SYED SHAHINSHA

MPL H S, CHINARANGANI PALEM

A C VARA PRAKASH
GHS, YANDAGANDI
9th
BHIMAVARAM, W.G.DIST. W.G.DIST.
 ANDHRA PRADESH MATHEMATICS FORUM
STATE COMMITTEE

PRESIDENT GENERAL SECRETARY

Sri. Atla Narasimha Reddy, Sri. S. Ravichandra Babu,

YSR Kadapa (D), 9989006399. Prakasam (D), 9948485615.

HONORABLE PRESIDENT HONORABLE PRESIDENT

Sri. J. Narayana Swamy, Sri. S. Thrinadha Rao,

Anantapuram (D), 8919038101. Vizianagaram (D), 9494166835.

HONORABLE ADVISOR TRESURER

Sri. T.S.V.S. Suryanarayana Murthy, Sri. G. Bhasker Reddy,

East Godavari (D), 9989027829. SPSR Nellore(D), 9666570250.

VICE PRESIDENTS SECRETARIES

Smt. M. Susatya Rekha, Sri. G. Ganapathi, Sri. S. Rajasekhara Reddy, Sri. K. Karunakara Rao
East Godavari(D), 9866189521. West Godavari(D), 9912044021. Kurnool (D), 9440655486. Krishna (D), 9948347177

Sri. Y. Eswara reddy, Sri. K. Mallikarjuna, Sri. B. Udaya Bhaskar, Sri. N. Chandra Sekhar,.

Visakhapatnam(D), 9493025589. Anantapuram(D), 8074170944. Guntur(D), 9014809410. Chittoor (D), 9440650217.

Sri. P.V.L.N. Sreeram,

East Godavari (D), 9491943184.

EXCUTIVE COMMITTEE MEMBERS TECHNICAL COMMITTEE CONVENORS

Sri. G.V.S. Sasthry, Sri. P. Durga Rao, Sri. Kona Kiran kumar Reddy, Sri. T. Muarali,

Krishna (D), 9951714135. Krishna (D), 9848627711. YSR Kadapa (D), 8019363647. Chittoor (D), 9985247355

Sri. C. Radhika, Sri. B. Ananda Rao, Sri. R. Sankara Narayana Reddy, Sri. R. Haragopal,

Anantapuram (D), 7989669451 Vizianagaram (D), 9440398768 Anantapuram(D),9573583683. Kurnool (D), 9885911608
 Class: IX Mathematics

ALLOTTED
TEACHING
WORKING

PERIODS
PERIODS
Special activities to Resources Remarks

DAYS
S.NO.

MONTH Chapter name

be conducted Required

READINESS 1. Preparation of
24 Mathematics Lab.
PROGRAMME Mathematics lab
1 JULY 22 28 2. Celebration of Pi material
4 REAL NUMBERS (P1) approximation day(22/7)

18 REAL NUMBERS (P1) 1. Formation of

Mathematics club Students,
2 AUGUST 22 26 POLYNOMIALS AND 2. Mathematics club puzzles
8
FACTORIZATION (P1) activities. (Ex: puzzles)
POLYNOMIALS AND 1.Mathematics quiz Text books FORMATIVE
12 ASSESSMENT-1
FACTORIZATION (P1) competitions class level Library books
THE ELEMENTS OF and school level Online quiz tools
3 SEPTEMBER 20 26 6
GEOMETRY(P2)
8 LINES AND ANGLES(P2)
1.Identifying every day Text books
10 LINES AND ANGLES(P2) FORMATIVE
and practical usages of Mathematics
4 OCTOBER 19 21 ASSESSMENT-2
mathematics in day to day reference books
11 STATISTICS (P2) life
1. Seminar on Library books
4 STATISTICS (P2) Mathematicians SUMMATIVE
Internet
CO-ORDINATE 2. Birthday celebrations of ASSESSMENT-1
5 NOVEMBER 25 24 10 Sakunthala Devi (NOV-4)
GEOMETRY (P1)
and Lakkoju Sanjeevaraya
10 TRIANGLES(P1) Sharma (NOV – 27)
 Resources Remarks

ALLOTTED
TEACHING
WORKING

PERIODS

PERIODS
Special activities to Required

DAYS
S.NO.
MONTH Chapter name
be conducted
1. Preparation of charts and Charts, cardboards,
8 TRIANGLES (P1) models for school level Clay, protractors
Exhibition. etc.
LINEAR EQUATIONS 2. National Mathematics SMC members
6 DECEMBER 26 35 15 IN TWO VARIABLES Day celebrations Local
(P1) Mathematicians
SURFACE AREA AND
12
VOLUMES (P2)
SURFACE AREA AND 1. Discussing the origins of Text books
10 different mathematical Internet
VOLUMES (P2)
formulae and theories. FORMATIVE
7 JANUARY 20 21 ASSESSMENT-3
QUADRILATERALS
11 2. Birthday of Kaprekar
(P1)
(jan-17)
QUADRILATERALS 1.Collection and display of Text books
7 FORMATIVE
8 FEBRUARY 22 25 (P1) areas of different Charts
ASSESSMENT-4
18 AREAS (P1) geometrical shapes

15 CIRCLES (P2) 1.Celebration of Text books

GEOMETRICAL international pi day Internet
9 MARCH 23 31 8
CONSTRUCTIONS(P2) (14th march)
8 PROBABILITY(P2)
SUMMATIVE
10 APRIL 21 19 19 REVISION ASSESSMENT-2

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

 LESSON PLAN-1
Class: IX Subject: Mathematics Name of the teacher: SYAD SHAHINSHA School: MPL H S , Chinarangani palem ,Bhimavaram,W.G.dist

Name of Topic Number of periods Timeline for teaching Any specific information
the chapter required (22) From To
1.Introduction 4
Real numbers

2.Irrationals 3 History of Pi
3.Representing Irrationalnumbers 3 Different situations provide
on number line on Irrational
4. Representing Real numbers 2
on the Number line throughSuccessive
magnification
5.Operations on Real numbers 4
6.Law of exponents of Real 3 Activity on mind map for
numbers (SEL)
7.Surds 3
Prior Concept / Skills:
1. Natural Numbers, Whole Numbers, Integers.
2. Properties of Rational numbers
3. Laws of Exponents
4. Algebraic Identities

Learning outcomes Number of Periods

Students are able to: 6

1. Applies logical reasoning in classifying real numbers
2. Represent a given number on the number line 5
3. Applies different methods to find square roots of natural numbers and existence of real number on 4
the number line
4. Understand the concept of Surds 2
5. Apply the laws of surds to solve problems. 5
 TEACHING LEARNING PROCESS
Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson)
 Showing different situations of fractions and rational numbers
 Conduct the activity on number line to know importance of the fractions and rational numbers
 Providing different situations to get non rational number i.e Irrational number
 Explaining importance of Real numbers through real life examples.

Experience and Reflection(Task/question that helps students explore the concept and connect with their life)
 Collecting and recording the different uses of real numbers in their life and identify the situations the necessity of irrationals .
 Drawing number line and successive magnification of numbers.

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

Modelling (I Do) (You Do)
Introduction  Write the situations which need  Shows different
 Recapitulating the Natural integer concepts.  Solving work situational pictures
whole and integers etc.  Providing some questions on sheet on on Rational
 Recapitulating the Rational negative rational numbers fundamental numbers.
numbers using pictorial Example: You can represent a distance operations on
representation of fractions 300m above sea level as ¾ km. integers.
How can you represent distance of 300m
below the sea level? ( -3/4 )
 Discuss the group any other
methods can possible to represent
rational numbers on number line
other than Mean method.
 Explain the how to rational Teacher help them for exploring new  Solve the Do this
numbers represent on methods problems ( Pg no
number line. 3,4 and 5
 Classify the decimals with help of
previous knowledge.
  Conducting the activity on  Solving Ex-1 7(i) , 8(i) ,9(i)  Solving Exercise-
converting rational numbers 1 problems
into decimals and explain
how terminating and non
terminating recurring
decimals convert into
rational numbers
Example 6.

2.Irrationals  Students try to solve given For language development Pythagoras formula TLM
 Introducing the Irrational situations by the help of teacher. Read know About  in the ( to understand well)
number by providing They came to know resultant page 10 .Identify new
different situations. numbers are non real. terminology and new
Example:  Pg no 10 , Think ,Discuss and try words write the
meaning with the help
of Dictionary.  Activity on
 Exercise -2 Language development
( 1,2 problems)

 Try this problem (Page no 10)

 Conducting Lab activity to
understand Pi value ( using
Circles)  Exercise -2  Lab Activity on Pi
 Explain the bar method(long Problems 5 , 6
division) to find square root
of positive integers

3.Representing Irrational  Activity on Square root spiral  Students

numbers on number line (page no 15) can solve try these  Pythagoras
 Explain how to locate square problems(page no 12) formula
root of natural numbers on and Exercise -2
number line( Examples 7 (problem no 7
and 8)
 Page no 13 , Try these
  Explain the Geometric mean  Exercise -2
method to insert an
irrational number between Problems 3,4 , 8 & 9
two rational numbers
(Example 10)
4. Representing Real numbers
on the Number line through  Some more
Successive magnification  Exercise 3 problems given
by teacher
 Explain the Example 12

5.Operations on Real numbers:  Example 12, 13 ,14 and 15  Exercise-4 

 Discuss with the students on Problems 1 to 3
Sum , difference , Product
and division of irrationals
and Rational, Irrational
 Students discuss what is the
 Explain the rationalization importance of Rationalization ,  Exercise-4
concept teacher help them Problems 5 ,6
Example 16,17 Do this problems pgno20

6.Law of exponents of Real  Example 19 and Do this problems ,  Exercise-4  Remedial teaching
numbers Pg no 23  Problem 8 for slow learners in
 Recapitulating laws of identified topics
exponents and explore them
to real exponents

7. Surds  Do this problems  Exercise -4
 Explain the Definition of Pg no 24 problem 10 ,
surd using Law of exponents  Activity- work sheet
Students are divided into groups ,
instruct them to draw mind map of
Real numbers and ask them to
come and give his opinion on his
group work
 Drawing Mind map is
Creativity work (21st
century skills)
Share his experience
with other team
members and
appreciate to others
comes Under (SEL)
Social Emotional Learning

Check For Understanding Questions

1. Factual:
 How many irrational numbers Exist between two Rational numbers?
 0.23 + 0.02 = ______________
 Represent 26/3 on number line
 Rationalising factor of 2-3√2 is _______________
 √8 is _____________ number
2. Open Ended / Critical Thinking:

 Write any three irrational numbers.

