DEPARTMENT OF SCHOOL EDUCATION

STRUCTURED LESSON PLANS

For CBSE-affiliated Schools

GRADE - 09

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.
 CLASS - 9
Chapter.1 NUMBER SYSTEMS
Introduction https://epathshala.ni
c.in/topic.php?id=09
62CH01

CURRICULAR GOALS COMPETENCIES

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

Key concepts: 1) Rational Numbers 2) Irrational Number 3) Real Numbers and their Decimal Expansions
4) Operations on Real Numbers 5) Laws of Exponents for Real Numbers

1
2
 PERIOD WISE PLAN
Period Teaching Topic Learning Outcomes / Objectives
No.
1 Rational Numbers 1. Develop the ability to analyze and differentiate between various types of numbers.
2 To find numbers between any two
given rational numbers 1. Skill to find numbers between given two rationales/irrationals.
3 √non a number line 1. Demonstrate the ability to find numbers between any two given numbers
2. Differentiate andclassify various types of numbers, in collaboration with each other.
4 Representing √2+√3 on number line. 1. Able to Design new ways to represent irrational numbers on number line in as
many ways as possible.
2. Able to Comprehend that rational numbers and irrationals together form set of Real
numbers, through collaborative leaning process.
5 Real numbers - Decimal expansions to 1. Classify real numbers into rational and irrational numbers based on their
distinguish between rational and decimalrepresentation.
irrational numbers 2. Convert rational numbers in the form p/q to decimalform
6 Rational Numbers in the form of p/q 1. Classifyrealnumbersintorationalandirrationalnumbersbylookingattheirdecimalrepresentation
2. Convert rational numbers given in their decimal form to the formp/q
3. Find irrational numbers between the given rationalnumbers
7 Representation of √9. 3 on number 1. Represent the given real number on the numberline.
2. Represent √x for any positive integer ‘n’ on the number linegeometrically.
line
8 Operations on real numbers and 1. Able to identify the rationalizing factor.
2. Able to rationalize thedenominator.
Rationalization
9 Practice Period 1. Various concepts being applied on number system.
2. Recall the concepts and terms being used in chapter to solve thequestions
3. Critically Apply and solve the questions ofspirals.
10 Laws of Exponents 1. Able toExtend laws of exponents for negativepowers. 2. Verify the laws of exponents
involving the samebases. 3. Apply the laws of exponents to the realnumbers. 4.Verify the
laws of exponents involving different bases but the sameexponents
11 Application of law of exponents. 1. Able to understand the Various laws of exponents to operate on real numbers.
2. Critically apply and extend previous knowledge of exponents to irrational numbers
12 Practice Period 1. Understand Various concepts being applied on number system.
2. Recall the concepts and terms being used in chapter to solve thequestions.

3
 C
Chapter Pla
an (Unit plan
n/ lesson pla
an)Period plaan (40 mins claass)
Classs: 9th Subject: Mathem matics Chapter: Num
mber System
Tottal no. of perriods for thiis chapter:12
2Period no :1/12
Sub
btopic:Ration nal numberrs

Lea
arning Teachinng-Learning Process Pointers for formmative assesssment- Materia
Outtcomes & Thiis should incclude activitties to facilittate this should incluude strategiies that require
Indiicators/micrro- learning along with broad time duration will be used
d to Check ffor
com
mpetencies Understa anding - e.g..,
quesstions/workssheets/experiments
/a
assignmentss/self-assessmment
checkklists/etc.
C-1..1: Develops (10Miin) prerequisiite questions
undeerstanding of Teacher asks the followwing question to test
t Previous
knowleedge
num
mbers, includinng the (Teache
er note: This is in
ndividual work fo
ollowed by pair sharing
set o
of real numbeers and whhole group sharin ng)
and its propertiess Teachher will begin byy asking a student to count a
speciffic item in the cllassroom say fans. As the tpss://youtu.b
student counts 1, 2, 3 and so on the teacher will ZYYYWFeU?s
Recaall of Natural
orce the concept of counting nu
reinfo umbers. l8uFhvZyxyh
Num
mbers, Whole 1) Is e
every whole nu
umber a Naturaal In
ntroductio
Num
mbers. Integers s and number? Give reaso on for your ans
swer
Teachher will also ask the students to
o draw a numbeer line nummber syste
Ratio
onal Numbers
and reepresent the following: min n. Byju’s v
2) Is e
every integer a rational numb
ber? Give
1) 1+4(reinforceement of naturaal numbers/coun nting reason for your answ wer
Numbers den noted by N willbe given)
Teacheer asks the following question and
a testing of
previouus knowledge h happens (Teacheer note: This is
individual work followwed by group wo ork)

2) 3-3 (reinforceement of wholen

numbers
4
 importance o of adding 0 to naatural number
system, naturral numbers as a part of whole
numbers denoted by W)
3) 2-5 (reinforceement of integers, natural
numbers, who ole numbers as part of integerss).
Integers are ddenoted by Z (cooming from Greeek
word Zahlen, meaning tocount).
Deveelop the ability to
4) Identify the numbers betweeen -1 and 1? How mmany more rattional numbers
s can be
analyyze and differeentiate identiffied between 3 and 4?
betw
ween various types of
numb
bers. 5. How do we call these numbers? How mmany more rattional numbers
s can be
6.How many such h numbers can b
be identified identiffied between ⅗ and ⅘?
beetween -1 and 1?
1
Raghuu said every na atural number is a
7.How do we represent these nu
umbers? whole
e number. Do yyou agree with him?
Give reason
r with exxample.
(25 min
ns) Teacher write
es the necessaryInstructions on th
he
Board Write a number whicch is a whole number
n
(Demonnstration / Discu
ussion method) but no
ot an integer?
Teachher reinforces th
he following con
ncepts by discusssion
− diffeerent types of numbers
n
- Reepresentation o
of different num
mber sets
- D
Distinguishing th
he properties of Natural numbeers,
whole numbers, Integers, rational numbers with h
uitable examples
su
- Reepresentation o
of numbers on N
Number line.

Write difference
d betw
ween rational nu
umbers and inteegers
in yourr own words.
Identiffy the use of rational numbers iin your day-to-d
day

5
 life? Flip Learning:

Activity by Group discussion: (5 mins) Find five rational numbers between 1 and 2.

Are there any numbers which cannot be expressed in the

form of p/q?
Irrational numbers will be introduced.

Summative assessment plan- only where relevant

Q1:Are the following statements true or false? Give reasons for your answers.
1. Every whole number is a naturalnumber.
2. Every integer is a rationalnumber.
3. Every rational number is aninteger.
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 them
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
different learning styles and needs?
5. How well did I manage the classroom during the lesson?

6
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins cclass)
Classs: 9th Subject:: mathematics Chapter: NNumber Systeem
Tottal no. of perriods for thiis chapter:122 Period no :2/12
Sub
btopic: To fin nd numberss between any two given rational n numbers.
Lea
arning Teachin
ng-Learning Process Pointers for formmative assesssment- Materia
Outtcomes & Thiis should incclude activitties to facilittate this should inclu
ude strategiies that require
Indiicators/micrro- learning along with broad time duration will be used
d to Check ffor
com
mpetencies Understaanding - e.g..,
quesstions/workssheets/experiments
/a
assignmentss/self-assessmment
checkklists/etc.
Recaapitulation: 5 m
min
C-11.1: Develops
undderstanding off nstorming on the previouslyy taught conceept
Brain
nummbers, would be done.
including the set
of real
r numbers Discuussion of topicc through Colllaborative
and
d its Learning: 15 min
pro
operties (Crittical Thinkingg, Collaboratio
on)

An orral quiz will bbe taken and sstudents will b

be
askedd to identify vvarious rationaal numbers
between two given n rational nummbers and willl be
Demmonstrate the
abillity to find able to
t realize the fact that infin
nite number off ttpss://youtu.b
num
mbers between rational numbers ccan be inserteed between tw wo bEiooem7U?si
any
y two given rational numbers aand hence likee natural num mbers aAi66yTwrARx
num
mbers and iintegers there are infinite raational numbeers. 6 min. (Tic
acL
Learn Eng
Diff
fferentiate and ded practice: 115 min
Guid Videeo relating
classsify various typpes of Opperations o
The sstudents, withh the help of th
he facilitator, will Rea al Numbe
numb
bers, in solvee the questionss from NCERT T book of Exeercise
7
collaboration with each - 1.1 in their notebook in the class with the help of
their teacher. The teacher would ensure that each
other.
student tries to be independent at the work as well
as be under the teacher's guidance.

Closure: 5 min

A short oral test would be taken to check proper

assimilation of the topic discussed.
Summative assessment plan- only where relevant

Q1 :find 6 rational numbers between 3 and 4

Q 2 :Find five rational numbers between 3/5 and 4/5.

Teachers’ reflections and experiences:

i. . Were there any disruptions or behavioral issues that I need to address?
ii. What strategies can I implement to improve classroom management?
iii. Did the students actively participate and show interest in the lesson?
iv. How can I increase student engagement and create a more interactive learning environment?
v. Did I assess student understanding effectively during the lesson?

8
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subject: Mathematics
M s Chapter: Number Syystem
Tottal no. of perriods for thiis chapter:12
2Period no :3/12
Subbtopic:Repreesentation of √non a number line
Lea
arning Teaching-Learning Prrocess Pointers for forma ative assessmment- M
Material
Outtcomes & This sshould include activitiess to facilitatte this shhould include strategiess that re
equired
Indiicators/micrro- learning along with
w broad time duration n w
will be used tto Check forr
com
mpetencies Understandding - e.g.,
questioons/workshe eets/experim ments
/asssignments/seelf-assessme ent
checklissts/etc.

C-11.1: (10 min

ns)
Devvelops
undderstanding Demonnstration by FFacilitator on Black
of numbers,
n Board
including the ners to give the value of √2 and
Ask learn d learners give its
https://youtu
set of real value and reinforcemen nt of irrational n
numbers will be Activity: Each learner w
will be instructedd to
nummbers and done. Students will be asked
a if they can
n plot it on a follow thhe following alggorithm to consttruct e/IX7
7rpz2z3A
its properties
p number line. Why or wh hy not? the squaare root spiral. ?si=NKpi82e_
h an activity on constructing
The classs will begin with 1) Take a point O on a ssheet of paper and
a 4Y500StL
the ‘Square Root spiral’ on an A4 size colored sheet. drawa line segment OA A of unitlength.
2 min. (Digita
2) Draw AB perpendicular to OA of unit
Teaccher) vide
length. JJoin OB. on sq
quare roo
3) Now, draw a line seggment BC spira
al
Able to
t represent the perpend dicularto OB of uunit length and
given
n real number on joinOC.
the number line. 4) Againn, draw CD perpendicular to
OC ofunit length and joinOD.

9
 By contin
nuing in this mannner learners will
w have
created a spiral depictingg√2, √3, √4…

o show √5 on th
Learners will be asked to he
number line

(20 mins) Demonstrattion by Facilitaator on Board

Interacttive Method

ne: Justify OB = √
Think lin √2.

o depict √2, √3,, √4 on a number

Students will be asked to
line.

Activityy: (10 mins) in class exercise::

The learneers will be reinforrced to attempt in
n the notebook.
Facilitator will take round aand give personal interventions

Summative asse
essment plan
n- only where relevant
Q1 :Represent √3 on the nuumber line.
10
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?

11
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subject: Mathematiccs Chapte
er: Number System
Tottal no. of perriods for thiis chapter: 12 Period noo :4/12
Subbtopic:Repreesenting √2++√3 on numbeer line.
Lea
arning Teaching-Learning Prrocess Pointers for forma ative assessmment- M
Material
Outtcomes & This sshould include activitiess to facilitatte this shhould include strategiess that re
equired
Indiicators/micrro- learning along with
w broad time duration n w
will be used tto Check forr
com
mpetencies Understandding - e.g.,
questioons/workshe eets/experim ments
/asssignments/seelf-assessme ent
checklissts/etc.

C-11.1: (15 min

ns) Warm up
Devvelops Quick revvision on the preevious concept w
would be taken up.
undderstanding
of numbers,
n Ram says √256 is an irrattional number. D
Do you agree with
including the him? Givee reasons.
set of real The studeents will solve th he questions from https:///youtu.be/W-
nummbers and ABCD is a square with 2ccm. NCERT bbook, solved exaamples before Ex 1.2 o466Ek4??si=shxmIdJst7
g1jD
its properties
p in their nnotebook in the cllass with the help of
their faciilitator. The faciliitator would take min. Khan
n Academy vid
rounds an nd help the studen nts in solving thee egarding ‘Square root o
ime nummber is irration
questionss.
httpss://youtu.b
Ablee to Design /IX7rrpz2z3Ag
new ways to i=NKKpi82e_K4
repreesent 50SttL
irrational
nummbers on
nummber line in o show √5 on th
Learners will be asked to he
as many
m ways number line
as poossible.

Is BC a rattional number? Discuss in detail.

12
 4 min. (Digital
Teacher) video
Able to
on square root
Comprehend that (Discussion of topic through spiral
rational numbers and Collaborative Learning: 25 min (Critical
Thinking, Collaboration)
irrationals together form
Teacher makes the students into groups and guides the Represent √5-√2 on number line
set of Real numbers, learners to follow the given steps
through collaborative
Step1: Represent √2 on number line
Step2: Represent √3 on number line
leaning process. Step3: Represent √2+√3 on number line
Summative assessment plan- only where relevant
Q1 :Represent √5 on the number line.
Advanced Learners
Represent √7on the number line

Teachers’ reflections and experiences:

1. What were my strengths during the lesson?
2. What areas can I improve as a teacher?
3. How can I continue to develop my teaching skills and practices?
4. Did I encourage self-reflection and metacognition among students?
5. How can I incorporate more opportunities for students to reflect on their learning and assess their own progress?

13
 Chaptter Plan (Un
nit plan/ lesson plan)Periiod plan (40 m
mins class)
Classs: 9th Subjectt: Mathemattics Chapter: Number System
Tottal no. of perriods for thiis chapter: 12Period no :5
Subbtopic:Real numbers - Decimal expan nsions to disttinguish betw
ween rational and irration
nal numbers
Lea
arning Teaching-Learning Prrocess Pointers for forma ative assessmment- M
Material
Outtcomes & This sshould include activitiess to facilitatte hould include strategiess that
this sh re
equired
Indiicators/micrro- learning along with
w broad time duration n w
will be used tto Check forr
com
mpetencies Understand ding - e.g.,
questioons/workshe eets/experim ments
/asssignments/se elf-assessme ent
checklissts/etc.

(10 mins) Warm up

C-11.1: Demonsstration by faccilitator on Blaack Board The facilitator explains
Devvelops (Interacctive Method) (i) The reemainders eitheer become 0 aftter a
undderstanding certain sstage, or start
Facilitattor will ask tthe following ques fromth
he
of numbers,
n repeatinngthemselves.
learnerss httpss://youtu.b
including the /p-
set of real Find thee decimal expaansions of 10/3, 7/8
EI9ppyMMew?s
nummbers and ksei7
7_rqdnMW
and 1/7.. Teacher will ask the learnerrs if a 1//2 = _____ (te
erminates afteer ___
its properties
p • A4cR R
rupee iss divided amon
ng 2 people how
w digit)
• 3//4 = _____ (te
erminates afteer ____
much w
will each get and then the diviision digits)
• 5//8 = ______(te
erminates aftter
among four
f and three people.
_____ digits)
• Classify real
C
n
numbers into httpss://youtu.b
raational and (ii) The number
n of entriies in the repeatting /6tE5
5ROMpOb
irrrational numb bers o?si=
=rvfLanfK
string off remainders is lless than the divvisor
b
based on their 2AtVVk2
14
 decimalrepresen
d nta (in 1/3 o one number rep peats itself and the
t
tiion. divisor iss 3, in 1/7 theree are six entries
(25 min) Demonstratiion by learnerss on Board 326451 in the repeatinggstring of
remaind ders and 7 is theedivisor).
Convvert rational
The facillitator asks som
me learners to ccome to the (iii) If thee remainders reepeat, then we getg
numb
bers in the form
m board annd ask them too show the division of the a repeatting block of diggits in the quotieent httpss://youtu.b
p/q to
t decimalform
m above asked rational nnumbers. (for 1/ 3 3, 3 repeats in th
he quotient and d for /SCddhKUkkX3
Facilitattor will ask thee learners to doo the followingg 1/ 7, wee get the repeating block 14285 57 ?si=Q
QOLjhLoI
oi0oYYgP
questionns in their notee books in thequ uotient).
3 to 6 min. (T
• 1//3 = ___________- (repeating g ___- TacLLearn
in
ndefinitely, written
w as _____) English) video
• 2//11 = ___________ (repeating on Decima
D
Expaansion of
_____indefinitelyy, written as 0.18̅) Ratioonal
(5 mins)) In class Exerccise: closure • 7//6 =________ (repeating Num mbers
_____indefinitelyy, written as ______)

So, on division of ration

nal in the form p by q,
two maiin things happen n − either the
remaind der becomes zerro or never beco omes
zero and d we get a repeaating string of
remaind ders. - Concept tthat every rational
number has a decimal rrepresentation iinthe
form of terminating deccimals ornon-
terminating but repeatiing decimal will be
given.
iv) An irraational number has a non-
terminatiing and non-reccurring decimal
representation.eg √2

15
 Summative assessment plan- only where relevant

Do Q − 1 (iv, v and vi) ,Q − 5 and Q − 9 of Ex 1.3 of NCERT Text Book Class 9

Q.1: Find the decimal expansions of 10/3, 7/8 and 1/7.
Teachers’ reflections and experiences:
1. How can I improve my assessment and feedback practices?
2. Was the pacing of the lesson appropriate?
3. Did I cover all the planned content without rushing or leaving gaps?
4. How can I better manage the time allocated for each activity?
5. What were my strengths during the lesson?

16
 Chapter Pla
an (Unit pla
an/ lesson plan)Period plaan (40 mins class).
Classs: 9th Su
ubject: Matheematics Chapteer: Number System
Totaal no. of perio
ods for this ch
hapter: 12 Period no :6/12
2
Sub
btopic:Rational Numbers iin the form of o p/q

Lea
arning Teaching--Learning Pro ocess Pointerrs for formativve assessmennt- this Material
M
Outtcomes & This should include activities
a to faacilitate learniing d include straategies that will be
should re
equired
Indiicators/micrro- along with bbroad time du uration used to
o Check for Understanding
U g - e.g.,
com
mpetencies questionns/worksheetts/experimentts/assig
nmentts/self-assessm
ment checklistts/etc.
(5 mins) Warm up
C-11.1: Demonsstration by faccilitator on Blaack Board
Devvelops
(Interacctive Method)
undderstanding
of numbers,
n Facilitato
or will ask the following queestions from th
he
including the learners
set of real httpss://youtu.b
To begin
n with the topicc, teacher will ask the /bSCC99nmb1a
nummbers and ?si=e
eATqE3c3
learners
s to find the de
ecimal expansio ons of 1/3
its properties
p 4AaS SQfY
Exercise
e: classify eacch number ass 6 min. Tic
In 1/3 on
ne number repeats itself and the divisor is TacL Learn
3 either ra
ational or irra
ational. English video
on Converting
C
3) If the remainders re epeat, then we g get a repeating
g 1. 3.25 decim mals into
block off digits in the quotient
q (for 1/ 3 p/q fform.
• C
Classifyrealnumbe ersi 2. √16
, 3 repeaats in the quotiient and for 1/ 7, we get
ntorationalandirratio the repe eating block 1442857 in the quuotient). 3. 0.333
3...
nalnumbersbyloo okin So, here on division of p by q, we gett a repeating 4. -5/7
gattheirdecimalre epre string of remainders.
se
entation 5. 0.525
5252...
• C
Convert rational 6. √25
numbers given in 7. 0.777
7...
th
heir decimal formm to
17
 the formp/q 8. 2/3
Find irrational numbers
9. π (pi)
between the given
10. √10
rationalnumbers
Classification:

1. 3.25 - Rational (terminating

decimal)
2. √16 - Rational (√16 = 4, a whole
number)
(30 min) Demonstration by facilitator on Board 3. 0.333... - Rational (repeating
decimal, 0.333... = 1/3)
What if the decimal form of a number is given and we 4. -5/7 - Rational (fraction)
are supposed to convert it in the form p/q of a rational
number. Teacher will explain the topic onblackboard 5. 0.525252... - Rational (repeating
decimal, 0.525252... = 52/99)
6. √25 - Rational (√25 = 5, a whole
5 MINS EXERCISE: classify each number as either number)
rational or irrational 7. 0.777... - Rational (repeating
Teacher writs some real numbers on the black decimal, 0.777... = 7/9)
board and ask the students to classify them as 8. 2/3 - Rational (fraction)
rational or irrational at glance and give reason 9. π (pi) - Irrational (non-repeating,
non-terminating decimal)
10. √10 - Irrational (non-repeating,
non-terminating decimal)

Summative assessment plan- only where relevant

18
Teachers’ reflections and experiences:

1. How well did I manage the classroom during the lesson?

2. Were there any disruptions or behavioral 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?

19
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subjecct: Mathematiccs C
Chapter: Num
mber System
Totaal no. of perio
ods for this ch
hapter: 12. Peeriod no :7/122
Sub
btopic:Repressentation of√9 9. 3 on numb ber line
Leaarning Teaching--Learning Proocess Pointeers for formattive assessmen nt- this M
Material
Outtcomes & This should include activities
a to faacilitate learniing should iinclude strateegies that will be used rrequired
Indiicators/micrro- along with bbroad time du uration to CCheck for Und derstanding - e.g.,
commpetencies questionns/worksheetts/experimentts/assign
mentts/self-assessmment checklistts/etc.
(5 mins)
httpss://youtu.be/TI
Demonsstration by faccilitator on Blaack Board xmNNNg74?si=POFd
C-11.1: (Interacctive Method) H0tEENlK9SP
Devvelops
undderstanding Learnerss will recall diffeerent visualizatio
on
of numbers,
n nting √x on the number line. Like Pythagoras
represen
including the
theorem
m and spiral metthod. They will n now observe
set of real
another visualization.
nummbers and 4 minn. SH SIR
CLASSES video on
its properties
p Represent √x on the num
mber line How w to represent
root 9.3 on numbe
line

(25 min) Demonstratiion by facilitattor on Board

Learners will
w be given folllowing algorithm to find the
Repreesent the given reeal oot of a positive real number on
square ro n the number lin
ne
numbber on the 1. Draw
D a line segm
ment of lengthxx.
numbberline. 2. From
F the point BB, mark a distan
nce of 1unit and
d
m
mark the new point asc.
Repreesent √x for anyy 3. Find
F the midpoint of AC and markthat
posittive integer ‘n’ o
on p
point asO.
4. Draw
D a semicirccle with center O and radius OCC.
the number
n 5. Draw
D a line perp
pendicular to AC passing
linegeometrically. through B and in ntersecting the semi-circle
a
atD.
20
 6. Length BD =√x
7. With b as center and BD as radius draw an arc
which cuts the number line at point E.
NowBE=√x.
The teacher will also prove how BD=√x on the BB
using Pythagoras theorem.

Activity: (10Minutes)
Represent geometrically the following number on
the number line: √5.6

Summative assessment plan- only where relevant

Represent √11. 4 and √10. 6 on the number line.

Teachers’ reflections and experiences:

1. Was the pacing of the lesson appropriate?

2. Did I cover all the planned content without rushing or leaving gaps?
3. How can I better manage the time allocated for each activity?
4. What were my strengths during the lesson?
5. In what areas can I improve as a teacher?

21
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subject: Mathemaatics Chap
pter: Numbeer System
Totaal no. of perio
ods for this ch
hapter: 12 Period no :8/12
Subttopic:Operatiions on real n numbers and d Rationalizattion
Leaarning Teaching--Learning Pro
ocess Pointerrs for formativve assessmennt- this M
Material
Outtcomes & This should include activities
a to faacilitate learniing d include straategies that will be
should re
equired
Indiicators/micrro- along with bbroad time du uration used to
o Check for Understanding
U g - e.g.,
com
mpetencies questionns/worksheetts/experimentts/assig
nmentts/self-assessm
ment checklistts/etc.
(10 mins) Warm up
C-11.1: Demonsttration by facilitator on Blacck Board Through eexamples the folllowing facts will be
Devvelops (Interacttive Method) derived
undderstanding
1) TThe sum or differrence of a rationaal
of numbers,
n Teacher w will reinforce the concept
c of rational numbers beingg nnumber and an irrrational numberr
including the closed w.r.t addition, subtrraction, multiplicaation and division
n. isirrational. httpss://youtu.b
set of real Also, rational numbers satisfy commutative, associative and 2) TThe product or qu uotient of a non--zero /DSNN4CetgtEY
nummbers and distributive laws for additioon and multiplication. However, th he rrational number with an irrationaal ?si=Jtt9pVKbQ
its properties
p sum, differrence, product, q quotients of irratiional numbers are nnumber is irrational. e_vrx xQy
not alwayss irrational thouggh they also satisffy the commutatiive, 3) If we add, subtract, multiply or 10 mmin. (Topp
associativee and distributivee laws of addition
n and subtraction, ddivide two irratio
onals, the result classs 8-10)
which will be done via interaction with learn ners. Videeo relating
mmay be rational oro irrational.
to ra
ationalize
LLearners will givee quick response to
the
(20 min) Demonstratiion by facilitattor on Board √a /√b = , √a X√b= denoominator
Able to
t identify the
Can we rrepresent onn number line?? ,(√a + √b)( √a
ration
nalizing factor. √
Can we cconvert the denominator of tthe above - √b)=
fraction iinto a rational number? (√a+ √b)2= ,
Able to
t rationalize
Rationaliizing the denom minator b)2=
( √a - √b
thede
enominator.
Teacher explains the process of rationalizing the
√
Teacher will then explain n that
nator and proves
denomin = Rationaliization is the pro
ocess to remove the
t
√
Now makke the studentts understand how to represeent surds in tthe denominatorr of a fraction.
22
 it on number line
The same process can be continued to rationalize
denominators of
(i) (ii)
√ √

(10 mins) In class Exercise: closure

Teacher asks students to rationalize the denominator of
5/(√7-√2) and submit it within given time

Think line:
Why do we rationalize the denominator?

Summative assessment plan- only where relevant

Rationalize: 1/ (√5 + √3)

Teachers’ reflections and experiences:

1. What strategies can I implement to improve classroom management?
2. Did the students actively participate and show interest in the lesson?
3. How can I increase student engagement and create a more interactive learning environment?
4. Did I assess student understanding effectively during the lesson?
5. Did I provide timely and constructive feedback to guide their learning?

23
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subject: Mathematics Chapter: Number Systeem
Totaal no. of perio hapter:12 Period no :9/12
ods for this ch
btopicPractic
Sub ce Period
Leaarning Teaching--Learning Pro
ocess Pointerrs for formativve assessmennt- this Material
M
Outtcomes & This should include activities
a to faacilitate learniing should
d include straategies that will be re
equired
Indiicators/micrro- along with bbroad time du uration used to
o Check for Understanding
U g - e.g.,
commpetencies questionns/worksheetts/experimentts/assig
nmentts/self-assessm
ment checklistts/etc.
Teacher m makes the studen
nts into groups, aask them to solv
ve
C-11.1: the follow
wing questions an
nd present the so
olutions in front of
Devvelops the class
undderstanding
of numbers,
n
including the
set of real
nummbers and https:://youtu.be/L5
its properties
p JCll5ccnk?si=6s1p4e
N
Nkuf7kjXS
4 minn. BYJU’S vid
onn Visualizing
Sq
quare Roots
1. Various
V concepts
being applied on
number system.
2. Recall
R the conceptts
and terms being u
used
n chapter to solvee
in
th
hequestions
3. Critically
C Apply an
nd

24
 solve the questions
ofspirals.

Summative assessment plan- only where relevant

Represent square root of 7 and 9 by constructing a square root spiral.

Teachers’ reflections and experiences:

1. How can I better manage the time allocated for each activity?
2. What were my strengths during 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?

25
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subbject: Mathematics Chaapter: Numb
ber System
Totaal no. of perio
ods for this ch
hapter:12 Perriod no :10/122
Subttopic:Laws of Exponentss
Leaarning Teaching--Learning Pro
ocess Pointerrs for formativve assessmennt- this M
Material
Outtcomes & This should include activities
a to faacilitate learniing d include straategies that will be
should re
equired
Indiicators/micrro- along with bbroad time du uration used to
o Check for Understanding
U g - e.g.,
com
mpetencies questionns/worksheetts/experimentts/assig
nmentts/self-assessm
ment checklistts/etc.
(5 mins) Warm up
C-11.1: Demonsttration by facilitator on Blacck Board
Devvelops (Interacttive Method)
undderstanding
of numbers,
n 23 is readd as "2 raised to the power of 3"" or "2 cubed" aand
including the means 2×2×2=8
set of real
nummbers and 52 is reaad as "5 raised tto the power of 22" or "5 squaredd"
httpss://youtu.b
its properties
p and meanns 5×5=25 /EjpIG3hrz1E?
=Wz zIQfKY4G
nc033lD
(30 min) Demonstratiion by facilitattor on Board 6 min. Byju’s
videoo relating
Ablee to The facilittator explains th
he to the learneers and ask them
m to to visualizatio
• Extend laws of give suitable examples Through examples the fo
ollowing laws will be
of ex
xponents
exponents for 61 = 6 derived
and ppowers
negativepowers.
70 = 1
• Verify
V the laws off
4-1 = ¼ Laws
s of Expo
onents
exponents involviing
thhe samebases x2x3 = x2+3 = x5
• Apply
A the laws of x6/x2 = x6-22 = x4
exponents to the (x2)3 = x2×33 = x6 x1 = x
reealnumbers. (xy)3 = x3y3 x0 = 1
• Verify
V the laws off (x/y)2 = x2 / y2 x0 = 1
26
 exponents involviing x-3 = 1/x3 xmxn = xm+n
different bases bu
ut
th
he sameexponen nts
xm/xn = xm-n
And the laaw about Fractio
onal Exponents:: (xm)n = xmn
(xy)n = xnyn
.
(x/y)n= xn/yn
Activity: (5 minutes) x-n = 1/xxn

Question
n 1: Simplify the following expresssions:

(ii) (3/4)8 × (4/3)5 ((ii) (5/7)5 × (5/7)–6

–

Question 2: Express each

h of the following
g as rational
numbers:

(i)) (4/5)4 (ii) (64/81

1)3/2 (iii) ( –2/5)–4

Su
ummative assessment plan
n- only wheree relevant

Tea
achers’ reflections and e
experiencess:

1. D
Did the studentss actively partiicipate and sho
ow interest in tthe lesson?
2. How
H can I incre
ease student engagement an nd create a moore interactive learning enviro
onment?

27
 3. D
Did I assess stu
udent understa
anding effective
ely during the lesson?
4. Did
D I provide tim ack to guide their learning?
mely and consttructive feedba
5. How
H ove my assesssment and feedback practice
can I impro es?

Chapter Plan (Unit pla

an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subject: Mathematics Chaapter: Numb
ber System
Totaal no. of perio hapter:12 Peeriod no :11/12
ods for this ch
Subttopic:Applica ation of laws oof exponents.
Leaarning Teaching--Learning Pro
ocess Pointerrs for formativve assessmennt- this Material
M
Outtcomes & This should include activities
a to faacilitate learniing should
d include straategies that will be re
equired
Indiicators/micrro- along with bbroad time du uration used to
o Check for Understanding
U g - e.g.,
com
mpetencies questionns/worksheetts/experimentts/assig
nmentts/self-assessm
ment checklistts/etc.
https:///www.youtu
com/liive/bn1H99J5
C-11.1: c?si=tjjrmPERYAv5
Devvelops 5Uf
undderstanding Recapitulation: 5 min
of numbers,
n Oral Test would
w be taken upp.
including the
set of real Discussionn of topic througgh Collaborativee Learning: The studennts, with the helpp of the facilitatorr, will
nummbers and 15 min solve the qquestions from NCERT
N book of Exercise
E
Applicatioon – 1.5 in thheir notebook in thhe class with the help of
its properties
p of law of
34 min. BYJU’S
video on Operatio
their teachher.
exponents.. on Real
R Number
a Laws of
and
E
Exponents

- Able to understan
A nd
he Various laws of
th o Independeent Practice:15 mins
m Simplify
y:
ex
xponents to operaate will complete the remaining HW parts given in the
Students w

28
 on real numbers. monthly planner of Exercise
- Critically apply and 1.5 in their Math HW notebook.
extend previous
knowledge of Closure: 5 min
Summarization would be taken to check proper assimilation of
exponents to
the topic discussed.
irrational numbers.

Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

1. How can I better manage the time allocated for each activity?
2. What were my strengths during 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?

29
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subjecct: Mathematiccs Chapteer: Number System
Totaal no. of perio
ods for this ch
hapter:12 Peeriod no :12/12
Subttopic:Practic ce Period
Lea
arning Teaching--Learning Pro ocess Pointerrs for formativve assessmennt- this Material
M
Outtcomes & This should include activities
a to faacilitate learniing d include straategies that will be
should re
equired
Indiicators/micrro- along with bbroad time du uration used to
o Check for Understanding
U g - e.g.,
com
mpetencies questionns/worksheetts/experimentts/assig
nmentts/self-assessm
ment checklistts/etc.
https:///youtu.be/vLSk
Recapitulation: 5 min 5_HKQ
C-11.1: Oral Test would
w be taken upp.
Devvelops Discussionn of topic througgh Collaborativee Learning: 20 m
min
undderstanding
of numbers,
n With out aactual division deccide which of folllowing rational
including the numbers hhave terminating ddecimal representtation?
set of real (i) 33/375 (ii) 15/28 (iii) 16/45 3 min. BYJU’S video
nummbers and (iv) 12/35 (v) 80/27 (vi) 123/12 250
Exponnents and Powe

its properties
p

Underrstand Independent Practice: Students would try Level

L 2
3. Various
V concepts questions from the spiral.
being applied on
number system.
4. Recall
R the conceptts
and terms being u
used
in
n chapter to solvee
th
hequestions
Closure: 115 min
Summarization, preferably by a student, wouuld be taken to chheck
30
5. Critically Apply and proper assimilation of the topic discussed.
solve the questions
ofspirals.

Summative assessment plan- only where relevant

1. If find the value of x 2 + y 2 + xy.

2. If find the value of x 2 - y 2.

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?

31
 WO
ORKSH
HEETS
S
C
CHAPTER.1 NUMBER
N SYSSTSEMS – WO
ORK SHEET.1

C
CHAPTER.1 NUMBER
N SYSSTSEMS – WO
ORK SHEET.2

C
CHAPTER.1 NUMBER
N SYSSTSEMS – WO
ORK SHEET.3

32
Reference: NCERT Exemplar

Remedial Teaching:
The following topics has reviewed by taking reteaching classes:
1. Introduction to number system.
2. Irrational Number.
3. Real Number and Their Decimal Expansion.
4. Square root spiral
5. Representation of Real Number on Number Line.
6. Operations on Real Number.
7. Laws of Exponents for Real Number
with explanation of problems and examples.

33
 2.PO
OLYNO
OMIALS

[Ty
ype or Scan QR Code]
[Gotto https://epathsshala.nic.in]
h
https://epathshala.nic.in/topic-d.php?id=0962CH0
02

THE FOL
LLOWING CURRICUL
LAR GOALS
S (CG) AND
D COMPETE
ENCIES (C)) WILL BE DEVELOPE
D ED
THROU
UGH THIS CHAPTER
CURRICU
ULAR GOA
ALS(CG) COM
MPETENCIE
ES (C)

CCG-3: Discovvers and proves algebraic id dentities and the models 3.1: States aand motivatess/proves remaainder theoreem, factor
rreal- life situations in the fo
orm of equatiions to solve them theorem, annd division algoorithm
C-3.2: Modeels and solves context utilizzed problemss using
equations (ee.g., simultaneous linear equations in twoo variable
single polyno omial equatio
ons) and drawws conclusionss about a
situation beiing modelled

K
Key concepts: 1. Introducttion to Polyno
omial 2. Polyn
nomials in on
ne variable 3. Zeroes of a p
polynomial
4.Factorizattion of a polyn
nomial 5. Alggebraic identitties
1
MIND MAP

2
 PERIOD WISE PLAN
Learning Outcome:Demonstrates strategies of finding roots and determining the nature of roots of a quadratic equation.
PERIOD TEACHING TOPIC LEARNING OUTCOMES/Objectives
NO.
1 1.Introduction to Polynomial Differentiates between general algebraic expressions and polynomials.
2. Polynomials in one variable Classifies polynomials on the basis of terms and degree: linear, quadratic and cubic and
3. Zeroes of a polynomial number of terms: monomial, binomial, trinomial.

2 Types of polynomials (based on 1.Find the degree of any polynomial and classifies the polynomials as linear, quadratic and
number of terms and based on
cubic
degree)
2.Identifies degree of a polynomial
3 Zeroes of a polynomial (linear) 1) Finds the value of polynomial
2) Find the zero of a linear polynomial
3) Verify the given value is zero or not

4 Problems related to zeroes of 1) Finds the value of polynomial

polynomials
2) Find the zero of a linear polynomial
3) Verify the given value is zero or not

5 Practice period for the above Solve Higher order and competency based and value-based questions.
concepts
6 Introduction to Remainder Identifies/classifies polynomials among algebraic expressions in order to apply appropriate
theorem and Factor theorem algebraic identities to factories them Using the Remainder theorem, calculate division of p(x)
by a linear polynomial ‘x-a’ and find the remainder is p(a)

7 Remainder theorem and Factor Identifies/classifies polynomials among algebraic expressions in order to apply appropriate
theorem algebraic identities to factories them
Using the Remainder theorem, calculate division of p(x) by a linear polynomial ‘x-a’ and find
the remainder
Relates the factor theorem to the remainder theorem.
Division of polynomial with linear polynomial
Understanding Remainder theorem and Factor theorem.

3
 Solving questions using Remainder theorem and Factor theorem

8 Problems on Remainder theorem Identifies/classifies polynomials among algebraic expressions in order to apply appropriate
and Factor theorem algebraic identities to factories them
Using the Remainder theorem, calculate division of p(x) by a linear polynomial ‘x-a’ and find
the remainder is p(a) and verify using long division.
Relates the factors of a polynomial with its zeroes and vice versa
Uses given information about the zero or factors of a polynomial to factories it
9 Problems on Remainder theorem Identifies/classifies polynomials among algebraic expressions in order to apply appropriate
and Factor theorem algebraic identities to factories them

10 Remainder Theorem Identifies/classifies polynomials among algebraic expressions in order to apply appropriate
Practice/Remedial Class algebraic identities to factories them
Using the Remainder theorem, calculate division of p(x) by a linear polynomial ‘x-a’ and find
the remainder is p(a) and verify using long division.

11 Finding the value of ‘k’ type Application of Remainder theorem and Factor theorem
questions
12 Expanding and factorizing using Identifies/ classifies polynomials among algebraic expressions and factors them by
Algebraic Identities applying appropriate algebraic identities.
Derives proof of algebraic identities (x + y + z)2; (x+y)3 ;
(x- y)3Applies algebraic identities to factories polynomials
13 Algebraic identities: (x+y)3 and (x – Identifies/ classifies polynomials among algebraic expressions and factories them by applying
y)3 appropriate algebraic identities.
14 Algebraic identities – (x3 + y3) and Identifies/ classifies polynomials among algebraic expressions and factories them by applying
(x3 – y3) appropriate algebraic identities.
Apply the concept of factorization to solve daily life situations
Derive the proofs of identities of algebraic expressions. Factorizes a polynomial using the
appropriate identity

4
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: polynomials
Total no. of periods for this chapter:14 Period no :1/14
Subtopic: (i) Introduction to Polynomials (ii) Polynomials in one variable (iii) Zero of a polynomial
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- this Material
Indicators/micro- This should include activities to facilitate should include strategies that will be required
competencies learning along with broad time duration used to Check for Understanding - e.g.,
questions/worksheets/experiments/as
signments/self-assessment
checklists/etc.
CG3: Discovers and Teacher asks the following question and testing of
Previous knowledge happens (Teacher note: This
proves algebraic
is individual work followed by pair sharing and
identities and models whole group sharing) (10 min)
real life situations in the
form of equations to 1. Write a mathematical expression for the following:
solve them. a. Ram is making packets of buttons. He has
C 3.1: States and packed 2 packets and 3 extras are left.
motivates/proves remainder b. Shamla packs lunch box for a company. She
theorem, factor theorem, packs 3 rotis in one lunch box. At end shed
and division algorithm finds 1 roti less for a box.

2. In above expression find the terms.

3. Give some examples of terms.
Differentiates between 4. Write 5 algebraic expressions of your own. 1.5x+8y-12
general algebraic expressions 5. Identify the constants in the following expressions?
and polynomials. 2𝑥 + 5,3𝑥 + 9,4𝑥 − 8𝑥 − 4 Identify the variables in the above expression
2.Write any 5 algebraic expressions?
Classifies polynomials on the (Teacher introduce the topic through asking
basis of terms and degree: https://yout
questions) (10 min)
linear, quadratic and cubic u.be/VlW9
In pairs, write:
and number of terms: E59uUy4?si
1. Two expressions with (a constant) X (a variable),
monomial, binomial, =1hOnMd6
where constant is a number.
5
trino
omial. 2. Two expreessions with (a cconstant) X (a vvariable), K891BF2
xed value that is known.
where consstant takes a fix

Teaacher draws thee below figure:

Teache
can use t
12 min
5x+7
7 videoma
by Tuto
Mate a
1. What is thee area of a squaare with the sidee ‘x’ unit? referen
Obbserve the above figure and ideentify the
Is 𝑥 an algebraic expression?
e folllowing (or to
1. Algebraic eexpression explain)
eacher asks th
(Te he students to
o take any 2D figure 2. Terms intro o
and
d prepare alge
ebraic expresssion using it) (10 min) 3. Number off terms Polynom
s in deta
4. Coefficientt of x
2. Identify thee constants, coeefficients, and vaariables in 5. constant
the expresssion. 𝐶 = 2𝜋𝑟
Doo the following
g activity:
terms N
Number of termss
4xx
8xx-9p+10
7yy2-8z-10w-20 Forrmative Assessm
ment:
2yy-10x3
1. Write 3 alggebraic expressions which
Whhat do you call a constant that is multiplied by a are not polynomials?2.
variable. 2. Write the coefficient of eaach term
−𝑥 + 7𝑥 − 8𝑥 + 9
whaat is the coefficiient of x in 3x. 3. How can yyou justify that 9 inthe above
polynomiall is a constant?
obsserve the follow
wing box and ansswer the follow
wing 4. Why x-5 is not a polynom mial?
queestions

6
 1. Match polyno
omial to its type:
SSet A – 2x3 + 5xx + 3, - 4x, y + 2, 3y3 + 2y2 -
1. Identify thee expressions whose
w powers arre whole
7y – 2
numbers? W What are such eexpressions called? SSet B - Binomiall, Polynomial, monomial,
m
trinomial
2. Identify thee expressions whose
w powers arre not
whole nu umbers? What aare such expresssions 22. Write any fivee polynomials. SShare it with
called? your friend neext to you. Tell the type of
Activity (10 min) polynomials that your friend has framed.
1. Identify pollynomials in the following:
1
𝑥 − 5𝑥 + 7, √2𝑡 + , 3 3𝑥 − 5𝑦 + 7,
𝑡
𝑡 − 𝑡 − 𝑡, 𝑥 + 𝑦 −𝑡
Write whicch among them are polynomials in one
variable.

2. Write the 3 examples for - Binomial, Polyynomial,

monomial, trinomial

Asssignment:

1. 1Give exam
mples of polyno
omials.
7
 2. Is 2, –5, 7, Are they polynomials? If so,
what do you call such polynomials?
3. Is 0 a polynomial? Explain
Summative assessment plan- only where relevant
1. Write any 3polynomials with 4 terms.
2. In the polynomial a3y3 + a2y2 + a1y + a0, Identify the constant term and coefficient of y3.
3. Write a polynomial whose sum of coefficients is 0.
Teachers’ reflections and experiences:

8
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Polynomials
Total no. of periods for this chapter:14 Period no :2/14
Subtopic: Types of polynomials (based on number of terms and based on degree)
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- this Material
Indicators/micro- should include strategies that will be required
This should include activities to facilitate
competencies used to Check for Understanding - e.g.,
learning along with broad time duration
questions/worksheets/experiments/as
signments/self-assessment
checklists/etc.
CG3: Discovers and Testing of Prerequisite knowledge
5 min
proves algebraic
identities and models Whole class discussion
real life situations in the identify the polynomials
form of equations to 1
solve them. 𝑥 + 5𝑥 + 6,5𝑥 − 8𝑥 + 9𝑥 + 8, 𝑥 + , 𝑥 , 0,3,4𝑥
𝑥
What is the coefficient of x2 in the polynomial https://yout
u.be/bhHm
C 3.1: States and 𝑥 − 5𝑥 − 6𝑥 − 9 c_YOlEc?si
motivates/proves remainder Types of polynomials both terms and based on =csJ2MfiEy
theorem, factor theorem, What is the leading coefficient in the polynomial
degree slips flash cards KgQaRSG
and division algorithm 2𝑥 − 3𝑥 − 7𝑥 + 9
Identify coefficients and constant in the following
figure and also write number of terms

Learning outcome:

9
Iden
ntifies/ classifie
es
poly
ynomials amon ng
algeb
braic expressiions and
facto
ories them by y
applying appropriiate
algeb
braic identitie es. Teacher
can use t
7 min.
Learnning objectives: video to
ok at the polyno
Loo omial and answeer explain/r
1.Find
d the degree off any force the
polynnomial and classsifies the topic typ
of
polynnomials as linearr, polynom
Inttroduction of the
t topic: who
ole class activity
quadratic and cubic prepared
(30 by Let’st
2.Identifies degree of
o a min
nutes)

polynnomial Loo
ok at the follow
wing polynomialss:

𝑥) = 3𝑥 + 4𝑥 − 2𝑥 + 5𝑥 − 3.
𝑝(𝑥

𝑦) = 5𝑦 − 4𝑦 + 𝑦 + 1
𝑟(𝑦

f(t) = 3 – 2t2 + 5t3

m) = 7
q(m

f(x)) = 5+ 3x – 9 x2

p(z)) = 2z - 5

Whhat is the term w

with the highestt power of x?
Completee the table
Whhat is the expon
nent in that term
m?
10
The teacher introduces the degree of polynomials, non –
zero constant polynomials and zero polynomials

What is the degree of a non-zero constant polynomial?

What is the degree of the zero polynomial?

Activity:

Fill the table and write your observation

Degre Maximum No. of Terms in
e the Polynomial
1
3
7

Now observe the polynomials

p(x) = 4x + 5,
q(y) = 2y,

11
r(t) = t + 2
s(u) = 3 – u. 1. Write 3 linear polynomials?
2. Write 3 monomials?
Do you see anything common among all of them? 3. Give an example which is a multinomial
but not a polynomial?
What is the degree of each polynomial?
The teacher introduces linear polynomials.

In pairs, write three linear polynomials.

Would you be able to find linear polynomials in x with 3
terms? In the general form of a linear polynomial ax +
b, where a and b are constants and a ≠ 0
Write the general form of a linear polynomial.
Why a ≠ 0?
Now consider the polynomials

5
2𝑥 + 5,3𝑥 − 3𝑥 − 𝜋 , 𝑥 , 𝑥 + 𝑥
2
Do you see anything common among all of them?

What is the degree of each polynomial?

Verify the following given polynomials are

quadratic or not.
The teacher introduces quadratic polynomials.
5 – y2,
4y + 5y2
Can you write a quadratic polynomial in one variable with
four 6 – y – y2.

different terms?

12
Write the general form of a quadratic polynomial.

Teacher Note: Teacher should ensure that the students to

identify the general form of the quadratic polynomial Is

𝑎𝑥 + 𝑏𝑥 + 𝑐( a≠0)
Now consider the following polynomials
5
3𝑥 + 2𝑥 + 5,4𝑥 − 3𝑥 − 3𝑥 − 𝜋 , 𝑥 , 𝑥 + 𝑥 − 9
2
What is the degree of each polynomial?

How many terms do you think a cubic polynomial in one

variable can have? Formative assessment:
1.what is the degree of zero polynomial?

Write a general form of a cubic polynomial. 2. Write the coefficients of x2 in each of the
following:

(i) 2 + x2 + x (ii) 2 – x2 + x3 (iii) 𝑥 + 5

Teacher Note: Teacher should ensure that the students to
identify the general form of the cubic polynomial Is 3. Give one example each of a binomial of
degree 35, and of a monomial of degree 100.
𝑎𝑥 + 𝑏𝑥 + 𝑐𝑥 + 𝑑 where (a≠0)

By observing linear, quadratic and cubic

Recapitulation: (5 minutes)
polynomial write general form of a nth degree
polynomial

Summative assessment plan- only where relevant

13
1.what is the degree and coefficient of x3 the polynomial 7𝑥 − 4𝑥 + 3𝑥 + 2𝑥 − 5
2. Classify the following as linear, quadratic and cubic polynomials.
(i) x2 + x (ii) x – x3 (iii) y + y2 + 4 (iv) 1 + x
(v) 3t (vi) r2 (vii) 7x3
3. Sheetal says she could write a binomial with degree 2. Do you agree with her. Explain with an example.

Value based question: Dr.BR Ambedkar gurukulam karapudi students wanted to donate some amount to old people. So, in class IX times the square
of the total number of students plan to donate to people above the age of 80, the time the number of students pan to donate only to women while 15
students plan to donate for differently-abled people.
Based on the above information, answer the following questions.
1. Using the above information, express the number of students donated as a polynomial p(x) if the total number of students is x.
2. Find the coefficient of x in the polynomial.
3. Name the type of polynomial based on degree and based on terms.
4. Value of p(x) at x = 40
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)
14
Class: 9th Subject: Mathematics Chapter: Polynomials
Total no. of periods for this chapter:14 Period no: 3/14
Key concepts: 1. Introduction to polynomial 2. Types of polynomials 3. zeroes of a polynomial
4.Reminder Theorem 5. Factor Theorem 6. Algebraic identities
Subtopic: Zeroes of a polynomial (linear)
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- this Material
Indicators/micro- should include strategies that will be required
This should include activities to facilitate
competencies used to Check for Understanding - e.g.,
learning along with broad time duration
questions/worksheets/experiments/as
signments/self-assessment
checklists/etc.
CG3: Discovers and Teacher asks the following question and testing of
Previous knowledge happens (Teacher note: This
proves algebraic
is individual work followed by pair sharing and
identities and models whole group sharing
real life situations in the
Find p(0), p(1) and p(2) for each of the
form of equations to
solve them. 1. Individually complete the table. (10 min.) following polynomials:

Degree Name Example Number of (i) p(y) = y2 – y + 1 (ii) p(t) = 2 + t + 2t2 – t3

terms
C 3.1: States and (iii) p(x) = x3 (iv) p(x) = (x – 1) (x + 1)
motivates/proves remainder 1
theorem, factor theorem, 2
and division algorithm
3
4

15
Learrning outcome
e: a. Share it with yyour friend nextt to you.
b. Check the table filled by yourr friend. Do youu agree
Iden
ntifies/ classifie
es
with the examples given by yo our friend? Explain.
poly
ynomials amon ng
algeb
braic expressiions and [Teeacher’s note: Teacher
T could geet the students to pick up
facto
ories them by y onee of the examplees and explain ttheir agreementt or
applying appropriiate disaagreement.]
algeb
braic identitie es. 𝐼𝑓 𝑝(𝑥) = 𝑥 − 4 𝑡ℎ𝑒𝑛 𝑃(2)
= 0 𝑎𝑛𝑑 𝑃
𝑃(−2) =0
Zeros of a polyn
nomial Justtify? What do yyou say about zeeroes of the
https://yo
Learnning objectives: giveen polynomial?
Teaacher presents this
t context: (15 min.) u.be/NPl
4 Finds the valuue of
4) MlZb68?
An experiment is sset up. The tem
mperature of thee solution
t9G3fmz
polynomial is 2 degrees more than the room set up temperaature.
DuejCXw
Whhich is represented as p(x) = x + 2.
5) Find the zero
o of a
Complete the tablee to know the temperature
t of the
linear polyno
omial
solu
ution.
6 Verify the givven value
6)
Ro oom 100 -4 0
is zero or no
ot temperature
(inn 0C)
So
olution
temperature
Teacher
0
(inn C) can use
above 5
min. BIJU
[Teeacher Note: Teeacher to get initial values orally and video to
explain/r
lateer to demonstraate how to find value of a polynnomial for
force the
the values given the table. Later sttudents to take x value of concept
their choice and finnd the value of p(x).] zeros of
polynom
Gett students to thhink on what value of x will makke p(x) =
16
0.

Teacher introduces zero of the polynomials.

In general, we say that a zero of a polynomial p(x) is a

number c such that p(c) = 0.

Students individually work on the following problems and

share their work with their friends next to them.

1. If P(x)=x-1 then find the value of p (1) and p (-1).

2. Consider the polynomial p(x)=5𝑥 − 2𝑥 − 3𝑥 +
2 find the value of p(1) ,p(-1) and p(0).
Complete the table
Linear polynomial Zero of the
polynomials
1. For what values of x, p(x)=x- 1 becomes “0”
𝑥
2.For what values of y, q(y)=2y-5 becomes zero.
𝑥+𝑎
3.Check if 2 is a zero of q(x), where q(x) = x – 2. 𝑥−𝑎

4.Verify whether x = - 1, 2 are zeros of the 𝑎𝑥 +b

polynomial p(x) = (x – 1) (x – 2) 𝑏𝑥 − 𝑎

How do you get zero of the polynomials: (15 min.)

The teacher demonstrates: Formative assessment:

1. The zero of the polynomial p(x) = x– 1 is obtained 1.find the value of 𝑝(0), 𝑝(1), 𝑃(2) of the

17
 by equating it to 0, polynomial 𝑝(𝑡) = 𝑡 − 1

P(x) = 0 2. Check whether –2 and 2 are zeroes of the

polynomial x + 2.
i.e., x – 1 = 0, which gives x = 1.
3. If 2 is a zero of the polynomials
Teacher introduces, p(x) = 0 is a polynomial equation and
1 is the root of the polynomial equation p(x) = 0. p(x) = 2x2- 3x + 7a, find the value of a.

So, 1 is the zero of the polynomial x – 1, or a root of the 5.x2 + 1 has no zeros. Why?
polynomial equation x – 1 = 0.

Find the zero of the polynomial equation 2x + 1 = 0.

2x = - 1
x = - 1/2 Quiz (oral)
Consider the constant polynomial 9. Can you tell what its
zero is? Can a zero of a polynomial need to be 0?
If p(x) = ax + b, a ≠ 0, is a linear polynomial, how can we
find a zero of p(x)? Can 0 be a zero of a polynomial.
Follow the above instructions i.e.,
𝑏 How many zeros does a linear polynomial
𝑝(𝑥) = 0 ⇒ 𝑥 = −
𝑎 have?
So, − is the zero of p(x) = ax + b, a ≠ 0
Can a polynomial have more than one zero?
In pairs do the activity given below:
How many zeroes does a zero polynomial
Linear simplification Zero of the
polynomial polynomials have?
3x

x-2

3x+2

18
 2x-3

√2𝑥 + 5

Observe and discuss with your partner:

a. How many zeros does a linear polynomial have?

b. Can a zero polynomial need to be 0?
c. Can 0 be a zero of a polynomial?

Guided practice:10min
Exercise 2.2. 1 to 3
Recapitulation: (5 minutes)
Summative assessment plan- only where relevant
1. Identify x = – a/b is zero of which polynomial p(x) = ax + b or q(x) = ax – b.
2. Show that m = -2 is zero /root of the polynomial q(m) = m + 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?
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)
19
Class: 9th Subject: Mathematics Chapter: Polynomials
Total no. of periods for this chapter:14 Period no :4/14
Subtopic: Problems related to zeroes of polynomials
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- this Material
Indicators/micro- should include strategies that will be required
This should include activities to facilitate
competencies used to Check for Understanding - e.g.,
learning along with broad time duration
questions/worksheets/experiments/as
signments/self-assessment
checklists/etc.
CG3: Discovers and Testing Prerequisite Knowledge:
5 minutes
proves algebraic
identities and models I - In pair answer and share:
real life situations in the
1. What is the zero of the Polynomial x-2?
form of equations to
2. What is the zero of the Polynomial a x + b?
solve them.
3. What are the zeroes of the polynomial (x-2) (x-3)?
C 3.1: States and
motivates/proves remainder 4. At most how many zeroes does a linear polynomial
Complete the table
theorem, factor theorem, have?
and division algorithm
5. If p(x)=x2-3 then find p (3) and P (0).
x x2-x-2 x2-6x+9
6. How do you verify given values are zeroes are not
for quadratic and cubic polynomials? -1
0
II- Activity (Individual): Check if the given zero satisfies the
2 2 -2-2=0
given polynomial
Learning outcome:

20
Identifies/ classifies Zero x-2 X2-4 X3-8
polynomials among
algebraic expressions and 2
factories them by
applying appropriate -2
algebraic identities.
0

Learning objectives: Discuss with your friend:

Solve problems related When do we say a given value of x is zero of a polynomial?

to zeroes both higher
order and lower order Summarize:
thinking-based questions.
If ‘a’ is zero of the polynomial p(x), then p(a) = 0.

Teacher orientation:
(25min)

The teacher extends this in finding unknown.

If 5 is the zero of linear Polynomial x- t, what is the value
of t? Complete the table
P(x) = x – t polynomial Value of x Verify zero
Since 5 is the zero of x -t,
or not
P(5) = 0
5–t=0 𝑝(𝑥) 𝑥 = ±1
t=5 =𝑥 −1
Students work in pair: 𝑝(𝑥) 3
1. If ‘- 2’ is a zero of the polynomial x - m. Find m. 𝑥=−
= 5𝑥 − 𝜋 2
2. If 3 is a zero of the polynomial 2y - c. Find c.

21
 𝑝(𝑥) 1 1
𝑥=− ,
= 2𝑥 − 1 2 2
Higher order thinking question

1. 𝑓(𝑥) = 𝑥 − 6𝑥 + 11𝑥 − 6
2. Find
𝑓(1), 𝑓(−1), 𝑓(2), 𝑓(−2), 𝑓(3), 𝑓(−3), 𝑓(6)𝑎𝑛𝑑𝑓(−
3. Observe which of the above are equal to zero.
4. Write these values as integral roots.
5. why 1,2 and 3 are zeroes of f(x)

Guided practice and recapitulation:

(10min)
Exercise 2 .2 - 4
Summative assessment plan- only where relevant

1. 𝐹𝑖𝑛𝑑 𝑡ℎ𝑒 𝑧𝑒𝑟𝑜𝑒𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑜𝑙𝑦𝑛𝑜𝑚𝑖𝑎𝑙 (𝑥 + 2) − (𝑥 − 2)

2. 𝐼𝑓 𝑥 = 2 𝑖𝑠 𝑎 𝑟𝑜𝑜𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑜𝑙𝑦𝑛𝑜𝑚𝑖𝑎𝑙 𝑎𝑥 − 3𝑥 − 10, 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑎
3. Find the zeroes of the polynomial 𝒙𝟑 + 𝟔𝒙𝟐 + 𝟏𝟏𝒙 + 𝟔.
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?

22
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Polynomials
Total no. of periods for this chapter:14 Period no :5/14
Subtopic: Practise Period – (All types questions non textual questions competency-based questions value-based questions)
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- this Material
Indicators/micro- should include strategies that will be required
This should include activities to facilitate
competencies used to Check for Understanding - e.g.,
learning along with broad time duration
questions/worksheets/experiments/as
signments/self-assessment
checklists/etc.
Learning outcome: 1.if degree of the polynomial Give examples of each of the following.
Identifies/ classifies Monomial
𝑥 + 4𝑥 + 8𝑥 − 7 is 4. Find the value of 𝛼.
polynomials among
Binomial
algebraic expressions and Here what is the degree off polynomial?
factories them by Trinomial
applying appropriate Is there any term does have exponent as 4? Linear polynomial
algebraic identities.
So 𝛼 − 4 must equal to which value? Quadratic polynomial
Cubic polynomial
So, what is the value of 𝛼?

2. Find the sum of coefficients of 𝑥 𝑎𝑛𝑑 𝑥 of the

polynomial 4𝑥 + 5𝑥 − 9𝑥 + 4
Learning objective:
3.what is the degree of polynomial √2
Solve Higher order and
competency based and
23
value
e-based questtions.

Complete the tablee Find the coefficiennt of x2 n the following

pollynomials.
Name of the degree exam
mple
polynomial
1. (𝑥 + 4)(𝑥 + 4)(𝑥 + 4)
Mo
onomial 100 2. ((2𝑥 − 5)(2𝑥 − 3𝑥 − 1)

Binomial 35

Trrinomial 2

https://y
4.Leength and bread
dth of a rectanggle are zeroes off the u.be/Bkh
polyynomials x-5 an
nd 2x-8 and resppectively are lenngth and rEBKxw?
Asssignment:
Gr8dx07
breeadth of rectanggle
Ds_Uo
1. 𝐼𝐼𝑓 𝑔(𝑥) = 𝑥 − 2√2𝑥 + 1, theen find the
Find
d the area of reectangle
valuue of 𝑝(2√2).
Firsst find zeroes off x-5 and 2x-8. Teache
2. sshow that x=1, x=2 and x=3 arre zeroes of can
thee encoura
No
ow take length aand breadth as a zero of the givven
ppolynomial 𝑥 − 6𝑥 + 11𝑥 − 6 the
polyynomials and fin
nd area of rectaangle.
students
3.V
Verify whether tthe following aree zeroes of do the
5. Iff 𝑓(𝑥) = 2𝑥 − 13𝑥 + 17𝑥 + 12 then find thhe value
thee polynomials indicated against them. activit
( ) shown
of (
.
) 𝑝(𝑥) = 2𝑥 − 13𝑥
𝑖) 𝑝 1 + 17𝑥 + 1
12 at x=2, -3 the 5 m
𝑖𝑖)𝑝(𝑥) = 𝑥 + 𝑥 − 6 𝑎𝑡 𝑥 = −3 video t
Firsst find the valuee of 𝑓(−2)
experien
4. SShow that degreees of the follow
wing a concre
Theen find 𝑓(−3).
24
Now find
( ) polynomials are Pythagorean triplet. idea on
( ) factorisatio
𝑥 + 𝑥 − 𝑥 + 1, 𝑥 − 𝑥 + 5, 𝑥 − 7 n of
6. Charity of the humanitarian act of giving something
5.Give 2 examples of algebraic expressions quadratic
good to needy people. While doing charity we should not 1) polynomial 2) not a polynomial. polynomial
accept anything return. As an act of charity to distribute (made by
Learning
fruits in an orphanage, Krishna buys x kg apples at the rate Notebook).
of Rs.80 and orange at the rate of Rs.40 per kg for charity.
Along that he buys 10kg pomegranate at the rate of
Rs.120 per kg. The quantity of oranges is equal to the
square of the apple quantity.

On the above information answer the following questions.

1.Equation of the total cost of the quantity is?

𝑝(𝑥) = 80𝑥 + 40𝑥 + 10 × 120

=40𝑥 + 80𝑥 + 1200

2.Equation of total cost of quantity of fruits is?

𝑥 + 𝑥 + 10
3.Find the degree of an equation of total cost of quantity

2?

4.find the coefficient of x in equation of the total quantity.

1?
25
 Find the total cost when x=5.

Summative assessment plan- only where relevant

1.If x=3 and x=0 are the zeroes of the polynomial 2𝑥 − 8𝑥 + 𝑎𝑥 + 𝑏, 𝑡ℎ𝑒𝑛 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 𝑜𝑓 𝑎 𝑎𝑛𝑑 𝑏.
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?

26
P
PERIOD PLLAN
Class: 9th
C Subject: Math
hematics Ch
hapter: Polyynomials
TTotal no. of p
periods for thiis chapter:14 Pe
eriod no :6/14
4
SSubtopic: Intrroduction to Remainder th
heorem and FFactor theore
em

Teacching Learning Process

P or formative assessment-
Pointers fo a t
this
should includ
de strategies that will be used
u
Learning Outco
omes & This should include acctivities to
Indicators/Micro Componentss
to Checkk for Understanding - e.g.,, TLM
facilitatte learning allong with questions/wworksheets/exxperiments/aassig
brooad time duraation nments/self-assessment checklists/e etc.
CG3: Discove ers and provees Testing o
of Prerequisite e
knowledg
ge (10 min)
algebraic ideentities and https://yyoutu.be/bN
models real llife situationss Whole claass discussionn: 7l1cP0MMIU?si=hwA
M3RBh hqrh1ooqy
in the form oof equations tot
solve them.
C 3.1: States and
motivates/provves remainder
theorem, factorr theorem, and - When do we call a divisor as a factor?
division algorithhm
- What will be the
t remainder w
when divisor is the
1) Observee the above longg division factor of dividend?
and identifyy Divisor, Quottient, - Are all the divvisors’ factors o
of the dividend?
Remainderr and Dividend. Write a This 7 min.
m video
mathematical relation betw ween them. - What is Euclid
d’s Division Algo
orithm? explains remainde
theoremm and facto
LEARNING O
OUTCOMES 2) What is the relation beetween theoremm in simple
Divisor, Diividend and Remmainder? way maade by
Identifies/classsifies

27
polynomials among
a LearnFaatafat.
algebraic exppressions in
order to applly appropriate
e Teacheer can use
algebraic idenntities to the videeo to make
factorise them
m studentts
understtand or
reinforcce the
concept

II – Teachher extends th
he concept
of division
n to polynomiials. (10
min)
Divide polyynomial
p(m) = 2m3 – m2 + 4m by t(m) = m

Teacher sh hould extend the knowledge

of division and division alggorithm of
numbers to o the topic of PPolynomials
by step-by--step instructionns (following
Whole Claass Activity follo owed by (5x6-2x4+11x3+4x)
+ ÷x
Group actiivity). (220 min.)
Check the Division algorithm. Find the remain
nder.
1. Here, what
w do polynommials p(m) and t(m)
t
Teacher sh hould make the students to represent?
understand d the degree of remainder is 2. What iss quotient q(m) and remainder r(m)?
always lesss than the degreee of devisor. 3. What iss the degree of quotient
q and
remaind
der?
28
 Generalisation of the concept:
p(m) = t(m) x q (m) + r(m) (5x3-3x+4) ÷ x
Degree{r(m)} < Degree{t(m)} Check the Division algorithm

Teacher should reinforce the concept Practice Worksheet

using several examples.
Note: Images
collected from
1. p (-2) is – 2. Is x + 2 is a factor of x2 + 7x + NCERT text book
2
E.g. (7x + 14x) ÷ (x +2) 12? Explain. and Google Images
2. p(5) is 0. Is x – 5 is a factor of 2x – 10? Explain. from Creative
Common licence
Summative assessment plan- only where relevant
Teacher makes the students into groups and ask them to present before class.
Examine if x – 1 is a factor of which of the following polynomial:
1. 2x3 – x2 + x – 1
2. x3 – x2 + x – 1
x – x 2 – (2 + √2) x + √2
3

Teacher Reflection 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 student

29
 th
h
P 0min)Class: 9
PERIOD PLAN (40 Subject: Mathematicss Chapter: polynomiaals
TTotal no. of p
periods for thiis chapter:14 Period no
n :7/14
SSub Topic: Reemainder The
eorem (Proof & Problems)
Learning Outcomes & Teaching Learning
g Process Asse
essment TLM
Indicators/Miicro Compone
ents

CCG3: Discovers and proves Recall frrom previous

aalgebraic identiities and modells Studentss individual worrk and share
ons in the form of
rreal life situatio it with thheir friend nextt to them.
eequations to so olve them. (10 min.)
1. w
what is the remaainder when
we divide p(x)=33x3-x2-x-4
w
C 3.1: States annd motivates/proves w
with x-1?
rremainder theorem, factor
ttheorem, and diivision algorithm
m
2. CCheck if the rem
mainder
wwhen we divide p(x)=3x2-
xx+1 with x+1 is non -zero
nnumber.
L
LEARNING O
OUTCOMES
IIdentifies/classsifies polynom
mials
aamong algebrraic expression ns in
oorder to apply y appropriate Teacherr extends it to generalise
g
aalgebraic idenntities to facto
ories the Rem
mainder theorem m and Factor
tthem theorem
m. (10 min..) https://yo
outu.be/p1lSRA
AeEMR0?si=
C5C970 0KaerBNW5f6
10 min. video
v made by JG
J on
L
LEARNING O
OBJECTIVES Can you
u tell me the rem
mainder
Remaind der theorem and d Synthetic
when wee divide p(x) with x-a?
UUsing the Rem mainder theorrem division of Polynomials
tto calculate re
emainder whe en Teacherr should generalise the fact
pp(x) is divided
d by a linear in the fo
orm of the remaainder

30
polynomial theorem and let’s prove it.
Presentation
Relates the factor theorem to the Remainder theorem (10 min.)
remainder theorem.
When a polynomial p(x) of degree
greater than or equal to 1 is
divided by a linear polynomial (x -
a), then the remainder is equal to
p(a).
Division of polynomial with linear Proof is derived
polynomial Here, p(x) is the dividend.
Write division algorithm for
And f (x) = (x – a) is divisor. expressing p(x) in terms of f(x),
When we divide p(x) by f(x) we get q(x) and r(x).
quotient as q(x) and remainder as
r(x).
3) Find the remainder when
x3+4x2+4x-3 is divided by x.
Discuss the degree of f(x).
Substitute ‘a’ in place of ‘x’
(p(x) = (x- a) . q(x) + r(x). 4)What number should be added
What do you arrive at? to x2 + 5 so that the resulting
Understanding Remainder theorem polynomial leaves the remainder 3
and Factor theorem. when divided by x + 3?
Suppose r(a)=0 in the above Find the remainder when p(x) is
context what would be the relation divided by mx – n.
between (x-a) and p(x).

Factor Theorem (10 min.)

Solving questions using Remainder

31
theorem and Factor theorem
In whole class activity teacher Discuss Dividend, Divisor
should explain the theorem by
discussion. Compare the degrees of the
dividend, divisor and remainder

Practice questions
Assignment:
1. Find the remainder when
x4+x3-2x2+x+1 is divided by Check whether the polynomial
x-1. q(t)=4t3+4t2-t-1 is a multiple of
Write the degrees of the 2t+1
dividend, divisor and
remainder?

Summative assessment plan- only where relevant

S.A. Questions: 1) Write the remainder when the polynomial f(x)=x3+x2-3x+2 is divided by x+1.
2) Find the remainder when x15 is divided by x+1.
3) Find the remainder when f(x)=4x3-3x2+2x-1 is divided by 2x+1

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?

32
 PERIOD PLAN
Class: 9th Subject: Mathematics Chapter: Polynomials
Total no. of periods for this chapter:14 Period no :8/14
Sub topic: problems on Remainder theorem and Factor theorem

Pointers for formative

assessment- this should
Teaching Learning Process include strategies that will be
Learning Outcomes & This should include activities used to Check for
Indicators/Micro Components
Material required
to facilitate learning along Understanding - e.g.,
with broad time duration questions/worksheets/experi
ments/assignments/self-
assessment checklists/etc.

CG3: Discovers and proves Recapitulation (15 min)

algebraic identities and 1. Check whether -2 and 2 are How do we get the value of ‘y’ to
models real life situations in zeroes of the polynomial substitute in p(y)?
the form of equations to x+2.
2. Check if (y – 2) and (y + 3)
solve them. are factors of y2 + 5y + 6. In
C-3.1: States and motivates/proves Rita says taking to check if y – 2 is a
remainder theorem, factor theorem and pair share your response factor of p(y), we have to plug in y
division algorithm and justify. = 0 and find p(0). Do you agree
C-3.2: Models and solves contextualized 3. Factorise 12x2-7x+1, with here? Why or why not?
problems using equations (e.g., 2x2+7x+3, 6x2+5x-6,
simultaneous linear equations in two
3x2-x-4
variables or single polynomial equations)
and draws conclusions about a situation
being modelled
Activity 1: (10 min)
LEARNING OUTCOMES Teacher extends application of If x – a is a factor of p(x), then
factor theorem to find unknown
33
Identifies/classifies polynomials values. what is the value of p(a)?
among algebraic expressions in
order to apply appropriate
algebraic identities to factories Find the value of k, if y – 2 is a
them factor of y2 + 2y – k.
[teacher note: Group Activity:
LEARNING OBJECTIVES Make students into groups, ask
them to solve and present before What is the condition for x – a to
Using the Remainder theorem, class] be a factor of p(x)?
calculate division of p(x) by a
linear polynomial ‘x-a’ and find
the remainder is p(a) and What is the condition for m +3) to
verify using long division. be a factor of q(m) =m2 + 7m + 12?
In pairs solve the following:
1. If (m- 1) is a factor of the
polynomial p(m) = m2 + 5m - 3k check weather -2 and 2 are zeroes
Relates the factors of a of the polynomial;
polynomial with its zeroes and Students individually work on x+2
vice versa Exercise 2.3

Uses given information about Activity 2: (10 min)

the zero or factors of a
polynomial to factorise it In pairs students to,
examine which of these (m + 3),
(m- 3), (m+2) and (m +4) are the
factors of the polynomial q(m) = m2
+ 7m + 12.
Verify by multiplying the factors.
factorise 𝑖) 12𝑥 − 7𝑥 +
1 𝑖𝑖) 2𝑥 + 7𝑥 + 3
Factorisation using factor theorem

34
 Y2-5y+6 (5 min.) 𝑖𝑖𝑖) 6𝑥 +5x-6 iv) 3𝑥 -x-4

Summative assessment plan

Teacher Reflection 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?

35
 PERIOD PLAN

Class: 9th Subject: Mathematics Chapter: polynomials

Total no. of periods for this chapter:14 Period no :9/14
Sub topic: Problems on Remainder theorem and Factor theorem

Learning Outcomes & Teaching Learning Process Pointers for formative assessment- TLM
Indicators/Micro Components this should include strategies that will
be used to Check for Understanding -
e.g.,
questions/worksheets/experiments/a
ssignments/self-assessment
checklists/etc.

CG3: Discovers and proves al gebrai c Recap:(5 min)

i denti ti es and model s real l i fe The factor theorem tells:
si tuati ons i n the formof
equati ons to sol ve them. ● if we are told that p(y)=0,
C-3.1: States and motivates/proves then we can state that (y−a)
remainder theorem, factor theorem and _______of p(a)
division algorithm ● if we are told that (y - a) is a
C-3.2: Models and solves contextualized
problems using equations (e.g.,
factor of p(y), then we can
simultaneous linear equations in two state p(a)=_____.
variables or single polynomial equations)
and draws conclusions about a situation Teacher extends factorization of If (m-2) is factor of f(m), What is
being modelled cubic polynomials using factor the value of f(2)?
theorem. (15
min.) [Teacher could include few more
such question]
1) https://youtu.be/R-
.
7kD8bAzjQ?si=LBMTAzmo
LEARNING OUTCOMES LPo11bxF
2) https://youtu.be/qRznHzKLY
Identifies/classifies polynomials xE?si=WoU3hrEASK0HRl6
among algebraic expressions in
36
order to apply appropriate P
algebraic identities to factories
them The above two videos (1st one On factorisation of cubic
6 min. and 2nd one 3 min.) polynomials, what is the maximum
explains how to factorise cubic number of factors it can have?
LEARNING OBJECTIVES polynomial using factor
theorem (made by Tic
Using the Remainder theorem, TacLearn English). Teacher can
calculate division of p(x) by a display the videos to build
linear polynomial ‘x-a’ and find concept.
the remainder is p(a)
Group Activity: Teacher make
Formative assessment:
students into groups, ask them to
solve a few questions and present
before class. (20
min.) 1. if f(1)=0 then what is the
factor of f(x).
2. if f(-3)=0 then what is the
Factorise 𝑥 − 23𝑥 + 142𝑥 −
factor of f(x).
120
3. if x-3 is a factor of f(x) then
what is the value of (3).
X3+13x2+32x+20
4. factorise 𝑦 − 5𝑦 + 6
5. Factorise the following.

𝑖)𝑥 − 2𝑥 − 𝑥 + 2
𝑖𝑖)2𝑦 + 𝑦 − 2𝑦 − 1

Summative assessment plan- only where relevant

summative: factorise𝑖)𝑥 − 3𝑥 − 9𝑥 − 5

𝑖𝑖)𝑥 + 13𝑥 + 32𝑥 + 20

Teacher Reflection and Experience:

37
 PERIOD PLAN
Class: 9th Subject: Mathematics Chapter: Polynomials Sub Topic: Remainder Theorem (Practice/Remedial Class)
Total no. of periods for this chapter:14 Period no :10/14

Learning Outcomes & Teaching Learning Process Assessment TLM

Indicators/Micro Components

CG3: Discovers and proves Group Work/Individual Work

algebraic identities and (10 min)
models real life situations in Exercise 2.3
the form of equations to
solve them. 1) Find the remainder when
x3+3x2+3x+1 is divided by
Basic
C-3.1: States and motivates/proves
remainder theorem, factor theorem and
(i) x+1
Find the remainder when p(x)=4x2-
division algorithm
(ii) x-½ 12x2+14x-3 is divided by g(x)=x-½
C-3.2: Models and solves contextualized
problems using equations (e.g., (iii) x
simultaneous linear equations in two
variables or single polynomial equations) (iv) x+π Lower Order Thinking Skills
and draws conclusions about a situation
being modelled (v) 5+2x If the polynomials ax3+3x2-13 and
2x3-5x+a, when divided by (x-2)
leave the same remainder, find the
2)Find the remainder when x3- value of a.
ax2+6x-a is divided by x-a
LEARNING OUTCOMES
Higher Order Thinking
Identifies/classifies polynomials 3)Check whether 7+3x is a factor
If f(x)=x4-2x3+3x2-ax+b is a
among algebraic expressions in of 3x3+7x
polynomial such that when it is
order to apply appropriate
divided by x-1 and x+1, the
algebraic identities to factories
remainders are respectively 5 and
Additional Practice Questions for
38
them higher order thinking (30 min) 19. Determine the remainder when
f(x) is divided by (x-2).
4)What must be subtracted from
4x4-2x3-6x2+x-5 so that the result
is exactly divisible by 2x2+x-1?
LEARNING OBJECTIVES
Using the Remainder theorem, 5)If (ax3+bx2+x-6) has (x+2) as a
calculate division of p(x) by a factor and leaves remainder 4,
linear polynomial ‘x-a’ and find when divided by (x-2), find the
the remainder is p(a) and values of a and b.
verify using long division.

6)If (x2-1) is a factor of

Division of polynomial with linear ax3+bx2+cx+d, show that arc=0
polynomial

Solving problems using Factor

theorem and Remainder theorem

Summative assessment plan- only where relevant

1. Find m, if (x+2) is the factor of x3+3x2-2mx+8
2. Using the factor theorem, show that (x+1) is a factor of x19+1.

Teacher Reflection 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 student.

39
Period Plan Class: 9th Subject: Mathematics Chapter: polynomials
Total no. of periods for this chapter:14 Period no :11/14
Sub topic: FINDING THE VALUE OF “K” TYPE QUESTIONS

Pointers for formative assessment- this

Learning Outcomes & should include strategies that will be
Teaching-Learning Process
Indicators/micro- used to Check for Understanding - e.g., Material
This should include activities to facilitate learning along with
competencies questions/worksheets/experiments/as Required
broad time duration
signments/self-assessment
checklists/etc.
CG3: Discovers and proves Whole class discussion: QUIZ
algebraic identities and models (15 min)
real life situations in the form
of equations to solve them. Whole class activity:

State the steps of Factorizing x2-2x+1 using factor theorem.

Matching the polynomial to its factor 1. Find k if x+1 is a factor of x2-k.

C-3.1: States and GRAPH BOOK

motivates/proves remainder
theorem, factor theorem and Polynomial factor Expand the identities:
division algorithm. 1.x2-2x+1 ( ) a. x - 2 (x + y)2 = _______
2.x2+2x+1 () b. x +1 (x - y)2 = ________
C-3.2: Models and solves 3.x2-4x+4 () c. x – 1 (x + y) (x - y) = _______
contextualised problems using 4. Is x=3 a root of x2-4x+4? Justify (x + a) (x + b) = _______
equations (e.g., simultaneous 5. What is the value of k if x-1 is a factor of 2x3+kx2+8x-5?
linear equations in two [Teacher notes: After students
variables or single polynomial Students work in pairs to do the following: (25 min) have shared the expanded form.
equations) and draws Use the suitable identities to expand the following: Encourage students to make note
conclusions about a situation 1. (2m + 3)2 of the identities to refer to while
being modelled 2. (2m – n)2 solving problems]
3. 1052
4. 972 How would you split 105 to apply
LEARNING OUTCOME: 5. (m + 2n) (m – 2n) the identities to calculate?
Identifies /classifies 6. 102 × 98
polynomials among 7. (2m + 3n) (m – 5n) How would you rearrange 102 ×
40
Algebrraic Expressions and 8. (y2 + 3/2) (yy2 - 3/2) 98 to apply thhe identities to
factories them by appplying calculate?
approp priate algebra
aic
identitties
App plication of identities to facctorise polyno omials How many teerms are there in the
NING OBJECT
LEARN TIVES: Thee teacher, through guided conveersion shows faactorization of given expresssion?
polyynomials using iddentities. Identify how many square teerms
Maps a polynomial to known
k Facttorise 4m2- 12mmn + 9n2. are there in tthem.
identity//identities. Herre, 4m2- 12mn + 9n2 is seen as The expression also has a neegative
m)2 – 2 (2m) (3n)) + (3n)2
(2m term. On com mparing, which of the
Selects appropriate ideentity to Takking x = 2m and y = 3n, we can compare it with expression x2 identity can itt be mapped to?
simplify a calculation. – 2xxy + y2.
Andd x2 – 2xy + y2 = (x – y)2.
Applies algebraic ide
entities So, 44m2- 12mn + 9nn2 = (2m – 3n)2 = (2m – 3n) (2m m – 3n) FORMATIVEE ASSESSMENT
to factorise polynom
mials Studdents individuallly work on Exerrcise 2.4 – Q.3 and share their
worrking with their friend next to tthem. 1.Find the vallue of k if x-1 is a
Thee graph of quadrratic polynomial x2-2x-k find k ffrom the X)=KX2-2X+1?
factor of P(X
grapph?
2. Find the vaalue of k if x-1 iss a
factor P(X)=K KX2-3X+K?

Summative assessm
ment plan- only
y where relev
vant
The areea of a square is given by 9y2 + 30y +25. Find the lengths of itss side
Teache
er Reflection and
a Experiencce:
1.Did thhe lesson plan align with the curricular goals an
nd competenciees? If not How ccould be adjusteed for better aliggnment?
2.How well
w did the ped dagogical Strateggies engage stud
dents and prommote active participation in the llearning processs?
3.How well
w Did the asssessment strateegies measure sttudent understaanding and achieevement of the learning
l outcom
mes?
4.How effective
e were the
t Materials annd resources useed in the lessonn?
5.Did thhe lesson incorpporate formativee assessment Sttrategies to guid
de pedagogy andd provide timelyy feedback to sttudent

41
Chapter Plan (Unit Plan/Lesson Plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Polynomials
Total no. of periods for this chapter:14Period no :12/14
Subtopic: Expanding and factorizing using Algebraic Identities

Pointers for formative

assessment- this should
Teaching-Learning Process include strategies that will be
learning Outcomes & This should include used to Check for
activities to Understanding - e.g., Material
Indicators/micro-
questions/worksheets/experi required
competencies facilitate learning along with
ment s/assignments/self-
broad time duration
assessment
checklists/etc.
Testing of prerequisite knowledge: What is the degree of the products
CG3: Discovers and proves obtained on multiplication?
In pairs do the following: (5 min)
algebraic identities and
models real life situations in 1. Find the product of
I.
algebraic expressions In, x + y + z, how many terms
the form of equations to (3x + 5) × 4x are there?
solve them. 2. Find the product of two
binomials (5x - 7) (6x + 8)
What is the expansion of
Now, in small groups of 4, students
(x + t)2
to expand the following identities:
I.
C-3.1: States and motivates/proves (x + y + z)2
remainder theorem, factor theorem and Let us consider y + z = t,
division algorithm then (x + y + z)2 becomes (x
C-3.2: Models and solves contextualized
42
problems using eq quations (e.g., + t)2
simultaneous lineear equations in two
variables or singlee polynomial equattions) What is the identityy used to expannd
and draws conclu usions about a situaation
of (yy + z)2
being modelled Now, substittute the value
e ‘t’
2 2
in x + 2xt + t
Identifies/ classsifies polynomiials
among algebrraic expressions Howw many terms aare there in the
and factors thhem by applyingg prod
duct?
(x + y + z)2 = x2 + 2x(y+z) +
appropriate aalgebraic identitiies.
(y+z)2 What is the degreee of this identityy?
Activ
vity: (20 min)) Howw many square tterms and prod
duct
Derives proof of algebraic term
ms?
Get students
s to ge
eneralize,
identities (x + y + z)2; (x+y)3 ;
(x + y + z)2 = x2 + y2 + z2 + 2xy +
(x- y)3
2yz + 2xz Hoow many smallerr square areas are
a
Applies algebbraic identitie
es to forrmed?
Studeents do geometric modellin ng
factorise poly
ynomials 2
of the
e (x + y + z) done
d by follow
wing
the in
nstruction given by the
teachher. What are those? A
And what are th
hey
called?
Step 1- Take a squuare sheet and
d
markk lengths x, y and
a z along itss ow many rectanggular areas are formed?
Ho https://yo
sides..
What are those? A
And what are th
hey .be/hgXK6
called? qQ_0?si=
58ntLLe1P
PUx

1. Expand:
(¼ a - ½ b + 1)2.
a. How
w many terms arre there 4 min. T
43
 in this expression? TacLearn
b. State the identity you would video on
Step 2- Draw lines of length x, y use to find the product.
and z horizontally and vertically. algebraic
Find the area of each slice/tile and identities
add them to show the whole area. can be
used to
revise all
formulas

Using the identity (x + y + z)2 = x2 + y2

+ z2 + 2xy + 2yz + 2xz find:
1. (–2x + 3y + 2z)2
2. (m + 2n + 5m)2
3. (3p – q + 2r)2
4. (-2x + 5y - 3z)2
[Teacher note: Teacher to
illustrate one example and Assignment-
following which children work in
Exercise 2.4 - 4 and 5
pairs.] (15 min)
The teacher introduces identity (x
+ y + z)2 = x2 + y2 + z2 + 2xy + 2yz +
2xz could be used to factorise as
well.

44
 1. Factorise 4a2 + b2 + 92 – 4ab
– 6bc +12ca.
The expression has 6 terms with 3
square terms and 3 product terms.
4a2 + b2 + 92 – 4ab – 6bc +12ca =
(2a)2 + (-b)2 + 32 + 2(2a) (- b) +2( –
b) (3c) +2(3c)(2a).
On comparing this is of the form (x
+ y + z)2 = x2 + y2 + z2 + 2xy + 2yz +
2xz, where x = 2a; y = -1 and z = 3c.
Hence, 4a2 + b2 + 92 – 4ab – 6bc
+12ca = (2a – b + 3c)2.

Using the identity (x + y + z)2 = x2

+ y2 + z2 + 2xy + 2yz + 2xz
factorize:
1. a2 + b2 + c2 – 2ab + 2bc - 2ca
2. 2m2 + n2+ 8p2 – 2√2 mn +
4√2 np – 8mp

Summative assessment plan- only where relevant

1. Write the polynomial representing area of this figure. How
many terms does it have? What is the degree of this
polynomial?

45
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?

46
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Polynomials
Total no. of periods for this chapter:14 Period no :13/14
Subtopic:Algebraic identities: (x + y)3 and (x – y)3
Pointers for formative assessment- this
Learning Outcomes & should include strategies that will be
Teaching-Learning Process
Indicators/micro- used to Check for Understanding - e.g., Material
competencies This should include activities to facilitate learning questions/worksheets/experiments/as required
along with broad time duration signments/self-assessment
checklists/etc.
Learning outcome: Testing of pre requisite knowledge ( 10 min)
Identifies/ classifies
polynomials among
1. Find the product of (x+y)(x+y) What should be added to (x+y)2 to make (x-
algebraic expressions and
y)2?
factories them by
applying appropriate
algebraic identities.
2. By using suitable identity find the product of
𝑎. (3 + 2𝑦)(3 + 10𝑦)
CG3: Discovers and 𝑏. (p + m – n)2
proves algebraic
identities and models Write a polynomial that represents the area of the
following: (15 min )
real life situations in the
form of equations to

47
solve them.

C-3.1: States and motivates/proves

remainder theorem, factor
theorem and division algorithm
C-3.2: Models and solves
contextualised problems using
equations (e.g., simultaneous linear a.
equations in two variables or single
polynomial equations) and draws
conclusions about a situation being
modelled

1. State the identity used to find the

product.
b.
2. What is the degree of the product?
3. How many terms are there in the
If area of a square field is given by y2 + 2y +1. What product?
is length of each side?

Students work in pairs:

Write a polynomial that represents the volume of
Derives proofs for algebraic the following:
identities. a.
Maps a polynomial to known
https://yout
identity/identities.
u.be/MRZB
2dvQzeY?si
Factorises a polynomial using
=NttabQN
the appropriate identity. PLRoWaK
KA
48
b.

7 min vid
(made b
Mr
Creation
on
Algebra
Identitie
working
model

Activity: (15 min)

dents work in ssmall groups of 4 members)
(Stud
https://yo
Heree is a cube of side x units whichh is extended byy y units u.be/RBm
in all the dimensions. L3RHKI?
Ib9YRBL
Guess the number o
of cubes and cuboids added because of
MkNHvo
this extension.
Reprresent them algebraically.

11 min
video
(made b
49
 Learning
Notebook)
on (a+b)3
and (a-b)3

Teacher then demonstrates the proof of the identity (x +

y)3
I.
(x + y)3
II.
(x – y)3

Using the identity (x + y)3 = X3+ y3 + 3xy (x + y) expand:

1. On expanding, how terms do the
1. [3/2 x + 1]3 polynomial have? How many of them
are cube terms?
2. [m + 2]3
2. What is the degree of the polynomial?
3. [2p + 3]3
Using the identity (x - y)3 = X3- y3 - 3xy(x - y) find:
Assignment: Exercise 2.4 - 6
1. [3/2 x - 1]3
2. [m - 2]3
3. [2p - 3]3

50
Summative assessment plan- only where relevant
1. Rohit has a net of a dice. He wants to make a bigger dice by increasing all its dimensions by 1 cm. What would be the volume of the bigger dice?

2Use suitable identity find the product of (x + 8) (x-10)

3. Evaluate
4.103 × 107 without multiplying directly.
5.Use suitable identity find the product of (6y+5)(6y+8)
6.Evaluate 504 × 503 without multiplying directly.
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?

51
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Polynomials
Total no. of periods for this chapter:20 Period no :14/14
Subtopic: Algebraic identities: (x3 + y3) and (x3 – y3)
Learning Outcomes & Teaching-Learning Process Pointers for formative Material
Indicators/micro- assessment- this should include required
This should include activities to facilitate learning
competencies strategies that will be used to
along with broad time duration
Check for Understanding - e.g.,
questions/worksheets/experimen
ts/assignments/self-assessment
checklists/etc.
Learning outcome:
Identifies/ classifies Testing of previous knowledge (15 min.)
polynomials among
1. A square plot of side x feet is increased by 10 feet on
algebraic expressions
each side.
and factories them by
applying appropriate a. Represent its area algebraically.
algebraic identities. b. Which identity would you use to find its area?
2
CG3: Discovers and Write two binomials whose product is m - 6m + 9.
proves algebraic The figure shows a square of side y unit cut off from a square
identities and models of side x unit. (15 min)
real life situations in
the form of equations
to solve them.

52
C-3.1: States
S and
motivattes/proves remaind der
theorem m, factor theorem and
division
n algorithm
C-3.2: Models
M and solves
contexttualized problems using
equatioons (e.g., simultaneoous
linear equations
e in two
variablees or single polynomial
equatioons) and draws c. Write th he algebraic exppression of the remaining
r
conclussions about a situattion 3 parts.
being mmodelled d. What is the common faactor of the threee terms? W
What is solid form
med now?
e. Express in factor form.
Ho ow many cuboid ds were added to
t form a3
3 + b3-
of of x3 + y3:
Teacherr demonstrates geometric proo a bbigger cuboid? longg.pptx -
(15 minn) Googgle Drive

1. HHere are 2 cubees with sides x aand y units thatt are

jjoined side to siide.
a. What is the volume of eeach cube?
b. Write co ombination of tthe cubes in algeebraic [Teacher
Which is x3 + y3)
form. (W cou
uld refer
to this link.]

y the concept of
Apply
factorrization to solve mmon factor in [[xy(x -
What are the com
W
y) + y2(x-y)]?
daily life situationss
ps://www
http
.youtube.co
m/wwatch?v=
2. NNow to expresss this in producct form, we will complete 8 aand 125 are cubbe of which num
mbers? 9RHHJt0GXL
tthe figure to forrm a single solid
d.
Stuudents individuaally work Exerciise 2.4 -
53
Deriv
ve the proofs of
o 10 cY
identities of algebrraic [Teaacher
expre
essions. can use the
6 miin.
Factorrizes a polynom
mial video to
explain (x-
using the
t appropriatee
y)3ge
eometri
identitty cally
y made
by
Mathhsmart
3. W
Write the volum me of cuboids aadded.
To know what iis x3 + y3, we should take away volume
4. T
o
of filled in shapees from the biggger cuboid.
X3 + y3 = (x+y)xx2 – [xy(x -y) + y2(x-y)]
= (x+y)x2 – y (x x -y) [x + y]
Now taking (x + y) com
mmon we have,
x3 + y3= (x + y) [x2 - y((x-y)] = (x+y) (xx2 – xy + y2)
Students in pairs verify x3 + y3 = (x+y) (x2 – xy + y2)
Teacherr extends it to ffactorisation of 8m3 + 125.
8m3 + 125 = (2m)3 + (55)3
= (2m + 5) (4m2 – 10m
m + 25)
Students in pairs verify x3 - y3 = (x- y) (x2 + xy + y2)
deo to visualise ((x-y)3 geometriically.
Teacherr plays given vid
mmative assesssment plan- 𝒐
Sum 𝒐𝒏𝒍𝒚 where re
elevant
1. Simpliffy 27𝑥 − (3𝑥 − 𝑦)
2. Factorrise 24√3x − 1125y
Teach
hers’ reflectio
ons and experiences:

54
 POLYNOMIALS
WORK SHEET -1
Multiple choice Questions:
Write the correct answer in each of the following:
1. The value of the polynomial 5x – 4x2 + 3, when x = –1 is
(A) – 6 (B) 6 (C) 2 (D) –2

2. √2 is a polynomial of degree
(A) 2 (B) 0 (C) 1 (D) 1 2
3. Degree of the polynomial 4x4 + 0x3 + 0x5 + 5x + 7 is
(A) 4 (B) 5 (C) 3 (D) 7
4. Degree of the zero polynomial is
(A) 0 (B) 1 (C) Any natural number (D) Not defined

5. If p(x )= x2 -2√2+1,, then p(2√ 2) is equal to

(A) 0 (B) 1 (C) 4 √2 (D) 8√2+ 1

Answer the following questions:
1. 𝑓(𝑥) = 𝑥 − 6𝑥 + 11𝑥 − 6
2. Find 𝑓(1), 𝑓(−1), 𝑓(2), 𝑓(−2), 𝑓(3), 𝑓(−3), 𝑓(6)𝑎𝑛𝑑𝑓(−6)
3. Observe which of the above are equal to zero.

55
 POLYNOMIALS
WORK SHEET -2
Answer the following questions:
1. Which one is not a polynomial
(a) 4x 2 + 2x – 1

(b)
(c) x 3 – 1
(d) y 2 + 5y + 1
2. The polynomial px 2 + qx + rx 4 + 5 is of tyep
(a) linear
(b) quadratic
(c) cubic
(d) Biquadratic
3. Identify the polynomial
(a) x –2 + x –1 + 5
(b)

(c)
(d) 3x 2 + 7
4. The zero of the polynomial p(x) = 2x + 5 is

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

5. The number of zeros of x 2 + 4x + 2
(a) 1(b) 2(c) 3(d) none of these\
Answer the following questions:
1. Write these values as integral roots.
2. why 1,2 and 3 are zeroes of f(x).
3. Factorize 𝑥 − 6𝑥 + 11𝑥 − 6

56
 POLYNOMIALS
WORK SHEET -3

Answer the following questions:

1. If a +b +c = 9, and ab + bc + ca =26 Find a2 +b2 +c2 ?

2. Find the values of a , b so that the polynomial x4 + ax3 – 7x2 +8x +b is exactly divisible by (x + 2) as well as (x + 3)
3. Find the value of p, if (2x -1) is a factor of 2x3 +px2+11x +p+3
1) Amit and Rahul are friends who love collecting stamps. They decide to start a stamp collection club and contribute funds to purchase
new stamps. They both invest a certain amount of money in the club. Let’s represent Amit’s investment by the polynomial A(x) = 3x2 +
2x + 1 and Rahul’s investment by the polynomial R(x) = 2x2 – 5x + 3. The sum of their investments is represented by the polynomial
S(x), which is the sum of A(x) and R(x).

Q1. What is the coefficient of x2 in Amit’s investment polynomial A(x)?

(a) 3(b) 2(c) 1(d) 0
Q2. What is the constant term in Rahul’s investment polynomial R(x)?
(a) 2(b) -5(c) 3(d) 0
Q3. What is the degree of the polynomial S(x), representing the sum of their investments?
(a) 4(b) 3(c) 2(d) 1
Q4. What is the coefficient of x in the polynomial S(x)?
(a) 7(b) -3(c) 0(d) 5
Q5. What is the sum of their investments, represented by the polynomial S(x)?
(a) 5x2 + 7x + 4(b) 5x2 – 3x + 4(c) 5x2 – 3x + 5(d) 5x2 + 7x + 5

57
 I
INTRODUCT
TION

3.C
COORDINATE GEOMETR
RY

[Go
oto https://epa
athshala.nic.in
n]
h
https://epathshala.nic.in/top
pics.php?ln=en
n

THE FOL
LLOWING CURRICUL
LAR GOALS
S (CG) AND
D COMPETE
ENCIES (C)) WILL BE DEVELOPE
D ED
THROU
UGH THIS CHAPTER

C
CURRICU
ULAR GO
OALS COMPETENCIES
S
C
CG-4: Analys
sis characte
eristics and properties of two- C-4
4.5: Specifie
es location
ns and de
escribes sp
patial
d
dimensional g hapes and develops mathe
geometric sh ematical rela
ationships us
sing coordinate geometry
y, e.g., plottiing a
a
arguments to explain geom
metric relation
nships. pair of linear equ
uations and g
graphically fin
nding the solu
ution,
or finding the area
a of triang
gle with give
en coordinate
es as
C ws and appreciates importtant contributions of verrtices.
CG-10: Know
m
mathematicia a and around the world.
ans from India C-10.1: Recognizes the imp
portant contriibutions mad
de by
mathematicians (Indian an
nd others) in the field
d of
Matthematics (such as evolution of members, geom
metry,
algebra)
1
MIND MAP

2
 Identifying
position

plotting
Seating plan
points

locating
COORDINATE history of
points renedecartes
GEOMETRY

points on
Cartesian
coordinate
System
axes

quadrants

3
4
PERIOD WISE PLAN

PERIOD TEACHING TOPIC LEARNING OUTCOMES

NO.
1 Activities to introduce coordinate geometry
Identify the position of object
2 Cartesian System Know about history of Rene Descartes and know about coordinate
axes
3 abscissa, ordinate, identifying the points on a Find abscissa ordinate of a point
plane.
4 Relationship between the signs of the coordinates Locating points in different quadrants
of a point and the quadrant of a point in which it
lies.
5 Plotting the points on Cartesian Plane Polotting the given points

Key concepts: Introduction to coordinate geometry, Cartesian plane, plotting the points on a plane

5
 C
Chapter Plan
n(Unit plan// lesson plan)Period pla
an (40 mins class)
c
Classs: 9th S
Subject: Mathematics Chapter: C
COORDINA
ATE GEOMETRY
Totaal no. of perriods for thiis chapter: 5 Period no
o 1/5
Subb topic: Actiivities to inttroduce cooordinate geo
ometry
Leaarning Outco omes Teachhing-Learnin
ng Process Pointerrs for forma ative Materi
ndicators/micro-
& In This should include activities to fac
cilitate assessment- this should include
a require
commpetencies learning alo
ong with bro
oad time durration strategies tthat will be used to
C
Check for U
Understanding - e.g.,
qu
uestions/wo orksheets/ex xperiment
s
s/assignmen nts/self-ass sessment
che
ecklists/etc..
CG--4: Analysis s Tes
sting of Pre re
equisite know
wledge :20min
chaaracteristics
s and
Activity:1 Graph
propperties of tw
wo- (Seating Plan): sheets
dim
mensional
geoometric shap pes Draaw a plan of th
he seating in yoour classroom, pushing
andd develops all the desks togeether. Represe ent each desk by a
squuare. In each ssquare, write th
he name of thee student
matthematical occcupying the deesk, which the square represents.
arguuments to e explain Possition of each sstudent in the classroom is described
d Ch
heck your posittion as per sea
ating plan.
geoometric preecisely by usingg two independent informatioon.
(i) The colummn in which she or he sits.
rela
ationships
(ii)) The row inn which she orr he sits.
CG--10: Knows and
app
preciates
imp
portant
con
ntributions oof
matthematicians from
Indiia and aroun
nd the
worrld If you o the desk lyiing in the 5th co
y are sitting on olumn
and d 3rd row

6
 How w can we reprresent your pos sition?
C-10 0.1: Recognizzes the [Noote: your position could be w written as (5, 3)), first
impo ortant conttributions writing the column number, and d then the row number]
made by mathem maticians Wrrite down the names and possitions of otherr students
(Indian and others s) in the in your
y class.
field of Mathematiics (such Forr example, if NNani is sitting in
n the 4th colum
mn and
as evolution
e of members,
m 1stt row, write his position.
geom metry, algebra) Wrrite the position
n of H?
1.Sudha is sittingg in 4th
Wrrite the position
ns of your frien
nds?
olumn ;3rd row. Then
co
Identify the position of w
write her positioon.
objec
ct
2. Name the position of
M
Mr. R who was in
n the
ciircle.
R
m 3. write the posittion of
th
he girl in the recctangle
box?

Activity.2::
20
0min
A te
eacher asked her students too mark a pointt on a
she
eet of paper. T
The hint given by
b the teacherr is “the
point should be a
at a distance off 6 cm from the
e left
edgge.” Some of the students marked the poin nt as
7
sho
own in the figure.

https://www
ube.com/wa
=K_fsXEBw
SOURCE
https://www
ube.com/@G
ShikshaInd
In tthe figure whic
ch point do youu suppose is co
orrect?
To fix the exact pposition of the point what more
info
ormation is nee eded? Wrrite the position
ns of A, B C an
nd D in the
above given figure? introduct
Suppose the teaccher says that the point is at a
of
distance of 6 cm from the left e edge and at a distance
d
Hoow many refere ences do you need
n to fix coordina
of 8 cm from the bottom edge, now how many points
the
e position of a point? geomet
with this description can be ma arked?

Deescribe the sea

ating position of
o any five
stu
udents in your classroom.

So, how many re ou need to fix the

eferences do yo
possition of a poin
nt?

Summative asse
essment pla
an- only where relevant
8
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?

9
 C
Chapter Plan
n (Unit plan// lesson pla
an)Period pla
an (40 mins cclass)
ss: 9th
Clas Subject: Mathematics Chapter: COORDINA
ATE GEOME
ETRY
Tota
al no. of perriods for thiis chapter: 5 Period no n :2/5
Subb topics: Ab
bscissa, Ord points on a plane.
dinate, Identtifying the p

Leaarning Outco
omes Teachhing-Learnin
ng Process Pointerrs for forma ative Materi
& In
ndicators/micro- This should include activities to fac
cilitate a
assessment- this should include require
commpetencies ong with bro
learning alo oad time durration strategies tthat will be used to
C
Check for U
Understanding - e.g.,
qu
uestions/wo orksheets/ex xperiment
s
s/assignmen nts/self-ass sessment
che
ecklists/etc..
. Whhole class discussion: 15 minutes1.. How
muuch information n we need to lo ocate any 1. In a locality, tthere is a main road along
o
object in a planne? Noorth-South dire ection. The map
m is given
below. With the help of the pic cture answer
2. D
Do you know P Parallel and inttersecting liness?
the
e following que estions.
3. W
Which type of lines has a common point?
Do you know about perpendiccular lines?
4.D
5.A
Are the all-interrsecting lines perpendicular?
p ?

[Te
eacher Note: T Teacher shou
uld explain th he
conntribution of Rene
R Descarttes that he co
ombined
pla
ane geometry with algebra for developin ng Diksha a
cooordinate geommetry] video
His
story of Rene Descartes 10 0 minutes History
Rene
Dra
aw a Real num
mber Numbe lin
ne? Descart

What is the 3rd object on the left side in

i)W
street no. 3 while
e going in eastt direction?
10
Whhole Activity:2 25 minutes
Tea acher makes the students into pairs and assk them (ii)) Find the namme of the 2nd house
h which
to ffollow the instrructions. is iin right side of street 2 while going in
east direction.
1. Take two Real
R Numberss and put togetther History of R
arrange pe
erpendicularly and they will mmeet at (iii)) Locate the po
osition of Mr. K’s
K house. Descarte
https://youtu
O. Arrange
e like following
g manner. CAjWUrwvxs
[Teacher introduces coo ordinate axes} (iv)) How do you d
describe the position of the QRi0HK5Q
post office? uU3oPDp
SOURCE
https://www
(v) How do you d
describe the location of the ube.com/@t
hospital? hooloflife

Mode
preparat
𝑋 X of
coordina
VVideo on Cartesian axis on
SSystem Thermo
sheet
𝑌

How do you call horizontal nu

1.H umber line?
2. H
How do you ca
all Vertical Num
mber line? Maatch the followiing.
Lin
ne R
Representation
n
Wh
hat do you call the intersectin
ng point of X and Y
11
 axis? ⃖ 𝑂𝑋1⃗
𝑋𝑂 Y-axis
𝑂𝑋 𝑋⃗ X-axis
hat X-axis and Y-axis togethe
Wh er called? ⃖𝑌𝑂𝑂𝑌 ⃗ negative Y-axxis
𝑂𝑌 𝑌⃗ Positive X-axis
Teaacher introduc
ces about Quad
drants in Carte
esian 𝑂𝑌 𝑌⃗ negative X-axis https://www
ube.com/wa
Pla
ane 𝑂𝑋 𝑋⃗ Positive Y-ax
xis =lh8_Q29ugw
ist=PL4EcHZ
gd8TTkjRtfHJ
N2bBGln&in
4
Source::
https://www
ube.com/@T
LearnEngli

Cartesia
Ho
ow does coordiinate axes use
eful? system

By observing the figure identifyy number of pa

arts that
coo
ordinate axis divided?
d

Summative asse
essment pla
an- only where relevant

1. What are so
ome examples of coordinate
e geometry in our real life?

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

13
 C
Chapter Plan
n (Unit plan// lesson pla
an)Period pla
an (40 mins cclass)
ss: 9th
Clas Subject: M
Mathematics s Cha
apter: COO
ORDINATE GEOMETRY
G Y
Tota
al no. of perriods for thiis chapter: 5 Perio
od no :3/5
Subb topic: Abs
scissa, Ordin nate,Identify
fying the points on a plane.

Leaarning Outco
omes Teachhing-Learnin
ng Process Pointerrs for forma ative Materi
& In
ndicators/micro- This should include activities to fac
cilitate a
assessment- this should include require
commpetencies ong with bro
learning alo oad time durration strategies tthat will be used to
C
Check for U
Understanding - e.g.,
qu
uestions/wo orksheets/ex xperiment
s
s/assignmen nts/self-ass sessment
che
ecklists/etc..
. Deffine Abscissa
a and Tes
sting of Pre re
equisite know
wledge :
ordinnate 5m
min
. Desscribe the points on How will you d
1.H describe the position
p of
a pla
ane. Wh
hat are called horizontal lin
ne and vertica
al line in a
Understands coo ordinates t
table lamp onn your study ttable to
as distances. ap
plane? another persson?
2.w
what is the geeneral form off the points https://you
e/K_fsXEBw
Wh
hat are called the negative directions of X-axis w
which lie on the
t X-axis? g?si=g2KD
3. How many co oordinates dooes any 7WmFkxT
and
d Y-axis? pooint SOURCE
https://www
in a plane havve? utube.com/
Learrning Outcom mes: Do ow to identify the points in a
o you know ho 4.W
What is calledd the second coordinate
c obalShiksh
Studdent able to lo
ocate of the point? ia
/iden
ntify a point in
n pla
ane? Video
carte
esian plane regardin
Cartesian p

acher orientation:
Tea
20m
min

14
Teaacher explain
ns how to loca
ate /identify a point in
carrtesian plane

Co
omplete the tab
ble

Point a
abscissa O
Ordinate
(5
5, -4)
(-3,2)
(-4, -5)
Teaacher makes the students into groups and ask (2
2,3)
em to answer the following qu
the uestions

see
ethe above coo
ordinate plane
e,
Wh
hat is the position of A?
Wh
hat is the perpe ance from A to x-axis?
endicular dista
Wh
hat is the perpe
endicular dista
ance from A to Y-axis?
Using these dista n we describe the
ances, how can
points so that the
ere is no confusion?
Wrrite the coordin
nates of A?
nt the point B in 2nd Quadra
ow to represen
Ho ant? Ho
ow do we call x and y in the point (x,y)?
[Th
he perpendicu
ular distance of the point B from
the
e Y-axis meas
sured along th
he negative diirection
of tthe x-axis. So
o, the x coordinate is -3. The Do
o you identify the points on n X-axis or
Y-a
axis, how to rrepresent it?
perrpendicular distance of the
e point B from
m X-axis hat are the coordinates of the
wh t origin?
me
easured along
g the positive direction of the
t Y-
axiis is 2 units.]
15
Wh
hat are the coordinates of B
B?
In the
t point (5,3)) How do we call
c 5?
In the
t point (5,3)) How do we call
c 3?

AC
CTIVITY :: 15 MINUTES
M

Wrrite the coordin

nates of A?
(ii) The coordinattes of B are (0
0, 3). Why?
(iiii) The coordina
ates of C are (– 5, 0)
Wh
hy?
(ivv) The coordina
ates of D are ((0, – 4).

1.F
Find the coord
dinates of points A, B, C an
nd D? Wh
hy?

2. w
write abscissa
a and ordinatte of each point?

3. iidentify the po
oints A, B, C, D in which quadrant
the
ey belong to?

1.W
Write the coorddinates of the points
p marked on the
axe
es
in the figure.

16
 Summative asse
essment pla
an- only where relevant

Identify the points in the given graph.

Teacchers’ reflectiions and expe eriences:

1.Did
d the lesson pllan align with the
t curricular g
goals and competencies? If n not How could be adjusted fo or better alignm
ment?
2.Ho
ow well did the pedagogical Strategies
S eng
gage students a and promote active
a participa
ation in the learrning process??
3.Ho
ow well Did thee assessment strategies
s meaasure student uunderstandingg and achievemment of the learning outcome es?
4.Ho
ow effective weere the Materia als and resourcces used in the
e lesson?
5.Did
d the lesson in
ncorporate formmative assessm ment Strategiees to guide ped
dagogy and pro ovide timely fe
eedback to stud dents?
17
 C
Chapter Plan
n (Unit plan// lesson pla
an)Period pla
an (40 mins cclass)
Classs: 9th Subjectt: Mathemattics Chapter: COORDINA ATE GEOME ETRY
Totaal no. of perriods for thiis chapter: 5 Period no :4/5
Subb topic: Relaationship be etween the s signs of the
e coordinate
es of a poin
nt and the quuadrant of a point in which it li
Leaarning Outco omes Teachhing-Learninng Process Pointerrs for forma ative Materi
ndicators/micro-
& In This should include activities to fac
cilitate assessment- this should include
a require
commpetencies learning aloong with brooad time durration strategies tthat will be used to
C
Check for U
Understanding - e.g.,
qu
uestions/wo orksheets/ex xperiment
s
s/assignmen nts/self-ass sessment
che
ecklists/etc..
. Deffine Abscissa
a and Tes
sting of Pre re
equisite know
wledge :
ordinnate 5m
min
. Desscribe the points on
a pla
ane. Wh
hat are cordina
ates of origin?
Understands coo ordinates
as distances. Complete the tab
ble
Pooint abscissa ordinate
e
(4
4,3)
(-4
4,3)
-5 -6
(4
4,-8)
Learrning Outcom mes:
Studdent able to lo
ocate
/iden
ntify a point in
n
carte
esian plane Identify the vertices off a
paralllelogram ABCD

https://www
Relationship betw
ween the signs
s of the coordinnates of tube.com/wa
v=Nhd5sH3f
ap
point and the quadrant of a point in which itt lies.
t=613s

18
 SOURCE
https://www
Wrrite the coordin
nates of the points marked in the tube.com/@
gra
aph. SClass91
concept a
MCQs Prac

Whhat is the gene

eral form of a point
p lie on
X-a
axis?
Whhat is the equa
ation of X-axis?
?

Do o this
Ammong the points given below some of the
points lie on X-axxis. Identify the em.
(i) (0,5) (ii) (0,0
0) (iii) (3,0) (iv
v) (-5,0) (v)
Wrrite
(-2
2,-3) (vi) (-6,0) (vii) (0,6) (viiii) (0,a) (ix)
Whhat do you notice?
(b,0)
e these points lie on the sam
Are me line?

Wrrite the coordin

nates of the points marked in graph

Whhat is the gene

eral form of a point
p lie on
Y-a
axis?
Whhat is the equa
ation of Y-axis?
?

Whhat do you notice?

Are
e these points lie on the sam
me line?
19
Com
mplete the table
e based on the following
f graph

Byy observing the e above table answer

a the
question?
Wh hat is the relatiionship betwee
en the signs
of the
t coordinate es of a point an
nd the
quadrant of a point in which it lies.

Wrrite the quadra ant in which the

e following
points lie?
i) (−2, 3)
ii) (5, −3)
iii)) (4, 2)
iv)) (−7, −6)
v) (0, 8)
20
 vi) (3, 0) vii) (−4, 0) viii) (0, −6)

Which of the following points lie on the

axes? Also name the axis.
i) (−5, −8) ii) (0, 13) iii) (4, −2) iv) (−2, 0) v)
(0, −8) vi) (7, 0) vii) (0, 0)

Summative assessment plan- only where relevant

1. See Fig. and write the following:

2. The coordinates of B.
3. The coordinates of C.
4. The point identified by the coordinates (–3, –5).
5. The point identified by the coordinates (2, – 4).
6. The abscissa of the point D.
7. The ordinate of the point H.
8. The coordinates of the point L.
9. The coordinates of the point M

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?

21
 C
Chapter Plan
n (Unit plan// lesson pla
an)Period pla
an (40 mins cclass)
Classs: 9th Subject: Mathematic cs Chapter:: COORDIN
NATE GEOM
METRY
Totaal no. of perriods for thiis chapter: 5 Periodd no :5/5
Subb topic: Plottting the poiints on Carttesian Plane
e
Leaarning Outco omes Teachhing-Learnin
ng Process Pointerrs for forma ative Materi
ndicators/micro-
& In This should include activities to fac
cilitate assessment- this should include
a require
commpetencies learning aloong with bro
oad time durration strategies tthat will be used to
C
Check for U
Understanding - e.g.,
qu
uestions/wo orksheets/ex xperiment
s
s/assignmen nts/self-ass sessment
che
ecklists/etc..
. Deffine Abscissa
a and Whhole class Acttivity: 20 min nutes GeoGeb
ordinnate Teaacher explainss how to plot th
he given point on the Graph
. Desscribe the points on carrtesian plane. Maker
a pla
ane. A3 Graph
Understands coo ordinates 1.pplot a point (4, 6). sheet
as distances. 2. C
Can you say in n which quadra ant the point P lies? https://w
Tea acher instructeed to the learne ers to follow th
he w.youtu
proocess. com/live
Draaw two numbe er lines perpend dicular to each h other hd5sH3f
me eeting at their zeroes
z on a graaph paper. Na ame the ?si=XXL
horrizontal line ass Plot the following points in the Cartesian
1.P AE4U2c
X-aaxis and the ve ertical line as Y
Y-axis and loca ate the pla
ane (i) M (−2, 4
4), (ii) A (−5, -3
3), (iii) N (1, e8
me eeting point of both the lines as Origin ‘O’. −6)
•KKeep the x-coorrdinate in mind d, start from zeero, to
fromm the Origin.
•MMove 4 units alo ong positive pa art of X-axis i.e
e., to its
righ
ht side and ma ark the point A.
• From A move 6 units upward along a line pa arallel to
possitive part of Y-axis
.•L Locate the pos sition of the pooint ‘P’ as (4, 6). The
abo ove process off marking a po oint on a Cartes sian
ane using their co-ordinates is called “plotting the
pla Total
point” concep
22
 and MCQs
2.Plot the following point on graph sheet Practice
A (2,0) B (4,5) C (-2,4) D (0,4) E (-3, -5)
ACTIVITY: 20 minutes

1. Identify the abscissa?

2. Identify the ordinate?
3. What is 2?
How to Plot the points in the Cartesian plane?
First, identify the abscissa (x-value) and ordinate (y- 4. What is 3?
value) from the given ordered pair. Here, Abscissa = 5. Plot 2 on the graph
2 and ordinate= 3.
6. Plot 3 on the graph.
Next, plot the value of x (i.e.) “2” on the x-axis. ...
Next, plot the value of y, (i.e.) “3” on the y axis.

Two more problems of the same type has to give for

practice.

Summative assessment plan- only where relevant

In a graph Sheet Plot each pair of points, join them by line segments
i. (2, 5), (4, 7) ii. (−3, 5), (−1, 7) iii. (−3, −4), (2, −4)
iv. (−3, −5), (2, −5) v. (4, −2), (4, −3) vi. (−2, 4), (−2, 3) vii. (−2, 1), (−2, 0)
Now join the following pairs of points by straight line segments, in the same graph.
viii. (−3, 5), (−3, 4) ix. (2, 5), (2, −4) x. (2, −4), (4, −2)
xi. (2, −4), (4, −3) xii. (4, -2), (4, 7) xiii. (4, 7), (−1, 7) xiv. (−3, 2), (2, 2)

23
 Now you will get a surprise figure. What is it?
Teachers’ reflections and experiences:

Work sheet

COORDINATE GEOMETRY

Write the correct answer in each of the following:

1. Point (–3, 5) lies in the
(A) first quadrant (B) second quadrant (C) third quadrant (D) fourth quadrant
2. Signs of the abscissa and ordinate of a point in the second quadrant are respectively
(A) +, + (B) –, – (C) –, + (D) +, –
3. Point (0, –7) lies
(A) on the x –axis (B) in the second quadrant (C) on the y-axis (D) in the fourth quadrant
4. Point (– 10, 0) lies
(A) on the negative direction of the x-axis (B) on the negative direction of the y-axis (C) in the third quadrant (D) in the fourth
quadrant
5. Abscissa of all the points on the x-axis is
(A) 0 (B) 1 (C) 2 (D) any number
6. Ordinate of all points on the x-axis is
(A) 0 (B) 1 (C) – 1 (D) any number COORDINATE GEOMETRY 25
7. The point at which the two coordinate axes meet is called the
(A) abscissa (B) ordinate (C) origin (D) quadrant

24
8. A point both of whose coordinates are negative will lie in
(A) I quadrant (B) II quadrant (C) III quadrant (D) IV quadrant
9. Points (1, – 1), (2, – 2), (4, – 5), (– 3, – 4)
(A) lie in II quadrant (B) lie in III quadrant (C) lie in IV quadrant (D) do not lie in the same quadrant
10. If y coordinate of a point is zero, then this point always lies
(A) in I quadrant (B) in II quadrant (C) on x - axis (D) on y - axis
11. The points (–5, 2) and (2, – 5) lie in the
(A) same quadrant (B) II and III quadrants, respectively (C) II and IV quadrants, respectively (D) IV and II quadrants, respectively
12. If the perpendicular distance of a point P from the x-axis is 5 units and the foot of the perpendicular lies on the negative
direction of x-axis, then the point P has
(A) x coordinate = – 5 (B) y coordinate = 5 only (C) y coordinate = – 5 only (D) y coordinate = 5 or –5
13. On plotting the points O (0, 0), A (3, 0), B (3, 4), C (0, 4) and joining OA, AB, BC and CO which of the following figure is
obtained?

25
 Work Sheet-2
Coordinate Geometry
(Case Based Questions)
A satellite image of a colony is shown below. In this view, a particular house is pointed out by a flag, which is situated at the point
intersection of the x and y-axes. If we go 2 cm east and 3 cm north from the house, then we reach a Grocery store. If we go 4 cm
west and 6 cm south from the house, then we reach an Electrician’s shop. If we go 6 cm east and 8 cm south from the house, then
we reach a food cart. If we go 6 cm west and 8 cm north from the house, then we reach a bus stand.

Based on the above information, answer the following questions.

(i) The distance between the grocery store and food cart is
(a) 12 cm (b) 15 cm (c) 18 cm (d) none of these
ii) The distance of the bus stand from the house is
(a) 5 cm (b) 10 cm (c) 12 cm (d) 15 cm
iii) If the grocery store and electrician’s shop lie on a line, the ratio of the distance of house from grocery store to that
from electrician’s shop, is
(a) 3.2 (b) 2.3 (c) 1.2 (d) 2.1
(iv) The ratio of distances of the house from the bus stand to the food cart is

26
((a) 1.2 (b) 2.1 (c) 1.1 (d) none of these
((v) The coordinates of positions of bus stand, grocerry store, food
d cart, and electrician’s sho
op form a
((a) rectangle are
(b) parallelogram (c) squa (d) none of these

22) Saumya hass to reach her office every da

ay at 10:00 amm. On the way to her office, sshe drops her sson at school. Now, the loca
ation
oof Saumya’s house, her son’’s school and hher office are represented
r byy the map beloow. Using the ddetails given, answer
a the
ffollowing questions.

QQ1. Find the co oordinates of SSaumya’s hom me.

((a) (1, 4) (b) ((4, 1) (c) (7, 1
1) (d) (1, 7)

QQ2. Find the co oordinates of SSaumya’s officce.

((a) (7, 5) (b) ((5, 7) (c) (7, 1
1) (d) (1, 7)

QQ3. Find the co oordinates of SSaumya’s son’s school.

((a) (1, 4) (b) ((4, 1) (c) (7, 1
1) (d) (1, 7)

27
Q4. Find the distance between Saumya’s home and her son’s school.
(a) 7km (b) 4km (c) 3km (d) 1km

Q5. Find the distance between Saumya’s office and her son’s school.
(a) 7km (b) 4km (c) 3km (d) 1km

WORKSHEET 3
Practice the questions given in the worksheet on coordinate point. The questions are based on coordinate graph and how to locate the position of
a point in a plane.

1. In which quadrant do the following points lie?

(i) A (3, 5)

(ii) B (-2, 1)

(iii) M (-1, -7)

(iv) N (4, -5)

(v) P (-1, 1)

(vi) Q (-5, 3)

(vii) R (7, -3)

(viii) S (4, 7)

2. State which of the points lie on x-axis. Give a common reason.

(i) (0, 2)

(ii) (4, 0)

28
(iii) (0, 0)

(iv) (0, -3)

(v) (-5, 0)

(vi) (-1, 5)

(vii) (3, -1)

(vii) (2, 0)

3. State which of the points lie on y-axis. Give a common reason.

(i) (0, 4)

(ii) (7, 0)

(iii) (-5, 0)

(iv) (0, -3)

(v) (-1, 2)

(vi) (0, 0)

(vii) (0, 4)

(viii) (-6, -6)

4. Mark the following points on the graph.

(i) E (3, 7)

(ii) F (4, 0)

29
(iii) M (1, -3)

(iv) N (-2, 5)

(v) P (-1, -6)

(vi) Q (0, 8)

(vii) A (-4, 4)

(viii) B (2, -2)

5. XOX' and YOY' are the co-ordinate axes. Find out the co-ordinate of points, P, Q, R, S, T, U and V. Also write abscissa and ordinate in each case.

6. Plot the point P (4, 0), Q (4, 4), R (0, 4). Now join OP, PQ, QR, OR. What figure do you get?

7. On which axis do the following points lie.

(i) A (0, 4)

(ii) B (-5, 0)

(iii) C (2, 0)

(iv) D (0, 3)

(v) E (0, 0)

30
 LESSON
N PLAN / PER
RIOD PLAN

Cllass :9
Su
ubject : Mathem
matics
Ch
hapter No. :4
e
Chapter Name AR EQUATIONS IIN TWO VARIAB
: LINEA BLES

httpss://epathshala..nic.in/topic-d.p
php?id=0962CH
H04
CURRICULAR
R GOALS & COM
MPETENCIES

TThe following curricular goals and

a competenccies are relevan
nt to the chapte
er:

C
Curricular Goalss: C
CG-3: Discovers and provess algebraic ide he models real- life situation
entities and th ns in the form
m of
e
equations to so
olve them.
C
CG-8: Builds sk
kills such as viisualisation, optimisation,
o rrepresentation
n, and mathem
matical mode
elling
a
along with their application in daily life.

C
Competencies: C nd solves contextualised probllems using equaations
C-3.2: Models an
(e.g., simultaneous lineaar equations in two
t variables o
or single
polynomiial equations) aand draws concllusions about a situation
being modelled
C--8.1: Models daaily-life phenom
mena and uses representations
r s such as
graphs, ttables and equaations to draw conclusions
c

1
MIND MAP

2
 PERIOD WISE PLAN
PERIOD TEACHING TOPIC LEARNING OUTCOMES
NO.
1 Recall of previous knowledge, Introduction to Linear Student is able to recall linear equations in one variable, identifies variable in
Equations in Two Variables real life problems, eplains linear relationship in daily life situations

2 General form of linear equations , reduction to general Student is able to explain linear relationship, identify variable and
form, finding coefficients coefficient’s, compute to general form

3 Expressing Linear Equation in One Variable into Two Student is able to express algebraically One variable equation into Two
Variable general form variable equation, shows graphically the solutions

4 Solutions to Linear Equations in Two Variables – Student is able to use algebraic substitution to find solutions, reads graph of
meaning, finding solutions and number of line.
solutions
5 Applications of Linear Equations in Two Variables Student is able to use algebraic substitution to find solutions, reads graph of
line, creates linear equation in two variables in daily life situation

6 Applications of Linear Equations in Two Variables Student is able to use algebraic substitution to find solutions, reads graph of
line, creates linear equation in two variables in daily life situation

3
 Chapter Plan(Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Linear Equations in Two Variables
Total no. of periods for this chapter: 6 Period no :1/6
Sub Topic:Recall of previous knowledge – Linear Equation in One Variable
Introduction to Linear Equation in Two Variables
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.
CG-3: Discovers Teacher makes the students recall the
and proves concept of Linear Equations in one
algebraic variable through the following activity.
identities and
the models real- ACTIVITY 1 (Pair Game): Fingers Game
life situations in 10min
the form of Teacher groups the students in pairs and
equations to
makes them play game.
solve them.
Teacher asks one student to take five (5)
fingers of left hand and show it to the
other student and keeping right hand
C-3.2: Models and backwards (hides) takes one (1) finger and
solves contextualized
problems using says, I have taken 5 fingers +? many
equations (e.g., fingers = 6 fingers. The other student has
simultaneous linear to guess and answer. The first students
equations in two
repeat it with hidden fingers varying.
variables or single
polynomial equations) This process is repeated by switching the
and draws conclusions roles of the students.
4
aboutt a situation bein
ng Studen
modeelled 1. What is vvariable? involve
group
2. What is eequation? activity
3. What is a linear equation?
4. What is ggeneral form o
of linear equaation?

5+?=6
5+?=7
5+?=8
5+?=9
Teacher makes the students that “?” plays
d to
the role of a variable, x,y,z are used
symbolizze the variablees, and the quuestions
may be eexpressed as
5+x=6 (oor 7,8,9 as perr the questionns).
Teacher makes the students recall that
such exppressions are ccalled linear
equationns in one variaable.

Teacher introduces thhe Linear Equ

uations
in Two variables
v thro
ough the follo
owing
activity.

ACTIVITY Y 2:PARKING SPACE(Group p)

300min
In a parkking space all 20 parking sp
paces
are filled
d. Some are occcupied by
motorcycles, and otheers by cars. How
many cars and how m many motorcycles
5
have invaded my territory?
Linear
[Teacher note: The solution to this can be
Equations
approached in multiple ways. As there are in Two
several very different strategies that lead Variables
to a solution.]
https://ww
w.youtube
Teacher divides the class into groups. .com/watc
Group 1, Group 2 and Group 3 work on h?v=B96Tf
Approach 1. Group 4, Group5 and Group 3ao4Lw
6 work on Approach 2. 1. What assumptions do you make about the 4 min.
number of wheels? video
made by
Approach 1: (Group 1, Group 2 and 2. What do you know about the number of Tic
Group 3) vehicles? TacLearn
Guess and test: Guess a solution and test 3. Take a guess! Now test the guess. on
whether the answer matches all the Meaning
conditions. of Linear
Equation
Approach 2: (Group 4, Group 5 and part 1
Group 6)
Draw a picture: Hint - Visualizing the
parking space. Knowing the fact that there
are 20 vehicles, we focus on the number of
wheels.

First draw 20 spaces.

1
1 2 3 4 5 6 7 8 9
0

6
1 1 1 1 1 1 1 1 1 2
1 2 3 4 5 6 7 8 9 0

[Teacher note:
Approach1: If one guess is 10 cars and 10
motorcycles and tested these values, you
wrote (10 x 4) + (10 x 2) = 40 + 20 = 60
wheels. This value is too low so there must
be more cars.
If second guess is 13 cars and 7
motorcycles, we get the solution: (13 x 4)
+ (7 x 2) = 66 wheels.
Approach 2:
Put two wheels in each space.
1
1 2 3 4 5 6 7 8 9
0
o o o o o o o o o o
o o o o o o o o o o
1 1 1 1 1 1 1 1 1 2
1 2 3 4 5 6 7 8 9 0
o o o o o o o o o o
o o o o o o o o o o
We arrive at 40 wheels. So, we put two
more wheels in each space as long as you
can, until you reach 66 wheels.
1
1 2 3 4 5 6 7 8 9
0
7
o o o o o o o o o o
o o o o o o o o o o
o o o o o o o o o o
o o o o o o o o o o
1 1 1 1 1 1 1 1 1 2
1. What are 2 equations oof this situatio
on?
1 2 3 4 5 6 7 8 9 0
2. What shou uld be the vallue of x and y?
y
o o o 3. How manny ways can you find answeer this
o o o o o o o o o o question?
o o o o o o o o o o 4. If the num
mber of parkinng spaces is chhanged as 30,,
o o o what will be the passiv
vity?
By this ddiagram we haave 13 cars an nd 7
motorcyccles.]
Whole group
g activityy- Teacher
demonsttrates the thiird approach h – Use
of algebrra.
Teacher shows this tabble and ask th hem to
observe tthe pattern seen in the tablee and
continuee to fill in the nnext two rowss.

Let's beggin by lookingg at a table to give us

a better uunderstandingg of how the
quantitiees are changinng. Observe thhe
pattern thhat will help uus to choose what
w the
variable should repressent.

8
 [Teacher Note: Teacher should make sure
that the intention of this activity is to
create linear equations in two variables
and not to emphasis on system of
equations, as it covered in Class 10]
Summative assessment plan- only where relevant

1. Identify the variable in the equation 3x-5=0

2. What is the general form of linear equation in one variable?
3. The cost of a pen is Rs. 10 and the cost of a pencil is Rs. 5. If Ramesh purchased few pens and few pencils for a total cost of Rs. 60 then create a
linear equation to represent the data.
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?

9
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Linear Equations in Two Variables
Total no. of periods for this chapter: 6 Period no :2/6
Key concepts: Linear Equations in Two Variables
Sub Topic: General form of linear equation in two variables
Comparing with the general form and finding coefficients
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.
CG-3: Discovers Teacher makes the students recollect
and proves about format of linear equations in two
algebraic variables with more examples through
identities and activity.
the models real- ACTIVITY 1 (Pair Work) (20 min)
life situations in
the form of Teacher groups the students in pairs and
equations to
ask to frame equations for situation
solve them.
announced and the other student is to Students
create a different situation for the same involve in
C-3.2: Models and
group
solves contextualized equation. activity
problems using [Teacher Note: Teacher may announce a
equations (e.g.,
simultaneous linear situation such as “During the
equations in two Independence Day, Rahul and Sheela 1. What are the variables needed to assume here?
variables or single thought to contribute to the event. Rahul 2. What equation do we get here?
polynomial equations)
plans to bring flag stickers and Sheela 3. If there are 200 flags needed, what equation do
and draws conclusions
about a situation being plans to bring flag bands. A total of 100 we get?
modelled flag stickers and flag bands are required.”] 4. Can you give more examples of linear

10
 equations?
[Teacher Note: Teacher may conduct this
activity with more situations to bring to
the students an idea that we may get
equations with numeric coefficients.]

Teacher makes the students express

linear equations in general form and
compare through series of questions:
(20 min)
1. Jonathen has fruits in the form of
few boxes of apples and few boxes
of oranges. Each box of apples has 3 1. What equation do we get here?
apples and each box of oranges has 2. What is the variable used and what are their
5 oranges. If a total of 50 fruits are unknowns?
available with Jonathen, then write
an equation representing the data.
2. In the first question if we do not Linear
know the total number of fruits, but Equations
in Two
it is given that the boxes of oranges Variables
are 4 more than the boxes of 3. What equation do we get here?
apples, then how do you frame an 4. What is the variable used and what are their https://ww
equation? unknowns? w.youtube
.com/watc
3. Compare the two equations
h?v=8rJdZ
obtained in the Q1 and Q2. Describe bhvihc
few similarities and few
dissimilarities. 4 min.
Teacher draws the student’s attention 5. Express the equation in Q2 in general form and video
made by
that both are the equations but are not state the values of a, b and c. Tic

11
 in a common format. Teacher states TacLearn
on
the general form of linear equation and
Meaning
expresses the equation obtained in Q1 of Linear
in general form and states the values of Equation
a, b, c. part 2

Summative assessment plan- only where relevant

4. What are the variables in the linear equation 5x+3y-6=0 and compare with standard form and find a, b, c.
5. Is the equation 𝑦 = expressible in general form of linear equation in two variables? Give reasons in support of your answer.

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?

12
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Linear Equations in Two Variables
Total no. of periods for this chapter: 6 Period no :3/6
Sub Topic:Expressing Linear Equations in One Variable into Linear Equations in Two Variables
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.
CG-3: Discovers Teacher makes the students recollect the
and proves concept of linear equations in two
algebraic variables and its standard form through
identities and series of questions.. 10min
the models real-
life situations in 1. There are a total of 5 doors and
the form of windows in Shyam’s house. What 1. An equation is given as 5x+8=9y. What are the
equations to
are the unknowns in it? Let’s variables involved?
solve them.
express it algebraically. 2. Give 2 examples of equations which are not Students
2. There are some cars and some bikes linear equations in two variables. involve in
C-3.2: Models and
computati
solves contextualized in a parking zone. If a total of 70 onal
problems using wheels are observed, then express
equations (e.g.,
activity
simultaneous linear it algebraically.
equations in two 3. Express the situations in Q1 and Q2
variables or single in general form ax+by+c=0.
polynomial equations)
and draws conclusions
about a situation being Teacher makes the students identify that
modelled Linear Equations in One Variable may be
generalized as the Linear Equations in
Two Variables using the discussion and
13
 computational activity. 30min
Linear
Equations
1. Teacher gives a linear equation in Two
2x=3-5y and asks the students to Variables
express it in general form. [Teacher 6. What equation do we get here?
should ensure that students are 7. What is the variable used and what are the https://www
.youtube.co
able to do the transpositions coefficients? m/watch?v=
properly, if not necessary inputs on mZqQZf0kH
equalities may be given] O0
2. Teacher invites a student of the
4 min.
class to give a linear equation in one video
variable such as 4x=7 and asks the made by
students to look at it as in two 8. What equation do we get here? Tic
variables. 9. What is the variable used and what are the TacLearn
on
(?) x + (?) y + (?) = 0 coefficients? Meaning
[Teacher Note: Teacher should of Linear
ensure that students are able to Equation
assume the absence of y as its part 3
presence with zero (0) coefficient.
3. Teacher gives an equation on his /
her own and asks the students to Write an example of linear equation in one
10.
express it in two variables. variable and express it in the form of linear
equation in two variables. And state the values
of a, b, c.
Summative assessment plan- only where relevant

6. What are the variables in the linear equation 5y-6=0 and express it in standard form and find a,b,c .
7. Is the equation 𝑥 = 0 expressible in general form of linear equation in two variables? Give reasons in support of your answer.
Teachers’ reflections and experiences:

14
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?

15
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Linear Equations in Two Variables
Total no. of periods for this chapter: 6 Period no :4/6
Sub Topic:Meaning of Solution to a Linear Equations in Two Variables.
Finding solutions to Linear Equations in Two Variables.
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.
CG-3: Discovers Teacher makes the students understand
and proves the meaning of solution to a linear
algebraic equation.
identities and 10min
the models real- Teacher groups the students in pairs and
life situations in follow an activity:
the form of
equations to
Teacher asks one student to create a
solve them.
linear equation in two variables and ask Students
CG-8: Builds involve in
skills such as the other student to replace the variables
computati
visualization, with some values and check for its onal
optimization, correctness and repeat it until it is found activity
representation, correct.
and 1. Do you get a pair of values for the variables for
Value to first

Right Hand
variable, y
variable, x

Left Hand

satisfied?
Equation

equation
Value to
second

mathematical sure to satisfy a given linear equation?

Is the

(Y/N)
Side

Side

modelling along 2. Find a solution to the equation x-y=5.

with their
application in
daily life.

16
C-3.2: Models and
solves contextualized
problems using
Teacher asks the students to swap their
equations (e.g., roles and repeat the activity.
simultaneous linear [Teacher Note: Teacher should ensure
equations in two that student is able to check the equality
variables or single
polynomial equations)
between the two sides
and draws conclusions Teacher conveys that the pair of values of
about a situation being for the variables, x and y in this case,
modelled written as (x,y) is a solution to the
C-8.1: Models daily-life
phenomena and uses equation.
representations such as
Students
graphs, tables and Teacher makes the students learn the use
equations to draw
method of finding solutions to linear stationary
conclusions
equations in two variables. 30min to
tabulate
in books.
Teacher makes the students in group 3
students (A, B and C) and asks them to
involve in computational task to find the Tic
solutions. 1. What is value of y if x=0? TacLearn
4 min.
Teacher announces a linear equation in 2. What is value of x if y=0? video link
two variables, say, x + y=6. Teacher asks 3. If x=y what is (x,y)= ? below on
“A” to choose a value for x and asks “B” to 4. How many solutions do we get for the equation Solution
replace x with the value and compute given? to Linear
Equations
value of y. Teacher asks “C” to take the 5. How many solutions a linear equation in one
in Two
value of (x,y) and show graphically. variable has? Variables
Teacher may swap the roles of A and B to
get more points. https://ww
w.youtube
.com/watc
h?v=QW

17
 6. Choose a point on the line (graph) different
d m MbC---
from
huA
the valuess obtained annd check whetther it is
solution or
o not.
7. Choose a point not on the line (grap
ph) and checkk
whether it
i is solution o
or not.
y conclude from the results of Q6 an
8. What do you
Q7 ?

me computations, teacher may

After som
ask to ob
bserve the graaph and comm
ment.

Teacher imparts the p process of findding

solution to linear equations in two
variabless and its graph
h is a set of co
ollinear
points fo
orming a line.
Summmative asse essment pla
an- only whe
ere relevantt

8. Write 4 ssolutions to thee equation x+y=

=8.
9. Is (2,0) a solution to the equation y=5-xx ?
10. Show thee graph of x=7 ono a number line.
11. Draw thee graph of the linear equation 2x-y=-1.
2
Tea
achers’ reflections and e
experiencess:
Teach
hers’ reflectionss and experiencees:
d the lesson plann align with the curricular goalss and competenccies? If not How
1.Did w could be adjussted for better allignment?
2.How well did the pedagogical
p Straategies engage sstudents and pro
omote active parrticipation in thee learning proceess?
3.How well Did the assessment strattegies measure student understaanding and achiievement of the learning outcom mes?
4.How effective werre the Materials and resources uused in the lesso on?
5.Did
d the lesson incoorporate formatiive assessment S Strategies to guiide pedagogy annd provide timely feedback to sstudents?

18
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Linear Equations in Two Variables
Total no. of periods for this chapter: 6 Period no :5/6
Sub Topic:Applications of Linear Equations in Two Variables
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.
CG-3: Discovers Teacher makes the students involve in
and proves problem solving activity 10min
Paper,
algebraic
stationary
identities and Teacher engages the students in problem , graph.
the models real- solving activity:
life situations in
the form of 1. Write each of the following Assignment:
equations to
equations in the form ax + by + c = 0
solve them.
andindicate the values of a, b and c Write the equation 3x-7y=2.5 in the form of ax+by+c=0
CG-8: Builds
skills such as in each case: and find the values of a,b,c.
visualization, (i) 2x + 3y = 4.37 Students
optimization, (ii) x – 4 = 3 y involve in
representation, (iii) 4 = 5x – 3y computati
(iv) 2x = y onal
and
activity
mathematical [Teacher Note: Teacher should
modelling along ensure that the students are able to
with their use the transposition rules taught in
application in previous classes.] 6 min and
daily life. 2 min Tic
TacLearn
2. Write four solutions for each of the Assignment: videos on
C-3.2: Models and
19
solves contextualized following equations: Solution
problems using to Linear
equations (e.g.,
(i) 2x + y = 7 Write five solutions for the equation x+2y-4=0.
simultaneous linear (ii) πx + y = 9 Equation
equations in two (iii) x = 4y s in Two
variables or single [Teacher Note: Teacher should Variables
polynomial equations)
ensure that the students are able to part 2&3
and draws conclusions
about a situation being compute and tabulate the results
https://w
modelled and recollect the value of π.]
C-8.1: Models daily-life ww.youtu
phenomena and uses be.com/w
representations such as 3. Find the value of k, if x = 2, y = 1 is a atch?v=N
graphs, tables and solution of the equation 2x + 3y = k. IG3R1X
equations to draw [Teacher has to make the students Assignment:
conclusions
WFy4
that solution satisfies the equation
and hence we have to substitute If x=4 and y=-1 is a solution to the equation px+qy=r https://w
the values of x and y given and then find the relation between p, q and r. ww.youtu
create equation in k and solve it to be.com/w
find k.] atch?v=y
rpZ456B
4. Find 5 different solutions to the Assignment : bhE
equation 2x-y=1 and draw graph. The Distance(y) in meters and Time(t) in seconds
[Teacher Note: Teacher should relevant to a uniform motion may be modelled by the
make sure that the students equation y=4t. Draw its graph.
recollect the usage of graphs]
Summative assessment plan- only where relevant

12. Write 4 solutions to the equation x+y=8.

13. Is (2,0) a solution to the equation y=5-x ?
14. Show the graph of x=7 on a number line.
15. Draw the graph of the linear equation 2x-y=-1.
Teachers’ reflections and experiences:

20
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Linear Equations in Two Variables
Total no. of periods for this chapter: 6 Period no :6/6
Sub Topic:Applications of Linear Equations in Two Variables
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.
CG-3: Discovers Teacher makes the students involve in
and proves problem solving activity
Paper,
algebraic
stationary
identities and Teacher engages the students in problem etc
the models real- solving activity: Assignment:
life situations in
the form of 1. If (1, -2) is a solution of the equation 1. If (2, -3) is a solution of the equation 2x – y = p,
equations to
2x – y = p, then find the value of p. then find the value of p.
solve them.
CG-8: Builds
skills such as 2. Cost of a pen is two and half times 2. Cost of a pen is three and half times the cost of a
visualization, the cost of a pencil. Express this pencil. Express this situation as a linear equation Students
optimization, in two variables. involve in
representation, situation as alinear equation in two computati
variables. onal
and
activity
mathematical
modelling along 3. Express x in term of y : x/7 + 2y = 6. 3. Express y in term of x : x/7 + 2y = 6.
with their
application in 4. How many linear equations in x and 4. How many linear equations in x and y can be
daily life. y can be satisfied by x = 1 and y = 2? satisfied by x = 2 and y = 1?
C-3.2: Models and
21
solves contextualized 5. In aone-day international cricket 5. In an one day international cricket match, Kohli
problems using
equations (e.g.,
match, Raina and Dhoni together and Rohit together scored 146 runs. Express the
simultaneous linear scored 198 runs. Express the statement as a linear equation in two variables.
equations in two statement as a linear equation in
variables or single two variables.
polynomial equations)
and draws conclusions
about a situation being 6. In some countries temperature is 6. In international system angles are measured in
modelled measured in Fahrenheit, whereas in radians. It is known that π radians = 1800. The
C-8.1: Models daily-life countries like India it is measured in relationship between degree measure of an
phenomena and uses
representations such as Celsius. Here is a linear equation angle and its radian measure is modelled by the
graphs, tables and that converts Fahrenheit to Celsius: equation = . If an angle measure 1200 then
equations to draw F=[9/5]C+32. If the temperature is
conclusions find the measure of the same angle in radians.
– 40°C, then what is the Express the result in terms of 𝜋 .
temperature in Fahrenheit? Also, express the value as a decimal using the
approximate value of 𝜋 = 3.14 .

Summative assessment plan- only where relevant

16. A fraction becomes 1/4 when 2 is subtracted from the numerator and 3 is added to the denominator. Represent this situation as a linear
equation in two variables. Also, find two solutions for this.
17. Write 3 solutions to the equation 2x-5y=10.
18. Draw the graph of the linear equation𝑦 = 𝑥 + . Check from the graph that (7,5)is a solution of the linear equation.?

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?

22
3.How well Did the assessment strattegies measure student understaanding and achiievement of the learning outcom
mes?

4.How effective werre the Materials and resources uused in the lesso
on?

5.Did
d the lesson incoorporate formatiive assessment S
Strategies to guiide pedagogy annd provide timely feedback to sstudents?

E
Extended Le
earning:

h
http://ncert..nic.in/ncertts/l/ieep204.pdf
(for mo
ore practice)

23
 5. INTROD
DUCTION TO EUCLID’S
S GEOM
METRY

h
https://epathsh
hala.nic.in/topicc-d.php?id=096
62CH05
THE FOL
LLOWING CURRICUL
LAR GOALS
S (CG) AND
D COMPETE
ENCIES (C)) WILL BE DEVELOPE
D ED
THROU
UGH THIS CHAPTER

CURRICU
ULAR GOA
ALS(CG) COMPETENCIES (C)
C-4.1: Descrribes relationsships including g congruence of two-
dimensional geometric sh hapes (such ass the lines ang gles triang
C
CG-4: Analysiis characteristtics and prope
erties of two-d
dimensional
to make and d test conjectuures and solve e problems
g
geometric sha
apes and deve elops mathemmatical argume ents to
C-4.2: Provees theorems using Euclid's a axioms and poostulates f
e
explain geome etric relationsships
triangles andd quadrilatera
als, and applies them to solv ve geome
problems
C-7.1: Provees mathematiccal statementts and carries out
geometric co onstructions uusing stated assumptions,
a a
axioms,
C
CG-7: Begins to perceive an
nd appreciate
e the axiomatiic and postulates, definitions
d andd mathematic cs vocabulary
d
deductive stru
ucture of Mathematics C-7.3: Provees theorems using Euclid's a axioms and poostulates -
angles, triangle, quadrilateerals, circles, area-related theorems
t
triangles andd parallelogra
ams
C-10.1: Recoognises the im
mportant contrributions mad de by
mathematicians (Indian anda others) in the field of Mathematic
C
CG-10: Knowss and apprecia
ates importan
nt contributio
ons of (such as evolution of mem mbers, geometry, algebra)
m
mathematicia
ans from India
a and around the
t world C-10.2: Recoognizes moderrn contributio ons to Mathemmatics ma
in both India
a and abroad, and understa ands the next ffrontiers a
the next majjor open quesstions in the fiield of Mathem matics

1
M
MIND M
MAP

2
 PERIOD WISE PLAN

Period No Teaching Topic Learning Outcomes

1 History Understands Euclid’s Contribution in Plane
Geometry
2 Euclid’s Definitions Defines terms and knows undefined terms in
Geometry
3 Axioms Understands Euclid’s Axioms
4 Postulates Understands Euclid’s Postulates
5 Theorems Proves Theorems

Key concepts: 1. Introduction to Euclid geometry, Define and undefined terms, Euclid’s definitions, Axioms
and postulates

3
 Chapter Pllan(Unit pla
an/ lesson pla
an)Period plaan (40 mins cllass)
Classs: 9th Subbject: Mathe ematics Chapter: INTROD DUCTION T TO EUCLIDS GEOMET TRY
Tottal no. of perriods for thiis chapter: 5 5+1(WS)=6 P
Period no :1
Leaarning Outco omes & Teach hing-Learnin ng Process Pointers for formative Material
Indiicators/micrro- T
This should include activities to faccilitate asssessment- tthis should include required
commpetencies l
learning along with bro oad time durration sttrategies th
hat will be ussed to
Ch heck for Unnderstanding g - e.g.,
quuestions/worrksheets/exp perime
gnments/self-
nts/assig
assessment checklists//etc.
Stude
ents will be able to Tessting of Pre re
equisite know
wledge 10 min
understand the term geometry
and itts origin.
Studeents should also know Wh
hole class disccussion:
aboutt the mathematician W
What is a closed
d figure forme
ed by 3-
Euclid
d. http
ps://youtu.be/3LLqFmr9jr-g line segments ca
alled?
Histtory of Ramappaa temple
Appre eciate the contribution of 1. What shapees observed in the video?
greatt mathematician like 2. Identify the geometrical shaapes seen in the vvideo and
Euclid
d, Thales in geom
metry. describe theem?
3. To build succh a monument what
w other geommetrical
Know ws and identifies the terms concept useed?
relateed to geometry given
g by
Euclidd by analyzing th
hem
criticaally. Hisstory: 30 min

https://www.youtu

4
 om/watch?v=2
o
xfEl688u8
SOURCE::
De
escribe the wo
ord geometry
y in your Euuclids Definitio
ow
wn words? https://www.youtu
omm/@Practicallya

In ggroups, answer thhe following? Inttroduction

In how many ch hapters Euclid divided Euclidean
Seee the above picture, hiss famous book
k “THE
Gue ess What is the p
picture about? geometry
ELLEMENTS”?
Which shapes are in n this figure?
What geometrical sh hapes does it ressemble?
o which country Euclid belo
To ongs?
Cann you guess shapee of the base is?
Teaacher introduces the Egyptian Pyrramids
W ather of geometry?
Who is called fa
[Teaacher Note: Focu us on the use of geometry
g in build
ding
beaautiful structuress and monuments]

Teaacher further exxtends the discu

ussion to the m
meaning of
geo
ometry, origin oof geometry. https://www.youtu
om/wwatch?v=iNyFS
8
Teaacher shares fam
mous people co
ontribution tow
wards SOURCE::
geo
ometry for the ddevelopment off geometry. https://www.youtu
om/@@LetstuteCBSE
H

Histtory
Sum
mmative asse
essment pla
an- only whe
ere relevantt

1. Write the history of geometrry in your ow

wn words.

Teachers’’ reflections and experie

ences:

1.Diid the lesson pplan align withh the curriculaar goals and ccompetencies?? If not How could
c be adjussted for betterr alignment?

2.Ho
ow well did the pedagogicall Strategies en
ngage studentts and promotte active partticipation in th
he learning prrocess?

5
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?

6
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subjectt: Mathema atics Chap pter: Introd
duction to EEuclid’s Geo ometry
Tottal no. of perriods for thiis chapter: 6 Period no
n :2
SUB B TOPIC: E Euclid’s defin nitions
Leaarning Outco omes & Teach hing-Learnin ng Process ointers for fo
Po formative asssessment- Materi
Indiicators/micrro- T
This should include activities to faccilitate th
his should in
nclude strate egies that require
commpetencies l
learning along with bro oad time durration will be used to Checck for
Underrstanding - e.g.,
e
qu
uestions/worksheets/experiments
/assignmen nts/self-asseessment
cheecklists/etc.
KNOWWLEDGE: Studen nts will Tessting of Pre re
equisite know
wledge 10 min
devellop the ability to 1. Give some examples to a solid figure.
understand Euclid’s defilations.
Whhole class disccussion:
2. In how many chapters Eucclid divided his
Teaacher draws on board or displays chart and asks q
questions: fam
mous book
Skills and competence es:
Studeent would be able to
1.Draw a line segmeent. 3. Define a so
olid in your own
n words?
2.W
What is the start aand ending of thee line segment?
reasoon effectively andd critically,
3.Draw the line.
descrribe definitions.
4.How many points are there on a line?
5.W
What is a plane?
6.W
What is a solid? Euclid's
7.How many dimenssions a solid has?? Definitio
https://www
tube.com/wa
Teaacher Introdu
uces the Eucliid Definitionss v=qLfScRAh
TO
OPIC: 20miin SOURCE::htt
www.youtub
m/@TicTacL
English

4. What are tthe boundaries of a Surfaces?

Whhat is this picturre?

How
w many dimenssions the above
e figure has?
7
how
w many faces th
he cuboid has?

Supppose we removve height of thee picture what ttype of

pictture formed?

How
w many dimenssions this rectan
nglehas?

If it loses one more dimension what type of picture fformed?

5. What are ends of a line?

ore dimension wh
If it has loss one mo hat is the remain
ning part?

Doe
es point has anyy dimensions?

8
 Teacher explains thee following Euclid
d definitions by playing
videeo.– 10 MINUTESS
Euclid's
1. A Point is that which has no part.
p Geometr
6. How manyy definitions Eucclid gave in
2. A line is breaadthless length. hisfamous book THE ELEM MENTS? https://www
ube.com/wa
3. The ends of a line are points.. =CYQps3_1
7. Write three steps from solids to points. SOURCE::htt
4. A straight lin
ne is a line which lies evenly with tthe points www.youtub
m/@Letstu
on itself. 8. In Book 1, H
How many definittions were
5. A surface is tthat which has leength and breadth only. listed byEucclid?

6. The edges of a surface are lin

nes. 9. Write defineed and undefined
d terms
according to
o Euclid?
7. A plane surfface is a surface w
which lies evenly with
thestraight lines on itself.

Sum
mmative asse
essment pla
an- only whe
ere relevantt

1. Write any ffive Euclid’s definitions.

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?

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

10
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subject: Mathematics
M Chapte er: INTROD DUCTION TO EUCLID DS GEOMETRY
Tottal no. of perriods for thiis chapter: 6 Period no: 3
Toppic: axioms
Lea
arning Outco omes & Teachhing-Learnin
ng Process ointers for fo
Po formative asssessment- Materi
Indiicators/micrro- T
This should include activities to faccilitate th
his should in
nclude strate egies that require
com
mpetencies l
learning along with bro
oad time durration will be used to Checck for
Underrstanding - e.g.,
e
qu
uestions/worksheets/experiments
/assignmen nts/self-asse
essment
cheecklists/etc.
Know
w the undefined tterms in
geom
metry. Tessting Previous K
Knowledge: (10 min)
1. Write some undefined termss?
Differrentiate and classsify the 2. Write some defined terms in geometry?
pointt, line, plane relatted 3.
objeccts.

Euclid's
Definitio
https://y
u.be/qLfS
AhZDw?
bmvc4w
Wh
hat is an axiom?? Okx2erp
SOURCE
ttps://ww
Suppose 1st triangle is takeen as whole then the
youtube
black trianggle is part. Writee the relationsh
hip m/@TicT
between th he triangles in yo our own words.. LearnEn
h

11
Teaacher introduces the Euclid axioms through
plaaying video. (20 min)

Dileep has as many biscuits aas Rohit and R

Rohit has
as many biscuitss as Prabhu.

Wrrite Euclid 1st axio

om?

Wrrite the Euclid aaxioms?

Cann you tell any relationship bbetween the number of
bisccuits Dileep and
d Prabhuhas?

Wh
hat is your obserrvation?
https://ww
youtube.c
Teaacher makes thee students intoo groups, througgh playing watch?v=B
thee video explain all
a Euclid axiom
ms? And also, teeacher will AZRoDgJ
expplain remaining axioms as the above?
a &t=300s

Euclid axio
Sayy some Euclid axxioms?

Teaacher asks the studen nts to answ

wer the
following in gro
oups: (10 min))

12
 I. Match
h the followingg.

Numbers/letters activityy Relateed axiom

Number
A, B, C
1.A A=B, B=C⇒ 𝐴 𝐶

A, B
2.A 𝐴 𝐵

3. A A=A

4. X, Y 2X=2YY

5. 6 6=6
6
⇒6 7 6 7
12
6.1 12=12
⇒ 12 5 1 12 5

II. In the adjacent figu

ure, we have A AC = XD,
C and D are mid points of AB B and XY
respecctively. Show that AB = XY.
Wh
hich Euclid axiom applicable?

Wh
hat is given?
Is AB=2AC.
A Give reeasons?
Is XYY = 2 XD Give re
easons?
13
 Whaat do you noticee?

Sum
mmative Assessment Pla
an- only whe
ere relevantt

1.If a point Q lies

l between two
o points P and R ssuch that PQ = QR
R, prove that PQ = PR .
2. In the adjaccent figure, we haave 𝐵𝑋 𝐴𝐵, 𝐵
𝐵𝑌 𝐵𝐶 and A
AB = BC. Show thaat BX = BY.

Teachers’’ reflections and experie

ences:

1.Diid the lesson pplan align withh the curriculaar goals and ccompetencies?? If not How could
c be adjussted for betterr alignment?

ow well did the pedagogicall Strategies en

2.Ho ngage studentts and promotte active partticipation in th
he learning prrocess?

ow well Did th
3.Ho he assessmentt strategies m
measure studen
nt understand
ding and achie
evement of the learning outtcomes?

ow effective w
4.Ho were the Mate
erials and reso
ources used in the lesson?

d the lesson in
5.Did ncorporate fo
ormative assesssment Strate
egies to guide pedagogy and
d provide timely feedback tto students?

14
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th S
Subject: Matthematics Chapte er: INTROD DUCTION TO EUCLID DS GEOMETRY
Tottal no. of perriods for thiis chapter:6 Perio od no :4
Keyy concepts: IIntroduction n to Euclid’ss geometry, Euclid’s deffinitions, un
ndefined term ms, Axiomss, postulatess
Toppic: Postulates
Lea
arning Outco omes & Teach hing-Learnin
ng Process Poointers for fo
formative asssessment- Materi
Indiicators/micrro- T
This should include activities to faccilitate th
his should in
nclude strate egies that require
com
mpetencies l
learning along with brooad time durration will be used to Checck for
Underrstanding - e.g.,
e
quuestions/worksheets/experiments
/assignmen nts/self-asse
essment
cheecklists/etc.
Know
w the undefined tterms in
geom
metry. Tessting previous knowledge (10 m
min)
Differrentiate and classsify the 1.W
Write any 2 Euclid’s axioms?
pointt, line, plane relatted to
objeccts. 2. Axioms
A are assum
med
(A) universal truths in
i all branches off mathematics
(B) universal truths sspecific to geomeetry Euclid's
(C) theorems Postulate
(D) definitions https://www
tube.com/wa
v=BEheVM
3. Jo
ohn is of the sam
me age as Mohan. Ram is also of thhe same lc&t=178
om that illustrates the
age as Mohan. Statee the Euclid’s axio SOURCE
relaative ages of John
n and Ram https://www
tube.com/@
(A) First Axiom (B) Second
d Axiom cLearnEngl

(C) Third
T Axiom (D) Fourth
h Axiom

4. Itt is known that if x + y = 10 then x + y + z = 10 + z.

Thee Euclid’s axiom th hat illustrates thiis statement is :
15
(A) First Axiom (B
B) Second Axiom
(C) Third
T Axiom (D) Fourth Axiom

Wh
hole Class acttivity: (30 min)
Click here
https://www
ube.com/wa
Using the above
a given video teacher has to Deescribe about ax
xioms and postuulates in your =BNAZRoDgJ
explain thee concept by draawing required ow
wn words? =300s
diagrams.
SOURCE
https://www
ube.com/@T
LearnEngli

Euclid axio

Answer thee following :

1. How many lines can we draw

w from a given po
oint?

Write Euclid’s 1st postulate and

W a also
wrrite related axxiom?

2. By observingg the above figure write that how many

lines can passs through given two points? Write Euclid’s 2ndpostulate ?
W

16
 How far wee can extend AB
B?

3. Radii of fourr circles are given

n as 3 cm, 4 cm, 4.5
4 cm and
5 cm. Usingg a compass, draaw circles with these radii Write Euclid’s 3nd postulate
W
taking P, Q, R and S as their ccentres.
If the Centrre and radius of a circle are giveen, can you
draw the cirrcle?

4. Take a griid paper. Draw w different figu ures which

represent a right angle. Cut them along their arms and
place all anggles one above otther. What do you observe? Write Euclid’s 4nd postulate?
W

17
 5.

Write Euclid’s 5th postulate on

W o your
ow
wn words?

Meeasure the angles ∠𝐴𝑃𝑄, ∠𝐶𝑄𝑃.

∠ And ad
dd
theem?

Onn which side of

o PQ, the lines AB and CD w
will
intersect?

By drawing some more similaar figures writte your

obsservations?

Sum
mmative asse
essment pla
an- only whe
ere relevantt

1. Why is A
Axiom 5, in th
he list of Eucliid’s axioms, co
onsidered a ‘u
universal trutth’?
(Note th
hat the question is not aboout the fifth postulate.)
p

Teachers’’ reflections and experie

ences:

1.Diid the lesson pplan align withh the curriculaar goals and ccompetencies?? If not How could
c be adjussted for betterr alignment?

ow well did the pedagogicall Strategies en

2.Ho ngage studentts and promotte active partticipation in th
he learning prrocess?

18
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?

19
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subject: Mathematics Chapter: INTRODU UCTION TO O EUCLIDS S GEOMETR RY
Tottal no. of perriods for thiis chapter: 6 Periood no : 5
Top pic: Problem ms based on
n Euclid axiooms and Posstulates
Leaarning Outco omes & Teachhing-Learnin ng Process ointers for fo
Po formative asssessment- Materi
Indiicators/micrro- T
This should include activities to faccilitate th
his should in
nclude strate egies that require
commpetencies l
learning along with bro oad time durration will be used to Checck for
Underrstanding - e.g.,
e
qu
uestions/worksheets/experiments
/assignmen nts/self-asse
essment
cheecklists/etc.
Applies the concept of
o Teaacher engagees the studentts in applyingg the
undeffined terms, axio
oms and
postu
ulates of Euclid’s
axiioms and posstulates propo
osed by Euclid d: (25
Geommetry. min)

Differrentiate and classsify the

pointt, line, plane relatted 1. Prove that aan equilateral triaangle can be consstructed on
objeccts etc any given lin
ne segment. 1.W
Write Euclid 3rd postulate?

2. Daw a line segment of any leength says PQ?

3. Draw a circlee with Centre P aand radius PQ. Draw

another circle with Centre Q and radius QP. M Mark the
intersection point R where tw wo circles meet. JJoin ‘R’ to
https://youtu
P and Q to foorm Δ PQR. K6R4MHB2w
i=Or5sxaelm
2.W
Which Euclid posttulate is used to prove
p the given YUV
Is PQ = PR? SOURCE::htt
triaangle is equilateraal?
Is PQ = QR? www.youtub
m/@InfinityL
_NEET
[Use Euclid’ss axiom, two thin
ngs which are equ
ual to same
Problems
thing are equal to each anoth her]
Axiom
3. D
Draw an equilateral triangle whose sides are 5.2
s ΔPQR is an eq
So, can, we say quilateral trianglee. cm each.
20
 wing figure, a line n falls on lines l and m
4. In the follow
such that the sum of the inteerior angles 1 and
d 2 is less
than 180°, th u say about lines l and m.
hen what can you

[Teacher maakes the studentss in pairs and ask them to

solve Using Euclid’s 5th Postu
ulate.]

Wo
ork sheet: (15 m
min)

1. Write
W ments are True or
whether thee following statem o False?
Justtify your answer.

(i) Pyramid d is a solid figure, the base of whicch is a

triangle or square or som me other polygon and its
side facees are equilateral triangles that co onverges
to a poin nt at the top.
(ii) In Vedicc period, squaress and circular shap ped altars
were used for household d rituals, while alttars whose
shapes w were combination of rectangles, ttriangles
and trap peziums were useed for public worship.
(iii) In geommetry, we take a p point, a line and a plane as
undefineed terms.
(iv) If the arrea of a triangle equals
e the area oof a
rectanglle and the area of the rectangle eq quals that
of a square, then the areea of the triangle also
equals the area of the sq quare
.
(v) Euclid’ss fourth axiom sayys that everything equals

21
 itself. (vi) The Euclidean geometry is valid only for
figures in the plane

2. Read the following statements which are taken as axioms:

(i) If a transversal intersects two parallel lines, then

(ii) corresponding angles are not necessarily equal.
(iii) If a transversal intersects two parallel lines, then
alternate interior angles are equal. Is this axioms
consistent with other axioms we learnt ? Justify your
answer.

3. Read the following two statements which are taken as

axioms:
(i) If two lines intersect each other, then the vertically
opposite angles are not equal.
(ii) If a ray stands on a line, then the sum of two adjacent
angles so formed is equal to 180°.
Is this a system of consistent axioms consistent? Justify your
answer.
Summative assessment plan- only where relevant
Q.1: What are the five postulates of Euclid’s Geometry?
Q.2: If a point C lies between two points A and B such that AC = BC,
then prove that AC =1/2 AB. Explain by drawing the figure.

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?

22
 Work Sheet: 1
Introduction to Euclid’s Geometry (Class 9)

1) Axioms are assumed

(A) universal truths in all branches of mathematics
(B) universal truths specific to geometry (C) theorems (D) definitions

2) John is of the same age as Mohan. Ram is also of the same age as Mohan. State the Euclid’s axiom that illustrates the relative ages of John
and Ram
(A) First Axiom (B) Second Axiom (C) Third Axiom (D) Fourth Axiom

3) The number of dimensions, a solid has:

(A) 1 (B) 2 (C) 3 (D) 0

4) The total number of propositions in the Elements are:

(A) 465 (B) 460 (C) 13 (D) 55

5) A pyramid is a solid figure, the base of which is

(A) only a triangle (B) only a square (C) only a rectangle (D) any polygon

6) The side faces of a pyramid are:

(A) Triangles (B) Squares (C) Polygons (D) Trapeziums

23
7) In ancient India, the shapes of altars used for house hold rituals were
(A) Squares and circles (B) Triangles and rectangles
(C) Trapeziums and pyramids (D) Rectangles and squares

8) Which of the following needs a proof?

(A) Theorem (B) Axiom (C) Definition (D) Postulate

9) . Euclid stated that all right angles are equal to each other in the form of
(A) an axiom (B) a definition (C) a postulate (D) a proof
10) ‘Lines are parallel if they do not intersect’ is stated in the form of
(A) an axiom (B) a definition (C) a postulate (D) a proof

11) “A square is a polygon made up of four line segments, out of which, length of three line segments are equal to the length of fourth one and
all its angles are right angles”. Define the terms used in this definition which you feel necessary. Are there any undefined terms in this? Can you
justify that all angles and sides of a square are equal?

12) Study the following statement: “Two intersecting lines cannot be perpendicular to the same line”. Check whether it is an equivalent version
to the Euclid’s fifth postulate.

13) Read the following statements which are taken as axioms

(i) If a transversal intersects two parallel lines, then corresponding angles are not necessarily equal. (ii) If a transversal intersects two parallel
lines, then alternate interior angles are equal. Is this system of axioms consistent? Justify your answer.

14) Read the following two statements which are taken as axioms
(i) If two lines intersect each other, then the vertically opposite angles are not equal. (ii) If a ray stands on a line, then the sum of two adjacent
angles so formed is equal to 180°. Is this system of axioms consistent? Justify your answer.
24
 Work Sheet: 2
Introduction to Euclid’s Geometry (Class 9)

SUBTOPIC: EUCLID’S DEFINITIONS, AXIOMS AND POSTULATES

1. The three steps from solids to points are 1

(a) solids-surfaces-lines-points (b) solids-lines-surfaces-points
(c) lines-points-surfaces-solids (d) lines-surfaces-points-solids
2. The number of dimensions, a solid has 1
(a) 1 (b) 2 (c) 3 (d) 0
3. The number of dimensions, a surface has 1
(a) 1 (b) 2 (c) 3 (d) 0
4. Euclid divided his famous treatise ‘The Elements’ into 1
(a) 13 chapters (b) 12 chapters
(c) 11 chapters (d) 9 chapters
5. In Indus Valley Civilisation (about 3000 BC), the bricks used for construction 1
work was having dimensions in the ratio
(a) 1: 3: 4 (b) 4: 2 : 1 (c) 4 : 4 : 1 (d) 4 : 3 : 2

6. The number of interwoven isosceles triangles in Sriyantra (in the Atharvaveda) 1

is_________.

7. Greek’s emphasised on 1
(a) inductive reasoning (b) deductive reasoning
(c) Both (a) and (b) (d) practical use of geometry
8. In ancient India, altars with combination of shapes like rectangles, triangles 1
and trapeziums were used for
(a) public worship (b) household rituals
(c) Both (a) and (b) (d) None of these

9. Thales belongs to the country 1

(a) Babylonia (b) Egypt (c) Greece (d) Rome

10. Which of the following needs a proof? 1

(a) Theorems (b) Axiom (c) Definition (d) Postulate

25
 LINE
ES AND ANGLES
A

CU
URRICUL
LAR GOA
ALS(CG) C
COMPET
TENCIES (C)
C
CG-4: Analysis characteristics and pro
operties of tw
wo- C-4
4.1: Describees relationshiips includingg congruence of

d
dimensional geometric sh
hapes and deevelops tw
wo-dimension
nal geometricc shapes (succh as the lines

mathematicaal arguments to explain geeometric

m an
ngles triangles) to make an
nd test conjeectures and so
olve

rrelationshipss prroblems

1
MIND MA
AP

2
PERIOD WISE PLAN
Learning Outcome:
Applies axiomatic approach and derives proof of mathematical statements particularly relate to geometrical concepts, like parallel lines,
triangles, quadrilaterals, circles etc. in order to solve problems using them.

PERIOD TEACHING TOPIC LEARNING OUTCOMES/Objectives

NO.
1 Basic terms and Definitions Undrestanding basic terms and definition of lines and angles
2 Types of angles and pairs of angles Undrestanding different kinds of angles and linear pair
3 Practice Period Reinforcing the concepts
4 Vertex opposite angles and linear pair Solving problems based on the properties of vertex opposite angles
and linear pair angles
5 Vertically opposite angles and linear pair angles Understaning relation of vertically oppsite angles and linear pair
angles
6 Practice period Reinforcing the learned concepts
7 Parallel lines and transversal Relation between angles when transversal meet parallel lines

Key concepts: 1. Basic terms and Definitions 2. Pairs of angles 3. Parallel lines and
Transversal 4. Lines parallel to the same line 5. Angle sum property of triangle

3
 PERIOD PLAN
th
Class: 9 Subject: Mathematics Chapter: Lines and Angles
Total no. of periods for this chapter:7 Period no :1
Sub Topic: Basic terms and Definitions
Learning Outcomes & Teaching Learning Process Assessment TLM
Indicators/Micro Components

LEARNING OUTCOMES Teacher introduces the topic

lines and angles through
Applies axiomatic approach and discussion mode and doing
derives proofs of mathematical activities 30 min
statements particularly
related to geometrical concepts, Activity
like parallel lines, triangles,
quadrilaterals, circles etc. in order
tosolve problems using them. Geometry Box

Differentiates between lines, line

segments and rays (C65).
1) Distinguish between Ray, line and line GeoGebra Application
segment.
Learning Objectives

Define segment, ray, collinear Observe the figures and discuss

points, non-collinear points, acute the properties. 2) Number of lines passes through a point
angle, right angle, obtuse angle, 1) How many points are needed are ________________
straight angle, reflex angle, to draw a line?
complementary angles, 2) Which of the above figures (i)
Supplementary angles and 3) Minimum number of points required to
to iv has measurement?
identify them in a given figure. draw a line are ______
4) How many lines pass through
a point?
Pairs of angles
Label angles created by two
intersecting lines and
identify vertically opposite
pairs, adjacent angles, linear pairs,
complementary

4
//supplementary pairs of angles

AApply the conceepts of linear pairs of

aangles and vertiically opposite
aangles and estaablish relationshhips
bbetween the ang gles in a given
ffigure and solve
e for missing vallues.

P
Parallel Lines an
nd a Transversa
al
4) How many lines pa
ass through
LLabel angles creeated by a the p
point P?
ttransversal interrsecting two parrallel
lines and identiffy corresponding g
a e angles, interior
angles, alternate
5) How many minimum points
B
Basic Terms and Definitions
D o
aangles and defin ne relationshipss are requ
uired to draw a line?
lines and angles
bbetween these a angles.
In
ntroduction of lines and
L
Lines Parallel to
o the same Line
a
angles (video frrom tic Tac
L
Learn English)
FFind out the unk known angles
ccreated by a tra ansversal in a givven
ffigure and infer if the lines are
pparallel or not.

A
Angle Sum Prop
perty of a Triang
gle

D
Define the relatiionship between n
a
angles formed w when a triangle is
p
placed between n two parallel lines
a t exterior angle of
and prove that the
a triangle is the sum of the two
o
opposite interiorr angles.
4) In how many ways can we draw two
4
lines on a plane
e? Explain in dettail.
Activity
y
Draw twwo different (distinct) lines
on a pla
ane? What is yyour
observaation?

5
 Basic
Terms
and

D
Definitions of linees and
an
ngles 2
Activity
y
Preparee a hut with stic
cks
In
ntroduction of lines and
a
angles

W
What do you say about A,P, Q, and B?

What iss your observattion?

Which types
t of lines yyou
observe
ed?

Teacheer explains lin

nes and
5) If three or m
5 more points lie on the
angles and related real-life
r
s
same line, theyy are called __
________
fields10
0min
p
points; otherwiise, they are ca
alled
_
_________ points.

6
lines and angles
Architects use the concept of Draw a figure which represent non
lines and angles in planning and collinear points?
construction. Everywhere in our
classroom we find lines and
angles.
Match sticks
Ask students to discuss these
questions:

What is the angle between wall

and floor, and wall and ceiling in
the classroom?

What is the angle between wall

and the door when it is closed?

How does the angle change

when the door is open but not
fully?

Group activity: Measure the

angle between a staircase and
the floor. If the angles is
increased i.e. if the staircase is
made steeper, would it become
more difficult to climb?

7
One can find the height of a
building or a tree by calculating
the angle to its top, and the
horizontal distance to its base.
This requires knowledge of
trigonometry which students will
learn in higher classes.

Geography: The location of a

point on earth is described by
two angles called latitude and
longitude.

8
S
Summative assessmen
nt

T
Teacher Refflexions:
11.Did the lessonn plan align withh the curricular ggoals and competencies? If not How could be aadjusted for bettter alignment?

22.How well did the pedagogicall Strategies engage students andd promote activve participation iin the learning process?
p

33.How well Didd the assessmentt strategies meassure student undderstanding and achievement off the learning ouutcomes?

44.How effectivee were the Materrials and resourcces used in the llesson?

55.Did the lessonn incorporate forrmative assessm

ment Strategies to
t guide pedagoggy and provide timely feedbackk to students?

9
 PERIOD PLAN
th
Class: 9 Subject: Mathematics Chapter: Lines and Angles Sub Topic: Basic terms and Definitions
Total no. of periods for this chapter:7 Period no :2
Learning Outcomes & Teaching Learning Process Assessment TLM
Indicators/Micro Components

C-4.1: Describes Teacher testing prerequisite

knowledge: (5 min)
relationships including
Activity
Identify the lines, angels and other
congruence of two- geometrical shapes.

dimensional geometric Geometry Box

shapes (such as the lines

GeoGebra Application
angles triangles) to make

and test conjectures and

solve problems

Understanding different kinds of

angles, adjacent angles, vertically
opposite angles and linear pair

Examine your surroundings

and identify the angles.
(10 min)

10
Discuss and give so ome more
examplles.
How do
oes an angle foorm?
Name the parts in the
e angle.

Ask thee students to bring thin

brooms sticks and als
so bring
cycle w
wall tubes andd make
differen
nt types of an
ngles.

Activity
y (5 min)
Recall types
t of angle
es

In which angle, the measure is more than

Let’s recall the types of
o angles. 1
180° but less tha
an 360°?

11
Teache er explains diffferent
types of
o pairs of ang gles
through h playing vide eos and
showin ng models and d
illustrating real life e
examples
Basic Terms and d Definitions
Pairs of
o Angles (15 5 min) Describe adjace
D ent angles in your own of lines and angles
Activity
y w
words. Video from Tic-T Tac
Observee the following
g figure. learnenglish
How doo we say angle e AOC,
angle COB?
C
(adjacent angles)

Give co
ounter example
es, and
explain why they are not
adjacen
nt.
es
adjacent angle

12
 Video from Tic-T
Tac learn
English

Why ∠A
AOB and ∠COD are not
nt? Give reasons.
adjacen Linear Pair of An
ngles -
Complete Explan nation

Why ∠A
ABC and ∠BCD
D are not
Vertically oppo
osite
nt? Give reasons.
adjacen
angles.

What arre linear pairs of angles?

Activity
y (10 min)

13
List out the vertically o
opposite
angles in the following g figure.
What iss your observattion?

Complementary and
Supplementary Angles
A

Teache er makes the sttudents into

pairs an
nd introduces
complementary and
supplemmentary angless.

Describe vertica
D ally opposite ang
gles in your
o
own words.

Draw different in
D ntersecting liness and
m
measure vertica
ally opposite ang gles so
What iss sum of two an
ngles in f
formed. Write yoour observation.
each caase? W
What is your conclusion?

Are thes
se adjacent an
ngles?

14
 In the above figures if
𝒂 + 𝒃 = 𝟏𝟖𝟎°
𝒑 + 𝒒 = 𝟏𝟖𝟎°

What do you call a and b?

What do you call p and q?

Teacher focus on Discuss the

similarities between linear pair
and supplementary angles.

Summative assessment (wherever relevant)

Teacher Reflexions:
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?

15
 PERIOD PLAN
th
Class: 9 Subject: Mathematics Chapter: Lines and Angles Sub Topic: Basic terms and Definitions
Total no. of periods for this chapter:7Period no :3
Sub Topic: work sheet 1(Practice of questions/Remedial Class)
Learning Outcomes & Teaching Learning Process Assessment TLM
Indicators/Micro Components

C-4.1: Describes Teacher focuses on explaining the axioms related to

pair of angles. (40 min)
Teacher makes the students into groups ask them to
relationships including
solve and present Infront of the class.

congruence of two- 1) If two angles are complements of each other,

then what is the type of each angle?
dimensional geometric Geometry Box

2) If two complementary angles are in the ratio 7:3,

shapes (such as the lines 1) If two supplementary
then find their angles.
(Hint: 7x+3x=90) angles are in the ratio 11:7, GeoGebra
angles triangles) to make then find their angles. Application
3) If two supplementary angles are in the ratio 4:5,
and test conjectures and then find their angles.
(Hint: 4x+5x=180)
4) Find the supplement of ⅗ of right angle.
solve problems
(Hint: 180-⅗ of 90)

5) Find the measure of an angle, if six times its

complement is 12° less than twice its supplement.
LEARNING OUTCOMES
{Hint: 6(90-x)=2(180-x)-12}
2) Find the measure of an angle
Applies relationship between two which is 36° more than its
angles (vertically opposite angles, 6) If angles with measures x and y form a
complementary pair, then which of the following complementary. Angle.
linear-pair angles, adjacent angles,

16
supplementary angles and measures of angles will form a supplementary pair?
complementary angles) to find A) (x+47°), (y+43°)
unknown values – Learning B) (x-23°), (y+23°)
Indicator C70 C) (x-43°), (y-47°)
D) No such pair is possible

Summative assessment plan- only where relevant

Teacher Reflexions:
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?

17
 PERIOD PLAN
th
Class: 9 Subject: Mathematics Chapter: Lines and Angles
Total no. of periods for this chapter:7 Period no :4
Sub Topic: Theorem 1
Learning Outcomes & Teaching-Learning Process Pointers for formative Material
Indicators/micro- This should include activities to assessment- this should required
competencies facilitate learning along with broad include strategies that
time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/ex
periments/assignments/s
elf-assessment
checklists/etc.

C-4.1: Describes Activity (5 Min.)

Draw two different lines PQ and RS on a paper.
In how many ways can we draw them?
relationships including

congruence of two-
Geometry Box
dimensional geometric

shapes (such as the lines GeoGebra

Application
angles triangles) to make

and test conjectures and What do you notice?

Observe the lengths of common perpendiculars
at different points on the parallel lines.
solve problems
Are they equal?

18
 Recall Axiom
Fill in the blank
LEARNING OUTCOMES

. Activity (5 min)
Proves vertically opposite angles
are equal. Learning Indicator C69
Measure the angles 1 & 2 and
find their sum? Write your
observation?
Pairs of angles
Label angles created by two Observe the figure and discuss angles 1 and 2.
intersecting lines and Linear pair Axiom
identify vertically opposite Axiom1 (5 min.)
pairs, adjacent angles, linear pairs,
complementary
/supplementary pairs of angles
Discusses linear pair axioms.
Apply the concepts of linear pairs of
angles and vertically opposite
angles and establish relationships
between the angles in a given Write the converse of the above
figure and solve for missing values. axiom?

Theorem1 (10 min)

If two lines intersect each other, then the
vertically opposite angles are equal.

19
 What do you o observe about the
pairs of vertica
ally opposite
angles?
Are they equa al? Working g model for
VERTIC CALLY
OPPOSIITE ANGLE
-ideal maaths lab with
models aand projects

Measure e each pair of ve

ertically oppositte angles in
each figu
ure.
Write yo
our observationss?

[Teache
er will prove tthis result in a logical
way.]

What iss given stateme

ent?

Draw th
he relevant figu
ure for given sttatement?

20
 proof off vertically
oppositee theorem

What iss the sum of an

ngle 1 and 2. (10 min)

What iss the sum of an

ngle 2 and 3

By euclid axiom
∠1 + ∠2
2 = ∠2 + ∠3 = 180°

What do
o you say about angle 1 and
d angle 3? Find x?
Write yo
our conclusion
n?

Teache er makes the sttiudent into gro

oups and ask
them too solve the follo
owing problemm and present
infront of
o the class?

21
 Draw several pairs of intersecting lines such that
each pair intersects at a different angle. (5 min.)
1. How many angles are formed when two
lines intersect?
2. Measure all the angles in all the
intersecting lines and write the angle
measurements in a table
3. What do you observe?
4. What is the largest angle? Is this same
for all pairs of lines?
5. What is the sum of largest and smallest
angles? Is this the same for all pairs of
lines?

Summative assessment plan- only where relevant

2) Find x and y in the given figure.

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?

22
 PERIOD PLAN
th
Class: 9 Subject: Mathematics Chapter: Lines and Angles
Total no. of periods for this chapter:7 Period no :5
Subtopic: Problems related to vertically opposite theorem (work sheet 2)
Learning Outcomes & Teaching Learning Process Assessment TLM
Indicators/Micro Components

LEARNING OUTCOMES 1Teacher makes the students into groups and ask
them to solve the given questions and present
Applies axiomatic approach and Infront of the class
derives proofs of mathematical
statements particularly 1.Find ∠SRT in the following figure.
related to geometrical concepts,
like parallel lines, triangles,
Geometry Box
quadrilaterals, circles etc. in order
to solve problems using them.

Applies relationship between two

angles (vertically opposite angles, GeoGebra
linear-pair angles, adjacent angles, Application
supplementary angles and
complementary angles) to find
unknown values – Learning
Indicator C70

Learning Objectives
2.In Fig. lines PQ and Rs intersect each other at
Define segment, ray, collinear
points, non-collinear points, acute point O. If ∠POR:∠ROQ=5:7, find all the angles.
angle, right angle, obtuse angle,
straight angle, reflex angle,
complementary angles,
Supplementary angles and 1.Find x and y in the following
identify them in a given figure. figure

23
PPairs of angles
LLabel angles ccreated by two
intersectting lines and
identify vvertically opposite
ppairs, adjacent a angles, linear paairs,
comple ementary
//supplementary pairs of angles

AApply the conceepts of linear pairs of

aangles and vertiically opposite
3.In Fig
g. ray OS stand
ds on a line PO
OQ. Ray OR
aangles and estaablish relationshhips
bbetween the ang gles in a given and rayy OT are angle bisectors of ∠
∠POS and
ffigure and solve
e for missing vallues.
∠SOQ, respectively. If ∠POS=x, find
d ∠ROT.
P
Parallel Lines an
nd a Transversa
al

LLabel angles creeated by a

ttransversal interrsecting two parrallel
lines and identiffy corresponding g
a e angles, interior
angles, alternate
aangles and defin ne relationshipss
bbetween these a angles.

L
Lines Parallel to
o the same Line

FFind out the unk known angles 4.In Fig

g. OP, OQ, OR
R and OS are fo
our rays. Prove
e
ccreated by a tra ansversal in a givven
ffigure and infer if the lines are that ∠PO
OQ+∠QOR+∠S
SOR+∠POS =
=360°
pparallel or not.

A
Angle Sum Prop
perty of a Triang
gle

D
Define the relatiionship between n
a
angles formed w when a triangle is 2.In Fig. ra
ay OS stands on a
p
placed between n two parallel lines
a t exterior angle of
and prove that the line POQ. Ray OR and ray
r
a triangle is the sum of the two

24
o
opposite interiorr angles. OT are an
ngle bisectors of
o
∠POS and
d ∠SOQ,
respective
ely. If ∠POS=x, find
∠ROT.

Summmative asssessment plan- only where relevant

1
1) Find x an
nd y in the fo
ollowing Fig
g.

2) Fin
nd x in the ffollowing fig
gures.

T
Teacher Reflexiions:

25
 P
PERIOD P
PLAN
th
CClass: 9 Sub
bject: Mathem
matics Chapter: Lines and Angles
TTotal no. of p
periods for thiis chapter:7 od no: 6 (worrk sheet 3)
Perio
LLearning Outccomes & Teachin
ng Learning P
Process A
Assessment T
TLM
IIndicators/Mic
cro Compone
ents
LLEARNING OUTCOMES Teache er makes the sttudents into
groups and ask them to solve
AApplies axiomattic approach and the give
en problems.
dderives proofs o of mathematical
sstatements particularly Exercis se 6.1
rrelated to geom metrical concepts, 1. In Fig
g.6.13, lines AB and CD
like parallel liness, triangles,
interseccts at O. If
qquadrilaterals, ccircles etc. in orrder
tto solve problemms using them. ∠AOC+ +∠BOE=70° an nd IIn the figure, lines PQ and RS in ntersect at G
Geometry Box
p
point O.
∠BOD=
=40°, find ∠BOE
E and I ∠POR :∠ROQ
If Q = 5 : 7, find all the angles.
L
Learning Objec
ctives reflex ∠COE.
G
GeoGebra App
plication
DDefine segmen nt, ray, collinear
ppoints, non-colliinear points, acuute
aangle, right angle, obtuse angle e,
sstraight angle, reflex
r angle,
ccomplementary angles,
SSupplementary angles and
identify them in a given figure.

PPairs of angles
LLabel angles ccreated by two T
The tic taclearn
n English
intersectting lines and video deals withh basic
identify vvertically opposite 2. In Fig
g.6.14 lines XY
Y and MN te
erms and definnition of
ppairs, adjacent a angles, linear paairs, lines and anglees.
comple ementary intersecct at O. If ∠POY
Y=90° and T
Teacher can us se the
//supplementary pairs of angles

26
 a:b=2:3
3, find c. video to reinforc
ce the
AApply the conceepts of linear pairs of concept.
aangles and vertiically opposite
aangles and estaablish relationshhips
bbetween the ang gles in a given
ffigure and solve
e for missing vallues.

P
Parallel Lines an
nd a Transversa
al

LLabel angles creeated by a

ttransversal interrsecting two parrallel
lines and identiffy corresponding g
aangles, alternate
e angles, interior
aangles and defin ne relationshipss
bbetween these a angles.

L
Lines Parallel to
o the same Line 3. In Fig
g.6.15, ∠PQR=
=∠PRQ,
FFind out the unk known angles then pro
ove that ∠PQS
S=∠PRT.
ccreated by a tra ansversal in a givven
ffigure and infer if the lines are
pparallel or not.

A
Angle Sum Prop
perty of a Triang
gle

D
Define the relatiionship between n
a
angles formed w when a triangle is
p
placed between n two parallel lines
a
and prove that the
t exterior angle of .
a triangle is the sum of the two 4. In Fig. 6.16, if x+y=
=w+z, then
o
opposite interiorr angles. prove th
hat AOB is a line.
IIn the below figuure, AB, CD and d EF are
t
three concurrentt lines intersectin
ng at O.
F
Find the value off y.

27
6. It is given that ∠XYZ=64°
a
and XY is prod
duced to
p
point P. Draw a figure
ffrom the given
information. If rray YQ
b
bisects ∠ZYP, find ∠XYQ
a
and reflex ∠QY
YP

28
 Sum
mmative asssessment plan- only where relevant

T
Teachers’ re
eflections an
nd experien
nces:

1
1.Did the lesson plan align with tthe curricular go
oals and compettencies? If not Ho
ow could be adju
usted for better alignment?
a

2
2.How well did tthe pedagogical SStrategies engagge students and promote
p active participation
p in the
t learning process?

3
3.How well Did tthe assessment sstrategies measu
ure student undeerstanding and aachievement of tthe learning outccomes?

4
4.How effective w
were the Materials and resourcees used in the lessson?

5
5.Did the lesson incorporate form
mative assessmeent Strategies to guide pedagogyy and provide tim
mely feedback to
o students?

29
 P
PERIOD P
PLAN
th
CClass: 9 Subject: Mathematics
M Chapter: Lines and Angles Sub Topic: Parallel liness and Transveersal
TTotal no. of p
periods for thiis chapter:7 Period no :7 (Example questions)
q
LLearning Outccomes & Teachin
ng Learning P
Process A
Assessment TLM
IIndicators/Mic
cro Compone
ents
LLEARNING OUTCOMES Prerequ
uisite knowledge:
(10 min
n)
AApplies axiomattic approach and
dderives proofs o of mathematical Teache er should reca
ap the
sstatements particularly followinng concepts.
rrelated to geom metrical concepts, Parallel lines
like parallel liness, triangles,
Transversal Geometry
y Box
qquadrilaterals, ccircles etc. in orrder
tto solve problemms using them. Relatioon between anngles when
transveersal intersects parallel
lines.
L
Learning Objec
ctives GeoGebra a
Application
DDefine segmen nt, ray, collinear
ppoints, non-colliinear points, acuute
aangle, right angle, obtuse angle e,
sstraight angle, reflex
r angle,
ccomplementary angles,
SSupplementary angles and
identify them in a given figure.

1.indetify the followiing pair of

angles..
PPairs of angles 1. corre
esponding an ngles
LLabel angles ccreated by two 2.altern
nate interior a
angles
intersectting lines and 3.altern
nate exterior angles
a Parallel linees and a
identify vvertically opposite transversal
4.co intterior angles.
ppairs, adjacent angles, linear p pairs,
comple ementary
//supplementary pairs of angles Activity
y: (30 min.)

30
 Teache er makes the sstudents
into gro
oups and ask k them to
A
Apply the conce
epts of linear pairs of solve aand present In
nfront of
a
angles and vertiically opposite the classs.
a
angles and esta
ablish relationsh hips 1) Find p.
bbetween the ang gles in a given
ffigure and solve
e for missing vallues.

P
Parallel Lines an
nd a Transversa
al

LLabel angles creeated by a The above e Tic tac

ttransversal interrsecting two parrallel learn English videos
lines and identiffy corresponding g regarding parallel
a e angles, interior
angles, alternate lines, transversal
aangles and defin ne relationshipss and relatioon betwee
bbetween these angles.
angles.
L
Lines Parallel to
o the same Line Teacher can
c use the
video to reeinforce th
FFind out the unk known angles concept visually
ccreated by a tra ansversal in a givven
ffigure and infer if the lines are 2) Find a,b,c and d
pparallel or not.

A
Angle Sum Prop
perty of a Triang
gle

D
Define the relatiionship between n
a
angles formed w when a triangle is
p
placed between n two parallel lines
a
and prove that the
t exterior angle of
a triangle is the sum of the two
o
opposite interiorr angles. 3.In Fig
g. 6.19, if PQ∥R
RS,
∠MXQ=
=135° and ∠MY
YR=40°,
find ∠XM
MY.
In the given figu
ure AB∥CD, A is right angle then
n
f
find angle ECD.

31
 Write ∠XMY?

Draw a line AB paralle

el to line
PQ, thro
ough point M

AB paraallel to PQ and
d MX is
transversal then find a
angle XMB.

How do
o you find angle YMB.

Add ∠𝑋
𝑋𝑀𝐵, ∠𝑌𝑀𝐵.

32
 2.If a tra
ansversal interrsects two
lines suuch that the bissectors of a
pair of corresponding
c angles are
parallel, then prove thhat the two
lines aree parallel.

Teache er makes the sttudent into

pairs an
nd ask them to o solve the
problemm using the pro operties of
parallel lines and its trransversal
and preesent Infront thhe class.

T
Teachers’ re
eflections an
nd experien
nces:
11.Did the lessonn plan align withh the curricular ggoals and competencies? If not How could be aadjusted for bettter alignment?
22.How well did the pedagogicall Strategies engage students andd promote activve participation iin the learning process?
p
33.How well Didd the assessmentt strategies meassure student undderstanding and achievement off the learning ouutcomes?
44.How effectivee were the Materrials and resourcces used in the llesson?

33
R
Remaining Periods for Activities, Remedial Teaching, wo
ork sheets and Practice
e

Activity period
p

Exemplary Learning

34
 Work She
eet-1
Lines
s and Angle
es (Class-9))

1) In the fig
gure l∥m and ∠ 4+(x+2y)°. Find ∠7 and ∠8.
∠1=(2x+y)°, ∠4

2) In Fig. 6..22, AB∥CD and CD∥EF. Also EA⟂AB. If ∠BEF=5

55°, find the valu
ues of x,y and z..

3
3) In Fig. 6.23,, if AB∥CD, CD
D∥EF and y:z=3
3:7, find x.

35
4
4)

55) In a quadrila ateral ABCD, A

AB∥CD and AD
D∥BC, Prove thhat ∠ABC=∠ADC
IIn Fig. 6.24, if AB∥CD,
A a ∠GED=126°, Find ∠AGE, ∠G
EF⟂CD and GEF and ∠RGE.

6
6) In Fig. 6.25,, if PQ∥ST, ∠P
PQR=110° and ∠RST=130°, ffind ∠QRS.

36
7
7) Find x

8
8) Find angle 2 in the follow
wing figure.

37
 et-2
Work Shee
Lines and Angles
s (Class-9)

1) In Fig. 6
6.27, PQ and R
RS are two mirrrors placed pa
arallel to each other. An incid
dent ray AB strikes the mirro
or PQ at B, the
e
reflected
d ray moves along
a the path BC and strikess the mirror RS
S at C and aga
ain reflects bacck along CD. Prove
P that AB∥CD.

2) Find x

3
3.

G
Given that e
each of the a
angles AOC and AOB is a right anglle. Show tha
at BOC is a line.
l

38
4. The difference of two complementary angles 40°. Find the angles.
5. Find x, y and z.

6. Find m

7. Find x in the following figure.

39
8. Find x and y in the following figure.

40
 W
Work Sheet-3
Lines a
and Angles
s (Class 9
9)
1) Bisectorrs of interior ∠B
B and exterior ∠ACD of a Δ ABC
A intersect aat point T. Provve that ∠ BTC = ½ ∠ BAC.

2) In the beelow figure, AB, CD and EF are three concurren

nt lines intersectiing at O. Find th
he value of y.

41
3) In the fig
gure, the side QR nt S. If the bisecttors of ∠PQR an
R of ΔPQR is prooduced to a poin nd ∠PRS meet att point T, then prove that ∠QTR
R=½
∠QPR.

4) AP and BBQ are the bisectorrs of the two alternnate interior anglees formed by the inntersection of a traansversal t with paarallel lines l and m (below figure). Show
that AP || BQ.

5) If AB || C
CD, CD || EF and y : z = 3 : 7, find x from the below fi
figure.

42
43
 INTRODUCTION

[ Go to http://epathshala.nic.in/QR/?id=0962CH07]
[ Type or Scan QR Code]
7.TRIANGLES
Chapter Plan (Unit plan/ lesson plan)
The following curricular goals (CG) and competencies (c) will be developed through this chapter
CG-4: Analyses characteristics and properties of two-dimensional geometric shapes and develops mathematical
arguments to explain geometric relationships.
C-4.1: Describes relationships including congruence of two-dimensional geometric shapes (lines, angles, triangles) to make
and test conjectures and solve problems.
C-4.2: Proves theorems using Euclid’s axioms and postulates for triangles and quadrilaterals and applies them to solve
geometric problems.
CG-7 Begins to perceive and appreciate mathematics axiomatic and deductive structures.
C-7.3: Proves theorems using Euclid’s axioms and postulates forangles, triangles and quadrilateral, circles area related
theorem for triangles and parallelogram.

1
C-7.4: Constructs different geometrical shapes like bisectors of line segment, angles and their bisectors, triangles and
other polygons satisfying given constraints.

2
3
 PERIOD WISE PLAN

Period
Teaching Topic Learning Outcomes
No

1 Introduction of the chapter

Works out ways to differentiate between congruent and similar figures
2 SAS congruency rule
Establishes property for congruency of two triangles logically using SAS rule
3 ASA congruency rule
Establishes property for congruency of two triangles logically using ASA rule
4 AAS congruency rule
Establishes property for congruency of two triangles logically using AAS rule
5 Theorem 7.2
Proves theorem related to congruency of triangles
6 Problem solving on in Ex:7.2
Solves problems related to congruencyof triangles
7 SSS congruency
Establishes property for congruency of two triangles logically using SSS rule
8 RHS Congruency
Establishes property for congruency of two triangles logically using RHS rule
9 Worksheet 1
Solves problems based on congruency criteria
10 Worksheet 1I
Solves problems based on congruency criteria
1. Key concepts:Introduction to triangles
a. Congruence of triangles
b. Criteria for congruence of triangles (CPCT, SAS, ASA)
c. Some properties of triangles
d. Criteria for congruence of triangles (SSS, RHS)

4
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subjectt: Mathemattics Chapter: Triangles
Tottal no. of perriods for thiis chapter: 10 Pe
eriod no: 1/1
10
Sub
b Topic: Con ngruency of Triangles-In ntroduction
n
Learrning Outcomes & Teaaching-Learnin ng Process Pointers for foormative assesssment- this Materia
Indiccators/micro- This should includ
de activities to facilitate learn
ning along sho
ould include strrategies that will
w be used to require
comp petencies wiith broad time duration Check for Understanding g - e.g.,
questions/worksh heets/experime ents/assignme
essment checklists/etc.
nts/self-asse
C-4.11: Describes
relatiionships includin
ng
congruence of two- Activity 1 (10 min)
m
dimensional geometric • The teacheer distributes do ot sheets to the children
shapees (lines, angles,, and ask theem to quickly drraw 2-D shapes
trianggles) to make annd test
conjeectures and solvve
problems.

2: Proves theoreems using

C-4.2
Euclid
d’s axioms and
postuulates for trianggles and https://yo
quadrilaterals and appplies be/g9GxZ
m to solve geometric
them T4NY?si=
problems. UpS6xlHg
Uf77
C-7.3 3: Proves theoreems using • Teacher asks the followingg question: 5 min. T
Euclidd’s axioms and - How m many 2 d shapes you have drawnn? TacLear
postu ulates for angless, - Have yo ou drawn trianggles? video o
trianggles and quadrilateral, - Can you now draw diffferent kinds of ttriangles Congrue
circlees area related theorem
t based on
o their sides annd angles? of Triang
for trriangles and
parallelogram.

5
C-7.4 4: Constructs diifferent
geommetrical shapes llike
bisecctors of line segmment,
anglees and their biseectors, Acttivity 2 (5 min))
trianggles and other polygons
p
satisffying given consttraints. • Teacher drraws figures of two
t non-congruuent
shapes.
Learrning outcome e:
Iden
ntifies
similaarities and differrences
amon ng different geometrical
shapees

-Are these figures same?

Anallyses on for their answ
- Ask reaso wers from the students
s
similaarities and differrences - Ask studeents to give som
me more examples
betwween parts of shaapes
(liness, angles, trianglees) Activity 3(25 min)
• The teacheer introduces the concept of co ongruency
consstructs • Shows stud dents bangles off different sizes
a triaangle similar to a given • Teacher asks the followingg question:
- Pick out the identical bbangles
trianggle as per a giveen scale - What iss the difference between the id dentical
facto
or. and thee non-identical bbangles?
- How caan you concludee that some of tthe
bangles are identical? Drraw two congrueent triangles on
n dot sheets.
• Teacher givves the definitio on of congruencyy.
• Figures with same size and d shapes are callled
deriv
ves
congruent figures
f
proo
ofs of mathematiical • List down ssome congruentt body parts.
statements particulaarly • List down ssome congruentt objects in your
classroom
relateed to geometriccal • Are these ffigures congruen nt?
concepts, like paralleel lines, • Which of thhe sides are sam me?

trianggles, quadrilaterrals, C P Q
circlees, 6

etc., by applying axio

omatic Co
onstruct congrueent triangles to the given
oach and solvess
appro meeasurements:
AB
B= 3 cm
 Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

1. How can I better manage the time allocated for each activity?
2. Did the students actively participate and show interest in the class?

7
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Triangles
Total no. of periods for this chapter:10 Period no :2/10
Sub Topic: SAS Congruency
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: Testing previous knowledge: (5minits)
Identifies/ classifies The teacher recalls the previous period by showing a
polynomials among algebraic picture
expressions and factories
them by applying appropriate
algebraic identities. C
B

SWBAT
Recognize whether two given
triangles are congruent
O
Recognize that ASA and AAS
are conditions of congruency

Solve a word problem or a A D

more complex geometric
problem using SAS
congruence criteria Teacher promotes discussion among peers on the
following questions:
• If two friends have two triangular plots
C-4.1: Describes relationships one tip of the both plots coincide (as
including congruence of two- shown in figure). first friend plot is
dimensional geometric shapes ∆CBO and second friend plot is
8
(liness, angles, trianglees) to make ∆DAO.
and ttest conjecturess and solve
problems. Teacher inquirres the studentss to answer the
following:
C-4.22: Proves theoreems using • Is AD parallel tto BC?
Euclidd’s axioms and postulates for • Identify the sid
des which are eq qual?
trianggles and quadrilaterals and • Are both plotss congruent to each
e
appliees them to solvve geometric other?
problems. • Can you say ∠𝐶𝑂𝐵 ∠𝐷𝑂𝐴?? Justify?
• Can you say thhe angles are inccluded in
C-7.3 3: Proves theoreems using between the co orresponding siide? Askk them to draw
w both triangles separately
Euclidd’s axioms and postulates for
anglees, triangles and quadrilateral,
circlees area related theorem
t for Teacher givess the explanation with the defin
nition: (5
trianggles and parallellogram. min) Wh hat are the corrresponding partts of the
triaangles of ∆ABD and ∆BAC
C-7.44: Constructs diifferent https://y
geom metrical shapes llike bisectors u.be/7Zw
of lin
ne segment, anglles and their naNFEs?
bisecctors, triangles aand other ture=sha
polyggons satisfying ggiven (SAS Congrruence Rule) d
consttraints. Explanat
Two triangles are congruent if two sides and d the of SAS
Learrning outcome e: included angle of the one triangle are equal tto two Congrue
Iden ntifies sides and the included
i angle o
of another trianggle. y criteri
similaarities and differrences among from T
differrent geometricaal shapes Teacher explaains a problem fo
or the clear Taclear
understandingg of congruence rule: Englis

Anallyses ABCD is a quaadrilateral in whhich AD=BC and

similaarities and differrences ∠DAB=∠𝐶𝐵𝐴 𝐴 prove that (i)∆
∆ABD≅ ∆BAC
betw
ween parts of shaapes (lines, (ii)BD=AAC
anglees, triangles) (iii)∠ABD
D=∠BAC
(20 Min)
consstructs
a triaangle similar to a given
9
trianggle as per a giveen scale
facto
or.

ves
deriv
Teacher generralizes the studeent what data is given in
proo
ofs of mathematiical the problem
statements particulaarly related to (i)
• Ask theem which sides and angles are equal
metrical conceptts, like parallel
geom • What iis the common arm of ∆ABD and a ∆BAC
lines,, triangles, quadrilaterals, • Can wee say ∆ABD and d ∆BAC are simmilar by
SAS co
ongruency
circlees, (ii)& (iii)
etc., by applying axio
omatic
• Can yo
ou define CPCT T rule?
appro
oach and solvess problems • CT applicable forr ∆ABD and ∆B
Is CPC BAC
usingg them.

S
Summative asssessment pla
an- only where
e relevant

Teacchers’ reflections and experiences:

1. Did I encourrage self-reflectio

on and meta co
ognition among tthe students?
2 How well did
2. d I manage the cclass room during the period?

10
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Triangles
Total no. of periods for this chapter:10 Period no :3/10
Sub Topic: ASA Congruency Rule
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.
4.1: Describes relationships
including congruence of two- Teacher promotes discussion among peers on the
dimensional geometric following questions
shapes (lines, angles, (15 min)
triangles) to make and test
conjectures and solve Two friends bought a plot and thinking to divide into half.
problems. They buy a plot in shape of quadrilateral as shown image:

C-4.2: Proves theorems using

Euclid’s axioms and
postulates for triangles and
quadrilaterals and applies
them to solve geometric
problems.
Write congruency criterions for triangles.
C-7.3: Proves theorems using
Euclid’s axioms and
postulates for angles,
triangles

Learning outcome:
Identifies
similarities and differences
11
amonng different geometrical • Seeing Imagge, can you say how they divideed the
shapees plot?
• Is BC =BD
D? Justify
• State both plots have equaal areas?
Anallyses • What abouut the perimeterrs of the plots?(equal or
similaarities and differrences not)
betwween parts of shaapes • Is ∆ABC is congruent to ∆ABD
∆
(liness, angles, trianglees)

consstructs Teaacher gives som

me more examples as an activityy as a
a triaangle similar to a given Reccall.
https://y
trianggle as per a giveen scale u.be/bFU
U0LP
facto
or. Teaacher will condu
uct the following activity.
I?si=uVW
LkWgee
wdrm
5 min. T
ves
deriv TacLea
video o
proo
ofs of mathematiical ASA
statements particulaarly criteri
relateed to geometriccal If w
we place one triaangle on the oth
her triangle, do they
concepts, like paralleel lines, covver one anotherr completely?
Whhat do you call tthose triangles?
trianggles, quadrilaterrals,
circlees, Thee teacher introd duces the topic showing the above
actiivity the equalityy of two angles and included sides.
etc., by applying axio
omatic
oach and solvess
appro
Theorem (ASA Congruence Rule)(25
R min))
problems using them
m.
Twwo triangles are ccongruent if two angles and thee included
sidee of the trianglee are equal to tw
wo angles and thhe
inclluded size of another triangle.

12
 Teaacher asks the qquestion
1. Are the abo ove triangles co
ongruent?
2. What is thee correspondingg side and the
correspond ding angle?
Studdent gain the Teacher draw ws the figure and asks the quesstion. Formattive Assessme ent
knowwledge that thhe equal LLine segment AB B is parallel to another
a line
angles are includeed P Seegment CD. O is the midpoint of o AD. Show
A
ween pairs of equal
betw e that
sidess 1. triangle AOB
A is congruen nt to triangle
DOC.
2. O IS ALSO O THE MID PO OINT OF bc.
Studeent identifies annd
classiifies (if any two pairs of
anglees and one pair o of
correesponding sides are B C Q R
equal. We call it as AAS
A
congruence.) 1. Is the above triangle congrruent?
2. Is it necessary that the corrresponding sidee must be
in between the included co orresponding an ngles?
3. Teacher exxplains the side is not included between
the correspponding equal pairs of angles. TThen also
the sum of the three anglees of a triangle iss 180
degrees. Soo if two pairs off angles are equaal
3rd pair= 18
80-Sum of equall angles
S
Summative asssessment pla an- only where
e relevant

Teacchers’ reflections and experiences:

13
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subject: Mathematiccs Chapter: Triangles
T
Tottal no. of perriods for thiis chapter:10
0 Period no :4/10
2 Sub Topicc: AAS congruency rule
2.
Lea
arning Outco omes & Teachhing-Learnin
ng Process Poointers for fo
formative asssessment- Materi
Indiicators/micrro- T
This should include activities to faccilitate th
his should in
nclude strate egies that require
com
mpetencies l
learning along with bro
oad time durration will be used to Checck for
Underrstanding - e.g.,
e
quuestions/worksheets/experiments
/assignmen nts/self-asse
essment
cheecklists/etc.
C-4.11: Describes Teaacher gives a sittuation as an acttivity and promo otes
relatiionships includin
ng disccussion by dividing the whole class
c in to 4 peer groups
congruence of two- Acttivity: (10 min))
dimensional geometric Sai and Mahesh bo ought two plots of Triangular Shhape such
shapees (lines, angles,, thatt, one edge of bboth coincides with
w each other as shown
trianggles) to make annd test in figure
f
conjeectures and solvve Sai
problems.
https://y
2: Proves theoreems using
C-4.2 u.be/A5L
Euclid
d’s axioms and 14Ghr4I
postuulates for trianggles and fUnxyZR
quadrilaterals and appplies ZZUsuP
m to solve geometric
them
problems. Mahessh 3 Min. T
TacLea
C-7.33: Proves theoreems using Englis
Euclidd’s axioms and video o
postuulates for angless, Bassed on the inforrmation teacher asked the follo
owing AAS
trianggles queestions: criteri
1. Is both Triaangular Plots aree congruent or not?
Learrning outcome
e: State (T/F ) ‘O’ is midpointt of AD?
Iden
ntifies 2. AB CD iss T/F?
14
similaarities and differrences 3. OC=OD iss T/F?
amon ng different geometrical 4. If both plotts are congruentt then by whichh criteria,
shapees they are coongruent?
Pro
oof (20 mmin)

Teaacher explains cclearly by above situation as follows: https://y

Anallyses Sincce AB∥CD, BC is transversal linne so ∠𝑂𝐵𝐴 ∠𝑂𝐶𝐷 u.be/fgyk
similaarities and differrences (altternate interior angles) --------(1) KmKY8?
betwween parts of shaapes Givven OA=OD------------(2) K4BYEx
(liness, angles, trianglees) ∠𝐴𝑂𝐵 ∠𝐶𝑂𝐷-------------(3) TQiTl7
Froom 1, 2, 3 the ab bove triangles are congruent byy AAS 3 Min. T
consstructs Congruency. TacLea
Teaacher gives the statement of AA AS Congruencyy Englis
a triaangle similar to a given video o
If twwo triangles haave two equal aangles and a sidee adjacent
trianggle as per a giveen scale to only one of thhe angles that are equal, thenn the two AAS
triaangles are congrruent. criteri
facto
or.
Teaachers note: Teacher should ennsure that studeents 1. AD and BC C are equal perppendiculars to
deriv
ves und derstand that, if the equal side is
i not included iin a line segm
ment AB show th hat CD
bettween equal anggles then also the given triangles are bisects AB..
proo
ofs of mathematiical
con ngruent by AAS Congruency ruule.
statements particulaarly Acttivity: (10mins)
Teaacher gives an activity to the whole
w class:
relateed to geometriccal
Teaacher gives instrruction to take them a sheet off paper
concepts, like paralleel lines, andd draw two trianngles with givenn measurementss
trianggles, quadrilaterrals,
∠𝐵 ∠𝑄 65°
circlees,
etc., by applying axio
omatic ∠𝐶 ∠𝑅 50°

oach and solvess

appro C=PR=7 cm
AC
problems using them
m.
Askk them to cut thhe two triangless with the abovee
meaasurements and d place on one aanother.
Whhat do you obseerve?

15
 S
Summative asssessment pla an- only where e relevant
of parallel lines p and q (see Fig. 7.19). Show th
3. l and m are ttwo parallel lines intersected byy another pair o hat ∆ ABC≅∆CDA.

Teacchers’ reflections and experience:

16
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Class: 9th Subject: Mathem matics Chapter: Triangles
ods for this cchapter: 10
Total no. of perio Pe eriod no: 5/110
Sub Topic:
• Angles oppo osite to equual sides of a
an isosceles triangle are e equal
• The sides opposite to e equal angless of a trianglle are equal
Learniing Outcommes & Teachin ng-Learning Process Poinnters for formmative asse essment- M
Material
Indica
ators/micro- Thiis should incclude activitties to facilittate thiss should include strategies that rrequired
compe etencies leaarning alongg with broad d time durattion will be used to Check for
Understa anding - e.g..,
quesstions/workssheets/experiments/
a
assignments s/self-assessm
ment
checkklists/etc.
C-4.1: Describes
D Teacheer recalls the prrevious class and
d begins with a
relationsships including theoreem and asks som me questions beefore Explanatioon
congruence of two- (5 min)
dimensio onal geometric shapes
(lines, an
ngles, triangles) to OREM:
THEO (15 min)
make annd test conjectures
and solvve problems. Angless opposite to eqqual sides of an isosceles trianglle are htttps://yout
equal. u
u.be/V2iK7
C-4.2: Proves theoremss using Deefine SAS congrruency rule? 7V-
Euclid’s axioms and Q
Q_g?si=_a7
postulates for triangles and -X
X0PMOiZ
quadrilatterals and appliees coO
them to solve geometriic 4 min.
problemms. Infinity
Leearn video
C-7.3: Proves theoremss using on the
Euclid’s axioms and proof of
postulates for angles, this
triangless and quadrilateral, T
Theorem.
circles aarea related theo
orem • In the given figure what sides are equal?

17
for triangles and • What is the ⊥lar bisector of BC?
parallelogram. • Is=∠CAD? why?
• What is the common side of∆𝐵𝐴𝐷, ∆CAD?
C-7.4: Constructs different • Which type of congruence it satisfies?
geometrical shapes like
bisectors of line segment, Teacher concludes that ∠BAD=∠CAD (By CPCT)
angles and their bisectors,
triangles and other polygons ∴ ∠B=∠C
satisfying given constraints. Activity:2 (10 min)
Teacher makes the class into 4 groups and ask the
Learning outcome: student of each group
Identifies • Construct a ∆ABC
similarities and differences With BC of any length and ∠B=∠C =500
among different geometrical
shapes • Draw a bisector of ∠A and intersect BC at D
Teacher guides the children to cut out the triangle from
the sheet and fold it along AD to coincide B with C
Analyses • Does ∆𝐴𝐷𝐵 covers completely ∆𝐴𝐷𝐶
similarities and differences • Does it same for all the 4 groups Given an ∆𝐴𝐵𝐶 whose perimeter is 13cm
between parts of shapes • What about the lengths of AB and AC ∠ABC =∠ACB and length of side BC=3CM
(lines, angles, triangles) find the length of the side AB and AC.
• Are they equal or not
• If you open the folded part, what are the
constructs S
opposite angles of AB and AC
Before and after folding, Is the triangles similar
a triangle similar to a given
Teacher draws a conclusion with the student answers that
triangle as per a given scale
sides opposite to equal angles are equal
factor. (10 min)

Based on this activity observation let us derive the

derives
following theorem with the use of congruence of
proofs of mathematical triangles:
statements particularly
In ∆ABC, the bisector AD of ∠A is
perpendicular to side BC. Show that AB=AC
18
related to
t geometrical and ∆ABC is Iso
osceles
concepts, like parallel lines,
triangless, quadrilaterals,,
circles,
etc., by aapplying axiomaatic
approach and solves
problem
ms using them.

•
Teacher ensurres the student to draw figure usingu
the statement
• Teacher guides the students if they are unablle to
do
• Teacher notifiees that this resuult can be proveed in
many ways. One of the prooffs is given as an activity
• Teacher conccludes that anglees opposites to equal
sides off an isosceles trriangle are equall
Summmative assesssment plan- o only where re
elevant
Teache
ers’ reflectionss and experien
nces:

• Were there an
W ny disruptionss or behavioural issues thatt I need to add
dress?
• W
What strategiies can I imple
ement to impprove classrooom manageme ent?

19
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins cclass)
Classs: 9th Subbject: Mathe
ematics Chapteer: Triangle
es
Tottal no. of perriods for thiis chapter: 10 Period n
no: 6/10
Sub
b Topic: Problems on Congruency criteria.
c
Lea
arning Outco omes & Teachhing-Learninng Process Po
ointers for fo
formative asssessment- Materi
Indiicators/micrro- T
This should include activities to faccilitate th
his should in
nclude strate egies that require
com
mpetencies l
learning along with brooad time durration will be used to Checck for
Underrstanding - e.g.,
e
uestions/worksheets/experiments
qu
/assignmen nts/self-asse
essment
cheecklists/etc.
C-4.1: Describes Teaacher gives a quuestion to the cllass and explain as
follo
ows (25 Minutees):
relattionships inclu
uding
1. ABC is a trriangle in which altitudes BE and d CF to
conggruence of twwo- 5 Minutes)
(15
dimeensional geom metric 1. ABC is an isosceles trianggle in which
sides AC an
nd AB are equal (see Fig. 7.32)..
altitudes BE and CF are drrawn to equal
shappes (lines, anggles, sides AC aand AB respectivvely (see Fig.
trian
ngles) to makee and Show that ((i) ∆ ABE≅∆AC
CF
7.31). Showw that these altiitudes are
test conjectures aand equal.
(ii)AB =AC
C, i.e., ABC is ann isosceles trianggle.
solvee problems.
∆AOB≅
https://y
2: Proves theo
C-4.2 orems
u.be/4w5
using Euclid’s axio oms and yl8lZ4?s
posttulates for triaangles LuCUBQ
and quadrilaterals and d2AskU
appllies them to solve 5 min
video fro
geommetric problems. Focus Cl
xplains the problem by asking fo
Teacher ex ollowing on solvin
C-7.3
3: Proves theoorems problem
questions: relating
using Euclid’s axio
oms and
it.
20
postulates forangles, 1. Can you say altitudes drawn to the sides AB
triangles
and AC?
Learning outcome:
Identifies
2. Mention the angle made by the altitudes, With
similarities and differences
among different geometrical the sides at point of contact?
shapes
3. Let us consider ∆ABE, ∆ACF. https://yout
u.be/x6zocl
Analyses 4. What is the common angle for both Triangles? R3DJk?si=2t
similarities and differences mwOsXvP
between parts of shapes (lines, 5. Is the two Triangles congruent? NNq4deV
angles, triangles)
6. Then by which criteria? 51 min
constructs BIJU’S
Teacher gives conclusion that, the two angles, one side of video on
a triangle similar to a given total
triangleas per a given scale ∆ABE and two angles, one side of ∆ACF are equal. Exercise
factor.
∆ ABE≅∆ACF (By AAS congruency)

7. What are corresponding sides of ∆ABE, ∆ACF

derives 8. If AB=AC then∆ ABC which type of Triangle
proofs of mathematical
(Teacher guides the students if necessary)
statements particularly related
to geometrical concepts, like
parallel lines, triangles,
quadrilaterals, circles,
etc., by applying axiomatic
approach and solves problems

21
using them.
Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

1. How can I increase student engagement and create a more interactive learning environment?
2. How can I improve my assessment and feedback practices?

22
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subbject: Mathe
ematics Chapteer: Triangle
es
Tottal no. of perriods for thiis chapter: 10 Period n
no: 7/10
Sub
b Topic: SAS S Congruenccy
Lea
arning Outco omes & Teachhing-Learninng Process Po
ointers for fo
formative asssessment- Materi
Indiicators/micrro- T
This should include activities to faccilitate th
his should in
nclude strate egies that require
com
mpetencies l
learning along with brooad time durration will be used to Checck for
Underrstanding - e.g.,
e
uestions/worksheets/experiments
qu
/assignmen nts/self-asse
essment
cheecklists/etc.
C-4.11: Describes Teaacher promotess a discussion am
mong students by
b
relatiionships includin
ng sho
owing a kite annd asks the follo
owing (15 Minutes)
congruence of two-
dimensional geometric
shapees (lines, angles,,
trianggles) to make annd test
conjeectures and solvve https://y
problems. u.be/Hud
wSeAyQ
2: Proves theoreems using
C-4.2 =7sHHw
Euclid
d’s axioms and S83_-a5W
postuulates for trianggles and
quadrilaterals and appplies 5 min. T
m to solve geometric
them TacLea
problems. Englis
Namme the 2D shap pes you are observing from thee kite? video o
C-7.33: Proves theoreems using Teaacher calls a student and gives ssome instructio
ons SSS crite
Euclidd’s axioms and
postuulates for angless, - assks him to meassure all the sidess, and name thee type of
trianggles the quadrilateral.

Learrning outcome
e: -cutt the kite along one diagonal.
Iden
ntifies
23
similaarities and differrences -whhat are the shappes you observeed after cutting?
amon ng different geometrical
shapees -plaace the triangless on one anotheer, does it overllap with

eacch other?

Teaachers note
Anallyses
similaarities and differrences (5 M
Mints): Teacherr should ensure that, the studen nts should
betwween parts of shaapes comme to know, thee two triangles aare overlappingg with
(liness, angles, trianglees) eacch other i.e., tho
ose are congrueent.

consstructs (SSSS congruence ruule) : If three sid

des of one trian
ngle are
equ ual to the three sides of anotheer triangle, then the two
a triaangle similar to a given
triaangles are congrruent.
trianggle as per a giveen scale
facto
or.
Teaacher gives a quuestion related tto topic(20 MIN
NTS):

Tw
wo sides AB and BC and mediann AM of one triaangle

ves
deriv ABC
C are respectivvely equal to sidees PQ and QR aand
proo
ofs of mathematiical
median PN of D PQ
QR . Show thatt:
statements particulaarly
(i) ∆ ABM ≅∆ PQ
QN
relateed to geometriccal
concepts, like paralleel lines,
trianggles, quadrilaterrals,
circlees,
etc., by applying axio
omatic
Teacher ask the sttudents to read the problem annd list out
oach and solvess
appro
problems using them
m. the given vallues

24
 1. Consider the ∆ ABM ∆ QPN

2. Since AM is the median drawn to the side BC then

express the length of BM in terms of

BC(BM=BC/2)

3. PN is the median drawn to the side QR so express

QN in terms of QR (QN=QR/2)

4. Now In ∆ ABM and ∆PQN, AB=PQ, AM=PN,

BM=QN

Now can you say that these two triangles are

congruent by which criteria

Summative assessment plan- only where relevant

 In the given figure apply SSS Congruence prove that diagonal of the Rhombus bisects each other at Right angles

Teachers’ reflections and experiences:

3. How can I increase student engagement and create a more interactive learning environment?
4. How can I improve my assessment and feedback practices?

25
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subbject: Mathe
ematics Chapteer: Triangle
es
Tottal no. of perriods for thiis chapter: 10 Period n
no: 8/10
Sub
b topic: RHS S congruenc ce rule
Lea
arning Outco omes & Teachhing-Learninng Process ointers for fo
Po formative asssessment- Materi
Indiicators/micrro- T
This should include activities to faccilitate th
his should in
nclude strate egies that require
com
mpetencies l
learning along with brooad time durration will be used to Checck for
Underrstanding - e.g.,
e
uestions/worksheets/experiments
qu
/assignmen nts/self-asse
essment
cheecklists/etc.
C-4.11: Describes Teaacher will recolllect the previou
us knowledge fro
om
relatiionships includin
ng stud
dents:
congruence of two-
dimensional geometric 1. If 2 sides an
nd included anglle of one trianglle are
shapees (lines, angles,, equal to 2 ssides and includ
ded angle of the other
trianggles) to make annd test triangle theen which type off congruence is it?
conjeectures and solvve
problems. 2.

2: Proves theoreems using

C-4.2 https://y
Euclid
d’s axioms and u.be/V2i
postuulates for trianggles and 7V-
quadrilaterals and appplies Q_g?si=7
m to solve geometric
them NwQitEA
problems. UOGv
200 300 300 200

2 2
3: Proves theoreems using
C-7.3 Above trianngles follows whhich congruency
y?
Euclid
d’s axioms and
26
postu ulates for angless, Theorem:
trianggles and quadrilateral,
circlees area related theorem
t In ttwo right angledd triangles, if thee length of the
for trriangles and hyppotenuse and onne side of the one triangle is eqqual to the
parallelogram. lenggth of the hypottenuse and corrresponding side of the
C-7.4 4: Constructs diifferent othher triangles aree congruent.
geommetrical shapes llike
bisecctors of line segmment, Teaacher asks the fo
ollowing questio
ons:
anglees and their biseectors,
trianggles and other polygons
p 1. What does
d RHS standss for?
satisffying given consttraints 2. Can you draw 2 triangles of one equal side and
P
equal hyypotenuse?
Learrning outcome e:
Iden
ntifies
similaarities and differrences Teacher exxplains CPCT ruule according o this topic
amon ng different geometrical and asks them to take onlyy ∆PAC and
shapees ∆PBC.
Tacher askss the questions:: https://y
1. Which side is the common for both trriangles? A C
B u.be/F2n
Anallyses 2. Is ∠APC C = ∠BPC truee or not? 1. Which sidees are correspo
ondent and is hizQc?si=
similaarities and differrences 3. What dod you observe. Are any congruuency any corresponding there? b9_4Brd
betwween parts of shaapes criteria coming? 2. Can you give symbolically congruency 2M8pu
(liness, angles, trianglees) of ∆PAC and
Teaacher explains the concept by the
t drawing a figgure and ∆PBC. explanat
consstructs pointed vertices, sides. s
congrue
a triaangle similar to a given rules
P
trianggle as per a giveen scale Video
from dig
facto
or. guru

A C B

ves
deriv
Teacher asks the questions to students byy showing
proo
ofs of mathematiical
a figure. Q

27
statements particularly 1. Which sides are equal?
2. What is the horizontal line of AB?
related to geometrical
3. Which 2 triangles are congruent?
concepts, like parallel lines,
Teacher gives an explanation by SAS rule
triangles, quadrilaterals,
∆PAC ≅ ∆PBC
circles, Thus, AC = BC and∠ ACP = ∠BCP
1. What is the sum of ∠ ACP and ∠BCP?
etc., by applying axiomatic
2. Can we show / prove without showing
approach and solves congruence of ∆ PAQ and = PBQ?
problems using them.
Is the angle included between the equal pairs
of sides?

Summative assessment plan- only where relevant

 P is a point equidistant from two lines l and m intersecting at point A. Show that the line AP bisects the angle between them.

Teachers’ reflections and experiences:

1. Was the pacing of the lesson appropriate?

2. Did I cover all the planned content without rushing or leaving gaps?

28
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Triangles
Total no. of periods for this chapter: 10 Period no: 9/10
Sub Topic: Case Study Questions
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- this Material
Indicators/micro- This should include activities to should include strategies that will be used required
competencies facilitate learning along with broad to Check for Understanding - e.g.,
time duration questions/worksheets/experiments/assignm
ents/self-assessment checklists/etc.
C-4.1: Describes
relationships including 1. “If three sides of one triangle are equal to
congruence of two- three sides of the other triangle, then the two
dimensional geometric triangles are congruent” is a ______.
shapes (lines, angles, (a) SSS congruence rule (b) ASA congruence
triangles) to make and test rule (c) RHS congruence rule (d) AAS
conjectures and solve congruence rule
problems.
C-4.2: Proves theorems using 2. The sum of any two sides of a triangle is
Euclid’s axioms and _______ than the third side.
postulates for triangles and (a) Lesser (b) Greater (c) Equal (d) None of
quadrilaterals and applies the above
them to solve geometric
problems. 3. Two squares of the same sides are ______.
C-7.3: Proves theorems using (a) Not congruent (b) Congruent (c) Both (a)
Euclid’s axioms and and (b) (d) None of the above
postulates for angles,
triangles and quadrilateral, 4. Sides opposite to equal angles of a triangle
circles area related theorem are _____.
for triangles and (a) Smaller (b) Greater (c) Equal (d) None of
parallelogram. the above
C-7.4: Constructs different
geometrical shapes like
bisectors of line segment, 5. “If in two right triangles, hypotenuse and
angles and their bisectors, one side of a triangle are equal to the
29
triangles and other polygons hypotenuse and one side of other triangle,
satisfying given constraints. then the two triangles are congruent” is a
Learning outcome: _______.
Identifies (a) SSS congruence rule (b) ASA congruence
similarities and differences rule (c) RHS congruence rule (d) AAS
among different geometrical congruence rule
shapes
Analyses 6. In a triangle, angle opposite to the longer
similarities and differences side is _______.
between parts of shapes (a) Equal (b) Smaller (c) Larger (d) None of
(lines, angles, triangles) the above
constructs
7. Two figures are congruent, if they are of
a triangle similar to a given
the ____ shape and of the _____ size.
triangle as per a given scale (a) Same, Different (b) Same, Same (c)
Different, Same (d) Different, Different
factor.
derives proofs of 8. Two circles of the ____ radii are
congruent.
mathematical
(a) Same (b) Different (c) Unequal (d) None
statements particularly of the above
related to geometrical
9. If two triangles ABC and PQR are
concepts, like parallel lines, congruent under the correspondence A ↔ P,
B ↔ Q and C ↔ R, then symbolically, it is
triangles, quadrilaterals,
expressed as ________.
circles, (a) ∆ ACB ≅∆ PQR (b) ∆ ABC ≅∆ PQR (c) ∆
ABC ≅∆ PRQ (d) None of the above
etc., by applying axiomatic
approach and solves 10. “If two sides and the included angle of one
triangle are equal to two sides and the
problems using them.
included angle of the other triangle, then the
two triangles are congruent” is a ________.
(a) SSS congruence rule (b) SAS congruence
rule (c) RHS congruence rule (d) None of the
above
30
 Summative assessment plan- only where relevant

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
3. environment?

31
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Triangles
Total no. of periods for this chapter: 10 Period no: 10/10
Sub Topic: Case Study 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.
C-4.1: Describes
relationships including 1. In a park, there are two triangular flower beds.
congruence of two- Flower bed ABC has sides AB= 8cm, BC= 6 cm,
dimensional geometric and CA= 10 cm. Flower bed PQR has sides PQ=
shapes (lines, angles, 8cm, QR=10cm, and RP=6cm. Justify you answer
triangles) to make and test that the flower bed ABC is congruent to flower be
conjectures and solve PQR?
problems. a) If angle A =400 and angle B= 600 in flower bed
ABC, what is the measure of angle C?
C-4.2: Proves theorems using b) If angle P=500 and angle Q=700 in flower be
Euclid’s axioms and PQR, what is the measure of angle R?
postulates for triangles and c) Suppose flower ABC is shifted to a new
quadrilaterals and applies location within the park without changing its
them to solve geometric shape or size. In this new location, is flower
problems. bed ABC congruent its original position? Why
or why not?
C-7.3: Proves theorems using d) If angle P = 500 and angle Q=700 in flower bed
Euclid’s axioms and PQR, what is the measure of angle R?
postulates for angles,
triangles and quadrilateral, 2. In the two triangles ABC and DEF, AB = DE and
circles area related theorem AC = EF. Name two angles from the two triangles
for triangles and that must be equal so that the two triangles are
parallelogram. congruent. Give reason for your answer
32
C-7.4: Constructs different
geometrical shapes like 3. In triangles ABC and DEF, ∠A = ∠D, ∠B = ∠E and
bisectors of line segment, AB = EF. Will the two triangles be congruent? Give
angles and their bisectors, reasons for your answer.
triangles and other polygons 4. M is a point on side BC of a triangle ABC such that
satisfying given constraints. AM is the bisector of ∠BAC. Is it true to say that
perimeter of the triangle is greater than 2 AM?
Learning outcome: Give reason for your answer.
Identifies 5. In triangles ABC and PQR, ∠A = ∠Q and ∠B = ∠R.
similarities and differences Which side of ∆ PQR should be equal to side BC
among different geometrical of ∆ ABC so that the two triangles are congruent?
shapes Give reason for your answer.

Analyses
similarities and differences
between parts of shapes
(lines, angles, triangles)

constructs
a triangle similar to a given
triangle as per a given scale
factor.
Summative assessment plan- only where relevant
Teachers’ reflections and experiences:
1. How can I use student work as a valuable source of information for my teaching?
2. Did I effectively utilize formative assessments to monitor student progress and adjust instruction accordingly?

33
WORK SHEET 1

34
W
WORK SHEEET 2

35
36
 WORK SHEET 3

1. Which of the following is not a criterion for congruence of triangles?

(A) SAS (B) ASA (C) SSA (D) SSS

2. If AB = QR, BC = PR and CA = PQ, then

(A) ∆ ABC ≅∆ PQR (B) ∆ CBA ≅∆ PRQ (C) ∆ BAC ≅∆ RPQ (D) ∆ PQR ≅∆ BCA

3. In ∆ ABC, AB = AC and ∠B = 50°. Then ∠C is equal to

(A) 40° (B) 50° (C) 80° (D) 130°

4. In ∆ ABC, BC = AB and ∠B = 80°. Then ∠A is equal to

(A) 80° (B) 40° (C) 50° (D) 100°

5. In ∆ PQR, ∠R = ∠P and QR = 4 cm and PR = 5 cm. Then the length of PQ is

(A) 4 cm (B) 5 cm (C) 2 cm (D) 2.5 cm

37
 QUA
ADRILAT
TERALS
Chapterr 8
P
Period plan (440 mins class))

http://epath
hshala.nic.in//QR/?id=096
62CH08

Cha apter Plan / Unit Plan / Lesson Plann

Intrroduction: The
T followin ng curricularr goals and competenciies will be developed th
hrough this cchapter.

URRICULAR
CU R GOALS C
COMPETEN
NCIES
CG
G-4: Analysis ccharacteristicss and propertties of two-dim
mensional C
C-4.1: Describ
bes relationships including congruence
c o two-
of
geo
ometric shapees and developps mathematical argumentss to dimensional geeometric shappes (such as thhe lines angles triangles
exp
plain geometrric relationship
ps to
o make and teest conjecturees and solve problems
p
CG
G-7: Begins to perceive and he axiomatic and
d appreciate th C
C-7.3: Proves ttheorems using Euclid's axxioms and posstulates -
ded
ductive structture of Mathematics. fo
or angles, triangle, quadrilaaterals, circless, area-related
d theorem
fo
or triangles an
nd parallelogrrams.

1
 MIND MAP

Theorem 8.1
Theorem 8.2
Theorem 8.3
8.1 Properties of a Theorem 8.4
parallelogram
Theorem 8.5
Theorem 8.6
Quadrilaterals Theorem 8.7

8.2 The Mid point Theorem 8.8

Theorem Theorem 8.9

2
 PERIOD WISE PLAN
PERIOD TEACHING TOPICS LEARNING OUTCOMES

LP 1Introduction Theorem 8.1 A diagonal of parallelogram divides it in to Derives proofs of mathematical

two Congruent Triangles statements particularly related to
geometrical concepts, like parallel lines,
triangles, quadrilaterals, circles, etc., by
applying axiomatic approach and solves
problems using them.
LP 2 Theorem 8.2  In a Parallelogram opposite sides Derives proofs of mathematical
are equal. statements particularly related to
Theorem 8.3  Converse of the above Theorem. geometrical concepts, like parallel lines,
triangles, quadrilaterals, circles, etc., by
applying axiomatic approach and solves
problems using them.
LP 3 Theorem 8.4  In a parallelogram opposite angles Derives proofs of mathematical
are equal statements particularly related to
Theorem 8.5  Converse of the above Theorem. geometrical concepts, like parallel lines,
triangles, quadrilaterals, circles, etc., by
applying axiomatic approach and solves
problems using them.
LP 4 Theorem 8.6  The diagonals of a parallelogram Derives proofs of mathematical
bisect each other statements particularly related to
 Converse of the above Theorem. geometrical concepts, like parallel lines,
Theorem 8.7 triangles, quadrilaterals, circles, etc., by
applying axiomatic approach and solves
problems using them.
LP 5 Example Problems  Example 2 Identifies similarities and differences
among different geometrical shapes
LP 6 Example Problems  Example 3 Identifies similarities and differences
3
 among different geometrical shapes
LP 7 Example Problems  Example 4 Identifies similarities and differences
among different geometrical shapes
LP 8 Practice Period  Problems from exercise 8.1 Enable learners to learn to think critically
and solve problems, and use a
multidisciplinary perspective
LP 9 Theorem 8.8  Mid-point Theorem Derives proofs of mathematical
statements particularly related to
geometrical concepts, like parallel lines,
triangles, quadrilaterals, circles, etc., by
applying axiomatic approach and solves
problems using them.
LP 10 Theorem 8.9  Converse of Mid-point Theorem Derives proofs of mathematical
statements particularly related to
geometrical concepts, like parallel lines,
triangles, quadrilaterals, circles, etc., by
applying axiomatic approach and solves
problems using them.
LP 11 Practice Period  Problems from exercise 8.2 Enable learners to learn to think critically
and solve problems, and use a
multidisciplinary perspective

4
Classs: 9th Subject:: Mathematiics Cha
apter: Qua
adrilaterals
Tottal no. of perriods for thiis chapter:11 Period no :1 / 11
Keyy concepts: PProperties o of paralleloggram.
Lea
arning Outco omes & Teachhing-Learninng Process ointers for fo
Po formative asssessment- Materi
Indiicators/micrro- T
This should include activities to faccilitate th
his should in
nclude strate egies that require
com
mpetencies l
learning along with bro
oad time durration will be used to Checck for
Underrstanding - e.g.,
e
qu
uestions/worksheets/experiments
/assignmen nts/self-asse
essment
cheecklists/etc.
The e student will be Teaacher asks thee following qu
uestion and reecaps
ablee to learn th hat the thee previous knoowledge:10 M MINUTES
diaggonal of a
para allelogram d divides 1. Observe tthe window in
n your class ro
oom and
it in
nto two cong gruent describe iits shape.
triangles Properties
Parallelog
Learrning outcomee: 2. Take two identical set squares from
m your https://yout
Deriives proofs off /Gso-
geometryy boxes and arrrange them aas pSljQ4g?si=x
mathhematical stattements DYt_Paz0j
shown heere.
particularly relateed to SOURCE::htt
www.youtub
geommetrical concepts, m/@byjuscla
like parallel lines,
ngles, quadrilaaterals,
trian
circles, etc., by appplying
axiomatic approach and
solvees problems uusing
themm.

Identify th
he parallel sid
des in it.
This also has
h opposite sides parallel and
equal. Is it a rectangle?? No, It’s a
5
 paralleloggram.
3. Teacher asks
a the studeents to draw a rough
sketch of a parallelograam and makeelist of all
the propeerties of parallelogram by
observation.
Live obje
present
the cla
room

Paper a
Teacher initiaates discussio
on: other
1. In the figu
ure below stationa

AB // CD, and AD intersects AB and CD.

then what is AD called? Identify oth her
possible ttransversals in
n the figure.

2. In the figure given below

ABCD is a parallelogram m then, ACis _____

and ______.
[ Teacher Note: It is im
mportant to geet
students tto see how AC C can be seenn both as
6
 diagonal aand also a transversal.]

ACTIVITY:10 MINUTES

Teacher askss the studentss (in groups)

1. to cut outt a parallelogrram (Say ABCD) from
a sheet off paper and cu ut it along thee
diagonal ((AC). Teacherr displays related
figure to eease the student’s activity..
2. (Note: Take two congruent triangless) Place
one trianggleover the otther and turn n around
such that they overlap with each
other.[Teacher to ask questions:
q Wh hat do
they undeerstand when n we say 2 figu ures are
congruent, symbol useed to represen nt
congruence]

The teachher concludes that the diaggonal of

a parallelo
ogram dividess it into two
congruent triangles.

Teacher uses
u mathemaatical termino ology to
give the pproof of the th
heorem 8.1
Theeorem 8.1 A d diagonal of a parallelogram
m
divvides it into tw
wo congruentt triangles.
7
 20 MINUTTES

In the
t above figu ure, it is given
n that ABCD iss a
parrallelogram and AC is a diaagonal dividingg the
nto two trianggles, △ABC a
parrallelogram in and
△A ADC.
Wee need to provve that the tw wo triangles are
a
conngruent.

Teaacher asks stu udents, how can

c we prove two
triaangles congruuent?[ Teacheer Note: It is In the givven parallelogrram ABCD,
imp portant for teeacher to see that student if BD is thhe diagonal, then show
remmembers the congruency ccriterion and that ∆AB BD congruent to ∆CDB.
diaagonals role as a transversaal]

Teaacher asks wh hether any coongruency critteria is

hellpful in this caase. (TeacherN
Note: it is imp
portant
forr teacher to seee that the student remem mbers
thee equality of the
t alternate interior anglees.
ACacts as comm mon side and A ASA congruen ncy
critteria is applicable.)
Stu
udent will com me to know th hat ∠CAB=∠ ∠DCA,
∠BBCA=∠CAD and AC=AC.
Teeacher concludes that by
y ASA congru
uency,
8
 △ABC≅ △CDA.

Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

 Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
 How well did the pedagogical strategies engage students and promote active participation in the learning
process?
 How effective were the materials and resources used in this lesson?
 How well did the assessment strategies measure student understanding and achievement of the learning
outcomes?

9
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subject: Mathematics
M s Chaptter: Quadriilaterals
Tottal no. of perriods for thiis chapter:11 Perio
od no :2
Sub
b Topic: Theorem 8.2 – In a pa arallelogram m, opposite sides are eq qual.
Theorem m 8.3 – If eacch pair of op pposite sidess of a quadrilateral is eqqual then it is a parallelogram.
Lea
arning Outco omes & Teach hing-Learnin ng Process Poointers for fo
formative asssessment- Materi
Indiicators/micrro- T
This should include activities to faccilitate th
his should in
nclude strate egies that require
com
mpetencies l
learning along with bro oad time durration will be used to Checck for
Underrstanding - e.g.,
e
qu
uestions/worksheets/experiments
/assignmen nts/self-asse
essment
cheecklists/etc.
Thee student will be Theeorem 8.2 In a parallelogrram, opposite e sides
able
e to learn thhat in a aree equal 20 MINUTES
paraallelogram, Teaacher asks thee following quuestion and reecaps
opp
posite sides aare thee previous kno owledge:
equal and converse. 1. The diagoonal divides th
he parallelogrram into
two congruent trianglees. https://yout
ACTIVITY 1: /ncQm3Oh
_o?si=_oOD
Lea arning outco ome: bb2ZcFlD
SOURCE::htt
Deriives proofs off www.youtub
mathhematical stattements m/@Tutorial
t_
particularly relateed to
geom metrical concepts,
like parallel lines, Teacher askss the studentss (in groups)
ngles, quadrilaaterals,
trian 3. to cut outt a parallelogrram from a sh
heet of
circles, etc., by appplying
paper and d cut it along the diagonal. Teacher
axiomatic approach and
displays related figure to ease the sttudent’s
solvees problems uusing
activity. https://yout
10
them. 4. to place one triangle over the other and /5fuSjobEwCI?si=
r0vwCPUEB5o93e
turn around, if needed, and say whether bY
SOURCE::https://
they overlap in any case!Children recap that www.youtube.co
∆ABC ≅ ∆CDA . m/@DeltaStep

Let us identify the sides of the two triangles

which overlap with each other. Teacher
gets the response from the students about
different pairs of sides, if not, teacher
guides them to get it. And teacher conveys
that such sides are called corresponding 1. In parallelogram ABCD, AB = Live objects
sides and are equal as they coincide. 6cm and BC = 4cm. Find its present in
perimeter. the class
In this case the teacher gives emphasis on room.
AB=CD and BC=AD. 2. In parallelogram ABCD, AB =
(x+4) cm and CD = (2x-2) cm, Paper and
then find x. other
The teacher concludes that the opposite
stationary.
sides of a parallelogram are equal.
triangles.
ACTIVITY 2: 5 MINUTES Pens and
Teacher asks the students (in groups): Pencils etc.
1. to take two identical pens and two identical
pencils and arrange them to form a
quadrilateral with equal opposite sides.

2. to identify the shape of the quadrilateral

11
 formed. Children may give multiple types of
quadrilateral names.
3. to place this quadrilateral on a paper and
draw its boundaries on paper and label it as
ABCD.

4. to measure all the four angles and check

the sum of adjacent angles at B and C.
Children would get the sum as 180 degrees.
Teacher conveys that these adjacent angles
are the co-interior angles for the lines AB
and CD with transversal as BC and are
supplementary, hence AB//CD.
5. to check the same property with angles at A
and B, and conclude that BC//AD.

With this activity teacher hints that the

quadrilateral with opposite sides equal may
be parallelogram and proceeds for its
geometric proof.
Theorem 8.3 15 MINUTES
If each pair of opposite sides of a quadrilateral is 3. In quadrilateral ABCD, AB = 6cm,
equal then it is a parallelogram. BC = 4cm, CD = 6cm and DA =
4cm. Is ABCD a parallelogram.
Teacher will explain the proof of this theorem by
Give reasons in support of your
12
asking questions and supplying necessary inputs. answer.

1. In the given quadrilateral ABCD, AB=CD and

AD=BC and we want to show that ABCD is
parallelogram. For it, we shall show that
AB//CD and BC//AD.
2. Teacher asks the question to the children,
how to prove that AB//CD with the given
information. Children may find it difficult to
respond. Then teacher would say that there
is need of diagonal which acts as a
transversal.
3. Teacher asks to join AC which divides the
given quadrilateral into two triangles.
4. Teacher asks children to observe the two
triangles for the equal sides. Children
respond that the AB=CD, BC=AD and
AC=AC. So, SSS congruency is applicable
and the triangles are congruent.
5. Teacher asks children whether this
information is anyway helpful for AB//CD
and BC//AD? Children may be puzzled.
Teacher conveys that the corresponding
13
 angles of the two congruent triangles may
be helpful here.
6. Teacher asks children to identify the pairs
of corresponding angles in the two
triangles. Children respond ∠BAC= ∠DCA
and ∠DAC= ∠BCA and ∠D= ∠B.
Teacher may guide the students to
arrive at these results.
7. Teacher asks the children to identify
the pairs of equal angles obtained that
may be helpful in proving AB//CD and
BC//AD. Student responds that
∠BAC= ∠DCA implies AB//CD and
∠DAC= ∠BCA implies BC//AD , due to
equality of alternate interior angles.
Teacher helps students getting these
results if needed.
8. Teacher asks the children whether the
goal is reached! Children responds
that, yes, the quadrilateral is
parallelogram now, as the opposite
sides are proven to be parallel lines.
The teacher concludes that a
quadrilateral with opposite sides equal
is a parallelogram.

Summative assessment plan- only where relevant

14
Teachers’ reflections and experiences:
 Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
 How well did the pedagogical strategies engage students and promote active participation in the learning
process?
 How effective were the materials and resources used in this lesson?
 How well did the assessment strategies measure student understanding and achievement of the learning
outcomes?

15
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subject: Mathematiccs Chapter: Quadrilatterals
Tottal no. of perriods for thiis chapter:11 Period noo :3
Sub b Topic: Theorem 8.4 – In a pa arallelogram m, opposite angles are e equal.
Theorem
m 8.5 – If eacch pair of op pposite angle es of a quad
drilateral is e
equal then it is a paralle
elogram
Lea arning Outco omes & Teach hing-Learnin ng Process Poointers for fo
formative asssessment- Materi
Indiicators/micrro- T
This should include activities to faccilitate th
his should in
nclude strate egies that require
commpetencies l
learning along with bro oad time durration will be used to Checck for
Underrstanding - e.g.,
e
quuestions/worksheets/experiments
/assignmen nts/self-asse
essment
cheecklists/etc.
The e student will be Theeorem 8.4 In a parallelogrram, opposite e angles
ablee to learn th hat in a aree equal
para allelogram,
opp posite angless are Teaacher explains the theorem m and analysees it by
equal and converse. con
nducting the ffollowing actiivity.
Lea arning outco ome: https://yout
/48FD1J0DH
Deriives proofs off =irGrQjns2M
mathhematical stattements K1
SOURCE::htt
particularly relateed to www.youtub
ACTIVITY 1:
geom metrical concepts, m/@PocketC
oom
like parallel lines, video
trian
ngles, quadrilaaterals, regarding O
circles, etc., by appplying Angles a
axiomatic approach and equal
solvees problems uusing Teacher askss the studentss (in groups)
themm. 5. to cut outt a parallelogrram from a sh
heet of
paper andd cut it along the diagonal. Teacher
displays related figure to ease the sttudent’s
16
 activity.
6. to place oone triangle over the otherr and
turn around, if needed d, and say wheether
they overrlap in any casse!Children reecap that
∆ABC ≅ ∆CDA . https://yout
/N0L3sh6F6N
=DV5B8G
Let us ideentify the angles of the two o 432nhwtk
3 min. CREA
triangles wwhich overlapp with each otther. CLASSES vid
Teacher ggets the respo onse from thee regarding ‘if
Angles are e
students about
a differennt pairs of anggles, if in a quadrila
not, teachher guides theem to get it. A And then its
parallelogr
teacher co onveys that such angles aree called
correspon nding angles and
a are equal as they
coincide.
In this casse the teacher gives emphaasis on Paper a
other
∠BAC=∠ ∠DCA, ∠BCA A=∠DAC and stationa
∠B=∠D, and concludees that ∠B=∠ ∠D
forms th
he opposite angles
a of thee
Pens an
parallelo
ogram ABCDD.
Pencils e

Similarly
y, the teacheer conducts tthe GeoGeb
diagonal BD and
same acttivity with d Classi
suite
helps thee students p
prove that ∠AA=∠C. installed
IFP’s.

The teach
her concludes that the opposite
17
 angles of a parallelograam are equal..

Teaacher Note: Teacher

T is advvised to use th
he
GeoGebra tool on o IFP’s to demonstrate this
pro
operty to all the students.

Pro
oof of Theoreem – 8.4

Teaacher asks children to draw

w a paralleloggram and
lab
bel it as ABCD.

1. In a parallelogram ABC
CD if
A=700 then find the rem
∠A main three
we have an
Teaacher asks thee students to identify thatw ngles.
to prove∠A=∠C C and ∠B= ∠D.∠

Teeacher asks tthe studentss to find the

connnection between given n informatioon
(paarallelism of opposite siides) and what to
be proved (op pposite anglees are equal)).
Stuudents recolllects the process involvved in
prooving Theorrem – 8.1 an nd responds that
diaagonals AC aand BD migh ht help.

Teeacher asks tthe children

n to join the
diaagonal AC annd makes suure that the
18
students prove △ABC≅ △CDA (ASA
congruency).

Teacher asks students, how this congruence

relation helps in proving the required?
Children respond that the corresponding angles in
these triangles are equal.
Teacher concludes that with the use of diagonal
AC, ∠B= ∠D.

In similar way, teacher asks children to join

diagonal BD and repeats the same steps so
that student could reach at the conclusion
that ∠A=∠C.

So, teacher finally concludes that each pair

of opposite angles in a parallelogram are
equal.

Theorem:8.5In a quadrilateral, if each pair of

opposite angles is equal then it is a
parallelogram.

Teacher asks the students to state the converse of

19
thee theorem 8.44. (Teacher Noote: Teacher should
s
enssure that stud
dent is able to
o state the converse
staatement).

No
ow, Teacher exxplains the given theorem,, by
askking some queestions through the follow wing
acttivity.
AC
CTIVITY 2
1. Teacher asks
a the studeents to form a
quadrilateeral with 4 peens or pencils such
that both pairs of oppo osite angles are equal
(students may seek thee help of prottractor
to measure the angles)).

2. Teacher asks
a to identiffy the type of
quadrilateeral formed? (Teacher Notte:
Teacher should
s ensuree that the child
dren
arrive at tthe conclusionn of parallelogram by
adding up p the adjacentt angle measu ures and
0
seeing it as
a 180 ).

Children iden ntify it as a paarallelogram.

Pro
oof of Theoreem – 8.5
Teaacher asks thee students to draw a quadrilateral
andd label it as A
ABCD and conssider that its opposite
o
anggles are know wn to be equal.
20
 2. In the given figure, ABCD is a
parallelo
ogram and aa:b = 2:3 .
So,, Teacher ensures that stud
dents identifyy, it is Then fin
nd the measu ures of all
givven that ∠A=
=∠C and ∠B B=∠D. the angles of the
parallelo
ogram.
No
ow, teacher aask the stud
dent to recollect
wh
hat we have to prove? Sttudents resp ponds
parallel propeerty of oppossite sides, i.ee.,
AB
B//CD and B BC//AD .

Teeacher asks tthe studentss to utilize th

he
giv
ven informattion and usee the suitablle
prooperty to do
o the proof.

Aftter several ttrials studen

nts realise (if not
teaacher hints) that we cou uld use the aangle
sum m property of quadrilatteral,
i.e.., ∠A +∠B +
+∠C +∠D = 3 3600.

So, using ∠A=∠C and ∠B B=∠D , teachher asks

stu
udents to sim mplify ∠A +∠B +∠C +∠ ∠D =
60 . (Teacherr Note : Teacher should make
36 0

surre that the sstudents reaach at sum off two

adjacent anglees is 1800.)
21
 Teacher should ask students to identify if
this helps to prove opposite sides parallel to
each other. (Teacher Note: Teacher should
ensure that students arrive at the conclusion
of AB//CD and BC//AD using angle
properties by transversals).

Teacher concludes that the quadrilateral

with both pairs of opposite angles equal is a
parallelogram.
Summative assessment plan- only where relevant
1. Show that each angle of a rectangle is a right angle.

Teachers’ reflections and experiences:

22
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subjectt: Mathemattics Chapter: Quadrilatterals
Tottal no. of perriods for thiis chapter:11 Period noo: 4
Sub b Topic: Theorem 8.6 – Diago onals of a parallelogram m bisect each h other.
Theorem
m 8.7 – If the e diagonals o of a quadrila ateral bisectt each otherr then it is a parallelogrram
Lea arning Outco omes & Teach hing-Learnin ng Process Poointers for foformative asssessment- Materi
Indiicators/micrro- T
This should include activities to faccilitate th
his should in nclude strate egies that require
commpetencies l
learning along with bro oad time durration will be used to Checck for
Underrstanding - e.g.,
e
quuestions/worksheets/experiments
/assignmen nts/self-asseessment
che ecklists/etc.
The e student will be Teaacher asks thee following qu uestions to reecall the
ablee to learn th hat preevious knowleedge of studeents relevant to t the
diaggonals of a top
pic: 10 MINU UTES
para allelogram b bisect
each h other and 1. Teacher draws
d a parallelogram with h
conv verse. diagonals on IFP / Greeen Board and says
https://y
Lea arning outco ome: u.be/TE
that it is a parallelogram with two Yr67BI?s
Deriives proofs off
diagonals. Do they havve any commo on KtHZUP
mathhematical stattements 1. How manny points of inntersection uI6PUP
point? (Teeacher Note: Teacher shou uld
particularly relateed to do the diaagonals of a 9 min. Kh
geom metrical concepts, ensure that students reecall that there is one paralleloggram have? Academ
like parallel lines, common point called I ntersecting P oint.) video
ngles, quadrilaaterals,
trian regardin
Diagonals
circles, etc., by appplying parallelog
axiomatic approach and bisects ea
solvees problems uusing other
themm. 2. Teacher asks
a the childrren to observe the 2. What aree the differentt
figure sho own and asks what are the congruennce criterion for
f testing

23
 triangles vvisible? Are th
hey congruennt? If yes, the congrruency of triangles?
why? (Teaacher Note: TTeacher should ensure
that studeents recap thee congruencee
criterion vviz., SSS, SAS, ASA and RHSS)
https://y
u.be/TE
Theeorem 8.6 Th
he diagonals of
o a paralleloggram Yr67BI?s
bisect each oth
her. 15 MIN NUTES FWgtDX
pqqHw
Teaacher explains the theorem
m and analysees it by 9 min. Kh
Academ
con
nducting the ffollowing actiivity.
video
regardin
ACTIVITY 1: Diagonals
Teacher askss the studentss (in groups) parallelog
bisects ea
7. to cut outt a parallelogrram from a shheet of other
paper witth diagonals drawn
d and cutt it along
both the d diagonals. Teaacher displays related
figure to eease the student’s activity.. Paper a
other
stationa

GeoGeb
one triangle over the otherr and
8. to place o Classi
turn around, if needed d, and say wheether suite
they overrlap in any casse!Children id
dentify installed
IFP’s.
that ∆AOOB ≅ ∆COD aand ∆BOC ≅ ∆DOA

Let us ideentify the sidees of the two ttriangles

which oveerlap with eacch other. Teacher
gets the response
r from
m the studentss about

24
 different pairs
p of sides,, if not, teacheer
guides theem to get it. AAnd teacher cconveys
that such sides are called correspon nding
angles and d are equal ass they coincide.
In this casse the teacher gives emphaasis on
OA=OC an nd OB=OD wh hich hints thatt the
diagonals AC and BD bisect each oth her.

The teachher concludes that the opposite

angles of a parallelograam are equal..
Teaacher Note: Teacher
T may use
u the GeoGebra
toool on IFP’s to d
demonstrate this propertyy to all
thee students.
Prooof of Theoreem – 8.6

Teaacher asks thee students to consider the

parrallelogram A
ABCD with diaggonals AC and d BD
intersecting at the point O.
Teaacher restates that we neeed to prove heere that 3. In parallelogram ABCD
D, diagonals
diaagonals bisectt each other, i.e.,
i OA=OC and are bisectting at the po
oint O.
OBB=OD. Prove thaat △AOD≅△COB. △

25
 Teaacher asks thee students to find what maay help
in p
proving it. (Teeacher Notes:: Teacher has to
enssure that stud dent identifies opposite triangles
aree congruent as this would only
o help them m in
prooving the resu ult.)

Teaacher asks thee students ab

bout the know
wn
relations between the opposite triangles which
w
maay help them prove congruent, say, in △AOB
△
and △COD, wh hat sides or angles are equal?
e
Stuudent should d identify th
hat AB=CD
(Opposite sidees of a paralllelogram aree
equal), ∠OAB= =∠OCD and ∠OBA=∠OD DC
(allternate inteerior angles are equal)
(teeacher may gguide if need ded) and ap
pplies
ASSA congruen ncy to establiish that
△A AOB≅△COD D.
Teeacher asks, how this helps in gettin ng the
ressult. Studentts respond tthat the
corrrespondingg sides in theese triangless are
equal and thatt is our resullt (with teaccher’s
asssistance, if needed).
n
Teeacher concludes that, yees, OA=OC aand
OBB=OD. So, th he diagonals of a parallelogram
bissect each othher.

Sum
mmative asse essment pla an- only whe ere relevantt
2.. Show that each
e angle of a rectangle is a right angle..
Tea
achers’ refle
ections and experiences:
26
 C
Chapter Plan
n (Unit plan
n/ lesson plan)Period plan
n (40 mins claass)
Classs: 9th Subject: Mathematiccs Chap
pter: Quadrilaterals
Tottal no. of perriods for thiis chapter:11 Period no :5/11
S Topic: Example
Sub E 2
Lea arning Outco omes & Teach hing-Learninng Process Materi
ndiicators/micrro- T
This should include activities to faccilitate require
ommpetencies l
learning along with bro oad time durration
The students will be able 20 MINUT TES
o leearn. The diaggonals of Teaacher asks thee following qu uestions and testing
t
Rhhombus are
erppendicular to each thee previous kno owledge
otheer. https://
C-4..1: Describes 1. If a parallelogram had two pairs of aadjacent utu.be/
elattionships inclu uding side are qual?
q Then wh
hich type of q6x8Sz
onggruence of tw wo- Quadrilateral it is? 8?si=0
imeensional geom metric ShzNsO
2. How are the
t angles in a Rhombus?
happes (such as thhe lines bcDX8
3. Can you say
s that a Rhoombus is a
nglees triangles) to
t make W
nd test conjectures and paralleloggram?
7 min
olvee problems 4. How are the
t diagonals in a parallelo
ogram?
Delta
earrning outcomee: Teacher will
w explain Exxample 2 in th
he text
Step
den ntifies similaritties and book and analyze it: video
ifferences amongg regardi
ifferent geometrrical Diagon
happes of a
Rhomb
are
perpen
ular t
each
27
 Example 2:20 MINUTES other

Show that the diagonals of a Rhombus are History of

Rededicate
perpendicular to each other. s
• If ABCD is a Rhombus.
• Can you say relation between the IFP
sides in a Rhombus?
Teacher asks the following questions and testing GeoGebra
graph
the previous knowledge

5. If a parallelogram had two pairs of adjacent

side are qual? Then which type of
C
Quadrilateral it is? D

6. How are the angles in a Rhombus?

7. Can you say that a Rhombus is a
parallelogram?
8. How are the diagonals in a parallelogram?
Teacher will explain Example 2 in the text
book and analyze it:
A B

The diagonal AC of a parallelogram

ABCD bisects ∠A
So that
1. It bisects C also
2. ABCD is a Rhombus.

28
Example 2:

Show that the diagonals of a Rhombus are

perpendicular to each other.
• If ABCD is a Rhombus.
• Can you say relation between the
sides in a Rhombus?
• In △AOD and △ DOC, Which sides
are equal?
• If AD = CE, AO = OC, OD=OD,what can
you say about △AOD and △DOC are
they congruent?
• Then how is the measure of ∠DOA
and ∠DOC?
• Are they equal?
• From figure what is the measure of
∠DOA +∠ DOC?
• What is the condition involved in it?
• If the sum of two angles

29
 ∠AOD + ∠DOC = 1800 then
• What is the measure of each angle?
• The students will give the answer the
measure of each angle is 900
• The teacher will give the conclusion,
the diagonals of a Rhombus
perpendicular to each other.

Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

30
 Chapter P
Plan (Unit plan
n/ lesson pla
an)Period plan
n (40 mins classs)
Classs: 9th Subjectt: Mathematiics Ch
hapter: Quad drilaterals
Totaal no. of perioods for this chhapter:11 Perriod no:6
Sub Topic:Examp ple 3: ABC is an Isosceles s triangle, in wwhich AB=AC C, bisects extterior angle P
PAC and CD/ //AB. S.T 1)∠𝑫 𝑫𝑨𝑪 = ∠𝑩
2) ABBCD is a para allelogram.
Learrning Outcom mes & Teacching-Learnin ng Process ointers for forrmative asses
Po ssment- this Materi
Indiicators/micro o- This shouldd include activ vities to facillitate shhould include e strategies that
t will be require
commpetencies learning allong with broad time dura ation used to Check forf Understan nding - e.g.,
uestions/work
qu ksheets/expe eriments/as
signmentts/self-assess sment
cheecklists/etc.
C-4.1: Describes Teaacher elicits th
he previous kn nowledge of tthe
relattionships inclu
uding stu
udents by askin ng. 10 MINU UTES
conggruence of two o- 1. In ⊿𝑃𝑄𝑅 iff ∠𝑄 = ∠𝑅 the en give the rellation of
dimeensional geom metric PQ and QR R.
shappes (such as thhe lines
https://yout
anglles triangles) to
t make Exa ample 3:30 MIINUTES /L09FIr0iG90
and test conjecturres and ABC is an Isosce eles triangle in
n which AB = A AC. AD VaR9guaIts_
solvee problems bissects exterior angle PAC an nd CD//AB. Sh how that 9 min.
‘Mathemat
class IX’ rega
C-4.2: Proves theo orems (𝒊) ∠𝐷𝐴𝐶 = ∠𝐵𝐶𝐴 𝐴 and (ii) ABC CD is a paralle
elogram. the solutio
using
g Euclid's axiooms and Teaacher will exp
plain the follow
wing example e by the proble
postulates for trian
ngles ask
king some que estions.
and quadrilateralss, and
appllies them to soolve 1. Given ⊿𝐴𝐵
𝐵𝐶 is an Isosce
eles triangle w
where
geommetric problems AB=AC th
hen how can yo ou prove that
Learrning outcomee: ∠𝐷𝐴𝐶 =∠𝐴𝐴𝐶𝐵
Idenntifies similaritties and
differences amongg In the above figuure if PQ = PR
R and the
different geometrrical meeasure of QR = 5cm and PS bisect
b ∠𝑇𝑃𝑅
the
en find the meeasure of PS annd ∠𝑆.
shappes

31
 2. From fig. how can you express ∠𝑃𝐴𝐶.

(Teachers note: Teachers should ensure that the

students recall that one of the exterior angles of the
triangle is equal to sum of its opposite interior
angles. i.e. ∠𝑃𝐴𝐶=∠𝐴𝐵𝐶 + ∠𝐴𝐶𝐵. In isosceles
triangle ABC the base angles are equal. So
∠𝐴𝐵𝐶 = ∠𝐴𝐶𝐵).
Teacher asks the students how can you express
∠𝑃𝐴𝐶 in terms of ∠𝐴𝐶𝐵(∠𝑃𝐴𝐶 = 2 ∠𝐴𝐶𝐵 1)
3. From figure if AD bisects ∠𝑃𝐴𝐶 how can you
express ∠𝑷𝑨𝑪in another way?
Can I express ∠𝑃𝐴𝐷 = 2∠𝐷𝐴𝐶2
By compare eq 1 and 2 and give the conclusion.
(∠𝐷𝐴𝐶 = ∠𝐴𝐶𝐵)
(Teachers note: Teachers has to ensure that the
student identifies that these equal angles form a
pair of alternate angles when line segments BC and
AD are intersected by a transversal AC)
So now compare BC, AD and BA, CD
(BC∥ 𝐴𝐷, 𝐵𝐴 ∥ 𝐶𝐷)
Now teacher concludes that both pairs of opposite
sides of a quadrilateral ABCD are parallel so ABCD
is a parallelogram.
Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

 Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
 How well did the pedagogical strategies engage students and promote active participation in the learning
process?
 How effective were the materials and resources used in this lesson?
 How well did the assessment strategies measure student understanding and achievement of the learning
outcomes?
32
 Chapter P
Plan (Unit plan
n/ lesson pla
an)Period plan
n (40 mins classs)
Clas ss: 9th Subject: Ma athematics Chapter: Qu uadrilateralss
Totaal no. of perio ods for this chhapter:11 Perriod no: 7
Sub Topic: E
Example 4: AB BC is an Isosceles triangle, in which AB=AD,A bisec
cts exterior anngle ∠PAC an nd CD//AB. S Show that
1)∠𝑫𝑫𝑨𝑪 = ∠𝑩𝑪𝑨 2 2) ABCD is a parallelogra am.
Learrning Outcom mes & Teacching-Learnin ng Process ointers for forrmative asses
Po ssment- this Materi
Indiicators/micro o- This shouldd include activ vities to facillitate sh
hould include e strategies that
t will be require
commpetencies learning allong with broad time dura ation used to Check forf Understan nding - e.g.,
qu
uestions/work ksheets/expe eriments/as
signmentts/self-assess sment
cheecklists/etc.
C-4.1: Describes Tea acher asks thee following qu uestions and teesting
relattionships inclu uding thee previous kno owledge of the e students.5
conggruence of two o- MIINUTES
dime ensional geom metric
shappes (such as th he lines 1. In the give
en figure
anglles triangles) tot make
and test conjecturres and https://
solvee problems utu.be/
WzNR40
C-4.2: Proves theo orems PQ∥ 𝑅𝑆 and ‘l’ is a transversa
If P al then identiffy the 8?si=i2v
usingg Euclid's axio oms and relationship betw ween ∠𝑃𝐴𝐵 a and ∠𝐴𝐵𝑆 ? QAQq8U
postulates for trian ngles 2. In a paralllelogram if onne angle is 90o then 8Dv
and quadrilateralss, and which type of quadrilate eral is it? 3 min
appllies them to so olve Doubtn
geom metric problems Exa ample 3:35 MMINUTES video
Learrning outcomee: Twwo parallel linees ‘l’ and ‘m’ a
are intersected d by a regardi
Idenntifies similaritties and trannsversal ‘p’. SShow that the q quadrilateral formed
f problem
by the bisectors of interior ang gles is a recta
angle. isoscel
differences amongg
triangl
different geometrrical
shappes

Propert
of
33
 quadrila
als cha

Models
quadrila
als.
(i) ABCD is a rectangle e I which
diagonnal AC bisectss ∠𝐴 as well
as ∠𝐶 . Show that (i) ABCD is a
Tea
acher will expplain the above example by y asking square
e.
the
e following queestions: (ii) Diagonnal BD bisectss ∠𝐵 as well
ven PS∥ 𝑄𝑅 an
Giv nd ‘p’ is a transsversal. AB, C
CD are as ∠𝐷
e angular bisectors of ∠𝑃𝐴𝑄 & ∠𝐴𝐶𝑅 and A
the AD, CB
are
e the angular bisectors
b of ∠𝑆𝑆𝐴𝐶 & ∠𝐴𝐶𝑄.
1. Which typpe of angles arre ∠𝑃𝐴𝐶&∠𝐴𝐶 𝐶𝑅?
o
2. If ∠𝑃𝐴𝐶=660 then what is i the measure e of
∠𝐴𝐶𝑅?
he role of bisec
3. What is th ctor?

(Teeachers note: Teachers

T shouuld ensure thaat the
stu
udents recollecct the bisectorr divides the angle
a
into
o two congrueent angles. i.e. ∠𝑃𝐴𝐵 = ∠𝐵𝐴 𝐴𝐶 =
∠𝑃
𝑃𝐴𝐶 and ∠𝐴𝐶𝐷 𝐷 = ∠𝐷𝐶𝑅 = ∠𝐴𝐶𝑅)

4. So, can I conclude

c that ∠
∠𝐵𝐴𝐶 = ∠𝐴𝐶𝐷
𝐷?

Now w once again observe the fig.

f
(Te
eacher note: T Teacher should d explain that AC is
trannsversal for th
he lines AB an
nd CD and so AAB∥CD.
In tthe same man nner by considdering the
anggles∠𝐴𝐶𝐵&∠𝐶 𝐶𝐴𝐷. We can say that AD∥ BC C.)

Teaacher concluddes that since both

b pair of op
pposite
sid
des are paralle
el ABCD is a parallelogram..

asks students ffrom fig. what is the

5. Teacher a
34
 measure of ∠𝑃𝐴𝐶 + ∠𝐶𝐴𝑆. (180o a linear pair)
6. Then what is the measure of ½ ∠𝑃𝐴𝐶+ ½
∠𝐶𝐴𝑆 (90o - Right angle).
(Teachers note: Teachers should ensure that the
students should understand ½ ∠𝑃𝐴𝐶+ ½ ∠𝐶𝐴𝑆
=∠𝐵𝐴𝐶+∠𝐶𝐴𝐷= 90o and from fig. ∠𝐵𝐴𝐷=90o)
Teacher can conclude that ABCD is a
parallelogram in which one angle is 90o.
There for ABCD is a rectangle.
Summative assessment plan- only where relevant
1. In Parallelogram ABCD two points P and Q are taken on diagonal BD such that DP=BQ. Show that

(i) ⊿𝐴𝑃𝐷 ≅ ⊿𝐶𝑄𝐵

(ii) AP = CQ
(iii) ⊿𝐴𝑄𝐵 = ⊿𝐶𝐴𝐵
(iv) AQ=CP
(v) APCQ is a Parallelogram

Teachers’ reflections and experiences:

 Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
 How well did the pedagogical strategies engage students and promote active participation in the learning
process?
 How effective were the materials and resources used in this lesson?
 How well did the assessment strategies measure student understanding and achievement of the learning
outcomes?
35
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Quadrilaterals
Total no. of periods for this chapter:11 Period no: 8
Sub Topic: Practice period based on the all the properties of parallelogram.
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-4.1: Describes relationships Teacher asks the students in groups to practice the
including congruence of two- following questions 5 MINUTES
dimensional geometric shapes
(such as the lines angles
triangles) to make and test
conjectures and solve 1. Problem no. 6, 7 from exercise-8.1 from chapter-8,
problems Quadrilaterals. 10 MINUTES

C-4.2: Proves theorems using

Euclid's axioms and 2. ABCD is a parallelogram. AM and BN are
postulates for triangles and respectively the perpendiculars from A and B to SC
quadrilaterals, and applies and CD produced. Prove that AM = BN.
them to solve geometric 10 MINUTES
problems

C-7.3: Proves theorems using 3. In the given fig. ABCD is a parallelogram, what is
Euclid's axioms and the sum of the angles x, y and z? 5 MINUTES
postulates - for angles,
triangle, quadrilaterals,
circles, area-related theorems
for triangles and
parallelograms
Learning outcomes:
Enable learners to learn
to think critically and
solve problems, and use
36
a multidisciplinary
perspective

Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

 Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
 How well did the pedagogical strategies engage students and promote active participation in the learning
process?
 How effective were the materials and resources used in this lesson?
 How well did the assessment strategies measure student understanding and achievement of the learning
outcomes?

37
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)

Class: 9th Subject: Mathematics Chapter: 8 quadrilaterals

Total no. of periods for this chapter: 11 Period no: 9/11
Sub Topic: Theorem: 8.8: The line segment joining the mid-points of two sides of a triangle is parallel to the third
side
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- this Material
Indicators/micro- This should include activities to facilitate should include strategies that will be required
competencies learning along with broad time duration used to Check for Understanding - e.g.,
questions/worksheets/experiments/as
signments/self-assessment
checklists/etc.

38
C-4.2
2: Proves theo orems Teaacher recolleccts the previo
ous knowledgee about
using Euclid's axiooms and thee properties o
of triangles. Q
Quadrilaterals and
posttulates for triaangles transversal.
and quadrilaterals, and
appllies them to solve Acttivity: 10 MINUTES
geommetric problems Teacher asks
a the studeents to take a sheet
of paper aand draw a triangle. Now mmake
the mid p
points of the triangle and jo
oin them
C-7.33: Proves theo orems
using Euclid's axio oms and Students measure the length of the EF and https://you
posttulates - for an ngles, be/0a8ccJm
BC with th
he help of thee scale R0?si=4xeu
trian
ngle, quadrilatterals, 27A2XIIg
circles, area-relatted 4 min. vide
CREAT
theoorems for triangles CLASSE
and parallelogram ms regarding T
Learrning outcomees: line segm
joining th
Deriives proofs off midpoints
mathhematical stattements two sides
Triangle
particularly relateed to parallel to
geommetrical concepts, third sid
like parallel lines,
ngles, quadrilaaterals,
trian Teacher asks
a students to measure the
circles, etc., by appplying
anggle, ∠E and ∠B with help off the protracttor after GeoGebr
axiomatic approach and Byju’s Ap
solvees problems uusing
themm. com
mpletion of m measurement of sides EF an nd BC (iii) ABCD is a rectangle e in which
diagonnal AC bisectss ∠𝐴 as well
d angle ∠E, ∠B
and as ∠𝐶 . Show that (i) ABCD is a
e.
square
(iv) Diagonnal BD bisectss ∠𝐵 as well
as ∠𝐷
39
Students observe that

EF= 1\2 BC and ang

(Teacher’s note: Teacher has to ensure that student

identifies that ∠E and∠B are on the same side of the line

AB and the measure is equal so such type of angles is

called corresponding angles and the lines are parallel)

Teacher concludes that EF//BC

Teacher asks the student repeat the same activity with

some more triangles ad give the answer weather it is

applicable for all the triangles

THEOREM 8.8 30 MINUTES

The line segment joining the mid points of

two sides of a triangle is parallel to the third side

E F D

40
 B C

theorem by giving the following clues and asking

questions.

Teacher will explain the students in the given figure, here

E,F are the mid points of the sides of the triangle AB & AC

we want to show that EF//BC.

How to prove EF//BC with the given information

children may find it difficult to respond. (Teacher’s note:

Teacher has to ensure that there is a need of another line

CD where CD//BE and one more line FD where FD//BC)

Now consider the two triangles ∆ AEF &∆ CDF

Which criteria is applicable to prove the two triangles are

congruent

Proof: Teacher will explain the proof

Teacher asks the students since CD//BA then what is the

role of AC?

Teacher’s Note: Teacher has to ensure that student

41
 identifies all the appropriate rules to prove the

congruency of ∆ AEF &∆ CDF

∠AFE=∠ACD. (Alternate inter angle)

∠AFE=∠DFC (Vertically opp. Angle)

AF=FC (F is the mid -point)

This proves that ∆AEF ≅ ∆CDF

• Teacher asks students what are the corresponding

sides of the two triangles
• Students will give response CD=AE=BE
• EF=DF
From figure identify the quadrilateral BCDE can you
name which type a quadrilateral it is BCDE
Students conclude that BCDE is a parallel ogram
(Teacher’s note:Teacher need to conclude that EF//BC
EF= 1\2 ED = 1\2 BC
So, the line segment joining the mid-point of two sides of
a triangle is parallel to the third side)

Summative assessment (plan-only where relevant)

In ∆ PQR ST//QR then S. T are mid-points PQ, PS respectively. If the length of ST=5cm
Then find the length QR

42
 P
S T

Q R

Teachers’ reflections and experiences:

 Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
 How well did the pedagogical strategies engage students and promote active participation in the learning
process?
 How effective were the materials and resources used in this lesson?
 How well did the assessment strategies measure student understanding and achievement of the learning
outcomes?

43
 Chapteer Plan (Unit pllan/ lesson plan
n)Period plan (440 mins class)
Classs: 9th Subjectt: Mathema atics Cha apter: 8 quadrilaterals
Tottal no. of perriods for thiis chapter: 11 Period no: 10/11
Subb Topic: The eorem: 8.9: T wn through the mid-point o
The line draw of one side off a triangle parrallel to anoth
her side, biseccts the th
side
Learrning Outcomess & Teaaching-Learnin ng Process Pointers for foormative assesssment- this Materi
Indiccators/micro- Thiis should includ
de activities to facilitate learn
ning along should include sttrategies that will
w be used to require
comppetencies wiith broad time duration Check for Understanding g - e.g.,
uestions/worksh
qu heets/experimeents/assignme
nts/self-asseessment checkllists/etc.

C-4..1: Describes ctivity:

Ac
relattionships inclu
uding A
conggruence of tw wo-
dimeensional geom metric
shappes (such as thhe lines E F
anglees triangles) to
t make https://y
and test conjectures and u.be/2cM
solvee problems B C N7iDAE
ePZdnU
C-7..3: Proves theeorems Teacheer conducts the
t following activity jMYrhC
usingg Euclid's axio
oms and by giving instrucctions to the sstudents to taake a 2 min
video fro
posttulates - for anngles, sheeet of paper aand draw a triiangle ABC R&H
trian
ngle, quadrilatterals, academ
circles, area-relatted Takke point E whhich mid-point of AB and nname it regardi
theoorems for triaangles as E the pro
and parallelogram ms Noow draw a parrallel line for BC through tthe point
Learrning outcomees: E now
n this paralllel line interssects Ac at F with
w the
Deriives proofs off hellp of the scalee measure thee length of AFF and FC
mathhematical stattements Teaacher gets thee response frrom the studeents that
44
particularly related to AF = FC
geometrical concepts, Teacher concludes that the line EF bisects AC
like parallel lines,
triangles, quadrilaterals,
circles, etc., by applying THEOREM 8.9 :
axiomatic approach and The line drawn through the mid-point of one
solves problems using side of a triangle Parallel to another side bisects
them. the third side
1.Teacher will explain the proof of this
theorem by asking questions and supplying
necessary inputs

P and Q are the mid-points of the

opposite
sides AB and CD of a parallelogram
ABCD. AQ intersects DP at Sand BQ
1. In the given ∆ABC, E is the midpoint of the intersects CP at R. Show that PQRS is a
side AB if a line l is passing through the parallelogram.
point E and parallel to BC the line l
intersects AC at the point F now produce
EF up to the point D
2. Teacher asks the question to the children ABCD is a square. E, F, G and H are
how to prove that AF=FC points on AB, BC, CD and DA
(Teacher’s Note: Teacher need to give respectively, such that AE= BF
clarity that the given information is not =CG=DH. Prove that EFGH is a square.
sufficient to prove the theorem, so there is
a need to draw another line m//AB and
intersecting l at the point D). so, l // BC and
m is // to AB
45
 For this we should that the line l bisects AC
i.e AF=FC
Teacher asks the students how to prove
that AF = FC
Student may feel difficult to give the
answers so teacher explains by asking the
following questions Observe the opp. Sides
of the Quadrilateral BCDE and give the
relations
3. Which type of a quadrilateral it is?
4. Teacher concludes that from the figure CD
= BE and BC = ED so BCDE is a
parallelogram
5. Now teacher asks consider ∆CFD and
∆EFA to prove that AF=FC we need to
prove that ∆CFD≅∆EFA?
Teacher’s Note: Teacher has to ensure that
student identifies all the appropriate rules
to prove the congruency of triangle ∆CFD
&∆EFA
∠AFE=∠ACD. (Alternate inter angle)

∠AFE=∠DFC (Vertically opp. Angle) and

CD = AE=BE (AAS) criteria triangle CFD ≅
AFE

6. Teacher concludes that since ∆CFD ≅

∆AFE and so AF = FC (CPCT)
7. So, the line drawn through the mid-point of
one side of a triangle parallel to another
side bisects the third side.
46
 Summative assessment plan-only where relevant

In a parallelogram ABCD, E and F are the mid-points of sides AB and CD respectively (see Fig. 8.22). Show that the
line segments AF and EC trisect the diagonal BD.
AI
Fig. 8.22

6. ABC is a triangle right angled at C. A line through the mid-point M of hypotenuse AB and
parallel to BC intersects AC at D. Show that
(i) Dis the mid-point of AC
(ii) MD⊥AC

Teachers’ reflections and experiences:

 Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
 How well did the pedagogical strategies engage students and promote active participation in the learning
process?
 How effective were the materials and resources used in this lesson?
 How well did the assessment strategies measure student understanding and achievement of the learning
outcomes?

47
 Chapteer Plan (Unit pllan/ lesson plan
n)Period plan (440 mins class)
Classs: 9th Suubject: Mathem matics Chapter: Quadrilateralss
Tota al no. of periodss for this chaptter:11 Period no:: 11
Sub Topic: Prractice period b
based on the M Mid – point Theeorem and Con nverse of mid-point.
Learrning Outcomess & Teaaching-Learnin ng Process Pointers for foormative assesssment- this Materi
Indiccators/micro- Thiis should includ de activities to facilitate learn
ning along should include sttrategies that will
w be used to require
comp petencies wiith broad time duration Check for Understanding g - e.g.,
uestions/worksh
qu heets/experimeents/assignme
nts/self-asseessment checkllists/etc.
C-4.1 1: Describes relaationships Teaacher asks the sttudents in groupps to practice thee
incluuding congruencce of two- folllowing questionns
dimeensional geometrric shapes
(such h as the lines anggles 1. Problem noo. 1,2 and 3 from m exercise-8.2 fr
from
trianggles) to make an nd test chapter-8, QQuadrilaterals.
conjeectures and solv ve
probllems 2. In the givenn fig. ABCD is a parallelogram m I which
C-4.2 2: Proves theoreems using P is the midd-point on AC, ssuch that CQ = ¼ AC.
Eucliid's axioms and Also, PQ w when produced meets
m BC at R. PProve that
postu ulates for trianglles and R is the midd-point of BC.
quadrrilaterals, and ap pplies
themm to solve geomeetric
probllems
C-7.3 3: Proves theoreems using
Eucliid's axioms and https://youtu
postu ulates - for anglees, M7L6VAwZnf
trianggle, quadrilateraals, =YScdhvtZ2E
circlees, area-related theorems
t 2
SOURCE
for trriangles and https://www
paralllelograms ube.com/@m
Learn ning outcome:E Enable withmadhuri
learnners to learn to thhink
criticcally and solve pproblems,
and use
u a multidiscipplinary
persp pective
48
 Summative assessment plan- only where relevant
Teachers’ reflections and experiences:

WORK SHEET
Chapter:8
Multiple choice questions
1. What is the sum of angles of quadrilaterals?
I. 90
II. 180
III. 360
IV. 270

2. A quadrilateral with only one pair of opposite sides parallel is called:

I. Trapezium
II. Square
III. Rectangle
IV. Rhombus

3. The consecutive angles of a parallelogram are

I. Complementary
II. Supplementary
III. Equal
IV. None of these

4. If in a parallelogram its diagonals bisect each other and are equal then it is a,
I. Square
II. Rectangle
III. Rhombus
IV. Parallelogram

49
Solve the following problems

5. In a parallelogram ABCD if ∠ 𝐵 = 135 determine the measures of its other

angles?

6. ABCD is a rhombus such that ∠𝐴𝐵𝐷=50 ,then what is the measure of ∠𝐴𝐶𝐵?

7. A diagonal of a parallelogram divides its into how many congruent triangles?

8. If the angle of a parallelogram is two-third of its adjacent angle, find the angles
of the parallelogram?

9. In a quadrilateral ABCD, the angles A,B,C,and D are in the ratio of 1:2:4:5.Find

the measure of each angles of the quadrilateral?

10. In a parallelogram ABCD determine the sum of angles ∠𝐶 𝑎𝑛𝑑 ∠𝐷

WORK SHEET-2
Multiple Choice Questions.
1. If in a parallelogram its diagonals bisect each other at right angles and are
equal, then it is a
I. Square
II. Rectangle
III. Rhombus
IV. Parallelogram

2. The quadrilateral formed by joining the mid-points of the sides of a

quadrilateral ABCD taken in order is a square only if.

I. ABCD is a rhombus
II. Diagonals of ABCD are equal
III. Diagonals of ABCD are equal and perpendicular
IV. Diagonals of ABCD are perpendicular

50
3. Which of the following is not true?
I. Every square is a rectangle
II. Every rectangle is a quadrilateral
III. Every parallelogram is a trapezium
IV. None of these

4. Which of the following is not true for a parallelogram?

I. Diagonals bisect each other
II. Opposite sides are equal
III. Opposite angles are equal
IV. Opposite angles are bisected by the diagonals

WORK SHEET-3
Multiple Choice Questions
Solve the following problems
1.ABCD is a parallelogram such that its diagonals are equal. What is the measure of ∠𝐴𝐵𝐶?
2.In a parallelogram ABCD IF ∠𝐶=80 ,then what is the measure of ∠𝐴?
3.Diagonals of a parallelogram ABCD intersects at o . If ∠𝐵𝑂𝐶=90 and ∠𝐵𝐷𝐶=40 then whatis the measure of ∠𝑂𝐴𝐵?
4.Name the various kinds of Parallelograms?
5.In a quadrilateral ABCD, CO and DO are the bisectors of ∠𝐶 𝑎𝑛𝑑 ∠𝐷 respectively. Prove that ∠𝐶𝑂𝐷 = 1/3(∠𝐴 + ∠𝐵).
6. In a triangle P, Q and R are the mid points of the sides BC, CA and AB respectively. If AC=21cm, BC=29cm andAB=30cm, find the
perimeter of the quadrilateral ARPQ.

51
 CIRCLE
ES
Chap
pter 9

https:///epathshala
a.nic.in/topic-d.php?id=
=0962ch10
IIntroduction
n: The follow
wing curricularr goals and co
ompetencies w
will be developed through tthis chapter.

C
Curricular G
Goals:

C
C.G. - 4 Anallyses characterristics and propperties of two-ddimensional geeometric shapees and developps mathematicaal arguments to
t
explaain geometric rrelationships
C
Curricular C
Competenciies:
C
C-4.1 Describbes relationshipps including conngruence of tw
wo-dimensionall geometric shaapes (such as lines,
l angles, trriangles) to
make and test conjecctures and solvve problems
C
C-4.3 Proves theorems
t abouut the geometrry of a circle, inncluding its choords, subtendedd angles, inscriibed polygons, and area in
terms of π

1
 MIND MAP

EQUAL CHORDS OF
A CIRCLE SUBTEND
EQUAL ANGLES AT
THE CENTER

THE
PERPENDICULAR
CYCLIC FROM THE CENTER
QUADRILATERAL OF A CIRCLE TO A
CHORD BISECTS
THE CHORD

CIRCLES
ANGLES IN THE EQUAL PARTS OF A
SAME SEGMENT OF CIRCLE ARE EQUI
A CIRCLE ARE DISTANT FROM
EQUAL CENTER

CONGRUENT ARCS
OF CIRCLE
SUBTEND EQUAL
ANGLES AT THE
CENTER

2
 PERIOD WISE LESSON PLAN
PERIOD (TEACHING CONCEPT) LEARNING OUTCOMES
LP 1 Defines circle, radius, diameter, arc (minor arc and major arc),
Recollecting the definitions of Circle, chord, diameter, chord, segment (minor segment and major segment), central
radius and properties of chords and Theorem.1 angle and subtended angles. C120. Identifies interior, boundary
and exterior of a circle. C121. Proves equal chords subtend
equal angles at the Centre (and the converse).
LP 2 Derives proofs of mathematical statements particularly related
1) The perpendicular from the Centre of a circle to a chord to geometrical concepts, like parallel lines, triangles,
bisects the chord quadrilaterals, circles, etc., by applying axiomatic approach and
2) The line drawn from the Centre of a circle to bisect the solves problems using them.
chord is Perpendicular to the chord
LP 3 Derives proofs of mathematical statements particularly related
Equal chords and their distances from the Centre to geometrical concepts, like parallel lines, triangles,
quadrilaterals, circles, etc., by applying axiomatic approach and
solves problems using them.
LP 4 Derives proofs of mathematical statements particularly related
If two intersecting chords of a circle make equal angles to geometrical concepts, like parallel lines, triangles,
with the diameters passing through their point of quadrilaterals, circles, etc., by applying axiomatic approach and
intersection then that the chords are equal solves problems using them.
LP 5 Derives proofs of mathematical statements particularly related
1. Angle subtending by an arc of a circle to geometrical concepts, like parallel lines, triangles,
2. Angle subtended by an arc at the Centre is double the quadrilaterals, circles, etc., by applying axiomatic approach and
angle subtended by if at any point on the remaining part solves problems using them.
3. Angles in the same segment are equal
LP 6 Derives proofs of mathematical statements particularly related
Cyclic Quadrilateral to geometrical concepts, like parallel lines, triangles,
quadrilaterals, circles, etc., by applying axiomatic approach and
solves problems using them.

3
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 Minutes)
Class: 9Chapter: 9. Circles Total no. of periods for this chapter:6Period No:1 / 6
Subtopic:Recollecting the definitions of Circle, chord, diameter, radius and properties of chords and Theorem.1
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be Material
Indicators/ Micro- This should include activities to facilitate learning used to Check for Understanding - e.g., required
Competencies along with broad time duration questions/worksheets/experiments/assignme
nts/self-assessment checklists/etc.

Testing prerequisite knowledge 15min

Learning outcome: Identify the circular and non-circular objects in the
following? Circular
Students will demonstrate
objects
their knowledge of parts of
circles and their relationships.
Students will use appropriate
Is circle 2D figure or 3D figure?
tools to construct circles of
given dimension.
Students will find the
circumference and area of
the circles they construct.
Students will analyze a work
of art.
Identifies and express the
real-life situations into circles.

Apply the concept of circles

in daily life situations. GeoGebra
Define a circle? graph
Derive proofs of theorems in
circles. Identify the circular shapes in our class room? Identify each part and name it
circle shapes.
What is the name of the figure? Ex: bangles,
tennikoit ring

4
Desscribe about circcle in your own words.

All about
A
C
Circles: Cho
D
Diameter, a
Wh hat is radius off R
RadiusByju
circ
cle?

In the
t following figure name the part which
are
e representedbyy arrow marks?
What is dimeter of the ccircle?

Is e
every chord bein
ng a diameter?

Wh
hat is the largestt chord in the cirrcle?

Wh hat do you call th

he chord passess through cente
er of the
circcle?

If ra
adius of the circcle is 5cm then w
what is its diame
eter?

5
In the figure what d
do you call the sshaded region?

In the ad
djacent figure wrrithe
names o of angles subtend
ded by an
Angle Subtend
A
arc and also subtended b by a b an Arc of a
by
chord. C
Circle From t
T learn engl
Tac

Measure the lengths of chordss AB

and CD.

Name the anggle the chord AB

subtend anglee at the Centre.

Name the anggle the chord CD

subtend anglee at the Centre.

Are
e the lengths of chords equal?
Are
e the angles subbtended by AB aand CD at the C
Centre are
equ
ual?
Tea
acher Note: 15min Maths - Equa
M
c
chords subte
Theeorem.1: Equal chords of con ngruent circles
s subtend e
equal angle a
equ
ual angles at th heir Centre. c
centre
Proove that equal chords of congruent
V
Video from
circles subtend equal angle
es at their B
BODHA GU
Whhat is given in the theorem? Centre.
The
e length of chord ds is equal.
Wh
hat are the angle y the chords 𝐴𝐵
es subtended by 𝐵, 𝐶𝐷 ? Fo
ormative As
ssessment:
Wh
hat we have to prove?
p
1.W
Write 5 circular objects
o identified in your
How angles ∠𝐴𝑂𝐵 = ∠𝐶𝑂𝐷?
w to prove the a hou
use?
e ∆𝐴𝑂𝐵 ≅ ∆𝐶𝑂𝐷
Are 𝐷

6
 Wh
hy which congruency rule applie
ed here?
en what do you say about ∠𝐴𝑂𝐵
The 𝐵 𝑎𝑛𝑑 ∠𝐶𝑂𝐷? 2.In the adjacen
nt figure
Wh
hat is your conclusion? ∠𝐴𝑂𝐵 = ∠𝐶𝑂
𝑂𝐷 = 60°
Wh
hat is the converrse of the above
e theorem? And AB=5cm CD
D=?
The
eorem.9.2: If tw
wo chords are s
subtended equ
ual 3
33
ang
gles at the Cen
ntre then they a
are equal 3.P
Prove that “if the
e angles subtended by two
10m
min choords of congruent circles at the
corrresponding Cen nters are equal,, then the
Pro
oof left to the stu
udents. choords are equal”.
(By os Teacher will explain the ab
y playing video bove two
4. AB
A is a chord off a circle having
g center O. if
the
eorems) ∠𝐴𝑂𝐵 = 60°,then prove that the cchord AB is Circles and t
C
of radius
r length. C
Chords | Lea
w BYJU'S
with
Ac
ctivity: Take thicck card board sh
heet and B
BYJU'S
dra
aw a circle of an
ny radius and cu
ut it. And
ide
entify different pa
arts by marking thick lines.

Summ
mative Asse
essment Pla
an
(Only… where relevant)

1.If A,B
A and C are three points on a circle such
h that AB=BC=
=CA and O is the Centre of th
he circle, then find the angle subtended by
y the chord
AB,B BC and CA at the
t Centre O.

achers’ Refle
Tea ections and
d Experience
es:
(Teaccher has to identiffy write down by own)

 Did the le
esson plan aalign with th
he curricula
ar goals and
d competenc cies? if not how could be adjusted d for bet
alignment?
 How well did the ped dagogical sttrategies en
ngage studeents and pro omote activee participation in the le
earning
process? ?
 How effec ctive were the materials
s and resouurces used iin this lesso
on?

7
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 Minutes)
Class: 9 Subject: Mathematics Chapter: 9. Circles
Total no. of periods for this chapter:6 Period No:2/6
Sub Topics: 1) The perpendicular from the Centre of a circle to a chord bisects the chord
2) The line drawn from the Centre of a circle to bisect the chord is Perpendicular to the chord
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be Material
Indicators/ Micro- This should include activities to facilitate learning used to Check for Understanding - e.g., required
Competencies along with broad time duration questions/worksheets/experiments/assignme
nts/self-assessment checklists/etc.
Learning outcome: Testing of Prerequisite Knowledge: 10min

Students has
…. to define and explain the 1) Draw an angle PRQ subtended by chord PQ at a
concept of a circle; to identify
point R.
the different parts of a circle;
to explain the relation 2) Can equal chords of a circle have subtended equal
Circle
between the radius and modles
angles at the Centre?
diameter of a circle; to teach
students how to solve simple 3) Explain congruency of triangles in your own words?
problems involving radius Find RS.
and diameter.
4) say some congruent rules?
Students will demonstrate
5) If the angles subtended by the chords of a circle at the
their knowledge of parts of
circles and their relationships. Centre equal then what do you say about chords?
6) Draw a circle of any radius?
Identifies/ classifies
Identify and express the 7) Draw a Chord?
1) real-life students in to 8) Draw a perpendicular from Centre to chord?
circles
2) apply the concept of
circles in daily life situations
3) Derive proofs of theorems
in circles
8
4) un
nderstand the re
elation
between chord and
Perpendicular from the
t
Centre.

Fo
ormative As
ssessment

1.IIn the adjacent figure

f Find the length of
OB
B,
Measure length of AM The
T
MB
B and AB p
perpendicula
and
d MB? f
from the cen
Wh
hat do you o a circle to
of
c
chord bisects
notice?
Is A
AM=MB?
c
chord .
Exppress the
rela
ation between OM
andd AB in your own
worrds?

Tea
acher explain
ns the theorem
ms by making
g groups:
tthe line draw
15
5min t
through cent
o a circle to
of
The
eorem 9.3: Th he perpendicu ular drawn froom the b
bisect a chor
Centre of a circlle to a chord bisects
b the ch
hord. p
perpendicula

Wh
hat is given? V
Visual aid

Wh
hat is to be prove
e? Chalk and
C
B
Blackboa
Forr proving the above theorem firsst, you have to draw

9
circcle with any radiius?
Dra
aw a chord for th
hat circle? 2. In ure 𝑂𝑅 ⊥ 𝑃𝑄,
I the given figu
∠𝑂
𝑂𝑃𝑄 = 60°, 𝑡ℎ𝑒𝑛 𝑓𝑖𝑛𝑑 ∠𝑂𝑄𝑃, ∠𝑂𝑃𝑅
Dra
aw a perpendicu
ular from Centre
e to the chord. ∠𝑄
𝑄𝑂𝑅 GeoGebra

3. Write
W converse of the theorem?
?

4.P
Prove the conve
erse of the theorrem?

Noww in triangles M and

OAM
OMMB
Identify the equal corre
esponding
parrts?

Wh
hich congruent rule is related
to p
prove the above
e two triangles 𝑂𝐵𝑀 are
∆𝑂𝐴𝑀 and ∆𝑂
con
ngruent?
Com
mpare the corre
esponding partss of congruent trriangles?
Can
n we say OM is perpendicular bisector
b of AB?
Exp
press the above
e the statement in your own words.

Wriite the converse

e of the above th
heorem? (Prooff left to the
stud
dents)

Tea
acher explains model problem
ms related to th
he above
the
eorems 15mmin

10
 APPLICATION:

Find the length of a chord which is at a distance of 5cm

from the Centre of a circle of radius 13cm

What is the angle ORP?

Is triangle ORP is right triangle?
Use Pythagoras theorem and find PR and also find PQ.

Summative Assessment Plan (Only… where relevant)

1.Two circles of radius 5 cm and 3cm intersect at two pints and the distance between these centers is by a fixed the length of the
common chord.
2.Prove that the line joining the mid-points of two parallel chords of a circle passes through the center.

Teachers’ Reflections and Experiences:

(Teacher has to identify write down by own)

 Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
 How well did the pedagogical strategies engage students and promote active participation in the learning
process?
 How effective were the materials and resources used in this lesson?
11
 Chapter Plan
P (Unit pllan/ lesson plan)Period pplan (40 Minuttes)
Class
s: 9 Subject:: Mathematics Ch
hapter: 9. Circ
cles
Totall no. of periods ffor this chapter:: 6Period No:3
3/6
Sub Topic: Equal chords
c and their distances fro
om the Centre
Pointers for formative
f Ass
sessment
Le
earning Outco omes & Teac ching-Learnin ng Process Th
his should includ
de strategies tha
at will be used Materia
IIndicators/ Miicro- T
This should incclude activitiess to facilitate le
earning to Check foor Understandingg - e.g., require
Competencies alongg with broad tim me duration questions/workshe eets/experimentts/assignment
s/self-assessment checklissts/etc.
Learning outcome::
Tes
sting of Prere
equisite know
wledge: 10
0min
Stude ents will demonnstrate
their knowledge of p parts of 1. E
Express in your own words the relationship bettween
circle
es and their rela
ationships.
cho
ord and Perpen
ndicular line from
m the Centre.
Studeents will use appropriate 2. Iff a line drawn th
hrough the Centtre of a circle to
o bisect
tools to construct cirrcles of
GeoGeb
given
n dimension. cho
ord, then what is
s the angle betw
ween line and ch
hord. For drawin
figures and
3.W
What is the smalllest distance fro
om a point to a line measuring
Stude ents will find the
e
circumference and a area of among all distance
es? lengths and
the ccircles they consstruct. angles

Ammong all distance fform P to line AB

B which is the
Stude ents will analyze
e a work Draw some line segments
4.D s from given point to line and sho
ortest one.
of artt.
m
measure all the lengths of line ssegments. what is the Wh
hat is the distancee between Centrre to Diameter?
Identtifies and expres ss the leasst measure.
real-llife situations intto circles.
5. H
How many chord
ds can we draw
w in a circle? In the
t given figure IFF OA=OB then w
what do you
sayy about Chords C
CD and EF.
Applyy the concept off circles 6. W
What do you calll the longest ch
hord in the circle
e?
in daily life situationss.
Tea
acher makes the students into groups and
a ask
Derivve proofs of theo
orems in
circle
es. em to follow the step-by-step instruction
the ns
10m
min
Unde erstand the relattion
between chords and d its Activity:
distance from the Ce entre
12
 Draaw a circle of an
ny radius on a tracing paper.
Dra
aw two equal chords
c AB and d CD of it and d also the
perrpendiculars OM M and ON on tthem from the Centre O.
Fold the figure so that D falls onn B and C falls on A You
mayy observe that O lies on the ccrease and N falls
f on M.
Theerefore, OM = ON. Repeat the activity byy drawing https://y
con
ngruent circles w with centers O and 𝑂 and takking equal
u.be/76iK
cho
ords AB and CD D one on each. Draw perpendicculars OM
andd O′N on them Cut one circula ar disc and putt it on the
WSx9ys?
other so that AB coincides with C CD. Then you wiill find that =vzucn4
O ccoincides with 𝑂 and M coinccides with N. In n this way 49a36r9h
you
u verified the following:

Do you think that th

here is some reelationship between the
leng
gth of chords annd their distance
es from the Cenntre?

Teaacher Explains the

t theorem rellated the abovee activity
Whhole class activitty 10 min

Theeorem.9.5: Equ ual chords of a circle (or of coongruent

circcles) are equidiistant from thee Centre (or cennters).

13
 Formative Assessment

1. In the adjacent Figure OM = ON.

If AB=5cm then find the length of CD
Draw relevant figure by using and read the above
statement.
1. Draw a circle with Centre “O”
2. From the Centre “O” draw two-line segments OL and
OM of equal length.
3. Draw chords PQ and RS of the circle perpendicular to
OL and ON respectively 2.Two circles of radii 5 cm and 3 cm intersect
4.Measure the length of the PQ and RS at two points and the distance between their
centers is 4 cm. Find the length of the common
5.what do you notice? chord.
6.wrte your conclusion?
3.Prove that Chords equidistant from the
Example (model problem) Centre of a circle are equal in length.
If two intersecting chords of a circle make equal angles
with the diameter passing through their point of
intersection, prove that the chords are equal.

14
 hat is given in the problem?
Wh
Dra
aw the relevant ffigure?
Wh
hat is to be prove
ed?
Dra
aw perpendicula
ars OL and OM on chords AB and
a
CD, respectively.
Is ∠
∠𝐿𝑂𝐸 = ∠𝑀𝑂𝐸? (give reasons)
In triangles OLE an
nd OME,
EO = ∠MEO
∠LE Why ?)
(W
∠LO
OE = ∠MOE (W
Why?)
EO = EO (Why ?)
∆OLE ≅ ∆OME Why ?)
(W
This gives OL = OM
M (How?)
Is AB = CD (Why ?)
Wriite your conclusio
on?

15
 Summative Assessment Plan
(Only… where relevant)

1. A circular park of radius 20m is situated in a colony. Three boys Ankur, Syed and David are sitting at equal distance on its boundary each having a
toy telephone in his hands to talk each other. Find the length of the string of each phone.

Teachers’ Reflections and Experiences:

(Teacher has to identify write down by own)

 Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
 How well did the pedagogical strategies engage students and promote active participation in the learning
process?
 How effective were the materials and resources used in this lesson?

16
 Chapter Plan
P (Unit pllan/ lesson plan)Period pplan (40 Minuttes)
Classs: 9 Subject: Mathhematics Cha apter: 9. Circlles
Totall no. of periods ffor this chapter:: 6Period No:4
4/6
Sub Topic: If tw
wo intersecting g chords of a circle
c make equ
ual angles with
h the diameters
s passing throu
ugh their pointt of intersection
n then that
the
chorrds are equal
Pointers for formative
f Ass
sessment
Le
earning Outco omes & Teac ching-Learnin ng Process Th
his should includ
de strategies tha
at will be used Materia
IIndicators/ Miicro- T
This should incclude activitiess to facilitate le
earning to Check foor Understandingg - e.g., Require
Competencies alongg with broad tim me duration questions/workshe eets/experimentts/assignment
s/self-assessment checklissts/etc.
Tes
sting of Prereq
quisite Knowled
dge GeoGeb
Learning outcome::

Stude ents will demonnstrate

their knowledge of p parts of
circle
es and their rela
ationships.

Studeents will use appropriate

tools to construct cirrcles of
given
n dimension.

Stude ents will find the

e
circumference and a area of
the ccircles they consstruct.

Stude ents will analyze

e a work
Equal chords of a circle subtend
1.E d _______ angle
es at the
of artt.
Cen
ntre.
Identtifies and expres ss the
2.Iff angles Subtend
ded by two chorrds of circle at the
real-llife situations intto circles.
ntre are equal th
Cen hen what can yo
ou say about ch
hords? Proove that Chordss equidistant from
m the Centre
Applyy the concept off circles of a circle are equal in length.
3. Iff a line drawn Perpendicular
P to
o the chord, then
n what is
in daily life situationss.
the ratio of chord w
will divide.
Derivve proofs of theo
orems in
n the following fiigure OL=OM th
4 In hen what is the
circle
es.
rela
ationship betwee en AB and CD.

17
 Maths - Eq
chords of a
Learrning outcome:
circle are
1. Ideentify and expre ess the equidistant
real- from the ce
e situations into circles.
life proof
2.App ply the concept of circles
in daily
d life situatio
on Bodhagur
3.Derive and proofs the Activity:
theeorem of circles
4. Un nderstand the re elation Measure ∠𝐴𝐸𝑄 𝑎𝑛𝑑 ∠𝑄𝐸𝐷 write yo
our observationns. And
beetween Intersectting also
o measure AB and
a CD also wriite your observa
ations.
chord ds
annd angles. Wh
hat is your conclusion.
Ac
ctivity:
Thrree girls Reshm
ma, Salma and Mandip
M are
Whhole class activitty
plaaying a game by standing on o a circle of
Tea
acher explains tthe theorem
raddius
Theeorem:
5m m drawn in a parrk. Reshma thro
ows a ball to
Salma, Salma to Mandip, Mandip to Reshma.
If tw
wo intersecting cchords of a circle make equal a angles
If
withh the diameter passing
p throughh their point of
thee distance betweeen Reshma an nd Salma and
inteersection, prove that the chordss are equal.
bettween Salma and Mandip is 6m 6 each, what
is
1. Draw Relevvant figure?
thee distance betweeen Reshma an nd Mandip?

18
What is given the statement?

What is to be proved?
Formative assessment:
Is there any construction needed to prove so draw the
construction?
Are the angles ∠𝐿𝑂𝐸 𝑎𝑛𝑑 ∠𝑀𝑂𝐸 𝑒𝑞𝑢𝑎𝑙? 𝑣𝑒𝑟𝑖𝑓𝑦? 1. Two circles of radii 5 cm and 3 cm intersect
at two points and the distance between their
centers is 4 cm. Find the length of the common
Now compare corresponding parts of triangles ∆OLE and
chord.
∆OME?
2. If two equal chords of a circle intersect
∠LEO = ∠MEO (Why?)
within the circle, prove that the segments of
∠LOE = ∠MOE (Why?)
one chord are equal to corresponding
EO = EO (Why?)
segments of the other chord.
∴ ∆OLE ≅ ∆OME(Why?)
This gives OL = OM (How?)
So, AB = CD (Why ?)

Application:

If two equal chords of a circle intersect within the circle,

prove that the line joining the point of intersection to the
Centre makes equal angles with the chords.

19
 In the above figure what about the lengths of chords?
Is OA=OB? Give reasons?
What is to be prove?
Compare the triangles ∆APO and∆ BPO
OA=OB (Why?)
OP=OP (Why?)
∠ OAP =∠OBP (Why?)
By which congruent rule triangle APO and triangle BPO
are congruent?
∠ APO =∠BPO (How?)

Summative Assessment Plan

(Only… where relevant)

1. A circular park of radius 20m is situated in a colony. Three boys Ankur, Syed and David are sitting of equal distance on its boundary
each having a toy telephone in his hands to talk each other. Find the length of the string of each phone?

Teachers’ Reflections and Experiences:

(Teacher has to identify write down by own)

 Did the lesson plan align with the curricular goals and competencies? if not how could be adjusted for better
alignment?
 How well did the pedagogical strategies engage students and promote active participation in the learning
process?
 How effective were the materials and resources used in this lesson?
20
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins cclass)
Classs: 9th Subject: Mathem matics Chapter: Circles
Tottal no. of perriods for thiis chapter:6 Period no :5/6
Sub
btopic: 1. Anngle subtend ding by an arrc of a circle
e
2. Angle sub btended by an arc at th he Centre is double the angle subte ended by if aat any point on the
remaining part
n the same ssegment are
3. Angles in e equal
Lea
arning Outco omes & Teachhing-Learnin ng Process Po
ointers for fo
formative asssessment- Materi
Indiicators/micrro- T
This should include activities to faccilitate th
his should innclude strate egies that require
com
mpetencies l
learning along with bro oad time durration will be used to Checck for
Underrstanding - e.g.,
e
qu
uestions/worksheets/experiments
/assignmen nts/self-asse
essment
cheecklists/etc.
Learn
ning outcome: Tessting of Prerequisite knowledgee 10 min
Identtifies/ classifies 1. Define
D angle subteended by a chord
d at a point
2. Iff chords are equaal then what abou
ut the angles subtended by
thhe chords at the Centre.
C

3.If chords are equal in a circle, then what about the

perpendiculars fromm the Centre to ch hords.
4.Define angle subteended by an arc o of a circle
5. Iff two chords of a circle are equal then
t their corresponding
arcss are congruent. verify
v by an activvity.
6. Draw
D a circle with
h suitable radius. Draaw a circle with d
different radius an
nd verify If two Angle
cho
ords are equal theen their correspo onding arcs are Subtended
conngruent. an Arc of a
Circle | Par
1/3 | Englis
Class 9

TicTacLear
English

21
 Draaw the figures of minor arc, semiccircle and
majjor arc.

7. Draw
D 𝐴𝐵 𝑎𝑛𝑑 𝐶𝐷 two equal chord ds on the circle.
8.Now cut the AB arc and CD arc.
9.Now AB Arc put it on the CD arc.
10. What do you obsserve.
11.ccan, you get conggruent arcs of a circle subtend equual angles
at the Centre?
Acttivity: Teacher m
makes the studeents into group
ps and ask
theem to measure ggiven angles an
nd record it 10 min
Figu
ure ∠𝑃𝐴𝑄∠𝑃𝑂𝑄

22
 The angle
subtended b
an arc at th
Teaacher asks the sstudents based on the above aactivity centre is
Write a truth stateement. double the
angle
THEEOREM:
subtended b
Thee angle subtendedd by an arc at thee Centre is doublee the angle at
Forrmative Assessmeent:
subtended by it at any point on the rremaining part off the circle. Video fro
1. If the angle subtennded by an arc At
A Centre is 60°
T
Then find angle subtended by remmaining part of MathsInmy
What is given in the statement? y
t circle?
the
Draaw the relevant figgure?
2.C
C is point on the mminor arc AB of the circle, with
Cenntre O. Given ∠ ∠ACB=x° and ex xpress y in
terms of x. Calculatte x, if ACBO is parallelogram.
p

Wiee the given data?

.W
What is need to be Prove?
[Teacher note: Consider the three diffferent cases as giv ven in Fig.
In (i), arc PQ is mino
or; in (ii), arc PQ is a semicircle annd in (iii),
arc PQ is major.
Let us begin by joiniing AO and extennding it to a pointt B.] 3. TTwo circles of rad
dius 10cm and 8cm intersect
and d the length of th
he common chord d is 12cm.Find
thee distance betweeen their centers.

In all
a the cases

Findd ∠𝐵𝑂𝑄.

23
 ∠BOQ = ∠OAQ + ∠AQO
Give reasons?
In triangle OAQ, OA is equal to which side?
If so, ∠𝑂𝐴𝑄 =?
Then find ∠BOQ.
∠BOQ=2 ∠OAQ………………..(1)
Similarly, ∠BOP=?
∠BOP = 2 ∠OAP……………..(2)

Find ∠∠BOQ+ ∠BOP.

From the figure ∠BOQ+ ∠BOP=?
Find ∠OAP + ∠ OAQ=?
from the above write your conclusion.

Summative assessment plan- only where relevant

1. John was struggling to understand the concept of circle. So, he asked Adam for help. Adam explained that a circle is round shaped figure that has no
corners or edges and all
Teachers’ Reflections and Experiences:

24
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Circles
Total no. of periods for this chapter:6 Period no :6/6
Subtopic: Cyclic Quadrilateral
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:
Introduction: 10min
Students understand the Teacher will ask some of the following question to recall Cyclic
concept of cyclic quadrilateral students period knowledge about Quadrilaterals: quadrilater
1.What is boundary of notebook? als models
and its properties. 2.is the shape of the all types of doors are quadrilaterals?
3.what is the shape of the ceiling of a classroom?
4. if all verities of quadrilateral lie on a circle, then it has special
properties.

Let has the following activity. 10min

Divide the students into group of 4-5. 1.Is square a cyclic quadrilateral? Give
Instruction:
Draw four different quadrilaterals and measure their angles on
reasons.
the in the book and discussed it with your group. 2.Can you say all parallelograms are
cyclic?

3.If one angle of a cyclic quadrilateral is

40° then what is its opposite angle?

25
 Cyclic
Quadrilate
s | Part 1/4
English |
(i) (ii) Class 9
TicTacLear
English

Cyclic
Quadrilat
als

(iii) (iv)

Whhat do you infer frrom the table?

In each
e case ∠A + ∠C
∠ =? and ∠B + ∠D =?
Cyclic
Cann we say the sum of either pair of opposite
o angles of a cyclic Quadrilat
quaadrilateral is 180º.. als

26
What did you get fro
om the activity?

Wrrite your conclusion after complettion of the

Wrrite the conversse of the above conclusion.?
activity?
Teaacher writes the sttatement and guidde the students too prove
Staatement:
.
If th
he sum of a pair o
of opposite anglees of a quadrilaterral is 180º, 1.W
Write two moree statements in geometry and
the quadrilateral is ccyclic. write their converrse.

What is given in the theorem?

∠AA + ∠C =180° annd ∠B + ∠D =180°
What is to be prove??
Supppose that D is no
ot on the circle th
hen there is a poin
nt E on the Cyclic
circle. Quadrilate
Mode
Now
w ABED is which ttype of Quadrilatteral? problem
tic tac
per Known fact ∠
As p ∠A + ∠C =? andd ∠B + ∠E =?

Butt ∠B + ∠D =?

Is iit possible ∠B + ∠E=∠B + ∠D .

If itt is equal what is the relationship bbetween ∠E and ∠D.

Em
must coincide D.

27
So, what is ABCD?
Prooblem:In Fig. given figure, ABB is a diameter of the circle,
CD is a chord equal to the radius of thhe circle. AC andd BD when
exteended intersect att a point E. Provee that AEB = ∠660°.

1.Id
dentify the angle iin semicircle and write its value.

2H
How triangle OCD
D is an equilateraal triangle.

ution: Join OC, O

Solu OD and BC.

Is Triangle ODC is equilaterral? What is each angle?

Whhat is the relatio
on angle subtended by an arc
∠CBD = ∠COOD at tthe Centre and anglesubtended d by it at any
Giv
ve reasons? poiint on the remaining part of thee circle?

∠C
CBD =?
AC
CB = 90° (Why?)) 1.A
A chord of a circlee is equal to the raadius of the
circcle. Find the anglee subtended by the chord at a
Fiind 𝑎𝑛𝑔𝑙𝑒 𝐵𝐶𝐸..
point on the minor aarc and also at a point on the
Whhat is the value off ∠CEB major arc.
∠A
AEB =?
2. If diagonals of a ccyclic quadrilateraal are
diameters of the circle through the vertices
v of the
quaadrilateral, provee that it is a rectan
ngle.

28
 Summmative asse essment plaan- only whe ere relevantt
1.If the diagona als of a cyclic
c quadrilate
eral are diam
meters of a ccircle throuugh the vertices of quad
drilateral, th
hen prove
thatt it is a recta
angle.
2.If the non-parrallel sides ofo a trapeziuum are equa al prove tha
at it is cyclic..

Tea
achers’ Refle
ections and
d Experience
es:
(Teaccher has to identiffy write down by own)

FFor more praactice/extendeed learning

29
 WORK SHEET
Level 1
1. AD is a diameter of a circle and AB is a chord. If AD = 34 cm, AB = 30 cm, the distance of AB from the centre
of the circle is :
(A) 17 cm (B) 15 cm (C) 4 cm (D) 8 cm
2) If AB = 12 cm, BC = 16 cm and AB is perpendicular to BC, then the radius of the circle passing through the
points A, B and C is :
(A) 6 cm (B) 8 cm (C) 10 cm (D) 12 cm
Write True or False and justify your answer in each of the following:
1. Two chords AB and CD of a circle are each at distances 4 cm from the centre. Then AB = CD.
2. Two chords AB and AC of a circle with centre O are on the opposite sides of OA. Then ∠OAB = ∠OAC .
Level 2
1. If arcs AXB and CYD of a circle are congruent, find the ratio of AB and CD.
2. If the perpendicular bisector of a chord AB of a circle PXAQBY intersects the circle at P and Q, prove that arc
PXA ≅ Arc PYB.
3. A, B and C are three points on a circle. Prove that the perpendicular bisectors of AB, BC and CA are
concurrent.
Level 3
1. If two equal chords of a circle intersect, prove that the parts of one chord are separately equal to the parts of
the other chord.
2. If non-parallel sides of a trapezium are equal, prove that it is cyclic.

30
Acctivity

Activitty

31
 10. Heron’s F
Formula
a

[S
Scan the QR C
Code ]

[G
Go To httpss://epathsha
ala.nic.in/ or https://epatthshala.nic.in/topic-d.ph
hp?id=0962C
CH12]

THE FOL
LLOWING CURRICUL
LAR GOALS
S (CG) AND
D COMPETE
ENCIES (C)) WILL BE DEVELOPE
D ED
THROU
UGH THIS CHAPTER

C
CURRICU
ULAR GOALS(CG)) COMP
PETENCIIES (C)
CCG-5 Derives and
a uses formu
ulae to calculatee areas of plane
e figures, and C-5.1 Visualizes, representss, and calculate
es the area of a triangle u
ssurface areas and
a volumes of solid objects. Heron’s formmula and its genneralization to cyclic quadrilaterals give
Brahhmagupta’s forrmula.
C
CG-10 Knows and
a appreciates important co ontributions of C-10.1 Recognizes the impo ortant contributions made by
m
mathematician
ns from India an
nd around the w
world. mathematicia d others) in the field of Mathem
ans (Indian and matics (suc
as the evolution of numberss, geometry, alg gebra).

1
M
MIND M
MAP

2
PERIOD WISE PLAN

PERIOD (teaching topic) LEARNING OUTCOMES

LP1: Find area of triangle especially scalene triangle by Identifies whether half base times height can be used to
using Heron’s Formula find area of triangle

LP2: Heron’s formula and its applications 1.Applies Herons formula to find area of triangles
2.Solve real life problems related to area of composite
figures
LP 3; Heron’s formula and its applications 1.Applies Herons formula to find area of triangles
2.Solve real life problems related to area of composite
figures
LP4 Herons formula and its applications 1.Applies Herons formula to find area of triangles
2.Solve real life problems related to area of composite
figures
LP5 Herons formula and its applications 1.Applies Herons formula to find area of triangles
2.Solve real life problems related to area of composite
figures

3
Chapter Plan (Unit Plan / Lesson Plan)Time: 40 minutes
Class: 9thSubject: MathematicsChapter: Heron’s Formula
Total no. of periods for this chapter:05 Period no:01/05
Subtopic: Area of triangle

Curricular Goals:
CG-5 Derives and uses formulae to calculate areas of plane figures, and surface areas and volumes of solid objects.
CG-10 Knows and appreciates important contributions of mathematicians from India and around the world.

Curricular competencies:
C-5.1 Visualizes, represents, and calculates the area of a triangle using Heron’s formula and its generalisation to cyclic quadrilaterals
given by Brahmagupta’s formula.
C-10.1 Recognizes the important contributions made by mathematicians (Indian and others) in the field of Mathematics (such as the
evolution of numbers, geometry, algebra).
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.
Competencies: Teacher engages the students in recall of GeoGebra
C-5.1 Visualises, previous knowledge through series of
1.Types of
represents, and computational questions/activity: (15 min) triangles
calculates the area of a models
triangle using Heron’s Draw some triangles on graph sheet?
formula and its 2.Graph
generalization to cyclic sheets
quadrilaterals given by
Brahmagupta’s formula.
C-10.1 Recognises the
4
important contributions
made by mathematicians
(Indian and others) in the
field of Mathematics
(such as the evolution of
numbers, geometry,
algebra). How many unit squares are there in triangle?

Learning Outcomes: What is the area of shaded region?

Identifies whether half

base times height can be
used to find area of
triangle

What do we call the region bounded by triangle?

What is the area of triangle?

Do this activity: In each figure identify base

corresponding height and fin its area?

Activity: (15 min)

Measure base and corresponding height and
write.

5
 Base=

Corresponding Height=

Base=

Corresponding Height=

Base=

Corresponding Height=

What is the area of triangle when the base and corresponding

heights are given?

What is the area of the given triangle?

Identify the triangles based on types?

Find the corresponding height in each case?

6
What type of triangle is this?

write Pythagoras theorem?

In ∆PQR, PR =?

Activity 2: 15 min

1.Find the area of triangle having base 8cm and altitude 12cm.

Fill the following table?

Figure51.cm Figure 2. Figure 3.

PR=13cmPR=------ PR=25cm

QR=5cmQR=15cm QR=----------

PQ=------ PQ= 8cm PQ=15cm

Two Cases: (10 min)

What is the area of equilateral triangle?

7
 1 3
ℎ= 𝑠 − 𝑠 = 𝑠
4 4
√3

1 √3 √3
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑒𝑞𝑖𝑙𝑎𝑡𝑒𝑟𝑎𝑙 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 = ×𝑠× 𝑠= 𝑠
2 2 4

What is the area of isosceles triangle?

Find height of the triangle. 1.find the area of equilateral triangle whose side is
𝑏 20m.
ℎ= 𝑎 −
4

Area of triangle= × 𝑏 𝑎 − = × 𝑏√4𝑎 − 𝑏

The ratio of equal sides to the base of an isosceles

triangle is 3:1. If the perimeter of the triangle is

8
 28cm,then find its area.

Summative assessment plan- only where relevant

1.The base and hypotenuse of a right-angled triangle are respectively 5 cm and 13 cm. Find its area.
2.Find the area of an isosceles triangle having base 2cm and length of one of the equal sides is 4 cm.

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?

9
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Heron’s Formula
Total no. of periods for this chapter:05 Period no:2/5
Subtopic: Find the area of scalene triangle using Heron’s 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-5.1 Visualizes, represents, and Teacher engages the students in the following
calculates the area of a triangle computational activity and questionnaire: (15 min)
using Heron’s formula and its
generalization to cyclic
quadrilaterals given by
Brahmagupta’s formula.
C-10.1 Recognizes the
important contributions made
by mathematicians (Indian and
others) in the field of
Mathematics (such as the Complete the table
evolution of numbers,
geometry, algebra). Figure Area of triangle

Learning outcome:

1.Applies Herons formula to

find area of triangles
2.Solve real life problems
related to area of composite
figures

10
What is formula for finding area of trriangle?

What is the area of aadjacent figure?

1.A
An isosceles right triangle has areaa 8 cm2. Find
Which type of trianggle is given? thee length of its hyppotenuse?

2.T
The perimeter of an equilateral triaangle is 60 m.
What is the length o
of each side? Find
d its area?

What is the formula to find area of equilateral trianglee?

What is the area of ttriangle ABC?

Which type of trianggle is given?
What is the length o
of each side?

11
What is the formula to find area of equilateral trianglee?
Heron's
Obsserve the given trriangle and namee which type is it??
Formula
Introduc
y Video:
CBSE Cl
9 Math

n we find the areaa of above trianglle by using abovee known

Can
metthods?

Wh
hole class activity: (10 min)
Teccher will expllain history off heron’s by using
u History
heron’
vid
deo and any o other materiaal

Herons Formulaa for finding aarea of trianggle

https://e
ikipedia.
/wiki/He
of_Alexa
ria

What is the perimeter of the trianglee ABC?

History
heron
[Teaacher notes: who
ole class activity
Perimeter of the triaangle represented
d by 2s.

2𝑠 = 𝑎 + 𝑏 + 𝑐
12
 𝑎+𝑏+𝑐
𝑠=
2

Herron’s formula forr area of triangle

∆=
= 𝒔(𝒔 − 𝒂)((𝒔 − 𝒃)(𝒔 − 𝒄
𝒄)

pplications: (1
Ap 15 min)
Teaacher makes the
e students int groups
g and ask tthem to
solvve
Asssessment:
1.Th
he sides of a triangular field are 4
41 m, 40 m and 9 m find its
areaa. 1. Find the areaa of triangle whosse sides are
3cm,4cm and d 5cm. by using heron’s
h
What are the Lenthss of sides given? formula? Heron's
formula
𝒂 =?
= 𝒃 =? 𝒄 =?
= 2. Find the areaa of triangle two sides of which
visual pro
are 12m ,17mm and the perimeeter is 54m.
What is the perimeter of the trianglee?
3. The sides of a triangular plot are in the ratio
Find
d Half of the perimeter? d its perimeter is 300 m. Find its
of 3: 5: 7 and
area.
Find
d the area of triiangle? 4. In a scalene triangle
t one side exceeds the
other two sides by 4cm and 55cm
Areea of the trianglee respectively and the perimeteer of the
Pro
oblem: 6cm.find the area of triangle.
triangle is 36 https://ww
Teaacher makes the e students in to
o pairs and give youtube.c
sugggestions while solving the pro oblem watch?v=T
oOS7Bz6g
2.Th
he perimeter of a triangular field iis 420 m and its ssides are in
the ratio 6: 7: 8. Find
d the area of the triangular field. Heron’s
formula

What is the perimeter of the trianglee?

What is the ratio of sides

s given? Exppress half of the perimeter
p ‘S’ in teerms of sides a,

13
 b, cc.
Wriite lengths of sidees in terms of x?
𝟔
Usee perimeter as 420m find the valuee of x. [ 𝒂 = 𝟒𝟐𝟎 × = 𝟏 𝟏𝟐𝟎𝒎
𝟐𝟏
Wriite Lenths of sides by substituting value of x? 𝟕
𝒃 = 𝟒𝟐𝟎 × = 𝟏𝟒𝟎𝒎
𝟐𝟏
Now
w find ‘S’ and also
o find area of triaangle. 𝟖
𝒄 = 𝟒𝟐𝟎 × = 𝟏𝟔 𝟔𝟎𝒎]
𝟐𝟏
https://w
.youtube
m/watch
SbEXkhW
bh4

Sum
mmative asse
essment pla
an- only whe
ere relevantt

1. There is a slidee in a park. One off its side walls has bbeen painted in som
me colour with a m
message “KEEP THE PARK GREEN AND
A CLEAN” If the sides of the
wall are 15 m, 11
1 m and 6 m, find d the area painted in n colour.

2. The perimeteer of a triangular fieeld is 450m and its sides are in the rattio 13:12:5. Find thhe area of triangle.

14
 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?

15
 Chapter Plan (Unit plan/ lesson plan)Period plan (40 mins class)
Class: 9th Subject: Mathematics Chapter: Polynomials
Total no. of periods for this chapter:5 Period no :3/5
Subtopic: Deduct the formulas of area of equilateral and isosceles triangle from heron’s 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.
Competencies: Teacher engages the students through the
questioning and computational activity (10 min)
C-5.1 Visualises,
represents, and 1. NCERT
calculates the area of a Exemplar,
triangle using Heron’s
formula and its
generalization to cyclic 1.Find the area of triangle whose sides
are13cm,14cm and 15cm.2qa
quadrilaterals given by
Brahmagupta’s formula.
What is the area of above triangle? Write the following statements true or false.
C-10.1 Recognizes the Justify your answer.
important contributions
made by mathematicians 1.Area of triangle ABC is 8 cm2in which
(Indian and others) in the AB=AC=4cm and ∠𝐴 = 90°
field of Mathematics 2. 2. The area of equilateral triangle is
(such as the evolution of
16√3 𝑐𝑚 who’s each side is 8cm.
numbers, geometry,
3. The base of an isosceles triangle is 24cm and its
algebra).
area is 192 cm2. Its perimeter is 64cm.

16
 arning outc
Lea come:
1.Applies Herons fo ormula to
find area
a of triangless
2.Solvve real life prob
blems Area of triangle= × 𝑏 𝑎 − = × 𝑏√4𝑎 − 𝑏
relateed to area of coomposite What is b=? what is a=?
figurees Heron’
formul
Find
d area of triangle?
Wriite heron’s formuula for finding areea of triangle?
applicatio

Video fro
TIC-Ta
3.CCan we derive thee area of equilateral triangle from heron’s learneng
form
mula?

4.Caan we derive the area of isosceless triangle from heeron’s

form
mula?

Wh hole Class Activity:

A (25 min)
1.

17
 Heron’
formul
applicatio
Find
d perimeter of triiangle ABC?
Video fro
2
2s=3a TIC-
Find
d s? Taclearne
3𝑎
𝑠= sh
2

Wriite heron’s formu

ula?

∆= 𝒔(𝒔 − 𝒂)(𝒔 − 𝒃)(𝒔 − 𝒄)

Findd area using formmula.

Teacher makes the students
s into groups instructed too find area
of eequilateral trianglle and present Infront of the classs.

{Teaacher Note: after submitting the solution by students

teaccher will explain procedure.}

3𝑎 3𝑎 3𝑎 3𝑎
∆=
= ( − 𝒂)(( − 𝒂)( − 𝒂
𝒂)
2 2 2 2

18
 𝒂 𝒂 𝒂 𝟑𝒂 𝟑𝒂 𝟐𝒂 𝒂
∆= × × × −𝒂= =
𝟐 𝟐 𝟐 𝟐 𝟐 𝟐

√𝟑 𝟐
∆= 𝒂 Write the formula for area of isosceles triangle
𝟒
?

2.Now consider isosceles triangle the Length of equal

sides are a units and its base is b units.

Formative Assessment:

1. How many times area is changed when

sides of a triangle are tripled?

2. The edges of triangular board are

6cm,8cmand 10cm.What is the cost
painting it at the rate of a 9 paise per cm2

What type of triangle is? 3. If the sides of a triangle are 35 cm,54cm,

and 61cm, respectively. Then, find the
Find S? length of its longest altitude.

Write heron’s formula?

∆= 𝒔(𝒔 − 𝒂)(𝒔 − 𝒃)(𝒔 − 𝒄)

Replace s by 𝑆 = in the above formula.

Teacher explains the simplification

2𝑎 + 𝑏 2𝑎 + 𝑏 2𝑎 + 𝑏 2𝑎 + 𝑏
∆= ( − 𝒂)( − 𝒂)( − 𝒃)
2 2 2 2

19
 2𝑎 + 𝑏 𝑏 𝑏 2𝑎 − 𝑏
∆= ( )( )( )
2 2 2 2

𝒃
∆= 4𝑎 − 𝑏
𝟒

Model problem: whole class activity: (5 min)

1.The lengths of the sides of a triangle are 5cm,12cm, and

13cm.Find the length of Perpendicular from the opposite vertex
to the side whose length is 13cm.

Write 𝑎 =? 𝑏 =? 𝑐 =?

Find 𝑠.

Find the area of triangle ∆𝐴𝐵𝐶.

Using figure write base and its corresponding height?

Find the area of triangle.
Are the both areas represented same area?
Equating both the areas and find the value of corresponding
height?

20
 Summative assessment plan- only where relevant
1. The sides of a triangular park are 8m,10m, and 6m, respectively. A small circular area of diameter 2 m is to be left out and
the remaining area is to be used for growing roses. How much area is used for growing roses? (Take 𝜋 = 3.14)

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?

21
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subject: Mathem matics Chapter: Herron’s formulla
Tottal no. of perriods for thiis chapter:5 Period no :4/05
Sub
btopic: Figu ure based qu uestions
Lea
arning Outco omes & Teachhing-Learnin
ng Process ointers for fo
Po formative asssessment- Materi
Indiicators/micrro- T
This should include activities to faccilitate th
his should innclude strate egies that require
com
mpetencies l
learning along with bro
oad time durration will be used to Checck for
Underrstanding - e.g.,
e
qu
uestions/worksheets/experiments
/assignmen nts/self-asse
essment
cheecklists/etc.
Com
mpetencies: Teacher makees the stude ents engage
e in MODEL
OBJECTS
computationaal activity (1
15 min):
C-5.11 Visualises,
reprresents, and
calcuulates the areea of a
ngle using Heron’s
trian
formmula and its mplete the table.
Com
geneeralisation to
o cyclic Figure Formula for ffinding area
quaddrilaterals givven by
Brahhmagupta’s fo ormula.

C-10
0.1 Recognisees the
impoortant contribbutions
madde by
mathematicians (Indian
(
and others) in thee field
of Mathematics
M (
(such as
the eevolution of

22
numbers, geometry,
algebra).

Learning outcome:
Applies Herons
formula to find area
of triangles

Solve real life How to find the area of each object?

problems related to
area of composite
figures

23
Whole class activity: (25 min)
Ask the students read the word problems.
Ask them to write new words. deposing the problem and ask
them to draw appropriate figure and also discuss with the
students for choosing appropriate formula.

Heron’s formula -real life problems

1. An umbrella is made by stitching 10 triangular pieces of

cloth of two different colors (see the given figure), each
piece measuring 20cm, 50cm and 50cm.How much cloth of
each color is required for the umbrella?

An umbrella is made by stitching 10

triangular pieces of cloth of
two different colors (see the given figure), each
piece measuring 20cm, 50cm and 50cm.How much
cloth of each color is required for the umbrella?
Let’s start with one triangle.
(Without using Heron’s formula)
Write the sides of triangle?
𝑎 = 50𝑐𝑚, 𝑏 = 50𝑐𝑚, 𝑐 = 20𝑐𝑚

24
Find 𝑠 =
Find area of one triangular piece of cloth
By using Heron’s formula.
∆= 𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

How many pieces are there in each colour?

What is the area of each colour required?

2.The triangular side walls of a flyover have been used for

advertisements. The sides of the walls are 13 m,
14 m and 15 m. The advertisements yield an earning of
Rs. 2000 per m2 a year. A company hired one of
its walls for 6 months. How much rent did it pay?

Teacher makes the students into groups and ask them to solve
the problem and present Infront of the class.
Ask the students to find area f triangle using Heron’s formula
By given sides.

Find advertisement yield earning for 84m2 for a year.

Find the yield of earning for 6 months.

How much amount the company will pay?

2. Find the area of a trapezium whose parallel sides are 25

cm;13 cm and other sides are 15 cm each.

25
[Teacher Note: Teacher should support the students to
draw𝐶𝐸 ∥ 𝐴𝐷]

What is the formula to find area of trapezium? Formative assessment:

Write the lengths of parallel sides? 1.The perimeter of an isosceles triangle is 42cm
and its base is 3/2 times of each of equal sides.
What is the distance between parallel sides. Find the length of each side of the triangle and
area of the triangle. 𝐺𝑖𝑣𝑒𝑛 (√7=2.646)
Apply the formula to the above figure(trapezium).
2.A Rhombus field has green grass for 18 cows to
graze. If each side of the rhombus is 30m and its
How to find the length of CL?
longer diagonal is 48m, how much area of grass
field each cow be grazing?
CE=AD=15cm
BE=AB-AE=25-13=12cm
3. A floral design on a floor is made up of 16 tiles
BC=15cm
which are triangular, the sides of the triangle being
Find semi perimeter of ∆𝐵𝐶𝐸. 9 cm, 28 cm, and 35 cm.Find the cost of polishing
the tiles at the rate of 50p per cm2.
Find area of Find area of one triangle by using Heron’s formula.
∆= 𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
Write the area?
∆= 18√21𝑐𝑚 … … … … … … . (1)

Now find the area of ∆𝐵𝐶𝐸 ,as base BE and height CL.
1
∆𝐵𝐶𝐸 = × 𝐵𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡
2

26
 ∆𝐵𝐶
𝐶𝐸 = × 12 × 𝐶
𝐶𝐿 = 6 × 𝐶𝐿………
………..(ii)

Equuate (i) and (ii) and find the value of

o CL.
CL==3√21 cm

By tthe figure the heiight of trapezium

m same as to height of
triangle ∆𝐵𝐶𝐸.

√21 cm. Find areaa of given

ng AB=25cm CD==13cm and CL=3√
Usin
trap
pezium
Summative assesssment pla
an- only wh
here relevant

R
Radha made a picture
p of an ae
ero plane with colored
c paper as
a shown in the figure. Find tottal area of the
p
paper used.

T
Teachers’ rreflectionss and experriences:

1. Did the le
esson plan align with thee curricularr goals and competencie
c es? If not Hoow could be
e adjusted foor better
alignmentt?
2 How well did the ped
2. dagogical Strategies eng gage studen nts and prommote active participatioon in the leaarning
process?
3 How well Did the asssessment strrategies me
3. easure stude ent understaanding and achievemen
a nt of the learrning
outcomess?
4 How effec
4. ctive were tthe Materialls and resouurces used inn the lesson??
5 Did the le
5. esson incorp
porate formative assesssment Strate egies to guid
de pedagog gy and provid
de timely feeedback t
students?

27
 Chapter Plan (Unit pla
an/ lesson pllan)Period plaan (40 mins class)
c
Classs: 9th Subjectt: Mathemattics Chapte er: Polynom mials
Tottal no. of perriods for thiis chapter:5 Period no :5/5
Sub
btopic: case--based questtions
Lea
arning Outco omes & Teachhing-Learnin
ng Process ointers for fo
Po formative asssessment- Materi
Indiicators/micrro- T
This should include activities to faccilitate th
his should innclude strate egies that require
com
mpetencies l
learning along with bro
oad time durration will be used to Checck for
Underrstanding - e.g.,
e
qu
uestions/worksheets/experiments
/assignmen nts/self-asse
essment
cheecklists/etc.
Com mpetencie es: CA
ASE STUDY PR ROBLEMS (40 min)
1.A child prepares a poster on ‘save w water’ on a trianggular sheet
whoose each side meeasure 50cm. At eeach corner of thee sheet, he Geomet
C-5.1 Visualizes,
draw
ws an arc of radiuus 10cm in which h he shows how, tto save the box
reprresents, and ca alculates
the area
a of a trian
ngle draw a circle of radius 6cm,
watter. At the Centree of the triangle, d
usingg Heron’s form mula wheere he writes the slogan “save water”
and its generaliza ation to
cycliic quadrilatera als given
by BBrahmagupta’ss
formmula.
C-100.1 Recognizes the
impo ortant contrib butions
mad de by mathem maticians
(Indiian and others) in the
field of Mathemattics
(suchh as the evolu ution of
nummbers, geomettry,
algebbra).
i) Find thee area of the trian
ngle sheet.
ii) Find thee area of poster in
n which the slogaan ‘Save
water’ iss written.

28
 iii) Find the total area of the corner, where he writes,
how to save the water.
Learning outcome:
iv) Find the area of remaining sheet.
Applies Herons formula
to find area of triangles
In the above case study what child does think?
Solve real life problems What type of triangular sheet he took?
related to area of What is the side of each side?
composite figures
What is area of equilateral triangle?

Write the area of triangular sheet?

Where slogan is written?
What is the area of circular region?
Write the area of circle?
Find the area of circle?
Find total area of corner of a triangle?
Find the area of remining portion?
What are regions subtracted from the area triangle? Formative assessment
Find the area of remaining portion?
2.Students of a school staged a rally for a cleanliness campaign. They In the marriage of Ram’s brother Rajesh, a conical
walked through the lanes in two groups. One group walked through tent is made by stitching 12 triangular pieces of
the lanes AB, BC, and CA; where the Other through AC, CD, and DA. cloth of two different colours red and white
Then they cleaned the area enclosed within their lanes. If AB=9m, alternatively, each piece measuring 10cm,20cm, and
BC=40m, CD=15m, DA=28m and ∠B = 90°, which group cleaned more 20cm.
area and by how much? Find the total area cleaned by the students. 1. Write the formula find the area of triangle?
2. Find the semi-Perimeter red color triangle.
3. Find the area of one red colour triangle.
4. How much cloth of red colour is required
to make a conical tent?
5. Find the total length of triangular pieces of

29
 white colouur?\

What is the angle at B from the figuree?

What type of triangle ABC is?

Wriite the lengths off AB and BC?

Find
d the length of AC
C?

Find
d the area of righ
ht triangle ABC.

w find the area off ∆𝐴𝐶𝐷 using Heron’s formula.

Now

d perimeter of ∆𝐴
Find 𝐴𝐶𝐷.

w much area cleaaned by 1st group?

How

w much area cleaaned by 2nd group

How p?

Which group cleaned more area and by how much?

What is the total areea cleaned by all the

t students?
Sum
mmative asse
essment pla
an- only whe
ere relevantt
In myy colony a park is situated in fro
ont of my housee. This park is bu
uilt is the shapee of triangle with
h the following sides 150m,100 0m and 60m.Noow-a-days,
somee animals enter the park and deestroy the plantts by eating them m. So, our ward d member of thee area has decid ded to put a railing around the park for
proteecting plants and grass. Ward m member ordered d the gardener to place a railing all round this park and mainttain grass insidee the park. He allso sanction
an ammount to impro ove the park in a proper way forr the public in a proper way forr the public of th hat colony. Costting is decided at
a Rs.10 per meter for the
railin
ng around the paark.

30
 i) Calculate the Semi-perimeeter of triangle paark, in which planting is needed.
ii)) Calculate the area, in which planting is need ded.
iiii) Find the ccost of railing withh hurtful iron wirres at the rate off Rs.10 per meterr leaving a space 2m
2 wide for a gatte on one side off triangle park.
ivv) What is th he perimeter of the
t park?
v)) Name thee formula which iss used for gettingg the area of trianngle when sides kknown.
Tea
achers’ reflections and e
experiencess:

N
NCERT exem
mplar

FFor more praactice/extendeed learning

31
 Worksheet
Level 1
1. An isosceles right triangle has area 8 cm2 . The length of its hypotenuse is
(A) 32 cm
(B) 16 cm
(C) 48 cm
(D) 24 cm

2. The sides of a triangle are 56 cm, 60 cm and 52 cm long. Then the area of the triangle is
(A) 1322 cm2
(B) 1311 cm2
(C) 1344 cm2
(D) 1392 cm2
3. The sides of a triangle are 35 cm, 54 cm and 61 cm, respectively. The length of its longest altitude?

Level 2
Write True or False and justify your answer:

1. The area of a triangle with base 4 cm and height 6 cm is 24 cm2

2. The base and the corresponding altitude of a parallelogram are 10 cm and 3.5 cm, respectively. The area of the parallelogram is 30 cm2
3. The area of a regular hexagon of side ‘a’ is the sum of the areas of the five equilateral triangles with side a

Level 3:
Long Answer Questions:

1. Find the cost of laying grass in a triangular field of sides 50 m, 65 m and 65 m at the rate of Rs 7 per 𝑚
2. From a point in the interior of an equilateral triangle, perpendiculars are drawn on the three sides. The lengths of the perpendiculars are 14 cm, 10
cm and 6 cm. Find the area of the triangle.
3. The perimeter of an isosceles triangle is 32 cm. The ratio of the equal side to its base is 3 : 2. Find the area of the triangle.
4. 9 A rhombus shaped sheet with perimeter 40 cm and one diagonal 12 cm, is painted on both sides at the rate of Rs 5 per 𝑚 . Find the cost of
painting.
5. If each side of a triangle is doubled, then find the ratio of area of the new triangle thus formed and the given triangle.
32
CL
LASS: 9
Su
urfacce Arreas a
and Volum
V mes
https://eepathshala.nic.in/t
opic.phpp?id=0962CH01

INT
TRODUC
CTION::

C
CURRIC
CULAR GOALS
G COMPE
ETENCIES

CG-5: C
C-5.2:
Derives annd uses formmulae to calc
culate areas of plane Visualizes
V nd uses mathematical th
an hinking to dis
scover
figures, and
d surface are
eas and volu
umes of solid
d fo
ormulae to ccalculate su urface areass and volummes of
soolid objects (cubes, cub boids, spherres, hemispheres,
rig
ght circular ccylinders/con
nes, and the
eir combinatio
ons)

1
2
Period Teaching Topic Learning Outcomes / Objectives
No.
1. Observational and identification skill while identifying the surfaces, edges and vertices of 3- D shapes. 2. Numeracy and
1 Surfacearea of aCone. calculation skills while calculating surface area. 3. Procedural thinking while doing questions. 4. Developing connections
between LSA and TSA 5. Visual and spatial ability
2 Surface Area of a Right Circular Cone. 1. Able to find the formula for its Total Surface Area of Cone and Apply TSA + CSA in solving word problems 2. Observational
Problems Part.1 and identification skill while identifying the surfaces, edges and vertices of 3- D shapes. 3. Numeracy and calculation skills
while calculating surface area.
3 SurfaceAreaofaRightCircularCone. 1. Able to find the formula for its Total Surface Area of Cone and Apply TSA + CSA in solving word problems, Observational
Problems Part.2 and identification skill while identifying the surfaces, edges and vertices of 3- D shapes. 2. Numeracy and calculation skills
while calculating surface area. 3. Procedural thinking while doing questions about Developing connections between LSA and
TSA.
1. Able to Derive the formula for TSA of hemisphere.Apply the formula in real life situations.
4 2. Observational and identification skill while identifying the surfaces, edges and vertices of 3- D shapes. 3. Numeracy and
Surface Area of a Sphere calculation skills while calculating surface area.

5 SurfaceAreaofaSphere 1. Able to Derive the formula for TSA of hemisphere.Apply the formula in real life situations.
2. Observational and identification skill while identifying the surfaces, edges and vertices of 3- D shapes. 3. Developing
connections between LSA and TSA
6 SurfaceAreaofaSphere and 1. Able to Derive the formula for TSA of hemisphere.Apply the formula in real life situations.
Observational and identification skill while identifying the surfaces, edges and vertices of 3- D shapes. 3. Developing
problems. connections between LSA and TSA
1. Able to deduce the formula to find the volume of cone and its application to practical problems. 2. Observational and
7 Volume of the right circular cone identification skill while identifying the surfaces, edges and vertices of 3- Dshapes. 3. Developing connections between LSA
andTSA.
8 1. Able to deduce the formula to find the volume of cone and its application to practical problems. 2. Observational and
identification skill while identifying the surfaces, edges and vertices of 3- Dshapes. 3. Developing connections between LSA
Problems on Volume of Cone
andTSA.

9 1. Able to deduce the formula to find the volume of cone and its application to practical problems. 2. Observational and
Volumeof Cone – Problems related identification skill while identifying the surfaces, edges and vertices of 3- Dshapes. 3. Developing connections between LSA
Day – to -day life andTSA.
10 1. Able to deduce the formula to find the volume of cone and its application to practical problems. 2. Observational and
Volume of Sphere identification skill while identifying the surfaces, edges and vertices of 3- Dshapes. 3. Developing connections between LSA
andTSA.
11 Problems on volume of the sphere 1. Able to deduce the formula to find the volume of cone and its application to practical problems. 2. Observational and
identification skill while identifying the surfaces, edges and vertices of 3- Dshapes. 3. Developing connections between LSA
3
 andTSA.
12 Some more Problems on Volume 1. Able to deduce the formula to find the volume of cone and its application to practical problems. 2. Observational and
of Sphere identification skill while identifying the surfaces, edges and vertices of 3- Dshapes. 3. Developing connections between LSA
andTSA.
13 Some more Problems of Volume 1. Able to deduce the formula to find the volume of cone and its application to practical problems. 2. Observational and
of Sphere identification skill while identifying the surfaces, edges and vertices of 3- Dshapes. 3. Developing connections between LSA
andTSA.
14 Practicing Case based Questions 1. Able to deduce the formula to find the volume of cone and its application to practical problems. 2. Observational and
identification skill while identifying the surfaces, edges and vertices of 3- Dshapes. 3. Developing connections between LSA
andTSA.

Key concepts: 1) CIRCLE 2) CONE 3) LSA OF CONE4) TSA OF CONE

4
 Chapter Plan
P (Unit plan/
p lesson plan)Period
p pplan (40 mins class)
Class: 9thSubject:
S MatthematicsCh hapter: SUR RFACE AREA AND
A VOLUMEES
Total no. of
o periods fo
or this chaptter:14Period no:1 /14
Subtopic:SSurfacearea of
o aCone.
Learning T
Teaching-Leearning Proccess Pointeers for form
mative assesssment- this Material
Outcom mes & This sho
ould include
e activities to facilitate shou
uld include sttrategies th
hat will be required
Indicatorrs/micro- learning
g along withh broad time e duration used tto Check forr Understan nding - e.g.,
compettencies questio
ons/workshe eets/experim
ments/assig
nmennts/self-assesssment checcklists/etc.
C-5.2: Visuualizes and (5 mins) Warm u up
uses maathematical Demonstration b by facilitator on Black
B board
thinking too discover Facilitator starts the lesson by ask
king some questioons relating to https://youtu.be
e/rd8tbD2
formulae to o calculate t LSA of a con
the ne. eekM?si=4w1KbBgaEl3l
kR_j
surface areas
a and Doubts will be taaken up in the claass O(vertex)
volumes of solid DRIVING QUES STION
objects. How would youu find the total surrface area of the cone?
c
(cubes, cuboids,

t
igh
spheres,
Vertic
cal

He
hemisphere es, right Demonstratioon by Facilitattor on Board
Heigght

nt
circularcylin
nders/cone A
Activity for th
he students wiith paper (25 mins)

Sla
s, and
d their
combination ns) SOURCE::httpss://www.y
Activity:(i)Cuutoutaneatlymaadepaperconethhatdoesnothaveea A C Base B
Radiu
us outube.com/@In nfinityLea
rn_NEET
nyoverlappeddpaper,straight What is the Surrface Area
alongitsside,aandopeningitouut,toseetheshappeofpaperthatfo
for of a Right Circu
ular Cone?

msthesurfaceeofthecone.
(Thelinealonggwhichyoucutttheconeistheslaantheightoftheco
newhichisreppresentedby l).IItlookslikeaparrtofaroundcakee.
Able to find thhe formula for
its Total Surfface Area of Teacher can use
u the
Cone and Appply TSA + above 5 min. video
v to
demonstrate the activity
CSA in soolving word on finding surfa
ace area

5
problems. of cone
e.

Expected skill
development:
• Obserrvational and
identiification skill
while identifying Examp ple1:Findthecurrvedsurfaceareeaofarightcirc
the suurfaces, edges (ii) Ifyounow
wbringthesidessmarkedAandB Batthetipstogetth ularconnewhoseslantheeightis10cm
and vertices of 3- er,youcanseethatthecuurved andbaseeradiusis7cm.
Dshappes.
• Numeeracy and
portiono
of(c)willformthe
ecircularbaseo
ofthecone.
calcullation skills https://youtu.be/rd8t
bD2eekM?si=yyizu2XaS
while calculating
tkTH1-v8
8
surfaccearea.
• Proceedural thinking SOURCE::https://ww
while w.youtube.comm/@Infi
doinggquestions. (iii) Ifthepapeerliketheoneisnowcutintohundredsoflittleppi nityLearn_N
NEET
• Develloping Examp ple2:Theheighto ofaconeis16cm
manditsbaserad
conneections eces,alon
ngthe
betweeen LSA iusis12ccm.Findthecurvvedsurface
linesdraw
wnfromthepointO,eachcutpo ortionisalmostaas areaanddthetotalsurfaceareaofthecone(Usep=3.14)
andTS SA
• Visuaal and malltrian
ngle,whoseheigghtis theslanth
heightloftheconne .
spatiaalability
= 1/2Now the area of each triangle
t

Facilitator will teell that if the area of the top and thhe bottom is addedd

6
 then it is called Total Surface Area
TSA = πrl + πr2

The facilitator explains the practical situations where one has to

calculate the TSA.

Activity: (10 mins)

Exercise: Closure Now the facilitator takes some question from Ex
– 11.1 and explain the concept more clearly.

FORMULAE

( )
Area of the curved (lateral) surface = (π r ) sq. units. = π r h2+ r 2 sq. units

Total Surface Area of cone = (Curved surface Area + Area of Base)

= (π r+ π r2) sq. units =π r ( + r) sq. units.

( )
1 2
Volume of cone = πpr h cubic units.
3

Summative Assessment plan- only where relevant

1. Find the vertical height of a right circular cone whose radius is 6 cm and slant height is 10 cm.

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?

7
 Chapter Plan
P (Unit plan/
p lesson plan)Period
p pplan (40 mins class)
Class: 9th Subject: Mathematics
M s Cha
apter: SURFFACE AREA AN
ND VOLUMESS
Total no. of perioods for this cchapter:14 Periodd no :2 / 14
pic: Surface Area
Subtop A of a Righ
ht Circular Con
ne. problemss
Learning Teaching-Learning Prrocess Pointerrs for forma ative assessmment- Material
Outcoomes & This sshould includ de activitiess to facilitate this sh
hould include strategiess that required
Indica
ators/micro-- learning along wiith broad tim me duration n w
will be used to
t Check forr
compe etencies Understand ding - e.g.,
questio
ons/workshe eets/experim ments
/assignments/se elf-assessme ent
checklissts/etc.
C-5.2: Visualizes
V and Warm up Demonstrattion by facilitaator on Black
uses mathematical
thinkingg to discover
board (5 mins)
Facilitatorr starts the lesson by asking some questions
q O(vertex)
formulaae to calculate
surfacee areas and relating to the LSA of a con ne.
volumes of solid objects Doubts willl be taken up in thet class DRIVIN NG
(cubes, cuboids, QUESTION

t
igh
spheres s, hemispheres s, FORMULAE Vertical
er

He
right cirrcular
(
urface = (π r ) sq. uniits. = π r h2+ r 2 ) H
Height

nt
Area of th
he curved (lateral) su sq
q. units
cylinders/cones, and

Sla
their co
ombinations) Total Surfface Area of cone = (Curved
( surface Area a + Area of Base)
= (π r+ π r2) sq. units =π r ( + r) sq. units.

Able to find
f the formula for
f ( )
1 2
Volume off cone = πpr h cub
3
bic units. A
Rad
dius
C Base B
its Total Surface Area of
Cone andd Apply TSA + How wouuld you find the to
otal surface area of
o the cone?
CSA in solving
s word
problemss (25 minss) Demonstration by Facilitaator on
Board Exxample3:Acorrncob(seeFig.11.5),sh
Facilitator will tell that if th
he area of the top and the bottom iss apedsommewhatlikeaco one,has
added thenn it is called Totall Surface Area theradiuusofitsbroadesttend as
• Obseervational and TSA = πrl + πr2 2.1cmanndlength(heigh ht)as20cm.If
identtification skill whhile
identtifying the surfaces, each1cmm ofthesurfaceofthecobcarriesanave
2
The faciliitator explains thee practical situatioons where one haas to
edgees and vertices of 3- rageoffoourgrains,find
8
 Dshaapes. calculate the TSA. howmannygrainsyouwo
ouldfindontheeentireco
• Nummeracy and b.
calcuulation skills whille
Activityy: (10 mins) .
calcuulating surfaceareea.
• Procedural thinking Exercisee: Closure Now
w the facilitator takes
t some questiion 1. DDiameterofthebaseofaconeiss10.5c https:://youtu.be/j29K5ftK
KXz
whilee doingquestions. from Ex – 11.1 and explain
n the concept moore clearly. Q?sii=t8j74mDzMydJEydE
mmanditsslantheeightis10cm.Findits SOURRCE::https://www.yo out
• Deveeloping connectioons
ccurved surface
earea. ube.com/@TicTacLearnEn ngli
betw
ween LSA andTSA A sh
• Visuual and spatialabillity
From thee videos of each 3 to 4 min. solvee some interestin
ng 2. FFindthetotalsurfaceareaofaco
one,if
problemss on surface area
a of cone. itsslantheightiss21manddiameeterof
Teacher ccan use those vid
deos to create in
nterest among itsbaseis 24m.
students in teaching learn
ning process.

httpss://youtu.be/9jiKr8F
FB
O66g?si=ZPsojFc7bJ-
AEKsr
SOUR RCE::https://www.yyo
utubee.com/@TicTacLearrn
English

Sum
mmative asse
essment pla
an- only whe
ere relevant
1. The diameter of a con ne is 14 cm and its slant heig ght is 9 cm. Fin nd the area off its curved surrface.
2. Find the
e total surface area of a cone e, if its slant he
eight is 9 m an nd the radius off its base is 12
2 m.
3. The raddius of a cone iis 3 cm and ve ertical height iss 4 cm. Find the area of the ccurved surface e.
4. The raddius and slant hheight of a conne are in the ra atio 4 : 7. If its curved surfacee area is 792 cmc 2, find its ra
adius.
5. The lateeral surface off a cylinder is equal to the curved
c surface of a cone. If tthe radius be the same, find d the ratio of the height of th
he
cylinderr and slant heig
ght of the conee.

Teachers’ reflections and experie

ences:
1 Did I clearly c
communicate the
t lesson obje
ectives to the students?
s
2. How can I en
2 nsure that studdents understa and the objectives and can demonstrate their knowledge or skills relate ed to them?
3 Did I use effe
3. ective instructiional strategiess to engage sttudents in the llesson?
4 How can I im
4. mprove the varriety and effecttiveness of myy teaching meth hods to cater to
t different learning styles an
nd needs?
5 How well did
5. d I manage the e classroom during the lesso on?

9
 Chapter Plan
P (Unit plan/
p lesson plan)Period
p pplan (40 mins class)
Class: 9th Subject: Mathematics
M Chapter: SURFACE
S AREEA AND VOLU
UMES
Totaal no. of perriods for thiss chapter:14
4 Period no :3 / 14
Subttopic: Surfa aceAreaofaR RightCirculaarCone. Prooblems
Learrning Teachingg-Learning Process
P Pointe ers for form
mative assesssment- Material
Outccomes & This should inclu ude activitie
es to facilita
ate this sshould includde strategiees that required
Indiccators/micro o- learnning along with
w broad time
t duratioon w
will be used to Check fo or
competencies Understannding - e.g.,
questiions/worksh heets/experiments/
asssignments/sself-assessment
checklists/etc.
C-5.22: (5 mins)
Visuaalizes and uses Warm up Demonstrration by facilitator on
mathe ematical thin nking
to disscover formulaae to Black b
board
calculate surface areas
a Facilitattor starts the lesso
on by asking som
me questions
and volumes of solid relating to the LSA of a cone.
c
objeccts (cu
ubes, Doubts w will be taken up in i the class DRIV
VING
cuboids, spheres, QUESTIION
hemisspheres, right
circular cylinders/co
ones, How w
would you find thee total surface areea of the cone?
and thheir combinatio
ons).
(25 min
ns)
Able to find the formula Demonnstration by Facilitator
F on Board
B
for itss Total Surface Area Facilitator will tell that iff the area of the toop and the bottom
m
is addedd then it is called Total
T Surface Areea
of Cone and Apply TSAT +
2
TSA = ππrl + πr
CSA in solving word https://youtu.be/
ems,
proble Observational nyDq9Qzc3hw?si
n
The faccilitator explains the
t practical situaations where one has
to calcuulate the TSA. =6B4RdMaJGFckt
and identification skill 9xx
Activiity(10 mins) 1. Aconicaltentiss10mhighandth
heradius
while identifying the Exerccise: Now the faccilitator takes som
me question from Ex SOURCE::https://
ofitsbaseis24m
m.Find
surfacces, edges and – 11.1 aand explain the concept more cleaarly. www.youtube.co
w
m/@TicTacLearn
m
10
English
vertices of 3- D shapes. 2.
(i) slantheightofthetent.
Numeracy and calculation
3. Curved surfacearea of a cone is 308 cm2 and (ii) costofthecanvasrequiredtomake
skills while calculating thetent,ifthecostof1m2canvasis7
its slant height is 14 cm.Find
surface area. 3. 70.
(i) radiusofthebaseand(ii)totalsurfaceareaoft
Procedural thinking while hecone.
doing questions about
4. Whatlengthoftarpaulin3mwidewillberequir
Developing connections edtomakeconicaltentofheight8m
between LSA and TSA. andbaseradius6m?Assumethattheextraleng
thofmaterialthatwillberequiredfor
stitchingmarginsandwastageincuttingisappr
oximately20cm(Usep=3.14).
5. Theslantheightandbasediameterofaconicalt
ombare25mand14mrespectively.
Findthecostofwhite-
washingitscurvedsurfaceattherateof7210pe
r 100m2.
Summative assessment plan- only where relevant
1. 1 A joker’s cap is in the form of a right circular cone of base radius 7 cm and height
24cm.Findtheareaofthesheetrequiredtomake10suchcaps.
2. Abusstopisbarricadedfromtheremainingpartoftheroad,byusing50hollowcones
madeofrecycledcardboard.Eachconehasabasediameterof40cmandheight1m.If theoutersideofeachoftheconesistobepaintedand the
costofpaintingis712per m2, what will be the cost of painting all these cones? (Use π= 3.14)
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 behavioral 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?

11
 Chapter Plan
P (Unit plan/
p lesson plan)Period
p pplan (40 mins class)
Class: 9th Subject:
S Matthematics C
Chapter: SURFACE AREA
A AND VOLUM
MES
Total noo. of periodss for this chapter: 14 Period
P no :4
4 /14
Subtopic: Surface Area of a Spheree
Learninng T
Teaching-Le earning Process Pointers for formatiive assessmeent- Mate
erial require
ed
Outcom mes & This sho ould include
e activities to
t facilitate this should include strategies that
Indicato
ors/micro- learning along withh broad time duration will be used to Check for
compettencies U
Understandin ng - e.g.,
questionns/worksheeets/experime ents
/assignments/selff-assessmentt
checklistss/etc.
C-5.2: Vissualizes and (15 mins) WWarm Up
uses matthematical (Individuall Work) +Black
k Board Demonstration by
thinking to discover
formulae e to calculate Learners
surface areas
a and
volumes of solid The facilitatoor shows a spheree to the learners.
objects (cubes,
Whatisaspphere?
cuboids, spheres,
hemispheres, right Isitthesam
measacircle?
circular ps://youtu.be/9nZhXvWqhAM??si=lH
cylinderss/cones, and Canyou drrawacircleonap
paper? qn_d4-tCzTlZoN
their commbinations) Yes,youcaan,
URCE::httpss://www.youtube.co
om/@
TicT
TacLearnEnglish
Able toDerrive the formula becauseaccircleisaplanecllosedfigurewhooseeverypoint
for TSA off hemisphere. liesataconnstantdistance(ccalled deo regardin
ng finding surface arrea of
Apply the formula in real lifee radius)froomafixedpoint,,whichiscalledtthe cube
situations. centerofthhecircle.
• Observvational and
identifiication skill whilee
identifyying the surfaces,,
edges and
a vertices of 3-
Dshapees.
• Numeraacy and
12
 calculaation skills while
calculaating surfacearea.
• Proceduural thinking
while doingquestions.
d
• Develooping connectionss
between LSA andTSA
• Visual and spatialabilityy

A sphhere is like the surface of a bball.

Nowifyouupasteastring
The wordd solid spheree is used for the
alongadiam meterofacircullardiscandrotatteitasyouhadro
tatedthetriiangleintheprev
vious solid whoose surface is a sphere.
section,yoouseeanewsolid d

Whatdoessitresemble?
Aball?Yess.Itiscalleda sphere.
Canyouguuesswhathappeenstothecenteroofthecircle,wh
enitformsaasphereonrotattion? Of coursse, it becomess
the center of the sphere.
Conclussion: A sphere is
i a three-dimeensional figuree
(solid figurre), which is made
m up of alll points in thee
space, whiich lie at a co onstant distan
nce called thee
13
 radius, from a fixed point called the center of
thesphere.
(25 mins)
Demonstration by Facilitator on Board
She tells that in the sphere all the area is lateral area as
the sphere has no base and no top and this is also called
curved surface area as the surface iscurved.

Activity:

1. How many circles of areas equal to the

area of the sphere?

2. Explain how a sphere is divided into 4

circles?

Lateral Surface area of Sphere = 4 π r2

Total surface areaof Sphere = 4 πr2
Summative Assessment plan- only where relevant
1. Calculate the cost required to paint a football which is in the shape of a sphere having a radius of 7 cm. If the painting cost of football is INR 2.5/square cm.
(Take π = 22/7)
Teachers’ reflections and experiences:

14
 Chaptter Plan (Un
nit plan/ lessson plan)Perriod plan (40 m
mins class)
Class: 9thh Sub
bject: Mathe ematics Chapter: SURFACE A
AREA AND VOLUMES
Total no. of periods for this cha
apter:14 Perriod no :5/ 14
Subtopic: SurfaceAreao
ofaSphere
Learningg T
Teaching-Leaarning Process Pointerss for formatiive assessment- Matterial requirred
Outcome es & This sho
ould include activities to
o facilitate this should include strategies tthat
Indicatorrs/micro- g along with broad time
learning e duration willl be used to Check for
compete encies U
Understandin ng - e.g.,
questions//worksheetss/experimen nts/as
signments/self-a assessment
checklistss/etc.
C-5.2: Visu
ualizes and (5 mins) Waarm Up
uses math hematical (Individual W
Work) +Black Board Demonstration by
thinking to
o discover
formulae to
t calculate Learners
surface arreas and
volumes ofo solid ps://youttu.be/VOJ7sFhvezU??si=_R3
objects (cubes, AEml1DavIX6Ev
A
cuboids, spheres,
s (25 mins) Deemonstration by
b Facilitator on
o Board OURCE::htttps://www.youtube e.com/
@TTicTacLearnEnglish
hemispheres, right
circular Howmanyfaccesdoyouseein
nthesurfaceofassphere?Therei
cylinders/cones, and
their combbinations) sonlyone,whhichiscurved.

Now,letustakkeasolidsphere,,andsliceitexacctly‘throughth
Able toDerivve the formula tps://youttu.be/9D7EkNXHAW
Wo?si=S
for TSA of hemisphere.
h emiddle’ UcJ0ufbxU3Z_YPT
Apply the forrmula in real life
with a plaane that passes through its center. Whatt
situations.
happens to the sphere?
• Obsservational and Yes,itgetsdiividedintotwoeequalp
idenntification skill arts(seeFig..11.8)!Whatwiilleach
whiile identifying half be caalled? It is caalled a
the surfaces, edges hemispheree. (Because ‘hemi’
15
 and vertices of 3- also means ‘half’) OURCE::https://www.youtube.com/
Dshapes. @TicTacLearnEnglish
• Numeracy and r r
calculation skills C
A • B
while calculating Base
surfacearea. 1.Findthesurfaceareaofasphereofradius:
• Procedural thinking
while (i) 10.5cm (ii)5.6cm
doingquestions.
• Developing And what about the surface of a hemisphere? How
connections 2. Find the surface area of a sphere of radius
between LSA
many faces does it have?
Two!Thereisacurvedfaceandaflatface(base). 7 cm.
andTSA
• Visual and The curved surface area of a hemisphere is half the surface area 3.Find(i)thecurvedsurfaceareaand(ii)thetotals
spatialability of the sphere,
urfaceareaofahemisphereof radius 21cm.
10 mins closer
Lateral Surface area of Sphere = 4 π r2
Total surface areaof Sphere = 4 πr2
Curved/lateral surface Area of Hemisphere = 2 π r2 Total
surface Area of a Hemisphere = 3 π r2
The facilitator explains the practical situations where one has
to calculate the lateral surface
1. Findthesurfaceareaofasphereofradius:
14cm
2. Findthesurfaceareaofasphereofradius:
10.5 cm
Summative assessment plan- only where relevant
1 :The hollow sphere, in which the circus motorcyclist performs his stunts, has a diameter of 7 m. Find the area available to the motorcyclist for riding.

2 :A hemispherical dome of a building needs to be painted (see Fig. 11.9). If the circumference of the base of the domeis 17.6m, find the cost of painting it,
given the cost of painting is 7 5 per 100cm2.
Teachers’ reflections and experiences:
16
 Chapter Plan
P (Unit plan/
p lesson plan)Period
p pplan (40 mins class)
Class: 9th Subject: Mathematic
M cs Chapter: SURFACE
S AREA AND VOLUMES
Totaal no. of perriods for thiss chapter:14
4 Periodd no :6 /14
Subtoopic: Surface
eAreaofaSphere, proble ems.
Learrning Teaching
g-Learning Process
P Pointters for form
mative assesssment- Material
Outccomes & Thiss should incllude activities to facilita
ate this sshould inclu
ude strategiees that required
Indiccators/micro o- learrning along with
w broad time
t duratio on w
will be used
d to Check fo
for
competencies Understanding - e.g.,
questtions/worksh heets/experriments
/asssignments//self-assessm
ment
checkllists/etc.
C-5.2
2: Visualizes and
a (5 minss) Warm Up
uses mathematica al (Individdual Work) +B
Black Board Deemonstration by b
think
king to discovver
formuulae to calcullate Learnerrs
surfa
ace areas and (25 minns) Demonstraation by Facilitaator on Board
volummes of solid
objeccts (cubes, Teacheer can use the 7min.
7 video rellating to findinng
cubooids, spheres, surfacee area of spheree.
hemispheres, righ ht Assign
nment:
circu
ular http
ps://youtu.be/V9LEp
Explainn exercise prob
blems 1. Find
dthesurfaceare eaofasphereoffdiamete sd4D
D5I?si=5JoaUjp7czih
cylind
ders/cones, and
a
their combinations s) r: gTcD
3. Findthesurfacceareaofaspheereofdiameter:: SOURCE::https://www.y
Able too Derive the form
mula i. 14cm (ii))21cm
(i) 14cm (ii)21cm ( outu
ube.com/@TicTacLe
for TSA of hemisphere. 2. Findtheto otalsurfaceareaaofahem arnEnglish
Apply the formula in reeal life 4. Findthetotalssurfaceareaofaahemisphereoffradi isphereoffradius10cm.(U Usep=3.
situations. us10cm.(Usep=3.14) 14)
• Observationall and
5. Theradiusofaasphericalballooonincreasesfroom 3. Theradiussofasphericalb ballooni
identification skill 7cmto14cmasairisbeingpum mped ncreasesffrom7cmto14ccmasairi
while identifyying eratioofsurfaceeareasoftheballoo
intoit.Findthe
the surfaces, edges
e
sbeingpumped
ninthetwocasses. intoit.Findtheratioofsurrfacear
and vertices of
o 3-
Dshapes. 6. Ahemisphericcalbowlmadeo ofbrasshasinneerdia easoftheb ballooninthetwwocases
17
 • Numeracy and meter10.5cm.Findthecostoftin- .
calculation skills platingitontheinsideattherateof716per100c 4. Ahemisphericalbowlmadeofbr
while calculating
m2. asshasinnerdiameter10.5cm.Fi
surfacearea.
Lateral Surface area of Sphere = 4 π r2 ndthecostoftin-
• Procedural thinking
Total surface areaof Sphere = 4 πr2
while platingitontheinsideattherateo
doingquestions. Curved/lateral surface Area of Hemisphere = 2 π r2 Total f716per100cm2.
• Developing surface Area of a Hemisphere = 3 π r2 5.
Findtheradiusofaspherewhos
connections
between LSA esurfaceareais154cm2
andTSA
• Visual and 10 mins closer
spatialability
Analytical thinking and
The facilitator explains the practical situations where one has
problemsolving. to calculate the lateral surface of sphere.

Summative assessment plan- only where relevant

Arightcircularcylinderjustenclosesasphereofradiusr .Findsurfaceareaofthesphere
1. curvedsurfaceareaofthecylinder,

2. ratiooftheareasobtainedin(i)and(ii).

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 different learning styles and needs?
5. How well did I manage the classroom during the lesson?

18
 Chapter Plan
P (Unit plan/
p lesson plan)Period
p pplan (40 mins class)
Class: 9th Subject:
S Ma athematics Chapter: SURFACE
S AREEA AND VOLU
UMES
Totaal no. of perriods for thiss chapter:14
4 Period no o :7/14
Subtoopic: Volumme of a Right C
CircularCone
Learrning Teachingg-Learning Process
P Pointers for formative
f Materia
al required
Outccomes & Thiss should incllude activities to facilita
ate asssessment- this
t should
Indiccators/micro o- learrning along with
w broad time
t duratioon includde strategie
es that will b
be
com
mpetencies used to Chheck for
U
Understandiing - e.g.,
quesstions/workssheets/experri
me ents/assignm
ments/self-
asseessment cheecklists/etc.
C-5.2
2: Visualizes and
a (5 mins) Warm up LINK
uses mathematica al (Indiviidual work) + Black Board Demonstratioon by
think
king to discovver ps://youtu.be/ifaf_1yYbvo?si=UAjq
formuulae to calcullate learnerrs BBTipJJ-rAb5u

surfa
ace areas and
volummes of solid Inearliierclasseswehaavestudiedthevoolumesofcube,ccuboi
objeccts (cubes,
dand ccylinder
cubooids, spheres,
hemispheres, righ ht In the
circu
ular figuree,canyouseethattthereisarightciircularcylinderrand
cylinders/cones, and
a arighttcircularconeoffthesamebaseraadiusandthesam mehei
SOU
URCE::
their combinations s) ght? ps://www.youttube.com/@TicTacL
earnEEnglish

Able to deduce the The video explains

formula to find the egarding fin
nding volume
me of cone an
volum nd its (25 min ns) Demonstration by faciliitator on boarrd
of cone.
c
application to pra
actical The faacilitator will givve the small deemonstration off the
problems. activityy and encourage them to do the same
s on their ow
wn at
home.
19
 Activity:Trytomakeahollowcylinderandahollowcon
2. Observational and elikethiswiththesamebaseradius
identification skill andthesameheightThen,wecantryoutanexperimentthat
while identifying the willhelpus,tosee
surfaces, edges and practicallywhatthevolumeofarightcircularconewould
vertices of 3-
Dshapes.
3. Numeracy and
calculation skills while
calculating
surfacearea.
4. Procedural thinking
while doingquestions.
5. Developing
connections between
LSA andTSA what is the volume of the
6. Visual and cylinder? Explain the variables in
spatialability
the formula.

be!
By the above activity teacher conclude that 3 times
of the volume of cone makes of the volume of
cylinder

Volume of the cone = 1/3 𝛑r2h

where r is the base radius and h is the height of the
cone.
20
 (5 mins) Problems: Closure

Find the volume of the cone. If the height and the slant
height of a cone are 18 cm and 21 cm, respectively.

The height and the slant height of a cone are 21 cm and

28 cm respectively. Find the volume of the cone.

Summative assessment plan- only where relevant

1. Monica has a piece of canvas whose area is 551 m2. She uses it to have a conical tent made, with a base radius of 7 m.
Assuming that all the stitching margins and the wastage incurred while cutting, amounts to approximately 1 m2, find the
volume of the tent that can be made with it.
.
Teachers’ reflections and experiences:

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 different learning styles and needs?
4. How well did I manage the classroom during the lesson?
5. Were there any disruptions or behavioural issues that I need to address?
6. What strategies can I implement to improve classroom management?

21
 Chapter Plan
P (Unit plan/
p lesson plan)Period
p pplan (40 mins class)
Class: 9th Su
ubject: Math
hematics Cha
apter: SURFFACE AREA AND VOLUMESS
Total noo. of periodss for this chapter:14 Period no: 8/14
Subtop
pic: Prob
blems on V
Volume of Cone
Learnin
ng T
Teaching-Leearning Process Pointers for formatiive assessmeent- Mate
erial require
ed
Outcommes & This sho
ould include
e activities to
t facilitate this should include strategies that
Indicato
ors/micro- learning along with
h broad time duration will be used to Check for
compettencies U
Understandin ng - e.g.,
questionns/worksheeets/experime ents
/assignments/selff-assessmentt
checklistss/etc.
C-5.2: Visualizes
V andd (5 mins) W
Warm up
uses mathematica al
(Individuaal work) + Black Board Dem
monstration byy
thinking
g to discove er
formulae to calculate e learners
surface areas and d Recall the acctivity
volumes s of solid d
The facilita
ator takes som
me examples to
o tell the total
objects (cubess,
cuboidss, spheress, quantity of substance thatt can be put into
o the cone, this ttps://youtu.be/GvaSiarw7Zw??si=-
hemisph heres, righ
ht quantity is called the capacity or the volum
me of the cone. 1. Iden
ntify the differe
ences between
n 0ztBBZZ02vK3Tfhw
circular URCE:;httpss://www.youtube.co
om/@
cylinderrs/cones, and d Facilitator w
will show the re
elationship betw
ween VOLUME volu
ume of cylinderr and cone? TicT
TacLearnEnglish
their combinations. OF CONE AND VOLUME OF CYLINDE
ER by pouring
the sand in
n the container.. It shows that one cylinder of
radius ‘r’ a
and height ‘h’ can fill three cones
c of same
radius ‘r’ an
nd height ‘h’.
Volume of ccone = 1/3 π r2 h
(25 mins) D
Demonstration
n by facilitatoor on board
The facilitattor explains som
me practical exxamples, where e
the learnerss are supposing to find the volume of a cone.
Able to Deduce the
e ator takes some questions an
The facilita nd explains the
e

22
formula to find the volume e concept mo ore clearly.
of cone an nd its application 1. Findthe evolumeoftheriightcircularcon newith
to practica
al problems.
Expected skiill
i. rradius6cm,heigght7cm (ii) radius 3.5
developme ent: ccm, height 12cm
ps://youtu.be/yEVe8yNO9EM?ssi=VN
Observatio onal andd 2. Findtheecapacityinliterrsofaconicalvessselwith Jr3
3ur_c4l5qzVT
identification skill while e (i) raddius7cm,slantheight25cm URCE::httpss://www.youtube.co
om/@
identifying the surfacess, TicT
TacLearnEnglish
(ii) radius12cm,sllantheight13cm m
edges and d vertices of 3-3
Dshapes.
Numeracyy and calculation
skills wh hile calculating g (10 mins) IIn class Exerc cise: Closure
surfaceare ea.
Procedura al thinking while e
doingquesstions. 1. Thee height of a co one is 15 cm. If its volume is
Developing connections 157 3
70 cm , find th
he radius of thee base.
between LSA
L andTSA
Visual and d spatialability 2. Ifthhevolumeofarigghtcircularcon neofheight9cm
8pcm3,findthe
is48 ediameterofits base.

Sum
mmative asse
essment pla
an- only whe
ere relevant

1. Aconicalpitofto
A pdiameter3.5m
mis12mdeep.W
Whatisitscapaccityinkiloliters??
2. Thevolumeofarightcircularconneis9856cm3. Ifthediameteroofthebaseis28ccm, find
(ii) height oftheecone (ii) slant heigght ofthecone(iii)curvedsurfaaceareaoftheco
one

Teachers’ reflections and expe

eriences:
1. How can I ensure e that studentss understand thhe objectives and
a can demonstrate their
2. kno owledge or skills related to th
hem?
3. Didd I use effective instructional strategies to engage
e studennts in the lesso
on?
4. How can I improvve the variety anda effectivene ess of my teacching methodss to cater to
5. diffferent learning styles and needs?
6. How well did I ma anage the clas ssroom during the lesson?
23
 Chapter Plan
P (Unit plan/
p lesson plan)Period
p pplan (40 mins class)
Class: 9th Subjject: Mathematics Chap
pter: SURFA
ACE AREA AN
ND VOLUMES
Totaal no. of perriods for thiss chapter:14
4 Periodd no :9/14
Sub
btopic: Volu umeof Cone – Problems reelated Day – to
o -day life
Learrning Teaching
g-Learning Process
P Pointters for form
mative assesssment- Material
Outccomes & Thiss should incllude activities to facilita
ate this sshould inclu
ude strategiees that required
Indiccators/micro o- learrning along with
w broad time
t duratioon w
will be used
d to Check fo
for
competencies Understanding - e.g.,
questtions/worksh heets/experriments
/asssignments//self-assessm
ment
checkllists/etc.
C-5.22: Visualizes and (5 mins)
usess mathema atical
(Indiviidual work)
thinkking to disc cover
form
mulae to calc culate DEMON NSTRATION
surfaace areas and The faccilitator asks the learners to recaall
Volume e of cone = 1/3 π r2 h
volumes of solid
The fa acilitator takes some example es to tell the total
objects ubes,
(cu
cubo oids, sph
heres, quantitty of substance that can be pu ut into the cone, this
hemispheres, right quantitty is called the capacity
c or the volume
v of the co
one.
circuular Facilita
ator will show the relationship between VOLU UME
cylin
nders/cones, and OF CO ONE AND VOL LUME OF CYL LINDER by pou uring http
ps://youtu.be/GMC
theirr combinationss the sand in the conta ainer. It shows that
t one cylinde er of 3fT-
0Odd8?si=D9FSlfQ6pXm
radius ‘r’ and height ‘h’ can fill three cones of sa ame bdx9X
radius ‘r’ and height ‘hh’. SOURCE::https://www.y
Able to Deduce the Volume e of cone = 1/3 π r2 h outu
ube.com/@dearlear
formu
ula to find the (25 min
ns) Demonstration by faciliitator on boarrd nings
volum
me of cone and its
The faccilitator explains
s some practicaal examples, where
w
application to practiccal
problems. the learrners are supposing to find the volume of a con
ne.
The fa
acilitator takes some question
ns and explainss the
concep
pt more clearly. 1. ArighttriangleABCwithsides5
5cm,12
cmand13cmisrevolvedaboutttheside
Expe
ected skill 1. Ifth
hetriangleABCintheQuestion7
7aboveisrevolvveda
12cm.
deve
elopment:
24
7. Observational bouttheside5cm,thenfindthe volume of the solid Findthevolumeofthesolidsoobtaine
and identification so obtained. Find also the ratio of the volumes d.
skill while
of the two solids obtainedinQuestions7and8.
identifying the
surfaces, edges 2. Aheapofwheatisintheformofaconewhosediamete
and vertices of 3- ris10.5mandheightis3m.Find
Dshapes. itsvolume.Theheapistobecoveredbycanvastopro
8. Numeracy and
tectitfromrain.Findtheareaof the canvasrequired.
calculation skills
while calculating (10 mins) In class Exercise: Closure
surfacearea. Now the facilitator takes some questions and explains the
9. Procedural concept more clearly.
thinking while Case based Questions:
doingquestions.
10. Developing Adventure camps are the perfect place for the children
connections to practice decision making for themselves without
between LSA parents and teachers guiding their every move. Some
andTSA students of a school reached for adventure at
11. Visual and Sakleshpur. At the camp, the waiters served some
spatialability students with a welcome drink in a cylindrical glass and
some students in a hemispherical cup whose
dimensions are shown below. After that they went for a
jungle trek. The jungle trek was enjoyable but tiring. As
dusk fell, it was time to take shelter. Each group of four
students was given a canvas of area 551m2. Each
group had to make a conical tent to accommodate all
the four students. Assuming that all the stitching and
wasting incurred while cutting, would amount to 1m2,
the students put the tents. The radius of the tent is 7m.

25
 1. Identify the shape of tea cup?
2. What is the shape of Tent?
3. Can you give some more real-life
shapes related to cone and sphere?

1. The volume of cylindrical cup is

a) 295.75 cm3 b) 7415.5 cm3
c) 384.88 cm3 d) 404.25 cm3
2. The volume of hemispherical cup is
a) 179.67 cm3 b) 89.83 cm3
c) 172.25 cm3 d) 210.60 cm3
3. Which container had more juice and by how much?
a) Hemispherical cup, 195 cm3
b) cylindrical glass, 207 cm3
c) Hemispherical cup, 280.85 cm3
d) cylindrical glass, 314.42 cm3
4. The height of the conical tent prepared to
accommodate four students is
a) 18m b) 10m c) 24m d) 14m
5. How much space on the ground is occupied by each
student in the conical tent
a) 54 m2 b) 38.5 m2 c) 86 m2 d) 24 m2

26
 Summative assessment plan- only where relevant
1. A tent is of the shape of a right circular cylinder up to a height of 3 metres and then becomes a right circular cone with a maximum height of 13.5
meters above the ground. Calculate the cost of painting the inner side of the tent at the rate of Rs. 2 per square metre, if the radius of the base is 14
meters.
2. A solid cube of side 7 cm is melted to make a cone of height 5 cm, find the radius of the base of the cone.
3. From a right circular cylinder with height 10 cm and radius of base 6 cm, a right circular cone of the same height and base is removed. Find the
volume of the remaining solid.

Teachers’ reflections and experiences:

1. What strategies can I implement to improve classroom management?

2. Did the students actively participate and show interest in the lesson?
3. How can I increase student engagement and create a more interactive learning environment?
4. Did I provide timely and constructive feedback to guide their learning?
5. How can I improve my assessment and feedback practices?

27
 Chapter Plan
P (Unit plan/
p lesson plan)Period
p pplan (40 mins class)
Classs: 9th Subject: Ma
athematics C
Chapter: SURFACE AREA
A AND VOLUM
MES
Totaal no. of perriods for thiss chapter:14
4 Period non :10/14
btopic: Volu
Sub umeof Sphere
Learrning Teachingg-Learning Process
P Pointters for form
mative assesssment- Material
Outtcomes & Thiss should incllude activitiies to facilita
ate this sshould inclu
ude strategie es that required
Indiccators/micrro- learrning along with
w broad time duration will be used
d to Check ffor
com
mpetencies Understaanding - e.g.,,
questtions/worksheets/experriments
/asssignments//self-assessm
ment
checklists/etc.
C-5.22: Visualizes and
usess mathematicall
thinkking to discoveer
form
mulae to calcula ate (5 mins) learners Activity
surfaace areas and Learnerrs recalls that
volumes of solid
objects (cubes, Total/La
ateral surface Area
A of a sphere = 4 π r2 Curved
d
cubo oids, spheres, e Area of a hemisphere = 2 π r2
Surface
hemispheres, rightt
Total Su
urface Area of hemisphere
h = 3 π r2 Observve why the LSA
A and TSA of sphere
circuular
are sam
me?
cylin
nders/cones, an nd Now th
he facilitator tak
kes some examples to tell the total
t
theirr combinationss
quantitty of substance
e that can be put into the sphe
ere,
this tottal quantity is ca
alled the capaciity or the volume of
Able to Deduce the
the sph
here.
formu
ula to find the
me of sphere and its
volum
application to pra
actical
problems.
(25 miins) demonstration by fa
acilitator
ps://yo
outu.be/JBesOXe9
on boa ard w?si==uPzJtkhy5RwNRv
ected skill
Expe cB.
activitty OURC CE::https://www.y
28
development: Now, let us see how to go about measuring the tube.com/@TicTacLea
rnEnglish
• Observational
volume of a sphere.
and identification
skill while First, take two or three
identifying the spheresofdifferentradii,andacontainerbigenoug
surfaces, edges
and vertices of 3- htobeabletoputeachofthespheresinto
Dshapes. it,oneatatime. .
• Numeracy and
Also,takealargetroughinwhichyoucanplacethec
calculation skills
while calculating ontainer.Then,fillthe
surfacearea.
• Procedural
thinking while
doingquestions.
• Developing
connections
between LSA
andTSA Find the volume of a sphere of radius
• Visual and 11.2 cm.
spatialability containeruptothebrimwithwater.

Now, carefully place one of the spheres in

the container. Some of the water from the
containerwilloverflowintothetroughinwhichitiske
pt

Carefullypour 3
outthewaterfromthetroughintoameasuringcylind
er(i.e.,agraduatedcylindricaljar)and
measurethewateroverflowed

Supposetheradiusoftheimmersedsphere

29
 isr(youcanfindtheradiusbymeasuringthediamete
rofthesphere).Thenevaluate.

Do you find this value almost equal to the

measure of the volume over flowed?

Teacher conclude that

Volume of the Sphere = 4/3 π r3
Volume of the hemisphere = 2/3 π r3

(10 mins) Activity:

Once again repeat the procedure done just now, with a
different size of sphere.
Write your observations in this activity. And give
conclusions.
Summative assessment plan- only where relevant
1. Ashot-puttisametallicsphereofradius4.9cm.Ifthedensityofthemetalis7.8 gpercm3,findthemassoftheshot-putt.
2. A hemisphericalbowlhasaradiusof3.5cm.Whatwouldbethevolumeofwater itwouldcontain?

Teachers’ reflections and experiences:

1. Was the pacing of the lesson appropriate?

2. Did I cover all the planned content without rushing or leaving gaps?
3. How can I better manage the time allocated for each activity?
4. What were my strengths during the lesson?
5. In what areas can I improve as a teacher?

30
 Chapter Plan
P (Unit plan/
p lesson plan)Period
p pplan (40 mins class)
Classs: 9th Suubject: Math
hematics Chapte
er: SURFAC
CE AREA AND VOLUMES
Totall no. of perio
ods for this chapter:14 Period no
n :11 / 14
Subtoopic: Problems on volum
me of the spphere
Learnning Teaching--Learning Process Pointeers for formative assesssment- Material
M
Outcomes & This should inclu
ude activitie
es to facilitatte this shhould includ
de strategies that required
r
ators/micro
Indica o- learn
ning along with
w broad time duratio on w
will be used to Check fo or
comp petencies Understannding - e.g.,
questiions/worksheets/experiments
/asssignments/sself-assessme ent
checklists/etc.
C-5.2:: Visualizes and (5 minss) Demonstrattion
uses mathemattical
thinkiing to disco over
formuulae to calcu ulate Learnerss recalls that
surfacce areas and ea of a sphere = 4 π r2
Total/Latteral surface Are
volummes of s
solid
Curved SSurface Area of a hemisphere = 2 π r2
objeccts (cubes,
cuboiids, sphe
eres, emisphere = 3 π r2
Total Surrface Area of he
hemis spheres, r
right tps://yo
outu.be/yQCUSjO
circullar I4?si=c5
5EK396hz0Ah64Tp
of the Sphere = 4/3 π r3
Volume o URCE::hhttps://www.youtu
cylind
ders/cones, and
their combinations
c Volume o ere = 2/3 π r3
of the hemisphe .com/@@TicTacLearnEnglis
h

ns) demonstrattion by facilitaator on

(25 min
Able to Deduce the
board
formula to find the Explain
n some problem
ms
volum
me of sphere and d its
appliccation to practica
al A metaallic sphere of radius 10.5 cm
c is melted and
a
Assignm
ment:
probleems.
Expectted skill
thus re
ecast into smalll cones, each of radius 3.5 cm 1. Findthevolumeofaspherewhoserradiusis
develop pment: and heiight 3 cm. Find how many connes are obtaine
ed. (i) 7
7cm (ii) 0.63m
• Observationall 1. A ccone, a hemisp
phere and a cylinder
c stand on 2. Findtheamountofw waterdisplaced
dbyasoli
31
 and identificattion equual bases and have
h the same height. Show that
t dsphhericalballofdiaameter
skill while their volumes are in
i the ratio 1 : 2 : 3. (i)288cm (ii) 0.21m
identifying thee
surfaces, edges 3. Thed diameterofame etallicballis4.2cm.W
and vertices ofo 3- hatissthemassoftheeball,ifthedensityof
Dshapes.
(10 min
ns) In class Exe
ercise: Closure
e themmetalis8.9gperccm3?
• Numeracy and d
calculation skills Now the facilitator tak
kes some questtions and expla
ains ps://youtu.be/DGorvMW
WYM?si=4-iofiJnJt8vjCSc
while calculatiing the concept more clearrly. URCE::h
https://www.youtu
surfacearea. .com/@@TicTacLearnEnglis
1. For a sphere the t volume is given by V =
• Procedural 3 h
(4/33)πr and the su
urface area is given
g πr2.
by A = 4π
thinking while
If th
he sphere has a surface area a of 256π, whaat is
doingquestion ns.
the volume?
• Developing
connections
between LSA
2. A typical baseba all is 76mm in n diameter. Find
F
andTSA
• Visual and the baseball's volu
ume in cubic centimeters.
c
spatialability
Summ
mative assesssment plan
n- only wherre relevant
1.. The diameter of the moon is approximate
ely one-fourth
h of the diametter of the earth
h.
nofthevolumeo
Whatfraction oftheearthisthevolumeofthemoon?
2.. Howmanyliteersofmilkcanah
hemisphericalbbowlofdiameteer10.5cmhold??

hers’ reflecttions and ex

Teach xperiences:
1. Did I clearly commmunicate the leesson objectives to the stude ents?
2. Howw can I ensure e that students understand th he objectives and
a can demon nstrate their kn
nowledge or skkills related to them?
t
3. Did I use effective
e instructional strategies to engage
e studennts in the lesson?
4. Howw well did I maanage the classroom during the t lesson?

32
 Chapter Plan
P (Unit plan/
p lesson plan)Period
p pplan (40 mins class)
Class: 9th Su
ubject: Math hematics Chhapter: SUR RFACE AREA AAND VOLUMEES
Total no.
n of period ds for this ch
hapter:14 P
Period no :122/14
Subbtopic: Some e more Prob blems on Vo olume of Sphhere
Learninng Teaching-LLearning Pro ocess Pointerss for formattive assessmment- Mate erial require
ed
Outcom mes & This shhould includ
de activities to facilitate
e this sho
ould include e strategies tthat
Indicattors/micro- learninng along witth broad tim
me duration willl be used to
o Check for
competencies U
Understanding - e.g.,
questionns/workshee ets/experim
ments
/assig
gnments/sellf-assessmen nt
checklistts/etc.
CG-5: (5 mins)
Derives and usees
formulae to ate Recall
calcula
areas off plane figure es, Learners reecalls that
and surfface areas an nd
Total/Laterral surface Area of a sphere = 4 π r2 Curved
volumes of solid
Surface Are ea of a hemisphhere = 2 π r2
Give the fformulae for surrface area of
Total Surfa
ace Area of hem misphere = 3 π r2
Sphere?
Now the fa acilitator takes some
s exampless to tell the total Give the fformulae for surrface area of
quantity o of substance tha at can be put into the sphere,, Hemisphe ere?
this total q
quantity is calledd the capacity or
o the volume off
the sphere e.
ps://www
w.youtube.com/live/xxxyS
3 1U8fAc0?si=u-YTKqgHwGq99tKKc
Volume of tthe Sphere = 4//3 π r
Able to Deduce
D the Volume of tthe hemispheree = 2/3 π r3
formula to find the
volume ofo sphere and itts
applicatiion to practical
problems. (25 mins) demonstratio
on by facilitatoor on
Expecteed skill board
development: OUERCE::htttps://www.youtube
e.co
Explain so
ome problems m/@@BYJUSClass910
33
 • Observational 4. Ahemisphericaltankismadeupofanironsheet1cmt
and identification
skill while hick.Iftheinnerradiusis1m,
identifying the thenfindthevolumeoftheironusedtomakethetank.
surfaces, edges
5. Adomeofabuildingisintheformofahemisphere.Fro
and vertices of 3-
Dshapes. minside,itwaswhite-washedat
• Numeracy and thecostof74989.60.Ifthecostofwhite-washingis
calculation skills
720persquaremetre,findtheinsidesurfaceareaofth
while calculating
surfacearea. edome, (ii) volumeoftheairinsidethedome.
• Procedural (10 mins) Inclass Exercise: Closure
thinking while
Now the facilitator takes some questions from
doingquestions.
• Developing the exercise and explains the concept more
connections clearly.
between LSA
andTSA 1. Findthevolumeofaspherewhosesurfaceareais15
• Visual and 4cm2.
spatialability 2. To the nearest tenth of a cubic centimeter,
give the volume of a sphere with surface area
1,000 square centimeters.

Summative assessment plan- only where relevant

1. Twenty-sevensolidironspheres,eachofradiusrandsurfaceareaSaremeltedtoform aspherewithsurfaceareaS¢.Findthe
(i) radiusr¢ofthenewsphere,(ii)ratioofSandS¢.
2. A capsule of medicine is in the shape of a sphere of diameter 3.5 mm. How much medicine(inmm3)isneededtofillthiscapsule?

Teachers’ reflections and experiences:

34
 Chapter Plan
P (Unit plan/
p lesson plan)Period
p pplan (40 mins class)
Class: 9th Subject: Mathematics
M Ch hapter: SURFACE AREA AND VOLUM MES
Totaal no. of perriods for thiss chapter:14
4 Period noo :13/14
Subttopic: Some e more Probllems of Volum me of Sphere
Learrning Teaching
g-Learning Process
P Pointters for formmative assesssment- Material
Outccomes & Thiss should incllude activities to facilita
ate this sshould inclu
ude strategiees that required
Indiccators/micro o- learrning along with
w broad time
t duratioon w
will be used
d to Check fo
for
competencies Understanding - e.g.,
questtions/worksh heets/experriments
/asssignments//self-assessmment
checkllists/etc.
Expected Learning (5 min
ns) Warm up Demonstration
D n by learners
Outcoome: The learners will
be abble to:
Deducce the formula to find recall
the volume of sphere and
a its Learnerrs recalls that
applicaation to practical Total/La
ateral surface Area
A of a sphere = 4 π r2 Curve
ed
2 1. Exxplain the fo
ormulae for Surface
Surfacee Area of a hemisphere = 2 π r
probleems. arrea and volum
me of the Sphere with
Total Su
urface Area of hemisphere
h = 3 π r2
exxplanation off the terms in the
Now th he facilitator takkes some examples to tell the total
t fo
ormula.
quantitty of substance e that can be put into the sphe ere,
Expected skill
this tottal quantity is ca
alled the capaciity or the volume of
devellopment:
• Observationall and
the sph here. 2. Give the relatiion between Volume
identification skill (25 min
ns) demonstra
ation by facilittator on off the cone and spheree when ps://yyoutu.be/_xpo8itq0
while identifyying board heeights of co
one and sphere are w?si==SJ-ZnfZGJIzmPtK1
the surfaces, edges
e saame?
and vertices of
o 3- Explain
n some problem
ms
Dshapes. 6. Ahemisphericcaltankismadeeupofanironsheeet1
• Numeracy andd cmthick.Ifthe
einnerradiusis1
1m,
calculation skkills
while calculatting
thenfindthevvolumeoftheiroonusedtomakeethe
URCE:::https://www.yout
35
 surfacearea. tank. e.com/@MathTeacherGo
n
• Procedural thinking
7. Findthevolumeofaspherewhosesurfaceareais1
while
doingquestions. 54cm2.
• Developing 8. Adomeofabuildingisintheformofahemisphere
connections .Frominside,itwaswhite-washedat thecostof
between LSA
andTSA Rs 4989.60.Ifthecostofwhite-washingis
• Visual and Rs.20persquaremeter,
spatialability (i) findthe insidesurfaceareaofthedome, (ii)
volumeoftheairinsidethedome.
(10 mins) In class Exercise: Closure
Now the facilitator takes some questions and explains
the concept more clearly.
1. A vessel in the form of a hemispherical bowl is full
of water. Its contents are emptied in a right circular
cylinder. The internal radii of the bowl and the
cylinder are 3.5 cm and 7 cm respectively. Find
the height to which the water will rise in the
cylinder.
2.Find the volume of a sphere whose surface area is 154
cm2.

Summative assessment plan- only where relevant

1. Twenty-seven solidironspheres,eachofradiusrandsurfaceareaSaremeltedtoform aspherewithsurfaceareaS¢.Findthe

(i) radiusr¢ofthenewsphere,(ii)ratioofSandS¢.
2. A capsule of medicine is in the shape of a sphere of diameter 3.5 mm. How much medicine(inmm3)isneededtofillthiscapsule?

Teachers’ reflections and experiences:

36
 Chapter Pla
an (Unit plan/ lesson pllan)Period p
plan (40 mins
s class)
ss: 9th
Clas Su
ubject: Mathhematics Chaptter: SURFA
ACE AREA AND VOLUMES
al no. of periods for this
Tota s chapter:14
4 Perio
od no :14 /14
Subttopic: Practicing Case b
based Questiions
Learrning Teachingg-Learning Process
P Pointers fo
or formative e Material
Outccomes & This should include activitiies to facilittate asse essment- this should in nclude required
Indic
cators/microo- learrning along with broad time duration strrategies thatt will be use
ed to
competencies Che eck for Undeerstanding - e.g.,
questions/works sheets/expe eriment
s/asssignments//self-assess sment
checkllists/etc.
C-5.2: Visualizes and (5 min
ns) Warm up Demonstration
D n ps://yyoutu.be/KXKyeA0P
usess mathematic cal Y?si=88i9VPK2DCsgmJtb0
thinking to discovver recall
form
mulae to calcuulate Learnerrs recalls that th
he formulae for Cone,
C Sphere and
a
surfface areas andd
volu
umes of solid
Hemisp
phere through th
he recall of all th
he formulae. Fiil up
p the blanks with suitable
e
obje
ects (cubes, formu ulae:
cubo oids, spheres
s, Now th he facilitator takkes some examples to tell the total
t URCE:::https://www.yout
hemmispheres, right quantitty of substance e that can be put into the sphe ere, ube.co
om/@mrmaisonet
circuular alled the capaciity or the volume of
this tottal quantity is ca
cylin
nders/cones, and the sph here.
theirr combination
ns

Able to:
Deducce the formula to
t
find th
he volume of sphere
and itss application to
practiccal problems.
(25 min
ns) demonstra
ation by facilittator on
ected skill
Expe board
deve
elopment: Explain
n some problem
ms by answering
g:
37
 • Observational
and identification 1. Calculate the volume of the hemispherical
skill while dome if the height of the dome is 21 m –
identifying the
a) 19404 cu. Mb) 2000 cu .m
surfaces, edges
and vertices of 3-
Dshapes. c) 15000 cu. m d) 19000 cu. m
• Numeracy and
calculation skills 2. The formula to find the Volume of Sphere is -
while calculating a) 2/3 πr3b) 4/3 πr3
surfacearea. c) 4 πr2 d) 2 πr2
• Procedural 3. The cloth require to cover the hemispherical
thinking while dome if the radius of its base is 14m is
doingquestions. a) 1222 sq.m b) 1232 sq.m
• Developing
connections c) 1200 sq.m d) 1400 sq.m
between LSA
andTSA 4. The total surface area of the combined figure
• Visual and i.e. hemispherical dome with radius 14m and
spatialability cuboidal shaped top with dimensions 8m 6m 4m
Analytical thinking and
is
problemsolving. a)1200 sq. m b) 1232 sq. m

c) 1392 sq.m d) 1932 sq. m

5. The volume of the cuboidal shaped top is with

dimensions mentioned in question 4
a) 182.45 m3b) 282.45 m3c) 292 m3

Activity:(10 minutes)

To make the learning process more interesting creative

and innovative teacher brings clay in the classroom, to
teach the topic. Surface Areas and Volumes. With clay,
forms a cylinder of radius 4 cm and height 18 cm. Then,
she molds the cylinder into a sphere and ask some
38
 question
n to students.

(i) The radius off the sphere so formed is

(a) 4 cm (b) 6 cm
c (c) 7 cm (d d) 8 cm

(ii) The volume of the sphere so formed is

3 3
(a) 905.14 cm (b) 903.27 cm
3 3
(c) 1296.5 cm (d) 1156.63 cm m
(iii) Find the ratiio of the volumee of sphere to th
he
vvolume of cylind der.
(a) 2 : 1 (b) 1 : 2 (c) 1 : 1 (d d) 3 : 1
(iv) Total surfac ce area of the cyylinder is
2 2
(a) 553.14 cm (b) 751.52 cm m
2 2
(c) 625 cm (d) 785.38 cm
Sum
mmative asse
essment pla
an- only whe
ere relevant
1. Find the diameter of ea
ach sphere if fiffteen identical spheres
s are ma
ade by melting a solid cylinder of radius 10 ccm and height 5.4
5 cm.

Teacchers’ reflecctions and experiences:

1. Did I cle
early communiccate the lesson objectives to o the students??
2. Did I usee effective insttructional strattegies to engag
ge students in the lesson?
3. How can n I improve thee variety and effectiveness
e o my teaching methods to ca
of ater to different learning style
es and needs?
?
4. How we ell did I manage e the classroom during the le esson?
5. Did the students active ely participate and show inte erest in the lesson?
39
WORK SHEET:1 on SURFACE AREAS & VOLUMES

40
41
 WORKSHEET. 2
SURFACE AREAS AND VOLUMES
1. Find the volume of a sphere whose radius is:
(i) 2 cm

(ii) 3.5 cm

(iii) 10.5 cm
2. Find the volume of a sphere whose diameter is:

(i) 14 cm

(ii) 3.5 dm

(iii) 2.1 m
3. A hemispherical tank has inner radius of 2.8 m. Find its capacity in litres.
4. A hemispherical bowl is made of steel 0.25 cm thick. The inside radius of the bowl is 5 cm. find the volume of steel used in making the bowl.
5. How many bullets can be made out of a cube of lead, whose edge measures 22 cm, each bullet being 2 cm in diameter?
6. A shopkeeper has one laddoo of radius 5 cm. With the same material, how many laddoos of radius 2.5 cm can be made.
7. A spherical ball of lead 3 cm in diameter is melted and recast into three spherical balls. If the diameters of two balls be 3232 cm and 2 cm, find the diameter of the third ball.
8. A sphere of radius 5 cm is immersed in water filled in a cylinder, the level of water rises 5353 cm. Find the radius of the cylinder.
9. If the radius of a sphere is doubled, what is the ratio of the volume of the first sphere to that of the second sphere?
10. A cone and a hemisphere have equal bases and equal volumes. Find the ratio of their heights.

42
 WORKSHEET. 3
SURFACE AREAS AND VOLUMES
1. A vessel in the form of a hemispherical bowl is full of water. Its contents are emptied in a right circular cylinder. The internal radii of the bowl and the cylinder are 3.5 cm and 7
cm respectively. Find the height to which the water will rise in the cylinder.
2. A cylinder whose height is two thirds of its diameter, has the same volume as a sphere of radius 4 cm. Calculate the radius of the base of the cylinder.
3. A vessel in the form of a hemispherical bowl is full of water. The contents are emptied into a cylinder. The internal radii of the bowl and cylinder are respectively 6 cm and 4
cm. Find the height of water in the cylinder.
4. A cylindrical tub of radius 16 cm contains water to a depth of 30 cm. A spherical iron ball is dropped into the tub and thus level of water is raised by 9 cm. What is the radius of
the ball?
5. A cylinder of radius 12 cm contains water to a depth of 20 cm. A spherical iron ball is dropped into the cylinder and thus the level of water is raised by 6.75 cm. Find the radius
of the ball. (Use π =22/7π =22/7.
6. The diameter of a coper sphere is 18 cm. The sphere is melted and is drawn into a long wire of uniform circular cross-section. If the length of the wire is 108 m, find its
diameter.
7. A cylindrical jar of radius 6 cm contains oil. Iron spheres each of radius 1.5 cm are immersed in the oil. How many spheres are necessary to raise the level of the oil by two
centimetres?
8. A measuring jar of internal diameter 10 cm is partially filled with water. Four equal spherical balls of diameter 2 cm each are dropped in it and they sink down in water
completely. What will be the change in the level of water in the jar?
9. The diameter of a sphere is 6 cm. It is melted and drawn into a wire of diameter 0.2 cm. Find the length of the wire.
10. The radius of the internal and external surfaces of a hollow spherical shell are 3 cm and 5cm respectively. If it is melted and recast into a solid cylinder of height 223 223 cm.
Find the diameter of the cylinder.

43
 CHAPTER: 12

STATISTICS 9
Chapter Plan (Unit plan/ lesson plan)
PERIODWISE LESSON PLANS
Class http://epathshala.nic.in/
QR/?id=0962CH14

Chapter Plan ( Unit Plan / Lesson Plans )

The following Curricular Goals (C.G.) & Competencies (C) will be developed through teaching of this chapter.

Curricular Aims:

C.A. 1: Basic Numeracy; C.A. 2: Mathematical Thinking.; C.A. 3: Problem Solving. C.A. 4: Mathematical Intuition C.A.5: Joy, curiosity, and wonder:

Competencies (C)
Curricular Goals (C.G.)

C. G. - 8 Builds skills such as visualisation, optimisation,

representation, and mathematical modelling along with their
C - 6.1 Applies measures of central tendencies such as mean, median, and mode
C.G. - 11 Explores connections of Mathematics with other C - 8.1 Models daily-life phenomena and uses representations such as graphs, tables, and equations to draw
subjects. application in daily life. conclusions
C - 11.1 Applies mathematical knowledge and tools to analyze problems/ situations in multiple subjects across
C.G. - 11 Explores connections of Mathematics with other Science, Social Science, Visual Arts, Music, Vocational Education, and Sports.
subjects

1
 .

MIND MAP:

LP:1 INTRODUCTION

LP:2 BAR GRAPHS LP:3 HISTOGRAM

STATISTICS
9 CLASS ~ CHAPTER.12

LP:4 FREQUENCY POLYGON LP:5 FREQUNCY POLYGONS

USING HISTOGRAMS

Also discuss
Contextual Problems based on
STATISTICS related to day-to-day
situations.

2
LP No: TEACHING TOPIC LEARNING OUTCOMES
1. Analyses data by graphically representing it as bar graph, histogram (with equal and varying width and

1 LP.1 – Introduction of Statistical Graphs length), and frequency polygon.

2. Analyses data by representing it in a tabular form (grouped or ungrouped).
1. Analyses data by graphically representing it as bar graph, histogram (with equal and varying width and
length), and frequency polygon.
2 LP.2 – Bar Graphs
2. Constructs bar graph from ungrouped tabulated (qualitative) data.
3. Retrieves data-values (ungrouped and grouped) with a given frequency from a given frequency table.
1. Analyses data by graphically representing it as bar graph, histogram (with equal and varying width and
length), and frequency polygon.
2. Constructs histogram for grouped data with equal class size and with varying class-size.
3 LP.3 - Histogram
3. Recognizes that any grouped data can be represented through a histogram and a frequency polygon.
4. Retrieves data-values (ungrouped and grouped) with a given frequency from a given frequency table.
5. Students will be able to create, compare, and interpret histograms
1. Analyses data by graphically representing it as bar graph, histogram (with equal and varying width and
length), and frequency polygon.
2. Constructs histogram for grouped data with equal class-size.
4 LP.4 – Frequency Polygon using Histograms
3. Constructs histogram for grouped data with varying class-size.
4. Recognizes that any grouped data can be represented through a histogram and a frequency polygon.
5. Constructs frequency polygon for grouped data through the mid values of histograms.
1. Analyses data by graphically representing it as bar graph, histogram (with equal and varying width and
length), and frequency polygon.

5 LP.5 – Frequency Polygons 2. Analyses data by representing it in a tabular form (grouped or ungrouped)
3. Constructs frequency polygon for grouped data through the mid values of histograms.
4. Retrieves data-values (ungrouped and grouped) with a given frequency from a given frequency table.

3
 Chapter Plan (Unit plan/ lesson plan) Period plan (40 Minutes)

Class: 09 Subject: Mathematics Chapter: 12. STATISTICS

Total no. of periods for this chapter: 05 Period No: 01 / 05 Subtopic: Introduction of Statistical Graphs

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: (35 minutes)

Curricular Teacher asks the following questions and testing of

Competencies: previous knowledge (Individual work followed by pair

sharing and whole grouping sharing).
C - 6.1 Applies measures of
The students ask for retrieval the previous knowledge
central tendencies such as
by the following activities.
mean, median, and mode
C - 8.1 Models daily-life
phenomena and uses
Activity 1: Statistical
representations such as
The student asks to observe the figure and give answers Graphs in
graphs, tables, and equations
1. How many cars were produced in the daily life
for the following questions:
to draw conclusions situations.
month of July?
C - 11.1Applies mathematical
2. In which month were maximum number of
knowledge and tools to
cars produced?
analyze problems/ situations
in multiple subjects across
Science, Social Science,

4
Visual Arts, Music, Vocational 1. What is the information given by the bar
Education, and Sports. graph?
2. In which year is the increase in the number
of students maximum?
3. In which year is the number of students
LEARNING OUTCOMES:
maximum?
1. Analyses data by Activity 2: 4. State whether true or false:
graphically representing it The student asks to observe the figure and give answers ‘The number of students during 2005-06 is
as bar graph, histogram for the following questions: twice that of 2003-04.’
Understandin
(with equal and varying g Statistical
width and length), and Graphs
frequency polygon.
2. Analyses data by 1. What is the information given by the double
representing it in a tabular bar graph?
form (grouped or 2. In which subject has the performance
ungrouped). improved the most?
3. In which subject has the performance
deteriorated?

Activity 3: 4. In which subject is the performance at par?

1. Give one daily life situation for

5
 Pictograph which you observed in your
life.
2. Give one daily life situation for Bar
graph which you observed in your life.
3. Give one daily life situation for Double
bar graphs.

The student has to retrieval the knowledge of various

graphs which are we observe in daily life situations.
1. Pictograph: Pictorial representation of data using
symbols.
2. Bar graph: A display of information using bars of
uniform width, their heights being proportional to
the respective values.
3. Double Bar Graph: A bar graph showing two sets
of data simultaneously. It is useful for the
comparison of the data.

ASSIGNMENT: ( 5 minutes )
Study the double bar graph and answer the questions that
follow:

6
 (a) What information does the double bar graph
represent?
(b) Find the total number of boys in all sections of Class
VII.
(c) In which sections, the number of girls is greater than
the number of boys?

Summative Assessment Plan

(Only… where relevant)
Study the double bar graph given below and answer the questions that follow:

7
 (a) What information is compared in the above given double bar graph?
(b) Calculate the ratio of minimum temperatures in the year 2008 to the year 2009 for the month of November.
(c) For how many months was the minimum temperature in the year 2008 greater than that of year 2009? Name those months.
(d) Find the average minimum temperature for the year 2008 for the four months.
(e) In which month is the variation in the two temperatures maximum?

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?

8
 Chapter Plan (Unit plan/ lesson plan) Period plan (40 Minutes)

Class: 09 Subject: Mathematics Chapter: 12. STATISTICS

Total no. of periods for this chapter: 05 Period No: 02 / 05
Subtopic: Drawing of Bar Graphs
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material Required
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions /
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 Activity: (10 minutes)
mean, median, and mode Teacher has to recollect the information by asking
C - 8.1 Models daily-life questions for recall that a bar graph is a pictorial
phenomena and uses representation of data in which usually bars of uniform
representations such as width are drawn with equal spacing between them on one Statistical Graphs in
graphs, tables, and equations axis (say, the X-axis), depicting the variable. The values of daily life situations.
to draw conclusions the variable are shown on the other axis (say, the Y-axis)
C - 11.1Applies mathematical and the heights of the bars depend on the values of the
knowledge and tools to variable.
analyze problems/ situations
in multiple subjects across
Science, Social Science,

9
Visual Arts, Music, Vocational
1. What are items involved in the bar
Education, and Sports.
graph.?
2. What we call the line of Ice cream flavor
shown in the figure?
LEARNING OUTCOMES: 3. What we call the line of frequency
shown in the figure?
1. Analyses data by
4. Is common interval shown for denoting
graphically representing it
frequency on Y-axis or not?
as bar graph, histogram
5. Each bar shows for what?
(with equal and varying
6. How many children likes chocolate?
width and length), and
7. Which item less likely shows in the
frequency polygon.
graph. All about Bar Graphs
2. Constructs bar graph
from ungrouped tabulated
(qualitative) data.
3. Retrieves data-values
(ungrouped and grouped) [Teacher play all videos and explain the concept and asks

with a given frequency the students to write their observations]

from a given frequency

table. All videos in the
following from tic tac
1. What do you observe for drawing the
learn English
Bar graph? YouTube
Demonstration: (25 minutes) 2. How much budget expenditure amount
A family with a monthly income of 20,000 had planned the allotted for Grocery?
following expenditures per month under various heads: 3. Which item is allotted highest
expenditure?
10
 4. How much amount is allotted for
entertainment?
5. For what heading is used for X-axis and
Y- axis?
6. Is total income equal to expenditure?

Bar Graph

Draw a bar graph for the data above.

By giving instructions students will draw the Bar graph:

Bar graph 2

ASSIGNMENT: ( 5 minutes ) 1. What are the items are given for

The table below shows the favourite colour of 200 kids drawing Bar Graph?
in a class.
2. Mention the items for X-axis and Y-
Favourite
Red Green Blue Yellow Orange
Colours axis?
11
 Number of 3. What is the scale for drawing for bars?
students
45 17 50 48 40 Bar graph 3
4. Do you use colors for each bar?
(1) Using the information provided, create a bar graph.
(2) Which colour is the most preferred and which colour is
the least preferred?
(3) How many kids chose red as their favorite color?

Bar graph4

Summative Assessment Plan

1. Draw a bar graph using the information in the table below.

A B C D E F
200 300 225 350 275 325
(i) Which of the letters A, B, C, D, E, and F has the highest value?

(ii) Which of the following is greater: A + D or B + E?

Teachers’ reflections and experiences:

12
 Chapter Plan (Unit plan/ lesson plan) Period plan (40 Minutes)

Class: 09 Subject: Mathematics Chapter: 12. STATISTICS

Total no. of periods for this chapter: 05 Period No: 03 / 05 Subtopic: Construction of Histogram
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material Required
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions /
Competencies along with broad time duration worksheets / experiments / assignments / self-
assessment checklists/etc.

Introduction: (35 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 activities.
C - 8.1 Models daily-life
phenomena and uses
representations such as 1. Observe the Histogram and answer the questions Statistical Graphs in
graphs, tables, and equations given below. 1. What information is being given by the daily life situations.
to draw conclusions histogram?
2. Which group contains maximum girls?
C - 11.1Applies mathematical 3. How many girls have a height of 145 cms
knowledge and tools to and more?
4. If we divide the girls into the following three
analyze problems/ situations categories, how many would there be in
in multiple subjects across each?
- 150 cm and more – Group A
Science, Social Science, - 140 cm to less than 150 cm - Group B
Visual Arts, Music, Vocational - Less than 140 cm — Group C

13
Education, and Sports.

LEARNING OUTCOMES:
BYJU'S construction of
1. Analyses data by histogram

graphically representing it
as bar graph, histogram
(with equal and varying
width and length), and
frequency polygon.
2. Constructs histogram for
grouped data with equal
class-size.
Demonstration: (25 minutes)
3. Constructs histogram for
grouped data with varying
Activity 1:
class-size.
Teacher will give suggestions for drawing Histogram of the
4. Recognizes that any
following problem when students drawing Histogram.
grouped data can be
1. Identify the ranges of weights are
represented through a
given.
histogram and a
2. How many students are there?
frequency polygon.
3. What is the scale for number of
5. Students will be able to
students? Histogram of Uniform and
create, compare, and
Varying Widths
interpret histograms

14
 https://www.youtube.co
m/watch?v=ll-1OQM4nAA

Student represent the weights on the horizontal axis on a

suitable scale.
Students can choose the scale as 1 cm = 5 kg. Also,
Student represent the number of students (frequency) on
the vertical axis on a suitable scale. Since the maximum
frequency is 15, we need to choose the scale to
accommodate this maximum frequency.
Students ask to draw rectangles (or rectangular bars) of
width equal to the class-size and lengths according to the
frequencies of the corresponding class intervals.
ASSIGNMENT: (5 minutes)
Identify whether the following statements are True or
False:
A. Histograms represent a continuous form of data.

15
 B. Bars are made with no gaps in between them to
show the continuity of the data.
C. The height of the bars represents the frequency of
the data point, whereas the width represents the
length of the class or interval.
D. It is required that the calibrations on axes should
begin with zero keeping equal intervals.
Sometimes, we use a kink or a zig-zag line to show
a break in the axes.
E. If the chosen class intervals are uniform, then the
area of bars directly varies according to the
frequency of the class interval.

Summative Assessment Plan

Question: The following table gives the lifetime of 400 neon lamps. Draw the histogram for the below data.
Lifetime
Number of lamps
(in hours)
300 – 400 14
400 – 500 56
500 – 600 60
600 – 700 86
700 – 800 74
800 – 900 62
900 – 1000 48

16
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?

17
 Chapter Plan (Unit plan/ lesson plan) Period plan (40 Minutes)

Class: 09 Subject: Mathematics Chapter: 12. STATISTICS

Total no. of periods for this chapter: 05 Period No: 04 / 05
Subtopic: Frequency Polygon through Histograms.
Pointers for formative Assessment
Learning Outcomes & Teaching-Learning Process This should include strategies that will be used Material Required
Indicators / Micro- This should include activities to facilitate learning to Check for Understanding - e.g., questions /
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
Statistical Graphs
C - 6.1 Applies measures of sharing and whole grouping sharing). in daily life
central tendencies such as Activity: (10 minutes) situations.
mean, median, and mode 1. What's the purpose of a histogram?
C - 8.1 Models daily-life 2. What is the shape of the histogram?
phenomena and uses 3. Is the width of the rectangles of histogram equal?
representations such as 4. Where do we use histogram in real life?
graphs, tables, and equations 5. Which one of the following is not the graphical
to draw conclusions representation of statistical data:
C - 11.1Applies mathematical (a) Bar graph
knowledge and tools to (b) Histogram
analyze problems/ situations (c) Frequency polygon
in multiple subjects across (d) Cumulative frequency distribution How to Draw a
Frequency Polygon
Science, Social Science, 5. In a histogram the area of each rectangle is proportional BYJU'S
Visual Arts, Music, Vocational to:

18
Education, and Sports. (a) the class mark of the corresponding class interval
(b) the class size of the corresponding class interval
(c) frequency of the corresponding class interval
(d) cumulative frequency of the corresponding class
LEARNING OUTCOMES:
interval
1. Analyses databy Demonstration: (25 minutes)
graphically representing it as Teacher will demonstrate the drawing of frequency
bar graph, histogram (with polygon through Histogram by the following steps:
equal and varying width and
To draw frequency polygons, first we need to draw
length), and frequency
histogram and then follow the below steps: Frequency Polygon |
polygon. Part 1/3 | English |
2. Constructs histogram for • Step 1- Choose the class interval and mark the Class 9
values on the horizontal axes TicTacLearn English
grouped data with equal
• Step 2- Mark the mid value of each interval on the
class-size. horizontal axes.
3. Constructs histogram for • Step 3- Mark the frequency of the class on the
vertical axes.
grouped data with varying
• Step 4- Corresponding to the frequency of each
class-size. class interval, mark a point at the height in the
4. Recognizes that any middle of the class interval
• Step 5- Connect these points using the line
grouped data can be
segment.
represented through a • Step 6- The obtained representation is a frequency
histogram and a frequency polygon.
Activity: 1. How many are the children? Examples
polygon.
2. Identify the age groups?
5. Constructs frequency In a batch of 400 students, the height of students is given
3. How many rectangles are to draw?
polygon for grouped data in the following table. Represent it through a frequency
4. What is the mid value of 140 – 150?
through the mid values of polygon.
Height Number of 5. Draw the histogram for the given
histograms.
( in cm ) Students problem?

19
 140 -150 74 6. Point the mid value of the first rectangle
150 - 160 163 of the histogram.
160 - 170 135
7. Join the all midpoints which marked on
170 - 180 28
top of the rectangles.
Total 400
Examples
Construct the histogram and draw frequency polygon:

Describe about frequency polygon in your own

words?

1. What are the class intervals are given?

2. How many rectangles of Histogram can
ASSIGNMENT: (5 minutes) we draw?
Draw the histogram and the Frequency polygon in the 3. What is class interval of the highest
same figure for the following distribution: rectangle?
class
0-30 30-60 60-90 90-120 120-150 Total
Interval
Freque
7 4 5 10 6 32
ncy

20
 Summative Assessment Plan
1. Draw histogram for the following and draw frequency polygon

Class Interval 15 45 75 105 135 Total

Frequency 7 4 5 10 6 32

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?

21
Chapter Plan (Unit plan/ lesson plan) Period plan (40 Minutes)

Class: 09 Subject: Mathematics Chapter: 12. STATISTICS

Total no. of periods for this chapter: 05 Period No: 05 / 05
Subtopic: Drawing of Frequency Polygon
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 Statistical
C - 6.1 Applies measures of sharing and whole grouping sharing). Graphs in
central tendencies such as 1. How can you obtain frequency polygon through daily life
situations.
mean, median, and mode Histogram?
C - 8.1 Models daily-life 2. Can you draw a frequency polygon without
phenomena and uses histogram?
representations such as 3. Do you know how can you draw a frequency
graphs, tables, and equations polygon?
to draw conclusions 4. How can you obtain frequency polygon through
C - 11.1Applies mathematical Histogram?
knowledge and tools to 5. What are the mid values/class marks for the
analyze problems/ situations classes:
in multiple subjects across 10 – 20; 20 – 30; 30 – 40;
Science, Social Science,
Visual Arts, Music, Vocational Demonstration: (25 minutes)

22
Education, and Sports. Teacher will demonstrate the drawing of frequency
polygon without Histogram by the following steps:
The steps required to construct a frequency polygon
in the case of continuous series without the help of a What Is And
histogram are How To
LEARNING OUTCOMES: Construct
1. Take the midpoints of the X-axis for class intervals and Make Draw A
1. Analyses data by the Y-axis for frequency. 1. What are the class intervals? Frequency
graphically representing it as 2. How many are the class intervals? Polygon In
2. Plot the different frequencies, joining the points with a
Statistics -
bar graph, histogram (with straight line. 3. What are the class marks for given How To Find
equal and varying width and class intervals? Class
Activity: Midpoint
length), and frequency 4. Fill up the table with class marks for Whats Up
In a city, the weekly observations made in a study on the
polygon. the class intervals. Dude
cost-of-living index are given in the following table:
2. Analyses data by Cost of
Cost of Number Class marks
representing it in a Number of weeks living
living Index of weeks (Mid values)
Index
tabular form (grouped or 140 - 150 5 140 - 150 5 …
ungrouped) 150 - 160 10 150 - 160 10 …
3. Constructs frequency 160 - 170 20 160 - 170 20 …
polygon for grouped data 170 - 180 9 170 - 180 9 …
180 - 190 6 180 - 190 6 …
through the mid values
190 - 200 2 190 - 200 2 …
of histograms.
52 52
4. Retrieves data-values
(ungrouped and
grouped) with a given
frequency from a given
frequency table. Draw the frequency polygon without drawing Histogram:

23
 ASSIGNMENT: ( 5 minutes )
Draw the Frequency polygon without using Histogram:

class
0-30 30-60 60-90 90-120 120-150 Total
Interval
Freque
7 4 5 10 6 32
ncy
Summative Assessment Plan
1. Draw frequency polygon without constructing Histogram:

Class Interval 15 45 75 105 135 Total

Frequency 7 4 5 10 6 32

24
 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?

• Teachers utilize remaining periods for explaining exercise problems activities and for extended learning as per availability

For more practice and for extended learning

NCERT Exemplar

25
 WORKSHEET ON STATISTICS
1. The below histogram shows the weekly wages of workers at a construction site:

Answer the following questions:

(i) How many workers get wages of ₹ 60-70?

(ii) Construct a frequency distribution table.

(iii) What is the cumulative frequency for the class 50-60?

(iv) What is highest frequency?

2. Examine the graph below carefully and answer the following questions. The graph depicts the results of a school’s students.

26
 Answer the following questions:

(a) Which year has the smallest difference between the

number of kids who passed and those who failed?

(b) In the last five years, what was the average number of
kids who failed in school?

(c) How many times have the same number of kids failed?

3. The frequency polygon of a frequency distribution is shown below. Observe and answer the questions.

Answer the following questions:

(i) What is the frequency of the class interval whose class

mark is 15?

(ii) What is the class interval whose class mark is 45?

(iii) what is the highest frequency?

27
5. The frequency polygon of a frequency distribution is shown below. Observe and answer the questions.

Answer the following questions:

(i) Find the class interval whose frequency is 25.

(ii) How many labourers have a weekly income of at least

Rs 500 but not more than Rs 700?

(iii) How many members available for weekly income Rs

400.

REMEDIAL INSTRUCTION FOR THE CHAPTER STATISTICS

If necessary remedial reteaching the following concepts:

1. Introduction of Statistical Graphs
2. Construction of Bar Graphs
3. Constructions of Histogram
4. Frequency Polygon using Histogram
5. Frequency Polygons without using Histogram

28