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Math 9 - Flores & Lumaya
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Page 1
 Topic 1
POLYGONS - TRIANGLES

What is the topic about?

Different shapes can be found around us. You can see varied geometric figures
everywhere, in nature, in man-made structures, designs, tools, etc. Some of these
geometric figures are polygons. One of the polygons is triangle. This topic will help you
expand the concept you learned in the previous grade levels about triangle.

Competencies

The learner will be able to:

1) define and illustrate the different terms associated with a triangle;

2) classify triangles according to their angles and according to their sides;
3) derive relationships among sides and angles of a triangle; and
4) solve word problems involving sides and angles of a triangle.

LESSON 1 - TERMS ASSOCIATED WITH A TRIANGLE

Triangles are known to be the most stable geometric shapes. For this reason,
engineers often use triangles to strengthen structures such as buildings and bridges. A
triangle as discussed in the previous grade level, is the simplest polygon because it has the
least number of sides and angles.

I. Definition

Triangle is a closed figure formed by three segments joined by three non-collinear

points.

II. Naming a Triangle

A triangle is named using the letters at their vertices. Starting at any vertex, go clockwise or
counterclockwise. Please refer to the example below.

A The triangle can be named as

D ∆DAY, ∆AYD, ∆YDA,
Y ∆DYA, ∆ADY, or ∆YAD.

Math 9 - Flores & Lumaya Page 2

III. Terms Associated with a Triangle

A. Primary Parts

Primary Parts Names of the Primary Parts

∆ABC Vertices
B

Sides

A C Angles

B. Secondary Parts

Secondary Figure
Definition Name
Parts B

D
This is a segment, a ray
Angle Bisector or a line that bisects A C
an interior angle.

B
This is a segment, a ray
or a line from a vertex
Altitude perpendicular to the
line containing the A E C
opposite side.

This is a segment, a ray B

or a line joining a G
Median vertex and the
midpoint of the A C
opposite side.

Given a side of a
triangle, a
perpendicular bisector m B
Perpendicular is a segment, a ray or a
Bisector to a line that is
Side perpendicular to the A C
given side, and passes
through the midpoint
of the given side.

Math 9 - Flores & Lumaya Page 3

 C. Other Terms Associated with a Triangle

Definition Figure Name

It is an angle which B
is adjacent and
Exterior supplement to one
A 2 1
Angle of the interior C H
angles of a
triangle.

Given an exterior
angle of a triangle,
Remote the remote 1
6
Exterior interior angles of
Angle of this exterior angle
5 4 3
the are the interior
2
given angles of the
Interior triangle which are
Angles not adjacent to
the given exterior
angle.

Let’s Try This (Activity 1)

A. Use the figure at the right to name the indicated part of ∆FOX. The first one is done for
you.

_____FOX_________ 1) an interior angle S E X

F
1

____________________ 2) angle bisector

A Y
Z
____________________ 3) perpendicular bisector to a side O

____________________ 4) side

____________________ 5) vertex

____________________ 6) an exterior angle

Math 9 - Flores & Lumaya Page 4

 B. Use the figure at the right to name the indicated part of ∆BOX. The first one is done
for you.

______side__________ 1) OX
B
____________________ 2) IX S
I
O
M 2
____________________ 3) MO
T U
X
____________________ 4) 2

____________________ 5) OXB

____________________ 6) ST

____________________ 7) BU

____________________8) O

____________________9) BXO & OBX

Thank you for answering the activity completely!

Math 9 - Flores & Lumaya Page 5

 LESSON 2 - CLASSIFICATION OF TRIANGLES

I. Triangles can be classified according to their interior angles or according to the number of
congruent sides.

A. Classification of Triangles according to NUMBER OF CONGRUENT SIDES

1) Scalene Triangle - a triangle whose all sides have different lengths Scalene ∆

2) Isosceles Triangle - a triangle whose 2 sides have the same length Isosceles ∆

3) Equilateral Triangle - a triangle whose all sides have the same length
Equilateral ∆

In some references, an isosceles triangle is defined as a triangle with at least two

congruent sides.

Consequently, with this definition, an equilateral triangle is also an isosceles triangle.

*In an isosceles triangle, the angles opposite the congruent sides are also congruent.

*In an equilateral triangle, all angles are congruent.

B. Classification of Triangles according to INTERIOR ANGLES

Acute ∆
1) Acute Triangle - a triangle with 3 acute angles

2) Right Triangle - a triangle with 1 right angle Right ∆

3) Obtuse Triangle - a triangle with 1 obtuse angle Obtuse ∆

4) Equiangular Triangle - a triangle whose all angles have the same measures

Equiangular ∆

Math 9 - Flores & Lumaya Page 6

 C. Classification of Triangle according to sides and angles

1) Obtuse Isosceles Triangle 3) Right Isosceles Triangle

Figure: Figure:

2) Obtuse Scalene Triangle 4) Right Scalene Triangle

Figure: Figure:

II. Parts of Special Triangles

A. Isosceles Triangle

Part and Its Definition Figure Name of the Part

Legs - the two congruent Vertex Angle Y
sides Legs
Base - the third side
Vertex Angle - the angle
opposite to the
base
U O
Base Angles - the angles
opposite to the Base
congruent sides Base Angles

B. Right Triangle
Part and Its Definition Figure Name of the Part
Legs - the two sides forming a right
angle (2 sides perpendicular to
L
each other) Hypotenuse
Hypotenuse - the third side (longest
side) and the side opposite to
right angle
Right Angle - the angle of the triangle U V
which measures exactly 90
Acute Angles - two angles of the Legs
triangle which measures
between 0 & 90
Math 9 - Flores & Lumaya Page 7
 Let’s Try This (Activity 2)

A. On the blank before the number, write T if the statement is true and F if false.

________ 1) A triangle can have exactly one acute angle.

________ 2) A triangle can have two right interior angles.

________ 3) A triangle can have two obtuse interior angles.

________ 4) A right triangle can be an isosceles triangle.

________ 5) An acute triangle can be an isosceles triangle.

________ 6) An obtuse triangle can be a scalene triangle.

________ 7) A right triangle can be an equilateral triangle.

________ 8) A triangle can be both equiangular and scalene.

B. Write your answer on the blank before the number.

______ 1) The side opposite a right angle

______ 2) The congruent sides of an isosceles 

______ 3) The angles opposite the legs of an isosceles 

______ 4) The perpendicular sides of a right 

______ 5) The angle opposite the base of an isosceles 

______ 6) The longest side of a right triangle

______ 7) the hypotenuse of APC if P is a right angle

______ 8) The legs of the right  in no. 7

______ 9) The legs of a SIN if S  N

______ 10) The base of SIN in no. 9

Thank you for answering the activity completely!

Math 9 - Flores & Lumaya Page 8
 LESSON 3 - RELATION AMONG SIDES AND ANGLES IN TRIANGLES

A. Theorem: The Sum of the Interior Angles of a Triangle Theorem

The sum of the measures of the angles of a convex triangle is 180.

Example #1: Find the measure of the third of the given triangle at the right. M
x
79 Y
Given: In ∆MAY, mA = 55 & mY = 79
55
A
Missing: mM = x

Solution: mM + mA + mY = 180

x + 55 + 79 = 180
Reason:
x = 180 - 55 - 79 The Sum of the Interior Angles of a
x = 46 Triangle Theorem

Final answer: mM = 46

Example #2: In ∆TIN, mT = 65, mI = (y + 4) and mN = (2y - 9). Find the value of y
and the measure of the two angles.

Page 9
Example #3: In ∆CAR, mC = (y + 15), mA = (y - 7) and mR = (3y - 29). Find the
value of y and the measure of the angles.

B. Theorem: The Isosceles Triangle Theorem

If two sides of a triangle are congruent, then the angles opposite them are congruent.

Examples: Find the value of the variable and the measure of the angle.

Solution:

Vertex  + base  + base  = 180

Reason: The ∆ at the left is
an isosceles triangle 50 + x + x = 180
50 because the two sides are
marked and they are 2x = 180 - 50
x x congruent. Thus, the base
angles are also congruent. 2x = 130

x = 65

Each base angle measures 65 .

Page 10
 49

x

(5x -29)

(2x +13)

Let’s Try This (Activity 3)

A. In ∆DAY, mA = (5x), mD = (2x + 9) and mY = (3x - 7). Find the value of
x and the measure of each angle.

Page 11
B. Find the measure of each interior angle in the given triangles.
E
1) 2) R E
(2x +17) a
(3x – 5)

(4x – 15) b
(4x -28)
D B
D

Thank you for answering the activity completely!

Page 12
C. Theorem: The Converse of the Isosceles Triangle Theorem

If two angles of a triangle are congruent, then the sides opposite them are congruent.

Examples: Find the value of the variable and the length of the side(s).

Solution:
Side1 = side 2
20 2x 2x = 3x - 10
Reason: The ∆ at the left
2x - 3x = -10
shows that the two angles
-x = -10
given are of the same
20 3x - 10 -1 (-x) = (-1) (-10)
measures. So, the sides
x = 10
opposite to the given angles
are also having the same
2x = 2(10) 3x - 10 = 3(10) - 10
measures.
= 20 = 20

Each leg measures 20 units.

65 65

37 2x - 6

5x -28

100 2x + 10

100

D. Theorem: The Exterior Angle Theorem

The measure of the exterior angle of a triangle is equal to the sum of the measures of
its two remote interior angles.

Page 13
 E. Corollary:

The measure of an exterior angle of a triangle is greater than the measure of either of
its remote interior angle.

Examples:

1) Each triangle has six exterior angles, two at each vertex. Use the given figure to complete
the table below.

Figure Exterior Adjacent Angle of Remote Interior Angles

Angle the Exterior Angle

2
6
1 4 3
5

2) What is the measure of the angles a and b in the figure?

41

a is an exterior angle and b is the adjacent angle of a.

Angles which form a linear pair are supplementary. a 70
b
Thus, a and b are supplementary angles.

Solution: a) Solve for ma

ma = 41 + 70 Reason: The Exterior Angle Theorem

ma = 111

b) Solve for mb

mb + 41 + 70 = 180 Reason: The Sum of the Interior Angles of a
Triangle Theorem
mb = 180 - 41 - 70

mb = 69

Final Answer: ma = 111 and mb = 69

Page 14
 E
1
3) Using the figure at the right, answer the following.

A) If m1 = 40, m4 = 110, find m2 and m3. A

2 3 4
T
B) If m1 = (2x - 5), m2 = (3x + 7), and m4 = 115, find m1, m2, and m3.

Problem A

B) If m1 = (2x - 5), m2 = (3x + 7), and m4 = 115, find m1, m2, and m3.

Problem B

Page 15
 Let’s Try This (Activity 4)

A. Find the length of each side in the given triangle. (Figures not drawn to scale.)

O
3x – 11 cm X 2) 2x + 1 in Given: T  O
M 65

3x cm T 2x - 10 in
x + 12 cm
65 x + 7 in
Y
I

MI = _____ IX = _____ MX = ______ TO = _____ OY = _____ TY = ______

B. Refer to the given figures to complete each statement.(Figures not drawn to scale.)

1) If m5 = 30, m6 = 70, 2) If m4 = 50, m5 = 65,

then m3 = ________. then m1 = ________.
3 5 2
4
6
1

Page 16
3) If m4 = 55, m6 = 52, then m2 = ________.
3 5 2
4
6
1

5) If m2 = 130, m4 = 50, then m6 = ________.

4) If m3 = 125, m6 = 70, then m5 = ________.

6) If m1 = 124, m4 = (2x+7) and

m5 = (3x + 19), find the value of x, m4 and
m5.

Thank you for answering the activity completely!

Page 17
Name: ___________________________________ Date: __________________

Lesson: Triangles

The Story of a Triangle

By Sailaja Prakash

Once upon a time there was a Triangle. It woke up in the morning and went
straight to the mirror and thought to itself. "Look at me. I am looking so beautiful
with 3 sides and 3 corners." Triangle was so happy with 3 sides and corners. It
got ready and went to a park. There the Triangle saw a Square and a Rectangle
playing shuttle. Then the Triangle thought to itself "look at the Square and
Rectangle they are very beautiful with 4 sides and 4 corners. But I have only 3."
Triangle was sad for having only 3 sides and corners and went forward. There
the Triangle saw a Pentagon playing on a slide. Then the Triangle thought to itself.
"Look at the Pentagon it is looking so beautiful with 5 sides and 5 corners. But I have only 3." Triangle was very
sad for having only 3 sides and corners, and went little forward. There the Triangle saw a Hexagon and a
Heptagon playing on a swing. Then the Triangle thought to herself. "Look at the Hexagon with 6 sides and 6
corners and Heptagon with 7 sides and 7 corners. But I have only 3." The Triangle was very sad for having
only 3 sides and corners. and went little forward. There the Triangle saw an Octagon making a sand castle. Then
the Triangle thought to itself. "Look at the Octagon it is looking very beautiful with 8 sides and 8 corners. But I
have only 3." Triangle was sad for having only 3 sides and 3 corners and went little forward. There the
Triangle saw a Circle sitting on a wall. Looking at the Circle...the Triangle got surprised and thought to itself.
"Circle has no sides and no corners even then it is very happy. At least I have 3. How come the Circle be so
happy?" It went to the circle and asked, "How can you be so happy with no sides and corners? Then the circle
transformed itself into a Wheel. Wheel is in circle shape. The Circle which is in the form of a wheel asked the
Triangle, "Look at that side". There the Triangle saw children riding vehicles and having fun. (Vehicles have
wheels. Wheels are in Circle shape.) Then the Circle which was in the form of a wheel told the Triangle that it is
getting happiness by helping others and making them happy. Then the Triangle realised that how many sides and
corners we have is not important. How much we help others and how much we make others happy because
of us is important. Triangle learnt a lesson and started helping others and lived happily ever after.

Questions to Ponder:

 What is the moral of the story?

___________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

 An isosceles triangle has two congruent legs and a base. In your family, how do you consider
yourself, a base or one of the legs? Why?

___________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Page 18