 What is rationalizing factor of √2 ?
√
 Shahinsha said √2 can bewritten as which is in p/ q form. So √2 is a rational number. Do you agree with his argument ?
 = 0. 3 converse also true if 0.9 = 1 ,Is converse also true justify ?

3.Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
 Find any two irrational numbers between 2 and 3
 If 1/7= 0.142857 write the decimal expression of 2/7,3/7,4/7,5/6 and 6/7 without doing the long division?
√ √
 if = a+b√6 then find the values of a and b .
√ √
 Project on History of Pi
4.Assessment
(Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).

 Prepare new question and solve involving multiplication and division of Surds
 Worksheet on laws of Real numbers.
 Quiz conducted on Real numbers.
 Unit exercise in Student’s notebook.

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS

 LESSON PLAN - 1
Class: 9 Subject: MathematicsName of the teacher: A C VARA PRAKASH School: GHS YENDAGANDI

Name of Topic Number of periods Timeline for teaching Any specific information
the chapter required From To
1.Introduction 1
2.Number line, inserting 2 Identifying terminating,
REAL NUMBERS

rational numbers &Division nonterminating decimals

by division
3. conversion in to p/q form 2
&Irrationals intro
4. division and number line 2 Learnt real number line
5.Succeessive magnification 1
6.Operatons on real numbers 4
and real exponents
7.Rationalisation 6

Prior Concept / Skills:

5. Natural Numbers, Whole Numbers, Integers, rational numbers
6. Addition of rational numbers
7. Algebraic identities
8. Laws of exponents.

Learning outcomes Number of Periods

Students are able to, 1

1.Recapitulate the concept of rational numbers , addition and subtraction of rational numbers.
2.understand the process of inserting rational numbers denser property and division of rational 2
numbers.
3.solve the problems related to conversion in to p/q form and division of rational numbers. 2
4. finding irrational numbers by division method and showing them on real number line. 2
5.Successive magnification of numbers 1
6. Sum ,difference multiplication and division of irrationals and rational numbers .Real exponents 4
different forms.
7. Need of rationalisation and various problems related to irrationals of different forms monomial, 6
binomial.

TEACHING LEARNING PROCESS

Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson)
 Showing different situations of insertion of rational numbers and discussion.
 Having the discussion on real life use of irrationals and need of converting them in to rational numbers in rationalization process.
p

Experience and Reflection(Task/question that helps students explore the concept and connect with their life)

 Collecting and recording the different uses of real numbers in their life and identify the situations the necessity of irrationals .
 Drawing number line and successive magnification of numbers .
Explicit Teaching/Teacher Group Work (We Do) Independent Work Notes
Modelling (I Do) (You Do)
Introduction  Write the situation of  Solves the do this  Differentiate
 Recapitulating the rational rational numbers. and example 1 in P. different numbers
concept and differentiate all the  Completing the no 3 exercise 1.1  Getting the concept
number systems. worksheet on identifying (1),(2) in their note that all N,W,Z are
the rational and real books. subsets of Q
 Guiding students to complete do numbers
this and exercise 1.1 on their  Completes the review
own. exercise 1.0
2.Numberline, inserting rational  Solving eg in pno 2 &3 ,  Solving do this and  Without division able
numbers and division of rational  Introducing mean problem 5 in 1.1. to identify the
numbers method by eg3 .  Solving do this in terminating and non
 Solving eg4 in PNO 5 PNO 4, 3,4 in 1.1 terminating decimals
 Showing proper and improper
 Problems number 2,3,6,8  Solving do this in
fractions and rational numbers
in Exercise 1.1 PNO 5, problem 9
on numberline.
in 1.1
 Inserting rational numbers
 Try this in pno 6 to
between rational numbers by
be solved
mean method .
 Problem 6 in 1.1
 Dividing rational numbers and
explore them into terminating
and non terminating.

3.Conversion of decimals to p/q  Examples 5 and 6 page6.  Solving 7,8 in 1.1  Conversion of
form  Finding the irrational  History of  decimals to p/q form
 Introducing the conversion of numbers using different  1,2,3,4,8 ,9 in 1.2 .
terminating and non terminating examples in PNO 8 and  If n is a nonperfect
into p/q form. history of  square then √n is
 Introduction of irrational irrational
numbers.
4.Divison method and number  Finding the value of √2 in  Try this page 10  Showing chart of
line division method . 5,6, in 1.2 history of 
 Finding irrationals in division  Problem number 7 in .
method . Exercise 1.2  Number line of
 Showing irrationals on  Try this in page 12 different irrational
numberline.
 Model problem solving examples
7,8.

5.Successive magnification :  Example 12 and page 16.  Problem number  Different numbers on
 Representing real numbers on 1,2 in Exercise 1.3. their own on
the number line Successive numberline.
Magnification..

6.Operations on real numbers and  Solve 1,2,3,4 in 1.4  Practice Laws of

real exponents  Sum, difference, product  Solving do this in exponents
 Finding all fundamental and division of irrationals page 24
operations on irrationals ,rational  Introduction and eg 20  Problem 8 in 1.4
numbers both.. do this page 23
 Model problem solving egs
13,14,15 and 16
 Recapulating laws of exponents
and explore them to real
exponents

7. Rationalisation  Do this page no20  5,6,7 in 1.4  Process of

 Introducing rationalising of  Examples 17,18and 19 rationalization
denominator monomial, binomial page 21
 Using rationalizing factors  9,10 in 1.4
 Check For Understanding Questions
3. Factual:
 Decimal expansion of a rational number is _____________________________
 Decimal expansion of a irrational number is _____________________________
 Sum and difference of two irrationals is _________________
 Rationalising factor of a+√b is ?
 0.23+0.22=
 √45 is _________number.
 X-2=64, then x1/3+x0=
 The rationalising factor of √3 is _________

4. Open Ended / Critical Thinking:

 If (x-1)3=8 what is the value of (x+1)2
 If x+√15=4 then x+1/x=
 The number of consecutive zeros in 23×34×54×7 is

Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
1)What can be the maximum number of digits be in the repeating block of digits in the decimal expansion of 1/17?
2)If 1/7= 0.142857 write the decimal expression of 2/7,3/7,4/7,5/6 and 6/7 without doing the long division
?
√3 √2
3)if =a+b√6 then find the values of a and b .
√3 √2

Assessment (Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for
assessment).

 Prepare new questions inserting rational numbers between two rational numbers.
 Conversion of rational numbers from decimal to p/q form.
 Unit exercise in Student’s notebook.
Class: IX Subject: Mathematics Name of the teacher: SYAD SHAHINSHA School :MPL H S ,Chinarangani palem,Bhimavaram,W.G.Dist

Name of the chapter Topic Number of Timeline for teaching Any specific information
periods From To
required (20)
1. Introduction 1
2.Polynomials in one 1
POLYNOMIALS variable
AND 3. Degree of polynomial 1
FACTORISATION 4. Zeroes of polynomial 2
5. Dividing Polynomials 4
6. Remainder Theorem 4
7. Factorising a polynomial https://diksha.gov.in/play/content/do_
3
8. Algebraic Identities 4
Prior Concept / Skills:

 Variables, Constants, Co-efficient

 Algebraic expressions
 Laws of Exponents
 Algebraic Identities

Learning outcomes Number of Periods

1. Classify the polynomials among the algebraic expressions. 2
2. Identify and express the real life situations into polynomial. 3
3. Understand the degree, Zero of the polynomial and remainder and factor theorems. 3
4. Identify appropriate algebraic identities to factorize and evaluate the values of algebraic exp 4
5. Apply the concept of factorization to solve daily life situations. 5
6. Derive proofs of Identities of algebraic expressions 3
 TEACHING LEARNING PROCESS
Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson)

 Polynomials are extensively used in biology, computer science, communication systems ... the list goes on. The given pictures may
be represented as a quadratic polynomial. We will not only learn what polynomials are but also how we can use them like in
numbers, we add them, multiply them, divide one by another, etc.,

 Ask the children to tell what he knows about the adjacent expression
 Explains the expressions according to number of terms
 If exponent is negative integer then what will be the name of expression

Experience and Reflection(Task/question that helps students explore the concept and connect with their life)
Activity on Geometrical proof of Algebraic identities
a) ) (𝑎 + 𝑏)2 = 𝑎2 + 2𝑎𝑏 + 𝑏2 b) (𝑎 − 𝑏)2 = 𝑎2 − 2𝑎𝑏 + 𝑏2 c)𝑎2 − 𝑏2 = (a+b)(a-b) d) (𝑎 + 𝑏 + 𝑐)2 = 𝑎2 + 𝑏2 + 𝑐2 + 2𝑎𝑏 + 2𝑏𝑐 + 2𝑐𝑎
Explicit Teaching/Teacher Group Work (We Do) Independent Work Notes
Modelling (I Do) (You Do)
1.Introduction
 Recapulating the  Think and discuss  Do this page no 29
Expression, Variable, Page no 28
Constants, …

2.Polynomials in one
variable
 Providing the different word  Work sheet
 Explains the concept by
problems on polynomials in
providing different
one variable and ask them to
situations.
discuss and write
polynomials for given
situation.

