Teachers Hand Book - 10th Class - Maths

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OVERVIEW :
Text books guides is like a compass in teaching learning process to be conducted in the classroom.
The textbook is helpful in improving the skills of children in the class. A textbook is designed on the
basis of syllabus and educatinoal objectives of a particular subject at a particular level. Based on that
textbook, the teacher has to conduct teaching learning process. So, the teacher has to use the textbook
to develop the expected skills but not to use as a tool for more transacting the information.

Nowadays, use of the textbook is confined only to solve problems which are given in the exercises.
Generally, if the students are copying solutions from black board when every problem is solved onthe
board, some teachers are giving the problems to the children to solve after solving 1 or 2 problems. The
teachers are considering this solving of problems in all exercises as completing syllabus can treat this
process as mathematics learning if the students copy or imitate?

• What is the role of the text book in learning Maths?

• How should be learning of maths?

• How to develop the skills among children in mathematics learning?

Learning Maths should enhance abilities in children like Problem Solving, Reasoning Proof,
Communication, Connections; Visualisation & Representation. Subsequently the child would solve

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 Teachers Hand Book - 10th Class - Maths

problems which come across in daily life and motivated to discover new inventions. A textbook can be
helpful in improving the Mathmatical skills but not just to extract the content on information given in it.
Present text books are designed in such a way that the students can search for different ways of solving
problems by understanding connections between various concepts and logical reasoning behind them.
The teachers and students may understand here that this textbook should encourage the children to
understand the concept, prove the statements and solve problems themselves. consequently, the students
develop Reasoning, communication, representation skills and trained accordingly. Let us look at the
areas and concepts mentioned in textbooks and understand them.

CONTENTS OF TEXT BOOK :

• Foreword : It is discussed about nature and scope of textbooks. It mainly discussed
universalisation of education, process of learning mathematics by children at secondary level,
application of mathematical concepts in daily life, Role of a teacher (Execution of conducting
T.L.P. by considering individual differences, positive approach towards mathematics,
participation of all etc) at the end Expesing gratitude to all (SCERT all writers, DEOs, MEOs,
HMs, C&DSC, AP and Vidybhavan Society) and a welcome for coments and suggestions
for forthe improvement of the textbook.

• AREAS OF MATHEMATICS - CHAPTERS : This text book consists of 14 chapters.

These chapters are related to various mathe matical areas like Number System, Geometry,
Co-orodGs, Trigonometry, Mensuration, Datahandling etc., The mathematical modelling has
been introduced as appendix for the exposure of students on real life incidents. This is also a
mathematical skill to be learnt by the children at this stage. Though the chapter can not be
considered for exams, children develop a capability to solve problems by mathematical
modeling on their own.

• Every teacher has to read and understand instructions to teachers and visualise in various
strategies that her / she would adopt in TLP. Mainly we can understand the development of
syllabus from 6th to 10th, methods or stategies to solve excercises. Then, content flow has
been discussed for each chapter when we teach this content every chapter, it doesn't mean
completion of syllabus. The teachers instructions to given in the textbook guides the teacher
to use the Textbook as an effective tool to achieve academic standards in the teaching learning

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 Teachers Hand Book - 10th Class - Maths

process. Understanding these instructions is a an important step in the readiness of teacher or

teacher preparation.

• What happens, if the 10th class mathematics book is filled with intermediate level content?

Highlights of the Text Book :

As per guidelines given by NCF-2005, RTE-2005 and APSCF-2011, Text Books should be
child centred; and it should take into account interests, attitudes, learning style and background of the
children. These are key concepts in developing this 10th class Mathematics Text Book.

When we observe the new Mathematics Text Book for 10th class it has the following characteristics
/ specialities.

The text book has been designed to make the children to learn mathematics based on one's natural
abilities / Dnnate abilities and make the children think in mathematical perspective. Let us learn example
in page No : 215 of 10th Mathematics Text Book question has been asked in an exercise "Think-
discuss" as For a right angled triangle with integer sides atleast one of its measurements must be an even
number. Why? This question encourages the children to think about different ways of construction of a
right angled triangle with different combinations of measurements. The child can understand logic behind
the truth and he will be encouraged to give suitable reasons by the end of this activity.

In page no : 115 for solving "We have three methods to solve quadration equation. Among these
three, which method would you like to use? Why? This problem is intended to enable the children to
think about various methods to solve a quadratic equation. And child is given opportunity to express
reason why he has chosen a particular method with proper reasons.

The text book is designed to bid adian to rote learning methods and replacing them by the methods
which encourage mutual interactions, activities, project work, inventions, experiments and analysis.

For example, let us observe page no : 272 of Mathematics Text Book of 10th class, the way how
the trigonometric ratios are defined in a different way by an activity. Teachers most of the used to follow
the the traditional method for defining trigonomentric ratios simply by writing the formulae on the black
board. By which children could not understand, how trigonometric ratio are defined and what they are.
By participating in this activity children can able to give the relation between the sides of a triangle with
respect to an angle in it. Finally he can induce the trigonomatric ratios on his own.

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 Teachers Hand Book - 10th Class - Maths

Simillarly in page no : 307 an activity of tossing a coin 50 times, 100 times, 150 times and count the
occurance of head and tails (events). The students can define the meaninf of the probability and state
seasons.

In page no : 193, there is an activity on similarity. By participating in the activity children can frame
the rules for similarity of two polygon with the same number of sides. Two are similar if (i) all the
corresponding angles are equal and (ii) All the corresponding sides are in the same ratio on their own.
Like this, there are many similar activities which encourage children to think and generalise or frame
rules in the form of mathematical statements. There activities provide the ample apportunity for the
children to utilize their abilities and enjoy mathematics learning. Observe and identify those activities
and discuss.

• Children can utilise the mathematical concepts they have learnt. They understand the concepts
which are given in text books on basis of their previous experiences and real life contexts.
There conceptual understandings enhance problem solving skills in students. Thus a student
constructs knowledge and applies it in his daily life.

For example, solving linear equations given in pgs 83 and 84 and the concepts of solving problems
in chapter "Application of trigonometry". Child can apply this knowledge in daily life.

• The content in text book does not restrict the children to limit their understanding and solving
of the problems on the concepts in the Text book, but encourages the child to learn beyond
the scope of the text book.

For example in page no : 252, 274 under 'Think-Discuss', the task makes the children to think
beyond the concepts covered in the Text book. In these cases, the child interact within his peer group
or with material and comes to conclusion by the reflections. Thus a child comprahends the concepts.

Structure of lesson / unit :

Each lesson / unit of the text book is designed in a systematic manner

• Strengthening the concepts learnt in the lower classes by rivision. Thus extending the knowledge
with various concepts in the present class.

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 Teachers Hand Book - 10th Class - Maths

• Understanding various mathematics concepts, whi9ch are given in textbook by daily life
situations / incidents / activities / games / puzzle / series / examples etc.

• Different example problems with solutions are given after understanding a concept and to
understand strategies of solving problem by using the concept.

• In exercise is given with the title "Do this" to ensure that the children understood a particular
concept. Aim of this "Do this" exercis is to solve the problems by children individually. When
a student is unable to solve this exercise, we can say that the child has not understood the
concept. The alternative strategies or activities should be designed to understand the concept
for these children.

• Another type of exercise is gine with name "Try this" to promote critical thinking in the child
and undertand the concept with more comprehension. These problems can be solved by
discussing in groups. Support of teacher is needed.

• "Think discuss & write" - exercise is given to make the children to think eloborately and learn
beyond the textbook, to improve, thinking process and for extensive undertanding of the
concepts. (In this task interactions plays vital sole; (interactions - within peer group or with
teacher or with material)

• Suitable activities / projects are given by which children can construct knowledge and learn
by direct experience.

• An 'Exercise' is given in which the problems are included after understnding 3 or 4 concepts.
Each exercise contains 7-15 problems, solving these problems children can develop their
academic standards.

• Optional exercise is given to broaden thinking level of the child to stimulate student's internal
quest and enthusiasm for problem solving to give, exposure for competative exams. This
exercise is not meant for examinations.

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 Teachers Hand Book - 10th Class - Maths

Exercises with in the chapter :

In the 10th class Mathematics Textbook various situations, acitivities are given to introduce
concept. Besides given exercises, "Do this", "Try this" and "Think, discuss & write" exercises
are given with few problems or questions.
Letus discuss how teachers can use these exercises in effective learning process.
1. Do this :-
• Do this exercise is intended to know how far the chilren understand the particular concept.
Immediately after understanding a concept.
• It is limited for a single concept. Problems can be solved by applying the concept directly.
Example :
Find the distance between following points (page : 162)
(i) (3, 8), (6, 8), (ii) (-4, -3), (-8, -3)
• Children has to solve these problems on their own. By solving these problems, 'self
confidence' is developed among the students.
• While students solving the problems from 'Do this' exercise, Teacher has to observe,
whether they are doing correctly or not or facing any problem. If they make any mistake,
correction can be done through a healthy discussion.
• If children solve the problems effectively without mistakes, teacher can coclude that the
children have understood the concept at minimum level.
• So the teacher has to encourage the children to solve the problems under 'Do this'
exercise individually.
2. Try These :-
• The problems or questions in there exercises are given to learn the concept extensively,
to understand the concept comprehensively and generalise new inventions on the concepts
after understanding a concept.
• The problem in these exercises are (little bit complex).
Eg: page No : 49
(i) Write a quadratic polynomial and a cubic polynominal in variable x in the genered
form.
(ii) Write a general polynamial q(z) of degree 'n' with the cofficients b0, b1....bn what are
the conditions to write this.
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 Teachers Hand Book - 10th Class - Maths

• So all the children of the class may not solve on their own hence teacher has to support
or encourage the group activities.

• While solving the exercises under "Try these" the teacher has to observe by going around
the groups and watch what they are discussion about? Which strategy they have adopted?
are there any misconceptions? and teacher may give proper suggestion to improve their
understanding.

• These questions are thought provoking and accepting challanges.

• Reasoning and communication skills are developed in a child by solving problems in

these exercises.

3. Think - Discuss :-

• These exercises are intedend to enhance the children to think beyond learned concepts.

• Children can extend their comptual understanding with solving of these problems /
activities.

• There are group activities.

Eg : Paga No : 252 (T.B.)

• These problems are helpful to extract the creativity of the children.

• These problems are helpful as additional material on the concept for learnrs. They are
useful to discuss with classmates to understand concepts.

Exercises like

• Do this, Try these, Tinkg - Discuss are helpful to children to strengthen their mathematics
knologes by mathematic understanding concepts. They are useful to construct the
knowledge through thinking mathematically. There exercises has to be solved in presente
of teacher only in the classroom.

4. Exercises :-

• There are 5 to 8 exercises in each Chapter depending the number of concepts and each
exercises contains 10 to 15 problems.

• All problems are not similar in these exercises. These problems strengthen the learnt
concepts by applying them in the daily life and skills like critical thinking, communication,
and connection will be developed.
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 Teachers Hand Book - 10th Class - Maths

• All the problem has to be solved by the children on their own.

• According to the length of exercises teacher has to discuss problem - solving strategies,

so that they can solve the problems at homes or in lensure periods.

• Teacher has to take care for not to copyp from their classmates note books, or from

guide or copy for Black board. Try to engage children to solve the problems on their

own.

5. Optional Exercises :-

• Problem in Optional Exercises are inteded for extensive learning and to achieve academic

standards comprehensively.

• The problems is there exercises are helpful in developing higher order thinking and

applying the problem solving strategies in their daily life situations, more over these

problems reinforce the mathematics learning.

• These problems help children to ready for competative exams and to learn beyond the

Text Book.

• Though these problems may not be covered in the Public Examinations, the teacher

should not neglect to practice these problems.

• So by identifying the importance and objective of optional exercises teacher has to

encourage the children to solv e the problems in these exercises, and they should explain

why and how the strategies are adopted. Here the role of teacher is very important.

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 Teachers Hand Book - 10th Class - Maths

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Introductions :
• Why should we teach mathematics?

• Why should we achieve through mathematics peaching?

• How to make the children to think mathematically?

In the process of education, the child not only learns in the classroom but also every where even
outside the classroom. He learns everywhere every child has natural abilities to learn, but the education
sharpens his abilities and converts those abilities into skills. Whatever child experiences even outside
the classroom, the classroom should utilize those experiences to enhance them and help the child to
even create new thoughts. Speaking mathematically, Mathematics learning should develop skills like
problem solving, thinking logically, Reasoning, Representing, connecting etc. Therefore, we need some
specific statements which guide us to develop those skills in our mathematics classroom. These statements
are named as “Academic Standards”.

“Academic standards are clear statements about what students must know and be able to do
within a stipulated period to perform skills in a particular content or connecting contents.

To understand about how to write academic standards, we have to understand clearly what are
academic standards.

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 Teachers Hand Book - 10th Class - Maths

• They are clear statements even normal public should understand them.

• They guide as for the teaching learning process about what skill to be performed by the
children after learning.

• They guide us for the assessment of child’s performance.

• Sometimes they may be defined for more than one content i.e. combination of contents.

• Sometimes they may be defined with connecting of multiple skills.

• Sometimes they may be defined with multi concepts.

Therefore, we can clearly say that academic standards are clear statements with contain single
content or multiple contents, single skill or multiple skills and even with single concept or multiple
concepts. Teachers should take the responsibility of performance of the child which is defined by the
academic standards.

Now, let us book at the skills to be developed in our mathematics classrooms.

Problem solving :

Usually, students solve problems with a formula, substituting values in it and finding solution. Is this
really problem solving skill, what we are expecting from the child? Whatever the mathematics concept
is understood, it should be applied in various different situations. The student should think and establish
relation with his different experience daily life. Then he seeks ways and means of mathematisation using
symbols, processes like addition, subtraction, multiplication, division, squaring etc and gets solution in
problem solving. Through problem solving, student gets the pleasure of finding solution when she verifies,
gives reasons explains processes, concepts through easy communication, links or connects with different
concepts. Mathematics learning should not force the child to find the alternative procedures / ways of
finding solutions. When a student is habituated all the process of problem solving and be able to connect
it with his daily life, she could create many more different problems with different situation and with
different types of numbers.

Therefore to understand problem solving, we need to understand the following steps in problem
solving.

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 Teachers Hand Book - 10th Class - Maths

Steps in problem solving

• Identify what is given?
• Identify what is to be found?
• Understanding what concepts are involved.
• Visualizing whole the above items.
• Get ideas about procedures, formulas for the solution.
• Selection of the best procedure or formula.
• Substitution.
• Manipulation / calculation.
• Arriving solution.
• Verification.
• Conclusion.
• Generalisation.
• Trying out other strategies, formulas, procedure for the solution.
• Finding shortcut.
• Explaining procedures and reasoning.
• Creating similar problems in various situation and with various types of numbers.
Though the term ‘Problem solving’ may look simple and even the process may look simple some
times. There will be problems with more complexity. The amplexity of the problems depends upon the
following things.
• Making connections as defined in connections section.
• Number of steps.
• Number of operations.
• Context unraveling.
• Nature of procedures.
There are many types of problems like word problems (with single concept or multiple concepts,
with single operation or multiple operations) pictorial problems, procedural problems, Mathematical
abstract problems with equations or in equations, reading data, tables, graph etc.

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 Teachers Hand Book - 10th Class - Maths

Hence finally we can conclude that problem solving skill in mathematics learning should make the

student to think logically, give reasons, connect concepts, visulise the things etc : Mathematisation of

child’s life would emerge the child into a mathematician.

Reasoning – proof

Every student has potential for higher order – thinking. The key is to unlock the world of mathematics

through a students natural inclination to strive for purpose and meaning. Reasoning is fundamental

character to the knowing and doing of mathematics. Conjecturing and demonstrating logical validity of

conjectures are the essence of the creative act of doing mathematics. Mathematics teacher has been

felt so as learn everything from the teacher. This opinion is making the students to completely depend

upon teachers have been felt so as learn everything from the teacher. This opinion is making the students

to completely depend upon teachers and not allowing students to think on their own, generative and

conclude. When a student is allowed to think, generative and conclude on his own, his ability of reasoning

is developed. Then the student can give reasons mathematically. When a student understands, analysis

the context, make intuitions, conjectures and finally generalizes, then we may that he concluded logically.

This may be reflected by his justification of the argument or procedures. Reasoning skills allows a

student to examine logical arguments. Most of the mathematical statements are the result of inductive

and deductive logics.

The student should perform Reasoning – Proof

• Understanding and making mathematical generalizations, intuitions and conjectures.

• Understanding and justifies procedures.

• Examining logical arguments.

• Uses inductive and deductive logic.

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 Teachers Hand Book - 10th Class - Maths

Communication

Is mathematics full of numbers or Is it manipulation of numbers? If you want say 3 objects are

more than 2 objects, then what would you like to do?

Communication is an essential part of mathematics and mathematics learning. It is a way of sharing,

clarifying, reasoning, generating our understanding. Through communication, ideas become objects of

reflection, refinement, discussion and amendment. The communication process also helps build meaning

and permanence for ideas and makes them public. When students are challenged to think and give

reason about mathematical concepts and to communicate the results of their thinking to others orally or

in writing.

The communication skill is reflected in :

• Writing and reading mathematical expressions like 3 + 4 = 7, 3 × 4 = 12, 3 < 4 etc.

• Creating mathematical expressions.

• Explaining mathematical ideas in her own words. Ex : A square is closed figure having four

equal sides and all equal angles.

• Explaining mathematical procedures. Eg: Adding two digit numbers involves first adding the

digits in units place and then adding the digits at the tens place / keeping in mind carry over.

