A. 60°
B. 90°
C. 120°
D. impossible to know without more information

5. ABCD is a rhombus. How will you prove that its diagonals are
perpendicular?

A. Show AXB   CXB, Since AC and BD

intersect to form congruent adjacent angles, AC 

BD.

B. Show AXB CXB. Since congruent parts of

congruent triangles are congruent, then, AC  BD.
C. Show BAD BCD. Since congruent parts of
congruent triangles are congruent, then AXB
CXB , then AC  BD.
D. Show AXB CXD. Since AXB CXD , then AC  BD.
6. A carpenter accurately measure four boards to frame a door: two sides of 8
inches and a top and bottom of 40 inches. What else should a carpenter do
to ensure that it will fit a rectangular door?
A. Set one side piece at right angle to the floor piece.
B. Ensure that the sides parallel.
C. Connect the opposite vertices with a pieces of woods of equal length
forming diagonals.
D. Connect the two sides at their midpoints with a piece of wood.

7. Maria knows the following information about quadrilateral BEST: BT = ES ,

TS // BE , and T   S. Maria concludes that BEST is an isosceles

trapezoid. Why can’t Maria

make this conclusion?

A. BEST is a rectangle
B. BEST is a square
C. There is not enough information

8. A Mothers’ Club is making a quilt consisting of squares with each side

measuring 40 cm. The quilt has five rows and 6 columns and with cord
edging. How many meters of cord should the Club buy for the quilt?
A. 880
B. 88
C. 9
D. 8

9. If you are to design a room in the attic of a Victorian style house which looks
like an isosceles triangle in the front and back view whose ceiling is parallel
to the floor, furniture and fixtures are also designed in such a way to
maximize the space. The possible things which may happen includes the
following;

10. A Mothers’ Club is making a quilt consisting of squares with each side
measuring 40 cm. The quilt has five rows and 6 columns and with cord
edging. How many meters of cord should the Club buy for the quilt?
A. 880
E. 88
F. 9
G. 8
 Lesson 1: Quadrilaterals

In this lesson you will learn the following:

1. Describe the properties of quadrilaterals.
2. Determine the conditions that guarantee a quadrilateral is a parallelogram.
3. Use properties to find measures of angles, sides and other quantities
involving parallelograms
4. Prove theorems on different kinds of parallelograms.
5. Demonstrate uses of quadrilaterals in real life.
6. Solve problems involving parallelograms.

ACQUISITION
What are quadrilaterals? How do we use them? Where do we see
them in real life? Quadrilaterals are everywhere. We see them on
signs, buildings, work of art, books, computers, floor designs and many
more. A polygon with four sides is a quadrilateral. In this lesson you
will know more about quadrilaterals. Start by doing Activity 1.

ACTIVITY 1 Map It

Arrange the boxes to form a concept map that will show the relations between
and among the different shapes.

Quadrilaterals Parallelograms Trapezoids

Squares Rhombi kites

Rectangles Isosceles Right

Trapezoids Trapezoids
 Questions to Answer:
1. What is the basis of your arrangement?
2. How can you differentiate a shape from the other?
3. How can we use the properties of quadrilaterals to create designs and
solve problems?

YOUR ANSWERS

In Activity 1, you made a concept map on your initial understanding of the

different quadrilaterals. In the next activity you will see actual use of these
shapes in real life. Take note of some questions that you might want to ask from
your teacher especially on the reason why a shape is used in a particular
situation

ACTIVITY 2 Quadrilaterals Everywhere

Below are some pictures of quadrilaterals in real life. Can you identify them? Can
you give possible reasons why the shape is such?

A B C

D E F

You see why you need to have a good knowledge of quadrilaterals. Identifying
these shapes and the understanding the properties will enable you to use
appropriately these shapes.
 ACTIVITY 3 To Be or Not To Be

Given a set of quadrilaterals, group them based on their common features by

dragging them in the column for examples. Name and describe each group in
terms of their identifying characteristics in 5 minutes.

Type of Definition Examples

Quadrilaterals

Questions to Answer:

1. What are quadrilaterals?

2. How are the different types of quadrilaterals named?
3. How are quadrilaterals denoted?
4. Are there other ways of grouping quadrilaterals? How?
5. What are the properties of each quadrilateral?
6. Why is there a need to know the properties of these quadrilaterals?
Now, you have a clear idea of what quadrilaterals are. In the next activity, you will
build up your knowledge and skills in parallelograms by mastering their
properties.