3.Degree of the polynomial

 Explains the definition of  Do this Page no 30  Exercise 2.1

Degree of Monomial and  Think & discuss page no 31
Polynomial

4. Zero of the polynomials  Do this Page no 33 & 35  Exercise 2.2

 Explains the value of
Polynomial
 Explains the zero of the
polynomial
5. Dividing polynomials
 Recapulating the terms,
dividend, divisor,  Students solve some  Work sheet
quotient and remainder. problems on Board
Explain the  Do this page no 38
Dividend = (Divisor x Quotient) +
 Remainder

6. Remainder theorem

 Explains the proof of  Activity : Each group creating  Exercise 2.3

Remainder theorem 10 statements on Remainder
theorem
Remainder Theorem : (i) If p(x) is divided by (x+a), then
 Let p(x) be any the remainder is p(– p( a)
polynomial of degree (ii) If p(x) is divided by (ax–b),
(ax then
greater than or equal to the remainder is p( a b )
one If p(x) is divided by (iii) If p(x) is divided by (ax+b),
the linear polynomial x-a then the remainder is p(–p( a b )
then remainder is p(a).
7.Factorising a polynomial
 Demonstration of  Activity student factorizing  Do this page no 46
Factorising a Quadratic the quadratic polynomials
polynomial by Algebraic using Algebraic tiles
tiles
 Exercise 2.4
 Explains the proof of
Factor theorem.
Factor Theorem : Algebraic tiles
If p(x) is a polynomial of
degree n > 1 and ‘a’ is
any real number the x- a
is a factor of p(x)
if p(a) = 0
7. Algebraic Identities Students understand the Activity
 Conduct the activity to identities using geometrical  Do this Students are divided into groups ,
prove identities using proofs page no 52 & 55 instruct them to draw mind map of
Algebraic tiles Polynomials and ask them to come
and give his opinion on his group
work

 Do this page no 50  Exercise 2.5

 Tri this page no 52

Drawing Mind map is Creativity

work (21st century skills) Share
his experience with other team
members and appreciate to others
comes Under (SEL) Social
Emotional Learning
Check For Understanding Questions
1.Factual:
 What is degree of Zero polynomial?
 2x+ 2 divides f(x) the remainder is ___________
 Factorise x 2 + 5x + 4
 Evaluate (103) 3
2.Open Ended / Critical Thinking:
 Write a polynomial with 2 terms in variable x.
 How can you write a polynomialwith15terms in variable p?
 X2+ 1 has no zeros. Why?
 Can you tell the number of zeroes a polynomial of degree ‘n’ will have
 Are Zero polynomial & Zero of the polynomial same ? Explain? ,
 3.Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
Conduct the Activity on Identity. ( Alternate proof)

 What are the possible polynomial expressions for the dimensions of the cuboids whose volumes are given below?
(i) 3x3 - 12x (ii) 12y2+ 8y -20


 If (x²- 1) is a factor of ax ⁴+ bx³ + cx ² + dx + e, show that a + c +e = b + d = 0
 If x + y + z = 0, show that x ³ + y ³+ z ³ = 3xyz

4.Assessment
(Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).
 Home work note books
 Marks of Quiz on areas
 Work sheets

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS

 LESSON PLAN - 3
Class: 9 Subject: Mathematics Name of the teacher: A C VARA PRAKASH School: GHS YENDAGANDI

Name of Topic Number of periods Timeline for teaching Any specific

the chapter required From To information
1.Introduction&History 1
2.Euclid’s elements of 1
The Elements of

Geometry concept
Geometry

3.Axioms and Postulates 2 Students apply Euclid’s

axioms and Postulates to
real life situations in
problem solving
4.Application of postulates 1
5.Non Euclidian Geometry 1 Student’s appreciate
Euclid’s contribution
towards geometry

Prior Concept / Skills:

Knowledge of simple geometric terms like line, line segment ,circle, radius ,angle etc.

Learning outcomes Number of Periods

Students are able to, 1

1.Euclid’s Geometry
2.Euclid’s axioms and postulates 1
3. Different forms of Euclid’s fifth postulate. 2
4. Different axioms and postulates and it’s applications in various geometrical concepts 1
5.Non Euclidian Geometry 1
 TEACHING LEARNING PROCESS
Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson)
The word geometry comes from the Greek words geo, meaning the earth, and metrein, meaning to measure. Geometry appears to have
originated from the need for measuring land.
This branch of mathematics was studied in various forms in every ancient civilisation, be it in Egypt, Babylonia, China, India,
Indi Greece, the
Incas, he people of these civilisations faced several practical problems
problems which required the development of geometry in various ways.
For example, whenever the river Nile overflowed, it wiped out the boundaries between the adjoining fields of different land owners.
o

Experience and Reflection(Task/question that helps students explore the concept and connect with their life)

 Collecting and recording the different situations of axioms and postulates in daily life
 Application of Euclidian Geometrical concepts.
concepts
Explicit Group Work (We Do) Independent Work Notes
Teaching/Teacher (You Do)
Modelling (I Do)
Introduction  Learn the def of terms  Plane surface,
The word geometry Point,Line ,Straight line plane angle,
comes from the Greek ,Surface,Edges,Rectlinear,Perpe obtuse angle,
words geo, meaning ndicular,types of angles,circle, acute angle
the earth, and Trilateral figures, Quadrilateral ,Boundary
metrein, meaning to figures, parallel lines points ,figure,
measure. Geometry centre,
appears to have diameter, semi
originated from the circle,Rectilinea
need for measuring r figures.
land.
This branch of
mathematics was
studied in various
forms in every ancient
civilisation, be it in
Egypt, Babylonia,
China, India, Greece,
the Incas, etc.

The knowledge of
geometry was also
used by them for
computing volumes of
granaries, and for
constructing canals
and pyramids.
2.Euclid’s Axioms  Things which are equal to the  if a = b and b =
In Book I, twenty- same thing are equal to one c, then we can

three definitions are another. also say
followed by five 2. If equals are added to equals, that a = c..
postulates. the wholes are equal.  AB + BC = CD +
Five common notions 3. If equals are subtracted from BC i.e., AC = BD
or axioms are listed equals, the remainders are  If we remove
after the postulates. equal. the two
He assumed certain 4. Things which coincide with triangles of
properties that were one another are equal to one equal areas 
not to be proved. another. from two
Those properties 5. The whole isi greater than the rectangles then
were universal truths. part. their areas will
Euclid divided them 6. Things which are double of be equal
into Axioms and the same things are equal to  PQ+QR=PR
Postulates. one another. 
 PR>PQ
Some of those 7. Things which are halves of
 r1=r2
properties were not the same things are equal to
specific to geometry, one another.
 2 r1=2r2
and he called them
common notions
 r1=r2
(or axioms).

3.Euclid’s  Given two distinct points, there How many lines

Postulates is a unique line that passes passing through P also
Along with the through them pass through Q?
definitions  a line segment can be extended Only one, that is, the
that Euclid gave on either side to form a line. line PQ.
in Elements, he  It is possible to describe a circle
assumed certain with any centre and radius According to Euclid,
properties that were  All right angles are equal to one a circle is a plane figure
not to be proved. another consisting of a set of
Five of those  If a straight line falling on two points that are
properties straight lines forms the interior equidistant from a
were specifically angles that together measure reference point. It can
geometric, and he less than two right angles on be drawn with the
called the same side of it, then the two knowledge of its centre
them postulates. straight lines, if produced and radius.
indefinitely, meet on that side The shapes of circles do
 on which the sum of the angles not change when
is less than two right angles different radii are
considered. Only their
sizes change

A right angle is unique

in the sense that it
measures exactly 90°.
Hence, all right angles
are of the measure 90°

Examples and
problems in exercise
3.1

4.Non Euclidian  An example of Non-Euclidian

Non  Discussion on
Geometry geometry can be seen Euclidian
by drawing lines on a sphere or geometry and
non-Euclidean
other round object; straight lines non Euclidian
geometry, literally any
that are parallel at the equator
geometry that is not geometrical
can meet at the poles. This
the same as concepts
“triangle” has an angle sum of
Euclidean geometry.
90+90+50=230 degrees
Although the term is

frequently used to refer
only to hyperbolic
geometry, common
usage includes those
few geometries
(hyperbolic and
spherical) that differ
from but are very close
to Euclidean geometry
Check For Understanding Questions
5. Factual:
 How many lines can pass through a given point
 Given two points P and Q ,find how many line segments do they determine
 Name the line segments determined by the three colinear points P, Q and R
 Two distinct points in a plane determine a ____________ line
 Two distinct ____________ in a plane cannot have more than one point in common
 A line separates a plane into ________parts namely the ________ and the ____________itself.

6. Open Ended / Critical Thinking:

 If point P lies on AB, then AB is always greater than AP. This concept is on which of the Euclid's Axioms
 John is of the same age as Mohan. Ram is also of the same age as Mohan. State the Euclid's axiom that illustrates the relative ages
of John and Ram
 It is known that x+y=10,, then x+y+z=10+z . The Euclid's axiom that illustrates this statement is
 Which Euclid's postulate led to the discovery of several other geometries while attempting to prove it using other postulates and
axioms
Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
1)Draw an equilateral triangle whose sides are 5.2 cm each
2)What is a conjecture Give an example for it?
3)If a point Q lies between two points P and R such that PQ=QR .Prove that PQ=1/2 PR
Assessment (Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for
assessment).
 How many least number of distinct points determine a unique plane?
 How many plans can be made to pass through a line and a point not on the line?.
 Unit exercise in Student’s notebook.

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS
Class: IX Subject: Mathematics Name of the teacher: Syad Shahinsha School: Mpl h s ,Chinarangani palem,Bhimavaram, W.G.Dist

Name of Topic Number of periods Timeline for teaching Any specific information
the chapter required (18) From To
1.Introduction 1
Lines and

2.Basic terms in geometry 1

Angles

3.Pairs of angles 5 https://diksha.gov.in/play/content/do

4.Lines and a transversal 5
5.Angle sum property of a 6 Activity on mind map for (SEL)
triangle and related
problems
Prior Concept / Skills:

1.Introduction to Euclid's Geometry

2.Lines and Angles: Class VII
3. The Triangles and its Properties

Learning outcomes Number of Periods

Students are able to: 4

1.Understand the concept of parallel, perpendicular, complementary and supplementary angles,
Vertical angles, and parallel lines cut by a transversal.
2.Identify Difference between linear pair of angles and adjacent angles 2
3. Identify the similarities and differences among linear pair angles and adjacent angles , 2
Intersecting lines and concurrent lines.
4. Understand the angle sum property of a triangle. 2
5. Applies axiomatic approach to solve problems. 4
6.Develops strategies to solve problems and theorems. 4
 TEACHING LEARNING PROCESS
Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson)

 Showing different daily life situations related to lines and angles

 Conduct the activity on line and a transversal
 Providing different situations to identify the adjacent angles ,
linear pair angles and supplementary angles
 Explaining importance of lines and angles through real life examples.

Experience and Reflection(Task/question that helps students explore the concept and connect with their life)

Observe the following Pictures A) Which concept is involved? B) Apply your previous knowledge to find solution
C) Can you give some more examples

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

Modelling (I Do) (You Do)
1.Introduction  Students observe the pictures ,they Language development 
 Shows the different types of discuss with other students and give Activity
pictures related to lines and the answers Teacher provides some
angles and ask them to wrongly spelt words
identify types of lines and from chapter and ask
angles. students to write
correct spelling
Example
 Wrongly Correct
spelt spelling
Rey Ray
parllel Parallel

2Basic terms in Geometry  Students try to give the daily life  Exercise 4.1
 Recall the line ,line segment , examples.
ray ,intersecting lines, non
intersecting line angle
definition and types of angles
3.Pairs of angles  Page no 76, do this  Activity Every linear pair of
Providing different situational  Page no 77, Try this Page no 78, angles is always
pictures to understand adjacent, supplementary angles
Complementary,Supplementary but converse may not
and conjugate angles. be true.
Explain the sums Example 1,2
 Explain the Linear pair of  Students are encouraged to create  Page no 80, Do
angles axiom by the previous new problems on linear pair of angles this as a home
class activity.  Page no 79, Activity work.
 Angles in intersecting lines
Vertical opposite angles  Students discuss and try to solve
 Explains Example 4, 6 problems 1,3,5 & 7 in Exercise 4.2  sums 2, 4, 6&8 in
Exercise 4.2
4.Lines and a transversal  Group activity  Page no 87,
 Using Geogebra app in digital Draw a pair of parallel lines with Do these
board will explain properties transversal measure all angles and fill  Page no 90
of lines ,transversal and given table Try this
Corresponding Alternate Cointerior
angles angles angles angles
( write each ( write each ( Are they
pair , Are they pair , Are they supplementary
equal ?) equal ?) angles or
equal)
  Students discuss and try Exercise 4.3 ,  Home work
4,9,11,12,16,18 by the help of teacher Exercise 4.3 ,
,6,7,8,10,15&19

 Explains Exercise 4.3 ,

1,2,3,13,14,17
5. Angle sum property of a  With the help of teacher students can  Exercise 4.4  Remedial
triangle do following problems 1 to4,14&16 in Problems 5 to 13 teaching for
 Explain the Theorem 4.6 and exercise 4.4 and 15,17 slow learners
4.7 in page no 98 in identified
 Explains the problems which topics
students feel are difficult 5 to  Group activity (Creative work )
13 Instruct groups to draw mind map of
Lines & angles which helps to
understand whole chapter.
Check For Understanding Questions
7. Factual:
 Define linear pair of angles
 What are the other names of interior angles on the same side of transversal line?
 What is conjugate angle of 2150 ?
 If lines are parallel then x = ____________________
8. Open Ended / Critical Thinking:
 How can you prove that two lines are parallel ? ( Different ways)
 If L1 // L2 then prove that a + c + e = b + d + f from the adjacent figure
 A Plumber must install pipe 2 parallel to
pipe 1.He known that ∠1 is 530. What is
the measure of ∠2?

Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
 Draw figures for the following statement.“If the arms of one angle are respectively perpendicular to the two arms of another
angle then the two angles are either equal or supplementary.”
 Activity on Language development
Read the following paragraph underline the wrongly spelt words and correct them.

 An angel is formed when two reys originate from the same point.
The reys making an angel are calld ams of the angel and the common point is calld vartex of the angel.

 Project on verifying properties of lines , transversal and angles.

Assessment (Think of what children SAY, DO and MAKE while learning that can form the evidence
evidence of learning to be used for
assessment).
 Worksheet on corresponding angles , alternate angles and co-interior
co angles
 Marks of Quiz .
 Slip test.

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS
Class: IX Subject: Mathematics Name of the teacher: Syed Shahinsha School: Mpl h s, Chinarangani palem, Bhimavaram,W.G.Dist

Name of Topic Number of periods Timeline for teaching Any specific information
the chapter required (15) From To
1.Introduction 1
2.Collection of data 1
Statistics

3.Presentation of data 3
4.Arithmetic Mean 4 https://diksha.gov.in/play/content/do
5.Median 2
6.Mode 2
7.Deviation in values of 2
Central tendency
Prior Concept / Skills:
1.Types of Data
2. Limits , Boundaries& Class length
3. Frequency distribution table
4. Mean, Median& Mode of Raw data.
5. Reading of Bar graph

Learning outcomes Number of Periods

Students are able to:

1. Represent the data in tabular form grouped and ungrouped data. 3
2. Identify appropriate classes to form frequency distribution table 1
3. Infer a variety of information from the table and graphs. 2
4. Differentiate between mean , median and mode 2
5. Apply appropriate formula and calculate the mean and median of data. 5
6. Identifies and classifies the daily life situations where mean, median and mode can be used. 2
 TEACHING LEARNING PROCESS
Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson)

 Showing Real life situations where is involved

 Explain the contributions of eminent Statisticians.
 Showing Different graphs to imply how useful is to understand data
Examples: Cricket, Share markets, Census etc.
Sir Ronald A Fisher P.C.Mahalanobis

Experience and Reflection(Task/question that helps students explore the concept and connect with their life)

 Teacher Instructs the children to observe the graph

 Prepare a poster on child marriages to promote
promot awareness among Parents and Students
 Read the graph and prepare frequency distribution table.
Explicit Teaching/Teacher Group Work (We Do) Independent Work Notes
Modelling (I Do) (You Do)
1.Introduction  Showing different situations For language development  Shows different situational
 Recapitulating Frame the 5 Questions pictures on Statistics
theDefinition of from the passage
Statistics, Types of Sir Ronald Aylmer  History of Sir Ronald A Fisher
data,Limits, Boundaries Fisher was a British &P.C.Mahalanobis
and Class interval by Statistician and
showing different Biologist. Also he was
examples. known as the Father of
Modern Statistics and
Experimental Design.
 Fisher did experimental
agricultural research-
which saved millions
from starvation. He was
awarded the Linnean
Society of London’s
prestigious Darwin-
Wallace Medal in 1958.
Example:
1. Who is Father of
Statistics?
2.Collection of data  Activity
 The primary activity in Divide the students of your class into
statistics is to collect the four groups. Allot each group
gr the
data with some work of collecting one of the
purpose.To make it following kinds of data:  Multiple choice
precise, let us i. Weights of all the students in your work sheet
begin with an exercise of class.
collecting data ii. Number of siblings that each student
have. iii. Day wise number of absentees
byperformingthe
in your
following activity
Class during last month.
iv. The distance between school
sch and
home of every student of your class.
3.Presentation of data
 Explain Exercise 9.1 ,  Activity , Page no 197  Exercise 9.1
problems 1 & 7  Exercise 9.1 , Problems 5 & 8

4. Arithmetic Mean
 Explains AM formulas  Students try to solve the  Exercise 9.2
problems by the help of Problems 1 to 5
For Raw data: teacher
𝑆𝑢𝑚 𝑜𝑓 𝑜𝑏𝑠𝑒𝑟𝑣𝑎𝑡𝑖𝑜𝑛𝑠 Examples 4 to 7
𝑀𝑒𝑎𝑛 =
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑏𝑠𝑒𝑟𝑣𝑎𝑡𝑖𝑜𝑛𝑠
For ungrouped data:
(Direct method/ Simple
method)
∑
Mean = ∑
(deviation method)
∑𝑓𝑑
𝑀𝑒𝑎𝑛(𝑥̅ ) = 𝑎 +
∑𝑓

5.Median
Median is the middle value of a
distribution which is in either
ascending or in descending
order.
For ungrouped data:
Median = th observation
 Exercise 9.2
( if n is odd)  Try these Page no 207 & 208
Problems 6 to8
Median= average of th and
+ 1 th observation
(if n is even
  Explains Example 8 to 10
6.Mode
Mode is the data value which  Think & Discuss Page no 208  Exercise 9.2
occurs more frequently  Problems 8 to 10
 Explains 9.2 , problem 11

7.Deviation in values of  Check the properties of

Central tendency arithmetic mean for the
Explains the concept by taking example given below:
different examples X 3 69 12 15
(i) If the mean is increased by 2,  Work sheet
then what happens to the individual
observations?
(ii) If first two items are increased
by 3 and last two items are reduced
by 3, then what will be the new
mean

Check For Understanding Questions

9. Factual:
 The mean of 9 observations is 24. Find the sum of the 9 observations.
 The study time spent by Shahinsha in a week is 3 hrs, 4 hrs, 5 hrs, 3 hrs, 4 hrs, 3:45 hrs; 4:15 hrs. then find median
 Find the mode of the following data. 2, 6, 5, 3, 0, 3, 4, 3, 2, 4, 5, 2
 Find the median of 11, 14, 10, 9, 14, 11, 12, 6, 7, 7
10. Open Ended / Critical Thinking:
 A toy making factory, makes variety of toys for kids, to know the most popular toy liked by maximum number of kids. Which
average will be the most appropriate for it?
 Does mode exists between the odd numbers from 20 to 40? Discuss
 The Mean of 30 numbers is 16. If each number is divided by 4, then the new mean is___
 3.Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
 The Mean of 30 numbers is 16. If each number is divided by 4, then the new mean is___
 Project
Data collection drive on
(i) How many students are wasting food during the mid-day meals?
(ii) How many students come late in the afternoon, that went to lunch?
(iii)Find Mean and prepare histogram
iv) Suggest best practices to reduce the above mentioned problems

4.Assessment
(Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).

 Generating New questions

 Work sheet
 Marks of Quiz
 Unit exercise in Student’s notebook.

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS

 LESSON PLAN-6
Class: IX Subject: Mathematics Name of the teacher: Syad Shahinsha School: Mpl h s ,Chinarangani palem,Bhimavaram, W.G.Dist

Name of the Topic Number of periods Timeline for teaching Any specific information
chapter required (10) From To
1.Introduction 2 https://diksha.gov.in/play/content/do
2.Cartesian system 3
3.Ploting (x,y) on 5 Activity on mind map for (Social
Cartesian plane Emotional Learning)
Prior Concept / Skills:

1.Number line system

2.Directions

Learning outcomes Number of Periods

Students are able to: 2

1. Define Cartesian plane, Coordinates.
2. Determine the quadrant of point. 2
3. Relate the concept of locating points in a plane to daily life situation 3
4. Apply the concept to draw various types of shapes, diagrams in Cartesian plane. 3

TEACHING LEARNING PROCESS

Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson)
 Telling the story of “The fly on the ceiling” to create interest to know how point locate in Cartesian plane
 Conduct the activity on locating points on Cartesian plane
 Explaining importance of Coordinate geometry through daily life examples.
 Digital world Location of Air transport latitude & longitude Naviga
Navigation

Experience and Reflection(Task/question that helps students explore the concept and connect with their life)

By asking real life experience situation, explore the concept and its important

 How do you identify your seat in Movie Theater?

 Did you observe your movie ticket?
 Why your seat number combination of alphabet and number?
 What happened if they print only number on it?
 Do two references need to locate your seat position?
 Can you give some more examples?
Explicit Teaching/Teacher Group Work (We Do) Independent Work Notes
Modelling (I Do) (You Do)
1.Introdution  Conduct the Ring game  Exercise 5.1
 Explain the importance of two as activity like
references to locate a point in Page no 108, activity.
the plane through the story of
the fly on the ceiling

2.Cartesian system  Group Activity (game) The French Mathematician Rene

Th
 Explain the Cartesian plane, Draw Cartesian plane on a  Page no 115 , Descartes (pronounced “DAY-
“DAY
coordinates of a point ,origin floor or in a ground Example 5 CART”) developed a new branch
and quadrant Allot five points to each group And Exercise 5.2 of Mathematics known as
 instruct them to stand on a problems 1 to 3 Analytical Geometry or
point and they have to Coordinate Geometry which
describe their position and combined all arithmetic, algebra
quadrant those give maximum and geometry of the past ages ini
correct answers in less time a single technique of visualizing
they will be winners. as points on a graph and
equ
equations as geometrical shapes.
 Page no 114 , Do this ,  Exercise 5.2, The fixing
fi of a point position in
Try these Problems 4 to 6 the plane by assigning two
numbers, coordinates, giving its
distance from two lines
perpendicular to each other, was
entirely Descartes’
De invention
 Conduct the activity to
generalize the points on x-axis
and y-axis i.e ( x,0) &( 0,y)
3.Ploting a point on the Cartesian Why this way (anti-clockwise)
(anti
plane when its coordinates are  Exercise 5.3 , Problems  Exercise 5.3, and not clockwise, or not
8 & 9 as Activity problems 1 to 7 starting from any of the other
given
 Creative activity  Brief history of quadrants? It does not matter at
 Explain the Problems Example
(page no 123) Renedescarte all, but it is good to follow some
8&9
 convention, and this is what we
 For Language have been doing for a few
development centuries now
Task to learn new words
singular & plural from
this chapter
Example
Singular Plural
1. Abscissa abscissae.
2.

Check For Understanding Questions

11. Factual:
 General form of a point on x –axis is __________
 In ( x, y ) the name of x is ____________ or ______________
 Who is Father of Coordinate geometry?
 Which point is common for both axes?
12. Open Ended / Critical Thinking:
 A man goes 3 km towards north and then 4 km towards east. How far is he away from the initial position?
 What can you say about point (x, y) ?
 If x<0, y<0 then ( x, -y ) belongs to __________ quadrant.
 What is the distance between ( -2 ,0 ) and ( 2 , 0 )?
 Is it possible to Draw a circle in a Cartesian plane using coordinates ? Justify
Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
 Objective work sheet
 Project work on history of Renedescate and Shakuntala devi on occasion of Shakuntala devi birth day ( Nov 4th)
Assessment (Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for
assessment).

 Generate new problems on coordinate geometry and give solutions also

 Worksheet on chapter
 Marks of Quiz

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

Class: IX Subject: Mathematics Name of the teacher: Syad.Shahinsha School: Mpl h s, chinarangani palem ,Bhimavaram,W.GDist

Name of Topic Number of periods Timeline for teaching Any specific information
the chapter required (18) From To
1.Introduction 2
Triangles

2.Criteria for congruence of 5 AAS criteria

triangles( ASA,SAS)
3.Some properties of 3
triangle
4.Criteria for congruence of 5 https://diksha.gov.in/play/content/do
triangles( SSS,RHS)
5.Inequalities in a triangle 3 Activity on mind map for (SEL)
Prior Concept / Skills:
1. Parallel lines with transversal and its properties
2.Types of angles
3. The Triangles and its Properties

Learning outcomes Number of Periods

Students are able to: 4

1. Define the Congruence of Triangles and criteria of congruency.
2. Solve the problems by applying criteria of congruency. 4
3. Relate the Lines & angles concepts to triangles in order to solve problems. 3
4. Understand why A S S and AAA are not valid conditions of congruence. 1
5. Explain the properties of Isosceles Triangle and equilateral triangle 3

6. Using properties of inequalities in triangle establish relation between sides and angles of Triangle. 3
 TEACHING LEARNING PROCESS
Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson)
 Showing different daily life situations related to congruency of figures
 Conduct the activities on criteria of congruence of triangles
 Conduct the games for language development (Pronunciation& spellings of terminology)
 Explaining importance of congruence of triangles through
thr real life examples.

Experience and Reflection(Task/question that helps students explore the concept and connect with their life)
One of the structural applications of triangles can be seen in bridges. In the illustration adjacent, there are pairs
pa of congruent
triangles. Do what is asked below and write your answer

1. Select a pair of congruent triangles.

2. Label these triangles as ∆ ABC and ∆ DBC.
3. Put similar markings to showclearly the congruent sides and congruent angles.
4. List down the corresponding congruent parts of the congruent triangles.

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

Modelling (I Do) (You Do)
1.Introduction
 Recapitulating theDefinition of  Worksheet on  Work sheet on For better strength and
triangle and its properties. properties of triangle parallel lines and stability, congruent
transversal triangles in the
construction of towers
 Recapitulating the congruent  Students discuss  Do this problems
figures and especially themselves and write at Page no 150
congruent trianglesby showing least five situations
different situations. where congruent
triangles used

2.Criteria for congruence of  Do this problems page  Exercise 7.1 Any segment or angle is
triangles no 153 Problems 1 -3 congruent to itself! This is
 Explains the proof of ASA & SAS called Reflexive property
criteria
 Explains problems 5,7,11 in  Exercise 7.1 , problems  Exercise 7.1, If two triangles are
Exercise 7.1 4,6 problems 8-10 congruent, then their
corresponding parts are
congruent.
This is called CPCTC
(Corresponding parts of
Congruent triangles are
congruent
3.Some properties of triangle
 Isosceles triangle properties
 Angles opposite to equal sides
of an isosceles triangle are  Activity Page no 159  Exercise 7.2
equal.
 The sides opposite to equal  Activity page no 160
angles of a triangle are equal.
 ABC, the bisector AD of A is  Examples 7 , 8 & 9
perpendicular toIn ABC is
isosceles side BC Show that
AB =AC and ABC is isosceles

4.Criteria for congruence of Activity :(Reading , writing  Exercise 7.3 ,
triangles( SSS,RHS) skills & Analytical thinking ) Problems 5 to 7
Teacher shows the
mathematical statement or Work sheet onEnglish
 Explains the proof of SSS & RHS
questions on the board. Ask the language development
criteria
students to explain and identify Re arrange the words in
the given part and conclusion appropriate position in
part of question. the following sentences
 Explain the problems 1,2 of A) What is given Example :
Exercise 7.3 B) What we have to find, 1. 1800 a triangle angles
C) What is information sum of interior of the
required apart from given Ans: Sum of the interior
information. angles of a triangle is
 1800
 Exercise 7.3 , Problems 2.
3&4 3.

5.Inequalities in a triangle
Explain the following properties
through activities  Activity -1 page no 169  Exercise 7.4
 If two sides of a triangle are Problems
unequal, the angle opposite to  Activity-2page no 170
the longer side is larger(or
greater).  Exercise 7.4  Exercise 7.4
 In any triangle, the side
opposite to the larger (greater)
angle is longer.
 The sum of any two sides of a
triangle is greater than the third
side

Check For Understanding Questions

13. Factual:
 Which minimum measurements do you require to check if the given figures are congruent:
i. two rectangles ii. Two rhombuses

 Find the unknown in the adjacent figures

 Expand “CPCTC”
 14. Open Ended / Critical Thinking:

 In the given figure ABC is a right triangle and right angled at BAC.BCA
BAC. = 2B
B . Show that hypotenuse AC = 2BC

 In the figure, DA = DC and BA = BC .Are the triangles DBA and DBC congruent? Why
Is it possible to construct a triangle with 5cm, 8cmand 1cm ? justify.

3.Student
Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
 If two sides of a triangle measure 4cm and 6cm find all possible measurements (positive Integers) of the third side. How many distinct
distin
triangles can be obtained?
 Activity : Draw a mind map on this chapter Triangles.

4.Assessment
(Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).

 Prepare 5 new question and solve

 Worksheet on triangles
 Marks of Quiz
 Unit exercise
ise in Student’s notebook.

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS

 LESSON PLAN - 8
Class: 9 Subject: Mathematics Name of the teacher: A C VARA PRAKASH School: GHS YENDAGANDI

Name of Topic Number of periods Timeline for teaching Any specific

the chapter required From To information
1.Introduction 1
The Elements of

2.Daily life situations linear 2 Able to understand the

equations concept of linear equation
Geometry

in one and two variable

3.standard form of linear 2
equation in two variables
4.Solution of linear 4
equation in two variables
5.graph of linear equation 4 Represent the solution by
graph
6.daily life situations graphs 4

Prior Concept / Skills:

1. knowledge of linear equation in one variable,
2. Cartesian co-ordinate system,
3. representing the points in the co ordinate system

Learning outcomes Number of Periods

Students are able to, 1

1..Introduction
2..Daily life situations linear equations 2
3. standard form of linear equation in two variables. 2
4. Solution of linear equation in two variables 4
5. graph of linear equation 4
6. relates the algebraic and graphical representationsof a linear equation in one or two variables and applies the 4
concept to daily life situations.
 TEACHING LEARNING PROCESS
Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson.
The equation of a straight line is the linear equation. It could be in one variable or two variables
The equation with one variable in it is known as a Linear Equation in One Variable .
The general form is ax+b=c where a,b and c are real numbers and a ≠ 0
Solving a system of linear equations is a skill essential to the modern mathematician,
and one that is generally the first topic in an introductory linear algebra course.
The standard modern algorithm is called Gaussian elimination, leading students to believe that it was invented by
Carl Friedrich Gauss (1777–1855)

Experience and Reflection(Task/question that helps students explore the concept and connect with their life)

 Examples ,problems of real life,including problems on ratio and proportion

 Algebraic and graphical solutions of linear equations in two variables.

Explicit Group Work (We Do) Independent Work Notes

Teaching/Teacher (You Do)
Modelling (I Do)
Introduction  ax+b=0  Give some examples
Recall the knowledge  x+3=0 of variables and
of variable and  5y-10=0 constants
constant of algebraic  4x+3y=0  Identify variable
terms  General linear ,constant in
 An equation equation in two algebraic equation
with one variables is  General forms of
variable and ax+by+c=0 linear equations in
with degree one and two
one is called variables with
linear conditions
equation in
 one variable
 An equation
with two
variables and
with degree
one is called
linear
equation in
two variables

2.Daily life  The real life  Convert the word

situations of linear examples problems in to
equations  To calculate the age algebraic form.
of a person in the  The sum of 4 times a
convert the
past ,present and larger integer and 5
real problem times a smaller
future
into a integer is 7. When
 To calculate the
mathematical speed ,distance and
twice the smaller
statement integer is subtracted
time of a moving from 3 times the
and frame it object larger, the result is 11.
in the form of  To calculate money Find the integers
an algebraic percentage problems
expression  Problems based on
that clearly force and pressure
defines the of pipe
problem
situation
3.Standard form of  If in equation  Write equations in
linear equations ax+by=c we have the form of
General form a=0,b≠0 then the ax+by+c=0 and
of linear equation reduces indicate the values
equation in by=c of a,b and c
two variables  If a≠0,b=0 then the  3x+2y=2.5
is ax+by+c=0 equation reduces  7x-5=2y
where a,b,c are ax=c  x=2y
real numbers  x/2-y/3=5
and a≠0,b≠0.  2y-3=√2x

4.Solution of linear  Let us take an  Verify that the point

equation in two example of equation (3,4) lies on the line
3x+4y=12 with equation
variables  If y=0then x=4 y=2x-2
 Graph of linear 
equation in two
If y=3then x=0  Completing all
variable is a  If y=-3then x=8 problems in
staright line X 4 0 8 exercise 6.2
there are y 0 3 -3
infinitely many
points.  Let us take an
 Each point on equation of the line
the straight 2x+5y=8
line is the Cheking (2,-2) lie on this
solution of line or not
that Putting x=2,y=-2 in
equation.So equation
linear 2x2+5x-2=8
equation in 4-10=8
two variables -6≠8
has infinitely LHS≠RHS Hence(2,2) does
many not lie on line
solutions.
  Practicing different
5.Graph of linear  Let us take a line equation in
equation in two 3x+4y=12 examples and
variables  Find different problems in
ordered pair atleast exercise
Finding different
ordered pairs and three points
plotting and showing  Now plot these
that they lie on a line points in the
graph of linear Cartesian plane
equation in two  Join all these points
variables with ruler hence
become a straight
line  Graph of x=2

 Equation of lines
parallel to co-
ordinate axes

Y-Values
6.Graph of daily
 A stone is falling  Practicedifferent 50
life situations from a mountain.The problems in 0
linear equation in velocity of the stone exercise 6.3 And 0 0.5 1 1.5 2 2.5
two variables is given by V=9.8t. different problems
 Gopaiah sowed
Drawing graphs of wheat and paddy in
different linear two fields of total
Y-Values
equations which area 5000 square 10000
related to daily life meters.
0
situations
0 2000 4000 6000
 Check For Understanding Questions
15. Factual:
 Write the equation representing x-axis
 If the point (a,2) lies on the graph of the linear equation 2x-3y+8=0 find the value of a
 If (4,19) is a solution of the equation y=ax+3, then a=

16. Open Ended / Critical Thinking:

 You decided to rent a car for your vacation .The rental company charges 50 rs to rent the car plus 40rs per day.Write an equation to
represent the situation
 Two students are contributing 100 rs together such that contribution made by one student is 9 times the other
 Find the age of son and Father such that sum of their ages is 50 years.Father is 30 years older than son.

3. Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
1)Find three different solutions for 3x+4y=7
2)Draw the graph of x-2y=3 from graph find (x,y) where x=-5
3)Draw the graph of 6x-3y=12 and find the coordinates of the points where the graph cuts the coordinate axes

4. Assessment (Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).

 If (2k-1,k) is a solution of the equation 10x-9y=12, then k=

 The distance between the graphs of the equation y=-1 and y=3
 The equation x-2=0 on number line represented by ---------------

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS

Class: IX Subject: Mathematics Name of the teacher: Syad Shahinsha School: Mpl h s, chinarangani palem, Bhimavaram,W.G Dist

Name of the Topic Number of Timeline for teaching Any specific information
chapter periods required From To
(22)
1.Introduction 1
SURFACEAREA 2. Cuboid & Cube 5
AND VOLUMES 3.Triangular prism &Pyramid 2 22nd Dec
National Mathematics day
4. Cylinder 4 Conduct Maths Fair
5. Cone 5
6. Sphere& Hemi sphere 5
Prior Concept / Skills:
1. Basic idea of Solid figures and Plane figures
2. Area & Perimeter of Plane figures
3. Surface area of Cuboid & Cube (8th class)

Learning outcomes Number of Periods

Students are able to: 6

1. Derive the formulae for surface ,areas and volumes of Cube , Cubiod, cylinder ,cone ,
Sphere and Hemisphere.
2. Explain importance of surface areas and volumes in daily life situation. 2
3. Demonstrate types of solids with daily life examples. 2
4. Understand the relation between 2-D and 3-D figures 2
5. Solve the problems in relation to areas and volumes in daily life situations 9
6. Identify the combination of solids in our surroundings 1
 TEACHING LEARNING PROCESS
Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson

 Showing different daily life situations related to solid figures

 Conduct the activities to understand derivation of formulae
 Conduct the games for language development (Pronunciation& spellings of terminology)
 Explaining importance of application of solids through real life examples.

Experience and Reflection(Task/question that helps students explore the concept and connect with their life)

1. Shahinsha and Prakash went to a market, where they saw an offer advertising that the consumer can get a free sugar bag once, upon
reaching specified billing. Sugar is already packed in these Vessels which are in the shape of Sphere, Cone and Cylinder where all these
vessels have the same base radius and equal heights. They should pick only one of these 3 vessels to get maximum sugar.
Prakash picked Sphere and Shahinsha picked cylinder.

I. Who do you think is clever?

II. Do they get equal quantities of sugar or not? Justify.

III. What is the ratio of the volumes of these three vessels respectively?

IV) What is the strategy of Super market on giving such type of Offers? Do they get profit or los
Explicit Teaching/Teacher Group Work (We Do) Independent Work Notes
Modelling (I Do) (You Do)

1.Introduction  Draw at lest 5

 Recapitulating the Difference  Teacher asks the parts figures which are
between Plane figures & Solid of cube & cuboids combination of
figures  Students give daily life solid figures
exampls

2.Cuboid & Cube  Students derive the  Page no 216

 Derivation of C.S.A , T.S.A & formulae of Cube with Do this problems
Volume of Cuboid & Cube with help of Cuboid
the help of Class room & Chalk
box

 Explains Exercise 10.1 ,  Page no 217, Try this  Exercise 10.1

Problems 2 ,3 problems

3.Triangular prism &Pyramid  Activity on volume of  Page no 218

 Derivation of C.S.A , T.S.A & pyramid. Do this problems Dec 22nd
Volume of Prism & Pyramid Page no 218 – National Mathematics day
through paper activity.

 To Encourage students solve  Do this , Page no 219  Exercise 10.1

problems Problems 6 to 8
4.Cylinder  Verifying formulae in  Do this
 Derivation of C.S.A , T.S.A & Lab class Page no 221 , 222
Volume of Cylinder using paper
activity
 Explains Exercise 10.2 ,
Problems 5, 7 & 9  Try these , Page no 225  Exercise 10.2
5.Cone  Lab activity on Volume  Do this ,
 Derivation of C.S.A , T.S.A & of Cylinder & Cone Page no 229
Volume of Cone using paper
activity
 Explains Exercise 10.3 ,  Problems 11 & 12  Exercise 10.3
Problems 5, 7 & 9 Exercise 10.3

6.Sphere & Hemi sphere

 Derivation of C.S.A , T.S.A &  Showing Volume of  Exercise 10.4
Volume of Sphere activity Sphere Animation using
Digital class

 Explains Examples 12-14  Do this ,  Exercise 10.4

page no236 & 238

Check For Understanding Questions

 17. Factual:
 Find the value of the radius of a sphere whose surface area is 36p sq. units.
 Slant height of cone is _______
 The number of bricks each measuring 50 cm × 30 cm × 20 cm that will be required to build a wall whose dimensions are 5 m ×
3 m × 2 m is______

18. Open Ended / Critical Thinking:
 When ‘h’ coins each of radius ‘r’ units and thickness 1 unit is stacked one upon the other, what would be the solid object you
get? Also find its C.S.A.
 Find surface area of a cone in terms of its radius when height is equal to radius
 How many great circles can a sphere have?
Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
 Activity
(i) Take a semi-circular paper with radius 7 cm and make it a cone. Find the C.S.A. of the cone.
(ii) Take a quarter circular paper with radius 3.5 cm and make it a cone. Find the C.S.A. of the cone.
 When a sector of a circle is transformed to form a cone, then match the conversions taking place between the sector and the
cone.
Sector Cone
Radius Circumference of the base
Area Slant height
Arc length Curved surface area
Assessment (Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for
assessment).
 Prepare new question on Cone and Cylinder and solve them.
 Worksheet
 Unit exercise in Student’s notebook
 Project on Derivation of formulae

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS

Class: IX Subject: Mathematics Name of the teacher: Syad Shahinsha School: Mpl h s, chinarangani palem,Bhimavaram,W.G Dist

Name of Topic Number of periods Timeline for teaching Any specific information
the chapter required (18) From To
1.Introduction 1 Birthday of Kaprekar
Quadrilaterals

(Jan-17)
2. Types of Quadrilaterals 3

3.Parallelogram and their 4 Geogebra tool is very useful to

properties deal this chapter

4.Diagonals of a parallelogram 5

5.Mid point Theorem of 5 https://diksha.gov.in/play/content/do

triangle
Prior Concept / Skills:
1. Parallel lines with transversal and its properties
2. The Triangles and its Properties
3. Congruent of triangles and its criteria
4.Types of quadrilaterals

Learning outcomes Number of Periods

Students are able to: 3

1. Explain types of quadrilateral and their properties.
2. Derive the proof of Angle sum property of a quadrilateral. 1
3. Describe the properties of Parallelogram 3
4. Develops the strategies to solve different problems that are not exposed earlier. 5
5. Applies axiomatic approach to solve problems. 3
6. Understand the midpoint theorem and its applications 3
 TEACHING LEARNING PROCESS
Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson)

 Showing different daily life situations related to Quadrilaterals focus on parallelogram

 Conduct the activities on midpoint theorem
 Explaining importance of quadrilaterals through real life examples.

Experience and Reflection(Task/question

(Task/question that helps students explore the concept and connect with their life)
 Project on “Research the use of Parallelograms ,Rhombus and kites in Art and Architecture.”

 Activity by set squares to verify properties of types of quadrilaterals

We need a pair of 45o–45o–90o set-squares.

squares.

(i) How does the figure change now? Is it a parallelogram? It becomes a square! (How did it happen?)

(ii) What can we say about its lengths of sides, angles and diagonals? Discuss and list them out

(iii) How does it differ from the list we prepared for the rectangle?
Explicit Teaching/Teacher Group Work (We Do) Independent Work Notes
Modelling (I Do) (You Do)
1.Introduction
 Recapitulating the Definition of  Write the situations  Work sheet on
Quadrilateral and its parts. where quadrilaterals Basic problems of
need Quadrilaterals

 Conduct the activity to recall angle  By the Paper activity

sum property. they will recall sum of
the four interior angles
is 3600

2.Types of quadrilaterals
 Conduct the activity on types of  Students try to draw  Draw mind map of
quadrilaterals by using graph types of quadrilaterals quadrilaterals
paper on graph paper

 Demonstration by below TLM  Some students

demonstrate types of
quadrilaterals using
TLM

 Exercise 8.1


  Explains the Properties of A pair of identical 30o–60o–90o
quadrilaterals by using Set set-squares is needed for this
squares activity.
Place them as shown in the
figure.
(i) What is the shape we get? It
is a parallelogram.
(ii) Are the opposite sides
parallel?
(iii) Are the opposite sides
equal?
(iv) Are the diagonals equal?
 (v) Can you get this
shape by using any
other pair of identical
set-squares?

3.Parallelogram and their properties

 Explains theorems. 8.1 to 8.4  Exercise 8.2 , Problems  Exercise 8.2 ,
1&2 Problem 3
4.Diagonals of a parallelogram
 Explains theorems 8.5 & 8.6  By the help of teacher
student try  Exercise 8.3
 Explains Exercise 8.3 problems 4 , Corollary 1 to 5
7 to 9
5.Mid point Theorem of triangle
 Motivate the students to do  Activity on midpoint
activity on midpoint theorem theorem ( Try this page
no 188  Exercise 8.4
 Explains theorems 8.7 & 8.8
 Examples 7 to 10
 Explains 8.4 exercise problems
which students unable to do
 Check For Understanding Questions
19. Factual:
 Define Quadrilateral
 Write common properties of Parallelogram and Rectangle?
 The four angles of a quadrilateral are in the ratio 1: 2:3:4. Find the measure of each angle of the quadrilateral.
20. Open Ended / Critical Thinking:
 “A square is a special case of both parallelogram and a rhombus” true or false? Explain
 Show that the diagonals of a square are equal and right bisectors of each other.
 Show that the diagonals of a rhombus divide it into four congruent triangles.
 ACD. Give reasons. ABCD is a rectangle AC is diagonal. Find the angles of
Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
 The angles of a quadrilateral are in the ratio 2: 4: 5: 7. Find all the angles.
 In a quadrilateral ABCD, ∠A = 72° and ∠C is the supplementary of ∠A. Th e other two angles are 2x–10 and x + 4.
Find the value of x and the measure of all the angles


Assessment (Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for
assessment).
 Project on Investigation the figure formed by mid points of sides of types of quadrilaterals
 Score of Quiz
 Student’s home works

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS

 LESSON PLAN-11
Class: IX Subject: Mathematics Name of the teacher: Syed Shahinsha School: Mpl h s, Chinarangnipalem,Bhimavaram,W.G.Dist

Name of Topic Number of Timeline for teaching Any specific information

the chapter periods required From To
(18)
1.Introduction 1
2. Area of planar regions 2
Areas

3. Area of Rectangle 2
4. Parallelograms on the same 6
base between same parallel
lines
5. Triangles on the same base 7 https://diksha.gov.in/play/content/do
between same parallel lines
Prior Concept / Skills:
1. Formulae of Area of Triangle, Parallelogram & Rectangle.
2. Congruent triangles & its criteria
3. Parallel lines & transversal
4.Properties of types of Quadrilaterals

Learning outcomes Number of Periods

Students are able to:

1. Define planar region, Area of types of figures and unit of area. 2
2. Applies the appropriate methods to find the area of regular figures triangles and quadrilateral. 3
3. Establish relationship of areas among the figures which are on the same base and between Same parallels. 4
4. Explain theorems on geo board 3
5. Solve the problems by using proof of mathematical statements. 6
 TEACHING LEARNING PROCESS
Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson)

 Showing Real life situation pictures where Areas involved

 Using Geo board prove the theorems
 Activities on various theorems

Experience and Reflection(Task/question that helps students explore the concept and connect with their life)

 A farmer has a field in the form of a parallelogram PQRS as shown in the figure.
He took the mid- point A on RS and joined it to points P and Q.
In how many parts of field is divided?
1. What are the shapes of these parts?
2. The farmer wants to sow groundnuts which are equal to the sum of pulses and paddy.
How should he sow? State reasons?

Activity ( Social Emotional Learning )


A villager Ramayya has a plot of land in the shape of a quadrilateral. The grampanchayat of the village decided to take over some portion of his
plot from one of the corners to construct a school. Ramayya agrees to the above proposal with the condition that he should be given equal
amount of land in exchange of his land adjoining his plot so as to form a triangular plot. Explain how this proposal will be implemented.

1) Draw a rough sketch of plot

2) What do you think is he takes right decision to give corner place to School May corner place more costly then allotted land
Explicit Teaching/Teacher Group Work (We Do) Independent Work (You Do) Notes
Modelling (I Do)
1.Introduction  Students give some real life  Revision of Formulae of  Shows different
 Ask the students where examples where areas areas of types Quadrilaterals situational pictures
areas used in daily life concept use & area of triangles from
previous class.

2.Area of planar regions Activity on English language

 Students can explain area of development
 Explain the definition of planar region 1.For Learning Spellings of
area of planar region   Activity Page no 245 geometric figures write on the
board Missing letters

Example : 1. Tr_ _ng_ e

2. R _c_ an_le
3.
4.
2. Read the chapter carefully
and Write the Meanings using
dictionary
Example:
1. Fertilizer : Chemical /
Natural substance added to
soil or land to increase its
fertility
2.
3.
4.

3.Area of Rectangle

 By the graph paper  Think discuss & write  Exercise 11.1

activity explains the how Page no 247
area of rectangle derived
4. Parallelograms on the  Think & Discuss Page no 249  Exercise 11.2
same base between
same parallel lines
 To know relation, if any,  Conduct the activity
between the areas of two page no 250
parallelograms on the students able to conclude
same base and between that
the same parallels “Parallelograms on the
Conduct the activity same base and between
 Explain the Theorem the same parallels are
11.1 & Examples 1,2 equal in area.”
 Explains Exercise 11.2 ,
problems 8 to 10
5. Triangles on the same
base between same parallel
lines
 Activity page no 254 after
 Conduct the activity to activity students can
understand the concept conclude that  Exercise 11.3
 “Triangles on the same
base (or equal bases) and
between the same parallels
are equal in area.”

 Explains Corollary 1 and  Think & discuss

theorem 11.2
Check For Understanding Questions
1.Factual:
 Let ABCD be a parallelogram of area 124 cm2. If E and F are the mid-points of sides AB and CD respectively, then find the area of
parallelogram AEFD.
 In the figure, compute the area of the quadrilateral

 The area of parallelogramABCD is 36 cm 2 . Calculate the heightof parallelogramABEF ifAB= 4.2 cm.
 2.Open Ended / Critical Thinking:

 In the figure, ABCDE is a pentagon. A line through B parallel to AC meets DC produced at F. Showw that
ar(ACB) = ar (ACF) ( (ii) ar (AEDF) = ar (ABCDE)

 What type of quadrilateral do you get, if you join MNB , OCN , DPO and APM, in the figure

3.Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
 Activity
Prove the theorems using geo board

 If E, F, G and H are the mid-points of the sides of a parallelogram ABCD, respectively,

then ar (EFGH) is equal to:

 If ABCD and EFGH are two parallelograms between same parallel lines and on the same base, then:
a) ar (ABCD) > ar (EFGH) b) ar (ABCD) < ar (EFGH) c) ar (ABCD) = ar (EFGH) d) None of the above

4.Assessment
(Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).
 Home work note books
 Score of Quiz on areas
 Work sheets

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS
Class: IX Subject: Mathematics Name of the teacher: Syed Shahinsha School: Mpl h s, Chinarangani palem, Bhimavaram,W.G.Dist

Name of the Topic Number of Timeline for teaching Any specific

chapter periods required From To information
(15)
1.Introduction 2
2. Angled subtended by a chord at a 4 Geogebra tool is very
point on the circle useful to deal this
chapter
3. Perpendiculars from the centre to a 3
chord.
4. Angle subtended by an arc of a 3
circle
5. Cyclic quadrilateral 3 https://diksha.gov.in/play/c
ontent/do_
Prior Concept / Skills:

 Basic idea of circle from previous class

 Congruent triangles & its criteria
 Triangles & its properties

Learning outcomes Number of Periods

Students are able to:

1. Describes the terms and parts of circle. 3
2. Understand the various theorems on chord, arc of circles. 6
3. Identify the suitable statement to solve problems. 3
4. Solve the problems related to cyclic quadrilateral. 3
 TEACHING LEARNING PROCESS
Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson)

Circles are geometric shapes you can see all around you. The significance of the concept of a circle can be well understood from the fact
that the wheel is one of the ground-breaking inventions in the history of mankind

Experience and Reflection(Task/question that helps students explore the concept and connect with their life)
Case study: Activity:
Three friends Amith , Mayank and Richa were playing with ball
by standing on ac circle at A,B and C points respectively.
Richa throws a ball to Amith, Amith to Mayank and Mayank to Richa .
They all are equidistance from each other as shown in the figure.
Consider ‘O’ as the centre of the circle
1. Which type of triangle ABC is given figure?
2.Measured angle ∠ABC
3.If AB = 6 cm the BC + CA = _______
4. Measure of ∠BOC = ________
5.Value of ∠𝑂𝐵𝐶 + ∠𝑂𝐶𝐵 is
 Explicit Teaching/Teacher Group Work (We Do) Independent Work (You Do) Notes
Modelling (I Do)
1.Introduction  Do this & Activity  Exercise 12.1
 Recall the definition of page no 262
circle and its parts
2. Angled subtended by a chord
at a point on the circle
 Demonstration of theorem  Exercise 12.2
 Proving below theorems 12.1 , 12.2 by Geoboard
Theorem-12.1 : 
Equal chords of a circle subtend
equal angles at the centre
Theorem-12.2 :
If the angle subtended by the
chords of a circle at the centre is
equal, then the chords are equal

3. Perpendiculars from the

centre to a chord.
 Proving 12.3 theorem  Demonstration of theorem  Exercise 12.3
Theorem-12.3 12.3 by Geoboard
G
The perpendicular from the centre
of a circle to a chord bisects the
chord.
 The three points that
describe a circle  Try this page no 268
 Explains examples 1 to
4. Angle subtended by an arc of a
circle  Demonstration of statements
Explains below statments by Geoboard  Exercise 12.4
1) “The angle subtended by an
arc at the centre ‘O’is twice the
angle subtended by it on the
remaining arc of the circle”.
2)“Anglessubtended by an arc
in the same segment are equal”
5. Cyclic quadrilateral
 Explain the theorem on  Demonstration of cyclic  Exercise 12.5
the board quadrilateral theorem by
Geoboard

 Activity page no 275

Check For Understanding Questions

1.Factual:

 Find the x ,

 Sum of opposite angles of a cyclic quadrilateral is _________.

 The opposite angles of a cyclic quadrilateral is _______

2.Open Ended / Critical Thinking:

 How many sides does a circle have?

 Is circle, a polygon?
 In the given figure, ∠ CAB = 25°, find ∠BDC , ∠DBA and ∠COB
 If a parallelogramis cyclic, then it is a rectangle. Justify.
 3.Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)

 A is the centre of the circle and ABCD is a square. If BD =4cm then find the radius of the circle

 Draw three circles passing through the points P and Q, where PQ = 4cm

In the figure PR and QS are two diameters. Is PQ = RS?

4.Assessment
(Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).

 Home work note books

 Score of Quiz on circles
 Work sheet

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS

Class: 9 Subject: Mathematics Name of the teacher: A C VARA PRAKASH School: GHS YENDAGANDI

Name of Topic Number of periods Timeline for teaching Any specific information
the chapter required From To
1.Introduction 1
Constructions

2.Basic constructions 2
3.Constructions of 3
triangles Special cases
1,2
4.Constructions of 2 https://diksha.gov.in/play/content/do
triangles Special cases 3,4

Prior Concept / Skills:

Knowledge of construct the perpendicular bisector of line segment ,angle bisector of 30,45,60,90and 120

Learning outcomes Number of Periods

Students are able to, 1

1..Introduction
2.Basic constructions 2
3.Construction of triangles special cases 1,2 3
4. Construction of triangles special cases 3,4 2
 TEACHING LEARNING PROCESS
Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson)
.This chapter makes students to construct different types of triangles with special cases. And basic constructions.Constructions are more
useful in architecture and constructions. From these constructions student will get relationship in daily life architecture work
applications

Experience and Reflection(Task/question that helps students explore the concept and connect with their life)
 Collecting and recording the different constructions in daily life
 Application of beauty of constructions.
Explicit Teaching/Teacher Group Work Independent Work Notes
Modelling (I Do) (We Do) (You Do)
Introduction  There are 3  Find out the uses of Geometry was revolutionized by Euclid, who
 Uses of constructions in measures constructions in introduced mathematical rigor and the
daily life available for daily life axiomatic method still in use today. His book,
 Measurements needed for the triangle  Find out the The Elements is widely considered the most
construction of triangles they may properties of sum influential textbook of all time, and was known
not used and difference of to all educated people in the West until the
directly sides of triangles middle of the 20th century
2.Basic constructions Step 1: Draw a line  Construct an
 Perpendicular bisector of a segment PQ. angle of
given line segment given measure at
 Construct the bisector of a Step 2: Adjust the O using
given angle compass with a protractor.
 Construction of different length of a little  With ‘O’ as
angles using compasses more than half of center draw
 Steps for constructing basic the length of PQ. an arc of any
constructions radius to cut
Step 3: Place the the rays of the
compass pointer at angle at A and B
point P and draw  With ‘A’ as center
arcs above and draw an arc of
below the line. radius more than
Step 4: Keeping the
half of AB, in the
same length in the interior of
compass, place the the given angle.
compass pointer at  With ‘B’ as center
point Q. Similarly,
draw two arcs above
draw an arc of
and below the line same radius to cut
keeping the compass the previous arc
pointer at Q. at ‘C’.
Mark the points  Join OC.
where the opposite
arcs cross as X and Y
 OC is the angle
 Using a ruler, bisector of
draw a line the given angle
passing
across X and
Y
3.Construction of triangles  To construct
(special cases) a triangle  Construct ΔABC
 Construction of given its given BC=5cm
triangles special base, a base ,AB+AC=8 cm and
cases angle and ∟ABC=60
 Given 3 sum of other  Construct ΔABC IN
measurements which two sides WHICH bc=4.2 CM
were needed for  To construct ,∟B=30 AND AB-
construction of a triangle AC=1.6 cm
triangles but not given its  Sum case A lies on
directly base, a base the perpendicular
angle and bisector of CD
difference of  Hence
other two AB+AC=AB+AD=
sides BD=8 cm
 Following  Difference case AB-
the steps of AC=1.6 cm AD=AC
construction  BD=AB-AC=1.6 cm
student able
to identify
the location
of third
point
4.Construction of triangles  Given  Construct a triangle
(special cases) perimeter ABC in
and its two which∟B=60,∟C=
 Construction of triangles base angles
special cases 45 and
 To AB+BC+CA=11 cm
 Given 3 measurements construct a
which were needed for  Construct a
circle segment of a circle
construction of triangles but segment
not directly on a chord of length
given a 7 cm and
chord and a containing an angle
given an of 60
angle
Check For Understanding Questions
1.Factual:
 Draw a line segment of length 6.6 cm .Bisect it and measure the length of each part
 Define chord and segment of a circle
 Construct an angle 45 using compasses
 Construct equilateral triangle
2.Open Ended / Critical Thinking:
 How many measurements are needed to construct a triangle
 Draw a circle with centre at point O and radius 5 m.Draw its chord AB,draw the perpendicular bisector of linesegment AB.Does it
pass through the centre of the circle
 Draw a line segment AB and by ruler and compasses ,obtain a line segment of length ¾(AB)
3.Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
1)Draw an equilateral triangle whose sides are 5.2 cm each
2)Construct angles 30,45,60 using compasses

4.Assessment (Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for
assessment).
 Construct a triangle ABC In which BC=3.6 cm ,AB+AC=4.8 cm ,and angle B=60
 Construct a right angled triangle whose perimeter is equal to 10 cm and one acute angle is 60 

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS
Class: IX Subject: Mathematics Name of the teacher: Syad Shahinsha School: Mpl h s,Chinarangani palem , Bhimavaram,W.G.Dist

Name of the Topic Number of Timeline for teaching Any specific

chapter periods required From To information
(8)
1.Introduction 1 Blaise pascal and
2.Introducing new terminology 2 Pierre d fermat laid the
3. Probability & Types of events 5 Fundamental ground
work of Probability.
Prior Concept / Skills:
 Divisions
 Even numbers ,odd numbers Composite and prime numbers

Learning outcomes Number of Periods

Students are able to:

1. Understand the basic concepts of probability. 2
2.Construct Sample spaces and Identify the Events 1
3. Describe the types of events 1
4. Conduct experiments and analyses the data in order to calculate empirical probability. 2
5. Identify the real life situations where probability applicable 2

TEACHING LEARNING PROCESS

Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson)
 Introduce the concept by showing real life situations
 Batting Average in Cricket
 Weather Forecasting
 Lottery ticket , Games Weather Forecasting
  Through example generate interest on probability.
Shahinsha wants to know the probability that a person who enters his store will buy something. One morning he counts 30 people
entering his store. 10 of the people buy something.
Think about
1. Can you use this information to estimate the probability that a person entering
shahinsha’s store will buy something?
2. How accurate do you think the estimate is?
3. How can the accuracy of the estimate be improved?

Experience and Reflection(Task/question that helps students explore the concept and connect with their life)
Activity

Explicit Teaching/Teacher Group Work (We Do) Independent Work (You Do) Notes
Modelling (I Do)
1.Introduction  Students give some examples  Collect the pictures
 Provide different where chance word use. related to probability.
examples to get idea of  Do this page no 294
probability
2.Introducing new Random Experiment
terminology  Try this page no 295  Work sheet A random experiment is an
experiment in which
 Create the situation and (i) The set of all possible
explain the new terms  Think & Discuss page no 295 English Language development
outcomes are known
1.Random experiment (Writing skills)
(ii)Exact outcome is not
2.Outcomes Using the words Certain ,more known.
3.Sample space likely ,equally likely ,less likely
4.Event and impossible
Create the Sentences or small
story.
(See the text book Introduction
page.)

3.Def of Probability & Types The probability of an

of events  Do this page no 296  Exercise 14.1 event always lies between
Explains definition of 0 and 1
Probability & fomula  Do this page no 299 (0 and 1 inclusive)
 Compound event 0 < probability of an event
<1
 Equally likely out comes
 Impossible event
The probability of an
 Sure event
event which is certain = 1
 Explains the Example
The probability of an
problems
event which is impossible
=0
Check For Understanding Questions
21. Factual:

 When a dice is rolled, find the probability to get the number which is greater than 4
 What is the probability of throwing an even number with a single standard dice of six faces?
 If P (E) = 1 then E is called _________ event.
 If P (E) = 0 then E is known is an _____________ event.
 The set of all possible outcomes is called _______
 2.Open Ended / Critical Thinking:
 Which of the following cannot be taken as probability of an event? Why?
1) 0 (2) 0.5 (3) 1 (4) −1
 If a probability of a player winning a particular tennis match is 0.72. What is the probability of the player loosing the match
 When two dice thrown simultaneously Rakesh said total no of outcomes are 12? Are you agreeing with him? Explain
 For a question on probability the student’s answer was . The teacher told that the answer was wrong. Why?

3.Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
 Activity
Collect the details and find the probablilities of
1) selecting a boy from your class. 2) selecting a girl from your class. 3) selecting a student from 9th standard in your school.
4) selecting a boy from 9th standard in your school. 5) selecting a girlt from 9th standard in your school.

 A lottery consists of 80 tickets numbered 1 to 80. One ticket is chosen at random. Determine the probability that the ticket is:
a) a single digit number b) a multiple of 8 c) a multiple of 5 or 8 d) a factor of 36

4.Assessment
(Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).

 Home work note books

 Score of Quiz on Probability
 Work sheets
 Project on Gaussian curve ( see adjacent picture)

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS