St.

Joseph’s College of Rodriguez

J.P. Rizal St., Brgy. Balite, Rodriguez, Rizal

BASIC EDUCATION DEPARTMENT

CURRICULUM MAP

SUBJECT:MATHEMATICS GRADE LEVEL:9

1ST QUARTER
TERM (NO.) TOPIC: STANDARDS COMPETENCIES SKILLS ASSESSMENT ACTIVITIES INSTITUTIONAL
MONTH CONTENT CORE/GOSPEL VALUES

June to August Quadratic Content Standards: The students will be able to a. exploratory activity a. Practice honesty when
Equations, The learner … b. use class discourse in taking paper-and-pencil tests
Functions, and demonstrates 1. Illustrate quadratic illustrating quadratic b. Realizes that in
Inequalities; understanding of key equations equations mathematical symbolism,
Rational Algebraic concepts of quadratic M9AL-Ia-1 c. initiate firm-up even the slightest error can
a. diagnose students’
Equations equations, inequalities activity for deeper make a big difference in the
prior knowledge and
and functions, and understanding of answer. Similarly, in life,
skills in quadratic
rational algebraic 2. solve quadratic equations quadratic equations small faults uncorrected make
equation
equations. by: d. conduct individual vast difference in one’s
b. administer different
(a) extracting square roots (b) and cooperative character development
formative assessment
Performance Standards: factoring; (c) completing the seatwork exercises c. discerns that many of
c. conduct different
The learner is able to square; and (d) using the e. conduct mental math God’s law of nature can be
summative assessment
investigate thoroughly quadratic formula. activities to firm up expressed in mathematical
mathematical M9AL-Ia-b-1 understanding of models, which are always
relationships in various solving quadratic self-enforcing
situations, formulate equations. d. SIMPLICITY
real-life problems 3. characterize the roots of a a. initiate cooperative
a. administer different
involving quadratic quadratic equation using the learning activity on the
formative activities to
equations, inequalities discriminant nature of roots of a. demonstrates honesty
explore, firm up,
and functions, and M9AL-Ic-1 quadratic equations to during the administration of
deepen, and transfer
rational algebraic promote math tests
understanding tools in
equations and solve 4. describe the relationship communication. b. participates in every
roots of quadratic
them using a variety of between the coefficients and b. exploratory activities activity that promotes closer
equation
strategies. the roots of a quadratic c. individual and bonds with parents or siblings
equation. cooperative seatwork when working on homework.
M9AL-Ic-2 d. homework
e. conduct mental math

5. solve equations
transformable to quadratic
equations (including rational
algebraic equations)
M9AL-Ic-d-1
6. solve problems involving
quadratic equations and
rational algebraic equations.
M9AL-Ie-1
7. illustrate quadratic
inequalities
8. solves quadratic
inequalities.
9. solve problems involving
quadratic inequalities.
10. model real-life situations
using quadratic functions.
M9AL-Ig-2
11. represent a quadratic
function using: (a) table of
values; (b) graph; and (c)
equation
M9AL-Ig-3
12. transform the quadratic
function defined by 𝑦 =
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 into the form
𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘
activities to firm up
understanding of
solving equations
transformable to
quadratic equations
a. model how some
non-quadratic equations
a. administer different
can be solved using
formative activities to
methods of solving a. appreciates cooperative
explore, firm up,
quadratic equations. learning experiences
deepen, and transfer
b. individual and b. develops social skills.
understanding tools of
cooperative seatwork
quadratic equation
c. homework
d. mental math
a. recall steps in solving
word problem
a. formative a. practice honesty when
b. exposition
assessment taking paper-and-pencil tests
c. individual and
b. summative b. shows respect by giving
cooperative seatwork
assessment attention to the discussant
d. homework
e. mental math
a. discovery learning
a. practice respect for and
and questioning
acceptance of authority
b. demonstration
a. formative b. inculcate that work is good
c. class discussion
assessment and that everyone who can,
d. individual and
b. summative should work
cooperative seatwork
assessment c. bear in mind and heart that
e. homework
education is life’s greatest
f. mental math
equalizer.
e. quizzes
a. administer different
a. use guide questions
formative activities to
b. video presentation or a. discovers rules for
explore, firm up,
using real-life models themselves as they work on
deepen, and transfer
c. class discussion quadratic functions.
understanding of
d. homework b. practice honesty when
quadratic function
e. mental math taking paper-and-pencil tests
b. summative
f. quizzes
assessment
 M9AL-Ih-1
13. graph a quadratic
function: (a) domain; (b)
range; (c) intercepts; (d) axis
of symmetry; (e) vertex; (f)
direction of the opening of
the parabola.
M9AL-Ig-h-i-1
14. analyze the effects of
changing the values of a, h
and k in the equation 𝑦 =
𝑎(𝑥 − ℎ)2 + 𝑘 of a quadratic
function on its graph.
M9AL-Ii-2
15. determine the equation of
a quadratic function given: (a)
a table of values; (b) graph;
(c) zeros.
M9AL-Ij-1
16. solve problems involving
quadratic functions.
M9AL-Ij-2
a. using illustrative
examples
b. class discussion
c. cooperative learning
a. diagnose students
activities
prior knowledge and
d. showing models of
skills on quadratic
parabola
functions
e. conducting
b. administer different
mathematical
formative activities to a. practice honesty when
investigation
explore, firm up, taking paper-and-pencil tests
deepen, and transfer
f. answering essential
b. realization that life comes
questions
understanding of the with great responsibilities
g. conducting
groups of quadratic c. work attentively and
individual and
functions cooperatively with the other
cooperative seatwork
b. conduct summative members of his/her group.
activities
assessment to
h. homework
determine the level of
i. mental math
understanding of
j. administers quizzes
graphs of quadratic
and unit test
functions.
k. evaluates
performance task
presentations

