Mathematics 9

Quarter 3
Self-Learning Module 7
Solving Problems Involving
Parallelograms, Trapezoids
and Kites
Mathematics Grade 9
Quarter 3 – Self-Learning Module 7: Solving Problems Involving Parallelograms,
Trapezoids and Kites
First Edition, 2020

Republic Act 8293, Section 176 states that no copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writers: Arnel Jordan B. Domingo
Editors: Ma. Cynthia P. Badana; Ma. Victoria L. Peñalosa
Reviewers: Julie R. Reyes; Roberta B. Tuando; Raneth A. Yago (technical)
Illustrator: Arnel Jordan B. Domingo
Layout Artist:
Management Team: Ma. Evalou Concepcion A. Agustin
OIC – Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC - Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief – School Governance & Operations Division and
OIC – Chief Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larangan)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
 Mathematics 9
Quarter 3
Self-Learning Module 7
Solving Problems Involving
Parallelograms, Trapezoids and Kites
Introductory Message

For the Facilitator:

Welcome to the Mathematics Grade 9 Self-Learning Module on Solving

Problems Involving Parallelograms, Trapezoids and Kites!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the self-learning module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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

Welcome to the Mathematics Grade 9 Self-Learning Module on Solving

Problems Involving Parallelograms, Trapezoids and Kites!

This self-learning 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 material while being
an active learner.

This self-learning module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

1. Solve problems involving parallelograms, trapezoids and kites.

2. Solve word problems systematically.

PRETEST

Directions: Read each of the following questions carefully and identify what is being
asked. Write only the letter of the correct answer on your paper.

1. Quadrilateral SAFE is a parallelogram. If m∠S=(x+15)ᵒ and m∠F=75ᵒ, what is x?

A. x = 40 C. x = 60
B. x = 50 D. x = 70

2. A glass was cut to fit in a window case which is trapezoid in shape. The bases of
the trapezoid measure 5 ft and 3 ft, respectively. What is the length of the median?
A. 3 ft C. 8 ft
B. 5 ft D. 4 ft

3. The area of the a kite is 30 in2. If the longer diagonal is 4 inches more than the
shorter diagonal, what are the lengths of the two diagonals?
A. 12 in and 5 in C. 6 in and 5 in
B. 15 in and 4 in D. 10 in and 6 in

4. The diagonals of a square handkerchief measure (y+10)cm and (2y-5)cm,

respectively. What is y?
A. y = 15 C. y = 25
B. y = 20 D. y = 30

5. The perimeter of a rectangular garden is 10 square meters and its length is 3

meters longer than its width. What is the length of the rectangular garden?
A. 4 m C. 6 m
B. 5 m D. 7 m

RECAP
Direction: Draw a HEART in the corresponding box or boxes below the
Quadrilateral/s if the theorem or property is always true to them.
 PARALLELOGRAM

RECTANGLE

TRAPEZOID

TRAPEZOID
RHOMBUS

ISOSCELES
SQUARE

KITE
THEOREM/PROPERTY

1. Opposite angles are supplementary.

2. All sides are congruent.

3. Diagonals are congruent.

4. Consecutive angles are
supplementary.
5. The median is half the sum of the
lengths of the two bases.
6. Two opposite sides are parallel and
congruent
7. Diagonals are perpendicular.
8. Area is half the product of the
lengths of the two diagonals.

LESSON

https://images.app.goo.gl/vfRuKS7AwXUmGWU https://images.app.goo.gl/icyPk9J8ru67DBjy5

The representations of quadrilaterals can be found everywhere and you use a

lot of them in your day to day life. Along with these quadrilaterals are mathematical
concepts and sometimes you need to apply the skills and knowledge you learned
about these concepts in solving problems. How can you solve problems involving
quadrilaterals, particularly parallelogram, trapezoids and kites, in an easy and
systematic way?

One mathematics word problem can be solved in many ways. A step by step
approach in solving word problems can be done to arrive at the correct answer. One
of the systematic and easiest ways of solving word problems is by using the DCUBES
Process.
 DRAW a picture or an illustration that represents the situation.
Make it simple.
CIRCLE the important numbers or quantities specified and use
these in labeling the illustration.

UNDERLINE what is asked or the question you need to answer.

