Links To Remember

Geometry: Unit III – Investigating Quadrilaterals
Lesson 1
KINDS OF QUADRILATERALS
TIME
One session
SETTING
This lesson may be done outside the classroom.
OBJECTIVES
At the end of this session, the students should be able to:

 recall the concepts relating to quadrilaterals;
 discuss the different kinds of quadrilaterals.
RESOURCES
Cut-outs of different quadrilateral figures
PROCEDURE
Opening Activity
1. Divide the class into eight groups.

2. Let the groups list as many quadrilateral objects found inside the
classroom as they can.
3. Ask why they said these objects are quadrilaterals.
4. Go over the list to make sure all those in the list are quadrilaterals.
5. Reward the group with the most number of quadrilateral objects in
the list.
6. Relate the activity with the lesson for the day.
Main Activity
1. Provide each group with a set of polygons (triangle, quadrilateral,

pentagon, hexagon and octagon) together with the student activity
sheet.
1
2. Allow the students to work on it for 5 minutes. Let them present

their outputs.
3. Facilitate the presentation of outputs by each group.
Answers
a. AB, BC, CD, and AD
b. DAB , ABC , BCD , and CDA or A , B , C , and D ,
A, B, C, D
c. AB and CD , AD and BC , AB and BC , BC and CD ,,
CD and AD , AB and AB
d. DAB and BCD ; ABC and CDA or A and C , B and
D , ABC and BCD , CDA and DAB or A , B , C ,
D .
e. two diagonal lines: AC and BD
Summarize the key learning points and the students’ collective

insights.
Discussion Ideas
 A quadrilateral is a plane figure (that is, a shape drawn on a flat

surface) bounded by four straight lines called sides.
 It has four corners called vertices.
 The sum of their internal angles is 360°.
 Diagonals are formed by connecting the opposite vertices.
 Two diagonals may be formed in a quadrilateral.
Extension Ideas
Ask the students to read and analyze the following situation quietly:
 A teenager wants to cut a square bandana from a rectangular piece

of cloth. If you were to help her, how would you do it?
Fold the cloth laying the width over the length such that the folded
cloth forms a triangle as the excess part hangs on one side. Cut off
the remaining rectangular part.
2
Closing Activity
Show the figures below and ask the students to answer the following
questions:
M A C U
E E T
Figure 1 N Figure 2
For Figure 1
a) Name the sides, vertices and angles.
b) Name the opposite sides and angles.
c) Name the parallel sides and diagonals.
For Figure 2
a) Name the consecutive sides and consecutive angles.
b) Name the diagonals.
c) Name the parallel sides.
d) Name the non-parallel sides.
e) Differentiate between the properties of Figure 1 and Figure 2.
ASSESSMENT
For the given figure, ask the students to name the following:
a. 4 pairs of consecutive angles
P Q
b. 4 pairs of consecutive sides
c. 2 pairs of opposite sides
d. 2 pairs of opposite angles
e. 2 pairs of opposite vertices
f. 2 diagonals
S R
3
HOMEWORK
Draw quadrilaterals with the following characteristics and identify each

side and angle.
 A pair of opposite and parallel but not congruent sides.

 It has 4 right angles.
 Congruent consecutive sides and right angles.
 Congruent consecutive sides but no right angles.
REFERENCES
BEC Lesson Plans. 2002.
Bernabe, De Leon, Dilao. Geometry. 119–121.
4
Student Activity
ALL ABOUT QUADRILATERALS
OBJECTIVE
In this activity, you will recognize the basic properties of quadrilaterals.
RESOURCES
 ruler
 pencil
 cut-outs of polygons
PROCEDURE
Take the cut-outs of polygons. Look at a shape and recognize what

properties the shape has. Select the quadrilaterals and mark their
vertices A, B, C and D, then answer the following:
 What are the sides of the quadrilaterals?
 What are the angles?
 The vertices?
 Which sides are opposite? Consecutive?
 Which angles are opposite? Consecutive?
 If we draw a line connecting the opposite angles,
 How many lines will be formed?
 What kind of lines are they?
 Name these lines.
A B
D C
5
Lesson 2
THE FAMILY OF QUADRILATERALS
TIME
One session
SETTING
This lesson may be done outside the classroom.
OBJECTIVES

 identify different types of quadrilaterals;
 name the properties of the different types of quadrilaterals;
 construct different types of quadrilaterals.
PREREQUISITE
Students must have basic knowledge of the kinds of quadrilaterals and

their parts.
RESOURCES
 cut-outs of polygons
 ruler
 art paper
 scissors
 protractor
 cartolina
 Manila paper
6
PROCEDURE
Opening Activity
Divide the class into 4 groups and let them form a quadrilateral among
themselves. Ask each group:
 What type of parallelogram did you form? What made you say so?
 Which sides of the polygon are parallel?
 Is there any group that formed a line perpendicular to another
group?
 If the line formed by 1 group is perpendicular to the line formed by
another group, what can you say about the angle formed by these
groups? (It must be a right angle)
Main Activity
Activity 1
A set of cut-outs of quadrilaterals will be given to each team: trapezoid,

parallelogram, rectangle, rhombus, square and trapezium. Ask
students to create a “map” or chart that shows the relationships among
the different types of quadrilaterals. They can group the quadrilaterals
according to the number of pairs of parallel sides. Teams are expected
to come up with a grouping as shown in the flowchart below. Then,
each group will attempt to explain the chart and its hierarchy to the
class.
Quadrilaterals
Trapezoid Parallelogram
Trapezium
Square
Rectangle Rhombus
7
Guide Questions
1. How many groups are there? (3 groups)

2. Why did you come up with such grouping
 This chart shows how the different quadrilaterals are connected
by their properties, (quadrilaterals at the top, with trapezoids,
parallelograms, and kites branching off, etc.). Each lower
member contains all the same properties as the upper members
(a square has 4 right angles, just like a rectangle).
Discussion Ideas
There are three groups of quadrilaterals:
 A trapezoid is a quadrilateral with only one pair of parallel sides.

