Grade 9 Core Mathematics  

Unit Three: trigonometry 

Name _________________ 

 
 
By understanding form, we are able to make 
generalisations about more complex matters, 
explaining and justifying our conclusions using models. 
 
Aims of the Unit 
During the course of this unit students will: 
● Develop their understanding of triangles 
● Develop their understanding of Pythagoras’s theorem 
and its real life applications 
● Be introduced to basic trigonometry, sin/cos/tan and 
their real life applications 
● Build on mental maths skills 
● Learn how to go about understanding and solving word 
problems  
● Understand how the ATL skills will help solve word 
problems 
● See how trigonometry will help solve real world problems such as crime scene analysis 
● Communicate their understanding mathematically, narratively, and orally   
 
Key Concept 
Form: understanding the elements and properties of triangles and how they can be used to help solve 
complicated problems. 
 
Related Concepts 
Model: Students will create mathematical models to solve various crimes. 

Justification: students will need to provide valid mathematical reasons to support their statements and 
conclusions 

Generalisation: a general statement made on the basis of specific examples 

 
Global Context 
Scientific and technical innovation: Students will learn how trigonometry is used in the world of 
forensics.  
 
Statement of Inquiry 
By understanding form, we are able to make generalisations about more 
complex matters, explaining and justifying our conclusions using models. 
 
Lines of Inquiry 
Factual: 
1. What are some of the properties of triangles? 
2. What are the properties of a right angled triangle? 
3. What is Pythagoras’s theorem? 
4. What is the Trigonometry theorem? 
 
Conceptual: 
1. What makes a relationship special? 
2. What is a theorem?  
  
Debatable: 
1. Does everything have form? 

 
 2. How much evidence do we need to prove a theorem? 
3. What is an acceptable degree of accuracy? 
 
Approach to Learning Skills 
Information literacy skills
 
(Understanding what word problems are asking you, being able to identify the relevant information 
needed to solve the problem, and being able to present the information for di erent purposes) 
· Collect, record and verify data 
· Access information to be informed and inform others 
· Use memory techniques to develop long-term memory 
· Present information in a variety of formats and platforms 
· Collect and analyze data to identify solutions and make informed decisions 
· Process data and report results 
  
Beginner  Learner  Practitioner  Expert 

You are beginning to  You understand, with  You understand what you  You independently 
understand what you are  clarification, what you are  are being asked to do,  understand what you are 
being asked to do, and  being asked to do,  gather and evaluate the  being asked to do, gather 
can identify some of the  identifying and gathering  relevant information  and evaluate the relevant 
relevant information  the relevant information  needed to solve the  information needed to 
needed to solve the  needed to solve the  problem, and present  solve the problem, and 
problem.  problem, and are able to  your findings in a variety  confidently present your 
present your findings to  of ways to others.  findings mathematically, 
others.  narratively, orally, … 

 
Critical Thinking Skills 
(Being able to select and apply mathematical principles and theorems to solve problems and create 
ways to test for accuracy) 
· Practice observing carefully in order to recognize problems 
· Gather and organize relevant information to formulate an argument 
· Interpret data 
· Evaluate evidence and arguments 
· Draw reasonable conclusions and generalizations 
· Test generalizations and conclusions 
· Use models and simulations to explore complex systems and issues 
  
Beginner  Learner  Practitioner  Expert 

You are beginning to  You are applying  You accurately apply  You accurately and 
apply mathematical  mathematical principles  mathematical principles  confidently apply 
principles and theories to  and theories to the  and theories to the  mathematical principles 
the information you have  information you have  information you have  and theories to the 
been given to solve  been given to solve  been given to solve  information you have 
problems.  problems, but you still  problems, and and  been given to solve 
sometimes need to ask  beginning to test your  problems in multiple 
the teacher for help.  answer for accuracy.  ways. You are also able to 
   create tests to check the 
accuracy of your answer. 

 
Assessment: Objectives Assessed 
 
 
Criterion A: Knowing and Understanding 
Students should be able to: 
·  select appropriate mathematics when solving problems in both familiar and unfamiliar situations 
·  apply the selected mathematics successfully when solving problems 
· solve problems correctly in a variety of contexts 
 
Criterion C: Communicating 
Students should be able to: 
·  use appropriate mathematical language (notation, symbols and terminology) in both oral and 
written explanations 
·  use di erent forms of mathematical representation to present information 
·  move between di erent forms of mathematical representation 
·  communicate complete and coherent mathematical lines of reasoning 
· organise information using a logical structure 
  
Criterion D: Applying mathematics and real-life contexts 
Students should be able to 
·  identify relevant elements of authentic real-life situations 
·  select appropriate mathematical strategies when solving authentic real-life situations 
·  apply the selected mathematical strategy successfully to reach a solution 
·  justify the degree of accuracy is of a solution 
· justify whether a solution makes sense in the context of the authentic real-life situation 
 
 

 
Summative Assessment Tasks 
 
Task 1: Trigonometry Test 
Criteria A and C 
 

This with take the form of a formal test comprising of easy short answer questions testing knowledge 
and the application of mathematical skills, building up to more open ended questions where students 
need to solve unfamiliar problems, justify the mathematical decisions they are making, their lines of 
reasoning, and use of mathematical language. 

The test will cover: 

● Classifying triangles 
● Pythagoras’s theorem 
● Sin/Cos/Tan 
● Solving SSS, SSA, ASS, AAS and even AAA triangles (extension) 
● Word problems with Pythagoras and Trigonometry 
 
 
 

 
 

Task 2: Creating a video that documents how you you went about solving a crime 
Criteria A, C and D 
Students are given CSI information and must examine it and make a decision as to the innocence or 
guilt of the accused parties. They need to create a video/courtroom report justifying their decision with 
mathematical reasoning. The stronger the evidence they gather, the stronger their case will be, and the 
higher their grade will be. 

Things to consider include, but may not be excluded to: 

● angle of impact (bullet) based on blood splatter 

● position of the shooter 
● height of shooter based on blood stain analysis 
● height based on shoe size (using average ratio) 

Useful resources 
 
Introduction to trigonometry 
http://www.mathsisfun.com/algebra/trigonometry.html 
  
Curriculum Ideas 
http://www.mathsisfun.com/algebra/trigonometry-index.html 
https://www.ixl.com/math/geometry 
https://eu.ixl.com/math/trigonometry 
  
Hand Trigonometry 
https://youtu.be/xXGfp9PKdXM 
https://youtu.be/jI81WXyFrL0 
  
Shadowplay 
https://youtu.be/HtMliF0ntX4 
  
 
Trig Word Problems 
https://youtu.be/LXPu-POyb4s 
https://youtu.be/ILQ9TC-0_DA 
  
Real World Applications of Trigonometry (problem solving questions) 
http://www.mathwarehouse.com/trigonometry/sohcahtoa-real-world-applications.php 
https://mathspace.co/learn/world-of-maths/trigonometry/applications-to-real-life-6610/questions/ 
https://reflectionsfromanasymptote.files.wordpress.com/2013/08/trigonometrymurdermystery_answe
rs.pdf 
https://news.smus.ca/2015/11/27/math-10-students-use-trigonometry-to-solve-a-crime/ 
http://malini-math.blogspot.com/2011/08/applications-of-trigonometry-in-real.html