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Mathematics
Quarter 3 – Module 5
Describing a Proportion
Applying the Fundamental Theorems of Proportionality
to Solve Problems Involving Proportions
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 3 – Module 5: Describing a Proportion; Applying the Fundamental Theorems
of Proportionality to Solve Problems Involving Proportions
First Edition, 2021

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 9

Mathematics
Quarter 3 – Module 5
Describing a Proportion
Applying the Fundamental Theorems of Proportionality
to Solve Problems Involving Proportions
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module or if you need
to ask your facilitator or your teacher’s assistance for better understanding of the
lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that
you will be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercise and tests.
Read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 This module provides varied activities that will help you learn and apply your
knowledge of the different mathematics concept previously studied and your skills in
performing mathematics operations on Fundamental Theorems of Proportionality.

At the end of this module, you are expected to:

• describe a proportion;
• apply the fundamental theorem of proportionality to solve problems
involving proportions; and
• solve problems involving proportion.

• solve problems involving quadratic equations.

Let us determine how much you already know about the topic. Do not forget to take
note of the items you were not able to answer correctly and try to find the right answer as
you go through this module.

Directions: Read each item carefully. Choose the letter of the correct answer.

1. It is the comparison between two quantities.

M. extremes A. means T. proportion H. ratio
2. It is an equation that shows two or more equal ratios.
M. extremes A. means T. proportion H. ratio
3. What does the equation 12:8 = 3:2 represent?
M. extremes A. means T. proportion H. ratio
4. In a:b = c:d, what do you call b and c?
M. extremes A. means T. proportion H. ratio
5. In 4:5 = 12:15, which are the extremes?
M. 4 and 5 A. 4 and 15 T. 12 and 5 H. 12 and 15
6. In 4:5 = 12:15, which are the means?
M. 4 and 5 A. 4 and 15 T. 12 and 5 H. 12 and 15
7. What is the value of m in 2:5 = 14:m?
M. 15 A. 25 T. 35 H. 45
8. What is the value of x in 5 : 4 = 25 : x ?
M. 10 A. 20 T. 30 H. 40
2 8
9. Find the value of x in the proportion, =
𝑥 12
M. 1 A. 2 T. 3 H. 4
5 30
10. Solve for x in =
𝑥+3 48
M. 2 A. 3 T. 4 H. 5
11. The sum of two numbers is 24 and their ratio is 3:5. What are the numbers?
M. 8 and 16 A. 9 and 15 T. 10 and 14 H. 11 and 13
12. The difference between two numbers is 28 and their ratio is 3:7. Find the numbers.
M. 18 and 46 A.19 and 47 T. 20 and 48 H.21 and 49
13. Kieffer wishes to divide a rope 63 cm long into three pieces in the ratio 2:3:4. How long is
the shortest piece?
M. 7cm A. 14cm T. 21cm H. 28cm
14. The angles of a triangle are in the ratio 2:3:4. Find the measure of the smallest triangle.
M. 200 A. 400 T. 600 H. 800
1
15. If m:n = 3:2, what is the correct order of the steps in determining 𝑚2 − 𝑛2 : 𝑚2 − 2𝑛2 ?
(3𝑘)2 −(2𝑘)2
A. 𝑚 = 3𝑘 ; 𝑛 = 2𝑘 C. (3𝑘)2
−2(2𝑘)2
𝑚 𝑛
B. 𝑚2 − 𝑛 2 : 𝑚2 − 2𝑛2 = 5: 1 D. = =𝑘
3 2
M. A, C, B, D A. A, D, C, B T. A, D, B, C H. D, A, C, B

Let us have a review of your previous lesson. Can you recall what ratios are and how
ratios are used in solving problems?

Ratio is the comparison of two quantities (by division). It is an indicated quotient

of two quantities of the same kind, expressed in the same unit or measure. The result
of the comparison is a number without any unit.

Given two numbers a and b, b ≠ 0, a ratio is the quotient a divided by b. This ratio
𝑎
can be written in three ways: a to b, a : b or . Each of these ratios is read as “a is to b”.
𝑏

Take a look at these examples:

Example 1: There are 12 girls and 17 boys in a class. What is the ratio of girls to boys?
Solution:
The ratio can be obtained by getting the number of girls and the number of
boys.

✓ The ratio of girls to boys is 12:17 or

𝟏𝟐
𝟏𝟕
.

Example 2: Company A hired 11 new employees while Company B hired only 7. What is
the ratio of newly hired employees of Company B to Company A?
Solution:
The ratio can be obtained by getting the number of the newly hired
employees of Company B and the newly hired employees of Company A.

✓ The ratio of the newly hired employees of Company B to Company A is 7:11 or

𝟕
𝟏𝟏
.

Some quantities need to be expressed in their simplest form. Observe the next
example.
Example 3: In a basketball game, LA Tenorio scored 28 points while Kieffer Ravena
scored 20 points. What is the ratio of Tenorio’s score to Ravena’s score?
Solution:
The ratio of Tenorio’s score to Ravena’s score may be written as 28 to 20.
28
𝟐𝟖
Step 1: Express the ratio 28 to 20 as a fraction.
20
𝟐𝟎

28 𝟕7
Step 2: Express the fraction in simplest form.
20 𝟓
5
7
Step 3: Express in ratio notation. 7:5
5

✓ 28 to 20 can be expressed in the ratio 7:5 or .

𝟕
𝟓

2
 When the same kind of quantities are given but are expressed in different units of
measure, we have to convert them first to the same unit before writing the corresponding
ratio.

Example 4: Find the ratio of 15 days to 5 weeks.

Solution:
Since 1 week = 7 days, then 5 weeks = 35 days. Thus, we can now write the
ratio 15:35. Simplify this ratio.
15
𝟏𝟓
Step 1: Express the ratio 15:35 as a fraction. 35
𝟑𝟓

15 𝟑3
Step 2: Express the fraction in simplest form.
35 𝟕7

3
Step 3: Express in ratio notation. 3:7
7

✓ The ratio of 15 days to 5 weeks is 3:7 or .

𝟑
𝟕

Example 5: Find the ratio of 3 hours to 50 minutes.

Solution:
Since 1 hour = 60 minutes, then 3 hours = 180 minutes. Thus, we can write
the ratio in 180:5. Simplify this ratio.
180
𝟏𝟖𝟎
Step 1: Express the ratio 180:50 as a fraction. 50
𝟓𝟎

180 18
𝟏𝟖
Step 2: Express the fraction in simplest form.
50 𝟓5

18
Step 3: Express in ratio notation. 18:5
5

✓ The ratio of 3 hours to 50 minutes is 18:5 or

𝟏𝟖
𝟓
.

Several problems may be solved by using the concept of ratio.

Example 6: Two numbers are in the ratio 2:3. If the sum of the numbers is 35, what are
the numbers?
Solution:
Let 2x and 3x be the numbers.

Step 1: Show that the sum of two numbers is 35. 2x + 3x = 35

Step 2: Combine similar terms. 5x = 35
Step 3. Divide both sides of the equation by 5. 5x = 35
5 5
Step 4: Simplify. x=7
Step 5: Substitute the obtained value of x 2(x) 3(x)
to get the numbers. 2(7) 3(7)
14 21
✓ The two numbers are 14 and 21.

To check if the answer is correct, we add the two numbers and the total should be
equal to the sum which is 35.
3
Example 7: The measures of the three angles of a triangle are in the ratio 2:3:4. Find the
measure of each angle.
Solution:
Let 2x, 3x and 4x be the measures of the angles

Step 1: The sum of the angles of a triangle is 180. 2x + 3x +4x = 180

Step 2: Combine similar terms. 9x = 180
Step 3. Divide both sides of the equation by 9. 9x = 180
9 9
Step 4: Simplify. x = 20
Step 5: Substitute the obtained value of x 2(x) 3(x) 4(x)
to get the numbers. 2(20) 3(20) 4(20)
40 60 80
✓ The measure of the three angles are 40, 60,
and 80.

You were able to recall the concept of ratio and how can it be used to solve several
problems. Let us have another activity! You may ask a friend to help you perform the next
activity.

Directions: Find the key that fits the lock by finding the ratio equal to the given ratio.

𝟏: 𝟐 𝟓: 𝟔 𝟏𝟓: 𝟐𝟎 𝟗: 𝟏𝟎 𝟒𝟎: 𝟑𝟓

𝟒𝟓: 𝟓𝟎 𝟑: 𝟒 𝟖: 𝟕

𝟐𝟓: 𝟑𝟎 𝟑𝟓: 𝟒𝟓 𝟓: 𝟏𝟎

Reflective Questions:
1. How did you find the key to each lock?
2. What mathematics concept or principle did you apply to find each key?
3. Are the two ratios equal? How did you find out that they are equal?
4. What do you call two equal ratios?

4
 Fundamental Theorems of Proportionality

A proportion is a statement of equality of two ratios.

𝑎 𝑐
In symbols: = 𝑜𝑟 𝑎: 𝑏 = 𝑐: 𝑑 where 𝑏 ≠ 0 and 𝑑 ≠ 0.
𝑏 𝑑
Each number in a proportion is called a term.
𝑎(first term) 𝑐(third term)
=
𝑏(second term) 𝑑(fourth term)
The second and third terms are called the means and the first and fourth terms are
called the extremes of the proportion.
means

a : b = c : d

extremes
Note that the above proportion is read as “a is to b as c is to d”.
To illustrate, in the proportion 3 : 4 = 9 : 12, the extremes are 3 and 12 while the
means are 4 and 9. In the proportion 5 : 6 = 50 : 60, can you name the extremes? How
about the means?
Consider each of the two proportions above. Let us multiply the extremes and then
multiply the means. What do you observe? We get the product 3 x 12 = 4 x 9 for the first
proportion, and the product 5 x 60 = 6 x 50 for the second proportion. Does this equality hold
true for all proportions? This equality is generalized in the Fundamental Law of
Proportionality which states that:
In any proportion, the product of the means is equal to the product of
the extremes.

Fundamental Rule of Proportion

𝑤 𝑦
If 𝑤: 𝑥 = 𝑦: 𝑧, then 𝑥 = 𝑧 provided that 𝑥 ≠ 0 ; 𝑧 ≠ 0
Properties of Proportion
𝑤 𝑦 5 6
Cross Multiplication Property If 𝑥 = 𝑧 , then wz = xy ; If 10 = 12, then 5(12) = 6(10)
- In a proportion, the 𝑥 ≠ 0 ; 𝑧 ≠ 0
60 = 60
product of the means is
equal to the product of
the extremes.
𝑤 𝑦 𝑤 𝑥 5 6 5 10
Alternation Property If 𝑥 = 𝑧 , then 𝑦 = 𝑧; If = , then =
10 12 6 12
- Interchanging the
𝑥 ≠ 0 ; 𝑦 ≠ 0; 𝑧 ≠ 0 5(12) = 6(10)
means or interchanging
60 = 60
the extremes of one
proportion results in
another proportion
𝑤 𝑦 𝑥 𝑧 5 6 10 12
Inverse Property If 𝑥 = 𝑧 , then 𝑤 = 𝑦; If 10 = 12, then 5 = 6
- If the terms of the ratios
𝑤 ≠ 0; 𝑥 ≠ 0 ; 𝑦 ≠ 0; 𝑧 ≠ 0 5(12) = 6(10)
of a proportion are
60 = 60
inverted, the result is
also a proportion
𝑤 𝑦 𝑤+𝑥 𝑦+𝑧 5 6 5+10 6+12
Addition Property If 𝑥 = 𝑧 , then 𝑥 = 𝑧 ; If 10 = 12, then =
10 12
𝑥 ≠0; 𝑧 ≠0 15 18
10
= 12
15(12) = 10(18)
180 = 180

5
 𝑤 𝑦 𝑤−𝑥 𝑦−𝑧 5 6 5−10 6−12
Subtraction Property If 𝑥 = 𝑧 , then = ; If 10 = 12, then =
𝑥 𝑧 10 12
𝑥 ≠0; 𝑧 ≠0 −5
= 12
−6
10
( )
−5 12 = −6(10)
−60 = −60

We can use these properties to solve for the missing term in any proportion.

Example 1: Find x in 3:7 = 18:x

Solution:
3 18
Step 1: Write the ratio in fraction form =
7 𝑥

Step 2: Cross multiply to get the product of 3𝑥 = 7(18)

the means and of the extremes 3𝑥 = 126

Step 3: Divide both sides of the equation by 3 𝒙 = 𝟒𝟐

We may check our solution as follows:
3 18
Start with the given proportion =
7 𝑥
3 18
Substitute 42 to x =
427
Cross multiply 3(42) = 7(18)
Find the product of both sides of the equation 126 = 126

✓ Therefore, the missing term in the above proportion is 42.

2 𝑥+1
Example 2: Find the value of x in =
3 15
Solution:
2 𝑥+1
Step 1: Copy the given proportion =
3 15

Step 2: Cross multiply to get the product of 3(𝑥 + 1) = 2(15)

the means and of the extremes 3(𝑥 + 1) = 30

Step 3: Divide both sides of the equation by 3 𝑥 + 1 = 10

Step 4: Solve for x by addition property of equality 𝒙= 𝟗
To check our solution, let us do the following:
2 𝑥+1
Start with the given proportion =
3 15
2 9+1
Substitute 9 to x =
3 15
2 10
=
3 15

Cross multiply 2(15) = 3(10)

Find the product of both sides of the equation 30=30

✓ Therefore, the missing term in the above proportion is 9.

6
Example 3: Solve for x, given that 16: 𝑥 = 𝑥: 4

Solution:
16 𝑥
Step 1: Write the ratio in fraction form =
𝑥 4

Step 2: Cross multiply to get the product of 𝑥(𝑥) = 4(16)

the means and of the extremes 𝑥 2 = 64

Step 3:Extract square root on both sides of the equation 𝒙 = 𝟖

We may check our solution as follows:
16 𝑥
Start with the given proportion =
𝑥 4
16 8
Substitute 8 to x =
8 4

Cross multiply 8(8) = 4(16)

Find the product of both sides of the equation 64 = 64

✓ Therefore, the missing term in the above proportion is 8.

Let us consider more examples and study the process of solving for the missing term
in any proportion using the different properties of proportion.

Example 4: If 𝑎: 𝑏 = 4: 3, find 3𝑎 − 2𝑏: 3𝑎 + 𝑏

Solution:
𝑎 4
Step 1: Write the ratio in fraction form =
𝑏 3

Step 2: Cross multiply 3𝑎 = 4𝑏

4𝑏
Step 3: Divide both sides of the equation by 3 𝑎=
3

3𝑎−2𝑏
Step 4: Write the ratio in fraction form
3𝑎+𝑏
4𝑏
3𝑎−2𝑏 3𝑎−2𝑏 3( )−2𝑏
3
Step 5: Substitute 4b/3 for all values of a in = 4𝑏
3𝑎+𝑏 3𝑎+𝑏 3( )+𝑏
3

3𝑎−2𝑏 4𝑏−2𝑏
Step 6: Simplify both numerator and denominator
3𝑎+𝑏
= 4𝑏+𝑏
3𝑎−2𝑏 2𝑏
Step 7: Combine similar terms = 5𝑏
3𝑎+𝑏
3𝑎−2𝑏 2
=5
3𝑎+𝑏

✓ Therefore, 3𝑎 − 2𝑏: 3𝑎 + 𝑏 = 2: 5.

7
Example 5: If 𝑚, 𝑛, and 𝑝 represent three positive numbers such that 𝑚: 𝑛: 𝑝 = 5: 2: 3
and 𝑚2 − 𝑛2 − 𝑝 2 = 48. Find the values of 𝑚, 𝑛, and 𝑝.
Solution:
𝒎 𝒏 𝑝
Step 1: Let 𝑚: 𝑛: 𝑝 = 5: 2: 3 be = = = 𝑘 where 𝑘 ≠ 0
𝟓 𝟐 𝟑
𝑚 = 5𝑘; 𝑛 = 2𝑘; 𝑝 = 3𝑘

Step 2: Substitute 𝑚 = 5𝑘; 𝑛 = 2𝑘; 𝑝 = 3𝑘 (5𝑘)2 − (2𝑘)2 − (3𝑘)2 = 48

in m2 – n2 – p2 = 48 25𝑘 2 − 4𝑘 2 − 9𝑘 2 = 48
Step 3: Combine similar terms 12𝑘 2 = 48

Step 4: Divide both sides of the equation by 12 𝑘2 = 4

Step 5: Extract square root on both sides 𝒌 = ±𝟐
Note: (Disregard −2 because 𝑚, 𝑛, 𝑎𝑛𝑑 𝑝 are positive numbers)

We use the value of k=2 to get the numbers.

m = 5(k) n = 2(k) p = 3(k)
m = 5(2) n = 2(2) p = 3(2)
m = 10 n=4 p=6

✓ Therefore, the numbers are 10, 4 and 6.

𝑞 𝑟 𝑠 5𝑞−6𝑟−7𝑠
Example 6: If =3=4= Find w.
2 𝑤

Solution:
𝑞 𝑟 𝑠 5𝑞−6𝑟−7𝑠 𝑞 𝑟 𝑠 5𝑞−6𝑟−7𝑠
Step 1: Let =3=4= = = = =𝑘
2 𝑤 2 3 4 𝑤
So, 𝑞 = 2𝑘; 𝑟 = 3𝑘; 𝑠 = 4𝑘;
5𝑞 − 6𝑟 − 7𝑠 = 𝑘𝑤
Step 2: Substitute 𝑞 = 2𝑘; 𝑟 = 3𝑘; 𝑠 = 4𝑘 5(2𝑘) − 6(3𝑘) − 7(4𝑘) = 𝑘𝑤
in 5q – 6r – 7s = kw 10𝑘 − 18𝑘 − 28𝑘 = 𝑘𝑤
Step 3: Combine similar terms −36𝑘 = 𝑘𝑤
Step 4: Divide both sides of the equation by k 𝒘 = −𝟑𝟔

Your goal in this section is to apply what you have learned from the discussion. You
will be given varied activities which will demonstrate your understanding of the lesson. Find
time to enjoy while learning in the succeeding activities.

Independent Activity 1

Simplicity is Beauty
Directions: Write each ratio as a fraction in lowest terms.
1. 48 to 36 6. 54: 153
2. 27 to 72 7. 143: 88
3. 45 to 75 8. 30: 55
4. 24: 64 9. 48 to 104
5. 80 to 32 10. 320 to 200

8
Independent Assessment 1

Who Broke the Vase?

Directions: Solve the following problems below then identify the number which corresponds
to the piece of the broken vase. (You may provide your own copy of the picture
and work it as a puzzle to show the whole image of the vase.)

Two numbers are in the ratio 2:3 and their sum is 35.

A. What is the value of x?

B. What is the smaller number?
C. What is the larger number?

The angles of a triangle are in the ratio 2:5:8.

D. What is the value of x?

E. What is the measure of the smallest angle?
F. What is the measure of the second angle?

Two numbers are in the ratio 7:5 and their difference is 12.

G. What is the value of x?

H. What is the larger number?
I. What is the smaller number?

30 21 12

60 7 24

42 6 14

9
Independent Activity 2

Your Heart is my Star!

Directions: Determine whether the given pairs of ratios are proportion or not. Draw a if
the given is a proportion and a if not.
10 1
1. 5:6=10:12 6. =
12 2
6 3
2. 7:8=21:24 7. =
7 21
3 36
3. 10:9=9:10 8. =
2 24
5 75
4. 18:21=6:8 9. =
8 90
6 36
5. 88:56=11:7 10. =
10 50

Independent Assessment 2

Happy Fiesta!
Directions: Solve for the missing term in each proportion then color the picture using the
color code below.

2. 5.
1 𝑥 𝑥+1 36 6.
1. =
5 40 =
7 42
35:65 = x:13
10 5
=
𝑥 3
4. 7.
3.
3:2 = 9:x 4:x = 40:70
𝑥 2 8.
=
8 𝑥 𝑥−1 9
=
𝑥+1 15
9. 10.

2:3 = 6:x 5:x = 10:16

COLOR CODE
9 blue
8 yellow
7 red
6 green
5 orange
4 violet

10
Independent Activity 3

Step By Step
Directions: Given the steps below, indicate the correct sequence by writing 1, 2, 3, 4, or 5 in
the provided.

1. 2.
𝑟 𝑠 𝑡 5𝑟+2𝑠−3𝑡
If = = = , find x.
If ℎ: 𝑔 = 5: 7, find 7ℎ − 3𝑔: 7ℎ + 𝑔 7 4 3 𝑥

5𝑔
𝑥 = 34
ℎ=
7
2𝑔 5(7𝑘) + 2(4𝑘) − 3(3𝑘) = 𝑘𝑥
6𝑔
𝑟 𝑠 𝑡 5𝑟+2𝑠−3𝑡
5𝑔
7( 7 )−3𝑔 = = = =𝑘
7 4 3 𝑥
5𝑔
7( 7 )+𝑔
35𝑘 + 8𝑘 − 9𝑘 = 𝑘𝑥
ℎ 5
=
𝑔 7
𝑟 = 7𝑘; 𝑠 = 4𝑘; = 𝑡 = 3𝑘
7ℎ − 3𝑔: 7ℎ + 𝑔 = 1: 3
and 5𝑟 + 2𝑠 − 3𝑡 = 𝑘𝑥

Independent Assessment 3

Let’s Solve!
Directions: Solve the following. Show your complete solutions.

1. 𝑥 and 𝑦 represents two nonzero numbers. Find the ratio 𝑥: 𝑦 if 6𝑥 2 − 5𝑥𝑦 − 6𝑦 2 .

2. If 𝑐, 𝑚 and 𝑡 represent three positive numbers such that 𝑐: 𝑚: 𝑡 = 7: 3: 5 and

𝑐 2 − 𝑚2 − 𝑡 2 = 135 c. Find the values of 𝑐, 𝑚 and 𝑡.

11
 ……………………………….
Fill each blank with the correct word or phrase to complete each sentence.

A __________ is the comparison between two

quantities. Two equal ratios form a ___________.
In 𝑎: 𝑏 = 𝑐: 𝑑, 𝑎 and 𝑑 are called ___________
while 𝑏 and 𝑑 care called ___________. In any
proportion, the _______________ is equal to the
___________.

Directions: Solve the given problem below involving proportions. Write your answer on the
given space.

The ratio of female students to male students in a certain school is 8:5. If there are
720 female students, what is the total student population of the school?

Directions: Read each item carefully. Choose the letter of the correct answer.

1. It is an equation that shows two or more equal ratios.

M. extremes A. means T. proportion H. ratio
2. In 𝑎: 𝑏 = 𝑐: 𝑑, what do you call a and d?
M. extremes A. means T. proportion H. ratio
3. In 3:5 = 18:30, which are the means?
M. 3 and 5 A. 3 and 18 T. 3 and 30 H. 5 and 18
4. What is the value of m in 7:5 = 14:m?
M. 10 A. 20 T. 30 H. 40

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 3 12
5. Find the value of x in the proportion, =
𝑥 16
M. 1 A. 2 T. 3 H. 4
7 42
6. Solve for x in =
𝑥+1 18
M. 2 A. 3 T. 4 H. 5
4 𝑥
7. Find the value of x in the proportion, =
𝑥 25
M. 8 A. 9 T. 10 H. 11
𝑥−1 9
8. Solve for x in =
𝑥+1 15
M. 2 A. 3 T. 4 H. 5
9. The angles of a triangle are in the ratio 2:5:8. What is the measure of each angle?
M. 220, 600, 980 A. 240, 600, 960 T. 260, 600, 940 H. 280, 600, 920
10. The ratio of the measures of two complementary angles is 1:2. What is the measure of
the larger angle?
M. 300 A. 400 T.500 H. 600
11. The sum of two numbers is 88 and their ratio is 6:5. What are the numbers?
M. 38 and 50 A. 48 and 40 T. 58 and 30 H. 68 and 20
12. The difference between two numbers is 28 and their ratio is 3:7. Find the numbers.
M. 21 and 49 A. 20 and 48 T. 19 and 47 H. 18 and 46
13. Kieffer wishes to divide a rope 63 cm long into three pieces in the ratio 2:3:4. How long is
the longest piece?
M. 7cm A. 14cm T. 21cm H. 28cm
14. The angles of a triangle are in the ratio 2:3:4. Find the measure of the largest angle.
M. 200 A. 400 T. 600 H. 800
15. If ℎ: 𝑔 = 5: 7, find 7ℎ − 3𝑔: 7ℎ + 𝑔
M. 1: 2 A. 1: 3 T. 1: 4 H. 1: 5

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

The consecutive angles of parallelogram are in the ratio 1:3. What is the measure of
the larger angle?

𝑦
Find if 5𝑦 − 2𝑠: 10 = 3𝑦 − 𝑠: 7
𝑠

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 14
What I Know Independent Activity 2
1.H
2. T 1.
3.T
2.
4.A
5.A 3.
6.T
4.
7.T
8.A 5.
9. T
6.
10. H
11.A 7.
12. H
8.
13. A
14. A 9.
15.A
10.
What’s New
1. 1:2 = 5:10 Independent Assessment 2
2. 5:6 = 25:30 1. Red
3. 15:20 = 3:4 2.Yellow
4. 9:10 = 45:50 3.Violet
4.Green
5. 40:35 = 8:7 5.Orange
6.Green
Independent Activity 1 7.Red
4 8.Violet
1.
3 9.Blue
3 10.Yellow
2.
8
Independent Activity 3
3
3. 1. 2-3-4-1-5
5 2. 5-3-1-4-2
3
4. Independent Assessment 3
8
5 1. 3:2 or -2:3
5. 2. C = 21; m = 9; t = 15
2
6 What Can I Do
6.
17 1170 students
13 Assessment
7.
8 1. T
6 2. M
8. 3. H
11
4.M
6
9. 5. T
13 6.M
8 7.T
10. 8.T
5
9.A
Independent Assessment 1 10.H
A. 7 11.A
B. 14 12.M
C. 21 13.H
D. 12 14.H
E. 24 15.A
F. 60
G. 6 Additional Activity
H. 42 1350
I. 30 4:5
 References

A. Books

Orines F. B., Mercado J. P., Suzara J. V., Next Century Mathematics Geometry. Phoenix
Publishing House 2008

Molano-Cachero, Ma. Concepcion; Ramos, Mary Fe V.; Mathematics for the New
Millennium, Diwa Scholastic Press Inc., 1999

Aurora E. Tan, Maria Antonette L. Limuco, Mary Ann D. Diaz, Dolores L. Catalla, Math Whiz
III, Trinitas Publishing House, 2005

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 For inquiries or feedback, please write:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email Address: lrmdsbulacan@deped.gov.ph