 A parallelogram is a quadrilateral with two pairs of congruent and
parallel sides.
 Rectangle, rhombus, and square are special parallelograms in
which opposite sides are parallel.
Rectangle
 Opposite sides of a rectangle are parallel and equal in length.
 All angles are equal to 90°.
Rhombus
 All sides of a rhombus are equal in length
 Opposite sides are parallel.
 Opposite angles of a rhombus are equal.
 The diagonals of a rhombus bisect each other at right angles.
8
Square
 Opposite sides of a square are parallel and all sides are equal in
length.
 All angles are equal to 90°.
 A square is both a rectangle and a rhombus with four congruent
angles.
H
G
E
F
Quadrilateral ABCD is a rectangle Quadrilateral EFGH is a rhombus
Trapezoid
 A trapezoid has one pair of opposite sides that are parallel.
Trapezium
 A trapezium is a quadrilateral with no parallel sides.
9
Kite
 Two pairs of adjacent sides of a kite are equal in length
 One pair of opposite angles (the ones that are between the
sides of unequal length) are equal in size.
 One diagonal bisects the other.
 Diagonals intersect at right angles.
D B
Activity 2
1. Each group will be given cutouts of quadrilaterals of the following

shapes:
Figure 1 Figure 2
2. Using a ruler, draw the diagonals of the quadrilaterals.

3. Write your observations about their diagonals.
(Ans: The diagonals in figure 1 are inside/interior, while one
diagonal is outside/exterior to the quadrilateral in figure 2).
4. How would you classify the two quadrilaterals?
10
(Ans: Figure 1 is a convex quadrilateral while figure 2 is a non-

convex quadrilateral).
11
Discussion Ideas
Quadrilaterals may be classified according to their diagonals.
 Convex Quadrilateral – the diagonals intersect and are interior to

the polygon.
 Non-convex or Concave Quadrilateral – the diagonals do not
intersect and not all diagonals are interior to the quadrilateral.
Extension Ideas
Let the students list as many examples of objects for each type of
quadrilateral as possible.
Closing Activity
Ask the students to list the similarities and differences between the
following pairs of quadrilaterals:
1. Parallelogram and trapezoid

2. Trapezoid and trapezium
3. Convex and non-convex quadrilaterals
ASSESSMENT
Modified True or False
Read and analyze the statements carefully. Write True if the statement
is correct. Change the underlined statement to make it true if the
answer is false.
1. Every square is a rhombus. (True)
2. Every trapezoid is a quadrilateral. (True)
3. A square is both a rectangle and a rhombus. (True)
4. A trapezoid is a quadrilateral and a parallelogram. (False)

(actually, it could also be a square or a rectangle)
5. The diagonals of a non-convex quadrilateral intersect. (False)
12
HOMEWORK
There are seven quadrilaterals in the figure below. Identify their types
and name them.
C
G R
E
A B
D
T S
F
REFERENCES
Plane Geometry. 108–109.
13
Lesson 3
THE TRAPEZOIDS
TIME
Two sessions
SETTING
This lesson can be done in the classroom or outdoors.
OBJECTIVES

 discover the relationships between the dimensions and diagonals of
a trapezoid;
 construct a trapezoid.
PREREQUISITE
Students must have a basic knowledge of the kinds of quadrilaterals

and their parts.
RESOURCES
 ruler
 scissors
 protractor
 cartolina
 Manila paper
PROCEDURE
Opening Activity
1. Let the students work in groups. Give instructions and let each
group do the following:
a. Cut out 3 congruent triangles. Connect the 3 congruent triangles
to form a polygon.
14
 What figure is formed? (Ans: Trapezoid)

 Paste your work on manila paper
 Name the vertices and sides, angles.
 Post your output on the board.
b. Cut a rectangle and a right triangle whose shorter leg is

congruent to the width of the rectangle. Form a trapezoid from
these two figures.
 Paste your work on Manila paper.
 Name the vertices and other parts.
 Post your output on the board.
2. Go around the room to ensure that all the teams are following the
instructions properly.
3. Make general comments about the outputs of the groups. Relate

the activity with the lesson for the day. Give the objectives of the
lesson.
Main Activity
1. Distribute the student activity sheets and let the groups perform the
activity for five minutes.
2. Let the groups post their outputs on the walls. Give five more
minutes for gallery viewing. (Each group reviews and writes
comments on the output of the other groups.)
Answers
 The measures of A and D are equal.

 The diagonals are congruent.
 The crease of the fold represents the median.
 AE  ED and BF  FC
 AB and EF are parallel; EF and DC are also parallel.
 EF is half the sum of AB and DC; EF= ½ (AB + DC)
15
3. Guide the class in coming up with a list of the properties of a

trapezoid by asking the following guide questions:
 What are the parts of a trapezoid?

 What can be said about the legs of an isosceles trapezoid? Its
base angles? Its diagonals?
 What can be said about the median of a trapezoid? The length
of the median?
 How do we determine the median of a trapezoid?
Discussion Ideas
A trapezoid, in plane geometry, is a quadrilateral (four-sided) figure

with two parallel sides, or bases, of unequal length. The perpendicular
distance between the bases is known as the altitude. The sides that
are not parallel are called legs, and a line from the midpoint of one leg
to the midpoint of the other is called the median. The multiplication of
the altitude and the median yields the area of the trapezoid. When the
legs of a trapezoid are of equal length, the figure is called an
isosceles trapezoid.
 In an isosceles trapezoid,
 the legs are congruent
 the base angles are congruent
 the diagonals are congruent
 The median of a trapezoid is parallel to the bases.
 The length of the median is one-half of the sum of the lengths of the
two bases.
To find the median of a trapezoid: upper base + lower base
 The sum of all the angles of a trapezoid is 360.
Illustrate these concepts by giving the following examples:

C U
S R
E T
16
 CUTE is an isosceles trapezoid.