• Explaining mathematical logic.

As mathematics learning is carried out in mechanical, way, negligence on mathematics communication

prevailed in mathematics classrooms. Wherever it is possible, the students should be allowed to speak

on mathematical equations an expressions. For eg: If a student has been allowed to think about x + 2 =

6, He should visualize it as the sum of x and 2 gives 6. Then it will be easy for him to solve the equation.

Therefore, the student needs communication skills to give proper reasonings or proper conclusions or

to solve problems in mathematics.

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Connections :

As we discussed earlier, mathematics learning needs to develop logic in the child it helps the child

to give reasons for him to conceptualise and solve problems wherever they come across. To develop in

conceptualization process, the student has to link or connect things in logical manner one by one, finally

generalizes and comes to conclusion. Moreover, If we look at problem solving the student decides a

strategy to solve the problem after “making connection” in between the given things in the data of the

problem. Therefore, in the process of development of logic or problem solving, “making connections”

is an important skill in mathematics learning.

In the process of connecting things in mathematics learning, he needs to connect the abstractions

in mathematics with the objects or contexts in his daily life or with concepts in other subjects. He even

may need to connect the abstractions with the concepts within the mathematics. This performance of

the child will help the child to link mathematics with his daily life. Hence mathematisation of child’s life is

possible as expected by NCF-2005. Making “connections” is specified by the following performance

in the children.

• Connecting concepts within a mathematical domain fore relating adding to multiplication,

parts of a whole to a ratio, to division. Patterns and symmetry, measurements and space.

• Making connections with daily life.

• Connecting mathematics to different subjects.

• Connecting concepts of different mathematical domains like data – handling and arithmetic or

arithmetic and space.

• Connecting concepts to multiple procedures.

Hence, performance of the child in mathematics can be adjudged by how best the logical

connections he is making and arriving at conclusions. These connections may be in between concepts

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 Teachers Hand Book - 10th Class - Maths

of mathematics or the concept and area or the concept and other subjects or the concept and daily life

contexts.

Visualization & representation

We conduct many programs or do several works in our daily life. We visualize a plan or imagine a

sequence of actions to make the program successful. Mathematics is involved in almost every program

we conduct. For example, we deal with costs of objects, measurements to construct a building as

perform a marriage. Like this, mathematical visualization skill is a necessary skill in our daily life.

Visualization creates mental images in the mind when there mental images are related or liked with

a logic, visualization about a context or situation or procedure is formed. Hence, the child in our classroom

needs visulisation skill in the process of conceptualization or problem solving while mathematics learning.

While conceptualization, he forms an idea or notion about a concept by visualizing the thing involved in

it. Without visualizing, one cannot understand any concept. Not only in the process of conceptualization,

But also in the process of solving problem, the child needs visualization skill. In the process of problem

solving, a child needs to visualize all possible strategies to solve a problem and select the best way to

solve it. This skill helps the child to develop his logic in mathematics.

When we want to convey our visualization, we represent to in the form of a flow chart or table or

graph or any other pictorial form. Representation skill is another import skill to perform in mathematics

learning.

Therefore, we need following specifications to perform in “Visualization & Representation”.

• Interprets and reads data in a table, number line, pictograph, bar graph, 2-D figures, 3-D

figures, pictures etc.

• Making tables, representing number line, pictures etc.

Hence, Visualization & Representation skill provides easyness to convey our perceptions on

ideas.

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 Teachers Hand Book - 10th Class - Maths

Till now, we have discussed about the skills on the basis of which we have to write academic

standards. When we decide and write an academic standard, it guides our teaching learning process to

achieve that standard in the child. Moreover, these academic standards ensure the “performance” of

the child and they are displayed in the form of performance.

ACADEMIC STANDARDS CHAPTER WISE

Class : IX
Area : NUMBER SYSYEM
Key concepts : Real Numbers
ACADEMIC STANDARDS AND LEARNING INDICATORS
1. Problem Solving
• Pupils can find rational numbers between given two rational numbers.
• Can solve the problems on real numbers. (Rationalizing the denominators, by using its conjugate
or rationalizing factor.)
2. Reason & Proof
• Can compare the given numbers (rational / irrational) and give reasons.
• Can differentiate rational and irrational numbers.
3. Communication
• Can express rational numbers in decimal forms.
• Can give examples for rational / irrational numbers / surds.
4. Connection
• -
5. Representation
• Pupils can represent terminating / non-terminating recuing decimals on the number line
through successive magnification.
• Can represent rational & irrational numbers on number line.

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