Teacher Guide_DigiMath 9

Teacher Guide
DigiMath 9

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The teacher guide provides teachers with structure of the Digibook, general suggested activities that can be
used for all lessons, as well as the answers to the exercises in a particular lesson. There are nine main

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sections in this teacher guide:
- Key features of a unit

- General guidelines for four skills

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- General suggested activities for class

- Answer keys DigiScience 9 & optional activities for each lesson

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 Teacher Guide_DigiMath 9
TABLE OF CONTENTS
I. Key features of a unit ................................................................................................................................... 3
II. General guideline for four skills ................................................................................................................ 4

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III. General suggested activities...................................................................................................................... 6
IV. Answer keys and lesson activities ........................................................................................................... 14

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 Teacher Guide_DigiMath 9
I. I. Key features of a unit

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II. II. General guideline for four skills
Section Types of practices Teacher Guide_DigiMath 9 Details
Vocabulary - Help students visually recognise the vocabulary
- Help students remember the spelling and pronunciation of the
vocabulary

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- Enable students to understand the meaning of the words
- Introduce and practice the structures (individually/ in pairs/
in groups)
- The vocabulary will be also introduced in details, with
supporting details, examples, and explanations

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Reading - Answer the questions - Read some articles/ texts which contain further information
related to the key terms
- Help students to activate their mindset through guessing the

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answers for some given questions, describing pictures
- Let students guess and answer related questions, thus
students can improve their reading skills (skimming for
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- Correct students’ answers and teach new vocabulary in the
articles/texts
* The questions are available on the online learning system for
students to practice at home.
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Listening - Circle the correct - Review the vocabulary and structures in each lesson
answer - Instruct students to complete the practice and provide an
- Fill in the blank example
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- Match the number - Pre-listening: activating vocabulary, predicting content,

with the correct generating interest and checking understanding of the task;
picture/ word/ etc. introduce listening skills (recognise the key words,
- Answer the questions pronunciation, listen for general ideas/ details, etc.),
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- Let students listen to the passage (re-play if necessary)

- Help students complete and check their work
* The questions are available on the online learning system for
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students to practice at home.

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 Teacher Guide_DigiMath 9
Speaking - Role-play - Review the vocabulary and structures in each lesson
- Practice - Model the practice with a teaching assistant or a student
conversations in pairs - Provide pictures, vocabulary and structures

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- Survey - Divide the class into pairs or groups
- Interview - Let students practice speaking and self-reflect
- Discussion - Encourage students to practice speaking in front of the class
- Presentation - Correct students’ pronunciation and organization
Writing - Write a meaningful - Ensure that students produce their work based on knowledge

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sentence or paragraph learnt in a lesson
- Do some problem- - Enable students to take structures, outline and coherence of
solving tasks their writing into consideration

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- It can be used as a self-check activity and see whether
students understand new lesson and adapt knowledge to
practice
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students to practice at home.
Suggested writing criteria
Criteria Details
Task achievement - Cover the requirements of the task
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- Have a clear purpose, present key features appropriately

Coherence and - Have a clear topic sentence and related supporting sentences
cohesion - Use connectives correctly and appropriately
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Vocabulary - Use key terms in the lesson correctly and appropriately

- Have enough vocabulary to express the writer’s meaning
Grammar - Produce sentences without/ less grammatical and punctuation errors
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 Teacher Guide_DigiMath 9

III. III. General suggested activities

Activity 1: Who is the fastest?
Length: 5-10 mins

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Type: Play in groups
Materials: Powerpoint slides with 5-10 questions related to the lesson
Aims  Develop students’ teamwork, memory, thinking
Steps  Split the class into teams. The number of teams depends on the size of the class."

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 Show the rules of the game to students: When teacher shows the questions, the fastest
group says ‘Bingo’ and answers the question. Members in each group can support
together.

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 Each team receives one point for each correct answer.
Activity 2: Who wants to be a millionaire?
Length: 5-10 mins
Type: Individual
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Materials: Powerpoint slides with 5-10 questions related to the lesson
Aims  Develop students’ teamwork, memory
 Improve confidence through speaking
Steps  Students work individually.
 Teacher shows questions related to the lesson with specific points.
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 Call on students to choose and answer the questions.

 Give points for each correct answer.
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Activity 3: Transfer information

Length: 5-10 mins
Type: Play in groups
Materials: Paper and pen
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Aims  Develop students’ teamwork, reading, listening, speaking, memory

 Improve communication and confidence
Steps  Split the class into teams and ask the member at the end of each team’s line to prepare
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a piece of paper and pen to write down the given sentences. (This role should be
exchanged with another student after each turn).

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 Teacher Guide_DigiMath 9

 Invite a student from each team to be the Captain who comes to the board and gets the
information from the teacher. (This role should be exchanged with another student
after each turn).

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 In each round, show a sentence (written on paper/ board) to the Captains.
 After the teacher’s signal (3, 2, 1 … Go!) the Captains will run towards his/ her team
and whisper the given sentence to one his/ her team’s member.
 Then each player whispers the message to the next player in his/ her group successively
until the last player gets the message and write down on the paper.

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Activity 4: Sentence similarity
Length: 10-15 mins
Type: Play in groups / the whole class

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Materials: None
Aims  Practice asking and answering about WH-questions
 Improve communication and confidence
Steps 
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Each student writes down a Wh-question without showing it to the others.
 The questions should be open and have many different answers.
Example: What do you know about force?
 One student starts by reading his/her question and calling someone to answer it.
 The next student calls out another name, he/she has to answer the question but give a
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different answer.
 After about eight to ten different answers have been given. The first student has to
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answer his or her own question.

 The student will get 1 point if he/ she has 1 correct answer.
 The game continues with the second question.
Activity 5: Chain game
Length: 10 mins
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Type: Play in groups

Materials: None
Aims  Improve communication and confidence
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Steps  The students play in groups of 6 or 8.

 The first student starts a sentence: “Cooper and iron are conductors.”

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 Teacher Guide_DigiMath 9

 The second student repeats the first sentence and adds more words: “Cooper, iron and
silver are conductors.”
 Students continue to add more words until the information reaches the last student.