 CE is 20 cm, what is the length of UT ? Why? (20 cm because the
legs of an isosceles triangle are congruent)
 ∠E is 58º. What is the measure of ∠T? Why?
 Side CU is parallel to what side?
 CT is 40 cm. What is the length of EU ?
Given: AB//CD: AB is 20 cm and CD is 36 cm.
20 cm
A B
E F
C 36 cm D
Find EF .
20  36 56
Solution: 
2 2
EF = 28 cm
Extension Ideas “THE PLANT BOX”
 In one of her free days, Sandra enjoyed gazing at the beautiful

plants around her garden when she noticed a trapezoidal plant box
in one corner. She decided to put a decorative cord around the
middle part of the box.
She sent a text message to her sister to buy a cord for the box.
Her sister wanted to buy the exact length needed for it. She
remembered the areas of the upper and the lower square bases to
be 100 and 64 square inches, respectively.
With this data, can she possibly buy the exact length of cord
needed? How long a cord shall Sandra’s sister buy?
17
Upper base Au = 100 sq. inches
Length of upper base = 10 inches

Length of lower base = 8 inches
10  8
9x4
2
= 36 inches – length of the cord
Lower base AL = 64 sq. inches
Where Au is the area of the upper base and AL is the area of the lower
base
Closing Activity
Solve for x:
10 16
x 21
16
x
P A
T R
PART is an isosceles trapezoid.
 Name the bases of the figure.

 Which two segments are parallel? Why?
 Which two segments are congruent? Why?
 How do you call AT and PR ?
18
ASSESSMENT
1. A trapezoid has congruent sides. We call the congruent sides the

________and the parallel sides the________. The base angles of
an isosceles trapezoid are________.
2. ABCD is a trapezoid with EF as median.

 If AB = 7 and DC = 11. What is the length of EF ?
 If EF = 11.5 and AB = 7. What is the measure of DC ?
A B
D C
E F
HOMEWORK
Given: XY is the median of Trapezoid QRST.

T S
X Y
Q R
1. If TS = 12 and QR = 15, then XY = ________.

2. If TS = a and QR = 6 then XY = ________.
3. if QR + TS = 42, then XY = ________.
4. If QX = SY and mTXY is 15, find mR.
5. If QT = SR ; mS = 115, find the measure of  Q, T and R.
REFERENCES
Cariño, Salvador, Estrada. Geometry. 182.
19
Student Activity
DIMENSIONS AND DIAGONALS OF A TRAPEZOID
OBJECTIVES
In this activity, your group will:

 discover the relationships between the dimensions and diagonals of
a trapezoid; and,
 construct a trapezoid.
RESOURCES
 ruler  cartolina
 pencil  Manila paper
 protractor
PROCEDURE
1. On a piece of paper, draw an isosceles trapezoid ABCD, where BA

and CD are the legs; and AC and BD are diagonals as shown
below.
B C
A D
 Using a protractor, measure A and D . What can you say

about their measures?
 With a ruler, measure the diagonals. What did you find out?
 Write your observations and post these on the board.
2. Fold the cut-out such that the parallel sides will coincide with each
other.
 What does the crease of the fold represent?
20
 Mark the endpoints of the median E and F as shown below:

A B
E F
D C
 Measure AE and ED ; BF and FC . What do you observe?

 What relationship exists between AB and EF ? EF and DC ?
 Add the measures of AB and DC and get one half of their sum.
 Measure EF . What do you observe?
21
Lesson 4
TRAPEZOIDS AT WORK
TIME
One session
SETTING
This lesson can be done in the classroom.
OBJECTIVES
At the end of this session, the students should be able to apply the
concepts and properties of a trapezoid in solving problems involving
trapezoids.
PREREQUISITE
Students must have a basic knowledge of the properties of a trapezoid.
PROCEDURE
Opening Activity “TAILORED SHIRT PATTERN”
1. Review the students on the different kinds of quadrilaterals and

their properties.
2. Present the problem:

 Vicky makes tailored shirts. Since the shape of the pattern for
the back of the shirt is a trapezoid, she took two measurements
from a customer for this part. The bottom edge of the shirt
pattern is 16.5 inches. The length between the top and bottom
of the pattern is 14 inches. What will the length of the upper part
of the pattern be?
3. Ask the students to enumerate the steps in solving a problem; then

let them analyze and solve the given problem.
22
Solution
Let x represent the upper length of the pattern. This is also the
missing upper base of the trapezoid.
Substitute values into the equation for the length of the mid-
segment.
Upper base  Lower Base

 Mid  segment
2
x + 16.5
= 14
2
2 (x + 16.5) = (2) 14
2
x + 16.5 = 28
x + 16.5 (– 16.5) = 28 (– 16.5)
x = 11.5 inches
 Vicky should cut the top of the edge of the pattern 11.5 inches
wide.
Main Activity
Let the students stay with their respective groups and allow them to
work on the following problems.
1. MNOP is a trapezoid with PO as the longer base and MN as the

shorter base. The midpoint of NO is R while that of PM is Q.
M N
Q R
P O
23
a. Let the mM = 110º. Find mP

b. Let PM = ON and mN =125º. Find mP.
c. Let PM = ON and OR = 8 inches. Find PM .
d. Let PO = 40 cm and MN = 28 cm. Find QR .
e. Let MN = 34 ft. and QR = 47 ft. Find PO
f. Let PM = ON and the perimeter of MNOP = 68 m. The smaller

base is X meters. The longer base is twice the length of the
smaller base. Each leg is 4 m longer than the smaller base. Find
the length of each leg.
2. In isosceles trapezoid ABCD, AB // CD , DC = 8, AB = 12,

diagonal AC = 10. How far from vertex A is the point of intersection
of the diagonals?
Discussion Ideas
 The median of a trapezoid is parallel to the bases.