TRANSFER GOAL:Students will be able to independently use their learning to deal with daily life situations or problems that can be solved using the concepts of quadratic equations,
functions and equalities with ease and confidence.

PERFORMANCE TASK IN GRASPS:

You are a game designer who will invent a game. After deciding on the rules of the game, you will build a prototype of the game. Then, you will explain the mechanics of the
game to the group of possible players. You have to design either an individual or a group name. To win your game, a player must have the knowledge and skills of quadratic equation and
problem solving skills in quadratics.
Present the game design and the prototype using problems on quadratic equations. This should include the solutions to all quadratic problems used in the game.
The game must be unique and creative and should focus on the concepts of quadratic functions/equations and problem-solving skills in quadratics. Your written mathematical
computation and oral explanation will be evaluated by a select group based on content, artwork and impact. (indicated below)
 RUBRICS FOR THE PERFORMANCE TASK:

Criteria 4 3
Content Concept and skills are
comprehensive and accurate
Artwork The designed game is original,
unique, and creative.
Impact The game together with its
presentation sends extraordinary
impact and strong motivation to its
users.
Contents and skills used are nearly
complete, and inaccuracies can be
easily repaired.
The designed game is an original
creative adaptation.
The game together with its
presentation sends unique impact
and moderate motivation to its
users.
2 1
Concept skills used are limited,
and inaccuracies affect overall
output.
The designed game carries few
original ideas, and is less creative.
The game together with its
presentation sends standard impact
and mild motivation to its users.
Concept skills used are few, and
conceptual errors are significant
and obvious.
The designed game has no
evidence of originality and
creativity.
The game together with its
presentation sends no impact and
low degree of motivation to its
users.

EU and EQ

Essential Understanding (EU) Essential Question (EQ)

Students will understand that … Students will keep considering the following questions …
1. quadratic equations, inequalities and functions are second-degree statements which show 1. What are the quadratic equations, functions and inequalities?
relationships between two physical variables
2. quadratic equations in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 is an important tool in finding the 2. How important are quadratic equations?
zeroes of quadratic functions defined by 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
3. knowing the different methods of solving quadratic equations will help them complete 3. How advantageous is it to know the different concept and skills of quadratic functions?
their work easily by using the appropriate method to use in a particular problem
4. vast applications of quadratic equations, inequalities or functions are modeled in two- 4. How are quadratic equations, functions or inequalities modeled in real life?
dimensional problems like finding the areas, distances, etc.

Prepared by: Ms. Sweney Michelle R. Alvarez

St. Joseph’s College of Rodriguez

J.P. Rizal St., Brgy. Balite, Rodriguez, Rizal

BASIC EDUCATION DEPARTMENT

 CURRICULUM MAP

SUBJECT:MATHEMATICS GRADE LEVEL:9

2ND QUARTER
TERM (NO.) TOPIC: STANDARDS COMPETENCIES SKILLS ASSESSMENT ACTIVITIES INSTITUTIONAL
MONTH CONTENT CORE/GOSPEL
VALUES
August to October Variations; Rational Content Standards: The students will be able to … a. 30-minute a. The importance of
Exponents and Radicals 1. illustrates situations that diagnostic test cooperation when
The involve the following a. diagnose students’’ b. exploratory activity doing a group work.
learnerdemonstrates variations: (a) direct; (b) prior knowledge and c. class recitation
understanding of key inverse; (c) joint; (d) combined. skills on Variations activity b. The importance of
concepts of variation M9AL-IIa-1 b. administer different d. class discourse being attentive during
and radicals formative assessment e. practical work classroom discussion.
c. conduct different f. individual and
Performance Standards: summative assessment cooperative seatwork c. The need to be
g. homework responsible during
The learneris able to h. mental math discussion and
formulate and solve 2. translates into variation a. perform the lever seatwork
accurately problems statement a relationship a. administer different principle experiment
involving radicals. between two quantities given formative activities to to illustrate the d. Being friendly with
by: (a) a table of values; (b) a explore, firm up, concept of inverse their classmates
mathematical equation; (c) a deepen, and transfer variation
graph, and vice versa. understanding tools in b. exploratory e. Being cooperative,
M9AL-IIa-b-1 roots of inverse activities honest and responsible
variation c. recitation activity to
promote math d. SIMPLICITY
b. conduct different communication
summative assessment d. individual and
3. solves problems involving
procedures to cooperative seatwork
variationM9AL-IIb-c-1
determine the level of e. homework
understanding of f. mental math
inverse variations g. administer quizzes
to evaluate learning
a. diagnose students’’ a. initiate cooperative
4. applies the laws involving
prior knowledge and learning activity that
positive integral exponents to
skills on Exponents facilitate discussion
zero and negative integral
b. administer different b. KWL technique
exponents.M9AL-IId-1
formative assessment c. individual and

5. illustrates expressions with
rational exponents.
M9AL-IId-2
6. simplifies expressions with
rational exponents.
M9AL-IIe-1
7. writes expressions with
rational exponents as radicals
and vice versaM9AL-IIf-1
8. derives the laws of radicals.
M9AL-IIf-2
9. simplifies radical expressions
using the laws of radicals.
M9AL-IIg-1
c. conduct different cooperative seatwork
summative assessment d. homework
e. mental math
activities
a. review on Laws of
Exponents, Zero
a. administer different
Exponent Property and
formative assessment
Negative exponents
activities to explore,
b. conduct individual
firm up, deepen and
and cooperative
transfer understanding
seatwork
b. conduct different
c. homework
summative assessment
d. mental math
activities
a. use ReQuest in
reviewing roots of a
number
a. administer different b. exploratory activity
formative assessment c. Think-Pair-Share
activities to explore, d. RAFT approach
firm up, deepen and e. conduct individual
transfer understanding and cooperative
b. conduct different seatwork
summative assessment d. homework
e. mental math
activities
f. administer quizzes
a. Lead the class in
exploring the Product
Rule of Radicals and
how it is used in
a. administer different
simplifying radical
formative assessment
expressions
activities to explore,
b. illustrate Product
firm up, deepen and
Rule
transfer understanding
c. discussion of
b. conduct different
Quotient Rule
summative assessment
d. recitation activity
e. Read-Write-Pair-
Share Activities
f. conduct individual
 and cooperative
seatwork
g. homework
h. mental math
activities

10. performs operations on
radical expressions.
M9AL-IIh-1
11. solves equations involving
radical expressions
M9AL-IIi-1
12. solves problems involving
radicals.M9AL-IIj-1
a. Conduct a Review
lesson on concepts of
SIMILAR TERMS
b. Use illustrative
examples to let the
students differentiate
similar radicals from
similar radicals
c conduct individual
and cooperative
seatwork
d. homework
e. mental math
activities
a. administer different f. administer quizzes
formative assessment a. class discussion
activities to explore, b. discovery learning
firm up, deepen and c. mental math
transfer understanding activities
b. conduct different d. higher order
summative assessment thinking skills activity
e. conduct individual
and cooperative
seatwork
f. homework
g. administer quizzes
a. Essential Questions
b. Think-Pair-Share
Approach
c. mental math
activities
d. conduct individual
and cooperative
seatwork
e. homework
 f. administer quizzes

TRANSFER GOALS:
Students will be able to independently use their learning to
 Find meaning when they compare and contrast relationships between various things in real life and decide accordingly
 Balance various things that are happening and will happening and will happen in their lives.
 deal with daily life situations or problems, which involve the concepts of expressions with rational exponents and radicals, thus, solve these situations easily.

PERFORMANCE TASK:
The electronic spreadsheet is now one of the most basic useful computer processes. Evaluating expressions and solving equations can be facilitated by this computer
Wonders. For your Performance task, imagine that you are a computer tutor who will lead a group of students to work on a simple excel program or electronic spreadsheets for
expressions/equations with rational exponents and radicals, and test accuracy of the program by manual computation. You need to present a role-play of tutor-tutees situation. The excel
product involving expressions with rational exponents and radicals and the manual solution to test the accuracy of the spreadsheet program must be included in the role playing that will be
evaluated by the other students and the teacher.

RUBRICS FOR THE PERFORMANCE TASK:

Criteria 4 3
Completeness All the learning competencies
involving expressions/equations
with rational exponents and
radicals are programmed.
Accuracy of data The spreadsheet is free from
errors.
Presentation of the program Role-playing presentation is
exceptionally clear, thorough, and
fully supported with theories and
principles of radical equation, and
is easy to follow.
One or two of the learning
competencies involving
expressions/equations with rational
exponents and radicals are missing.
The spreadsheet has minimal error
but has no effect on the program.
Role-playing presentation is
generally clear, and reflective of
student’s personal ideas, and some
accounts are supported by
mathematical principles.
2 1
Three or four of the learning
competencies involving
expressions/equations with rational
exponents and radicals are missing.
The spreadsheet has a number of
error that have great effect on the
program.
Role-playing presentation is
reflective of some of what is
learned; lacks clarity and accounts;
and have limited support,
Five or more of the learning
competencies involving
expressions/equations with
rational exponents and radicals are
missing.
The program doesn’t work.
Role-playing presentation is
unclear and impossible to follow;
is superficial and more descriptive
than analytical.

EU and EQ

Essential Understanding (EU) Essential Question (EQ)

Students will understand that … Students will keep considering the following questions …
1. two variables/quantities can relate to each other directly or inversely; and 1. How can variations facilitate understanding some physical involving two quantities?
2. relationships that exist between real-world quantities involving variations can be
2. How are expressions with rational exponents and radicals simplified?
modeled, thus, solved using a variety of strategies.
3. expressions with rational exponents and radicals can be simplified and evaluated using the
3. Why is there a need to study rational exponents? How important are radicals?
different law of exponents and radicals; and
4. some of their daily activities can be modeled, thus, can be solved using the concepts of
expressions with rational exponents and radicals.

Prepared by: Ms. Sweney Michelle R. Alvarez

St. Joseph’s College of Rodriguez

J.P. Rizal St., Brgy. Balite, Rodriguez, Rizal

BASIC EDUCATION DEPARTMENT

CURRICULUM MAP

SUBJECT:MATHEMATICS GRADE LEVEL:9

3RD QUARTER
TERM (NO.) TOPIC: STANDARDS COMPETENCIES SKILLS ASSESSMENT ACTIVITIES INSTITUTIONAL
MONTH CONTENT CORE/GOSPEL
VALUES
October to December Similar Triangles; Content Standards: The students will be able to … a. diagnose a. Set up a Carousel a. The importance of
Quadrilaterals 1. identifies quadrilaterals that students prior Method to determine cooperation when doing
The learner demonstrates
understanding of key
concepts of quadrilaterals
(parallelograms, trapezoids,
kites) and triangle similarity.
Performance Standards:
The learner is able to
investigate, analyze, and
solve problems involving
quadrilaterals
(parallelograms, trapezoids,
kites) and triangle similarity
through appropriate and
accurate representation.
are parallelograms. M9GE- knowledge and stock knowledge on a group work.
IIIa-1 skills on Quadrilaterals
2. determines the conditions parallelogram and b. group discussion b. The importance of
that guarantee a quadrilateral a their properties c. Cooperative being attentive during
parallelogram.M9GE-IIIa-2 b. administer Learning Approach classroom discussion.
different formative mental math activities
assessment d. individual and c. The need to be
3. uses properties to find activities to cooperative seatwork responsible during
measures of angles, sides and explore, firm up, e. homework discussion and seatwork
other quantities involving deepen and transfer f. administer quizzes
parallelograms. understanding d. Being friendly with
M9GE-IIIb-1 c. conduct different their classmates
summative
assessment e. Being cooperative,
a. Group Discussion honest and responsible
a. administer b. Write Shop as
different formative Critical thinking f. SIMPLICITY
assessment activity
4. proves theorems on the
activities to c. Mental Math g. The student will be
different kinds of
explore, firm up, Activities able to help create a
parallelogram (rectangle,
deepen and transfer d. Individual and warp, safe classroom
rhombus, square).
understanding Working-In-Pair environment where
M9GE-IIIc-1
b. conduct different Seatwork everybody feels
summative e. Homework comfortable to speak out
assessment Activities about their ideas on all
f. Administer Quizzes the lessons.
a. administer
a. provide students
different formative
with opportunity to The student will be able
5. proves the Midline assessment
prove Midline to
Theorem. activities to
Theorem and h. manifest good
M9GE-IIId-1 explore, firm up,
intercepts theorem listening skills
deepen and transfer
d. mental math
understanding
a. administer a. Group Discussion i. make commitment to
different formative b. Discovery help those less fortunate,
assessment Learning activity as a result of group/class
6. proves theorems on activities to c. Mental Math discussion of created
trapezoids and kites. explore, firm up, Activities problems related to the
M9GE-IIId-2 deepen and transfer d. Individual and lessons.
understanding of Working-In-Pair
TRAPEZOID AND Seatwork
KITES e. Homework
 b. conduct different Activities
summative f. Administer Quizzes
assessment and Unit Test
a. Group Discussion
b. Write Shop as
Critical thinking
activity
c. Mental Math
7. solves problems involving
Activities
parallelograms, trapezoids and
d. Individual and
kites.M9GE-IIIe-1
Working-In-Pair
Seatwork
e. Homework
Activities
f. Administer Quizzes
8. describes a proportion. a. Use the Golden
M9GE-IIIf-1 ration and the Golden
rectangle
a. diagnose b. practical work
students’’ prior activity
knowledge and c. Think-Pair-Share
skills on Proportion Approach
9. applies the fundamental b. administer d. mental math
theorems of proportionality to different formative activities
solve problems involving assessment e. Cooperative
proportions.M9GE-IIIf-2 c. conduct different learning Activity
summative f. individual and
assessment cooperative seatwork
g. homework
h. mental math
i. administer quizzes
10. illustrates similarity of a. Use Guide
a. administer
figures.M9GE-IIIg-1 Questions
different formative
11. proves the conditions for b. Think-Pair-Share
assessment
similarity of triangles. SAS Approach
activities to
similarity theorem SSS c. mental math
explore, firm up,
similarity theorem activities
deepen and transfer
AA similarity theorem d. Cooperative
understanding
Right triangle similarity learning Activity
b. conduct different
theorem e. individual and
summative
Special right triangle theorems cooperative seatwork
assessment
M9GE-IIIg-h-1 f. homework
 12. applies the theorems to g. mental math
show that given triangles are h. administer quizzes
similar.M9GE-IIIi-1
13. proves the Pythagorean a. Pose a problem
Theorem.M9GE-IIIi-2 b. Cooperative
learning Approach
a. administer c. Introduce
different formative Pythagorean
assessment Theorem
activities to d. Group Discussion
explore, firm up, e. mental math
14. solves problems that
deepen and transfer activities
involve triangle similarity and
understanding f. individual and
right triangles.M9GE-IIIj-1
b. conduct different cooperative seatwork
summative g. homework
assessment h. mental math
i. administer quizzes
j. Performance Task
Presentation

TRANSFER GOALS:
Students will be able to independently use their learning to
 discern things around them that which are similar and how they can relate one to each other
 appreciate how the concepts or characteristics of similar triangles help them deal with real-life problems

PERFORMANCE TASK:
Landscaping is the art of beautifying a piece of inland scenery by modifying or enhancing its features. A landscape architect is the one who designs a piece of land based on
conditions set by the client. Your task is to act as the landscape architect of your company who will convince a client through your design to pursue a landscape project. Your goal is to
draw an original and creative landscape plan for a park that will make use of quadrilaterals as the main designs. Make sure to indicate accurate designs. A brief description of the design
explaining the values of each element should accompany the landscape plan. Your design and your presentation will be evaluated by a select group of people based on originality and
creativity, accuracy and clarity.

RUBRICS FOR THE PERFORMANCE TASK:

Criteria 4 3 2 1
Originality and Creativity The plan reflects original work The plan reflects few new ideas The plan reflects fulfillment of The plan was not completed.
through unusual designs. while others are based on someone tasks but show no evidence of
else’s work. originality.
 Accuracy All designs reflect accurate use of
theorems and measurement
principles.
Presentation of the program The brief description explains very
well the values of each element.
Some designs reflect inaccuracy
but the overall plan is not affected.
The brief description explains
relatively well the values of each
element.
There are inaccurate designs that All the designs are inaccurate.
affect the overall results.
Some descriptions are vaguely The description is difficult to
explained. follow.

EU and EQ
Essential Understanding (EU) Essential Question (EQ)
Students will understand that …
Students will keep considering the following questions …
1. If triangles are similar, the changes in their corresponding sides together with their
1. What are some basic truths about the sides perimeter, and areas of similar triangles?
perimeters and areas are proportional
2. The characteristics or concepts or different theorems related to similar triangles help one
2. How can similarity between triangles be used to make sense of the world around us?
understand the world around us.
3. There are properties, characteristics, or theorems that are true to all types of quadrilaterals 3. In what real-life situations would it be necessary to determine the theorems or concepts
and there are those that are true to a specific type; and involving quadrilaterals?
4. The theorems or concepts involving quadrilaterals are used to deal with lots of real-life
situations happening around us.

Prepared by: Ms. Sweney Michelle R. Alvarez

St. Joseph’s College of Rodriguez
J.P. Rizal St., Brgy. Balite, Rodriguez, Rizal

BASIC EDUCATION DEPARTMENT

CURRICULUM MAP

SUBJECT:MATHEMATICS GRADE LEVEL:9

4TH QUARTER
TERM (NO.) TOPIC: STANDARDS COMPETENCIES ASSESSMENT ACTIVITIES INSTITUTIONAL
MONTH CONTENT SKILLS CORE/GOSPEL
VALUES
January to March Triangle Content Standards: The students will be able a. diagnose students a. Puzzle Game/ Four a. The importance of
Trigonometry to … prior knowledge and Pics, One Word cooperation when doing a
The 1. illustrates the six skills on six b. exploratory activity group work.
learnerdemonstrates trigonometric ratios: sine, trigonometric functions c. class discourse
understanding of the cosine, tangent, secant, b. administer different d. practical work b. The importance of
basic concepts of cosecant, and cotangent
trigonometry. M9GE-IVa-1
Performance Standards:
The learner is able to
apply the concepts of
trigonometric ratios to
formulate and solve
real-life problems with
2. finds the trigonometric
precision and accuracy
ratios of special angles.
M9GE -IVb-c-1
3. illustrates angles of
elevation and angles of
depression.
M9GE-IVd-1
4. uses trigonometric
ratios to solve real-life
problems involving right
trianglesM9GE-IVe-1
5. illustrates laws of sines
and cosines
M9GE-IVf-g-1
6. solves problems
involving oblique
triangles.M9GE-IVh-j-1
formative assessment e. individual and being attentive during
activities to explore, cooperative seatwork classroom discussion.
firm up, deepen and f. homework
transfer understanding g. mental math c. The need to be
c. conduct different h. Administer a quiz responsible during
summative assessment discussion and seatwork
a. Review and Drill
Lesson d. Being friendly with
a. administer different
b. Practical work Activity their classmates
formative assessment
in Deriving the Six
activities to explore,
Trigonometric Ratios e. Being cooperative,
firm up, deepen and
c. Class Discussion honest and responsible
transfer understanding
d. Use Mental Math
b. conduct different
Activities f. SIMPLICITY
summative assessment
e. Formative Test
f. Homework Activities g. The student will be
a. diagnose students able to help create a
prior knowledge and warp, safe classroom
skills on Solving Real- a. Pose Essential environment where
Life problems Questions everybody feels
involving right b. Class Discussion comfortable to speak out
triangles c. Group Exercises about their ideas on all
b. administer different d. Independent Practice the lessons.
formative assessment and Group Seatwork
activities to explore, Exercise
The student will be able
firm up, deepen and e. Homework Activities
to
transfer understanding f. Administer Quizzes
c. conduct different h. manifest good listening
summative assessment skills
a. diagnose students
prior knowledge and i. make commitment to
skills on Solving Real- a. conduct a class help those less fortunate,
Life problems discussion as a result of group/class
involving Oblique b. Independent Practice discussion of created
triangles and Group Seatwork problems related to the
b. administer different Exercise lessons.
formative assessment c. Homework Activities
activities to explore, d. Administer Quizzes
firm up, deepen and e. Administer Unit Test
transfer understanding f. Performance Task
c. conduct different
summative assessment
TRANSFER GOALS: Students will be able to independently use their learning to appreciate the vast uses of trigonometric ratios and realize their importance to a number of people in
their respective fields of work.

PERFORMANCE TASK:
Amusement parks are places where people can go and relax. For some, especially the young ones, these parks can give thrill and excitements since these parks are places where
they can enjoy with their friends. These places also serve as bonding places for most of the Filipino families: places where they can have quality time with their loved ones. The
amusement park in Pasay ensures that their park is always exciting, thrilling but safe, and convenient to everybody. The “Wild River” is one of the highlights of the park and people are
willing to wait for their turn despite the long queue. Since the owners of the park want their place to be convenient to its clients, they have decided to add another ride similar to “Wild
River”. In order to find a good design for this additional ride, they have decided to hold a designer contest. You will be one of the designers to join the contest aiming to get the job as
designer of the new “Wild River 2”. The contest requires documentation of your design, including a scale drawing of the design with dimensions, all your calculations, and a report to the
owners that explain your design. Convince the owners why your design should be selected during the oral presentation of your design. Your design and yourpresentation will be evaluated
by a select group of people based on creativity, safety of the design, and presentation/demonstration.

RUBRICS FOR THE PERFORMANCE TASK:

Criteria 4 3
Creativity The design shows unique features
that attract more visitors.
Safety of the Design The design reflects total safety of
the riders.
Presentation of the program The presentation and
demonstration are very well
executed, including the
explanation of mathematical
aspects of the design.
The design shows some features
that will attract visitors.
There are some concerns on the
design but the safety of riders is
assured.
The presentation and
demonstration are relatively good,
including the explanation of
mathematical aspects of the
design.
2 1
The design shows some unique
features but are not attractive.
There are some concerns on the
design that may put the riders in
danger.
The presentation and
demonstration show some
technical problems and some
inaccuracy of mathematical
aspects of the design.
The design shows resemblance to
already existing designs.
The design is not safe for riders.
The presentation and
demonstration did not work well,
because of the inaccuracy of
mathematical aspects of the
design.

EU and EQ

Essential Understanding (EU) Essential Question (EQ)

Students will understand that …
Students will keep considering the following questions …
1. Trigonometric rations can be used to find side lengths and angle measures of a right
1. Why is it important to understand the concept of trigonometric functions?
triangle when certain conditions of side lengths and angle measures are known
2. the concepts, laws, and formulas of trigonometric ratios, which deal more with
2. How are the concepts of trigonometric functions applied into modeling and solving rea-
independently measuring heights and distances in right triangles, can be used in solving real-
life problems?
life problems.
Prepared by: Ms. Sweney Michelle R. Alvarez