GRADE 9 (BEC) Mathematics: 3Rd Quarter

ST.
JOSEPH COLLEGE-OLONGAPO, Inc

Junior High School Department
“Christus in Centro
GRADE 9(BEC) Mathematics

3rd QUARTER
Module 1
Lesson: Quadrilaterals
__________________________________
Name of Student
__________________________________
Grade and Section
__________________________________
Subject Teacher
1|Page
ST. JOSEPH COLLEGE-OLONGAPO, Inc
LESSON 1: QUADRILATERALS
NAME: ________________________ Inclusive Dates: _________________

Grade & Section: ________________ Subject Teacher: _________________
In this unit the standards are:
CONTENT STANDARD:
demonstrates understanding of key concepts of parallelograms and triangle similarity.
We will haveSTANDARD:
PERFORMANCE the following learning targets. At the end of the lesson, check the column that best
describes
is able toyour assessment
investigate, of your
analyze, and own
solvelearning
problemsrelative to the
involving given learningand
parallelograms targets.
triangle similarity
through appropriate and accurate representation
I CAN determine the conditions that

make a quadrilateral a
parallelogram.
I CAN use properties to find
measures of angles, sides and other
quantities involving parallelograms.
. I CAN prove theorems on the
different kinds of parallelogram
(rectangle, rhombus, square).
I can prove the Midline Theorem.
I can prove theorems on trapezoids
and kites.
I can solve problems involving
parallelograms, trapezoids and kites.
To make our learning more meaningful, here are some expectations from you and your
parents/guardian as we journey together on this module.
You are expected to… Your parents/guardians are

 Answer all the exercises completely. encouraged to…
 Study the explanations very well.  Provide moral support to
 Follow the instructions provided for each activity. finished the module on time.
 Complete all activities  Provide nourishment to sustain
 Be mindful of the meaning of unfamiliar words you energy in carrying out the
encounter in this module. A glossary of terms is expectation in the module.
provided in the last part of this module.  Supervised the working hours
 Review and evaluate your work using the rubric well in accomplishing the
provided before submission. module.
 Maximize the use of online resources in each  Help the learners in their
lessons.
lesson. Online resources can be accessed multiple
2|Page
times. The summary of online resources is provided

in the end of the module
 write down your thoughts to help you in processing
information
 Determine the conditions that make a quadrilateral
a parallelogram.
 use properties to find measures of angles, sides and
other quantities involving parallelograms.
 prove theorems on the different kinds of
parallelogram (rectangle, rhombus, square).
 Proves the Midline Theorem
 Proves theorems on trapezoids and kites
 Solves problems involving parallelograms,
trapezoids and kites.
To keep us all healthy and always ready to learn, here are some of the “home mode reminders”,
we can practice.
LESSON OVERVIEW:
Mathematics is a form of a language. And as such, it has its own manner of communicating
information. As you progress in your mathematical career, you will discover that mathematics
relies more and more on its own set of symbols when discussing information. In this module
you will be introduced to the different symbols and manner of labelling figures to communicate
geometric information. Moreover, this module will focus on quadrilaterals as parallelogram, its
properties, and how to solve related problems related to parallelogram properties. Chapter 4
of your book provides a discussion and numerous exercises and examples leading to mastery
of the competencies stated as follows:
 determine the conditions that make a quadrilateral a parallelogram.
 use properties to find measures of angles, sides and other quantities involving
parallelograms
 prove theorems on the different kinds of parallelogram (rectangle, rhombus, square).
 Proves the Midline Theorem
 Proves theorems on trapezoids and kites
 Solves problems involving parallelograms, trapezoids and kites.
Chapter 4 pp. (239-287) of your textbook provides additional discussions and exercises for this
module.
INTRODUCTION:
Almost all the things that we see around us

involve shapes. We observe these in roofs, walls,
windows, or doors of houses and buildings,
tables, chairs, fences, vehicles, appliances, books,
and many more. Most of these shapes are
quadrilaterals.
In this chapter, we will study the different

kinds of quadrilaterals particularly those
3|Page
special ones and the properties of each.
LESSON 1: QUADRILATERALS
What is a quadrilateral?
In geometry, a quadrilateral can be defined as a closed two-dimensional shape which has four
straight sides.
Common facts about quadrilaterals:

 A quadrilateral is a polygon with 4 sides and 4 corners.
 The word ‘quadrilateral’ comes from ‘quad’ meaning ‘4’ and ‘lateral’ meaning ‘of sides’.
 The interior angles of quadrilaterals add to 360 degrees.
 Any quadrilateral with 4 right angles is a rectangle.
 A quadrilateral with 4 right angles and 4 equal length sides is a square.
 The area of a square is equal to the length of one side to the power of two (length squared).
 The perimeter of a square is 4 times the length of one side.
 Quadrilaterals with 2 sets of parallel side are called parallelograms.
 A rhombus is a quadrilateral with four sides of the same length. A diamond shape is a good
example of a rhombus.
 A convex (outward) quadrilateral with one pair of parallel sides is known as a trapezoid. In it
comes from a Greek word meaning ‘a little table’.
 A kite quadrilateral features 2 pairs of adjacent sides that are of equal length (much like a kite
you can fly in the sky).
A quadrilateral can be classified according to number of pairs of parallel sides it has. Take a look at the
figure below.
The Quadrilateral Family Tree
Now, Let us familiarize ourselves with the different symbols that will be used in the discussion.
Geometric
Interpretation Example
Symbol
Angle
Triangle
capital letter Point point A
4|Page
↔ Line
Line Segment
→ or ← Ray
|| Parallel
⊥ Perpendicular
Congruent
Similar
Note: If geometric figures are congruent then the figures have equal measures.
Now let’s move on with the labelling.
. Lines are traditionally labeled by expressing two points through which the line passes
.
Lines may also be labelled with a single scripted letter, and referred to by that name.
When drawing rectangle ABCD: the letters must follow, in order, around the outside of
the figure. You may start at any vertex point.
When drawing rectangle ADCB: you may label in either a clockwise or counterclockwise

direction around the outside of the figure.
When drawing rectangle ABCD: you may NOT label "across" the figure as shown here.
This is not rectangle ABCD.(It is rectangle ACBD.)
Parallel lines are marked with "feathers".
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Notice how they appear as sets: the lines with one feather are parallels, and the lines with two
feathers are parallel.
“Hash marks" are used to represent segments of equal length on diagrams. Notice that
corresponding sides are distinguished by their number of hash marks. It is customary, with
congruent triangles, to "letter" the triangles' names in a corresponding order: vertex A will
correspond to vertex D, vertex B to vertex E, and vertex C to vertex F, so triangle ABC is
congruent to triangle DEF
While "hash marks" are used to represent segments of equal

length on diagrams, "arcs" are used to represent angles of
equal measure. In the same fashion as we saw with the hash
marks, corresponding angles are distinguished by their number
of arcs.
Lesson 1.1 Parallelograms

What is a parallelogram?
In Euclidean geometry, a parallelogram is a simple quadrilateral with two pairs of parallel sides. The
opposite or facing sides of a parallelogram are of equal length and the opposite angles of a
parallelogram are of equal measure.
1. Which sides are parallel to

each other?
2. Which segments are

congruent to each other?
Parallelograms have these identifying properties:

1. Two pairs of parallel sides
2. Congruent opposite sides.
3. Congruent opposite angles
4. Supplementary consecutive angles
6|Page
5.
Bisecting diagonals
6. Each diagonal separates the parallelogram into two congruent triangles
The old way of proving is by the use

of Euclidean geometry that uses a two
-column proof made of statements
and reasons. Another way of proving
if a quadrilateral is a parallelogram is
through the use of its properties. Like
in the example on the right, we are to
determine if the different vertices are
the vertices of a parallelogram.
From the identifying properties of a
parallelogram, we need to (1) show
that BC´ ≅ AD
´ and AB ´ ≅ CD
´ , which is
to say when two segments are
congruent they must have equal
length. and if two lines are parallel,
they must have the same slope.
´ CD
Since, the slopes of AB∧ ´ are equal, we can now ´ = 3−(−1) = −4 =−4
slope of AB
´ ´
conclude that AB∧CD are parallel to each other. Then 1−2 1
´ BC
we also need to prove that AD∧ ´ are parallel by
showing that they have equal slopes. ´ = (5−1) = −4 =−4
slope of CD
6−7 1
Activity 1: Show that AD∧ ´ are parallel by determining their slopes.