upper base  Lower base
 To find the median of a trapezoid:
2
 The sum of all the angles of a trapezoid is 360.
Extension Ideas “THE TELECOMMUNICATIONS TOWER”
 The supports of a telecommunications tower are shaped like an

isosceles trapezoid. Prove that the diagonal braces of each
trapezoid that supports the tower have the same length.
24
Closing Activity “FINDING THE MEDIAN OF A TRAPEZIOD”

Pose the following questions:
a) What are the properties of a trapezoid?
b) How do we find the median of a trapezoid?
ASSESSMENT
C U
40o
E T
CUTE is an isosceles trapezoid.
a) If the measure of A is 40º, how many degrees are there in each
angle?
b) If the length of CE is 10 inches, what is the length of UT ?
c) What will the length of CT be if UE is 18 inches?
HOMEWORK
 MNRP is an isosceles trapezoid with bases PR and MN . Given this

figure and Information, find the indicated measures:
M N
P R
1. MR = 7.8 cm. Find NP
2. MP = 5.9 cm. Find NR
3. NR = 8.5 cm. Find MP
4. NP = 2 x + 3; MR = 4 x – 5 Find NP and MR
5. mMNR = 78 Find mNMP
REFERENCES
Westbook, Baker, Chamberlain. Cord Geometry. 5-33 to 5-55.
25
Lesson 5
SIDES OF A PARALLELOGRAM
TIME
One session
SETTING
OBJECTIVE
At the end of this session, the students should be able to discover that
the opposite sides of a parallelogram are congruent
PREREQUISITE
Students must have a basic knowledge of the characteristics of a

rhombus.
RESOURCES
 straightedge
 pencil
PROCEDURE
Opening Activity
Let the class recall the characteristics of a rhombus.
Main Activity “FINDING THE MATCH”
Activity A
1. Divide the class into four groups. Give each group a pair of cut-
outs.
2. Let them find the match with the other groups to form a
quadrilateral.
26
3. Ask each group to paste the figure formed on Manila paper and to
describe it according to the following guide questions:
 What figures/types of quadrilateral were formed?

 How many pairs of congruent sides are there?
 What is the relationship between the opposite sides?
Activity B
1. Ask students to share their observations on the figures posted:

rectangle, square parallelogram and rhombus.
2. Guide them by asking the following questions:
 What is common between the sides of the four figures? (Ans:

Their opposite sides are parallel and congruent.)
 Since the opposite sides of the 4 quadrilaterals are parallel,
does it follow that a square rhombus and a rectangle are also
parallelograms? (Ans: Yes)
Discussion Ideas
 A rectangle, a square and a rhombus are parallelograms.

 The opposite sides of a parallelogram are parallel.
 The opposite sides of a parallelogram are congruent.
Illustrate the concept further by giving the following exercises:

K I
D N
 KIND is a parallelogram.
 Name the pairs of opposite and congruent sides (Ans: KI & DN; KD
& IN)
 Name the pairs of parallel sides: (Ans: KI & DN; KD & IN)
 If KI is 10 cm, what is DN? (Ans:10 cm)
27
 The sum of KD and IN is 14 cm. What is the length of KD? (Ans: 7

cm)
 KI is 2 x – 3. What is DN? (Ans: 2x – 3)
 Side KI is 8.14 cm while KD is 5.816 cm. What is the perimeter of
the parallelogram KIND? (Ans: 27.912 cm)
Extension Ideas “ALLYSA’S RUG”
Allyssa purchased an 8 ft by 10 ft rug for her 10 ft by 12 ft dining room.

She cannot arrange the rug so that four sides are parallel to the
corresponding walls. Allyssa suspects that either the room or the rug is
not rectangular. Is Allyssa’s suspicion correct? Support your answer.
Closing Activity
Two boards of equal length are nailed together at their midpoints. Will
a string form a parallelogram if it is stretched around the ends of all
four boards? Explain why or why not.
A B
E

D C
ASSESSMENT
CUTE is a parallelogram.
1. Name its pairs of congruent sides. ( CU and ET ; CE & UT )
2. If CU is 42 cm, how long is ET ? (42 cm)

CE is x + 8. What is the length of UT ? (x + 8)
3. The perimeter of CUTE is 32 cm. ET is 2 cm shorter than UT .
What are the lengths of CU and CE ?
C U
( CU =7 cm; CE = 9 cm)
E T
28
HOMEWORK
 Find the perimeter and the area of the parallelogram lot QRST if it
has the following sides:
TS = 3 x + 10 TQ = x + 6 TS + TQ = 80cm
Solution
TS + TQ = 80 (Substituting TS & TQ )  (3x+10) + (x + 6) = 80

Simplifying the equation  4x + 16 = 80
Subtracting 16 from both sides of the equation  4 x = 80- 16 = 64
Dividing both sides of the equation by 4  x = 16
Substituting x with 16 cm
TS = 3 x + 10  3 (16) + 10 = 48 + 10 = 58 cm
TQ = x + 6  16) + 6 = 22 cm
TS + TQ = 80cm  58 + 22 = 80
P of QXST= 2( TS + TQ )  2 (58 + 22) = 2x80 = 160 cm
A of QXST= TS x TQ  58 x 22 = 1276 cm
T S
Q R
REFERENCES
Cord Geometry. Textbook Westbrook, Baker, Chamberlain. Cord

Geometry. 5-52 to 5-54.
29
Lesson 6
PROPERTIES OF A PARALLELOGRAM
TIME
One session
SETTING
OBJECTIVE
At the end of this session, the students should be able to recognize

that the opposite angles of a parallelogram are congruent and
consecutive angles are supplementary.
PREREQUISITE
Students must have a basic knowledge of the relationships of angles

formed by parallel lines cut by transversal.
RESOURCES
 straightedge
 pencil
 old magazine cover or any cardboard
PROCEDURE
Opening Activity “REVISITING PARALLEL LINES”
1. Ask for volunteers to illustrate on the board what they learned in the
previous math lesson.
2. Divide the class into two groups. Let them recall the relationships
between the angles formed by parallel lines cut by a transversal
through a contest.
3. Ask a volunteer to illustrate parallel lines cut by a transversal on the
board.
30
4. Label the angles formed. Ask representatives from the two groups
to draw, questions at a time. (Prepare the following questions in
small sheets of paper ahead of time).
a. Name four pairs of opposite angles.

b. Name four pairs of consecutive angles.
c. What is the relationship between angle 1 and angle 2?
d. What can you say about the consecutive angles?
e. What is true of opposite angles?
5. Relate the activity with the lesson for today.
Main Activity: ANGLES OF A PARALLELOGRAM
1. Let the students stay with their respective learning groups.
2. Ask the groups to follow the instructions and the questions:
a. From an old magazine cover, cut out a parallelogram and name

it ABCD.
 Which angles are opposite?

(Ans: A and  C,  B and  D)
 Which angles are consecutive?
(Ans: A, and  B,  B and  C,  C and  D,  D and A)
b. Measure the angles.
 What is your observation about the opposite angles?

(Ans: The opposite angles are congruent)
 What can be concluded about the consecutive angles?

(Ans: The consecutive angles are supplementary)
A B
D C
31
Discussion Ideas
In a parallelogram,
 The opposite angles are congruent.
 The consecutive angles or non-opposite angles are supplementary.
Illustrate the concept further by giving the following exercises:

Find the measures of the other angles of the parallelogram MATH
A T
M H
1. If mM = 60 (T = 60, A = 120, H = 120)

2. If mA = 110 (M = 70, H = 110, T = 70)
3. If mT = 75 (A = 105, T = 75, H = 125)
4. mA = 3 x – 20 and mM = x + 40
A & M are supplementary
Substituting mA and mM ( x + 40) + (3x – 20) = 180
4x + 20 = 180
4x = 160
x = 40
A = 3x–20
= 3(40 )- 20
= 120 – 20
= 100
mM = x + 40
= 40 + 40
= 80º
mH = 100º
mT = 80º
32
5. mM = 4 x – 55 and mT = x + 20

M  T;
Substitute mM and mT 4x – 55 = x + 20
Subtract x from both sides of the equation 3x – 55 = 20
Add 55 to both sides of the equation  3x = 75
Divide both equations by 3  x = 25
Substitute x with 25  M = 4(25) – 55
= 45
T = 25 + 20
= 45
H = A
= 135
Extension Ideas “SPEED BOAT”
A fisherman uses a sailboat to fish. He wants to improve the speed of

his sailboat by doubling the size of his triangular sail and intends to do
this by transforming it into another shape: a parallelogram. How will he
do it?
Closing Activity
In the figure below, DEFG and QRSG are parallelograms. What is the
relationship between D and R? Between R to E? Prove your
answer.
D E
Q R
S F
G
33
ASSESSMENT
Given the figure below, answer the following questions:
P A
K R
1. mP = 110º. Find mA, mR and mK.

2. If mK is 48º, what is the mP?
3. Find X if mP is 3 x – 10 and mR is x + 4. What are the
measures of P and R?
HOMEWORK
 Form an equation for each figure and solve for X.

 Find the measures of the angles.
Figure 1 Figure 2
2x - 6 2x + 10
x + 36
4x
REFERENCES
Ortigas. Modern Geometry. 252.
34
Lesson 7
THE DIAGONALS OF A PARALLELOGRAM
TIME
One session
SETTING
OBJECTIVES

 discover that the diagonals of a parallelogram bisect each other;
and,
 prove that the diagonal of a parallelogram divides the parallelogram
into two congruent triangles.
PREREQUISITE
Students must have previous knowledge on triangle congruence

postulates and theorems
RESOURCES
 straightedge
 ruler
 pencil
PROCEDURE
Opening Activity
1. Review the class on their previous lessons involving triangle

congruence such as SSS, ASA, ASA, AAS, HyL and HyA.
2. Let the students stay with their respective groups. Give each group
a cut-out of an isosceles trapezoid and ask them to transform it into
a parallelogram. Allow each group to explore several possibilities.
35
3. Ask each group to explain its process to the class. Give the
following guide questions:
 What shape/shapes did you come up with?

 Is there any relationship between the original cut-out and the
newly formed figure? What is it?
 What can you say about certain parts of the two figures?
 What can be said about the parts of the newly formed
parallelogram?
Main Activity
1. Tell each team to follow instructions carefully.

 Draw a parallelogram. Name it ABC.
 Draw a line connecting two opposite vertices.
Guide Questions
a. What does the line connecting opposite vertices represent?
(Ans: diagonal)
b. What does the diagonal do to the parallelogram? (Ans: It divides
the parallelogram into two congruent triangles)
 Measure and compare the sides and angles of the two
triangles. What do you observe? (Ans: They are congruent)
 Draw another line to connect the two other opposite vertices.
c. With a ruler, measure the distance from the vertex to the point of
intersection of the two diagonals.
d. What is your observation? (Ans:The diagonals bisect each other)
2. Consolidate group responses. Guide the class in coming up with a

list of key learning points.
Discussion Ideas
 The diagonals of a parallelogram bisect each other.

 The diagonal of a parallelogram divides the parallelogram into two
congruent triangles.
36
Explain the concept further by giving the following exercise.
A B
O
D C
In the above figure BD divides parallelogram ABCD into two congruent

triangles.
 BAD  DCB
Connecting A to C we have the diagonal AC . Let O be the point of

intersection of the two diagonals: AC and BD , thus the diagonals
bisect each other.
a. If AD = 10 cm, how long is BC ? (Ans: 10 cm)

b. If AB is 30 cm, how long is DC ? (Ans: 30 cm)
c. AB + CD is 50 cm. How long is AB ? (Ans: 25 cm)
d. mBAD is 90, what is mDCB? (Ans: 90)
e. ABD = 58º, what is BDC? (Ans: 58º)
f. If AO is 15 cm, how long is OC ? (Ans: 15 cm)
g. BD is 40 cm, what is DO ? (Ans: 20 cm)
h. How long is AC if AO is 2x? (Ans: 4x)
i. If  BAD   DCB, what is true about their corresponding parts?
(Ans: Congruent)
Extension Ideas
A sagging door 4 ft by 5 ft is to be fixed. What would you do if you

were the carpenter?
Closing Activity
Given a parallelogram ABCD with congruent diagonals AC and BD.