End of ACQUISITION:

You just have classified quadrilaterals. Let us now strengthen that

insight by doing the succeeding activities. What you will be learning in
this section will help you perform well in your final performance task
which will challenge you to use what you know to create a design that
will help you use the materials efficiently or maximize the use of space.

FIRM UP

How do you know a shape is a quadrilateral? Why are quadrilaterals

important? How are they used in real life? What is the best way to
solve problems involving quadrilaterals? Discover the answers to these
questions as you do the next tasks.

ACTIVITY 4 Show and Tell

Access http://www.mathsisfun.com/geometry/quadrilaterals-interactive.html. Click

on angles and diagonals to answer the questions below.

Drag the dots, observe the measures of the angles and the length and positions
of the diagonals. Use your discovery to answer the following questions.
 ACTIVITY 5 Check your Understanding

Do self-assessment by accessing the website

http://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.SH
AP&ID2=AB.MATH.JR.SHAP.SHAP&lesson=html/video_interactives/classificatio
ns/classificationsInteractive.html

Click on new and answer the items. Click check when you are done.

Did you do well in the quiz? Are there questions that you would like to ask? Post
it in the Discussion Forum.

Before you proceed to the next activity do a self- assessment. This help you
identify areas that you are doing well and areas that you need to work harder.

1.2 Parallelograms

In this section you will firm up your knowledge on quadrilaterals by identifying

special quadrilaterals known as parallelograms. Questions that you need toanswer
in this section are: When is a quadrilateral called a parallelogram? How can you
find measures of angles, sides and other quantities involvingparallelograms?
How are parallelograms used in real life? Write down your answers to these
questions as you do the next activities.

Properties of Parallelograms

In the next activity you will focus on quadrilaterals which are parallelograms. Here
you will put to use your knowledge on parallel lines and their transversals to identify
properties of parallelograms.
 ACTIVITY 6 Draw and Discover

Use the diagram to help you follow the instructions below. You are expected
to identify properties of quadrilateral formed by parallel lines in terms of the
relationships of its sides, angles and diagonals.

A  C

D 
B

Questions to Answer:
1. Draw two horizontal lines passing through points A and B and
name them 𝑙1 and 2 .
2. Draw a transversal t 1 passing through point A.
3. Draw a transversal t 2 passing through B parallel to the first
transversal. How do you know the transversals are parallel?
4. Label the other intersections C and D.

5. Measure the length of the two opposite sides AC and DB. What
can you say about the two opposite sides? Do the same for sides
AD and CB. What theorem on parallel lines supports your answer?
6. Now, cut the parallelogram and duplicate by tracing the cut out
figure.
7. Using a straight edge connect the two opposite vertices A and B
and cut along this line.
 8. Superimpose the two triangles such that corresponding parts
coincides. Does one triangle completely cover the other triangle?
Are the corresponding sides congruent? Are the corresponding
angles congruent? Are the two triangles congruent?
9. Do the same for the duplicate parallelogram connecting CD and
cutting along this diagonal.
10. By superimposing the cut out triangles, can you say that the
triangles formed are congruent? What conclusion can you make
about the diagonals of the parallelogram?
11. Using the cut out figures show that diagonals of a parallelogram
bisect each other. Describe your process.
12. With the help of the same cut out figures answer the question: Are
the diagonals of a parallelogram equal?
13. When is a quadrilateral said to be a parallelogram? Summarize
your findings by completing the table below:
ACTIVITY 7 Parallelograms Challenge

Use the properties of parallelograms to answer the following:

1. Find the measures of the other angles of parallelogram CDEB.

B O 14x-2
124
N
E 8x+6

2. In the figure below, find m A, m C, m  D, CD, and AD.

A
 12
B

100
6
D 
C

3. Find m  MOE, m  NOE, and m MYO.

m MON= 120
M
O

E N
END OF FIRM - UP
In this section you have learned that parallelograms are quadrilaterals.
What make them special quadrilaterals are their unique properties:
they have two pairs of opposite sides that are parallel, opposite angles
are congruent and consecutive angles are supplementary.

