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Mathematics
9
Quarter 3, Wk.2 - Module 2
Properties of Parallelogram

Department of Education ● Republic of the Philippines

1
Math- Grade 9
Alternative Delivery Mode
Quarter 3 Wk. 2 - Module 2: Properties of Parallelograms

First Edition, 2020

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Published by the Department of Education – Division of Iligan City

Schools Division Superintendent: Roy Angelo L. Gazo, PhD.,CESO V

Development Team of the Module

Author/s: (Fritz Ronald P. Amparado)

Evaluators/Editor: (Brenda A. Yordan, Dr. Renielda Dela Concepcion, Dr. Antonio N.
Legaspi and Priscilla C. Luzon, Natividad Finley, Annabelle De
Guzman)
Illustrator/Layout Artist: (________________________)

Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Asst. Regional Director

Roy Angelo E. Gazo, PhD, CESO V

Schools Division Superintendent

Nimfa R. Lago,PhD, CESE

Assistant Schools Division Superintendent

Mala Epra B. Magnaong, Chief ES, CLMD

Members Neil A. Improgo, EPS-LRMS

Bienvenido U. Tagolimot, Jr., EPS-ADM
Henry B. Abueva OIC-CID Chief
Exquil Bryan P. Aron, EPS-Math
Sherlita L. Daguisonan, LRMS Manager
Meriam S. Otarra, PDO II
Charlotte D. Quidlat, Librarian II

Printed in the Philippines by

Department of Education – Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069

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E-mail Address: iligan.city@deped.gov.ph

Mathematics
9
Quarter 3, Wk.2 - Module 2
Properties of Parallelogram

This instructional material was collaboratively developed and reviewed by

educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at action@
deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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 Table of Contents

What This Module is About..................................................................................................i

What I Need to Know...........................................................................................................i
How to Learn from this Module...........................................................................................ii
Icons of this Module............................................................................................................ii

Lesson 2:
Properties of Parallelogram.................................................................................................1
What I Need to Know...................................................................................1

What I Know ..............................................................................................1

What’s In ...................................................................................................2
What’s New ...............................................................................................3
What Is It......................................................................................................5
What’s More ................................................................................................9
What I Have Learned...................................................................................11
What I Can Do..............................................................................................12

Summary

Key to Answers...............................................................................................................13
References.......................................................................................................................13

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What This Module is About

Engineers and architects will utilize their basic knowledge in designing floor plans
before coming up with an extravagant and durable house or building designs. This basic
knowledge involves mastery of properties involving parallelograms because it primarily
discusses about congruency and accurate measurement.

This module is about properties of parallelogram and how they are illustrated in real-
life. The lesson provided you with opportunities to discuss the different properties of
parallelograms using practical situations and their mathematical representations. Moreover,
you were given the chance to prove certain properties to understand more of its features and
how to apply it in solving the measurement of the angles and sides of a parallelogram.
Further, this will help you observe your environment and grasp concepts which could help
you solve real life problems. Your understanding of this lesson and other previously learned
mathematics concepts and principles will facilitate your learning of the next lesson, theorems
involving rectangles and rhombus.

What I Need to Know

This module primarily deals with using properties to find measures of angles, sides
and other quantities involving parallelograms; its application and appreciating the uses of the
properties in real-life situations. These concepts are important for solving real-life problems.

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How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii

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iii

9
 Lesson Properties of a Parallelogram
1

What I Need to Know

Let’s start this module by assessing your knowledge and skills of the different
mathematics concepts that you previously learned. This knowledge and skills will help you in
learning quadratic equations by defining and illustrating quadratic equations; differentiating
quadratic equation from the linear equation; writing a quadratic equation in standard form
and identifying the values of a, b, and c; formulating a quadratic equation to represent the
given real-life situations; and appreciating the uses of quadratic equation in real-life situation.

What I Know

Pre - Assessment
Directions: Find out how much you already know about this module. Choose the
letter that you think best answers the question. Please answer all items. Take note of
the items that you were not able to answer correctly and find the right answer as you
go through this module.

I. Multiple Choice: Encircle the letter that encompasses your answer.

1. Which of the following statements is true?

a. Every square is a rectangle.
b. Every rectangle is a square.
c. Every rhombus is a rectangle.
d. Every parallelogram is a rhombus

2. Which of the following statements could be false?

a. The diagonals of a rectangle are congruent.
b. The diagonals of an isosceles trapezoid are congruent.
c. The diagonals of a square are perpendicular and bisect each other.
d. The diagonals of a rhombus are congruent and perpendicular to each other.