´ BC
After showing two pairs of parallel sides, we now show two pairs of opposite sides congruent.
Opposite sides are BC
´ and AD ´ and AB ´ and CD ´ . We need to show each pair must have equal
length. To do these we need to use the distance formula. d= √ ¿ ¿ ¿
B (3,1) and A (2, -1)

2 2 C (6,5) and D (7, 1)
d AB= √ ( 2−3 ) + (−1−3 ) 2 2
d CD =√ ( 7−6 ) + ( 1−5 )
2 2
d AB= √ (−1 ) + (−4 ) 2 2
d AB= √ ( 1 ) + (−4 )
d AB= √1+16
d AB= √1+16
d AB=¿ √ 17
d AB=¿ √ 17
Then we can say that AB ´ ; AB= CD

´ ≅ CD
Activity 2: Show that BC ´

´ ≅ AD
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Another property that needs to be proven is: “the diagonals bisect each other”. We can do this by
showing that the segments have identical midpoint.
x2 + x 1 ´ . Are
Activity 3: Determine the midpoint of AC
x midpoint =
2 they the same? What can you conclude about AC ´
Therefore, the midpoint of diagonal and BD´ ? ´
BD
1+7 3+1
x BD´ = = 4; y= = 2;
2 2
Thus, the midpoint of BD
´ is (4, 2)
Activity 4: Refer to page 249 and answer try it 3
Try it 3:
Using the learned properties of parallelograms, we can now master LC2.

A. Determining unknown angles in parallelograms.
Given that the following figures are parallelogram, determine the value of x and y. Find
the measure of angles B and D and P
(a) Since consecutive angles of a

A B parallelogram are supplementary, then
we can state an equation
(5x – 10)0 (5x – 10)+ ( 12x – 14) = 180
5x -10 + 12x -14 = 180
17x -24 = 180
17x = 180 + 24
17x = 204
( 12x – 14)0 X = 12
C D Substitution: ∠ B=5 ( 12 )−10

8|Page = 60 -10
∠ B = 500
∠ D=12 ( 12 )−14
= 144-14
0
(b)
P Q
Following the same Idea in the first
(x+30) 0 example, we have
( x+30) + 72 = 180
X + 30 + 72 = 180
5 cm ( 8y-3) cm X + 102 = 180
X = 180-102
X = 78
Substitution: ∠ P=78+ 30
720 ∠ P = 1080
S R
B. Determining the unknown lengths in a parallelogram.
Activity 5: Pls. refer to page 249 answer Try it 2

A B
Lesson 1.2 Special Parallelograms

What is a two- column geometric proof?
A two-column proof is one common way to organize a proof in geometry. Two-column proofs
always have two columns: one for statements and one for reasons. The best way to
understand two-column proofs is to read through examples.
When writing your own two-column proof, keep these things in mind:
1. Number each step.
2. Start with the given information.
3. Statements with the same reason can be combined into one step. It is up to you.
4. Draw a picture and mark it with the given information.
5. You must have a reason for EVERY statement.
6. The order of the statements in the proof is not always fixed, but make sure the order
makes logical sense.
7. Reasons will be definitions, postulates, properties and previously proven theorems.
“Given” is only used as a reason if the information in the statement column was given in
the problem.
8. Use symbols and abbreviations for words within proofs. For example, ≅ can be used in
place of the word congruent. You could also use ∠ for the word angle
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What is a postulate?
A statement, also known as an axiom, which is taken to be true without proof
Postulates are the basic structure from which lemmas and theorems are derived.
What is theorem?
A theorem is a statement that can be demonstrated to be true by accepted
mathematical operations and arguments
For a guided discussion on proofs on the different theorems regarding rectangles, rhombus
and squares, follow this link:
https://mathbitsnotebook.com/Geometry/Quadrilaterals/QDRectangle.html
Activity 6: PROVING SPECIAL PARALLELOGRAMS USING THEIR PROPERTIES:

1. Prove that a quadrilateral ABCD with vertices A (-2,3), B (2,6) , C (7,6) and D (3,3) is a
rhombus.
2. Prove that Quadrilateral QRST with vertices Q (2,1) , R(6,3) , S (5,5) , and T ( 1,3) is a
rectangle
3. Prove that the quadrilateral WXYZ with vertices W (0,0) , X (4,3), Y (7,-1) and Z (3,-4) is
a square.
Lesson. 1.3 Trapezoids and Kites

What is a Trapezoid?
A trapezoid, also known as a trapezium, is a flat closed shape having 4 straight sides, with
one pair of parallel sides. The parallel sides of a trapezium are known as the bases, and its
non-parallel sides are called legs. A trapezium can also have parallel legs. The parallel
sides can be horizontal, vertical or slanting. The perpendicular distance between the
parallel sides is called the altitude.
The orientation of a trapezoid can be presented in different ways.
Examples of trapezoids:
Types of trapezoids:
1. Right trapezoid: It has a pair of right angles.
2. Isosceles trapezoid: It has equal length of non-parallel sides.
3. Scalene trapezoid: It neither has equal angles nor has equal sides.
10 | P a g e
Properties of trapezoids
A. The properties of the trapezoid are as follows:
1. The bases are parallel by definition.
2. Each lower base angle is supplementary to the upper base angle on the same side.
B. The properties of the isosceles trapezoid are as follows:
1. The properties of trapezoid apply by definition (parallel bases).
2. The legs are congruent by definition.
3. The lower base angles are congruent.
4. The upper base angles are congruent.

5. Any lower base angle is supplementary to any upper base angle.
6. The diagonals are congruent.
Theorems on Trapezoids
1. A trapezoid is isosceles if and only if the base angles are congruent.
2. A trapezoid is isosceles if and only if the diagonals are congruent.
3. If a trapezoid is isosceles, the opposite angles are supplementary.
For a detailed proof on theorems about Trapezoids, follow the link:

https://mathbitsnotebook.com/Geometry/Quadrilaterals/QDTrapKite.html
What is a Kite?
In Euclidean geometry, a kite is a quadrilateral whose four sides can be grouped into two
pairs of equal-length sides that are adjacent to each other.
Examples of a kite:
Properties of kites:
1. Two disjoint pairs of consecutive sides are congruent by definition
2. The diagonals are perpendicular.
3. One diagonal is the perpendicular bisector of the other diagonal.
4. The main diagonal bisects a pair of opposite angles.
5. The opposite angles at the endpoints of the cross diagonal are congruent
For proof of the different properties of kites follow the link:

https://www.shmoop.com/quadrilaterals/kites-examples.html
Activity 7: To observe how the measures in a kite changes as the angles and side
change follow the link: https://www.mathsisfun.com/geometry/kite.html . Also answer
the 10 questions about kite at the end of the page of the site, the Mathopolis questions
to see how well you do in kites.
Activity 8: SKILL BOOSTER

1) In a trapezoid ABCD, AB|| CD and BC = AD. If m∠C=65 0 then find m∠D.
2) PQRS is a trapezoid in which PQ || RS. If ∠P = ∠Q = 40, find the measures of other two
angles.
11 | P a g e
3) In trapezoid ABCD, ∠B= 120 0. Find m∠C.
4) In a quadrilateral HELP, if EP = LH then what type of quadrilateral it is?
5) In a quadrilateral, the angles are in the ratio of 4:5:3:6.Find the measures of each
angles.
6) If three angles in the trapezoid are 130 0, 120 0, 50 0 and 2x 0 . Find x and the 4th angle.
7) Draw an isosceles trapezoid named PQRS, PS||QR and PQ = SR.
Lesson 1.4 The Mid Segment or The Midline
What is a midsegment or a midline (Median)?

The midsegment of a trapezoid is the segment connecting the midpoints of the two non-
parallel sides.
1
Mid segment = 2 ( b1+ b2 )
The Trapezoid Midsegment Theorem states that a line segment connecting the midpoints

of the legs of the trapezoid is parallel to the bases, and equal to half their sum.
The proof
A B
P Q
D C E
Given : Trapezoid ABCD with median PQ´ .

To prove: PQ
´ ∥ AB∥ ´ and PQ = 1 (DC + AB)
´ DC
2
12 | P a g e
Reasons
Statements
´
1. Trapezoid ABCD with median PQ Given
´ and DC
2. AQ ´ extended and meet at E. Line-Point postulate at E
´ ∥ DC
3. AB ´ Definition of a trapezoid
´ ≅ CQ
4. BQ ´ Definition of a median of a trapezoid
5. ∠ ABQ ≅ ∠ECQ PAIC theorem
6. ∠ BQA ≅ ∠ CQE Vertical angles theorem
7. ΔQBA ≅ Δ CQE ASA Postulate
´ ≅ EC
8. AB ´ and AQ
´ ≅ EQ
´ Corresponding parts of Congruent triangles are
congruent (CPCTC)
´ and PQ= DE
´ ∥ DE 1 The median of a triangle is parallel to the third
9. PQ side and is half as long
2
10. PQ´ ∥ DC
´ Since from (9) and C is contained in DE ´
´ ∥ AB
11. PQ ´ (9) and (10)a line parallel to one of two parallel
lines is parallel to the other line.
12. DE = DC + EC Definition of betweenness
13. AB = EC From (8) definition of congruent segments
14. DE = DC + AB FROM (11) law of substitution
1 From ( (9) law of substitution
15. PQ= (DC + AB )
2
Illustrative Example:
In the diagram below: ABDC is an isosceles trapezoid with EF as its median or midline.
Find the values of x and y. D
E
(5y +1)0
5x cm 7x cm 18 cm
A
F 640
C
FC = ½ (AB + ED) Since, ∠ C∧∠ D form the base angles of the trapezoid,
7x = ½ ( 5x + 18 ) then they are congruent and ∠ A∧∠D are supplemen-
14x = 5x + 18 tary angles, therefore ∠ A+∠ D=180° , then it makes
14x – 5x = 18 ∠ A+∠C to be supplementary also.
9x = 18 ∠ A+∠ C=180 °
X=2 5y + 1 + 64 = 180
Therefore CF = 14 cm 5y = 180-65
5y = 115
y = 23, thus m∠ B=116 °
Activity 9: Answer page 282

A. Vocabulary and concepts (1-7)
B. Practice and Application I
Activity 10: Checking your understanding:

Tell whether each statement is True or False:
_______ 1. The diagonals of a rectangle bisect each other.
_______ 2. The diagonals of a rhombus bisect each other.
_______ 3. The median of a trapezoid is twice the sum of its bases.
_______ 4. The diagonals of a quadrilateral always intersect.
_______ 5. A parallelogram can have no congruent angles.
_______ 6. Every square is a rhombus.
13 | P a g e
_______ 7. Every square is a rectangle.

_______ 8. The diagonals of a rhombus are congruent.
_______ 9. Every Rhombus is a parallelogram.
_______ 10. A quadrilateral can have no congruent angles.
_______ 11. If the diagonals of a parallelogram are congruent, then it is a rectangle.
_______ 12. Every rectangle is a square.
_______ 13. If the diagonals of a quadrilateral are perpendicular, then it is a rhombus.
_______ 14. Every rhombus is a square.
_______ 15. If the diagonals of a quadrilateral are perpendicular and congruent, then the
quadrilateral is a square
Activity11. IN SUMMARY
Complete the table below by putting check marks. The first one has been done for you.
Property Parallelo Rectangle Rhombus Square Trape kite

gram zoid
There are two pairs of parallel sides

There is only one pair of parallel sides
Opposite sides are equal in length
Adjacent sides are equal in length
Diagonals bisect each other
Opposite angles are equal
Diagonals bisect each other at right
angles
Diagonals are equal in length
Diagonals bisect both pairs of interior
angles
Diagonals bisects only one pair of
interior angles
All four angles are always right angles
Scaffold 1:
The word tessellation comes from the small ceramic tiles called tesserae. A
tessellation of a plain is a collection of tiles that fill the plain without gaps or
overlaps. A tessellation in which tiles are congruent regular polygons and which
edges exactly match are called regular tessellations. Create a design of your own,
using quadrilaterals only. Present a report about the step-by step procedure in
coming up with the design.
For an example of a tessellation, follow the link:
https://www.mathsisfun.com/geometry/tessellation.html
You can also use other links.
The PERFORMANCE TASK
You are a budding artist trying to put up a portfolio of your artworks in preparation
for an application in a university. The university requires portrait samples of
famous renaissance artists. You plan to make a scaled drawing as part of your
portfolio in a 17” by 11” board with 1 inch border on all sides of the working space.
You will be graded according to proper use of similarity concepts and creativity.
Congratulations, you had just finished your lesson module! After studying our lesson,
kindly write the things you learned, found interesting and question as your learning summaries
14 | P a g e
Based on our lesson, what are your new learning and realizations as a child of God
We would like to hear from you and your parent/guardian comments and observations of this
lesson’s module. If you have suggestions, please feel free to write it on the box provided. Remember,
we are partners in this learning. Your feedbacks will be highly appreciated.
This part is for the parent or the attending adult:

Kindly write some of your observations on your child’s learning/study habits this week. Include also
your suggestions or if you have questions, feel free to write them here also.
Observation:
_______________________________________________________________________
_______________________________________________________________________
__________
Question (if there’s any):
REFERENCES:
1. https://en.wikipedia.org/wiki/Parallelogram
2. https://www.google.com/search?
q=what+is+a+parallelogram&tbm=isch&source=iu&ictx=1&fir=pxRZLzT3Hl3VkM
%252CkGsVZ0xmjWNFCM%252C%252Fm%252F0_86w&vet=1&usg=AI4_-
15 | P a g e
kQQ9yP00l9gd7aRpWOwiiiXPlHkEw&sa=X&ved=2ahUKEwiuseGLi8PtAhUuGqYKHa-
4DsUQ_B16BAg5EAE#imgrc=pxRZLzT3Hl3VkM
3. https://mathbitsnotebook.com/Geometry/BasicTerms/BTnotation2.html
4. https://tutors.com/math-tutors/geometry-help/proving-a-quadrilateral-is-a-parallelogram#para
5. https://www.dummies.com/education/math/geometry/how-to-prove-that-a-quadrilateral-is-a-
parallelogram/
6. https://www.splashlearn.com/math-vocabulary/geometry/trapezoid
7. https://www.shmoop.com/quadrilaterals/kites-examples.html
8. https://www.mathsisfun.com/geometry/kite.html
9. E-Math 9 Worktext in Mathematics, Orlando A. Oronce, Marilyn O. Mendoza
NEW SYLLABUS MATHEMATICS, Singapore Math Worktext, Dr yeap Ban Har, Dr. Joseph
Yeo The KengSeng. Et. Al.
16 | P a g e

GRADE 9 (BEC) Mathematics: 3Rd Quarter

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GRADE 9 (BEC) Mathematics: 3Rd Quarter

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ST.

JOSEPH COLLEGE-OLONGAPO, Inc

GRADE 9(BEC) Mathematics

NAME: ________________________ Inclusive Dates: _________________

In this unit the standards are:

I CAN determine the conditions that

You are expected to… Your parents/guardians are

times. The summary of online resources is provided

Almost all the things that we see around us

In this chapter, we will study the different

special ones and the properties of each.

Common facts about quadrilaterals:

The Quadrilateral Family Tree

capital letter Point point A

Now let’s move on with the labelling.

When drawing rectangle ADCB: you may label in either a clockwise or counterclockwise

Parallel lines are marked with "feathers".

While "hash marks" are used to represent segments of equal

Lesson 1.1 Parallelograms

1. Which sides are parallel to

2. Which segments are

Parallelograms have these identifying properties:

The old way of proving is by the use

Activity 1: Show that AD∧ ´ are parallel by determining their slopes.

B (3,1) and A (2, -1)

Then we can say that AB ´ ; AB= CD

Activity 2: Show that BC ´

Activity 4: Refer to page 249 and answer try it 3

Using the learned properties of parallelograms, we can now master LC2.

(a) Since consecutive angles of a

C D Substitution: ∠ B=5 ( 12 )−10

B. Determining the unknown lengths in a parallelogram.

Activity 5: Pls. refer to page 249 answer Try it 2

Lesson 1.2 Special Parallelograms

Activity 6: PROVING SPECIAL PARALLELOGRAMS USING THEIR PROPERTIES:

Lesson. 1.3 Trapezoids and Kites

The orientation of a trapezoid can be presented in different ways.

4. The upper base angles are congruent.

For a detailed proof on theorems about Trapezoids, follow the link:

For proof of the different properties of kites follow the link:

Activity 8: SKILL BOOSTER

3) In trapezoid ABCD, ∠B= 120 0. Find m∠C.

4) In a quadrilateral HELP, if EP = LH then what type of quadrilateral it is?

7) Draw an isosceles trapezoid named PQRS, PS||QR and PQ = SR.

Lesson 1.4 The Mid Segment or The Midline

What is a midsegment or a midline (Median)?

The Trapezoid Midsegment Theorem states that a line segment connecting the midpoints

Given : Trapezoid ABCD with median PQ´ .

Activity 9: Answer page 282

Activity 10: Checking your understanding:

_______ 7. Every square is a rectangle.

Property Parallelo Rectangle Rhombus Square Trape kite

There are two pairs of parallel sides

The PERFORMANCE TASK

This part is for the parent or the attending adult:

You might also like

NAME: ________ Inclusive Dates: _