Subject: MATHEMATICS 9

Grade Level: GRADE 9

Performance Task 1
(Quadratic Function)
History
1. Babylonian mathematics prior to 1600 BC was recorded on thousands of clay tablets. Many of the
tablets contained math problems. One of these tablets presented a problem on rectangular area:
“1 bur’u is the area; the length exceeded the width by 2, 25. What are the length and the width?”

a. Babylonians used a base 60 number system. For example, 1, 3, 22 meant

( 1 ∙60 2) + ( 3∙ 60 ) +(22∙ 1), which is equal to our 3802.
Assume a bur’u is 4, 0, 0. What are the decimal value of 1 bur’u and the number 2, 25?
b. Use w to represent the width in the problem. Write an equation and solve to obtain the width
and length.
c. Convert your answers to base 60 to show how an ancient Babylonian might express this
problem.
d. What are the advantages and disadvantages of the base 60 number system?

GREAT! GOOD! U-uh!

CRITERIA
(3 points) (2 points) (1 point)
Accuracy of the The computations There is a minor error in Computations are
computations are accurate. the computation. inaccurate or doubtful.

Research Evidence Evidence is clearly Evidence is reasonable Evidence is irrelevant,

relevant, with but with minor flaws, incorrect, or missing for
accurate and through such as only broadly the question.
explicitly described relevant, slightly
examples. incorrect, or only
paraphrased examples.
Uses Information Explains why certain Uses some appropriate Uses inappropriate
Appropriately information is information correctly. information.
essential to the
solution.
Clarity The explanation is The explanation has The explanation is
very clear, precise minor errors. vague.
and coherent.
 Subject: MATHEMATICS 9
Grade Level: GRADE 9
Performance Task 2
(Application of Quadratic Equations)

The Greeks believed that the rectangle with the most pleasing form was the golden ratio
rectangle. In this rectangle, the ratio of the width to length is the same as the ratio of its length to its
width plus the length. That is,
w l
=
l w+ l

a. If the width of a rectangle is equal to 1 cm, what must the length be in order for it to be a
golden rectangle?
w l
b. Solve the equation = for l in terms of w. Treat l as the variable in the equation and w as
l w+ l
the constant.
c. Research on the origins of the golden rectangle. (give at least 5 important things about golden
ratio)

GREAT! GOOD! U-uh!

CRITERIA
(3 points) (2 points) (1 point)
Accuracy of the The computations are There is a minor error in the The experiment is not
computations accurate; the height of computation; the height of performed accurately,
the building obtained the building obtained from if at all. Computations
from the experiment is the experiment is doubtful. are inaccurate or
reasonable. doubtful.

Research Evidence is clearly Evidence is reasonable but Evidence is irrelevant,

Evidence relevant, with accurate with minor flaws, such as incorrect, or missing
and through explicitly only broadly relevant, for the question.
described examples. slightly incorrect, or only
paraphrased examples.
Uses Information Explains why certain Uses some appropriate Uses inappropriate
Appropriately information is essential information correctly. information.
to the solution.

Clarity The explanation is very The explanation has minor The explanation is
clear, precise and errors. vague.
coherent.
 Subject: MATHEMATICS 9
Grade Level: GRADE 9
Performance Task 3
(Direct Variation)

A. Explore the relationship between the height of a person ( h ) and his or her foot length ( f ).
1. Measure the heights and foot lengths of at least 5 people.

2. Is the height of a person directly related to his or her foot length? If yes, write an equation
that represents the situation.

3. Yao Ming is 229 cm tall. What would you expect his foot length to be?

4. What other body parts are directly related? Prove your answer. Use actual measurements.
Write the equation of variation.

GREAT! GOOD! U-uh!

CRITERIA
(5 points) (3 points) (1 point)

Organization of data The heights and foot The heights and foot Incomplete data.
lengths of 5 people are lengths of 5 people are
well-organized in a listed.
table.
Accuracy of equation Computations are There are minor errors Most answers are
of variation accurate; the equation in the computations. inaccurate or incorrect.
of variation obtained is
correct.
Reasonableness of Computation of the foot Computation of the No answer.
answer to #3 length of Yao Ming is approximate foot
reasonable. length of Yao Ming is
not reasonable and
has errors.
Clarity, Accuracy and Is able to prove the Shows the relationship Fails to show any
Reasonableness of relationship between between two body relationship between
answer to #4 two body parts using parts; fails to give the two body parts.
actual measurements; equation of variation.
equation of variation is
correct.
 Subject: MATHEMATICS 9
Grade Level: GRADE 9
Performance Task 4
(Direct and Inverse Variation)

Visit an office, shop, or game in your locality (e.g. bakeshop, tailor, fast food, fire station,
hospital, basketball game)
a. Obtain actual data and use these to write
i. a direct variation problem,
ii. a direct square variation problem, and
iii. an inverse variation problem.

b. Identify the related quantities.

c. Solve the problems.

TAKE NOTE: Be ready to present the problems in class. Submit a hardcopy of the problems
and solutions to your teacher.
Your output and presentation will be graded using this rubric.

GREAT! GOOD! U-uh!

CRITERIA
(3 points) (2 points) (1 point)
Quality of the context The 3 problems are Problems are Problems are not
used realistic, interesting anchored on real life anchored on real life
and challenging. but neither interesting and are not interesting.
nor challenging.

Clarity of the problem Problems are clearly Problems lacks clarity

Problems are
stated and use correct and contain confusing and lack
terms and phrases. grammatical errors.necessary data and/or
conditions.
Accuracy of the Solutions are accurate; Solutions have minimal Solutions are incorrect;
solution related quantities are errors; related related quantities are
identified. quantities are not identified.
identified.
Preparedness and Submits the hardcopy Problem and solution Not ready with the
Punctuality of the problems and are not prepared in presentation nor the
their solutions on time; advance; submits the hardcopy.
Visual aids for hardcopy beyond the
presentation are ready. deadline.
 Subject: MATHEMATICS 9
Grade Level: GRADE 9
Performance Task 5
(Fraction as Exponents)

A. A bank pays an annual interest rate 3% compounded quarterly. If the initial deposit (or
principal) is Php 50 000, find the balance after 5 years.

( )
nt
r
A=P 1+
n

Where: A = final amount

P = principal amount (initial deposit)
r = annual nominal interest rate (as decimal)
n = number of times the interest is compounded per year
t = number of years

B. Show the balance of Php 50 000 after 5 years if the bank pays an interest rate of 3%
compounded annually.

C. Which gives a higher interest between the two? Explain.

GREAT! GOOD! U-uh!

CRITERIA
(3 points) (2 points) (1 point)

Accuracy of Provides accurate Computations have Computations are

computations for A computations of the minor inaccuracies. inaccurate; formula is
(compounded interest earned when incorrect.
quarterly) 3% rate is
compounded quarterly.

Accuracy of Provides accurate Computations have Computations are

computations for B computations of the minor inaccuracies. inaccurate; formula is
(compounded interest earned when incorrect.
annually) 3% rate is
compounded annually.

Accuracy of final Identifies correctly Identifies correctly Unable to identify

answer which between the two which between the two correctly which
gives a higher interest gives a higher interest between the two gives
and explains why. but does not explain the higher interest.
why.
 Subject: MATHEMATICS 9
Grade Level: GRADE 9
Performance Task 6
(Exponential Equations)

Mr. Gaviola deposited Php 100 000 in a bank paying an annual interest rate of 3.5% compounded
semi-annually.

( )
nt
r
A=P 1+
n

A. Find the balance after 10 years.

B. If you have a choice of depositing the amount in a bank paying an annual interest rate of 3.5%
i. compounded annually,
ii. compounded semi-annually, or
iii. compounded quarterly,

Which one would you take? Why? Support your answer by showing sample computations.

Rubrics:

You’re a banker! You’re a aspirant! Try harder!

CRITERIA
(5 points) (3 points) (1 point)
Accuracy of Provides accurate Computations have Computations are
computations for (A) computations of the minor inaccuracies. inaccurate; formula is
interest earned when incorrect.
the 3% rate is
compounded semi-
annually.
Accuracy of Provides accurate Computations have Computations are
computations for (B) computations of the minor inaccuracies. inaccurate; formula is
differences in interest incorrect.
earned when the 3.5%
rate is compounded
annually and quarterly.

Accuracy of final Identifies correctly Identifies correctly Unable to identify

answer which between the two which between the two correctly which
gives a higher interest gives a higher interest between the two gives
and explains why. but does not explain the higher interest.
why.
 Subject: MATHEMATICS 9
Grade Level: GRADE 9
Performance Task 7
(Simplifying Radical Expressions)

Form groups of 3. Each group is tasked to write a real-life problem involving simplifying
radicals.

Each group will present their problem in class 5 days from now. You may write the problem on
a manila paper or use a PowerPoint presentation. If the other groups fail to solve the problems
you presented, you will explain the solution to the class. Be ready to submit a hardcopy of the
problem and its solution to you teacher.

Your output and presentation will be graded using this rubric.

GREAT! GOOD! U-uh!

CRITERIA
(3 points) (2 points) (1 point)
Quality of the context The 3 problems are Problems are Problems are not
used realistic, interesting anchored on real life anchored on real life
and challenging. but neither interesting and are not interesting.
nor challenging.

Clarity of the problem Problems are clearly Problems lacks clarity

Problems are
stated and use correct and contain confusing and lack
terms and phrases. grammatical errors. necessary data and/or
conditions.
Accuracy of the Solutions are accurate; Solutions have minimal Solutions are incorrect;
solution related quantities are errors; related related quantities are
identified. quantities are not identified.
identified.
Preparedness and Submits the hardcopy Problem and solution Not ready with the
Punctuality of the problems and are not prepared in presentation nor the
their solutions on time; advance; submits the hardcopy.
Visual aids for hardcopy beyond the
presentation are ready. deadline.
 Subject: MATHEMATICS 9
Grade Level: GRADE 9
Performance Task 8
(Radical Equations)

Materials: ball, timer

Find out the approximate height of a building or structure by dropping a ball from the top and
recording the time it has taken the ball to reach the ground using a timer. Use the formula

t=
√ h
16
Where t = time in seconds h = height in feet
Be ready to report your findings in class.

Your output and presentation will be graded using this rubric.

GREAT! GOOD! U-uh!

CRITERIA
(3 points) (2 points) (1 point)

Accuracy and The computations are
reasonableness of the accurate; the height of
computations the building obtained
from the experiment is
reasonable.
There is a minor error The experiment is not
in the computation; the performed accurately,
height of the building if at all. Computations
obtained from the are inaccurate or
experiment is doubtful. doubtful.

Clarity and accuracy of Explanations of how Some parts of the Generally, the
explanation the time and height are explanations are explanation is unclear
obtained are clear and unclear and and inaccurate.
accurate. inaccurate.

Performance Task 9
 Subject: MATHEMATICS 9
Grade Level: GRADE 9
(Trigonometric Ratio)
Task: Form groups with 3 – 5 members each. Each group is to estimate the height of a chosen object
around the campus using two different methods:
a. The base of the object can be determined, and
b. The base of the object cannot be located.
Materials: a long tape measure, a soda straw, a 10-inch yarn, a sticky tape, a washer or other heavy
nut or bolt, a cardboard, a xerox copy of a protractor from 0° to 90°.
A necessary material to measure the angle of elevation or depression is the clinometer.
Making a Clinometer
1. Cut out a copy of the “protractor” and paste it on a board, leaving a margin all around.
2. Tie a short piece of string or yarn to a washer to make a plumbline.
3. Using a sticky tape, attach the plumbline to the board on the right hand corner of the protractor
so that it swings freely from the point of attachment.
4. In the diagram below, the angle of elevation ¿ 90 °−( 90° −θ )=θ .

5. Look through the straw to ‘sight’ the object of target.

6. Measure your height and the distance from the base of the object to your position.
7. Draw an illustration indicating the measures and solve for the height of the object.
8. Make a diorama to model the objects. Label the measurements and attach the problem (stated
in word) and the complete solution. Present this in your class and be ready to defend your
work as you answer some questions from your panel.

Performance Task 9
 Subject: MATHEMATICS 9
Grade Level: GRADE 9
RUBRIC

GREAT! GOOD! U-uh!

CRITERIA
(10 points) (7 points) (5 point)
Accuracy of All steps 1 to 3 in The clinometer was No clinometer was
constructed clinometer making the clinometer not properly constructed.
were followed. constructed. Some of
the steps were
missing.
Creativity and Quality The diorama shows The diorama shows an The student did not
of Construction of attention to acceptable degree of make or customize
Diorama construction. The attention to the any of the items on the
items are neatly construction. There diorama.
trimmed. All measures are a few-barely
are properly labeled. noticeable stray
All items are carefully marks, smudges, or
and securely attached glue stains.
to the backing. There
are no stray marks,
smudges, or glue
stains. There is an
exceptional degree of
creativity in the
creation/display.
Accuracy of the All measurements are Some of the measures No measure was
measurement correct, realistic, and are not correct or given.
replicable. realistic. Replicating
the process of
measurement gives a
different measure.

Accuracy of Solutions A correct trigonometric An incorrect answer No solution was given.

ratio was used; was given due to some
calculations and errors in the use of the
explanations are trigonometric ratio,
accurate arriving at a calculation, and
correct answer. solution.