-

Santiago City
Tel/Fax: (078)-682-8454 / 305-0957
www.northeasterncollege.edu.ph
COLLEGE OF EDUCATION

Unpacking of Curriculum Guides

Course Code : EDUC 19

Course Description : Assessment in Learning 1
Course Facilitator : Perfecto M. Garcia III, LPT
Subject : Mathematics 9
Name :

Grade 9 Quarter 1:
Content Learning Objective/s Learning Activities Assessment Task
Competencies

Patterns and  illustrates quadratic At the end of the lesson the Teacher Managed  Quiz
Algebra equations; M9AL-Ia- learner should be able to:  Lecture – Discussion I. The student/s will
1 recognize if the given
 solves quadratic  Define quadratic equation. Student Managed equation is Quadratic or
equations by: (a)  Distinguish quadratic  Essay not. 5 points each.
extracting square equation from non - The student will make 1. 2 x2 +5 y +4=0
roots; (b) factoring; Quadratic. a short definition about 2. 16 x−17 y=0
(c) completing the  Classify quadratic quadratic equation with a 3. 5 x+ 3=0
square; and (d) equations by: (a) maximum of 50 words 4. 8 x 2−25 y +6=0
using the quadratic extracting square roots;
 formula ; M9AL-Ia-b- (b) factoring; (c) 5. 2 x2 −3 y−5=0
1 completing the square;  “Group Work”
and (d) using the Determine the II. Solve the quadratic
quadratic formula. following quadratic equation equation using extracting
 solves quadratic using extracting square, square roots: factoring,
equations by: (a) factoring, completing the completing the square and
extracting square roots; square and the quadratic using the quadratic
(b) factoring; (c) formula. formula
completing the square; a. (x +2)( x−2)=0 1. 4 x2 +6 x +10=0
and (d) using the b. 2 x2 −7 x+3=0
quadratic formula c. 2 x2 −9 x=35 Criteria:
2
d. 3 x −9 x+ 3=0 Solution – 5 pts
Final Answer – 5 pts

 characterizes the At the end of the lesson Teacher Managed  Identify if it True or False, if
roots of a quadratic the learner should be able  Lecture – Discussion false underline the word and
equation using the to: put the appropriate word. 2
discriminant; M9AL- Student Managed points each.
Ic-1  Define the roots of a  Learning Activity 1: 1. A quadratic equation is
 describes the quadratic equation using Directions: Transform each an equation of degree
relationship between the discriminant. of the following equations 2.
the coefficients and  Identify the relationship into a quadratic equation in 2. All rational algebraic
the roots of a between the coefficients the form expressions are
quadratic equation; and the roots of a a x 2 +by +c=0 transformable to
M9AL-Ic-2 quadratic equation. quadratic equation.
 solves equations  Differentiate quadratic 1. x ( x +5 ) =8 3. A quadratic equation
transformable to equation and rational 2. 4 s ( s−3)+10 has at most two
quadratic equations algebraic expression. solutions
(including rational 4. Quadratic formula can
 algebraic equations);  Solves equations 1 1 9 solve all types of
3. + + 3+
M9AL-Ic-d-1 transformable to quadratic x x
2
2 quadratic equation
equations (including 5. All roots of quadratic
rational algebraic equations are real
equations)  Learning Activity 2 numbers.
“The Boat is Sinking” group
yourself into 2. With a pair
 Criteria for Learning
answer the questions
Activity 2.
1. How did you transform
each equation into a quadratic
equation? What mathematics Content 10 pts
concepts or principles did you
apply? Correctness 10 pts
2. Did you find any difficulty
Focus 10 pts
in transforming each equation
into a quadratic equation? Total 30 pts
Explain.

 solves problems At the end of the lesson the Teacher Managed  Solve the following equation
involving quadratic learner should be able to:  Lecture – Discussion and identify if it is Quadratic
equations and or Rational Algebraic
rational algebraic  Define the relationship Student Managed equations
equations; M9AL-Ie- between a quadratic  “Play and Learn”
1 equation and algebraic Step1: The students will 8 2
form a group of 3. 1. x + + =1
equation. 5 x
 Differentiate quadratic Step 2: Each group will 3 3
2. + =1
equation and rational select their representative ( x−1) ( x−5 )
algebraic equation. who is going to answer on
  solves problems involving the board with a time limit x+ 8 2
3. + =x+1
quadratic equations and Step 3: The teacher will 5 x
rational algebraic read the formula and the 3 3x
4. +
equations representative will write x−1 x−5
and answer it on the 3 3x
5. + =1
board. x−1 x−5
Step 4: the representative
who answer it first will Criteria:
credit the score.
Step 5: The group who will Solution 5 pts
gather many points will be Final Answer 5 pts
the winner.
Equations: Total 10 pts
1. x(x-5)=21
2. (x-2)(x+1)=0
3 2x
3. +
x−1 x−5
6 25
4. x + + =1
5 x
5. X+3=39

 illustrates quadratic At the end of the lesson the  Teacher managed  Short quiz (15 items). 2 pts
inequalities; M9AL- learner should be able to: Lecture – Discussion each
If-1  Solve and graph the solution
 solves quadratic  Define quadratic set of quadratic inequalities.
inequalities; M9AL- inequalities  Students Managed (5 points each)
If-2  Determine the equation of “Guess that Eq”
quadratic inequalities The students will determine Factoring 1pt.
 solves problems
involving quadratic  Illustrate quadratic the following equation if it is Sign graph 2 pts.
 inequalities. M9AL- inequalities quadratic or not.
If-g-1  Solves quadratic
inequalities Checking 2 pts.
“Find my Partner”
 Solves real-life problems The students will match each
involving quadratic inequality statements in
inequalities. column A with the
corresponding solution in
Column B.

"Let's work out"

The students will find a pair
and each pair, they will
solve and graph with the
solution set of the quadratic
inequalities.

“Answer me”
The students will determine
and solve a real life problem
that involve quadratic
inequalities. Answer it
correctly.

 models real-life At the end of the lesson the Teacher Managed Rubrics of “complete me!”
situations using learner should be able to:  Lecture – Discussion
quadratic functions.
Complete 5 points
M9AL-Ig-2  identify the problems Student Managed
 represents a involving quadratic Complete me!
Table 5 points
quadratic function
 using: (a) table of inequality Graph 10 points
values; (b) graph;  define some real-life Complete the quadratic
and (c) equation. situations using quadratic function using the table of Total 20 points
M9AL-Ig-3 functions values and graph.
 identify a quadratic
function using a table of a. x 2−4 x+ 4
values, graph and
x - 0 1 2 3 4 5
equation
1
 differentiate the quadratic
inequality and quadratic y 4 0 4
function

b. 2x2 – 3x + 4

x -2 -1 0 1 2 3 4

 transforms the At the end of the lesson the Teacher Managed  "Find Me!"
quadratic function learner should be able to:  Lecture – Discussion Given f(x)=-4x²+10x+9
defined by y = ax 2 + Find and sketch the graph
bx + c into the form y  Classify the graphs of a Student Managed labelling the following:
= a(x – h) 2 + k; quadratic function (a)  Graph me! a.) Vertex
M9AL-Ih-1 domain; (b) range; b.) Axis of symmetry
 graphs a quadratic (c)intercepts; (d)axis of Graph each quadratic c.) Domain, Range
function: (a) domain; symmetry; (e) vertex; function. d.) X-intercepts
(b) range; (c) (f)direction of the opening a.) f(x)= -2(x-3)+8 e.) Y-intercepts
2
intercepts; (d) axis of oa the parabola. b.) f(x)= (x+2) + 3
symmetry; (e) vertex;  Determine the quadratic Criteria
(f) direction of the function defined by y = ax
 opening of the 2 + bx + c into the form y Correctness 10 pts
parabola; M9AL-Ig- = a(x – h) 2 + k
h-i-1  solve for quadratic Sketch 10 pts
function Total 20 pts

 analyzes the effects At the end of the lesson the Teacher Managed  "Draw me, my friend!”
of changing the learner should be able to:  Lecture – Discussion
values of a, h and k
Draw a Cartesian Plane and input
in the equation y =  Identify the effects of Student Managed
the give function.
a(x – h) 2 + k of a changing the values of a,  "Fix Me coz I’m broken!”
quadratic function on h and k in the equation y = 10 points each function.
Group Activity!
its graph; M9AL-Ii-2 a(x – h) 2 + k of a The learners will be divided
quadratic function on its into three groups and they f ( x )=x 2
graph need to fix a crossword g ( x )=2 x 2
 Determine the effects of puzzle by putting the effect 1 2
h ( x )= x
changing the values of a, on its respective term. 2
h and k in the equation y =
With these, the students
a(x – h) 2 + k of a would be able to fix the
quadratic function on its puzzle and familiarize the
graph effects of the different
 Distinguish the following: terms.
a. the effect of the value
of A on the graph of A Group
H Group
quadratic equation
K Group
b. the effect of changing
the value of H and;
c. how does K affect the
function.
  determines the At the end of the lesson the Teacher Managed SEE, THINK & SOLVE
equation of a learner should be able to:  Lecture – Discussion
quadratic function The first 10 students to get
Student Managed the correct answer will have 10
given: (a) a table of  Identify the equation of a
 "Find IT to complete ME!” points and the second 10
values; (b) graph; (c) quadratic function given: students to pass will have 7
zeros; M9AL-Ij-1 (a) a table of values; (b) points and the rest will have 4
By pair!
 solves problems graph; (c) zeros The learners will choose their points.
involving quadratic  Illustrate a) a table of partner to find the missing 2
functions; M9AL-Ii-j- values; (b) graph; (c) integers to complete the 1. x +2 x+2=0
2 zeros given question. 2. 2 x −4 x=−2
a.. 3. 7 x−3=4 x 2
 Differentiate a) a table of
x -3 -1 1
values; (b) graph; (c)
y -8 0
zeros
 Solve problems involving b. Graph the quadratic equation
quadratic functions given on the first part (a).

c. Find the zeros of

2
y=x +12 x+32
Quarter 2:
Patterns and  Illustrates At the end of the lesson the Teacher Managed  QUIZ TIME!
Algebra situations that learner should be able to:  Lecture – Discussion
involve the Direction: In your own words
Student Managed define the following variation. 10
following  Define variations (a)
points each.
variations (a) direct, (b) inverse, (c) joint  Match me!
1. Direct Variation
direct, (b) inverse, and (d) combined. 2. Inverse Variation
(c) joint and (d)  Distinguish the situations The facilitator will match the 3. Joint Variation
combined. M9AL- that involve the following correct the correct answer 4. Combined Variation
IIa-1 variations using the different variation. Essay.
Give a real life situation that you
 Determine the situation can connect into the types of
 that involve the following 1. The sales of a product may variations as a student. 20 points
variations (a) direct, (b) be directly proportional to the
inverse, (c) joint and (d) amount of money spent on Conciseness 5 points
advertising the product Accuracy 5 points
combined.
(combined variation) Relative 5 points
2. The cost of busing students Stucture 5 points
for each school trip varies with
the number of students
attending and the distance
from the school.(joint
variation)
3. The number of hours you
work and the amount of your
paycheck. (direct variation)
4. More men at work, less
time taken to finish the work.
Less men at work, more time
is taken to finish the work.
(inverse variation)
5. When you decrease your
speed, the time it takes to
arrive at that location
increases. (inverse variation)

 translates into At the end of the lesson the Teacher Managed  It’s Your TURN!
variation statement a learner should be able to:  Lecture – Discussion
relationship between
Student Managed A. Write an equation for the
two quantities given
 Identify the variation following statements. 10 points
by: (a) a table of  It’s you time!
statement, its relationship each.
values; (b) a
between two quantities The class will be divided into
mathematical
given by: (a) a table of Five groups and they will 1. The fare F of a passenger
equation; (c) a
values; (b) a mathematical collaboratively answer the varies directly as the distance d
 graph, and vice equation; (c) a graph, and following question. of his destination.
versa; M9AL-IIa-b-1 vice versa
 solves problem  Illustrate variation Using his bicycle, Anna 2. The Cost C of fish varies
travels a distance of 10 directly ads it weight in w in
involving variation; statement, its relationship
kilometers per hour on a steep kilograms.
M9AL-IIb-c-1 between two quantities road. The table shows the
 Apply the relationship distance she has travelled at a 3. The employee’s salary S varies
between two quantities particular length of time. directly as the number of days d
given by: (a) a table of he has worked.
values; (b) a mathematical Tim 1 2 3 4 5
e B. Determine if the tables and
equation; (c) a graph, and
Dist 10 20 30 40 50 graphs below express a direct
vice versa variation between the variables. If
anc
 Solve problems involving e they do, find the constant of
variation given by: (a) a variation and a n equation that
table of values; (b) a Questions: defines the relation. 10 points
mathematical equation; each
(c) a graph, and vice 1. What happens to the 1.
distance as the length of time X 1 2 3 4
versa
increases? y -3 -6 - -12

2. Using this pattern, how 2.

many kilometers would he X 7 14 -21 -28
1 y 3 6 -9 -12
have travelled in 8 hours?
2
3.
3. How will you able to find X -15 10 -20 25
the distance (without the aid y -3 2 -4 5
of the table)? Write a
mathematical statement to
represent the relation
4. What mathematical
operation did you apply in this
 case? Is there a constant
number involved?

4.

5.

C. In each of the following, y

varies directly as x. Find the
values as indicated. 10 points
each

1. If y= 12 when x=4, find y when

x=12.

2. If y=-18 when x=9, find y when

x=7.

3. If y=-3 when x=-3, find x when

y=2.

 applies laws At the end of the lesson the Teacher Managed  Simplify ME!
 involving positive learner should be able to:  Lecture – Discussion
integral exponents to
zero and negative  Identify the laws of Student Managed
Simplify the following and write
integral exponents; integral exponents  Find the Difference!
your answers with positive
M9AL-IId-1  Illustrate applies laws exponents. 10 points each
The students will have their
involving positive integral partner to illustrate the
exponents to zero and difference between the 1. x−8 . x 5
negative integral positive integral exponents to 2. 4 h−2 ¿
exponents zero and negative integral 3.5 x 0−10 y 0
−9
 apply laws involving exponents using a Venn p
4. −6
Diagram. q
positive integral
exponents to zero and 5 a−9
5.
negative integral 6 b−2
exponents Positive Negative

 illustrates At the end of the lesson the Teacher Managed Simplify Me

expressions with learner should be able to:  Lecture – Discussion  Solve and simplify the
rational exponents; following expressions with
M9AL-IId-2  Define rational exponents Student Managed rational exponents. Show your
 simplifies  Distinguish expressions  “Let’s Do It Together!” solution. 10 points each.
expressions with with rational exponents Direction: Find a
rational exponents; from non- rational partner and simplify
3
M9AL-IIe-1 exponents expression with rational 1. 36 2
 Simplify expressions with exponents together with its 4
2. 27 3
solution and present it in
 rational exponents front. 3. 81 4
3

 Identify the following  Criteria for “Let’s Do It

expression, write RE if it is Together”
Rational Exponents and write
NRE if it is not. Accuracy 10 pts
1. Explanation 10 pts
2. Presentation 10 pts

3. Total 30 pts
4.
5.

 writes expressions At the end of the lesson the Teacher Managed  Direction: Simplify the radical
with rational learner should be able to:  Lecture – Discussion expressions using the laws
exponents as of radicals all variables are
radicals and vice  Define the expression with Student Managed positive. Rationalize any
versa. M9AL-IIf-1 rational exponents as  “Know better about Me” irrational denominators. 10
 derives the laws of radicals and vice versa. pts each.
radicals. M9AL-IIf-2  Illustrate the laws of Apply the laws of rational
 simplifies radical radicals exponents in classifying the
expressions using  Classify the radical expression.
1. √3 27 x 12 y 15
the laws of radicals. expression using the laws 2. √4 81 p 18 r 15

( ) √
1 2 6 3 2
M9AL-IIg-1. of radicals. 4 4m n
x2 y3 3.
 Simplify the radical 1. 2 3 2 m2 n3

√
5 4
expression using the law x y 4 3 x6 y5
4.
of radical. 1 −2 13
( ) 16 x y
−3
2. p 4 q 3 3
 √ 3 t 2 s3
5.
( )
1 1 2
3. 5 2 m 4 4 √ 5 t s3

Explain the following

( )
12 1
a 6 1. How do you simplify radical
4. 6
b expressions using the law of
radicals?

( )
1
4 m8 y 12 4 2. What is the connection
5.
8 n 20 between expressions with
rational exponents and
radicals?
( )
1
16 x 9 n3 3
6.
26
Criteria:
3
7. ( m16 y 8 ) 8 Relevance 10 pts

Correctness 10 pts
1 1
8. ( 2 p ) ( 2 p )
2 2 2 3
Explanation 10 pts

1 1 Total 30 pts
9. ( a 10 ) 5 + ( a4 ) 2

( )
5 1 2
3 p2r 4
10. 1
2
6

 performs operations At the end of the lesson the Teacher Managed  Direction: Identify the
 on radical learner should be able to:  Lecture – Discussion choice that best completes
expressions. M9AL- the statement or answers the
IIh-1  Define the operation on Student Managed question. 2 pts each
 solves equations radical expressions.  Group Activity
involving radical  Identify the equations Prove the following
2+ ∛ 3
expressions. M9AL- involving radical statements and identify the 1.
∛6
IIi-1 expressions. involving radical equation
2 √3 6+ 9 ∛ 18 2 √3 36+3 ∛ 2
 solves problems  Solve the problem 1. Radicals are exponential a. b.
6 6
involving radicals. involving radicals expressions. 2 √ 6+ 9 ∛ 4
3
2 √ 36+3 ∛ 4
3

M9AL-IIj-1 c. d.
6 6

2. ∜ (−8 ) 4 cannot be positive 8 2. √3−√ 6

because the exponent and the √ 3+√ 6
radical cancel each other. If
should be -8. −1−2 √ 18 −3−2 √ 18
a. b.
3 9
c. -3+2√ 2 d. 9-2√ 18
3. A negative exponent in a
denominator is positive in the 3. solve x - 25x =-144
2 2

numerator.
a. 3,-4 b. 3,-3
4. If a product equals zero then c. no solution d. 3,-3,4,-4
each factor of the product must
be zero. 4. Find all the real square roots of
9
- .
16
5. The lead coefficient of the
polynomial 7x-3x3-7x4+2 is 7. a. No real root
3
b. -
4
 3 3
c. - and
4 4
81
d.
256

5. Multiply and simplify √3 4 x 5 -

√3 9 x 8 . Assume that all variables
are positive.
a. x4 .√3 36 x
b. √3 36 x13
c. x4 . ∛ 36 x 13
d. none of these.

Quarter 3:
Geometry  Identifies At the end of the lesson Teacher Managed  Video Making
quadrilateral that are the learner should be able  Lecture – Discussion - Video yourself and look for
parallelogram; to: an object or anything that
M9GE-IIIa-1 Student Managed have a figure of
 Define quadrilateral “Illustrate my Condition!” parallelogram.
the  Recognizes quadrilateral The students will Recognize and - Apply and explain that
 Determines
that are parallelogram Illustrate the following conditions object or figure in the
conditions that make
that make a quadrilateral a
a quadrilateral a  Illustrate the different
parallelogram
conditions of quadrilateral.
parallelogram; conditions that make a - Post it on your Facebook
M9GE-IIIa-2 quadrilateral a wall.
“Tip Measure?”
parallelogram - Clarity – 20%
The students will be divided into - Originality – 15%
3 groups and they will determine - Presentation – 30%
 Determines the conditions the conditions of the following - Information – 35%
that make a quadrilateral measures that will make Overall: 100%
a parallelogram quadrilateral a parallelogram.
  Specifies the conditions
that make a quadrilateral
a parallelogram

 Uses the properties At the end of the lesson Teacher Managed  10 item quiz. 10 pts each
to find measures of the learner should be able  Lecture – Discussion  Illustrate and apply the
angles, sides and to:
different properties to find the
other quantities measures of the properties of
 Identify the different Student Managed
involving parallelogram. (5 points)
properties of  “Fill the vessel!”
parallelogram; - Illustration- 1 pt.
parallelogram.
M9GE-IIIb-1 - Solution- 2pts.
 Illustrate the different Draw a vessel and write in the - Answer- 2pts.
properties to find figure the problem. Fill in the
Illustration 1 pt
measures of angles, side blanks from the vessel. The
students will Identify the different Solution 2 pts
and other quantities
involving parallelogram. properties of parallelogram. Answer 2 pts
 Apply the different Total 5 pts
properties to find measure
“Figure me out?”
of angles, side and other The students will be grouped into
quantities involving 4 group and they will Illustrate
parallelogram. and Apply the different properties
to find the measures of the
different properties of
parallelogram.

 Proves the theorems At the end of the lesson Teacher Managed  15 item quiz. 1 pt each.
on the different kinds the learner should be able  Lecture – Discussion - 5 items - theorems
of parallelogram to: on rectangle
 (rectangle, rhombus,  Identify the theorem on - 5 items - theorems
square); M9GE-IIIc-1 the different kinds of Student Managed on rhombus
parallelogram. “What am I?” - 5 items - theorems
 Illustrate the theorem on on square
The students will identify the  Prove theorems on Square
the different kinds of
theorems on rectangle, rhombus,
parallelogram and square. Accuracy 5 pts
 Shows the theorems on Correct 10 pts
the different kinds of “Spy Agent!” Answer
parallelogram (rectangle, Total 10 pts
rhombus, square). The class will be divided into 5
groups and students like agents
spy to prove the theorems on
rectangle, rhombus, and square.

 Proves the midline At the end of the lesson Teacher Managed  Proves Midline Theorem
theorem; M9GE-IIId- the learner should be able  Lecture – Discussion
1 to: Criteria:
Accuracy 5 pts
 Define Midline Student Managed
 Proves theorems on Correct 10 pts
Theorem “Spy Agent”
trapezoids and kites; Answer
 Proves Midline The students will be grouped into
M9GE-IIId-2 Total 10 pts
Theorem 5 groups and prove the theorem
of midline.
 Identify the theorems  Short quiz (15 points)
on trapezoids and “Look the Missing Piece” -Multiple choice
kites (theorems on
The students will have an trapezoids and kites)
 Proves the theorems illustration board individually, in
on trapezoid and able to write their answer on
kites. what’s the missing word in
sentence on the theorem on
 trapezoids and kites. They raise
and flash their answer.

“Spy Agents”

There will be 6 groups and each

group will be given 2 activities
under the given time to
investigate the activity. Each
group will need to prove the
theorem of trapezoids and kites
and able to present in the class.

 Solves problems At the end of the lesson the Teacher Managed  SOLVE ME
involving learner should be able to:  Lecture – Discussion The students will solve the
parallelograms, following problems
trapezoids and kites.  Define parallelograms, a. Find the value of x
M9GE-IIIe-1 trapezoids and kites. Student Managed and y, if the
 Identify parallelograms,  “Draw and Label” parallelogram is
trapezoids and kites. The student will draw 2x+3 and 5x-12.
 Solves problem involving parallelogram, trapezoid and b. Trapezoid CRAB,
parallelograms, trapezoid kites. Then label each line CR II line BA. If
and kites. quadrilateral into the given m<r=107 and m<B
equation. After that solve the =73 is trapezoid
given equation CRAB isosceles?
The value of x and y; 2x+3 c. Find m<1, m<2 and
and 5x-12 m<RAD in the kite
DEAR.

Criteria:
Correctness 5 pts
 Solution 5 pts
Total 10 pts

 Describes a At the end of the lesson the Teacher Managed  Criteria for “Draw Me”
proportion; M9GE- learner should be able to:  Lecture – Discussion
IIIf-1 Accuracy 10 pts
 Define a proportion. Student Managed Drawing 5 pts
 Applies the  Draw and Solve a  The student will give a real life
fundamental
proportion situation that includes a Correctness 10
theorems of
proportionality to  Use the fundamental proportion.
theorems of ex: Pizza, ½ Apple, weight Total 25 pts
solve problems
involving proportionality to solve
proportions; M9GE- problems involving  Draw Me
IIIf-2 proportion. The learner will draw a
representation of the following
proportion:
1. ½
2. 1/3
3. 1/16
4. 1/8
5. 5/6
6. 10/20
7. 3/8
8. 4/8
9. 3/6
10. 2/9

 Illustrates the At the end of the lesson the Teacher Managed  20 item quiz. 2 pts each
similarity of figures.
 M9GE-IIIg-1 learner should be able to:  Lecture – Discussion  Hand written quiz on how
they prove the SSS, SAS
 Proves the  Explain the similarity of and AA, and the condition
Student Managed
conditions for figures. for similarity of triangle and
similarity of triangles. theorem. 10pts.
 Distinguish the figures by DO ME!
***
39.1 SAS getting the similar
The class will be given a chance Criteria:
similarity theorem corresponding angels.
to choose their own group by 4
39.2 SSS  Illustrates the similarity of Understanding 5 points
then they will explain the
similarity theorem figures. Uniqueness 2 points
similarity figures and get the
39.3 AA similarity  Differentiate SSS, SAS Accuracy 3 points
similar corresponding angels. The
theorem and AA similarity theorem. group that has a lowest score will
39.4 right triangle  Prove the condition for be the group who clean the room.
similarity theorem
similarity of triangles and
39.5 special right
theorem. Answer it!
triangle
theorems. 39.1 SAS similarity
theorem Students will find their partner
M9GE-IIIg-h-1
39.2 SSS similarity and they will share their ideas
theorem about the difference of SSS, SAS
39.3 AA similarity and AA, also on how they prove
theorem the condition for similarity of
 39.4 right triangle triangle and theorem. The winner
similarity theorem 39.5 will be given a prize.
special right triangle
theorems.

 Applies the theorems At the end of the lesson the Teacher Managed Answer me!
to show that given learner should be able to: Lecture and discussion
triangles are similar.
M9GE-IIIi-1  By giving answer sheet,
 Identify the theorems to Student Managed student draw a 5 different
  Proves the
Pythagorean show that given triangles triangles and write in the side
whether it is similar or not.
 Theorem. M9GE-IIIi- are similar. Have fun! 3points each.
2  Applies the theorems to
show that given triangles o Draw a triangle that
 In essay form, they will define
are similar. shows the given and explain Pythagorean
 Define Pythagorean triangle is similar Theorem in 500 words. 20
Theorem. and present it in points.
 Explain Pythagorean front of class.
Theorem.
Enjoy!
The students will define and Criteria:
Grammar 5 pts
explain Pythagorean Theorem in
Content 10 pts
5 sentences and past it to the Creativity 5 pts
teacher before 12:00pm. Total 20 pts

 Solves problems that At the end of the lesson the Teacher Managed  10 item short quiz. 1 pt each.
involve triangle. learner should be able to: Lecture – Discussion  3 Solves problem that involve
M9GE-IIIj-1 triangle similarity and right
Student Managed triangle. (5 points each)
 Define triangle
“Don’t try me, Dome”
similarity and right
 The students will divide into 5 Identifying 1 point
triangle
groups and they will Illustrate problem
 Illustrate problems that
and Solve the given problem Solution 2 points
involve triangle
Accuracy 2 points
similarity and right that involve triangle similarity
triangle. and right triangle.
 Solves problems that
involve triangle
similarity and right
 triangle

Quarter 4:
Geometry  illustrates the six At the end of the lesson Teacher Managed  Solve Me
trigonometric ratios: the learner should be able Lectures – Demonstration Draw and take a picture of
sine, cosine, to: your solution and sent it to me
tangent, secant, Student Managed via google classroom.
cosecant, and  Distinguish the six  “Say It”
cotangent; M9GE- trigonometric ratios: sine, Enumerate and briefly
IVa-1 cosine, tangent, secant, define the Trigonometric a.=2
cosecant, and cotangent. Ratios with its symbol. b=5
c=10
 Illustrates the six  “I need a Label”
trigonometric ratios: sine, Illustrates the parts of the
cosine, tangent, secant, right triangle using the six
cosecant, and cotangent trigonometric ratios.
in a right triangle. Find:
- Sine
- cosine
 Solve triangles using the - tangent
trigonometric ratios.
Criteria:
Solution 10 pts
Correct answer 10 pts
 finds the At the end of the lesson Teacher Managed  Capture It
trigonometric ratios the learner should be able  Lectures – Discussions The learner will take a picture
of special angles; to: within the environment a
M9GE -IVb-c-1 Student Managed sample of a special angle that
 Determine the  “Quiz Time” they will find at home.
trigonometric ratios of Determine two other angles that
 special angles. have the same trigonometric
ratios as each given. Criteria:
 Point out the trigonometric a. Sin 60° Relativeness 10 pts
ratios of special angles. b. Cos 230° Quality 10 pts
c. Tan 200° Explanation 10 pts
 Calculate the d. Sin 150° Total 30
trigonometric ratios of
special angles

 illustrates angles of  Define angles of elevation Teacher Managed  Compare and Contrast
elevation and angles and angles of depression Lecture – Discussion
of depression;  Make a venn diagram about
Determine angles of
Student Managed the similarities and differences of
M9GE-IVd-1 elevation and angles of
depression  Give 5 examples of angles of angle of elevation and depression
in a creative manner.
 Draw angles of elevation elevation and 5 examples of
Deadline will be at the end of
angles of depression. Send it the week.
and angles of depression
to me via Google Classroom
@ exactly 11:59 PM. Criteria
Content 20
Creativeness 10
Visual Impact 10
Promptness 5
Total 45

 uses trigonometric  Relate trigonometric ratios Teacher Managed  Inquiry Based Learning
ratios to solve real- to solve real-life problems  Lecture – Discussion The students will do a
life problems involving right triangles. research about the given topic
 involving right  Solve real life problems Student Managed and based on their research
triangles; M9GE- using trigonometric ratios.  Write 3 real life situations that they are going to identify a
IVe-1  List real life situations that uses trigonometric ratios real-life problems that they’ve
uses trigonometric ratios encountered.
in order to be solve.
After the research they are
 Quiz Time
going to present inside the class
Solve the situation using the problems that they’ve
trigonometric ratios. encountered involving right
angles.

Criteria:
Presentation 20 pts
Explanation 10 pts
Total 30 pts

 illustrates laws of  Describe law of sine and Teacher Managed  The learners will solve
sines and cosines; cosine. Lecture – Discussion problems that was given by
M9GE-IVf-g-1  Interpret the law of sine the teacher using the law of
and cosine. Student Managed sines and cosines.
 The learners will solve The learner will present the
 Solve problems using the
problems that was given by solution to their classmate
law of sine and cosine.
the teacher using the law of and explain how they solve it
sines and cosines.
The learner will present the Criteria:
solution to their classmate
and explain how they solve Correctness 10 pts
it. Explanation 10 pts
 Total 20 pts

 solves problems  Define oblique triangles Teacher Managed  Execute the song in a creative
involving oblique  Describe oblique triangles Lecture – Discussion manner: Tiktok, storytelling
triangles; M9GE-IVh-  Solves problems involving etc.
j-1 Student Managed Criteria:
oblique triangle.
 Create a song defining an
oblique triangle. Content 5 pts
Overall Impact 10 pts
Total 15 pts
 Problem : Solve Triangle
ABC given that: A = 45o, B =
25o, and a = 11.
C = 180o - A - B =

110o. b =   6.6. c 

=   14.6