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Math Grade9 Quarter3 Week3 Module3

This document provides a lesson on solving problems involving parallelograms, trapezoids, and kites using Polya's four-step problem solving process. Step 1 is to understand the problem, Step 2 is to devise a plan, Step 3 is to carry out the plan to solve the problem, and Step 4 is to look back and check the work. Two example problems are given, one involving finding side lengths of a parallelogram and the other involving finding side lengths and angles of an isosceles trapezoid. Finally, five evaluation questions are provided to test comprehension of the concepts taught.

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ALLYSSA MAE PELONIA
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© © All Rights Reserved
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607 views3 pages

Math Grade9 Quarter3 Week3 Module3

This document provides a lesson on solving problems involving parallelograms, trapezoids, and kites using Polya's four-step problem solving process. Step 1 is to understand the problem, Step 2 is to devise a plan, Step 3 is to carry out the plan to solve the problem, and Step 4 is to look back and check the work. Two example problems are given, one involving finding side lengths of a parallelogram and the other involving finding side lengths and angles of an isosceles trapezoid. Finally, five evaluation questions are provided to test comprehension of the concepts taught.

Uploaded by

ALLYSSA MAE PELONIA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Mathematics 9

MODULE 3: WEEK 3: THIRD QUARTER

PROBLEM SOLVING: PARALLELOGRAMS, TRAPEZOIDS


& KITES

Learning Competencies (Essential Competencies)


Solve problems involving paralellograms, trapezoids and kites. (M9GE-IIIe-1)

Objectives
a. Apply steps in problem solving.
b. Solve problems involving parallelograms, trapezoids, and kites.

Let’s Understand (Study the Concept)

Let’s use Polya’s famous four-step process for problem solving:


Step 1: Understand the problem.
Step 2: Device a plan(translate).
Step 3: Carry out the plan(solve).
Step 4: Look back (check and interpret).

Examples:
1. Find the value of x in the ∎𝑃𝑄𝑅𝑆 if 𝑃𝑄 = 3𝑥 − 15 𝑎𝑛𝑑 𝑃𝑆 = 2𝑥 + 3. Then find
QR and PS.

Step 1: Understand.
Opposite sides of a parallelogram are congruent (≅).

Step 2: Translate.
𝑄𝑅 ≅ 𝑃𝑆; 𝑄𝑃 ≅ 𝑆𝑅

Step 3: Solve.
𝑄𝑅 = 𝑃𝑆
3𝑥 − 15 = 2𝑥 + 3 Substitution
3𝑥 − 2𝑥 = 3 + 15 Combine similar terms
𝒙 = 𝟏𝟖
MATH9-3RD QUARTER-MODULE3-WEEK3

𝑄𝑅 = 3𝑥 − 15 𝑃𝑆 = 2𝑥 + 3 Substitute the value of x


𝑄𝑅 = 3(18) − 15 𝑃𝑆 = 2(18) + 3 then solve
𝑄𝑅 = 54 − 15 𝑃𝑆 = 36 + 3
𝑸𝑹 = 𝟑𝟗 𝑷𝑺 = 𝟑𝟗

Step 4: Check.
𝑄𝑅 = 𝑃𝑆
3𝑥 − 15 = 2𝑥 + 3
3(18) − 15 = 2(18) + 3
54 − 15 = 36 + 3
39 = 39

2. Quadrilateral POST is an isosceles trapezoid with 𝑂𝑆 ∥ 𝑃𝑇. 𝐸𝑅 is its median.


a) If 𝑂𝑆 = 3𝑥 − 2, 𝑃𝑇 = 2𝑥 + 10 𝑎𝑛𝑑 𝐸𝑅 = 14, how long is each base?
b) If m∠𝑃 = 2𝑥 + 5 𝑎𝑛𝑑 m∠𝑂 = 3𝑥 – 10, what is 𝑚∠𝑇?

Step 1. Understand and Construct the figure.


O S

E R

P T

Step 2: Translate.
1 b) ∠𝑃 and ∠𝑂 are supplementary,
a) 𝑀 = (𝐵1 + 𝐵2 )
2
1 therefore 𝑚∠𝑃 + 𝑚∠𝑂 = 180°;
𝑀= (𝑂𝑆 + 𝑃𝑇)
2 𝑚∠𝑃 = 𝑚∠𝑇

Step 3: Solve.
1
a) 𝑀 = (𝐵1 + 𝐵2 )
2
1
𝑀= (𝑂𝑆 + 𝑃𝑇)
2
1
14 = (3𝑥 − 2 + 2𝑥 + 10) Substitution
2
1
14 = (5𝑥 + 8) Combine similar terms
2
28 − 8 = 5𝑥 Perform indicated operation
20 = 5𝑥
4 = 𝑥 or 𝒙 = 𝟒

𝑂𝑆 = 3𝑥 − 2 𝑃𝑇 = 2𝑥 + 10 Substitute the value of x then


𝑂𝑆 = 3(4) − 2 𝑃𝑇 = 2(4) + 10 solve
𝑂𝑆 = 12 − 2 𝑃𝑇 = 8 + 10
𝑂𝑆 = 10 𝑃𝑇 = 18
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MATH9-3RD QUARTER-MODULE3-WEEK3

b) 𝑚∠𝑃 + 𝑚∠𝑂 = 180


2𝑥 + 5 + 3𝑥 − 10 = 180 Substitution
5𝑥 − 5 = 180 Combine similar terms
5𝑥 = 180 + 5 Perform indicated operation
5𝑥 = 185
𝑥 = 37

𝑚∠𝑃 = 2𝑥 + 5 𝑚∠𝑂 = 3𝑥 − 10 Substitute the


= 2(37) + 5 = 3(37) − 10 value of x, then
= 74 + 5 = 111 − 10 solve
𝑚∠𝑃 = 79° 𝑚∠𝑂 = 101°

𝑚∠𝑇 = 𝑚∠𝑃
𝑚∠𝑇 = 79°

Step 4. Check.
1 b) 𝑚∠𝑃 + 𝑚∠𝑂 = 180
a) 𝑀 = 2 (𝐵1 + 𝐵2 )
1 79 + 101 = 180
14 = (10 + 18)
2 180 = 180
1
14 = 2 (28)
14 = 14 𝑚∠𝑇 = 𝑚∠𝑃
79° = 79°

Let’s Try (Evaluation)

DIRECTIONS: Read the following questions carefully. Choose the letter that
corresponds to the correct answer.

1.Two consecutive angles of a parallelogram measures (x + 30) ˚ and


[2(x – 30)]˚ respectively. What is the value of x?
A. 40 B. 50 C. 60 D. 70
2.What is the measure of the smaller angle?
A. 20˚ B. 40˚ C. 60˚ D. 80˚
3.What is the measure of the larger angle?
A. 40˚ B. 60˚ C. 80˚ D. 100˚
4.FEGD is a quadrilateral, what is the measure of ∠G?
A. 95˚ C. 97˚
B. 96˚ D. 98˚
5.In parallelogram PQRS, ∠𝑷 = 3x and ∠𝑺= 120. What is the
value of x?
A. 20 C. 40
B. 30 D. 50

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