Curriculum Map

Grade 9

Grade Level Standards: The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two Variables, system of linear equations and inequalities in two variables); geometry ( axiomatic structure of geometry, triangle
congruence, inequalities in a triangle, and parallel and perpendicular lines ); and statistics and probability ( probability of simple events ) as applied – using
appropriate technology- in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

Chapter Number: 1 Number of Days: 19

Chapter Title: Quadratic Equations and Functions

Content Standards Performance Standards

The learner demonstrates understanding of the key concepts of special products and The learner is able to formulate real- life problems involving factors of polynomials and
factors of polynomials. solve these problems accurately using a variety of strategies.
Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 1.1: KU:
Solving Some equations Solving  Illustrate quadratic  Engaged  Pre-test Grade 9
Quadratic are best solved using Quadratic Equations equations in  Healthy  Red/ Green/ Yelllow Mathematics
Equations a specific method or by Extracting the standard form  Supported Cards (Patterns and
By strategy. Square Roots and by  Solve quadratic  Challenged  Thumbs Up/ Practicalities)
Factoring Factoring equations by Sideways/ Down
KQ: extracting the  Exit Sheet Other suggested
No. of Days: 4 When do we use square root Written Exercises links
extracting the square  Solve quadratic
roots and factoring equations by
to find the solutions factoring
to quadratic
equation?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 1.2: KU:
Solving Some equations Solving Solve quadratic  Engaged  Entry Cards Grade 9
Quadratic are best solved using Quadratic equations  Supported  Response Cards Mathematics
Equations a specific method or Equations graphically  Challenged  3-2-1 Activity (Patterns and
Graphically strategy. Graphically  Written Exercises Practicalities)

No. of Days:1 KQ: Other suggested

How are the links
solutions to
quadratic equations
seen in graphs?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 1.3: KU:
Solving Some equations Solving Solve quadratic  Engaged  Knowledge Rating Grade 9
Quadratic are best solved using Quadratic equations by  Supported Chart Mathematics
Equations a specific method or Equations by completing the  Challenged  Traffic Light (Patterns and
By Completing the strategy. Completing the square Feedback Practicalities)
Square Square  Written Exercises
KQ: Other suggested
No. of Days:1 How are the links
solutions to
quadratic equations
seen in graphs?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 1.4: KU:
Solving Some equations Quadratic Formula Solve quadratic  Engaged  Traffic Light Grade 9
Quadratic are best solved using equations by using  Supported Feedback Mathematics
Equations a specific method or the quadratic  Challenged  3-2-1 Activity (Patterns and
By Using Quadratic strategy. formula  Written Exercises Practicalities)
Formula
Other suggested
No. of Days:1 KQ: links
What are the
advantages and
disadvantages of
using quadratic
formula to solve for
the solutions of a
quadratic equation?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 1.5: KU:
Complex There are different Complex Numbers  Illustrate the set  Engaged  Response Cards Grade 9
numbers ways to express a complex numbers  Supported  Incomplete Mathematics
number.  Perform  Challenged Sentences (Patterns and
No. of Days:2 operations  Healthy  Written Exercises Practicalities)
KQ: involving complex
What are complex numbers Other suggested
numbers? links
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 1.5: KU:
Complex There are different Complex Numbers  Illustrate the set  Engaged  Response Cards Grade 9
numbers ways to express a complex numbers  Supported  Incomplete Mathematics
number.  Perform  Challenged Sentences (Patterns and
No. of Days:2 operations  Healthy  Written Exercises Practicalities)
KQ: involving complex
What are complex numbers Other suggested
numbers? links
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 1.6: KU:
Roots and Mathematical Roots and  Characterized the  Engaged  Response Cards Grade 9
Coefficients of processes reveal Coefficients of roots of a  Supported  Thumbs Up/ Mathematics
Quadratic Equations useful patterns. Quadratic quadratic  Challenged Sideways/ Down (Patterns and
Equations equation using the  Healthy  Written Exercises Practicalities)
No. of Days:2 KQ: discriminant
How do patterns  Describe the Other suggested
simplify relationship links
mathematical tasks between the
and operations? coefficients and
the roots of a
quadratic
equation
 Write a quadratic
equation given a
pair solution
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 1.7: KU:
Equations that Mathematics is a Equations Solve equations  Engaged  Activity Cards Grade 9
become Quadratic language that can be Transformable to transformable to  Supported  Red/ Green/ Mathematics
translated in Quadratic Equations quadratic equations  Challenged Yellow Cards (Patterns and
No. of Days:1 different forms. including rational  3-2-1 activity Practicalities)
algebraic equations  Written Exercises
KQ: Other suggested
How dynamic is links
mathematics as a
language?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 1.8: KU:
System of Equations Mathematical System of Equations Solve system of  Engaged  Traffic light Grade 9
Involving Quadratic processes can be Involving Quadratic equations involving  Supported Feedback Mathematics
Equations used to solve other Equations quadratic equations  Challenged  Written Exercises (Patterns and
systems of  Healthy Practicalities)
No. of Days:1 mathematical
equations. Other suggested
links

KQ:
What are the ways
to solve quadratic
systems?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 1.9: KU:
Quadratic Mathematical Quadratic  Illustrate quadratic  Engaged  Knowledge Rating Grade 9
Inequalities representations are Inequalities inequalities  Supported Chart Mathematics
tools to visualize  Solve quadratic  Challenged  Thumbs Up/ (Patterns and
No. of Days:1 mathematical inequalities Sideways/ Dowm Practicalities)
concepts.  Solve problems  Written Exercises
involving quadratic Other suggested
KQ: inequalities links
How do we use
graphs to solve
equations?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 1.10: KU:
Quadratic Functions Mathematics is a  Quadratic Functions  Model real- life  Engaged  Knowledge Rating Grade 9
tool to model real-  Parabola situations using  Supported Chart Mathematics
No. of Days:5 life situations.  Parabola: Vertex quadratic  Challenged  Thumbs Up/ (Patterns and
Form Functions.Represe Sideways/ Down Practicalities)
KQ:  Parabola: nt a quadratic  Written Exercises
How does Translation of Axes function using: Other suggested
mathematics models  Writing Quadratic (a) Tabl links
real- life situations? Equations e of values;
(b) Gra
ph; and
(c) equation
 Graph a
quadratic
function:
(a) Domain;
(b) range;
(c) intercepts;
(d) axis of
symmetry;
(e) vertex;
(f) direction of
the opening of
the parabola
Transform the
quadratic
function defined
by
y=ax 2+bx + c
into y= a(x –h)² + k
 Analyse the
values of a, h,
 and k in the
equation
y= a(x –h)² + k of
a quadratic
function on its
graph
 Determine the
equation of a
quadratic
function using:
(a) table of
values; ( b)
graph; and ( C)
zeros
 Solve problems
involving
quadratic
functions
 Grade Level Standards: The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two Variables, system of linear equations and inequalities in two variables); geometry ( axiomatic structure of geometry, triangle
congruence, inequalities in a triangle, and parallel and perpendicular lines ); and statistics and probability ( probability of simple events ) as applied – using
appropriate technology- in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

Chapter Number: 2 Number of Days: 10

Chapter Title: Radicals

Content Standards Performance Standards

The learner demonstrates understanding of the key concepts of radicals. The learner is able to formulate real- life problems involving radicals.
Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 2.1: KU:
Zero and Negative Mathematical Zero and negative Apply the laws  Engaged  Entry Card Grade 9
Exponents concepts are tools to Exponents involving positive  Supported  Thumbs Up/ Mathematics
generate new integral exponents  Challenged Sideways/ Down (Patterns and
No. of Days:1 conjectures and to zero and  3-2-1 Activity Practicalities)
generalizations negative integral  Written Exercises
exponents Other suggested
KQ: links
How can we make
use of existing
mathematical
concepts to
formulate new
conclusions?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 2.2: KU:
Rational Mathematical Rational Exponents  Illustrate  Engaged  Pre-test Grade 9
Exponents concepts are related expressions with  Supported  Response Cards Mathematics
to one another. rational  Challenged  3-2-1 Activity (Patterns and
No. of Days:1 exponents  Healthy  Written Exercises Practicalities)
KQ:  Simplify
Are exponents expressions with Other suggested
radicals? rational links
exponents
 Write expressions
with rational
exponents as
radicals and vice
versa
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 2.3: KU:
Square Roots and Mathematical Square Roots and Illustrate  Engaged  Red/ Green/ Grade 9
other Roots concepts are related Higher Roots of a expressions with  Supported Yellow Cards Mathematics
to one another. Number rational exponents  Challenged  Written Exercises (Patterns and
No. of Days:1 Simplify expressions  Healthy Practicalities)
KQ: with rational
Are exponents exponents Other suggested
radicals? Write expressions links
with rational
exponents as
radicals and vice
versa
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 2.4: KU:
Properties of Mathematical Properties of Radicals  Derive the laws of  Engaged  Thumbs Up/ Grade 9
Radicals rules and properties radicals  Supported Sideways/ Down Mathematics
are tools in  Simplify radical  Challenged  Incomplete (Patterns and
No. of Days:2 performing expressions using Sentences Practicalities)
mathematical tasks. the laws of radicals  Written Exercises
Other suggested
KQ: links
Why do we have
mathematical rules,
laws, theorems, and
properties?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 2.5: KU:
Addition and Mathematical Addition and  Add radical  Engaged  Entry Card Grade 9
Subtraction of Radicals processes reveal Subtraction of expressions  Supported  Traffic Lights Mathematics
useful patterns. Radicals  Subtract radical  Challenged feedback (Patterns and
No. of Days:1 expressions  3-2-1 Activity Practicalities)
KQ:  Written Exercises
How does algebra Other suggested
simplify links
mathematical tasks
and operations?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 2.6: KU:
Multiplication and Mathematical Multiplication and  Multiply radicals  Engaged  Thumbs Up/ Grade 9
Division of Polynomial processes reveal Division of with different  Supported Sideways/ Down Mathematics
Containing Radicals useful patterns. Polynomials with indices  Challenged  The end of the (Patterns and
Radicals  Rationalize the  Healthy lesson ABC to XYZ Practicalities)
No. of Days:2 KQ: denominator of a  Written Exercises
How does algebra given expression Other suggested
simplify links
mathematical tasks
and operations?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 2.7: KU:
Solving Radical Mathematical Radical Equations  Solve equations  Engaged  Thumbs Up/ Grade 9
Equations processes reveal involving radical  Supported Sideways/ Down Mathematics
useful patterns. expressions  Challenged  Exit Cards (Patterns and
No. of Days:2  Solve problems   Written Exercises Practicalities)
KQ: involving radicals
How does algebra Other suggested
simplify links
mathematical tasks
and operations?
 Grade Level Standards: The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two Variables, system of linear equations and inequalities in two variables); geometry ( axiomatic structure of geometry, triangle
congruence, inequalities in a triangle, and parallel and perpendicular lines ); and statistics and probability ( probability of simple events ) as applied – using
appropriate technology- in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

Chapter Number: 3 Number of Days: 3

Chapter Title: Variation

Content Standards Performance Standards

The learner demonstrates understanding of the key concepts of variations and radicals. The learner is able to formulate and solve accurately problems involving variations.
Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 3.1: KU:
Direct Variation Mathematics can Direct Variations  Illustrate  Engaged  Entry Card Grade 9 Mathematics
translate/ model situations that  Supported  Thumbs Up/ (Patterns and
No. of Days:1 real-life situations. involve direct  Challenged Sideways/ Down Practicalities)
variations  Exit Slips
KQ:  Translate into  Written Exercises Other suggested links
How does variation
mathematics statement a
represent the world? relationship
between two
quantities given
by: (a) table of
values; (b)
mathematical
induction; (c) a
graph; and vice
versa
 Solve problems
involving direct
variation
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 3.2: KU:
Inverse Variation Mathematics can Inverse Variations  Illustrate  Engaged  Traffic light Grade 9 Mathematics
translate/ model situations that  Supported Feedback (Patterns and
No. of Days:1 real-life situations. involve inverse  Challenged  3-2-1 Activity Practicalities)
variations  Healthy  Written Exercises
 Translate into Other suggested links
KQ: variation
How does statement a
mathematics relationship
represent the World? between two
quantities given
by: (a) table of
values; (b)
mathematical
induction; (c) a
graph, and vice
versa
 Solve problems
involving inverse
variation
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 3.3: KU:
Joint variation and Mathematics can Joint and Combined  Illustrate  Engaged  Red/ Green/ Grade 9 Mathematics
Combined Variation translate/ model Variations situations that  Supported Yellow cards (Patterns and
real-life situations. involve joint and  Challenged  3-2-1 Activity Practicalities)
No. of Days:1 combined  Healthy  Written Exercises
KQ: variations Other suggested links
How does  Translate into
mathematics variation
represent the World? statement a
relationship
between two
quantities given
by: (a) table of
values; (b)
mathematical
induction; (c) a
graph, and vice
versa
 Solve problems
involving joint and
combined
variation
 Grade Level Standards: The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two Variables, system of linear equations and inequalities in two variables); geometry ( axiomatic structure of geometry, triangle
congruence, inequalities in a triangle, and parallel and perpendicular lines ); and statistics and probability ( probability of simple events ) as applied – using
appropriate technology- in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

Chapter Number: 4 Number of Days: 4

Chapter Title: Quadrilaterals

Content Standards Performance Standards

The learner demonstrates understanding of the key concepts of variations and radicals. The learner is able to formulate and solve accurately problems involving variations.
Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 4.1: KU:
Ways of Proving Mathematical Parallelograms  Identify  Engaged  Entry Card Grade 9 Mathematics
Quadrilaterals are generalizations are quadrilaterals that  Supported  Thumbs Up/ (Patterns and
Parallelograms achieved through are parallelogram  Challenged Sideways/ Down Practicalities)
logical reasoning.  Determine the  Healthy  Ticket to leave
No. of Days:1 conditions that  Written Exercises Other suggested links
KQ: guarantee a
How can quadrilateral is a
mathematical parallelogram
conjectures or  Use properties to
generalizations be find measures of
formulated and angles, sides, and
justified? other quantities
involving
parallelograms
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 4.2: KU:
Special Parallelogram Mathematical Special Prove theorems on  Engaged  Response cards Grade 9 Mathematics
generalizations are Parallelograms the different kinds  Supported  Written Exercises (Patterns and
No. of Days:1 achieved through (Square, Rectangle, of parallelogram  Challenged Practicalities)
logical reasoning. and Rhombus) ( rectangle,  Healthy
rhombus, square) Other suggested links
KQ:
How can
mathematical
conjectures or
generalizations be
formulated and
justified?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 4.3: KU:
Trapezoids and Kites Mathematical Midline Theorem  Prove the Midline  Engaged  Thumbs Up/ Grade 9 Mathematics
generalizations are Trapezoids and Kites Theorem  Supported Sideways/ Down (Patterns and
No. of Days:2 achieved through  Prove theorems  Challenged  Traffic Light Practicalities)
logical reasoning. on trapezoids and  Healthy Feedback
kites  Written Exercises Other suggested links
KQ:  Solve problems
How can involving
mathematical trapezoids and
conjectures or kites
generalizations be
formulated and
justified?
 Grade Level Standards: The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two Variables, system of linear equations and inequalities in two variables); geometry ( axiomatic structure of geometry, triangle
congruence, inequalities in a triangle, and parallel and perpendicular lines ); and statistics and probability ( probability of simple events ) as applied – using
appropriate technology- in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

Chapter Number: 4 Number of Days: 9

Chapter Title: Similarities

Content Standards Performance Standards

The learner demonstrates understanding of the key concepts of similarities. The learner is able to conduct systematically a mathematical investigation involving
similarities in different fields.
Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 5.1: KU:
Ratio and Proportion Mathematics can Ratio and Describe a  Engaged  Thumbs Up/ Grade 9 Mathematics
model real-life Proportion proportion  Supported Sideways/ Down (Patterns and
No. of Days:1 situations.  Challenged  Written Exercises Practicalities)
 Healthy
KQ: Other suggested links
How do our body
measurements
capture
mathematics?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 5.2: KU:
Similar Triangles and Mathematics is a Similar Polygons  Define similar  Engaged  Red/ Green/ Grade 9 Mathematics
Polygons tool to explain and polygons  Supported Yellow Cards (Patterns and
solve real-world  Illustrate similarity  Challenged  Written Practicalities)
No. of Days:1 problems. of figures  Healthy Exercises
Other suggested links
KQ:
How is similarity
of figures seen or
manifested in
nature or in our
community?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 5.3: KU:
Proving Similar Mathematical Similarity Theorems  Prove the  Engaged  Response Chart Grade 9 Mathematics
Triangles generalizations are conditions for  Supported  Written (Patterns and
achieved through similarity of  Challenged Exercises Practicalities)
No. of Days:1 logical reasoning. triangles (SAS, SSS,  Healthy
AA, and Right Other suggested links
KQ: Triangle Similarity
How can Theorems
mathematical  )Apply the
conjectures or theorems to show
generalizations be that given
formulated and triangles are
justified? similar
 Solve problems
that involve
triangle similarity
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 5.4: KU:
Proportional Segments Mathematical Proportional Apply the  Engaged  Traffic Light Grade 9 Mathematics
in Triangles generalizations are Segments in a fundamental  Supported Feedback (Patterns and
achieved through Triangle theorems of  Challenged  Student Recap Practicalities)
No. of Days:2 logical reasoning. proportionality to  Healthy  Written
solve problems Exercises Other suggested links
KQ: involving
How can proportions
mathematical
conjectures or
generalizations be
formulated and
justified?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 5.5: KU:
Some Theorems on Mathematical Similarity involving  Prove similarity  Engaged  Response Cards Grade 9 Mathematics
Right Triangles generalizations are Right Triangle involving right  Supported  Traffic lights (Patterns and
achieved through triangles  Challenged Feedback Practicalities)
No. of Days:3 logical reasoning.  Solve problems  Healthy  Written
related to Exercises Other suggested links
KQ: similarity
How can involving right
mathematical triangles
conjectures or
generalizations be
formulated and
justified?
 Grade Level Standards: The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions, linear
equations and inequalities in two Variables, system of linear equations and inequalities in two variables); geometry ( axiomatic structure of geometry, triangle
congruence, inequalities in a triangle, and parallel and perpendicular lines ); and statistics and probability ( probability of simple events ) as applied – using
appropriate technology- in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

Chapter Number: 6 Number of Days: 8

Chapter Title: Trigonometry

Content Standards Performance Standards

The learner demonstrates understanding of the key concepts of trigonometry. The learner is able to apply the concepts of trigonometric ratios to formulate and solve
real-life problems with precisions and accuracy.
Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 6.1: KU:
Trigonometric Ratios of Mathematical Trigonometric Illustrate the six  Engaged  Thumbs Up/ Grade 9 Mathematics
Acute Angles ideas are related to Ratios trigonometric  Supported Sideways/ Down (Patterns and
each other. ratios: sine, cosine,  Challenged  Written Exercises Practicalities)
No. of Days:1 tangent, secant,  Healthy
KQ: cosecant, and Other suggested links
How does the cotangent
geometry of right Find the
triangle enable us to trigonometric
solve problems ratios of special
involving angles
trigonometry?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 6.2: KU:
Trigonometric Ratios of Mathematical Trigonometric  Illustrate the six  Engaged  Response Cards Grade 9 Mathematics
Obtuse Angles ideas are related to Ratios trigonometric  Supported  Thumbs Up/ (Patterns and
each other. ratios: sine,  Challenged Sideways/ Down Practicalities)
No. of Days:2 cosine, tangent,  Healthy  Written
KQ: secant, cosecant, Exercises Other suggested links
How does the and cotangent
geometry of right  Find the
triangle enable us to trigonometric
solve problems ratios of special
involving angles
trigonometry?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 6.3: KU:
The Law of Sines Some Laws of Sines  Illustrate laws of  Engaged  Red/ Green/ Grade 9 Mathematics
mathematical sines  Supported Yellow Cards (Patterns and
No. of Days:2 problems can yield  Solve problems  Challenged  Traffic Lights Practicalities)
to more than one involving oblique  Healthy Feedbcak
acceptable and triangles  Written Other suggested links
correct solution. Exercises

KQ:
Is there a single
solution to a
problem?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 6.4: KU:
The Law of Cosines and Mathematical Laws of Cosines and  Illustrate laws of  Engaged  Thumbs Up/ Grade 9 Mathematics
Tangents ideas are related to Tangents cosines  Supported Sideways/ Down (Patterns and
each other.  Solve problems  Challenged  Traffic Lights Practicalities)
No. of Days:2 involving oblique  Healthy Feedbcak
KQ: triangles  Written Other suggested links
How do the Law Exercises
of Sines and Law of
Cosines work to
solve a triangle at
the same time?
 Lesson Number/Title Key Knowledge Skills Whole Child Tenet Assessment Resources Institutional Core
Understanding/Key Values
Question
Lesson 6.5: KU:
Applications of Mathematical Applications of  Illustrate angles of  Engaged  Traffic Lights Grade 9 Mathematics
Trigonometry (Bearing, ideas are related to Trigonometry elevation and  Supported Feedbcak (Patterns and
Angles of Elevation, and each other. angles of  Challenged  Written Practicalities)
Depression) depressions  Healthy Exercises
KQ:  Use trigonometric Other suggested links
No. of Days:1 How does the ratio to solve real-
geometry of right life problems
triangle enable us to involving oblique
solve problems triangles
involving  Solve problems
trigonometry? involving oblique
triangles