BOX the mathematics key words that may help you in determining
rule/s or operation/s to be used.
EVALUATE and determine the appropriate rule, solution or
formula. You can also ELIMINATE unnecessary information.

SOLVE.

Illustrative examples.

1. Quadrilateral FACE is a parallelogram. If FA = 5x + 5, EC = 9x – 11 and FE = 15

cm, what is the perimeter the parallelogram?

Solution:

Quadrilateral FACE is a parallelogram. If FA = 5x + 5 EC = 9x – 11 and EF = 15 cm,

what is the perimeter the parallelogram?

F A
5x + 5
15 cm

E C
9x - 11
Note: In a parallelogram, opposite sides are congruent.
The perimeter of any polygon is the sum of the lengths of all of the polygon’s sides.

̅̅̅̅ ≌ EC
FA ̅̅̅̅ If x = 4, To find the perimeter
FA = EC FA = 5x + 5 Perimeter ▱FACE = FA+AC+CE+EF
5x + 5 = 9x – 11 = 5(4) + 5 = 25+15+25+15
5 + 11 = 9x – 5x = 20 + 5
FA = 25 cm Perimeter ▱FACE = 80 cm
16 = 4x
16 4𝑥
=
4 4 EC = 9x – 11
4=x = 9(4) – 11 ∴ The perimeter of ▱FACE is 80 cm.
x=4 = 36 – 11
EC = 25 cm
2. Quadrilateral MASK is an isosceles trapezoid with ̅̅̅̅̅
MA ∥ ̅̅̅̅ . If m∠K = 4x+50 and
SK

m∠S = 150 – x, what is m∠A?

Solution:

Quadrilateral MASK is an isosceles trapezoid with ̅̅̅̅̅

MA ∥ ̅̅̅̅ . If m∠K=4x+50 and
KS
m∠S=150–x, what is m∠A?

K S
4x+50 150-x

M A
Note: In an isosceles trapezoid, base angles are congruent and opposite angles are
supplementary.

∠K ≌ ∠S If x = 20 To solve for m∠K

m∠K = m∠S m∠K = 4x+50 ∠A and ∠K are opposite angles
4x + 50 = 150 – x = 4(20)+50 and are supplementary angles.
4x + x = 150 – 50 m∠K = 130ᵒ
m∠K + m∠A = 180ᵒ
5x = 100
130 + m∠A = 180ᵒ
5𝑥 100
= m∠A = 180ᵒ - 130ᵒ
5 5
x = 20 m∠A = 50ᵒ

∴ The measure of ∠K is 50ᵒ.

3. A rectangular parcel of land has a perimeter of 56 m. Its length is 5 m less than

twice the width. What are the dimensions of the rectangular parcel of land?

Solution:

A rectangular parcel of land has a perimeter of 56 m. Its length is 5 m less than twice
the width. What are the dimensions of the rectangular parcel of land?

Let width = x
width x length = 2x – 5
Perimeter = 56 m
2x - 5
Note: Perimeter of Rectangle = 2L + 2W
length

Perimeter▭ = 2L + 2W To solve for the dimension of the rectangle, use x=11

56 = 2(2x-5) + 2(x) width = x length = 2x – 5
56 = 4x-10 + 2x width = 11m = 2(11) – 5
56 = 6x – 10 = 22 – 5
56 + 10 = 6x length = 17m
 66 = 6x ∴ The length of the rectangle is 17 m and its
11 = x width is 11 m.
x = 11

4. One lateral face of a monument is trapezoid in shape. One base is 4 decimeters

more than the other. If the median of the trapezoid measures 10dm, find the length
of the longer.
Solution:
One lateral face of a monument is trapezoid in shape. One base is
4 decimeters more than the other. If the median of the trapezoid measures 10dm,
find the length of the longer base.

x let Base1 = x
Base2 = x + 4
10 dm
Median = 10dm
x+4 Note: The length of the median of a trapezoid is half the sum of
the lengths of the two bases.

