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Class 10 - Math - Structured LP Book

The document presents a resource book of structured lesson plans for Grade 10 teachers in CBSE-affiliated schools in Andhra Pradesh, aimed at enhancing competency-based teaching and learning. It includes messages from various educational leaders emphasizing the importance of quality education and teacher support, and outlines the collaborative efforts made to develop these lesson plans based on the National Education Policy 2020 and other educational frameworks. The resource book is designed to provide teachers with flexible, structured plans that cater to diverse learning needs and promote effective classroom engagement.

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0% found this document useful (0 votes)

883 views558 pages

Class 10 - Math - Structured LP Book

Uploaded by

Rahul Chauhan

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

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DEPARTMENT OF SCHOOL EDUCATION

STRUCTURED LESSON PLANS

For CBSE-affiliated Schools

GRADE-10

A Teacher Resource Book for

Competency Based Teaching-Learning

STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING (SCERT)

Committee for Development of Structured
Lesson Plans
Honorary Advisors

Shri Praveen Prakash IAS Shri S. Suresh Kumar IAS

Principal Secretary to Government Commissioner of School Education , AP
Department of School Education, AP

Shri B. Srinivasa Rao IAS

State Project Director, Samagra Shiksha, AP

Shri. M.Venkata Krishna Reddy

Dr. B. Pratap Reddy MA., B.Ed., Ph.D.
MA., B.Ed
Director, SCERT, AP
Secretary, Model Schools, AP
Shri K. Ravindranath Reddy MA., B.Ed.
Director, Government Textbook Press, AP
Advisors
CRISP Azim Premji University LFE
Shri. R. Subrahmanyam Faculty from APU Kunal Patil
I.A.S.(Retd), Secratary of CRISP Shreyashi Ghosh
Ms. K. Sandhya Rani
IPoS.(Retd), Founding member of CRISP

Mrs. P. Usha Kumari

I.A.S.(Retd), State Lead of AP Team CRISP
Programme Co-ordinators
Smt. Chirakala. Sreelatha Smt. Sripathi. Bhanumathi
State Co-ordinator, CBSE, AP Faculty, SCERT, AP
Shri. K. Dharma Kumar Dr. G. Kesava Reddy,
Co-ordinator,CBSE, AP Faculty, SCERT, AP

Subject Experts
Sri. M. Vanapal Reddy Sri. M. Srinivasa Rao
Principal, APSWREIS, Karempudi APSWREIS, Adavitakkellapadu
Sri. P.V. Karunakara Rao Smt. Y. Sesha Vagdevi Alekhya
APSWREIS - Kopperla,
KGBV, Makavarapalem
Sri. B. Udaya Bhaskar Sri. Venkata Ramana Murthy
APMS, Reddy Gudem
APMS, Bukkanaidupeta, Vepada
Smt. J. Jhansi Rani Sri. K. Sanjeeva Reddy
APRS, Nagireddy Gudem
APMS, Kolimigundla
MESSAGE BY PRINCIPAL SECRETARY

It brings me a great joy to invite all the teachers of CBSE-affiliated government schools to
this valuable resource book of structured lesson plans. Inspired by the vision of our honorable
Chief Minister, we are committed to supporting the teachers in shaping a bright future for all the
children in Andhra Pradesh. We envision our children transforming into global citizens, excelling in
academics and being ready for the world of work. In order to aid the teachers in this pivotal task of
preparing the students to emerge as global citizens, the School Education Department is
committed to making available the best resources and training. This lesson plans resource book is a
transformational step in that direction. Utilized appropriately, this resource books will transform the
teaching-learning process and experience in the classroom and lead to deeply engaging the students.

I hope you make the best use of this resource, which has been put together by our own teachers trained
by experts from Azim Premji University and facilitated by the Center for Research in Schemes and
Policies (CRISP). They have taken into consideration the teaching-learning needs of all types of
learners and created lesson plans that are rich in activities, examples, and assessments. They have
followed the CBSE Learning Framework and NCERT Learning Outcomes for Secondary Stage, along
with principles from the National Curriculum Framework: School Education 2023.

At the crucial juncture of secondary school, our children need spirited teachers like you to
prepare them for the changing and dynamic world. You bear the power and responsibility to shape their
minds and hearts and guide them to step out into the world and contribute to our state's growth and
country's economy.

Your dedication and efforts in implementing these structured pedagogical approaches will not
only enhance the learning experience of our students but also equip them with the necessary skills and
knowledge to thrive in an ever-evolving global landscape. Together, let us embark on this journey of
educational excellence and empower our students to become the leaders of tomorrow.

With great hope and appreciation,

Shri Praveen Prakash, IAS

Principal Secretary, Department of School Education
Government of Andhra Pradesh
MESSAGE BY COMMISSIONER

The United Nations Sustainable Development Goal 4 (SDG 4) underscores the pivotal role of
education in unleashing human potential and fostering self-respect. As the Commissioner of School
Education, I am privileged to champion a vision that empowers the children of Andhra Pradesh with
boundless possibilities and opportunities. Through pioneering reforms in education, encompassing
cutting-edge infrastructure, ongoing professional development for educators and administrators,
innovative digital initiatives, and an unwavering commitment to providing top-tier educational
resources, our state stands as a beacon of educational transformation.

Government of Andhra Pradesh is committed to implement best initiatives to enhance rthe

quality of education in the State. Obtaining CBSE affiliation to 1000 schools is one of such key
initiatives. This lesson plan resource book developed for the use of teachers working in CBSE schools
represents yet another milestone in our journey. Recognizing teachers as the cornerstone of our
education system, we have entrusted them to craft these lesson plans for your benefit. After undergoing
rigorous training in pedagogy, subject matter, learning outcomes and competencies, our educators
have infused these lesson plans with their profound knowledge of the subject, and understanding of our
students and their diverse contexts. It is a labor of love and thought, an amalgamation of explorations
and experiments, presented for you to embrace and utilize effectively.

These lesson plans are created with the aim of providing a rich repository of ideas to enhance
classroom engagement and productivity, and provide yet another innovative resource that teachers can
employ. Feel free to adapt and supplement these plans as you see fit. The teacher reflections section
serves as a tool for self-assessment and improvement, allowing you to augment your lessons and
address any gaps you may identify.

I am optimistic about our state's trajectory towards competency-based teaching, with a focus
on measurable learning outcomes that can be continually evaluated and enhanced. The decision to
affiliate 1000 schools with CBSE and implement a curriculum aligned with national standards is indeed
a significant stride in the right direction. Together, let us embrace this transformative journey towards
educational excellence and empower our students to thrive in an ever-evolving world.

I congratulate everyone who worked towards bringing this excellent resource book for the
teachers. I thank Center for Research in Schemes and Policies (CRISP) for the innovative ideas they
presented to the Government, including development of structured lesson plans. The support of SPD
Samagra Shiksha, continuous facilitation by CRISP, expert technical advice of Azim Premji
University faculty, hard work of our teachers, CBSE team in Commissionerate office and SCERT
made it possible to bring out this resource book in time for the 2024-25 academic year.

With sincere optimism and appreciation,

Shri S Suresh Kumar, IAS
Commissioner,
Department of School Education,
Government of Andhra Pradesh
MESSAGE BY THE STATE PROJECT
DIRECTOR

The National Education Policy 2020 highlights that the purpose of education is to develop good human
beings capable of rational thought and action, possessing compassion and empathy, courage and
resilience, scientific temper and creative imagination, with sound ethical moorings and values. It aims
at producing engaged, productive, and contributing citizens for building an equitable, inclusive, and
plural society as envisaged by our Constitution. To realize the NEP's vision, it is essential for
educators to align with this goal and transition from curriculum-centric to competency-driven teaching
methods.

The State's commitment to this shared vision is visible in the Strengthening Andhra's Learning
Transformation (SALT) Project, where one of the pivotal focus areas is the professional development
of teachers. This entails utilizing insights from self-assessments, academic performance data from
school-based evaluations, and classroom observations to enhance pedagogical skills. With continuous
support from the education department, teachers will refine their pedagogical approaches, ensuring
effective delivery of lessons.

In the same vein, I am delighted to introduce this Lesson Plan resource book for our CBSE-affiliated
schools, crafted by experts from both within our state and across the nation. These lesson plans signify
a shift away from rote memorization and content accumulation towards a structured approach aimed at
fostering values, dispositions, and competencies in students. Rooted in the vision of the NEP and
operationalized by the National Curriculum Framework: School Education 2023, each plan
corresponds to a 40-minute class targeting specific learning outcomes from NCERT's Secondary
Stage. These outcomes collectively contribute to observable learning achievements and the
development of competencies over time. Moreover, this resource book empowers teachers to tailor
their content and assessments dynamically by monitoring and addressing students' learning needs
continuously.

I hope the teachers will find these resources valuable and helpful in transforming classroom
transactions. Together I hope we will reshape the educational landscape of Andhra Pradesh in the years
ahead. Best wishes for your endeavors!

Shri B Srinivasa Rao, IAS

State Project Director, Samagra Shiksha
Government of Andhra Pradesh
MESSAGE BY JOINT DIRECTOR, CBSE

In a landmark decision, the Government of Andhra Pradesh affiliated 1000 Government schools with
the Central Board of Secondary Education (CBSE). This transition marks a significant milestone in our
efforts to provide standardized and high-quality education to our students. The CBSE curriculum is
widely recognized for its comprehensive and contemporary approach to learning, offering students a
competitive edge on a national scale. The Board emphasizes holistic development of learners by
providing a stress-free learning environment that will develop competent, confident and enterprising
citizens who will promote harmony and peace. It is committed to providing quality education to
promote intellectual, social and cultural vivacity among its learners.

By aligning our schools with CBSE, we aim to ensure our students are well-prepared to compete on a
national level and excel in today's dynamic world. In order to achieve this, our utmost efforts have
gone into developing these structured lesson plans incorporating NCERT's Secondary Stage Learning
Outcomes, the National Curricular Framework: School Education 2023, and CBSE Learning
Framework document developed by Azim Premji University. 'Structured Pedagogy' is a scientific,
evidence-based, learner-centric approach for teaching that equips every teacher with clearly defined
objectives, proven methods, well-structured tools, and practical training. After many rounds of
rigorous training, expert teachers from our CBSE schools integrated the conceptual and practical
aspects of their subjects and condensed them into these easy-to-use lesson plans.

We thank the Center for Research in Schemes and Policies (CRISP) and Azim Premji University for
their innovative ideas and tireless support.

I encourage each of you to fully utilize these plans and personalize them to fit your teaching style. May
this invaluable resource serve as a valuable tool as you guide Grade 10 students through this critical
stage of their education. Your dedication as teachers brings us immense joy and pride, as we entrust the
future of our state's children to your capable hands. Wishing you all the best!

Mr Krishna Reddy
Joint Director, CBSE
Department of School Education
Government of Andhra Pradesh
MESSAGE BY CENTRE FOR RESEARCH IN
SCHEMES AND POLICIES (CRISP)

In October 2023, the Centre for Research in Schemes and Policies (CRISP) forged a significant
partnership with the Government of Andhra Pradesh, to help bring about a transformation for the
state's School Education system. Our inaugural initiative was designed to cultivate excellence within
the 1000 CBSE-affiliated schools. CRISP's primary focus was to support both teachers and students
during the transition from the State Board to the CBSE Board.

Research reveals that an average teacher grapples with approximately 1,500 decisions daily. While it
may be impractical to intervene in every decision-making process, our aim was to alleviate the
cognitive load associated with tasks such as lesson planning, question formulation, activity design, and
assessment creation. Recognizing the novelty of transitioning from the State Syllabus to CBSE, our
initiative encompassed the provision of essential resources alongside comprehensive training for all
educators involved.

To enhance our efforts, we collaborated with Central Square Foundation, a renowned organization in
the field of Education, to train our teachers in their Structured Pedagogy approach. This evidence-
based, learner-centric methodology equips educators with clearly defined objectives, proven methods,
well-structured tools, and practical training.

We are thankful to professors from Azim Premji University who provided invaluable support by
mentoring the core group of teachers over a six-month period, guiding them through NCERT's
Learning Outcomes for the Secondary Stage and the National Curriculum Framework: School
Education 2023. The culmination of these efforts is the creation of this resource book, comprising
structured lesson plans for the benefit of teachers, and vetted meticulously by the SCERT. We hope
that the tremendous effort of our teachers serves as an inspiration to continue shaping the minds of our
youth.

We extend our sincere gratitude to Dr. Emmanuel Joseph, Joint Commissioner (Academics) at CBSE,
New Delhi, professors from Azim Premji University, experts from Central Square Foundation, the
State CBSE team, SCERT, and the entire Department of School Education for their invaluable
guidance and support throughout this endeavor. Their deep commitment to enhance the quality of
education and to transform the teaching-learning process in the classrooms made it possible to bring
this initiative to life within a remarkably short span of time.

We thank the Government of Andhra Pradesh for giving us this opportunity, for the trust they reposed
in accepting the innovative idea and facilitating it to germinate and fructify.

Centre for Research in Schemes and Policies

February, 2024
FOREWORD BY DIRECTOR, SCERT

At the heart of quality education lie two indispensable pillars: the teacher and the student. While
textbooks, digital resources, infrastructure, and curriculum play crucial roles in the educational
landscape, it is the teacher who bears the primary responsibility of delivering lessons, facilitating
comprehension of complex concepts, nurturing independent thinking, and molding individuals into
responsible members of society. The Department of School Education, Government of Andhra
Pradesh aspires to create citizens equipped with the skills and competencies to succeed and solve
problems at a global scale, while remaining locally rooted and aware.

To achieve this goal, we have developed a comprehensive resource book to support teachers across the
state, enhancing their planning and teaching processes with ease and creativity.

These meticulously crafted lesson plans have been curated by trained educators and thoroughly
reviewed by SCERT experts. Each lesson plan is structured into distinct period plans, addressing
specific topics within the lesson. Clear learning outcomes are outlined at the beginning of each lesson
and progressively addressed throughout the class session. Furthermore, each period plan is divided
into sections including Learning Outcomes, Teaching-Learning Process, Pointers for Assessment, and
Material Required, offering teachers a flexible framework to tailor to their preferences. The provided
questions to assess prior knowledge, suggested activities, and prompts for understanding checks serve
as guides, encouraging teachers to adapt the plans to suit the unique needs of their classroom and
students.

The SCERT extends its sincere appreciation to the dedicated members of its textbook committee,
source material reviewers, lesson plan creators, and technical partners for their invaluable
contributions in realizing this vision. We also express our gratitude to the Principal Secretary and
Commissioner, Department of School Education, and State Project Director, Samagra Siksha,
Department of School Education for their steadfast commitment to promoting quality education,
consistently driving us toward excellence in all facets. We appreciate the steadfast support of Center
for Research in Schemes and Policies (CRISP) and professors from Azim Premji University in
developing the lesson plans.

Dr B Pratap Reddy
Director,
State Council of Educational, Research, and
Training Government of Andhra Pradesh
INTRODUCTION AND BACKGROUND TO THE STRUCTURED
LESSON PLANS RESOURCE BOOK

The National Education Policy, 2020 (NEP) focuses strongly on a need for a well-defined Curriculum
and a Structured Pedagogy in schools, to ensure holistic, integrated, enjoyable and engaging learning
of the students.1 In pursuance of the Memorandum of Understanding (MoU) signed between
Government of Andhra Pradesh (GoAP) and Centre for Research in Schemes and Policies (CRISP),
and the recommendation made by CRISP in the Action Plan for CBSE, GoAP agreed that
“Structured pedagogy should be adopted for Classes 8 and above in the newly converted CBSE
schools. For this purpose, while using material already available, standard lesson plans should
be prepared.” In furtherance of adapting structured pedagogy approach in Government CBSE
Schools to improve the quality of teaching-learning, the GoAP organized the following:

1. Organised a Structured Pedagogy workshop was organized in collaboration with CRISP

in Vijayawada from 11th to 13th July 2023. Experts from Central Square Foundation
and Azim Premji University (APU) anchored the workshop, with additional sessions
by Room to Read, Leadership for Equity, Ambitus World School, and SCERT
Telangana. Sessions focused on the need for a structured way of teaching and learning,
shifting from rote method to competency based curriculum, and delved into the NCERT
Learning Outcome Framework for the Secondary Stage. A total of 60 subject teachers
along with A.P SCERT subject experts participated in the workshop representing
English, Mathematics, Social Science, Biology, Chemistry, and Physics. Each subject
group consisted of 10 teachers, 1 SCERT expert, and 1 CBSE School Principal acting
as a Coordinator. With guidance from CSF and APU, the subject groups prepared one
sample lesson plan per subject by the end of the 3-day workshop.

2. Post the workshop, facilitated the expert subject teachers to work on lesson plan
development, with virtual support from APU faculty virtually.

3. Organised a Capacity Building workshop from 11th to 14th October 2023 in

Vijayawada with expert support of experts from APU. Sessions were held on mapping
content to specific learning competencies, designing and using creative Teaching-
Learning Materials, adding Check for Understanding questions, using interdisciplinary
approach in the lessons, addressing student misconceptions, and creating a diverse
range of assessments. The workshop enhanced the ability of the teachers to

1
Chapter 4 & 5, National Education Policy, 2020 (NEP, 2020)
a. understand the principles and practices underpinning competency-based
curriculum as outlined in NEP 2020 and NCF-SE 2023;

b. equip the teachers to analyse the need to effectively align curriculum content,
competencies, pedagogical practices, and assessment methods in the classroom;

c. helped them to learn to develop competency-based lesson plans that integrate

NCF-SE 2023 guidelines, ensuring that learning outcomes are aligned to the
desired competencies with the help of model lesson plans

d. trained them to gain practical insights into designing and implementing both
formative and summative assessments that accurately measure students'
progress toward achieving the competencies set forth in NCF-SE 2023

4. Held a physical camp for the core team of teachers to develop and quality check the
lesson plans for all the subjects in Vijayawada for 12-days, from 20th November to 1st
December 2023. APU teachers and Leadership for Equity team provided technical
support.

5. In early February 2024 the lesson plans developed for Grade 9 and 10 were vetted and
finalised by AP SCERT and sent to the Textbook Press for printing and distribution.

ELEMENTS OF THE STRUCTURED LESSON PLANS

All lesson plans are meticulously organized into detailed period plans, each focusing on a
specific topic and its corresponding Learning Outcomes. These period plans are then
subdivided into four essential sections:

1. Topic and Learning Outcomes, along with associated Indicators

2. Teaching-Learning Process, highlighting Pedagogical Strategies
3. Assessment Strategies to gauge student understanding and progress
4. Materials required, ensuring all necessary resources are readily available for
effective instruction.

Within these sections, the following elements have been covered:

● Higher order thinking questions have been added to encourage critical thinking,
problem-solving, creativity, and analysis. These questions usually move beyond
‘What’, and ‘When’, and focus on ‘Why’, or ‘How’. Some examples of these are:
“Explain the twinkling of stars.” [Physics]
“How does trade help connect the countries in the world?” [History]
“Why can amphibians and reptiles tolerate mixing of blood to some extent?”
[Biology]
“Do you think it was right for the farmer to be angry with the postmaster? Why or
why not? [English]
“What should India do or achieve to become a developed country?” [Economics]
“Why does a snail change its sex?” [Biology]
“How did Gendhadhur, a backward village in Mysore, Karnataka, become rich in rain
water?” [Geography]
“Why can’t astronauts see the rainbow from the surface of the moon?” [Physics]
● Keywords and key concepts are stated in the beginning of every chapter so that the
teacher can be sure to cover them during the course of the lesson
● Prior knowledge and skills are tested at the beginning of every period to assess
whether students have retained concepts covered in previous lessons, and to gauge
the overall level of knowledge on the topic to be covered
● Prompts and questions to address common misconceptions about the topic have
been given in the plans to clarify any incorrect ideas students may have. For example:
“A woman in your neighborhood is blamed for giving birth to a baby girl. Is the sex
of the baby determined by her? Remove the misconception through your argument.”
[Biology]
● Discussion prompts for class or group discussions have been given, especially for the
humanities subjects. For example:
“Why do you think men receive higher wages than women for the same job?
Discuss.” [Economics]
“Human societies have steadily become more interlinked. Comment.” [History]
“Discuss the benefits and drawbacks of using chemical fertilizers.” [Geography]
● Assessment and remedial periods have been allocated after every lesson plan to
gauge student learning, and revise concepts that students need more clarity or practice
in, before moving to the next lesson
● Inter-disciplinary nature of subjects and topics has been encouraged in the plans so
that students recognize the value of all subjects equally. It also promotes a holistic
understanding of the topic and opens them up to thinking about an issue from various
lenses
● Formative and summative assessments, check for understanding questions, and
worksheets are given for every lesson to assess student learning at every stage of the
lesson
● Space for teachers to reflect on every period has been provided at the end of the
plan. The prompts are designed to assist teachers in assessing the alignment of their
plan with overarching curricular goals and competencies, evaluating student
engagement levels, ensuring effectiveness of assessment strategies in measuring
student understanding, and gauging the efficacy of teaching materials, activities, and
case studies utilized

HOW TO USE THESE LESSON PLANS

Teachers should have a comprehensive understanding of the curricular goals, competencies,
and the nature of the subject they teach. It is essential to thoroughly review the section on
"Pedagogical Practices" to gain deeper insight into teaching methodologies. With this
groundwork, teachers can then delve into the lesson plans for their subject. It is highly
recommended to study the entire lesson plan before initiating the lesson in class. Throughout
the lesson, teachers can refer to each period plan and manage class time effectively to cover
the elements outlined in the plan. Additionally, teachers are encouraged to modify the plan as
needed, incorporating or removing content, questions, or activities to address the specific needs
of their students and contextual requirements.

PEDAGOGICAL PRACTICES

Broad Aims of School Education

The Learning Standards are guided by certain widely agreed upon broad Aims of School
Education that are articulated in this NCF. These aims have been arrived at from the vision
and purpose of education as envisaged by NEP 2020:

1. Rational Thought and Autonomy: An individual should have the capacity of rational
reasoning and sufficient knowledge to understand the world around them. An individual
should be able to make an informed decision. This fundamentally requires knowledge
in breadth and depth.
2. Health and wellbeing: School education should be a wholesome experience for
students. Students should acquire Knowledge, Capacities, and Dispositions that
promote mind-body wellness.
3. Democratic participation: This requires appropriate knowledge capacities, values,
and dispositions so that an individual may be oriented towards sustaining and
improving the democratic functions of Indian society.
4. Economic participation: Education should work as an enabler for a healthy democracy
as well as a healthy economy.
5. Cultural and social participation: Along with democracy and economy, society, and
culture also play an important role in the mode of associated living. An individual
should acquire capacities and a disposition to contribute meaningfully to culture.

For a more detailed explanation, please refer to the National Curriculum Framework: School
Education 2023 (p.45-51, p.88-92, p.101-102, p.116-121)

NATURE OF THE SUBJECT: MATHEMATICS

(Adapted from the CBSE Learning Standards document. Please refer to it here:
https://cbseacademic.nic.in/cbe/documents/Learning_Standards_Maths.pdf)
“Mathematics, as an expression of the human mind, reflects the active will, the contemplative
reason, and the desire for aesthetic perfection. Its basic elements are logic and intuition,
analysis and construction, generality and individuality”- Courant and Robbins

Mathematics has been a part of everyone’s life, be it estimates we make in our routine activities
or precise calculations for various transactions and fairness in sharing or in describing objects
around us. The relevance of mathematics is more than its utilitarian value. It helps us to think
and reason about the world around us and take informed decisions, be it at the individual level
to cope with life in various spheres of activity or at the societal level to contribute to
technological and socio-economic development.

Given these reasons, it is not surprising that mathematics education has been made compulsory
at the school level and is one of the first subjects encountered by the learner entering formal
schooling. The focus of school mathematics is developing the problem solving and reasoning
skills needed to have an organised and progressing society. This includes reflecting on and
studying problems and topics which may be perceived as more of an intellectual exercise and
not immediately useful at this stage. However, these have unforeseen far-reaching benefits. It
must be emphasized that the selection of such study material must be made in a manner such
that mathematics will not be a burden to the learner but an engaging and joyful activity.

Mathematical objects and ideas are abstract – created by humans from the needs of science,
economics, statistics and any kind of quantitative analysis needed in daily life. That is, they
have no physical properties such as size, colour, smell, taste, texture, sound and so on.
Mathematical ideas are formed by classifying similarly related and commonly noticed
properties. This leads to the pedagogical challenge of making these ideas experiential. For
example, Number, which is a root concept is derived by providing experiences of collections
of the same number of objects. The concept of addition is built on the concept of number, and
it then becomes the pre-requisite concept for viewing multiplication as repeated addition. This
in turn builds on to the understanding of higher concepts. Thus, mathematics builds up from
the bottom i.e., from axioms and definitions in a structured and hierarchical way as a vast
network of interlinked concepts.

It is well recognized how rigid mathematics is, i.e., 2 + 2 = 4 and not 5 or 22. However, new
mathematics can and has been discovered based on 2 + 2 = 22 i.e., based on how the rules are
modified. At the same time, this ‘rigid’ structure is free from perspectives and subjectivity.
Mathematical truth, once established and consistent with existing results, lasts forever.
Therefore, after the meaning of various mathematical objects and ideas are understood, one can
engage with these, and discover their properties. Thus, with proper facilitation, a learner can
be mostly self-dependent in learning mathematics and can even be given a glimpse of how
math progresses or branches off if rules are changed.

To communicate mathematical ideas, mathematicians have, over the years, developed the
language of mathematics which has vocabulary, symbols, and sentence structure and is
characterised by both precision and concision. Mathematical language supports in
communicating mathematical ideas or concepts during discussions in the classroom and leads
to representing ideas, observing and generalizing patterns, communicating thought processes
and justifying their discoveries and learning. However, it does bring its own pedagogical
challenges when learners are not conversant in this language or when the language used is not
age appropriate.

Assessment in mathematics has to encompass both the nature of mathematics and the
difficulties which the learner faces because of it. When assessment is cognizant of the
limitations of the learner and the constraints and affordances of the nature of the subject, it
enables the learner to harness the power of mathematics and the teacher to enable the learner
to do this.

The structured lesson plans in this book are rooted in the vision of the National Education
Policy 2020, operationalized by the National Curriculum Framework: School Education 2023,
and based on the Learning Outcomes from NCERT’s Learning Outcomes at the Secondary
Stage. The following content has been adapted from the original documents to provide context
and explanation for the pedagogical practice behind the development of these lesson plans.

NCERT Curricular Expectations for the Secondary Stage:

For detailed Learning Outcomes and suggested Pedagogical Processes, please refer to the
NCERT Learning Outcomes at Secondary Stage

MATHEMATICS Curricular Expectations

At this stage learners are expected to develop ability and attitude for—
● mathematisation (ability to think logically, formulate and handle abstractions) rather
than knowledge of procedures (formal and mechanical).
● mathematical vocabulary.
● consolidation and generalisation of the concepts learnt so far.
● understanding and proving mathematical statements.
● addressing problems that come from other domains such as science and social
sciences.
● integration of concepts and skills that the children have learnt into a problem solving
ability.
● analysing and constructing the processes involved in mathematical reasoning.
● establishing linkages between mathematics and daily life experiences and across the
curriculum.

Aims of Mathematics

Mathematics helps students develop not only basic arithmetic skills, but also the crucial
capacities of logical reasoning, creative problem solving, and clear and precise
communication (both oral and written). Mathematical knowledge also plays a crucial role in
understanding concepts in other school subjects, such as Science and Social Science, and
even Art, Physical Education, and Vocational Education. Learning Mathematics can also
contribute to the development of capacities for making informed choices and decisions.
Understanding numbers and quantitative arguments is necessary for effective and meaningful
democratic and economic participation.
Mathematics thus has an important role to play in achieving the overall Aims of School
Education. The specific aims of Mathematics Education in this NCF are as follows:

a. Basic Numeracy. Numbers and quantities along with words (language) are the two ways
in which human beings understand and interpret the world. Numbers and quantities also play
a very important role in day-to-day interactions within a complex society. Fluency in
quantifying and performing calculating is essential for basic daily interactions, such as
shopping and banking. Mathematics Education in schools should ensure that all students are
fluent in basic numeracy. This would include not just fluency in numbers and number
operations using Indian numerals, but also the capacities to handle situations that involve
space and measurement.
b. Mathematical Thinking. Mathematical thinking involves systematic and logical ways to
think about and interpret the world. The capacities for identifying patterns, explaining
patterns, quantifying and measuring, using deductive reasoning, working with abstractions,
and communicating clearly and precisely are some illustrations of mathematical thinking.
Mathematics Education in schools should aim for developing such mathematical thinking in
all students.
c. Problem Solving. The capacity to formulate well-defined problems that can be solved
through mathematical thinking is an important aspect of learning Mathematics. Clear and
precise formulation of problems and puzzles, knowing the appropriate mathematical concepts
and techniques that can model the problems, and possessing the techniques and the creativity
to solve the problems are core aspects of problem solving. Mathematics Education in schools
should aim for developing such problem-solving capacities in all students. Problem solving
also develops the capacities of perseverance, curiosity, confidence, and rigour.
d. Mathematical Intuition. Developing an intuition for what should or should not be true in
Mathematics is often just as important as the more formal ‘paper - pencil’ doing of
Mathematics. Focusing on the common themes and patterns of reasoning across mathematical
areas, guessing correct answers (in terms of, e.g., ‘order of magnitude’) before working out
precise answers, and engaging in informal argumentation before carrying out rigorous proofs
are all effective ways of developing such mathematical intuition in students. Developing such
mathematical intuition in all students should be one of the aims of Mathematics Education in
schools. 270 Part C National Curriculum Framework for School Education
e. Joy, curiosity, and wonder. Discovering, understanding, and appreciating patterns and
other mathematical concepts, ideas, and models can require great creativity and often
generates great wonder and joy. To see Mathematics as merely calculations and mechanical
procedures is very limiting. Mathematics Education in schools should nurture this sense of
joy, curiosity, aesthetics, creativity, and wonder in all students.

For more details on the Aims of specific subjects please refer to the NCFSE following pages:
English: p234-267; Mathematics: p268-293; Science: p294-319; Social Science: p320-352.
CHAPTER:1
10
REAL NUMBERS
CLASS
ŚƚƚƉ͗ͬͬĞƉĂƚŚƐŚĂůĂ͘ŶŝĐ͘ŝŶͬYZ
͍ͬŝĚсϭϬϲϮ,Ϭϭ

[https://epathshala.nic.in]

https://epathshala.nic.in/topics.php?ln=en

THE FOLLOWING CURRICULAR GOALS (CG) AND COMPETENCIES (C) WILL BE DEVELOPED THROUGH
THIS CHAPTER

CURRICULAR GOALS(CG) COMPETENCIES (C)

CG-1: Understanding numbers (natural, whole, integer, rational, C-1.1: Develops understanding of numbers, including the set of real
irrational and real), ways of representing numbers,
numbers and its properties.
relationships amongst numbers, and number sets.

CG-2: Builds deductive and inductive logic to prove theorems related C-2.1: Extends the understanding of powers (radical powers) and
to numbers and their relationships (such as √2 is an irrational
exponents.
number, recursion relation for Virahanka numbers, formula for
the sum of the first n square numbers)
MIND MAP

PERIOD WISE PLAN

PERIOD TEACHING TOPIC LEARNING OUTCOMES/Objectives
NO.
1 Introduction to Real Numbers - Uses the fundamental theorem of arithmetic to check the digit in the place of
unit in the power of a number.
- Justifies the classification of rational numbers into terminating and non-
terminating (recurring) decimals by prime factorization of the denominator of
its simplest form.
- Solves HCF and/or LCM problems based on real life contexts.
- Students recall rational numbers, irrational numbers.
- Understanding real Numbers
- Able to Understanding Rational, Irrational, Real Numbers
2 Prime factorization and factor tree - Observes that any two integers a and b (a > b) can be expressed as a = b ×
quotient + remainder.
- Recalls that the fundamental theorem of arithmetic is used to find HCF/LCM
for any two positive integers.
- Uses the fundamental theorem of arithmetic to find either one of LCM/HCF
of two positive integers given the other.
- Applies the identity that HCF (a, b) × LCM (a, b) = a × b to find the LCM of
any two positive integers a and b.
- Expresses the prime factorization of a number in exponential form.

3 Application of Fundamental Theorem of

Arithmetic - Observes that any two integers a and b (a > b) can be expressed as a = b ×
quotient + remainder.
- Recalls that the fundamental theorem of arithmetic is used to find HCF/LCM
for any two positive integers.
- Uses the fundamental theorem of arithmetic to find either one of LCM/HCF
of two positive integers given the other.
- Applies the identity that HCF (a, b) × LCM (a, b) = a × b to find the LCM of
any two positive integers a and b.
- Expresses the prime factorization of a number in exponential form.

4 LCM and HCF - Observes that any two integers a and b (a > b) can be expressed as a = b ×
quotient + remainder.
- Recalls that the fundamental theorem of arithmetic is used to find HCF/LCM
for any two positive integers.
- Uses the fundamental theorem of arithmetic to find either one of LCM/HCF
of two positive integers given the other.
- Applies the identity that HCF (a, b) × LCM (a, b) = a × b to find the LCM of
any two positive integers a and b.
Expresses the prime factorization of a number in exponential form.
5 Revisiting Irrational Numbers - Justifies the irrationality of √2, √3, √5 and other surds such as m + p√n using
(P.T. √2 is an irrational number) the fundamental theorem of arithmetic.
6 Revisiting Irrational Numbers (P.T. √3 is an - Justifies the irrationality of √2, √3, √5 and other surds such as m + p√n using
irrational number) the fundamental theorem of arithmetic.
7 Revisiting Irrational Numbers (P.T. 5-√3, 3√2 is - Justifies the irrationality of √2, √3, √5 and other surds such as m + p√n using
irrational) the fundamental theorem of arithmetic.
8 Revisiting Irrational Numbers (P.T. √5 -√3 is - Justifies the irrationality of √2, √3, √5 and other surds such as m + p√n using
irrational) the fundamental theorem of arithmetic.
9 Practice Period on Exemplary - Justifies the irrationality of √2, √3, √5 and other surds such as m + p√n using
the fundamental theorem of arithmetic.
- Expresses the prime factorization of a number in exponential form.
- Uses the fundamental theorem of arithmetic to check the digit in the place of
unit in the power of a number.
10 Practice session - Generalizes properties of numbers and relations among them studied earlier
to evolve results – such as, Euclid’s division algorithm, Fundamental
Theorem of Arithmetic – and applies them to solve problems related to real
life contexts.
- Generalizes properties of numbers and relations among them to evolve
results – such as, Euclid’s division algorithm, Fundamental Theorem of
Arithmetic.
- Applies properties of numbers and results (as stated above) to solve
problems related to real life contexts.
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Real Numbers
Total no. of periods for this chapter:10
Period no :1/10
Sub Topic: Introduction to Real Numbers
Learning Outcomes & Teaching-Learning Process Pointers for formative Material
Indicators/micro- This should include activities to facilitate assessment- this should include required
competencies. learning along with broad time duration strategies that will be used to
Check for Understanding - e.g.,
questions/worksheets/experiment
s/assignments/self-assessment
checklists/etc.

Introduction: (10 minutes)

C-1.1: Develops
understanding of numbers, Teacher ask the students to recall the previous
including the set of real knowledge of number system by asking questions:
numbers and its properties.
1. What are the counting numbers where we Use in our
C-2.1: Extends the daily life? ଻
What type of number is ଽ.
understanding of powers
2. Identify the difference between Natural and whole
(radical powers) and ŚƚƚƉƐ͗ͬͬǇŽƵƚƵ͘ďĞ
exponents numbers? ͬ/ƵĞsƌDůŵYϮ/

3. If we denote the height of a place above sea level by Introduction

of Real
a positive integer and depth below the sea level by numbers
a negative integer, write the following using integers
with the appropriate signs:
(a) 200 m above sea level
Learning outcome: (b) 100 m below sea level
- Uses the fundamental (c) 10 m above sea level
theorem of arithmetic to (d) 0 m Sea level.
check the digit in the place 4. If you add two positive integers, what sign will the
of unit in the power of a answer have?
number. 5. If you add two negative integers, what sign will the
- Justifies the classification answer have?
of rational numbers into 6. What must you do if you are adding integers with
terminating and non- different signs?
terminating (recurring) 7. Which sign do you keep when adding integers with
decimals by prime different signs?
factorization of the
denominator of its
simplest form. Demonstration: (25 minutes)
- Solves HCF and/or LCM
problems based on real For introduction of real numbers Teacher shows diksha e
life contexts. content video. After completion of video teacher
encourages the students present the content which they
- Students recall rational learnt. Which of the following is not an irrational
numbers, irrational And also, teacher asks the following questions. number
numbers.
1.Give examples of some rational numbers? (a) 5 -ξ͵(b) ξͷ+ξ͵ (c) 4- ξʹ (d) 5 +ξͻ
- Understanding real
Numbers 2. Identify the irrational numbers in the following.

- Able to Understanding
Rational, Irrationl, Real
Numbers
ξʹ, 9/7,ߨ, -5/8

ξͶ, -ξ͸, തതതത

0.Ͷͷ

0.010010001…
3. Give some examples of irrational numbers?

ξ଻
4. Ramu argued is rational number. do you agree with
ଵ
him? Give reasons?
5. Prepare a diagrammatic representation of different kinds
of number sets. (Real Numbers)

Describe Real Numbers on your own words?

Describe the difference between rational
Prepare some questions of your own using the above
figure? numbers and irrational Numbers.

ξʹ, 9/7,ߨ, -5/8

ξͶ, -ξ͸, തതതത

0.Ͷͷ

0.010010001

Collect Real number from the above figure.

7.Which of the following Representation is correct?

7. Identify the terminating decimals in the following rational
numbers? Describe Terminating and non -terminating
͹ ͻ ͳͳ ͹ ͵ ͳʹ ͵͵ ͹
ǡ ǡ െ ǡ ǡ ǡ ǡ ǡ decimals in your own words?
ͺ ʹʹͷ ͺͲ ͳͷ ͵ʹ ͵ͷ ͷͷ ͳͶͲ

8. Which of the following is equivalent to a decimal that

Terminates.
ଵ ଵ ଵ ଵ
ܽሻ ହమ ଶమ b) ଶమ ൈଷ
c) ହమ ൈ଻
d) ହమ ଵଵమ

ଵସଵ
9. The decimal expansion of ଵଶ଴
will terminate after how many places of decimals?
What is the nature of the denominator when a
10.A rational number can be expressed as a terminating rational number is terminated?
decimal if the denominator has factors

(a) 2, 3 or 5 (b) 2 or 3 (c) 3 or 5 (d) 2 or 5

Activity: (5 minutes )

Teacher asks to give examples of each type of number

system.

Summative assessment plan- only where relevant

1. Classify the numbers in Rational Numbers.
2. Write some real life situations which leads Rational and irrational numbers?
Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

C-1.1: Develops Teacher asks the students to recall the previous

understanding of numbers, knowledge of number system by asking questions:
including the set of real
numbers and its properties 1. Discriminate between Prime and composite
numbers?
2. Is 1 prime or composite?
C-2.1: Extends the
3. How many factors for 20?
understanding of powers
4. How many factors for 19?
(radical powers) and 5. When do you we call a number is Prime?
exponents.

1. Observes that any two Demonstration: (25 minutes)

integers a and b (a > b) Teacher obtains the concept by asking questions:
can be expressed as a = b
× quotient + remainder. 1. Express 30 as product of primes.

2. Expresses the prime

factorization of a number
in exponential form.
Factorize the following numbers through factor
tree.
(1) 468 (ii) 420 (iii) 9072

2. Collect the primes in prime factorization of 30.

Using product of those primes prepare some
numbers of your own.
3. Take any collection of prime numbers say
2,3,5,7,11,13. Find large collection of positive
integers using those primes by multiplication.
4. Let us suppose your collection of primes includes
all the possible primes. What is your guess about
the size of this collection?
5. How many such collection of numbers can be
framed?
6. How do we call such resulting numbers?
7. Can we produce all composite numbers in this
way?
8. Identify a composite number which cannot be
expressed as product of primes.

Introduction of ‘Fundamental Theorem of Arithmetic’

[Teacher Note: play the video to introduce
‘Fundamental Theorem of Arithmetic’] 25 min Give some examples of composite numbers?
Teacher makes students into groups and ask them to prime
factorize 1260 and ask them to write their result on the
board and discuss the uniqueness among prime
factorization.
Ask the students to try it out for several other natural
numbers.
ŚƚƚƉƐ͗ͬͬǇŽƵƚƵ͘ďĞ
Is these leads a conjecture. State ‘Fundamental Theorem of Arithmetic’ ͬ&ĐƵĞ,dŚsdǀǁ͍Ɛŝ
Teacher should introduce ‘Fundamental Theorem of with your own words’, с>ŵ/ĐyW'ƐƐZ
Arithmetic’ ϵ'ũ

Teacher should explain the contribution of Euclid and Video relating

Gauss. Fundamental
Theorem of
Arithmetic
Activity: (5 Minutes) Explain whether the following numbers prime
or composite? Give Reasons.
Fill up the Blanks in the factor tree:
(i)͹ ൈ ͳͳ ൈ ʹ͸ ൅ ͳ͵
Teacher guides the students while completing the
(ii) (3x5x13x46) +23
factor tree
(iii) 2x3x3x5+5
(iv) 6x5x4x3x2x1+10
(v) 7x11x13+5

x
Summative assessment plan- only where relevant
Answer the following:
1. Find the Prime Factor of 544 using the factorial tree method.
2. Find the prime factors of the following numbers.
1000,45,88,50
Teachers’ reflections and experiences:
1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Real Numbers
Total no. of periods for this chapter:10
Period no :3/10
Sub Topic: Application of Fundamental Theorem of Arithmetic
Learning Outcomes & Teaching-Learning Process Pointers for formative Material
Indicators/micro- This should include activities to facilitate assessment- this should include required
competencies learning along with broad time duration strategies that will be used to
Check for Understanding - e.g.,
questions/worksheets/experiment
s/assignments/self-assessment
checklists/etc.

C-1.1: Develops Introduction: (10 minutes)

understanding of numbers,
including the set of real Teacher asks the students to recall the previous
numbers and its properties. knowledge of number system.
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C-2.1: Extends the 1) In how many ways 72 can be written as product of
/k2E73iY7SMc?
understanding of powers primes? si=3RPdX3Gud
2) State Fundamental Theorem of Arithmetic. pN_6P7_
(radical powers) and
3) 10=2x5
exponents
30=2x3x5
Application of
100=2x2x5x5 Fundamental
By observing the above product, tell us that which theorem
prime numbers should be there in a composite Arithmetic
number ending with 0? Finding LCM
Learning outcome: and HCF
1. Observes that any two
Demonstration: (25 minutes)
integers a and b (a > b) can
Teacher obtains the concept by asking questions:
be expressed as a = b ×
quotient + remainder.
2. Recalls that the Teacher explains some applications of Fundamental
fundamental theorem of theorem of Arithmetic.
arithmetic is used to find 1) Consider the numbers 4n, where n is a natural number. If any number ends with zero what are the
HCF/LCM for any two positive n prime numbers should present in its prime
Check whether there is any value of n for which 4
integers. factorization?
3. Uses the fundamental ends with the digit zero.
theorem of arithmetic to find
What are the prime numbers present in the prime
either one of LCM/HCF of two
positive integers given the factorization of 4? 1. Can the number 12n, n being a natural
other. number end with the 0 or 5? Give reason.
Is 5 presents in the prime factorization?
4. Applies the identity that
HCF (a, b) × LCM (a, b) = a × is any natural number n for which 4n ends with the digit 2. Show that 9n can’t end with 2 for any ŚƚƚƉƐ͗ͬͬǇŽƵƚƵ͘ďĞͬWͲ
b to find the LCM of any two integer n ďƋũĞĞǇ^D͍ƐŝсϱKůϯ
zero? ŝŝϲƌŐϳtŚŬǌϱ
positive integers a and b.
5. Expresses the prime Techer explains for finding LCM and HCF using Prime
factorization of a number in factorization method More
application of
exponential form. [Teachers Note: HCF (x, y) = Product of the smallest Fundamental
power of each common prime factor in the numbers. theorem of
Arithmetic
LCM (x, y) = Product of the greatest power of each prime
factor, involved in the numbers, where x and y are
positive integers]

Find the LCM and HCF of 6 and 20 by the prime

factorization method.
Teacher asks learners to prime factorize the given Write LCM and HCF of 6 and 20.
numbers 6 and 20.
Identify common prime factor involved in it?
Use the above rule find HCF.
Using the above rule find LCM. Find HCF and LCM of 24 and 36 using prime
factorization method?
In the above question find the product of given numbers?
And also find the product of LCM and HCF?
What is observation? If and b are two natural numbers and L and G
Is there any relationship between LCM and HCF and to the are their LCM and HCF write the relation
between a, b L and G.
product of given numbers?
1.Find the HCF of 96 and 404 by the prime factorization
method. Hence, find their LCM.

Activity: ( 5 minutes)
a=36,b=72,LCM(36,72)=72 find HCF(36,72).
Teacher makes students in pairs and instructed to find
prime factorization of 96 and 404. And ask them to find
HCF.
[Using Product of the smallest power of each common
prime factor in the numbers]
Now asks the students to find LCM Using the
relationship between LCM, HCF, Product of numbers.

Summative assessment plan- only where relevant

1. Can the number 16n, n being a natural number end with the zero? Give reason.
2. Find the LCM & HCF of 26 and 91 by the prime factorization method.
3. Given that HCF (253, 440) = 11 and LCM (253, 440) = 253 × R. Find the value of R

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?
2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?
3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?
4.How effective were the Materials and resources used in the lesson?
5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Real Numbers
Total no. of periods for this chapter:10
Period no :4/10
Sub Topic: Application problems of LCM and HCF
Learning Outcomes & Teaching-Learning Process Pointers for formative Material
Indicators/micro- This should include activities to facilitate assessment- this should include required
competencies learning along with broad time duration strategies that will be used to
Check for Understanding - e.g.,
questions/worksheets/experiment
s/assignments/self-assessment
checklists/etc.
C-1.1: Develops
understanding of numbers, Introduction: (10 minutes)
including the set of real
numbers and its properties. Teacher asks the students to recall the previous
knowledge of number system by asking questions:
Write the relation between given numbers a
C-2.1: Extends the
1.Find the HCF of 24 and 36. ... and b and HCF & LCM
understanding of powers
2. Determine the GCF of 18 and 48. ...
(radical powers) and
ŚƚƚƉƐ͗ͬͬǇŽƵƚƵ͘ďĞ
exponents 3. Find the HCF of 135 and 225 using the prime
Verify by taking for any three positive integers ͬůWƌ:<Ͳ
factorisation method. ... ZŽ͍ƐŝсǁͲ
a, b and c
4. What is the HCF of 408 and 1032? ... ǁϬZƵE<yĨϬϳϮĂd
Is HCF (a, b, c) × LCM (a, b, c) = a × b× c
5. Find the LCM of 3 and 4. ...
6. What is the LCM of 6 and 8? ...
Learning outcome: Misconcept
1. Observes that any two 7. Determine the LCM of 4 and 12 using the prime
factorization method.
ions in LCM
integers a and b (a > b) can and HCF
be expressed as a = b × Demonstration: (10minutes)
quotient + remainder. Teacher obtains the concept by asking questions:
2. Recalls that the
fundamental theorem of Find LCM and HCF of 12,15 and 21.
arithmetic is used to find
HCF/LCM for any two positive Teacher asks the students to prime factorize the
integers. given numbers and apply the rule to find LCM and
3. Uses the fundamental HCF which is discussed in the previous class.
theorem of arithmetic to find
either one of LCM/HCF of two
Verify the relationship between LCM and HCF,
positive integers given the
product of numbers?
other.
4. Applies the identity that Teacher discusses the following applicative
HCF (a, b) × LCM (a, b) = a × problems in groups 15 min.
b to find the LCM of any two ¾ If two positive integers a and b are written as
positive integers a and b. a = x3 y2 and b = xy3; x, y are prime numbers,
. 5. Expresses the prime then Find HCF (a, b).
factorization of a number in ¾ If two positive integers p and q can be
exponential form. expressed as p = ab2 and q = a3 b; a, b being
prime numbers, Find LCM of (p, q).
¾ On a morning walk, three persons step off
together and their steps measure 40 cm, 42 cm
and 45 cm, respectively. What is the minimum
distance each should walk so that each can cover
the same distance in complete steps

Activity: (5 Minutes)

A dining hall has a length of 8.25 m, breadth of 6.75 m, and

height of 4.50 m. What is the length of the longest unmarked
ruler that can exactly measure the three dimensions of the
hall? Show your steps and give valid reasons.

Summative assessment plan- only where relevant

1. There is a circular path around a sports field. Sonia takes 18 minutes to drive one round of the field, while Ravi takes 12 minutes for the same.
Suppose they both start at the same point and at the same time, and go in the same direction. After how many minutes will they meet again at the
starting point

2. A circular field has a circumference of 360 km. Three cyclists start together and can cycle 48, 60 and 72 km a day round the field. When will they
meet again?
Teachers’ reflections and experiences:

Chapter Plan (Unit plan/ lesson plan)

Period plan (40 mins class)
Class: 10th
Chapter: 1. Real Numbers
Total no. of periods for this chapter: 10
Period no :5/10
Subtopic: Revisiting Irrational Numbers (P.T. √2 is an irrational number)
Learning Outcomes & Teaching-Learning Process Pointers for formative Material
Indicators/micro- This should include activities to facilitate assessment- this should include required
competencies learning along with broad time duration strategies that will be used to
Check for Understanding - e.g.,
questions/worksheets/experiment
s/assignments/self-assessment
checklists/etc.
Activity: (10 minutes)

p=2 and for a2=1,4,9,25,36,49,64 and 81.
C-1.1: Develops
2
understanding of numbers, Identify the numbers (a ) which are divisible by 2.
including the set of real Check whether p (=2) divides a.
numbers and its properties.

C-2.1: Extends 2 2
the Think of a prime number(p). a p p/a p/a Yes/no
understanding of powers 64 2
(radical powers) and Think of a perfect square which is divisible by the prime 121 11

exponents number (a2) 196 7

324 3
Check if the prime number also divides the number (a)
Learning outcome:

1. Justifies the irrationality of
Whole Class Activity: (15 minutes)
√2, √3, √5 and other surds
such as m + p√n using the
Teacher explains the proof of the following theorem
fundamental theorem of
Theorem: Let p be a prime number. If p divides a2, then p
arithmetic.
divides a, where a is a positive integer.

ŽŶƐŝĚĞƌƚŚĞƉƌŝŵĞĨĂĐƚŽƌŝǌĂƚŝŽŶŽĨĂŝƐĂƐĨŽůůŽǁƐ͗
Ăс‫݌‬ଵ ‫݌‬ଶ ‫݌‬ଷ ǥ ǥ ‫݌‬௡ ͕ǁŚĞƌĞ‫݌‬ଵǡ ‫݌‬ଶ ǡ ‫݌‬ଷ ǡ ǥ ǥ ‫݌‬௡ ĂƌĞƉƌŝŵĞƐ͕ŶŽƚ

ŶĞĐĞƐƐĂƌŝůǇĚŝƐƚŝŶĐƚ͘
&ŝŶĚĂϮ͘

EŽǁ͕ǁĞĂƌĞŐŝǀĞŶƚŚĂƚƉĚŝǀŝĚĞƐĂϮ͘
tŚŝĐŚŝŵƉůŝĞƐƉĚŝǀŝĚĞƐĂ͘

΀dĞĂĐŚĞƌŶŽƚĞ͗dŚĞƌĞĨŽƌĞ͕ĨƌŽŵƚŚĞ&ƵŶĚĂŵĞŶƚĂůdŚĞŽƌĞŵŽĨ
ƌŝƚŚŵĞƚŝĐ͕ŝƚĨŽůůŽǁƐƚŚĂƚƉŝƐŽŶĞŽĨƚŚĞƉƌŝŵĞĨĂĐƚŽƌƐŽĨĂϮ͘
,ŽǁĞǀĞƌƵƐŝŶŐƚŚĞƵŶŝƋƵĞŶĞƐƐƉĂƌƚŽĨƚŚĞ&ƵŶĚĂŵĞŶƚĂů
dŚĞŽƌĞŵŽĨƌŝƚŚŵĞƚŝĐ͕ǁĞƌĞĂůŝƐĞƚŚĂƚƚŚĞŽŶůǇƉƌŝŵĞĨĂĐƚŽƌƐŽĨ
https://youtu.be/
mX91_3GQqLY?s
ĂϮĂƌĞ‫݌‬ଵ ‫݌‬ଶ ‫݌‬ଷ ǥ ǥ ‫݌‬௡ ͘^Ž͕ƉŝƐŽŶĞŽĨ‫݌‬ଵǡ ‫݌‬ଶ ǡ ‫݌‬ଷ ǡ ǥ ǥ ‫݌‬௡ ͘EŽǁ͕ i=cGK5zhktE_P_
Wwnx
ƐŝŶĐĞĂс‫݌‬ଵ ‫݌‬ଶ ‫݌‬ଷ ǥ ǥ ‫݌‬௡ ͕ƉĚŝǀŝĚĞƐĂ΁
Proving √2
is irrational
Teacher explains contradiction method of proof with an
example.
Whole Class Activity: (15 minutes)
Theorem: √2 is irrational.
Teacher explains the theorem √2 is irrational by giving step
by step instructions.
Describe a rational number in your own words?
Step1: What if √2 is not irrational?
Step2: How can we represent a rational number? Give examples of co-prime numbers?

Step3: Simplify besides squaring both sides

Step4: Apply previous theorem and simplify further Why ξͶǡ ξͳ͸ǡ ξʹͷ are not irrational numbers?
(Teacher note: deduct 2 is common factor for both
numerator and denominator)
Step5: Obtain the contradiction and conclude.

Summative assessment plan- only where relevant

1. Prove that √5 is irrational.
೛
௣
2. Show that ଵ଴ ʹ is an irrational. (Hint: assume ଵ଴ ʹ ൌ ֜ ͳͲ೜ ൌ ʹ‫݀݁݁ܿ݋ݎ݌݄݊݁ݐ‬ሻ
௤

Teachers’ reflections and experiences:

1. Justifies the irrationality of 4) √19 is rational or not?

√2, √3, √5 and other surds 5) What do you say about difference of a rational
such as m + p√n using the
fundamental theorem of number and an irrational number?
arithmetic.
2. Expresses the prime Demonstration: (20 minutes)
factorization of a number
in exponential form. Whole Class Activity:
3. Uses the fundamental 1. Show that 5െξ͵ is irrational.
theorem of arithmetic to Is ξ͵=3?
check the digit in the place Teacher explains the process of proving irrational
of unit in the power of a numbers when difference of a rational and irrational If a is a non-perfect square number, p and q
number. are integers.ξܽ ൌ ‫ ݌‬൅ ‫ ݍ‬jutify?
numbers is given (while using contra positive method).

Teacher Note: Method of proving irrationality of

numbers should be incorporated among students in a
logical way.
1) Assume the given number is not irrational (i.e., https://youtu.be/S
NW2r1Yjrkk
rational)
E.g. R=a/b where a and b are coprime.
Teacher gives step by step instructions for proving above
5െξ͵ is irrational.
Assume that 5െξ͵‫݈ܽ݊݋݅ݐܽݎ‬Ǥ
Transpose 5 to R.H.S. Show that 3-ξͷ is an irrational?

Multiply with (-1) on both sides.

Now LHS ξ͵ what kind of number?
௔
R.H.S 5െ ௕ what kind number? ŚƚƚƉƐ͗ͬͬǇŽƵƚƵ͘ďĞͬ>
ŵWzũϯĞ<ŵϭϴ͍Ɛŝсď
ϱŬďďDWϰ&D:,
Can you arrive a contradiction/
Why do you get this contradiction? Explain?
Write your con conclusion?
Classroom assignment 10 min
The following questions are discuss in groups and
present Infront of the class
Q) Show that ͵ξʹ is an irrational number.
Q) Show that ͷ െ ξ͵ is irrational

Summative assessment plan- only where relevant

ଶାξଷ
1. Prove that is an irrational number.
ହ
ଵ
2. Prove that ଶା is an irrational number.
ξଷ
ଶξଷ
3. Prove that is an irrational number.
ହ

Teachers’ reflections and experiences:

1. Justifies the irrationality of DEMONSTRATION: (10 min)

√2, √3, √5 and other surds Whole Class Activity:
such as m + p√n using the
fundamental theorem of Q) Show that √5-√3 is irrational.
arithmetic.
Teacher explains the solution with the help of following
questions (while using contra positive method).
1) If the given number is not rational, what it would
be?
2) Instruct the students to think √5-√3 as the assumed
௔
rational number as Prove that √3-√5 is irrational
௕

3) Square both sides.

4) Keep irrational number on LHS and rational
number in RHS.
5) Can you arrive Contradiction? Give reasons.
6) Write your conclusion.

Q) Show that √5+ √3 (10 min)

Teacher explains the solution with the help of following
https://ww
questions (while using contra positive method). w.youtube.
7) If the given number is not rational, what it would com/watch
?v=crYBX3
be?
duaK0
8) Instruct the students to think √5-+ξ͵ as the
Prove that √2-+ξ͵ is an irrational? Proving
௔
assumed rational number as ௕
Irrational
9) Square both sides. number
10) Keep irrational number on LHS and rational
number in RHS.
11) Can you arrive Contradiction? Give reasons.
12) Write your conclusion.
Activity : ( 5 minutes )

Teacher makes students into groups and ask them

to solve the following questions and present their

solutions in front of the class

P.T. √3-√7, P.T. √3+√13 etc., is irrational number.

Summative assessment plan- only where relevant

1) P.T. √7-√11 is irrational number

2) Show that the diagonal of a square is always an irrational if the length of side is a positive integer?

3) Prove that √p-+ඥ‫ ݍ‬is an irrational?

Teachers’ reflections and experiences:
1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?
2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?
3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?
4.How effective were the Materials and resources used in the lesson?
5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Real Numbers
Total no. of periods for this chapter:1. Real Numbers
Period no :8/10
Subtopic: Case Based questions
Teaching-Learning Process Pointers for formative Material
This should include activities to facilitate assessment- this should include required
learning along with broad time duration strategies that will be used to
Check for Understanding - e.g.,
questions/worksheets/experiment
s/assignments/self-assessment
checklists/etc.
dĞĐŚĞƌƉƌŽǀŝĚĞƐŽŵĞĐĂƐĞͲďĂƐĞĚƋƵĞƐƚŝŽŶƐĨƌŽŵ
ĐďƐĞĂĐĂĚĞŵŝĐĂŶĚĚŝƐĐƵƐƐǁŝƚŚƚŚĞƐƚƵĚĞŶƚƐŝŶƉĂŝƌƐ͘

dŽĞŶŚĂŶĐĞƚŚĞƌĞĂĚŝŶŐƐŬŝůůƐŽĨŐƌĂĚĞyƐƚƵĚĞŶƚƐ͕ƚŚĞƐĐŚŽŽů
ŶŽŵŝŶĂƚĞƐǇŽƵĂŶĚƚǁŽŽĨǇŽƵƌĨƌŝĞŶĚƐƚŽƐĞƚƵƉĂĐůĂƐƐůŝďƌĂƌǇ͘
dŚĞƌĞĂƌĞƚǁŽƐĞĐƚŝŽŶƐͲƐĞĐƚŝŽŶĂŶĚƐĞĐƚŝŽŶŽĨŐƌĂĚĞy͘
dŚĞƌĞĂƌĞϯϮƐƚƵĚĞŶƚƐŝŶƐĞĐƚŝŽŶĂŶĚϯϲƐƚƵĚĞŶƚƐŝŶƐĞĐƚŝŽŶ͘

ϭ͘tŚĂƚŝƐƚŚĞŵŝŶŝŵƵŵŶƵŵďĞƌŽĨďŽŽŬƐǇŽƵǁŝůůĂĐƋƵŝƌĞĨŽƌ
ƚŚĞĐůĂƐƐůŝďƌĂƌǇ͕ƐŽƚŚĂƚƚŚĞǇĐĂŶďĞĚŝƐƚƌŝďƵƚĞĚĞƋƵĂůůǇĂŵŽŶŐ
ƐƚƵĚĞŶƚƐŽĨ^ĞĐƚŝŽŶŽƌ^ĞĐƚŝŽŶ͍
ĂͿϭϰϰďͿϭϮϴĐͿϮϴϴĚͿϮϳϮ
Ϯ͘/ĨƚŚĞƉƌŽĚƵĐƚŽĨƚǁŽƉŽƐŝƚŝǀĞŝŶƚĞŐĞƌƐŝƐĞƋƵĂůƚŽƚŚĞƉƌŽĚƵĐƚ
ŽĨƚŚĞŝƌ,&ĂŶĚ>DŝƐƚƌƵĞƚŚĞŶ͕ƚŚĞ,&;ϯϮ͕ϯϲͿŝƐ
ĂͿϮďͿϰĐͿϲĚͿϴ
ϯ͘ϯϲĐĂŶďĞĞǆƉƌĞƐƐĞĚĂƐĂƉƌŽĚƵĐƚŽĨŝƚƐƉƌŝŵĞƐĂƐ
ĂͿϮϮyϯϮďͿϮϮyϯĐͿϮyϯϮĚͿϮϬyϯϬ
ϰ͘ϳŝƐĂ
ĂͿWƌŝŵĞŶƵŵďĞƌďͿŽŵƉŽƐŝƚĞŶƵŵďĞƌ
ĐͿEĞŝƚŚĞƌƉƌŝŵĞŶŽƌĐŽŵƉŽƐŝƚĞĚͿEŽŶĞŽĨƚŚĞĂďŽǀĞ

ϱ͘/ĨƉĂŶĚƋĂƌĞƉŽƐŝƚŝǀĞŝŶƚĞŐĞƌƐƐƵĐŚƚŚĂƚƉсĂĂŶĚƋсď͕
ǁŚĞƌĞĂ͕ďĂƌĞƉƌŝŵĞŶƵŵďĞƌƐ͕ƚŚĞŶƚŚĞ>D;Ɖ͕ƋͿŝƐ
ĂͿĂďďͿĂϮďϮĐͿĂϯďĚͿĂϬďϬ

Ϯ͘ƐĞŵŝŶĂƌŝƐďĞŝŶŐĐŽŶĚƵĐƚĞĚďǇĂŶĚƵĐĂƚŝŽŶĂů
KƌŐĂŶŝǌĂƚŝŽŶ͕ǁŚĞƌĞƚŚĞƉĂƌƚŝĐŝƉĂŶƚƐǁŝůůďĞĞĚƵĐĂƚŽƌƐŽĨ
ĚŝĨĨĞƌĞŶƚƐƵďũĞĐƚƐ͘dŚĞŶƵŵďĞƌŽĨƉĂƌƚŝĐŝƉĂŶƚƐŝŶ,ŝŶĚŝ͕ŶŐůŝƐŚ
ĂŶĚDĂƚŚĞŵĂƚŝĐƐĂƌĞϲϬ͕ϴϰĂŶĚϭϬϴƌĞƐƉĞĐƚŝǀĞůǇ͘

ϭ͘/ŶĞĂĐŚƌŽŽŵƚŚĞƐĂŵĞŶƵŵďĞƌŽĨƉĂƌƚŝĐŝƉĂŶƚƐĂƌĞƚŽďĞ
ƐĞĂƚĞĚĂŶĚĂůůŽĨƚŚĞŵďĞŝŶŐŝŶƚŚĞƐĂŵĞƐƵďũĞĐƚ͕ŚĞŶĐĞ
ŵĂǆŝŵƵŵŶƵŵďĞƌƉĂƌƚŝĐŝƉĂŶƚƐƚŚĂƚĐĂŶĂĐĐŽŵŵŽĚĂƚĞĚŝŶĞĂĐŚ
ƌŽŽŵĂƌĞ
ĂͿϭϰďͿϭϮĐͿϭϲĚͿϭϴ
Ϯ͘tŚĂƚŝƐƚŚĞŵŝŶŝŵƵŵŶƵŵďĞƌŽĨƌŽŽŵƐƌĞƋƵŝƌĞĚĚƵƌŝŶŐƚŚĞ
ĞǀĞŶƚ͍
ĂͿϭϭďͿϯϭĐͿϰϭĚͿϮϭ
ϯ͘dŚĞ>DŽĨϲϬ͕ϴϰĂŶĚϭϬϴŝƐ

ĂͿϯϳϴϬďͿϯϲϴϬĐͿϰϳϴϬĚͿϰϲϴϬ

ϰ͘ dŚĞƉƌŽĚƵĐƚŽĨ,&ĂŶĚ>DŽĨϲϬ͕ϴϰĂŶĚϭϬϴŝƐ

ĂͿϱϱϯϲϬďͿϯϱϯϲϬĐͿϰϱϱϬϬĚͿϰϱϯϲϬ

ϱ͘ ϭϬϴĐĂŶďĞĞǆƉƌĞƐƐĞĚĂƐĂƉƌŽĚƵĐƚŽĨŝƚƐƉƌŝŵĞƐĂƐ

ĂͿϮϮyϯϮďͿϮϮyϯϯĐͿϮyϯϮĚͿϮϬyϯϬ

DĂƚŚĞŵĂƚŝĐƐǆŚŝďŝƚŝŽŶŝƐďĞŝŶŐĐŽŶĚƵĐƚĞĚŝŶǇŽƵƌ^ĐŚŽŽůĂŶĚ
ŽŶĞŽĨǇŽƵƌĨƌŝĞŶĚƐŝƐŵĂŬŝŶŐĂŵŽĚĞůŽĨĂĨĂĐƚŽƌƚƌĞĞ͘,ĞŚĂƐ
ƐŽŵĞĚŝĨĨŝĐƵůƚǇĂŶĚĂƐŬƐĨŽƌǇŽƵƌŚĞůƉŝŶĐŽŵƉůĞƚŝŶŐĂƋƵŝǌĨŽƌ
ƚŚĞĂƵĚŝĞŶĐĞ͘
KďƐĞƌǀĞƚŚĞĨŽůůŽǁŝŶŐĨĂĐƚŽƌƚƌĞĞĂŶĚĂŶƐǁĞƌƚŚĞĨŽůůŽǁŝŶŐ͗

ϭ͘tŚĂƚǁŝůůďĞƚŚĞǀĂůƵĞŽĨǆ͍

ĂͿϭϱϬϬϱďͿϭϯϵϭϱĐͿϱϲϵϮϬĚͿϭϳϰϮϵ

Ϯ͘tŚĂƚǁŝůůďĞƚŚĞǀĂůƵĞŽĨǇ͍

ĂͿϮϯďͿϮϮĐͿϭϭĚͿϭϵ

Ϯ͘ tŚĂƚǁŝůůďĞƚŚĞǀĂůƵĞŽĨǌ͍

ĂͿϮϮďͿϮϯĐͿϭϳĚͿϭϵ

ϰ͘ĐĐŽƌĚŝŶŐƚŽ&ƵŶĚĂŵĞŶƚĂůdŚĞŽƌĞŵŽĨƌŝƚŚŵĞƚŝĐϭϯϵϭϱŝƐĂ

ĂͿŽŵƉŽƐŝƚĞŶƵŵďĞƌďͿWƌŝŵĞŶƵŵďĞƌ
ĐͿEĞŝƚŚĞƌƉƌŝŵĞŶŽƌĐŽŵƉŽƐŝƚĞĚͿǀĞŶŶƵŵďĞƌ
ϯ͘ ƉƌŝŵĞĨĂĐƚŽƌŝǌĂƚŝŽŶŽĨϭϯϵϭϱŝƐ

ĂͿ ͷ ൈ ͳͳଶ ൈ ʹ͵ďͿͷ ൈ ͳͳଷ ൈ ͳ͵ଶ

ĐͿͷ ൈ ͳͳଷ ൈ ʹ͵ଶĚͿͷ ൈ ͳͳଶ ൈ ͳ͵ଶ

Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

C-2.1: Extends the

understanding of powers
(radical powers) and
exponents

Learning outcome:

1. Justifies the irrationality of

√2, √3, √5 and other surds
such as m + p√n using the
fundamental theorem of
arithmetic.
2. Expresses the prime
factorization of a number
in exponential form.
3. Uses the fundamental
theorem of arithmetic to
check the digit in the place
of unit in the power of a
number.

3.A rational number in its decimal expansion is 327.7081.

What can you say about the prime factors of q, when this
number is expressed in the form p/q? Give reasons.
4.Show that the square of an odd positive integer is of the
form 8m + 1, for some whole numbers.
Demonstration: (25 Minutes)
Diwali is the biggest festival in India. People give gifts to their
loved ones and wish them "Happy Diwali". People give
different types of gifts to their loved ones but most of them
prefer to give sweets in gifts. Therefore, all sweet shops
remain very busy on the Diwali festival in India.

One shopkeeper A prepares 396 Gulab Jamuns and 342

Ras-Gullas. He packs them in combination. Each container
consists of either Gulab Jamuns or Ras-Gullas but has an
equal number of pieces.
(a) Find the number of pieces, Shopkeeper A should put in
each box so that number of boxes is the least.
(i) 12 (ii) 18 (iii) 20 (iv) 25
(b) There is another sweets shopkeeper B beside
shopkeeper A. Shopkeeper B prepares 350 Gulab Jamuns
and 400 Ras-Gullas. His packing follows the same rules as
of shopkeeper A. Find the number of pieces
shopkeeper B should put in each box so that number of
boxes is the least.
(i) 20 (ii) 18 (iii) 50 (iv) 5

(c) The ratio of the number of boxes required by

shopkeeper A to shopkeeper B, is:
(i) 9:25 (ii) 3:5 (iii) 1:1 (iv) 5:1

(d) If there is another shopkeeper C who makes 500 Gulab

Jamuns and 400 Ras-Gullas, then the ratio of Number of
boxes required by Shop keep A, B, and C is : (i.e. A: B: C) :
(i) 3:5:10 (ii) 3:4:5 (iii) 9:25:50 (iv) 1:3:50

(e) The ratio of the Number of boxes required by

Shopkeeper A and C is (i.e., A: C):
(i) 3:25 (ii) 1:2 (iii) 9:50 (iv) 2:25

Activity: ( 5 minutes )
(TRUQJYJYMJKTQQT\NSLKFHYTWYWJJFSIKNSIYMJ

HTRUTXNYJSZRGJW]

Summative assessment plan- only where relevant

1. Express each number as a product of its prime factors:

(i) 140
(ii) 156
(iii) 3825
(iv) 5005
(v) 7429

Teachers’ reflections and experiences:

Practice session: (40 minutes)

To enhance the reading skills of grade X students, the
school nominates you and two of your friends to set up a
class library. There are two sections- section A and section
B of grade X. There are 32 students in section A and 36 .RUTWYFSY3(*79
*]JRUQFW
students in section B. 6ZJXYNTSX
7*&13:2'*78
Q1) What is the minimum number of books you will
acquire for the class library. So that they can be distributed
https://www.youtu
equally among students of section A and section B. be.com/live/MCBF
1. Express 144 as a product of primes?
gAqibX0?si=Eyc0
A) 144 B) 128 C) 288 D) 272 wY3xzYN2cicq
2. Prove that 3 + √5 is irrational.
Q2) If the product of two positive integers equal to the
product of their HCF and LCM. Is true, then the HCF 3. Whether the sum of rational and
irrational is rational or irrational?
(32,36) is
A) 2 B) 4 C) 6 D) 8
Q3) 36 can be expressed as product its primes as
A) 22X32 B) 2x33 C) 33x3 D) 20x30
2. A seminar is being conducted by an Educational
Organisation, where the participants will be educators
of different subjects. The number of participants in
Hindi, English and Mathematics are 60, 84 and 108
respectively.
1. In each room the same number of participants
are to be seated and all of them being in the same
subject, hence maximum number participants that
can accommodated in each room are
a) 14 b) 12 c) 16 d) 18
2. What is the minimum number of rooms required
during the event?
a) 11 b) 31 c) 41 d) 21
3. The LCM of 60, 84 and 108 is
a) 3780
b) 3680
c) 4780
d) 4680
4. The product of HCF and LCM of 60,84 and 108 is
a) 55360
b) 35360
c) 45500
d) 45360
5. 108 can be expressed as a product of its primes
as
a) 23 × 32
b) 23 × 33
c) 22 × 32
d) 22 × 33

Summative assessment plan- only where relevant

A Mathematics Exhibition is being conducted in your School and one of your friends is making a model of a factor tree. He has some difficulty and asks for
your help in completing a quiz for the audience.

Observe the following factor tree and answer the following:

1. What will be the value of x?
a) 15005 b) 13915 c) 56920 d) 17429
2. What will be the value of y?
a) 23 b) 22 c) 11 d) 19
3. What will be the value of z?
a) 22 b) 23 c) 17 d) 19
4. According to Fundamental Theorem of Arithmetic 13915 is a
a) Composite number b) Prime number c) Neither prime nor composite d) Even number
5. The prime factorization of 13915 is
a) 5 × 113 × 132 b) 5 × 113 × 232 c) 5 × 112 × 23 d) 5 × 112 × 132

Teachers’ reflections and experiences:

1. Did I clearly communicate the lesson objectives to the students?
2. Did I use effective instructional strategies to engage students in the lesson?
3. How can I improve the variety and effectiveness of my teaching methods to cater to
4. different learning styles and needs?
5. How well did I manage the classroom during the lesson?
Work Sheet:2 on Real Numbers for Class:10
Multiple Choice Questions (MCQs)

1. Which of the following is an irrational number?

o (A) 0.25
o (B) 0.333…
o (C) √2
o (D) 1.414
2. Which of the following is equivalent to 3/5?
o (A) 0.6
o (B) 0.66…
o (C) 0.5
o (D) 0.3
3. Which of the following is a property of real numbers?
o (A) Commutativity
o (B) Associativity
o (C) Distributivity
o (D) All of the above
4. Which of the following is not a real number?
o (A) π
o (B) e
o (C) i
o (D) φ
5. Which of the following is the correct way to write 0.0000345 in scientific notation?
o (A) 3.45 × 10^-5
o (B) 34.5 × 10^-6
o (C) 345 × 10^-7
o (D) All of the above
6. Which of the following is a rational number?
o (A) √3
o (B) √4
o (C) √5
o (D) √6

7. Which of the following is the correct way to write 5.67 × 10^9 in standard form?
o (A) 5670000000
o (B) 5670000
o (C) 567000
o (D) 56700
8. Which of the following is the correct way to compare two real numbers using a number line?
o (A) The number closer to the origin is smaller
o (B) The number farther from the origin is smaller
o (C) The number on the right is larger
o (D) The number on the left is larger
9. Which of the following is the correct way to add two real numbers?
o (A) Align the decimal points and add the digits
o (B) Align the decimal points and subtract the digits
o (C) Ignore the decimal points and add the digits
o (D) Ignore the decimal points and subtract the digits
10. Which of the following is the correct way to multiply two real numbers?
o (A) Multiply the digits and add the exponents
o (B) Multiply the digits and subtract the exponents
o (C) Multiply the digits and the exponents
o (D) Divide the digits and add the exponents.
Work Sheet:3 on Real Numbers for Class:10
1. What is the difference between a rational and an irrational number? Give an example of each.
2. What is the difference between a terminating and a non-terminating decimal? Give an example of each.
3. What is the difference between a repeating and a non-repeating decimal? Give an example of each.
4. What is the difference between scientific notation and standard form? Give an example of each.
5. What is the difference between a natural number and a whole number? Give an example of each.
6. Prove that √5 is irrational
ଵ
7. P.T. is irrational
ξଶ

8. P.T. 6-5ξ͵ is irrational

9. P.T. √5+√2 is irrational

10.P.T. √19-√11 is irrational

LESSON PLAN / PERIOD PLAN

ůĂƐƐ ͗ϭϬ
^ƵďũĞĐƚ ͗DĂƚŚĞŵĂƚŝĐƐ
ŚĂƉƚĞƌEŽ͘ ͗Ϯ
ŚĂƉƚĞƌEĂŵĞ ͗WK>zEKD/>^

ŚƚƚƉƐ͗ͬͬĞƉĂƚŚƐŚĂůĂ͘ŶŝĐ͘ŝŶͬƚŽƉŝĐͲĚ͘ƉŚƉ͍ŝĚсϭϬϲϮ,ϬϮ
hZZ/h>Z'K>^ΘKDWdE/^
dŚĞĨŽůůŽǁŝŶŐĐƵƌƌŝĐƵůĂƌŐŽĂůƐĂŶĚĐŽŵƉĞƚĞŶĐŝĞƐĂƌĞƌĞůĞǀĂŶƚƚŽƚŚĞĐŚĂƉƚĞƌ͗

ƵƌƌŝĐƵůĂƌ'ŽĂůƐ ŽŵƉĞƚĞŶĐŝĞƐ
CG-3: Discovers and proves algebraic identities and C-3.2: Models and solves contextualized problems
the models real - life situations in the form of using equations (e.g., simultaneous linear
equations to solve them. equations in two variables or single
polynomial equations) and draws conclusions
about a situation being modelled
CG-8: Builds skills such as visualization,
optimization, representation, and Ͳϴ͘ϭ͗DŽĚĞůƐĚĂŝůǇͲůŝĨĞƉŚĞŶŽŵĞŶĂĂŶĚƵƐĞƐ
mathematical modelling along with their
application in daily life. ƌĞƉƌĞƐĞŶƚĂƚŝŽŶƐƐƵĐŚĂƐŐƌĂƉŚƐ͕ƚĂďůĞƐĂŶĚ
ĞƋƵĂƚŝŽŶƐƚŽĚƌĂǁĐŽŶĐůƵƐŝŽŶƐ͘

D/EDW
'ƌĂƉŚŝĐĂůDĞĂŶŝŶŐŽĨůŝŶĞĂƌ͕YƵĂĚƌĂƚŝĐĂŶĚ
ƵďŝĐWŽůǇŶŽŵŝĂů
WZ/Kt/^W>E
WZ/K
EK͘ d,/E'dKW/ >ZE/E'KhdKD^
1 Recall of previous knowledge – Definition of
polynomials in one variable, degree, classification
Students are able to recall the previous knowledge.
and zero of polynomial

2 Geometric meaning of zero of linear and

quadratic polynomials Students are able to represent in graphical form.

3 Shapes of graphs (parabolas) of quadratic

Students are able to relate graphs of quadratic polynomials with its
polynomials in different cases
coefficients.
4 Geometric meaning of zero of cubic polynomials
Students are able to represent in graphical form.

5 Relationship between Zeroes and Coefficients of

Students are able to verify and utilize the relationships between
Linear and Quadratic Polynomials
zeroes and coefficients of Linear and Quadratic Polynomials.
6 Relationship between Zeroes and Coefficients of
Cubic Polynomials Students are able to verify and utilize the relationships between
zeroes and coefficients of Linear and Quadratic Polynomials.
7 Case Based Questions
Students are able to apply concept of polynomials different
situations
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Polynomials
Total no. of periods for this chapter:7
Period no :1
Sub Topic: Polynomials in One Variable
Degree of Polynomial
Linear Polynomial, Quadratic Polynomial, Cubic Polynomial
Value of Polynomial
Zero of Polynomial
Zero of Linear Polynomial

Teacher makes the students into groups

recall the concept of degree of Polynomial
in one variable and its classification based
on degree through the following activity.

ACTIVITY 2 (15min)

Teacher puts students in pair to play this. The

student A says a digit from 0 to 3 randomly and
student B is invited to say a polynomial in one Give an example of a constant polynomial?
variable with the degree same as the digit spoken Give an example of a zero polynomial?
by A and say whether it is a constant/ linear/
quadratic/ cubic, and vice versa. The process may
be continued for 3 to 4 cycles.
Teacher observes the activity and explains that
the degree is the highest exponent among the
exponents of variable in the polynomial and the
polynomial is non-zero constant / linear /
quadratic / cubic when the degree is 0 / 1 / 2 / 3
respectively.

(Teacher Note: Teacher should ensure that

student recall that the degree of non-zero
constant polynomials is zero and degree of zero
polynomial is not defined.) Assignment:

Teacher emphasizes that the general forms of 1. List four examples of polynomials in one variable.
linear, quadratic and cubic polynomials are ൅ 2. List four examples of algebraic expressions which are
, ܽ ଶ ൅ ൅ and ܽଷ ൅ ‫ ݔ‬ଶ ൅ ൅ not polynomials.
respectively where ܽ ് Ͳ and are represented by 3. Find whether
p(x), q(x) etc. ξͶ ସ ൅ ξ͵ଷ െ ξʹ ଶ ൅ ξͳଵ െ ξͲ ଴ is a polynomial.
Give reason in support of your answer.
4. The degree of Ͷ ଶ ൅ ͵ െ ʹ is _________.
5. Give an example of a polynomial whose degree is zero?

Teacher makes the students recall the
concept of Value of a Polynomial in one
variable through computational activity
and recalls the concept of zero of
polynomial and algebraic solution to linear
polynomial.
https://youtu.
ACTIVITY 3 ( 15min) be/5GyfX8c
Wjdg?si=nJEF
n1Rvrh7hME
Teacher gives the following table that contains VT

variable values and the values of polynomials for

the variable values in jumbled manner. Children Degree of

are asked to match the two columns suitably polynomi

using computations. als

Match the following

࢖ሺ࢞ሻ ൌ ૛࢞ െ ૝
ŽŵƉůĞƚĞƚŚĞƚĂďůĞ
‫ݔ‬ ‫݌‬ሺ‫ݔ‬ሻ

-3 -6 ƚ W;ƚͿсƚϮͲϭ ǀĂůƵĞ
-2 -2 ϭ
-1 -10 Ͳϭ
0 -4 Ϭ
1 -8 Ϯ
2 2
3 0
/ĚĞŶƚŝĨǇƚŚĞǌĞƌŽĞƐŽĨƉ;ƚͿ͘

Teacher emphasizes that the value of polynomial
is the value of the polynomial for a given variable
value. And, zero of polynomial is the value of
variable that gives the polynomial value 0. In the
activity discussed, the zero of the polynomial is 2.

[Teacher generalizes the idea of zero of ŚƚƚƉƐ͗ͬͬǁǁǁ͘Ǉ
polynomial and gives its definition. If p(x) is a ŽƵƚƵďĞ͘ĐŽŵͬǁ
polynomial and p(a)=0 then x=a is the zero of ĞƐĐƌŝďĞǌĞƌŽŽĨĂƉŽůǇŶŽŵŝĂůŝŶǇŽƵƌŽǁŶǁŽƌĚƐ͍ ĂƚĐŚ͍ǀсǆŬǌůĨ>
<ǇƐƐΘƚсϭϰϯƐ
polynomial.]

Further, teacher generalizes the idea and explains ?JWTJXTKF
that, if ‫݌‬ሺ‫ݔ‬ሻ ൌ ܽ‫ ݔ‬൅ ܾǡܽ ് Ͳ is the given UTQ^STRNFQ
linear equation then its solution may be obtained
algebraically as
‫݌‬ሺ‫ݔ‬ሻ ൌ Ͳ
ฺ ܽ‫ ݔ‬൅ ܾ ൌ Ͳ
ฺ ܽ‫ ݔ‬ൌ െܾ
ି௕ ି௖௢௡௦௧௔௡ ௧௘௥௠
ฺ ‫ ݔ‬ൌ ௔ ൌ ௖௢௘௙௙௜௖௜௘௡௧௢௙௫

(Teacher Note: Teacher should ensure that the

students understand the meaning of the term
coefficient. Necessary recap of the term may be
given if needed.)
(Teacher Note: Teacher should ensure that the
students understands that every real number is
the zero of a zero polynomial.)

Summative assessment plan- only where relevant

1. What is the degree of a zero polynomial?

2. If ‫݌‬ሺ‫ݔ‬ሻ ൌ ଷ ൅ ଶ ൅ ൅ ͳ then find the values of p(1), p(2) and p(-3).

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?

Chapter Plan (Unit plan/ lesson plan)

Period plan (40 mins class)
Class: 10th
Chapter: Polynomials
Total no. of periods for this chapter:7
Period no :2
Sub Topic: Geometric meaning of Zero of Linear Polynomial
Geometric meaning of Zeroes of Quadratic Polynomial

Learning Teaching-Learning Process Pointers for formative assessment- this should Material
Outcomes & This should include activities to include strategies that will be used to Check for required
Indicators/micro- facilitate learning along with broad Understanding - e.g.,
competencies time duration questions/worksheets/experiments/assignments/
self-assessment checklists/etc.
C-3.2: Models and Teacher makes the students understand Graph
solves that the zero of a linear polynomial is the Paper and
contextualized x-coordinate of point of intersection of its Stationer
problems using graph with x-axis. y
equations (e.g.,
simultaneous linear ACTIVITY 1 (Pair Work) (10min) GeoGebr
equations in two a
variables or single Teacher groups the students in pairs.
polynomial Teacher gives two tasks to each group of two
equations) and students (“A” and “B”).
draws conclusions In the first task, teacher gives a linear polynomial
about a situation ‫݌‬ሺ‫ݔ‬ሻ ൌ ʹ‫ ݔ‬െ ͳ , “A” solves it algebraically and Geometri
being modelled “B” tabulates it and graphs it to find the point of cal
C-8.1: Models daily- intersection with the x-axis. Teacher asks to Meaning
life phenomena and compare their results for some relationship and Assignment: of Zeroes
uses make a note. Solve the equation ‫ ݔ‬െ Ͷ ൌ Ͳ algebraically. Check your of
representations result by sketching the graph of ‫݌‬ሺ‫ݔ‬ሻ ൌ ‫ ݔ‬െ Ͷ . Polynomi
such as graphs, al
tables and
equations to draw 1.
conclusions
ŚƚƚƉƐ͗ͬͬǁǁǁ͘Ǉ
ŽƵƚƵďĞ͘ĐŽŵͬǁ
ĂƚĐŚ͍ǀс:ǇͲͲ
ϲũƉŚŽ

In the second task, teacher gives a second linear
polynomial ‫ݍ‬ሺ‫ݔ‬ሻ ൌ െ‫ ݔ‬൅ ͳ , “A” tabulates it and
graphs it to find the point of intersection with the 2.
x-axis and “B” solves it algebraically. Teacher asks
to compare their results for some relationship
and make a note.
ŚƚƚƉƐ͗ͬͬǁǁǁ͘Ǉ
ŽƵƚƵďĞ͘ĐŽŵͬǁ
ĂƚĐŚ͍ǀс>ƐEDũƐ
&ůWĚY

Teacher ensures that the zero of the linear

polynomial obtained algebraically is same as x-
coordinate of the point where its graph
intersects x-axis.

Teacher concludes that the zero of a linear

polynomial is precisely the x-coordinate of the
point of intersection of its graph with x-axis.
Teacher makes the students understand
that the zeroes of a quadratic polynomial
are the x-coordinates of points of
intersection of its graph with x-axis. 30min

ACTIVITY 2

Teacher engages the students in computation

activity by giving a quadratic polynomial, say
‫݌‬ሺ‫ݔ‬ሻ ൌ ‫ ݔ‬ଶ െ ʹ‫ ݔ‬െ ͵, and ask to find the values of
the polynomial for different values of variable and
table it in the following way:
‫ݔ‬ y=‫݌‬ሺ‫ݔ‬ሻ ൌ ‫ ݔ‬ଶ െ ʹ‫ ݔ‬െ ͵ ሺ‫ݔ‬ǡ ‫ݕ‬ሻ
-2
-1
0 Assignment:
1 Solve the equation െ‫ ݔ‬ଶ ൅ ‫ ݔ‬൅ ͳʹ ൌ Ͳ algebraically.
2 Check your result by sketching the graph of
3 ‫݌‬ሺ‫ݔ‬ሻ ൌ െ‫ ݔ‬ଶ ൅ ‫ ݔ‬൅ ͳʹ .
4
Teacher asks the students to take a graph paper
and choose a pair of coordinate axes and name
them as X-axis and Y-axis accordingly.

Teacher asks the students to mark points

corresponding to the ordered pairs (x, y) from
the table and asks whether they lie on a straight
line.

(Teacher Note: Teacher should ensure that the

students says no and the points lie on a curve). What is the shape of graph of a quadratic Polynomial?
Teacher asks the students to join the points
obtained by a smooth curve and says that such a
curve is the graph of the quadratic polynomial
and it is called a parabola.
Teacher
asks the
students to
find the
zeroes of
the
quadratic
polynomial 1.Verify the zeroes by splitting the middle term method?
‫݌‬ሺ‫ݔ‬ሻ ൌ
‫ ݔ‬ଶ െ ʹ‫ ݔ‬െ 2.Write the interaction points of the curve and X-axis.
͵
algebraically. 3.Suppose the values of x-coordinates say ߙǡ ߚfind
p (ߙሻܽ݊݀‫݌‬ሺߚሻ?
4.write your conclusion?
(Teacher Note: Teacher should ensure that
students recap the middle term factorization
method learnt in previous class, utilizes it).
Teacher asks to compare the zeroes with x-
coordinates of the intersecting point of the graph
with the x-axis.)
(Teacher Note: Teacher should ensure that
children get the two are the same)
Teacher concludes that the zeroes of a quadratic
polynomial are precisely the x-coordinates of the
points of intersection of its graph with x-axis.

Summative assessment plan- only where relevant

ϭ͘^ŽůǀĞƚŚĞĞƋƵĂƚŝŽŶʹ‫ ݔ‬൅ ͵ ൌ ͲĂůŐĞďƌĂŝĐĂůůǇ͘ŚĞĐŬǇŽƵƌƌĞƐƵůƚďǇƐŬĞƚĐŚŝŶŐƚŚĞŐƌĂƉŚŽĨ‫݌‬ሺ‫ݔ‬ሻ ൌ ʹ‫ ݔ‬൅ ͵͘
Ϯ͘^ŽůǀĞƚŚĞĞƋƵĂƚŝŽŶ‫ ݔ‬ଶ െ ͵‫ ݔ‬൅ ʹ ൌ ͲĂůŐĞďƌĂŝĐĂůůǇ͘ŚĞĐŬǇŽƵƌƌĞƐƵůƚďǇƐŬĞƚĐŚŝŶŐƚŚĞŐƌĂƉŚŽĨ‫݌‬ሺ‫ݔ‬ሻ ൌ ‫ ݔ‬ଶ െ ͵‫ ݔ‬൅ ʹ͘
ϯ͘&ŝŶĚƚŚĞŶƵŵďĞƌŽĨǌĞƌŽĞƐƚŚĞƉŽůǇŶŽŵŝĂůƉ;ǆͿŚĂƐŐŝǀĞŶŝƚƐŐƌĂƉŚĂƐĨŽůůŽǁƐ͗
Teachers’ reflections and experiences:

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Sub Topic: Shapes of the graph of Quadratic Polynomial ࢟ ൌ ࢇ࢞૛ ൅ ࢈࢞ ൅ ࢉ in different cases

Learning Teaching-Learning Process Pointers for formative assessment- this should Material
Outcomes & This should include activities to include strategies that will be used to Check for required
Indicators/micro- facilitate learning along with broad Understanding - e.g.,
competencies time duration questions/worksheets/experiments/assignments/
self-assessment checklists/etc.
C-3.2: Models and Teacher makes the students understand Graph
solves the shapes of graph (parabola) of quadratic Paper and
contextualized polynomial with two zeroes (distinct) Stationer
problems using y
equations (e.g., ACTIVITY 1 (Pair Work) (10min)
simultaneous linear
equations in two Teacher groups the students in pairs.
variables or single Teacher gives two tasks to each group of two
polynomial students.
equations) and In the first task, teacher gives a quadratic
draws conclusions polynomial with positive leading coefficient (a>0), https://youtu.
about a situation say, ‫݌‬ሺ‫ݔ‬ሻ ൌ ‫ ݔ‬ଶ ൅ ͵‫ ݔ‬െ Ͷ , and asks one of them be/mBF7Gd7
eiNo?si=Wpb
being modelled to find its zeroes algebraically and the other to Bqr--
C-8.1: Models daily- solve it graphically. aWulms9d
life phenomena and Assignment:
uses Sketch the graphs of the polynomials ‫݌‬ሺ‫ݔ‬ሻ ൌ ‫ ݔ‬ଶ െ ͻ Geogebra
representations and ‫ݍ‬ሺ‫ݔ‬ሻ ൌ െ‫ ݔ‬ଶ ൅ ͻ and discuss the shapes of their For
such as graphs, graphs. showing
tables and intractive
equations to draw graphs
conclusions
In the second task, teacher gives a quadratic What is the nature of coefficient of x2 on the basis shape of
polynomial with negative leading coefficient (a<0), parabola?
say, ‫ݍ‬ሺ‫ݔ‬ሻ ൌ െ‫ ݔ‬ଶ െ ͵‫ ݔ‬൅ Ͷ , and asks one of
them to find its zeroes algebraically and the other
to solve it graphically.

(Teacher Note: Teacher should ensure that the

students gain the skill of tabling and graphing
parabolas comfortably)
Teacher asks the students to compare the shapes
of graphs obtained in the two tasks.
(Teacher Note: Teacher should ensure that
students correlate the number of zeroes
obtained with the number of intersections of
graph with x-axis, and identify upward opening
parabola in case of a>0 and downward opening Assignment:
parabola in case of a<0). 6. Sketch the graphs of the polynomials ‫݌‬ሺ‫ݔ‬ሻ ൌ ‫ ݔ‬ଶ and
‫ݍ‬ሺ‫ݔ‬ሻ ൌ െ‫ ݔ‬ଶ and discuss the shapes of their graphs.
Teacher concludes that If a quadratic polynomial
has two zeroes then its graph intersects x-axis at
two points and it opens upwards when a>0 and
opens downwards when a<0 . Shapes of
(Teacher Note : Teacher is advised to use parabolas
GEOGEBRA CAS graphing tool to demonstrate in
the cases) different
cases

Teacher makes the students understand

the shapes of graph (parabola) of quadratic
polynomial with one zero (two equal
zeroes)
https://www.y
ACTIVITY 2 (Pair Work) (15 min) outube.com/
watch?v=Jy-
A-6jpZho
Teacher groups the students in pairs. ,JTRJYWNHFQ
Teacher gives two tasks to each group of two RJFSNSLTK
students. ?JWTJXTK
In the first task, teacher gives a quadratic 5TQ^STRNFQX
polynomial with positive leading coefficient (a>0),
say, ‫݌‬ሺ‫ݔ‬ሻ ൌ ‫ ݔ‬ଶ െ ʹ‫ ݔ‬൅ ͳ , and asks one of them
to find its zeroes algebraically and the other to
solve it graphically.

Write the zeroes of the polynomial?

Justify your answer?

In the second task, teacher gives a quadratic Write the zeroes of the polynomial?
polynomial with negative leading coefficient (a<0), Graph
say, ‫ݍ‬ሺ‫ݔ‬ሻ ൌ െ‫ ݔ‬ଶ ൅ ʹ‫ ݔ‬െ ͳ , and asks one of Charts
them to find its zeroes algebraically and the other related to
to solve it graphically. graphs
Justify your answer?

(Teacher Note: Teacher should ensure that the

students get the graph like a parabola touching
the x-axis at one point in each task.)

Teacher asks the students to compare the shapes

of graphs obtained in the two tasks.
(Teacher Note: Teacher should ensure that
students correlate the number of zeroes
obtained with the number of intersections of
graph with x-axis, and identify upward opening
parabola in case of a>0 and downward opening Assignment:
parabola in case of a<0).
Sketch the graphs of the polynomials ‫݌‬ሺ‫ݔ‬ሻ ൌ ‫ ݔ‬ଶ and
Teacher concludes that If a quadratic polynomial ‫ݍ‬ሺ‫ݔ‬ሻ ൌ െ‫ ݔ‬ଶ and discuss the shapes of their graphs.
has one zeroes (two equal zeroes) then its graph
intersects x-axis at one point (two coincident
points) and it opens upwards when a>0 and
opens downwards when a<0 .
(Teacher Note: Teacher is advised to use
GEOGEBRA CAS graphing tool to demonstrate
the cases)

Teacher makes the students understand

the shapes of graph (parabola) of quadratic
polynomial with no zero 15 min

ACTIVITY 3 (Pair Work)

Teacher groups the students in pairs.

Teacher gives two tasks to each group of two

students.

In the first task, teacher gives a quadratic

polynomial with positive leading coefficient (a>0),

say, ‫݌‬ሺ‫ݔ‬ሻ ൌ ‫ ݔ‬ଶ ൅ ͳ , and asks one of them to
find its zeroes algebraically and the other to solve
it graphically.

In the second task, teacher gives a quadratic
polynomial with negative leading coefficient (a<0),
say, ‫ݍ‬ሺ‫ݔ‬ሻ ൌ െ‫ ݔ‬ଶ െ ͳ , and asks one of them to
find its zeroes algebraically and the other to solve
it graphically.

dZzd,/^͗

ϭ͘ tƌŝƚĞƚŚƌĞĞƉŽůǇŶŽŵŝĂůƐƚŚĂƚŚĂǀĞϮǌĞƌŽƐĞĂĐŚ͘
Ϯ͘tƌŝƚĞŽŶĞƉŽůǇŶŽŵŝĂůƚŚĂƚŚĂƐŽŶĞǌĞƌŽ͘
(Teacher Note: Teacher should ensure that the ϯ͘,ŽǁǁŝůůǇŽƵǀĞƌŝĨǇŝĨŝƚŚĂƐŽŶůǇŽŶĞǌĞƌŽ͘
students arrive at no solution algebraically
ϰ͘tƌŝƚĞƚŚƌĞĞƉŽůǇŶŽŵŝĂůƐƚŚĂƚŚĂǀĞŶŽǌĞƌŽĞƐĨŽƌǆƚŚĂƚĂƌĞƌĞĂů
noticing that ‫ ݔ‬ଶ ൌ െͳ has no solution, and get
the graph not intersecting the x-axis at any ŶƵŵďĞƌƐ͘
point.)

Teacher asks the students to compare the shapes

Teacher concludes that If a quadratic polynomial

has no zero then its graph does not intersects x-
axis and it opens upwards when a>0 and opens
downwards when a<0 .
(Teacher Note : Teacher is advised to use
GEOGEBRA CAS graphing tool to demonstrate
the cases)
Summative assessment plan- only where relevant
3. Draw the graph of ‫݌‬ሺ‫ݔ‬ሻ ൌ െʹ‫ ݔ‬ଶ ൅ ͷ‫ ݔ‬൅ ͵ and discuss the shape of the graph.
Teachers’ reflections and experiences:

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

ϯ͘/ĚĞŶƚŝĨǇƚŚĞǌĞƌŽĞƐĨƌŽŵŐƌĂƉŚ͍

Ϯ͘dŚĞŐƌĂƉŚƐŽĨǇсƉ;ǆͿĂƌĞŐŝǀĞŶŝŶƚŚĞĨŝŐƵƌĞďĞůŽǁ͕ĨŽƌƐŽŵĞ
ƉŽůǇŶŽŵŝĂůƐƉ;ǆͿ͘/ŶĞĂĐŚĐĂƐĞ͕ĨŝŶĚƚŚĞŶƵŵďĞƌŽĨǌĞƌŽĞƐŽĨƉ;ǆͿ͘

(Teacher Note: Teacher should ensure that the

student uses the factoring technique properly for
the cubic polynomial with previous knowledge,
and the gets graph of cubic polynomial properly.)
Now, Teacher asks the two students of each
group to compare and observe their results and
comment.
(Teacher Note: Teacher should ensure that the
students of each group get three zeroes of
polynomial same as the x-coordinates of the
three intersecting points of the graph with the x-
axis.)

Teacher concludes that the zeroes of a cubic
polynomial are precisely the x-coordinates of the
points of intersection of its graph with x-axis.
(Teacher Note: Teacher is advised to use
GEOGEBRA CAS graphing tool to demonstrate
the cases)
Summative assessment plan- only where relevant

4. Solve the equation ʹ‫ ݔ‬ଷ െ ͺ‫ ݔ‬ൌ Ͳ algebraically. Check your result by sketching the graph of ‫݌‬ሺ‫ݔ‬ሻ ൌ ʹ‫ ݔ‬ଷ െ ͺ‫ ݔ‬.
5. Find the number of zeroes the polynomial p(x) has given its graph as follows :

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Learning Teaching-Learning Process Pointers for formative assessment- this Material

Outcomes & This should include activities to facilitate should include strategies that will be used required
Indicators/micro- learning along with broad time duration to Check for Understanding - e.g.,
competencies questions/worksheets/experiments/assign
ments/ self-assessment checklists/etc.
C-3.2: Models and Teacher makes the students recall the concept of Paper and
solves zero of linear polynomial ad relates it with the Pen
contextualised coefficients of the linear polynomial
problems using
equations (e.g., ACTIVITY (Computational) 10min
simultaneous linear
equations in two Teacher gives a matching table where students compute
variables or single to find the zeroes of different linear polynomials and
polynomial match the two columns.
equations) and Match the following :
draws conclusions Column – A Column – B
about a situation (Linear Polynomial) (Zero)
being modelled 2x+3 െͷ
Ͷ
4x+5 െͳ
͵
3x+1 െͷ
͸
6x+5 െ͵
ʹ
(Teacher Note: Teacher should ensure that students
recall the method of solving simple equations and their
solvation to find zeroes.)
Teacher makes the students recall the formula that the
zero of a linear polynomial of the form ‫݌‬ሺ‫ݔ‬ሻ ൌ ܽ‫ ݔ‬൅ ܾ
ି௕
is ‫ ݔ‬ൌ ௔ .
Relationships
Teacher gives another table with the same linear between
polynomials to fill and draw conclusions. zeroes and
coefficient of
Linear Ze Coeffici Const െሺܿ‫ݐݐ݊ܽݐݏ݊݋‬ polynomials
Assignment:
Polyno ro ent of x ant ܿ‫ݐ݂݂݊݁݅ܿ݅݁݋‬ 1. Find the zero of polynomial ‫݌‬ሺ‫ݔ‬ሻ ൌ ͸‫ ݔ‬൅ ͵
mial Term
using formula. And verify the relationship
2x+3
between the zero and the coefficients of the
4x+5 polynomial.
3x+1 2. Find the zero of polynomial ‫݌‬ሺ‫ݔ‬ሻ ൌ Ͷ‫ ݔ‬using
6x+5 1.
formula. And verify the relationship between the https://www.y
Teacher concludes the relationship as : zero and the coefficients of the polynomial. outube.com/
If ߙ is the zero of a linear polynomial ܽ‫ ݔ‬൅ ܾ then ߙ ൌ watch?v=qEZ
ି௕ ିሺ௖௢௡௦௧௔௡௧௧௘௥௠ሻ 0tj8XYSI
௔
ൌ ௖௢௘௙௙௜௖௜௘௡௧௢௙௫ .

Teacher makes the students understand the

relationships between the zeroes and coefficients
of a quadratic polynomial
15 min https://www.y
I. Teacher deduces the relationship in the outube.com/
watch?v=hjPu
following way: KZLFCV4

1. Teacher asks the students to consider a quadratic

polynomial ‫݌‬ሺ‫ݔ‬ሻ ൌ ܽ‫ ݔ‬ଶ ൅ ܾ‫ ݔ‬൅ ܿ , (ܽ ് Ͳ), whose
zeroes are ߙܽ݊݀ߚ .
2. Now, teacher asks the students to find the zeroes
of a quadratic polynomial, say, ‫ݍ‬ሺ‫ݔ‬ሻ ൌ ͵‫ ݔ‬ଶ ൅ ͻ‫ ݔ‬൅
͸ using factoring. https://www.y
[Teacher Note: Teacher should ensure that outube.com/
watch?v=fl7w
students recall and produce the steps: Gov66t8
͵‫ ݔ‬ଶ െ ͻ‫ ݔ‬൅ ͸ ൌ Ͳ
ଶ
ฺ ͵ሺ‫ ݔ‬െ ͵‫ ݔ‬൅ ʹሻ ൌ Ͳ
ฺ ͵ሺ‫ ݔ‬െ ͳሻሺ‫ ݔ‬െ ʹሻ ൌ Ͳ
ฺ ‫ ݔ‬ൌ ͳǡ ‫ ݔ‬ൌ ʹ
3. Now, teacher asks to observe that 1 and 2 are the
zeroes of polynomial ‫ݍ‬ሺ‫ݔ‬ሻ ൌ ͵‫ ݔ‬ଶ ൅ ͻ‫ ݔ‬൅ ͸ and If Ǥ
hence ͵‫ ݔ‬ଶ ൅ ͻ‫ ݔ‬൅ ͸ can be expressed as
͵ሺ‫ ݔ‬െ ͳሻሺ‫ ݔ‬െ ʹሻ
And, teacher correlates and says that, here,
ߙܽ݊݀ߚ are the zeroes of ‫݌‬ሺ‫ݔ‬ሻ ൌ ܽ‫ ݔ‬ଶ ൅ ܾ‫ ݔ‬൅ ܿ ,
hence
ܽ‫ ݔ‬ଶ ൅ ܾ‫ ݔ‬൅ ܿ ൌ ܽሺ‫ ݔ‬െ ߙሻሺ‫ ݔ‬െ ߚሻ. Assignment:
4. Teacher asks students, can it help in getting the 3. Form the quadratic polynomial whose zeroes
relations between zeroes and coefficients? are -2 and 5.
[Teacher Note: Teacher should ensure that the
student expands the right-hand side of the
equation above and compares with left hand side
and gets the relations]
5. Teacher concludes that,
If ߙܽ݊݀ߚ are the zeroes of ‫݌‬ሺ‫ݔ‬ሻ ൌ ܽ‫ ݔ‬ଶ ൅ ܾ‫ ݔ‬൅ ܿ
where (ܽ ് Ͳ), then
ି௕
ܵ‫ ݏ݁݋ݎ݁ݖ݂݋݉ݑ‬ൌ ߙ ൅ ߚ ൌ ௔
ൌ
ିሺ௖௢௘௙௙௜௖௜௘௡௧௢௙௫ሻ
௖௢௘௙௙௜௖௜௘௡௧௢௙௫ మ
and
௖ ௖௢௡௦௧௔௡௧௧௘௥௠
ܲ‫ ݏ݁݋ݎ݁ݖ݂݋ݐܿݑ݀݋ݎ‬ൌ ߙߚ ൌ ௔ ൌ ௖௢௘௙௙௜௖௜௘௡௧௢௙௫ మ .

II. ACTIVITY (Pair Work) 15 min

Teacher pairs the students and assigns the verification of

relations through computations and observations via
following table :
Zeroe
ܽ ൌǫ
ൌǫ
ൌǫ

sߙൌ

c
ܾ ൌǫ
ܽ
ܽ

ǫߚൌ
ߙ൅ߚ
ൌǫ
ߙ൅ߚ
ൌǫ

െܾ
െܾ

ܿ ൌǫ

Quadrati
ǫ

ʹ‫ ݔ‬ଶ
൅ ͷ‫ݔ‬
‫ ݔ‬ଶ ൅ ʹ‫ݔ‬
െ͵
‫ݔ‬ଶ െ Ͷ
‫ݔ‬ଶ ൅
Ͷ‫ݔ‬+3
Teacher asks the students to observe and verify the
relationships.
(Teacher Note: Teacher should ensure that the students
do the computations correctly and draws the correct
conclusions)
Teacher concludes that,
If ߙܽ݊݀ߚ are the zeroes of ‫݌‬ሺ‫ݔ‬ሻ ൌ ܽ‫ ݔ‬ଶ ൅ ܾ‫ ݔ‬൅ ܿ
where (ܽ ് Ͳ), then
ି௕ Assignment:
ܵ‫ ݏ݁݋ݎ݁ݖ݂݋݉ݑ‬ൌ ߙ ൅ ߚ ൌ ௔
ൌ 4. Find the zeroes of polynomial
ିሺ௖௢௘௙௙௜௖௜௘௡௧௢௙௫ሻ
‫݌‬ሺ‫ݔ‬ሻ ൌ ʹ‫ ݔ‬ଶ ൅ ͵‫ ݔ‬െ ʹ using formula.
௖௢௘௙௙௜௖௜௘௡௧௢௙௫ మ
And check the relationship between the zero
and
௖ ௖௢௡௦௧௔௡௧௧௘௥௠ and the coefficients of the polynomial.
ܲ‫ ݏ݁݋ݎ݁ݖ݂݋ݐܿݑ݀݋ݎ‬ൌ ߙߚ ൌ ௔ ൌ ௖௢௘௙௙௜௖௜௘௡௧௢௙௫మ
.

Summative assessment plan- only where relevant

6. Form the quadratic polynomial with sum of zeroes as 5 and product of zeroes as -6.
7. Find the zeroes of polynomial ‫݌‬ሺ‫ݔ‬ሻ ൌ ‫ ݔ‬ଶ ൅ ‫ ݔ‬െ ͸ using formula. And check the relationship between the zero and the coefficients of the
polynomial.
Teachers’ reflections and experiences:

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Teacher reiterates the relationships between the

zeroes and coefficients of linear and quadratic
polynomials as follows:

Teacher makes the students understand

the relationships between the zeroes and
coefficients of a cubic polynomial 30 min

III. Teacher deduces the relationship

in the following way:

5. Teacher asks the students to consider a

cubic polynomial ‫݌‬ሺ‫ݔ‬ሻ ൌ ܽ‫ ݔ‬ଷ ൅ ܾ‫ ݔ‬ଶ ൅
ܿ‫ ݔ‬൅ ݀ , (ܽ ് Ͳ), whose zeroes are Complete the table:
ߙǡ ߚܽ݊݀ߛ .
6. Now, teacher asks the students to find
the zeroes of a cubic polynomial, say, Kd,/^͗
‫ݍ‬ሺ‫ݔ‬ሻ ൌ Ͷ‫ ݔ‬ଷ െ ͳʹ‫ ݔ‬ଶ ൅ ͺ‫ ݔ‬using factoring. /ĨD͕E͕JĂƌĞƚŚĞǌĞƌŽĞƐŽĨƚŚĞŐŝǀĞŶĐƵďŝĐƉŽůǇŶŽŵŝĂůƐ͕ĨŝŶĚƚŚĞ
[Teacher Note: Teacher should ensure ǀĂůƵĞƐĂƐŐŝǀĞŶŝŶƚŚĞƚĂďůĞ
that students recall and produce the steps ^͘EŽ ƵďŝĐWŽůǇŶŽŵŝĂů DнEнJ DEнEDнJD DEJ
ϯ Ϯ
Ͷ‫ ݔ‬ଷ െ ͳʹ‫ ݔ‬ଶ ൅ ͺ‫ ݔ‬ൌ Ͳ 1 ǆ нϯǆ ʹǆʹϮ
ฺ Ͷ‫ݔ‬ሺ‫ ݔ‬ଶ െ ͵‫ ݔ‬൅ ʹሻ ൌ Ͳ 2 ϰǆϯнϴǆϮʹϲǆʹϮ
ฺ Ͷ‫ݔ‬ሺ‫ ݔ‬െ ͳሻሺ‫ ݔ‬െ ʹሻ ൌ Ͳ 3 ϯǆϯнϰǆϮʹϱǆʹϮ
ฺ Ͷሺ‫ ݔ‬െ Ͳሻሺ‫ ݔ‬െ ͳሻሺ‫ ݔ‬െ ʹሻ ൌ Ͳ 4 ǆϯнϱǆϮнϰ
ฺ ‫ ݔ‬ൌ Ͳǡ ‫ ݔ‬ൌ ͳǡ ‫ ݔ‬ൌ ʹ ]
7. Now, teacher asks students to observe
that 0, 1 and 2 are the zeroes of
polynomial ‫ݍ‬ሺ‫ݔ‬ሻ ൌ Ͷ‫ ݔ‬ଷ െ ͳʹ‫ ݔ‬ଶ ൅ ͺ‫ ݔ‬and
hence Ͷ‫ ݔ‬ଷ െ ͳʹ‫ ݔ‬ଶ ൅ ͺ‫ ݔ‬can be expressed
as Ͷሺ‫ ݔ‬െ Ͳሻሺ‫ ݔ‬െ ͳሻሺ‫ ݔ‬െ ʹሻ
And, teacher correlates and says that,
here, ߙǡ ߚܽ݊݀ߛ are the zeroes of
‫݌‬ሺ‫ݔ‬ሻ ൌ ܽ‫ ݔ‬ଷ ൅ ܾ‫ ݔ‬ଶ ൅ ܿ‫ ݔ‬൅ ݀ , hence
ܽ‫ ݔ‬ଷ ൅ ܾ‫ ݔ‬ଶ ൅ ܿ‫ ݔ‬൅ ݀ ൌ ܽሺ‫ ݔ‬െ ߙሻሺ‫ ݔ‬െ
ߚሻሺ‫ ݔ‬െ ߛሻ.
8. Teacher asks students, Can it help in
getting the relations between zeroes and
coefficients?
[Teacher Note: Teacher should ensure
that the student expands the right-hand Assignment:
ିଵ
side of the equation above and compares 1.Verify that ଶ ǡ െͳܽ݊݀ʹ are the zeroes of the cubic
with left hand side and gets the relations] polynomial ‫݌‬ሺ‫ݔ‬ሻ ൌ ʹ‫ ݔ‬ଷ െ ‫ ݔ‬ଶ െ ͷ‫ ݔ‬െ ʹ , and then verify the
Write relationship between zeroes and relationships between the zeroes and the coefficients.
coefficients of a cubic polynomial.
Summative assessment plan- only where relevant
ିଵ
8. Verify that ଷ ǡ െͳܽ݊݀͵ are the zeroes of the cubic polynomial ‫݌‬ሺ‫ݔ‬ሻ ൌ ͵‫ ݔ‬ଷ െ ͷ‫ ݔ‬ଶ െ ͳͳ‫ ݔ‬െ ͵ , and then verify the relationships between the
zeroes and the coefficients.
Teachers’ reflections and experiences:

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

2.The graph of parabola open downwards, if___________

3.
4.

Summative assessment plan- only where relevant.

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?
4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?

WORKSHEET – 1
I. MULTIPLE CHOICE QUESTIONS:

1. The zeroes of x2–2x –8 are:

(a) (2,-4)

(b) (4,-2)

(d) (-4,-4)

2. What is the quadratic polynomial whose sum and the product of zeroes is √2, ⅓ respectively?

(a) 3x2-3√2x+1

(b) 3x2+3√2x+1

3. If the zeroes of the quadratic polynomial ax2+bx+c, c≠0 are equal, then

(a) c and b have opposite signs

(b) c and a have opposite signs

(c) c and b have same signs

(d) c and a have same signs

4. The degree of the polynomial, x4 – x2 +2 is

(a) 2 (c) 1

5. If one of the zeroes of cubic polynomial is x3+ax2+bx+c is -1, then product of other two zeroes is:

(a) b-a-1

(b) b-a+1

(d) a-b-1

II. OBJECTIVE TYPE QUESTIONS:

1. Write the zeros of the polynomial x2 − x – 6.

2. Write a polynomial whose zeros are (2+√3) and (2 − √3).

3. If ɲ, ɴ are the zeros of the polynomial, such that ɲ+ɴ=6 and ɲ ɴ=4, then write the polynomial.

4. If ɲ and 1/ɲ are the zeros of the polynomial 4x2 − 2x + (k − 4) , find the value of k .

5. Check whether -2 is a zero of the polynomial 9x3 − 18x2 − x – 2.

III. SHORT ANSWER TYPE QUESTIONS:

1. Find the zeroes of the polynomial 2x2 − 9 and verify the relationship between zeros and coefficients.
2. Find a quadratic polynomial the sum and product of whose zeros are 3 and -2/5 respectively.

3. If ɲ and ɴ are zeros of 3x2 + 5x + 13, then find the value of 1/ɲ + 1/ɴ
4. Check whether x = −3 is a zero of x3 + 11x2 + 23x − 35.

5. Find p and q if p and q are the zeros of the quadratic polynomial x2+ px + q.

WORKSHEET – II
I. SHORT ANSWER TYPE QUESTIONS :
WORKSHEET.III
VERY SHORT ANSWER TYPE QUESTIONS
Q1. If one zero of the quadratic polynomial x²-5x-6 is 6, then find the other zero.
Q2. If both the zeroes of the quadratic polynomial ax2 + bx + c are equal and opposite in sign, then find the value of 'b'?
Q3. Can x2 – 1 be the quotient on division of x6 + 2x3 + x – 1 by a polynomial in x of degree 5?
Q4. If 1 is a zero of the polynomial p(x) = ax2 - 3(a-1)x - 1, then find the value of 'a' ?
Q5. If on division of a polynomial p(x) by a polynomial g(x) the quotient is zero, what is the relation between degree of p(x) and g(x)?
Q6. If one root of the polynomial p(y) = 5y2 +13y + m is reciprocal of other, then find the value of ‘m’?
Q7. If the graph of a polynomial intersects the x – axis at only one point, can it be a quadratic polynomial?

SHORT ANSWER TYPE QUESTIONS

Q8. What number should be added to the polynomial x2 -5x+4, so that 3 is the zero of the polynomials?
Q9. If α and β are zeros of p(x) = x2 +x-1, then find 1/α+ 1/β?
Q10. If α and β are the zeros of the quadratic polynomial f(x) = 2x² -5x + 7, find a polynomial whose zeros are 2α+ 3β and 3α+ 2β?
Q11. If one of the zeros of the cubic polynomial x3 + ax2 + bx + c is -1, then what will be the product of the other two zeros?
Q12. If α, β, γ be zeros of the polynomial 6x3 + 3x2 -5x+1, then find the value of α-1 + β -1 + γ -1?
Q136. If α, β are the two zeros of the polynomial f(y) = y2 - 8y +a and α2 + β2 = 40, find the value of ‘a’?
[Goto https://epathshala.nic.in]
https://epathshala.nic.in/topics.php?ln=en

THE FOLLOWING CURRICULAR GOALS (CG) AND COMPETENCIES (C)

WILL BE DEVELOPED THROUGH THIS CHAPTER
CURRICULAR GOALS(CG) COMPETENCIES (C)
CG-3: Discovers and proves algebraic identities and the models real- life C-3.2: Models and solves contextualized problems using equations (e.g.,
situations in the form of equations to solve them simultaneous linear equations in two variables or single polynomial
equations) and draws conclusions about a situation being modelled
CG-4: Analysis characteristics and properties of two-dimensional C-4.5: Specifies locations and describes spatial relationships using
geometric shapes and develops mathematical arguments to explain coordinate geometry, e.g., plotting a pair of linear equations and graphically
geometric relationships. finding the solution, or finding the area of triangle with given coordinates
as vertices
CG-8: Builds skills such as visualization, optimization, representation, and C-8.1: Models daily-life phenomena and uses representations such as
mathematical modelling along with their application in daily Life. graphs, tables and equations to draw conclusions
MIND MAP
WZ/Kt/^W>E
>ĞĂƌŶŝŶŐŽƵƚĐŽŵĞ͗&ŝŶĚƐƐŽůƵƚŝŽŶƐŽĨƉĂŝƌƐŽĨůŝŶĞĂƌĞƋƵĂƚŝŽŶƐŝŶƚǁŽǀĂƌŝĂďůĞƐƵƐŝŶŐŐƌĂƉŚŝĐĂůĂŶĚĚŝĨĨĞƌĞŶƚ
ĂůŐĞďƌĂŝĐŵĞƚŚŽĚƐ͘
WZ/K d,/E'dKW/ >ZE/E'KhdKD^ͬŽďũĞĐƚŝǀĞƐ
EK͘
ϭ Representation of given situation into pair of
Linear equations in 2 variables Represent given situation into pair of linear equation in 2 variables

Ϯ Graphical Method of Solution of a Pair of Linear Interpret the concepts of linear equations in order to represent any
Equations given situation algebraically and graphically

ϯ Graphical Method of Solution of a Pair of Linear Interpret the concepts of linear equations in order to represent any
Equations - continued given situation algebraically and graphically
ϰ Consistent and inconsistent pair of equations Demonstrate given two linear equations in order to comment on
the nature/behaviour of the lines representing the linear equations
ϱ Graphical Method of Solution of a Pair of Linear Check the given pair of linear equation are constitent or consistent
Equations (Consistency and inconsistency) and find solution (if consistent)
ϲ Graphical Method of Solution of a Pair of Linear Use the concepts of pair of linear equations in two variables in order
Equations (Real life Problems) to represent any given situation algebraically and find its solution

ϳ Solving pair of linear equations in two variables by Find solutions using substitution method
using Substitution method
ϴ Solving pair of linear equations in two variables by Find solutions using elimination method method
using Elimination method
ϵ Real life and connection type problems Choose appropriate method and find solutions

ϭϬ Case study questions Understand the given comprehension to find solutions

Chapter Plan (Unit plan/ lesson plan)

Period plan (40 mins class)
Class: 10th
Chapter: PAIR OF LINEAR EQUATION IN 2 VARIABLES
Total no. of periods for this chapter: 10
Period no: 01/10
Subtopic: 1. Representation of given situation into pair of Linear equations in 2 variables

3. Identify the unknowns in each situation.

Learning outcome:
(i) The cost of 1kg potatoes and 2kg tomatoes
was ₹30 on a certain day. After two days,
Finds solutions of pairs of
the cost of 2kg potatoes and 4kg tomatoes
linear equations in two
was found to be ₹66.
variables using graphical and
different algebraic methods
(ii) The coach of a cricket team of M.K.Nagar (i) Can you guess the values of a
High School buys 3 bats and 6 balls for notebook and a pen using the equation
Represent given situation
₹1300. Later he buys one more bat and 2 Cost of 4 notebooks + 3 pens = ₹110.
into pair of linear equation in
balls for ₹3900.
2 variables. https://diksha.
Express the above situation into pair linear
equation in 2 variables? gov.in/dial/2C
XXU3

Teacher introduces pair of equations in 2 variables Introduction

through an activity. 15min

Activity:
Assignment:
Laxmi bought some types of notebooks and pens. She paid
₹110 for 4 notebooks and 3 pens. She paid ₹80 for 3 Represent the following situation into pair of
notebooks and 2pens. Express the given situation into linear equations in two variables
pair of linear equations in 2 variables.
1.10 students of Class-X took part in a
(i) Cost of 4 notebooks + 3 pens = ₹110. mathematics quiz. If the number of girls is 4
(ii) Cost of 3 notebooks + 2 pens = ₹80. more than the number of boys then, find the
number of boys and the number of girls who
took part in the quiz.
2. 5 pencils and 7 pens together cost ₹50
whereas 7 pencils and 5 pens together cost
₹46. Find the cost of one pencil and that of
one pen.

3. Half the perimeter of a rectangular garden,

Represent above equations in the variables x and y. whose length is 4m more than its width, is
36m. Find the dimensions of the garden.
[Teacher plays the video and ask the students to
observe how a given situation converted into pair
of linear equations in two variables] (15 min)

Activity 2: ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
ƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀ
2. Akhila went to a fair in her village. She wanted to enjoy сϵYŝƋ,ŶE/WϴΘƚ
rides on the Giant Wheel and play Hoopla (a game in сϳϰƐ

which you throw a ring on the items kept in a stall, and if
Introduction
the ring covers any object completely, you get it). The
number of times she played Hoopla is half the number of
rides she had on the Giant Wheel. If each ride costs ₹3,
and a game of Hoopla costs ₹4, how would you find out
the number of rides she had and how many times she
played Hoopla, provided she spent ₹20.

Teacher makes the learners into groups and ask them to

study the situation and represent pair of equations in 2
variables.
Teacher gives some suggestions.
If she has one ride, is it possible?
Is it possible to have two rides?
Continue this process and prepare pair of equations?
Teacher makes the learners into pairs ask them to guess
the values of the number of rides that Akhila had (x) and
the number of times she played Hoopla (y) by using trial
and error method.
Summative assessment plan- only where relevant
Teachers’ reflections and experiences:
1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

[Teacher should focus on representations of pair of

linear equations in two variables and its
constraints]

Teachers asks the students to draw two lines on a

paper in different possible ways and submitted to
the teacher.

Are the lines intersecting to each other at a

point? ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵ
ƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍
ǀсϱ,>ŬĚƉƵǀ/Θ
ƚсϭϮϰƐ

Graphical
method of
solution of a
pair of linear
equations in
two variables|
Represent The following pair of linear equations
graphically. Find the points where the lines
intersect Y-axis.
૜࢞ ൅ ࢟ െ ૞ ൌ ૙Ǣ ૛࢞ െ ࢟ െ ૞ ൌ ૙ 15min
y=-3x+5 Observe the graph of line
͵‫ ݔ‬൅ ‫ ݕ‬െ ͷ ൌ Ͳ and check whether it
intersects Y-axis?

y= 2x-5

Observe the graph of line

ʹ‫ ݔ‬െ ‫ ݕ‬െ ͷ ൌ Ͳ and check whether it
intersects Y-axis?

Teacher makes the students into groups and ask them to

prepare table for solution of each equation. (at least two
solutions)
Now ask the students to plot the points on a graph paper
and join them to get a straight line for 1st equation. And
ask them same thing to do for 2nd equation on same graph
paper.
ŚƚƚƉƐ͗ͬͬǇŽƵƚƵ͘ďĞͬ
Verify (2,-1) are the solution or not the given
EWǌůE:Ƌ
system of equations?
How find
solution of
pair of linear
equations in
2 variables?

What is the intersecting point of these lines?

Substituting the coordinates of the point in both the

equations write your observation?

Summative assessment plan- only where relevant

1. Solve the system of equations x+3y=6 and 2x-3y=12 graphically.

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Teacher makes the students into pairs and ask them to

find at least two solutions for each equation and
instructed draw the graph.

How many solutions identify?

What type of lines are these?
Are the lines being coincident?

Summative assessment plan- only where relevant

1.Draw the graphs and verify they are intersecting/parallel/coincident
1. 3x+4y=7; 5x-3y=2
2. x+2y=5; 2x+4y=10
3. x-y=8; 3x-3y=24
Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

What do you notice.

Objective:
1.Which pair of equations represent
Demonstrate given two Consider the following three pairs of equations. intersecting lines?
linear equations in order I1. Which pair of equations represent
(i) x – 2y = 0 and 3x + 4y – 20 = 0 (G1)
to comment on the coincident lines?
nature/behaviour of the ii) 2x + 3y – 9 = 0 and 4x + 6y – 18 = 0 (GII) III. Which pair of equations represent
lines representing the Parallel lines?
(ii) x + 2y – 4 = 0 and 2x + 4y – 12 = 0 (GIII)
linear equations

Can you express behavior of lines representing a pair of

linear equations without representing in graph of pair of
linear equation in two variables. What does it mean of consistency.
Is there any relation between coefficients of both the
equations?

[Techer Note: Teacher should focus on behavior of lines

Condition for consistency.]
Match the following No. of solutions
What do you call a pair of linear equations with no ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
ƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀ
solution? Intersecting lines infinite с,ďͲsƐͺ^EŽ
What do you call a pair of linear equations with infinitely Biju’s video
many solutions? Parallel lines 1 consistent
What do you call a pair of linear equations with unique and
solution? Coincident lines 0 inconsistent
equations
[In pairs discuss about the table and complete it]
15 min

Complete the table

ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
ƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀ
сĨWϲŶϮϱͺ^yǁ

1. Do the equations 4x + 3y – 1 = 5 and 12x + 9y =

15 represent a pair of coincident lines? Justify your
answer.

Teacher makes the students into groups and ask them to

compare, write behavior of the lines and present Infront
of the class.

Summative assessment plan- only where relevant

1. For what value of 'p' the following pair of equations has a unique solution. 2x + py = - 5 and 3x + 3y = - 6 ?

2. Find the value of 'k' for which the pair of equations 2x - ky + 3 = 0, 4x + 6y - 5 =0 represent parallel lines.

3. For what value of 'k', the pair of equation 3x + 4y + 2 = 0 and 9x + 12y + k = 0 represent coincident lines ?
4. For what positive values of 'p' the following pair of liner equations have infinitely many solutions ?

px + 3y - (p - 3) = 0 and ?12x + py - p = 0

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

What do you notice by relation between graphical

Check whether the equations
representation and algebraical interpretation.
2x-3y = 5 and 4x-6y = 15 are consistent. Also
verify by graphical representation
Summative assessment plan- only where relevant
Check whether the following equations are consistent or inconsistent. Solve them graphically
a) 3x+2y = 8, 2x-3y=1
b) 2x - 3y = 8, 4x-6y=9
Teachers’ reflections and experiences:
1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Teacher discussed with the students’ problems
contextualized problems about real life situations. 10 min
using equations (e.g.,
simultaneous linear equations 1. In a garden there are some bees and flowers. If one
in two variables or single bee sits on each flower then one bee will be left. If
polynomial equations) and two bees sit on each flower, one flower will be left.
draws conclusions about a Find the number of bees and number of flowers.
situation being modelled
C-4.5: Specifies locations and Teacher makes the learners into groups and instructed to
describes spatial relationships
Read the given question carefully.
using coordinate geometry,
e.g., plotting a pair of linear And also asked them to prepare pair of linear equations in
equations and graphically
2 variables using given data.
finding the solution, or
finding the area of triangle Ask them to represent given information in graph and
with given coordinates as
solve it graphically.
vertices
C-8.1: Models daily-life Verify the answer by checking whether it satisfies the
phenomena and uses
conditions of the given problem
representations such as
graphs, tables and equations
to draw conclusions By following the same scaffolding solve the
following word problems related to real life
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
Learning outcome: Finds situations 30 min
ƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀ
solutions of pairs of linear сϬŶŵy<:,ŽzĐ
equations in two 2. A lending library has a fixed charge for first three ^KhZ͗͗
variables using graphical days and an additional charge for each day ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
ƵďĞ͘ĐŽŵͬΛ<ŶŽǁů
and different algebraic thereafter. Bhavya paid Rs. 27 for a book kept for ĞĚŐĞWůĂƚĨŽƌŵW<
methods. seven days, while Vrinda paid Rs. 21 for a book
kept for five days. Find the fixed charge and the
charge for each extra day. 1. From a pair of linear equations in two
variables using the following
Objective: 3. Father’s age is 3 times the sum of ages of his two information and solve it graphically.
children. After 5 years his age will be twice the 5 pencils and 7 pens together cost
Use the concepts of pair
sum of ages of the two children. Find the age of Rs.50 whereas 7 pencils and 5 pens
of linear equations in two father. together cost Rs.46. Find the cost of
one pencil and that of one pen.
variables in order to
4. From a pair of linear equations in two variables
represent any given using the following information and solve it
graphically. Five years ago, Sagar was twice as old
situation algebraically as Ramu. Ten years later, Sagar’s age will be ten
years more than Ramu age. Find their present
and find its solution
ages?

Summative assessment plan- only where relevant

1. From a pair of linear equations in two variables using the following information and solve it graphically.
8 men and 12 boys can finish a piece of work in 10 days while 6 men and 8 boys can finish it in 14 days. Find the time taken by one man alone and that by
one boy alone to finish the work.
Teachers’ reflections and experiences:
1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: PAIR OF LINEAR EQUATION IN 2 VARIABLES
Total no. of periods for this chapter: 10
Period no:07/10
Subtopic: 3.Solving pair of linear equations in two variables by using Substitution method

Learning outcome: Finds Is there any alternative method of finding the solution?
solutions of pairs of linear
Teacher introduces the substitution method. Ask
equations in two the students to read the following rules and ask
them to discuss in their groups. 15min
variables using graphical
and different algebraic [Teacher should focus on step-by-step procedure
for solving pai of equations in two variables by
methods ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
using substitution method]
ƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀ
сϮĂďĐǇz'h
1.Solve the following pair of equations by substitution substitution
method: method
7x – 15y = 2 ………………………………………… (1)
x + 2y = 3…………………………………………. .(2)
Objective: Find solutions
using substitution
pick either of the equations and write one variable in
method
terms of the other.

Substitute this value in y in the equation (ii) and reduce it

into an equation in one variable, i.e., in terms of x, which
can be solved. ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
ƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀ
сtĨϯhŐϵŚϴD
Substitute the value step III in the equation used in Step II
1.Solve 2x + 3y = 11 and 2x – 4y = – 24 and
to obtain the value of the other variable, i.e., y.
substitution
hence find the value of ‘m’ for which y = mx +
ସଽ ଵଽ method
Verification: Substituting x = ǡand y = , you can verify 3.
ଶଽ ଶଽ
that both the Equations (1) and (2) are satisfied.

Teacher explains how to solve real life problems by

using substitution method. 15min

1.The age of a father is equal to sum of the ages of his 6

children. After 15 years, twice the age of the father will be
the sum of ages of his children. Find the age of the father.
Write the pair of equations for the given data?
Teacher makes the students into groups and ask them to
What is the age of father?
read question carefully and also ask them to prepare pair
of linear equation in two variables for given information.

Follow the above procedure and find the age of father.

Verify this answer by checking if it satisfies the conditions
of the given problems
2.A person travels 600 km partly by train and partly by
car. If he covers 400 km by train and the rest by car, it
takes 6 hours 30 minutes. But if he travels 200 km by train
and the rest by car, he takes half an hour longer. Find the Write the speed of car and speed of train?
speed of the car and that of the train. Verify this answer by checking if it satisfies the
Teacher makes the students into pairs and ask them to conditions of the given problems
read question carefully and also ask them to prepare pair
of linear equation in two variables for given information
Follow the above procedure and find the age of father.
Summative assessment plan- only where relevant
ସ
1. A fraction becomes ହ if 1 is added to both numerator and denominator. If, however, 5 is subtracted from both numerator and denominator, the
ଵ
fraction becomes ଶ. What is the fraction?

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Teacher asks the following question and testing of
contextualised problems Previous knowledge happens (Teacher note: This
using equations (e.g., is individual work followed by pair sharing and
simultaneous linear equations whole group sharing 10min
in two variables or single 1.Consider the equations x + y=5, x-y=5
Is this method substitution/graphical method?
polynomial equations) and Find the value of x and y.
draws conclusions about a 2.add both the equations.
situation being modelled 3.Write resulting equation?
C-4.5: Specifies locations and 4.what is the value of x?
describes spatial relationships 5.substitute x=5 in x + y=5
using coordinate geometry, what is the value of y?
e.g., plotting a pair of linear which procedure did we follow?
equations and graphically 6. Now consider the equations
finding the solution, or 2x+3y=9………..(1)
finding the area of triangle 3x+4y=5………..(2)
with given coordinates as add the above 2 equations. Using resulting equation do
vertices you find any one of the values x or y? https://www.
youtube.com/
C-8.1: Models daily-life subtract the above equations. Using resulting equation do Is Haresh correctly solved a pair of linear watch?v=96Q
phenomena and uses you find any one of the values x or y _WgEi3E0
equations in two variables and found their only
representations such as
graphs, tables and equations The method used in solving the example above is called point of intersection as (3, -2). One of the lines elimination
to draw conclusions the elimination method, because we eliminate one variable method
was x-y=5.Which of the following could have
first, to get a linear equation in one variable
been the other line?
i) 3x-3y=15
Teacher introduces the Elimination method. Ask ii) 2x-3y=12
the students to read the following rules and ask
iii) 2x-3y=14
them to discuss in their groups. 15min
1. only I 2. only II
1. Solve the 2x+3y=9………..(1)
2. only I and III 4. only II and III
3x+4y=5………..(2)
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
Learning outcome: Finds Using elimination method.
ƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀ
solutions of pairs of linear Teacher makes the students into pairs and ask them to сϮD<ĨϵůƋŶ^ĚΘƚ
equations in two variables сϱƐ
multiply both the equations by some suitable non-zero
using graphical and different
algebraic methods constants to makes the coefficient of the variable to be elimination
method
numerically equal.
Objective: Write the solution.
Find solutions using Multiply Equation (1) by 3 and Equation (2) by 2 to make
elimination method Verify the both equations by substituting the
the coefficients of x equal. Then we get the equations as
method values of x and y.
(3) and (4)
By which non zero constant by multiplying
[add or subtract the one equation from the other, so that
both the equations to make the coefficients of
one variable gets eliminated]
y equal
Subtracting Equation (4) from Equation (3)
Find the value of y. Solve
3x + 2y = 11 ………. (1)
Substituting the value of y in (1) and find the value of x?
2x + 3y = 4………… (2)
Using elimination method.
Teacher explains elimination method by taking
different model problems. 15 min

Solve: 148x + 231y= 527……………(1)

231x+ 148y= 610 ………… (2)
Using elimination method. Write the resulting equation after simplifying
(1) +(2).
[Note: Here the coefficients of x and y in both
equations are reasonably large. So first we simplify Write the resulting equation after simplifying
the equations 1. addition 2. subtraction.] (1)-(2).
Teacher makes the students into pairs and ask the
students to observe the given equations.

And ask them to add and simplify get equation 3.

And also ask the students to subtract the given
equations to get equation 4.

Now follow the previous question instructions and find

the value of x and y? Solve: 47x + 31y = 63, 31x + 47y = 15. Using
Verify the both equations by substituting the values of x appropriate method
and y.

Summative assessment plan- only where relevant

Solve the given pair of linear equations:

(a - b) x + (a + b)y = a 2 - 2ab - b 2
(a + b) (x + y) = a 2 + b 2
Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Learning outcome:
Finds solutions of pairs of
linear equations in two
variables using graphical and
different algebraic methods.
Using properties of parallelogram prepare pair of
equations in two variables.
Objective: Use appropriate method and find the values of x and y.
Choose apprpriate
method and find 3. ABCD is a cyclic quadrilateral find the angles of the
solutions cyclic quadrilateral

Write the properties of cyclic quadrilateral?

Teacher makes the learners into groups and ask them to

explain properties of cyclic quadrilaterals and makes the
given situation into pair of equations

Real life problems: ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ

ƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀ
4. In a competitive exam, 3 marks are to be awarded с'tŬD>ͲŵĚz
for every correct answer and for every wrong ^KhZ͗͗
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
answer, 1 mark will be deducted.
Madhu scored 40 marks in this exam. Had 4 marks Write the total no of questions attempted? ƵďĞ͘ĐŽŵͬΛDĂƚŚ
ƌŵǇ
been awarded for each correct answer and 2
marks deducted for each incorrect answer, Madhu
would have scored 50 marks. How many questions Real life
were there in the test? (Madhu attempted all the problem
questions)
Assume that the number of correct answers be x;
and the number of wrong answers be y.
Teacher asks the students to prepare pair of linear
equation in 2 variables using the above given conditions.
Instructed the students to choose appropriate method
and find the value of x and y.

Verify the answer by checking whether it satisfies the

conditions of the given problem
5. The auto fare for the first kilometer is fixed and is
different from the rate per km for the remaining Write the pair of equations linear equation s in
distance. A man pays Rs. 57 for the distance of 16 two variables by given situation.
km and Rs. 92 for a distance of 26 km. Find the
auto fare for the first kilometer and for each
successive kilometer.

Teacher asks the students choose appropriate method and

find the auto fare for the first kilometer and for each
successive kilometer.
Verify the answer by checking whether it satisfies the
conditions of the given problem.
Summative assessment plan- only where relevant
1. The auto fare for the first kilometer is fixed and is different from the rate per km for the remaining distance. A man pays Rs. 57 for the distance of
16 km and Rs. 92 for a distance of 26 km. Find the auto fare for the first kilometer and for each successive kilometer.

2. The sum of the numerator and denominator of a fraction is 4 more than twice the numerator. If the numerator and denominator are increased by 3,
they are in the ratio 2: 3. Determine the fraction.

Teachers’ reflections and experiences:

2. A test consists of ‘True’ or ‘False’ questions. One

mark is awarded for every correct answer while ¼
mark is deducted for every wrong answer. A
student knew answers to some of the questions.
Rest of the questions he attempted by guessing. He
answered 120 questions and got 90 marks.
i. If answer to all questions he attempted by
guessing were wrong, then how many
questions did he answer correctly?
ii. How many questions did he guess?
iii. If answer to all questions he attempted by
guessing were wrong and answered 80
correctly, then how many marks he got?
iv. If answer to all questions he attempted by
guessing were wrong, then how many
questions answered correctly to score 95
marks?

3. Amit is planning to buy a house and the lay out is

given below. The design and the measurement has
been made such that areas of two bedrooms and
kitchen together 95m2.

(Image taken from google)

i. Based on the above information, answer
the following questions.
ii. Form the pair linear equations in two
variables from this situation.
iii. Find the length of the outer boundary of
the lay out.
iv. Find the area of each bed room kitchen in
the layout.
v. Find the area of living room in the lay out.
vi. Find the cost of laying tiles in kitchen at the
rate of ₹₹50m2.
4. 3.8 men and 12 boys can finish a piece of work in
10 days while 6 men and 8 boys can finish it in 14
days. Find the time taken by one man alone and
that by one boy alone to finish the work.
Answer the following questions
i. Form the pair linear equations in two
variables from this situation.
ii. Find the time taken by one man can finish
the work alone?
iii. Find the time taken by one boy can finish
the work alone?
Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
WĞƌŝŽĚEŽ͘ϭϬͬϭϬ
;tKZ<^,dͿ
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5) For all real values of c, the pair of equations x – 2y = 8 5x – 10y = c have a unique solution. Justify whether it is true or false.

6) The line represented by x = 7 is parallel to the x–axis. Justify whether the statement is true or not

LEVEL 2

1. For which value(s) of ʄ , do the pair of linear equations ʄx + y = ʄ2 and x + ʄy = 1 have

(i) no solution?
(ii) infinitely many solutions?
(iii) a unique solution?

2. For which value(s) of k will the pair of equations kx + 3y = k – 3 12x + ky = k have no solution?

3. For which values of a and b, will the following pair of linear equations have infinitely many solutions?
x + 2y = 1 (a – b) x + (a + b) y = a + b – 2

4. Find the value(s) of p in

(i) to (iv) and p and q in
(v) for the following pair of equations:
(i) 3x – y – 5 = 0 and 6x – 2y – p = 0, if the lines represented by these equations are parallel
(ii) – x + py = 1 and px – y = 1, if the pair of equations has no solution.
(iii) – 3x + 5y = 7 and 2px – 3y = 1, if the lines represented by these equations are intersecting at a unique point.
(iv) 2x + 3y – 5 = 0 and px – 6y – 8 = 0, if the pair of equations has a unique solution.
(v) 2x + 3y = 7 and 2px + py = 28 – qy, if the pair of equations have infinitely many solutions
11. By the graphical method, find whether the following pair of equations are consistent or not. If consistent, solve them.
(i) 3x + y + 4 = 0, 6x – 2y + 4 = 0
(ii) x – 2y = 6 3x – 6y = 0 (iii) x + y = 3 3x + 3y = 9

LEVEL 3

12. Draw the graph of the pair of equations 2x + y = 4 and 2x – y = 4. Write the vertices of the triangle formed by these lines and the
y-axis. Also find the area of this triangle.

13. Write an equation of a line passing through the point representing solution of the pair of linear equations x+y = 2 and 2x–y = 1.
How many such lines can we find?

14. If x+1 is a factor of 2x3 + ax2 + 2bx + 1, then find the values of a and b given that
2a–3b = 4.

15. The angles of a triangle are x, y and 40°. The difference between the two angles x and y is 30°. Find x and y.

16. Two years ago, Salim was thrice as old as his daughter and six years later, he will be four years older than twice her age. How old
are they now?

17. The age of the father is twice the sum of the ages of his two children. After 20 years, his age will be equal to the sum of the ages of
his children. Find the age of the father.

18. Two numbers are in the ratio 5 : 6. If 8 is subtracted from each of the numbers, the ratio becomes 4 : 5. Find the numbers.
19. There are some students in the two examination halls A and B. To make the number of students equal in each hall, 10 students are
sent from A to B. But if 20 students are sent from B to A, the number of students in A becomes double the number of students in B.
Find the number of students in the two halls.
20. A shopkeeper gives books on rent for reading. She takes a fixed charge for the first two days, and an additional charge for each day
thereafter. Latika paid Rs 22 for a book kept for six days, while Anand paid Rs 16 for the book kept for four days. Find the fixed
charges and the charge for each extra day

LEVEL 4

1. Graphically, solve the following pair of equations: 2x + y = 6 2x – y + 2 = 0 Find the ratio of the areas of the two triangles formed
by the lines representing these equations with the x-axis and the lines with the y-axis.

2. Determine, graphically, the vertices of the triangle formed by the lines y = x, 3y = x, x + y = 8

3. Draw the graphs of the equations x = 3, x = 5 and 2x – y – 4 = 0. Also find the area of the quadrilateral formed by the lines and
the x–axis.

4. The cost of 4 pens and 4 pencil boxes is Rs 100. Three times the cost of a pen is Rs 15 more than the cost of a pencil box. Form
the pair of linear equations for the above situation. Find the cost of a pen and a pencil box.

5. Ankita travels 14 km to her home partly by rickshaw and partly by bus. She takes half an hour if she travels 2 km by rickshaw, and
the remaining distance by bus. On the other hand, if she travels 4 km by rickshaw and the remaining distance by bus, she takes 9
minutes longer. Find the speed of the rickshaw and of the bus.
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https://epathshala.nic.in/topics.php?ln=en
[Type or Scan QR Code]

THE FOLLOWING CURRICULAR GOALS (CG) AND COMPETENCIES (C) WILL BE DEVELOPED
THROUGH THIS CHAPTER

CURRICULAR GOALS(CG) COMPETENCIES (C)

CG-3: Discovers and proves algebraic identities and the models C-3.2: Models and solves contextualized problems using
real- life situations in the form of equations to solve them equations (e.g., simultaneous linear equations in two variables or
single polynomial equations) and draws conclusions about a
situation being modelled

CG-10: Knows and appreciates important contributions of C-10.1: Recognizes the important contributions made by
mathematicians from India and around the world mathematicians (Indian and others) in the field of Mathematics
(such as evolution of members, geometry, algebra)
C-10.2: Recognizes modern contributions to Mathematics made
in both India and abroad, and understands the next frontiers and
the next major open questions in the field of Mathematics
CG-11: Explores connections of Mathematics with other subjects C-11.1: Applies mathematical knowledge and tools to analyses
problems/situations in multiple subjects across Science, Social
Science, Visual Arts, Music, Vocational Education and Sports
MIND MAP

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1 Students able to express the given real-life situation in to quadratic
Introduction Through Real Life Situations equation.
2 Problems Related to Preparing Quadratic Students able express the given real-life situation in to quadratic
Equations form a Given Situation (Work Sheet 1) equation
3 Give the examples of real-life situations which leads Quadratic
Standard form of a quadratic equation and equations (quadratic functions) verify the given equation is quadratic
verification or not.

4 Solutions of quadratic equation by factorization Learner able to find roots of Quadratic equations
5 Situational problems based on quadratic solve situational problems based on quadratic equations related to
equations related to day-to-day activities (Work day-to-day activities
Sheet 2)
6 Derivation of Quadratic formula Finding roots of quadratic equations using quadratic formula
7 Nature of roots in Q.E. Find Nature of roots for a quadratic equation

8 Questions based on Discriminant and Nature of Finding discriminant and find the nature of roots
roots of a Q.E (work sheet 3)
9 Case Based questions The comprehension and problem-solving skills

10 Situational problems based on quadratic Apply the concept of quadratic equations In Situational problems
equations related to day-to-day activities (work based on quadratic equations related to day-to-day activities
sheet 3)

Period plan (40 mins class)

Class: 10th

Chapter: Quadratic equations

Total no. of periods for this chapter:10

Period no :1/10

Key concepts: 1. Introduction 2. Definition of Quadratic Equation 3. Solution of a Quadratic Equation by

Factorization 4. Nature of roots

Sub Topic: Introduction Through Real Life Situations

CG-3: Discovers and proves algebraic identities and the models real- life situations in the form of equations to solve

them

CG-10: Knows and appreciates important contributions of mathematicians from India and around the world

CG-11: Explores connections of Mathematics with other subjects

Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Teacher asks the following question and testing of
Previous knowledge happens (Teacher note: This
contextualized problems
is individual work followed by pair sharing and Charts
using equations (e.g., whole group sharing) 10 min related to
1.Give some examples for polynomials. quadratic
simultaneous linear
2.identify the quadratic polynomial in the following? equations
equations in two ͹
‫ ݔ‬ଶ െ ͷ‫ ݔ‬൅ ǡ ‫ ݔ‬ଷ െ Ͷ‫ ݔ‬ଶ ൅ ͷǡͶ െ ‫ ݔ‬൅ ‫ ݔ‬ଶ
variables or single ‫ݔ‬
3.Which of the following is a standard form of quadratic
polynomial equations) polynomial?
ܾ ܽ
and draws conclusions ݅ሻܽ‫ ݔ‬ଶ ൅ ൅ ܿǡ ܽ ് Ͳ݅݅ሻ ଶ ൅ ܾ‫ ʹ̰ݔ‬൅ ܿǡ ܾ ് Ͳ
‫ݔ‬ ‫ݔ‬
about a situation being iii)ܽ‫ ݔ‬ଶ ൅ ܾ‫ ݔ‬൅ ܿǡ ܽ ് Ͳ
Teacher uses real life situations to introduce
modelled. quadratic equations 20 minutes
Consider the following situation.
For instance, suppose a charity trust decides to build a
prayer hall having a carpet area of 300 square metres with What is the shape of the hall?
C-10.1: Recognizes the its length one metre more than twice its breadth. What What is the relationship between the length
important contributions should be the length and breadth of the hall? and breadth mentioned in the statement?
(Teacher should give step by step instructions to
made by mathematicians prepare above situation in mathematically)
(Indian and others) in the Students in pairs read the statement and attempt
to draw a mathematical model and present. ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵ
field of Mathematics ƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍
Figure for the above data is drawn based on the ǀсW/ϬƚDĞ'ǌD
(such as evolution of discussion with the class. ^KhZ͗͗
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
members, geometry, 300sq.meters ƵďĞ͘ĐŽŵͬΛŽĚŚĂ
What is the known value in the given situation? ŐƵƌƵ
algebra) x
2x+1 What is the degree of the obtained equation? Introduction
Suppose the breadth of the hall is x metres. Then, of Q.E
its length should be _______ metres.
C-10.2: Recognizes Write the expression from the known situation. Name the kind of equation it represents.
[Teacher guides to equate the area of the hall to 300
modern contributions to
square meters. And prepare an equation.]
Mathematics made in ʹ‫ ݔ‬ଶ ൅ ‫ ݔ‬െ ͵ͲͲ ൌ Ͳ
both India and abroad, and
Teachers gets students to work in pair the
understands the next following quadratic situation
frontiers and the next
Rani has a square metal sheet. She removed
major open questions in the squares of side 9 cm. from each corner of this
field of Mathematics sheet. Of the remaining sheet, she turned up the
C-11.1: Applies
sides to form an open box as shown. The capacity
of the box is 144 cc. Can we find out the
mathematical knowledge dimensions of the metal sheet? Assignment:
and tools to analyses
[Teacher note: Use the above scaffolding to get students 1. John and Jaivanti together have 45
problems/situations in
to frame the quadratic equation.] marbles. Both of them lost 5 marbles
multiple subjects across each, and the product of the number of
Science, Social Science, Teacher will explain the contribution of different marbles they now have is 124. We
mathematics in solving quadratic equation 10 minutes would like to find out how many
Visual Arts, Music, marbles they had to start with.
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵ
Vocational Education and Prepare a model and frame quadratic
ƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍
equation using the above situation. ǀс>hĂWŶů&ƚŶƋϴ
Sports

express the given real-life
E CONTENT
situation in to quadratic INTRODUCT
ION OF
equation. Quadratic
https://youtu.be/GeTTLbJ3B10?si=C333BiBTlD0PPdM_ Equations

(The above link is related history of quadratic formula

teacher can use video to explain history and contribution
of mathematicians in solving quadratic equations. Teacher
could mention about how maths evolved based on the
needs of man.)
Summative assessment plan- only where relevant
1. Represent the following situations in the form of quadratic equations
A train travels a distance of 480 km at a uniform speed. If the speed had been 8 km/h less, then it would have taken 3 hours more to cover the same
distance. We need to find the speed of the train.
Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)

Class: 10th

Chapter: Quadratic equations

Total no. of periods for this chapter:10

Period no :2/10

Sub Topic: Problems Related to Preparing Quadratic Equations form a Given Situation (Work Sheet)
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Teacher makes the students into small groups and
ask them to represent the given real-life situations
contextualized problems in the form of quadratic equation and present it
Infront of the class. 40min How do you know the equation framed is
using equations (e.g., quadratic?
Represent the following situations mathematically
simultaneous linear equations 1.Sports committee of Kaspa Municipal High School wants What is the variable used here?
to construct a Kho-Kho court of dimension 29 m. × 16 m.
in two variables or single This is to be a rectangular enclosure of area 558 m2. They Compare the equation framed to the standard
want to leave space of equal width all around the court for form and tell the values of a, b and c.
polynomial equations) and the spectators. What would be the width of the space for
spectators? Would it be enough?
draws conclusions about a 2. The hypotenuse of a right triangle is 25 cm. We know
that the difference in lengths of the other two sides is 5
situation being modelled. cm. We would like to find out the length of the two sides?

3. The area of a rectangular plot is 528 m2. The length of

C-11.1: Applies mathematical the plot (in meters) is one more than twice its breadth.
We need to find the length and breadth of the plot.
knowledge and tools to
4. A motor boat heads upstream a distance of 24km on a
analyse problems/situations in river whose current is running at 3 km per hour. The trip
up and back takes 6 hours. Assuming that the motor boat
multiple subjects across maintained a constant speed, what was its speed?
Science, Social Science, Visual ଽ
5. Two water taps together can fill a tank in 3 ଼ hours.
Arts, Music, Vocational The tap of larger diameter takes 10 hours less than the
smaller one to fill the tank separately. Find the time in
Education and Sports which each tap can separately fill the tan

Learning Out come

Students able express the

given real-life situation in
to quadratic equation

Summative assessment plan- only where relevant

Teachers’ reflections and experiences:
1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Science, Social Science, Visual

Click Here

Arts, Music, Vocational Shapes of the satellite dish, reflecting mirror in a ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵ
telescope, lens of the eye glasses and orbits of the ƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍
Education and Sports celestial objects are defined by the quadratic ǀсĚ'ĂŐ&ŬϭĂǆŬ
equations
Learning Out come
demonstrates strategies of
finding roots and determining
the nature of roots of a
quadratic equation
Learning Outcome:
Give the examples of
real-life situations which https://youtu.be/dGagFk1Baxk?si=pSrE-EiBqzeQ1-1w
leads quadratic equations The video is about
(quadratic functions) Quadratic Equations in Real Life.
Teachers can use the video to tell the importance of
utilitarian values.
verify the given equation
is quadratic or not.
Teacher makes the students to verify the given
equation is quadratic or not 15 minutes
Teacher will make students into groups and ask Formative assessment:
students to simplify the given equations and verify Check whether the following equations are
its degree. quadratic or not?
Check whether the following are quadratic equations: (i) x 2 6x 4 = 0
i)(x – 2)2 + 1 = 2x – 3 (ii) x(x + 1) + 8 = (x + 2) (x – 2) (ii) x 3 6x 2 + 2x 1 = 0
(iii) x (2x + 3) = x2 + 1 (iv) (x + 2)3 = x3 – 4 (iii) 7x = 2x 2
iv). x (x + 1) + 8 = (x + 2) (x – 2)
Given (x – 2)2 + 1 = 2x – 3 v). x (2x + 3) = x 2 + 1
vi) (x + 2)3 = x 3 – 4
1. Simplify the above equation.
2. Compare with standard form of a quadratic
equation.
3. Conclude.
Follow the same steps for remaining questions
Remaining problems solve in groups and present Infront of
the class

[Note: As you can see, often we need to simplify the given

equation before deciding whether it is quadratic or not.]

Summative assessment plan- only where relevant

1. Check whether the following are quadratic equations.
࢏ሻሺ࢞ ൅ ૚ሻ૛ ൌ ૛ሺ࢞ െ ૜ሻ
࢏࢏ሻ࢞૛ െ ૛࢞ ൌ ሺെ૛ሻሺ૜ െ ࢞ሻ
࢏࢏࢏ሻሺ࢞ െ ૛ሻሺ࢞ ൅ ૚ሻ
࢏࢜ሻሺ࢞ െ ૜ሻሺ૛࢞ ൅ ૚ሻ ൌ ࢞ሺ࢞ ൅ ૞ሻ
࢜ሻሺ૛࢞ െ ૚ሻሺ࢞ െ ૜ሻ ൌ ሺ࢞ ൅ ૞ሻሺ࢞ െ ૚ሻ
࢜࢏ሻ࢞૛ ൅ ૜࢞ ൅ ૚ ൌ ሺ࢞ െ ૛ሻ૛
࢜࢏࢏ሻሺ࢞ ൅ ૛ሻ૜ ൌ ૛࢞ሺ࢞૛ െ ૚ሻ
࢜࢏࢏࢏ሻ࢞૜ െ ૝࢞૛ െ ࢞ ൅ ૚ ൌ ሺ࢞ െ ૛ሻ૜
Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Quadratic equations
Total no. of periods for this chapter:10
Period no :4/10
Sub Topic: Solutions of quadratic equation by factorization
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Teacher asks the following question and testing of
Previous knowledge happens (Teacher note: This
contextualized problems
is individual work followed by pair sharing and
using equations (e.g., whole group sharing) 10 minutes
Find the solutions
simultaneous linear equations
1.what is the value of x2-1 at x=1 and -1. 3x+5=0
in two variables or single ሺ‫ ݔ‬൅ ͳሻଶ ൌ Ͳ
2. is -2 is zero of the polynomial x2-x-6.
polynomial equations) and ‫ݔ‬ଶ െ ͻ ൌ Ͳ
3.What is the zero of the linear polynomial 2x-3?
(x+5)(x-9)=0
draws conclusions about a
4.Is zero of the linear polynomial 2x-3 satisfying 2x-3=0
situation being modelled.
5.What are the zeroes of quadratic polynomial
C-11.1: Applies mathematical
‫ ݔ‬ଶ െ ͵‫ ݔ‬െ Ͷ. Ho many zeroes a quadratic polynomial have?
knowledge and tools to ଶ
6.Is zeroes of the quadratic polynomial ‫ ݔ‬െ ͵‫ ݔ‬െ Ͷare
analyses problems/situations
satisfying quadratic equation ‫ ݔ‬ଶ െ ͵‫ ݔ‬െ Ͷ ൌ Ͳ
in multiple subjects across
take x2-5x+6=0
Science, Social Science, Visual
Value of x2-5x+6 What are the roots of the x2-5x+6=0
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
x LHS RHS IS LHS=RHS ƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀ
сϬ&EͲyůͲͺϴͲŽ
Arts, Music, Vocational 2 4-10+6=0 0 YES
finding roots
Education and Sports -2 4+10+6=20 20 N0 of a quadratic
Describe roots of a quadratic equation in your
Learning Outcome: 3 9-15+6=0 0 YES own words? equation
Learner able to find roots using
of Quadratic equations -3 9+15+6=30 0 no factorization
For what values of the above equation satisfy?
Teacher explains Factorization method to solve
quadratic equation 20 minutes 1.Find for what value of x the equation ‫ ݔ‬ଶ ൅
(split the middle term.) ͵‫ ݔ‬െ Ͷ ൌ Ͳ.
Whole class activity
1.Find the roots of the equation ʹ‫ ݔ‬ଶ െ ͷ‫ ݔ‬൅ ͵ ൌ Ͳ 2.Find the roots of the following quadratic
Factorize the quadratic equation into two linear factors. equation by factorization method. ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
[Teacher note: If learner not able to recap the previous ƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀ
с>ƵďŚŝyƌǁͲ
concepts teacher has to guide the students to make zΘƚсϲϴƐ
factorize expression.] 3.Three students were asked how would they ^KhZ͗͗
verify their solution of a quadratic equation ( ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
(2x-3) (x-1)=0 ƵďĞ͘ĐŽŵͬΛdŝĐdĂĐ
What is the degree of each of the factor? x-2)(x-5)=0 Shown below are their responses. >ĞĂƌŶŶŐůŝƐŚ
What would be the value of x?
Student 1 said “in the first bracket must equal (problems)
Teacher explains, to2, I n the seconds bracket x must equal to 5”
On equating each of the factor to zero we have Student 2 S said “in the first bracket must
2x – 3 = 0 gives x = 3/2 equal to2, in the seconds bracket x can have
X – 1 = 0 gives x = 1 any real number”
In pairs students verify x=3/2 and x=1 are roots of
ʹ‫ ݔ‬ଶ െ ͷ‫ ݔ‬൅ ͵ ൌ Ͳ Student 3 said “Both the bracket should always
have the same x value so x=2 or 5 in both the ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
Now teacher will give some model questions and brackets” ƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀ
ask them to solve and verify the roots с:ŝϯϲŬǌdŬ&KĐΘƚсϱ
ϰƐ
1.Find the roots of the ͸‫ ݔ‬ଶ െ ‫ ݔ‬െ ͵ͷ ൌ Ͳ. ^KhZ͗͗
2. Verify ξ͵ܽ݊݀ െ ξ͵ are zeroes of x2-3 Whose response is correct ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
a) Only Student I ƵďĞ͘ĐŽŵͬΛdŝĐdĂĐ
Teacher further extends solving of quadratic >ĞĂƌŶŶŐůŝƐŚ
b) b) only Student 3
equation of the form ax + b/x = c
c) Only students 1 and 2
1. Find the roots of the quadratic equation d) All students 1,2 and 3.
૚ ૚
࢞ െ ૜࢞ ൌ ૟
(problems)
૚ ૚
Teacher shows how to convert the given ࢞ െ ૜࢞ ൌ ૟
into standard form as 3x2 – 3x – 6 = 0.
Students then factorize and find roots of the 4.Find the roots of following equation ‫ݔ‬
equation. ͳ
‫ݔ‬െ ൌ͵
[Teacher note: Take more problems like the ‫ݔ‬
above and shows how to convert standard form].
https://diksha.gov.i
Teacher makes the students into groups and ask to n/dial/2ES56L
solve the question by following, the following
instructions
(using factorization of quadratic equation)
1.Convert the given equation in to standard form.
2.Then find the roots by using factorization method.
[Note: Techer can use the videos to teach finding
roots of quadratic equation by factorization
method]

Summative assessment plan- only where relevant

૜ ૚ ૚ ૜
1.The Sum of two numbers is 15. If the sum of their reciprocals is ૚૙,find the numbers.࢞ ൅ ૚૞ି࢞ ൌ ૚૙
2. Find two consecutive integers, sum of whose squares is 365.

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Sum of the areas of two squares is 468 m2. If the

Learning Outcome:
difference of their perimeters is 24 m, find the sides of the
solve situational two squares.
problems based on
quadratic equations 4.The sum of two natural numbers is 8. Determine the
଼
related to day-to-day numbers, if the sum of their reciprocals is ଵହ
activities
5.The sum of ages of father and his son is 45 years.5 years
ago, the product of their ages was 124.Determine their
present ages.

6.Places A and B are 100 km apart on a highway. One car

starts from A and another from B at the same time. If the
cars travel in the same direction at different speeds, they
meet in 5 hours. If they travel towards each other, they
meet in 1 hour. What are the speeds of the two cars?

Summative assessment plan- only where relevant

Teachers’ reflections and experiences:
1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to student
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th

Chapter: Quadratic equations

Total no. of periods for this chapter:10

Period no :6/10
Sub Topic: Derivation of Quadratic formula
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Teacher asks the following question and testing of
Previous knowledge happens (Teacher note: This
contextualized problems
is individual work followed by pair sharing and
using equations (e.g., whole group sharing) 10 minutes
simultaneous linear equations
1.Find the roots ‫ ݔ‬ଶ െ ͷ‫ ݔ‬൅ ͸ ൌ Ͳ by factorization Thick card
in two variables or single board
method.
sheets,
polynomial equations) and
2.Find the roots of ‫ ݔ‬ଶ െ ʹͲ‫ ݔ‬൅ ͳͲͲ ൌ Ͳ
draws conclusions Ǥ sketch
about a situation being 3. Find the roots of ‫ ݔ‬ଶ െ Ͷ ൌ Ͳ pens
modelled. 4. Find the roots of ‫ ݔ‬ଶ ൅ Ͷ‫ ݔ‬െ Ͷ ൌ Ͳ

C-3.3: Learns Brahmagupta’s Teacher introduces the topic: 25min

quadratic formula (in both

symbolic and poetic form) [Teacher Note:
and its derivation, and uses it The quadratic equation ࢞૛ ൅ ૝࢞ െ ૝ ൌ ૙ cannot be
to solve some of the poetic solved neither factorization method nor changing
puzzles of Bhaskara as well it into a complete square.]
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵ
as modern- day problem. Here we use quadratic formula for solving ƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍
quadratic equations. ǀсũĚϬǁ,ƐŐϴϲΘ
C-11.1: Applies mathematical ƚсϳϳƐ
Whole Class Activity ^KhZ͗͗
knowledge and tools to ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵ
analyse problems/situations in Teacher derives the formula with the help of step- ƚƵďĞ͘ĐŽŵͬΛdŝĐdĂ
Đ>ĞĂƌŶŶŐůŝƐŚ
multiple subjects across
by-step logical instructional questions
Science, Social Science, Visual
Derivation of the formula Quadratic
Arts, Music, Vocational formula
Education and Sports ࢇ࢞૛ ൅ ࢈࢞ ൅ ࢉ ൌ ૙
֜ ࢇ࢞૛ ൅ ࢈࢞ ൌ െࢉ
Learning Outcome:
࢈ ࢉ
֜ ࢞૛ ൅ ࢞ൌെ
Finding roots of quadratic ࢇ ࢇ
equations using quadratic How this will be represented in geometrically?
formula
1.Write the roots of quadratic equation
‫ ݔ݌‬ଶ ൅ ‫ ݔݍ‬൅ ‫ ݎ‬ൌ Ͳǡ ‫Ͳ ് ݌‬
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
ƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀ
сWϯǀƋϮǇŝdzϭƐ
^KhZ͗͗
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
ƵďĞ͘ĐŽŵͬΛdŝĐdĂĐ
>ĞĂƌŶŶŐůŝƐŚ

(Problems)
2. Find the roots of a quadratic equation
ʹ‫ ݔ‬ଶ െ ʹξʹ‫ ݔ‬൅ ͳ ൌ Ͳ using quadratic formula.
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
ƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍ǀ
сŐ&ďϭdYƚϭzŶŬ
^KhZ͗͗
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
(image taken from goggle) ƵďĞ͘ĐŽŵͬΛdŝĐdĂĐ
>ĞĂƌŶŶŐůŝƐŚ
1.Find roots of ࢞૛ ൅ ૝࢞ െ ૝ ൌ ૙
3.The product of the digits of a two-digit
Group Activity (Teacher make groups and ask positive number is 24. If 18 is added to the (Problems)
students to solve the question using formula by number, then the digits of the number are
interchanged. Find the number.
following the given instructions)
Procedure Formative assessment:
1.Find the roots of the quadratic equation
1.Comping with ࢇ࢞૛ ൅ ࢈࢞ ൅ ࢉ ൌ ૙ then write ŚƚƚƉƐ͗ͬͬǇŽƵƚƵ͘ďĞͬ
d&ͲsϱYzͲY
a, b and c ଵ ଵ
2. ‫ ݁ݒ݈݋ݏ‬െ ൌ͵ ^KhZ͗͗
௫ ௫ିଶ ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
૛
2. Find ࢈ െ ૝ࢇࢉ ƵďĞ͘ĐŽŵͬΛDĂƚŚ
3. Find the roots of the following quadratic ƉĂƉĂ
3. If ࢈૛ െ ૝ࢇࢉ ൒ ૙then use quadratic formula and
equation by the factorization method derivation of
find roots of the equation. Ͷξ͵‫ ݔ‬ଶ ൅ ͷ‫ ݔ‬െ ʹξ͵=0 quadratic
4. The length of a rectangular plot is greater fomula
Problem:
than thrice its breadth by 2 m. The area of the
ଵ
2. If a polygon of ‘n’ sides has ଶn (n3) diagonals. How plot is 120 sq. m. Find the length and breadth
of the plot.
many sides will a polygon having 65 diagonals? Is there a
polygon with 50 diagonals?
Following the step-by-step instructions students solve the
problem in group activity
ଵ
Equating ଶn (n3) to 65.

Represent the above into quadratic equation.

If n is positive integer
Use quadratic formula find the value of n.
Now apply the same rule for 50 diagonals and find number
of sides of a polygon
Summative assessment plan- only where relevant

1.A two-digit number is such that the product of digits is 12. when 36 is added to the number the digits interchange
their places find the two-digit number
Teachers’ reflections and experiences:
1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Total no. of periods for this chapter:10

Period no :7/10
Sub Topic: Nature of roots in Q.E.
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Teacher asks the following question and testing of
Previous knowledge happens (Teacher note: This
contextualized problems
is individual work followed by pair sharing and
using equations (e.g., whole group sharing) 10 minutes
The roots of quadratic equation are
simultaneous linear equations ି௕േξ௕ మିସ௔௖
1. Find the roots of quadratic equation ‫ ݔ‬ଶ െ ‫ ݔ‬െ ͳʹ ൌ Ͳ ‫ݔ‬ൌ then
in two variables or single ଶ௔
2. Find the roots of quadratic equation ‫ ݔ‬ଶ ൅ ͸‫ ݔ‬൅ ͻ ൌ Ͳ
polynomial equations) and ܾଶ െ Ͷܽܿ Roots real/not real
ଶ ଶ
draws conclusions about a 3. Find the roots of quadratic equation ‫ ݔ‬൅ ʹ‫ ݔ‬൅ ͻ ൌ Ͳ ܾ െ Ͷܽܿ ൐ Ͳ
ܾ ଶ െ Ͷܽܿ ൌ Ͳ
situation being modelled. ܾ ଶ െ Ͷܽܿ ൏ Ͳ
4.Write three quadratic equations one having two distinct
real solutions, one having no real solution and one having
C-11.1: Applies mathematical
exactly one real solution.
knowledge and tools to 5. What is the use of finding ܾ ଶ െ Ͷܾ݂ܽܿ݁‫݁ݎ݋‬using
quadratic formula.
analyze problems/situations
in multiple subjects across Nature of roots: 5 min
Science, Social Science, Visual
Arts, Music, Vocational
Education and Sports

Learning Outcome:
Find Nature of roots for a Quadratic equation Nature of roots
quadratic equation ‫ ݔ‬ଶ ൅ Ͷ‫ ݔ‬െ ͵ ൌ Ͳ
1.Identify the roots of the quadratic equation by observing
‫ ݔ‬ଶ ൅ ͳͲ‫ ݔ‬൅ ʹͷ ൌ Ͳ
the graph.
‫ ݔ‬ଶ ൅ Ͷ‫ ݔ‬൅ ͻ ൌ Ͳ
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵ
ƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍
ǀсǌǁKũϳϮĚ,'Ϭ
^KhZ͗͗
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
ƵďĞ͘ĐŽŵͬΛdŝĐdĂĐ
>ĞĂƌŶŶŐůŝƐŚ

Nature of
roots

Explain the benefits of evaluating the

discriminant of a quadratic equation before
attempting to solve it. What does its value
2. Identify the roots of the quadratic equation by signifies?
observing the graph.

ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵ
ƚƵďĞ͘ĐŽŵͬǁĂƚĐŚ͍
ǀсDW>ͺϲ<Y/ƉY
^KhZ͗͗
ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
ƵďĞ͘ĐŽŵͬΛdŝĐdĂĐ
>ĞĂƌŶŶŐůŝƐŚ

Nature of
roots
3. Identify the roots of the quadratic equation by
observing the graph.

4. By observing the above 3 graphs describe about roots

In your own words?

Teacher should discuss with the students about

nature of roots 10 min ŚƚƚƉƐ͗ͬͬǇŽƵƚƵ͘ďĞ
ͬϰϱ,ǀyŝĚŚŶĐ
[Techer Note: b2 – 4ac determines whether the quadratic ^KhZ͗͗
equation ax2 + bx + c = 0 has real roots or not, b2 – 4ac is ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚ
called the discriminant of this quadratic equation] ƵďĞ͘ĐŽŵͬΛƚƌŝŶĂĚ
ŚǀŝĚĞŽƐŚƵďϵϱϯϳ

1. Find the discriminant of the quadratic equation Video on

2x2 – 4x + 3 = 0, and hence find the nature of its Nature of
roots. roots

Compare with ܽ‫ ݔ‬ଶ ൅ ܾ‫ ݔ‬൅ ܿ ൌ Ͳǡ ܽ ് Ͳ and find

discriminant
b2 – 4ac. Formative assessment:
1.For what value of k the equation kx2 – 6x – 2
Teacher Note: = 0 has equal roots?
The nature of roots 2. For the quadratic equation x2 – 2x + 1 = 0
ଵ
(i) two distinct real roots, if b2 – 4ac > 0, find the value of ‫ ݔ‬൅ ௫.
(ii) two equal real roots, if b2 – 4ac = 0,
(iii) no real roots, if b2 – 4ac < 0.
Graphical representation of nature of roots 15min

Activity

Match the following

Graphical Representation of Q.E Discriminant (D= b2 –

4ac)

фϬ
хϬ

сϬ

(Teacher makes the students into groups ask them to

solve the following problems)

1.Find the values of k for the following quadratic equation,

so that they have two equal roots. 2x 2 + k x + 3 = 0
Equating discriminant is zero and find the value of k

2.A pole has to be erected at a point on the boundary of a

circular park of diameter 13 meters in such a way that the
differences of its distances from two diametrically
opposite fixed gates A and B on the boundary is 7 meters.
Is it possible to do so? If yes, at what distances from the
two gates should the pole be erected?

Teacher should guide the students in drawaing relevant

figure to the given problem and encourage the students to
apply pythagoras theorem in solving the problem
Using the diagram find the distance between the two
gates.
https://youtu.be/Wjw4PqOIp7s
Video relating to the solution of the problem.
Summative assessment plan- only where relevant
1.Is it possible to design a rectangular mango grove whose length is twice its breadth, and the area is 800 m2? If so, find its length and breadth.

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th

Chapter: Quadratic equations

Total no. of periods for this chapter:10

Period no :8/10
Sub Topic: Questions based on Discriminant and Nature of roots of a Q.E (work sheet 3)

4. For what value of k does problems on

Learning Outcome:
Finding discriminant and find 2 nature of
(k – 12) x + 2 (k – 12) x + 2 = 0 roots
the nature of roots
have equal roots?

Summative assessment plan- only where relevant

1. Is the following situation possible? If so, determine their present ages. The sum of the ages of two friends is 20 years. Four years ago, the product of
their ages in years was 48.
2. Is it possible to design a rectangular park of perimeter 80 and area 400 m2? If so, find its length and breadth.

.
Teachers’ reflections and experiences:
1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Raj and Ajay are very close friends. Both the families
decide to go to Ranikhet by their own cars. Raj’s car
travels at a speed of x km/h while Ajay’s car travels 5 km/h
faster than Raj’s car. Raj took 4 hours more than Ajay to
complete the journey of 400 km.

1. What will be the distance covered by Ajay’s car

in two hours?
a) 2(x + 5) km

b) (x – 5) km
What is the data given in the problem?
c) 2(x + 10) km

d) (2x + 5) km
2. Which of the following quadratic equation
describe the speed of Raj’s car?
a) x2 – 5x – 500 = 0
b) x2 + 4x – 400 = 0
c) x2 + 5x – 500 = 0
d) x2 – 4x + 400 = 0

3. What is the speed of Raj’s car? Explain the procedure to frame the quadratic
a) 20 km/hour equation speed of Raj’s car?

b) 15 km/hour

c) 25 km/hour

d) 10 km/hour

4. How much time took Ajay to travel 400 km?

a) 20 hours

b) 40 hours

c) 25 hours

d) 16 hours

2.The speed of a motor boat is 20 km/hr. For covering the

distance of 15 km the boat took 1 hour more for
upstream than downstream.

1. Let speed of the stream be x km/hr. then speed

of the motorboat in upstream will be
a) 20 km/hr
b) (20 + x) km/hr

c) (20 – x) km/hr

d) 2 km/hr

2. What is the relation between speed, distance

and time?
a) speed = (distance)/time

b) distance = (speed)/time

c) time = speed x distance

d) speed = distance x time

3. Which is the correct quadratic equation for the

speed of the current?
a) x2 + 30x − 200 = 0

b) x2 + 20x − 400 = 0

c) x2 + 30x − 400 = 0

d) x2 − 20x − 400 = 0

Answer: c) x2 + 30x − 400 = 0

4. What is the speed of current?
a) 20 km/hour

b) 10 km/hour

c) 15 km/hour

d) 25 km/hour

5. How much time boat took in downstream?

a) 90 minutes
b) 15 minutes

c) 30 minutes

d) 45 minutes

Summative assessment plan- only where relevant

Teachers’ reflections and experience

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?
2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?
3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?
4.How effective were the Materials and resources used in the lesson?
5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Quadratic equations
Total no. of periods for this chapter:10
Period no :10/10
Sub Topic: ^ŝƚƵĂƚŝŽŶĂůƉƌŽďůĞŵƐďĂƐĞĚŽŶƋƵĂĚƌĂƚŝĐĞƋƵĂƚŝŽŶƐƌĞůĂƚĞĚƚŽĚĂǇͲƚŽͲĚĂǇĂĐƚŝǀŝƚŝĞƐ;ǁŽƌŬƐŚĞĞƚϯͿ
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
Learning outcome: Teacher makes the students into groups and
Apply the concept of entrust concept Based quests/interdisciplinary
quadratic equations questions and ask them to solve and present
In Situational problems Infront of the class. Teacher should help the
based on quadratic students attend students whenever they ask for
equations related to day- help. 40 min
to-day activities
1.In a class test, the sum of Kamal’s marks in Maths and
C-3.2: Models and solves English is 40. Had he got 3 marks more in Maths and 4
marks less in English, the product of their marks would
contextualized problems have been 360. Find his marks in two subjects.
ଵ
2.Two pipes can together fill a tank in 3ଷ minutes. If one
using equations (e.g.,
pipe takes 3 minutes more than the other to fill it, find the
time in which each pipe can fill the tank.
simultaneous linear equations
3.A peacock is sitting on the top of a pillar which is 9 m
in two variables or single
high. From a point 27 m away from the bottom of the
pillar, a snake is coming to its hole at the base of the pillar.
polynomial equations) and
Seeing the snake, the peacock pounces on it. If their
speeds are equal, at what distance from the hole is the
snake caught?
draws conclusions about a
4.A train travels at a uniform speed for a distance of 63
situation being modelled. km and then travels a distance of 72 km at an average
speed of 6 km/h more than its original speed. If it takes 3
hours to complete the total journey, what is the original
C-11.1: Applies mathematical speed of the train?
knowledge and tools to 5.By increasing the speed of a bus by 10 km/hr, it takes
one and half hours less to cover a journey of 450 km. Find
analyses problems/situations the original speed of the bus.
in multiple subjects across

Science, Social Science, Visual

Arts, Music, Vocational

Education and Sports

Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
ϰ
WORKSHEET:5
WORKSHHET :: 6
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THE FOLLOWING CURRICULAR GOALS (CG) AND COMPETENCIES (C) WILL BE DEVELOPED
THROUGH THIS CHAPT

CURRICULAR GOALS(CG) COMPETENCIES (C)

CG-2: Builds deductive and inductive logic to prove theorems related to numbers
and their relationships

CG-3: Discovers and proves algebraic identities and the models real- life C-3.2: Models and solves contextualized problems using equations and draws
situations in the form of equations to solve them conclusions

CG-9: Develops computational thinking, i.e., deals with complex problems and is C-9.1: Decomposes a problem into subproblems
able to break them down into a series of C-9.2: Describes and analyses a sequence of instructions being followed
simple problems that can then be solved by suitable procedures/algorithms C-9.3: Analysis similarities and differences among problems to make one solution
or procedure work for multiple problems
C-9.4: Engages in algorithmic problem solving to design such solutions.

CG-11: Explores connections of Mathematics with other subjects C-11.1: Applies mathematical knowledge and tools to analyse problems/situations
in multiple subjects across Science, Social Science, Visual Arts, Music, Vocational
Education and Sport
MIND MAP
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WZ/K d,/E'dKW/ >ZE/E'KhdKD^
EK͘
1 Introduction Through Real Life Situations Produce pattern inorder to observe that succeeding terms are
(observing different kind of patterns) obtained by adding a fixed number to preceeding term.
2 Introduction Through Real Life Situations Produce pattern iinorder to observe that succeeding terms are
(observing different kind of patterns) obtained by adding a fixed number to preceeding term.
3 Identifying A.P in a given pattern by verification Distinguish between finite and infinite AP in order to determine the
nature and write the last term of the given AP
4 nth Term of an AP Calculate nth term of a given AP in order to find its terms and their
nature.
5 problems based on nth term of AP Calculate the nth term of a given APin order to solve for a real life
word problem.
6 More applicative (related to real life situations) Calculate the nth term of a given APin order to solve for a real life
problems on nth term of AP word problem.
7 Sum of first n terms of AP Calculate the sum of a given AP in order to solve for various
question
8 Application problems on Sn Calculate the last term of a given AP in order to find the solution ofr
a real life word problem
9 Activity to reinforce the formula Sn Develops strategies in order to apply the concept of AP to daily life
situations.
10 Case based questions Use appropriate formula to calculate the last term of a given AP

Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic Progressions
Total no. of periods for this chapter:10
Period no :1/10
Sub Topic: Introduction Through Real Life Situations (observing different kind of patterns)
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Teacher encourages the students to do the
following activities to find different patterns.
contextualized problems
Teacher makes the students into groups and ask
using equations and draws them to do the following activity and note down
the outcomes (Numbers) and recognize the
conclusions
pattern
Activity1: (5 minutes)
Arranging cup house.

C-11.1: Applies mathematical

knowledge and tools to
analyze problems/situations
in multiple subjects across
Science, Social Science, Visual
https://diksha.
Arts, Music, Vocational
gov.in/dial/2F
Education and Sports TND7

Get the students to look at the arrangement and ask the

following questions
Starting from top to bottom e content
1) What is the number of cups in the top row? SCERT
2) What is the number of cups in the 2nd row? Observe the pattern seen in each of the introduction
display presented.
3) What is the number of cups in the 3rd row?
4) What pattern do you observe in this tower?
Produce pattern iinorder to
Activity-2: Suppose you were given 100 tea cups to
observe that succeeding display. How would you arrange them?
Students present their model. (5 min.)
terms are obtained by adding
(Teacher Note:]
a fixed number to preceeding Teacher asks the learners to the following activity
individually and note down their observations.
term.
Activity-3: (5 min.)
Reena applied for a job and got selected. She has been
offered a job with a starting monthly salary of ₹ 8000, with
an annual increment of ₹ 500 in her salary. Her salary (in
`) for the 1st, 2nd, 3rd, . . . years will be, respectively
8000, 8500, 9000, . . ..
Observe the above situation and write Reena’s salary for
the next 5 years.
Activity-4 (5 min.)
The lengths of the rungs of a ladder decrease uniformly by Teacher asks the learners to write their
2 cm from bottom to top. The bottom rung is 45 cm in observation on a piece of paper and
length. The lengths (in cm) of the 1st, 2nd, 3rd, . . ., 8th submit it to the teacher.
rung from the bottom to the top. Write length of the
rungs from bottom to top.
Activity-5 (5 min.)

Shakila puts ` 100 into her daughter’s money box when

she was one year old and increased the amount by ` 50
every year. The amounts of money (in `) in the box on the
1st, 2nd, 3rd, 4th, . . . birthday was 100, 150, 200, 250, . . .,
respectively.
What pattern do you observe in this situation?
Tell me the amount deposited when she was 8 years old.

Activity-6 (5 min.)
ହ
In a savings scheme, the amount becomes ସtimes of itself
after every 3 years. The maturity amount (in `) of an
investment of ` ₹ 8000 after 3, 6, 9 and 12 years will be,
respectively: 10000, 12500, 15625, 19531.25
What pattern do you observe in this situation?
Activity-7 (5 min)

The number of unit squares in squares with side 1, 2, 3, . .

. units are, respectively 1, 4, 9, …….
What pattern do you observe in this situation?
Is this pattern the same as the previous one?
Activity-8 (10 min)
Hema put Rs. 1000 into her daughter’s money box when
she was one year old and increased the amount by Rs. 500
every year. The amount of money (in Rs.) in the box on
her 1st, 2nd, 3rd, 4th ........ birthday would be. 1000, 1500,
2000, 2500, ...... respectively.

Formative assessment:
1.Collect different patterns at your
Sourroundings.
2.Does Roll numbers of your class follows any
Pattern.

The fraction of first, second, third .... shaded regions of the

squares in the following figure will be respectively.
ଵ ଵ ଵ ଵ
ǡ ǡ ǡ
ସ ଵ଺ ଺ସ ଶହ଺
ǥǤ

Write your observations from the above activities.

In the above all activities is it possible to find that the
succeeding terms are obtained by adding a fixed number.
Teacher Note:
In this chapter, we shall discuss some of these patterns in
which succeeding terms are obtained by adding a fixed
number to the preceding terms.
What do you call such patterns?
Summative assessment plan- only where relevant
Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Sub Topic: Introduction Through Real Life Situations (observing different kind of patterns)

can you write the next term in each of the lists above?
C-9.3: Analysis similarities
If so, how will you write it?
and differences among
problems to make one In the above lists how do we get successive terms?
solution or procedure work
Write three more successive terms. Find common differences in each of AP
for multiple problems https://diksha.
Teacher introduces the Arithmetic progression 1.2,5,7,9,11 gov.in/dial/2G
C-9.4: Engages in algorithmic 3JEU
(Teacher gives more focus on definition and terms
2.3.9.15. 21.. introduction
problem solving to design in Arithmetic Progression) (5 min.)
3.-7, -9, -11, -13…. of A.P
such solutions. e content
1.How do we say the fixed number?
And how do we represent it?

2. Write Nature of common difference?

3.If we denote the first term of an AP by a1, second term
C-11.1: Applies mathematical
by a2, . . ., nth term by an and the common difference by d.
knowledge and tools to
Then the AP becomes a1, a2, a3, . . ., an. Then How can we
analyze problems/situations
find common difference d.
in multiple subjects across
Find common difference of an AP
Science, Social Science, Visual 5,7,9,11,13,15…...
1.Which of these are Arithmetic Progressions
Arts, Music, Vocational
Teacher takes real life examples to explain AP. and why?
Education and Sports (25 min.) (a) 2, 3, 5, 7, 8, 10, 15, ...... https://www.
1. If the heights (in cm) of some students of a school (b) 2, 5, 7, 10, 12, 15, ...... youtube.com/
(c) -1, -3, -5, -7, ...... watch?v=Zpb
standing in a queue in the morning assembly are
(ii) Write 3 more Arithmetic Progressions. n2ZjL9-w
147, 148, 149, . . ., 157 then find first term and Formative Assessment
common difference. Real life
1. Is set of even natural numbers forms an A.P? examples of
2. The minimum temperatures (in degree Celsius) AP from
2.If first term of an A.P is x and common
recorded for a week in the month of January in a Enjoy Math
difference is y Then write list of terms in A. P
city, arranged in ascending order are – 3.1, – 3.0, –
3.Why does 2,5,8,11,15 forms an A.P.
2.9, – 2.8, – 2.7, – 2.6, – 2.5
4. Does list of prime numbers forms an A.P
Write next three terms in the above A.P?
3. Make a positive Arithmetic progression in which 5. The total savings (in ₹) after every month
Produce pattern iinorder to the Common difference is a small positive quantity. for 10 months when ₹ 50 are saved each
observe that succeeding 4. Make an AP in which the common difference is month are 50, 100, 150, 200, 250, 300, 350,
terms are obtained by adding big(large)positive quantity. 400, 450, 500.
a fixed number to preceeding 5. Make an AP in which the common difference is Write first term and common difference.
term. negative.
6. If first term of AP is a and common difference is d
Then Write list of terms in A.P

7. Write the general form of A.P?

Summative assessment plan-only where relevant

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Arts, Music, Vocational Set of natural numbers

Education and Sports
1,1,1,1,1……… If a fixed number is
added/subtracted/multiplied/divided to each
term in a given A.P, is the resulting pattern
Do this Activity (15 min.) forms A.P? Justify your Answer?
Teacher make the students into groups and
instructed to do the following step by step activity.

1.Take any Arithmetic Progression.

2. Add a fixed number to each and every term of

AP. Write the resulting numbers as a list.
Which of the following forms an AP? If they
3. Similarly subtract a fixed number from each and form AP then write next two terms
every term of AP. Write the resulting numbers as 1. 1, – 1, – 3, – 5, . . .
Distinguish between finite a list. 2. – 2, 2, – 2, 2, – 2, . . .
4. Multiply and divide each term of AP by a fixed
and infinite AP in order to number and write the resulting numbers as a list. 3.1, 1, 1, 2, 2, 2, 3, 3, 3, . . .
determine the nature and
5. Check whether the resulting lists are AP in each (iv) x, 2x, 3x, 4x ......
write the last term of the case.
given AP
6. What is your conclusion? Formative assessment:
In the situation, does the list of numbers
Example: Verify the given list of terms forms an A.P or involved make an arithmetic progression, and
why?
not? 4, 10, 16, 22, . . . 1. The amount of air present in a cylinder
when a vacuum pump removes 1 4 of
Find a2 – a1, a3 – a2, a4 – a3 the air remaining in the cylinder at a
time.
a2 – a1 = 10 – 4 = 6 2. Write an A.P having 4 as the 1st term
and -3 as the common difference
a3 – a2 = 16 – 10 = 6

a4 – a3 = 22 – 16 = 6

is ak + 1 – ak is same every time?

Are the given list of terms are form A.P.

What is common difference?

Write next two terms?

Summative assessment plan- only where relevant

tŚŝĐŚŽĨƚŚĞĨŽůůŽǁŝŶŐĂƌĞWƐ͍/ĨƚŚĞǇĨŽƌŵĂŶW͕ĨŝŶĚƚŚĞĐŽŵŵŽŶĚŝĨĨĞƌĞŶĐĞĚĂŶĚǁƌŝƚĞƚŚƌĞĞŵŽƌĞƚĞƌŵƐ͘
;ŝͿϮ͕ϰ͕ϴ͕ϭϲ͕͘͘͘;ŝŝͿʹϭ͘Ϯ͕ʹϯ͘Ϯ͕ʹϱ͘Ϯ͕ʹϳ͘Ϯ͕͘͘͘;ŝŝŝͿʹϭϬ͕ʹϲ͕ʹϮ͕Ϯ͕͘͘͘;ŝǀͿϬ͘Ϯ͕Ϭ͘ϮϮ͕Ϭ͘ϮϮϮ͕Ϭ͘ϮϮϮϮ͕͘͘͘;ǀͿϬ͕ʹϰ͕ʹϴ͕ʹϭϮ͕͘͘͘

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic Progressions
Total no. of periods for this chapter10
Period no :4
th
Sub Topic: n Term of an AP
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
CG-3: Discovers and proves dĞĂĐŚĞƌĂƐŬƐƚŚĞĨŽůůŽǁŝŶŐƋƵĞƐƚŝŽŶĂŶĚƚĞƐƚŝŶŐŽĨ
algebraic identities and the WƌĞǀŝŽƵƐŬŶŽǁůĞĚŐĞŚĂƉƉĞŶƐ;dĞĂĐŚĞƌŶŽƚĞ͗dŚŝƐŝƐ
models real- life situations in ŝŶĚŝǀŝĚƵĂůǁŽƌŬĨŽůůŽǁĞĚďǇƉĂŝƌƐŚĂƌŝŶŐĂŶĚǁŚŽůĞ
the form of equations to ŐƌŽƵƉƐŚĂƌŝŶŐͿ;ϭϬŵŝŶͿ
solve them ĐƚŝǀŝƚǇ͗
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CG-9: Develops
ŐŽƚƐĞůĞĐƚĞĚ͘^ŚĞŚĂƐďĞĞŶŽĨĨĞƌĞĚƚŚĞũŽďǁŝƚŚĂƐƚĂƌƚŝŶŐ
computational thinking, i.e.,
ŵŽŶƚŚůǇƐĂůĂƌǇŽĨ᲏ϴϬϬϬ͕ǁŝƚŚĂŶĂŶŶƵĂůŝŶĐƌĞŵĞŶƚŽĨ
deals with complex problems ᲏ϱϬϬ͘tŚĂƚǁŽƵůĚďĞŚĞƌŵŽŶƚŚůǇƐĂůĂƌǇĨŽƌƚŚĞĨŝĨƚŚ
and is able to break them ǇĞĂƌ͘
down into a series of simple
problems that can then be &ŝŶĚƐĂůĂƌǇĨŽƌƐĞĐŽŶĚǇĞĂƌ͍
solved by suitable &ŝŶĚƐĂůĂƌǇĨŽƌƚŚŝƌĚǇĞĂƌ͍
procedures/algorithms tƌŝƚĞƚŚĞůŝƐƚŽĨƐĂůĂƌŝĞƐĨŽƌĐŽŶƚŝŶƵŽƵƐϱǇĞĂƌƐ͍
CG-11: Explores connections ᲏ϴϬϬϬ͕᲏ϴϱϬϬ͕᲏ϵϬϬϬ͕᲏ϵϱϬϬ͕᲏ϭϬϬϬϬ
of Mathematics with other dĞĂĐŚĞƌŝŶƐƚƌƵĐƚĞĚƚŽŵĂŬĞƚŚĞƐƚƵĚĞŶƚƐƚŽǁƌŝƚĞƚŚĞ
subjects ƚĞƌŵƐĂƐĨŽůůŽǁƐ
᲏ሺͺͲͲͲ ൅ ሺʹ െ ͳሻͷͲͲሻс᲏ϴϱϬϬ

᲏ሺͺͲͲͲ ൅ ሺ͵ െ ͳሻͷͲͲሻ ൌ ᲏ͻͲͲͲ
ĂůĐƵůĂƚĞŶƚŚƚĞƌŵŽĨĂŐŝǀĞŶ ᲏ሺͺͲͲͲ ൅ ሺͶ െ ͳሻͷͲͲሻ ൌ ᲏ͻͷͲͲ
WŝŶŽƌĚĞƌƚŽĨŝŶĚŝƚƐƚĞƌŵ ᲏ሺͺͲͲͲ ൅ ሺͷ െ ͳሻͷͲͲሻ ൌ ᲏ͳͲͲͲͲ
ĂŶĚƚŚĞŝƌŶĂƚƵƌĞ ƐŬƚŚĞƐƚƵĚĞŶƚƐƚŽǁƌŝƚĞƐĂůĂƌǇĨŽƌϲƚŚǇĞĂƌďǇŽďƐĞƌǀŝŶŐ
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ƚŚĞĂďŽǀĞƉĂƚƚĞƌŶ͘

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dĞĂĐŚĞƌǁŝůůƐŚŽǁƚŚĞǀŝĚĞŽĂŶĚĂƐŬƚŚĞĐŚŝůĚƌĞŶƚŽǁƌŝƚĞ
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ƚŚĞĨŽůůŽǁŝŶŐŵĂŶŶĞƌ͘ on
nth term of
ϭƐƚƚĞƌŵĂϭсĂнϬĚсĂн;ϭͲϭͿĚ AP
ϮŶĚƚĞƌŵĂϮсĂнĚсĂн;ϮͲϭͿĚ 1.Find the 20th term of A.P :3,5,7,9,11……
ƌĚ
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dĞĂĐŚĞƌĂƐŬƐƚŚĞůĞĂƌŶĞƌƐƚŽŽďƐĞƌǀĞƚŚĞĂďŽǀĞƉĂƚƚĞƌŶ
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ƚŚĞƋƵĞƐƚŝŽŶ΁ AP
dĞĂĐŚĞƌŵĂŬĞƐƚŚĞƐƚƵĚĞŶƚƐŝŶƚŽŐƌŽƵƉƐĂŶĚĂƐŬƚŚĞŵƚŽ
ƐŽůǀĞĂŶĚĐŽŵƉůĞƚĞƚŚĞƚĂďůĞ
Fill in the blanks in the following table given that a is 1st Formative Assessment:
term, d is common difference, an is nth term of the AP
1. &ŝŶĚƚŚĞǀĂůƵĞŽĨŬĨŽƌǁŚŝĐŚϮŬнϳ͕ϲŬͲ
ϮĂŶĚϴŬнϰĨŽƌŵϯĐŽŶƐĞĐƵƚŝǀĞƚĞƌŵƐ
ŽĨĂŶW
2. Find the value of the middle term of
the following A.P
-6, -2, 2...58

Summative assessment plan- only where relevant

1.Find the 25th term of the AP -5, -5/2,0,5/2…….
2. if an = 5-11n find the common difference.

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Activity (Group)
Teacher makes the learners into groups and help the
C-11.1: Applies mathematical students wherever necessary to fill the Given Boxes.
knowledge and tools to In the following AP’S find the missing terms in the boxes
analyze problems/situations (20 min.)
in multiple subjects across
Science, Social Science, Visual
Arts, Music, Vocational Explanation of activity (Clink the link or scan the QR
Education and Sports code)

Formative assessment:
Calculate the nth term of a
1. Show that x – y, x and x + y form
given APin order to solve for consecutive terms of an A.P
2. Calculate how many multiples of 7 are https://youtu.
a real life word problem. be/3VGWDP
there between 100 and 300.
fK3V4?si=HD
aSsIBw7lKGf
mi8
Summative assessment plan- only where relevant

1.The pth term of an AP is q and qth term is p. Find its (p+q)th

2. Determine the AP whose third term is 16 and the 7th term exceeds the 5th term by 12

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Teacher explains sum of 1st n terms of AP through 5 min.

video.

Derive the formula for finding sum of 1st n natural

Calculate the sum of a given
numbers 15minutes
AP in order to solve for Now let us generalize the process for standard form of Ap
1. Find the sum of the following APs:
Write General form of A.P?
various question (i) 2,7, 12, to 10 terms
Let a, a + d, a+2d, .a+(n-1)d are n terms of AP.
ii) -37, -33, -29…...to 12 terms
Ask the students Write S as sum of first n terms.
iii) 0.6,1.7,2.8….to 100 terms
Re write the terms of S in reversing order.
Add and find 2S.
Obtain the formula by finding S.
Write the formula ܵ௡ Ǥ
1.Find the sum of the first 22 terms of the AP: 8, 3, –2,…
Find a, d, and n 5 min
Write the Sn and find the S22
Summative assessment plan- only where relevant
1. Find the sum of the first 40 positive integers divisible by 6.
2. Find the sum of the first 15 multiples of 8.
3. Find the sum of the odd numbers between 0 and 50
Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Teacher makes the students into pairs and ask them to

find solution and present Infront of the class. Formative assessment:
1.How many terms of the AP: 9, 17, 25, . . .
1.A manufacturer of T.V. sets produced 600 sets in the must be taken to give a sum of 636?
third year and 700 sets in the seventh year. Assuming that
the production increases uniformly by a fixed number 2.The first term of an AP is 5, the last term is
every year, find the total production in first 7 years 45 and the sum is 400. Find the number of
terms and the common difference.

Summative assessment plan- only where relevant

9. If the sum of first 7 terms of an AP is 49 and that of 17 terms is 289, find the sum of first n terms.
10. Show that a1, a2, . . ., an, . . . form an AP where an is defined as below: (i) an = 3 + 4n (ii) an = 9 – 5n Also find the sum of the first 15 terms in each case.
Teachers’ reflections and experiences:

ϭ͘ŝĚƚŚĞůĞƐƐŽŶƉůĂŶĂůŝŐŶǁŝƚŚƚŚĞĐƵƌƌŝĐƵůĂƌŐŽĂůƐĂŶĚĐŽŵƉĞƚĞŶĐŝĞƐ͍/ĨŶŽƚ,ŽǁĐŽƵůĚďĞĂĚũƵƐƚĞĚĨŽƌďĞƚƚĞƌĂůŝŐŶŵĞŶƚ͍
Ϯ͘,ŽǁǁĞůůĚŝĚƚŚĞƉĞĚĂŐŽŐŝĐĂů^ƚƌĂƚĞŐŝĞƐĞŶŐĂŐĞƐƚƵĚĞŶƚƐĂŶĚƉƌŽŵŽƚĞĂĐƚŝǀĞƉĂƌƚŝĐŝƉĂƚŝŽŶŝŶƚŚĞůĞĂƌŶŝŶŐƉƌŽĐĞƐƐ͍
ϯ͘,ŽǁǁĞůůŝĚƚŚĞĂƐƐĞƐƐŵĞŶƚƐƚƌĂƚĞŐŝĞƐŵĞĂƐƵƌĞƐƚƵĚĞŶƚƵŶĚĞƌƐƚĂŶĚŝŶŐĂŶĚĂĐŚŝĞǀĞŵĞŶƚŽĨƚŚĞůĞĂƌŶŝŶŐŽƵƚĐŽŵĞƐ͍
ϰ͘,ŽǁĞĨĨĞĐƚŝǀĞǁĞƌĞƚŚĞDĂƚĞƌŝĂůƐĂŶĚƌĞƐŽƵƌĐĞƐƵƐĞĚŝŶƚŚĞůĞƐƐŽŶ͍
ϱ͘ŝĚƚŚĞůĞƐƐŽŶŝŶĐŽƌƉŽƌĂƚĞĨŽƌŵĂƚŝǀĞĂƐƐĞƐƐŵĞŶƚ^ƚƌĂƚĞŐŝĞƐƚŽŐƵŝĚĞƉĞĚĂŐŽŐǇĂŶĚƉƌŽǀŝĚĞƚŝŵĞůǇĨĞĞĚďĂĐŬƚŽƐƚƵĚĞŶƚƐ͍
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic Progressions
Total no. of periods for this chapter:10
Period no :9
Sub Topic: Activity to reinforce the formula Sn
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Group Activity
In the given table a represents first term and d is
contextualized problems
common difference an is nth term and Sn is sum of
using equations and draws 1st n terms of AP 40 min.
conclusions
C-9.1: Decomposes a Under guidance of teacher students will complete
the following table
problem into subproblems
C-9.2: Describes and analyses
a d an n Sn https://youtu.
a sequence of instructions be/SasRMdcq
5 3 50 ? ?
being followed 7 ? a13=35 ? S13=? krg?si=8EB0J
? 3 a12 = 37 ? S12=? Assignment: h0qKmhtZ7a
C-9.3: Analysis similarities m
? ? a3 = 15 ? S10 = 125 Question numbers page no. 69 & 5.3
and differences among ? 5 a9=? ? S9 = 75 18,19 and 20 25 min.
2 8 ? ? Sn = 90 Green Board
problems to make one Classes video
8 ? 62 ? Sn =210
on solving
solution or procedure work Teacher makes the students into groups and ask them to problems
related AP
for multiple problems fill in the blanks using relevant information and using
C-9.4: Engages in algorithmic relevant formulas.
problem solving to design
such solutions.

https://youtu.
be/gqesGDm
1hM0?si=mT
C-11.1: Applies mathematical gKK6_LIRyc
knowledge and tools to Q78p
analyze problems/situations 6 min. Math
in multiple subjects across Army video
to solve given
Science, Social Science, Visual SA question.
Arts, Music, Vocational
Education and Sports

Develops strategies in order

to apply the concept of AP to
daily life situations.

Summative assessment plan- only where relevant

1. 200 logs are stacked in the following manner: 20 logs in the bottom row, 19 in the next row, 18 in the row next to it and so on (see Fig. 5.5). In
how many rows are the 200 logs placed and how many logs are in the top row?
Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?

Chapter Plan (Unit plan/ lesson plan)

Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic Progressions
Total no. of periods for this chapter:10
Period no :10
Sub Topic: Case based questions
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
Whole class activity
Teacher discusses case-based questions.
Teacher asks the students to read the case
carefully.
By asking small questions comprehend the case.
20min

The students of a school decided to beautify the school

on the annual day by fixing colorful on the straight
passage of the school. They have 27 flags to be fixed at
intervals of every 2 meter. The flags are stored at the
position of the middle most flag. Ruchi was given the
responsibility of placing the flags. Ruchi kept her books
where the flags were stored. She could carry only one
flag at a time. How much distance did she cover in
completing this job and returning back to collect her
books? What is the maximum distance she travelled
carrying a flag?

1.How much distance covered to pick up first flag?

2.How much distance covered to pick up 2nd ,3rd ,4th flags
respectively?
3. Verify the above list of numbers (distances) forms an AP?
4. How much distance did she cover in completing this job
and returning back to collect her books?
5. What is the maximum distance she travelled carrying a flag?
Whole class activity
Teacher discusses another case-based question.
Teacher asks the students to read the case
carefully.
By asking small questions comprehend the case.
20min
Your elder brother wants buy a car and plans to take loan
From a bank for his car. He repays his total loan of
᲏118000 by paying every month starting with 1st
instalment of ᲏1000. If he increases the instalment by
hundred rupees every month.
Answer the following.
1.The amount paid by him in 30th installment is
a) ᲏͵ͻͲͲ b) ᲏͵ͷͲͲ c) ᲏37000 d) ᲏͵͸ͲͲ
2.The amount paid by him in the 30 installments is
ሻ ᲏͵͹ͲͲͲ b) ᲏͹͵ͷͲͲ c) ᲏͹ͷ͵ͲͲ d)
᲏͹ͷͲͲͲ
3. what amount does he still have to pay after 30th
instalment
ሻ ᲏ͶͷͷͲͲ b) ᲏ͶͻͲͲͲ c) ᲏ͶͶͷͲͲ d)
᲏ͷͶͲͲͲ
4. If total instalments are 40 then paid in the last instalment
ሻ ᲏ͶͻͲͲ b) ᲏͵ͻͲͲ c) ᲏ͷͻͲͲ d) ᲏ͻͶͲͲ
5. The ratio of the 1st instalment to the last instalment is
a) 1:49 b) 10:49 c) 10:39 d) 39:10
Summative assessment plan- only where relevant
A contractor on construction job specifies a penalty for delay of completion beyond a certain date as follows: Rs 200 for the first day, Rs 250 for the
second day, Rs 300 for the third day etc. the penalty for each succeeding day being Rs 50 more than for the preceding day. How much money the
contractor has to pay as penalty if he has delayed the work by 30 days?
Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?
3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?

WORK SHEET
Level 1
1. In an AP, if d = –4, n = 7, ܽ௡ = 4, then a is
(A) 6 (B) 7 (C) 20 (D) 28
2. In an AP, if a = 3.5, d = 0, n = 101, then ܽ௡ will be
(A) 0 (B) 3.5 (C) 103.5 (D) 104.5
3. The list of numbers – 10, – 6, – 2, 2, ... is
(A) an AP with d = – 16 (B) an AP with d = 4 (C) an AP with d = – 4 (D) not an AP.
4. The 11th term of the AP: –5, –5 2, 0, 5 2, ...is
(A) –20 (B) 20 (C) –30 (D) 30
Level 2
5. The sum of the 5th and the 7th terms of an AP is 52 and the 10th term is 46. Find the AP.
6. Find the 20th term of the AP whose 7th term is 24 less than the 11th term, first term being 12.
7. If the 9th term of an AP is zero, prove that its 29th term is twice its 19th term.
8. Find whether 55 is a term of the AP: 7, 10, 13, --- or not. If yes, find which term it is
Level 3
9. The famous mathematician associated with finding the sum of the first 100 natural numbers is
(A) Pythagoras (B) Newton (C) Gauss (D) Euclid
10. If the first term of an AP is –5 and the common difference is 2, then the sum of the first 6 terms is
(A) 0 (B) 5 (C) 6 (D) 15
11. The sum of first 16 terms of the AP: 10, 6, 2... is
(A) –320 (B) 320 (C) –352 (D) –400
12. In an AP if a = 1, an = 20 and Sn = 399, then n is (A) 19 (B) 21 (C) 38 (D) 42 18. The sum of first five multiples of 3 is
(A) 45 (B) 55 (C) 65 (D) 75
LESSON PLAN / PERIOD PLAN

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^ƵďũĞĐƚ ͗DĂƚŚĞŵĂƚŝĐƐ
ŚĂƉƚĞƌEŽ͘ ͗ϲ
ŚĂƉƚĞƌEĂŵĞ ͗dZ/E'>^

ŚƚƚƉƐ͗ͬͬĞƉĂƚŚƐŚĂůĂ͘ŶŝĐ͘ŝŶͬƚŽƉŝĐͲĚ͘ƉŚƉ͍ŝĚсϭϬϲϮ,Ϭϲ

hZZ/h>Z'K>^ΘKDWdE/^

THE FOLLOWING CURRICULAR GOALS (CG) AND COMPETENCIES (C) WILL BE DEVELOPED
THROUGH THIS CHAPTER

CURRICULAR GOALS(CG) COMPETENCIES (C)

CG-4: Analysis characteristics and properties of two-dimensional Ͳϰ͘ϭ͗ĞƐĐƌŝďĞƐƌĞůĂƚŝŽŶƐŚŝƉƐŝŶĐůƵĚŝŶŐĐŽŶŐƌƵĞŶĐĞŽĨƚǁŽͲĚŝŵĞŶƐŝŽŶĂů
geometric shapes and develops mathematical arguments ŐĞŽŵĞƚƌŝĐƐŚĂƉĞƐ;ƐƵĐŚĂƐƚŚĞůŝŶĞƐĂŶŐůĞƐƚƌŝĂŶŐůĞƐͿƚŽŵĂŬĞĂŶĚ
to explain geometric relationships ƚĞƐƚĐŽŶũĞĐƚƵƌĞƐĂŶĚƐŽůǀĞƉƌŽďůĞŵƐ

Ͳϰ͘Ϯ͗WƌŽǀĞƐƚŚĞŽƌĞŵƐƵƐŝŶŐƵĐůŝĚΖƐĂǆŝŽŵƐĂŶĚƉŽƐƚƵůĂƚĞƐĨŽƌƚƌŝĂŶŐůĞƐ
ĂŶĚƋƵĂĚƌŝůĂƚĞƌĂůƐ͕ĂŶĚĂƉƉůŝĞƐƚŚĞŵƚŽƐŽůǀĞŐĞŽŵĞƚƌŝĐƉƌŽďůĞŵƐ

CG-7: Begins to perceive and appreciate the axiomatic and Ͳϳ͘ϯ͗WƌŽǀĞƐƚŚĞŽƌĞŵƐƵƐŝŶŐƵĐůŝĚΖƐĂǆŝŽŵƐĂŶĚƉŽƐƚƵůĂƚĞƐͲĨŽƌĂŶŐůĞƐ͕

deductive structure of Mathematics ƚƌŝĂŶŐůĞ͕ƋƵĂĚƌŝůĂƚĞƌĂůƐ͕ĐŝƌĐůĞƐ͕ĂƌĞĂͲƌĞůĂƚĞĚƚŚĞŽƌĞŵƐĨŽƌƚƌŝĂŶŐůĞƐ
ĂŶĚƉĂƌĂůůĞůŽŐƌĂŵƐ

CG-10: Knows and appreciates important contributions of ͲϭϬ͘ϭ͗ZĞĐŽŐŶŝǌĞƐƚŚĞŝŵƉŽƌƚĂŶƚĐŽŶƚƌŝďƵƚŝŽŶƐŵĂĚĞďǇŵĂƚŚĞŵĂƚŝĐŝĂŶƐ

mathematicians from India and around the world ;/ŶĚŝĂŶĂŶĚŽƚŚĞƌƐͿŝŶƚŚĞĨŝĞůĚŽĨDĂƚŚĞŵĂƚŝĐƐ;ƐƵĐŚĂƐĞǀŽůƵƚŝŽŶ
ŽĨŵĞŵďĞƌƐ͕ŐĞŽŵĞƚƌǇ͕ĂůŐĞďƌĂͿ

D/EDW
WZ/Kt/^W>E
WZ/K
EK͘ d,/E'dKW/ >ZE/E'KhdKD^
Recall of previous knowledge, Similar Figures, Recall the previous knowledge, provides examples and non-examples
1
Similar Polygons of similar figures and polygons.
Explain the conditions for similarity of two triangles, distinguishes
Definition of Similar Triangles and Basic between congruency and similarity of triangles, uses appropriate
2
Proportionality Theorem symbols, recalls that areas of triangles with same base and between
same parallel lines are equal and proves BPT.
3 Converse of Basic Proportionality Theorem To prove converse of BPT.
Numerical and theoretical Applications of BPT
4 Apply BPT and its Converse.
and its Converse
Criteria for Similarity of Triangles – AAA
5 To prove converse of AAA Similarity.
Similarity
6 Criteria for Similarity of Triangles – SSS Similarity To prove converse of SSS Similarity.
Criteria for Similarity of Triangles – SAS
7 To prove converse of SAS Similarity.
Similarity
Numerical Applications on Criterion for Similarity
8 Apply Criterion for Similarity of Triangles
of Triangles
9 Case based question Able to apply concept of similarity different situations
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Triangles
Total no. of periods for this chapter:9
Period no :1/9
Sub Topic: Similar Figures, Similar Polygons
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-4.1: Describes Recall of previous knowledge: 10 min Videos
relationships including from (Tic-
congruence of two- Teacher asks the following questions and testing the Tac learn
dimensional geometric previous knowledge (Individual Work followed by pair English)
shapes (such as the lines sharing and whole grouping sharing):
angles triangles) to make
and test conjectures and 1. Observe all the ceiling fans in our class room. How
solve problems they look like? Compare their shapes.
(Teacher Note: Teacher should ensure that the
students recall the congruent figures) https://www
2. Do you see some other congruent figures in daily .youtube.co
life? List few examples. m/watch?v=
3. Teacher draws some triangles on the IFP’s / Green rPQ2IooGR
Boards (some congruent and some non- Pg
congruent). Teacher asks the students to identify
congruent triangles from them. 1. When do two triangles are congruent?
4. Teacher makes the students recall some properties 2. What is the symbol for congruence of
of triangles that result in due to congruence of two figures?
triangles. 3. State SAS congruence rule.
4. Is AAS congruence rule same as ASA
congruence rule? Give reasons. https://www
.youtube.co
Introduction to Similar Figures: (10 min.) 5. In a triangle ABC, AB=AC. What can m/watch?v=
you conclude about the angles? jHDPwGfM
Teacher shows some similar pictures to children and make 6. Rama says that each angle of an J9k
them observe the term SIMILARITY and explains that equilateral triangle is 600. Do you
Similarity means Same Shape and not necessarily the same agree? (TIC
size. And the similarity of two figures is represented by TacLearn
the symbol ~. English
video part 1
& 2 on
Intro of
Similar
Triangles)

1. Give some examples of Similar

geometrical figures.
Teacher emphasizes that similar figures are the
magnifications or diminished versions of original pictures,
and points out that the extent of magnification or
diminishing is indicated by Scale Factor = Ratio of
Corresponding Lengths.

Similar Polygons: (20 min.)

Teacher makes a group of students to demonstrate an

activity and guides them to do the job.

ACTIVITY:
1. In the figure given below, check
whether the two figures are similar or
not.

As part of the activity, Students place a quadrilateral

(ABCD) under light vertically and observe its shadow
(A’B’C’D’) under it on a table. The students observe that
the quadrilateral ABCD and its shadow quadrilateral
A’B’C’D’ are similar. Also, Students measure the sides and If similar, find the scale factor.
angles of the two and notice the following:

Teacher generalizes the similarity of two polygons as:

“Two polygons with same number of sides are similar if (i)
the corresponding angles are equal and (ii) corresponding
sides are in the same ratio (proportion).”
(Teacher Note: Teacher should assist students to
understand the meaning of CORRESPONDENCE)

Recap:1. Identify similar figures in your surroundings

2.Write about similarity in your own words?

Summative assessment plan- only where relevant

1. Give two different examples of pair of
(i) Similar figures
(ii) Non-Similar figures
2. State whether the following quadrilaterals are similar or not?
Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

C-10.1: Recognizes the

important contributions
made by mathematicians
(Indian and others) in the and ask the relationship between the distances shown.
field of Mathematics (Teacher Note: Teacher should ensure that students are
(such as evolution of given freedom to express different inferences)
members, geometry, Teacher then expresses the role of the Greek
algebra) mathematician THALES and his contribution in
mathematics.

History of
THALES

Teacher states that Basic Proportionality Theorem is

proposed by this mathematician Thales which is useful in
the above situation.

ACTIVITY (Pair Work)

Teacher pairs the students and asks the group to following
activity:
Activity

Take a single ruled sheet of paper. Mark a point A on a 1. Join CR, and check the ratios AC/CH
line. Draw two rays starting at A and mark points and join and AR/RQ, and compare. State
segments as shown in the figure (Teacher may display the reasons.
picture).
Teacher asks the students the following questions: 2.Write Thales theorem on your own
1. Is EP//HQ? words. Basic
2. What is the ratio AE/EH? Proportion
3. What is the ratio AP/PQ? ality
4. Are the two ratios equal? Theorem

PROOF of Basic Proportionality Theorem: (20

min)
https://www
.youtube.co
Teacher proves the theorem by discussion and question
m/watch?v=
and answers.
yEKTmUim
T-Q

Thales
Theorem
by NCERT
Official
Teacher asks the students to consider ο‫ ܥܤܣ‬with point D
on AB and point E on AC such that DE//BC. Teacher
makes the students that We are to prove that AD/DB =
AE/EC.
Teacher asks the students to find the following:
1. Area of ο‫ ܧܦܣ‬with base AD, and Area of ο‫ܧܦܣ‬
with base AE. (Teacher has to advise to draw the
altitudes DM and EN). 1. Why we consider areas of ο‫ ܧܦܣ‬in
2. Area of ο‫ ܧܦܤ‬with base BD and ο‫ ܥܧܦ‬with base two different ways?
EC. 2. Why we consider areas of ο‫ ܧܦܤ‬and
Teacher asks the students to notice that ܽ‫ݎ‬ሺο‫ܧܦܤ‬ሻ= ο‫? ܥܧܦ‬
ܽ‫ݎ‬ሺο‫ܥܧܦ‬ሻ . (Teacher Note: Teacher should ensure that 3. Why EN is altitude to base DB in
the students recall the equality of areas of triangles on ο‫? ܧܦܤ‬
same base and between same parallels, and apply here)
௔௥ሺο஺஽ாሻ ௔௥ሺο஺஽ாሻ
Teacher now asks to utilize ௔௥ሺο஻஽ாሻ ൌ ௔௥ሺο஽ா஼ሻ and draw
conclusion that AD/DB = AE/EC.

Teacher concludes that “If a line is drawn parallel to one

side of a triangle to intersect the other two sides in
distinct points, the other two sides are divided in the same
ratio.”

Summative assessment plan- only where relevant

1. In the figure, CD//FG. Find DG.

஺ெ ஺ே
2. In the figure, LM//CB and LN//CD. Prove that ஺஻
ൌ ஺஽ .

Teachers’ reflections and experiences:

postulates - for angles,

triangle, quadrilaterals,
circles, area-related Teacher asks the students to draw an angle XAY as shown
theorems for triangles in the figure.
and parallelograms Mark points B1, B2, B3, B4 and B on ray AX such that AB1=
B1 B2= B2 B3= B3 B4=B4B= 1 cm.
C-10.1: Recognizes the Mark points C1, C2, C3, C4 and C on ray AY such that AC1=
important contributions C1 C2= C2 C3= C3 C4=C4C= 2 cm.
made by mathematicians Join B, C and also join B1, C1.
(Indian and others) in the Teacher asks the students to measure the values of AB1,
field of Mathematics AB. Also find the values of AC1, AC.
(such as evolution of ୅୆ଵ ୅େଵ
Find the values of ஺஻ and ஺஼ .
members, geometry, ୅୆ଵ ୅େଵ
algebra) Students notice that ஺஻ ൌ ஺஼ . Also, B1C1//BC.
Teacher informs students to do the same activity by taking
two points other than B1, C1. And observe that we will get
the same result.
After repeating this activity, students generalize that If a
line divides the two sides of a triangle in the same ratio,
then the line is parallel to third side.

Converse of Basic Proportionality Theorem: (20

min)
Statement: If a line divides the two sides of a triangle in
the same ratio, then the line is parallel to third side.

In triangle ABC, if D and E are points on AB

Teacher proves the theorem by discussion and question and AC respectively such that AD/AB =
and answers. AE/AC, are DE and BC parallel?
(Note: Teacher should explain about componendo and
divendo) video on
proving
From the statement, student to write, what is given data. How can we get AD/AB=AE/AC? Converse
of Thales
Theorem
From the statement, student to write, what is required to
prove.
Teacher informs to students to take points E’ such that
DE’//BC.
Teacher asks the students, what result they get using BPT
for the points D, E’

Teacher asks the students to compare the given data and

the data obtained just now. (Teacher Note: Teacher
guides the students to get EC=E’C).
Teacher asks the students to observe the figure and what Write converse of Thales theorem?
is the possibility for the points E and E’?
(Teacher Note: Teacher ensures that students notice that
E and E’ coincide.)
So, teacher conveys that DE//BC.
Teacher concludes that “If a line divides the two sides of a
triangle in the same ratio, then the line is parallel to third
side.”

Summative assessment plan- only where relevant

3.
Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?
2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?
3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?
4.How effective were the Materials and resources used in the lesson?
5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Triangles
Total no. of periods for this chapter:9
Period no :4/9
Sub Topic: Numerical applications of BPT and its converse
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-4.1: Describes Recall of the statements of BPT and its converse.:
relationships including (10 min)
congruence of two-
dimensional geometric Teacher asks the following questions and testing the
shapes (such as the lines previous knowledge:
angles triangles) to make
and test conjectures and 1. In given triangles, when can we apply BPT?
solve problems 2. If a line is parallel to one side of a triangle,
what can we conclude about the other
C-4.2: Proves theorems sides?
using Euclid's axioms and 3. If a line divides two sides of a triangle in
postulates for triangles same ratio, then how is this line inclined to
and quadrilaterals, and the third side?
applies them to solve
geometric problems Problem – 1 (15 min)
C-7.3: Proves theorems Teacher displays the following problem on IFP or writes Assignment: BPT and its
using Euclid's axioms and on Green Board: applications
postulates - for angles, The diagonals of a quadrilateral ABCD
triangle, quadrilaterals, ஺ை ஼ை
intersect at O. If ஻ை ൌ ஽ை.Show that ABCD is
circles, area-related
Trapezium
theorems for triangles
and parallelograms
https://www
C-10.1: Recognizes the .youtube.co
important contributions m/watch?v=
What is given? jR8wbl-
made by mathematicians
(Indian and others) in the Teacher asks the students to draw trapezium ABCD with uz_0
diagonals intersecting at O, and draw OX//AB. What is to be prove?
field of Mathematics
(such as evolution of Teacher proves the statement by asking the questions.
members, geometry, 1. In triangle ADC, Is OX//DC?
algebra) 2. What can we apply here (BPT or its Converse)?
3. What result do we get?
4. In triangle ADB, Is OX//AB? (why?)
5. What result do we get here? https://www
6. Can we get a new result by comparing the last two .youtube.co
results obtained? m/watch?v=
7. Are they equal? OFnEEdAR
8. Write your conclusion? A3U
Problem – 2 (15 min)

Prove that, the line joining the mid points of any two sides
of a triangle is parallel to the third side.
https://www
.youtube.co
m/watch?v=
wJK-FOjV-
kw
(Tic
Assignment: TacLearn
English
Teacher asks the students to draw triangle ABC and mark Prove that, a line drawn through the midpoint videos
mid points D, E on sides AB, AC respectively, and join DE. of one side of a triangle and parallel to another relating to
Teacher proves the result by asking the questions. side, bisects the third side. Basic
Proportion
1. Here D, E are the mid points. So, can it impart any ality
information about some ratios? theorem)
2. Is AD/DB = AE/EC?
3. If these ratios are equal, can we say DE is parallel
to BC and why?
4. Is this completing our result?

by taking two points other than B1, C1. And observe that
we will get the same result.
After repeating this activity, students generalize that If a
line divides the two sides of a triangle in the same ratio,
then the line is parallel to third side.

Teacher asks the students to compare the given data and

the data obtained just now. (Teacher Note: Teacher
guides the students to get EC=E’C).
Teacher asks the students to observe the figure and what
is the possibility for the points E and E’?
(Teacher Note: Teacher ensures that students notice that
E and E’ coincide.)
So, teacher conveys that DE//BC.
Teacher concludes that “If a line divides the two sides of a
triangle in the same ratio, then the line is parallel to third
side.”

Summative assessment plan- only where relevant

1. In the figure, DE//OQ and DF//OR. Show that EF//QR.
Teachers’ reflections and experiences:

Sub Topic: Criteria for Similarity of Triangles – AAA Similarity

Teacher conveys that, as per AAA Similarity, If https://www

corresponding angles of two triangles are equal, then they .youtube.co
are similar. m/watch?v=
Teacher induced this criterion using the following activity. 5XT79Gjhi
1s
ACTIVITY: (Pair work)

Teacher makes the students into groups the students in

pairs and asks the students to draw two different triangles
ABC and DEF with angle measurements
‫ ܤס‬ൌ ‫ ܧס‬ൌ ͸Ͳ଴ , ‫ ܥס‬ൌ ‫ ܨס‬ൌ ͶͲ଴ and BC = 3 cm and EF
= 5 cm. https://www
.youtube.co
m/watch?v=
zEY_dTf_wJ
Y

Assignment:
Teacher asks the students to investigate about the angles
Repeat the activity with another two triangles
at A and D.
with other angle measurements and verify the
Teacher asks the students to measure the lengths AB, AC,
result.
DE, DF. Also, teacher asks the students to find the ratios
AB/DE, BC/EF and AC/DF.
Teacher asks the students observe the ratios and
interpret.
Teacher concludes that the corresponding angles are
equal and ratios of corresponding sides are equal and https://www
hence the triangles are similar. .youtube.co
m/watch?v=
4JETmNW
AAA Similarity Theorem: 93CA
If in two triangles, if corresponding angles are equal, then (Each 3 to 4
their corresponding sides are in the same ratio, and hence min.
the triangles are similar. Tic
TacL
Proof: earn
Teacher draws two triangles ABC and DEF such that video
‫ ܣס‬ൌ ‫ܦס‬, ‫ ܤס‬ൌ ‫ ܧס‬and ‫ ܥס‬ൌ ‫ܨס‬. s on
AAA
simil
arity)

Teacher marks points P, Q on DE, DF respectively such

that AB=DP and AC=DQ and joins P, Q.
Teacher explains the proof by asking questions.
1. Are the triangles ABC and DPQ congruent? Give
reasons.
2. Is DP/DE = DQ/DF? Does it mean AB/DE =
AC/DF? Why?
3. How can we relate these equal ratios with the 1. Why the points P, Q are chosen in the
ratio BC/EF? (Teacher Note: Teacher should proof?
ensure that student identifies that the choice of 2. In the figure chosen, AB<DE. If the
points on DE, EF or DF, EF works here). figure is chosen with AB>DE, how
4. Compare the three ratios. would we approach?
5. Are the triangles ABC and DEF similar now, as per 3. Can two triangles be similar, if two
definition of similarity? angles of one triangle are equal to two
Conclusion: 5 min angles of another triangle?
Teacher concludes that “If in two triangles, if 4. Can we call AAA similarity as AA
corresponding angles are equal, then their corresponding similarity? Give Reasons.
sides are in the same ratio, and hence the triangles are
similar.”

Summative assessment plan- only where relevant

1. Among the pairs of triangles given, check whether the triangles are similar or not .
Teachers’ reflections and experiences:

SSS
Similarity

Teacher asks the students to calculate the ratios AB/DE,

BC/EF, AC/DF check their equality. Also, teacher asks the
students to measure the angles of the two triangles and
https://www
check their equality. (Teacher Note: Teacher may also ask
.youtube.co
the students to take triangle cuts and place on the other
m/watch?v=
to check the overlap of angles, implying that they are
WuZ8ouId
equal)
Aus
Teacher concludes that if the corresponding sides are in
same ratio (in proportion) then the corresponding angles
are equal and hence the triangles are similar.

SSS Similarity Theorem: (20 min) Assignment:

Repeat the activity with another two triangles
with other side measurements such that the https://www
If in two triangles, if corresponding sides are in same .youtube.co
proportion, then their corresponding angles are equal, and ratios of side lengths are same and verify the
result. m/watch?v=
hence the triangles are similar. 60v6Exi3wx
s
Proof:
Teacher draws two triangles ABC and DEF such that
AB/DE = BC/EF = AC/DF (<1)

https://www
.youtube.co
m/watch?v=
iuC61vO0q
R4
Teacher marks points P, Q on DE, DF respectively such (3 to 6 min.
that AB=DP and AC=DQ and joins P, Q. Tic
Teacher explains the proof by asking questions. TacLearn
6. Is PQ//EF? Why? (Teacher Note: Teacher should videos on
give chance to students to discuss and answer) SSS
7. Are the triangles DPQ and DEF are similar? What similarity)
previous theorem helps here? Assignment:
8. What sides are proportional in these two triangles? Deduce the proof if AB/DE = BC/EF = AC/DF
9. Compare this proportional result with the given (>1).
proportional result and observe. Is BC=PQ?
10. Compare triangles ABC and DPQ for congruence.
Which congruence works here?
11. What are the corresponding equal angles we get
here?
12. Compare these results with previous angle results
and deduce the relationship between angles at B,
C, E and F.
13. Apply the definition of similarity and check
whether triangles ABC and DEF are similar?

Teacher concludes that “If in two triangles, if

corresponding sides are in same ratio, then their
corresponding angles are equal, and hence the triangles
are similar.”
Summative assessment plan- only where relevant
2. Among the pairs of triangles given, check whether the triangles are similar or not .

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?
2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?
3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?
4.How effective were the Materials and resources used in the lesson?
5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Triangles
Total no. of periods for this chapter:9
Period no :7/9
Sub Topic: Criteria for Similarity of Triangles – SAS Similarity
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-4.1: Describes Recall of the statements of BPT and its converse.:
relationships including (5 min)
congruence of two-
dimensional geometric Teacher asks the following questions and testing the
shapes (such as the lines previous knowledge:
angles triangles) to make
and test conjectures and 1. In given triangles, when can we apply BPT?
solve problems 2. If a line is parallel to one side of a triangle, what
can we conclude about the other sides?
C-4.2: Proves theorems 3. If a line divides two sides of a triangle in same
using Euclid's axioms and ratio, then how is this line inclined to the third
postulates for triangles side?
and quadrilaterals, and SAS
applies them to solve Similarity
geometric problems
SAS Similarity:
C-7.3: Proves theorems
using Euclid's axioms and Teacher conveys that, as per SAS Similarity, [If one angle
postulates - for angles, of a triangle is equal to one angle of another triangle and
triangle, quadrilaterals,
circles, area-related the sides including these angles are proportional then the https://www
theorems for triangles two triangles are similar]. .youtube.co
and parallelograms m/watch?v=
ACTIVITY: (Pair work) (15 min) 5UQiINhg8
qI
Teacher makes the students into pairs the students in
pairs and asks the students to draw two different triangles (Tic
ABC and DEF with the following measurements: TacLearn)
AB=2cm, ‫ ܣס‬ൌ ͷͲ଴ , AC=4cm, DE=3cm, ‫ ܦס‬ൌ ͷͲ଴ and
DF=6cm.

https://www
.youtube.co
m/watch?v=
Teacher asks the students to calculate the ratios AB/DE YWOEawN
and AC/DF. Teacher asks the students to measure lengths DR10
of BC and EF and calculate ratio BC/EF, and check 8&8HWNYJWNTS
whether this ratio equals with the previous ratios or not. TKXNRNQFW
YWNFSLQJX
Measure ‫ܤס‬, ‫ס‬C, ‫ס‬E and ‫ס‬F and check the equality of
corresponding angles in the two triangles. (Teacher Note: (3 to 4 min.
Teacher should facilitate the students in reaching the Tic
equality of corresponding angles by any means) Assignment: TacLearn
Teacher concludes that if one angle of a triangle is equal to Repeat the activity with another two triangles videos on
one angle of another triangle and the sides including these with other angle other side measurements SAS
angles are proportional then the two triangles are similar. such that same given conditions are met and Criteria)
verify the result.
SAS Similarity Theorem: (20 min)

If one angle of a triangle is equal to one angle of another

triangle and the sides including these angles are
proportional then the two triangles are similar.

Proof:
Teacher draws two triangles ABC and DEF such that
‫ ܣס‬ൌ ‫ ܦס‬and AB/DE = AC/DF (<1).
Teacher marks points P, Q on DE, DF respectively such Assignment:
that AB=DP and AC=DQ and joins P, Q. Deduce the proof if AB/DE = AC/DF (>1).
Teacher explains the proof by asking questions.
14. Are the triangles ABC and DPQ congruent? Why?
What conclusions we get here about other angles
and sides?
15. Is PQ//EF? Why? (Teacher Note: Teacher should
give chance to students to discuss and answer)
16. Is ‫ ܲס‬ൌ ‫ ? ܧס‬and ‫ ܳס‬ൌ ‫? ܨס‬
17. Compare these angle results with the previous
angle results to arrive at ‫ ܤס‬ൌ ‫ ? ܧס‬and ‫ ܥס‬ൌ
‫ ܨס‬.
18. What do you get about all the angles of the two
triangles ABC and DEF? Are they similar? Why?
(Teacher Note: Teacher should ensure that
students are able to apply AAA Similarity)
Teacher concludes that “If one angle of a triangle is equal
to one angle of another triangle and the sides including
these angles are proportional then the two triangles are
similar.”
Summative assessment plan- only where relevant
3. Among the pairs of triangles given, check whether the triangles are similar or not .

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?
2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?
3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?
4.How effective were the Materials and resources used in the lesson
5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Triangles
Total no. of periods for this chapter: 9
Period no: 8/9
Sub Topic: Numerical and theoretical applications on Criterion for Similarity of Triangles
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-4.1: Describes Recall of the statements of BPT and its converse.:
relationships including (10 min)
congruence of two-
dimensional geometric Teacher asks the following questions and testing the
shapes (such as the lines previous knowledge:
angles triangles) to make
and test conjectures and 1 Teacher displays a pair of triangles with equal
solve problems angles and asks whether they are similar?
Teacher restates the AAA similarity.
C-4.2: Proves theorems 2 Teacher asks student about other similarity 1. What is AA similarity?
using Euclid's axioms and criteria for the recall. (Teacher Note: Teacher
postulates for triangles should ensure that the student recollects SSS https://www
and quadrilaterals, and and SAS criteria.) .youtube.co
applies them to solve m/live/WR
geometric problems PROBLEM 1: (15 min) VgTZSuzZ
E?si=uNBq2
C-7.3: Proves theorems Teacher displays a problem on IFP / Green Board. OPNOZDh
using Euclid's axioms and
postulates - for angles, (38 min.
triangle, quadrilaterals, Vedantu
circles, area-related Diagonals AC and BD of a trapezium ABCD with AB//DC video on
theorems for triangles intersect each other at point O. Using a similarity criterion Similar
and parallelograms ை஺ ை஻ Triangles in
of two triangles, show that ை஼ ൌ ை஽ .
one shot)
Teacher asks the students to draw a trapezium ABCD
with AB//DC. Join diagonals AC and BD and mark the
intersecting point as O.
Teacher makes the student identify the relation to be
ை஺ ை஻ 1. In trapezium ABCD, AB//DC, diagonals
proved here, intersect at O. If OA=2x-3, OB=5,
ை஼
ൌ ை஽ .
OC=x+1 and OD=10, then find x.

Teacher makes the students prove the desired result and

asks few questions wherever necessary.
ை஺ ை஻
1. What makes ை஼ ൌ ை஽ ?
2. What are conclusions derived from AB//DC?
3. What triangles are similar here? And how?

At the end, teacher explains the entire process of the

proof, to conclude.
PROBLEM 2: (15 min)
Teacher makes the student into groups and ask
them to solve.

A girl of height 90 cm is walking away from the base of a

lamp post at a speed of 1.2 m/s. If the lamp post is 3.6 m
above the ground, find the length of her shadow after 4
seconds.

Teacher asks the students to visualize and draw a relevant

diagram from the given data.
Teacher asks to label the sketch and list the available Assignment:
information and what to find here. Repeat the activity with another two triangles
CD=90cm, AB=3.6m, DE=? with other angle other side measurements
such that same given conditions are met and
Teacher makes the students observe that the heights in verify the result.
the two triangles are known whereas the base lengths are
known.

Teacher asks the students to relook at the question for

any additional information that can help them find base
lengths.
BD= Distance travelled in 4 seconds at 1.2 m/s 1. How many centimeters for 1 meter.?
= (1.2 m/s)x(4 s) 2. What is the relation between distance,
= 4.8 m speed and time?
Teacher asks students to notice any relationship between
the heights and bases. (Teacher Note: Teacher should
ensure that the students identify AA similarity in triangles
ABE and CDE)
Teacher asks the students to write the relationship and
use it to find the unknown, DE.

Summative assessment plan- only where relevant

1. A vertical pole of length 6 metres casts a shadow 4 metres long on the ground and at the same time a tower casts a shadow 28 metres long. Find
the height of the tower.
2. Malik is standing outside in the sun. Malik is 72 feet tall and his shadow is 60 feet long. Sulekha is standing near Malik. Sulekha’s shadow is 56 feet
long. Draw a diagram to represent this situation and use it to calculate Sulekha’s height.
Teachers’ reflections and experiences:
1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?
2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?
3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?
4.How effective were the Materials and resources used in the lesson?
5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Triangles
Total no. of periods for this chapter: 9
Period no: 9/9
Sub Topic: Numerical and theoretical applications on Criterion for Similarity of Triangles
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
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ĂͿϮϬŵďͿϱϬŵĐͿϭϬϬŵĚͿϮϬϬŵ
Ϯ͘tŚĂƚǁŝůůďĞƚŚĞůĞŶŐƚŚŽĨƚŚĞƐŚĂĚŽǁŽĨƚŚĞƚŽǁĞƌǁŚĞŶ
sŝũĂǇ͛ƐŚŽƵƐĞĐĂƐƚƐĂƐŚĂĚŽǁŽĨϭϮŵ͍
ĂͿϳϱŵďͿϱϬŵĐͿϰϱŵĚͿϲϬŵ
ϯ͘tŚĂƚŝƐƚŚĞŚĞŝŐŚƚŽĨũĂǇ͛ƐŚŽƵƐĞ͍
ĂͿϯϬŵďͿϰϬŵĐͿϱϬŵĚͿϮϬŵ
ϰ͘tŚĞŶƚŚĞƚŽǁĞƌĐĂƐƚƐĂƐŚĂĚŽǁŽĨϰϬŵ͕ƐĂŵĞƚŝŵĞǁŚĂƚǁŝůů
ďĞƚŚĞůĞŶŐƚŚŽĨƚŚĞƐŚĂĚŽǁŽĨũĂǇ͛ƐŚŽƵƐĞ͍
ĂͿϭϲŵďͿϯϮŵĐͿϮϬŵĚͿϴŵ
ϱ͘tŚĞŶƚŚĞƚŽǁĞƌĐĂƐƚƐĂƐŚĂĚŽǁŽĨϰϬŵ͕ƐĂŵĞƚŝŵĞǁŚĂƚǁŝůů
ďĞƚŚĞůĞŶŐƚŚŽĨƚŚĞƐŚĂĚŽǁŽĨsŝũĂǇ͛ƐŚŽƵƐĞ͍
ĂͿϭϱŵďͿϯϮŵĐͿϭϲŵĚͿϴŵ
^^dhzϮ͗
ZŽŚĂŶǁĂŶƚƐƚŽŵĞĂƐƵƌĞƚŚĞĚŝƐƚĂŶĐĞŽĨĂƉŽŶĚĚƵƌŝŶŐƚŚĞ
ǀŝƐŝƚƚŽŚŝƐŶĂƚŝǀĞ͘,ĞŵĂƌŬƐƉŽŝŶƚƐĂŶĚŽŶƚŚĞŽƉƉŽƐŝƚĞ
ĞĚŐĞƐŽĨĂƉŽŶĚĂƐƐŚŽǁŶŝŶƚŚĞĨŝŐƵƌĞďĞůŽǁ͘dŽĨŝŶĚƚŚĞ
ĚŝƐƚĂŶĐĞďĞƚǁĞĞŶƚŚĞƉŽŝŶƚƐ͕ŚĞŵĂŬĞƐĂƌŝŐŚƚͲĂŶŐůĞĚ
ƚƌŝĂŶŐůĞƵƐŝŶŐƌŽƉĞĐŽŶŶĞĐƚŝŶŐǁŝƚŚĂŶŽƚŚĞƌƉŽŝŶƚĂƌĞ
ĂĚŝƐƚĂŶĐĞŽĨϭϮŵ͕ĐŽŶŶĞĐƚŝŶŐƚŽƉŽŝŶƚĂƚĂĚŝƐƚĂŶĐĞŽĨ
ϰϬŵĨƌŽŵƉŽŝŶƚĂŶĚƚŚĞĐŽŶŶĞĐƚŝŶŐƚŽƚŚĞƉŽŝŶƚ
ǁŚŝĐŚŝƐĂƌĞĂĚŝƐƚĂŶĐĞŽĨϯϬŵĨƌŽŵƐƵĐŚƚŚĞсϵϬϬ͘

ϭ͘tŚŝĐŚƉƌŽƉĞƌƚǇŽĨŐĞŽŵĞƚƌǇǁŝůůďĞƵƐĞĚƚŽĨŝŶĚƚŚĞĚŝƐƚĂŶĐĞ
͍
ĂͿ^ŝŵŝůĂƌŝƚǇŽĨƚƌŝĂŶŐůĞƐďͿdŚĂůĞƐdŚĞŽƌĞŵ
ĐͿWǇƚŚĂŐŽƌĂƐdŚĞŽƌĞŵĚͿƌĞĂŽĨƐŝŵŝůĂƌƚƌŝĂŶŐůĞƐ
Ϯ͘tŚĂƚŝƐƚŚĞĚŝƐƚĂŶĐĞ͍
ĂͿϱϬŵďͿϭϮŵĐͿϭϬϬŵĚͿϳϬŵ
ϯ͘tŚŝĐŚŝƐƚŚĞĨŽůůŽǁŝŶŐĚŽĞƐŶŽƚĨŽƌŵĂWǇƚŚĂŐŽƌĂƐƚƌŝƉůĞƚ͍
ĂͿ;ϳ͕Ϯϰ͕ϮϱͿďͿ;ϭϱ͕ϴ͕ϭϳͿĐͿ;ϱ͕ϭϮ͕ϭϯͿĚͿ;Ϯϭ͕ϮϬ͕ϮϴͿ
ϰ͘&ŝŶĚƚŚĞůĞŶŐƚŚ͍
ĂͿϭϮŵďͿϯϴŵĐͿϱϬŵĚͿϭϬϬŵ
ϱ͘&ŝŶĚƚŚĞůĞŶŐƚŚŽĨƚŚĞƌŽƉĞƵƐĞĚ͘
ĂͿϭϮϬŵďͿϳϬŵĐͿϴϮŵĚͿϮϮ
Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

1: In the given figure, PS/SQ = PT/TR and ‫ ס‬PST = ‫ ס‬PRQ. Prove that PQR is an isosceles triangle.

2: In the figure, DE // AC and DF // AE. Prove that BF/FE = BE/EC.

3: In the given figure, altitudes AD and CE of ∆ ABC intersect each other at the point P. Show that:

(i) ∆AEP ~ ∆ CDP

(ii) ∆ABD ~ ∆ CBE

(iii) ∆AEP ~ ∆ADB

(iv) ∆ PDC ~ ∆ BEC

4: A vertical pole of length 6 m casts a shadow 4 m long on the ground and at the same time a tower casts a shadow 28 m long. Find the height
of the tower.

5: In the figure, DE || BC. Find the length of side AD, given that AE = 1.8 cm, BD = 7.2 cm and CE = 5.4 cm.
WORKSHEET – I1

1. In the figure, if PQ || RS, prove that ∆ POQ ~ ∆ SOR.

2. A foot of a 10 m long ladder leaning against a vertical wall is 6 m away from the base of the wall.

Find the height of the point on the wall where the top of the ladder reaches.

3. Diagonals AC and BD of a trapezium ABCD with AB || DC intersect each other at the point O.

Using a similarity criterion for two triangles, show that OA/OC = OB/OD.

4. In fig., ‫ס‬1 = ‫ס‬2 and ‫ס‬3 = ‫ס‬4. Show that PT. QR = PR. ST.
5. In ∆ABC, D and E are the points on the sides AB and AC respectively such that DE || BC.

If AD = 6x – 7, DB = 4x – 3, AE = 3x – 3, and EC = 2x – 1 then find. the value of ‘x’.

SCALE FACTOR

Case study:

Ǥ

Ǥ Ǥ

αȀ

ǡǤ ǡ

ǡǡǤ Ǥ
ͳǣʹͲͲ

ͳ ʹͲͲ ʹǡ Ǥ

1. If the length of the model is 11cm, then the overall length of the engine in the photograph above, including the
couplings (mechanism used to connect) is:

Ȍʹʹ ȌʹʹͲ ȌʹʹͲȌʹʹ

2. What will affect the similarity of any two polygons?

ȌȌ

ȌȌǤ

3. What is the actual width of the door if the width of the door in photograph is 0.35cm?

ȌͲǤ͹ȌͲǤ͹ ȌͲǤͲ͹ ȌͲǤͲ͹

4. If two similar triangles have a scale factor 5:3 which statement regarding the two triangles is true?

ȌͳͷǣͳȌʹͷǣͳͷ

ȌͳͲǣͶȌ ͳͳǣͷ

5. The length of AB in the given figure:

Ȍͺ Ȍ͸ ȌͶ ȌͳͲ

ůĂƐƐϭϬ

Link
Chapter Name – Co-ordinate Geometry
Chapter Plan (Unit plan/ lesson plan)
THE FOLLOWING CIRCULAR GOALS (CG) AND COMPETENCIES (C) WILL BE DEVELOPED
THROUGH THIS CHAPTER

CURRICULAR GOALS(CG) COMPETENCIES (C)

CG-4: Analysis characteristics and properties of two- C-4.5: Specifies locations and describes spatial
dimensional geometric shapes and develops relationships using coordinate geometry, e.g., plotting a
mathematical arguments to explain geometric pair of linear equations and graphically finding the
relationships solution, or finding the area of triangle with given
coordinates as vertices

CG-7: Begins to perceive and appreciate the axiomatic C-7.2: Visualizes and appreciates geometric proofs for
and deductive structure of Mathematics algebraic identities and other proofs without words
ůĂƐƐϭϬ

MIND MAP
ůĂƐƐϭϬ

Period Wise Plan

WĞƌŝŽĚ dĞĂĐŚŝŶŐdŽƉŝĐƐ >ĞĂƌŶŝŶŐŽƵƚĐŽŵĞƐ
EƵŵďĞƌ
ϭ /ŶƚƌŽĚƵĐƚŝŽŶƚŽĐŽͲͲŽƌĚŝŶĂƚĞŐĞŽŵĞƚƌǇ ^ƚƵĚĞŶƚƐǁŝůůůĞĂƌŶŚŽǁƚŽƉƉůŽƚƉŽŝŶƚƐŽŶĂĐŽŽƌĚŝŶĂƚĞƉůĂŶĞƵƐŝŶŐ
ŽƌĚĞƌĞĚƉĂŝƌƐ;ǆ͕ǇͿĂŶĚƵŶĚĞƌƐƚĂŶĚƚŚĞƐŝŐŶŝĨŝĐĂŶĐĞŽĨĞĂĐŚĐŽŽƌĚŝŶĂƚĞŝŶ
ůŽĐĂƚŝŶŐĂƉŽŝŶƚ͘
Ϯ ŝƐƚĂŶĐĞĨŽƌŵƵůĂ ^ƚƵĚĞŶƚƐǁŝůůůĞĂƌŶĂŶĚĂƉƉůǇƚŚĞĚŝƐƚĂŶĐĞĨŽƌŵƵůĂƚŽĨŝŶĚƚŚĞĚŝƐƚĂŶĐĞ
ďĞƚǁĞĞŶƚǁŽƉŽŝŶƚƐŽŶƚŚĞĐŽŽƌĚŝŶĂƚĞƉůĂŶĞ͘
ϯ WƌŽďůĞŵƐďĂƐĞĚŽŶĚŝƐƚĂŶĐĞĨŽƌŵƵůĂ ŶĂďůĞƚŽůĞĂƌŶĞƌƐƚŽƚŚŝŶŬĐƌŝƚŝĐĂůůǇĂŶĚƐŽůǀĞƉƌŽďůĞŵƐďĂƐĞĚŽŶ
ŝƐƚĂŶĐĞĨŽƌŵƵůĂĂŶĚƵƐĞĚĂŵƵůƚŝĚŝƐĐŝƉůŝŶĂƌǇƉĞƌƐƉĞĐƚŝǀĞ
ϰ ^ĞĐƚŝŽŶĨŽƌŵƵůĂĂŶĚŵŝĚƉŽŝŶƚĨŽƌŵƵůĂ ^ƚƵĚĞŶƚƐǁŝůůůĞĂƌŶĂŶĚĂƉƉůǇƚŚĞƐĞĐƚŝŽŶĨŽƌŵƵůĂĨŽƌĨŝŶĚŽƵƚƚŚĞƉŽŝŶƚƐ
ŽŶƚŚĞůŝŶĞƐĞŐŵĞŶƚĨƌŽŵƚŚĞŐŝǀĞŶƌĂƚŝŽ͘ĚĚŝƚŝŽŶĂůůǇ͕ƚŚĞǇǁŝůů
ƵŶĚĞƌƐƚĂŶĚĂŶĚƵƐĞƚŚĞŵŝĚƉŽŝŶƚĨŽƌŵƵůĂƚŽĨŝŶĚƚŚĞŵŝĚƉŽŝŶƚďĞƚǁĞĞŶ
ƚǁŽƉŽŝŶƚƐ͘
ϱ WƌŽďůĞŵƐďĂƐĞĚŽŶƐĞĐƚŝŽŶĨŽƌŵƵůĂ ŶĂďůĞƚŽůĞĂƌŶĞƌƐƚŽƚŚŝŶŬĐƌŝƚŝĐĂůůǇĂŶĚƐŽůǀĞƉƌŽďůĞŵƐďĂƐĞĚŽŶƐĞĐƚŝŽŶ
ĨŽƌŵƵůĂĂŶĚƵƐĞĚĂŵƵůƚŝĚŝƐĐŝƉůŝŶĂƌǇƉĞƌƐƉĞĐƚŝǀĞ
ϲ WƌŽďůĞŵƐďĂƐĞĚŽŶŵŝĚƉŽŝŶƚĨŽƌŵƵůĂ ŶĂďůĞƚŽůĞĂƌŶĞƌƐƚŽƚŚŝŶŬĐƌŝƚŝĐĂůůǇĂŶĚƐŽůǀĞƉƌŽďůĞŵƐďĂƐĞĚŽŶ
ŵŝĚƉŽŝŶƚĨŽƌŵƵůĂĂŶĚƵƐĞĚĂŵƵůƚŝĚŝƐĐŝƉůŝŶĂƌǇƉĞƌƐƉĞĐƚŝǀĞ
ůĂƐƐϭϬ

Period plan (40 mins class)

Class: 10th
Chapter: Coordinate Geometry
Total no. of periods for this chapter: 6
Period no: 1
Sub Topic: Recapitulation of previous knowledge on Coordinate Geometry and Introduce the topic of
Coordinate Geometry of Class 10.
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
dĞĂĐŚĞƌĂƐŬƐƚŚĞĨŽůůŽǁŝŶŐƋƵĞƐƚŝŽŶƐĂŶĚƚĞƐƚƐƚŚĞ Grid Paper
or Graph

ƉƌĞǀŝŽƵƐŬŶŽǁůĞĚŐĞ͗;ϭϬŵŝŶͿ
paper and
stationery
ϭ͘ ǇƉůŽƚƚŝŶŐĂƉŽŝŶƚ͕͘͟͞ŽŶƚŚĞďŽĂƌĚ͕
^ƚƵĚĞŶƚƐǁŝůůůĞĂƌŶŚŽǁƚŽ ƚĞĂĐŚĞƌĂƐŬƐƚŚĞƐƚƵĚĞŶƚƐ͕ĐĂŶǇŽƵŝĚĞŶƚŝĨǇ
ƉůŽƚƉŽŝŶƚƐŽŶĂĐŽŽƌĚŝŶĂƚĞ ƚŚĞĞǆĂĐƚůŽĐĂƚŝŽŶŽĨƚŚĞƉŽŝŶƚŽŶƚŚĞ
ƉůĂŶĞƵƐŝŶŐŽƌĚĞƌĞĚƉĂŝƌƐ;ǆ͕
ǇͿĂŶĚƵŶĚĞƌƐƚĂŶĚƚŚĞ
ďŽĂƌĚ͊ĞŽƉĞŶƚŽƚŚĞƌĞƐƉŽŶƐĞƐŐŝǀĞŶďǇ
ƐŝŐŶŝĨŝĐĂŶĐĞŽĨĞĂĐŚ ƚŚĞƐƚƵĚĞŶƚƐ͘ŶĚĂƐŬĨŽƌƚŚĞǁĂǇƐƚŚĞǇ
ĐŽŽƌĚŝŶĂƚĞŝŶůŽĐĂƚŝŶŐĂƉŽŝŶƚ͘ ĂƌƌŝǀĞĚĂƚ͘
Ϯ͘ dĞĂĐŚĞƌĐŽŶǀĞǇƐƚŚĂƚǁĞƌĞƋƵŝƌĞĂĐůĞĂƌ 1. Can you locate a point with the following
reference axes?
ƌĞĨĞƌĞŶĐĞƚŽďĞǀĞƌǇƉƌĞĐŝƐĞ͘;dĞĂĐŚĞƌ
EŽƚĞ͗dĞĂĐŚĞƌƐŚŽƵůĚĞŶƐƵƌĞƚŚĂƚƚŚĞƌĞŝƐĂ
ŶĞĞĚŽĨŽŽƌĚŝŶĂƚĞĂǆĞƐƚŽĨŝŶĚƚŚĞĞǆĂĐƚ
ůŽĐĂƚŝŽŶŽĨƚŚĞŐŝǀĞŶƉŽŝŶƚ͘Ϳ
ůĂƐƐϭϬ

If possible, how can you? Explain!

ϯ͘ dĞĂĐŚĞƌĂƐŬƐƚŚĞƐƚƵĚĞŶƚƐƚŽŝĚĞŶƚŝĨǇƚŚĞ
ůŽĐĂƚŝŽŶŽĨƉŽŝŶƚďǇŽďƐĞƌǀŝŶŐƚŚĞĂďŽǀĞ
ĨŝŐƵƌĞ͘;dĞĂĐŚĞƌEŽƚĞ͗dĞĂĐŚĞƌƐŚŽƵůĚ
ĞŶƐƵƌĞƚŚĂƚƚŚĞƐƚƵĚĞŶƚƐŝĚĞŶƚŝĨǇƚŚĞ
ĚŝƐƚĂŶĐĞŽĨƚŚĞƉŽŝŶƚĨƌŽŵǆͲĂǆŝƐŝƐϰƵŶŝƚƐ
ĂŶĚĨƌŽŵǇͲĂǆŝƐŝƐϱƵŶŝƚƐͿ
ϰ͘ dĞĂĐŚĞƌĂƐŬƐƚŚĞƐƚƵĚĞŶƚƐƚŽƌĞƉƌĞƐĞŶƚƚŚĞ
ƉŽƐŝƚŝŽŶŽĨƚŚĞƉŽŝŶƚŝŶƚĞƌŵƐŽĨŽƌĚĞƌĞĚ
ƉĂŝƌ͘΀dĞĂĐŚĞƌEŽƚĞ͗dĞĂĐŚĞƌƐŚŽƵůĚĞŶƐƵƌĞ
ƚŚĂƚƐƚƵĚĞŶƚƐŝĚĞŶƚŝĨǇƚŚĞĚŝƐƚĂŶĐĞĨƌŽŵǇͲ
ĂǆŝƐĂƐǆͲĐŽŽƌĚŝŶĂƚĞ;ĂďƐĐŝƐƐĂͿĂŶĚĚŝƐƚĂŶĐĞ
ĨƌŽŵǆͲĂǆŝƐĂƐǇͲĐŽŽƌĚŝŶĂƚĞ;ŽƌĚŝŶĂƚĞͿĂŶĚ
ƉůĂĐĞƚŚĞƐĞĂƐĂŶŽƌĚĞƌĞĚƉĂŝƌ;ϱ͕ϰͿƚŽ 2. What is the horizontal line and vertical line
called?
ƌĞƉƌĞƐĞŶƚƚŚĞƉŽƐŝƚŝŽŶŽĨƉŽŝŶƚ͘΁ 3. What is the relation between these two
ϱ͘ dĞĂĐŚĞƌĂƐŬƐƚŚĞƐƚƵĚĞŶƚƐ͖ĐĂŶǇŽƵƐĂǇƚŚĞ lines?
4. What if the two lines are intersecting
ůŽĐĂƚŝŽŶŽĨŝŶƚĞƌƐĞĐƚŝŶŐƉŽŝŶƚŽĨƚŚĞƚǁŽ
other than 900?
ĂǆĞƐ͍;dĞĂĐŚĞƌEŽƚĞ͗dĞĂĐŚĞƌƐŚŽƵůĚ
ĞŶƐƵƌĞƚŚĂƚƚŚĞƐƚƵĚĞŶƚƐƌĞƐƉŽŶĚĂƐ;Ϭ͕ϬͿ
ĂŶĚŵĂŬĞƚŚĞƐƚƵĚĞŶƚƐƌĞĐĂůůƚŚĂƚŝƚŝƐĐĂůůĞĚ
KƌŝŐŝŶ͘Ϳ

ůĂƐƐϭϬ
d/s/dzϭ͗'ĂŵĞʹ,ŝƚŽƌDŝƐƐ;ϭϱŵŝŶͿ

DĂƚĞƌŝĂůZĞƋƵŝƌĞĚ͗'ƌŝĚWĂƉĞƌŽƌ'ƌĂƉŚWĂƉĞƌ͘
WƌŽĐĞƐƐ͗dŚƌĞĞƉĞƌƐŽŶƐ͕ĂŶĚƉĂƌƚŝĐŝƉĂƚĞ
ŝŶƚŚŝƐŐĂŵĞ͘WĞƌƐŽŶǁŝůůƐŚĂĚĞĂϯǆϯƐƋƵĂƌĞ
ďŽǆŝŶŚŝƐͬŚĞƌŐƌŝĚƉĂƉĞƌĂŶĚǁŽƵůĚŶ͛ƚƐŚŽǁŝƚ͘
ŶĚ,Ğͬ^ŚĞǁŝůůŐŝǀĞĐůƵĞŝŶǁŚŝĐŚƋƵĂĚƌĂŶƚŝƚ
ŝƐŝŶ͘
WĞƌƐŽŶǁŝůůƚŚŝŶŬĂŶĚŐŝǀĞĂƉĂŝƌŽĨ 5. Try the activity given in Text Book page
ĐŽŽƌĚŝŶĂƚĞƐĂŶĚƚŚĞŶWĞƌƐŽŶǁŝůůƐĂǇ,/dŝĨŝƚ number 99, under 2nd paragraph.
ŝƐŝŶŽƌŽŶƚŚĞďŽǆ͕ŝĨŶŽƚ͕ŚĞͬƐŚĞǁŝůůƐĂǇD/^^͘ 6. Plot the following points: P(-3,2), Q(-7,-3),
dŚĞƉƌŽĐĞƐƐĐŽŶƚŝŶƵĞƐƵŶƚŝůWĞƌƐŽŶƐĂǇƐ,/d͘ R(6,-3) and S(2,2).
WĞƌƐŽŶǁŝůůŽďƐĞƌǀĞŚŽǁƚŚĞǇĂƌĞƉůĂǇŝŶŐƚŚĞ Join them in the given order to form a
quadrilateral, and find its area.
ŐĂŵĞ͘
7. Plot the following points on the graph
sheet containing coordinate axes: A(1,3),
B(-2,2), C(-4,1), D(-5,0), E(-4,-1), F(-2,2),
d/s/dzϮ;ϭϱŵŝŶͿ G(1,-3), H(8,0), I(11,-3), J(10,0), K(11,3),
L(8,0), M(2,2) and N(3,4) and join them in
dĞĂĐŚĞƌĂƐŬƐƚŚĞƐƚƵĚĞŶƚƐƚŽǁƌŝƚĞƚŚĞ the given order. Also, plot another point P
(-3,1) and circle it. What beautiful figure do
ĐŽŽƌĚŝŶĂƚĞƐŽĨƚŚĞƉŽŝŶƚƐŐŝǀĞŶŝŶƚŚĞĨŝŐƵƌĞ͘ you obtain?

;dĞĂĐŚĞƌEŽƚĞ͗dĞĂĐŚĞƌƐŚŽƵůĚĨĂĐŝůŝƚĂƚĞ
ƐƚƵĚĞŶƚƐŝŶŝĚĞŶƚŝĨǇŝŶŐƚŚĞĐŽŽƌĚŝŶĂƚĞƐŽĨ
ůĂƐƐϭϬ
ƉŽŝŶƚƐǁŝƚŚƚŚĞƚĞĐŚŶŝƋƵĞůĞĂƌŶƚŝŶƉƌĞǀŝŽƵƐ
ĐůĂƐƐ͘Ϳ
YƵĞƐƚŝŽŶƐƚŽĚŝƐĐƵƐƐŝŽŶ͗
ϭ͘ EĂŵĞƚŚĞƐŚĂƉĞŽĨƚŚĞŐƌĂƉŚƐŝŶƚŚĞĨŝŐƵƌĞƐ
ŐŝǀĞŶĂďŽǀĞ͘
Ϯ͘ /ĚĞŶƚŝĨǇƚŚĞƚǇƉĞŽĨŐƌĂƉŚƐƚŚĞǇƌĞƉƌĞƐĞŶƚ͘
ϯ͘ tƌŝƚĞƚŚĞƐƚĂŶĚĂƌĚĨŽƌŵƐŽĨĞƋƵĂƚŝŽŶƐ
ƚŚĞƐĞŐƌĂƉŚƐƌĞƉƌĞƐĞŶƚ͘

dĞĂĐŚĞƌĐŽŶĐůƵĚĞƐƚŚĂƚŽŽƌĚŝŶĂƚĞ'ĞŽŵĞƚƌǇ
ŚĂƐďĞĞŶĚĞǀĞůŽƉĞĚĂƐĂŶĂůŐĞďƌĂŝĐƚŽŽůĨŽƌ
ƐƚƵĚǇŝŶŐŐĞŽŵĞƚƌǇŽĨĨŝŐƵƌĞƐ͘/ƚŚĞůƉƐƵƐƚŽ
ƐƚƵĚǇŐĞŽŵĞƚƌǇƵƐŝŶŐĂůŐĞďƌĂĂŶĚƵŶĚĞƌƐƚĂŶĚ
ĂůŐĞďƌĂǁŝƚŚƚŚĞŚĞůƉŽĨŐĞŽŵĞƚƌǇ͘
dĞĂĐŚĞƌĂůƐŽĐŽŵŵƵŶŝĐĂƚĞƐƚŚĂƚŽŽƌĚŝŶĂƚĞ
'ĞŽŵĞƚƌǇŝƐǁŝĚĞůǇĂƉƉůŝĞĚŝŶǀĂƌŝŽƵƐĨŝĞůĚƐ
ƐƵĐŚĂƐWŚǇƐŝĐƐ͕ŶŐŝŶĞĞƌŝŶŐ͕EĂǀŝŐĂƚŝŽŶ͕
^ĞŝƐŵŽůŽŐǇĂŶĚƌƚƐ͘
Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

C-7.2: Visualizes and

appreciates geometric proofs 1. Find the distance between the point A
for algebraic identities and (7,3) and B (-4,3)
other 'proofs without words.

Learning outcome:
^ƚƵĚĞŶƚƐǁŝůůůĞĂƌŶĂŶĚĂƉƉůǇ Teachers asks which property you will use to find the https://youtu.
ƚŚĞĚŝƐƚĂŶĐĞĨŽƌŵƵůĂƚŽĨŝŶĚ distance between S and R. be/z9gYxFV2
ƚŚĞĚŝƐƚĂŶĐĞďĞƚǁĞĞŶƚǁŽ Let us see another situation 2. Find the distance of the point P (3, -4) 3I0?si=du_SFl
ƉŽŝŶƚƐŽŶƚŚĞĐŽŽƌĚŝŶĂƚĞ from the origin. 6uWk90o3si
ƉůĂŶĞ͘ 25 min. video
of KVR
ůĂƐƐϭϬ
MATHS
ACADEMY
regarding
Introduction
& Distance
formula

1. Suppose two points lie on the x-axis can you find

the distance between them?
2. Consider two points A (4,0) and B (6,0) in the
given figure. Now what is the distance between
them?
3. Now, suppose we take two points on the y-axis.
Then find the distance between them?
4. If the points C (0,3) and D (0,8) lie on the y-axis
then what is the distance?
5. Next can you find the distance of A from C and the
distance of B from D.
Now
If we consider two points not lying on co-ordinates axis,
can we find the distance between them?
x Let us take two points P(4,6) and Q(6,8)
x Can you identify in which Quadrant they are
located?
x How can you apply Pythagoras theorem to find the
distance between them?
x Is it necessary to construct something
(Teachers note: Teacher has to ensure that the student
should know to draw PR and QS perpendicular to the x-
axis form P and Q respectively and also draw a
perpendicular from P on QS to meet QS at T)
x Teacher asks, can you give the co-ordinates of R
and S
x What is the distance between R and S
x Also, what is the distance between QS and PR +
TR mark the distance of PT and QT
ůĂƐƐϭϬ
x Now apply the Pythagoras theorem and calculate
the distance between PQ and give the answer.

Activity 2: (10 min)

Teacher asks how will you find the distance between two
points in two different quadrants?
Let us see one more situation

1. Consider the point P (6,4) and Q (-5, -3) now find

the distance between these two points
2. Is there any idea how to find?
(Teachers note: Teacher has to ensure that the student
identifies to draw QS perpendicular to x-axis also draw a
perpendicular PT from the point ‘P’ on QS to meet y-axis
at the point ‘R’)
3. Now find the length of PT and QT. Join QB use
Pythagoras theorem. Find the length of QP.
Distance formula: (20 min)
Teacher explains the derivation of distance formula by
repeating activity 3 with general points P (x1, y1) and
Q (x2, y2).

https://www.
youtube.com/
watch?v=7Pr
y4wmMBpA

x Teacher asks the students from fig. If OR=x1, OS =

x2 then what is the length of RS?
ůĂƐƐϭϬ
x Also, if SQ=y2, ST=PR=y then finds length of QT
(Teachers note: Teacher has to ensure that students should
identify PT=RS=x2-x1 and QT = y2-y1)
x Teacher asks to apply the Pythagoras theorem in
‫ܳܶܲپ‬
(Teachers note: Teacher has to ensure that the students
should apply the Pythagoras theorem and will get)
PQ2 = PT2 + QT2
= (x2-x1)2 + (y2-y1)2
PQ = ඥሺ‫ݔ‬ଶ െ ‫ݔ‬ଵ ሻଶ ൅ሺ‫ݕ‬ଶ െ ‫ݕ‬ଵ ሻଶ
Teacher concludes that the distance between any two
points P (x1, y1) and Q (x2, y2) is
PQ = ඥሺ‫ݔ‬ଶ െ ‫ݔ‬ଵ ሻଶ ൅ሺ‫ݕ‬ଶ െ ‫ݕ‬ଵ ሻଶ

Summative assessment plan- only where relevant

1. Example 1 & 2 from Text book page number 102, 103.
Teachers’ reflections and experiences:
¾ Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
¾ How well did the pedagogical strategies engage students and promote active participation in the learning
process?
¾ How effective were the materials and resources used in this lesson?
¾ How well did the assessment strategies measure student understanding and achievement of the learning
outcomes?
ůĂƐƐϭϬ
Chapter Plan(Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 7th
Chapter: Co-ordinate Geometry
Total no. of periods for this chapter: 06
Period no: 03
Key concepts: Distance between two points
Sub Topic: Problems based on distance formula
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- this Material
Indicators/micro- This should include activities to facilitate learning along should include strategies that will be used to required
competencies with broad time duration Check for Understanding - e.g.,
questions/worksheets/experiments/assignme
nts/self-assessment checklists/etc.
C-4.5: Specifies locations and Teaching learning process activity 1: (10 min) Graph
describes spatial relationships Teacher gives the following activity to test the previous sheets,
using coordinate geometry, knowledge of the students GeoGebra,
e.g., plotting a pair of linear Match the following by calculating the distance between stationary.
equations and graphically the points.
finding the solution, or Points Distance 1. Check the collinearity for the points A
1. A (2,0), B (5,0) a) ξ͸ͺ units (9,6), B (7,4), C (0,3).
finding the area of triangle
with given coordinates as 2. M (0,8), N (0,12) b) ξ͹͵ units
vertices. 3. P (0,0), Q (-5,7) c) 3 units
4. S (-5,6), T (3, -0) d) 4 Units
Learning Outcome:
Teacher explains the problems based on the distance
ŶĂďůĞƚŽůĞĂƌŶĞƌƐƚŽƚŚŝŶŬ formula
ĐƌŝƚŝĐĂůůǇĂŶĚƐŽůǀĞƉƌŽďůĞŵƐ x Determine if the points (1,5) (2,3) and (-2, -11) are
ďĂƐĞĚŽŶŝƐƚĂŶĐĞĨŽƌŵƵůĂ collinear.
ĂŶĚƵƐĞĚĂŵƵůƚŝĚŝƐĐŝƉůŝŶĂƌǇ x To solve the problem teacher asks the following
ƉĞƌƐƉĞĐƚŝǀĞ questions.
1. Give some real-life examples for collinear points?
2. Let us name the given points as P (1,5), Q (2,3) and R
(-2, -11)
(Teachers note: Find the distance between the points i.e.
PQ, QR, RP and give instructions to check whether the
sum of the lengths of any two distances is equal to the
ůĂƐƐϭϬ
length of the third distance. If so, the given points are
colinear.)
(Teachers note: Teacher helps the students to solve the
problem if necessary)

Activity 2: (5 min) 2. If two vertices of an equilateral triangle

Match the following be (0,0) (3,ξ͵). Find the third vertex

Quadrilateral type Properties

1. Square a) All sides are equal
2. Rectangle b) Opposite sides are equal
3. Parallelogram c) All sides are equal,
diagonals are equal
4. Rhombus d) Opposite sides are equal,
diagonals are equal

Problem 2: (15 min)

Name the type if the quadrilateral formed. If any by the
following points and give reasons for your answers.
A (-11, -2) B (1,0) C (-1,2) D (-3,0) https://youtu.
Teacher asks the students to fund the length of all the sides be/-
of quadrilateral by using distance formula i.e. AB, BC, CD, qiEb6bPWL
DA and also the length of the diagonals AC, BD. Q?si=EUA1I
Check the relationship between the sides of the u3LYkvrndE
quadrilateral as well as the diagonals and give conclusion. I
(Teachers note: Teacher helps the students to solve the 4 min. smart
problem if necessary) slate video
regarding
Problem 3: (10 min) 3. Show that the quadrilateral whose solving
Find the point on the x-axis which is equidistant from (2, - vertices are (1,3) (2,6) (5,7) and (4,-4) problems on
5) and (-2,9) is a Rhombus. distance
formula
Teacher explains the given question by asking the
following questions.

1. What is the general form of the point on the x-axis

ůĂƐƐϭϬ

2. Find the distance between the point on the x-axis to

the given points A (2, -5) and B (-2,9) i.e., PA, PB
3. Equate the two distances and find the value of
variable?
(Teachers note: Teacher will help the students while doing
calculation if necessary)

+Summative assessment plan- only where relevant

1. From Ex. 7.1 do the problems 4,5,8,9,10 problems.

Teachers’ reflections and experiences:

Teaching Learning Process Formative Assessment

C-4.5: Specifies 7.3 Section Formula:
locations and Activity:
describes spatial To understand the concept properly,
relationships using teacher conducts an activity by giving the
coordinate geometry, following situation. (15 min)
e.g., plotting a pair of https://yo
linear equations and utu.be/Ko
graphically finding the Y wWdT5Ic
solution, or finding B (36,15) aQ?si=2Z
the area of triangle (X, Y)P C Ae_fUvZq
with given uHFTWp
coordinates as A
vertices O D E X
ůĂƐƐϭϬ
5 min.
Learning outcome: BIJU’S
^ƚƵĚĞŶƚƐǁŝůůůĞĂƌŶĂŶĚĂƉƉůǇ video
ƚŚĞƐĞĐƚŝŽŶĨŽƌŵƵůĂĨŽƌĨŝŶĚ Let us recall the situation in Section 7.2 explaining
ŽƵƚƚŚĞƉŽŝŶƚƐŽŶƚŚĞůŝŶĞ suppose a Telephone Company wants to section
ƐĞŐŵĞŶƚĨƌŽŵƚŚĞŐŝǀĞŶƌĂƚŝŽ͘
position a relay tower at ‘P’ between A and formula
ĚĚŝƚŝŽŶĂůůǇ͕ƚŚĞǇǁŝůů
ƵŶĚĞƌƐƚĂŶĚĂŶĚƵƐĞƚŚĞ
B in such a way that the distance of the
ŵŝĚƉŽŝŶƚĨŽƌŵƵůĂƚŽĨŝŶĚƚŚĞ tower from ‘B’ is twice its distance from ‘A’:
ŵŝĚƉŽŝŶƚďĞƚǁĞĞŶƚǁŽ ¾ If ‘P’ lies on AB: it will divide ‘AB’ in the
ƉŽŝŶƚƐ͘ ratio 1:2, if we take ‘A’ as the origin ‘o’
and 1Km as one unit on both the axis. Material
The co-ordinates of ‘B’ will be (36,15) Graph
in order to known the position of the sheet
tower we must know the position of stationary
‘P’. GeoGebr
¾ How do we find the position of co- a
ordinates of ‘P’?
¾ Teacher asks the students to take the
point ‘P’ as (x, y).
¾ Is the given information being
sufficient to find the co-ordinates of ‘P’.
¾ What are the extra constructions we
C-7.2: Visualizes and have to do?
appreciates (Teacher’s note: Teacher should give
geometric proofs for instructions to the students, to find the
algebraic identities position of ‘P’ there is a need to draw
and other 'proofs perpendiculars from ‘P’ and ‘B’ to the x-axis
without words meeting it in ‘D’ and ‘E’ respectively. Draw
PC BE)
¾ Teacher asks the students from figure
find the distances of OD, PC, BC & PD.
ůĂƐƐϭϬ
¾ Teacher asks the students to consider
ᶭOPD, and ᶭ, and identify which
criteria is applicable to prove these
two triangles are similar from which
that you have already studied in Ch: 6.
¾ Check and compare the ratio of the
corresponding sides and from the
equations.
[ Teachers note: Teacher should ensure that
the students should do the calculation
properly to get the point ‘P’ as (12,5)]
(25 min)
Teacher concludes that we can check that P
(12,5) meets the condition that OP:PB=1:2.
¾ By showing this above activity, teacher
explain how to obtain the general 1) Find the co-ordinates of a
formula B(X2,Y2) point A, where AB is a
Y C diameter of the circle with
Q center (3, -1) and the point B
A(X1,Y1) (2,6)
2) Find the co-ordinates of
appoint P which divides the
0 R S T X line segment joining the point
(4,-3) and (9, 7) internally in https://ww
Let us consider any two pints A(x,y) and the ratio 3:2. w.youtube.
B(X2:Y2) and assume that P(x,y) divide AB, com/watch?
internally in the ratio m1:m2 i.e., v=VvINYLS
ࡼ࡭ ࢓૚ 4Gys
=
ࡼ࡮ ࢓૛
and the procedure we followed for the above
activity is applicable for the derive the
section formula)
ůĂƐƐϭϬ
Teacher concludes that, so, the co-ordinates
of the point P(x,y) which divides the line
segment joining the points (x1, y1)
and (x2, y2) is the ratio m1:m2 is

࢓૚࢞૛ା࢓૛࢞૚ ࢓૚࢟૚ା࢓૛࢟૚
P(x , y) =( , )
࢓૚ା࢓૛ ࢓૚ା࢓૛

¾ (Teachers note: Teacher has to ensure

that the student should identify that
this formula can also be derived by
drawing perpendiculars from A, P and
B on the y-axis and proceedings as
3) Find the midpoint of the line
above)
joining the points A (7,4) and
Special case:
B (6, -5)
Teachers note: Teacher has to ensure that
the midpoint of a line segment divide the
line in the ratio 1:1. So, the co-ordinates of
midpoint ‘P’. of the line joining the points
A(x1,y1) and B(x2 y2) is

૚ࢄ૚ା૚࢞૛ ૚ࢅ૚ା૚ࢅ૛ ࢄ૚ାࢄ૛ ࢅ૚ାࢅ૛

ሺ ૚ା૚
, ૚ା૚
ሻ=ሺ ૛ , ૛ )
Summative assessment plan- only where relevant
&ŝŶĚƚŚĞĐŽŽƌĚŝŶĂƚĞƐŽĨƚŚĞƉŽŝŶƚǁŚŝĐŚĚŝǀŝĚĞƐƚŚĞůŝŶĞƐĞŐŵĞŶƚũŽŝŶŝŶŐƚŚĞƉŽŝŶƚƐ;ϰ͕ʹϯͿĂŶĚ;ϴ͕ϱͿŝŶƚŚĞƌĂƚŝŽϯ͗ϭŝŶƚĞƌŶĂůůǇ
Teachers’ reflections and experiences:
¾ Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better alignment?
¾ How well did the pedagogical strategies engage students and promote active participation in the learning process?
¾ How effective were the materials and resources used in this lesson?
¾ How well did the assessment strategies measure student understanding and achievement of the learning outcomes?
ůĂƐƐϭϬ
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Coordinate Geometry
Total no. of periods for this chapter: 6
Period no: 5
Sub Topic :1) Problems based on section formula
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments/
assignments/self-assessment
checklists/etc.
Teaching Learning Process
C-4.5: Specifies locations and Techer explain different model problems related
describes spatial relationships section formula
using coordinate geometry, Problem:1 (10 min)
e.g., plotting a pair of linear Find the coordinates of the points of trisection of the line
equations and graphically segment joining (4,-1) (-2,-3).
finding the solution, or finding Teacher ask the Students to take any two points P and Q
the area of triangle with given on the line segment joining the points A(4,-1) and B(-2,-3).
coordinates as vertices ¾ (Teachers note: Teacher has to ensure that the https://youtu.
student should come to know that Tri sectional be/XXjEX1hn
point means, two points which divides the given bgM?si=Hvg_
Learning Outcome: line segment in to three equal parts AP, PQ, QR P uDA_-_Yb--
ŶĂďůĞƚŽůĞĂƌŶĞƌƐƚŽƚŚŝŶŬ divides AB in the ratio 1:2, Q divides AB in the Ze
ĐƌŝƚŝĐĂůůǇĂŶĚƐŽůǀĞƉƌŽďůĞŵƐ ratio 2:1, 1:2 and 2:1 17 min. Math
e Trics video
ďĂƐĞĚŽŶƐĞĐƚŝŽŶĨŽƌŵƵůĂĂŶĚ
on Section
ƵƐĞĚĂŵƵůƚŝĚŝƐĐŝƉůŝŶĂƌǇ
A P Q Formula and
ƉĞƌƐƉĞĐƚŝǀĞ
B Mid-point

¾ Teacher explains the question as follows: -

ůĂƐƐϭϬ
1) Name the given points as A(4,1) B (-2,-3) asks
the Students, to find the co-ordinates of the
point ‘P’. Which divides the line segment ‘AB’
in the ratio 1:2, by using section formula? Material
¾ Also find the co-ordinates of the points ‘Q’ which Requirement
divides the given line segments ‘AB’ in the ratio 2:1
by using section formula.
(Teachers note: Teacher should help the students for
substituting the values and getting the answer if necessary)

Problem: 2 (15 min)

Find the ratio in which the line segment joining the points (-
C-7.2: Visualises and 3, 10) and (6,-8) divided by (-1,6).
appreciates geometric ¾ Teacher explains the problem by given the
proofs for algebraic following instructions and asking questions.
identities and other ¾ Name the given points as A(-3,10) B(6,-8) and let
'proofs without words the point P(-1,6) divides line segment in to two
parts in the ratio m1 : m2.
¾
A(-3,10) m1 m2 B(6,-8)
P(-1,6)
¾ Write the section Formula and substitute
the values.

¾ Equate the x co-ordinates and y co-ordinates

¾ Do proper calculation and get the ratio m1 : m2.
(Teachers note: Teacher has to ensure that the student
should do the proper calculation to get the answer)

Problem 3: (15 min)

Find the ratio in which the line segment joining A (1, -5) and
B(-4,5) is divided by the x –axis. Also find the co-ordinates
of the point of division.
¾ Teacher explains the given problem by giving the
following instructions.
¾ Let the ratio in which the line segment joining A
(1, -5) and B (-4,5) is divided by the x-axis be K:1.
¾ The co-ordinates of the point of division say
ůĂƐƐϭϬ
P (x, y).
¾ Teacher asks the students to apply the section
formula and substitute all the given values. Formative Assessment
(Teachers note: Teach should give the instructions for the
students that the y-co-ordinate of any point on the x-axis is
‘0’) by equating y co-ordinate is ‘0’. Find the value of K?) 1) Point P divides the line Segment joining
the points A(2,1) and B(5,-8) such that
Teacher concludes that the x-axis divides the line segment ஺௉ ଵ
஺஻
ൌ ଷ. If P lies on the line 2x-y+k=0,
in the ratio 1:1 and the co-ordinates of the point of division
ିଷ find the value of k.
P(x, y)=( ଶ ,0) 2) Find the ratio, in which the y-axis divides
the line segment joining the points
3) (5, -6) and (-1,-4). Also, find the point of
intersection.

Summative assessment plan- only where relevant

Teachers’ reflections and experiences:
¾ Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
¾ How well did the pedagogical strategies engage students and promote active participation in the learning
process?
¾ How effective were the materials and resources used in this lesson?
¾ How well did the assessment strategies measure student understanding and achievement of the learning
outcomes?
ůĂƐƐϭϬ
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Coordinate Geometry
Total no. of periods for this chapter: 6
Period no: 6
Sub Topic: Problems based on midpoint formula.
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-4.5: Specifies locations and WƌŽďůĞŵϭ͗;ϭϬŵŝŶͿ
describes spatial relationships
using coordinate geometry, e.g., &ŝŶĚƚŚĞĐŽͲŽƌĚŝŶĂƚĞŽĨƚŚĞƉŽŝŶƚǁŚĞƌĞŝƐ YƵĞƐƚŝŽŶŶŽ͘ϭ
plotting a pair of linear ƚŚĞĚŝĂŵĞƚĞƌŽĨƚŚĞĐŝƌĐůĞŝƚƐĐĞŶƚĞƌŝƐ;Ϯ͕ͲϯͿĂŶĚ /Ĩ;ϭ͕ϮͿ͕;ϰ͕ǇͿ͕;y͕ϲͿĂŶĚ;ϯ͕ϱͿĂƌĞƚŚĞǀĞƌƚŝĐĞƐŽĨĂ
equations and graphically finding ŝƐ;ϭ͕ϰͿ͘ ƉĂƌĂůůĞůŽŐƌĂŵƚĂŬĞŶŝŶŽƌĚĞƌ͕ƚŚĞŶĨŝŶĚ͚ǆ͛ĂŶĚ͚Ǉ͛͘
the solution, or finding the area
of triangle with given

coordinates as vertices ¾ dĞĂĐŚĞƌĂƐŬƐƚŚĞƐƚƵĚĞŶƚƐƚŽƌĞƉƌĞƐĞŶƚƚŚĞ
ŐŝǀĞŶƐŝƚƵĂƚŝŽŶǁŝƚŚƚŚĞĚŝĂŐƌĂŵ͘
Learning Outcome:
ŶĂďůĞƚŽůĞĂƌŶĞƌƐƚŽƚŚŝŶŬ
ĐƌŝƚŝĐĂůůǇĂŶĚƐŽůǀĞƉƌŽďůĞŵƐ
ďĂƐĞĚŽŶŵŝĚƉŽŝŶƚĨŽƌŵƵůĂ
ĂŶĚƵƐĞĚĂŵƵůƚŝĚŝƐĐŝƉůŝŶĂƌǇ

ƉĞƌƐƉĞĐƚŝǀĞ

¾ dĂŬĞƚŚĞĐŽͲŽƌĚŝŶĂƚĞŽĨƚŚĞƉŽŝŶƚďĞ;Ś͕ŬͿ

ůĂƐƐϭϬ
¾ DŝĚƉŽŝŶƚŝƐ;Ϯ͕ͲϯͿǁŚŝĐŚŝƐĐĞŶƚĞƌŽĨƚŚĞ

ĐŝƌĐůĞ͘

¾ ŽͲŽƌĚŝŶĂƚĞƐŽĨс;ϭ͕ϰͿ

¾ ƉƉůǇƚŚĞŵŝĚƉŽŝŶƚĨŽƌŵƵůĂĨŽƌƚŚĞƉŽŝŶƚƐ

ĂŶĚĂŶĚĞƋƵĂƚĞǁŝƚŚƚŚĞƉŽŝŶƚ;Ϯ͕ͲϯͿĂŶĚ

ŐŝǀĞƚŚĞĐŽͲŽƌĚŝŶĂƚĞƐŽĨ͘

WƌŽďůĞŵϮ͗;ϭϬŵŝŶͿ

/Ĩ͕ĂƌĞ;ͲϮ͕ͲϮͿĂŶĚ;Ϯ͕ͲϰͿƌĞƐƉĞĐƚŝǀĞůǇ͕ĨŝŶĚƚŚĞ

ĐŽͲŽƌĚŝŶĂƚĞƐŽĨ͚W͛ƐƵĐŚƚŚĂƚWс;ϯͬϳͿĂŶĚW
ůŝĞƐŽŶƚŚĞůŝŶĞƐĞŐŵĞŶƚ͘
¾ dĞĂĐŚĞƌĞǆƉůĂŝŶƐƚŚĞƉƌŽďůĞŵďǇŐŝǀŝŶŐ

ĨŽůůŽǁŝŶŐŝŶƐƚƌƵĐƚŝŽŶƐ͗

ĂͿ dŚĞĐŽͲŽƌĚŝŶĂƚĞƐŽĨƉŽŝŶƚƐĂŶĚĂƌĞ
;ͲϮ͕ͲϮͿĂŶĚ;Ϯ͕ͲϰͿƌĞƐƉĞĐƚŝǀĞůǇ͘
^ŝŶĐĞWс;ϯͬϳͿ
¾ &ŝŶĚƚŚĞƌĂƚŝŽŽĨW͗W

¾ /ƐW͗Wсϯ͗ϰ;ŚŽǁ͍Ϳ
¾ ^ŽŝŶǁŚŝĐŚƌĂƚŝŽWĚŝǀŝĚĞƐ

¾ ƉƉůǇƚŚĞƐĞĐƚŝŽŶĨŽƌŵƵůĂĨŽƌĂŶĚǁŝƚŚ

ƌĂƚŝŽϯ͗ϰ͕ǁĞǁŝůůŐĞƚƚŚĞĐŽͲŽƌĚŝŶĂƚĞƉŽŝŶƚ

W͘

WƌŽďůĞŵϯ͗;ϭϬŵŝŶͿ

ůĂƐƐϭϬ
&ŝŶĚƚŚĞĐŽͲŽƌĚŝŶĂƚĞƐŽĨƚŚĞƉŽŝŶƚǁŚŝĐŚĚŝǀŝĚĞƐ
What is the ratio AP:AB?
ƚŚĞůŝŶĞƐĞŐŵĞŶƚũŽŝŶŝŶŐ;ͲϮ͕ϮͿĂŶĚ;Ϯ͕ϴͿŝŶƚŽ

ĨŽƵƌĞƋƵĂůƉĂƌƚƐ͘

¾ dĞĂĐŚĞƌĂƐŬƐƚŚĞƐƚƵĚĞŶƚƐƚŽĚƌĂǁƚŚĞ
Write the coordinates of P?
ĨŝŐƵƌĞĨŽƌƚŚĞŐŝǀĞŶĐŽŶĚŝƚŝŽŶ͘

;dĞĂĐŚĞƌEŽƚĞ͗dĞĂĐŚĞƌŚĂƐƚŽĞŶƐƵƌĞƚŚĂƚƚŚĞ

ƐƚƵĚĞŶƚƐƐŚŽƵůĚƵŶĚĞƌƐƚŽŽĚƚŚĞƚŚƌĞĞƉŽŝŶƚƐW͕Y
ĂŶĚZĂƌĞĚŝǀŝĚŝŶŐƚŚĞŐŝǀĞŶůŝŶĞƐĞŐŵĞŶƚŝŶƚŽƚŚĞ

ĞƋƵĂůƉĂƌƚƐ͕ǁŚŝĐŚŝƐWсWYсYZсZͿ

^ŽůǀĞƚŚĞƉƌŽďůĞŵ͕
dĞĂĐŚĞƌĂƐŬƐƚŚĞƐƚƵĚĞŶƚƐƚŽĨŝŶĚĐŽͲŽƌĚŝŶĂƚĞƐŽĨ

͘ P is the midpoint of which line segment?
ƉƉůǇŵŝĚƉŽŝŶƚĨŽƌŵƵůĂĨŽƌ͘

Q is the midpoint of which line segment?
¾ dŽĨŝŶĚƚŚĞĐŽͲŽƌĚŝŶĂƚĞƐŽĨWĂƉƉůǇƚŚĞ

ŵŝĚƉŽŝŶƚĨŽƌŵƵůĂĨŽƌĂŶĚ͘ R is the midpoint of which line segment?

¾ dŽĨŝŶĚƚŚĞĐŽͲŽƌĚŝŶĂƚĞƐŽĨZĂƉƉůǇ

ŵŝĚƉŽŝŶƚĨŽƌŵƵůĂĨŽƌYĂŶĚ͘

WƌŽďůĞŵϰ͗;ϭϬŵŝŶͿ
&ŝŶĚƚŚĞĂƌĞĂŽĨĂZŚŽŵďƵƐ͕ŝĨŝƚŝƐǀĞƌƚŝĐĞƐĂƌĞ

;ϯ͕ϬͿ͕;ϰ͕ϱͿ͕;ϭ͕ϰͿĂŶĚ;ͲϮ͕ͲϭͿ͕ƚĂŬĞŶŝŶŽƌĚĞƌƐ͘

ůĂƐƐϭϬ
;dĞĂĐŚĞƌƐEŽƚĞ͗ƚŚĞƚĞĂĐŚĞƌŚĂƐƚŽĞŶƐƵƌĞƚŚĂƚ

ƚŚĞƐƚƵĚĞŶƚƐƐŚŽƵůĚƵŶĚĞƌƐƚĂŶĚƚŚĞŐŝǀĞŶ

ƉƌŽďůĞŵƚŽƐŽůǀĞ͘Ϳ

¾ dĞĂĐŚĞƌĂƐŬƐƚŚĞƐƚƵĚĞŶƚƐƚŽĚƌĂǁƚŚĞ
ZŚŽŵďƵƐǁŝƚŚĚŝĂŐŽŶĂůƐ͘
¾ &ŝŶĚƚŚĞůĞŶŐƚŚŽĨƚŚĞĚŝĂŐŽŶĂůƐĂŶĚK

ďǇƵƐŝŶŐŝƐƚĂŶĐĞĨŽƌŵƵůĂ͘
¾ tƌŝƚĞƚŚĞĨŽƌŵƵůĂĨŽƌĨŝŶĚƚŚĞĂƌĞĂŽĨ

ZŚŽŵďƵƐ͘

ƌĞĂŽĨZŚŽŵďƵƐс;ϭͬϮͿĚϭΎĚϮ
tŚĞƌĞĚ͗ŝĂŐŽŶĂůŽĨZŚŽŵďƵƐ͘
¾ ^ƵďƐƚŝƚƵƚĞƐƚŚĞǀĂůƵĞƐ
¾ zŽƵǁŝůůŐĞƚƚŚĞĂƌĞĂŽĨZŚŽŵďƵƐ͘
;dĞĂĐŚĞƌEŽƚĞ͗ƚĞĂĐŚĞƌƐŚŽƵůĚŚĞůƉƚŚĞƐƚƵĚĞŶƚƐ

ǁŚŝůĞĚŽŝŶŐĐĂůĐƵůĂƚŝŽŶŝĨŶĞĐĞƐƐĂƌǇ͘

ůĂƐƐϭϬ

Summative assessment plan- only where relevant
^ŽůǀĞƚŚĞƉƌŽďůĞŵƐϯĂŶĚϲĨƌŽŵĞǆĞƌĐŝƐĞϳ͘Ϯ͘
Teachers’ reflections and experiences:
¾ Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
¾ How well did the pedagogical strategies engage students and promote active participation in the learning
process?
¾ How effective were the materials and resources used in this lesson?
¾ How well did the assessment strategies measure student understanding and achievement of the learning
outcomes?
ůĂƐƐϭϬ

Worksheet Number 1
Multiple Choice Questions

1. The midpoint of the lie segment AB is (0, 4). If the coordinates of B are (-2, 3) then the coordinates of A are?
a) (2, 5)
b) (-2, -5)
c) (2, 9)
d) (-2, 11)

2. If the point A is (4, 3) and B is (x, 5) are on the circle with a centre O (2, 3) then the value of an ‘x’ is?
a) 0
b) 1
c) 2
d) 3

3. If three points (0, 0), (3, √3), and (3, λ) form an equilateral triangle, then λ equals to?
ůĂƐƐϭϬ
a) 2
b) -3
c) -4
d) None of these

4. The distance between the points (a cosᅷ + b sinᅷ, 0) and (0, a sinᅷ + b cosᅷ), is
a) ܽଶ + ܾ ଶ
b) ܽଶ - ܾ ଶ
c) ξܽଶ ൅ ܾ ଶ
d) ξܽଶ െ ܾ ଶ

5. If AOBC is a rectangle whose three vertices are A(0, 3), O(0, 0), and B(5, 0), then the length of the diagonal is
a) 5
b) 3
c) ξ͵Ͷ
d) 4

Worksheet Number 2
Short Answer Questions

1. Find the distance of points P(x, y) from the origin.

ůĂƐƐϭϬ

2. If A is a point on the y-axis, whose ordinate is 3 and coordinates of point B are (-5, 2), then find the distance of
AB.

3. P(-2, 5) and Q(3, 2) are two points. Find the coordinates of the points R on PQ such that PR = 2QR.

4. Find the coordinates of the point R on the line segment joining the point P(-1, 3), and Q(2, 5) such that PR =
ଷ
PQ.
ହ

5. If the coordinates of one end of the diameter of a circle are (2, 3) and the coordinates of its center are (-2, 5).
Find the coordinates of the other end of the diameter.

6. In what ratio does the X-axis divide the line segment joining the points (2. -3) and (5, 6)? Also, find the
coordinates of points.

7. Find the coordinates of a point A, when AB is the diameter of the circle, whose centre is (4, -3) and B is (2, 6).

8. Find the perimeter of the triangle formed by points (0, 0), (1, 0), and (0, 1).

9. Find the value of k, for which the distance between the points A(k, -5) and B(2, 7) is 13 units.
ůĂƐƐϭϬ
10. Show that if the circle has its centre at the origin and a point P(5, 0) lies on it, then the points Q (6, 8) lie
outside the circle.

Worksheet Number 3
Case Based Questions

CASE STUDY 1:

ǡ ͳ ǡ

ǡͳͲͲ ͳ ǡ
ǤͳȀͶ ʹǤͳȀͷ
Ǥ

ůĂƐƐϭϬ

ͳǤ

ȌȋʹǡʹͷȌȌȋʹǡͲǤʹͷȌ ȌȋʹͷǡʹȌȌȋͲǡǦʹͷȌ

ʹǤ

ȌȋͺǡͲȌȌȋʹͲǡͺȌ ȌȋͺǡʹͲȌȌȋͺǡͲǤʹȌ

͵Ǥ ǫ

ȌξͶͳȌξͳͳ Ȍξ͸ͳȌξͷͳ

ͶǤ ǡ

ȌȋͷǡʹʹǤͷȌȌȋͳͲǡʹʹȌ ȌȋʹǡͺǤͷȌȌȋʹǤͷǡʹͲȌ
ůĂƐƐϭϬ
ͷǤ Ǧ ǡǡ
ǫ

Ȍȋ͵ǤͷǡʹͶȌȌȋͲǤͷǡͳʹǤͷȌ ȌȋʹǤʹͷǡͺǤͷȌȌȋʹͷǡʹͲȌ

CASE STUDY 2:

Ǥ

ͳ Ǥ
ǤǤ

ͳǤǡ

ȌȋͶǡ͸ȌȌȋ͸ǡͶȌ ȌȋͲǡ͸ȌȌȋͶǡͲȌ

ʹǤ ǡǫ

Ȍȋͺǡ͸ȌȌȋ͵ǡͳͲȌ ȌȋͳͲǡ͵ȌȌȋͲǡ͸Ȍ

͵Ǥ ǡǫ
ůĂƐƐϭϬ
Ȍȋ͸ǡͳ͵ȌȌȌȋǦ͸ǡͳ͵Ȍ ȌȋǦͳ͵ǡ͸ȌȌȋͳ͵ǡ͸Ȍ

ͶǤ

ȌͶǤͷȌ͸ ȌͺȌ͸Ǥʹͷ

ͷǤ

ȌͺȌͷ Ȍ͸ǤʹͷȌͶǤͷ

A person is riding his bike on a straight road towards East from his college to city A and then to city B. At some
point in between city A and city B, he suddenly realises that there is not enough petrol for the journey. Also, there
is no petrol pump on the road between these two cities.

x Based on the above information, answer the following questions.

(i) The value of y is equal to

(a) 2 (b) 3 (c) 4 (d) 5

(ii) The value of x is equal to

(a) 4 (b) 5 (c) 8 (d) 7

(iii) If M is any point exactly in between city A and city B, then coordinates of M are
ůĂƐƐϭϬ
(a) 3,3 (b) 4,4 (c) 5,5 (d) 6,6
(iv) The ratio in which A divides the line segment joining the points O and M is

(a) 1:2 (b) 2.1 (c) 3.2 (d) 2.3

(v) If the person analyse the petrol at the point M(the midpoint of AB), then what should be his decision?
(a) Should he travel back to (b) Should try his luck to move towards city
college B
(c) Should be travel back to city A (d) None of these
ŚƚƚƉƐ͗ͬͬĞƉĂƚŚƐŚĂůĂ͘ŶŝĐ͘ŝŶͬƚŽƉŝĐͲĚ͘ƉŚƉ͍ŝĚсϭϬϲϮ,Ϭϴ

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8. INTRODUCTION TO TRIGONOMETRY
Chapter Plan (Unit plan/ lesson plan)
The following curricular goals (CG) and competencies (C) will be developed through this
Chapter
CURRICULAR GOALS(CG) COMPETENCIES (C)
'Ͳϰ͗ ŶĂůǇƐĞƐ ĐŚĂƌĂĐƚĞƌŝƐƚŝĐƐ ĂŶĚ ƉƌŽƉĞƌƚŝĞƐ ŽĨ ƚǁŽͲ Ͳϰ͘ϲ͗ hŶĚĞƌƐƚĂŶĚƐ ƚŚĞ ĚĞĨŝŶŝƚŝŽŶ ŽĨ ďĂƐŝĐ ƚƌŝŐŽŶŽŵĞƚƌŝĐ
ĚŝŵĞŶƐŝŽŶĂůŐĞŽŵĞƚƌŝĐƐŚĂƉĞƐĂŶĚĚĞǀĞůŽƉƐŵĂƚŚĞŵĂƚŝĐĂů ĨƵŶĐƚŝŽŶƐ͕ ƚŚĞŝƌ ŚŝƐƚŽƌǇ ĂŶĚ ŵŽƚŝǀĂƚŝŽŶ ;ŝŶĐůƵĚŝŶŐ ƚŚĞ
ĂƌŐƵŵĞŶƚƐƚŽĞǆƉůĂŝŶŐĞŽŵĞƚƌŝĐƌĞůĂƚŝŽŶƐŚŝƉƐ. ŝŶƚƌŽĚƵĐƚŝŽŶ ŽĨ ƐŝŶ ĂŶĚ ĐŽƐ ĨƵŶĐƚŝŽŶƐ ďǇ ƌǇĂďŚĂƚĂ ƵƐŝŶŐ
ĐŚŽƌĚƐͿĂŶĚƚŚĞŝƌƵƚŝůŝƚǇĂĐƌŽƐƐƐĐŝĞŶĐĞƐ͘

͘
MIND MAP
PERIOD WISE PLAN

Period
Teaching Topic Learning Outcomes
No

1 Identify the right-angled triangle and classify in

Introduction of the Chapter the daily life situation.
2 Determine all trigonometric ratios with
Trigonometric Ratios respect to an acute angle.
3 Derives proofs of the trigonometric ratios of
Trigonometric Ratios of Angle 450 450 and apply to solve the problems.
4 Derives proofs of the trigonometric ratios of
Trigonometric Ratios of Specific Angle 300 and 600 300 and 600 and apply to solve the problems.
5 Derives proofs of the trigonometric ratios of
Trigonometric Ratios of Specific Angle 00 and 900 00 and 900 and apply to solve the problems.
6 Finds a pattern linking the ratio of sides of a
Problems on Trigonometric Ratios triangle with the angles.
7
Trigonometric Identities Derive proofs of Trigonometric Identities .
8 Demonstrate knowledge of several
trigonometric identities and use them to
Problems on Trigonometric Identities verify other identities.
9 Finds the values of different trigonometric
Questions on Case Study Based (Worksheet 1) ratios and applies in the given questions.
10 Determines all trigonometric ratios and
identities with respect to a given acute angle
Questions on Case Study Based (Worksheet II) and uses them in solving problems.
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Introduction to Trigonometry
Total no. of periods for this chapter: 10
Period no: 1/10
Sub Topic: Trigonometric Ratios

Learning Outcomes & Teaching-Learning Process Pointers for formative Materi

Indicators/micro- This should include activities to facilitate learning assessment- this should al
competencies along with broad time duration include strategies that will be requir
used to Check for ed
Understanding - e.g.,
questions/worksheets/experi
ments/assignments/self-
assessment checklists/etc.

C: 4.6 Understands the ACTIVITY-1 (10MINS)

definitions of the basic
x The teacher shows the images and ask how can we measure:
trigonometric functions and x
their history and motivation -Classroom
- A person
(including the introduction of - Eiffel Tower
sin and cos functions by
Aryabhatta using chords) and
their utility across the
sciences.
Learning Outcome:
determines all trigonometric x Teacher noted the relevant answers from the students on the
board
ratios and identities with
x Teacher concludes that some of the objects can be measured
respect to a given acute angle by measuring instruments but some cannot
(of a right triangle) and uses
ACTIVITY-2: (15MINS)
them in solving problems
x Teacher gives a situation: An electrician has to repair an
electric fault. She needs to reach the top of the pole to
undertake the repair work.

x Teacher asks the students to look at the picture and identify

the 2 D shape. Z
Y
x What is the position of the electric pole to the ground?
x If the height of the electric pole is x metres.
i. Can you find the distance between the electric pole
and the ladder on the ground ?

ii. At which angle can you place the ladder to keep it W
stable ?
x Talk to your peer and see how can you solve the questions ? 1. Identify
x Teacher concludes by saying that the above statement can be Hypotenuse, opposite sides, adjacent
solved by Trigonometry which is a branch of Mathematics. sides for the given angles in the given
Teacher explains the meaning of the word trigonometry by triangles.
showing the picture (10MINS)
dƌŝŐŽŶŽŵĞƚƌǇ
;ĞƌŝǀĞĚĨƌŽŵĂ'ƌĞĞŬǁŽƌŬͿ

dƌŝ 'ŽŶ DĞƚƌŽŶ

dŚƌĞĞ ^ŝĚĞƐ DĞĂƐƵƌĞ

x Trigonometry is the study of relationships between the sides

and angles of a triangle. Some ratios of sides of a R.A.T with
respect to its acute angles. We will first start with acute
angles (0ι to 90ι).

Activity (5 Mints):
x Teacher takes another situation: A person is white washing
the wall (AE) with the help of a ladder (AB) as shown in the
figure:
What will happen if he wants to white wash at a lower point
(DE) on the wall,
(i) What happens to the angle made by the ladder with
the ground?
(ii) What will be the change in the distance EB?

Summative assessment plan-only where relevant

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

determines all trigonometric

ratios and identities with Activity-2:
respect to a given acute angle Teacher introduces the trigonometric ratios. ( 10 min)
https://y
outu.be/
OY8L9E
(of aright triangle) and uses xTeacher asks the student to complete the kx3QQ?
following table using the figure si=sxzp5
them in solving problems ^
oLOMm
Z
MiQtaG
Y
W

ߠ
https://y

outu.be/
Lengt Length of Length of Opposite Adjacent side UQt0Ep
h of the the side Hypotenuse Ctea0?si
the Opposite Adjacent =DEIuu
Hypo sides side Hypotenus CdkrCJ
tenus e 5R0zV
e

https://y
outu.be/
. x Teacher asks the students to dCiyzp3
x The teacher concludes the formulas from οܲ‫ܤܣ‬: further find the formulas for g01Q?si
௢௣௣௢௦௜௧௘௦௜ௗ௘ ஻௉
Sine ߠ = = Cosec ߠ, Sec ߠ and Tan ߠ =IzN2L
ு௬௣௢௧௘௡௨௦௘ ஺௉
SipTrK
௔ௗ௔௝௔௖௘௡௧௦௜ௗ௘ Match the following KYpE7
Cos ߠ= ு௬௣௢௧௘௡௨௦௘
= AB/AP
ଵ 4 to 6
Cosecߠ
௢௣௣௢௦௜௧௘௦௜ௗ௘ ௖௢௧ఏ min.
Tan ߠ= ு௬௣௢௧௘௡௨௦௘
= PB/AB
ଵ
videos
Secߠ ௦௜௡ఏ from
x Teacher asks the students to find the values of Sin ߠ, Tic
Cos ߠ, Tan ߠ for the οQAC, οRAD, οSAE ଵ TacLear
Tanߠ ௖௢௦ఏ n
x Teacher introduces the reciprocals of Sine, Cos and Tan English
Are cosec, sec and cot respectively
Teacher explains model problems based on
trigonometric ratios 15 min
Write the values of Sin A, Cos A, Sec A, Cosec
૝ A and Cot A
ϭ͘'ŝǀĞŶƚĂŶс૜͕ĨŝŶĚƚŚĞŽƚŚĞƌƚƌŝŐŽŶŽŵĞƚƌŝĐƌĂƚŝŽƐŽĨƚŚĞĂŶŐůĞ͘
͘

ϭ͘^ƚĂƚĞǁŚĞƚŚĞƌƚŚĞĨŽůůŽǁŝŶŐĂƌĞƚƌƵĞŽƌĨĂůƐĞ͘
ƌĂǁƌĞůĞǀĂŶƚƌŝŐŚƚƚƌŝĂŶŐůĞ͘
:ƵƐƚŝĨǇǇŽƵƌĂŶƐǁĞƌ͘
ǇĚĞĨŝŶŝƚŝŽŶŽĨƚĂŶĨŝŶĚƚŚĞůĞŶŐƚŚŽĨŚǇƉŽƚĞŶƵƐĞƵƐŝŶŐWǇƚŚĂŐŽƌĂƐ
;ŝͿ dŚĞǀĂůƵĞŽĨƚĂŶŝƐĂůǁĂǇƐůĞƐƐ
ƚŚĞŽƌĞŵ͘
ƚŚĂŶϭ͘
EŽǁĨŝŶĚƌĞŵĂŝŶŝŶŐƚƌŝŐŽŶŽŵĞƚƌŝĐƌĂƚŝŽƐŽĨĂŶŐůĞƵƐŝŶŐĨŝŐƵƌĞ͘
(ii) ƐĞĐсϭϮͬϱĨŽƌƐŽŵĞǀĂůƵĞŽĨ

ĂŶŐůĞ͘
Ϯ͘/ŶƚƌŝĂŶŐůĞ͕ƌŝŐŚƚͲĂŶŐůĞĚĂƚ͕ŝĨƚĂŶсϭ͕ϯĨŝŶĚƚŚĞǀĂůƵĞŽĨ͗;ŝͿ
ƐŝŶĐŽƐнĐŽƐƐŝŶ
(iii) ĐŽƐŝƐƚŚĞĂďďƌĞǀŝĂƚŝŽŶƵƐĞĚĨŽƌ
ƚŚĞĐŽƐĞĐĂŶƚŽĨĂŶŐůĞ͘

(iv) ĐŽƚŝƐƚŚĞƉƌŽĚƵĐƚŽĨĐŽƚĂŶĚ
(v) ƐŝŶTсϰͬϯĨŽƌƐŽŵĞĂŶŐůĞT͘

Summative assessment plan-only where relevant

W
If Tan A= 3/2 then find the value of
Cos A? (Given angle Q is 900) ϯ

Y Z
Ϯ
^ŽůǀĞĞǆĞƌĐŝƐĞϴ͘ϭ͕ϯ͕ϳΘϭϬƉƌŽďůĞŵƐ
Teachers’ reflections and experiences:

Learning Teaching-Learning Process Pointers for formative Material

Outcomes & This should include activities to facilitate learning assessment- this should include required
Indicators/micro along with broad time duration strategies that will be used to
-competencies Check for Understanding -
e.g.,
questions/worksheets/experim
ents/assignments/self-
assessment checklists/etc.
C: 4.6 Understands The teacher recalls the previous knowledge (5 mins)
the definitions of the
Activity 1 (15 mins)
basic trigonometric
functions and their x The teacher will ask the students to take out their ‘set square’
from their geometry box
history and
motivation (including x Teacher promotes discussion among peers on the following
questions
the introduction of sin
and cos functions by
Aryabhatta using
chords) and their
utility across the
sciences.
Learning Ͳ Can you identify the shape
of the set square?
OutCome :
Ͳ What is the characteristics
determines all of the angles formed?
Ͳ Can you identify the
trigonometric ratios
different angles formed in
and identities with the set square? https://yout
Ͳ Measure all the angles u.be/0mQe
respect to a given wnCeXs4?si
formed
acute angle (of aright Ͳ How will you measure all =SXY_YCR
the angles? cm6GXS8
triangle) and uses H-
x Teacher establishes when one angle is 90ι and one of the other
them in solving angles is 45ι then the third angle is necessarily 45ι (Since sum
problems of the interior angles are 180ι)
Activity 2 (20 mins)
x Teacher gives a situation 6 min. Tic
TacLearn
x A shadow of a tree has fallen on the
English
river making a shape of the triangle
video on
οABC
Trigonome
x Ask students why AB= BC
tric ratios
x Teacher mentions the three sides of of angle 450
the triangle as Perpendicular, base,
Hypotenuse
x Now we will use P, B, H as short
forms for the sides
Ͳ We know Pythagoras theorem says:
‫ ܪ‬ଶ =ܲଶ +‫ ܤ‬ଶ
֜ ‫ܪ‬ଶ =ܲଶ +ܲଶ (Since P=B)
֜ ‫ ܪ‬ଶ =2ܲଶ
֜ H=Pξʹ
x Teacher asks the students to x Find out the
Ͳ substitute all three sides in terms of P means AB=P, remaining
BC=P (As AB=BC) and AC= Pξʹ ratios of 45ι.
Ͳ represent trigonometric ratios of 45ι
Ͳ find out Sin 45ι from the above figure (all the sides must
be represented in terms of ‘P’)
௉ ௉ ଵ
x Sin 45ι= ு = ୔ =
ξଶ ξଶ
x Similarly find for Cos 45ι and Tan 45 ι
஻ ௉ ଵ
Ͳ Cos 45ι= ு = ୔ ଶ = ଶ
ξ ξ
௉ ௉
Ͳ Tan 45 ι= ஻ = ୔ = 1
x The teacher concludes the class by saying reciprocal of Sin ߠ,
Cos ߠ and tan ߠ are Cosec ߠ, Sec ߠ and Cot ߠ respectively

Summative assessment plan- only where relevant

૚ି࢚ࢇ࢔૛ ૝૞ι
1. Evaluate: ૚ା࢚ࢇ࢔૛૝૞ι=?

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Learning Teaching-Learning Process Pointers for formative Material

determines all Ask students to mention the other sides of οABC

trigonometric ratios
x Now, consider οACD:
and identities with
respect to a given Ͳ How will you find out AD?

acute angle (of aright Ͳ Find CD. (Hint: Pythagoras theorem)

triangle) and uses
Ͳ You already know the measure of ‫ס‬CAD Is CD is perpendicular bisector of AB
them in solving justify?
problems x Teacher notes the relevant answers from the students (AD= a

௔ ξଷ
AC=2a CD= )
ଶ

x Now students will find out Sin 60ι, Cos 60ιǡ ͸Ͳιand their

reciprocals

x Teacher concludes the values for all the ratios of angle 60ι

x Teacher again goes back to the triangle and verifies which angle x Teacher asks the students to
further find the formulas for
is 30ι Cosec60ι, Sec 60ι and cot 60ι
ŚƚƚƉƐ͗ͬͬǁǁǁ͘
x When we take ‫ס‬ACD, mention the sides of base, Perpendicular ǇŽƵƚƵďĞ͘ĐŽŵͬ
ǁĂƚĐŚ͍ǀсůϭyϲ
and the hypotenuse ϬϬŶZϭǆ

x Teachers mentions the student to find 6 min. Tic
x Teacher asks the students to TacLearn
x Sin 30ιǡ Cos 30ιǡ ͵Ͳιand their reciprocals further find the formulas for English
Cosec30ι, Sec 30ι and cot 30ι video on
Trigonome
tric ratios
of angle
300, 600
x Teacher concludes the values for all the ratios of angle

30ι

Teacher gives a problem for clear understanding for applications

of trigonometric values

ୱ୧୬ ଷ଴ା୲ୟ୬ ସହି௖௢௦௘௖଺଴

Evaluate ௦௘௖ଷ଴ାୡ୭ୱ ଺଴ାୡ୭୲
10min
Is it right to say
Cos (60ι ൅30ιሻ=cos600+sin600
x Teacher recapitulates all values of trigonometric ratios.

x Ask them to Substitute the values of the corresponding

x Teacher must guide to solve the problem

^ƚĂƚĞǁŚĞƚŚĞƌƚŚĞĨŽůůŽǁŝŶŐĂƌĞƚƌƵĞŽƌĨĂůƐĞ͘
x Teacher will conclude by final solution :ƵƐƚŝĨǇǇŽƵƌĂŶƐǁĞƌ͘
;ŝͿ ƐŝŶ;нͿсƐŝŶнƐŝŶ͘
ସଷିଶସξଷ (ii) dŚĞǀĂůƵĞŽĨƐŝŶTŝŶĐƌĞĂƐĞƐĂƐT
= ŝŶĐƌĞĂƐĞƐ͘
ଵଵ
(iii) dŚĞǀĂůƵĞŽĨĐŽƐTŝŶĐƌĞĂƐĞƐĂƐT
ୱ୧୬ ଷ଴ା୲ୟ୬ ସହି௖௢௦ ଺଴ ସଷିଶସξଷ ŝŶĐƌĞĂƐĞƐ͘
‫׵‬ = (iv) ƐŝŶTсĐŽƐTĨŽƌĂůůǀĂůƵĞƐŽĨT
௦௘௖ଷ଴ାୡ୭ୱ ଺଴ାୡ୭୲ ସହ ଵଵ
(v) ĐŽƚŝƐŶŽƚĚĞĨŝŶĞĚĨŽƌсϬΣ

Summative assessment plan- only where relevant

Evaluate
Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Learning Teaching-Learning Process Pointers for formative Material

x Teacher explains (5 Mints):
஺஼
Sin B = ஻஼

We know ‫ ܤס‬ൌ0, BC= AB and AC becomes 0

(Teacher note: hypotenuse falls on the base)
஺஼ ଴
Then Sin 0ι= = = 0
஻஼ ஻஼
֜
࢙࢏࢔૙ιсŽ
x Teacher instructs the student to find Cos 00, Tan 00
and their reciprocals in similar manner

Trigonometric values for 90ι(15 Mints)

-------------------------------------
Teacher shows the figures and asks the students to observe
and discuss with their peer groups to answer the following:
Assertion:
In right angle triangle ABC and
DEF ሺ‫ס= ܥס‬F =90ι ) ‫ ܤס‬and ‫ܧס‬
are acute angles such that
sinB=sinE then ‫ס‬B =‫ס‬E
Reason:
x In the above figures can you notice whether all the ο‫̱ ܥܤܣ‬οDEF
angles remain same or changing?
x If AC leans on BC which side will diminish? Choices:
1. Both A and R are true and R
Teacher describes the above figures with a clear explanation: ŚƚƚƉƐ͗ͬͬǁǁǁ͘
is the correct explanation of ǇŽƵƚƵďĞ͘ĐŽŵͬ
A ǁĂƚĐŚ͍ǀсŚƌϴͺ
஻஼
Sin A = ஺஼ we know ‫= ܥס‬0ι;‫=ܣס‬90ι;AB=0 and AC=BC 2. Both A and R are true and R Ś^/ŐŵKŐ
(Teacher notes: In this case the hypotenuse falls on the is not the correct
explanation of A 6 min. Tic
Opposite Side) TacLearn
஻஼ 3. A is true but R is false
English
֜ sin 90ι =஺஼ =1 (AC = BC) 4. A is false but R is true video on
Trigonome
֜sin 90ι =1 Teacher puts tabular form and ask tric ratios
஺஻ ଴ the students to fill the remaining: of angle 00,
Similarly, cos A= = =0 900
஺஼ ஻஼
A 00 300 450 600 900
Teacher instructs students to find out the remaining ratios.
Sin A 1
(15 Minutes Cos A 1 0
https://youtu.be/TyrM8G1MqiI?si=0zNCU-pKSIbgnNee Tan A ξ3
Cosec 2
A
Sec A 2
Cot A Not 0
Defi
ned
Simple mathematical Hand Trick for knowing trigonometric value of
Specific values by Speed Math 6 min. video
Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

x Teacher asks students to construct a right angled

triangle, name it as ABC, sides as p,b,h and ‫ס‬CAB
ŚƚƚƉƐ͗ͬͬǁǁǁ͘
as ߠ ǇŽƵƚƵďĞ͘ĐŽŵͬ
x Pick out the Pythagoras resultant from the triangle ǁĂƚĐŚ͍ǀсůĐͺĚ
o Here it is ݄ଶ =‫݌‬ଶ +ܾ ଶ . ϳϴϵďKϬΘƚсϭ
x Now teacher inquiries from students the value of ϮƐ
Sin ߠ and Cos ߠ
௣ ௕
o Sin ߠ= ௛ -----(i); Cos ߠ= ௛-----(ii) 4 min. Tic
o Now we squaring and adding both equation TacLearn
(i) and (ii): English
௣మ ௕మ video
o ଶ ߠ+ଶ ߠ= ௛మ
+௛మ Explaining
௣ మା௕ మ Trigonome
= ௛మ
௛మ
try
ଶ ͺͳ଴ +ଶ ͺͳ଴ ?
=௛మ =1 Identities
ଶ ߠ+ଶ ߠ =1

x Express the ratio of Cos A, Tan A and Sec A in ௌ௘௖ఏ ்௔௡ఏ

terms of Sin A. (10mins) Prove that ஼௢௦ఏ - ஼௢௧ఏ
=1
(Teacher’s Note: If the students are not able to
recall the step-by-step process teacher needs to
guide the students)
Ͳ Can you use the above identity to solve the
problem?
Ͳ How will you use the identity?
Ͳ Can you represent tan A in terms of Sin A and
Cos A?
Ͳ What is the relationship between Cos A and
Sec A?
x Teacher takes the above identity (10mins)
ܵ݅݊ଶ ‫ ܣ‬+‫ ݏ݋ܥ‬ଶ ‫=ܣ‬1
Ͳ Ask students why is this an identity?
‫ ݏ݋ܥ‬ଶ ‫ =ܣ‬1- ܵ݅݊ଶ ‫ܣ‬

ŽƐсξͳ െ ܵ݅݊ଶ ‫ܣ‬

x Inquire from students why we are representing

Cos A in this manner

(Teacher’s Note: If students are not able to find the

connection
Teacher will explain Since we are asked to represent the
ratios in terms of Sin A, so we need to convert all the Draw a right triangle right-angled at B. and
values of the ratios in terms of Sin A) verify the result Tan A=sin A/Cos A

x Let us represent Tan A in terms of Sin A and Cos

A
௉ ஻
-We know Sin A = ு Cos A= ு
-Dividing Sin A by Cos A
௉
ௌ௜௡஺ ு
௉ ு ௉ Tanke A=300 verify the following.
஼௢௦஺
= ൙஻ = ுX஻ = ஻ = Tan A
ு ௌ௜௡஺
ௌ௜௡஺ ܶܽ݊‫ ܣ‬ൌ
‫ ܣ݊ܽܶ ׵‬ൌ ஼௢௦஺ ξଵିௌ௜௡మ ஺

ௌ௜௡஺
ܶܽ݊‫ ܣ‬ൌ
ξଵିௌ௜௡మ ஺

x Similarly represent Sec A in terms of Sin A

x Teacher concludes by summarizing the identity
proved in the class
Summative assessment plan- only where relevant

¾ Prove the identity where angles involved are acute angles for which the expression is defined:
ଵି஼௢௦ఏ
ሺ ߠ െ ‫ߠݐ݋ܥ‬ሻଶ = ଵା஼௢௦ఏ
Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate learning along with this should include strategies that require
competencies broad time duration will be used to Check for d
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C: 4.6 Understands the
definitions of the basic Activity 1(10 Mints)
Teacher reiterates students to construct a right-angled triangle name
trigonometric functions and it as ABC with sides p, b, h and ‫ס‬CAB = ߠ
their history and motivation
(including the introduction of
sin and cos functions by
Aryabhatta using chords) and
ŚƚƚƉƐ͗ͬͬǁ
their utility across the Ś ď
ǁǁ͘ǇŽƵƚƵ
sciences. ďĞ͘ĐŽŵͬǁ
ĂƚĐŚ͍ǀсůĐ
Learning Outcome: ͺĚϳϴϵďK
ϬΘƚсϭϮƐ
determines all trigonometric W
ratios and identities with 4 min.
1) Pick out the Pythagoras resultant from the triangle. Tic
respect to a given acute angle
x Here it is h2 = p2 + b2 TacLear
2) Now teacher inquiries from students the value of sin= ߠ n
English
(of aright triangle) and uses and cos= ߠ Video
௣ ௕ Explaini
them in solving problems sin ߠ = ௛ --------- (i) ; cos ߠ ൌ ௛ --------- (ii)
ng
Trigono
3) Now teacher recapitulates the identities of sin ߠ and cos ߠ
metry
Let them to write in their note books.
Identitie
s
4) Teacher instructs (10 Mints)
x to divide each and every term of the identity by cos2 ߠ.
x asks the students which term remains?
x concludes by explaining as follows:

֜ ܵ݅݊ଶ ߠ +‫ ݏ݋ܥ‬ଶ ߠ =1

௦௜௡మ ఏ ௖௢௦మ ఏ ଵ
ୡ୭ୱమ ఏ +ୡ୭ୱమ ఏ = ୡ୭ୱమ ఏ

֜ ‫݊ܽݐ‬ଶ ߠ +1 = ‫ ܿ݁ݏ‬ଶ ߠ

Teacher emphasizes an example (Teachers Note: If the students are

not able to find the connection how to apply the identity) (10 Min.)

x
Prove tan4ߠ + tan2ߠ = Sec4ߠ + Sec2ߠ
x Can you identify the LHS of the Problem?
x Which term has to take as common?
x How we will use the identity?
x How can we express tan ߠ in terms of sec ߠ

Teacher should ensure the student

x to take once again the trigonometric identity of sinߠ and
cosߠ
x ask them to divide every term by‫݊݅ݏ‬ଶ ߠ
x verifies whether all gets same answer
x concludes by summarizing the identity of
1+ܿ‫ ݐ݋‬ଶ ߠ=ܿ‫ ܿ݁ݏ݋‬ଶ ߠ

Teacher explains the identity usage to solve the problem)10 Mints)

Prove

Teacher inquires students

ƚŽƚĂŬĞƚŚĞůĞĨƚͲŚĂŶĚƐŝĚĞŽĨƚŚĞƉƌŽŽĨ
ƚĞůůƚŚĞŵƚŽĚŝǀŝĚĞĞĂĐŚĂŶĚĞǀĞƌǇƚĞƌŵďǇƐŝŶ
ĂƐŬƚŚĞŵǁŚŝĐŚƚĞƌŵŚĂƐŽďƚĂŝŶĞĚĂĨƚĞƌĚŽŝŶŐƚŚŝƐ
௖௢௧஺ିଵା௖௢௦௘௖஺
ĐŽŶǀĞƌƚƚŚĞŵŝŶƚĞƌŵƐŽĨĐŽƚĂŶĚĐŽƐĞĐ;,ŝŶƚ͗௖௢௧஺ାଵି௖௢௦௘௖஺Ϳ

ĐĂŶǁĞƵƐĞƚŚĞĂďŽǀĞŝĚĞŶƚŝƚǇŝŶƉůĂĐĞŽĨϭ͍ Can we prove this question in

ଶ ଶ any other way?
ĂƐŬƚŚĞŵܿ‫ߠ ݐ݋ܿͲߠ ܿ݁ݏ݋‬ŝƐŝŶǁŚŝĐŚĨŽƌŵ͍
ƚŚĞŶĨƌŽŵŶƵŵĞƌĂƚŽƌĐĂŶǁĞƚĂŬĞĂŶǇƚŚŝŶŐĂƐĐŽŵŵŽŶ͍
ĨƚĞƌĚŽŝŶŐƚŚŝƐǁŚĂƚǁĂƐƚŚĞƌĞƐƵůƚĂŶƚ

Summative assessment plan-only where relevant

࢚ࢇ࢔࡭ା࢙ࢇࢉ࡭ି૚
x Evaluate ࢚ࢇ࢔࡭ି࢙ࢇࢉ࡭ି૚
using related trigonometric identity

ϭ͘ŝĚƚŚĞůĞƐƐŽŶƉůĂŶĂůŝŐŶǁŝƚŚƚŚĞĐƵƌƌŝĐƵůĂƌŐŽĂůƐĂŶĚĐŽŵƉĞƚĞŶĐŝĞƐ͍/ĨŶŽƚ,ŽǁĐŽƵůĚďĞĂĚũƵƐƚĞĚĨŽƌďĞƩĞƌĂůŝŐŶŵĞŶƚ͍
Ϯ͘,ŽǁǁĞůůĚŝĚƚŚĞƉĞĚĂŐŽŐŝĐĂů^ƚƌĂƚĞŐŝĞƐĞŶŐĂŐĞƐƚƵĚĞŶƚƐĂŶĚƉƌŽŵŽƚĞĂĐƟǀĞƉĂƌƟĐŝƉĂƟŽŶŝŶƚŚĞůĞĂƌŶŝŶŐƉƌŽĐĞƐƐ͍
ϯ͘,ŽǁǁĞůůŝĚƚŚĞĂƐƐĞƐƐŵĞŶƚƐƚƌĂƚĞŐŝĞƐŵĞĂƐƵƌĞƐƚƵĚĞŶƚƵŶĚĞƌƐƚĂŶĚŝŶŐĂŶĚĂĐŚŝĞǀĞŵĞŶƚŽĨƚŚĞůĞĂƌŶŝŶŐŽƵƚĐŽŵĞƐ͍
ϰ͘,ŽǁĞīĞĐƟǀĞǁĞƌĞƚŚĞDĂƚĞƌŝĂůƐĂŶĚƌĞƐŽƵƌĐĞƐƵƐĞĚŝŶƚŚĞůĞƐƐŽŶ͍
ϱ͘ŝĚƚŚĞůĞƐƐŽŶŝŶĐŽƌƉŽƌĂƚĞĨŽƌŵĂƟǀĞĂƐƐĞƐƐŵĞŶƚ^ƚƌĂƚĞŐŝĞƐƚŽŐƵŝĚĞƉĞĚĂŐŽŐǇĂŶĚƉƌŽǀŝĚĞƟŵĞůǇĨĞĞĚďĂĐŬƚŽƐƚƵĚĞŶƚƐ͍
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: ૚૙࢚ࢎ
Chapter: Introduction to Trigonometry
Total no. of periods for this chapter:10
Period no: 8 /10
Sub topic: Trigonometric Identities
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C: 4.6 Understands the Teacher makes the students recall the concept of
trigonometric identity by solving the exercise
definitions of the basic
problems. (10 Mints)
trigonometric functions and
1.write trigonometric identities?
their history and motivation
2.Express all trigonometric ratios in terms of Sec A
(including the introduction of Choose the correct option. justify your
Teacher puts a question on the Board. (15 minutes) choice
sin and cos functions by
(i) 9‫ ܿ݁ݏ‬ଶ A-9‫݊ܽݐ‬ଶ A=
Aryabhatta using chords) and Prove the following identity where the angle involved https://byjus.c
are acute angles for which the expression is defined. (A) 1 (B) 2 (C) 8 (D) 0 om/maths/tri
their utility across the
gonometric-
୲ୟ୬ ఏ େ୭୲ ఏ
sciences. identities/
ଵି௖௢௧ఏ
нଵି௧௔௡ఏсϭнƐĞĐߠĐŽƐĞĐߠ
(II) (1+tanA+secA) (1+cotA-cosecA) =
Learning Outcome:
x Teacher asks students to check the ways the Notes for
determines all trigonometric two sides may be equated. (A) 0 (B) 1 (C) 2 (D) -1 proof of
x Teacher may ask the students to refer the list trigonomet
ratios and identities with
of all the formulae relevant to identities. ric
respect to a given acute angle (III) (sec A+ tan A) (1-sin A )= identities
(A)sec A (B) sin A (C) cosec A (D) cos A
(of aright triangle) and uses (Teacher Note: Teacher should ensure that the
student identifies multiple ways to start with but
them in solving problems
specific way makes the task easy)
x Teacher may advise few ways at a later stage.
One of the ways may be advised as follows:
To convert all the given trigonometric ratios in
terms of Sine and Cosine and use algebraic computations.
x Teacher involves with the students and
facilitates students in making the left-hand side
simplifies to get:

௦௜௡మ ఏା௦௜௡ఏ௖௢௦ఏା௖௢௦మ ఏሻሺ௦௜௡ఏି௖௢௦ఏሻ

LHS =
ሺ௦௜௡ఏି௖௢௦ఏሻሺ௦௜௡ఏ௖௢௦ఏሻ
Teacher guides students to proceed ahead just think how ŚƚƚƉƐ͗ͬͬǁǁǁ͘
you can reduce this by applying some identity or tricks ǇŽƵƚƵďĞ͘ĐŽŵͬ
ǁĂƚĐŚ͍ǀсůĐͺĚ
ଵାୱ୧୬ ఏ௖௢௦ఏ ଵ ୱ୧୬ ఏ௖௢௦ఏ ϳϴϵďKϬΘƚсϭ
= ௦௜௡ఏ௖௢௦ఏ
= ௦௜௡ఏ௖௢௦ఏ
+ ௦௜௡ఏ௖௢௦ఏ
= RHS ϮƐ
4 min. Tic
Teacher can also test the understanding of students in the TacLearn
classroom with the help of some such examples. English
Teacher concludes the class by giving practice problems as Video
homework. (15 minutes) Explaining
Trigonome
try
Identities

Summative assessment plan- only where relevant
Prove the following identities, where the angles involved are acute angles for which the expressions are defined.
ଵ
1. (Cosec A – Sin A)(Sec A – Cos A) = ୲ୟ୬ ஺ା ୡ୭୲ ஺
ଵି௖௢
2. (cosec ߠ– cot ߠ)2 = ଵା௖௢
஼௢௦஺ ଵାௌ௜௡஺
3. ଵାௌ௜௡஺
+ ୡ୭ୱ ஺
= 2 Sec A

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?
4.How effective were the Materials and resources used in the lesson?

Summative assessment plan- only where relevant

1. What is the ratio of the length of the sides of a 30-60-90 triangle?
A. 1:2:3
B. 1:1:1
C. 2:3:4
D. 3:4:5
2. Which of the following is NOT a trigonometric identity?
A. sin(2x) = 2cos(x)sin(x)
B. cos2(x) + sin2(x) = 1
C. tan2(x) + cot2(x) = 1
D. sin2(x) + cos2(x) = 2
3. What is the relationship between sin(x) and cos(90 – x)?
A. sin(x) = cos(90 – x)
B. sin(x) = 1/cos(90 – x)
C. cos(90 – x) = 1/sin(x)
D. cos(90 – x) = 1 – sin(x)

4. How many degrees are in a quadrant?

A. 90
B. 180
C. 270
D. 360
5. If sinߠ – cosߠ = 0 then the value of is ߠ
A. 300 B.450 C. 900 D.00

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Sub Topic: ŽŵƉĞƚĞŶĐǇĂƐĞĚYƵĞƐƚŝŽŶƐ

5. What is the angle at ‫ס‬B?

஺ௗ௝ௌ௜ௗ௘
6. Ratio of Cos A = ு௬௣

7. Remember the Trigonometric Specific

ratios

8. Ratio of Cotߠ

Summative assessment plan- only where relevant

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
tKZ<^,dϭ
ϭ͘ If sinA + sin2 A = 1, then the value of the expression (cos2 A + cos4 A) is
(A)1 (B) 1/ 2 (C) 2 (D) 3

Ϯ͘ Given that sinɲ = 1 /2 and cosɴ = 1 /2 , then the value of (ɲ + ɴ) is

(A) 0° (B) 30° (C) 60° (D) 90°
3. The value of (tan1° tan2° tan3° ... tan89°) is
(A) 0 (B) 1 (C) 2 (D) 1 /2

4. A pole 6 m high casts a shadow 2ξ͵ m long on the ground, then the Sun’s elevation is
(A\) 60° (B) 45° (C) 30° (D) 90°

5. sin (45° + ɽ) – cos (45° – ɽ) is equal to (A) 2cosɽ (B) 0 (C) 2sinɽ (D) 1

WORK SHEET 2

Write ‘True’ or ‘False’ and justify your answer in each of the following:
6. (tan ɽ + 2) (2 tan ɽ + 1) = 5 tan ɽ + sec2 ɽ.

7. If the length of the shadow of a tower is increasing, then the angle of elevation of the sun is also increasing.

8. If a man standing on a platform 3 metres above the surface of a lake observes a cloud and its reflection in the lake, then the angle of
elevation of the cloud is equal to the angle of depression of its reflection.

WORK SHEET 3

Aanya and her father go to meet her friend Juhi for a party. When they reached to Juhi’s place, Aanya saw the roof
of the house, which is triangular in shape. If she imagined the dimensions of the roof as given in the figure, then
answer the following questions.
(i) If D is the midpoint of AC, then BD =
ȋȌʹ ȋȌ͵ ȋ ȌͶ ȋȌ͸
(ii) Measure of A =
ȋȌ͵Ͳι ȋȌ͸Ͳι ȋ ȌͶͷι ȋȌ
(iii) Measure of C =
ȋȌ͵Ͳι ȋȌ͸Ͳι ȋ ȌͶͷι ȋȌ
(iv) Find the value of sinA + cosC.
ȋȌͲ ȋȌͳ ȋ ȌͳȀʹ ȋȌʹξʹ
(v) Find the value of tan2C + tan2 A.
ȋȌͲ ȋȌͳ ȋ Ȍʹ ȋȌͳȀʹ
Three friends – Anshu, Vijay, and Vishal are playing hide and seek in a park. Anshu and Vijay hide in the shrubs and Vishal have
to find both of them. If the positions of the three friends are at A, and Band C respectively as shown in the figure, and form a
right-angled triangle such that AB = 9 m, BC = 33√3 m, and ‫סס‬B = 90°, then answer the following questions.

(i) The measure of A is

ȋȌ͵Ͳι ȋȌͶͷι ȋ Ȍ͸Ͳι ȋȌ
(ii) The measure of C is
ȋȌ͵Ͳι ȋȌͶͷι ȋ Ȍ͸Ͳι ȋȌ
(iii) The length of AC is
ȋȌʹξ͵ ȋȌξ͵ ȋ ȌͶξ͵ ȋȌ͸ξ͵
(iv) cos2A =
ȋȌͲ ȋȌͳȀʹ ȋ ȌͳȀξʹ ȋȌξ͵Ȁʹ

For more reference scan QR code

INTRODUCTION

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9. SOME APPLICATIONS OF TRIGONOMETRY
Chapter Plan (Unit plan/ lesson plan)
The following curricular goals (CG) and competencies (c) will be developed through this chapter

CURRICULAR GOALS(CG) COMPETENCIES (C)

CG-4: Analyses characteristics and properties of C-4.6: Understands the definition of the basic
two-dimensional geometric shapes and develops trigonometric functions their history and
mathematical arguments to explain geometric motivation and their utility across the sciences.
relationships
MIND MAP

ϭ͘dŚĞůŝŶĞ
ũŽŝŶŝŶŐƚŚĞĞǇĞƐ
ŽĨƚŚĞŽďƐĞƌǀĞƌ
ĂŶĚŽďũĞĐƚŝƐ
ĐĂůůĞĚƚŚĞůŝŶĞŽĨ
ƐŝŐŚƚ

ƉƉůŝĐĂƚŝŽŶƐ
ŽĨ
dƌŝŐŽŶŽŵĞƚƌǇ

Ϯ͘dŚĞĂŶŐůĞĨŽƌŵĞĚďǇ ϯ͘dŚĞĂŶŐůĞĨŽƌŵĞĚďǇ
ƚŚĞůŝŶĞŽĨƐŝŐŚƚǁŝƚŚ ƚŚĞůŝŶĞŽĨƐŝŐŚƚǁŝƚŚ
ƚŚĞŚŽƌŝǌŽŶƚůǁŚĞŶƚŚĞ ƚŚĞŚŽƌŝǌŽŶƚĂůǁŚĞŶ
ŽďũĞĐƚŝƐĂďŽǀĞƚŚĞ ƚŚĞŽďũĞĐƚŝƐďĞůŽǁƚŚĞ
ŚŽƌŝǌŽŶƚĂůůĞǀĞůŝƐ ŚŽƌŝǌŽŶƚĂůůĞǀĞůŝƐ
ĐĂůůĞĚƚŚĞŶůŐĞŽĨ ĐĂůůĞĚŶŐůĞŽĨ
ůĞǀĂƚŝŽŶ͘ ĞƉƌĞƐƐŝŽŶ
PERIOD WISE PLAN
Period
Teaching Topic Learning Outcomes
No
1 Introduction through real life
situations to angle of elevation Develops strategies to apply the concept of elevation to daily life situations
2 Problem solving on angle of Determines all trigonometric ratios with respect to acute angles and uses them
Elevation (distances) in solving problems in daily life contexts like distance from them.
3 Problem solving on angle of Determines all trigonometric ratios w.r.t acute angles and uses them in solving
Elevation (Heights) problems in daily life contexts like heights of different structures from them.
4 Introduction through real life Develops strategies to apply the concept of
situations to angle of depression Angle of Depression to daily life situations
5 Problem solving on angle of Identifies and classifies to measure lengths and use measurements to determine
Depression angle measures
6 Questions on competency
Based Be able to calculate distances and angles using trigonometric ratios
7 Questions on Case Study Based To apply the knowledge of trigonometric ratios for solving different types of
problems.
.
Period Plan (40 min Class)

Class: 10th
Chapter: Some Applications of Trigonometry
Total no. of periods for this chapter:7
Period no :1/7
Sub topic: Angle of Elevation
Learning Teaching-Learning Process Pointers for formative assessment- this should Material
Outcomes & This should include activities to include strategies that will be used to Check for required
Indicators/micro- facilitate learning along with broad Understanding - e.g.,
competencies time duration questions/worksheets/experiments/assignments/
self-assessment checklists/etc.
C- 4.6: d/s/dz͗ϭ;ϭϬŵŝŶƐͿ
Understands the
definition of the /ŵĂŐĞϭ

basic
trigonometric
functions their
history and
motivation and
their utility

across the

sciences
x ŚƵŶŐƌǇĨŽǆŝƐůŽŽŬŝŶŐĂƚĂďŝƌĚ͛Ɛ ŚƚƚƉƐ͗ͬͬǁǁǁ͘
>ĞĂƌŶŝŶŐ ŶĞƐƚŽŶĂƚƌĞĞĂƚƐŽŵĞĚŝƐƚĂŶĐĞ͘ ǇŽƵƚƵďĞ͘ĐŽŵͬ
>ŽŽŬĂƚƚŚĞƉŝĐƚƵƌĞĂŶĚƚƌǇ ǁĂƚĐŚ͍ǀсWƉϲŚ
ŽƵƚĐŽŵĞƐ͗ ϰ'DDy/ϰ
ƚŽĂŶƐǁĞƌƚŚĞĨŽůůŽǁŝŶŐƋƵĞƐƚŝŽŶƐ͗ sŝĚĞŽĨƌŽŵ
x ĞƌŝǀĞƐƉƌŽŽĨƐŽĨ x ĐĂŶǇŽƵŝŵĂŐŝŶĞĂůŝŶĞĨƌŽŵĨŽǆ -.<-1V
ĞǇĞƐŝŐŚƚƚŽƚŚĞďŝƌĚ͍ ;TS.SYWTTK
ŵĂƚŚĞŵĂƚŝĐĂů &SLQJTK
ƐƚĂƚĞŵĞŶƚƐ x ƚǁŚŝĐŚĂŶŐůĞƚŚĞĨŽǆŝƐůŽŽŬŝŶŐĂƚ *QJ[FYNTS
ƉĂƌƚŝĐƵůĂƌůǇ ƚŚĞďŝƌĚ͍:ƵƐƚŝĨǇ )JUWJXXNTS
ƌĞůĂƚĞĚƚŽ d/s/dz͗Ϯ;ϮϬŵŝŶƐͿ
ŐĞŽŵĞƚƌŝĐĂů x dĞĂĐŚĞƌŝŶƚƌŽĚƵĐĞƐƚŚĞĐŽŶĐĞƉƚ
ĐŽŶĐĞƉƚƐůŝŬĞ ĂŶŐůĞŽĨĞůĞǀĂƚŝŽŶ
ƉĂƌĂůůĞůůŝŶĞƐ͕ x dĞĂĐŚĞƌŝŶƐƚƌƵĐƚƐƐƚƵĚĞŶƚƐƚŽ
ƚƌŝĂŶŐůĞƐďǇ ĐŽŶƐƚƌƵĐƚĂƌŝŐŚƚͲĂŶŐůĞĚƚƌŝŶŐůĞ
ĂƉƉůǇŝŶŐ
ĂǆŝŽŵĂƚŝĐ >ŝŶĞŽĨ^ŝŐŚƚ ;KďũĞĐƚͿ
ĂƉƉƌŽĂĐŚĂŶĚ
ƐŽůǀĞƉƌŽďůĞŵ
ƵƐŝŶŐƚŚĞŵ͘
x ĞƚĞƌŵŝŶĞĂůů
ƚƌŝŐŽŶŽŵĞƚƌŝĐ
ƌĂƚŝŽƐǁŝƚŚ
ƌĞƐƉĞĐƚƚŽŐŝǀĞŶ
ĂĐƵƚĞĂŶŐůĞĂŶĚ ߠ
ƵƐĞƌƐƐŽůǀŝŶŐ
;KďƐĞƌǀĞƌͿ
ƉƌŽďůĞŵƐŝŶ /ŵĂŐĞϮ
ĚĂŝůǇůŝĨĞ
ĐŽŶƚĞǆƚƐůŝŬĞ x dĞĂĐŚĞƌŝŶƋƵŝƌĞƐƐƚƵĚĞŶƚƐƚŽ
ĨŝŶĚŝŶŐŚĞŝŐŚƚƐ ĐŽŵƉĂƌĞƚŚĞƚǁŽŝŵĂŐĞƐĂŶĚŵĂƌŬ
ŽĨĚŝĨĨĞƌĞŶƚ ƚŚĞĨŽůůŽǁŝŶŐŝŶ/ŵĂŐĞϭ͗
ƐƚƌƵĐƚƵƌĞƐŽƌ ϭ͘ KďƐĞƌǀĞƌ
ĚŝƐƚĂŶĐĞƐĨƌŽŵ Ϯ͘ KďũĞĐƚ
ƚŚĞŵ ϯ͘ ŶŐůĞŽĨĞůĞǀĂƚŝŽŶ
ϰ͘ >ŝŶĞŽĨƐŝŐŚƚ

;^ƚƵĚĞŶƚƐĐĂŶǁƌŝƚĞƚŚĞĂŶƐǁĞƌƐŝŶƚŚĞŝƌ
ŶŽƚĞďŽŽŬͿ

x dĞĂĐŚĞƌŝŶƚƌŽĚƵĐĞƐƚŚĂƚĐĂŶďĞ
ǀŝĞǁĞĚĂƐƚŚĞĚŝƐƚĂŶĐĞďĞƚǁĞĞŶƚŚĞ
ŽďƐĞƌǀĞƌĂŶĚƚŚĞǀĞƌƚŝĐĂůůŝŶĞŽĨƚŚĞ
ŽďũĞĐƚ͘
x dŚŝƐĐĂŶĂůƐŽďĞĐĂůůĞĚĂƐƚŚĞ
ŚŽƌŝǌŽŶƚĂůĂǆŝƐ
x dĞĂĐŚĞƌĚĞĨŝŶĞƐĂŶŐůĞŽĨĞůĞǀĂƚŝŽŶ
ĂƐƚŚĞĂŶŐůĞĨŽƌŵĞĚďĞƚǁĞĞŶƚŚĞ
ŚŽƌŝǌŽŶƚĂůĂǆŝƐĂŶĚƚŚĞůŝŶĞŽĨƐŝŐŚƚ
;dĞĂĐŚĞƌEŽƚĞ͗ǆƉůĂŝŶǁŚĞŶĂŶ
ŽďƐĞƌǀĞƌŝƐůŽŽŬŝŶŐƵƉǁĂƌĚĂƚĂŶ
ŽďũĞĐƚƚŚĞŶŝƚŝƐĂůǁĂǇƐĂŶĞůĞǀĂƚŝŽŶ͘
ůĞǀĂƚŝŽŶĞǆŝƐƚƐĂďŽǀĞƚŚĞ
ŚŽƌŝǌŽŶƚĂůĂǆŝƐͿ
x dĞĂĐŚĞƌŝŶƋƵŝƌŝĞƐĂďŽƵƚƚŚĞ
ĨŽůůŽǁŝŶŐƋƵĞƐƚŝŽŶƐŚŽǁŝŶŐƚŚĞ
ďĞůŽǁƉŝĐƚƵƌĞ

ͲĂŶǇŽƵƐĞĞƚŚĞůŝŶĞŽĨƐŝŐŚƚ
ƐƚĂƌƚŝŶŐĨƌŽŵƚŚĞĨŽŽƚŽĨƚŚĞ
ŽďƐĞƌǀĞƌ͍
ͲtŚĂƚŚĂƉƉĞŶƐƚŽƚŚĞĂŶŐůĞŽĨ
ĞůĞǀĂƚŝŽŶǁŚĞŶƚŚĞůŝŶĞŽĨƐŝŐŚƚ
ƐƚĂƌƚƐĨƌŽŵƚŚĞĞǇĞŽĨƚŚĞŽďƐĞƌǀĞƌ͍
1.If a ladder is at a distance 10 3 m from the
ͲtŚĂƚŚĂƉƉĞŶƐƚŽƚŚĞŚŽƌŝǌŽŶƚĂů
foot of the wall of height 10m makes an angle
ĂǆŝƐ͍;,ŝŶƚ͗DĞĂƐƵƌĞŽĨƚŚĞ T with ground.
ŚŽƌŝǌŽŶƚĂůĂǆŝƐǁŝůůŶŽƚĐŚĂŶŐĞͿ
a) Draw the suitable diagram of above data.
b) Find the angle of elevation
ͲtŚĂƚǁŝůůŚĂƉƉĞŶƚŽƚŚĞĂŶŐůĞŽĨ
ĞůĞǀĂƚŝŽŶǁŚĞŶƚŚĞƉĞƌƐŽŶƐƚĂƌƚƐƚŽ
ŵŽǀĞƚŽǁĂƌĚƐƚŚĞƚŽǁĞƌ͍
x dĞĂĐŚĞƌŐŝǀĞƐĂƉƌŽďůĞŵƚŽƚŚĞ
ƐƚƵĚĞŶƚ;ϭϬD/E^Ϳ

dŚĞĚŝƐƚĂŶĐĞďĞƚǁĞĞŶĂŶŽďƐĞƌǀĞƌĂŶĚ
ĂďƵŝůĚŝŶŐŝƐϰϴϬŵĂŶĚƚŚĞĂŶŐůĞŽĨ
ĞůĞǀĂƚŝŽŶŝƐϲϬι͘&ŝŶĚƚŚĞŚĞŝŐŚƚŽĨƚŚĞ
ďƵŝůĚŝŶŐ͘

ͲdĞĂĐŚĞƌŝŶƋƵŝƌĞƐƚŚĞƐƚƵĚĞŶƚƐƚŽ
ŵĂƌŬĂůůƚŚĞĚĂƚĂŐŝǀĞŶŝŶƚŚĞ
WƌŽďůĞŵ
ͲdĞĂĐŚĞƌĞǆƉůĂŝŶƐĂŶĚƐŽůǀĞ

ƚŚĞWƌŽďůĞŵ

Shadow of 10 m long pole is 10ξ͵ŵ͘&ŝŶĚƚŚĞĂŶŐůĞŽĨ
ĞůĞǀĂƚŝŽŶŽĨƚŚĞƐƵŶ

ߠ

'ŝǀĞŶсϰϴϬŵǡ ߠсϲϬι

>ĞƚсW
;dĞĂĐŚĞƌ͛ƐŶŽƚĞ͗dƌǇƚŽďƌŝŶŐĨƌŽŵ
ƚŚĞƐƚƵĚĞŶƚƐƚŚĞƚƌŝŐŽŶŽŵĞƚƌŝĐƌĂƚŝŽ
ƚŚĂƚŝƐĂƉƉůŝĐĂďůĞŚĞƌĞͿ
^ŝŶĐĞǁĞĂƌĞĨŝŶĚŝŶŐWĂŶĚǁĞŬŶŽǁ
сϰϴϬ
tĞĐĂŶǁƌŝƚĞ

஻஼ ௉
dĂŶϲϬιс஺஻сସ଼଴
௉
֜ ξ͵с
ସ଼଴

֜ ܲсϰϴϬξ͵;,ŝŶƚ͗ξ͵ ൌϭ͘ϳϯϮͿ
֜ ܲсϰϴϬǆϭ͘ϳϯϮ
֜ ܲсϴϯϭ͘ϴϲŵ

ŚƚƚƉƐ͗ͬͬǇŽƵƚƵ͘ďĞͬZǆƐĚŬŐ:Zz͍ĨĞĂƚ
ƵƌĞсƐŚĂƌĞĚ
dŚĞĂďŽǀĞůŝŶŬŝƐƌĞůĂƚĞĚƚŽŚŝƐƚŽƌǇŽĨ
dƌŝŐŽŶŽŵĞƚƌǇĨƌŽŵdŚĞWƌŽĐƌĂƐƚŝŶĂƚŽƌ
EŽƚĞƐ

dĞĂĐŚĞƌĐĂŶƵƐĞǀŝĚĞŽƚŽĞǆƉůĂŝŶŚŝƐƚŽƌǇ
ĂŶĚĐŽŶƚƌŝďƵƚŝŽŶŽĨŵĂƚŚĞŵĂƚŝĐŝĂŶƐŝŶ
ƐŽůǀŝŶŐ,ĞŝŐŚƚƐĂŶĚŝƐƚĂŶĐĞƐ͘dĞĂĐŚĞƌ
ĐŽƵůĚŵĞŶƚŝŽŶĂďŽƵƚŚŽǁŵĂƚŚƐĞǀŽůǀĞĚ
ďĂƐĞĚŽŶƚŚĞŶĞĞĚƐŽĨŵĂŶ͘

Summative assessment plan- only where relevant

Teachers’ reflections and experiences:
ϭ͘ŝĚƚŚĞůĞƐƐŽŶƉůĂŶĂůŝŐŶǁŝƚŚƚŚĞĐƵƌƌŝĐƵůĂƌŐŽĂůƐĂŶĚĐŽŵƉĞƚĞŶĐŝĞƐ͍/ĨŶŽƚ,ŽǁĐŽƵůĚďĞĂĚũƵƐƚĞĚĨŽƌďĞƚƚĞƌĂůŝŐŶŵĞŶƚ͍

Ϯ͘,ŽǁǁĞůůĚŝĚƚŚĞƉĞĚĂŐŽŐŝĐĂů^ƚƌĂƚĞŐŝĞƐĞŶŐĂŐĞƐƚƵĚĞŶƚƐĂŶĚƉƌŽŵŽƚĞĂĐƚŝǀĞƉĂƌƚŝĐŝƉĂƚŝŽŶŝŶƚŚĞůĞĂƌŶŝŶŐƉƌŽĐĞƐƐ͍

ϯ͘,ŽǁǁĞůůŝĚƚŚĞĂƐƐĞƐƐŵĞŶƚƐƚƌĂƚĞŐŝĞƐŵĞĂƐƵƌĞƐƚƵĚĞŶƚƵŶĚĞƌƐƚĂŶĚŝŶŐĂŶĚĂĐŚŝĞǀĞŵĞŶƚŽĨƚŚĞůĞĂƌŶŝŶŐŽƵƚĐŽŵĞƐ͍

ϰ͘,ŽǁĞĨĨĞĐƚŝǀĞǁĞƌĞƚŚĞDĂƚĞƌŝĂůƐĂŶĚƌĞƐŽƵƌĐĞƐƵƐĞĚŝŶƚŚĞůĞƐƐŽŶ͍

ϱ͘ŝĚƚŚĞůĞƐƐŽŶŝŶĐŽƌƉŽƌĂƚĞĨŽƌŵĂƚŝǀĞĂƐƐĞƐƐŵĞŶƚ^ƚƌĂƚĞŐŝĞƐƚŽŐƵŝĚĞƉĞĚĂŐŽŐǇĂŶĚƉƌŽǀŝĚĞƚŝŵĞůǇĨĞĞĚďĂĐŬƚŽƐƚƵĚĞŶƚƐ͍
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Some Applications of Trigonometry
Total no. of periods for this chapter:7
Period no :2/7
Sub topic: Angle of Depression

Learning Teaching-Learning Process Pointers for formative assessment- this Material
Outcomes & This should include activities to should include strategies that will be required
Indicators/micro- facilitate learning along with broad used to Check for Understanding - e.g.,
competencies time duration questions/worksheets/experiments/assign
ments/ self-assessment checklists/etc.
C-4.6: x dĞĂĐŚĞƌĚŝƐƉůĂǇƐĂŶŝŵĂŐĞĂŶĚ
Understands the ƉƌŽŵŽƚĞƐĚŝƐĐƵƐƐŝŽŶƐ͕ĂŵŽŶŐƚŚĞ
definition of the ƉĞĞƌƐ͘
basic
trigonometric d/s/dzͲϭ͗;ϭϱD/E^Ϳ
functions their
history and ŵŽƵƐĞǁĂƐǁĂůŬŝŶŐƉĂƐƚĂƚƌĞĞ͘tŚĞŶŝƚ
motivation and
ƐĂǁĂďŝƌĚƐŝƚƚŝŶŐŽŶƚŚĞƚƌƵŶŬŽĨƚŚĞƚƌĞĞ
their utility

across the
https://youtu.be/P
sciences
Learning p6h4GMMXI4?si=
outcome: YK3rOIEthA6pFl
Develops strategies ͘ HC
to apply the
concept of
Angle of &ƌŽŵƚŚĞƉŝĐƚƵƌĞŝĚĞŶƚŝĨǇĂŶŐůĞŽĨ Explanation to the
Depression to daily ĚĞƉƌĞƐƐŝŽŶ͍ Introduction of
Angle of Elevation
life situations x ƐŬƐƚŚĞŵǁŚĂƚĚŽǇŽƵĐĂůůƚŽƚŚĞ and depression
ůŝŶĞWY͍
x ƚǁŚŝĐŚĂŶŐůĞƚŚĞďŝƌĚŽďƐĞƌǀĞƐ https://www.slide
ƚŚĞŵŽƵƐĞ͍ share.net/debdita
x tŚĂƚĚŽǇŽƵĐĂůůĨŽƌƚŚĂƚĂŶŐůĞ͍ pan/ebook-on-
elementary-
dĞĂĐŚĞƌŝŶƚƌŽĚƵĐĞƐƚŚĞĐŽŶĐĞƉƚŽĨĂŶŐůĞ trigonometry-by-
ŽĨĚĞƉƌĞƐƐŝŽŶ͘;ϭϬD/E^Ϳ debdita-pan-
dĞĂĐŚĞƌŝŶƐƚƌƵĐƚƐƐƚƵĚĞŶƚƐƚŽĐŽŶƐƚƌƵĐƚĂŶ 45837517
ŝŶǀĞƌƐĞƌŝŐŚƚĂŶŐůĞŽŶƚŚĞŝƌŶŽƚĞďŽŽŬƐĂƐ
ƐŚŽǁŶŝŶƚŚĞĨŝŐƵƌĞ͘

Describe angle of elevation in y

&ŝŐƵƌĞϮ
5.Name the ‘angle of depression’ from the
figure given below in which B 90q
dĞĂĐŚĞƌŝŶƋƵŝƌĞƐƐƚƵĚĞŶƚƐƚŽĐŽŵƉĂƌĞƚŚĞ
ƚǁŽĨŝŐƵƌĞƐĂŶĚŵĂƌŬƚŚĞĨŽůůŽǁŝŶŐŝŶ
ĨŝŐƵƌĞϭ͘
ϭ͘ KďƐĞƌǀĞƌ
Ϯ͘ KďũĞĐƚ
ϯ͘ ŶŐůĞŽĨĚĞƉƌĞƐƐŝŽŶ
ϰ͘ >ŝŶĞŽĨƐŝŐŚƚ
;^ƚƵĚĞŶƚƐĐĂŶǁƌŝƚĞƚŚĞĂŶƐǁĞƌƐŝŶ
ƚŚĞŝƌŶŽƚĞďŽŽŬƐͿ

¾ dĞĂĐŚĞƌŝŶƚƌŽĚƵĐĞƐƚŚĂƚWZ
;,ŽƌŝǌŽŶƚĂů>ŝŶĞͿĐĂŶďĞ
ǀŝĞǁĞĚĂƐƚŚĞĚŝƐƚĂŶĐĞ
ďĞƚǁĞĞŶƚŚĞŽďƐĞƌǀĞƌĂŶĚ
ǀĞƌƚŝĐĂůůŝŶĞŽĨƚŚĞŽďũĞĐƚ͘

¾ dĞĂĐŚĞƌĚĞĨŝŶĞƐĂŶŐůĞŽĨ
ĚĞƉƌĞƐƐŝŽŶĂƐƚŚĞĂŶŐůĞ
ĨŽƌŵĞĚďĞƚǁĞĞŶƚŚĞ
ŚŽƌŝǌŽŶƚĂůůŝŶĞĂŶĚƚŚĞůŝŶĞŽĨ
ƐŝŐŚƚ͘

¾
;dĞĂĐŚĞƌƐEŽƚĞ͗ǁŚĞŶĂŶ
ŽďƐĞƌǀĞƌŝƐůŽŽŬŝŶŐ
ĚŽǁŶǁĂƌĚƐƚŽƚŚĞŽďũĞĐƚ
ƚŚĞŶŝƚŝƐĂůǁĂǇƐĂĚĞƉƌĞƐƐŝŽŶ͘
ĞƉƌĞƐƐŝŽŶĞǆŝƐƚƐďĞůŽǁƚŚĞ
ŚŽƌŝǌŽŶƚĂůůŝŶĞ͘Ϳ

dĞĂĐŚĞƌŝŶƋƵŝƌŝĞƐĂďŽƵƚƚŚĞĨŽůůŽǁŝŶŐ
ƋƵĞƐƚŝŽŶƐƐŚŽǁŝŶŐƚŚĞďĞůŽǁƉŝĐƚƵƌĞ͘
;ϱD/E^Ϳ

ϭ͘ ĂŶǇŽƵĚŝĨĨĞƌĞŶƚŝĂƚĞĂŶŐůĞŽĨ
ĞůĞǀĂƚŝŽŶĂŶĚĂŶŐůĞĚĞƉƌĞƐƐŝŽŶ͍
Ϯ͘ tŚĞŶǁŝůůĂŶŐůĞŽĨĚĞƉƌĞƐƐŝŽŶ
ĐŚĂŶŐĞƐ͍
;dĞĂĐŚĞƌƐ,ŝŶƚ͗tŚĞŶƚŚĞ
ŽďƐĞƌǀĞƌůŽŽŬƐƚŽƉŽĨƚŚĞŽďũĞĐƚ
ǁŝƚŚĂŶĂŶŐůĞǁŝƚŚϯϬϬ͕
&ŽŽƚŽĨƚŚĞŽďũĞĐƚĂŶŐůĞǁŝƚŚ
ϲϬϬͿ

dĞĂĐŚĞƌŐŝǀĞƐĂŶĞǆĂŵƉůĞƚŽƚŚĞ
ƐƚƵĚĞŶƚƐĨŽƌĐůĞĂƌƵŶĚĞƌƐƚĂŶĚŝŶŐ
ŽĨƚŚĞĐŽŶĐĞƉƚ͘;ϭϬD/E^Ϳ

dŚĞĂŶŐůĞŽĨĚĞƉƌĞƐƐŝŽŶŽĨƚŚĞƚŽƉĂŶĚ
ďŽƚƚŽŵŽĨϴŵƚĂůůďƵŝůĚŝŶŐĨƌŽŵƚŚĞƚŽƉ
ŽĨĂŵƵůƚŝƐƚŽƌŝĞĚďƵŝůĚŝŶŐĂƌĞϯϬϬĂŶĚϰϱϬ From the top of a light house angles of
ƌĞƐƉĞĐƚŝǀĞůǇ͘ depressions of ships A and ship B are found to
dĞĂĐŚĞƌĞǆƉůĂŝŶƐƚŚĞĚŝĂŐƌĂŵĂƐĨŽůůŽǁƐ͗ be 450 and 600 respectively. Which ship is
x &ƌŽŵǁŚĞƌĞƚŚĞ closer to the light house?
ŽďƐĞƌǀĞƌǁĂƚĐŚŝŶŐ͍
x EĂŵĞŵƵůƚŝƐƚŽƌŝĞĚ
ďƵŝůĚŝŶŐĂŶĚƚŚĞƚĂůů
ďƵŝůĚŝŶŐĨƌŽŵĨŝŐƵƌĞ͘
x tŚĂƚĂƌĞƚŚĞĂůƚĞƌŶĂƚĞ
ĂŶŐůĞƐŽĨ‫ס‬YWĂŶĚ
‫ס‬YW

Summative assessment plan- only where relevant

¾ A player sitting on the top of tower of height 20m observes angle of the depression of ball lying on
the ground as 600. Find the distance between the foot of the tower and ball.

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Ͳ dŚĞĨŝƌƐƚƐƚĞƉŵƵƐƚďĞƚŽĚƌĂǁĂ
ĨŝŐƵƌĞǁŝƚŚƚŚĞŐŝǀĞŶĚĂƚĂ
;dĞĂĐŚĞƌEŽƚĞ͗dƌǇƚŽďƌŝŶŐĨƌŽŵƚŚĞ
ĚŝƐĐƵƐƐŝŽŶĂŵŽŶŐƐƚƵĚĞŶƚƐƚŚĂƚWdсY͘ Why we are excluding the person height from building
tŚǇͲWYŝƐƌĞƋƵŝƌĞĚ͍Ϳ height?
x dĞĂĐŚĞƌĞǆƉůĂŝŶƐŝŶƚŚĞοWdǁĞ
ŚĂǀĞ͕
dсͶdсϯϬͲϭ͘ϱсϮϴ͘ϱ
‫ܶܣ ׵‬
ൌ ʹͺǤͷ݉
‫ܶܲܣס‬ Why we use the trigonometric ratio of tanߠ?
ൌ ͵Ͳι
tĞŚĂǀĞƚŽĨŝŶĚWd
EŽǁ͕ĨƌŽŵοWd
஺்
dĂŶ͵Ͳιс௉்
ଵ ଶ଼Ǥହ
с ௉்
ξଷ
WdсϮϴ͘ϱξ͵ŵ

^ŝŵŝůĂƌůǇ͕ƚĞĂĐŚĞƌǁŝůůĞǆƉůĂŝŶƚŽĨŝŶĚ
ĨŽƌ^d
ଶ଼Ǥହξଷ 1. Shadow of 10 m long pole is 10ξ͵ŵ͘&ŝŶĚƚŚĞ
dĞĂĐŚĞƌĐŽŶĐůƵĚĞƐ^dс ŵ͕W^с
ଷ
ĂŶŐůĞŽĨĞůĞǀĂƚŝŽŶŽĨƚŚĞƐƵŶ
ϭϵξ͵ŵ
Summative assessment plan- only where relevant
¾ Shadow of 10 m long pole is 10ξ͵ŵ͘&ŝŶĚƚŚĞĂŶŐůĞŽĨĞůĞǀĂƚŝŽŶŽĨƚŚĞƐƵŶ͘
Teachers’ reflections and experiences:

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Some Applications of Trigonometry
Total no. of periods for this chapter:7
Period no :4/7
Sub topic: Angle of Elevation
Learning Teaching-Learning Process Pointers for formative assessment- this Material
Outcomes & This should include activities to should include strategies that will be required
Indicators/micro- facilitate learning along with broad time used to Check for Understanding - e.g.,
competencies duration questions/worksheets/experiments/assign
ments/ self-assessment checklists/etc.
C-4.6: x dĞĂĐŚĞƌŐŝǀĞƐĂƌĞĐĂƉŽĨƚŚĞƉƌĞǀŝŽƵƐ
Understands the ĐůĂƐƐ;ϱŵŝŶƐͿ
definition of the x dĞĂĐŚĞƌƉƌŽŵŽƚĞƐĂĚŝƐĐƵƐƐŝŽŶĂŵŽŶŐ
basic ƉĞĞƌƐďǇƐŚŽǁŝŶŐĂƉŝĐƚƵƌĞĂŶĚĂƐŬƐƚŚĞ
trigonometric ĨŽůůŽǁŝŶŐ͗;ϭϱŵŝŶƐͿ
functions their 14.Match the following
history and
Column I column II
motivation and
their utility
a) the length of a shadow
across the of a tower is√3times the https://youtu.be/FS
sciences height of the tower i) 40m xF5TETXpE?si=5L
The angle of the elevation r1Res8EI-jf8df
Learning of the sun is
outcome:
b) The angle of depression of
Determines all the top of a tower at a point ii) 60q
trigonometric 40m from its base is 45q .the
ratios w.r.t acute Height of the tower is…..
C) The angle of elevation of the
angles and uses top of a tower from a point iii) 30q
them in solving 15m away from its base is 30q .
The height of the tower is
problems in daily
life contexts like a) At a point 14m away from the
Base of a 14 3 m high pillar, iv) 5 3m
heights of different
The angle of elevation of its top
structures from Is…
them. x

/ŶĂƉůĂǇŐƌŽƵŶĚ͕ĐŚŝůĚƌĞŶůŝŬĞƚŽƐůŝĚĞ
ŽŶƐůŝĚĞƌĂŶĚƐůŝĚĞƌŝƐŽŶĂĚĞĨŝŶĞĚ
ĂŶŐůĞĨƌŽŵŐƌŽƵŶĚ͘

https://www.you
tube.com/watch?
v=plXZyOZNL
M8
8TRJ
&UUQNHFYNTSXTK
9WNLTSTRJYW^
(Tic TacLearn
English)

ϭ͘ tŚĂƚǁŝůůŚĂƉƉĞŶƚŽƚŚĞƐůŝĚĞƌŝĨǁĞ
ĐŚĂŶŐĞƚŚĞĂŶŐůĞ͍

Ϯ͘ tŝůůĐŚŝůĚƌĞŶƐƚŝůůďĞĂďůĞƚŽƉůĂǇŽŶ
ŝƚ͍
x dĞĂĐŚĞƌĞǆƉůĂŝŶƐƚŚĞĐŽŶĐĞƉƚǁŝƚŚĐůĞĂƌ
ĞǆƉůĂŶĂƚŝŽŶŽŶƚŚĞĐŽŶĐĞƉƚ;ϮϬŵŝŶƐͿ
x dĞĂĐŚĞƌŐŝǀĞƐĂƉƌŽďůĞŵƚŽƚŚĞĐůĂƐƐ
ƌĞůĂƚĞĚƚŽƚŚĞƚŽƉŝĐ

ĐŽŶƚƌĂĐƚŽƌƉůĂŶƐƚŽŝŶƐƚĂůůƚǁŽƐůŝĚĞƐĨŽƌ
ƚŚĞĐŚŝůĚƌĞŶƚŽƉůĂǇŝŶĂƉĂƌŬ͘&ŽƌƚŚĞĐŚŝůĚƌĞŶ
ďĞůŽǁƚŚĞĂŐĞŽĨϱǇƌƐ͕ƐŚĞƉƌĞĨĞƌƐƚŽŚĂǀĞĂ
ƐůŝĚĞǁŚŽƐĞƚŽƉŝƐĂƚĂŚĞŝŐŚƚŽĨϭ͘ϱŵ͕ĂŶĚŝƐ
ŝŶĐůŝŶĞĚĂƚĂŶĂŶŐůĞϯϬƚŽƚŚĞ
ŐƌŽƵŶĚ͕ǁŚĞƌĞĂƐĨŽƌĞůĚĞƌĐŚŝůĚƌĞŶ͕ƐŚĞǁĂŶƚƐ
ƚŽŚĂǀĞĂƐƚĞĞƉƐůŝĚĞĂƚĂŚĞŝŐŚƚŽĨϯŵ͕ĂŶĚ
ŝŶĐůŝŶĞĚĂƚĂŶĂŶŐůĞŽĨϲϬƚŽƚŚĞŐƌŽƵŶĚ͘
tŚĂƚƐŚŽƵůĚďĞƚŚĞůĞŶŐƚŚŽĨƚŚĞƐůŝĚĞŝŶ
ĞĂĐŚĐĂƐĞ͍
;ϮϬŵŝŶͿ

dĞĂĐŚĞƌŝŶƋƵŝƌĞƐƚŚĞĨŝƌƐƚƐƚĞƉĨŽƌƐŽůǀŝŶŐƚŚĞ
ƉƌŽďůĞŵ͘
ƐƐĞƌƚŝŽŶ͗

ŶŽďƐĞƌǀĞƌϭ͘ϱŵƚĂůůŝƐϮϬ͘ϱŵĂǁĂǇĨƌŽŵƚŚĞ
x dŚĞĨŝƌƐƚƐƚĞƉŵƵƐƚďĞƚŽĂƐŬƚŚĞŵƚŽ
ƚŽǁĞƌϮϮŵŚĞŝŐŚƚ͘
ƚĂŬĞĂƚĂďƵůĂƌĨŽƌŵ
dŚĞĂŶŐůĞŽĨĞůĞǀĂƚŝŽŶŽĨƚŚĞƚŽƉŽĨƚŽǁĞƌĨƌŽŵ

ƚŚĞĞǇĞŽĨƚŚĞ
ŐĞƐ ,ĞŝŐŚ /ŶĐůŝ ŚǇƉŽƚĞŶƵ
ŽďƐĞƌǀĞƌŝƐϰϱϬ͘
ƚƐŽĨ ŶĞ ƐĞƐ
ZĞĂƐŽŶ͗
^ůŝĚĞ ĂŶŐů ௉௘௥௣௘௡ௗ௜௖௨௟௔௥
Ğ dĂŶࣂс ௕௔௦௘

ĞůŽ ϭ͘ϱ ϯϬϬ сǆ
ǁϱ ŵƚƐ ;ƐĂǇͿ ĂͿ ŽƚŚĂŶĚZĂƌĞƚƌƵĞĂŶĚZŝƐƚŚĞ
ǇƌƐ ĐŽƌƌĞĐƚ
ďŽ ϯŵƚƐ ϲϬϬ WZсǇ ĞǆƉůĂŶĂƚŝŽŶŽĨ
ǀĞϱ ;ƐĂǇͿ ďͿ ŽƚŚĂŶĚZĂƌĞƚƌƵĞĂŶĚZŝƐŶŽƚƚŚĞ
ǇƌƐ ĐŽƌƌĞĐƚ
ĞǆƉůĂŶĂƚŝŽŶŽĨ
ƐŬƚŚĞŵƚŽĐŽŶƐƚƌƵĐƚƚǁŽƚƌŝĂŶŐůĞƐ ĐͿ ŝƐƚƌƵĞďƵƚZŝƐĨĂůƐĞ
ƵƐŝŶŐƚŚĞĂďŽǀĞĚĂƚĂ

ϭ͘ϱ
ǆ

Ɖ

ϯǇ

1. At some time of the day, the length of the
Ƌƌ Shadow of a tower is equal to its height.
;dĞĂĐŚĞƌEŽƚĞ͗dƌǇƚŽďƌŝŶŐĨƌŽŵƚŚĞ What is the Sun’s altitude at that time.

ĚŝƐĐƵƐƐŝŽŶĂŵŽŶŐƚŚĞƐƚƵĚĞŶƚƐͿ

KďƐĞƌǀĞĨƌŽŵƚŚĞĨŝŐƵƌĞ͕
ϭ͘ ŚŽǁĐĂŶǁĞĨŝŶĚĂŶĚWZƵƐŝŶŐƚŚĞƐĞ
ŵĞĂƐƵƌĞŵĞŶƚƐ͍

Ϯ͘tŚŝĐŚƚƌŝŐŽŶŽŵĞƚƌŝĐƌĂƚŝŽŝƐĂƉƉůŝĐĂďůĞ
ŚĞƌĞ͍

dĞĂĐŚĞƌĞǆƉůĂŝŶƐďǇĂƐŬŝŶŐƚŚĞĨŽůůŽǁŝŶŐ
&ƌŽŵƚŚĞ‫پ‬
֜^ŝŶϯϬϬсǫ
֜dŚĞŶǆс͍

&ƌŽŵƚŚĞ‫پ‬WYZ
֜^ŝŶϲϬϬс͍
֜ ‫ݕ‬с͍

dĞĂĐŚĞƌĂƐŬƐǁŚĂƚŝƐƚŚĞůĞŶŐƚŚŽĨƚŚĞƐůŝĚĞƌ
ĨŽƌďĞůŽǁϱǇƌƐ͘ĂŶĚĨŽƌƚŚĞĂďŽǀĞϱǇƌƐ͘
dĞĂĐŚĞƌĐŽŶĐůƵĚĞƐ͗
ĨŽƌďĞůŽǁϱǇƌƐ͘;ǆͿс͍
ĨŽƌĂďŽǀĞϱǇƌƐ͘WZ;ǇͿс͍

Summative assessment plan- only where relevant
ƚƌĞĞďƌĞĂŬƐĚƵĞƚŽƐƚŽƌŵĂŶĚƚŚĞďƌŽŬĞŶƉĂƌƚďĞŶĚƐƐŽƚŚĂƚƚŚĞƚŽƉŽĨƚŚĞƚƌĞĞƚŽƵĐŚĞƐƚŚĞŐƌŽƵŶĚ ŵĂŬŝŶŐ
ĂŶĂŶŐůĞϯϬΣǁŝƚŚŝƚ͘dŚĞĚŝƐƚĂŶĐĞďĞƚǁĞĞŶƚŚĞĨŽŽƚŽĨƚŚĞƚƌĞĞƚŽƚŚĞƉŽŝŶƚǁŚĞƌĞƚŚĞƚŽƉƚŽƵĐŚĞƐƚŚĞ ŐƌŽƵŶĚŝƐ
ϴŵ͘&ŝŶĚƚŚĞŚĞŝŐŚƚŽĨƚŚĞƚƌĞĞ

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Learning Teaching-Learning Process Pointers for formative assessment- this Material
Outcomes & This should include activities to should include strategies that will be required
Indicators/micro- facilitate learning along with broad used to Check for Understanding - e.g.,
competencies time duration questions/worksheets/experiments/assign
ments/ self-assessment checklists/etc.
C-4.6: x dĞĂĐŚĞƌŐŝǀĞƐĂƌĞĐĂƉŽĨƚŚĞ
Understands the ƉƌĞǀŝŽƵƐĐůĂƐƐ;ϱŵŝŶƐͿ
definition of the
basic x dĞĂĐŚĞƌĂƐŬƐƚŚĞĨŽůůŽǁŝŶŐ Draw a diagram to find a kite at an angle of
trigonometric ƋƵĞƐƚŝŽŶƐĂŶĚƚĞƐƚŝŶŐŽĨƉƌĞǀŝŽƵƐ elevation ‘ T ’ and the length of thread from
functions their his hand to kite is ‘l’ which trigonometric ratio is
ŬŶŽǁůĞĚŐĞŚĂƉƉĞŶƐ;ϭϱŵŝŶƐͿ used for finding length of ladder? If BC= d m
history and ;dĞĂĐŚĞƌEŽƚĞ͗dŚŝƐŝƐƚŚĞŝŶĚŝǀŝĚƵĂů
motivation and
ǁŽƌŬĨŽůůŽǁĞĚďǇƉĞĞƌƐŚĂƌŝŶŐĂŶĚ
their utility
ǁŚŽůĞŐƌŽƵƉƐŚĂƌŝŶŐ
across the
sciences
Learning outcome:
Identifies and
classifies to
measure lengths
and use
measurements to
determine angle
measures

Ͳ tŚĞƌĞĚŽĞƐƚŚĞĂŶŐůĞŽĨ
ĞƉƌĞƐƐŝŽŶĨŽƌŵĞĚ͍
Ͳ tŚĂƚĚŽǇŽƵĐĂůůWY͍
Ͳ tŚĂƚŚĂƉƉĞŶƐŝĨƚŚĞƉĞƌƐŽŶĨƌŽŵ
WůŽŽŬŝŶŐƚŽĚŝĨĨĞƌĞŶƚƉŽƐŝƚŝŽŶƐ
ŽĨ͕͍
Ͳ tŚĂƚŝƐƚŚĞůŝŶĞŽĨƐŝŐŚƚĨŽƌ
ѐW͍ https://youtu.be/qa9
LaCYnnoQ?si=Q0C
AHJFNuJf--Y51

dĞĂĐŚĞƌŐŝǀĞƐĂƉƌŽďůĞŵƚŽƚŚĞ ϰŵŝŶ'ĂƌŐdƵƚŽƌŝĂůƐ
ĐůĂƐƐ;ϮϬŵŝŶƐͿ ǀŝĚĞŽĨŽƌƐŽůƵƚŝŽŶŽĨ
x &ƌŽŵƚŚĞƚŽƉŽĨĂϳŵďƵŝůĚŝŶŐ͕ƚŚĞ ƚŚĞƉƌŽďůĞŵ
ĂŶŐůĞŽĨĞůĞǀĂƚŝŽŶŽĨƚŚĞƚŽƉŽĨĂ
ĐĂďůĞƚŽǁĞƌŝƐϲϬϬ
ŶĚƚŚĞĂŶŐůĞŽĨƚŚĞĚĞƉƌĞƐƐŝŽŶŽĨ
ŝƚƐĨŽŽƚŝƐϰϱϬ͘ĞƚĞƌŵŝŶĞŚĞŝŐŚƚŽĨ
ƚŚĞdŽǁĞƌ͘;ϮϬŵŝŶͿ

dĞĂĐŚĞƌŝŶƋƵŝƌĞƐƚŚĞĨŝƌƐƚƐƚĞƉŵƵƐƚ
ďĞƚŽĚƌĂǁĨŝŐƵƌĞǁŝƚŚŐŝǀĞŶĚĂƚĂ͘

ϲϬϬ
Suppose a girl is sitting on the balcony of her house
located on the bank of a river. She is looking down at a
flower pot placed on a stair of a temple situated nearby
on the other bank of the river. A right triangle is

ϳĐŵ
imagined to be made in this situation as shown figure .

Analyze the above figure and give answers of the
following questions:

(Teacher Note: Try to bring from the 1. Horizontal line is above of the line of sight?
discussion among students that BC = A State True of False.
a) True b) False
From the figure, what is EC? (EC = CD +DE)
2. Angle of depression is from between ------------
¾ At what elevations the building top to the -- and ---------------------
cable tower. a) Horizontal level, vertical line
b) Horizontal line, line of sight.

¾ In the same manner, at what depression 3. Angle of depression can be negative or positive.
from the top of building to the tower. It depends on the direction of measurement?
(Teachers Note: as AC is a) Yes b) No
transversal, alternative angles are equal.)

¾ Teacher explains in right angle ∆ABC

஺஻
We have tan 450 = ஻஼

଻
֜ 1 = ஻஼
֜BC = 7

‫ ׵‬AD = 7 (Since BC = AD)

஽ா
Again from ∆ ADE, tan 600 =஺஽

஽ா
֜ ξ3 = ଻

DE = 7ξ3 m.

‫ ׵‬the height of the cable tower (EC) =DE

+CD

= 7ξ3 +7
=7(1 +ξ3) m.
Teacher concludes the topic by explaining some
more problems

Summative assessment plan- only where relevant
¾ From the top of a 7m high building, the angle of elevation of the top of a cable tower is 600 and the angle of
depression of its foot is 450. Determine the height of the tower.
Teachers’ reflections and experiences:

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

(a) 45° (b) 60° (c) 30° (d) 90°

(iii) Width of the river is

(a) 28.90 m (b) 26.75 m (c) 25 m (d) 27 m

(iv) Height of the other temple is A B

(a) 32.5 m (b) 35 m (c) 33.33 m (d) 40 m

(v) Angle of depression is always
(a) reflex angle (b) straight
(c) an obtuse angle (d) an acute angle

2. A boy is standing on the top of light house. He

observed that boat P and boat Q are approaching to light
house from opposite directions. He finds that angle of
depression of boat P is 45° and angle of depression of
boat Q is 30°. He also knows that height of the light
house is 100 m.

Based on the above information, answer the following

questions.
(i) Measure of angle of ACD is equal to

(a) 30° (b) 45° (c) 60° (d) 90°

(ii) If angle of YAB = 30°, then \(\angle\) ABD is also 30°,
Why?

(a) vertically opposite (b) alternate interior

angles angles
(c) alternate exterior
(d) corresponding angles
angles
(iii) Length of CD is equal to

(a) 90 m (b) 60 m (c) 100 m (d) 80 m

^ƵŵŵĂƚŝǀĞĂƐƐĞƐƐŵĞŶƚƋƵĞƐƚŝŽŶƐ
ϭ͘dŚĞĂŶŐůĞŽĨĞůĞǀĂƚŝŽŶŽĨƚŚĞƚŽƉŽĨďƵŝůĚŝŶŐĨƌŽŵƚŚĞĨŽŽƚŽĨƚŚĞƚŽǁĞƌŝƐϯϬϬĂŶĚƚŚĞĂŶŐůĞŽĨĞůĞǀĂƚŝŽŶŽĨƚŚĞƚŽƉŽĨƚŚĞ
ƚŽǁĞƌĨƌŽŵƚŚĞĨŽŽƚŽĨƚŚĞďƵŝůĚŝŶŐŝƐϲϬϬ͘/ĨƚŚĞƚŽǁĞƌŝƐϱϬŵŚŝŐŚ͕ĨŝŶĚƚŚĞŚĞŝŐŚƚŽĨƚŚĞďƵŝůĚŝŶŐ͘

Ϯ͘ƉůĂǇĞƌƐŝƚƚŝŶŐŽŶƚŚĞƚŽƉŽĨĂƚŽǁĞƌŽĨŚĞŝŐŚƚϮϬŵŽďƐĞƌǀĞƐƚŚĞĂŶŐůĞŽĨĚĞƉƌĞƐƐŝŽŶŽĨĂďĂůůůǇŝŶŐŽŶƚŚĞŐƌŽƵŶĚĂƐϲϬϬ͘
&ŝŶĚƚŚĞĚŝƐƚĂŶĐĞďĞƚǁĞĞŶƚŚĞĨŽŽƚŽĨƚŚĞƚŽǁĞƌĂŶĚƚŚĞďĂůů͘

Teachers’ reflections and experiences:

Teachers’ reflections and experiences:

1.Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2.How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3.How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4.How effective were the Materials and resources used in the lesson?

5.Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
WORK SHEET 1

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WORK SHEET 2

&ƌŽŵEZdǆĞŵƉůĂƌ

WORK SHEET 3

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10 CIRCLES

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THE FOLLOWING CURRICULAR GOALS (CG) AND COMPETENCIES (C) WILL BE DEVELOPED THROUGH THIS
CHAPTER

CURRICULAR GOALS(CG) COMPETENCIES (C)

CG-4 Analyses characteristics and properties of two-dimensional x C-4.3 Proves theorems about the geometry of a circle,
geometric shapes and develops mathematical arguments to explain including its chords, subtended angles, inscribed polygons, and
area in terms of π
geometric relationships

CG-7 Begins to perceive and appreciate the axiomatic and deductive x C-7.1 Proves mathematical statements and carries out geometric
structure of Mathematics constructions using stated assumptions, axioms, postulates,
definitions, and mathematics vocabulary
x C-7.3 Proves theorems using Euclid’s axioms and postulates – for
angles, triangles, quadrilaterals, circles, area-related theorems for
triangles and parallelograms.
:

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PERIOD WISE PLAN
TEACHING TOPICS LEARNING OUTCOMES
LP 1 INTRODUCTION OF TANGENT TO A CIRCLE ¾ Recall the previous knowledge of circle and its component
¾ Identifies position of line with respect to circle.

LP 2 TANGENT TO A CIRCLE ¾ Recall the knowledge of secant and tangent to the circle.

LP 3 TANGENT AT ANY POINT OF A CIRCLE IS PERPENDICULAR ¾ Derives proofs of theorems related to the tangents of
TO THE RADIUS THROUGH THE POINT OF CONTACT Circle.
¾ Identifies the angle made by the radius and the tangent.
¾ Proofs the tangent at any point of a circle is perpendicular
the radius through the point of contact.
¾ Recall RHS congruency.
LP 4 NO.OF TANGENTS FROM A POINT TO THE CIRCLE ¾ Recall no. of tangents that can be drawn different points
through any given circle.
LP 5 THE LENGTH OF TANGENTS DRAWN FROM EXTERNAL ¾ Proofs the length of tangents drawn from an external
POINT TO A CIRCLE ARE EQUAL point to a circle are equal.
¾ Recall RHS congruency.
LP 6 PROBLEMS RELATED TO LENGTH OF TANGENTS ¾ Proofs the results related to tangents to a circle to
solve problems.
LP 7 PROBLEMS RELATED TO LENGTH OF TANGENTS ¾ Proofs the results related to tangents to a circle to
solve problems.
LP 8 PROBLEMS RELATED TO LENGTH OF TANGENTS ¾ Proofs the results related to tangents to a circle to
solve problems.
Chapter Plan (Unit plan/ lesson plan)

Class: 10
Chapter: 10. CIRCLES
Total no. of periods for this chapter: 08
Period No: 01 / 08

Sub Topic: Introduction of Tangent to a circles

Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.
C-4.3 Proves theorems about Teacher asks the following questions and testing of
the geometry of a circle, previous knowledge (Individual work followed by pair
including its chords, sharing and whole grouping sharing): (20 Minutes)
subtended angles, inscribed 1. Identify the circular objects in your class?
polygons, and area in terms 2. Define a circle. Give examples of circular objects
of π 3. How to draw a circle with given radius.
C-7.3 Proves theorems 4. Draw a circle and label its parts.
using Euclid’s axioms and
postulates – for angles, Teacher draws this figure and initiates discussion.
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triangles, quadrilaterals, u.be/QSpZt
circles, area-related W6DNYo?si
theorems for triangles and
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parallelograms.
1. Identify Centre and radius in the circle.
2. Identify the chord.
3. Name the shaded region part Daily life
4. Identify the one sector shapes /
objects
5. Name one minor arc and one Major arc.
Demonstration: (20 minutes)
1. Identify the largest chord in the circle?
Whole group activity:
Teacher draws figures and starts discussion. 2. If the radius of the circle is 5cm then
what is the diameter?
3. Which of the following must passes
through the center of the circle?
A. chord
B. diameter

1. Which line is not intersecting the circle?

2. Identify the line that intersects the circle?
3. Mark the points where the line intersects the circle ŚƚƚƉƐ͗ͬͬǁǁǁ͘Ǉ
ŽƵƚƵďĞ͘ĐŽŵͬǁ
in two points. ĂƚĐŚ͍ǀсŶϯƚƌ>Ğ
4. Which line touches the circle? >zϳsǁ

5. Mark the point where the line the touches the circle 9FSLJSYTF
Teacher shows some real-life pictures for better (NWHQJ
understanding of tangent and secant. Initiates 1. Describe a secant to a circle in our
discussion. words.
2. Write the difference between secant and
tangent to a circle?

1. While cycling on the road show the point where the
wheel touches the road.
2. What we conclude about the above picture.

1. Give real life examples for tangent and

secants.

1. How many intersecting points with green line of the

bridge curve.
Whole group activity: Teacher draws this figure and
initiates discussion: (20 minutes)
Teacher asks the students take a circular wire and
attach a straight wire AB at a point P of the circular wire so
that it can rotate about the point P in a plane. Put the system
on a table and gently rotate the wire AB about the point P to 1. Identify the point where all the points
get different positions of the straight wire. coincide with that point when wire
Rotate the wire to one side of AB mark the points that rotated.
intersects the circle at Q1, Q2, Q3,…. 2. Identify the line that touches the circle at
Again Rotate the wire to another side of AB mark the points one point P
3. When two end points of the chord
that intersects the circle at R1, R2, R3,…. coincide with each other then it
1. Teacher ask the students to measure the length of becomes Tangent or Secant.
chords PQ1, PQ2, PQ3,… and PR1, PR2, PR3,…..
and record them.
2. When will be the length of the chords become zero.
Conclusion: Teacher gives conclusion that, among all
chords the chord with zero length is tangent at the
point of contact P.
Summative Assessment Plan
(Only… where relevant)

1. Describe the difference between secant and Tangent to a circle.

2. Write some real-life examples where you identify circular objects, secants and tangents.

Teachers’ reflections and experiences:

Activity: (15 minutes)

In small groups, students do the following activity and activity
record their observations:
tic-tac

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ĂĐƚŝǀŝƚǇďǇĨŽůůŽǁŝŶŐŝŶƐƚƌƵĐƚŝŽŶƐ͘
draw a circle on a sheet of paper.
draw a secant PQ to the circle.
Now, trace PQ on a tracing sheet (label it XY, such that X
coincides with P and Y coincides with Q).
Next, move the sheet gently on either side of PQ, such that
the traced line XY is parallel to PQ.
What do you notice?
When does the secant become a tangent? Express shortest distance in your own words?

Activity:
[Students work individually and share their observation with
their friends and whole group presentation.] 10min
1. Draw a line and mark a point O outside the line.
2. Mark points say A, B, C, D, ….L, M, G
3. Now draw line segments joining O and points A, B,
C, D, ….L, M, G
4. Measure each of the line segments drawn.
Questions:
1. Identify the shortest distance.
2. Guess what is the angle measure of the angle
formed by the shortest line segment to the given
line.
3. Measure and check.
4. Share and check with your friends.
What can we conclude from this?
“When we draw lines from a point which is not on the line
then, the shortest line is ________.”
Whole group activity: 10min
Teacher draws this figure and initiates discussion.

A P B
1. Identify the result you observed from the wheel of
the spokes.
2. Identify the radius in the figure.
3. How many radii do you see?
4. Identify tangent in the figure and label it AB.
5. Mark the point of contact of this tangent and label it
P.
6. Identify the radius through this point of contact and
name it as PQ.
7. What can you infer about tangent AB and radius PQ?

Summative Assessment Plan

(Only… where relevant)
1. If radius of a circle is 5 cm then find the distance two parallel tangents?
2. How many tangents can a circle have.
3. Fill in the blanks:
1. A tangent to a circle intersects it in _______point (s).
2. A line intersecting a circle in two points is called a_________ .
3. A circle can have _________ parallel tangents at the most.
4. The common point of a tangent to a circle and the circle is called_______ .

Teachers’ reflections and experiences:

What kind of triangle is ᶭ OPQ? Why?

Is OQ2 = OP2 + PQ2? Why?

From the statement, students to write what is given data.

From the statement, students to write what is require to be
proved.
Teacher leads to marking a point Q on XY and join OQ.
Now, compare OP and OQ. Which is the shortest?
Any other point on XY except for P, the line segment OP
1. Why triangle OPQ is right Triangle?
would be the shortest.
2. What is the hypotenuse in triangle OPQ
And of all the lines drawn from a point outside the given line,
3. Identify the other sides.
the shortest line is the perpendicular to the given line.
Hence OP the radius is perpendicular to the tangent XY.

Problem related to above theorem:

What is the length of tangent drawn from a point 15cm
away from the center of a circle of radius 9 cm.
length of
10min tangent
1.Teacher guide to the student s to draw the picture related Tic-
Taclearneng
to given problem lish

What is the length of PQ?

What type of triangle OPQ.
The teacher asks the students to recall Pythagoras
Theorem and find the unknown PQ.
2.Find the length of AT? Express AT in terms of d and r.

Formative assessment:

Teacher asks the students solve individually?

1.In the above figure OP=4cm OQ=5cm find
Follow the above process? PQ.

2. A tangent PQ at a point P of a circle of

radius 5 cm meets a line through the Centre O
at a point Q so that OQ = 13 cm. Find length of
PQ.

3. Draw a circle and two lines parallel to a

given line such that one is a tangent and the
other, a secant to the circle.
Summative Assessment Plan
(Only… where relevant)

1. A tangent PQ at a point P of a circle of radius 5 cm meets a line through the center O at a point Q so that OQ = 12 cm. Length PQ is :
(A) 12 cm (B) 13 cm (C) 8.5 cm (D) 119 cm.
2. Draw a circle and two lines parallel to a given line such that one is a tangent and the other, a secant to the circle.

Teachers’ reflections and experiences:

o How many tangents can a circle have?

o How many tangents can be draw at a Point
on the circle?
o Can you draw a tangent from point P?

Demonstration of proof: (20 minutes)

Activity: Teacher makes the students into small groups
and initiate the following activity. Paper
1. Teacher asks the students to draw a circle on paper Sheet
1. If the line is drawn from Q, how many
sheet and take a point Q inside it and draw lines intersecting points that line makes with Geometrica
through that point and initiate to write the circle? l
Instrument
observations. 2. Whether the line intersect the circle is s
Secant or Tangent?
3. Is it possible to draw Tangent from Q?

2.The teacher asks the students to draw a circle on

paper sheet and take a point P on the circle and
draw tangents at that point and initiate to write the
observations.

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4.Is it possible to draw another tangent at P?
5.Is it possible to draw another tangent
parallel to tangent L?

2. The teacher asks student draw a circle on paper

sheet draw tangents from external point. What are
your observations?

Conclusion: 6.Is it possible to draw more than two

Teacher asks the students for better understanding tangents from external point A to the circle?
How many tangents can you draw to a circle from a) 7. Draw a tangent to a circle of radius 4cm.
internal point
b) point on the circle
c)external point.
Group Activity: (15 min)
Teacher explains how to draw a tangent from an
external point by using geometry box. Also play
video for more understanding.
Construction of Pair of Tangents from external point to
a Circle:
Teacher divides the students into groups and give the
instructions how to draw a pair of tangents from an external constructio
point to the circle. 8.How can we draw perpendicular of line n of
tangents
΀dĞĂĐŚĞƌEŽƚĞ͗ segment OP.
ϭ͘ƌĂǁĂĐŝƌĐůĞǁŝƚŚƐƵŝƚĂďůĞƌĂĚŝƵƐ͍ 9.Whether the lines are drawn from point p are
Ϯ͘dĂŬĞĂƉŽŝŶƚWĞǆƚĞƌŶĂůƚŽƚŚĞĐŝƌĐůĞ͘ tangents to the given circle?
ϯ͘ũŽŝŶK͕W
ϰ͘ĚƌĂǁĂƉĞƌƉĞŶĚŝĐƵůĂƌďŝƐĞĐƚŽƌyzŽĨKW͘

ϱ͘DĂƌŬŝŶƚĞƌƐĞĐƚŝŽŶƉŽŝŶƚŽĨKWĂŶĚyzĂƐD͘ 10.Two tangents are drawn from an external
point PL and PT to the circle. If PL=7cm find construction
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PT. of tangents
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ϴ͘:ŽŝŶW͕ĂŶĚW͕͘
dŚƌŽƵŐŚ ƉůĂǇŝŶŐ ǀŝĚĞŽ ƚĞĂĐŚĞƌ ĞǆƉůĂŝŶƐ ŚŽǁ ƚŽ ĐŽŶƐƚƌƵĐƚ ƚŚĞ
ƚĂŶŐĞŶƚĨŽƌŵĂŶĞǆƚĞƌŶĂůƉŽŝŶƚ͘

1. Identify the tangent from P
2. Measure the lengths of PA, PB
3. Are length of tangents PA, PB equal.

Summative Assessment Plan

(Only… where relevant)

3. ƌĂǁĂĐŝƌĐůĞŽĨĚŝĂŵĞƚĞƌϲĐŵĨƌŽŵĂƉŽŝŶƚW͕ǁŚŝĐŚŝƐϴĐŵĂǁĂǇĨƌŽŵŝƚƐĞŶƚƌĞ͘ƌĂǁƚŚĞƚǁŽ
ƚĂŶŐĞŶƚƐWĂŶĚWƚŽƚŚĞĐŝƌĐůĞĂŶĚŵĞĂƐƵƌĞƚŚĞŝƌůĞŶŐƚŚƐ͘

Teachers’ reflections and experiences:

Topic: CIRCLES

Sub Topic: Length of Tangents to a Circle from external point

Pointers for formative Assessment

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Paper
o Is it possible to draw tangent from point P? Sheet
o How many tangents we can draw at point Q?
Geometrica
o Is it possible to draw three tangents from
l
point R? Instrument
Demonstrate: ( 20 min) s
Teacher demonstrates to prove the theorem
Teacher shows video for the above statement for better
understanding.

Explain about RHS congruency in your own

words?

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Statement: Length of tangents from external point to the

circle are equal 1. Why OQ = OR?
2. What is RHS Congruence Rule?
3. Explain CPCT Rule?

theorems
DIGITAL
GURUJII

Proof:
Teacher draws a circle with center O, mark a point P lying
out side of the circle.
Are PQ and PR be the tangents.?

Teacher asks the students what we need to prove?
Teacher gives instructions, how the two triangles OQP, ORP (NWHQJ9MJTWJR
5WTTK1JSLYMTK
are congruent? 9FSLJSYX5WTTK

Teacher asks the students why PQ = PR ?

Group Activity: (15 min)

Teacher divides the students into groups and give

guidance to prove the length of pair of tangents are
equal by using Pythagoras theorem.
The teacher asks the students the following questions.

Equal
Tangents
from an
External
Point using
1. If OQ=r and OP=d units.
2. What is Pythagoras theorem? Pythagoras
theorem
3. How apply Pythagoras theorem to triangle OQP?
4. Find PQ. Find OR
5. Compare and write your conclusion?

Summative Assessment Plan

(Only… where relevant)

1. From a point Q, the length of the tangent to a circle is 24 cm and the distance of Q from the centre is 25cm. The radius of the circle is
A) 7 cm B) 12cm C) 15 cm D) 24.5 cm
2. The length of a tangent from point A at distance 5cm from the centre of the circle is 4 cm . Find the radius of the circle.

Teachers’ reflections and experiences:

Sub Topic: Problems related to Exercise: 10.2

Pointers for formative Assessment

Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.
¾ Proofs the results Teacher asks the following questions and testing of
related to tangents previous knowledge (Individual work followed by pair
to a circle to
solve problems. sharing and whole grouping sharing)( 5min)
C-4.3 Proves theorems about
the geometry of a circle,
including its chords,
subtended angles, inscribed o Is it perpendicular drawn from center to the
polygons, and area in terms chord bisect the Chord?
of π o Are the lengths of tangents from external are
equal?
o Recall Pythagoras theorem?

Teacher explains how to solve the problems (20 min)

1. Prove that in Two concentric circles the chord of 1. Define concentric circles.
the larger circle which touches the smaller circle 2. Why OA = OB?
3. Explain RHS congruence rule.
is bisected at the point of contact. 4. How we apply CPCT in this
problem?
Teacher prove the statement by discussion .

If OP=3cm AP=4cm find the radius of the

larger circle.
Teacher asks the students what we have to prove?
Teacher gives the instructions to join OA, OB.
By what congruence rule OAP is congruent to OBP
How can we conclude AP = BP?

2. Prove that the tangents drawn at the end points

of circle are parallel.
Draw different circles and draw diameter, draw GeoGebra
tangents at endpoints of each diameter and demonstrat
ion
write your observation?

Teacher proves the statement by discussion

method
1. Why OA perpendicular to PQ and OB
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perpendicular to RS?
w.youtube.
2. Identify the alternate angles? com/watch
3. How can we conclude these two lines are ?v=O8WnVI
N1MyY
parallel?

Teacher gives some model questions and ask them to

Find the length of tangent to a smaller circle
solve, and present Infront of the class. ( 15 min)
whose radius is r and radius of larger circle id R
1. Two concentric circles are of radii 5 cm and 3 cm.
units.
Find the length of the chord of the larger circle which
touches the smaller circle.
2. Prove that the perpendicular at the point of contact

to the tangent to a circle passes through the center.
Model
problem
Summative Assessment Plan
(Only… where relevant)

1. If tangents PA and PB from a point P to a circle with center O are inclined to each other at angle of 800 then ‫ס‬POA =
A)500 B)600 C)700 D) 800

Teachers’ reflections and experiences:

Sub Topic: Problems related to Exercise: 10.2

1. Identify the length of tangents from A.

3. What we get when adding all the above
2. Identify the length of tangents from B.
equations?
3. Identify the length of tangents from C.
4. How can be get AB, BC, CD, DA?
4. Identify the length of tangents from D.

Problem 2:

Two tangents TP and TQ are drawn to a circle

with center O from an external point T. Prove that
‫ס‬PTQ = 2 ‫ס‬OPQ.

Theorem

Teacher prove the statement by discussion

method
4. Teacher informs to the student to take
‫ס‬PTQ = ࣂ and ‫ס‬OPQ= x
5. Why TP = TQ ?
6. Is ᶭTPQ is an isosceles triangle? 1. Identify the length of tangents from T?
7. Is ‫ס‬TPQ = ‫ס‬TQP? Are they equal?
8. ‫ס‬TPQ = (900 – x) 2. Is ᶭTPQ is an isosceles triangle?
9. What is sum of angles in a triangle TPQ? 3. What are the supplementary angles?
10. dĞĂĐŚĞƌ ŝŶĨŽƌŵƐ ƚŽ ƐƚƵĚĞŶƚƐ ƚŽ ƐƵďƐƚŝƚƵƚĞ ƚŚĞ
ĂďŽǀĞǀĂůƵĞƐŝŶ‫ס‬PTQ + ‫ס‬TQP + ‫ס‬TPQ = 1800
11. Ask the students to verify the result.
Teacher give some model questions and ask them to
solve.( 10 min) 1. Write any two properties of a
3. Prove that the parallelogram circumscribing circle is parallelogram?
a Rhombus. 2. Differentiate parallelogram and
rhombus?

Summative Assessment Plan

(Only… where relevant)

1. Prove that the angle between the two tangents drawn from an external point to a circle is supplementary to the angle subtended by the line
segment joining the points of contact at the Center.

Teachers’ reflections and experiences:

Sub Topic: Problems related to Exercise: 10.2

Pointers for formative Assessment

Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.
¾ Proofs the results Teacher asks the following questions and testing of
related to tangents previous knowledge (Individual work followed by pair
to a circle to
solve problems. sharing and whole grouping sharing)( 10 min)
C-4.3 Proves theorems about o Is perpendicular drawn from center to the
the geometry of a circle, chord, bisects the Chord?
including its chords, o Are the lengths of tangents from external are
subtended angles, inscribed equal?
polygons, and area in terms o Recall Pythagoras theorem?
of π o Recall the RHS congruency Rule?
o Recall Heron’s formula for finding area of
triangle?

Teacher explains how to solve the problems( 30 min)

1. XY and X| Y| are two parallel tangents to circle

with center O and another tangent AB with point
of contact C intersecting XY at A and X| Y| at B.
Prove that ‫ס‬AOB = 900
Teacher prove the statement by discussion

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5. Identify the length of tangents from A. com/watch
6. Identify the length of tangents from B. ?v=x6vfUE
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7. Identify the length of tangents from C.
8. Identify the length of tangents from D.

2. Teacher asks to students join O, C.

3. ᶭOPA, ᶭOCA congruent? Give
reasons. 1. Which congruency rule is used?
4. ‫ס‬POA = ‫ס‬COA? 2. ‫ס‬COA +‫ס‬COB = ?
5. Why ‫ס‬QOB = ‫ס‬COB?
6. Why ‫ס‬POA + ‫ס‬COA + ‫ס‬QOB + ‫ס‬COB =
1800?
7. Substitute 3, 4 in 5
2 ‫ס‬COA +2 ‫ס‬COB =1800
find ‫ס‬AOB.
Problem 2:

A triangle ABC is drawn to circumscribe a circle

of radius 4cm such that the segments BD and BC
into which BC is divided by the point of contact D
are of lengths 8 cm and 6 cm respectively. Find
the Sides AB and AC.

ǆ ǆ

ϲ ϴ

1. Why AE = AF?

Teacher find the values of AB and AC by 2.Write Heron’s Formula.

discussion method 2. What are a, b, c?

ଵ
1. Teacher inform to students to take AE = AF 3. Area of Triangle = ଶ bh https://www.
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2. S = ZkGx-
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3. Find the value of S. 60s
4. Using the Heron’s formula find the Area of
triangle ABC.

5. Verify area of ABC = ඥሺͳͶ ൅ ‫ݔ‬ሻͶͺ‫ ݔ‬------- (i)

6. Verify the Area ᶭABC = Ar(ᶭOBC) +
Ar(ᶭAC)+ar (ᶭAB)
= 56 + 4x ---------------(ii)
7. Equating (i) & (ii) find x.
8. Find AB and AC
Write the lengths of the sides AB and
AC?
Summative Assessment Plan
(Only… where relevant)

2. PQ is a chord of length 8 cm of a circle of radius 5cm. The tangents at P& Q intersects at a point T. Find the length TP.
3. Prove that the opposite sides of a Quadrilateral circumscribing a circle subtend supplementary angles at the center of the circle

Teachers’ reflections and experiences:

&ĞƌƌŝƐǁŚĞĞů;ŽƌĂďŝŐǁŚĞĞůŝŶƚŚĞhŶŝƚĞĚ<ŝŶŐĚŽŵͿŝƐĂŶĂŵƵƐĞŵĞŶƚƌŝĚĞĐŽŶƐŝƐƚŝŶŐŽĨĂƌŽƚĂƚŝŶŐƵƉƌŝŐŚƚǁŚĞĞůǁŝƚŚŵƵůƚŝƉůĞƉĂƐƐĞŶŐĞƌͲĐĂƌƌǇŝŶŐ
ĐŽŵƉŽŶĞŶƚƐ;ĐŽŵŵŽŶůǇƌĞĨĞƌƌĞĚƚŽĂƐƉĂƐƐĞŶŐĞƌĐĂƌƐ͕ĐĂďŝŶƐ͕ƚƵďƐ͕ĐĂƉƐƵůĞƐ͕ŐŽŶĚŽůĂƐ͕ŽƌƉŽĚƐͿĂƚƚĂĐŚĞĚƚŽƚŚĞƌŝŵŝŶƐƵĐŚĂǁĂǇƚŚĂƚĂƐƚŚĞǁŚĞĞůƚƵƌŶƐ͕
ƚŚĞǇĂƌĞŬĞƉƚƵƉƌŝŐŚƚ͕ƵƐƵĂůůǇďǇŐƌĂǀŝƚǇ͘ĨƚĞƌƚĂŬŝŶŐĂƌŝĚĞŝŶ&ĞƌƌŝƐǁŚĞĞů͕ĂƌƚŝĐĂŵĞŽƵƚĨƌŽŵƚŚĞĐƌŽǁĚĂŶĚǁĂƐŽďƐĞƌǀŝŶŐŚĞƌĨƌŝĞŶĚƐǁŚŽǁĞƌĞ
ĞŶũŽǇŝŶŐƚŚĞƌŝĚĞ͘^ŚĞǁĂƐĐƵƌŝŽƵƐĂďŽƵƚƚŚĞĚŝĨĨĞƌĞŶƚĂŶŐůĞƐĂŶĚŵĞĂƐƵƌĞƐƚŚĂƚƚŚĞǁŚĞĞůǁŝůůĨŽƌŵ͘^ŚĞĨŽƌŵƐƚŚĞĨŝŐƵƌĞĂƐŐŝǀĞŶďĞůŽǁ͘

^^dhzϮ͗

sĂƌƵŶŚĂƐďĞĞŶƐĞůĞĐƚĞĚďǇŚŝƐ^ĐŚŽŽůƚŽĚĞƐŝŐŶůŽŐŽĨŽƌ^ƉŽƌƚƐĂǇdͲƐŚŝƌƚƐĨŽƌƐƚƵĚĞŶƚƐĂŶĚƐƚĂĨĨ͘dŚĞůŽŐŽĚĞƐŝŐŶŝƐĂƐŐŝǀĞŶŝŶƚŚĞĨŝŐƵƌĞĂŶĚŚĞŝƐ
ǁŽƌŬŝŶŐŽŶƚŚĞĨŽŶƚƐĂŶĚĚŝĨĨĞƌĞŶƚĐŽůŽƵƌƐĂĐĐŽƌĚŝŶŐƚŽƚŚĞƚŚĞŵĞ͘/ŶŐŝǀĞŶĨŝŐƵƌĞ͕ĂĐŝƌĐůĞǁŝƚŚĐĞŶƚƌĞKŝƐŝŶƐĐƌŝďĞĚŝŶĂȴ͕ƐƵĐŚƚŚĂƚŝƚƚŽƵĐŚĞƐƚŚĞ
ƐŝĚĞƐ͕ĂŶĚĂƚƉŽŝŶƚƐ͕ĂŶĚ&ƌĞƐƉĞĐƚŝǀĞůǇ͘dŚĞůĞŶŐƚŚƐŽĨƐŝĚĞƐ͕ĂŶĚĂƌĞϭϮĐŵ͕ϴĐŵĂŶĚϭϬĐŵƌĞƐƉĞĐƚŝǀĞůǇ
Activities

http://epathshala.nic.in/QR/books/10Maths/labmanualclass10activity22.pdf

For more practice / extended learning

WORKSHEET (Circles)
Level 1
1) Two concentric circles are of radii 10 cm and 8 cm then the length of the chord of the larger circle which
touches the smaller circle is?
a) 6 cm b) 12 cm c) 18 cm d) 9 cm
2) At which point a tangent is perpendicular to the radius?
3) Find the distance between two parallel tangents of a circle of radius 3 cm?
4) In the below figure PA and PB are tangents from P to a circle with center ‘O’. If <AOB = 1300, then find
<APB?

Level 2
1) The radii of two concentric circles are 13 cm and 8 cm. AB is diameter of the bigger circle. BD is a
tangent to the smaller circle touching it at D. Find the length of AD?
2) Tangents AP and AQ are drawn to a circle with centre ‘o’ from an external point A. Prove that <PAQ =
2<OPQ
Level 3
1) PA and PB are the tangents to a circle which circumscribes an equilateral ABQ. If <PAB = 600 as shown
in the below figure. Prove that QP bisects AB at Right angled?
REMEDIAL WORK
1) Recall tangent and secant to a circle?
2) How many tangents can be draw at a point on a circle?
3) How tangents can we draw from external point to a circle? Are the lengths of tangents are
equal?
4) If tangents PA and PB from a point P to a circle with centre O are inclined to each other at
angle of 800 then ‫ס‬POA =

A)500 B)600 C)700 D) 800

5) PQ is a chord of length 8 cm of a circle of radius 5cm. The tangents at P& Q intersects at a
point T. Find the length TP.

6) Prove that the opposite sides of a Quadrilateral circumscribing a circle subtend supplementary
angles at the centre of the circle.
11. AREAS RELATED TO CIRCLES

https://ncert.nic.in/ncerts/l/jeep211.pdf

THE FOLLOWING CURRICULAR GOALS (CG) AND COMPETENCIES (C) WILL BE DEVELOPED THROUGH THIS
CHAPTER

CURRICULAR GOALS(CG) COMPETENCIES (C)

CG-7 Begins to perceive and appreciate the axiomatic and deductive C-7.3 Proves theorems using Euclid’s axioms and postulates – for angles,
triangles, quadrilaterals, circles, area-related theorems for triangles and
structure of Mathematics
parallelograms

MIND MAP

ƌĞĂŽĨ
DŝŶŽƌ
^ĞĐƚŽƌ

ƌĞĂŽĨ ƌĞĂƐ ƌĞĂŽĨ

DŝŶŽƌ ƌĞůĂƚĞĚ DĂũŽƌ
^ĞŐŵĞŶƚ ƚŽŝƌĐůĞƐ ^ĞĐƚŽƌ

ƌĞĂŽĨ
DĂũŽƌ
^ĞŐŵĞŶƚ
PERIOD WISE PLAN
PERIOD LEARNING OUTCOMES
LP 1 ¾ Derives formulas related to circumference and Area of circle, arc
INTRODUCTION OF SECTOR AND SEGMENT length.
¾ Applies formulas related to circumference and Area of circle, arc
length.
¾ Solves problems on Areas related to Circles.
LP 2 ¾ Derives formulas related to Area of Minor sector and Area of Major
AREA OF SECTORS sector.
¾ Applies formulas related to Area of Minor sector and Area of Major
sector
¾ Solves problems on Areas related to Sectors.
LP 3 ¾ Derives formulas related to Area of Minor segment and Area of
AREA OF SEGMENTS Major segment.
¾ Applies formulas related to Area of Minor segment and Area of
Major segment.
¾ Solves problems on Areas related to segment.
LP 4 ¾ Applies formulas on Areas and lengths related to Circles to solve
PROBLEMS RELATED TO AREA OF SECTOR AND SEGMENT problems.
¾ Uses formulas on Area and Lengths Related to Circles to find
unknown measurements.
¾ Estimates and approximates measures of Areas.
LP 5 ¾ Applies formulas on Areas and lengths related to Circles to solve
PROBLEMS RELATED TO AREA OF SECTOR AND SEGMENT problems.
¾ Uses formulas on Area and Lengths Related to Circles to find
unknown measurements.
¾ Estimates and approximates measures of Areas.
Chapter Plan (Unit plan/ lesson plan)

Class: 10
Chapter: 11. AREAS RELATED TO CIRCLES
Total no. of periods for this chapter: 5
Period No: 01 / 05
Sub Topic: Introduction of Sector and Segment
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.
Teacher asks the following questions and testing of
C-4.3 Proves theorems previous knowledge (Individual work followed by pair
about the geometry of a
circle, including its chords, sharing and whole grouping sharing) (5 min)
subtended angles, The teacher asks students to recall the parts of
inscribed polygons, and
circle.
area in terms of π

C-7.3 Proves theorems using
Euclid’s axioms and
postulates – for angles,
triangles, quadrilaterals,
circles, area-related
theorems for triangles and
parallelograms.

Derives formulas related to

circumference and Area of

circle, arc length.
WƌĞƉĂƌĞĂŵŽĚĞůĨŽƌŝĚĞŶƚŝĨǇŝŶŐƉĂƌƚƐŽĨĂĐŝƌĐůĞ͘
Applies formulas related to
1. Identify radii in the circle?
circumference and Area of
2. What we call the line segment DE? 1. What is radius? 3 min.
circle, arc length.
Solves problems on 2. Define circumference of BYJU’S
Areas related to circle? video on
Circles. 3. What we call DME? 3.Write arc in your own words? parts of a
4. What is diameter? Identify it? cirle.
5. Identify one sector?
Demonstration (25 min)
Charts and
models
Sector Y related
circle and
its parts

͘K
:

W
Observe the shaded region and give the answers
1. Identify the parts of the circle/
2. What are the boundaries of shaded region?
3. How the unshaded region is formed?
4. Compare the areas of shaded and unshaded
regions?

5. What we call smaller shaded and unshaded

regions?
6. How can we write major and minor sectors? Q1. Define Sector of the Circle?

Common Sectors: The Quadrant and Semi circle are two Q2. What is minor sector?
special types of sectors. Q3. What is major sector?
Q4. Draw a circle with any radius .and draw
a minor sector and major sector.
Q5. If the are of circle 100cm2 what is the
area of semicircle and quadrant?
Segment

Y
Q1. Write about segment of circle in your own
words?
Q2. what do you say about minor and major
segments?

1. Explain how the shaded region formed?

2. Explain how the unshaded region formed?
3. What you conclude when compare the regions?
4. What you call the shaded and unshaded regions?
5. How can we write major and minor segments?

Sector and Segment in one

?
Circle
1. Name the Yellow color regions?
2. Name the Red color regions?
3. Which colors represent minor sector?
4. Which colors represent major segment?
Activity:

How many sectors are in the above figures?

Give some real-life examples where we can
see segment and sectors

Take a Pizza
¾ Try to cut the Pizza in to Sectors.
¾ Try to cut the Circle (Pizza), bounded with
chord.

Student Activity (Individual) (10 min) ¾ How can we find Area of Sector and
Segment?
Teacher asks the students to draw a circle and sectors
and segments name them?
Summative Assessment Plan
(Only… where relevant)
1. Write the differences between segment and sector?

Teachers’ reflections and experiences:

Paper,
Teacher asks the students to geometrical
1. Identify the angle in the sector OAPB. instrument,
2. What is the angle at the center?
3. How can you find the angle in major sector
OAQB?

ƌĞĂŽĨDŝŶŽƌ^ĞĐƚŽƌ;ϮϬŵŝŶͿ

Teacher draws the diagram and initiate discussions

1. Explain the variables in area of sector

formula?
x
Area of a sector forming an angle of 3600 at the
center = ߨ r2

When the angle is 360ι what will be the sector?

x గ୰ଶ
Area of sector forming an angle of 10 = ଷ଺଴

Q: What is unitary method? How can we apply in

this situation?

గ୰ଶ ఏ
Area of sector forming an angel of ߠ = ߠ X ଷ଺଴
= ଷ଺଴ X ߨ r2 ఏ
Area of Major Sector = ߨ r2 - ଷ଺଴ X ߨ r2

Area of Major Sector

Explain the terms of the above formula?

What is the circumference of a circle?

Teacher asks the students
1. By adding the two areas sectors, what area we
will get?
2. How do you find area of major sector?

What is the length of arc in a sector?

Group Activity (10 min)
Teacher makes students into groups and give
instructions to find Length of arc of sector of angle
ߠ by using unitary method.

Summative Assessment Plan

(Only… where relevant)
2. Find the area of sector of a circle with radius 5 cm, if angle of sector is 300?
3. The length of minute hand of a clock is 7 cm, find the area swept by the minute hand in 5 min?

Teachers’ reflections and experiences

Parallelograms. Teacher draws the diagram and explain how we get the
x Derives formulas
formula for area of segment and lead to discussions.
related to Area of
Minor segment and
Area of Major
segment.
x Applies formulas
related to Area of
Minor segment and
Area of Major 1. What is the perpendicular bisector of
Y
segment. AB?
x Solves problems on 2. Angle bisector of ‫ס‬AOB?
Areas related to 3. Identify base and height of ∆OAB?
segment.
K 4. In the figure area of triangle is 60cm2

ߠ and area of circle 100cm2 what is the

Paper,
area of minor segment? geometrical
instrument,

W

Teacher asks the students to

1. Identify the minor segment name it.
2. What is the angle at the center?
3. Identify the triangle and segment in the sector
OAPB?
4. what should be subtracted from area of sector to
get area of minor segment.
Area of ∆OAB: (10 min)
Teacher guides the students how to get the area of
1. What ratio is for sin x?
triangle ∆OAB
K 2. What ratio is for cos x?

ߠ

ʹ

1. What we call OC, AB in ѬOAB?

ఏ
Ϯ͘ Identify adjacent and opposite angles of ଶ ?
3. Which trigonometric ratio is used to find OC in
∆OAC?
4. Which trigonometric ratio is used to find AC in
∆OAC?
5. How can we get AB by using AC?
6. Write the formula for finding area of triangle OAB?

Conclusion:
Area of minor segment = Area of Sector – Area of
∆OAB

Area of major Segment (10 min)

Teacher initiative the students to derive area of
major segment:
1. Write the formula for area of circle?
Y 2. Write the formula for area of minor
segment?

W
Teacher draws the diagram and explain how we get the
formula for area of major segment.

1. Identify the major segment in circle?

2. What will get if minor and major segment areas are
added?
3. What area we get when minor segment is removed
from the circle?
4. What should be removed from area of circle to get
area of major segment?

Conclusion:
Area of major segment = Area of Circle– Area of ∆OAB

Summative Assessment Plan

(Only… where relevant)
1. A chord of a circle of radius 10 cm, subtends a right angle at the center find the area of corresponding (i) minor segment (ii)
major segment

Teachers’ reflections and experiences

Sub Topic: Problems related to Areas of Segments and Sectors of a Circle

Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.
C-4.3 Proves theorems about Teacher asks the following questions and testing of
the geometry of a circle, previous knowledge (Individual work followed by pair
including its chords, sharing and whole grouping sharing) (10 min)
subtended angles, inscribed Teacher asks to recall areas of segments and sectors in
polygons, and area in terms circle:
of π. 1. Identify the variables in the formula
ఏ
Area of sector =ଷ଺଴ X ߨ r2
x Applies formulas on
2. What is the formula for finding area of minor https://yout
Areas and lengths u.be/hlcUto
sector? LB13U?si=0
related to Circles to
3. How can we find the area of segment? FvhupjsvB
solve problems.
H6cP0U
4. How to find the area of major segment?
x Uses formulas on
Problem 1 : (15 min) 9 min. CK-
Area and Lengths
A horse is tied to a peg at one corner of a square shaped 12 video
Related to Circles to relating to
grass field of side 15 meters by means of a 5 meters long (FQHZQFYNSL
find unknown
rope. (See figure) &WJFXTK
measurements.
Find (i) the area of that part of the field in which the horse
8JHYTWXFSI

x Estimates and 8JLRJSYX
approximates can graze, (ii) the increase in the grazing area if the rope
measures of Areas. were 10 meters long instead of 5 meters.
x Uses appropriate
units to find the
measure of Areas.

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1. Why the region grazed by horse is a
w.youtube.
sector? com/watch
2. Can you find the area of the remaining ?v=KtN_hd
zGrts
field which the horse cannot graze?
3. What units are used to express the area
grazed by the horse in this case?
Teacher asks to identify the area part that the horse can
graze and draw separate diagram.

Paper,
Teacher asks the students to identify the values of ߠ and r. geometrical
instrument,
Teacher asks students to recall the formula useful to find
the area of the region here. (Teacher Note : Teacher
should ensure that students identify the shape as a sector
and recollects the relevant formula)
Teacher asks the students to calculate the area by
replacing the values known and conclude the problem.
Problem 2 : (15 min)
An umbrella has 8 ribs which are equally spaced (See the
figure). Assuming the umbrella to be a flat circle of radius
45cm, find the area between the two consecutive ribs of
the umbrella.
1. Find the area between two alternate
ribs.
2. Find the perimeter of each sector.

Teacher asks the students to draw 1 separate sector.

Teacher asks the students to find the angle of each sector.

(Teacher Note: Teacher should assist students in getting
the angle as 1/8 of 3600. ߠ ൌ Ͷͷ଴ )
Teacher asks the students to use the available data and
find the area between two consecutive ribs.

Summative Assessment Plan

(Only… where relevant)
1.Find the area of the sector of the circle with radius 4 cm and of angle 300. Also find the area of the corresponding major sector.
Teachers’ reflections and experiences
¾ Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
¾ How well did the pedagogical strategies engage students and promote active participation in the learning
process?
¾ How effective were the materials and resources used in this lesson?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)
Class: 10
Chapter: 11. AREAS RELATED TO CIRCLES
Total no. of periods for this chapter: 5
Period No: 05 / 05
Sub Topic: Problems related to Areas of Segments and Sectors of a Circle
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.
C-4.3 Proves theorems about Teacher asks the following questions and testing of
the geometry of a circle, previous knowledge (Individual work followed by pair
including its chords, sharing and whole grouping sharing) (10 min)
subtended angles, inscribed Teacher asks to recall areas of segments and sectors in
polygons, and area in terms circle and formulas of areas.
of π. 1. Write the formula for finding area of sector
and explain terms int?
¾ Applies
2. If angle of a sector 600 and r=7cm what is
formulas on Areas
the area of sector?
and lengths related to
3. Area of major segment 100cm2 area of
Circles to solve
minor segment is 54cm2 what is the area of
problems.
circle?
¾ Uses formulas on
Problem 1: (15 min)
Area and Lengths
To warn ships for underwater rocks, a light house spreads
Related to Circles to
light over a sector of angle 800 to a distance of 16.5KM.
find unknown
Find the area of the sea over which the ships are warned.
measurements.
¾ Estimates and
approximates
measures of Areas.
¾ Uses appropriate ϭ͘dŚĞ ĂƌĞĂƐŽĨƚǁŽƐĞĐƚŽƌƐ ŽĨ ƚǁŽ ĚŝĨĨĞƌĞŶƚ ĐŝƌĐůĞƐ
units to find the ǁŝƚŚĞƋƵĂů ĐŽƌƌĞƐƉŽŶĚŝŶŐĂƌĐůĞŶŐƚŚƐĂƌĞĞƋƵĂů͘ /Ɛ
measure of Areas. ƚŚŝƐƐƚĂƚĞŵĞŶƚƚƌƵĞ͍tŚǇ͍
12 min. Prof
Ϯ͘&ŝŶĚ ƚŚĞ ĂƌĞĂŽĨĂ ƐĞĐƚŽƌŽĨĂ ĐŝƌĐůĞ ŽĨ ƌĂĚŝƵƐϮϴ
Teacher asks the students to visualize and draw a relevant D video
0 ĐŵĂŶĚĐĞŶƚƌĂůĂŶŐůĞϰϱΣ͘ relating to
diagram depicting a circular sector with angle 80 and
ϯ͘ dŚĞ ǁŚĞĞůŽĨ Ă ŵŽƚŽƌ ĐǇĐůĞ ŝƐ ŽĨ ƌĂĚŝƵƐϯϱ Đŵ͘ &WH1JSLYM
radius 16.5KM. FSI&WJFTK
,ŽǁŵĂŶǇƌĞǀŽůƵƚŝŽŶƐƉĞƌŵŝŶƵƚĞŵƵƐƚƚŚĞǁŚĞĞů F8JHYTW
Teacher makes the students realize that the result should
ŵĂŬĞƐŽĂƐƚŽŬĞĞƉĂƐƉĞĞĚŽĨϲϲŬŵͬŚ͍
be the area of such a sector.
Teacher makes students recall the relevant formula and do
the computational task.

Paper,
Problem 2 : (15 min) geometrical
instrument,
A round table cover has 6 equal designs, as shown in
figure. If the radius of the cover is 28cm, find the cost of
making the designs at the rate of rupees 0.35 / cm2.

How to find the area of equilateral triangle?

Teacher asks the students what should be removed from How to find the cost when rate is known?
the circle to get the design.
Teacher makes the students to find the areas of circle and
the hexagon, and take the difference as the required area.
(Teacher Note: Teacher should enable students to find the
area of hexagon with the use of 6 equilateral triangles with
each side equal to the radius of circle)
Teacher asks the students to find the cost of designing
using this area and given rate of designing.

Summative Assessment Plan

(Only… where relevant)
2. Find the area of the sector of the circle with radius 4 cm and of angle 300. Also find the area of the corresponding major sector.
3. A cow is tied with a rope of length 14 m, at the corner of a rectangular field of dimensions 20 m X 16 m. Find the area of the
field in which the cow can graze?

Teachers’ reflections and experiences

Case based questions

ϭ͘WŽŽŬĂůĂŵŝƐƚŚĞĨůŽǁĞƌďĞĚŽƌĨůŽǁĞƌƉĂƚƚĞƌŶĚĞƐŝŐŶĞĚĚƵƌŝŶŐKŶĂŵŝŶ<ĞƌĂůĂ͘/ƚŝƐƐŝŵŝůĂƌĂƐZĂŶŐŽůŝŝŶEŽƌƚŚ/ŶĚŝĂĂŶĚ<ŽůĂŵŝŶdĂŵŝůEĂĚƵ͘ƵƌŝŶŐƚŚĞ
ĨĞƐƚŝǀĂůŽĨKŶĂŵ͕ǇŽƵƌƐĐŚŽŽůŝƐƉůĂŶŶŝŶŐƚŽĐŽŶĚƵĐƚĂWŽŽŬĂůĂŵĐŽŵƉĞƚŝƚŝŽŶ͘zŽƵƌĨƌŝĞŶĚǁŚŽŝƐĂƉĂƌƚŶĞƌŝŶĐŽŵƉĞƚŝƚŝŽŶ͕ƐƵŐŐĞƐƚƐƚǁŽĚĞƐŝŐŶƐŐŝǀĞŶ
ďĞůŽǁ͘KďƐĞƌǀĞƚŚĞƐĞĐĂƌĞĨƵůůǇ͘

ĞƐŝŐŶ/͗dŚŝƐĚĞƐŝŐŶŝƐŵĂĚĞǁŝƚŚĂĐŝƌĐůĞŽĨƌĂĚŝƵƐϯϮĐŵůĞĂǀŝŶŐĞƋƵŝůĂƚĞƌĂůƚƌŝĂŶŐůĞŝŶƚŚĞŵŝĚĚůĞĂƐƐŚŽǁŶŝŶƚŚĞŐŝǀĞŶĨŝŐƵƌĞ͘

ĞƐŝŐŶ//͗dŚŝƐWŽŽŬĂůĂŵŝƐŵĂĚĞǁŝƚŚϵĐŝƌĐƵůĂƌĚĞƐŝŐŶĞĂĐŚŽĨƌĂĚŝƵƐϳĐŵ͘
Ϯ͘ďƌŽŽĐŚŝƐĂƐŵĂůůƉŝĞĐĞŽĨũĞǁĞůůĞƌǇǁŚŝĐŚŚĂƐĂƉŝŶĂƚƚŚĞďĂĐŬƐŽŝƚĐĂŶďĞĨĂƐƚĞŶĞĚŽŶĂĚƌĞƐƐ͕ďůŽƵƐĞŽƌĐŽĂƚ͘ĞƐŝŐŶƐŽĨƐŽŵĞďƌŽŽĐŚĂƌĞƐŚŽǁŶ
ďĞůŽǁ͘KďƐĞƌǀĞƚŚĞŵĐĂƌĞĨƵůůǇ͘

ĞƐŝŐŶ͗ƌŽŽĐŚŝƐŵĂĚĞǁŝƚŚƐŝůǀĞƌǁŝƌĞŝŶƚŚĞĨŽƌŵŽĨĂĐŝƌĐůĞǁŝƚŚĚŝĂŵĞƚĞƌϮϴŵŵ͘dŚĞǁŝƌĞƵƐĞĚĨŽƌŵĂŬŝŶŐϰĚŝĂŵĞƚĞƌƐǁŚŝĐŚĚŝǀŝĚĞƚŚĞĐŝƌĐůĞ
ŝŶƚŽϴĞƋƵĂůƉĂƌƚƐ͘ĞƐŝŐŶ͗ƌŽŽĐŚďŝƐŵĂĚĞƚǁŽĐŽůŽƵƌƐͺ'ŽůĚĂŶĚƐŝůǀĞƌ͘KƵƚĞƌƉĂƌƚŝƐŵĂĚĞǁŝƚŚ'ŽůĚ͘dŚĞĐŝƌĐƵŵĨĞƌĞŶĐĞŽĨƐŝůǀĞƌƉĂƌƚŝƐϰϰŵŵĂŶĚƚŚĞ
ŐŽůĚƉĂƌƚŝƐϯŵŵǁŝĚĞĞǀĞƌǇǁŚĞƌĞ͘

ZĞĨĞƌƚŽĞƐŝŐŶ

ϭ͘dŚĞƚŽƚĂůůĞŶŐƚŚŽĨƐŝůǀĞƌǁŝƌĞƌĞƋƵŝƌĞĚŝƐ

ĂͿϭϴϬŵŵďͿϮϬϬŵŵĐͿϮϱϬŵŵĚͿϮϴϬŵŵ

Ϯ͘dŚĞĂƌĞĂŽĨĞĂĐŚƐĞĐƚŽƌŽĨƚŚĞďƌŽŽĐŚŝƐ

ĂͿϰϰŵŵϮďͿϱϮŵŵϮĐͿϳϳŵŵϮĚͿϲϴŵŵϮ

ZĞĨĞƌƚŽĞƐŝŐŶ

ϯ͘dŚĞĐŝƌĐƵŵĨĞƌĞŶĐĞŽĨŽƵƚĞƌƉĂƌƚ;ŐŽůĚĞŶͿŝƐ

ĂͿϰϴ͘ϰϵŵŵďͿϴϮ͘ϮŵŵĐͿϳϮ͘ϱϬŵŵĚͿϲϮ͘ϴϲŵŵ

ϰ͘dŚĞĚŝĨĨĞƌĞŶĐĞŽĨĂƌĞĂƐŽĨŐŽůĚĞŶĂŶĚƐŝůǀĞƌƉĂƌƚƐŝƐ

ĂͿϭϴߨďͿϰϰߨĐͿϱϭߨĚͿϲϰϱߨ

ďŽǇŝƐƉůĂǇŝŶŐǁŝƚŚďƌŽŽĐŚ͘,ĞŵĂŬĞƐƌĞǀŽůƵƚŝŽŶǁŝƚŚŝƚĂůŽŶŐŝƚƐĞĚŐĞ͘,ŽǁŵĂŶǇĐŽŵƉůĞƚĞƌĞǀŽůƵƚŝŽŶƐŵƵƐƚŝƚƚĂŬĞƚŽĐŽǀĞƌϴϬŵŵ͍

ĂͿϮďͿϯĐͿϰĚͿϱ
WORKSHEET (Areas related to circles)

Level 1
1) Find the area of circle whose circumference 3.5 cm?
2) If the perimeter of the circle is equal to that of a square then find the ratio of their Areas?
3) The radius of the wheel of a bus is 25 cm, if the speed of the bus is 33 km/h, then how many revolutions
will the wheel make in one minute?
Level 2
1) Find the area of the shaded region in figure as shown below where ABCD is a square of side 12 cm ?

2) A chord 10 cm long is drawn in a circle whose radius is ξͷͲ cm find the area of segment?

Level 3
1) In the given figure, ABCD is a square of side 7 cm and A, B, C and D are centers of equal circles touching
externally in pairs find the area of the shaded region?
REMEDIAL WORK
1) Define Sector of the Circle?
2) What are minor and major sectors? and recall how to find the areas of sectors?
3) What are minor and major segments? and recall how to find the areas of segments?
4) Find the area of sector of a circle with radius 5 cm, if angle of sector is 300?
5) The length of minute hand of a clock is 7 cm, find the area swept by the minute hand in 5 min?
12.SURFACE AREAS AND VOLUMES
CHAPTER 12

.
ŚƚƚƉƐ͗ͬͬĞƉĂƚŚƐŚĂůĂ͘ŶŝĐ͘ŝŶͬƚŽƉŝĐͲĚ͘ƉŚƉ͍ŝĚсϭϬϲϮ,ϭϯ

Introduction:
Chapter Plan (Unit plan/ lesson plan)

THE FOLLOWING CURRICULAR GOALS (CG) AND COMPETENCIES (C) WILL BE DEVELOPED THROUGH
THIS CHAPTER

CURRICULAR GOALS(CG) COMPETENCIES (C)

'Ͳϱ͗ĞƌŝǀĞƐĂŶĚƵƐĞƐĨŽƌŵƵůĂĞƚŽĐĂůĐƵůĂƚĞĂƌĞĂƐŽĨƉůĂŶĞ Ͳϱ͘Ϯ͗sŝƐƵĂůŝǌĞƐĂŶĚƵƐĞƐŵĂƚŚĞŵĂƚŝĐĂůƚŚŝŶŬŝŶŐƚŽĚŝƐĐŽǀĞƌ
ĨŝŐƵƌĞƐ͕ĂŶĚƐƵƌĨĂĐĞĂƌĞĂƐĂŶĚǀŽůƵŵĞƐŽĨƐŽůŝĚŽďũĞĐƚƐ ĨŽƌŵƵůĂĞƚŽĐĂůĐƵůĂƚĞƐƵƌĨĂĐĞĂƌĞĂƐĂŶĚǀŽůƵŵĞƐŽĨƐŽůŝĚŽďũĞĐƚƐ
;ĐƵďĞƐ͕ĐƵďŽŝĚƐ͕ƐƉŚĞƌĞƐ͕ŚĞŵŝƐƉŚĞƌĞƐ͕ƌŝŐŚƚĐŝƌĐƵůĂƌ
ĐǇůŝŶĚĞƌƐͬĐŽŶĞƐ͕ĂŶĚƚŚĞŝƌĐŽŵďŝŶĂƚŝŽŶƐ

'Ͳϴ͗ƵŝůĚƐƐŬŝůůƐƐƵĐŚĂƐǀŝƐƵĂůŝǌĂƚŝŽŶ͕ŽƉƚŝŵŝǌĂƚŝŽŶ͕ Ͳϴ͘ϯ͗ŵƉůŽǇƐŽƉƚŝŵŝǌĂƚŝŽŶƐƚƌĂƚĞŐŝĞƐƚŽŵĂǆŝŵŝǌĞĚĞƐŝƌĞĚ
ƌĞƉƌĞƐĞŶƚĂƚŝŽŶ͕ĂŶĚŵĂƚŚĞŵĂƚŝĐĂůŵŽĚĞůůŝŶŐĂůŽŶŐǁŝƚŚƚŚĞŝƌ ƋƵĂŶƚŝƚŝĞƐ;ƐƵĐŚĂƐĂƌĞĂ͕ǀŽůƵŵĞ͕ŽƌŽƚŚĞƌŽƵƚƉƵƚͿƵŶĚĞƌŐŝǀĞŶ
ĂƉƉůŝĐĂƚŝŽŶŝŶĚĂŝůǇůŝĨĞ ĐŽŶƐƚƌĂŝŶƚƐ

D/EDW

WZ/Kt/^W>E
WZ/K d,/E'dKW/ >ZE/E'KhdKD^
EK͘
ϭ /ŶƚƌŽĚƵĐƚŝŽŶƚŽƐƵƌĨĂĐĞĂƌĞĂƐĂŶĚǀŽůƵŵĞƐ hŶĚĞƌƐƚĂŶĚĂŶĚĂƉƉůǇƚŚĞĨŽƌŵƵůĂƐĨŽƌƐƵƌĨĂĐĞĂƌĞĂƚŽƐŽůǀĞƌĞĂůǁŽƌůĚ
ŽŵďŝŶĂƚŝŶŽĨƐŽůŝĚƐ ƉƌŽďůĞŵƐ͘
Ϯ WƌŽďůĞŵƐƌĞůĂƚĞĚƚŽƐƵƌĨĂĐĞĂƌĞĂŽĨĐŽŵďŝŶĂƚŝŽŶŽĨ ĂůĐƵůĂƚĞƐƐƵƌĨĂĐĞĂƌĞĂŽĨƚŚĞďĂƐŝĐƚŚƌĞĞͲĚŝŵĞŶƐŝŽŶĂů ƐŚĂƉĞƐĂŶĚĂƉƉůǇƚŚĞ
ƐŽůŝĚƐ͘ ƌĞůĂƚŝŽŶƐŚŝƉďĞƚǁĞĞŶƐƵƌĨĂĐĞĂƌĞĂƐŽĨƚŚĞĐŽŵďŝŶĂƚŝŽŶŽĨƚŚĞƐŽůŝĚƐ͘
ϯ Problems related to surface area of combination ĂůĐƵůĂƚĞƐƐƵƌĨĂĐĞĂƌĞĂŽĨƚŚĞďĂƐŝĐƚŚƌĞĞͲĚŝŵĞŶƐŝŽŶĂů ƐŚĂƉĞƐĂŶĚĂƉƉůǇƚŚĞ
of solids ZĞůĂƚŝŽŶƐŚŝƉďĞƚǁĞĞŶƐƵƌĨĂĐĞĂƌĞĂŽĨƚŚĞĐŽŵďŝŶĂƚŝŽŶŽĨƚŚĞƐŽůŝĚƐ
ϰ Problems related to surface area of combination ĂůĐƵůĂƚĞƐƐƵƌĨĂĐĞĂƌĞĂŽĨƚŚĞďĂƐŝĐƚŚƌĞĞͲĚŝŵĞŶƐŝŽŶĂů ƐŚĂƉĞƐĂŶĚĂƉƉůǇƚŚĞ
of solids ZĞůĂƚŝŽŶƐŚŝƉďĞƚǁĞĞŶƐƵƌĨĂĐĞĂƌĞĂŽĨƚŚĞĐŽŵďŝŶĂƚŝŽŶŽĨƚŚĞƐŽůŝĚƐ
ϱ Volume of combination of solids ǆƉůŽƌĞŚŽǁĐŽŵƉŽƐŝƚĞŽƌĐŽŵďŝŶĞĚƐŚĂƉĞƐĐĂŶďĞĨŽƌŵĞĚďǇũŽŝŶŝŶŐŽƌ
ĐƵƚƚŝŶŐďĂƐŝĐƐŽůŝĚƐŚĂƉĞƐĂŶĚƵŶĚĞƌƐƚĂŶĚŚŽǁƚŽďƌĞĂŬĚŽǁŶĐŽŵƉůĞǆ
ĨŝŐƵƌĞƐŝŶƚŽƐŝŵƉůĞƌĐŽŵƉŽŶĞŶƚƐĨŽƌǀŽůƵŵĞĐĂůĐƵůĂƚŝŽŶƐ
ϲ Problems related to volume of combination of ƉƉůǇǀŽůƵŵĞĨŽƌŵƵůĂƐƚŽĨŝŶĚƚŚĞƚŽƚĂůǀŽůƵŵĞŽĨĐŽŵďŝŶĞĚŽƌĐŽŵƉŽƐŝƚĞ
solids ƐŽůŝĚƐŚĂƉĞƐ
ϳ ƉƉůǇǀŽůƵŵĞĨŽƌŵƵůĂƐƚŽĨŝŶĚƚŚĞƚŽƚĂůǀŽůƵŵĞŽĨĐŽŵďŝŶĞĚŽƌĐŽŵƉŽƐŝƚĞ
WƌŽďůĞŵƐƌĞůĂƚĞĚƚŽǀŽůƵŵĞŽĨĐŽŵďŝŶĂƚŝŽŶƐŽĨƐŽůŝĚƐ ƐŽůŝĚƐŚĂƉĞƐ

ϴ ŽŶĐůƵƐŝŽŶĂŶĚǁŽƌŬƐŚĞĞƚƐ /ŶǀĞƐƚŝŐĂƚĞŚŽǁĐŚĂŶŐĞƐŝŶĚŝŵĞŶƐŝŽŶƐĞĨĨĞĐƚďŽƚŚƐƵƌĨĂĐĞĂƌĞĂĂŶĚǀŽůƵŵĞ

Period plan (40 mins class)

Class: 10th
Chapter: Surface areas and volumes
Total no. of periods for this chapter: 08
Period no :1
Sub Topic: 1. To find the area of combination of cylinder and hemisphere.
2. To find the area of Combination of cone and hemi sphere.
Learning Outcomes & Teaching-Learning Process Pointers for formative Material
Indicators/micro- This should include activities to facilitate learning assessment- this should include required
competencies along with broad time duration strategies that will be used to
Check for Understanding - e.g.,
questions/worksheets/experime
nts/assignments/self-
assessment checklists/etc.
C.5.2 Visualizes and uses Teacher recapitulates the previous knowledge of the
mathematical thinking to students by asking the following questions. (5 min) Match the following
discover formulae to
calculate surface areas 1. Give some examples of some composite shapes. LSA/CSA volume
and volumes of solid 2. If you want to cover your maths text book with a
objects (cubes, cuboids, colour paper, how much length would I need?
spheres, hemispheres, 3. If I want to paint a ball, how would you decide on
right circular cylinders/ buying the quantity of paint.
cones and their (Teacher note: Accept the answers and ask for the
combinations) reasons.)
By asking such type of questions teacher should recall the
C-8.3: Employs previous knowledge of the students about the surface
optimization strategies to area.
maximize desired Activity 1: (10 min)
Teacher conducts the following activity.
quantities (such as area,
Teacher motivates the children in the groups to collect all
volume, or other output) the types of solid objects (soap boxes, balls, conical caps,
under given constraints bottles, cups).
Learning outcome 1. Teacher instructs the groups to come up with
hŶĚĞƌƐƚĂŶĚĂŶĚĂƉƉůǇƚŚĞ composite shapes by using different shapes
ĨŽƌŵƵůĂƐĨŽƌƐƵƌĨĂĐĞĂƌĞĂƚŽ (created by the objects they have collected).
ƐŽůǀĞƌĞĂůǁŽƌůĚƉƌŽďůĞŵƐ͘ 2. Each group presents shapes formed by them and
let the other groups to describe what represents
the surface area of that object.
3. After completion of the activity children will come
to know the L.S.A & T.S.A. of objects.

Teacher asks students,

1. Can you identify the object shown in the figure.
1. Look for the objects or
things in your surroundings
that are combination of
(Students give multiple answers what they know) different solid objects. Draw
2. Can you give a best example with the above figure the objects and colour them.
(Ex: medicine capsule)
Teachers note: Teacher should give clarity that it is not
a single object but a combination of two types of
objects i.e. 1 cylinder and 2 hemi spheres 2. For the objects identified https://yo
above what would be the utu.be/I_X
formulae for finding the PkNBQZPI
surface areas. ?si=sDNaI
Teacher also could use other combinations of objects _OF6iAcne
and ask for real life objects resembling that. hE

Teacher gives Activity 2: (10 min) 9 min.

Extending the previous activity, the teacher asks the Suresh
students if we have to paint the object identify the region Aggarwal
to be painted and what would be the attribute that needs video on
to be measured to buy the paint required. problems
relating to
Teacher elicits how to find surface areas of composite Surface
shapes as below: areas of
The surface area of the new object is equal to the CSA of Solids of
first hemi sphere + CSA of cylinder + CSA of second hemi Combinati
sphere. on

Total surface area of the object = curved surface area of
cylinder + 2× Curved surface area of hemi sphere. Solid
shapes of
Activity 3: (15 min) the objects
The teacher asks the students in the groups that we use
1. To prepare a toy by placing a cone on the in our
hemisphere. Now decorate this toy with a colour daily life.
paper. How much length of the paper you need. (Ex: Ball,
2. Students will decorate the toy with colour paper Duster,
and gives the conclusion that they need the colour Book,
paper which is equal to the CA of Hemisphere + Bottle, etc)
CSA of Cone.

Teacher concludes that to find the TSA of the
combination of solids. Need to find CSA of individual
objects and add up to them.
Teacher also recollects the formulae of LSA and TSA of CSA of
(i) Sphere combinatio
(ii) Hemi sphere n of solids
(iii) Cylinder
(iv) Cone.
Summative assessment plan- only where relevant
Teachers’ reflections and experiences:
¾ Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
¾ How well did the pedagogical strategies engage students and promote active participation in the learning
process?
¾ How effective were the materials and resources used in this lesson?
¾ How well did the assessment strategies measure student understanding and achievement of the learning
outcomes?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Surface areas and volumes
Total no. of periods for this chapter: 08
Period no :2
Sub Topic: 1. Problems related to the concept
Learning Outcomes & Teaching-Learning Process Pointers for formative Material
Indicators/micro- This should include activities to facilitate learning assessment- this should include required
competencies along with broad time duration strategies that will be used to
Check for Understanding - e.g.,
questions/worksheets/experime
nts/assignments/self-
assessment checklists/etc.
C.5.2 Visualizes and uses Match the following (10 min)
mathematical thinking to Solid Formula (LSA)
discover formulae to 1 Cone a.Ͷߨ‫ ݎ‬ଶ
calculate surface areas 2 sphere b.ʹߨ‫ ݎ‬ଶ
and volumes of solid 3 Cylinder cߨ‫݈ݎ‬
objects (cubes, cuboids, 4 Hemisphere d.ʹߨ‫݄ݎ‬
spheres, hemispheres,
ͷǤ Ȁǫ
right circular cylinders/
cones and their ͸Ǥ Ȁǫ
combinations)

C-8.3: Employs
optimization strategies to
maximize desired Problem: A toy in the form of a cone of radius 3.5 cm 1. A solid toy is in the form of a
mounted on hemisphere of same radius. The total height hemisphere surmounted by
quantities (such as area,
of the toy is15.5 cm. Find the total surface area of the a right circular cone. The
volume, or other output) given figure (15 min) https://yout
height of the cone is 4 cm
under given constraints and the diameter of the base u.be/dgiE5
Learning outcome: is 8 cm. 2DBJFA?si=
hŶĚĞƌƐƚĂŶĚĂŶĚĂƉƉůǇƚŚĞ qh4OqtLFQ
ĨŽƌŵƵůĂƐĨŽƌƐƵƌĨĂĐĞĂƌĞĂƚŽ Find the total surface area of _J4XgX8
ƐŽůǀĞƌĞĂůǁŽƌůĚƉƌŽďůĞŵƐ͘ the toy. 9 min.
2. Two cones with same base Suresh
radius 8 cm and height 15cm Aggarwal
are joined together along video on
their bases. Find the surface problems
area of the shape so formed. relating to
Surface
areas of
Solids of
Combinati
on

.

Teacher asks the students to read and understand the
problem, draw the figure and recognize the given
information.
(Teachers note: teacher has to ensure that the student
should identify to find the total surface area of the toy, we
need to find lateral surface areas of both cone and
hemisphere.) Model
LSA of cone. problem
: Teacher asks the students what we need
1 Find height of the cone. Video from
2 find slant height of cone by Pythagoras theorem 9NH9FH1JFWS
3 Find LSA of cone by replacing r and l. *SLQNXM
LSA of hemisphere What we need?
Write radius?
Substitute in formula
Now add both lateral surface areas to get total surface
area

Problem: A hemispherical depression is cut out from one

face of a cubical wooden block such that the diameter l of
the hemisphere is equal to the edge of the cube.
Determine the surface area of the remaining solid
Figure (15 min)
x TEACHER asks the students to read and understand
the problem and draw the figure
(Teachers note: Teacher should give proper instructions
to understand the problem and draw the figure)

Write the given information.

How can you find surface area of the given object
(Teachers note: teacher should ensure that the student
should understand to find surface area of given object
1.Find total surface area of the cube.
2.Find circular area on one of the faces of the cube.
3.Find curved surface area of hemisphere.)
The teacher concludes that
Total surface area of the object is equal to TSA of cube –
Area of circle + CSA of hemisphere.

^ƵŵŵĂƚŝǀĞĂƐƐĞƐƐŵĞŶƚƉůĂŶͲŽŶůǇǁŚĞƌĞƌĞůĞǀĂŶƚ
ϭ͘ ^ŽůǀĞǆĞƌĐŝƐĞϭϮ͘ϭƋƵĞƐƚŝŽŶŶŽϭ͕Ϯ

Ϯ͘ ƐƉŚĞƌĞŝƐŝŶƐĐƌŝďĞĚŝŶĂĐǇůŝŶĚĞƌ͘/ƐƚŚĞƐƵƌĨĂĐĞŽĨƚŚĞƐƉŚĞƌĞĞƋƵĂůƚŽƚŚĞĐƵƌǀĞĚƐƵƌĨĂĐĞŽĨƚŚĞĐǇůŝŶĚĞƌ͍/ĨǇĞƐ͕ĞǆƉůĂŝŶŚŽǁ
Teachers’ reflections and experiences:
¾ Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
¾ How well did the pedagogical strategies engage students and promote active participation in the learning process?
¾ How effective were the materials and resources used in this lesson?
¾ How well did the assessment strategies measure student understanding and achievement of the learning outcomes?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Surface areas and volumes
Total no. of periods for this chapter: 08
Period no :3
Sub Topic: 1. Problems related to the concept
Learning Outcomes & Teaching-Learning Process Pointers for formative Material
Indicators/micro- This should include activities to facilitate learning assessment- this should include required
competencies along with broad time duration strategies that will be used to
Check for Understanding - e.g.,
questions/worksheets/experime
nts/assignments/self-
assessment checklists/etc.
C.5.2 Visualizes and uses Recapitulation of formulae based on total surface areas.
mathematical thinking to Match the following (10 min) 1. Three cubes of volume 27 cubic
discover formulae to 1. cube a.ʹߨ‫ ݄ݎ‬൅ ʹߨ‫ ݎ‬ଶ cm each are joined end-to-end to
calculate surface areas 2.cuboid b.૟ࢇ૛ form a solid. Find the surface area
and volumes of solid 3.cone c.2(lb+bh+lh) of the cuboid so formed.
objects (cubes, cuboids, 4. cylinder d.࣊࢘࢒ ൅ ࣊࢘૛
spheres, hemispheres, 2. From a solid cube of side 7 cm ,a
right circular cylinders/ Write what are the shapes involved in the following conical cavity of height 7 cm and
cones and their combination of solids. radius 3cm is hollowed out. Find https://yo
combinations) the volume of the remaining solid. utu.be/Wu
-
C-8.3: Employs . IjIte61M?s
optimization strategies to i=mOQaD
LIy3QO_O
maximize desired
msj
quantities (such as area, 3 min.
volume, or other output) ‘MathsInm
under given constraints yway’
video on
medicine
capsule
Problem: A medicine capsule is in the shape of a cylinder
with two hemispheres struck to each its ends. The length Model
of the entire capsule is 14mm and the diameter of the solids.
capsule is 5mm. Find its surface. (30 min)

Learning outcome:
Understand and apply
the formula for surface
area to solve real world
problems.
x The teacher asks the students
1. what solids can you observe in the figure? can you Write the TSA?
describe it.
2. list the given values.
3. How to find the surface area of medicine capsule.
(Teacher Note: The teacher should ensure that the student
understands the figure is the combination of two types of
solids cylinder and hemisphere of the same radius of Write the TSA of article?
base.).
4.Find CSA of the cylinder and CSA of the hemisphere.
5. Add CSA of cylinder with two times of CSA of the
hemisphere that concludes total surface area of the
capsule.
The teacher can help in substitution and in the
calculation if need.

Problem:
A wooden article was made by scooping out a hemisphere
from each end of a solid cylinder, as shown in the figure. If
the height of the cylinder is 10 cm. and its base radius is of
3.5 cm, find the total surface area of the article
Teacher makes the students into pairs and ask them to
solve by using following instructions

From the figure, is radius of the hemispheres scooped out is

the same as the radius of the base of the cylinder?

Then which parts of the article includes for finding total

surface area of the article?

Compute TSA using formulas?

Summative assessment plan- only where relevant

3. Solve Exercise 12.1 question no 7

Teachers’ reflections and experiences:

Problem:
A wooden toy rocket is in the shape of a cone mounted on a
cylinder as shown in the adjacent figure. The height of the entire
rocket is 26 cm, while the height of the conical part is 6cm. The
base of the conical position has a diameter of 5cm, while the base
diameter of the cylindrical portion is 3cm. If the conical portion is
to be painted orange and the cylindrical portion is to be painted
yellow, find the area of the rocket painted with each of these
colour (Take S = 3.14)

Identify the measurements from

the figure.

1.Find slant height of cone.