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 3. Which of the following quadrilaterals has diagonals that do not bisect each
other?
a. Square
b. Rhombus
c. Rectangle
d. Trapezoid

4. Which of the following statements is

true?
a. A trapezoid can have four equal sides.
b. A trapezoid can have three right angles.
c. The base angles of an isosceles trapezoid are congruent.
d. The diagonals of an isosceles trapezoid bisect each other.

5. In quadrilateral RSTW, diagonals RT and SW are perpendicular bisectors of

each other. Quadrilateral RSTW must be a:

I. Rectangle II. Rhombus III. Square

a. I c. II and III
b. II d. I, II, and III

II. In the table that follows, write AT if the statement is always true, ST if it’s
sometimes true, and NT if it is never true.

Statement (AT, ST or NT)

1. All rectangles are parallelogram.
2. All rhombus are squares.
3. All parallelogram are rectangles
4. All rhombus are parallelogram.
5. All rectangle are rhombus
6. All square are rhombus.
7. All rhombus are rectangles.
8. All parallelograms are rhombus.
9. All squares are parallelograms.
10. All squares is a rectangle.

What’s In

In your previous lesson you learned about parallelogram. For us to

recall about conditions that guarantee parallelogram, let’s have our first
Activityactivity
1: Fill me Up!

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Fill in to the blank spaces to satisfy each sentences that would guarantee conditions
that a quadrilateral is a parallelogram. Write your answers on the blank space
provided.

1. A quadrilateral is a parallelogram if both pairs of sides are

.
2. A quadrilateral is a parallelogram if both pairs of angles are
.
3. A quadrilateral is a parallelogram if both pairs of angles are
.
4. A quadrilateral is a parallelogram if the bisect each other.
5. A quadrilateral is a parallelogram if each divides a
parallelogram into two .
6. A quadrilateral is a parallelogram if one pair of opposite sides are both
and .

Process Questions:
a. Were you able to identify the conditions that guarantee a quadrilateral a
parallelogram?

b. What are the conditions that guarantee a quadrilateral a parallelogram?

Were you able to recall and apply different mathematical concepts or principles in answering
the task? Why do you think there is a need to master conditions that guarantee a
quadrilateral a parallelogram? You will find this out as you go through this lesson.

What’s New

Activity 2. Make a Model!

Do the procedures below and answer the questions afterwards.
Materials Needed: bond paper, ruler, and pencil.

Procedure:

1. Draw to sets of intersecting parallel lines on the bond paper. Label the vertices
ABCD.
2. Trace ABCD. Label the second parallelogram PQRS so ∠A and ∠P are congruent.
3. Rotate PQRS on ABCD to compare sides and angles.

Questions:

1. What are the following segments that are congruent? Make a conjecture.
2. What are the following angles that are congruent? Make a conjecture.
3. What can you conclude about the angle relationships you observed?

Activity 3. House Tour!

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 Look around the room and try to find at least 5 examples of parallelograms.
Write and draw these items in the first and second columns of the table below,
titled

INTRODUCTION CLOSURE
Is it a
Why or
Item Object name Picture parallelogram?
why not?
(yes / no)
1

Process Questions:
a. How did you find each objects in your house?
b. What made you decide that the object is a parallelogram of not?
c. Are there other objects in your house which you can conclude that it is a
parallelogram? If yes, name some of them.

What Is It

We will go through with properties involving parallelograms and show to you

examples of how it is being proved.

Parallelogram Property 1 In a parallelogram, any two opposite sides are congruent

A B

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 Given: Parallelogram ABCD
Prove:
AB  DC; AD  BC

Statements Reasons
1. □ABCD 1. Given
2. Draw EO 2. Two points determine one line.
3. 3. Def: A parallelogram is a quad. with 2 pair of
opposite sides parallel.
4. 4. If 2 || lines are cut by a trans., the alternate interior
angles are congruent.
5. 5. Reflexive (Identity)
6. ABC  CDA 6. ASA - If 2 angles and the included side of 1 Δ are
congruent to the corres. parts of another Δ, the Δs are
congruent.
7. AB  DC; AD  BC 7. CPCTC- Corresponding parts of congruent Δs are
congruent.

Parallelogram Property 2. In a parallelogram, any two opposite angles are congruent.

Given: Parallelogram JUST A B

Prove: ADC  CBA; ADC  CD

D C

Proof:

Statements Reasons
1. □ABCD 1. Given
2. Draw AC and DB. 2. Two Points determine a line
3. AB  DC; AD  BC 3. Parallelogram Property 1
4. AC  AC; DB  DB 4. Reflexive Property

5. CAD  ACB; BCD  DAB 5. SSS

6. ADC  CBA; ADC  CD 6. CPCTC – Corresponding parts of congruent Δs are

congruent.

For the remaining three properties, you will fill in the missing statement or reasons in the
proof.

Activity 4. Provide the Proof!

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 Parallelogram Property 3. In a parallelogram, any two consecutive angles are
supplementary.

Given: Parallelogram LIFE

Prove: I and F are supplementary I F

F and E are supplementary

E and L are supplementary L E
L and I are supplementary

Proof:

Statements Reasons
1. 1. Given
2. LI || FE 2.
3. I and F are supplementary. 3.
4. I  E; F  L 4.
5. An angle that is supplementary to one of two
5. congruent angles is supplementary to the other also.

You’re doing great! Two more left to prove.

Parallelogram Property 4. The diagonals of a parallelogram bisect each other.

Given: Parallelogram PURE with diagonals P U
PR and UE H

Prove: PR and UE bisect each other. E R

Proof:
Statements Reasons
1. 1. Given

2. PR  UE 2.

3. PR || UE 3.
4. PUE  REU; 4.
5. PHU  RHE 5.
6. 6. SAA Congruence Postulate

7. PH  RH; EH  UH 7.

8. PR and UE bisect each other. 8.

One more property to prove!

Parallelogram Property 5. A diagonal of a parallelogram divides the parallelogram into

two congruent triangles.
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 Given: Parallelogram EXIT with diagonal AI E T
Prove: EXI  ITA

X I

Proof:

Statements Reasons
1. 1. Given

2. EX || IT and ET || IX 2.
3. XEI  TIA 3.
4. 4. Reflexive Property
5. XIE  SEI 5.
6. EXI  ITA 6.

Process Questions:
1. Were you having hard time recalling the theorems used to prove the properties of
a parallelogram?

2. What is the importance of proof to visualize the property?

3. Why is there a need to prove each property?

You will now use the property to find the measure of the sides of
parallelogram and its angle measures.

Example: Given ABCD is a parallelogram. Find each measure.

1. Find the measure of AD. 5x +
C
19
(6y + 5)°

(8y −
A 17)°
7x
Step
_ 1: Use
_ the fact that opposite sides of a parallelogram are congruent,
so AD ≅ CB and therefore AD = CB.
Step 2: Write an equation.
7x = 5x + 19
Step 3: Solve for x.
x = 9.5
Step 4: Substitute the value of x to AD
AD = 7x = 7(9.5) = 66.5

2. Find m∠B

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 Step 1: Use the fact that opposite angles of a parallelogram are congruent, so
∠B ≅ ∠D and therefore m∠B = m∠D.

Step 2: Write an equation.

6y + 5 = 8y – 17

Step 3: Solve for y.

y = 11

Step 4. Substitute the value of y to m∠B = 6y + 5

m∠B = 6(11) + 5 = 73o
Process questions:
1. What property did you used in finding the measurement of the side of a
parallelogram?
2. What property did you used to find measurement of one angle?
3. Does the use of property important in solving the exercises?

We will dig deeper to the applications of each property to the following activities.
You will appreciate more the importance of memorizing each property through the
example and activities provided further.

What’s More

You’ve just learned the different properties of a parallelogram. You have to

remember well the properties because it will help and guide you as we go on. Let
us answer the next activity to further strengthen our knowledge on the lesson.

Activity 5. Below is parallelogram FIRE. Consider each given information and

answer the questions that follow. F I
D

E R

1. Given: FI = (3x – 5) cm, IR = (2y – 7) cm, RE =(x + 7) cm and EF = (y + 3) cm.

a. What is the value of x?

___________
b. How long is FI?
___________
c. What is the value of y?
___________
d. How long is EF?
_____________

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e. What is the perimeter of parallelogram FIRE?

____________

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Questions:
• How did you find the value of a?
• What property did you apply to solve for m ∆RIF?

2. Diagonals FR and EI meet at D. DE is 8 cm and FR is 13 cm.

a. How long is EI? _________

b. How long is DF? ________

Questions:
• How did you solve for the lengths of EI and DF?
• What property did you apply?

Activity 6. Solve my missing part!

1. Find m and each angle. 2. Find x and each side.

___________ ___________

3. Find y and each side. 4. Find k and each angle.

___________ _____________

WXYZ is a parallelogram. Find the missing angle measures.

5. 6.

JK = _______ KL = ________ JK = _______ KL = ________

7. 8.

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mX = ______ mW = ______ mY = _____ mZ = _____ mW = ______ mY = _____

What I Have Learned

Activity 7: Sum It Up

Directions: In the table that follows, write T in the second column if your
answer on the statement is true; otherwise, write F. Indicate the property/ies that
supports your TRUE answer by writing it on the third column.

Statement (T or F) Property/ies
1. A quadrilateral is a parallelogram if both pairs
of opposite sides are parallel.
2. A quadrilateral is a parallelogram if both pairs
of opposite sides are congruent.
3. A quadrilateral is a parallelogram if both pairs
of opposite angles are congruent.
4. A quadrilateral is a parallelogram if any two
consecutive angles are complementary.
5. A quadrilateral is a parallelogram if exactly one
pair of adjacent sides is perpendicular.
6. A quadrilateral is a parallelogram if one pair of
opposite sides are both congruent and parallel.

Activity 8: Dig Deeper!

Complete the flow proof that the opposite sides of a A B
parallelogram are congruent. Given: ABCD is a parallelogram.
_ _ _ C
D
_≅ CD and AD ≅ CB
Prove: AB

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 What I Can Do

Activity 10: Mini-task: Where in the real world?

Directions: Apply your knowledge to perform the performance task given. You may
use any materials which are indigenous in making the project.

You are working as a civil engineer in the Local Government of Iligan. Due to
the surging of positive cases in the City, the mayor asked you to design a quarantine
facility inside a gymnasium. Your department head gave you an instruction to design
a floor plan for 20 rooms in a gymnasium in which a room has a dimension of 3 x
5m. You need to draw the floor plan in a bond paper with its indicated measurement.
Use the rubric as a guide in your plan.

Floor Plan Grading Rubric

Category: Points: 10 Points: 8 Points: 6 Points: 4
Appearance The floor plan shows The floor plan shows The floor plan shows The floor plan
considerable attention to some attention to was put
attention to detail. construction. A few construction. A few together
There are no stray barely noticeable barely noticeable sloppily.
marks or smudges. stray marks or stray marks or Smudges, and
All lines are straight smudges are present. smudges are present. stray marks are
and clean. All lines are mostly Lines are mostly present. Lines
straight, but clean. straight and mostly are not straight.
clean.
Creativity Floor plan Parts of the floor The ideas on the The student put little,
demonstrates an plan reflect an floor plan are typical if any creative effort
exceptional degree of exceptional degree of rather than creative. into the floor plan.
student creativity in student creativity in
creation. creation.
Vocabulary Each room and piece The majority of the Some of the rooms Hardly any of the
of furniture is labeled rooms and furniture and furniture pieces rooms and furniture
correctly and pieces are labeled are labeled correctly pieces are labeled
includes the proper correctly and and includes the correctly and does not
use of definite includes the proper proper use of definite includes the proper use
articles (el, la, los, use of definite articles (el, la, los, of definite articles (el,
las). articles (el, la, los, las) for the most part. la, los, las).
las).
Task Completion The floor plan The floor plan The floor plan The floor plan includes
includes at least 6 includes at least 5 includes at least 4 at least 3 rooms. Each
rooms. Each room rooms. Each room rooms. Each room room has at least 2
has at least 4 has at least 3 has at least 2 furniture pieces.
furniture pieces. furniture pieces. furniture pieces.

Summary
Properties of Parallelogram
1. In a parallelogram, any two opposite sides are congruent.
2. In a parallelogram, any two opposite angles are congruent.
3. In a parallelogram, any two consecutive angles are supplementary.
4. The diagonals of a parallelogram bisect 21
each other.
References

Published Book:
Mathematics Grade 9 Learner’s Material. First Edition, 2014. Bryant,
Bulalayao, Callanta et. Al.

Websites:

https://docs.google.com/viewer?
a=v&pid=sites&srcid=YmF5LmsxMi5mbC51c3xzcmEtbWlsbGVyfGd4OjE0ZGJmNjliYzU3N
mI2MjA

https://mathbitsnotebook.com/Geometry/Quadrilaterals/QDParallelograms.html

https://www.rcboe.org/cms/lib/GA01903614/Centricity/Domain/8243/9.1.pdf

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