What is the measure of each angle of the parallelogram? Draw the
figure and justify your answer.
37
ASSESSMENT
D C
A B
ABCD is a parallelogram.
DX  _________ (Ans: XB )
AC  twice _____ (Ans: AX or XC )

 DAC  ______ (Ans:  BCA)
2 BX = ________ (Ans: DX )
 DAB ≅ ________(Ans:  DCB)
HOMEWORK
Prove that the sum of the measures of the angles of a parallelogram is

360º. Three of the vertices of the parallelogram have the following
coordinates: (1,2), (5,4), (1,7).
What might be the coordinates of the fourth vertex? (Ans: 5, 9)
REFERENCES
Ortigas. Modern Geometry. 251.
Cabansay. Geometry. 16.
38
Unit Integration Plan

TIME
Five days
OBJECTIVES
At the end of this culminating activity, students should be able to:
 apply the properties of quadrilaterals in solving word problems;
 relate the concept of quadrilaterals to wood manufacturing;
 apply the properties of quadrilaterals in cabinet-making.
PROCEDURE
Introduce the unit project at the beginning of Unit III―Quadrilaterals.

Tell the students that they will do woodworking. Give them background
information on the project: the history of cabinet-making, millwork,
career exploration, training requirements, furniture designs, safety and
housekeeping.
Students should be familiar with cabinet designs where they can apply
the properties of quadrilaterals. You may want to coordinate with the
TLE instructor for inputs on the elements of cabinet and furniture
design: elementary drafting, isometric and cabinet projection,
properties of wood and wood products, fabrication and installation of
house cabinets. He/She may share some practical lab experiences in
selecting, measuring, cutting, assembling, and finishing various woods.
He may teach the students how to responsibly use hand tools and
power equipment in the cabinet shop.
Workshop Instructions for the Students
 Brainstorm on the design of the cabinet where you can incorporate

the properties of quadrilaterals.
 Plan what to do, the design, how to do the cabinet, and to whom
the tasks and the materials should be assigned.
 Give the students 5 days to accomplish their work.
 Exhibit the finished products and have them evaluated by selected
panelists.
39
Student Activity
QUADRILATERAL CABINETS
OBJECTIVES
In this culminating activity, your group will:

1. prepare a project plan for cabinet-making using the properties of
quadrilaterals. Example: a medium-sized, painted plywood
bookshelf.
2. use measuring instruments correctly.
3. correctly calculate the area and perimeter of the cabinet
4. use the properties of quadrilaterals in the design and construction
of the cabinet.
5. apply safety practices in cabinet-making.
6. demonstrate teamwork in cabinet-making
RESOURCES
 paper, pencil, grid paper, rulers, masking tape, calculators if

needed
 scrap woods
 nails
 hammer
 saw
 push and pull meter
 paintbrush
 paint or varnish
 other available materials
Note
The expenses should be indicated in the project plan of the group and
approved by the instructor.
40
41
PROCEDURE
A) Planning
1. The final project will be designed, planned and drawn by your
group. The project plan can be of any type provided that it
shows cabinet-making procedures.
2. Hold a group meeting to develop the cabinet design. Gather
ideas about your cabinets, design options and other possibilities
that may be more helpful in the design of your cabinets. You
may use pictures that you find in magazines to explain a certain
type of cabinet that you would like to have.
3. Take all of the information and examples from the initial meeting
and draw a set of shop drawings, which will help you visualize
your cabinets. Review these drawings.
4. Produce a freehand sketch of the cabinet.
5. Prepare a simple orthographic1 drawing with views of the
layout plan/design of the cabinet, its side and end elevations.
6. Draw the following simple planes and label the components
together with the formulas for the surface area, and the
perimeter of squares, rectangles, parallelograms, triangles,
trapeziums, etc.
To calculate surface area, use the formula:

SA = 2(length x width) + 2(width x height) + 2(height x length).
Example
Calculate the Total Surface Area of a Cabinet with the following

measures:
Cabinet 36 x 20 x 72 inches
SA = 2(36 x 20) +2(20 x 72) + 2 (72x 36)
SA = 1440 + 2880 + 5184
= 9504 sq. in
1 Projection of a simple view of an object (as in front view, top view or right view) on a drawing
surface that is perpendicular to both the view and the lines of projection
42
7. Prepare a cutting list (source materials from lumber/trees to be

cut into stock sizes and stock lengths and angles.)
8. Prepare the furniture specifications.
9. Extract and interpret instructions from a range of drawings and
specifications.
10. Continue to revise the drawings of your cabinets until you are
happy with all of them.
B) The Cabinet-Making Process

Sawing
The first process the wood goes through is the sawing. It is not only
cut to size, but cut square to insure perfect fitting joints. Great care
should be taken at this step to insure accuracy. All cabinet parts
with the exception of the back and drawer bottoms should be made
from full ¾" thick stock.
Edge Banding
At this step the raw edges of the cabinet parts are covered with
edging to match the rest of the cabinet. Parts are inspected at this
stage to make sure that the edging is properly applied and bonded
thoroughly.
Boring and drilling
All parts are then taken to the drilling machine to be processed with
dowel holes for the joint construction, and line holes for adjustable
shelves. This is one of the most important steps toward the final
process. If anything is wrong at this point you must start over. So
take great care to insure that it is done right!
Sanding and preparation
At this point all parts are hand sanded and checked for defects. The
sanding step is very important so it needs to be done correctly or
the stain process will not be consistent. All parts are checked again
to see if there are any defects and if corrections need to be made.
Detailing is taken care of at this point.
43
Sealing and sanding