2.find the area of conical portion.
3.Find the area of cylindrical portion. What is slant height.
How much area is painted orange?
How much area is painted yellow?
Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

¾ Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
¾ How well did the pedagogical strategies engage students and promote active participation in the learning
process?
¾ How effective were the materials and resources used in this lesson?
¾ How well did the assessment strategies measure student understanding and achievement of the learning
outcomes?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Surface areas and volumes
Total no. of periods for this chapter: 08
Period no :5
Sub Topic: volumes of solids
Learning Outcomes & Teaching-Learning Process Pointers for formative Material
Indicators/micro- This should include activities to facilitate learning assessment- this should include required
competencies along with broad time duration strategies that will be used to
Check for Understanding - e.g.,
questions/worksheets/experime
nts/assignments/self-
assessment checklists/etc.
ĂůĐƵůĂƚĞƐƐƵƌĨĂĐĞĂƌĞĂŽĨ
ƚŚĞďĂƐŝĐƚŚƌĞĞͲĚŝŵĞŶƐŝŽŶĂů dĞĂĐŚŝŶŐůĞĂƌŶŝŶŐƉƌŽĐĞƐƐ͗;ϱŵŝŶͿ
ƐŚĂƉĞƐĂŶĚĂƉƉůǇƚŚĞ
¾ dĞĂĐŚĞƌƚĞƐƚƉƌĞǀŝŽƵƐŬŶŽǁůĞĚŐĞŽĨƚŚĞƐƚƵĚĞŶƚƐ ƐŽůŝ
ZĞůĂƚŝŽŶƐŚŝƉďĞƚǁĞĞŶ
ƐƵƌĨĂĐĞĂƌĞĂŽĨƚŚĞ ďǇĐŽŶĚƵĐƚŝŶŐƚŚĞĨŽůůŽǁŝŶŐĂĐƚŝǀŝƚǇ͘
ĐŽŵďŝŶĂƚŝŽŶŽĨƚŚĞƐŽůŝĚƐ ¾ dĞĂĐŚĞƌĂƐŬƐƚŚĞƐƚƵĚĞŶƚƐƚŽďƌŝŶŐƚŚĞďŝƌƚŚĚĂǇ
C.5.2 Visualizes and uses ĐĂƉ͕ŵĂƚĐŚďŽǆ͕ĞŵƉƚǇůƵŶĐŚďŽǆŽĨĐŝƌĐƵůĂƌďĂƐĞ ĚĐŽŶƐŝƐƚŝŶŐŽĨĂƌŝŐŚƚĐŝƌĐƵůĂƌ
mathematical thinking to ŽƌĂƐƋƵĂƌĞďĂƐĞĂŶĚĂůƐŽƐŽŵĞǁĂƚĞƌďŽƚƚůĞĨŝůůĞĚ ĐŽŶĞŽĨŚĞŝŐŚƚϭϮϬĐŵĂŶĚƌĂĚŝƵƐ
discover formulae to ǁŝƚŚĂǁĂƚĞƌĂŶĚďŝŐďĞĂŬĞƌĨƌŽŵƚŚĞƐĐŝĞŶĐĞůĂď͘ ϲϬĐŵ͘ƐƚĂŶĚŝŶŐŽŶŚĞŵŝƐƉŚĞƌĞŽĨ
calculate surface areas
and volumes of solid ¾ dĞĂĐŚĞƌĂƐŬƐƚŚĞƐƚƵĚĞŶƚƐƚŽŬĞĞƉƚŚĞŽďũĞĐƚƐ ĂƌĂĚŝƵƐϲϬĐŵŝƐƉůĂĐĞĚƵƉƌŝŐŚƚŝŶ
objects (cubes, cuboids, ƚŚĂƚƚŚĞǇďŽƵŐŚƚŽŶƚŚĞƚĞĂĐŚĞƌ͛ƐƚĂďůĞ͘ ĂƌŝŐŚƚĐŝƌĐƵůĂƌĐǇůŝŶĚĞƌĨƵůůŽĨ
spheres, hemispheres, ĐƚŝǀŝƚǇϭ͗;ϭϬŵŝŶͿ ǁĂƚĞƌƐƵĐŚƚŚĂƚŝƚƚŽƵĐŚĞƐƚŚĞ
right circular cylinders/ ¾ WŽƵƌǁĂƚĞƌŝŶƚŚĞĐŝƌĐƵůĂƌůƵŶĐŚďŽǆĂŶĚƐƋƵĂƌĞ ďŽƚƚŽŵ͘&ŝŶĚƚŚĞǀŽůƵŵĞŽĨǁĂƚĞƌ
cones and their
ůƵŶĐŚďŽǆ͘ ůĞĨƚŝŶƚŚĞĐǇůŝŶĚĞƌ͘
combinations)
¾ DĞĂƐƵƌĞƚŚĞǀŽůƵŵĞŽĨǁĂƚĞƌŝŶďŽƚŚƚŚĞ
C-8.3: Employs ŝŶĚŝǀŝĚƵĂůďŽǆĞƐĂŶĚůŝƐƚĞĚŽƵƚƚŚĞǀŽůƵŵĞƐ͘ ŚƚƚƉƐ͗ͬͬǇŽƵ
optimization strategies to ¾ EŽǁƉŽƵƌƚŚĞǁĂƚĞƌĂƚĂƚŝŵĞŝŶƚŚĞďĞĂŬĞƌ͕ĂŶĚ ƚƵ͘ďĞͬϵ<>ϰŝ
maximize desired ŵĞĂƐƵƌĞƚŚĞǀŽůƵŵĞ͘ ϲ/ǆĞƉz͍Ɛŝс^
quantities (such as area, ¾ tŚĂƚĚŽǇŽƵŽďƐĞƌǀĞĨƌŽŵƚŚĞĂĐƚŝǀŝƚǇ͍ Kũϰ'Ͳ
volume, or other output) WƉϵϴŐƚ:z&
under given constraints
ĐƚŝǀŝƚǇϮ͗;ϭϬŵŝŶͿ
¾ dĂŬĞĂďŝƌƚŚĚĂǇĐĂƉŽƌĂŶǇůƵŶĐŚďŽǆ͕ƉŽƵƌĂƐĂŶĚ
ƚŽĨŝůůƵƉ͘EŽǁŵĞĂƐƵƌĞĂǀŽůƵŵĞŝŶĚŝǀŝĚƵĂůůǇĂŶĚ
ůŝƐƚŽƵƚƚŚĞǀŽůƵŵĞƐ͘
¾ EŽǁŽŶĐĞĂŐĂŝŶƉŽƵƌĂƐĂŶĚĂƚĂƚŝŵĞĂŶĚĨŝŶĚ
ƚŚĞǀŽůƵŵĞ͘
tŚĂƚĚŽǇŽƵŽďƐĞƌǀĞĨƌŽŵďŽƚŚƚŚĞĂĐƚŝǀŝƚŝĞƐ͍
¾ dĞĂĐŚĞƌĐŽŶĐůƵĚĞƐ͗tĞĐĂŶĨŝŶĚƚŚĞǀŽůƵŵĞŽĨĂ
ĐŽŵďŝŶĞĚƐŽůŝĚƐũƵƐƚďǇĂĚĚŝŶŐƚŚĞǀŽůƵŵĞƐ͘
;dĞĂĐŚĞƌEŽƚĞ͗ƚĞĂĐŚĞƌƐŚŽƵůĚĞŶƐƵƌĞƚŚĂƚƚŚĞƐƚƵĚĞŶƚƐ
ƐŚŽƵůĚƵŶĚĞƌƐƚĂŶĚƚŚĂƚǁĞŚĂǀĞŶŽƚĂĚĚĞĚƚŚĞƐƵƌĨĂĐĞ
ĂƌĞĂŽĨƚŚĞƚǁŽĐŽŶƐƚŝƚƵĞŶƚƐ͕ďĞĐĂƵƐĞƐŽŵĞƉĂƌƚŽĨƚŚĞ ŝƌƚŚĚĂǇ
ƐƵƌĨĂĐĞĂƌĞĂĚŝƐĂƉƉĞĂƌĞĚŝŶƚŚĞƉƌŽĐĞƐƐŽĨũŽŝŶŝŶŐƚŚĞŵ͘ ĂƉ͕
,ŽǁĞǀĞƌ͕ƚŚŝƐǁŝůůŶŽƚďĞƚŚĞĐĂƐĞǁŚĞŶǁĞĐĂůĐƵůĂƚĞ
ŵƉƚǇ
ƚŚĞǀŽůƵŵĞ͘dŚĞǀŽůƵŵĞŽĨƚŚĞƐŽůŝĚĨŽƌŵďǇũŽŝŶŝŶŐƚǁŽ
ďĂƐŝĐƐŽůŝĚƐǁŝůůĂĐƚƵĂůůǇďĞƚŚĞƐŽŵĞŽĨƚŚĞǀŽůƵŵĞƐŽĨ
dŝĨĨŝŶďŽǆ
ƚŚĞĐŽŶƐƚŝƚƵĞŶƚƐ͘Ϳ ŽĨƐŚĂƉĞƐ
ĐŝƌĐƵůĂƚĞ
¾ dĞĂĐŚĞƌƌĞĐĂůůƐƚŚĞĨŽƌŵƵůĂƐĨŽƌǀŽůƵŵĞďǇŵĂƚĐŚ ĂŶĚ
ƚŚĞĨŽůůŽǁŝŶŐ͗ ƐƋƵĂƌĞ͕
^ŽůŝĚ sŽůƵŵĞ;ƵďŝĐhŶŝƚƐͿ tĂƚĞƌ
ϭͿŽŶĞ ĂͿ;ϰͬϯͿߨƌϯ ĂŶĚ^ĂŶĚ͘
ϮͿƵďĞ ďͿ݈ ൈ ܾ ൈ ݄
ϯͿǇůŝŶĚĞƌ ĐͿߨ‫ ݎ‬ଶ ݄
ϰͿƵďŽŝĚ ĚͿĂϯ
ϱͿ^ƉŚĞƌĞ ĞͿ;ϭͬϯͿߨ‫ ݎ‬ଶ ݄

>ĞƚƵƐƐĞĞƚŚĞĨŽůůŽǁŝŶŐĞǆĂŵƉůĞƚŽƵŶĚĞƌƐƚĂŶĚ͗
ǆĂŵƉůĞEŽ͘ϭ;ϭϱŵŝŶͿ
^ŚĂŶƚĂƌƵŶƐĂŶŝŶĚƵƐƚƌǇŝŶĂƐŚĞĚǁŚŝĐŚŝƐŝŶƚŚĞƐŚĂƉĞ
ŽĨĂĐƵďŽŝĚƐƵƌŵŽƵŶƚĞĚďǇĂŚĂůĨĐǇůŝŶĚĞƌ;^ĞĞĨŝŐƵƌĞͿ͘/Ĩ
ƚŚĞďĂƐĞŽĨƚŚĞƐŚĞĚŝƐŽĨĚŝŵĞŶƐŝŽŶϳŵǆϭϱŵĂŶĚƚŚĞ
ŚĞŝŐŚƚŽĨƚŚĞĐƵďŽŝĚĂůƉŽƌƚŝŽŶŝƐϴŵ͘&ŝŶĚƚŚĞǀŽůƵŵĞŽĨ
ƚŚĞƐŚĞĚĐĂŶŚŽůĚ͘&ƵƌƚŚĞƌ͕ƐƵƉƉŽƐĞƚŚĞŵŝƐƐŝŽŶĂƌǇŝŶ
ƚŚĞƐŚĞĚŽĐĐƵƉŝĞƐƚŚĞƚŽƚĂůƐƉĂĐĞŽĨϯϬϬŵϯĂĚƚŚĞƌĞĂƌĞ
ϮϬǁŽƌŬĞƌƐĞĂĐŚŽĨǁŚŽŵŽĐĐƵƉŝĞƐĂďŽƵƚϬ͘ϬϴŵϯƐƉĂĐĞ
ŽŶĂŶĂǀĞƌĂŐĞƚŚĞŶŚŽǁŵƵĐŚĂŝƌŝƐŝŶƚŚĞƐŚĞĚ͘΂dĂŬĞߨ
с;ϮϮͬϳͿ΃͘

sŽůƵŵĞƐ
¾ ^ƚƵĚĞŶƚƐƌĞĐĂůůƚŚĞŝƌƉƌĞǀŝŽƵƐŬŶŽǁůĞĚŐĞĨƌŽŵ ŽĨƐŽůŝĚƐ
ƚŚĞĂďŽǀĞĂĐƚŝǀŝƚŝĞƐĂŶĚƐŚŽƵůĚĐŽŵĞƚŽŬŶŽǁ
ƚŚĂƚƚŚĞǀŽůƵŵĞŽĨĂŝƌŝŶƐŝĚĞƚŚĞƐŚĞĚ;ǁŚĞŶ
ƚŚĞƌĞĂƌĞŶŽƉĞŽƉůĞĂŶĚŵŝƐƐŝŽŶĂƌǇͿŝƐŐŝǀĞŶďǇ
ƚŚĞǀŽůƵŵĞŽĨĂŝƌŝŶƐŝĚĞƚŚĞĐƵďŽŝĚĂŶĚŝŶƐŝĚĞƚŚĞ
ŚĂůĨĐǇůŝŶĚĞƌƚĂŬĞŶƚŽŐĞƚŚĞƌ͘
¾ dĞĂĐŚĞƌĂƐŬƐƚŚĞƐƚƵĚĞŶƚƐƚŽůŝƐƚŽƵƚĂůůƚŚĞŐŝǀĞŶ
ǀĂůƵĞƐ͘
¾ ,ŽǁƚŽĨŝŶĚŽƵƚƚŚĞƌĞƋƵŝƌĞĚǀŽůƵŵĞ͍
;dĞĂĐŚĞƌƐEŽƚĞ͗ƚĞĂĐŚĞƌƐŚŽƵůĚĞŶƐƵƌĞƚŚĂƚƚŚĞ
ƐƚƵĚĞŶƚƐƐŚŽƵůĚƵŶĚĞƌƐƚĂŶĚƚŚĞƌĞƋƵŝƌĞĚǀŽůƵŵĞŝƐǁŝůů
ŐĞƚďǇƐƵďƚƌĂĐƚŝŶŐƚŚĞǀŽůƵŵĞŽĨŵŝƐƐŝŽŶĂƌǇĂŶĚǀŽůƵŵĞ
ŽĨϮϬǁŽƌŬĞƌƐ͘Ϳ
Summative assessment plan- only where relevant
^ŽůǀĞĞǆĂŵƉůĞŶƵŵďĞƌϲǁŚŝĐŚŝƐŐŝǀĞŶŝŶƚŚĞƚĞǆƚďŽŽŬĂƐǁĞůůĂƐƐƚƵĚĞŶƚƐŚĂǀĞƚŽƐŽůǀĞϱĂŶĚϲƋƵĞƐƚŝŽŶƐĨƌŽŵĞǆĞƌĐŝƐĞŶƵŵďĞƌϭϮ͘Ϯ͘

Teachers’ reflections and experiences:

Learning Outcomes & Teaching-Learning Process Pointers for formative Material

Problem: B
A conical vessel of radius 6cm and height 8cm is
completely filled with water. A ball is thrown into the
vessel which touches it and some water spills out the
vessel. Find out the volume of the water left in the vessel.
Model
Teacher plays the video of the above problem and ask Problem
them to observe.
After watching video asks the students solve the problem
and present in the class

Summative assessment plan- only where relevant

4. Solve Exercise 12.2 question no 3,4
Teachers’ reflections and experiences:
¾ Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
¾ How well did the pedagogical strategies engage students and promote active participation in the learning
process?
¾ How effective were the materials and resources used in this lesson?
¾ How well did the assessment strategies measure student understanding and achievement of the learning
outcomes?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Surface areas and volumes
Total no. of periods for this chapter: 08
Period no :7
Sub Topic: 1. Problems related to the concept

Learning Outcomes & Teaching-Learning Process Pointers for formative Material

(Teachers note: Teacher should help the students, if they

feel difficult in solving the problems.)

Problem:

ĐǇůŝŶĚƌŝĐĂůƉĞŶĐŝůŝƐƐŚĂƌƉĞŶĞĚƚŽƉƌŽĚƵĐĞĂƉĞƌĨĞĐƚĐŽŶĞĂƚŽŶĞĞŶĚ
ǁŝƚŚŶŽŽǀĞƌĂůůůŽƐƐŽĨŝƚƐůĞŶŐƚŚ͘dŚĞĚŝĂŵĞƚĞƌŽĨƚŚĞƉĞŶĐŝůŝƐϭĐŵĂŶĚ
ƚŚĞůĞŶŐƚŚŽĨƚŚĞĐŽŶŝĐĂůƉŽƌƚŝŽŶŝƐϮĐŵ͘ĂůĐƵůĂƚĞƚŚĞǀŽůƵŵĞŽĨƚŚĞ
ƐŚĂǀŝŶŐƐ͘'ŝǀĞǇŽƵƌĂŶƐǁĞƌĐŽƌƌĞĐƚƚŽƚǁŽƉůĂĐĞƐŝĨŝƚŝƐŝŶĚĞĐŝŵĂƵƐĞ
͵ͷͷ
‫ ߨ݁ݏݑ‬ൌ
ͳͳ͵

How to find volume of showings?

Whare the solids combined in given solid?

[Teacher note: sŽůƵŵĞŽĨƐŚŽǁŝŶŐƐсsŽůƵŵĞŽĨĐǇůŝŶĚĞƌ
ŽĨůĞŶŐƚŚϮĐŵĂŶĚďĂƐĞƌĂĚŝƵƐϬ͘ϱĐŵ͘ǀŽůƵŵĞŽĨƚŚĞĐŽŶĞ
ĨŽƌŵĞĚďǇƚŚŝƐĐǇůŝŶĚĞƌ΁
hƐĞƚŚĞƌĞůĞǀĂŶƚĨŽƌŵƵůĂƐĂŶĚƐŝŵƉůŝĨǇ͘
Summative assessment plan- only where relevant
5. Solve Exercise 12.2 question no 3,4
Teachers’ reflections and experiences:
¾ Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
¾ How well did the pedagogical strategies engage students and promote active participation in the learning
process?
¾ How effective were the materials and resources used in this lesson?
¾ How well did the assessment strategies measure student understanding and achievement of the learning
outcomes?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Surface areas and volumes
Total no. of periods for this chapter: 08
Period no :8
Sub Topic: 1. To find the area of combination of cylinder and hemisphere.
2. To find the area of Combination of cone and hemi sphere.

Learning Outcomes & Teaching-Learning Process Pointers for formative Material

Indicators/micro- This should include activities to facilitate learning assessment- this should include required
competencies along with broad time duration strategies that will be used to
Check for Understanding - e.g.,
questions/worksheets/experime
nts/assignments/self-
assessment checklists/etc.
C.5.2 Visualizes and uses Problem. 15min
mathematical thinking to A spherical glass vessel has cylindrical neck 8cm long ,2
discover formulae to cm in diameter; the diameter of the spherical part is 8.5
calculate surface areas cm. By measuring the amount of water, it holds, a child
and volumes of solid finds its volume to be 345 cubic cm. Check whether she is
objects (cubes, cuboids, correct, taking the above as inside measurements and
spheres, hemispheres,
right circular cylinders/ ߨ ൌ ͵ǤͳͶ https://yo
cones and their utu.be/9K
combinations) L4i6IxepY?
si=eM4PN
C-8.3: Employs OEKJs7IP6
optimisation strategies to OJ
5 min.
maximise desired
PrepOnGo
quantities (such as area, video on

volume, or other output) Volume of

under given constraints combinatio

n of solids

dĞĂĐŚĞƌĂƐŬƐƚŚĞƐƚƵĚĞŶƚƐƚŽƌĞĂĚĂŶĚƵŶĚĞƌƐƚĂŶĚƚŚĞƉƌŽďůĞŵ
ĂŶĚƚŚĞƌĞůĂƚĞĚĨŝŐƵƌĞ͘
>ŝƐƚŽƵƚĂůůƚŚĞŐŝǀĞŶǀĂůƵĞƐ͘;ϭϬŵŝŶͿ

dŽĨŝŶĚƚŚĞǀŽůƵŵĞŽĨƚŚĞŽďũĞĐƚ͕ŚŽǁƚŽƉƌŽĐĞĞĚ͍
;dĞĂĐŚĞƌƐŶŽƚĞ͗dĞĂĐŚĞƌƐƐŚŽƵůĚĞŶƐƵƌĞƚŚĂƚƚŚĞƐƚƵĚĞŶƚƐ
ƵŶĚĞƌƐƚĂŶĚƚŚĞŵĞĂƐƵƌĞƐƚŚĞǇĂƌĞƚĂŬŝŶŐĂƐŝŶƚĞƌŶĂůŵĞĂƐƵƌĞƐ͘Ϳ
ϭ͘&ŝŶĚƚŚĞǀŽůƵŵĞŽĨĂƐƉŚĞƌŝĐĂůďĂůůǁŝƚŚƌĂĚŝƵƐƌсϴ͘ϱͬϮ
Ϯ͘&ŝŶĚƚŚĞǀŽůƵŵĞŽĨƚŚĞĐǇůŝŶĚĞƌǁŝƚŚŚĞŝŐŚƚŚсϭϱĐŵĂŶĚƌĂĚŝƵƐ
ƌсϮĐŵ͘ Live
ϯ͘ĚĚƚŚĞƚǁŽǀŽůƵŵĞƐ͘ objects
ϰ͘tŚĂƚĚŽǇŽƵŽďƐĞƌǀĞ͍/ƚŝƐĞƋƵĂůƚŽƚŚĞǀŽůƵŵĞĐĂůĐƵůĂƚĞĚďǇ present in
ƚŚĞŐŝƌů͍ the class
room.

1 Paper and
3. A trophy awarded to the other
best student in the class is in stationary.

the form of the solid cylinder

mounted on solid hemi
sphere with same radius and Pens and
Pencils
^^dhzϭ͗ϭϱŵŝŶ is made from some metal.
This trophy is mounted on a etc.
΀dĞĂĐŚĞƌŵĂŬĞƐƚŚĞƐƚƵĚĞŶƚƐŝŶƚŽŐƌŽƵƉƐĂŶĚĂƐƐŝŐŶĂĐĂƐĞƐƚƵĚǇ
ƋƵĞƐƚŝŽŶĂŶĚĂƐŬƚŚĞŵƚŽƐŽůǀĞ͘dĞĐŚĞƌŚĞůƉƐƚŚĞƐƚƵĚĞŶƚƐǁŚĞƌĞǀĞƌ wooden cuboid as shown in
ŶĞĐĞƐƐĂƌǇ΁͘ the figure. The diameter of
ĚǀĞŶƚƵƌĞĐĂŵƉƐĂƌĞƚŚĞƉĞƌĨĞĐƚƉůĂĐĞĨŽƌƚŚĞĐŚŝůĚƌĞŶƚŽƉƌĂĐƚŝĐĞ hemisphere is 21 cm and
ĚĞĐŝƐŝŽŶŵĂŬŝŶŐĨŽƌƚŚĞŵƐĞůǀĞƐǁŝƚŚŽƵƚƉĂƌĞŶƚƐĂŶĚƚĞĂĐŚĞƌƐŐƵŝĚŝŶŐ total height of the trophy is
ƚŚĞŝƌĞǀĞƌǇŵŽǀĞ͘^ŽŵĞƐƚƵĚĞŶƚƐŽĨĂƐĐŚŽŽůƌĞĂĐŚĞĚĨŽƌĂĚǀĞŶƚƵƌĞĂƚ 24.5 cm. find the weight of
^ĂŬůĞƐŚƉƵƌ͘ƚƚŚĞĐĂŵƉ͕ƚŚĞǁĂŝƚĞƌƐƐĞƌǀĞĚƐŽŵĞƐƚƵĚĞŶƚƐǁŝƚŚĂ the metal used in making the
ǁĞůĐŽŵĞĚƌŝŶŬŝŶĂĐǇůŝŶĚƌŝĐĂůŐůĂƐƐĂŶĚƐŽŵĞƐƚƵĚĞŶƚƐŝŶĂ trophy. If the weight of 1
ŚĞŵŝƐƉŚĞƌŝĐĂůĐƵƉǁŚŽƐĞĚŝŵĞŶƐŝŽŶƐĂƌĞƐŚŽǁŶďĞůŽǁ͘ĨƚĞƌƚŚĂƚƚŚĞǇ cubic cm of metal is 1.2 g
ǁĞŶƚĨŽƌĂũƵŶŐůĞƚƌĞŬ͘dŚĞũƵŶŐůĞƚƌĞŬǁĂƐĞŶũŽǇĂďůĞďƵƚƚŝƌŝŶŐ͘ƐĚƵƐŬ (Take ߨ ൌ ʹʹȀ͹)
ĨĞůů͕ŝƚǁĂƐƚŝŵĞƚŽƚĂŬĞƐŚĞůƚĞƌ͘ĂĐŚŐƌŽƵƉŽĨĨŽƵƌƐƚƵĚĞŶƚƐǁĂƐŐŝǀĞŶĂ
ĐĂŶǀĂƐŽĨĂƌĞĂϱϱϭŵϮ͘ĂĐŚŐƌŽƵƉŚĂĚƚŽŵĂŬĞĂĐŽŶŝĐĂůƚĞŶƚƚŽ
ĂĐĐŽŵŵŽĚĂƚĞĂůůƚŚĞĨŽƵƌƐƚƵĚĞŶƚƐ͘ƐƐƵŵŝŶŐƚŚĂƚĂůůƚŚĞƐƚŝƚĐŚŝŶŐĂŶĚ
ǁĂƐƚŝŶŐŝŶĐƵƌƌĞĚǁŚŝůĞĐƵƚƚŝŶŐ͕ǁŽƵůĚĂŵŽƵŶƚƚŽϭŵϮ͕ƚŚĞƐƚƵĚĞŶƚƐƉƵƚ
ƚŚĞƚĞŶƚƐ͘dŚĞƌĂĚŝƵƐŽĨƚŚĞƚĞŶƚŝƐϳŵ͘

ϭ͘ dŚĞǀŽůƵŵĞŽĨĐǇůŝŶĚƌŝĐĂůĐƵƉŝƐ
Ϯ͘ dŚĞǀŽůƵŵĞŽĨŚĞŵŝƐƉŚĞƌŝĐĂůĐƵƉŝƐ
ϯ͘ tŚŝĐŚĐŽŶƚĂŝŶĞƌŚĂĚŵŽƌĞũƵŝĐĞĂŶĚďǇŚŽǁŵƵĐŚ͍
ϰ͘ dŚĞŚĞŝŐŚƚŽĨƚŚĞĐŽŶŝĐĂůƚĞŶƚƉƌĞƉĂƌĞĚƚŽĂĐĐŽŵŵŽĚĂƚĞĨŽƵƌ
ƐƚƵĚĞŶƚƐŝƐ
ϱ͘ ,ŽǁŵƵĐŚƐƉĂĐĞŽŶƚŚĞŐƌŽƵŶĚŝƐŽĐĐƵƉŝĞĚďǇĞĂĐŚƐƚƵĚĞŶƚŝŶ
ƚŚĞĐŽŶŝĐĂůƚĞŶƚ

^^dhzϮ͗ϭϬŵŝŶ

dŚĞ'ƌĞĂƚ^ƚƵƉĂĂƚ^ĂŶĐŚŝŝƐŽŶĞŽĨƚŚĞŽůĚĞƐƚƐƚŽŶĞƐƚƌƵĐƚƵƌĞƐŝŶ/ŶĚŝĂ͕
ĂŶĚĂŶŝŵƉŽƌƚĂŶƚŵŽŶƵŵĞŶƚŽĨ/ŶĚŝĂŶƌĐŚŝƚĞĐƚƵƌĞ͘/ƚǁĂƐŽƌŝŐŝŶĂůůǇ
ĐŽŵŵŝƐƐŝŽŶĞĚďǇƚŚĞĞŵƉĞƌŽƌƐŚŽŬĂŝŶƚŚĞϯƌĚĐĞŶƚƵƌǇ͘/ƚƐ
ŶƵĐůĞƵƐǁĂƐĂƐŝŵƉůĞŚĞŵŝƐƉŚĞƌŝĐĂůďƌŝĐŬƐƚƌƵĐƚƵƌĞďƵŝůƚŽǀĞƌƚŚĞƌĞůŝĐƐ
ŽĨƚŚĞƵĚĚŚĂ͘/ƚŝƐĂƉĞƌĨĞĐƚĞǆĂŵƉůĞŽĨĐŽŵďŝŶĂƚŝŽŶŽĨƐŽůŝĚĨŝŐƵƌĞƐ͘
ďŝŐŚĞŵŝƐƉŚĞƌŝĐĂůĚŽŵĞǁŝƚŚĂĐƵďŽŝĚĂůƐƚƌƵĐƚƵƌĞŵŽƵŶƚĞĚŽŶŝƚ͘;dĂŬĞ
сϮϮͬϳͿ
ϭ͘ ĂůĐƵůĂƚĞƚŚĞǀŽůƵŵĞŽĨƚŚĞŚĞŵŝƐƉŚĞƌŝĐĂůĚŽŵĞŝĨƚŚĞŚĞŝŐŚƚ
ŽĨƚŚĞĚŽŵĞŝƐ
Ϯ͘ ϮdŚĞĨŽƌŵƵůĂƚŽĨŝŶĚƚŚĞsŽůƵŵĞŽĨ^ƉŚĞƌĞŝƐ
ϯ͘ dŚĞĐůŽƚŚƌĞƋƵŝƌĞƐƚŽĐŽǀĞƌƚŚĞŚĞŵŝƐƉŚĞƌŝĐĂůĚŽŵĞŝĨƚŚĞ
ƌĂĚŝƵƐŽĨŝƚƐďĂƐĞŝƐ
ϰ͘ dŚĞƚŽƚĂůƐƵƌĨĂĐĞĂƌĞĂŽĨƚŚĞĐŽŵďŝŶĞĚĨŝŐƵƌĞŝ͘Ğ͘ŚĞŵŝƐƉŚĞƌŝĐĂů
ĚŽŵĞǁŝƚŚƌĂĚŝƵƐϭϰŵĂŶĚĐƵďŽŝĚĂůƐŚĂƉĞĚƚŽƉǁŝƚŚ
ĚŝŵĞŶƐŝŽŶƐϴŵϲŵϰŵŝƐ
ϱ͘ dŚĞǀŽůƵŵĞŽĨƚŚĞĐƵďŽŝĚĂůƐŚĂƉĞĚƚŽƉŝƐǁŝƚŚĚŝŵĞŶƐŝŽŶƐ
ŵĞŶƚŝŽŶĞĚŝŶƋƵĞƐƚŝŽŶϰ

Summative assessment plan- only where relevant
Teachers’ reflections and experiences:
¾ Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
¾ How well did the pedagogical strategies engage students and promote active participation in the learning
process?
¾ How effective were the materials and resources used in this lesson?
¾ How well did the assessment strategies measure student understanding and achievement of the learning
outcomes?

For more Practice/extended learning

ŚĂƉƚĞƌϭϮ͗^ƵƌĨĂĐĞĂƌĞĂƐĂŶĚǀŽůƵŵĞƐ͘
tŽƌŬƐŚĞĞƚϭ
DƵůƚŝƉůĞĐŚŽŝĐĞƋƵĞƐƚŝŽŶƐ͗
ϭ͘ĨƵŶŶĞůŝƐƚŚĞĐŽŵďŝŶĂƚŝŽŶŽĨ
Ϳ͘ĐŽŶĞĂŶĚĂĐǇůŝŶĚĞƌ Ϳ͘&ƌƵƐƚƌƵŵŽĨĂĐŽŶĞĂŶĚĂĐǇůŝŶĚĞƌ
Ϳ͘ĂŚĞŵŝƐƉŚĞƌĞĂŶĚĂĐǇůŝŶĚĞƌ Ϳ͘ĂŚĞŵŝƐƉŚĞƌĞĂŶĚĂĐŽŶĞ

Ϯ͘ƵƌŝŶŐĐŽŶǀĞƌƐŝŽŶŽĨĂƐŽůŝĚĨƌŽŵŽŶĞƐŚĂƉĞƚŽĂŶŽƚŚĞƌƚŚĞǀŽůƵŵĞŽĨŶĞǁƐŚĂƉĞǁŝůůďĞ
ͿŝŶĐƌĞĂƐĞͿĚĞĐƌĞĂƐĞ
ͿƌĞŵĂŝŶƐƐĂŵĞͿĚŽƵďůĞĚ

ϯ͘sŽůƵŵĞŽĨƚǁŽƐƉŚĞƌĞƐŽĨƐĂŵĞŝŶƚŚĞƌĂƚŝŽϲϰ͗Ϯϳ͘dŚĞƌĂƚŝŽŽĨƐƵƌĨĂĐĞĂƌĞĂƐŝƐ

Ϳϯ͗ϰͿϰ͗ϯ

Ϳϵ͗ϭϲͿϭϲ͗ϵ

ϰ͘ŵĂƐŽŶĐŽŶƐƚƌƵĐƚƐĂǁĂůůŽĨĚŝŵĞŶƐŝŽŶƐϮϳϬĐŵൈ ͵ͲͲܿ݉ ൈ ͵ͷͲܿ݉ǁŝƚŚƚŚĞďƌŝĐŬƐŽĨĞĂĐŚŽĨ

ƐŝǌĞϮϮ͘ϱĐŵൈ ͳͳǤʹͷܿ݉ ൈ
ଵ
ͺǤ͹ͷܿ݉ܽ݊݀݅‫ܽݐݎ݋݄݉݁ݐݕܾ݀݁ݎ݁ݒ݋ܿݏ݅݁ܿܽ݌ݏ ଼ ݐ݄ܽݐ݀݁݉ݑݏݏܽݏ݅ݐ‬dŚĞŶƚŚĞŶƵŵďĞƌŽĨďƌŝĐŬƐ
ƵƐĞĚƚŽĐŽŶƐƚƌƵĐƚƚŚĞǁĂůůŝƐ͍
ͿϭϭϭϬϬͿϭϭϮϬϬ

ͿϭϭϬϬͿϭϭϯϬϬ
ϱͿ/ĨƚǁŽƐŽůŝĚŚĞŵŝƐƉŚĞƌĞƐŽĨƐĂŵĞďĂƐĞƌĂĚŝƵƐƌĂƌĞũŽŝŶĞĚƚŽŐĞƚŚĞƌĂůŽŶŐƚŚĞŝƌďĂƐĞƐ͕ƚŚĞŶĐƵƌǀĞĚƐƵƌĨĂĐĞ
ĂƌĞĂŽĨƚŚŝƐŶĞǁƐŽůŝĚŝƐ
Ϳϰߨ‫ ݎ‬ଶ Ϳϲߨ ଶ

Ϳϯߨ ଶ Ϳϴߨ ଶ

ŶƐǁĞƌƚŚĞĨŽůůŽǁŝŶŐƋƵĞƐƚŝŽŶƐ

ϭͿ/&ƚǁŽĐƵďĞƐŽĨĞĚŐĞϱĐŵĞĂĐŚĂƌĞũŽŝŶĞĚĞŶĚͲƚŽͲĞŶĚ͕ƚŚĞŶĨŝŶĚƚŚĞƐƵƌĨĂĐĞĂƌĞĂŽĨƚŚĞƌĞƐƵůƚŝŶŐĐƵďŽŝĚ͘

ϮͿŶŝƌŽŶƉŽůĞĐŽŶƐŝƐƚƐŽĨĂĐǇůŝŶĚĞƌŽĨŚĞŝŐŚƚϮϰϬĐŵĂŶĚĂďĂƐĞĚŝĂŵĞƚĞƌϮϲĐŵ͕ǁŚŝĐŚŝƐƐƵƌŵŽƵŶƚĞĚďǇ
ĂŶŽƚŚĞƌĐǇůŝŶĚĞƌŽĨŚĞŝŐŚƚϲϲĐŵĂŶĚƌĂĚŝƵƐϭϬĐŵ͘&ŝŶĚdŚĞŵĂƐƐŽĨƚŚĞƉŽůĞŐŝǀĞŶƚŚĂƚϭܿ݉ଷ Ͳ݂ŝƌŽŶŚĂƐ
ĂƉƉƌŽǆŝŵĂƚĞůǇϴŐŵĂƐƐ͘;dĂŬĞߨсϯ͘ϭϰͿ

ϯͿƐŽůŝĚŝƐĐŽŵƉŽƐĞĚŽĨĂĐǇůŝŶĚĞƌǁŝƚŚŚĞŵŝƐƉŚĞƌŝĐĂůĞŶĚƐ͘/ĨƚŚĞǁŚŽůĞůĞŶŐƚŚŽĨƐŽůŝĚŝƐϭϬϰĐŵĂŶĚƚŚĞ
ƌĂĚŝƵƐĞĂĐŚŚĞŵŝƐƉŚĞƌŝĐĂůĞŶĚŝƐϳĐŵ͕ƚŚĞŶĨŝŶĚƚŚĞĐŽƐƚŽĨƉŽůŝƐŚŝŶŐŝƚƐƐƵƌĨĂĐĞĂƚƚŚĞƌĂƚĞŽĨZƐϮƉĞƌܿ݉ଶ Ǥ

ϰͿŚĞĂƉŽĨƌŝĐĞŝƐŝŶƚŚĞĨŽƌŵŽĨĂĐŽŶĞŽĨďĂƐĞĚŝĂŵĞƚĞƌϮϰŵĂŶĚŚĞŝŐŚƚϯ͘ϱŵ͘&ŝŶĚƚŚĞǀŽůƵŵĞŽĨƚŚĞ
ƌŝĐĞ͘,ŽǁŵƵĐŚĐĂŶǀĂƐŝƐƌĞƋƵŝƌĞĚƚŽũƵƐƚĐŽǀĞƌƚŚĞŚĞĂƉ͘

ϱͿǁŽŽĚĞŶĂƌƚŝĐůĞĂƐƐŚŽǁŶŝŶƚŚĞĨŝŐƵƌĞǁĂƐŵĂĚĞĨƌŽŵĂĐǇůŝŶĚĞƌďǇƐĐŽŽƉŝŶŐŽƵƚĂŚĞŵŝƐƉŚĞƌĞĨƌŽŵ
ŽŶĞĞŶĚĂŶĚĂĐŽŶĞĨƌŽŵƚŚĞŽƚŚĞƌĞŶĚ͘&ŝŶĚƚŚĞƚŽƚĂůƐƵƌĨĂĐĞĂƌĞĂŽĨƚŚĞĂƌƚŝĐůĞ͘

tŽƌŬƐŚĞĞƚϮ

ŚŽƐĞƚŚĞĐŽƌƌĞĐƚĂŶƐǁĞƌ͘

ϭ͘ ĐǇůŝŶĚƌŝĐĂůƉĞŶĐŝůƐŚĂƌƉĞŶĞĚĂƚŽŶĞĞĚŐĞŝƐƚŚĞĐŽŵďŝŶĂƚŝŽŶŽĨ
Ϳ͘ĂĐŽŶĞĂŶĚĂĐǇůŝŶĚĞƌͿ͘ĨƌƵƐƚƌƵŵŽĨĐŽŶĞĂŶĚĂĐǇůŝŶĚĞƌ͘
Ϳ͘ĂŚĞŵŝƐƉŚĞƌĞĂŶĚĂĐǇůŝŶĚĞƌͿ͘ƚǁŽĐǇůŝŶĚĞƌƐ͘

Ϯ͘ƐƵƌĂŚŝŝƐƚŚĞĐŽŵďŝŶĂƚŝŽŶŽĨ

Ϳ͘ĂƐƉŚĞƌĞĂŶĚĂĐǇůŝŶĚĞƌͿĂŚĞŵŝƐƉŚĞƌĞĂŶĚĂĐǇůŝŶĚĞƌ

ĐͿƚǁŽŚĞŵŝƐƉŚĞƌĞƐͿĂĐǇůŝŶĚĞƌĂŶĚĂĐŽŶĞ

ϯ͘ƉůƵŵďůŝŶĞŝƐƚŚĞĐŽŵďŝŶĂƚŝŽŶŽĨ

Ϳ͘ĂĐŽŶĞĂŶĚĂĐǇůŝŶĚĞƌͿĂŚĞŵŝƐƉŚĞƌĞĂŶĚĂĐŽŶĞ͘

ͿĨƌƵƐƚƌƵŵŽĨĂĐŽŶĞĂŶĚĂĐǇůŝŶĚĞƌͿƐƉŚĞƌĞĂŶĚĂĐǇůŝŶĚĞƌ͘

ϰ͘&ƌŽŵĂƐŽůŝĚĐǇůŝŶĚĞƌǁŝƚŚĂŚĞŝŐŚƚϭϬĐŵĂŶĚƌĂĚŝƵƐŽĨƚŚĞďĂƐĞϲĐŵ͕ĂƌŝŐŚƚĐŝƌĐƵůĂƌĐŽŶĞŽĨƚŚĞƐĂŵĞ
ŚĞŝŐŚƚĂŶĚƚŚĞƐĂŵĞďĂƐĞŝƐƌĞŵŽǀĞĚ͕ƚŚĞŶƚŚĞǀŽůƵŵĞŽĨƌĞŵĂŝŶŝŶŐƐŽůŝĚŝƐ

Ϳ͘ϮϴϬߨܿ݉ଷ ͿϯϯϬߨܿ݉ଷሻ ϮϰϬߨܿ݉ଷ ϮϴϬߨܿ݉ଷ

^ŽůǀĞƚŚĞĨŽůůŽǁŝŶŐ͘

ϱ͘dŚĞĐƵƌǀĞĚƐƵƌĨĂĐĞĂƌĞĂŽĨĂƌŝŐŚƚĐŝƌĐƵůĂƌĐŽŶĞŝƐϭϮϯϮϬƐƋ͘Đŵ͘/ĨƚŚĞƌĂĚŝƵƐŽĨŝƚƐďĂƐĞŝƐϱϲĐŵƚŚĞŶĨŝŶĚ
ŝƚƐŚĞŝŐŚƚ͘

ϲ͘ĐŝƌĐƵƐƚĞŶƚŝƐĐǇůŝŶĚƌŝĐĂůƵƉƚŽĂŚĞŝŐŚƚŽĨϰŵĂŶĚĐŽŶŝĐĂůĂďŽǀĞŝƚ͘/ĨƚŚĞĚŝĂŵĞƚĞƌŽĨƚŚĞďĂƐĞŝƐϵϴŵ
ĂŶĚƐůĂŶƚŚĞŝŐŚƚŽĨƚŚĞĐŽŶŝĐĂůƉĂƌƚŝƐϯϯŵƚŚĞŶĨŝŶĚƚŽƚĂůĐĂŶǀĂƐƵƐĞĚŝŶŵĂŬŝŶŐƚŚĞƚĞŶƚ͘
CHAPTER: 13

STATISTICS
Chapter Plan (Unit plan/ lesson plan)
PERIODWISE LESSON PLANS

Chapter Plan (Unit Plan / Lesson Plans)

THE FOLLOWING CURRICULAR GOALS (CG) AND COMPETENCIES (C) WILL BE DEVELOPED THROUGH
THIS CHAPTER

CURRICULAR GOALS(CG) COMPETENCIES (C)

C.G. - 6: Analyses and interprets data using statistical concepts (such as C - 6.1: Applies measures of central tendencies such as mean, median, and
measures of central tendency, standard deviations) and probability mode

C.G. – 11 : Explores connections of Mathematics with other subjects. C - 11.1: Applies mathematical knowledge and tools to analyze problems/
situations in multiple subjects across Science, Social Science, Visual Arts,
Music, Vocational Education, and Sports.
MIND MAP: LP.1 – RETRIEVAL OF MEAN OF UNGROUPED DATA

LP.2 - MEAN OF GROUPED DATA – DIRECT METHOD (Discrete series)

LP.3 - MEAN OF GROUPED DATA – DIRECT METHOD (Continuous series)

LP.4 - MEAN OF GROUPED DATA – ASSUMED MEAN METHOD

LP.5 - MEAN OF GROUPED DATA – STEP DEVIATION METHOD

^dd/^d/^
ϭϬWZ/K^нϭtKZ<^,d LP.6 – MODE OF GROUPED DATA

LP.7 - RETRIEVAL OF MEDIAN OF UNGROUPED DATA

LP. 8 – PREPARATION OF CUMULATIVE FREQUENCY TABLE

LP.9 – MEDIAN OF GROUPED DATA

LP.10 – IMPORTANT PROBLEMS

PERIOD WISE PLAN
PERIOD TEACHING TOPIC LEARNING OUTCOMES/Objectives
NO.

1 RETRIEVAL OF MEAN OF - UNGROUPED DATA 1. Calculates mean for different sets of data related with real
life contexts
2. Computes mean for ungrouped tabulated data.
3. Computes mean for grouped data.
4. Interprets the meaning of the computed mean of a given dataset
2 MEAN OF GROUPED DATA 1. Calculates mean for different sets of data related with real life contexts.
2. Computes mean for grouped tabulated data.
– DIRECT METHOD (Discrete series) 3. Computes mean for grouped data.
4. Interprets the meaning of the computed mean of a given dataset
5. Computes mean for grouped data using the formula

3 ϭ͘ĂůĐƵůĂƚĞƐŵĞĂŶĨŽƌĚŝĨĨĞƌĞŶƚƐĞƚƐŽĨĚĂƚĂƌĞůĂƚĞĚǁŝƚŚƌĞĂůůŝĨĞĐŽŶƚĞǆƚƐ͘
MEAN OF GROUPED DATA Ϯ͘ŽŵƉƵƚĞƐŵĞĂŶĨŽƌŐƌŽƵƉĞĚƚĂďƵůĂƚĞĚĚĂƚĂ͘
ϯ͘ŽŵƉƵƚĞƐŵĞĂŶĨŽƌŐƌŽƵƉĞĚĚĂƚĂ͘
– DIRECT METHOD (Continuous series)
ϰ͘/ŶƚĞƌƉƌĞƚƐƚŚĞŵĞĂŶŝŶŐŽĨƚŚĞĐŽŵƉƵƚĞĚŵĞĂŶŽĨĂŐŝǀĞŶĚĂƚĂƐĞƚ
ϱ͘ŽŵƉƵƚĞƐŵĞĂŶĨŽƌŐƌŽƵƉĞĚĚĂƚĂƵƐŝŶŐƚŚĞĨŽƌŵƵůĂ
4 1. Calculates mean for different sets of data related with real life contexts.
MEAN OF GROUPED DATA 2. Computes mean for grouped tabulated data. 3. Computes mean for
grouped data.
– ASSUMED MEAN METHOD 4. Interprets the meaning of the computed mean of a given dataset
5. Computes mean for grouped data using the formula

5 1. Calculates mean for different sets of data related with real life contexts.
LP.5 - MEAN OF GROUPED DATA 2. Computes mean for grouped tabulated data. 3. Computes mean for
grouped data.
– STEP DEVIATION METHOD
4. Interprets the meaning of the computed mean of a given dataset
- 5. Computes mean for grouped data using the formula
6 Calculates and interprets mode for grouped data. Recalls the mode
MODE OF GROUPED DATA formula and what each part represents.
2. Computes mode for grouped data
- . 3. Interprets the meaning of the computed mode of a given dataset
7 RETRIEVAL OF MEDIAN OF 1.Determines and interprets median for tabulated data.
2. Determines cumulative frequencies of ungrouped tabulated data.
UNGROUPED DATA 3. Determines median for ungrouped tabulated data.
4. Computes cumulative frequencies for grouped data.
- 5. Recalls the median formula and what each part represents.
8 PREPARATION OF CUMULATIVE 1. Computes median for grouped data using the formula.
2. 2. Interprets the meaning of the computed median of a given dataset.
FREQUENCY TABLE
- 3. Determines and interprets median for tabulated data
9 ϭ͘ Determines and interprets median for tabulated data.
MEDIAN OF GROUPED DATA Ϯ͘ 2. Recalls the median formula and what each part represents.
- Computes median for grouped data using the formula. 4. Interprets
the meaning of the computed median of a given dataset.
10 IMPORTANT PROBLEMS 1. Calculates mean, median and mode for different sets of data related
with real life contexts
2. Calculates and interprets mean, median and mode for tabulated
data.
3. Computes mean, median and mode for grouped data.
- . Interprets the meaning of the computed mean, median and mode of
a given dataset
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 13. STATISTICS
Total no. of periods for this chapter: 10
Period No: 01 / 10
Subtopic: Retrieval knowledge - Mean of ungrouped data
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.

Introduction: (10 minutes)

Curricular
Teacher asks the following questions and testing of
Competencies:
previous knowledge (Individual work followed by pair
C-6.1 Applies measures of
sharing and whole grouping sharing).
central tendencies such as
The students ask for retrieval the previous knowledge
mean, median, and mode
by the following activity. Data collection
C-11.1 Applies of various
mathematical knowledge contexts of day-
Activity 1 :
and tools to analyze 1. Did you recognize methods of data
to-day life.
Divide the students of class into four groups.
problems/ situations in collection?
Allot each group the work of collecting one of the following
multiple subjects across 2. How do you name, the data of Statistical
kinds of data:
formulas
Science, Social Science, heights collected by you
(i) Heights of 20 students of your class.
Visual Arts, Music, personally.?
Vocational Education, and (ii) Number of absentees in each day in your class 3. How do you collect the data of
Sports. for last month of this year. number of absentees of last month?
(iii) Number of members in the families of your 4. Classify the data above as Primary
classmates or Secondary data.
(iv) Blood group of your class mates from health 5. Give another example for primary
records data from your day-to-day life.
6. Give another example for
secondary data from your day-to-
LEARNING OUTCOMES: Demonstration: (25 minutes) day life.
Whole Class activity: the learners ask to give the proper
1. Calculates mean for
different sets of data answers from the following daily life situations.:
related with real life
contexts

2. Computes mean for Activity.2:
ungrouped tabulated https://youtu.b
The student asks to find the average rain fall from the e/H_jZvuub3hE
data. ?si=QBQYPJ1j
3. Computes mean for given data. 6WzYzn8
grouped data.
Day Rain fall in ( cms) .SYWTIZHYNTSYT
4. Interprets the meaning of Sunday 1.5 8YFYNXYNHX
the computed mean of a
given dataset Monday 2.5
Tuesday 3.0
Wednesday 1.0
Thursday 0.0

Friday 2.0

Saturday 1.0

How we can find the average of the above data.

Can you tell other names for average?
Activity.3:
Teacher makes students into small groups and asks to find
value of x in the following given data. And students should
present their solutions in front of the class.

1. If the average of 5, 7, x, 11, 13 is 9.

2. If the average of 5, 7, x, 11, 13 is x. 7.If the average of ½, 1/3, ¼, 1/5, 1/6 is ---

3.
Mathematical representation of the Average/Mean:

The teacher retrieval and will write the formula for Mean

of ungrouped data on the black board by using ȭ

notation:
௦௨௠௢௙௧௛௘௠௔௥௞௦௢௕௧௔௜௡௘ௗ ŚƚƚƉƐ͗ͬͬǁǁǁ͘ǇŽƵƚƵď
Mean = Ğ͘ĐŽŵͬǁĂƚĐŚ͍ǀсĞŚǆ
௡௢௢௙௧௛௘௦௧௨ௗ௘௡௧௦
σ ௫೔ ǁ'ƵĨĚŝǁ
= σ௡
;dŝĐƚĂĐůĞĂƌŶŶŐůŝƐŚͿ
where
ȭ ൌ
ȭ ൌ

ASSIGNMENT:
1. Students ask to collect FA.1 Mathematics marks and
calculate mean mark in Mathematics.
https://youtu.be/QmBXGF
7p1ds?si=jSZIHWuFkir0X
[Teacher note: teacher play video and asks the students
m8V
to observe and also instructed to note points]
Summative Assessment Plan
(Only… where relevant)
1. Find Mean for the ungrouped data: 18 20 20 20 20 21 20 17 19 20 13 18 22 26 20
2. What is the k value if the mean of 9 8 10 k 12 is 15?

Teachers’ reflections and experiences:

1. How can I improve the variety and effectiveness of my teaching methods to cater to different learning styles and needs?
2. How well did I manage the classroom during the lesson?
3. Were there any disruptions or behavioural issues that I need to address?
4. What strategies can I implement to improve classroom management?
5. Did the students actively participate and show interest in the lesson?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 13. STATISTICS
Total no. of periods for this chapter: 10
Period No : 02 / 10
Subtopic: Mean of Grouped data – Direct Method for discrete series
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.

Introduction: (10 minutes)

C - 6.1 Applies measures of
Teacher asks the following questions and testing of
central tendencies such as
previous knowledge (Individual work followed by pair
mean, median, and mode
sharing and whole grouping sharing).
C - 11.1 Applies
mathematical knowledge and
Data
tools to analyze problems/ collection
1. How many ways data be classified.?
situations in multiple subjects of various
2. What is formula for finding mean for ungrouped
across Science, Social
contexts of
data? day-to-day
Science, Visual Arts, Music, life.
3. Can we classify the data into groups?
Vocational Education, and
4. Which letter is used for denoting the values in the
Sports.
given data.? Statistical
5. What is the symbol for number of times occur a formulae

particular value?
6. What is the symbol for summation?
Activity: (10min)
Teacher will discuss the following situations for
introducing measures of central tendency:
(Teacher Note: dŚĞŶĂƚƵƌĞŽĨƚŚĞĚĂƚĂĂŶĚŝƚƐƉƵƌƉŽƐĞǁŝůů
ďĞƚŚĞĐƌŝƚĞƌŝĂƚŽŐŽĨŽƌĂǀĞƌĂŐĞŽƌŵĞĚŝĂŶŽƌŵŽĚĞĂŵŽŶŐ
ƚŚĞŵĞĂƐƵƌĞƐŽĨĐĞŶƚƌĂůƚĞŶĚĞŶĐǇͿ
Learning Outcomes: ĂƐĞͲϭ͗/ŶĂŚŽƐƚĞůϱϬƐƚƵĚĞŶƚƐƵƐƵĂůůǇĞĂƚϮϬϬ/ĚůŝĞƐŝŶ
ƚŚĞŝƌďƌĞĂŬĨĂƐƚ͘,ŽǁŵĂŶǇŵŽƌĞ/ĚůŝĞƐĚŽĞƐƚŚĞŵĞƐƐŝŶ
1. Calculates mean for
different sets of data related ĐŚĂƌŐĞŵĂŬĞŝĨϮϬŵŽƌĞƐƚƵĚĞŶƚƐũŽŝŶĞĚŝŶƚŚĞŚŽƐƚĞů͘
with real life contexts.
ĂƐĞͲϮ͗ŽŶƐŝĚĞƌƚŚĞǁĂŐĞƐŽĨƐƚĂĨĨĂƚĂĨĂĐƚŽƌǇĂƐŐŝǀĞŶ
2. Computes mean for
grouped tabulated data. ŝŶ ƚŚĞ ƚĂďůĞ͘ tŚŝĐŚ ƐĂůĂƌǇ ĨŝŐƵƌĞ ƌĞƉƌĞƐĞŶƚƐ ƚŚĞ ǁŚŽůĞ
3. Computes mean for
grouped data. ƐƚĂĨĨ
4. Interprets the meaning of ^ƚĂĨĨ ϭ Ϯ ϯ ϰ ϱ ϲ ϳ ϴ ϵ ϭϬ
the computed mean of a given
dataset ^ĂůĂƌǇ ༤ ;ŝŶ ϭϮ ϭϰ ϭϱ ϭϱ ϭϱ ϭϲ ϭϳ ϭϴ ϵϬ ϵϱ
5. Computes mean for ƚŚŽƵƐĂŶĚƐͿ
grouped data using the

formula

ĂƐĞͲϯ͗ dŚĞ ĚŝĨĨĞƌĞŶƚ ĨŽƌŵƐ ŽĨ ƚƌĂŶƐƉŽƌƚ ŝŶ Ă ĐŝƚǇ ĂƌĞ ŐŝǀĞŶ
ďĞůŽǁ͘tŚŝĐŚŝƐƚŚĞƉŽƉƵůĂƌŵĞĂŶƐŽĨƚƌĂŶƐƉŽƌƚ͍
ϭ͘Ăƌϭϱй
Ϯ͘dƌĂŝŶϭϮй
ϯ͘ƵƐϲϬй
ϰ͘dǁŽͲǁŚĞĞůĞƌϭϯй

Demonstration: (15 minutes)

Whole group activity:
Teacher introduces the formula for finding Arithmetic
Mean for Grouped data.
Observe the following data. Note and write which value
occurring more times.
4 5 6 3 4 5 6 5 6 1 4 5 2 3 4 3 4 2 1 2.
Fill the table using the above information
1. Which symbol we use for denote value
Value Frequency
xi fi in data.
2. Which symbol we use for frequency of
the value occurs in data.
3. How would you get the value f1x1?
4. How will you find the value Σ fi xi
5. How will you find the value Σ fi
How can we find mean of the grouped frequency data?
Teacher introduces the method of finding mean to the
given grouped data.

which, more briefly, is written as

Where i varies from 1 to n.

Teacher will give instructions to solve the given

problem through Group activity.
The marks obtained by 30 students of Class X of a
1. Identify the values of x1, x2, …... xn
certain school in a Mathematics paper consisting of

100 marks are presented in table below. Find the mean 2. How can we represent fourth row

of the marks obtained by the students. frequency? https://www.

3. What represents the value Σ fi? youtube.co
m/watch?v=
4. Find the value of Σ fi xi?
Ht_3oegggs
5. Write the formula for finding mean and w
explain each term in the formula.
ACTIVITY.2: ( 5 minutes) PROBLEM
Teacher makes the students into groups and ask them RELATED
VIDEO
to solve the following question and present to the
teacher.
Find mean for the following problem:
^>ZzWZz EKK&WZ^KE^
ǆ Ĩ
ϱϬϬ ϴ
ϴϬϬ ϭϰ
ϭϬϬϬ ϭϲ
ϭϮϬϬ ϳ

1. What are the salary packages?

2. What is the mean formula?
3. What is mean value of the salaries

Summative Assessment Plan

(Only… where relevant)
Solve the problem
1. The wickets taken by a bowler in 10 cricket matches are as follows: Find the mean.
Teachers’ reflections and experiences:

1. How well did I manage the classroom during the lesson?

2. Were there any disruptions or behavioural issues that I need to address?
3. What strategies can I implement to improve classroom management?
4. Did the students actively participate and show interest in the lesson?

5. How can I increase student engagement and create a more interactive learning environment?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 13. STATISTICS
Total no. of periods for this chapter: 10
Period No : 03 / 10
Subtopic: Mean of Grouped data – Direct Method for continuous series
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.

Curricular Introduction: (10 minutes)

Competencies: Teacher asks the following questions and testing of

C-6.1 Applies measures of previous knowledge (Individual work followed by pair

central tendencies such as sharing and whole grouping sharing).

mean, median, and mode

C-11.1 Applies mathematical Data
knowledge and tools to 1. In FA.2 examination how many students got marks collection
of various
analyze problems/ situations in between 10 – 19.
contexts of
in multiple subjects across 2. How many students got marks in between 20 - 29, day-to-day
30 - 39, 40 - 49, and 50 - 59. life.
Science, Social Science,
Visual Arts, Music, Vocational 3. How many students attended the FA.1 examination

Education, and Sports. from your class. Statistical

4. How many achieved more than 80 marks and less formulae

than 90 marks.
5. Prepare for 5 more question using FA2
Demonstration: (25 minutes) Whole group activity:
Learning Outcomes:
Teacher asks the students the following questions to get
1. Calculates mean for the knowledge about the class intervals:
different sets of data related
with real life contexts. Activity:1 (Retrieval of basic concepts: In this
context student has to retrieval the knowledge of Inclusive
2. Computes mean for
grouped tabulated data. and exclusive classes, preparing frequency distribution
direct
table and class mark or mid value of the class.) method
3. Computes mean for
grouped data. Observe the following data. video from
MARKS Frequency 1. What are the limits of the class 20 – 29? Tic Tac
4. Interprets the meaning of fi
2. What are the class limits of 30 – 39.?
the computed mean of a given 10 - 19 2
dataset 5. Computes mean for 20 - 29 3 3. What are the class limits of the class 10 - 20?
grouped data using the 30 - 39 3
4. What is the class mark/mid value of 20-30?
formula 40 - 49 5
5. Differentiate inclusive and exclusive
MARKS Frequency learn
classes?
fi https://ww
10 - 20 14 w.youtube.
20 - 30 20 com/watch
30 - 40 11
?v=EYe-
40 - 50 5
5bI4MLE

Activity:2 Arithmetic Mean for grouped data. Direct

Teacher has to demonstrate the formula finding the method
(digital
mean using the formula:
guruji)

Problem.1 : find the mean by direct method of the following

data:
EƵŵďĞƌ 1. Find the sum of the frequencies.
ůĂƐƐ
ŽĨ 2. What is the value of ɇĨŝ
/ŶƚĞƌǀĂů
ƐƚƵĚĞŶƚƐ
ϭϬͲϮϱ Ϯ 3. Write the class marks for the given classes.
ϮϱͲϰϬ ϯ 4. Find the products of ǆŝandĨŝ
ϰϬͲϱϱ ϳ
5. Find the value of ɇĨŝǆŝ
ϱϱͲϳϬ ϲ
ϳϬͲϴϱ ϲ
ϴϱͲϭϬϬ ϲ
Teacher demonstrates the formula finding the Arithmetic
Mean formula. The student asks to solve the problem.
Sol:

EƵŵďĞƌŽĨ ůĂƐƐ
ůĂƐƐ ŵĂƌŬ
ƐƚƵĚĞŶƚƐ Ĩŝǆŝ
/ŶƚĞƌǀĂů ǆŝ
Ĩŝ ;DŝĚǀĂůĞƐͿ
6. Which symbol we use for denote value of
mean given in data.
ϭϬͲϮϱ Ϯ ϭϳ͘ϱ ϯϱ͘Ϭ
7. Which symbol we use for frequency of the
ϮϱͲϰϬ ϯ ϯϮ͘ϱ ϵϳ͘ϱ
ϰϬͲϱϱ ϳ ϰϳ͘ϱ ϯϯϮ͘ϱ value occurs in data.
ϱϱͲϳϬ ϲ ϲϮ͘ϱ ϯϳϱ͘Ϭ 8. How would you get the value Xi?
ϳϬͲϴϱ ϲ ϳϳ͘ϱ ϰϲϱ͘Ϭ
ϴϱͲϭϬϬ ϲ ϵϮ͘ϱ
9. How will you find the value Σ fi xi?
ϱϱϱ͘Ϭ
ɇĨŝǆŝс 10. How will you obtain Mean for the given
ɇĨŝсϯϬ ϭϴϲϬ͘Ϭ
data?

Assignment: (5 minutes)
Find the mean percentage of female teachers.
Summative Assessment Plan
(Only… where relevant)
Solve the problem
2. Using the direct method, find the mean of the following data:

Teachers’ reflections and experiences:

1. Did I assess student understanding effectively during the lesson?
2. Did I provide timely and constructive feedback to guide their learning?
3. How can I improve my assessment and feedback practices?
4. Was the pacing of the lesson appropriate?

5. Did I cover all the planned content without rushing or leaving gaps?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 13. STATISTICS
Total no. of periods for this chapter: 10
Period No: 04 / 10
Subtopic: Mean of Grouped data – Assumed Mean method
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.

Curricular Introduction: (10 minutes)

Competencies: Teacher asks the following questions and testing of

C-6.1 Applies measures of previous knowledge (Individual work followed by pair

central tendencies such as sharing and whole grouping sharing).

mean, median, and mode (Teacher will introduce formula for Assumed Mean Method

C-11.1 Applies mathematical for finding the Mean for continuous series.)

knowledge and tools to 1. What is the mean of 1st 10 natural numbers. 1. The symbol d stands for what in Data
collection
analyze problems/ situations 2. Explain how to find deviation? assumed mean method?
of various
in multiple subjects across 3. ^ŽŵĞƚŝŵĞƐǁŚĞŶƚŚĞŶƵŵĞƌŝĐĂůǀĂůƵĞƐŽĨǆŝĂŶĚĨŝĂƌĞ contexts of
2. How can you find the deviation value di? day-to-day
Science, Social Science, ůĂƌŐĞ͕ ĨŝŶĚŝŶŐƚŚĞƉƌŽĚƵĐƚŽĨǆŝĂŶĚĨŝďĞĐŽŵĞƐƚĞĚŝŽƵƐ
3. For large values of frequencies and class life.
Visual Arts, Music, Vocational ĂŶĚƚŝŵĞĐŽŶƐƵŵŝŶŐ͘^Ž͕ĨŽƌƐƵĐŚƐŝƚƵĂƚŝŽŶƐ͕ŝƐŝƚƐƵŝƚĂďůĞ
marks which method is suitable?
Education, and Sports. ĚŝƌĞĐƚŵĞƚŚŽĚ͘
4. Can you assume the mean for the Statistical
Teacher has to demonstrate the formula finding the
scores 26 24 27 25 28? formulae
mean using the formula in deductive manner:
Learning Outcomes:
1. Calculates mean for 5. If assumed mean is 45 what is deviation
different sets of data related
value for the class 20 – 30.
with real life contexts.

2. Computes mean for

grouped tabulated data.
Where di = xi – a where a is the assumed mean.
3. Computes mean for
grouped data. Demonstration: (25 minutes) 1. Which value you will be assume as

[Teacher Note: ^ŽŵĞƚŝŵĞƐǁŚĞŶƚŚĞŶƵŵĞƌŝĐĂůǀĂůƵĞƐŽĨǆŝĂŶĚ assumed mean.?

4. Interprets the meaning of
the computed mean of a ĨŝĂƌĞůĂƌŐĞ͕ĨŝŶĚŝŶŐƚŚĞƉƌŽĚƵĐƚŽĨǆŝĂŶĚĨŝďĞĐŽŵĞƐƚĞĚŝŽƵƐ 2. Fill up the table:
given dataset
ĂŶĚƚŝŵĞĐŽŶƐƵŵŝŶŐ͘^Ž͕ĨŽƌƐƵĐŚƐŝƚƵĂƚŝŽŶƐ͕ůĞƚƵƐƚŚŝŶŬŽĨĂ with class marks and deviations.:
5. Computes mean for ŵĞƚŚŽĚŽĨƌĞĚƵĐŝŶŐƚŚĞƐĞĐĂůĐƵůĂƚŝŽŶƐ͘ EƵŵď
grouped data using the ĐůĂƐƐ
ůĂƐƐ ĞƌŽĨ ĚŝсǆŝͲĂ
formula tĞĐĂŶĚŽŶŽƚŚŝŶŐǁŝƚŚƚŚĞĨŝ͛Ɛ͕ďƵƚǁĞĐĂŶĐŚĂŶŐĞĞĂĐŚǆŝƚŽ ŵĂƌŬƐ
ŝŶƚĞƌǀĂů ƐƚƵĚĞ сǆŝͲϰϳ͘ϱ
ĂƐŵĂůůĞƌŶƵŵďĞƌƐŽƚŚĂƚŽƵƌĐĂůĐƵůĂƚŝŽŶƐďĞĐŽŵĞĞĂƐǇ͘,ŽǁĚŽ ǆŝ
ŶƚƐĨŝ https://www.youtu
be.com/watch?v=z
ǁĞĚŽƚŚŝƐ͍tŚĂƚĂďŽƵƚƐƵďƚƌĂĐƚŝŶŐĂĨŝǆĞĚŶƵŵďĞƌĨƌŽŵĞĂĐŚ ϭϬͲϮϱ Ϯ j_v9-7ebW4&t=72s

ŽĨƚŚĞƐĞǆŝ͛Ɛ͍>ĞƚƵƐƚƌǇƚŚŝƐŵĞƚŚŽĚ͘΁ ϮϱͲϰϬ ϯ 2JFSTK

Activity:1 Arithmetic Mean for grouped data – assumed ϰϬͲϱϱ ϳ ,WTZUJI
ϱϱͲϳϬ ϲ )FYF
mean method. &XXZRJI
ϳϬͲϴϱ ϲ
Teacher divided the whole class into 4 groups and will 2JFS
ϴϱͲϭϬϬ ϲ 2JYMTI
do the following activities for finding mean: ;NIJTKWTR
Problem.1 : find the mean by using assumed mean method 9NH9FHQJFWS
3. Calculate the product value of fi Ěŝ for
*SLQNXM
of the following: each class.
EƵŵďĞƌ 4. Find ɇĨŝĚŝ
ůĂƐƐ
ŽĨ
/ŶƚĞƌǀĂů 5. Find the mean by using assumed mean
ƐƚƵĚĞŶƚƐ
ϭϬͲϮϱ Ϯ formula.
ϮϱͲϰϬ ϯ
ϰϬͲϱϱ ϳ
ϱϱͲϳϬ ϲ
ϳϬͲϴϱ ϲ https://www.youtu
ϴϱͲϭϬϬ ϲ
be.com/watch?v=
YZ0bPrRyVPM
Sol: Teacher will observe the solving procedure and guide
Diksha
when needed in calculation work.
Assignment: ( 5 minutes )

Problem.2 : find the mean by assumed mean method of the

following data:

yŝ &ƌĞƋƵĞŶĐǇ
ϰϬͲϰϵ 1
ϱϬͲϱϵ 5
ϲϬͲϲϵ 10
ϳϬͲϳϵ 6
ϴϬͲϴϵ 3

And also compare with direct metod.

Summative Assessment Plan

(Only… where relevant)
Solve the problem
3. Using the assume mean method, find the mean of the following data:
Teachers’ reflections and experiences:
1. In what areas can I improve as a teacher?
2. How can I continue to develop my teaching skills and practices?
3. Did I encourage self-reflection and metacognition among students?
4. How can I incorporate more opportunities for students to reflect on their learning and assess their own progress?

5. Did I critically examine student work to gain insights into their understanding and identify areas for improvement?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 13. STATISTICS
Total no. of periods for this chapter: 10
Period No : 05 / 10
Subtopic: Mean of Grouped data – Step Deviation method
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.

Curricular Introduction: (10 minutes)

Competencies: Teacher asks the following questions and testing of

C-6.1 Applies measures of previous knowledge (Individual work followed by pair

central tendencies such as sharing and whole grouping sharing).

mean, median, and mode Write the formulas for finding mean
i) Direct Method
C-11.1 Applies mathematical Data
ii) Assumed mean method 1. The symbol ui stands for what? collection
knowledge and tools to
d/s/dz͗ of various
analyze problems/ situations 2. How can you find the deviation value ui?
contexts of
in multiple subjects across 3. Which value you will be assume as day-to-day
life.
Science, Social Science, assumed mean.?
Visual Arts, Music, Vocational ŽŶƐŝĚĞƌ ƚŚĞ ĚĂƚĂ ŐŝǀĞŶ ĞǆĂŵƉůĞ ĂŶĚ ĐĂůĐƵůĂƚĞ ƚŚĞ ĂƌŝƚŚŵĞƚŝĐ
Education, and Sports. ŵĞĂŶďǇĚĞǀŝĂƚŝŽŶŵĞƚŚŽĚďǇƚĂŬŝŶŐƐƵĐĐĞƐƐŝǀĞǀĂůƵĞƐŽĨǆŝŝ͘Ğ͕͘ Statistical
formulae
ϭϳ͘ϱ͕ϯϮ͘ϱ͕͘͘͘ĂƐĂƐƐƵŵĞĚŵĞĂŶƐ͘EŽǁĚŝƐĐƵƐƐƚŚĞĨŽůůŽǁŝŶŐ͗
Learning Outcomes: ϭ͘ƌĞƚŚĞǀĂůƵĞƐŽĨĂƌŝƚŚŵĞƚŝĐŵĞĂŶŝŶĂůůƚŚĞĂďŽǀĞĐĂƐĞƐĞƋƵĂů͍
Ϯ͘/ĨǁĞƚĂŬĞƚŚĞĂĐƚƵĂůŵĞĂŶĂƐƚŚĞĂƐƐƵŵĞĚŵĞĂŶ͕ŚŽǁŵƵĐŚ
1. Calculates mean for
different sets of data related ǁŝůůσ ‫ܨ‬௜ ݀௜
with real life contexts.
ϯ͘ZĞĂƐŽŶĂďŽƵƚƚĂŬŝŶŐĂŶǇ ŵŝĚͲǀĂůƵĞ ;ĐůĂƐƐŵĂƌŬͿĂƐĂƐƐƵŵĞĚ
2. Computes mean for ŵĞĂŶ
grouped tabulated data. Diksha
Demonstration: ( 25 minutes)
3. Computes mean for (Teacher will introduce and explain the terms in the formula
grouped data.
for finding mean in Step Deviation Method)
4. Interprets the meaning of Teacher has to demonstrate the formula finding the mean
the computed mean of a
using the step deviation formula in deductive manner:
given dataset

5. Computes mean for

grouped data using the
formula

https://youtu.be/_
U6GDm8A96s?si
=0xaVFVIl2evyj6
WF
Step Deviation
video from Tic-Tac
learn English

Activity:1 Arithmetic Mean for grouped data – assumed

mean method.

Teacher divided the whole class into 4 groups and will

do the following activities for finding mean:

Problem.1 : find the mean by using Step Deviation method

of the following:
EƵŵďĞƌ 4. Fill up the table:
ůĂƐƐ
ŽĨ with class marks and deviations.:
/ŶƚĞƌǀĂů
ƐƚƵĚĞŶƚƐ
ϭϬͲϮϱ Ϯ EƵŵď
ĐůĂƐƐ
ϮϱͲϰϬ ϯ ůĂƐƐ ĞƌŽĨ
ŵĂƌŬƐ
ϰϬͲϱϱ ϳ ŝŶƚĞƌǀĂů ƐƚƵĚĞ
ǆŝ
ϱϱͲϳϬ ϲ ŶƚƐĨŝ
ϳϬͲϴϱ ϲ ϭϬͲϮϱ Ϯ
ϴϱͲϭϬϬ ϲ ϮϱͲϰϬ ϯ
ϰϬͲϱϱ ϳ
Sol: Teacher will observe the solving procedure and guide ϱϱͲϳϬ ϲ
when needed in calculation work. ϳϬͲϴϱ ϲ
ϴϱͲϭϬϬ ϲ
Assignment: (5 minutes )

Problem.2 : find the mean by step deviation method of the 6. Calculate the product values of fiƵŝ for
following data and present Infront of the class (in pairs or in each class.
groups) 7. Find ɇĨŝƵŝ
8. Find the mean by -using step deviation
formula.
yŝ &ƌĞƋƵĞŶĐǇ
9. Is there any change of mean finding in
ϰϬͲϰϵ 1 three methods?
ϱϬͲϱϵ 5
ϲϬͲϲϵ 10
Write the formula of step deviation for finding
ϳϬͲϳϵ 6
ϴϬͲϴϵ 3 Mean and explain terms in it?

&ŝŶĚƚŚĞŵĞĂŶƵƐŝŶŐĚŝƌĞĐƚŵĞƚŚŽĚĂŶĚĂƐƐƵŵĞĚ
ŵĞĂŶŵĞƚŚŽĚƚŚĞŶĐŽŵƉĂƌĞǁŝƚŚƐƚĞƉĚĞǀŝĂƚŝŽŶ
ŵĞƚŚŽĚ͍

tƌŝƚĞǇŽƵƌŽďƐĞƌǀĂƚŝŽŶƐ͍
Summative Assessment Plan
(Only… where relevant)
Solve the problem
4. Using the step deviation method, find the mean of the following data:

Teachers’ reflections and experiences:

1. Did I provide timely and constructive feedback to guide their learning?

2. How can I improve my assessment and feedback practices?

3. Was the pacing of the lesson appropriate?

4. Did I cover all the planned content without rushing or leaving gaps?

5. How can I better manage the time allocated for each activity?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 13. STATISTICS
Total no. of periods for this chapter: 10
Subtopic: retrieval of Mode for Ungrouped data – Mode of grouped data
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used to Material
Indicators / Micro- This should include activities to facilitate learning Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.
Curricular
Introduction: (10 minutes)
Competencies:
Teacher asks the following questions and testing of
C-6.1 Applies measures of
previous knowledge (Individual work followed by pair
central tendencies such as
sharing and whole grouping sharing).
mean, median, and mode
(Teacher retrieval the definition of Mode form previous
C-11.1 Applies
class by asking the following questions:) Data
mathematical knowledge
Activity: Teacher makes the students into groups and collection
and tools to analyze 1. In your FA.1 exam how many students of various
assign the following activity and ask them to write their
problems/ situations in have got equal marks?
contexts of
observations. day-to-day
multiple subjects across 2. What is the name for the value mostly life.
Group 1: ůĂƐƐŝĨǇǇŽƵƌĐůĂƐƐŵĂƚĞƐĂĐĐŽƌĚŝŶŐƚŽƚŚĞŝƌŚĞŝŐŚƚƐ
Science, Social Science, occur frequently in a data.
ĂŶĚĨŝŶĚŵŽƐƚĨƌĞƋƵĞŶƚĞĚŚĞŝŐŚƚ͘
Visual Arts, Music, 3. The mode of 4, 4, 6, 6, 2, 3, 3, 3, 3, 3, 4, 5,
'ƌŽƵƉϮ͗dŚĞWdŚĂƐƚŽƉůĂĐĞĂŶŽƌĚĞƌĨŽƌƐŚŽĞƐ͕ǁŚŝĐŚ Statistical
Vocational Education, and 6, 5, 6, 6 is _______ formulae
ŶƵŵďĞƌƐŚŽĞƐƐŚŽƵůĚŚĞŽƌĚĞƌŵŽƌĞ͍
Sports. 4. If the mode of the given data set 3, 4, 3, 5,
[The mode is that value of the observation which occurs 4, 6, 6 and x is 4. Find the value of x.
most frequently, i.e., an observation with the maximum 5. What are the class limits and boundaries
for the classes 20-30; 30-40; 40-50.
frequency is called the mode.]
6. Fill up the table:
Students asks to retrieval the limits and boundaries for the ůĂƐƐ ůĂƐƐ
Learning Outcomes: ůĂƐƐ ůŝŵŝƚƐ ďŽƵŶĚĂƌŝĞƐ
classes. Differentiate the limits and boundaries.
ŝŶƚĞƌǀĂůƐ ůŽǁĞƌ ƵƉƉĞƌ ůŽǁĞƌ ƵƉƉĞƌ
ůŝŵŝƚƐ ůŝŵŝƚƐ ďŽƵŶĚĂƌŝĞƐ ďŽƵŶĚĂƌŝĞƐ
1. Calculates and interprets ŚƚƚƉƐ͗ͬͬǇŽƵƚƵ͘ď
Demonstration: (25 minutes) ϭϬͲϭϵ
mode for grouped data. ĞͬtsǁhƌWŽyů
Recalls the mode ϮϬͲϮϵ D͍Ɛŝс&<Ɖůϱϭͺz
Mode of the Grouped Data ϵϭyhϯY
formula and what each ϯϬͲϯϵ
part represents. Teacher has to demonstrate the formula finding the ϰϬͲϰϵ
mode using the formula in deductive manner: ϱϬͲϱϵ
2. Computes mode for
grouped data. In a grouped frequency distribution, it is not possible to ϲϬͲϲϵ

determine the mode by looking at the frequencies.

3. Interprets the meaning
of the computed mode Here, we can only locate a class with the maximum
of a given dataset frequency, called the modal class.
The mode is a value inside the modal class, and is given by
Write
the formula:
1. h stands for ….
Mode of the
2. l stands for ….
3. f0 stands for …. data
4. f1 stands for ….
5. f2 stands for ….

where
1. l = lower boundary of the modal class,
2. h = size of the class interval (assuming all class
d,/E<Ͳ/^h^^
sizes to be equal),
1. /ƚĚĞƉĞŶĚƐƵƉŽŶƚŚĞĚĞŵĂŶĚŽĨƚŚĞƐŝƚƵĂƚŝŽŶ
3. f 1 = frequency of the modal class,
4. f 0 = frequency of the class preceding the modal ǁŚĞƚŚĞƌ ǁĞ ĂƌĞ ŝŶƚĞƌĞƐƚĞĚ ŝŶ ĨŝŶĚŝŶŐ ƚŚĞ
class,
ĂǀĞƌĂŐĞ ŵĂƌŬƐ ŽďƚĂŝŶĞĚ ďǇ ƚŚĞ ƐƚƵĚĞŶƚƐ Žƌ
5. f 2 = frequency of the class succeeding the modal
class. ƚŚĞŵĂƌŬƐŽďƚĂŝŶĞĚďǇŵŽƐƚŽĨƚŚĞƐƚƵĚĞŶƚƐ͘
Ă͘tŚĂƚĚŽǁĞĨŝŶĚŝŶƚŚĞĨŝƌƐƚƐŝƚƵĂƚŝŽŶ͍
ď͘tŚĂƚĚŽǁĞĨŝŶĚŝŶƚŚĞƐĞĐŽŶĚƐŝƚƵĂƚŝŽŶ͍
Activity: Mode for grouped data – assumed mean
method.
Teacher divided the whole class into 4 groups and will

do the following activities for finding mean:
1. what is the highest frequency?

Problem.1 : find the mean by using assumed mean
2. Find the Modal class?
method of the following: Mode of the
3. Write values for h, l, f0, f1, and f2 data
EƵŵďĞƌ 4. Find the mode value by substituting the
&ĂŵŝůǇ
ŽĨ
ƐŝǌĞ values of h, l, f0, f1, and f2 in Mode formula.
ĨĂŵŝůŝĞƐ
ϭͲϯ ϳ
ϯͲϱ ϴ
ϱͲϳ Ϯ
ϳͲϵ Ϯ
ϵͲϭϭ ϭ

Sol: Teacher will observe the solving procedure of the

students and guide them when needed in calculation work.
Assignment: ( 5 minutes )
Teacher asks the stunts
Problem.2 : The following data gives the information on 1. Identify the modal class?
the observed lifetimes (in hours) of 225 electrical 2. Find the value of l (lower boundary of
components median class)

>ŝĨĞƚŝŵĞƐ 3. Note down the value of h

&ƌĞƋƵĞŶĐǇ
5. Write the values of f0, f1, and f2
;ŝŶŚŽƵƌƐͿ
6. For the classes 10-20,21-30,31-40,41-50
ϬͲϮϬ 10
ϮϬͲϰϬ 35 What is the lower boundary of the
ϰϬͲϲϬ 52 class 31-40
ϲϬͲϴϬ 61 ϳ͘ ĂŶŵŽĚĞďĞĐĂůĐƵůĂƚĞĚĨŽƌŐƌŽƵƉĞĚĚĂƚĂǁŝƚŚ
ϴϬͲϭϬϬ 38
ƵŶĞƋƵĂůĐůĂƐƐƐŝǌĞƐ͍
ϭϬϬͲϭϮϬ 29
Determine the modal lifetimes of the components.
Summative Assessment Plan
(Only… where relevant)
Solve the problem
1. The following distribution gives the state-wise teacher-student ratio in higher secondary schools of India. Find the mean and mode of this data.
Interpret the two measures.
EŽŽĨƐƚƵĚĞŶƚƐƉĞƌdĞĂĐŚĞƌ EƵŵďĞƌŽĨƚŚĞ^ƚĂƚĞƐͬh͘d͘
ϬͲϭϬ 3
ϭϭͲϮϬ 8
ϮϭͲϯϬ 9
ϯϭͲϰϬ 10
ϰϭͲϱϬ 3
ϱϭͲϲϬ 0

Teachers’ reflections and experiences:

1. Were there any disruptions or behavioural issues that I need to address?
2. What strategies can I implement to improve classroom management?
3. Did the students actively participate and show interest in the lesson?
4. How can I increase student engagement and create a more interactive learning environment?
5. Did I assess student understanding effectively during the lesson?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 13. STATISTICS
Total no. of periods for this chapter: 10
Period No: 07 / 10
Subtopic: Retrieval Median of the Ungrouped data
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.
Curricular
Introduction: (10 minutes)
Competencies:
Teacher asks the following questions and testing of
C-6.1 Applies measures of
previous knowledge (Individual work followed by pair
central tendencies such as
sharing and whole grouping sharing).
mean, median, and mode
(Teacher retrieval the median for ungrouped data for
C-11.1 Applies mathematical
even/odd number of values.) Data
knowledge and tools to
Individual Activity:1 finding the Median for the given 1. Write the ages of your family members collection
analyze problems/ situations of various
data: in ascending or descending order.
in multiple subjects across contexts of
2. Who is in center position when their day-to-day
Science, Social Science,
Median is that value of the given number of observations, ages are in order (ascending / life.
Visual Arts, Music, Vocational
which divides it into exactly two parts. descending).
Education, and Sports.
When the number of observations n is odd, the 3. Find middle most value of 1 3 5 7 9 Statistical
࢔ା૚ th 11 13. formulae
median is the value of the ( ) observation.
૛
4. What we call the 7 for the above data?

Learning Outcomes:
When the number of observations n is even, the 5. Find the middle value of 14, 18, 22, 26,
1. Determines and interprets ࢔ ࢔
median is the mean of the ( )th and ( ൅૚ )th 30, 34
median for tabulated data. ૛ ૛
2. 2Determines cumulative
frequencies of ungrouped observations.
tabulated data.
3. Determines median for Demonstration: (25 minutes) Meadian
ungrouped tabulated for un
data. Activity: 1
grouped
4. Computes cumulative (Student form in pair for solving the problems for finding data
frequencies for grouped
data. Median for odd number of values and even number of Video from
5. Recalls the median
values.)
formula and what each 9NH9FH1JFWS
part represents. Teacher will observe the solving procedure and guide *SLQNXM
when needed in calculation work.
1. Number of observations is odd or even?
The heights (in cm) of 9 students of your class are as 2. Write the observations in any order
follows: 155 160 145 149 150 147 152 144 148 either ascending or descending.
Find the median of this data. 3. What is the middle most value?
4. Verify the value by using the formula
࢔ା૚ th
( ) observation
૛
5. What is the median for the given data?
The points scored by a Kabaddi team in a series of matches
are as follows:
17, 2, 7, 27, 15, 5, 14, 8, 10, 24, 48, 10, 8, 7, 18, 28
Find the median of the points scored by the team
Teacher asks the students arrange the data in
ascending order and ask them to find median. 1. Write the points in ascending or
Assignment: ( 5 minutes ) descending order.
2. Write n value.
Individual Activity: 3. Find the median by using the formula
Teacher will observe the solving procedure of the individual when the even number of values are
of the students and guide when needed in calculation work. given.?
1. Find the median of the following ungrouped data
1, 3, 9, 5, 3, 7, 9, 2, 6, 9, 5, 3
2. If the median of the scores 17, 12, 16, 11, 18, 19, 13,
14, x is 15 then find the value of x.

Summative Assessment Plan

(Only… where relevant)
ϭ͘ The following number of goals were scored by a team in a series of 10 matches:
2, 3, 4, 5, 0, 1, 3, 3, 4, 3 Find the median of these scores.

Ϯ͘ Find the median of the first five odd integers. If the sixth odd integer is also included, find the difference of medians in the two cases.

Teachers’ reflections and experiences:

1. Did I clearly communicate the lesson objectives to the students?
2. How can I ensure that students understand the objectives and can demonstrate their knowledge or skills related to them?
3. Did I use effective instructional strategies to engage students in the lesson?
4. How can I improve the variety and effectiveness of my teaching methods to cater to
5. different learning styles and needs?
6. How well did I manage the classroom during the lesson?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 13. STATISTICS
Total no. of periods for this chapter: 10
Period No : 08 / 10
Subtopic: Preparation of cumulative frequency table
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.
Curricular
Introduction: (10 minutes)
Competencies: Teacher instructed to the students stand up and
Teacher asks the following questions and testing of
C-6.1 Applies measures of tell number 1st student number 1, 2nd student
previous knowledge (Individual work followed by pair
central tendencies such as has to tell 1 + 1=2, 3rd student has to give
sharing and whole grouping sharing).
mean, median, and mode answer like 2 + 1= 3, … In the similar way all the
C-11.1 Applies students are give their standing position
Data
mathematical knowledge number.
Activity: collection of
and tools to analyze various
Teacher has to give instructions to the students to get
problems/ situations in contexts of
cumulative frequency. day-to-day
multiple subjects across
Activity: Preparing cumulative frequency table: life.
Science, Social Science,
Teacher has to demonstrate for finding the cumulative
Visual Arts, Music,
frequencies for the frequencies by asking the questions. Statistical
Vocational Education, and formulae
Sports. 2. How many students are obtained less
Cumulative frequency of particular class is sum of the
than 20 marks?
frequencies up to the particular class.
EŽ͘ŽĨ EŽ͘ŽĨ 3. How many students are obtained less
DĂƌŬƐ ^ƚƵĚĞŶƚƐ ^ƚƵĚĞŶƚƐ than 25 marks? (by adding 3 + 7)
ŽďƚĂŝŶĞĚ ;ĐƵŵƵůĂƚŝǀĞ ;ĐƵŵƵůĂƚŝǀĞ
&ƌĞƋƵĞŶĐǇͿ &ƌĞƋƵĞŶĐǇͿ 4. How many students are obtained less
ϭϱͲϮϬ 3 3 than 30 marks? (by adding 10 + 9)
ϮϬͲϮϱ 7 3+7 = ? 5. How many students are obtained less Finding
ϮϱͲϯϬ 9 10 + 9 = ? cumulative
than 35 marks? (by adding 19 + 10)
Learning Outcomes: ϯϬͲϯϱ 10 19 + 10 = ? frequency
ϯϱͲϰϬ 6 29 + 6 = ? 6. Find the cumulative frequencies and fill
ϰϬͲϰϱ 4 35 + 4 = ? up the following table.
1. Computes median for
grouped data using the ϰϱͲϱϬ 1 39 + 1 = ?
formula.
2. Interprets the meaning of
the computed median of a Demonstration: ( 25 minutes)
given dataset.
3. Determines and interprets Whole group activity: Prepare a cumulative Frequency
median for tabulated data Table for the following data:

DĂƌŬƐ EŽ͘ŽĨ
ŽďƚĂŝŶĞĚ ƐƚƵĚĞŶƚƐ
ϬͲϭϬ 5
ϭϬͲϮϬ 3
ϮϬͲϯϬ 4
ϯϬͲϰϬ 3
ϰϬͲϱϬ 3
ϱϬͲϲϬ 4
ϲϬͲϳϬ 7
ϳϬͲϴϬ 9
ϴϬͲϵϬ 7
ϵϬͲϭϬϬ 8

Problem:
A life insurance agent found the following data for
distribution of ages of 100 policy holders is given
cumulative frequency. Prepare frequency table with class Fill up the he following table with cumulative
intervals and frequency. frequencies.
Number of DĂƌŬƐ EŽ͘ŽĨƐƚƵĚĞŶƚƐ
Age
Policy KďƚĂŝŶĞĚ ;ƵŵƵůĂƚŝǀĞ&ƌĞƋƵĞŶĐǇͿ
(in years)
holders ƵƉƚŽϭϬ
below 20 2 ƵƉƚŽϮϬ
below 25 6 ƵƉƚŽϯϬ
below 30 24 ƵƉƚŽϰϬ
below 35 45 ƵƉƚŽϱϬ
below 40 78 ƵƉƚŽϲϬ
below 45 89 ƵƉƚŽϳϬ
below 50 92 ƵƉƚŽϴϬ
below 55 98 ƵƉƚŽϵϬ
below 60 100 ƵƉƚŽϭϬϬ

If any student has to face any problem in preparing teacher

explains how to make class intervals with given data and
frequencies from the cumulative frequencies. Guide the 1. What if the common interval for
students for filling the table. preparing class?

ŐĞ EƵŵďĞƌŽĨ 2. Will you give first class by observing the

;ŝŶǇĞĂƌƐͿ WŽůŝĐǇŚŽůĚĞƌƐ following classes?
ϭϱͲϮϬ Ϯ 3. What is the frequency of the class?
ϮϬͲϮϱ ϲͲϮс͍ 4. How much will be the frequency of the
ϮϱͲϯϬ ϮϰͲϴс͍
second class?
͍ ϰϱͲϯϮс͍
͍ ͍ 5. Fill up the following table:
͍ ͍
͍ ͍
͍ ͍
͍ ͍
Assignment: ( 5 minutes )
1. Fill up the following table.

DĂƌŬƐ EŽ͘ŽĨ ƵŵƵůĂƚŝǀĞ

ŽďƚĂŝŶĞĚ ƐƚƵĚĞŶƚƐ ĨƌĞƋƵĞŶĐǇ
ϭϱͲϮϬ 3
ϮϬͲϮϱ 7
ϮϱͲϯϬ 9
ϯϬͲϯϱ 10
ϯϱͲϰϬ 6
ϰϬͲϰϱ 4
ϰϱͲϱϬ 1

Summative Assessment Plan

(Only… where relevant)
Prepare cumulative frequency table for the following data:
Marks 0 - 10 10 - 30 30 - 60 60 - 80 80 - 90
Number of
6 20 37 10 7
students

2.Construct greater than cumulative and less than cumulative frequency table
Class interval frequency
0-10 5
10-20 7
20-30 9
30-40 4
40-50 8
Teachers’ reflections and experiences:

1. How can I continue to develop my teaching skills and practices?

2. Did I encourage self-reflection and metacognition among students?
3. How can I incorporate more opportunities for students to reflect on their learning and assess their own progress?
4. How can I use student work as a valuable source of information for my teaching?

5. Did I effectively utilize formative assessments to monitor student progress and adjust instruction accordingly?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 13. STATISTICS
Total no. of periods for this chapter: 10
Period No : 09 / 10
Subtopic: Median for the Grouped data
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.

Curricular Introduction: (10 minutes)

Competencies: Teacher asks the following questions and testing of

C-6.1 Applies measures of previous knowledge (Individual work followed by pair

central tendencies such as sharing and whole grouping sharing).

mean, median, and mode

C-11.1 Applies mathematical Data
knowledge and tools to 1. What we call the middle most value for a data? collection
of various
analyze problems/ situations 2. What is the median for value for the scores 25, 30,
contexts of
in multiple subjects across 40, 15, 20, 35 day-to-day
3. Do you know how to calculate cumulative life.
Science, Social Science,
Visual Arts, Music, Vocational frequency?

Education, and Sports. 4. What is lower boundary of the class 20-30 from the Statistical
classes: 10-20, 20-30, 30-40…. formulae

5. How will we decide Modal class or Median class?

6. In the mode formula letter “l” stands for what?
Demonstration: (25 minutes)
Learning Outcomes: Whole group activity:
Teacher introduces the formula for finding Median for
1. Determines and interprets
median for tabulated data. Grouped data.
2. Recalls the median (Teacher will introduce and explain the terms in the formula
formula and what each Median for
part represents. for finding Median for the Grouped data) grouped data
video from TIC-
3. Computes median for Teacher has to demonstrate the formula finding the Median: TAC
grouped data using the Learnenglish
࢔
formula. Median Class: Where the value located in the cumulative
4. Interprets the meaning of ૛
the computed median of frequency column, the class is called the Median class.
a given dataset.
1. Identify the Median class
2. What is sum of frequencies?

3. Identify where n/2 it locates in https://youtu.be/1
b1Tnp79Emk?si=
cumulative frequency column? fmUiJb4cp2FYVg
K9
4. How can you find the value l
where
l = lower limit of median class,
n = number of observations,
c.f.= cumulative frequency of class preceding the
median class or sum of the frequencies up to
median class
f = frequency of median class,
h = class size (assuming class size to be equal)

Teacher divided the whole class into 4 groups and will

do the following activities for finding median:
Problem.1:
The following frequency distribution gives the monthly
consumption of electricity of 68 consumers of a locality.
Find the median.
Teacher explains the procedure and ask term to follow the 1. How many classes are there?
students ࢔
2. Find ?
૛
1. Ask the students write the table vertically
3. Identify the Median class where the value
four convivence.
࢔
(just exceeds) located in the cumulative
2. Find cumulative frequencies. ૛
3. Identify median class frequency column.
4. Write the values of l, c. f, f, h 4. What is the frequency of the median class?
5. simplify 5. How much is class length.?
6. Find the l for the Median class?
DŽŶƚŚůǇ
ŽŶƐƵŵƉƚŝŽŶ

ϲϱͲϴϱ
ϴϱͲϭϬϱ
ϭϬϱͲϭϮϱ
ϭϮϱͲϭϰϱ
ϭϲϱͲϭϴϱ
ϭϴϱͲϮϬϱ

ϭϰϱͲϭϲϱ
EƵŵďĞƌŽĨ
ϰ ϱ ϭϯ ϮϬ ϭϰ ϴ ϰ
ŽŶƐƵŵĞƌƐ

Teacher will observe the solving procedure and guide

when needed in calculation work.

Assignment: (5 minutes)

Problem.2: find the Median of the following data:

yŝ &ƌĞƋƵĞŶĐǇ
ϰϬͲϰϵ 1
ϱϬͲϱϵ 5
ϲϬͲϲϵ 10
ϳϬͲϳϵ 6
ϴϬͲϴϵ 3

Summative Assessment Plan

(Only… where relevant)
Solve the problem
The following table gives the distribution of the life time of 400 neon lamps:

Life time (in hours) 1500 - 2000 2000 - 2500 2500 - 3000 3000 - 3500 3500 - 4000 4000 - 4500 4500 - 5000
Number of lamps 14 56 60 86 74 62 48

Find the median life time of a lamp.

Teachers’ reflections and experiences:

1. Did I assess student understanding effectively during the lesson?

2. Did I provide timely and constructive feedback to guide their learning?
3. How can I improve my assessment and feedback practices?
4. Was the pacing of the lesson appropriate?

5. Did I cover all the planned content without rushing or leaving gaps?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 13. STATISTICS
Total no. of periods for this chapter: 10
Period No: 10 / 10
Subtopic: Important problems solving.
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.

Curricular Introduction: (10 minutes)

Competencies: Teacher asks the following questions and testing of

C-6.1 Applies measures of previous knowledge (Individual work followed by pair

central tendencies such as sharing and whole grouping sharing).

mean, median, and mode 1. Write the formula for Mean for grouped data

C-11.1 Applies mathematical 2. Write the formula for Mode for grouped data Data
knowledge and tools to 3. Write the formula for Median for grouped data collection
of various
analyze problems/ situations 4. Which is easy for calculation?
contexts of
in multiple subjects across 5. What are the measures of central tendency? day-to-day
life.
Science, Social Science, Demonstration: ( 25 minutes)

Visual Arts, Music, Vocational The student asks to solve the problems given by the teacher
Education, and Sports. for solving. Statistical
formulae
Teacher has to supervise and assist the solving procedure
and assist the students if they felt difficult.
Learning Outcomes: Problem.1:
1. Calculates mean, median 100 surnames were randomly picked up from a local 1. In the given problem what we have to
and mode for different
telephone directory and the frequency distribution of the find?
sets of data related with
real life contexts. number of letters in the English alphabets in the surnames 2. What is assumed mean?
2. Calculates and interprets
was obtained as follows: 3. Find the values of Σ fi Ui
mean, median and mode
for tabulated data. EƵŵďĞƌ
EƵŵďĞƌŽĨ 4. Find “l” value 8YFYNXYNHX
3. Computes mean, median ŽĨ
^ƵƌŶĂŵĞƐ 5. Write the values f0, f1 and f2 2JFS
and mode for grouped ůĞƚƚĞƌƐ
data. 2JINFS
ϭͲϰ ϲ 6. What is the Median class?
4. Interprets the meaning of 2TIJKTWF
ϰͲϳ ϯϬ LWTZUJI
the computed mean, 7. What is the Mean class?
ϳͲϭϬ ϰϬ KWJVZJSH^
median and mode of a
given dataset ϭϬͲϭϯ ϭϲ IFYF
ϭϯͲϭϲ ϰ
ϭϲͲϭϵ ϰ
Determine the median number of letters in the
surnames. Find the mean number of letters in the
surnames? Also, find the modal size of the surnames

Problem 2:
If the median of the distribution given below is 28.5, find the
values of x and y.
ůĂƐƐ
&ƌĞƋƵĞŶĐǇ
/ŶƚĞƌǀĂů
ϬͲϭϬ ϱ
ϭϬͲϮϬ ǆ
ϮϬͲϯϬ ϮϬ
1. What is given?
ϯϬͲϰϬ ϭϱ
ϰϬͲϱϬ Ǉ 2. Write the cumulative frequencies
ϱϬͲϲϬ ϱ 3. Substitute the values in Median formula
dŽƚĂů ϲϬ
4. Find the value of x.

Assignment : ( 5 minutes )
1. Write the formula for finding Mean, Mode and
Median for Grouped data.
Explain the terms for each formula.

Summative Assessment Plan

(Only… where relevant)
The following table shows the ages of the patients admitted in a hospital during a year:

Age Number of
in years patients

5 -15 6
15 - 25 11
25 - 35 21
35 - 45 23
45 - 55 14
55 - 65 5

Find the mean, mode and median of the data given above. Compare and interpret the three measures of central tendency.

Teachers’ reflections and experiences:

1. How well did I manage the classroom during the lesson?
2. Were there any disruptions or behavioural issues that I need to address?
3. What strategies can I implement to improve classroom management?
4. Did the students actively participate and show interest in the lesson?
5. How can I increase student engagement and create a more interactive learning environment?
For more problems (NCERT) click here
Case based questions:
^^dhzϭ͗Ks/ͲϭϵWĂŶĚĞŵŝĐdŚĞKs/ͲϭϵƉĂŶĚĞŵŝĐ͕ĂůƐŽŬŶŽǁŶĂƐĐŽƌŽŶĂǀŝƌƵƐƉĂŶĚĞŵŝĐ͕ŝƐĂŶŽŶŐŽŝŶŐƉĂŶĚĞŵŝĐŽĨĐŽƌŽŶĂǀŝƌƵƐĚŝƐĞĂƐĞĐĂƵƐĞĚ
ďǇƚŚĞƚƌĂŶƐŵŝƐƐŝŽŶŽĨƐĞǀĞƌĞĂĐƵƚĞƌĞƐƉŝƌĂƚŽƌǇƐǇŶĚƌŽŵĞĐŽƌŽŶĂǀŝƌƵƐϮ;^Z^ͲŽsͲϮͿĂŵŽŶŐŚƵŵĂŶƐ͘

ZĞĨĞƌƚŽƚĂďůĞϭϭ͘

dŚĞĂǀĞƌĂŐĞĂŐĞĨŽƌǁŚŝĐŚŵĂǆŝŵƵŵĐĂƐĞƐŽĐĐƵƌƌĞĚŝƐ

ĂͿϯϮ͘Ϯϰ ďͿϯϰ͘ϯϲ ĐͿϯϲ͘ϴϮ ĚͿϰϮ͘Ϯϰ

Ϯ͘dŚĞƵƉƉĞƌůŝŵŝƚŽĨŵŽĚĂůĐůĂƐƐŝƐ

ĂͿϭϱ ďͿϮϱ ĐͿϯϱ ĚͿϰϱ

ϯ͘dŚĞŵĞĂŶŽĨƚŚĞŐŝǀĞŶĚĂƚĂŝƐ

ĂͿϮϲ͘Ϯ ďͿϯϮ͘ϰ ĐͿϯϯ͘ϱ ĚͿϯϱ͘ϰ

ZĞĨĞƌƚŽƚĂďůĞϮ

ϰ͘dŚĞŵŽĚĞŽĨƚŚĞŐŝǀĞŶĚĂƚĂŝƐ

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WORKSHEET FOR STATISTICS:
Section - I
1. Write the short form of the expansion in symbolic form 1 + 2 + 3 + 4 + ……………….+ n
2. Mean of 1, 2, x, 3 is 0 then what is the value of ‘ x ’ ?
3. If Mode of the Data 5, 3, 4, -2, 3, p , 2, 2, 1, is 3 find the value of ‘ p ’
4. What is the Median of the first 8 prime numbers?
5. n In a Data ‘ n ’ scores are given and if ‘ n ’ is odd then what is the formula for finding Median from the following:
( )
௡ାଵ th ௡ିଵ th
a) ( ) event b) ( ) event
ଶ ଶ
c) nth event d) ( n – 1 )th event
6. Choose the correct answer satisfying the following conditions:
Statement (A) : Arithmetic Mean influences on the extreme values of the data.
Statement (B) : Unimodal data may have many modes

a) Both A and B are true b) A is true, B is false

c) A is false, B is true d) Both A and B are false

7. Find the sum of lower limit of Median class and upper limit of modal class for the data
Calss
10-20 20-30 30-40 40-50 50-60 60-70
Marks

Frequency 1 3 5 9 7 3

8. What is the name of Measure of Central tendency for the formula

ୗ୳୫୭୤୲୦ୣ୓ୠୱୣ୰୴ୟ୲୧୭୬ୱ
( ) ( )
୒୳୫ୠୣ୰୭୤୓ୠୱୣ୰୴ୟ୲୧୭୬ୱ
a) Mean b) Median c) Mode d) Range
9. Write the name of the Graph of cumulative frequency distribution.
Section - II
ଶ ଵ ସ ଻
10. Find the Mean of
ଽ
ǡ ଽǡ ଽ ǡ ଽ
11. Gopal says that the median of 3, 14, 19, 20, 11 is 19. Is it correct? Justify.
12. The following observations are arranged in ascending order :
20, 23, 42, 53, x, x + 2, 70, 75, 82, 96. If the median is 63, find the value of x.
13. The mean of 7 numbers is 4. What will be the new Mean, if each score is increased by 3?
14. The Mean value can be calculated from both Ungrouped and Grouped data. Which one do you think is more
accurate? Why?
15. Write the formula to find ‘Median’ for a Grouped data and explain each it’s terms.
16. Find the Mean of 5, 6, 9, 10, 6, 12, 3, 6, 11, 10 ?
17. If Mode of the following data is 7, then find the value of ‘ k ’ ?
Data : 6, 3, 5, 6, 7, 5, 8, 7, 6, 2k + 1, 9, 7, 13
18. Find the mean of the following data:
xi 5 8 10 15 18 20

fi 2 3 5 4 4 2

19. The Median of the observations -2, 5, 3, -1, 4, 6 is 3.5. Is it correct? Justify.

Section - III
20. The Annual profits earned by 30 shops in Guntur locality give rise to the following distribution:
More Than More Than More Than More Than More Than More Than More Than
Profit (in Lakhs)
Equal to 5 Equal to 5 Equal to 5 Equal to 5 Equal to 5 Equal to 5 Equal to 5

Number of shops 30 28 16 14 10 7 3

Draw both Ogives for the Data above. Hence obtain the Median profit

21. The following table gives production yield per Hectare of wheat of 100 farmers of village:
Production Yield Qtl/Hec 50 - 55 55 - 60 60 - 65 65 - 70 70 - 75 75 - 80

Number of Farmers 2 24 16 8 38 12

Draw both Ogives for the above Data. Hence obtain the Median production yield.

22. Consider the following distribution of daily wages of 50workers of a factory:

Daily Wages 200 - 250 250 – 300 300 - 350 350 - 400 400 - 450

Number of Workers 6 8 14 10 12

Find the Mean daily wages of the workers in the factory by using Step-Deviation method.

23. The following table shows the daily expenditure on grocery of 25 households in a locality. Find the ‘Mode’ value
of daily Expenditure on grocery.

Daily expenditure 100 – 150 150 – 200 200 – 250 250 - 300 300 - 350

Number of house
4 5 12 2 2
holders

24. Find the Mean for the following the distribution table by Assumed Mean method:

Class Interval 10 - 25 25 - 40 40- 55 55 -70 70 -85 85 - 100

Frequency 2 3 7 6 6 6

25. The following data indicates marks of 53 students in a set.

Marks 00 - 10 10 - 20 20 - 30 30 - 40 40 - 50 50 - 60 60 - 70 70 - 80

Number of Students 5 3 4 3 4 7 9 7

Draw a “ Less Than Ogive curve ” for the data

36. 100 surnames were randomly picked up from a local telephone directory and the frequency distribution of the number of
letters in the English alphabet in the surnames was obtained as follows:

Number of letters 1-4 4-7 7 - 10 10 - 13 13 - 16 16 - 19

Number of Surnames 6 30 40 16 4 4

Determine the median number of letters in the surnames. Find the mean number of letters in the surnames? Also
The Modal size of the Surnames.

37. The Median of the following data is 525. Find the values of x and y, if the total frequency is100. Here C.I. stands for
class interval and Fr for frequency.

CI 0-100 100-200 200-300 300-400 400-500 500-600 600-700 700-800 800-900 900-1000

Fr 2 5 x 12 17 20 y 9 7 4

38 The following table gives the marks obtained by 100 students in SA-1 examination in Mathematics subject. Draw
Ogive graph of less than and greater than:

Marks 50 - 55 55 - 60 60 - 65 65 - 70 70 - 75 75 - 80

Number of Students 2 8 12 24 38 16
Problems:
CHAPTER: 14

PROBABILITY
Chapter Plan (Unit plan/ lesson plan
PERIODWISE LESSON PLANS http://epathshala.nic.in/Q
R/?id=1062CH15

Chapter Plan (Unit Plan / Lesson Plans)

The following Curricular Goals (C.G.) & Competencies (C) will be developed through teaching of this chapter.

Curricular Goals (C.G.)

C.G. - 6 Analyses and interprets data using statistical concepts (such as measures of central tendency, standard deviations) and probability.

C.G. - 11 Explores connections of Mathematics with other subjects.

Competencies (C)
C-6.2 Applies concepts from probability to solve problems on the likelihood of everyday events

C-11.1 Applies mathematical knowledge and tools to analyse problems/ situations in multiple subjects across Science, Social Science, Visual Arts,
Music, Vocational Education, and Sports.
MIND MAP:
LP.1 – RETRIEVAL OF EMPIRICAL PROBABILITY FORMULA

LP.2 - THEORITICAL PROBABILITY FORMULA

LP.3 - SUM OF THE PROBABILITIES FOR SAME EXPERIMENT

LP.4 - COMPLEMENTARY EVENTS

WZK/>/dz LP.5 - SURE AND IMPOSSIBLE EVENTS - PROBABILITY VALUE

ϵWZ/K^нϭtKZ<^,d
LP.6 - DECK OF CARDS

LP.7 - IMPORTANT PROBLEMS

ůƐŽĚŝƐĐƵƐƐ
LP. 8 - GEOMETRY BASED QUESTIONS ŽŶƚĞǆƚƵĂůWƌŽďůĞŵƐ
ďĂƐĞĚŽŶWƌŽďĂďŝůŝƚǇ
ƌĞůĂƚĞĚƚŽĚĂǇͲƚŽͲĚĂǇ
LP.9 - CASE BASED QUESTIONS
ƐŝƚƵĂƚŝŽŶƐ͘
LP No: TEACHING TOPIC LEARNING OUTCOMES
1. Determines the probability of an event and applies the concept in solving daily life problems.
LP.1 – RETRIEVAL OF EMPIRICAL PROBABILITY
1 2. Recognizes the elementary events in daily life context.
FORMULA
3, Determines the probabilities of the elementary events in daily life context.
1. Applies the concept of probability in solving daily life problems.
2 LP.2 - THEORITICAL PROBABILITY FORMULA 2. Computes the probability of an event in daily life context using count (discrete probability i.e., countable sample space).
3. Computes the probability of an event in daily life context using measurement for a continuous sample space.
1. Determines the probability of an event.
LP.3 - SUM OF THE PROBABILITIES FOR SAME 2. Recognizes the elementary events in daily life context.
3 EXPERIMENT 3. Determines the probabilities of the elementary events in daily life context.
4. Computes the probability of an event in daily life context using measurement for a continuous sample space.
1. Recognizes the elementary events in daily life context.C158. Computes the probability of a complementary event.
4 LP.4 - COMPLEMENTARY EVENTS 2. Computes the probability of an event using measurement for a continuous sample space.
3. Selects correct probability from given options.
1. Determines the probability of an event. 2. Recalls the probability of a sure event. 3. Recalls the probability of an
LP.5 - SURE AND IMPOSSIBLE EVENTS –
5 impossible event. 4. Computes the probability of an event with equally likely outcomes. 5. Computes the probability of an
PROBABILITY VALUE
elementary event
1. Determines the probability of an event
2. Applies the concept of probability in solving daily life problems.
6 LP.6 - DECK OF CARDS
3. Computes the probability of an event in daily life context using count (discrete probability i.e., countable sample space).
4. Computes the probability of an event in daily life context using measurement for a continuous sample space.
1. Applies the concept of probability in solving daily life problems
7 LP.7 - IMPORTANT PROBLEMS 2. Computes the probability of an event in daily life context using count (discrete probability i.e., countable sample space).
3. Computes the probability of an event in daily life context using measurement for a continuous sample space.
1. Applies the concept of probability in solving daily life problems
8 LP. 8 - GEOMETRY BASED QUESTIONS 2. Computes the probability of an event in daily life context using count (discrete probability i.e., countable sample space).
3. Computes the probability of an event in daily life context using measurement for a continuous sample space.
1. Applies the concept of probability in solving daily life problems
9 LP.9 - CASE BASED QUESTIONS 2. Computes the probability of an event in daily life context using count (discrete probability i.e., countable sample space).
3. Computes the probability of an event in daily life context using measurement for a continuous sample space.
1. Applies the concept of probability in solving daily life problems
2. Recognizes the elementary events in daily life context.
Contextual Problems based on Probability related to
10 3. Determines the probabilities of the elementary events in daily life context.
day-to-day situations through Worksheet.
4. Computes the probability of an event in daily life context using count (discrete probability i.e., countable sample space).
5. Computes the probability of an event in daily life context using measurement for a continuous sample space.
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 14. PROBABILITY

Total no. of periods for this chapter: 09

Period No : 01 / 09
Subtopic: Retrieval of Probability by Empirical formula
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.

Curricular Introduction: (15 minutes)

Competencies: Teacher asks the following questions and testing of

C-6.2 Applies concepts from previous knowledge (Individual work followed by pair
probability to solve problems sharing and whole grouping sharing).
on the likelihood of everyday 1. When you are going to market to bring vegetables,

events. may rain fall? What is the probable chance to fall Daily Life
rain. examples
pictures
C-11.1 Applies mathematical 2. What is the probable chance available of milk at milk
knowledge and tools to booth. playing
articles like
analyze problems/ situations 3. When SSC results are announced what is the DICE,
in multiple subjects across probable chance to get state first rank.
Marbles,
Science, Social Science, Ask the learners to identify the results of the following
Visual Arts, Music, Vocational daily life Experiments: The learner asks to give the possibilities when Dart Board,
Education, and Sports Bike Starting: bike starting.
Spin Board

Learning Outcomes::

1. Determines the probability

of an event and applies the
concept in solving daily life ;ŝŬƐŚĂͿ
problems. Learner asks to identify the probable chances when his Introduction
to probability
2. Recognizes the elementary father starts bike.
events in daily life context. The learner has to compare equal chance for the result.

3, Determines the Tossing a coin:

probabilities of the elementary What result you observe when tossing a coin.
events in daily life context.

https:///dial/343
E71

Learner asks to give the possibilities when tossing a coin. Equally

The learner has to compare equal chance for the result. likely
outcomes
[Teacher plays the video and explains the content]
Rolling a die:
What are the numbers may occur when
throwing a die and note down?

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EƵŵďĞƌŽĨƚŝŵĞƐƚŚĞƐĞ
ŽĨƚŝŵĞƐĂ
ƐĐŽƌĞƐƚƵƌŶƵƉ
ĚŝĞŝƐ
ƚŚƌŽǁŶ
Learner asks to give what probable outcomes will get ϭ Ϯ ϯ ϰ ϱ ϲ
when rolling a die for 20 times.
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Demonstration: ( 25 minutes)
Whole group activity: the learners ask to give the proper
answers from the following daily life situations.:
Activity.1:
Note all the results when tossing a coin for 20
times

dK^^/E'
ϮϬd/D^
K/E

,
The learner has to prepare a table with the results when
tossing a coin for 20 times. d/>

The learner has to explore the probable chances for number
of times “Head” occurs and number of times “Tail
occurring” in fractional from.
LEARNER RETRIEVAL THE FORMULA FOR EMIPIRICAL
PROBABILITY:
(Teacher write the formula on the Black Board)
How many times head occur?
If we denote the number of times Head (E - Event) How many times Tail occur?
occurring as numerator and total number of times What is fractional form for Head occurring?
experiment performed as denominator is known as
What is fractional form for Tail occurring?
experimental probability.
Empirical Probability formula

ே௨௠௕௘௥௢௙௧௥௜௔௟௦௜௡௪௛௜௖௛௧௛௘௘௩௘௡௧௛௔௣௣௘௡௘ௗ
P(E) =
்௢௧௔௟௡௨௠௕௘௥௢௙௧௥௜௔௟௦

Activity.2:

The learner has to note down where needle stop at which

color for 30 times spin board.
The student has to ask to write ratio of the particular color
with the total number of times.

The learner has to note the color where the

needle stops after each spin.
EƵŵďĞƌŽĨ
ϯϬ
ƚŝŵĞƐĂĚŝĞŝƐ
d/D^
ƚŚƌŽǁŶ
Z
KZE'
z>>Kt
'ZE
>h
>h
WZhW>
'Zz
t,/d
><
ZKtE
Summative Assessment Plan
(Only… where relevant)
1. Two coins are tossed simultaneously 500 times, and we get
Two Heads : 105 times
One Head : 275 times
No Head : 120 times
Find the probability of occurrence of each of these events.

Teachers’ reflections and experiences:

1. Did I clearly communicate the lesson objectives to the students?
2. What strategies can I implement to improve classroom management?
3. Did the students actively participate and show interest in the lesson?
4. Did I assess student understanding effectively during the lesson?
5. How can I improve my assessment and feedback practices?
6. What were my strengths during the lesson?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)
Class: 10
Chapter: 14. PROBABILITY
Total no. of periods for this chapter: 09
Period No: 02 / 09
Subtopic: THEORITICAL PROBABILITY FORMULA
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.
Introduction: (5 minutes)
Learning Outcomes:
Teacher asks the following questions and testing of
previous knowledge (Individual work followed by pair
sharing and whole grouping sharing).
1. What is the probability of getting Head when tossing
a coin.
2. List out the total outcomes when we tossing two Daily Life
Curricular playing articles
coins at time.
like
Competencies: 3. Write all the outcomes when we throw a die.
C-6.2 Applies concepts from Demonstration: ( 25 minutes ) DICE,
probability to solve problems Tossing a coin:
Playing cards,
on the likelihood of everyday
events Marbles,
C-11.1 Applies mathematical
Dart Board,
knowledge and tools to
Spin Board
analyze problems/ situations
in multiple subjects across Bags of Balls.

Science, Social Science,

Visual Arts, Music, Vocational
Education, and Sports

Learning Outcomes: https://diksha.go

While we performing an experiment we always v.in/dial/34L6AB
1. When tosses a coin what are the possible results
taking unbiased coin. why?
1. Applies the concept of (Teacher explains possible results are outcomes).
probability in solving daily life 2. Can you surely say exact result of tossing a coin at
problems. Definition of
a particular time? (Teacher explains what is random
Describe about Random experiment in your probability
2. Computes the probability of experiment in this context)
an event in daily life context own words.
using count (discrete 3. Teacher asks the students to do an experiment. Like
probability i.e., countable tossing a coin rolling a die etc., And also teacher
sample space).
asks the student what are the possible outcomes
3. Computes the probability of occur.
an event in daily life context
using measurement for a 4. Any one can guess exact result?
continuous sample space. 5. What do you call such experiment?
6. What do you we call set of outcomes (Teacher
explains sample space).
7. Write the sample space of tossing a coin.
a. What is the probability of getting head while
tossing a coin. Is there any difference wrt Probability“when
two coins are tossed simoultenously or two
b. Write the sample space of when tossing two coins tossed at a time?
coins.
8. What is the probability of getting two heads when
tossing two coins at a time.
9. Write the probability of getting same side of two
coins when tossing two coins.
10. Write the sample space of when tossing two coins.
11. What is the probability of getting three heads when
tossing two coins at a time.
12. Write the probability of getting same side of two
coins when tossing two coins.
Activity:
(Teacher will test understanding of the student through
the following individual activity) : ( 5 minutes )
Picking a Ball:
Are all the balls have equal chance when
picking a ball without seeing.
Write the sample space?
Find the probabilities of each colored ball when
a ball is taken out randomly?

A bag contains 4 red balls, 5 green balls and 11 blue balls,

all the balls being of the same size. Krithika takes out a ball
from the bag without looking into it.

Summative Assessment Plan

(Only… where relevant)
2. Write the sample space (total outcomes) when two coins. Are tossed?
3. If two coins are tossed simultaneously, what is the probability of getting exactly two heads?
Teachers’ reflections and experiences:
1. Did the students actively participate and show interest in the lesson?
2. How can I increase student engagement and create a more interactive learning environment?
3. Did I assess student understanding effectively during the lesson?
4. Did I provide timely and constructive feedback to guide their learning?
5. How can I improve my assessment and feedback practices?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 14. PROBABILITY
Total no. of periods for this chapter: 09
Period No : 03 / 09
Subtopic: Sum of the probabilities of all the elementary events of an experiment is 1
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.

Introduction: (5 minutes)
Teacher asks the following questions and testing of
previous knowledge (Individual work followed by pair
sharing and whole grouping sharing).
Which of the following experiments have equally likely
Curricular
outcomes? Daily Life
Competencies:
(i) Explain. playing
articles like
1. Are the equally likely outcomes of a driver attempts
C-6.2 Applies concepts from
to start a car.? (May starts or may not starts) DICE,
probability to solve problems Give some examples of equally likely
2. Are the equally likely outcomes of a player attempts Dart Board,
on the likelihood of everyday outcomes?
have to shoot a basketball? Are the outcomes of every experiment equally
events Spin Board
likely?
3. Are the equally likely outcomes of the question of
C-11.1 Applies mathematical Give examples of 5 experiments that have
true or false? equally likely outcomes and five more
knowledge and tools to examples that do not have equally likely
outcomes.
analyze problems/ situations 4. Are the equally likely chance when a baby is born
in multiple subjects across may be a boy or a girl.
Science, Social Science, (Teacher retrieval of previous knowledge of
In cricket game empire toss the coin before
Visual Arts, Music, Vocational equally likely outcomes)
start the game. Why?
Education, and Sports Demonstration: (15 minutes) https://diksh
a.gov.in/play
ACTIVITY 1:
/collection/d
Learning outcomes: A bag contains a red ball, a blue ball and a yellow ball, all o_31260533
the balls being of the same size. Kritika takes out a ball from 2983857152
19538?cont
1. Determines the probability the bag without looking into it. What is the probability that entType=Te
of an event. xtBookUnit
she takes out the (i) yellow ball? (ii) red ball? (iii) blue ball.
2. Recognizes the elementary 1. How many events are existing from the bag?
events in daily life context.
(text book)
(Teacher may explain the concept the Elementary Describe elementary event in an experiment. Equally
3. Determines the events - An elementary event is the event which has likely events
In the activity are getting red ball, yellow ball
probabilities of the elementary only one outcome in the sample space of the and blue ball are elementary events.
events in daily life context.
experiment.)
4. Computes the probability of
2. Write the probabilities for taken out yellow ball, red
an event in daily life context
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using measurement for a ball and blue ball? (Teacher will suggest the symbolic
ŐĞƚƚŝŶŐůĞƐƐƚŚĂŶϯĂŶĚŽĨŐĞƚƚŝŶŐĂϯŽƌŵŽƌĞƚŚĂŶ
continuous sample space. form of probability like P(Y) or P(R) or P(B) ƚŚƌĞĞĂƌĞĞůĞŵĞŶƚĂƌǇĞǀĞŶƚƐ͍
3. Are the probabilities being equal for the events.
4. Find the sum of P(Y), P(R) and P(B). Formula for Probability
5. What do you notice? (theoretical/classical) =
ࡺ࢛࢓࢈ࢋ࢘࢕ࢌ࢕࢛࢚ࢉ࢕࢓ࢋ࢙ࢌࢇ࢜࢕࢛࢘ࢇ࢈࢒ࢋ࢚࢕ࡱ 5WTGFGNQNY^
Teacher explains the formula for finding Theoretically / ࡺ࢛࢓࢈ࢋ࢘࢕ࢌࢇ࢒࢒࢖࢕࢙࢙࢏࢈࢒ࢋ࢕࢛࢚ࢉ࢕࢓ࢋ࢙࢕ࢌ࢚ࢎࢋࢋ࢞࢞࢖ࢋ࢘࢏࢓ࢋ࢔࢚ 9MJXZRTK
Classical Probability
YMJ
UWTGFGNQNYNJ
(Teacher should focus “why we go for theoretical XTKFQQ
probability”) UTXXNGQJ
TZYHTRJXNX

'ƵŝĚĞ ƚŚĞ ůĞĂƌŶĞƌƐ ƚŽ ǁƌŝƚĞ ƚŚĞ ĨŽƌŵƵůĂ ĨŽƌ ƉƌŽďĂďŝůŝƚǇ ( video from
9MJ'WNLMYJW
;ƚŚĞŽƌĞƚŝĐĂůͬĐůĂƐƐŝĐĂůͿŽĨĂŶĞǀĞŶƚ͘
Formula for Probability (theoretical/classical)

ࡺ࢛࢓࢈ࢋ࢘࢕ࢌ࢕࢛࢚ࢉ࢕࢓ࢋ࢙ࢌࢇ࢜࢕࢛࢘ࢇ࢈࢒ࢋ࢚࢕ࡱ
= ࡺ࢛࢓࢈ࢋ࢘࢕ࢌࢇ࢒࢒࢖࢕࢙࢙࢏࢈࢒ࢋ࢕࢛࢚ࢉ࢕࢓ࢋ࢙࢕ࢌ࢚ࢎࢋࢋ࢞࢞࢖ࢋ࢘࢏࢓ࢋ࢔࢚

Teacher Will play the video and explain the difference Can you toss a coin for 10000 times and note
between emphatical probability and theoretical probability.
down the results?
*]UJWNRJSYFQ
Explain one basic difference between the
[X
Learner has to find the sum of the probabilities for
Empirical Probability and Theoretical 9MJTWJYNHFQ
all outcomes of an experiment through method of 5WTGFGNQNY^
induction: Probability.
(Video from
Whole group activity: ( 20 minutes ) Scam
Squad)

1. What are the events shown on the spin

board?
2. Write the probabilities for each
outcome.?
3. Test whether the sum of all probabilities
of all outcomes is 1?
4. The sum of the probabilities of all the
Ask the learners to spin the wheel stopping by the needle
elementary events of an experiment is
pointer at any stage of the items mentioned on the spin
equal to :
board:
A. 2

Experiment.2 : (Individual Activity) B. 3

C. 4
Picking a Ball from the bag: D. 1

1. write the outcomes of the each colored

balls in the bag.

The student has to find probability for each outcome of color 2. What is the formula finding probability?

ball in the bag. Ask learners to find the sum all the 3. Find the sum of the probabilities of
probabilities for all outcomes. P(Blue Ball), P(Red Ball) and P(Green
ǇǀĞƌŝĨǇŝŶŐƚŚĞǇŚĂƐƚŽŐŝǀĞƚŚĞŝƌƵŶĚĞƌƐƚĂŶĚŝŶŐ͘ Ball)
4.Are these elementary events?
Summative Assessment Plan
(Only… where relevant)

i. Suppose we throw a die once. (i) What is the probability of getting a number greater than 4? (ii) What is the probability of getting a
number less than or equal to 4

ii. When a die is thrown, list the outcomes of an event of getting (a) a prime number (b) not a prime number. (c) a number greater
than 5 (d) a number not greater than 5. Find the probabilities of the events (a), (b), (c), (d)

Teachers’ reflections and experiences:

1. Did I cover all the planned content without rushing or leaving gaps?
2. How can I better manage the time allocated for each activity?
3. In what areas can I improve as a teacher?
4. How can I continue to develop my teaching skills and practices?
5. Did I encourage self-reflection and metacognition among students?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 14. PROBABILITY
Total no. of periods for this chapter: 09
Period No : 04 / 09
Subtopic: Complimentary Events - Complement of the event E and

Pointers for formative Assessment

Curricular Introduction: (10 minutes)

Teacher asks the following questions and testing of Daily Life
Competencies: playing articles
previous knowledge (Individual work followed by pair like

C-6.2 Applies concepts from sharing and whole grouping sharing). DICE,

probability to solve problems 1. A coin is tossed then what is the sum of probabilities Playing cards,

on the likelihood of everyday For getting head or tail. Marbles,

events 2. ďĂŐ ĐŽŶƚĂŝŶƐ ϯ ƌĞĚ ďĂůůƐ ĂŶĚ ϱ ďůĂĐŬ ďĂůůƐ͘ ďĂůů ŝƐ
Dart Board,
C-11.1 Applies mathematical ĚƌĂǁŶ Ăƚ ƌĂŶĚŽŵ ĨƌŽŵ ƚŚĞ ďĂŐ͘ &ŝŶĚ ƚŚĞ ƐƵŵ
Spin Board
knowledge and tools to ƉƌŽďĂďŝůŝƚŝĞƐƚŚĂƚƚŚĞďĂůůĚƌĂǁŶŝƐ;ŝͿƌĞĚ͍;ŝŝͿŶŽƚƌĞĚ͍

analyze problems/ situations 3. 'ŝǀĞ ƚǁŽ ĞǆĂŵƉůĞƐ ŽĨ ƐŝƚƵĂƚŝŽŶƐ ƚŚĂƚ ŚĂǀĞ ĞůĞŵĞŶƚĂƌǇ
Oral quiz:
in multiple subjects across ĞǀĞŶƚƐ͍ /ƐŐĞƚƚŝŶŐĂŚĞĂĚĐŽŵƉůĞŵĞŶƚĂƌǇƚŽŐĞƚƚŝŶŐĂƚĂŝů͍
Science, Social Science, ͷ 'ŝǀĞƌĞĂƐŽŶƐ͍͘
4. Is the probability existing of an event .
͵
Visual Arts, Music, Vocational Teacher explains about the complementary events >ĞƚďĞĂŶĞǀĞŶƚƚŚĞŶǁŚĂƚŝƐƚŚĞĐŽŵƉůĞŵĞŶƚŽĨ https://diksha.g
ov.in/dial/354X
Education, and Sports with examples. ͘ DL
Also, Teacher plays the video and ask them to ܲሺ‫ܧ‬ሻ ൅ ܲሺ‫ܧ‬തሻ ൌǫ complementary
Learning Outcomes: events
1. Recognizes the observe.
elementary events in daily
life context.C158.
Computes the probability Demonstration:
of a complementary
event. Whole class Activity: 20min
2. Computes the probability
of an event using
1.In case of a die is getting a 1 complementary to
measurement for a events getting 2, 3, 4, 5, 6? Give reasons for your
continuous sample space. answer.
3. Selects correct
probability from given https://diksha.g
Let us assume that let E be an event getting 1 and ‫ܧ‬ത be an Teacher give 4 cards red, blue, green and ov.in/dial/354X
options.
event getting 2,3,4,5,6 DL
yellow are given.
complementary
Teacher makes the students into pairs and ask events
Them to find ܲሺ‫ܧ‬ሻܽ݊݀ܲሺ‫ܧ‬ത ሻ and ask them to find 1. What is the probability of the event of
ܲሺ‫ܧ‬ሻ ൅ ܲሺ‫ܧ‬ത ሻ drawn the yellow card.
Experiment.1 10min
2. What is the probability of the event of
drawn not the red card.
https://www.yout
3. What observation you made when we ube.com/watch?
v=zIFiEoIHe80
add the probabilities of getting blue and
complementary
not getting blue card. events
(video from
whats up Dude)
A piggy bank contains hundred 50 p coins, fifty Re. 1 coins,
If E and EI are complementary events, then
twenty Rs. 2 coins and ten Rs. 5 coins. If it is equally likely that which is correct:
A. ܲ(E) = 1 − ܲ(El),
one of the coins will fall out when the bank is turned upside B. ܲ(El) = 1 − ܲ(E),
C. ܲ(E ‫ ׫‬El ) = 1 ,
down, what is the probability that the coin
D. ܲ(E ∩ El) = 0.
1. will not be a Rs. 5 coin?
2. Will be a Rs 1 coin?
1. How many types of coins
3. Will be a Rs 2 coin?
contains the piggy bank.

Verify the events given in the examples are

complementary or not?
Discuss in pairs and justify your answer.
1.When a dice is thrown, getting an even number is
complementary to getting an odd number
2. Getting an even number is complementary to getting an
odd number from numbers 1, 2, …. 8.
3.Getting a Sunday is complementary to getting any day
other than Sunday in a week.
4.. Winning a running race is complementary to losing it.

Summative Assessment Plan

(Only… where relevant)
4. A bag contains lemon flavored candies only. Malini takes out one candy without looking into the bag. What is the probability that she takes out?
i) an orange flavored candy?
(ii) a lemon-flavored candy?

5. When rolling a die if E represents getting 6 on top and is not getting 6. Prove that

6. If P(E) = 0.05, what is the probability of ‘not E’

Teachers’ reflections and experiences:
1. How can I incorporate more opportunities for students to reflect on their learning and assess their own progress?
2. Did I critically examine student work to gain insights into their understanding and identify areas for improvement?
3. How can I use student work as a valuable source of information for my teaching?
4. Did I effectively utilize formative assessments to monitor student progress and adjust instruction accordingly?
5. How can I further integrate assessment for learning strategies into my teaching practice?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 14. PROBABILITY
Total no. of periods for this chapter: 09
Period No : 05 / 09
Subtopic: SURE, AND IMPOSSIBLE EVENTS – DECK OF CARDS
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.

Curricular Introduction: (5 minutes)

Competencies: Teacher asks the following questions and testing of

C-6.2 Applies concepts from previous knowledge (Individual work followed by pair

probability to solve problems sharing and whole grouping sharing).

on the likelihood of everyday 1. Probability of an event E + Probability of the event (not

eventsC-11.1 Applies E) = __________ Daily Life

mathematical knowledge and 2. The sum of the probabilities of all the elementary events playing
articles like
tools to analyze problems/ of a random experiment __________

situations in multiple subjects 3. If there are only red ball in a bag and you are going to
1. What is the probability of getting Head or DICE,
across Science, Social choose a ball, the probability of choosing a red ball is
Tail when we tossing a coin. Playing
Science, Visual Arts, Music, 4. Give some examples of that the probability of an event
cards,
Vocational Education, and is 0 and also probability of an event is 1.
Marbles,
Sports
Dart Board,
5. After solving a problem Anupama said that
ૠ Spin
probability of a given event is . Do you agree with
૛ Board
her. Justify.
Learning Outcomes: Demonstration: (10 minutes)
1classifies the sure and ACTIVITY 1: (Whole group activity)
certain event 2. What is the probability for getting 7 when die
is rolled.
Find the probability of deck of Teacher will explain the concepts Sure event and
cards. Impossible event by asking the following questions of day-
to-day life examples.
Consider the following examples
certain and
What is the probability to select an odd number from even impossible
number between 1 to 100. 3. What is the probability for getting a 'Sum 13’
events
What is the probability of an impossible event? while throwing a pair of dice at a time. video from
What is the probability of getting 6 or a number less than 6 .SKNSNY^1JFWS
3**9
in a single throw of a die?
Getting a blue ball out of the basket containing all colors of
balls.

What is the probability of sure event?

Individual activity: ( 5 minutes ) 4. What is the probability of taken out black ball
from a bag contains red, green and blue
Fill the following table with daily life situations:
balls.
^hZ /DWK^^/>
sEd^ sEd^

Teacher introduces about deck of cards by showing

5. Are the probabilities of even or odd number
deck of cards and paly the video and explain about deck
of cards when the needle stops after spin?
20 min https://ww
w.youtube.
com/watch
?v=JytN3y
Hspis

video on
deck of
6. Can you conclude what are the limits of cards
probability of any event.
7. Express about deck of cards in Flowchart.

Match the following?

i) Number of suits a) 52

ii)Number of cards in each suit b) 2

iii)Number of face cards c) 13

iv)Number of colors d) 4

v) Total number of cards in a deck e) 12
,ŽǁŵĂŶǇŶŽŶͲŶƵŵĞƌŝĐĐĂƌĚƐĂƌĞƚŚĞƌĞŝŶ
ĚĞĐŬŽĨĐĂƌĚƐ͍
Match the following:

i) Spade i

ii) Hears h

iii) Diamonds j

iv) Club k

ƐƉĂĚĞƐ;kͿ͕ƌĞĚŚĞĂƌƚƐ;jͿ͕ƌĞĚĚŝĂŵŽŶĚƐ;iͿĂŶĚďůĂĐŬĐůƵďƐ
;hͿ͘

Summative Assessment Plan

(Only… where relevant)
1. Write 2 any situations that leads impossible event?
2. Give examples of certain event.
3. A card is drawn form a deck of cards what is the probability that the card is i) red card ii) black face card.

Teachers’ reflections and experiences:

1. Were there any disruptions or behavioral issues that I need to address?

2. What strategies can I implement to improve classroom management?
3. Did the students actively participate and show interest in the lesson?
4. 17. In what areas can I improve as a teacher?
5. 18. How can I continue to develop my teaching skills and practices?
6. 19. Did I encourage self-reflection and metacognition among students?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 14. PROBABILITY
Total no. of periods for this chapter: 09
Period No: 06 / 09
Subtopic: Problems related to deck of cards
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.

Curricular Introduction: (5 minutes)

Competencies: Teacher asks the following questions and testing of

C-6.2 Applies concepts from previous knowledge (Individual work followed by pair

probability to solve problems sharing and whole grouping sharing).

on the likelihood of everyday Complete the table

events A card is drawn at random Number of favorable Daily Life

C-11.1 Applies mathematical from deck of cards outcomes playing
articles like
knowledge and tools to 1.spade card

analyze problems/ situations 2.face card DICE,

in multiple subjects across 3.not a heart
Playing
Science, Social Science, 4.red color card cards,
Visual Arts, Music, Vocational 5.any card
Spin Board
Education, and Sports
LEARNING OUTCOMES: Whole class activity:
Teacher explains the problems related to deck of cards.
1. Determines the probability
of an event 20min
ϭ͘One card is drawn from a well-shuffled deck of 52 cards.
2. Applies the concept of
probability in solving daily life Calculate the probability that the card will probability that
problems.
the card will
3. Computes the probability of (i) be an ace, (ii) not be an ace
an event in daily life context
using count (discrete
probability i.e., countable Ask the students to write total outcomes.
sample space). dŚĞŶƵŵďĞƌŽĨƉŽƐƐŝďůĞŽƵƚĐŽŵĞƐсϱϮ;tŚǇ͍Ϳ
And also ask the students find number of favorable

4. Computes the probability of outcomes for getting an ace card.
an event in daily life context >ĞƚďĞƚŚĞĞǀĞŶƚ͚ƚŚĞĐĂƌĚŝƐĂŶĂĐĞ͛ĂŶĚ&ďĞƚŚĞ
Find the probability that the card will probability that the card
using measurement for a
ĞǀĞŶƚ͚ĐĂƌĚĚƌĂǁŶŝƐŶŽƚĂŶĂĐĞ͛
continuous sample space. will be an ace using formula.
ǆƉůĂŝŶŚŽǁĚŽǇŽƵĨŝŶĚƉƌŽďĂďŝůŝƚǇŽĨŶŽƚĂĐĞĐĂƌĚ͘
Now find the complement of an ace card.

Ϯ͘One card is drawn from a well-shuffled deck of 52 cards.
Find the probability of getting
(i) a king of red color
(ii) a face card
(iii) a red face card
(iv) the jack of hearts
(v) a spade
(vi) the queen of diamonds
Teacher makes the students into groups and instructed to
follow the following steps/questions.
1.what are the total outcomes for drawing a card.
2.what are the favorable outcomes for a king of red colour.
3. use the formula for finding probability and find Find the sum of P (a spade)+P(a face card)?
P(a king of red color).
Follow the above steps for solving question and apply Prepare 5 more problems based on deck of
remaining each question in the given problem and find their cards on your own?
probabilities.

Teacher makes the students into groups ask them to
discuss about the problem and ask them to present
solutions Infront of the class. 15min

1.Five cards—the ten, jack, queen, king and ace of
diamonds, are well-shuffled with their face downwards. One
card is then picked up at random.
(i) What is the probability that the card is the queen?
(ii) If the queen is drawn and put aside, what is the
probability
that the second card picked up is
(a) an ace? (b) a queen?

2.All the three face cards of spades are removed from a

well-shuffled pack of 52 cards. A card is then drawn at
random from the remaining pack. Find the probability of
getting
(a) a black face card (b) a queen (c) a black card.
Summative Assessment Plan

1. From a pack of 52 playing cards, jacks, queens, kings and aces of red color are removed. From the remaining a card is drawn at random. Find the probability
that the card drawn is
(a) a black queen
(b) a red card
(c) a black jack
(d) a picture card (jacks, queens and kings are picture cards)
2. A card is drawn at random from a well shuffled deck of playing cards. Find the probability that the card drawn is
(i) a card of spades or an ace
(ii) a red king
(iii) neither a king nor a queen
(iv) either a king or a queen
(v) a face card
(vi) cards which is neither king nor a red card.

Teachers’ reflections and experiences:

1. How can I ensure that students understand the objectives and can demonstrate their knowledge or skills related to them?
2. Did I use effective instructional strategies to engage students in the lesson?
3. In what areas can I improve as a teacher?
4. How can I continue to develop my teaching skills and practices?
5. Did I encourage self-reflection and metacognition among students?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 14. PROBABILITY
Total no. of periods for this chapter: 09
Period No: 07 / 09
Subtopic: INTER DISCIPLINARY PROBLEMS
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.

C-6.2 Applies concepts from Introduction: (5 minutes)

probability to solve problems Teacher asks the following questions and testing of
on the likelihood of everyday previous knowledge (Individual work followed by pair
events sharing and whole grouping sharing).
C-11.1 Applies mathematical 1. Write all outcomes when tossing of two coins at a
knowledge and tools to time Daily Life
analyze problems/ situations 2. Write all outcomes when throwing two dice at a time. playing
articles like
in multiple subjects across 3. Find the probability of getting both heads or both
Science, Social Science, tails when a coin is tossed two times. DICE,
Visual Arts, Music, Vocational 4. Find the probability of getting at least one tail when
Playing
Education, and Sports Rahim tosses two different coins simultaneously.
cards,
5. Probability of certain event?
6. Probability of impossible event? Marbles,

Dart Board,
Demonstration: (30 minutes)
Spin Board
Teacher divides the class into 4 groups for solving
1. How many males and female fishes in
the following important problems under personal
the aquarium?
supervision.:
Problem .1 Solving: (Whole group activity)
2. Write the probabilities for taken out for
Gopi buys a fish from a shop for his aquarium. The
not male fish.
shopkeeper takes out one fish at random from a tank
containing 5 male fish and 8 female fish. What is the
probability that the fish taken out is a male fish?

Problem .2 Solving: (Whole group activity)
Two dice, one red and one green, are thrown at the same 1. Write sample space for when throwing
time. Write down all the possible outcomes. What is the two dice at a time?
probability that the sum of the two numbers appearing on 2. Fill the table of all outcomes when
the top of the dice is (i) 8? (ii) 13? (iii) less than or equal to Throwing two dice at a time
12?
>h/
/
ϭ Ϯ ϯ ϰ ϱ ϲ
G ϭ
r
e Ϯ
e
ϯ
n
Sample Space of outcomes ::
ϰ
;1,1)(1,2)(1,3)(1,4)(1,5)(1,6) d
I ϱ
(2,1)(2,2)(2,3)(2,4)(2,5)(2,6) c
(3,1)(3,2)(3,3)(3,4)(3,5)(3,6) e ϲ
(4,1)(4,2)(4,3)(4,4)(4,5)(4,6) 3. How many outcomes having sum is 8?
(5,1)(5,2)(5,3)(5,4)(5,5)(5,6) 4. Give the probability of getting sum is 8
(6,1)(6,2)(6,3)(6,4)(6,5)(6,6) on both tops of the dice.
The student asks to solve the problem by group discussion 5. Getting sum 13 is possible outcome or
not?
Assignment: Individual Activity: ( 5 Minutes ) 6. Probability of getting less than or equal
1.A die is thrown once. Find the probability of getting (i) a to 12 is certain event. Justify.
prime number; (ii) a number lying between 2 and 6; (iii) an
odd number.

Ϯ͘dǁŽ ĚŝĐĞ ĂƌĞƌŽůůĞĚƐŝŵƵůƚĂŶĞŽƵƐůǇ ĂŶĚ ĐŽƵŶƚƐ ĂƌĞ ĂĚĚĞĚ ;ŝͿ

ĐŽŵƉůĞƚĞƚŚĞƚĂďůĞŐŝǀĞŶďĞůŽǁ͗

https://www.
youtube.co
m/watch?v=
;ŝŝͿƐƚƵĚĞŶƚĂƌŐƵĞƐƚŚĂƚΖƚŚĞƌĞĂƌĞϭϭƉŽƐƐŝďůĞŽƵƚĐŽŵĞƐϮ͕ϯ͕ϰ͕ 8ZsEYKN0ht
ϱ͕ ϲ͕ ϳ͕ ϴ͕ ϵ͕ ϭϬ͕ ϭϭ ĂŶĚ ϭϮ͘ dŚĞƌĞĨŽƌĞ͕ ĞĂĐŚ ŽĨ ƚŚĞŵ ŚĂƐ Ă 8
problem
ƉƌŽďĂďŝůŝƚǇ:ƵƐƚŝĨǇǇŽƵƌĂŶƐǁĞƌ͘ related
;dĞĂĐŚĞƌ ŵĂŬĞƐ ƚŚĞ ƐƚƵĚĞŶƚƐ ŝŶƚŽ ŐƌŽƵƉƐ ĂŶĚ ĂƐŬ ƚŚĞŵ ƚŽ video from
'WNFS;JNYHM
ƉƌĞƐĞŶƚ/ŶĨƌŽŶƚŽĨƚŚĞĐůĂƐƐͿ

Summative Assessment Plan

(Only… where relevant)

A game of chance consists of spinning an arrow which comes to rest pointing at one of the numbers 1, 2, 3, 4, 5, 6, 7, 8 and these are equally likely
outcomes. What is the probability that it will point at
1. 8 ?
2. an odd number?
3. a number greater than 2? 4.a number less than 9?

Teachers’ reflections and experiences:

1. Did the students actively participate and show interest in the lesson?
2. How can I increase student engagement and create a more interactive learning environment?
3. Did I assess student understanding effectively during the lesson?
4. Did I provide timely and constructive feedback to guide their learning?
5. How can I improve my assessment and feedback practices?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)

Class: 10
Chapter: 14. PROBABILITY
Total no. of periods for this chapter: 09
Period No: 08 / 09
Subtopic: Probability of Geometry based questions
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.

Teacher will discuss problems related to Geometry

Curricular 40min
Competencies: ϭ͘^ƵƉƉŽƐĞǇŽƵĚƌŽƉĂĚŝĞĂƚƌĂŶĚŽŵŽŶƚŚĞƌĞĐƚĂŶŐƵůĂƌƌĞŐŝŽŶ
ƐŚŽǁŶŝŶĨŝŐƵƌĞ͘tŚĂƚŝƐƚŚĞƉƌŽďĂďŝůŝƚǇƚŚĂƚŝƚǁŝůůůĂŶĚŝŶƐŝĚĞƚŚĞ
C-6.2 Applies concepts from ĐŝƌĐůĞǁŝƚŚĚŝĂŵĞƚĞƌϭŵ͍
probability to solve problems Daily Life
on the likelihood of everyday playing
articles like
events
C-11.1 Applies mathematical
knowledge and tools to
Teacher makes the students in pairs and ask them to find
analyze problems/ situations What is the radius of the circle?
area of rectangular region.

in multiple subjects across tŚĂƚŝƐƚŚĞĂƌĞĂŽĨĐŝƌĐůĞ͍
Ask the students to find area of circle.
Science, Social Science, Find the ƉƌŽďĂďŝůŝƚǇ ƚŚĂƚ ŝƚ ǁŝůů ůĂŶĚ ŝŶƐŝĚĞ ƚŚĞ ĐŝƌĐůĞ ǁŝƚŚ tŚĂƚ ŝƐ ƚŚĞ ƌĂƚŝŽ ŽĨ ĐŝƌĐůĞ ƚŽ ĂƌĞĂ ŽĨ ƌĞĐƚĂŶŐƵůĂƌ
Visual Arts, Music, Vocational ĚŝĂŵĞƚĞƌϭŵ͍ ƌĞŐŝŽŶ https://www.
youtube.co
Education, and Sports m/watch?v=
Ϯ͘ŵŝƐƐŝŶŐŚĞůŝĐŽƉƚĞƌŝƐƌĞƉŽƌƚĞĚƚŽŚĂǀĞĐƌĂƐŚĞĚƐŽŵĞǁŚĞƌĞ FNMf-
LEARNING OUTCOMES: 6JZXVc
ŝŶ ƚŚĞ ƌĞĐƚĂŶŐƵůĂƌ ƌĞŐŝŽŶ ĂƐ ƐŚŽǁŶ ŝŶ ƚŚĞ ĨŝŐƵƌĞ͘ tŚĂƚ ŝƐ ƚŚĞ
1. Applies the concept of problem
probability in solving daily life ƉƌŽďĂďŝůŝƚǇƚŚĂƚŝƚĐƌĂƐŚĞĚŝŶƐŝĚĞƚŚĞůĂŬĞƐŚŽǁŶŝŶƚŚĞĨŝŐƵƌĞ͍ related
problems. (video from
2FYMX
2. Computes the probability of 5ZWXZNY
an event in daily life context
using count (discrete
probability i.e., countable
sample space).

3. Computes the probability of

an event in daily life context

using measurement for a
continuous sample space.
problem
ŐŝǀĞŶƚŚĞŚĞůŝĐŽƉƚĞƌŝƐĞƋƵĂůůǇůŝŬĞůǇƚŽĐƌĂƐŚĂŶǇǁŚĞƌĞŝŶƚŚĞ related
ƌĞŐŝŽŶ͘ What is area of rectangular region? (Video from
What is the area of lake? Doubt hunt)
dĞĂĐŚĞƌĞǆƉůĂŝŶƐƚŚĞĂďŽǀĞƐŝƚƵĂƚŝŽŶĂŶĚĂƐŬƚŚĞƐƚƵĚĞŶƚƐƚŽ
ĨŝŶĚĂƌĞĂŽĨƚŚĞĞŶƚŝƌĞƌĞĐƚĂŶŐƵůĂƌƌĞŐŝŽŶĂŶĚĂůƐŽĨŝŶĚƚŚĞ What is the required probability?

ĂƌĞĂŽĨƚŚĞůĂŬĞ
ŶŽǁƚĞĂĐŚĞƌĂƐŬƐƚŚĞƐƚƵĚĞŶƚƐƚŽĨŝŶĚƚŚĞƉƌŽďĂďŝůŝƚǇƚŚĂƚŝƚ
ĐƌĂƐŚĞĚŝŶƐŝĚĞƚŚĞůĂŬĞƐŚŽǁŶŝŶƚŚĞĨŝŐƵƌĞĂŶĚƉƌĞƐĞŶƚ/ŶĨƌŽŶƚ
ŽĨƚŚĞĐůĂƐƐ
Techer show the videos for related problems for more
understanding)
Summative assignment:
/ŶƚŚĞĨŝŐƵƌĞ͕ĞĂĐŚĐŝƌĐůĞƚŽƵĐŚŽƚŚĞƌƚǁŽĐŝƌĐůĞƐĞǆƚĞƌŶĂůůǇ͘dŚĞĐŝƌĐůĞƐĂƌĞĐŽŶŐƌƵĞŶƚ͘/ĨĂƉŽŝŶƚŝƐƐĞůĞĐƚĞĚĂƚƌĂŶĚŽŵĨƌŽŵƚŚĞŝŶƚĞƌŝŽƌŽĨƐƋƵĂƌĞWYZ^͕ĨŝŶĚƚŚĞƉƌŽďĂďŝůŝƚǇ
ƚŚĂƚŝƚǁŝůůŶŽƚďĞŝŶƚŚĞƐŚĂĚĞĚƌĞŐŝŽŶ͘

Teachers’ reflections and experiences:

Class: 10
Chapter: 14. PROBABILITY
Total no. of periods for this chapter: 08
Period No: 09 / 09
Subtopic: Probability of Geometry based questions
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions / Required
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.

C-6.2 Applies concepts from Teacher makes the students into groups and ask the
probability to solve problems students to read question given case study questions
on the likelihood of everyday carefully and answer in groups.
events CASE STUDY 1:
On a weekend Rani was playing cards with her family. The
C-11.1 Applies mathematical
deck has 52 cards. If her brother drew one card.
knowledge and tools to
analyze problems/ situations
in multiple subjects across
Science, Social Science,
Visual Arts, Music, Vocational
Education, and Sports
1. Find the probability of getting a king of red
colour.
a) 1/26

b) 1/13

c) 1/52

d) 1/4

2. Find the probability of getting a face card.

a) 1/26

b) 1/13

c) 2/13

d) 3/13

3. Find the probability of getting a jack of hearts.

a) 1/26

b) 1/52

c) 3/52

d) 3/26

4. Find the probability of getting a jack of hearts.

a) 3/13

b) 1/13

c) 1/52
d) 1/4

5. Find the probability of getting a jack of hearts.

a) 1/26

b) 1/13

c) 1/52

d) 1/4

CASE STUDY 2:
Rahul and Ravi planned to play Business
( board game) in which they were supposed to use
two dice.

1. Ravi got first chance to roll the dice. What is the

probability that he got the sum of the two numbers
appearing on the top face of the dice is 8?
a) 1/26 b) 5/36

c) 1/18 d) 0

2. Rahul got next chance. What is the probability that he

got the sum of the two numbers appearing on the top
face of the dice is 13?
a) 1
b) 5/36

c) 1/18

d) 0

3. Now it was Ravi’s turn. He rolled the dice. What is the

probability that he got the sum of the two numbers
appearing on the top face of the dice is less than or
equal to 12?
a) 1

b) 5/36

c) 1/18

d) 0

4. Rahul got next chance. What is the probability that he

got the sum of the two numbers appearing on the top
face of the dice is equal to 7?
a) 5/9

b) 5/36

c) 1/6

d) 0

5. Now it was Ravi’s turn. He rolled the dice. What is the

probability that he got the sum of the two numbers
appearing on the top face of the dice is greater than 8?
a) 1 b) 5/36 c) 1/18 d) 5/18
Teacher will take different situations and
prepare case study type questions

Summative assignment

Teachers’ reflections and experiences:

1. Did I cover all the planned content without rushing or leaving gaps?
2. How can I better manage the time allocated for each activity?
3. What were my strengths during the lesson?
4. How can I use student work as a valuable source of information for my teaching?
5. Did I effectively utilize formative assessments to monitor student progress and adjust instruction accordingly?
6. How can I further integrate assessment for learning strategies into my teaching practice?

x Teacher should use the following worksheets for more practice/extended Learning.
x And also use remaining periods for (any left) extended learning by using reference books.

WORK SHEET on PROBABILITY

I. Write the correct answer in the brackets
1. An event is very unlikely to happen. Its probability is closest to ( )
(a)0.0001 (b)0.001 (c)0.01 (d)0.1
2. If the probability of an event is p, the probability of its complementary event will be ( )
(a)p-1 (b)p (c) 1-p (d)1- 1 / ‫݌‬
3. The probability of getting a bad egg in a lot of 400 is 0.035. The number of bad eggs in the lot is ( )
(a)7 (b)14 (c)21 (d)28
4 The probability that a non leap year selected at random will contain 53 Sundays is ( )
(a) 1 / 7 (b) 2 / 7 (c) 3 / 7 (d) 5 / 7
5 The probability expressed as a percentage of a particular occurrence can never be ( )
(a)less than 100 (b)less than 0 (c)greater than 1 (d)anything but a whole number
6. There are 6 marbles in a box with number 1 to 6 marked on each of them.
What is the probability of drawing a marble with number 2?
(a) 1 / 6 (b) 1 / 5 (c) 1 / 3 (d) 1 / 2.
7. A coin is flipped to decide which team starts the game. What is the probability of your team will start?
(a) 1 / 4 (b) 1 / 2 (c) 1 (d) 0
8. A die is thrown once . What will be the probability of getting a prime number?
(a) 1 / 6 (b) 1 / 2 (c) 1 (d) 0
Cards are marked with numbers 1 to 25 are placed in the box and mixed thoroughly. One card is drawn at random from the box.
Answer the following questions (Q9-Q10)
9. What is the probability of getting a number 5?
(a) 1 (b) 0 (c) 1 / 25 (d) 1/ 5
10. What is the probability of getting a number less than 11?
(a) 1 (b) 0 (c) 1 5 (d) 2 5

II. Answer the following: (short answer type)

11. Cards with numbers 2 to 101 are placed in a box. A card is selected at random. Find the probability that the card has (i) an even number (ii) a square number
12. In a game the entry fee is Rs 5. The game consists of tossing a coin three times. If one or two heads show, Sweta gets her entry fee back. If she throws 3 heads, she
receives double the entry fees. Otherwise, she will lose. For tossing a coin three times, find the probability that she (i)loses the entry fee. (ii)gets double entry fee. (iii)just
gets her entry fee.
III. Answer the following: (Essay type)
13. A number x is selected at random from the numbers 1, 2, 3 and 4. Another number y is selected at random from the numbers 1, 4, 9 and 16. Find the probability that
product of x and y is less than 16.
14. A child’s game has 8 triangles of which 3 are blue and rest are red, and 10 squares of which 6 are blue and rest are red. One piece is lost at random. Find the
probability that it is a (i) triangle (ii) square (iii) square of blue colour (iv) triangle of red colour. (v) neither a triangle of red colour nor a square of blue colour.
15. A game of chance consists of spinning an arrow, which comes to rest pointing at one of the numbers 1, 2, 3, 4, 5, 6, 7 and 8

and these numbers are equally likely outcomes.

a) What is the probability that the arrow will point at 8?
b) What is the probability that arrow will point at an odd number?
c) What is the probability that arrow will point at a number greater than 2?
OR
Find the probability that arrow will point at number less than 8.

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