TEACHING PLAN-1

I . General Information :-

Teacher : Miss Vandana Verma Date - 4/04/2019 -15/4/2019

School :- BRIGHT START INTERNATIONAL ACADEMY Class :- IX

Subject :- Mathematics Sub –Subject:- Arithmetic Topic :- Number System

General objectives - At the end of the lesson , the learners will be able to :

Domain Learning objectives Learning outcome Learning

Indicators
Remembering (i) able to define the different types of numbers. The learner will able to
figure out Identify the
 Arithmetic numbers
properties of between
rational and real rational or
numbers . irrational .select
 Locate an and put in that
irrational number given space .
on the number
line . (INDIVIDUAL
 Write the decimal ACTIVITY )
expansion of a
number
 Express a number
(ii) Enlist the numbers . 𝑝
in the form
𝑞
(iii) definitions and properties of these numbers
 Visualization
Understanding
 Rationalize the
Applying (iv ) able to classify the numbers as rational or
denominator .
irrational .
 Apply the laws of
Analyzing v.) able to identify the rational and irrational exponent .
number between two numbers .
Evaluating Vi ) able to simplify the given expressions
Creating vii) able to apply the laws of exponents to real
numbers.

III Pre requisites : Different types of numbers and their properties under four operations.

IV Introduction – Que1- What is integers ?

Que2 What is the difference between fraction and rational number ?
Que-3 What are rational numbers ? What is the condition for denominator ?
 TOPIC RELATED –
 Arithmetic properties of rational and real numbers .
 Locate an irrational number on the number line .
 Write the decimal expansion of a number
𝑝
 Express a number in the 𝑞 form
 Visualization
 Rationalize the denominator & Apply the laws of exponent .

Ncert exercises - ex- 1.1 ,1.2 ,1.3,1.4,1.5 and 1.6

V.Learning strategies - To meet the objective of this lesson , We have chosen this strategy :-

Analysis method , Inductive method ,demonstration method etc

VI .Home assignment –practice questions

VII. Worksheet - (i) Find a rational number between -2 and 3 .

(ii) Visualize 2.3568

𝟏 𝟏
(iii) Rationalize the denominator – (a) 𝟑−√𝟐
( b) √𝟖−√𝟓

(iv) Express in the rational number (a) 1.6565 (b ) 1.3 (c) 0.3
𝟏 𝟑
(v) Express in the decimal form – ( a) 𝟓
(b) 𝟕

(vi) simplify - 25 X 27

√𝟓−√𝟑
(vii) find the values of a and b - = 𝒂 + 𝒃√𝟑
√𝟐−√𝟑

Similar type of question will be given for practice at home.

 TEACHING PLAN-2

I . General Information :-

Teacher : Miss Vandana Verma Date - 15/04/2019 -30/4/2019

School :- BRIGHT START INTERNATIONAL ACADEMY Class :- IX

Subject :- Mathematics Sub –Subject:- Algebra Topic :- Polynomial

General objectives - At the end of the lesson , the learners will be able to :

Domain Learning objectives Learning outcome Learning Indicators

Remembering (i) able to define the different types of The learner will able to (INDIVIDUAL ACTIVITY )
polynomials like monomial ,binomial figure out
and trinomial .  Different types of Able to create the
polynomials. geometrical
(ii) Enlist the polynomials in the
ascending power of x and can define  Polynomial in one representation of
and two variables. identities
the name of the terms based on
degree .  Zeroes of Like –
polynomial
(iii) able to understand operations on  Remainder (a+b) 2= a2 + b2+ 2ab
Understanding polynomials and able to find the zeroes theorem (a-b) 2= a2 + b2- 2ab
of the polynomial .  Factorization of a2 - b2 =(a+b) (a-b)
polynomials (a+b+c) 2 = a2+ b2+ c2+
Applying (iv ) able to classify the properties on
 Algebraic identities 2ab +2bc + 2ca
polynomials and used it in the different
identities .
Analyzing v.) able to calculate the quotient and
remainder of the polynomial using
factor theorem and remainder
theorem .
Evaluating Vi ) able to evaluate the difference
where we need to apply the factor
theorem and where we need to use
the remainder theorem.
Creating vii) able to create a polynomial having
factor .

III Pre requisites : Different types of polynomials and their properties under four operations.

IV Introduction – Que1- What is degree ?

Que2 What is the difference between algebraic expression and polynomial ?
Que-3 what is the shape of a polynomial ?
Topics -
 Different types of polynomials.
 Polynomial in one and two variables.
 Zeroes of polynomial
 Remainder theorem
 Factorization of polynomials
 Algebraic identities
Ncert exercises - ex- 2.1 ,2.2 ,2.3,2.4,2.5and extra questions .

V.Learning strategies - To meet the objective of this lesson , We have chosen this strategy :-

Analysis method , Inductive method ,demonstration method etc

VI .Home assignment –practice questions

VIII . FOCUSED QUESTION - Represent it on the paper geometrically . (I) (x+2y+3z)

 Teaching plan -3

. 1.General information :-
Teacher : Date:1/05/2019-15/05/2019
School :- BRIGHT START INTERNATIONAL ACADEMY Class:-IX
Subject :-Mathematics Sub-Subject- Geometry Topic:- Co-ordinate geometry
General objectives: At the end of the lesson , the learners will be able to-
Domain Learning objectives Learning outcomes Learning indicators
Remembering *In the Cartesian plane,the *The plane is called the GROUP ACTIVITY:
horizontal line is called the Cartesian,or coordinate plane TO find the coordinates
x- axis and the vertical line and the lines are called the using below picture:
is called the y- axis. coordinate axis.
*The co-ordinate axis is *The horizontal line is called
divide the plane into four the x-axis ,and the vertical line
parts called Quadrants. is called the y-axis.
Understanding *Abcissa or the x-co- *The point of intersection of
ordinate of a point is its the axis is called the origin.
distance from the y-axis *The co-ordinate of the origin
and the ordinate or the y- are (0,0).
coordinate is its diatance *If x≠y,then (x,y)≠(y,x) and
from the x-axis. (x,y)=(y,x),if x=y.
* (x,y) are called the
coordinates of the point
whose abscissa is x and
ordinate is y.
Applying *Coordinate of a point on
the x-axis are of the
form(x,0) and that of the
point on the y-axis is of the
form (0,y)
Analyzing *The coordinate of the
origin are (0,0).
* In stating the coordinates
of a point in the coordinate
plane ,the x-coordinate
comes first ,and then the y-
coordinate.
Evaluating *The coordinates of the
origin are (0,0)
*Sign of the coordinate of
a point in the first
quadrant are (+,+)in the
second quadrant(-,+),in the
third quadrant (-,-) and in
the fourth quadrant (+,-)
Creating *Plot the graph using
different coordinates .
B *Pre requisties: Plotting of coordinates in Cartesian plane.
*Introduction: Q1.The horizontal line is known as…..
Q2.The vertical line is known as…….
Q3.what is Cartesian plane?
Q4.Draw a graph using Cartesian plane.
*Topic related: Cartesian system,Plooting a point in the plane if its coordinates are given.
*Ncert excercises: Ex.3.1,Ex.3.2,Ex.3.3
*Learning strategies: To meet the objective of this lesson ,we have chosen this strategy,
Inductive method , Graphical method.
*Home assignment:To revise the ncert questions.
*worksheet:Q1.In which quadrant or on which axis each of the following points lie?(-3,5),(4,-1),(2,0),(2,2),(-3,6).
Q2.Plot the following points and check wheather they are collinear or not:
(a) (1,3),(-1,-1),(-2,-3) (b) (1,1),(2,-3),(-1,-2) (c) (0,0),(2,2),5,5).
 Teaching plan -4
. 1.General information :-
Teacher : Date:16/05/2019-28/05/2019
School :- BRIGHT START INTERNATIONAL ACADEMY Class:-IX
Subject :-Mathematics Sub-Subject- Mensuration Topic:- Heron’s formula
General objectives: At the end of the lesson , the learners will be able to-
Domain Learning objectives Learning outcomes Learning indicators
Rememberin *Triangle with base b *Perimeter is equal to sum of INDIVIDUAL ACTIVITY:
g and altitude h is all three sides. TO find the area of triangle using
1 * semi perimeter is equal to Heron’s formula:
Area=2(b× h)
*Equilateral triangle half of the perimeter.
√3 *Area will be same uusing
with sides a,area= × different formulas.
4
𝑎2 *Area of a quadrilateral whose
Understandin *The formula given by sides and one diagonal are
g Heron about the area given,can be calculatyed by
of a triangle,is also dividing the quadrilateral into
known as Heron’s two triangles and using the
formula.It is stated as Heron’s formula.
Area of a triangle= .
√𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
Where a,b,c are the
sides of the triangle
,s=semi-perimeter i.e.
half the perimeter of
the triangle=
𝑎+𝑏+𝑐
2
.
Applying *To apply the Heron,s
formula using different
types of a triangle.
Analyzing *To analyze the area is
sama using different
results of are of a
triangle

Evaluating *To evaluate the value

of area of a triangle is
always positive.
Creating *To find the area of
triangle .
*To cut the shape of
triangleby using craft
paper of different sides
*Pre requisties: Knowledge of triangle and find the area of different types of triangles.
*Introduction: Q1.What is triangle?
Q2.Sum of all sides of a triangle is known as……
Q3.Define semi-perimeter.
Q4.Explan Heron’s formula and find the area of a triangle.
*Topic related: Area of a triangle-by Heron’s formula,Application of Heron’s formula in finding areas of Quadrilaterals.
*Ncert excercises: Ex.12.1,Ex.12.2.
*Learning strategies: To meet the objective of this lesson ,we have chosen this strategy,
Inductive method ,Demostrative method.
*Home assignment:To revise the ncert questions.
 *worksheet:Q1.Find the area of a triangular gardenwhose sides are 40m,90m,and 70m.
Q2.The diagonals of a rhombus are 24m and 10m. Find its area and perimeter.
Q3.Find the area of a triangle two sides of which are 8cm and 11cm and the perimeter is 32cm.
Q4.The perimeter of a triangular ground is 420m and its sides are in the ratio 6:7:8 .Find the area of the
Triangular ground.

Q
 Teaching plan -5
. 1.General information :-
Teacher : Date:02/07/2019-15/07/2019
School :- BRIGHT START INTERNATIONAL ACADEMY Class:-IX
Subject :-Mathematics Sub-Subject-Algebra Topic:-Linear equations in two variables
General objectives: At the end of the lesson , the learners will be able to-
Domain Learning objectives Learning outcomes Learning indicators
Remembering *Consider the following equation: *The solution of linear INDIVIDUAL ACTIVITY:
2x + 5 =0 .Its solution i.e. the root of equation is not affected *Draw the graph of
−5 when – each of the following
the equation is . thus can be
2
represented on the number line. (1) The same number is linear equation in two
added (or subtracted from ) variables :
Understanding *Able to define , an equation of the
both the sides of the (1) y = 3 x
form ax + by + c = 0 , where a , b , c
equation. (2) x + y = 4
are real numbers such that a & b are
(2) You multiply or divide
not both zero , is called a linear
both the sides of the
equation in two variables.
equation by the same non –
*A linear equation in two variables
zero number.
has infinitely many solutions.
* A linear equation in two
*The graph of every linear equation in
variables has infinitely many
two variables is a straight line.
solutions.
Applying *Able to apply , x=0 is the equation of
* ax + by + c = 0 is called a
the y-axis & y=0 is the equation of the
linear equation is that its
x – axis.
geometrical representation is
* An equation of the type y = mx
a straight line.
represent a line passing through the
* An equation of the type
origin.
y = m x represents a line
Analyzing *Able to analyze the graph of x = a is a passing through the origin.
straight line parallal to the y – axis
* The graph of y = a is a straight line
parallel to the x – axis.
Evaluating *Every point on the graph of a linear
equation in two variables is a solution
of the linear equation.
*Every solution of the linear equation
is a point on the graph of the linear
equation.
Creating *To create a linear equation in two
variables using different situations (in
daily life )- Let us consider the
following situation –
In a one day international cricket
match between India and Sri-Lanka
played in Nagpur , two Indian
batsman together scored 176 runs.
Express this information in the form
of an equation.
*Pre requisties: Knowledge of linear equation in one variable.
*Introduction: Q1. An equation contain only one variable is known as ______
Q2.How many solutions in a linear equation?
Q3.Explain linear equation in two variables.
Q4.How many solutions of linear equations contain two variables?
*Topic related: Linear equations , solution of linear equation , graph of a linear equation in two variables , equations
Of lines parallel to the x – axis and y – axis.
*Ncert excercises: Ex. 4.1 , Ex. 4.2 , Ex. 4.3 , Ex. 4.4 .
 *Learning strategies: To meet the objective of this lesson ,we have chosen this strategy,
Inductive method , demostrative method & graphical method .
*Home assignment: To revise the NCERT questions.
*worksheet:Q1. The cost of a notebook is twice the cost of a pen . write a linear equation in two variables to
Represent this statement.
Q2. Find the different solutions of the equation x + 2y = 6.
Q3. Give the equations of two lines passing through (2 , 14 ) . how many more such lines are there , and
why?
Q4. Solve the equation 2x + 1 = x – 3 and represent the solution on (1) the number line
(2) the Cartesian plane.

Q
 Teaching plan -6
. 1.General information :-
Teacher : Date:16/07/2019-31/07/2019
School :- BRIGHT START INTERNATIONAL ACADEMY Class:-IX
Subject :-Mathematics Sub-Subject-Algebra Topic:-Introduction to Euclid’s geometry
General objectives: At the end of the lesson , the learners will be able to-
Domain Learning objectives Learning outcomes Learning indicators
Remembering *The Greeks developed geometry is a *Two distinct intersecting INDIVIDUAL ACTIVITY:
systematic manner Euclid (300B.c.) , a lines cannot be parallel to the *If a point c lies
greek mathematician , father of same line. between two points A
geometry introduced the method of *Two distinct lines cannot & B s. t. AC = BC then
proving mathematical results by using have more than one point in 1
prove that AC = 2AB .
deductive logical reasoning and the common . Explain drawing the
previously proved result . the *All the attempts to prove figure using A – 4 sheet.
geometry of plane figure is known as Euclid’s fifth postulate using
“ Euclidean Geometry “. the first four postulates failed
Understanding *The basic facts which are taken for , but they led to discovery of
granted without proof are called several other geometries
axioms some Euclid’s axioms are – called non – Euclidean
1. things which are equal to the same Geometries.
thing are equal to one another i.e. *Things which are double of
a=b , b=c ⇒ 𝑎 = 𝑐. the same things are equal to
2.If equals are added to equals , the one another .
wholes are equal i.e. *Things Which are halves of
a = b ⇒ a + c = b +c the same things are equal to
3. If equals are subtracted from one another.
equals , the remainders are equal i.e.
a=b⇒a–c =b–c
4.Things which coincide with one
another are equal to one another.
5. The whole is greater than the part.
Applying *Axioms are the general statements
postulates are the axioms relating to a
particular field.
Analyzing *Euclid’s five postulates are –
1.A straight line may be drawn from
any one point to any other point.
2.A terminated line can be profuced
indefinitely.
3. A circle can be drawn with any
centre and any radius.
4.All right angles are equal to one
another.
If a straight line falling on two straight
lines makes the interior angles on the
same side of it taken together less
than two right angles then the two
straight lines . If produced indefinitely
meet on that side on which the angles
are less than two right angles.
Evaluating *Able to evaluate a sentence which is
either true or false but not both , os
called a statement-
e.g..(i) 4 + 9 = 6 ,if is a false sentence ,
so it is a statement.
(ii) Sanjay is tall , this is not a
 statement because he may be tall for
certain persons and may not be taller
for others.
Creating *A statement that requires a proof is
called a theorem .
e.g. (i) The sum of the angles of a
triangle is 180°.
(ii) The angles opposite to equal sides
of a triangles are equal.
Corollary – Result deduced from a
theorem is called its corollary.
*Pre requisties: Knowledge of Shape , Size , position , straight line , surface etc.
*Introduction: Q1. A ______ is that which has no part.
Q2. The end of line are _______
Q3. Define postulates and axioms.
Q4. Define theorems
*Topic related: Euclid’s definitions , Axioms and Postulates , Equivalent Versions of Euclid’s Fifth postulate
*Ncert excercises: Ex. 5.1 , Ex. 5.2
*Learning strategies: To meet the objective of this lesson ,we have chosen this strategy,
Inductive method , deductive method.
*Home assignment: To revise the NCERT questions.
*worksheet: Learn Euclid’s postulates and axioms.
Q
 Teaching plan -7
. 1.General information :-
Teacher : Date:1/08/2019-15/08/2019
School :- BRIGHT START INTERNATIONAL ACADEMY Class:-IX
Subject :-Mathematics Sub-Subject - Geometry Topic:-Lines and Angles
General objectives: At the end of the lesson , the learners will be able to-
Domain Learning objectives Learning outcomes Learning indicators
Remembering *Able to remember a minimum two *If a transversal intersect two INDIVIDUAL ACTIVITY:
points are required to draw a line . parallel lines , then each pair *Prepare a model the
*To remember in your daily life , you of corresponding angle s is sum of three angles of a
see different types of angles formed equal. triangle is 180°.
between the edges of plane surfaces. *If a transversal intersect two
Understanding *To define a point , line , line lines such thay a pair of
segment , ray & Collinear points. corresponding angles is equal
Define a types of angles – Acute angle , then the two lines are
, Obtuse angle , straight angle , Reflex parallel to each other.
angle , Complementary angle , *Lines which are parallel to a
Supplementary angles , Adjacent given line are parallel to each
angles , Linear pair , Vertically other.
opposite angles. *The sum of thee three
Applying *Able to apply a line which intersects angles of a triangle is 180°.
two or more lines at distinct points is *If a side of a triangle is
called a transversal. produced , the exterior angle
Analyzing *Able to analyze some pairs of angles so formed is equal to the sum
formed when a transversal intersect of the two interior opposite
two lines. *
angles.
These are as follows – Corresponding
angles , Alternate interior angles ,
Alternate exterior angles , Interior
angles on the same side of the
transversal.
Evaluating *Able to evaluate - if a ray stands on
a line , then the sum of two adjacent
angles so formed is 180° &vice versa.
This property is called Linear pair
axiom.
Creating *To create a types of angles and some
pairs of angles formed when
transversal intersect two lines.
*Pre requisties: Knowledge of lines and angles.
*Introduction: Q1. Explain straight line.
Q2.Explain angles.
Q3. Define parallel lines & a transversal
Q4. Define theorems
*Topic related: Basic terms and definitions , Intersecting and non intersecting lines , Pairs of angles , parallel lines
And a transversal , lines parallel to the same line , Angle sum property of a triangle.
*Ncert excercises: Ex. 6.1 , Ex. 6.2 , Ex .6.3 .
*Learning strategies: To meet the objective of this lesson ,we have chosen this strategy,
Inductive method , deductive method.
*Home assignment: Prepare NCERT Exercises.
*worksheet: Prepare theorems based on chapter lines and angles.
 Teaching plan -8
. 1.General information :-
Teacher : Date:16/08/2019-31/08/2019
School :- BRIGHT START INTERNATIONAL ACADEMY Class:-IX
Subject :-Mathematics Sub-Subject - Geometry Topic:-Triangles
General objectives: At the end of the lesson , the learners will be able to-
Domain Learning objectives Learning outcomes Learning indicators
Remembering *Able to remember a closed figure * triangles are based on two INDIVIDUAL ACTIVITY:
fermed by three intersecting lines is types: *Prepare a model , To
called a triangle . ( Tri means three ) 1. based on sides construct a scalene
*Able to remember a triangle has 2. based on angles triangle ( that is a
three sides , three angles & three *congruence of triangles triangle in which all
vertices. check on different types: sides are of different
For ex. in∆𝐴𝐵𝐶 , AB, BC , CA are the *
SAS , AAS , SSS , RHS. lengths ). Measure the
three sides , ∠𝐴 , ∠𝐵, ∠𝐶 are the lengths of the sides.&
three angles & A ,B ,C are three solve theorem if two
vertices. sides of a triangle are
*Able to remember a some properties unequal , the angle
of triangles. opposite to the larger
Understanding *To define a congruence of triangles. side is larger (or
*To understand a criteria for greater).
congruence of triangles . (SAS , SSS ,
ASA )
Note that , In congruent triangles
corresponding parts are equal & we
write in short CPCT for corresponding
parts of congruent triangles.
Applying *Able to apply if two triangles ABC &
PQR are congruent under the
correspondence A↔ 𝑃 , 𝐵 ↔
𝑄 , & 𝐶 ↔ 𝑅 , then symbolically , it is
expressed as ∆𝐴𝐵𝐶 ≅ ∆𝑃𝑄𝑅.
Analyzing *Able to analyze if two figures are
congruent , if they are of the same
shape & of the same size.
For ex. Two circles of the same radii
are congruent.
Two squares of the same sides are
congruent.
Evaluating *Able to evaluate sum of any two
sides of a triangles is greater than the
third side.
*In a triangle angle opposite to the
longer side is larger (greater)
In a triangle , side opposite to the
larger (greater) angle is longer.
Creating *To collect a different types of
congruent objects.
*Pre requisties: Knowledge of lines and angles.
*Introduction: Q1. Explain straight line.
Q2.Explain angles.
Q3. Define parallel lines & a transversal
Q4. Define theorems
*Topic related: Basic terms and definitions , Intersecting and non intersecting lines , Pairs of angles , parallel lines
And a transversal , lines parallel to the same line , Angle sum property of a triangle.
*Ncert excercises: Ex. 6.1 , Ex. 6.2 , Ex .6.3 .
*Learning strategies: To meet the objective of this lesson ,we have chosen this strategy,
Inductive method , deductive method.
*Home assignment: Prepare NCERT Exercises.
*worksheet: Prepare theorems based on chapter lines and angles.