LESSON PLAN

Class : 10th Subject : Mathematics Name of the teacher : Nagendra Name of the School : ZPHS Gandepalli,Kakinada Dist.

No. of Periods Time line for teaching Any specific

Name of the unit Topic
Required From To Information
Statistics is a
1.Introduction 1
mathematical
2.Mean of Ungrouped Data 1 body of science
that pertains to
3.Mean of Grouped Data i)Direct Method ii)Deviation Method the collection,
6
STATISTICS iii) Step-Deviation Method. analysis,
interpretation
4.Mode 4 or explanation,

5.Median of Grouped Data 4 and presentation of

data, or as a branch
6.Graphical Representation of Cumulative Frequency Distribution 4 of mathematics.

Number of Periods for teaching : 12 Number of Periods for Student Practice :7 Number of Periods for Assessment : 1

Prior Concepts/Skills

1.Ungrouped data.

2.Grouped data.

3.Frequency Distribution table.

4.Mean,Mode,Median for ungrouped data.

 Learning Outcomes Number of periods

The Students able to

1
1. Understad Measures of central tendency.

2.Find Mean for ungrouped,grouped data in three methods. 7

3.Find the Mode for ungrouped and grouped data. 4

4.Find the Median for ungrouped and grouped data. 4

5.Draw ogive curve to find Meadian by graph. 4

Teaching Learning Process

Introduction :-
• Explain the contributions of eminent Statisticians.
• Statistics and it's uses in real life situations.
• While watching cricket match on T.V , we can see different data interprepation and graphs regarding the
the cricket match all these comes under Statistics eg. average score ,economy etc.
• Census process in India for every 10 years and how the data interpretation is going on.

Sir Ronal.A.Fisher P.C.Mahalanobis

Experience and Reflection :-

• Organizations are guided by statistics in financial policy decisions. Banks use statistics to lower risk in lending operations.

• Using Statistics we can analyze activity in the financial market, and predict the impact of economic crises.

• The idea of a census is a prime example of statistical progress over time.

 Explicit Teaching (I Do) Group Work (We Do) Independent Work (You Do) Notes

1.Introduction of Statistics and it's uses in real life A brief history of statistics
• Understands the basic concepts
situations. • Think discuss, Pg.No.327 ofStatistics. During the 17th to 18th
century, “Statistics” had
2. Explain what is Mean,
𝑓𝑖𝑥𝑖 gradually developed, and a lot of
Mean for Ungrouped data =
𝑓𝑖 work was completed and
• Do project given in Pg.No.332 announced at the end of the 19th
Explain problem Eg.1 in Pg.No.324
century. Sir Ronald Fisher, one of
the fathers of modern statistics,
3. i) Expalin to find Mean in Direct Method showed how statistics can be used
for grouped data . to analyze very complicated data
• Do Eg.2 in Pg.No.330 sets, and developed many of the
𝑓𝑖𝑥𝑖
Mean = 𝑓𝑖 methods that we still use today.
• Do activity in Pg.No.328
• Do Eg.3 in Pg.No.331 He also founded the Rothamsted
Explain problem in Pg.No.326 Statistics Department where
Genstat was first developed.

ii) Explain to find Mean in Deviation Method

• Think discuss Pg.No.336 Today, statistics are integrated
• Do Exercise-14.1 problems
into science, engineering,
𝑓𝑖𝑑𝑖 agriculture, medicine, the arts
Mean = 𝑎+
𝑓𝑖 and other diverse fields of study.
It is frequently used in politics,
one well known example being
Explain problem in Pg.No.327
when the American statistician,
Nate Silver, developed a
forecasting system developed
from one of Fisher’s ideas to
iii) Explain to find Mean in Step-Deviation Method successfully predict the results
for all 50 states in the 2012 U.S.
Mean= 𝑓𝑖𝑢𝑖 presidential election.
𝑎+ Xh
𝑓𝑖
 Explicit Teaching (I Do) Group Work (We Do) Independent Work (You Do) Notes
The importance of statistics in
4. Mode:- daily life

• Explain Mode for ungrouped data. • Think discuss, Pg.No.327

In the 21st century,
The observation which occurs most frequently
more data are collected about our
is known as Mode.
daily life than ever before. As
• Do problems in Exercise 14.2. computers become more powerful,
• Explain Uni-Modal and Bi-Modal. we can easily analyze and
interpret ever larger datasets.
• Do this, Pg.No.334 Statistical analysis is becoming
• Explain Mode fro grouped data.
increasing important in many
𝑓1 − 𝑓2 research fields, allowing us to
Mode = 𝑙+ Xh
2𝑓1 −𝑓0 −𝑓2 fully understand and disseminate
ideas not just to our peers, but to
• Think discuss, Pg.No.336
the wider population. A few
Explain Eg.4 in Pg.No.334 examples will illustrate this point.
Medical science
Explain Eg.5 in Pg.No.335 News reports on health and
disease often cite statistics
Explain Eg.6 in Pg.No.335 starting the devastating impact
on populations; indeed, in March
2020, the worldwide media is
feeding us daily updates on the
outbreak of the Corona virus
5. Median :- • Do problems in Exercise 14.3
Covid-19 and its mortality rate.
𝑛
−𝑐𝑓
Median = 𝑙+ 2
xh
𝑓
 Explicit Teaching (I Do) Group Work (We Do) Independent Work (You Do) Notes

Here are some ideas for

• Explain Eg.8 in Pg.No.344.
engaging, interesting statistics
lessons.
1.Use Classroom Data. Students
• Explain problem No.2 in Exercise.14.3 love activities that apply
directly to them.

2.Use School Data. Gathering

6. Graphical Representation of frequency
school data can be a great
Distribution.
way to teach statistics.
• Group Activity
Collect the data of marks scored
• Explain about Less than Ogive and More than 3.Use Social Media. ...
in FA-1 Maths exam and find
Ogive.
Median also verify the result 4.Use Observations from
with Ogive curve Outside.
• Explain how to find Median using Ogive curves.
• Do problems 1 and 3 in Exercise
5.Use Interesting Studies.
14.4

William Playfair
Inventor of graphs in
Statistics
 Check for Understanding Questions
1.Factual:
1. The Mode of 3,5,2,5,6,5,3 is ---------------
2.The Mean of first five Natural numbers is------------------
3.In the given data the observation which occurs most frequently is known as-----------------
4.Father of Statistics-----------------------
5.Father of Indian Statistics------------------
6.Who introduced graphs in Statistics------------------

2.Open Ended / Critical Thinking :

1.The Mean value can be calculated from both ungrouped and grouped data.Which one do you think is more accurate?Why?

2.Which measure of central tendency is suitable when extreme values are not important ? Why?

Student Practice Questions & Activities:

1. The daily minimum steps climbed by a man during a week were as under:
Monday Tuesday Wednesday Thursday Friday Saturday
35 30 27 32 23 28
Find the mean of the steps.

2. Given the production yield per hectare of wheat of 100 farms of a village.
Production Yield 50-55 55-60 60-65 65-70 70-75 75 -80
Number of farms 2 8 12 24 38 16
Change the distribution to a more than type distribution and draw its ogive.
 Assessment
1. If x1, x2, x3,….., xn are the observations of a given data. Then the mean of the observations will be:
(a) Sum of observations/Total number of observations
(b) Total number of observations/Sum of observations
(c) Sum of observations +Total number of observations
(d) None of the above
2. If the mean of frequency distribution is 7.5 and ∑fi xi = 120 + 3k, ∑fi = 30, then k is equal to:
(a) 40
(b) 35
(c) 50
(d) 45
3. The mean of the data: 4, 10, 5, 9, 12 is;
(a) 8
(b) 10
(c) 9
(d) 15
4. If the mean of first n natural numbers is 3n/5, then the value of n is:
(a) 3
(b) 4
(c) 5
(d) 6
5. The mode and mean is given by 7 and 8, respectively. Then the median is:
(a) 1/13
(b) 13/3
(c) 23/3
(d) 33

Signature of the Teacher Visiting Officer with remarks Signature of the Head Master
 LESSON PLAN
Class : 10th Subject :Mathematics Name of the teacher : Nagendra Name of the School : ZPHS Gandepalli,Kakinada Dist.

No. of Periods Time line for teaching Any specific

Name of the unit Topic
Required From To Information

1.Set introduction , Roster form and set builder form. 2 Set theory
is important
2.Types of sets . 1 because it serves
SETS
as a foundation
3.Representation of sets using Venn diagrams. 1
of rest of
4.Basic operations on sets i.e Union,intersection and difference
mathematics.
of sets. 3

Note : Number of teaching periods = 7 Number of periods for student practice =2 Number of periods for assessment =1 Total periods =10

Prior Concepts/Skills

1. Mathematics books in a school library.

2.Former Presidents of India.

3.The rivers that flow in India.

4.White flowers in a gardern.

Learning Outcomes Number of periods

 Learning Outcomes Number of periods
1.Understands the concept of sets.
1
2.Makes connection with daily life examples of sets.

3.Expresses the given sets in Set builder form and Roster form. 3

4.Represents the sets through Venn diagram. 1

5.Writes,reads and expresses mathematical notations in sets. 1

6.Understands basic operations in sets(Union of sets,Intersection of sets and difference of sets.) 4

Teaching Learning Process

Induction / Introduction :-

●Showing the image of Georg Cantor who is known as father of set theory.
● Ask the students the names of rivers that flow in India. Georg Cantor John Venn

● Different color marbles of same size are given to students and ask to separate them color wise.
●Generalise the definition of set by some more examples in our daily life.
●Distinguish the difference between the things which are sets and which are not sets by providing
some TLM.

Experience and Reflection :-

●Collect and exhibit photograpgh of eminent mathematicians and separate Indian mathematicians from the collection.

●Ask the students to form some groups basing on their names (i.e ,first letter of English alphabet) Eg:- Nani,Naresh,Nalini.
Experience and Reflection :-

●Collect and exhibit photograpgh of eminent mathematicians and separate Indian mathematicians from the collection.

●Ask the students to form some groups basing on their names (i.e ,first letter of English alphabet) Eg:- Nani,Naresh,Nalini.
●Ask the students to collect flowers from a garden and segregate them by thier names.
Explicit Teaching (I Do) Group Work (We Do) Independent Work (You Do) Notes
Math Game
1. Introduction What's the Set?
Materials
● In our daily life we come across flowers Sets of number cards showing
with same color Eg:- White,Red,Yellow. ● Collect the things that have numbers 0, 1, 2, 3, 4, 5, and 6
(one set per group)
something common and list
out their names.
● 2,4,6,8,---------
1,4,916,--------- A={1,3,5} B={2,4,6} C={0}
● Observe the following numbers From the above collection D={0,1,2} E={3,4,5} F={6}

2,4,6,8,------------ prepare as many generalised

Preparation
2,3,5,7,11,------------ statements you can and
1,3,5,7,9,-------------- ● Segregate the flowers describe their properties.
Write the above six sets
on the board.
Observe the common property of the collected from a garden by
Instructions
above collection? their color. Divide students into
groups of 5-7.
Give one set of numbers

● Set :-A set is a collection of things that to each group.

have something in common or follow ● Write the following sets.

a rule.The things in the set are called 1.Set of first three natural
elements. numbers.
Referring to the sets on

2.Set of vowels in English the board, call out a problem

Sets are represented as a collection
of well-defined objects or elements alphabet. ● Write some well-defined sets
such as ''The union of A and
 have something in common or follow ● Write the following sets.

a rule.The things in the set are called 1.Set of first three natural
elements. numbers.
Referring to the sets on

2.Set of vowels in English the board, call out a problem

Sets are represented as a collection
of well-defined objects or elements alphabet. ● Write some well-defined sets
such as ''The union of A and
E''.
in your daily life. The first group to raise the
3.Set of any two
correct number cards
transcendental numbers.
reflecting the answer to your
question gets a point.
that means it does not change from Continue for as long as
person to person. desired.
The team with the most points
Sets are represented by curly at the end of the game wins.
braces { } with elements separated Challenge - Instead of calling
out the problem in words,
by commas.
write the problem on the
Eg. {1,2,3,4}
● Do this problems ● Try this matching in board in set notation,

Pg.No.29 like 'A U B'. This will require

2. Roster form and Set builder form Pg.No.29
students to practice
recognizing the symbols used

● In Roster form, all the elements of a set are

in set notation.

listed.
For example,the set of natural numbers
less than 4.
● In set builder form we write a set by
● Do problems 1,2,3
defining its elements with a common Maths Activity
Ex-2.1 in Pg.No.30
property. Group Me
Materials
The general form is A={x: common property} Index cards
read as set of all x such that common Preparation

property. Write the six sets on the

 ● Do problems 1,2,3
defining its elements with a common Maths Activity
Ex-2.1 in Pg.No.30
property. Group Me
Materials
The general form is A={x: common property} Index cards
read as set of all x such that common Preparation
Write the six sets on the
property.
● Do problems 5,6 board.
Ex-2.1 in Pg.No.30 A={1,3,5} B={2,4,6} C={0}
Eg:-Roster form A={1,2,3}
D={0,1,2} E={3,4,5} F={6}
Set builder form A={x:xєN,x≤3}
Instructions
Give each student one card.
3.Types of sets : Ask students to write a set of

● Empty set or Null set or Void set:

numbers based on a set
notation operation (like subset,
A set which does not contain any elements intersection, or union)
is called an Empty set or Null set or Void set. stemming from any
Empty set is deonoted by the symbol Ø or combination of the original six
{ }. ● Do this fill in the blanks in sets.
After everyone has finished
● Universal set: Pg.No.33
creating a new set, instruct
A set which contains all the sets relevant to them to mingle around the
a condition is called the Universal set.It is room and group themselves by
the set of all possible values.It is denoted by
● Try this matching in the operation used to create
Pg.No.29 their sets.
the symbol µ or U .

●
For example, all students who
Sub set : used unions should join
A set 'X' is said to be a subset of Y if every together and all students
element of X is also an element of B,denoted ● Think-Discuss with your who wrote subsets should join.
as X ⊆ Y.Null set is sub set of all sets.In friends Pg.No.34 . Challenge - Do not allow

general Sub set is a part of another set. students to talk during this
time! They must arrange
Eg:- X={ 1,2,3,4} then {3,4} ⊆ X.
themselves by group simply
● Sub set : used unions should join
A set 'X' is said to be a subset of Y if every together and all students
element of X is also an element of B,denoted ● Think-Discuss with your who wrote subsets should join.
as X ⊆ Y.Null set is sub set of all sets.In friends Pg.No.34 . Challenge - Do not allow

general Sub set is a part of another set. students to talk during this
time! They must arrange
Eg:- X={ 1,2,3,4} then {3,4} ⊆ X.
themselves by group simply
based on similarities between
4.Representation of sets using Venn diagrams :
the resulting sets.
● Venn-diagram is a way of representing the
relationships between sets.These diagrams
consist of rectangles and closed curves ● Draw neat sketch of Venn
usually circles.Let A= {a,b,c,d} B={c,d,e,f} diagrams group-wise
then we illustrate these sets with a Venn 4 students per group.
diagram as follows.

● Each student has to prepare

charts related to Venn
diagrams.

5.Basic operations on sets:

● Union of Sets:
If set A and set B are two sets, then A union
B is the set that contains all the elements of
5.Basic operations on sets:

● Union of Sets:
If set A and set B are two sets, then A union
B is the set that contains all the elements of
set A and set B. It is denoted as A ∪ B.
● Create your own problem in
Eg:A = {1,2,3} and B = {4,5,6}, then A union B union of two sets.
is: A ∪ B = {1,2,3,4,5,6}
A U B = { x : x ∈ A or x ∈ B }
● Do example problem -3
Pg.No.36

● Explain examples 1,2 in Pg.No.35.

● Intersection of sets :
Why are Sets Important?
Sets are the fundamental
If set A and set B are two sets, then A property of mathematics.
intersection B is the set that contains only Now as a word of warning,
the common elements between set sets, by themselves, seem
A and set B. It is denoted as A ∩ B. pretty pointless. But it's
only when we apply sets in
 Sets are the fundamental
If set A and set B are two sets, then A property of mathematics.
intersection B is the set that contains only Now as a word of warning,
the common elements between set sets, by themselves, seem
A and set B. It is denoted as A ∩ B. pretty pointless. But it's
only when we apply sets in
Eg: A = {1,2,3} and B = {1,2,6}, then A
intersection B is:A ∩ B={1,2} ● Create your own problem in
different situations do
they become the powerful
If A ∩ B is Null set then set A and B intersection of two sets. building block of
are known as Disjoiont sets i.e A ∩ B=Ø mathematics that they are.
A ∩ B = { x : x ∈ A and x ∈ B }
● Do example problem -5 Maths can get amazingly
complicated quite fast.
Pg.No.36
Graph Theory, Abstract
Algebra, Real Analysis,
Complex Analysis,
● Do this problems -5 Linear Algebra,
Pg.No.37 ● Try this example problems
Number Theory, and
the list goes on. But
Pg.No.37
there is one thing that
● Do problems 1,2,4
all of these share in

● Explain example problem-4 in Pg No.36

Ex-2.2 Pg.No.38 common:
Sets.

● Difference of Sets :
If set A and set B are two sets,
then set A difference set B is a set
which has elements of A but no
● Create some more problems
elements of B. It is denoted as A – B.
like 3rd problem
Ex-2.2 in Pg.No.38
A - B = { x : x ∈ A and x ∉ B }
 If set A and set B are two sets,
then set A difference set B is a set
which has elements of A but no
● Create some more problems
elements of B. It is denoted as A – B.
like 3rd problem
Ex-2.2 in Pg.No.38
A - B = { x : x ∈ A and x ∉ B }

Eg: A = {1,2,3} and B = {2,3,4}

A–B={1}

● Do problem 5
Ex-2.2 in Pg.No.39

● Explain example problem-6 in Pg No.38

● Do example problem-10,11 ● Do example problem-12

● Equal Sets: Pg No.40 Pg No.40
The two sets A and B are said to be equal
if they have exactly the same elements,
the order of elements do not matter.
 ● Do example problem-10,11 ● Do example problem-12
● Equal Sets: Pg No.40 Pg No.40
The two sets A and B are said to be equal
if they have exactly the same elements,
the order of elements do not matter.

● Do problems 1 to 4
Eg: A = {1,2,3,4} and B = {4,3,2,1}
A=B Ex-2.3 Pg.No.41 ● Do problem-5,iii,iv Pg No.42

● Explain example problem-7,8,9 in Pg No.40

● Explain problem-5,i,ii Pg No.42

● Finite and Infinite sets:

Finite set:
A set which consists of a definite number of
elements is called a finite set.

Eg: A set of natural numbers up to 7.

A = {1,2,3,4,5,6,7,8,9,10}

● Infinite set:
A set which is not finite is called
an infinite set.
●Do these problem Pg.No.44

Eg: A set of all natural numbers.

A = {1,2,3,4,5,6,7,8,9……} ● Try this problem Pg.No.44

● Do problems 1 to 3
 an infinite set.
●Do these problem Pg.No.44

Eg: A set of all natural numbers.

A = {1,2,3,4,5,6,7,8,9……} ● Try this problem Pg.No.44

● Do problems 1 to 3
● Explain example problem-13 in Pg No.43 Ex-2.4 Pg.No.45

Check for Understanding Questions

1.Factual knowledge:

●What do you understand the word 'well-defined' in sets ?

●What are Disjoint sets ?
●
2.Open Ended / Critical Thinking :

●Set A and B have 3 and 6 elements respectively.What can be the minimum number of elements in A U B ?
●N={1,2,3,------------100} then write
i) the subset of N whose elements are even numbers.
ii) the subset of N whose elements are perfect squares.

Student Practice Questions & Activities:

1. If A = {1, 2, 3, 4}, B = {3, 4, 5, 6}, C = {5, 6, 7, 8}. Find A ∪ B ∪ C.
2.If set A = {1, 3, 5}, B = {2, 4, 6} and C = {0, 2, 4, 6, 8}. Then write the universal set for all three sets.
3.Check whether the given sets are equal sets: A = {1, 2, 3, 4} and B = {2, 4, 1, 3}
4.Find A ∪ (B ∪ C), if A = {1, 3, 5}, B = {2, 4, 6} and C = {1, 5, 7}

Assessment
 Assessment

1. Empty set is a _______. 3.Write X = {1, 4, 9, 16, 25,…} in set builder form. 5.Which of the following sets are null sets

A. Infinite set A. X = {x: x is a set of prime numbers} (a) {x: |x |< -4, x ?N}
B. X = {x: x is a set of whole numbers} (b) 2 and 3
B. Finite set
C. X = {x: x is a set of natural numbers} (c) Set of all prime numbers between 15 and 19
C. Unknown set
D. X = {x: x is a set of square numbers} (d) {x: x < 5, x > 6}
D. Universal set

2.Which of the following two sets are equal?

A. A = {1, 2} and B = {1} 4.If A, B and C are any three sets, then A – (B ∪ C) is equal 6.If A, B, C be three sets such that A ∪ B = A ∪ C
B. A = {1, 2} and B = {1, 2, 3} to and A ∩ B = A ∩ C, then,
C. A = {1, 2, 3} and B = {2, 1, 3} (a) (A – B) ∪ (A – C) (a) B = C
D. A = {1, 2, 4} and B = {1, 2, 3} (b) (A – B) ∪ C (b) A = C
(c) (A – B) ∩ C (c) A = B = C
(d) (A – B) ∩ (A – C) (d) A = B

Signature of the teacher Signature of the Head Master

 LESSON PLAN
Class : 10th Subject : Mathematics Name of the teacher : K.Nagendra Name of the School : ZPHS Gandepalli,Kakinada Dist.

No. of Periods Time line for teaching Any specific

Name of the unit Topic
Required From To Information

1.Introduction. 1 Polynomials are an

important part of
2.Definition,degree of polynomial,Value of Polynomial. 2 the "language" of
mathematics and
3.Zeroes of a Polynomial. 1
algebra. They are
POLYNOMIALS 4.Graphical representatin of Polynomial. used in nearly every
3
field of mathematics
5.Relation between zeroes and coefficients of a Polynomial. 2 to express numbers
as a result of
6.Cubic Polynomial. 1 mathematical

7.Division Algorithm for Polynomials. operations.

2

Number of Periods for teaching : 6 Number of Periods for Student Practice : 5 Number of Periods for Assessment : 1

Prior Concepts/Skills
1.Algebraic expression.
2.Polynomial.
3.Algebraic expressions Vs Polynomials.
4.Types of Polynomials.
5.Graphical representation of linear Polynomials.
 Learning Outcomes Number of periods

The Students able to

2
1.Know what is a Polynomial,types of Polynomials ,degree of Polynomials,value of polynomial,zero of Polynomials.

2.Understand geometrical meaning of zero of Polynomial,graphical representation of Quadratic Polynomial. 5

3.Develops relation between zeroes and coeffiients of polynomial(Quadratic and Cubic Polynomials) 3

4.Applies division algorithm for Polynomial. 2

Teaching Learning Process

Introduction :-
• Greek Mathematician Diophantus of Alexandria is the father of polynomials. The Italian mathematician Niccolo
Tartaglia was demonstrating a general algebraic formula for solving cubic equations.
• The word “Polynomial” is originated from 2 word – “Poly” and “Nomial”. Poly means “many”, nominal refer to
“terms”. The meaning of polynomial is associated expression that has several terms. It is defined as a single term
or a sum of the finite number of the terms.
• You have probably used a polynomial in your head more than once when you are in shopping.
• Polynomials are used in engineering, computer and math based jobs, in management, business and even in farming. Diophantus Niccolo Tartaglia
Experience and Reflection :-

• People use polynomials in their everyday life . People use polynomials for modeling of various buildings and objects , used in industries , used in
construction . They are even used in marketing , finance , stocks .
• Polynomials are even used in various fields of science , such as physics , where we measure acceleration , or to express units of energy , inertia .
• In chemistry , polynomials are used in writing down the chemical equations etc.
 Group Work Independent Work
Explicit Teaching (I Do) Notes
(We Do) (You Do)
Polynomials are an important part of
1.Introduction : the "language" of mathematics and
Polynomials and it's uses in real life algebra. They are used in nearly

situations. every field of mathematics to

• Do this Pg. No.48
express numbers as a result of
mathematical operations. Polynomials
2 Definition :
are also "building blocks" in other
A polynomial is defined as an expression which is
types of mathematical expressions,
composed of variables, constants and exponents, that
such as rational expressions.
are combined using the mathematical operations such
as addition, subtraction, multiplication and division
which can be raised to various powers of non-negative
integer exponents.

Constants Example: 1, 2, 3, etc.

Variables Example: x, y, etc. • Try this Pg. No.48 • Give some more
6
Exponents Example: 6 in x etc. examples for
each type given in the
Degree of a Polynomial : table basing
• Try this Pg. No.49 Graphs of polynomial function
The degree of a polynomial is defined as the highest on their degree. in real life.
degree of a monomial within a polynomial. Thus, a
polynomial equation having one variable which has the
largest exponent is called a degree of the polynomial.
 Group Work Independent Work
Explicit Teaching (I Do) Notes
(We Do) (You Do)
Activities and games are always
Value of a Polynomial : something that students find inviting
• Prepare some more
and engaging. However, we can ensure
problems like the
If p(x) is a polynomial in x, and if k is a real that these thrilling moments of fun
example. • Do this Pg. No.49
and games can also benefit students
number,then the value obtained by replacing x by k, is
to learn and grow academically.
called the value of p(x) at x=k, and is denoted by p(k).
Introducing harder-to-digest topics
like polynomials in such a manner will
Eg. Given f(x)=2x+1 then find f(0),f(1),f(3).
help retain students’ attention and
maintain their enthusiasm.

• Do this Pg. No.50 Activity

Introduce polynomial identification
and operations on polynomials
through this activity. The exercise
3.Zero of a Polynomial : requires you to make a chart with
• Try this Pg. No.49 the polynomial degree written on one

A zero of a polynomial p(x) is the value of x for side and the first words on the right-
hand side. This should be followed by
which the value of p(x) is 0. If k is a zero of p(x),
• Exercise 3.1 : 1 the number of terms on the left-
then p(k)=0.
(b),2,4,5 hand side and the second word on the
other side. Students will be first
required to match the numbers on
Exercise 3.1 : 1 (a) , 3 the left with the correct word on
the right. They can then be given
different polynomials on which they
will identify and perform operations.
 Group Work Independent Work
Explicit Teaching (I Do) Notes
(We Do) (You Do)

4.Graphical Representation of Polynomials:

ACTIVITY

1.Graphical representation of a linear polynomial:

A linear polynomial ax+b (a ≠ 0), the graph of y=ax+b

Graphic Guide
is a straight line which intersects
𝑏 the x-axis at
Their job is to create a graphic
exactly one point,namely,(- 𝑎 , 0) .
guidebook for how to solve a
• Do this Pg. No.52 polynomial expression. They should
use at least one example to frame
their guide, then keep it organized
• Try this Pg. No.53
according to the steps they would
follow in achieving a solution. Finally,
let students research online to find
• Take any linear an example of a solved polynomial

polynomial and draw expression and see what their

approach had in common with the
its graph.
online example, as well as how they
diverged.

In the above graph the line intersected x-

axis at (-2,0) hence the zero of the given
linear polynomial is -2.
 Group Work Independent Work
Explicit Teaching (I Do) Notes
(We Do) (You Do)

2.Graphical representation of a Quadratic Teaching About Polynomials

polynomial: When dealing with algebra students

at the high school level, you may
already know how important it is for
The quadratic polynomial ax2+bx+c, a ≠ 0,
students to be able to work with
the graph of the corresponding equation
polynomials. By definition, a
y= ax2+bx+c represents a parabola,either opens polynomial is an expression that
upwards or opens downwards.This depends involves variables and coefficients. It
whether a > 0 or a < 0 . • Try this Pg No.55 also involves only the four basic
operations and the use of exponents.
Case:-1
As students get used to working with
polynomials, they will benefit from
accessing them as well as related
theoretical and methodological work
from a variety of standpoints.
Students will benefit from having a
variety of different activities
• Do example-2 Pg No.59
incorporated into their algebra
instruction. The activities in this
• Try this Pg No.57
lesson will require students to take
ownership of their learning as they
gain facility with polynomials.

• Exercise -3.2 , 1,2

The graph of above polynomial which problems
cuts the x-axis in two distinct points (
a>0)
 Group Work Independent Work
Explicit Teaching (I Do) Notes
(We Do) (You Do)
Case:-2
Case:-1
The “x” and “y” values of a polynomial
make a point on a graph. In the “x2”
polynomial, you find the y-value by
squaring the chosen x-value. For
example, if the chosen x-value is “2,”
then the y-value is 22 = 2*2 = 4.
When you draw all "x" and "y" values
of the x2 polynomial on a graph, you
get a “U-shaped” image called a
• Prepare charts for parabola. Parabolas show up in many
quadratic polynomials of the devices around us, including
covering all types. parabolic microphones, satellite
The graph of above polynomial which which dishes and car headlights.
touches the x-axis at one point (a > 0)
Case:-3

•Parabola
representation using
threads ,activity.

The graph of above polynomial which

doesn’t touch the x-axis (a < 0)
 Group Work Independent Work
Explicit Teaching (I Do) Notes
(We Do) (You Do)

Graph of y = xn

For a polynomial of the form y=xn where n is

a whole number:
1.As n increases, the graph becomes steeper
or draws closer to the Y-axis . 2.If
n is odd, the graph lies in the first and third
quadrants. 3.If n is
even, the graph lies in the first and second • Draw different
quadrants. 4.The graph of types of parabola Polynomials have relevance to nearly
y=−xn is the reflection of the graph of • Draw paraboala of y=x
2 all the sciences. Astrophysicists use
and observe their
y=xn on the x-axis. them to calculate a star's velocity
steepness to y-axis.
and distance from another object in
space. Likewise, they are important
in determining pressure in
applications of fluid dynamics.
Chemists use polynomials to
determine the composition of certain
compounds and molecules, and they
are central to statistics. Statistical
formulas use polynomials to ascertain
future values of animal birth and
death rates, monetary flow and
population growth.
 Group Work Independent Work
Explicit Teaching (I Do) Notes
(We Do) (You Do)
Geometrical Meaning of Zeroes of a Polynomial

ACTIVITY

This is a great activity for helping

students see the relevance and
applicability of polynomials. Their
first task is to create a story
problem that would be represented
using a polynomial. Alternatively, you
can give students story problems to
start with, then have them create
their own as a later step. Then, ask
(a) One zero (Linear Polynomial)
them to create an illustration that

• Exercise 3.2 :1,2 goes along with the story and

simultaneously shows how the story
•Take any two problems.
could be represented via a
examples for
polynomial. Make sure they also
linear polynomials and
illustrate each step of their
draw their graphs.
procedure and solution to the
problem.

(b) Two zeroes (Quadratic Polynomial)

 Group Work Independent Work
Explicit Teaching (I Do) Notes
(We Do) (You Do)

• Do example in Pg No.58

• Draw charts of
linear,quadratic and
cubic polynomials

(c) Three zeroes (Cubic Polynomial)

Explain how to find zeroes of p(x)=x2-x-12 using • Exercise 3.2 : 3(ii),3(iii)

graphical representation.

Explain Ex-3.2(4) problem.

5.Relation between zeroes and

Coefficients of a polynomial.
 Group Work Independent Work
Explicit Teaching (I Do) Notes
(We Do) (You Do)

For Quadratic Polynomial:

If α and β are the roots of a quadratic polynomial

ax2+bx+c, then,

− 𝑐𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡 𝑜𝑓 𝑥
α + β = -b/a
Sum of zeroes =
𝑐𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡 𝑜𝑓 𝑥2 . Write different In the last 30 years, computer
quadratic polynomials having scientists have instituted important
𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 𝑡𝑒𝑟𝑚 real zeroes and verify the uses for polynomials. Most of their
αβ = c/a
𝑐𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡 𝑜𝑓 𝑥2 relation between zeroes and work involves locating specific
Product of zeroes = targets via coordinate systems and
coefficients.
cryptography. Polynomials are also
important to travel. According to the
Eg:- 4,5 Pg.No.63 website MathMotivation, “Without
the Taylor Polynomial or other

6. Cubic Polynomial : polynomial approximation, there

would be no way for scientific

.
calculators and computers to
If α,β and γ are the zeroes of a cubic polynomial
ax3+bx2+cx+d, then

α+β+γ = -b/a
. Prepare charts for
Do this Pg.No.66
perform the calculations needed to
guide our spaceships and aircraft.”

linear,quadratic,cubic
polynomials and write

.
αβ +βγ +γα = c/a 3 examples for each
one
Do Exercis 3.3- 1(ii,iii,iv)
αβγ = -d/a
2(ii,iii,iv),3(ii,iii,iv)
Eg-7 Pg.No.66
 Check for Understanding Questions
1.Factual:

1. The polynomial with degree one is known as--------------------

2. The degree of zero polynomial is------------------------
3. The graphical representation of a quadratic polynomial is a------------------
4. If α,β are zeroes of a quadratic polynomial p(x)=ax2 + bx + c then sum of the zeroes p(x) is-----------------------
5. Number of zeoroe of p(x) when the graph of p(x) intersect x-axis at two points.......................................

2.Open Ended / Critical Thinking :

2
1. If one zero of the polynomial 5z + 13z – p is reciprocal of the other, then find p.
2. If the product of two zeroes of polynomial 2x3 + 3x2 – 5x – 6 is 3, then find its third zero.
3.Write a quadratic polynomial, sum of whose zeroes is and product is 5.
4.Write the zeroes of the polynomial x2 + 2x + 1.
3 2
5.A polynomial g(x) of degree zero is added to the polynomial 2x + 5x – 14x + 10 so that it becomes exactly divisible by 2x – 3. Find
the g(x).

3.Student Practice Questions & Activities:

1.If the sum of zeroes of the quadratic polynomial 3x2 – kx + 6 is 3, then find the value of k.
2.If α and β are the zeroes of the polynomial ax2 + bx + c, find the value of α2 + β2.
3.If α and β are the zeroes of a polynomial such that α + β = -6 and αβ = 5, then find the polynomial.
4.Find the condition that zeroes of polynomial p(x) = ax2 + bx + c are reciprocal of each other.
5.Find a quadratic polynomial, the stun and product of whose zeroes are √3 and 1√3 respectively.
 Assessment

1. The zeroes of x2–2x –8 are: 4. If p(x) is a polynomial of degree one 8. If one zero of the quadratic
(a) (2,-4) and p(a) = 0, then a is said to be: polynomial x2 + 3x + k is 2, then
(b) (4,-2) (a) Zero of p(x) the value of k is
(c) (-2,-2) (b) Value of p(x) (a) 10
(d) (-4,-4) (c) Constant of p(x) (b) –10
(d) None of the above (c) 5
(d) –5
2. If the zeroes of the 5. A polynomial of degree n has:
quadratic polynomial ax2+bx+c, (a) Only one zero
(b) At least n zeroes 9. The zeroes of the quadratic
c≠0 are equal, then
(c) More than n zeroes polynomial x2 + 7x + 10 are
(a) c and b have opposite signs
(d) At most n zeroes (a) -4, -3
(b) c and a have opposite signs
(b) 2, 5
(c) c and b have same signs
6. Zeroes of p(x) = x2-27 are: (c) -2, -5
(d) c and a have same signs
(a) ±9√3 (d) -2, 5
(b) ±3√3
3. If one of the zeroes of cubic polynomial (c) ±7√3
is x3+ax2+bx+c is -1, then product of (d) None of the above
other two zeroes is: 10. By division algorithm of
(a) b-a-1 7. A quadratic polynomial, whose polynomials, p(x) =
(b) b-a+1 zeroes are –3 and 4, is (a) g(x) × q(x) + r(x)
(c) a-b+1 (a) x² – x + 12 (b) g(x) × q(x) – r(x)
(d) a-b-1 (b) x² + x + 12 (c) g(x) × q(x) × r(x)
(c) (x²/2) – (x/2) – 6 (d) g(x) + q(x) + r(x)
(d) 2x² + 2x – 24

Signature of the teacher Signature of the verifying offier Signature of the Head Master
 LESSON PLAN
(QUADRATIC EQUATIONS)
Class: 10 Subject: Mathematics Name of the teacher: J. Visveswara Rao PGT Maths

School: Dr.B.R.Ambedkar Gurukulam, Kollivalasa, Srikakulam Dist.

Name of the Topic Number of Time Line For Teaching Any Specific
Chapter Periods From To Information
Required
5.1 Introduction 1
Quadratic equations

5.2 Quadratic equations quadratic functions and check whether 4

The given equations are quadratic equations or not exercise
5.1
5.3 Solution of a quadratic equation by factorisation and 5.2 4
examples and exercise problems
5.4 Solution of a quadratic equation by completing the square, 4
quadratic formula and exercise 5.3 examples and problems
5.5 Nature of roots 2

Prior Concept / Skills

Students must have knowledge about degree of a polynomial
They know about difference between polynomials and equations
They know about finding zeroes of a polynomial and factorizing the polynomials
Graphical representation of quadratic polynomial
Know about the formulas of (𝑎 + 𝑏) , (𝑎 − 𝑏)
Nature of zeroes of polynomials

Learning Outcomes Number of

Periods
Students are able to find 2
1.Students make quadratic equations by using different real-life situations
2. Give examples for quadratic expressions or functions from real life situations 1
3.Check whether the given equation is quadratic or not 2
4.Find the roots of quadratic equation by using factorization method 3
5.Students are able to find roots of a quadratic equations by using method of completing the square and by using quadratic formula 4
6.Students are able to find nature of roots of a quadratic equation by using Discriminant 2
7. Students connect the different branches of mathematics and real-life situations and find roots 1
 TEACHING LEARNING PROCESS
Note: The name Quadratic comes from "quad" meaning square, because the variable gets squared (like x2).It is also called an "Equation of Degree 2“
(because of the "2" on the x).
History: Many people believe that Babylonians were the first to solve quadratic equations. For instance, they knew how to find two positive
numbers with a given positive and a given positive product, and this problem is equivalent to solving a quadratic equation of the form
x2-px+q= 0. Greek mathematician Euclid developed a geometrical approach for finding out lengths which, in our present-day terminology, are
solutions of quadratic equations. Solving of quadratic equations, in general form, is often credited to ancient Indian mathematicians. In fact,
Brahmagupta (A.D.598–665) gave an explicit formula to solve a quadratic equation of the form ax2 + b x = c. Sridhar acharya (A.D. 1025) derived a
formula, now known as the quadratic formula, as quoted by (Bhaskara II) for solving a quadratic equation by the method of completing the square.

NATURE OF ROOTS
𝐷 = 𝑏 − 4𝑎𝑐
PROCEDURE: Start the session by checking their previous knowledge, by asking the questions of quadratic polynomials, its general
equation, its degree and zeroes. After this explain the topic to the students.
1. Introduction, Explanation and definition of quadratic equations.
2. Explain the difference between the quadratic equations and quadratic polynomials.
3. Explain the relationship between the roots and coefficients of Q.E. also explain
4. The method of finding the Q.E. from the roots.
5. Explain the method of finding the roots by factor method.
6. Explain the formula of discriminant and then discuss the nature of roots.
7. Explain the method of solving the quadratics equation by using quadratic formula.
8. Application of different methods for the solution of word problems.

Experience and Reflection (Task/question that helps students explore the concept and connect with their life)
Students find solutions of quadratic equations.
They can give examples of quadratic functions from real life situations.
They connect quadratic equations to other branch of mathematics.
They can judge nature of roots by using Discriminant of the quadratic equation.


Explicit Teaching/Teacher Group Work (We Do) Independent Work Notes
Modelling (I Do) (You Do)
Introduction: 1.A charity trust decides to Explain how to make a quadratic Convert the following
build a prayer hall having a carpet area of 300 equation by given situations. By situation into quadratic
square meters with its length one meter more taking different real-life situation equations.
than twice its breadth. What should be the length explain how to convert a given 1. The area of a rectangular
and breadth of the hall? situation into quadratic equation plot is 528 m2. The length of
the plot (in metres) is one
2.Rani has a square metal sheet. She removed more than twice its breadth.
squares of side 9 cm. from each corner of this We need to find the length and
sheet. Of the remaining sheet, she turned up the breadth of the plot.
sides to form an open box as shown. The capacity 2. A train travels a distance of
of the box is 144 cc. Can we find out the 480 km at a uniform speed. If
dimensions of the metal sheet? the speed had been 8 km/h
less, then it would have taken
3 hours more to cover the
same distance. We need to
find the speed of the train.
Definition: A quadratic equation in the variable Explain and discuss with the students Solve exercise 5.1 problems
2
x is an equation of the form ax + bx + c = 0, About the definition of quadratic
where a, b, c are real numbers, a ≠ 0 equation. And ask them to give
𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐 is called quadratic function. examples.
Example-2. Check whether the following are And also explain how to Represent
quadratic equations. the given situations in the form of
Verify the given equations are quadratic or not quadratic equation.
(𝑥 − 2) + 1 = 2𝑥 − 3
ii. x (x + 1) + 8 = (x + 2) (x – 2)

Examples of quadratic
functions

SOLUTION OF A QUADRATIC EQUATION BY FACTORISATION: Explain about the solution of a Solve “try this” Quadratic equations can be
a real number α is called a root of the quadratic quadratic equation. And also discuss Solve problems in exercise 5.2 applied to solve word problems
how to verify when a real number is a involving various situations.
equation ax2 + bx + c = 0.
solution of given quadratic equation. (Take the help of teacher To solve problems leading to
if ax2 + bx + c = 0. We also say that x = α is a wherever required) quadratic equations, following
solution of the quadratic equation, or α satisfies steps may be used:
By taking an example and explain 1. Represent the unknown
the quadratic equation. Note that the zeroes of how to find roots by using splitting quantity in the problem by a
the quadratic polynomial ax2 + bx + c and the the middle term i.e., factorization variable (letter).
roots of the quadratic equation ax2 + bx + c = 0 method. 2. Translate the problem into an
are the same. 2𝑥 − 5𝑥 − 3 equation involving this variable.
The middle term ‘–5x’ can be written 3. Solve the equation for the
Let us first split the middle term. Recall that if as ‘–2x – 3x’. variable.
ax2 + bx + c is a quadratic equation polynomial So, 4. Check the result by satisfying
then to split the middle term we have to find two the conditions of the original
2𝑥 − 5𝑥 − 3 = 2𝑥 − 2𝑥 − 3𝑥 − 3
numbers p and q such that problem.
=(2x-3) (x-1) 5. A root of the quadratic
p + q = b and p × q = a × c.
Roots are 𝑎𝑛𝑑 1 equation, which does not satisfy
the conditions of the problem,
must
be rejected.
SOLUTION OF A QUADRATIC EQUATION BY Explain the process to find solution of Do this page No.113
COMPLETING THE SQUARE: a quadratic equation by completing Solve exercise 5.3 problems.
we now introduce the method of completing the the square
square. The idea behind this method is to adjust
the left side of the quadratic equation so that it Algorithm: Let the quadratic equation
becomes a perfect square. by ax2 + bx + c = 0
Step-1: Divide each side by ‘a’
Explain examples 7 & 8
Step-2: Rearrange the equation so
that constant term c/a is on the right
side. (RHS)
Step-3: Add
to both sides to make LHS, a perfect
square.
Step-4 : Write the LHS as a square
and simplify the RHS.
Step-5 : Solve it.
Discuss and find solutions of example
7&8

Quadratic formula:
𝑎𝑥 + 𝑏𝑥 = −𝑐 Explain how to deduct quadratic
formula by using method of Solve exercise 5.3 problems
𝑏 𝑐
𝑥 + 𝑥=− completing the square.
𝑎 𝑎
𝑥 +2 𝑥+ =− + = −𝑏 ± √𝑏 − 4𝑎𝑐
−𝑏 ± √𝑏 − 4𝑎𝑐 𝑥=
𝑥= 2𝑎
𝑏 𝑏 − 4𝑎𝑐 2𝑎
𝑥+ = Discuss and Solve example problems
2𝑎 4𝑎
𝑏 𝑏 − 4𝑎𝑐
𝑥+ =± 8,9,10,11 &12.
2𝑎 4𝑎
−𝑏 ± √𝑏 − 4𝑎𝑐
𝑥=
2𝑎
Nature of roots
𝑏 − 4𝑎𝑐 determines whether the quadratic Explain Discriminant of a quadratic Solve Try this page No.122
equation ax2 + bx + c = 0 has real roots equation. based on discriminant
discuss about nature of roots.
or not, b2 – 4ac is called the discriminant of the
quadratic equation.
So, a quadratic equation ax2 + bx + c = 0 has Solve exercise 5.4 problems
i. two distinct real roots, if 𝑏 − 4𝑎𝑐 > 0, Explain examples 14, 15 and 16.
ii. two equal real roots, if 𝑏 − 4𝑎𝑐 = 0,
iii. no real roots, if 𝑏 − 4𝑎𝑐 < 0.
 Check For Understanding Questions

1. Factual:
1.Are x = 0, x = 1 the solution of the equation 𝑥 + x + 1 = 0?
2. Find the roots of the quadratic equation 3𝑥 – 2 √6x + 2 = 0.
3. Find the value of k such that the quadratic equation x (x – 2 k) + 6 = 0 has real and equal roots.
4. Find two consecutive positive integers, the sum of whose squares is 365.
5. A train travels 360 km at a uniform speed. If the speed had been 5 km/h more, it would have taken 1 hour less for the same journey. Find the
speed of the train.
1. Open Ended / Critical Thinking:
1. If a polygon of ‘n’ sides has 𝑛(𝑛 − 3) diagonals. How many sides will a polygon having 65 diagonals? Is there a polygon with 50 diagonals?

2. Is it possible to design a rectangular mango grove whose length is twice its breadth and the area is 800 sq.m? If so, find its length and breadth.
3. The hypotenuse of a right triangle is 3√5 cm. If the smaller side is tripled and the larger side is doubled, the new hypotenuse will be 15 cm. Find the length of
each side.
4. The sum of the ages of two friends is 20 years. Four years ago, the product of their ages in years was 48. Is the situation possible? If so,
determine their present ages.
5. Solve log (2x-1) =log(4x-3)-log(x)
Student Practice Questions &Activities (Exercises from workbook / textbooks/ blackboard)
1. Find a quadratic equation whose roots are 3 and -1.
2. Check whether the following are quadratic equations or not. 𝑥 − 4𝑥 − 𝑥 + 1 = (𝑥 − 2)
3. Represent the following situation in the form of quadratic equation.
The product of two consecutive positive integers is 306. We need to find the integers.
4. 2𝑥 + 𝑥 − 6 = 0 solve by using method of completing the square.
5. Some students planned a picnic. The budget for food was Rs 480. But 8 of them failed to go, the cost of food for each member increased by Rs 10. How many
students attended the picnic?
 Activity: Take a real-life situation: At a party, each member gives a gift to the rest. There were 132 gifts given at the party. Find the
number of members. Represent above situation in quadratic equation. And then find the solutions in the following methods.
1. By factorization
2. Method of the completing the square
3. Quadratic formula
4. By graphical method
Write your comments
assessment (Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).
1. Find two numbers whose sum is 27 and product is 182.

2. Find the roots of the quadratic equation 𝑥 − =

3. Find the roots of the equation 5𝑥 – 6x – 2 = 0 by the method of completing the square.
4. The altitude of a right triangle 7cm less than the base. If the Hypotenuse is 13cm find the other two sides.
5. Write three quadratic equations which are having i) two distinct roots ii) equal roots iii) no real roots

SIGNATURE OF THE TEACHER VISITING OFFICER WITH REMARKS SIGNATURE OF THE HEAD MASTER
 LESSON PLAN - 1
Class: 10 Subject: Mathematics Name of the teacher: School:

Name of Topic Number of periods Timeline for teaching Any specific

the chapter required From To information
1.Introduction 2
2. Euclid division Lemma 3 It is an algorithm that a computer had
been programmed to carry out

3. The fundamental theorem 2

of Arithmetic , LCM & HCF
REAL 4. Rational numbers and 3
NUMBERS their decimal expansions
5. Irrational Numbers 3
6 Introduction to 3
Logarithms
7. Properties and 4 logarithms are used in engineering,
science, business and economics
Applications of Logarithms

Prior Concept / Skills:

1. Natural Numbers, Whole Numbers, Integers, Rational numbers
2. Prime factorization Methods
3. Terminating and non-terminating decimals
4. Irrational numbers
5. Standard form(scientific notation) of a number

Learning outcomes Number of Periods

Students are able to, 3

1. Understands Euclid’s division Lemma
2. Find HCF using Euclid’s lemma 2
3. Apply Fundamental theorem of Arithmetic in finding LCM and HCF of numbers 2
4. prove mathematical statements using Euclid lemma 3
𝑝
5. converts rational numbers into decimal form and decimal numbers into form 3
𝑞
 6. proves √2, √3, etc., are irrational numbers 4
7. check the properties of logarithms 3

TEACHING LEARNING PROCESS

Induction/Introduction (Generating interest, informing students about the
outcomes and expectations for the lesson)
 Showing different situations where numbers are used and discussion.
 Preparing a mind map or table related number systems

Experience and Reflection (Task/question that helps students explore the concept and connect with their life)
 Collecting and recording terminating and non-terminating rational numbers, convert them into decimal forms by division.
 Represent some irrational numbers on number line.
 Students are able to know the richness of numbers and develop into their surprising traits.
 Students can able to examine logical arguments in the process of irrational numbers.
 Know about Euclid and his book “ The Elements”
 Using paper strip activity, HCF of any two numbers can be determined.

Explicit Teaching/Teacher Group Work (We Do) Independent Work Notes

Modelling (I Do) (You Do)
Introduction  Prepare a  Explain some
 Recapitulating the number chart/model showing situations where
systems (N,W,Z,Q) and their number systems these numbers
properties . are used
2. Euclid’s Division Lemma:  Discuss about the  Prepare some  Find HCF of 18 and 13
problem in Think – problems of using paperstrip Activity.
Def: Given positive integers Discuss in page 3. your own  e.content about problems
a and b, there exits unique  Think –Discuss in 3,4,5 of exercise.1.1
pair of integers q and r page 4  Solve problems
satisfying  Solve Problems in Do this of page
a = bq + r, o≤r<b number 3,4 and 5 in 3
Ex: If a = 21 and b = 4 Exercise 1.1
15 = (4x5) + 1
here q = 5, r = 1  Do this of page.4
 Model problem solving  Solve problems
example 1 and 2. no.1,2 of
Exercise.1.1
3. The fundamental theorem of Solve problems in
Arithmetic , LCM & HCF:  Do this of page.6  Do this pf page.8  Work sheet with Euclid
 Try this of page.8  Problem number Division lemma and prime
Def: Every composite  Problem number 3, 1,2,4, in Exercise factorization
number can be expressed as 5,6 in Exercise 1.2 1.2  e.content -Finding LCM,HCF
a product of primes, and
this factorization is unique,
apart from the order in
which the prime factors
occur.

 Model problem solving

examples 3,4

4. Rational numbers and their  Solve problems in Do  Problem number  Displaying chart of Theorems
decimal expansions: this of page 11 1,2,3 in Exercise 1.3, 1.4
Rational numbers have either a  Problem number 4 in 1.3
terminating decimal expansion or a Exercise 1.3
non-terminating, repeating decimal
expansion.
 Explains Theorems 1.3, 1.4,
1.5 with suitable examples
5. Irrational Numbers:  Checking the closure  Solve problems  Explain problem.2 of
A real number is called irrational, if properties under in 1 of Exercise exercise.1.4
it cannot be written in the form of addition, 1.4.  More practice problems for
𝑝 multiplication of advanced learners.
⁄𝑞 where p, q are integers and
irrational numbers
q≠0
 Do this of page 14
√2,√3,√15, Π,
0.010011000111…. etc are Some
examples of irrational numbers.
 Explain examples 7 to 10

6. Introduction to Logarithms: Discuss and solve the Solve the problems in Explains other type of irrational
If ax
= N, then we write problems in  Do this page.18 numbers(y = ax).
x = log a N,  Try this page.18  Do this page.19  Chart containing properties of
where a>0,a≠0,N>0 a,  Think-Discuss logarithms.
N∈R page.18  E- content of
 Explains properties of nature of
logarithms with examples  Do this page.20 y = 2x
 Think-discuss of page.17
 Do this page.21

7. Applications of Logarithms:  Try this page.21 Solve problems  Explain the problems
Logarithms are used for all sorts of  Think-Discuss of no.1,2,3,4 in 5 to 9 of Exercise.1.5
calculations in engineering, page.21 Exercise.1.5  Remedial teaching for slow
sciences, business and economics. learners in identified topics

 Explain the examples

11 to14

Check For Understanding Questions

1. Factual:
a. The total number of factors of a prime number is ---------
23
b. The number of decimal places after which the decimal expansion of will terminates is ------
2³×5
c. Without performing division, write the decimal form of 15⁄
1600- - - - - - - - - - - - - - - - - - - -
 d. The logarithmic form of 64 = 26 is ------------
e. log 10 0.0001 = --------
2. Open Ended / Critical Thinking:
a. Write some examples to irrational numbers
b. If p, q are two prime numbers, find LCM and HCF of p, q
1
c. What is the smallest rational number by which should be multiplied so that its expansion terminates after one place of
3
decimal.
d. Can you tell the nature of a, x and y in y = ax? Can you determine the value of x for a given x?
22
e. The value of Π can be taken as , Is rational number or irrational number? Explain.
7

Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
a) Find HCF of 120,90 by Euclid division method and verify the answer by doing in prime factorization method
b) Is 7x5x3x2+3 a composite number? Justify.
3 7 11 29
c) Convert the following rational numbers in decimal form (i) (ii) ) (iii) ) (iv) )
4 25 12 343
d) Represent √2 on number line
e) Prove that (2√3 + √5 ) is an irrational number. Also check whether (2√3 + √5 )((2√3 - √5 ) is rational or irrational.

Assessment (Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for
assessment).
1. Define Euclid’s division lemma in your words.
2. Can you tell some examples to irrational numbers
3. Can you expect the numbers between 0 and 1 or 1 and 2 etc,..and what are they called?
4. Find the LCM,HCF of 8,15 using graph sheets
5. Find the number of digits in 22022, if log 2 = 0.3010.

 Prepare new questions and solve them

 Slip tests for each topic
 Quiz conducted on all topics of this chapter-

VISITING OFFICER WITH REMARKS

SIGNATURE OF THE HEAD MASTER SIGNATURE OF THE TEACHER
 LESSON PLAN -6
Class: 10 Subject: Mathematics Name of the teacher: J. Visweswara Rao PGT maths

School: Dr.B.R.Ambedkar Gurukulam, Kollivalasa, Srikakulam Dist.

Name of the Chapter Topic Number of Time Line For Teaching Any Specific Information
Periods From To
Required
History of Hipparchus
INTRODUCTION 1
When a cone is cut by a plane
RECALL THE KNOWN FORMULAS 1 parallel to the base
of the cone, then the portion
REGARDING SURFACE AREAS AND between the plane and
VOLUMES the base is called the frustum of
the cone.

MENSURATION

SURFACE AREAS AND VOLUMES OF

DIFFERENT SOLID SHAPES.
EXAMPLE PROBLEMS AND EXERCISE 10.1 3
SURFACE AREA OF THE COMBINATION OF
SOLIDS 3
Trigonometry uses in
VOLUME OF COMBINATION OF SOLIDS 3 various fields
CONVERSION OF SOLID FROM ONE SHAPE 3
TO ANOTHER
 Prior Concept / Skills:

1. Knowledge of circle, rectangle, triangle and basic arithmetic operations on numbers.

2. Knowledge about lateral surface area, total surface area and volume of cube and cuboids.
3. Knowledge about curved surface area total surface area and volume of cylinder, cone, sphere and Hemisphere.
4. Knowledge about to conversion of solids one shape to another shape.
5. Knowledge about TSA and volumes of Prism and Pyramids.
6. Knowledge about the formulas of the surface areas and volumes of different solid shapes.

Learning Outcomes Number of Periods

Students are able to find
1. Based on situations students need to find out volume or area 1
2.To recognize shapes of cuboid, cube, cylinder, cone, sphere and Hemisphere 1
3.Identify the solid which are present in the combination of solids and also make different combinations 1
4.To recall the formulae of surface area and volume of cuboid, cube cylinder, cone, sphere, hemisphere and 2
solve the problems related
5. To find curved surface area and total surface area of given combination. 2
6. To find the volume of given combination. 3
7. To use the knowledge of cuboids, cube, cylinder, cone, sphere, hemisphere shapes and their combinations 2
in daily life.
8.Conversion of solids form one shape to another shape 2

TEACHING LEARNING PROCESS

Induction/Introduction (Generating interest, informing students about the outcomes and expectations for the lesson)
By showing different solid objects (duster Brick, volley Ball, Scholl building pillars, text Book etc) which are collected from surroundings and ask them to find
surface areas and volumes.
Showing solid shapes tool box and ask tem to identify name of the solid. And also show different combination of solids like truck, capsule, cone ice-cream etc.
Showing videos. Explain about casting aluminum in one shape to other shape and also show videos of process to create interest.
Innovative practice:
Making 3d shapes through origami
Steps to be followed:
1. The student of the class to be divided in to 4 groups 2. Group1 is guided to prepare cuboids of different sizes through origami
3. Group2 is guided to prepare cubes of different sizes through origami 4. Group3 is guided to prepare cones of different sizes through origami
5. Group4 is guided to prepare cylinders of different sizes through origami
6.Each group will find the dimensions of the shapes prepared by them followed finding volume of the shapes
7.Combining Group 3 and group 4 ,can be guided to verify the relation between volumes of cone and cylinder through the models prepared by them
Through this practice all the student of the class will be excited to actively involve to make the models on their own and to find the volume of the model
prepared by them which strengthen the teaching learning process.
Experience and Reflection (Task/question that helps students explore the concept and connect with their life)
 Collect the different solid shapes his/her surroundings.
 Make some solids and find TSA and volumes by using thick paper
 Use the knowledge of surface area and volumes and applies in daily life.
 Students observe and find number of bricks required to construct a required wall
 How much milk or ice-cream to fill in a cylindrical jar
 Go and observe at a sawmill ( saw-mill ) how they calculate volume of logs in different shapes like cylinder and cuboid
 Students use the concept of surface area and volumes in many real life situtations
Explicit Teaching/Teacher Modeling Group Work (We Do) Independent Work (You Notes
(I Do) Do)
INTRODUCTION: Introducing the topic by using Explain difference between Try this page No.245
various real life situations. Show different solids 3-D and 3-D shapes. Ask
and ask tem name of the solid. On situation base them to collect some 2-D and
explain what to find .and also using models of 3-D shapes from available
solids make different combination of solids. resources.
And also form total students
in to groups instructed to
make different solids. Break the pictures in the above
figure into solids of known shapes.

Solid shape models, charts and 3 D

shapes in our surroundings
Recall the surface areas and Divide the students into Define a prism and pyramid. And Writhe difference between prism
groups and conducted a quiz Write the surface area and volume and pyramid.
volumes of different solid shapes. for formulas of the surface of prism and pyramid. A sphere is inscribed in a cylinder.
Recall the formulas for finding surface areas, areas and volumes of different Is the surface of the sphere equal
volumes of solids which are learnt in the class 8th solid shapes. to the curved surface of the
and especially in 9th. Show each solid shape and cylinder? If yes, explain how?
ask to the students how to
find surface areas and
volume.
(Text book page no.246)
EXAMPLE PROBLEMS AND EXERCISE Through discussion explain Exercise 10.1 1 to 9 problems
10.1 each example from 1 to 7.
Explain example 1 to 7 page no.247 to 250 Explain the algorithm to find (take teacher guidance wherever
solution. necessary)
1. Identify the 3D shape
2. Recall the appropriate
formula
3. simplify after
substitution

SURFACE AREA OF THE COMBINATION OF Divide the students into Solve exercise 10.2 problems If we consider the surface of the
SOLIDS groups and ask each group to 4, 5, 6 and 7. newly formed object, we would be
Take different solid shape and combine them to make different combination able to see only the curved
make a new solid and then explain how to find solid shapes. And also explain surfaces of the two hemisphere
surface area of new solid. how to find surface area of and the curved surface
new solid. of the cylinder

Instruct each group students

to collect different
combination of solids which
are observed in real life
situations and draw the shape
in their notes. And discuss
A water tank is a combination of two hemispheres how to find surface areas.
and a cylinder
TSA of new solid = CSA of one hemisphere +
CSA of cylinder + CSA of other hemisphere

TSA of the toy = CSA of Hemisphere + CSA of

cone
Explain and Solve example problems 8 and 9
Explain exercise 10.2 problems 1, 2 and 3.

VOLUME OF COMBINATION OF SOLIDS Explain and discuss with Exercise 10.3 1 to 7 problems
Explain how to find volume of a combination of students about the process of
solids. For example the following figure consisting finding volume of a (take teacher guidance wherever
of 3 solids they are cone, cylinder and hemisphere. combination of solid. necessary
Through example 10,11,12,13
Page no.257 to 260
Prepare combination of solid in
And also discuss TRY THIS your own and find volume.
page no.257.

Note : In calculating the surface

area of combination of solids, we
can not add the surface areas
of the two solids because some
part of the surface areas disappears
in the process of joining
them. However, this will not be
the case when we calculate the
Volume of the solid toy
volume. The volume of the solid
= Volume of the Cone + Volume of the Cylinder +
Formed by joining two basic solids
Volume of the Hemisphere.
will actually be the sum of the
volumes.
CONVERSION OF SOLID FROM ONE SHAPE Explain by taking various Try this page no.262
TO ANOTHER situations in real life that one
A women self help group (DWACRA) prepares solid are melted or recasting
candles by melting down cuboid shape wax. In gun in to another shape. and also
factories spherical bullets are made by melting discuss about there is any Exercise 10.4 1 to 8 problems
solid cube of lead, goldsmith prepares various difference in volumes (no
ornaments by melting cubiod gold biscuts. In all difference)
these cases, the shapes of solids are converted into discuss the above concespt by
another shape. In this process, the volume solving example problems. Optional exercise Problems
Always remains the same. To be solved
For example, lets us take a candle in the shape of Do this page no.263
solid cylinder, melt it and pour whole of the
molton wax into another container shaped like a
sphere. On cooling, you will obtain a candle
in the shape of sphere. The volume of the new
candle will be the same as the volume of the
earlier candle.
Explain examples 14 to 19.

Check For Understanding Questions

1. Factual:
1. Diagonal of a cube of edge a is…………
2. Volumes of two spheres are in the ratio 27: 64.The ratio of their surface areas is…..
3. A solid piece of iron in the form of a cuboid of dimensions 49 cm × 33 cm × 24 cm is moulded to form a solid sphere. Find the
radius of the sphere.
4. Three cubes of volume 64 cm3 each are joined end to end to form a solid. Find the surface area of the cuboid so formed.
5. A cylinder and a cone are of same base radius and of same height. Find the ratio of the volume of cylinder to that of the cone.

2. Open Ended / Critical Thinking:

1. Radius of base of the cylinder is log 2 and height is log 2 then find TSA and volume.
128 1024

2. Draw four combinations of solids diagrams.

3. Make a joker cap and find volume.
4. An ice cream cone full of ice-cream having radius 5cm and height 10cm.Calculate volume of ice-cream ,provided that its
1
Part is left unfilled with ice cream.
6
5. Three cubes of iron whose edges are in the ratio 3 : 4 : 5 are melted and converted into a single cube whose diagonal is
12 3 cm. Find the edges of the three cubes.
 Student Practice Questions &Activities (Exercises from workbook / textbooks/ blackboard)
1. Two cubes, each of side 4cm are joined end to end. Find the surface area of the resulting cuboid.
2. A 20m deep well with diameter 7m is dug up and the earth from digging is evenly Spread out to form a platform
22m14m Find the height of the platform.
3. Find the volume of the largest right circular cone that can be cut out of the cube whose edge is 7 cm
4. A medicine capsule is in the shape of a cylinder with two hemispheres. Stuck to each of its ends. The length of the entire
capsule is 14 mm and the diameter of the capsule is 5 mm. Find its surface area.
5. How many silver coins 1.75cm in diameter and of thickness 2mm must be melted to form a cuboid 5.5cm×10cm×3.5cm?

Assessment (Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for
assessment).
1. The sum of length, breadth and height of a cuboid is 19 cm and its diagonal is 5 5 cm. What is its surface area?
2. The circumference of the base of a 9 m high wooden solid cone is 44 m. Find the volume of the cone.
3. A toy is in the form of a cone mounted on a hemisphere of common base radius 7cm. The total height of the toy is 31cm. find
the total surface area of the toy 22 .
4. A solid cylinder of diameter 12cm and height 15cm is melted and recast into toys with the shape of a right circular cone
mounted on a hemisphere of radius 3cm. if the height of the boy is 12cm find the number of toys so formed.
5. Metallic sphere of radii 6cm, 8cm and 10cm respectively are melted to form a single solid sphere. Find the radius of the
resulting sphere

SIGNATURE OF THE TEACHER VISITING OFFICER WITH REMARKS SIGNATURE OF THE HEAD MASTER
 LESSON PLAN -5
Class: 10 Subject: Mathematics Name of the teacher: J. Visweswara Rao PGT maths

School: Dr.B.R.Ambedkar Gurukulam, Kollivalasa, Srikakulam Dist.

Name of the Chapter Topic Number of Time Line For Teaching Any Specific Information
Periods From To
Required
History of Hipparchus
1
INTRODUCTION
NAMING THE SIDES IN A RIGHT 1
TRIANGLE
TRIGONOMETRIC RATIOS 1
DEFINING TRIGONOMETERIC RATIOS Trigonometry uses in
AND 3 various fields
DEFINE RATIOS IN A RIGHT ANGLE
TRIANGLE
TRIGONOMETRIC RATIOS OF SOME
SPECIFIC ANGLES 3
TRIGONOMETRIC RATIOS OF
COMPLEMENTARY ANGLES 3

TRIGONOMETRIC IDENTITIES 4

Prior Concept / Skills:

1. Knowledge of Pythagoras theorem and properties of triangles.

2. Knowledge about complementary angles
3. Knowledge about angle sum property
4. Knowledge about algebraic identities
5. Knowledge about specific angles
 Learning Outcomes Number of Periods
Students are able to find
1. Identifying the opposite side, adjacent side and hypotenuse of a right triangle by given angle 1
2. Find Trigonometric ratios for given angle using right triangle 2
3. Convert on trigonometric ratio to other trigonometric ratio. 2
4. Find the trigonometric ratios of special angles 2
5. Students give reasons for given value exist or not for a given trigonometric ratio. 1
6. Find the complementary angles of trigonometric ratios 2
7. Solve and simplify the problems based on trigonometric identities 4
8. Connect the trigonometry to other branch of mathematics and solve problems 2

TEACHING LEARNING PROCESS

Introducing the chapter taking different examples from real life situations. For creating interest about trigonometry discuss about history. To tell about the
contribution of Hipparchus. For creating more interest explain various uses of trigonometry in different fields. trigonometry formulas have applications in
various fields such as construction, design, and other branches of engineering. It is even applied to crime scene investigations. In this article, we have come
up with detailed information on different real-life applications of Trigonometry in various fields of our life.

.
Experience and Reflection (Task/question that helps students explore the concept and connect with their life)
 Draw different right triangles and identify the opposite side, adjacent side and hypotenuse
 Find the values of specific angles of trigonometric ratios
 Students find heights and distances by using trigonometry.
 Students collect and analyze the uses of trigonometry in various fields.
 Connect the trigonometry to different branches of mathematics
Explicit Teaching/Teacher Modelling Group Work (We Do) Independent Work (You Notes
(I Do) Do)
INTRODUCTION: Introducing the topic by using Discusses with the students Ask the students collect 5 real life
various real life situations. about various uses of situations to find height ,distance
Example: Electric poles are present everywhere. trigonometry. etc.
They are usually erected by using a metal wire. By taking different examples
The pole, wire and the ground form a triangle. But, and discuss each other.
if the length of the wire decreases, what will be the
shape of the triangle and what will be the angle of
the wire with the ground?

Example 2: In a play ground, children like The above examples are

to slide on slider and slider is on a defined angle geometrically showing the
from earth What will happen to the slider if we application part of triangles in our
change the angle? Will children still be able to play daily
on it? life and we can measure the
heights, distances and slopes by
using the properties of triangles.
These types of problems are part
of ‘trigonometry’ which is a
branch of mathematics.

2. NAMING THE SIDES IN A RIGHT Draw different right triangles Do this page No.271
TRIANGLE : and mark an angle θ other
than right angle. And explain
about side opposite to θ, side Try this Page No.271
adjacent
to θ and Hypotenuse of each
right triangle.
Here you observe the position
of side BC with respect to angle A.
It is opposite to angle A and we can call it as
“Opposite side of angle A”.
And the remaining side AB can be called as
“Adjacent side of angle A”
AC = Hypotenuse
BC = Opposite side of angle A
AB = Adjacent side of angle
3.TRIGONOMETRIC RATIOS: Explain about the Explain about the activity.
activity page no.272. And also explain about sine
After performing the activity we can conclude that ratio, cosine ratio and tangent
the ratio of opposite side of an angle (measure of ratio by observing the results
the angle) of the activity.
and length of the hypotenuse is constant in all
similar right angle triangles. This ratio will
be named as “sine” of that angle.
we can also conclude that the ratio of the adjacent
side of an angle (measure of the
angle) and length of the hypotenuse is constant in
all similar right triangles. This ratio will be named
as “cosine” of that angle.
Similarly, the ratio of opposite side and adjacent
side of an angle is constant and it can be named as
“tangent” of that angle.

4.DEFINING TRIGONOMETERIC RATIOS Explain the definitions of Try this and think discuss page Definitions of trigonometric ratios.
AND Sin A, Cos A, and Tan A. no.274
DEFINE RATIOS IN A RIGHT ANGLE
TRIANGLE Also solve Do this page
no.274.
Consider a right angle triangle ABC having right
angle at B as shown in the following figure. Then,
trigonometric ratios of the angle A in right angle
triangle ABC are defined as follows
 There are three more ratios defined
in trigonometry which are
considered as multiplicative
Try this and Think discuss inverse of the above three ratios.
And also discuss reciprocals page no.275 Those are cosec A, Sec A and Cot
of Sin A, Cos A and Tan A A.
Multiplicative inverse of “sine A” is “cosecant A”. are cosec A, Sec A and Cot A Solve example problems and
Simply written as “cosec A” respectively. exercise 11.1. Take the guidance
i.e., cosec A = 1/Sin A of the teacher wherever necessary.
Similarly, multiplicative inverses of “cos A” is
secant A” (simply written as “sec A”) and
that of “tan A” is “cotangent A (simply written as
cot A)
i.e., sec A = 1/cos A and cot A = 1/tan A

5.TRIGONOMETRIC RATIOS OF SOME Draw right angled isosceles Find the values of cosec 45°, sec
SPECIFIC ANGLES: triangle .observe the sides are 45° and cot 45°.
TRIGONOMETRIC RATIOS OF 45 in the ratio 1:1:√2.
Then find the values of
Sin 45°,cos 45°,Tan 45°,
by using definitions
trigonometric ratios.
 Calculate the trigonometric Find the values of Sin 0°,
TRIGONOMETRIC RATIOS OF 30O AND 60 ratios of 30° and 60°. To Cos 0°,tan 0°.and also find
calculate them, we will take Solve Do this and try this page Sin 90°,Cos 90°,tan 90°.
an equilateral triangle, draw a no.279. .
perpendicular which can
divide the triangle
into two equal right angle Solve Think –Discuss page no.290
triangles having angles
30°,60° and 90° in each. Try this page no.281
First to discuss how to find
altitude of an equilateral
triangle. then find the values Solve exercise 11.2 problems
of Sin 60°,cos 60° and tan
60°.
And also explain about the values of sin 0,cos 0, And also find sin30°,cos3.0°
sin 90,cos 90.
Think discuss page no.282.
Explain examples 4, 5, 6 and 7.

6.TRIGONOMETRIC RATIOS OF Explain about complementary Think discuss page no.286

COMPLEMENTARY ANGLES: angles
We already know that two angles are said to be Sin(90  x)  c0 sx
complementary, if their sum is equal to 90°. cos(0  x)  sin x
Consider a right angle triangle ABC with right
angle at B. Since angle B is, 90°. Sum of other two Tan (90  x)  cot x
angles must be 90°. ( since Sum of angles in a Cot (90  x)  tan x
triangle 180°) Co sec(90  x)  sec x
Therefore, ∠A + ∠ C = 90 Sec(90  x)  cos ecx
Hence ∠A and ∠C
are said to be complementary angles.
Let us assume that ∠A = x, then for angle x, BC is
Opposite side and AB is adjacent side.
 Solve exercise 11.3 problems
Explain example problems
related to trigonometric ratios
of complementary angles

Solve example problems

using trigonometric ratios of
complementary angles
AB
sin(90  x)   cos x
AC
BC
cos(90  x)   sin x
AC

Explain examples 8,9,10,11 and 12 of page no.287 and

288
6.TRIGONOMETRIC IDENTITIES Explain the proofs of Solve exercise 11.4 problems Various non textual questions
We know that an identity is that mathematical trigonometric identities by collected /prepared and explained.
equation which is true for all the values of using right triangle. Optional exercise problems solved
the variables in the equation. Also explain Think Discuss,
For example (a  b) 2  a 2  2ab  b 2 is an identity. Do this, and Try This page no (c) The following steps should be
In the same way, an identity equation having 290. kept in mind while proving
trigonometric ratios of an angle is called And also discuss and explain trigonometric identities :
trigonometric identity. And it is true for all the about auxiliary formulas. (i) Start with more complicated
values of the angles involved in it. Solve example problems by side of the identity and prove it
using trigonometric identities. equal to the other side.
1.Sin 2  cos 2   1
(ii) If the identity contains sine,
2.Sec 2  tan 2   1 cosine and other trigonometric
3. cos ec 2  cot 2   1 ratios, then express all the ratios in
Example 13,14 and 15 of page no.290 terms of sine and cosine.
(iii) If one side of an identity
cannot be easily reduced to the
other side value, then simplify
both sides and prove them
identically equal.
(iv) While proving identities,
never transfer terms from one side
to another
 Check For Understanding Questions

1. Factual:
3
1. If Sin  then find Cos and Cot .
5
1  Sin 2 45
2. 
1  sin 2 45
3. If x tan 45°.cos 60° = sin 60°.cot 60°, then find x.
4. If x = sec θ + tan θ, then find tan θ.
If cos A  cos A  1, then find Sin A  Sin A
2 2 4
5.
2. Open Ended / Critical Thinking:

5
1. Is Sin  exists. Give reasons.
3
2. Show that tan 2   Sin 2  Tan 2 . sin 2 
BC 2 A
3. If A, B, C are interior angles of ΔABC, show that Sec 2    1  Cot
 2  2
4. if Sin  Cos  2 sin(90   ) show that Cot  2  1
5. Prove that Sin 6  cos 6   3 sin 2  cos 2 

Student Practice Questions &Activities (Exercises from workbook / textbooks/ blackboard)

p2 1
1. If Sec  tan   p then show that Sin  .
p2 1
CosA 1  SinA
2. Prove that   2 SecA
1  SinA CosA
1  cos 
3. Prove that (cos ec  cot  ) 2 
1  cos 
1
4. Simplify  Sec 2 .
cot 2 
5. Evaluate: sin 15°. cos 75° + cos 15° . sin 75°
Assessment (Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).

2. 3TanA  4, then find SinA and SecA

3. If Tan ( A  B)  3 , Tan ( A  B)  1 where A  B, And A, B are actute angles The find A and B.
4. Simplify: (sec θ + tan θ) (1 – sin θ).
5. Evaluate : sin (50° + θ) – cos (40° – θ) + tan 1° tan 10° tan 20° tan 70° tan 80°

SIGNATURE OF THE TEACHER VISITING OFFICER WITH REMARKS SIGNATURE OF THE HEAD MASTER