1
Median = (B1 + B2)
2
1 If x = 8
10 = (x + x + 4)
2 Base1 = x
1
10 = (2x + 4) Base1 = 8
2
1
2 (10) = ( (2x + 4)) 2 Base2 = x + 4
2
1 =8+4
20 = ( (2x + 4)) 2
2 Base2 = 12
20 = 2x + 4
20 – 4 = 2
16 = 2x ∴ The length of the longer base is 12 dm.
8=x
x=8

5. The area of the kite made by Aaron is 110 square inches. One diagonal of the kite
is 2 inches more than twice the other diagonal. What are the lengths of the
diagonals?
Solution:

The area of the kite made by Aaron is 110 square inches. One diagonal of the kite
is 2 inches more than twice the other diagonal. What are the lengths of the
diagonals?

D1=x Let Diagonal1 = x

Diagonal2 = 2x + 2

Area of Kite = 110 in2

D2=2x+2
 Note: The area of a kite is half the product of the lengths
of the two diagonals.

1
Area of Kite = (D1) (D2)
2
1 If x = 11
110 = (x) (2x + 2)
2
1
110 = (2x2+2x) Diagonal1 = x
2 Diagonal1 = 10 in
1 1
110 = (2x2) + (2x)
2 2

110 = x2 + x Diagonal2 = 2x + 2
0 = x2 + x -110 = 2(10) + 2
x + x – 110 = 0
2 = 20 + 2
(x+11) (x-10) = 0 Diagonal2 = 22 in

x + 11 = 0 x - 10 = 0
x = -11 x = 10 ∴ The two diagonals of the kite
measure 10 in and 22 in, respectively.
Note: Negative answers will be
disregarded when dealing with
measurements.

ACTIVITIES

ACTIVITY 1: LET’S PRACTICE!

Direction: Illustrate and solve the following problems.
1. Two consecutive sides of a parallelogram measure 3 m and 8 m, respectively. What
is the perimeter of the parallelogram?
2. One diagonal of a square measure (2x+5) in. If the other diagonal measures 17 in,
what is x?
3. Quadrilateral MECQ is a trapezoid with ME ̅̅̅̅ ∥ QC
̅̅̅̅ and AB
̅̅̅̅ as the median. If ME=13
and QC=24, what is AB?
4. One diagonal of an isosceles trapezoid measures 72 cm and one leg measures 40
cm. What is the length of the other diagonal?
5. Quadrilateral LOVE is a kite in which LV=8 in and OE=20 in. What is the area of
the kite?

ACTIVITY 2: KEEP PRACTICING!

Directions: Illustrate the following and solve for what is required. Show your complete
solution.
1. A rhombus with a perimeter of 60 in has a side with a length of (4x) in. Find x.

2. Quadrilateral LOVE is a kite in which LO=8 in and VE=20 in. What is the perimeter
of the kite?

3. Quadrilateral POST is an isosceles trapezoid with ̅̅̅̅

OS ∥ ̅̅̅̅
PT. If m∠O=10x+20 and
m∠P=8x-2, what is x?

4. One side of a rectangle is 3 m more than the other. If the perimeter of the rectangle
is 30 m, what are its dimensions?

5. One base of a trapezoid is 4 cm less than twice the other. If the median measures
13 cm, what is the length of the longer base?

ACTIVITY 3: TEST YOURSELF!

Directions: Solve the following problems. Show your complete solutions.

1. A table cloth is cut into a parallelogram in which two opposite angles measure
(8x+34)ᵒ and (15x-15)ᵒ? Find the measures of all the angles.

2. One lateral face of the roof of the school building is trapezoid in shape. One of the
bases of this trapezoid is 4 m longer than the other base. Find the length of the two
bases if the median measures 18 m.

3. The area of the paper used by Shamira in making her kite is 120 square inches
and one of its diagonals is 4 inches less than twice the other diagonal. Find the
lengths of the two diagonals.

4. A rectangular garden has a perimeter of 56 m. Its length is 5 m less than twice

the width. What is the area of the garden?

5. A car’s windshield is isosceles trapezoid in shape. The median is 5.5 ft and one of
its legs measures 2.5 ft. If one of the bases of the windshield is 1 ft more than the
other, find its perimeter.

WRAP–UP

Remember that…

In solving any mathematics word problems, the DCUBES can be your guide.

D DRAW a picture or an illustration that represents the situation.

C CIRCLE the important numbers or quantities specified and use these to label
the illustration.
U UNDERLINE what is asked or the question you need to answer.
 B BOX the mathematics key words that may help you in determining rule/s or
operation/s to be used.
E EVALUATE and determine the appropriate rule, solution or formula. You can
also ELIMINATE unnecessary information.
S SOLVE.

VALUING

REFLECTION: (Journal Writing)

Life is like a Mathematics word problem. This

does not mean that you will be given Mathematics
activities and paper works to solve on throughout
your life. It means active application and integration
of your skills and knowledge in solving real life https://images.app.goo.gl/PJbQ6rWok
problems systematically and effectively. Mathematics adwD3HA7

teaches us the idea that every problem has solutions

For example, one of your family members has symptoms indicating the
possibility of having infected by COVID-19. In your journal, list step by step
procedures that will help you solve this problem. This will also serve as your guide
in protecting yourself and your family.

POSTTEST
Directions: Read the problems carefully and identify what is being asked. Write only
the letter of the correct answer on your paper.

1. ̅̅̅̅ ∥ QC
Quadrilateral MGCQ is an isosceles trapezoid with MG ̅̅̅̅. If MC=100cm and
GQ=5y+15, what is y?

A. y = 17 C. y = 19
B. y = 18 D. y = 20
2. Two consecutive angles of a parallelogram measure (10x+30)ᵒ and (6x+38)ᵒ,
respectively. What are the measures of these angles?

A. 90ᵒ and 90ᵒ C. 100ᵒ and 80ᵒ

B. 110ᵒ and 70ᵒ D. 150ᵒ and 30ᵒ
3. One diagonal of a kite is 3 inches more than the other. If the area of the kite is
90 square inches, what is the length of the shorter diagonal?

A. 12 in C. 8 in
B. 10 in D. 6 in
PRETEST
1. C 2. D 3. D 4. A 5. A
RECAP
1. RECTANGLE, SQUARE, ISOSCELES TRAPEZOID
2. RHOMBUS, SQUARE
3. RECTANGLE, SQUARE, ISOSCELES TRAPEZOID
4. RECTANGLE, SQUARE, ISOSCELES TRAPEZOID
5. TRAPEZOID, ISOSCELES TRAPEZOID
6. PARALLELOGRAM, ROMBUS, RECTANGLE, SQUARE
7. RHOMBUS, SQUARE, KITE
8. RHOMBUS, KITE
ACTIVITY 1: LET’S PRACTICE!
1. 22 m 2. x=6 3. 18.5 4. 72cm 5. 80 in2
ACTIVITY 2: KEEP PRACTICING!
1. x=15 2. 56 in 3. x=9 4. 9m and 6m 5. 16cm
ACTIVITY 3: TEST YOURSELF!
1. all angles are 90ᵒ 2. 16m and 20m 3. 12in and 20in 4. 187m2
5. 16ft
POSTTEST
1. A 2. C 3. A 4. D 5. B
KEY TO CORRECTION
D. 4 m B. 92 m
C. 46 m A. 23 m
Find the perimeter of the park.
5. A park is rhombus in shape and two of its sides measures (5x+3)m and (9x-13)m.
B. 20 ft D. 25 ft
A. 50 ft C. 22.5 ft
40 feet?
twice the upper base. What is the length of the median if the lower base measures
4. One lateral face of a roof is trapezoid in shape and its median is 5 ft more than
 References
Brant, Merden, et al. Mathematics Grade 9 Learners Material. Pasig City: Department
of Education: Bureau of Learning Resources (DepEd-BLR), 2017.

Oronce, Orlando, and Marilyn Mendoza. E-MATH 9. Manila: Rex Book Store, Inc.,
2007.

https://www.youtube.com/watch?v=IGkWpe7r7QA&feature=youtu.be&fbclid=IwAR
3e_9rn0LVRugKu3U6zK0daKZN2LTuSzOkMlyK05rtLUJ0xrHjasELdIek (accessed
August 17, 2020).

https://www.scholastic.com/teachers/blog-posts/genia-connell/2017/cubes-
strategy-to-tackle-tough-word-problems-/ (accessed August 17, 2020).

https://images.app.goo.gl/icyPk9J8ru67DBjy5 (accessed August 24, 2020).

https://images.app.goo.gl/vfRuKS7AwXUmGWU27 (accessed August 25, 2020).

https://images.app.goo.gl/PJbQ6rWokadwD3HA7 (accessed August 27, 2020).