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Activity 6: Think – Pair – Share
Length: 5-10 mins
Type: Play in groups
Materials: A3/A4 paper, markers, crayons
Aims  Develop students’ teamwork, memory and thinking

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 Improve communication and confidence
Steps  Split the class into smaller teams of 3 or 4 and give each team A4 or A3 papers, markers

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or crayons.
 Inform the topic of the lesson.
 The students should write words and draw images related to the topic in form of mind-
map.
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Each team presents on their work. The other teams and the teacher ask to check the
team’s understanding.
Activity 7: Pick – Describe – Guess
Length: 5-10 mins
Type: Whole class
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Materials: None
Aims  Develop students’ teamwork, memory and thinking
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 Improve communication and confidence

Steps  Prepare some pieces of paper with 7-10 new words.
 Invite students (one by one) to pick up one word randomly.
 Students describe the words using body language or words (no use of keywords)
 The others guess the words by speaking out loud.
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 The teacher asks some more questions related to keywords to check students’
understanding before the next turn.
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Activity 8: Letter cards

Length: 5-7 mins
Type: Play in groups
Materials: Letter cards (A, B, C, D)

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 Teacher Guide_DigiMath 9
Aims:  Develop students’ teamwork, memory and thinking
 Improve communication and confidence
Steps:  Let students work in groups of 4.

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 Give each group one set of cards (A, B, C, D).
 Show questions of the lesson with multiple choices on the screen.
 Let students discuss then raise card to give the answer for each question (10
seconds).
 Give points/ stars for the correct answers.

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Activity 9: Scramble sentences
Length: 5-10 mins

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Type: Play in groups
Materials: A4 papers, markers
Aims  Develop students’ teamwork and thinking
 Improve grammar, writing and reading skills
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Steps  Split the class into groups of 4 or 5 and give each group a marker and A4 papers.
 Each turn, show a scramble sentence and ask students to unscramble it.
 The students must discuss in groups and write down the answer in their paper.
 The fastest team gets 3 points/ stars for the correct answer, the second one gets 2
points/ stars and the last one gets 1 point/ star. Any words that are unreadable or
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misspelled are not counted.

Activity 10: Crossword puzzle
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Length: 5-7 mins

Type: Play in pairs
Material: A4 papers
Aims  Develop students’ teamwork, memory and thinking
 Improve writing and reading skills
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Steps  Prepare crossword puzzle related to the lesson then print on A4 paper.
Reference:
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[Link]
[Link]
 Give the handout for each pair.
 Let students complete their puzzle in 4 minutes.

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 Teacher Guide_DigiMath 9

 Teacher calls on each pair to check.

 The most correct pair gets 3 points/ stars, the second one gets 2 points/ stars and the
last one gets 1 point/ star.

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Activity 11: Running balls
Length: 5-10 mins
Type: Play individually/ whole class
Materials: Sticky ball or an object which is easy to move
Aims:  Improve speaking skills

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 Encourage students to talk and stay focused
Steps:  Teacher asks all students to read new words.
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The ball will be moved between students from one student to another.
 Students aren’t allowed to throw the ball.
 Students listen to music. When the music stops, the student holding the ball will
stand up and say a word learned in the lesson.
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 Teacher will give students points/ stars.
Activity 12: Matching
Length: 5-10 mins
Type: Play in groups
Materials: Paper
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Aims:  Develop students’ teamwork, memory and thinking

 Improve communication and confidence
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Steps  Teacher designs a matching exercise. Split each word into 2 halves and place them in
2 columns. Images can be put in (if desired).
Example

 Divide the class into groups of 4.

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 Show the matching column on powerpoint slides then give each team a piece of
paper to write down their answers (or print out worksheet).
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 Raise the competitiveness by adding a time limit for the activity.

 Give 1 point/ star for each correct answer.

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 Teacher Guide_DigiMath 9

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Activity 13: Back to the board
Length: 5-10 mins

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Type: Play in teams
Materials: Board or powerpoint slides
Aims  Review the vocabulary

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 Develop students’ quickness, memory and thinking
 Improve teamwork
Steps  Divide the class into 2-3 teams.
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 Write key terms/ words on the board/project a slide of key words in a random order.
 In each round, 2-3 students come to the board and compete with each other. Each is
given a marker.
 Students have 10 seconds to look at the words/terms on the board.
 After 10 seconds, students turn away from the board and look at their friends.
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 Teacher says aloud a word (can be in Vietnamese) and students have to turn back and
circle the corresponding word.
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 Teacher asks all students to say aloud the word.

 The student with the fastest and correct answer receives 1 point from teacher.
 The team with the highest point is the winner.
Activity 14: Order the letter
Length: 3-5 mins
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Type: Play in groups

Materials: Nonê
Aims  Develop students’ teamwork, memory and thinking
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 Improve communication and confidence

Steps  Divide the class into 2-3 teams.

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 Teacher Guide_DigiMath 9

 For each team, write the first letter of a word on the top of a line and let the student
know the number of letter in the word (can be 2nd, 3rd, .., letter).
 Call on one student from each team to come to the board to write the correct word.

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 The faster team gets one point/ star for each correct word.
Activity 15: Mystery box
Length: 5-7 mins
Type: Play in groups
Materials: A box/ bag with some small things inside

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Aims  Develop students’ teamwork, memory and thinking
 Improve communication and confidence


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Steps Divide the class into groups of 4-5.
 Teacher prepares a box with some small things inside: pencil, ruler, eraser, pencil
case.
 Teacher sticks one question related to the lesson on these things.
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 Students come and take one thing inside and then answer the question and get points/
stars if correct.
 The group that has the most number of correct receives more points/ stars will be the
winner.
Activity 16: Guess the Question
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Length: 5-7 mins

Type: Play in groups
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Materials: None
Aims  Check students’ memory
 Improve communication and confidence
Steps  Divide the class into 2 groups.
 Teacher writes a gapped sentence with the first letter of each word on the board.
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 Team A guesses the first word, if they are right, they can go on, if wrong, B takes over
and so forth.
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The team with more correct words gets a point/ star.

Activity 17: Descriptive drawing activity
Length: 5-7 mins
Type: Play in pairs

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 Teacher Guide_DigiMath 9
Materials: Pictures
Aims  Develop students’ teamwork, memory and thinking
 Improve communication and confidence

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Steps  Pair up the students and give each student a picture faced down so partners cannot
see each other’s cards.
 They must describe the picture for their partner to draw.
Activity 18: Secret word
Length: 5-7 mins

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Type: Play individually
Materials: None
Aims  Develop students’ teamwork, memory and thinking

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 Improve communication and confidence
Procedures  Students are given a random topic and a random word that is unrelated to the topic.
 The students must hide the word in a speech about the topic they’re trying to make
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sure the other students can’t guess the secret word.
 The other students listen carefully to the speech and attempt to guess the secret word.
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 Teacher Guide_DigiMath 9

IV. Answer key and lesson activities

Unit 1: Equations and systems of two linear equations
Lesson 1: Equations

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Objectives:
 Recognise some special forms of equations.
 Solve maths problems related to equations.
Textbook Answer key Suggested Activity

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Reading Activity: (5-10 mins)
1. (2x + 1)(3 - 3x)=0 - Materials:
2x - 1=0 or 3 - 3x=0  A3 paper

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 Pen/ pencil/ marker
2x = 1 or -3x = -3
 Powerpoint slides
1
x =2 or x=1 - Process:
 Divide the class into groups of 8 (can be flexible)
2. =
3 2
(x≠1, x≠2)
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𝑥−1 𝑥−2  Each group has to solve 2 equations (1 equation with the variable in
3(𝑥−2) 2(𝑥−1) the denominator + 1 zero product equation), the teacher will show the
=
(𝑥−1)(𝑥−2) (𝑥−1)(𝑥−2)
equations for groups on the screen.
3(x - 2) = 2(x - 1)  Students will use pens (pencils or markers) to write the equations as
the titles.
3x – 6 = 2x - 2
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 The teacher starts announcing the allotted time and students take
x=4 turns writing the steps and corresponding calculations to solve the
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The solution of the equations.

equation is 4.  After finishing, stick the paper with the answers on the board.
 The teacher will check and give points/ stars.
Listening
1. Equation 1: 1 solution  The group with the highest points will win at the end of the activity.
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2. Equation 2: 0
solutions
3. Equation 3: 2
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solutions
4. Equation 4: 1 solution
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 Teacher Guide_DigiMath 9
The answer may vary. This is
an example:
(x - 1)(x + 2) = 0 is a zero

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product equation.
(x - 1)(x + 2) = 0
x - 1 = 0 or x + 2 = 0
x = 1 or x = -2

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Unit 1:
Lesson 2: Introduction to system of linear equations
Objectives:
 Recognise linear equations in two variables.
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 Recognise system of linear equations.
Textbook Answer key Suggested Activity
Reading Activity: (5-10 mins)
1. 2, -1,-1 are the coefficients - Materials:
of equation 2x – y = -1.  A4 Paper
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0, 1, 1 are the  Pen (or pencil)

coefficients of equation  Ruler
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0x + y = 1.  Glue
1, 0, 1 are the - Process:
coefficients of equation  Ask students to work in groups of 4 (can be flexible)
x + 0y = 1.  Print the graphs of particular linear equations on A4 papers (about 4
2. Graphs of equations 0x + y graphs) and the names of the corresponding equations on small papers,
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= 1 and x + 0y = 1 are hand them out to each pair.

parallel to the axes of the  Each pair will find and use the glue to stick the name of the linear
coordinate plane (graph of equation corresponding to the graph.
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equation 0x + y =1 is For example:

parallel to the x-
axis, graph of equation x +

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 Teacher Guide_DigiMath 9

0y = 1 is parallel to the y-
axis).
Listening

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1. Variable x represents
Bob’s running distance
(from home to the
park).
2. The first equation is x +

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y = 4.

3. The second equation is

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𝑥 𝑦 5
+3 =6
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 The teacher will check and give points/ stars.
Writing

1. A linear equation in two

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variables is an equation
with the form of
ax+by=c with the two
coefficients a,b are not
zero at the same time.
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We can substitute the pair of

numbers into the system of two
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linear equations in two

variables and check the results.
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 Teacher Guide_DigiMath 9

Unit 1:
Lesson 3: System of two linear equations in two variables
Objectives:

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 Solve system of two linear equations in two variables using different methods.
Textbook Answer key Suggested Activity
Reading Activity: (5-10 mins)
1. The mentioned methods are - Material:
the elimination method and  PowerPoint slides with 4-5 MCQ questions about solving systems

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substitution method. of two linear equations in two variables
2. We substitute 2 for x and 3 for - Process:

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y, then we have:  Divide the class into groups of 4 (can be flexible).
 Show one question at a time and give all groups a short time
(about 1 minute 30 seconds) to solve.
 Each group will solve the problem and shout "Finish" to get the
(2,3) is the correct solution of
Ed right to answer. The correct answer will earn 3 scores. If that
the given system. group answers incorrectly, the following group shouts “Finish” to
Listening get a chance to answer and earns fewer points (2 scores, then 1
1. The student can't find the score).
solution of the system of linear  At the end of the game, the group with the highest scores will be
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equations the teacher gave by the winner.

using the coordinate plane.
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2. She intends to try the

elimination method.
3. The teacher suggests the
student try the substitution
method.
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Writing
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 Teacher Guide_DigiMath 9

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Unit 1:
Review
Objectives:
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 Review equations and systems of two linear equations.

Textbook Answer key Suggested Activity
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Exercise 1: Activity:

1. C
2. D
3. B
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4. A
5. B

Exercise 2:
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Exercise 3:

1. 2x+6y=3
2. 4x+2y=3
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3.

4.
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The volume of type A bottle

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is 5 litres, the volume of type
3
B bottle is 10 litres.

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Challenge:

1. system
2. root

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3. elimination
4. equation
5. input

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6. variable
7. zero
8. linear

=> Keyword: solution

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Unit 2: Roots
Lesson: Square roots and cube roots
Objectives:
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 Recognise and calculate square roots of non-negative real numbers and cube roots of real numbers.
 Recognise and calculate expressions involving square roots and cube roots.
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 Identify a number from its square roots or cube roots.

Textbook Answer key Suggested Activity
Reading Activity: (10 mins)
1. The expression is defined - Materials:
when x + 2 ≥ 0 or x ≥ -2.  Paper
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 Pen ( or pencil)
2. √𝑥 + 2 = 2
 Ruler
x+2=4 - Process:
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 Divide the class into 4 groups (can be flexible).

x=2
 The teacher writes 4 equations on the board and asks 4 groups to
3. solve the entire equations.

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 Teacher Guide_DigiMath 9

 After about 5 minutes, the teacher uses the name picker wheel
([Link] to select 1 student from each group to
go to the board to solve an equation.

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 The teacher checks the answers of 4 students on the board, and the
Listening groups check their answers.
1. The container has the shape of
a cube. Its volume is 2 litres.
2. 1.26 decimetres/ one and

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twenty-six hundredths
decimetres
Writing

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The answer may vary. Here is an
example:
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The length of a diagonal of the

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rectangle is √20 centimetres.

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 Teacher Guide_DigiMath 9

Unit 2: Roots
Review
Objectives:

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 Review square roots, cube roots and expressions involving square roots or cube roots.
Textbook Answer key Suggested Activity
Exercise 1:

1. B

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2. D
3. A
4. B

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5. C

Exercise 2: The sum of the square

roots of a positive number is 0.
Because they are two opposite
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numbers.

Example: The square roots of 5 are

√5 and -√5. √5 and -√5 are two
opposite numbers, so their sum is 0.
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Exercise 3:
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The perimeter of triangle BCD = BD

+ BC + CD ≈35.05 (m).
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The perimeter of triangle BCD is

35.05 metres.

Exercise 4:

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 Teacher Guide_DigiMath 9

a. The square root is defined

when x – 3 ≥0 or x ≥ 3.
Simplify:

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2
(√𝑥 − 3) = x - 3 (because x
≥ 3)
b. The square root is defined
when (𝑥 − 3)2 ≥ 0, so the

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square root is defined with all
values of x.
Simplify:

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√(𝑥 − 3)2= |x-3|

Unit 3: Trigonometry
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Lesson: Trigonometric ratios of acute angles
Objectives:
 Recognise trigonometric ratios of acute angles.
 Identify the trigonometric ratios of 30𝑜 , 45𝑜 , 60𝑜 .
Textbook Answer key Suggested Activity
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Reading Activity: (5-7 mins)

1. Angle P and angle Q are - Materials:
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complementary angles.  Paper

𝑂𝑃 √3  Pen, pencils, crayons
2. sin 60𝑜 = 𝑃𝑄 = 2
 Rulers
𝑂𝑄 1
cos 60𝑜 =𝑃𝑄 = 2 - Process:
𝑂𝑃
tan 60𝑜 =𝑂𝑄=√3  Divide the class into groups of 4 (can be flexible).
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𝑂𝑄 1  Each group draws a right-angled triangle that has the 3 different

cot 60𝑜 =𝑂𝑃 =
√3
sides (different lengths and colours).
Listening

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After finishing drawing, identify the acute angles and write the
1. The measure of angle M is 90
trigonometric ratios of this angle so that the color of the side name
degrees.
matches the color of the corresponding leg.

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 Teacher Guide_DigiMath 9

2. Angle N and angle O are

complementary angles.
̂ =𝑀𝑂
3. sin 𝑁 𝑁𝑂

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The formula for the sine of
𝑀𝑂
angle N is 𝑁𝑂 .

4. The value of sine of angle O

is around 0.88.

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Writing  The teacher will check and give points/ stars.
The measure of angle α is 50 degrees.
To find the height of the tree (h), we

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use the ratio of the opposite side to
the adjacent side of angle α:
ℎ
tan 50𝑜 = 5.3
ℎ
1.19 = 5.3
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height=1.19 x 5.3 = 6.31 (m)
The height of the tree is 6.31 metres.
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 Teacher Guide_DigiMath 9

Unit 3: Trigonometry
Review
Objectives:

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 Review about trigonometric ratios of acute angles.
Textbook Answer key Suggested Activity
Exercise 1
1. A
2. C

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3. B
4. D

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5. B
Exercise 2
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Using the Pythagorean Theorem:

𝐼𝐺 2 = 𝐻𝐺 2 + 𝐻𝐼 2

52 = 32 + 𝐻𝐼 2
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𝐻𝐼 2 = 52 − 32

𝐻𝐼 2 = 16
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HI = 4
The trigonometric ratios of angle G
and angle I are as follows:

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 Teacher Guide_DigiMath 9
𝐻𝐼 4
sin G = cos I = 𝐺𝐼 = 5 = 0.8
𝐺𝐻 3
cos G = sin I = = 5=0.6
𝐺𝐼
𝐻𝐼 4

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tan G = cot I = 𝐻𝐺 =3=1.3
𝐺𝐻 3
cot G = tan I = = =0.75
𝐻𝐼 4

Exercise 3

To find the height of the hill (h), we

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use the sine of the given angle:

ℎ
sin 30𝑜 = = 0.5
200

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h=0.5 × 200=100 (m)
The height of the hill is 100 metres.

Unit 4: Circles
Ed
Lesson 1: Circles and lines
Objectives:
 Recognise parts of a circle.
 Recognise the centre and line of symmetry of a circle.
T

 Identify the relative positions of lines and a circle.

Textbook Answer key Suggested Activity
AR

Reading Activity: (10 mins)

1. Line a is a secant line. - Materials:
2. Line b is a tangent line.  Papers with circles and their centres, blank papers
3. Line c is a line of symmetry  Pencils, rulers, erasers, compasses
or a secant line. - Process:
M

 The teacher randomly calls 2 students.

Listening
 The students sit in the first row, each of them receives a paper with
 Line a is a tangent line.
a circle and its centre or a blank paper, and listen to the teacher
iS

 Line b is a secant line.

reading some statements about circles and lines. The teacher might
 Line c is a line of symmetry.
repeat if it’s hard for students to remember.
Writing

26
 Teacher Guide_DigiMath 9

Answers may vary. This is an  When the teacher says ‘Done’, the students must draw lines (the
example: radius, the distance, some straight lines) for the given circle, or a
circle and lines with the given measurements. These circles and

ion
lines must express their relative positions.
 The students label the name of each line.

 The fastest one with the correct answer will gain one point

 Then, the students must answer if line m and the circle have no

at
intersecting points, line m is a secant line or a tangent line.
The radius of the circle with centre O
 They can take turns as the teacher requests. Then, if they answer
is 5.
correctly, they will gain another two points.

uc
The distance between centre O and
secant line h is 2.7.  If their answer is not correct 100%, they might just get one point.

The distance between centre O and Here is one example:

tangent line j is 5.
Ed
The radius of the circle is r. d is a distance between the straight line a
1

and the centre. d is a distance between the straight line b and the centre.
2

The length of d is less than that of r. The length of d is congruent to the

1 2

length of r. What do we call line a and b? Done.

Suggested answer:
T
AR
M
iS

27
 Teacher Guide_DigiMath 9

Line a is a secant line because the length of d is less than the length of r.
1

Line b is a tangent line because the length of d is congruent to the length

2

of r.

ion
at
uc
Unit 4: Circles
Lesson 2: Angles in circles
Objectives:
 Recognise central angles and inscribed angles in a circle.
Ed
 Distinguish between a central angle and an inscribed angle.
Textbook Answer key Suggested Activity
Reading Activity: (5-7 mins)
1. OD is a radius. - Materials:
2. Angle DOC is a central angle.  Some sheets of blank paper
T

3. BC is a chord.  Pencils, rulers, compasses, protractors and erasers

4. According to the inscribed  Powerpoint slides
AR

angle theorems, angle DOC - Process:

and angle DAC are subtended  Divide the class into 2 teams.
by the same arc DC, so we  One student from each team sits in the first row of the class with
have the measure of angle their backs facing the board. They must bring a sheet of blank
DAC is 81 degrees. paper, pencils, rulers, compasses and erasers.
M

Listening  The teacher shows 2 different pictures of a circle with some lines
1. The central angle is angle that form a central angle or inscribed angle (with the measure of
MOP. each angle) or both, along with the names of the centre and the
iS

2. The inscribed angle is angle vertices.

MNP.  Each team must verbally describe the given picture for their
member to draw.

28
 Teacher Guide_DigiMath 9

3. The mentioned arc is MP.  The team that finishes with the correct picture first in the shortest
time will be the winner.
4. The measure of angle MOP is
 The teacher should ask students more follow-up questions to check
150 degrees.

ion
their understanding, for example, “What do we call … ? What is
Writing the measure of … ?”

Answers may vary. This is an

example:

at
uc
Ed
This is the circle with centre A.
There are 3 points on the circle: B, C,
D.
Chords: CD, CB, BD
T

Arcs: CD, CB, BD

AR

Unit 4: Circles
Review
Objectives:
 Review circles and lines.
M

 Review angles in circles.

Textbook Answer key Suggested Activity
Exercise 1
iS

1. C
2. B
3. A

29
 Teacher Guide_DigiMath 9

4. B
5. D
Exercise 2

ion
at
Exercise 3
1. Line segment NP is a line of

uc
symmetry or a diameter.
2. OP is 6 cm.
3. Angle NMP is an inscribed
angle.
Ed
4. According to the inscribed
angle theorems, angle NOP
and angle NMP are subtended
by the same PN, so we have:
T

̂ =1 𝑁𝑂𝑃
𝑁𝑀𝑃 ̂ =90𝑜
2

The measure of NMP is 90

AR

degrees.

5. Triangle MNP is a right-

angled triangle because it has a right
angle at M.
M

Exercise 4

The values of kick angles from

iS

positions C, D and E are equal

because they are subtended by the
same arc AB.

30
 Teacher Guide_DigiMath 9
̂ =𝐴𝐷𝐵
𝐴𝐶𝐵 ̂ =𝐴𝐸𝐵
̂ =35𝑜
Exercise 5

1. False: A tangent line is a line

ion
that intersects a circle at one
point.
2. True
3. True

at
False: A secant line is a line that
intersects a circle at two points.

uc
Unit 5: Quadratic functions and equations
Lesson 1: Quadratic functions and graphs
Objectives:
 Recognise quadratic function y = ax with a ≠ 0.
2
Ed
 Determine the graph of quadratic function y = ax with a ≠ 0.
2

Textbook Answer key Suggested Activity

Reading Activity: (10 mins)
1. Paul noticed that every time he - Material:
threw, the path of the ball was a  Powerpoint slides
T

parabola.  Paper, pens

- Process:
AR

2.
 Divide the class into 4 teams.
 The teacher prepares 6 pairs of quadratic functions and their
corresponding parabolas.
 At each turn, show a graph with a quadratic function on one slide,
and ask students if the graph is correct for the shown quadratic
M

3. Substitute x=3 into the

function.
equation, we have:
 A representative from each group who raises hand fastest will
1 9 have the chance to answer. They have to answer True or False.
y = -2 . 32 = - .
iS

2
 If they answer correctly, they will get one score.
So, when x-coordinate is 3, y-
 If they answer and draw correctly, they will get two points.
9
coordinate is - .
2

31
 Teacher Guide_DigiMath 9

 If the student shouts ‘False’, he/ she has to explain why it is

Listening incorrect and draw the correct graph on the piece of paper.
Graph A:  The winner will be the team with the most correct answers.

ion
at
uc
Graph

Ed
B:
T

Graph C:
AR
M
iS

Writing

32
 Teacher Guide_DigiMath 9

Answers may vary.

Here is a suggested answer:

The graph of the function passes

ion
through two points: (-5, 1) and (5,1).
We substitute (-5,1) into the equation

y=𝑎𝑥 2 and we will have:

at
1 = a × (−5)2

1 = 25a

uc
1
a=
25

1
So, the equation is y = 𝑥2
25

Students can do the same for point (5,

Ed
1).

Unit 5: Quadratic functions and equations

Lesson 2: Quadratic equations in one variable
T

Objectives:
 Recognise quadratic equations in one variable.
AR

 Solve quadratic equations in one variable using the discriminant.

Textbook Answer key Suggested Activity
Reading Activity: (5-7 mins)
1. Let l and w be the expressions for - Material:
the length and width of the frame,  Sets of cards
M

respectively. We have: - Process:

l = 65 + x  Divide the class into 4 teams (can be flexible).
w = 54 + x 
iS

The teacher prepares some quadratic equations in one variable and

their solutions.
 Write all quadratic equations on separate cards. On another set of
cards, write the corresponding solutions of those equations.

33
 Teacher Guide_DigiMath 9

2. Let s be the expression for the  Then, give each team 2 shuffled sets of cards (1 set for quadratic
area of the frame, we have: equations and 1 set for solutions).
 Students spread the cards out on their tables and find the matching
s=l×w

ion
pairs.
= (65 + x) × (54 + x)
 The team that correctly matches all pairs first will be the winner.
= 𝑥 2 + 119x + 3 510

at
3. To find the length and the
width of the frame, we set up the
equation to find x (x > 0):

uc
𝑥 2 + 119x +3 510 = 65 × 54 + 620
𝑥 2 +119x – 620 = 0
x = 5 or x = -124
Since x > 0, so x = 5 is a solution.
Ed
Substitute x = 5 into expressions l
and w, we have:
l = 65 + 5 = 70 (cm)
w = 54 + 5 = 59 (cm)
The length is 70 cm and the width is
T

59 cm.
AR

Listening
M
iS

34
 Teacher Guide_DigiMath 9

Writing
Answers may vary.

Here is a suggested answer:

ion
If ∆ = 0, then 𝑏 2 =4ac or

𝑏2
c=
4𝑎

𝑏2

at
Substitute c = into the quadratic
4𝑎
function, we have:

𝑏2

uc
ax + bx + c =
2
=0
4𝑎

Divide the expression by a, we have:

𝑏 𝑏2
x + 𝑥+
2
𝑎 4𝑎
=0
Ed
𝑏
(x + ) 2= 0
2𝑎

𝑏
x=-
2𝑎
T

Unit 5: Quadratic functions and equations

Review
AR

Objectives:
 Review quadratic functions and graphs.
 Review quadratic functions in one variable.
Textbook Answer key Suggested Activity
M

Exercise 1
1. B
2. D
iS

3. D
4. A
5. C

35
 Teacher Guide_DigiMath 9

Exercise 2

ion
Exercise 3
1.

at
uc
Ed
2. Point (2,2) belongs to both the
parabola and the line.
T

We can set up the equation as

follows:
AR

1
𝑥 2 = 2x- 2
2
1
𝑥 2 - 2x + 2 = 0
2

x=2
Substitute x = 2 to any equations and
M

we will get y = 2.

Exercise 4
iS

1. Let t and t be the time amounts

1 2

Mia spends on running and walking,

respectively. We have:

36
 Teacher Guide_DigiMath 9
3.6
t =
1 (hour)
𝑥
3.6
t =
2 (hour)
𝑥−2.88

ion
Since walking will need 20 more
minutes compared to running, we
have:
20
t+
1 =t 2
60

at
3.6 1 3.6
+ =
𝑥 3 𝑥−2.88

2. Transform the equation into

uc
a quadratic equation:
3.6 1 3.6
+ =
𝑥 3 𝑥−2.88
3.6 × 3 × (𝑥−2.88) 𝑥 × (𝑥−2.88)
𝑥 × 3 × (𝑥−2.88)
+
3 × 𝑥 × (𝑥−2.88)
Ed
3.6 × 3 × 𝑥
=
3 × 𝑥 ×(𝑥−2.88)

𝑥 2 - 2.88x - 31.104 = 0
T

The coefficients are:

a=1
b = – 2.88
AR

c = – 31.104

3. Solve the equation to find x

(x > 0):
M

𝑥 2 - 2.88x - 31.104 = 0
x=7.2 or x= -4.32
Since x > 0, x=7.2 is a solution.
iS

So, Mia’s running speed is 7.2 km/h.

37
 Teacher Guide_DigiMath 9

Unit 6: Data in statistics

Lesson 1: Frequency and charts
Objectives:

ion
 Recognise frequency and charts.
 Solve maths problems related to frequency and charts.
Textbook Answer key Suggested Activity
Reading Activity 1: (10 mins)
1. The project’s name is Green - Material:

at
Heroes.  Powerpoint slides
2. The residents proudly - Process:

uc
recognised the improvement  Divide the class into 4 teams (can be flexible).
of cleanliness  The teacher prepares some frequency tables of different categories
in their neighbourhood. (such as favourite colours, leisure activities, etc).
3. 173 - (30 + 40 + 58) = 45  At each turn, the teacher shows a frequency table of a category
There were 45 volunteers at
Ed with a few missing frequencies and the total number of values.
the age of 16.  In 1 minute, the students have to guess the missing frequency and
work out the relative frequency of each value.
Listening
 The students swap and check their answers from another team.
The teacher then shows the actual frequency.
T

 The team with the closest guess to the actual frequency will win.
For example:
AR

The teacher shows the following table:

The total number of people: 50
1. There are 50 students. Frequency table
2. There are 15 votes for
Science. Favourite colour Frequency
M

3. 18 -17= 1
red 12
There is 1 more vote for
Maths than English. blue …
iS

Writing
white …
The answer may vary. Here is a
suggested answer: yellow 13

38
 Teacher Guide_DigiMath 9

Based on the information in the

frequency table, there are 30 orders The students’ guess will look like this:
for coffee, 58 orders for milk tea, and

ion
12 orders for tea. We can conclude Frequency table
that milk tea has the highest
frequency and tea has the smallest Favourite colour Relative frequency

frequency.
red 12 : 50 = 24%

at
blue 15 : 50 = 30%

white 10 : 50 = 20%

uc
yellow 13 50 = 26%

Activity 2: (10 mins)

Ed
- Materials:
 Powerpoint slides
 Projector
 An empty bottle
- Process:
T

 Divide the class into 2 teams.

 Each student from 2 teams takes turns to play.
AR

 The teacher prepares 1 frequency table (or more if there is enough

time) about a topic or some (such as ...) about a topic (such as
favourite colours, leisure activities, etc) with a piece of fake
information like “This result was taken from 50 random people.”
 The teacher places the empty bottle on a table. The table is placed
M

between 2 students.
 The teacher asks a question related to the topic. The two students
must quickly grab the bottle to answer the question.
iS

 The teacher reveals the answer with its frequency in the table on
the slide if the student’s answer is included in the given table, and
the teacher awards his/ her team points according to the frequency.

39
 Teacher Guide_DigiMath 9

Example:
Question: What is the most favourite colour?

red 24

ion
blue 30

white 20

black 26

at
If the student answers ‘red’, his/ her team gets 24 points. Similarly, they’ll
get the corresponding points if their answers are blue, white, or black.

uc
Unit 6: Data in statistics
Review
Ed
Objectives:
 Review frequency and charts
Textbook Answer key Suggested Activity
Exercise 1
T

1. B
2. A
AR

3. D
4. C
5. D
6. B
Exercise 2
M

1. The frequency of a value or an

item is the number of times
that value or item occurs in a
iS

set of data.
2. The answer may vary. Here
are some suggested answer:

40
 Teacher Guide_DigiMath 9

- When I classify the grades

obtained by the students

- When I organise the goals

ion
scored by players in a football
match

- When I organise the results

of a survey about favourite

at
food/ sports/ games/ movies,
etc.

Exercise 3

uc
Bar chart:
Ed
T
AR

Pie chart:
M
iS

41
 Teacher Guide_DigiMath 9

ion
at
uc
Unit 7: 3D shapes
Lesson 1: Cylinder
Objectives:
 Recognise parts of a cylinder.
Ed
 Calculate the lateral surface area and the volume of a cylinder.
Textbook Answer key Suggested Activity
Reading Activity: (10 mins)
2 × π × 3.5 × 4.2 = 29.4π ≈29.4 × - Materials:
T

3.14 = 92.316 (cm2)  Powerpoint slides

The lateral surface area of the cylinder  Calculators
AR

can is 92.316 cm .
2 - Process:
 Divide the class into 4 teams (can be flexible).
π × 3.5 × 4.2 = 51.45π ≈51.45 × 3.14
2  The teacher prepares some word problems about cylinders
= 161.55 (cm2) (finding their lateral area, volume, height or radius).
The volume of the cylinder can is  At each turn, the teacher shows a word problem on a slide. The
M

161.55 cm2. students must solve it as quickly as possible.

 The student who shouts out the correct answer first will get 1
Listening point for their team.
iS

1. π × 0.35 × 1.44 = 0.1764π ≈ 0.1764

2  Then, he/ she needs to explain why he/she found out the correct
× 3.14 = 0.5539 (m3) answer.
 If he/ she can explain correctly, their team will get one another
point.
42
 Teacher Guide_DigiMath 9

The volume of the smaller tank

is 0.5539 m3.

ion
2. π × 0.45 × 1.53 = 0.3098π ≈
2

0.3098 × 3.14 = 0.9728 (m3)

The volume of the bigger tank
is 0.9728 m3.

at
0.9728
3. No, because = 1.76. So, the

uc
0.5539

volume of the bigger tank is not double

the volume of the smaller tank. Ed
Writing
Answers may vary. Here are some key
points:

- The object the student chooses.

T

- Show the formulae for the lateral

surface area and the volume of the
AR

object.

Here is a suggested answer: If a

student chooses a water glass.

2 × π × 3 × 12 = 72π ≈ 72 × 3.14 =
226.08 (cm2)
M

The lateral surface area of the object is

226.08 cm2.
iS

π × 3 × 12 = 108π ≈ 108 × 3.14 =

2

339.12(cm3)

43
 Teacher Guide_DigiMath 9

The volume of the object is 339.12

cm3.

ion
If a student chooses a food container:

The lateral surface area is 226.08 cm2.

The volume is 678.24 cm3.

If a student chooses a barrel:

at
The lateral surface area is 9 118.56
cm2.

uc
The volume is 100 304.16 cm3.

Unit 7: 3D shapes
Lesson 2: Cone
Ed
Objectives:
 Recognise parts of a cone.
 Calculate the lateral surface area and the volume of a cone.
Textbook Answer key Suggested Activity
T

Reading Activity: (5-7 mins)

1. √0.42 + 0.42 = 0.5656 ≈ 0.57 (m) - Materials:
 Blackboard
AR

The slant height is 0.57 m.

 Sticky balls
 Calculators
2. π × 0.4 × 0.57 = 0.23π ≈ 0.23 × - Process:
3.14 = 0.7222 ≈ 0.72 (m2)  The teacher writes some possible answers on the blackboard.
M

They are measures of the volume, the lateral surface area or the
The lateral surface area of the cone
slant height of a cone. There’s only one correct answer.
is 0.72 m2.
 Divide the class into 2 teams. One student from each team goes
iS

1
3. × π × 0.4 × 0.4 = 0.021π ≈
2 to the blackboard.
3
 They are going to hear the teacher reading a description of a
0.021 × 3.14 = 0.0659 ≈ 0.07 (m3)
cone, including its radius, height, etc. Then they must calculate
The volume of the cone is 0.07 m3.

44
 Teacher Guide_DigiMath 9

the volume, the lateral surface area, or the slant height of the
Listening cone depending on the question.
 The first student to finish has to throw the sticky ball to the

ion
correct answer on the board.
 The team with the most correct answers will win.

at
uc
Writing
Answers may vary. Here are some key
points:
Ed
- The object the student chooses.

- Show the formulae for the slant

height, the lateral surface area and the
T

volume of the object.

Here is a suggested answer: If a

AR

student chooses an ice cream cone.

√2.72 + 11.82 =12.1049 ≈ 12.1 (cm)

The slant height of the ice cream cone

is 12.1 cm.
M

π × 2.7 × 12.1 = 32.67π ≈ 32.67 × 3.14

= 102.5838 ≈ 102.58 (cm2)
iS

The lateral surface area of the ice

cream cone is 102.58 cm2.

45
 Teacher Guide_DigiMath 9
1
× π × 2.7 × 11.8 = 28.674π ≈ 28.674
2
3

× 3.14 = 90.0363 ≈ 90.04 (cm3)

The volume of the ice cream cone is

ion
90.04 cm3.

If a student chooses a traffic cone:

at
The slant height is 42.72 cm.

The lateral surface area is 2 012.11

cm2.

uc
The volume is 9 420 cm3.

If a student chooses a hat:

Ed
The slant height is 28.28 cm.

The lateral surface area is 1 775.94

cm3.

The volume is 8 373.33 cm3.

T

Unit 7: 3D shapes
AR

Lesson 3: Sphere
Objectives:
 Recognise parts of a sphere.
 Calculate the surface area and the volume of a sphere.
Textbook Answer key Suggested Activity
M

Reading Activity: (5-7 mins)

 Materials:
iS

 Blackboard
 Calculators
 Process:
 The teacher prepares some true/ false statements.

46
 Teacher Guide_DigiMath 9

 Divide the class into 4 teams. One student from each team goes
to the blackboard.
 At each turn, they are going to hear the teacher reading a

ion
statement. Then, they have to write ‘T’ for true or ‘F’ for false
for the statement as quickly as possible.

Listening  The team with the most correct answers will win.

1. The Earth and its core.

2. The radius of the Earth is 6 371

at
kilometres. The radius of the
core is 3 485 kilometres.

uc
Writing
Answers may vary. Here are some key
points:
- The planet the student chooses.
Ed
- Its surface area and its volume.
Here is a suggested answer: If a
student chooses Saturn.

4 × π × (58 232) = 1.3563 ×10 π ≈

2 10

1.36 ×10 × 3.14 4.27×10 (km )

T

10 10 2

The surface area of Saturn is 4.27×1010

AR

km2.

4
× π × (58 232) = 2.6328×1014 π ≈
3

3
2.63 ×1014 × 3.14 ≈ 8.26×1014 (km3)

The volume of Saturn is 8.26×1014

M

km3.
iS

If a student chooses Mercury:

The surface area is 7.47×107 km2.

47
 Teacher Guide_DigiMath 9

The volume is 6.08×1010 km3.

If a student chooses Venus:

ion
The surface area is 4.6×108 km2.

The volume is 9.28×1011 km3.

at
If a student chooses Earth:

The surface area is 5.1×108 km2.

The volume is 1.08×1012 km3.

uc
If a student chooses Mars:

The surface area is 1.44×108 km2.

Ed
The volume is 1.63×1011 km3.

If a student chooses Jupiter:

T

The surface area is 6.14×1010 km2.

The volume is 1.43×1015 km3.

AR

If a student chooses Uranus

The surface area is 8.08×109 km2.

The volume is 6.83×1013 km3.

M

If a student chooses Neptune:

iS

The surface area is 7.61×109 km2.

The volume is 6.25×1013 km3.

48
 Teacher Guide_DigiMath 9

Unit 7: 3D shapes
Review
Objectives:

ion
 Review parts of a cylinder, a cone, and a sphere.
 Review formulae to calculate the lateral surface area and the volume of a cylinder, a cone and a sphere.
Textbook Answer key Suggested Activity
Exercise 1
1. B

at
2. A
3. A

uc
4. B

Exercise 2
1. False (A cylinder has a curved
surface and two circular bases.)
Ed
2. False (In a cone, the slant
height is always longer than the
height.)
3. True
T

Exercise 3

2 × π × 20 × 75 = 3 000π ≈ 3000 ×
AR

3.14 = 9 420 (cm2)

The lateral surface area of the barrel is
9 420 cm .2
M

2 × π × 20 = 800π ≈ 800 × 3.14 = 2

2

512 (cm2)
The surface area of the 2 bases is 2 512
iS

cm2.

9 420 + 2 512 = 11 932 (cm2)

49
 Teacher Guide_DigiMath 9

The surface area (lateral surface area +

2 bases) of the barrel is 11 932 cm2.

ion
11 932×4=47 728 ≈48 000 (grams)
The producer needs 48 000 grams of
steel to make the barrel.

Exercise 4

at
1. To find the surface area of the
tube, we need to find the
surface area of the two parts,

uc
the cylinder (upper part) and
half of the sphere (bottom part). Ed
2 × π × 8 × 150 = 2 400π ≈ 2 400 ×
3.14 = 7 536 (mm2)
The lateral surface area of the upper
part is 7 536 mm2.
T

2 × π × 8 = 128π ≈ 128 × 3.14 =

2

401.92 (mm2)
AR

The surface area of the bottom part is

401.92 mm2

7 536 + 401.92 = 7 937.92 (mm2)

The surface area of the tube is 7 937.92
M

mm . 2
iS

2. To find the volume of the test

tube, we need to find the volume of the

50
 Teacher Guide_DigiMath 9

two parts, the cylinder (upper part) and

half of the sphere (bottom part).

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π × 8 × 150 = 9 600π ≈ 9 600 × 3.14 =
2

30 144 (mm2)
The volume of the upper part is 30 144
mm . 3

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23 × π × 8 = 341.33π ≈ 341.33 ×
3

3.14 1 071.78(mm3)

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The volume of the bottom part is 1
071.78 mm . 3

30 144 + 1 071.78 = 31 215.78 (mm3)

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The total volume of the test tube is 31
215.78 mm3.

Unit 8: Mathematics in real life

Lesson 1: Introduction to insurance
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Objectives:
 Recognise terms related to insurance.
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 Solve maths problems related to insurance.

Textbook Answer key Suggested Activity
Reading Activity: (10 mins)
1. 6 000 : 12 = 500 (dollars) - Material:
Owen will pay the insurance  Blackboard
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company 500 dollars each - Process:

month.  Divide the class into 4 teams.

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2. 7 650 - 1 000 = 6 650 (dollars) Each team must create an imaginary insurance company in which
The insurance company will they need to include key information about insurance, a
cover for Owen 6 650 dollars. premium, a policy limit, a deductible, and a claim.
Listening  Students have to prepare their presentations in 10 minutes.

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 Teacher Guide_DigiMath 9

1. Kelly signs the insurance  The teacher should prepare a slide showing a sample answer with
contract. a clear outline for students.
2. The insurance is home  Students present their work in the review lesson.

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insurance. Here is an example:
3. The premium is 1 000 dollars Owen is going to sign an insurance contract next week.
per year. Let's help him clarify some important terms:
4. The deductible is 2 400 dollars. 1. Premium: It is the amount of money he needs to pay monthly per an
Writing insurance contract. It is determined based on several factors such as age,

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1. The answer may vary. Here are gender, location, health status, etc.
some suggested answers: 2. Policy limit: Owen signs a home insurance contract with a policy limit
 Health insurance of 50 000 dollars. If his house is damaged in a damaged in a fire,

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 Travel insurance unfortunately, the insurance company will only pay up to 50 000
 Property insurance (Home dollars in claims, although his house costs more than that.
insurance, Car insurance) 3. Deductible: In Owen's home insurance contract, the deductible is 1
 Education insurance
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000 dollars. Let’s assume that his house suffered damage from a
1. A claim is a request to an hurricane and will cost 15 000 dollars to repair. If his claim is approved,
insurance company for he have to pay 1 000 dollars of the repair cost out of his pocket money.
payment related to an accident, The insurance company will then cover the remaining, which is 14 000
illness or property damage. dollars.
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Unit 8: Mathematics in real life

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Lesson 2: Exponential growth and decay

Objectives:
 Recognise terms related to exponential growth and decay.
 Solve maths problems related to exponential growth and decay.
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Textbook Answer key Suggested Activity

Reading Activity: (10 mins)
1. 100 visitors came to the tourist - Material:
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area on the first day of April.  Powerpoint slides

2. 100 x (1 + 10%)2=121 - Process:
(visitors)  Devide the class into 2 groups.

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 Teacher Guide_DigiMath 9

There are 121 visitors on the  Show 2 scenerios on the slide, with detailed information about a
3𝑟𝑑 day. company.
Listening  Then, one representative from each team will role-play, coming

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1. The plot of land is in District 2. to the stage and present about their company's conditions.
2. Its area is 120 square metres.  The teachers pay attention to students' presentation to give
3. The expected price after 5 years appropriate feedback and scores.
will be about 8.934 billion Here is one example:
VND.

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Writing

1. Investment is the act of

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investing money, effort, time,
etc. in something to make a
profit or gain an advantage.
2. 3.5 x (1 − 8%)5 =2.3068
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2 (billion VND)
The price of the car after 5
years will be about 2 billion
VND.
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Unit 8: Mathematics in real life

Review
Objectives:
 Review terms related to insurance, exponential growth and decay.
 Review how to solve maths problems related to insurance, exponential growth and decay.
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Textbook Answer key Suggested Activity

Exercise 1 Activity: (10 mins)
1. B - Material:
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2. A  Blackboard
3. D - Process:
Exercise 2  Divide the class into 4 teams.

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 Teacher Guide_DigiMath 9

1. Insurance  Students present their work that they have done in lesson 1.
2. premium  The teacher gives feedback and points to each team.
3. Policy limit

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4. Deductible
5. Claim, illness

Exercise 3

Complete the table:

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The line chart:

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AR
M
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