The sealing process consists of coating over the stain to "seal" in
the color and protect the wood. After this is done, the wood is hand
sanded and inspected again.
Top Coating
The final clear coats are applied. Two topcoats minimum are
required with hand rubbing between each coat. This permanently
seals in the final color and gives the cabinet the permanent
protection and beauty that it needs for years of service.
Assembly
This is the final step in the cabinet-making process. At this point all
cabinets are dowelled together and put in a large clamp that holds
the cabinets square and true while the dowel and glue set. All
doors, drawers, and hardware are installed at this point and the
cabinet is then taken out of the clamp.
C) Presentation
1. Show the following geometric figures: rectangle, parallelogram,

quadrilateral.
2. Identify surface area, perimeter, sides, angles, vertices, bases,

diagonals, and median.
3. Discuss the importance of knowing the properties of

quadrilaterals in cabinet making.
44
ASSESSMENT
 Students’ reflection journal on their experience in cabinet making.

 See attached rubrics to evaluate overall project performance.
REFERENCES
http://www.austinwoodworks.com/CabinetDesign.htm
http://www.dhlamb.com/waterfalltable.html
http://www.leroy.k12.ny.us/HighSchool/CourseGuide.htm
http://www.rdcook.com/cabinetmaking%20process.htm
http://www.sabine.k12.la.us/fhs/math+lps.htm
http://www.schoolofwoodworking.com/woodworking_school/woodworking_cl
asses.shtml#Fundamentals_of_Furniture-Making
http://www.thecarpenterssquare.com/Courses-
FurnitureAndCabinetMaking.html
TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)
45
Rubrics
PROJECT PERFORMANCE
Criteria Score Rating

Project Completion 30%
Geometry Application 30%
Peer Assessment 15%
Self Assessment/Individual Contribution 10%
Assessment of Group Participation 15%
Total 100%
GRADING CRITERIA
PROJECT COMPLETION: 30 points.
A. Construction of project: 7 points for actual construction of the project
 2 points for properly cutting all pieces according to specified shape

 2 points for properly cutting all pieces according to specified size
 1 point for proper construction of cabinet
 1 point for proper sanding
 1 point for proper top coat application
Points will be deducted from:
a) Projects that are out of square

 1 to 3 points depending on the degree of the fault
b) Projects whose joints don't fit properly
 1 to 2 points depending on looseness of joints
46
B. Safe working procedures
 4 points for safe working procedures while working on project.

 Full points if students work safely over the entire length of project
 1 point deduction for every instance the instructor has to remind

students to wear safety glasses properly.
 Loss of 3 points for horseplay
 1 point deducted for improper procedures
C. Application of the properties of quadrilaterals

 8 points for identifying the quadrilaterals and their properties correctly.
D. Overall appearance
 1 point for the overall appearance of the project.
47
GEOMETRY APPLICATION (30 points)

Group’s Name_____________________ Title of Work_________________________
CRITERIA POINTS
1 2 3 4
Project shows
considerable amount
of research
undertaken. There
Project has was an excellent
Project Project has
adequate description of
contains no incomplete
description of quadrilaterals using
description of description of
Classifies quadrilaterals.
quadrilaterals. precise vocabulary
quadrilaterals. 5
Quadrilaterals No ideas for There were and terminology.
Few ideas for
cabinet several ideas for There were excellent
cabinet
construction. cabinet ideas for cabinet
construction
construction. construction
indicating a clear
understanding of
geometric
construction.
Angles were
Angles were
incorrectly Angles were
correctly named
named or correctly named and
Angles were and classified in
classified in classified in the
not named the activity
the activity activity discussion.
Classifies and nor discussion,
discussion, Descriptions, 5
names angles classified in showing
showing little contrasts and
the activity moderate
or no comparisons
discussion. understanding
understanding indicated a high level
of angle
of angle of understanding.
classification.
classification.
Angle measure was
present and 100%
Angle
accurate.
No angle measure was Angle measure
Indicates
measurement present but was present and
Angle was
5
not accurate moderately
Measurement submitted. in any of the accurate.
angles.
48
1 2 3 4
Named, but did not
Named, but classify, the plane
did not figures used in the
Did not name Named and
classify the construction and
nor classify classified the
plane strengthening of the
Classifies and plane figures plane figures
figures used cabinet. Was able
names used in the used in
in the to contrast and
Geometric construction construction 5
construction compare the
Figures and and
and different plane
strengthening strengthening of
strengthenin figures and how
of the cabinet. the cabinet.
g of the they improved
cabinet. cabinet
construction.
Student
demonstrated a
complete
Student was
understanding of
able to describe
mathematical
in writing, using
vocabulary and
Student was appropriate
usage to describe in
not able to mathematical
writing, using the
describe in vocabulary,
appropriate
writing, the mathematical
mathematical
There were no steps taken concepts and
vocabulary,
entries in the in procedures, and
Demonstrates mathematical
project discovering the steps taken
effective concepts and
notebook or how to in discovering
communication procedures and the
student strengthen how to
and reasoning steps taken in
journal. the different strengthen the 5
discovering how to
components different
strengthen the
of the components of
different
cabinet. the cabinet.
components of the
cabinet.
Total 25
49
PEER ASSESSMENT (15 points)
Student_______________________________ Date_____________
Activities
a. Team planning
b. Cabinet design preparation
c. Materials preparation
d. Constructing the quadrilaterals, parts of the cabinet
e. Writing reflections on the student journal
f. Presentation of finished cabinet
Direction
Write the number of the appropriate answer on the respective column.
Rating Scale
1 – rarely manifested
2 – occasionally manifested
3 – frequently manifested
4 – consistently manifested
Behavior/ Activities a b c d e f g
1. Remained on the task
2. Followed directions
3. Exhibited leadership
4. Respected the ideas of others
5. Worked cooperatively
6. Communicated effectively
7. Worked safely
8. Shared task equitably
9. Handled tools and equipment
correctly
10. Displayed initiative
11. Displayed creativity and innovation
12. Worked with precision
50
SELF –ASSESSMENT (10 points)

