What is the formula for sine and cosine acccording to grade 9 curriculum in Vietnam? When do students in Vietnam learn about the value of sine and cosine according to Math curriculum?

What is the formula for sine and cosine acccording to grade 9 curriculum in Vietnam?

Sine and Cosine are two of the most fundamental and important trigonometric functions. They are used to describe the relationship between the sides and angles in a right triangle.

Students will learn it in the grade 9 Mathematics curriculum:

*Note: Information is for reference purposes only./.

What is the formula for sine and cosine acccording to grade 9 curriculum in Vietnam? When do students in Vietnam learn about the value of sine and cosine according to Math curriculum?​ (Image from the Internet)

When do students in Vietnam learn about the value of sine and cosine according to Math curriculum?

According to Section 4 of the Mathematics curriculum issued along with Circular 32/2018/TT-BGDDT:

Trigonometric identities in right triangles

Trigonometric ratios of acute angles. Some relations about sides and angles in right triangles

- Recognize the values of sine (sine), cosine (cosine), tangent (tangent), cotangent (cotangent) of acute angles.

- Explain trigonometric ratios of special acute angles (angles 30°, 45°, 60°) and complementary angles.

- Calculate the value (exact or approximate) of the trigonometric ratios of acute angles using a handheld calculator.

- Explain some identities about sides and angles in right triangles (e.g., a leg equals the hypotenuse times the sine of the opposite angle or times the cosine of the adjacent angle; a leg equals the other leg times the tangent of the opposite angle or times the cotangent of the adjacent angle).

- Solve some practical problems related to trigonometric ratios of acute angles (e.g., calculate line segments' length, angles, and apply to solve right triangles,...).

Thus, according to the above regulations, students in Vietnam will learn about the value of sine and cosine in the Grade 9 Mathematics curriculum.

Is there integration of multiple assessment forms in the Grade 9 Mathematics in Vietnam?

According to Section 7 of the Mathematics curriculum issued along with Circular 32/2018/TT-BGDDT, the assessment of educational outcomes in general and specifically in Grade 9 Mathematics is as follows:

The goal of assessing educational outcomes in Mathematics is to provide accurate, timely, and valuable information about students' development and progress based on the requirements to be achieved at each grade and level; adjust teaching activities, ensure each student's progress, and improve the quality of Mathematics education and overall education.

There is integration of multiple assessment forms (formative assessment, periodic assessment), various assessment methods (observation, recording of process execution, verbal questioning, objective tests, written essays, practical exercises, study projects/products, real-world tasks,...) at appropriate times.

Formative assessment (or regular assessment) is organized by the instructor, combining with assessments from other subjects' teachers, self-assessment by the student being evaluated, and evaluations from other students in the group, the class, or assessments by parents. Formative assessment accompanies the learning process to avoid separating teaching and assessment processes, ensuring assessment aims for student progress in learning.

Periodic assessment (or summative assessment) primarily aims to evaluate the achievement of learning goals. The results from periodic and summative assessments are used to certify educational levels, recognize student achievements. Periodic evaluation is organized by the education institution or through national exams and assessments.

Periodic assessment is also used for managing teaching activities, ensuring quality at the educational institution, and serving the development of the Mathematics curriculum.

Evaluating student competencies through evidence that reflects achieved outcomes during student actions. The evaluation process includes basic steps such as: determining the assessment purpose; identifying necessary evidence; selecting appropriate methods, tools for assessment; collecting evidence; interpreting evidence and providing feedback.

Emphasis on selecting methods, tools for evaluating components of mathematical competencies. To be specific:

- Evaluating mathematical thinking and reasoning: various methods, tools such as questions (oral, written), exercises,... that require students to present, compare, analyze, aggregate, systematize knowledge; apply mathematical knowledge for explanation and reasoning.

- Evaluating mathematical modeling: choosing real-life situations leading to mathematical problems, requiring students to identify mathematical models (including formulas, equations, tables, graphs,...) for situations appearing in practical problems; solve mathematical issues within the established model; express and evaluate solutions in the real context and improve models if solutions are inappropriate.

- Evaluating mathematical problem solving:

+ Methods such as requiring learners to recognize situations, identify and present the issues to be solved; describe, explain initial information, goals, and expectations of the problematic situations under consideration;

+ Collect, select, organize information and connect it with existing knowledge; use questions (may require spoken or written responses) demanding learners apply knowledge to solve problems, especially real-world problems; use observational methods, observe learners in the problem-solving process; evaluate through learners’ practical products; reasonably consider integrative assessment tasks.

- Evaluating mathematical communication: methods such as requiring learners to understand listening, comprehend reading, note-taking (summarizing), analyzing, selecting, extracting basic and key mathematical information from spoken or written text; use mathematical language combined with ordinary language in presenting, expressing, asking questions, discussing, debating mathematical contents, ideas, solutions in interaction with others.

- Evaluating the ability to use tools and means for learning mathematics: methods requiring learners to recognize names, functions, usage standards, ways of maintenance, advantages, and limitations of mathematical tools and means; present reasonable usage of tools and means for learning to accomplish learning tasks or express mathematical reasoning and proof.

When teachers plan lessons, they should establish criteria and assessment methods to ensure that at the end of each lesson, students meet the fundamental requirements based on established criteria before moving to subsequent learning activities.

Thus, as per the regulations, multiple assessment forms such as (formative assessment, periodic assessment) and assessment methods (observation, process execution recording, verbal questioning, objective testing, essays, written tests, applied exercises, study projects/products, real-world tasks,...) will be applied at appropriate times in the Grade 9 Mathematics.