MAKE MEANING
Now you know that a quadrilateral can be a parallelogram. In the next
activity, you will put to test what you know about parallelograms. Doing
this activity will deepen your knowledge on parallelograms and help
you solve problems involving quadrilateral. After this section answer
the question: What is the best way to solve problems involving
quadrilaterals? Then compare your answer to your

Classifying Parallelograms

ACTIVITY 8 What Makes Them Special?

Study the special quadrilaterals above. Like markings denote congruent sides or
angles and arrows denote parallel sides. When is a parallelogram a rectangle? A
square? A rhombus? Summarize your answers in the table below.

Special Definition Draw an illustrative example. If

Parallelogram ABCD is a …

Rectangle

Square

Rhombus
Look at your definitions of the three quadrilaterals. Will you be able to compare
and contrast a rectangle from the square? from a rhombus? Are there other ways
of representing these parallelograms?

The rectangle, rhombus, and square have a few other special properties. First,
remember that these figures are all parallelograms; therefore, they possess the
same properties as any parallelogram. However, because these figures are special
parallelograms, they also have additional properties.

What are the properties of special quadrilaterals? How can you use these
properties to differentiate one from the other? How can these properties help you
identify the best way to solve problems involving quadrilaterals? You will discover
these special properties by doing an investigation.

1.2.1 Rectangles

In this section you will deepen your knowledge on special parallelogram called
rectangle. What makes it special? How is it different from the other types of
parallelograms? Discover answers to these questions by doing the next activity.

ACTIVITY 9 When Am I a Rectangle?

Read and answer the questions below about rectangles. A B

A rectangle is a parallelogram with equal angles

What is the full meaning of this definition?
If the rectangle is to be equiangular, what is D C
the measure of each angle?
Draw the diagonals. What relationship exist between the diagonals?

Summarize your answer in the table below.

If a parallelogram a rectangle , then... EXAMPLE

SIDES

ANGLES

DIAGONALS
 Proving Properties of Rectangles

ACTIVITY 10 Mutually Bisecting Diagonals?

ABCD is a rectangle. Prove the diagonals of a rectangle bisect each other.

A B

D C

STATEMENTS REASONS

End of MAKE MEANING

In this section you were able to deepen your knowledge on
parallelograms by classifying them into three subsets: rectangles,
squares You have learned to construct this figures using web 2.0
technologies. In the next section, you will use your knowledge and
skills gained in many situations in life to better appreciate what you are
learning.

TRANSFER
In the previous sections, you gain understanding on quadrilaterals and
its sub-set parallelograms. In the next activity describe insights you
have gained from the various activities. Use the questions below to
guide you in your reflection.
 ACTIVITY 11 Journal Writing
 How can you tell one quadrilateral from the other?
 How are quadrilaterals used in real life?
 How can models be used to show solutions to problems involving
quadrilaterals?

Your Answer Here

Should you have questions related to the questions above, click Discussion
Forum and post your question

ACTIVITY 12 Tiling Challenge

You are task to study the number and size of

tiles needed for the floor of the receiving room.
The room is a square with an area of 81 square
meters. The whole area must be divided into 9
congruent squares, the middle square must be
divided again into 9 congruent squares and the
middle square must be divided again into nine
congruent squares. What is the side of the
smallest middle square in the pattern? Can you
use the same pattern for other number of
squares? Show your solution.

Your solution here.

 ACTIVITY 13 Architect’s Square Parquet Floor

After making a parquet floor in an office building, the carpenters had left-over
pieces of wood in the shape of right triangles with sides of 1, 2, and 5. The architect
would like to use these pieces for a parquet floor in his own house. He wants to
know: can he make a perfect square from 20 of these triangles? If so, what will it
look like?

Questions to Answer:

1. How did you solve the problem? What properties of quadrilaterals did you
use?
2. What other Math concepts were useful in solving the problem?
3. Is there another way of solving the problem? Which of the process do you
think is the best way to solve the problem? Justify.

Your Answer Here

Congratulations! You have were able to finish studying the section on

parallelograms. You are now ready to study the two other subsets of quadrilaterals:
trapezoids and kites. The knowledge and skills that you will gain will certainly help
you acquire confidence in the use of quadrilaterals to solve problems or create
designs

END OF TRANSFER:

In this section, your task was to make different quadrilaterals with the
use of web 2.0 with different conditions.