Subject _____________________ Your Name___________________
Group’s Name________________Date________________
Direction
Encircle the corresponding rating for yourself on your involvement in this project
using the prescribed scale where: 1 – never
2 – seldom
3 – sometimes
4 – often
Work Dimension 1 2 3 4
1. I identified the properties of quadrilaterals in cabinet making.
2. I encouraged others.
3. I shared ideas and information.
4. I checked to make sure that others in the group knew what they were
doing.
5. I was willing to help others.
6. I used tools and equipment correctly.
7. I worked safely.
8. I worked well with detail and precision.
9. I accepted responsibility for completing the work properly.
10. I was willing to listen to the others in the group.
11. I was willing to receive help from the others in the group.
12. I offered encouragement and support to the others in the group.
13. Others in the group checked with the teacher to make sure we knew
what we were supposed to be doing.
14. All members of the group contributed equally to this project.
About working with others

How did you distribute the workload within your group?
________________________________________________________________
What problems, if any, arose within your group?
________________________________________________________________
What would you do differently next time?
________________________________________________________________
How is working in a group different from working by
yourself?_______________________________________________________________
51
GROUP ASSESSMENT (15 points)
Group_______________________________________Date________________
Activity______________________________________
Direction
Use these descriptors to assess how effectively your group performed a specific
activity. Choose one or several numbers for the list of criteria.
1. Poor
2. Fair
3. Satisfactory
4. Very Satisfactory
5. Excellent
Things to Consider Rating
1. Did we develop a clear plan before we began?
2. Did each group member have specific things to do?
3. Were we able to work together as a team?
4. Did we discuss the purpose for doing the activity?
5. Was a project plan developed and documented?
6. How well did we predict what took place?
7. Were instructions followed correctly?
8. How well did we predict what took place?
9. How well did we use equipment and materials?
10. Did we observe all safety precautions?
11. Were measurements made accurately?
12. How well were data recorded and measured?
13. Did we clean up thoroughly after the activity?
14. Were the data examined closely to search for meaning?
15. Did we use accepted techniques for data analysis?
16. Were the conclusions consistent with data?
17. Did we re-examine our initial design?
18. Did we account for experimental error?
19. Was relevant research used to support our work?
52

Links To Remember

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Links To Remember

Загружено:

Авторское право:

Доступные форматы

Geometry: Unit III – Investigating Quadrilaterals

This lesson may be done outside the classroom.

At the end of this session, the students should be able to:

Cut-outs of different quadrilateral figures

1. Divide the class into eight groups.

1. Provide each group with a set of polygons (triangle, quadrilateral,

2. Allow the students to work on it for 5 minutes. Let them present

Summarize the key learning points and the students’ collective

 A quadrilateral is a plane figure (that is, a shape drawn on a flat

 A teenager wants to cut a square bandana from a rectangular piece

Draw quadrilaterals with the following characteristics and identify each

 A pair of opposite and parallel but not congruent sides.

BEC Lesson Plans. 2002.

Bernabe, De Leon, Dilao. Geometry. 119–121.

In this activity, you will recognize the basic properties of quadrilaterals.

Take the cut-outs of polygons. Look at a shape and recognize what

This lesson may be done outside the classroom.

At the end of this session, the students should be able to:

Students must have basic knowledge of the kinds of quadrilaterals and

A set of cut-outs of quadrilaterals will be given to each team: trapezoid,

1. How many groups are there? (3 groups)

There are three groups of quadrilaterals:

 A trapezoid is a quadrilateral with only one pair of parallel sides.

1. Each group will be given cutouts of quadrilaterals of the following

2. Using a ruler, draw the diagonals of the quadrilaterals.

(Ans: Figure 1 is a convex quadrilateral while figure 2 is a non-

Quadrilaterals may be classified according to their diagonals.

 Convex Quadrilateral – the diagonals intersect and are interior to

1. Parallelogram and trapezoid

Modified True or False

1. Every square is a rhombus. (True)

2. Every trapezoid is a quadrilateral. (True)

3. A square is both a rectangle and a rhombus. (True)

4. A trapezoid is a quadrilateral and a parallelogram. (False)

5. The diagonals of a non-convex quadrilateral intersect. (False)

Plane Geometry. 108–109.

This lesson can be done in the classroom or outdoors.

At the end of this session, the students should be able to:

Students must have a basic knowledge of the kinds of quadrilaterals

 What figure is formed? (Ans: Trapezoid)

b. Cut a rectangle and a right triangle whose shorter leg is

3. Make general comments about the outputs of the groups. Relate

 The measures of A and D are equal.

3. Guide the class in coming up with a list of the properties of a

 What are the parts of a trapezoid?

A trapezoid, in plane geometry, is a quadrilateral (four-sided) figure

Illustrate these concepts by giving the following examples:

 CUTE is an isosceles trapezoid.

Given: AB//CD: AB is 20 cm and CD is 36 cm.

Extension Ideas “THE PLANT BOX”

 In one of her free days, Sandra enjoyed gazing at the beautiful

Upper base Au = 100 sq. inches

Length of upper base = 10 inches

Lower base AL = 64 sq. inches

PART is an isosceles trapezoid.

 Name the bases of the figure.

1. A trapezoid has congruent sides. We call the congruent sides the

2. ABCD is a trapezoid with EF as median.

Given: XY is the median of Trapezoid QRST.

1. If TS = 12 and QR = 15, then XY = ________.

Bernabe, De Leon, Dilao. Geometry. 121–123.

Cariño, Salvador, Estrada. Geometry. 182.

In this activity, your group will: