SUBJECT AREA: Mathematics GRADE/LEVEL: 9 QUARTER: FIRST

ENDURING
CONTENT PERFORMANCE FORMATION LEARNING UNDERSTANDINGS PERFORMANCE
CONTENT TRANSFER GOAL ASSESSMENTS ACTIVITIES
STANDARD STANDARD STANDARD COMPETENCIES AND ESSENTIAL TASK
QUESTIONS

Patterns Demonstrates It is able to Apply the  Illustrates quadratic EQ: How do Students on their  Windshield WORKSHEET  RCC Worktext
and Algebra understanding investigate fundamental equations. patterns simplify own will be able Check  Frayer’s
 Concept Worksheet is a
of key thoroughly concepts and  Solves quadratic mathematical tasks to investigate and Model
concepts of mathematical principles of and operations solve real life Formation collection of ideas  Cooperative
equations by: (a)
quadratic relationships in sets and the that can be used in problems  (Classifying and activities. Learning
extracting square
equations, various patterns and roots; (b) factoring; (c) real life? involving the and Form G – is to make a  Jigsaw
inequalities situations, algebra to completing the square; determination of and worksheet Strategy
and functions, formulate real- understand the and (d) using the maximum and Coefficient)  Cornell Notes
and rational life problems effect of these quadratic formula. EU: Students will minimum values  Mind Map R – mathematician  Problem
algebraic involving on how they  Characterizes the roots understand that thereby using  Skill Solving Using
A – Math Teacher
equations quadratic influence of a quadratic the determination math as a tool for Booster Mathematical
and Gr. 9 students
equations, people’s way equation using the of the maximum making decisions  When the Modeling
inequalities of living and discriminant. and minimum and Linear term S – follow some
and functions, thinking that  Describes the values in certain recommendations. is Present procedures
and rational affects the relationship between real life problems  Practice
algebraic relationship to the coefficients and Means P – make an
depends on the
equations and God and its the roots of a Perfect activities that can
correct use and
solve them creation. quadratic equation.  3-2-1 Chart be used a tool to
solutions of
using a variety  Solves equations  Memory make the learning
quadratic
of strategies transformable to Lane easy.
functions.
quadratic equations  Making
(including rational Connection
algebraic equations).  Try It
 Solves problems  Worksheet
involving quadratic
equations and rational
algebraic equations.
 Illustrates quadratic
inequalities.
 Solves quadratic
inequalities
 Solves problems
involving quadratic
inequalities.
 Graphs a quadratic
function: (a) domain;
(b) range; (c)
intercepts; (d) axis of
symmetry; (e) vertex;
(f) direction of the
opening of the
parabola.
 Solves problems
involving quadratic
functions.
SUBJECT AREA: Mathematics GRADE/LEVEL: 9 QUARTER: SECOND

ENDURING
CONTENT PERFORMANCE FORMATION LEARNING UNDERSTANDINGS TRANSFER PERFORMANCE
CONTENT ASSESSMENTS ACTIVITIES
STANDARD STANDARD STANDARD COMPETENCIES AND ESSENTIAL GOAL TASK
QUESTIONS

Patterns Demonstrates It is able to Apply the  Illustrates situations EQ: What is the Students on  Windshield VIDEO TUTORIAL  RCC Worktext
and Algebra understanding formulate and fundamental that involve the use of patterns their own will Check  Frayer’s
of key solve concepts and and algebra in real be able to  Concept Video tutorials, Model
following variations: (a)
concepts of accurately principles of formulate and Formation whether recorded  Cooperative
direct; (b) inverse; (c) life application?
variation and problems algebra and to solve real life  Mind Map or live, are Learning
joint; (d) combined.
 Skill Booster important to  Jigsaw
radicals involving understand the  Translates into variation problems
students because
radicals effect of these statement a relationship involving the  When the Strategy
on how they radicals and Linear term they add another  Cornell Notes
between two quantities
influence EU: Students will variations. is Present dimension to  Problem
given by: (a) a table of
people’s way of be able to  Practice learning that makes Solving Using
values; (b) a
living and understand that Means a student's Mathematical
mathematical equation;
thinking that the solution to real Perfect educational Modeling
(c) a graph, and vice
affects the life problems  3-2-1 Chart experience more
versa.
 Memory effective.
relationship to  Solves problems involving algebra
God and its involving variation. depends on the Lane G – is to make a
creation.  Applies the laws model and  Making video tutorial
involving positive accuracy of Connection
integral exponents to computation.  Try It R – Teacher
zero and negative  Worksheet
A – Math Teacher
integral exponents.
and Gr. 9 students
 Illustrates expressions
with rational exponents. S – follow some
 Simplifies expressions procedures
with rational exponents.
P – making a video
 Writes expressions with
tutorial in
rational exponents as
connection with the
radicals and vice versa.
unit topics.
 derives the laws of
radicals
 simplifies radical
expressions using the
laws of radicals.
 performs operations on
radical expressions.
 solves equations
involving radical
expressions.
 solves problems
involving radicals.
SUBJECT AREA: Mathematics GRADE/LEVEL: 9 QUARTER: THIRD

ENDURING
CONTENT PERFORMANCE FORMATION LEARNING UNDERSTANDINGS TRANSFER PERFORMANCE
CONTENT ASSESSMENTS ACTIVITIES
STANDARD STANDARD STANDARD COMPETENCIES AND ESSENTIAL GOAL TASK
QUESTIONS

Geometry demonstrates It is able to Provide  Identifies quadrilaterals EQ: How does the Students on  Windshield TANGRAMS  RCC Worktext
understanding investigate, opportunities that are parallelograms. geometric shapes their own will Check  Frayer’s
 Concept Using tangrams
of key analyze, and for students to  Determines the and sizes can be be able to Model
concepts of solve problems apply their related into real- formulate and Formation gives students an  Cooperative
conditions that make a
parallelograms involving understanding life? solve real life  (Classifying opportunity to use Learning
quadrilateral a
and triangle parallelograms of geometry problems and Form a manipulative set  Jigsaw
parallelogram.
to construct
similarity. and triangle through  Uses properties to find involving the and Strategy
similarity meaningful understanding of  Cornell Notes
measures of angles, EU: Students will quadrilaterals Coefficient)
through tasks in real life  Mind Map geometric ideas.  Problem
sides and other be able to and similarities. Using tangrams can
appropriate and following quantities involving understand that  Skill Solving Using
and accurate the teachings of Booster help students Mathematical
parallelograms. the solution to real
 When the develop spatial
representation Christ.  Proves theorems on the life problems Modeling
Linear term skills.
different kinds of involving geometry
parallelogram of shapes and sizes is Present G – make a
(rectangle, rhombus, and geometric  Practice tangram
square). relationships Means
 Proves the Midline depends on the Perfect R – designer
Theorem. model and  3-2-1 Chart
A – Math Teacher
 Solves problems accuracy of  Memory
and Gr. 9 students
involving computation. Lane
parallelograms,  Making S – follow some
trapezoids and kites. Connection procedures
 Describes a proportion.  Try It
 Worksheet P – make a
 Applies the
tangrams with the
fundamental theorems
correct
of proportionality to
measurement and
solve problems
geometric shapes.
involving proportions.
 Illustrates similarity of
figures.
 Proves the conditions
for similarity of
triangles. ***
1. SAS similarity theorem
2. SSS similarity theorem
3. AA similarity theorem
4. right triangle similarity
theorem 39.5 special
right triangle theorems.
 Applies the theorems to
show that given
triangles are similar.
 Proves the Pythagorean
Theorem.
 Solves problems that
involve triangle
similarity and right
triangles
SUBJECT AREA: Mathematics GRADE/LEVEL: 9 QUARTER: FOURTH

ENDURING
CONTENT PERFORMANCE FORMATION LEARNING UNDERSTANDINGS TRANSFER PERFORMANCE
CONTENT ASSESSMENTS ACTIVITIES
STANDARD STANDARD STANDARD COMPETENCIES AND ESSENTIAL GOAL TASK
QUESTIONS

Geometry Demonstrates It is able to Provide  illustrates the six EQ: How does the Students on  Windshield TANGRAMS  RCC Worktext
understanding apply the opportunities trigonometric ratios: geometric shapes their own will Check  Frayer’s
of the basic concepts of for students to and sizes can be be able to  Concept Using tangrams Model
sine, cosine, tangent,
concepts of trigonometric apply their related into real- formulate and Formation gives students an  Cooperative
secant, cosecant, and
trigonometry ratios to understanding life? solve accurately  (Classifying opportunity to use Learning
cotangent.
a manipulative set  Jigsaw
formulate and of geometry  finds the trigonometric authentic and Form
to construct
solve real-life through ratios of special angles. problems and Strategy
understanding of  Cornell Notes
problems with meaningful  illustrates angles of EU: Students will involving Coefficient)
precision and tasks in real life  Mind Map geometric ideas.  Problem
elevation and angles of be able to statistics and Using tangrams can
accuracy and following depression. understand that probability.  Skill Booster Solving Using
 When the help students
the teachings of  illustrates laws of sines the solution to real Mathematical
Christ. Linear term develop spatial Modeling
and cosines. life problems
is Present skills.
 solves problems involving geometry
involving oblique of shapes and sizes  Practice G – make a
triangles. and geometric Means tangram
relationships Perfect
depends on the  3-2-1 Chart R – designer
model and  Memory
A – Math Teacher
accuracy of Lane
and Gr. 9 students
computation.  Making
Connection S – follow some
 Try It procedures
 Worksheet
P – make a
tangrams with the
correct
measurement and
geometric shapes.