SECOND EDITION

MATHS 8
WISE
Teaching Guide
 TABLE OF CONTENTS

Using this Teaching Guide iv

Unit 1: Sets 1

Unit 2: Real Numbers 5

Unit 3: Proportions 13

Unit 4: Financial Arithmetic 17

Unit
 5: Laws of Indices/Exponents and Polynomials 22

Unit 6: Algebraic Identities 33

Unit 7: Simultaneous Linear Equations 40

Unit 8: Mensuration 47

Unit 9: Geometry 57

Unit 10: Data Handling 73

Model Examination Paper 78

iii
 USING THIS TEACHING GUIDE

This teaching guide provides lesson plans for each unit. Each lesson starts
with activities that can be completed within a specified time before the main
lesson is taught. Working on starter activities help prepare the students for
the more formal lessons and is an informal introduction to the topic at hand
without straight away barraging them with new concepts.
While devising these activities, make sure that they can be done within a
reasonable time span and that the resourses that are to be used are easily
available.
Time required for completing each lesson is also given but can change
depending upon the students’ learning capabilities.
The guide refers to the textbook pages where necessary and exercise
numbers when referring to individual work or practice session or homework.
This is not a very difficult guide to follow. Simple lesson plans have been
devised with ideas for additional exercises and worksheets. Make sure that
lessons from the textbook are taught well. Planning how to teach just makes
it easier for the teacher to divide the course over the entire year.

Rashida Ali
Aysha Shabab

iv
 1 SETS

Topic: Sets, subsets and power sets, operation on sets

Time: 3 periods
Objectives
To enable students to:
• recognise sets of
• natural numbers (N), whole numbers (W)
• rational numbers (Q), integers (Z)
• even and odd numbers
• prime and composite numbers
• differentiate between proper and improper subsets; find all possible subsets of a set; find and recognise
power set of a set P(S)
• perform operations on sets (two or more) union of sets, intersection of sets, complement of a set, difference
of two sets and represent them by Venn diagrams
• verify the commutative and property of Union and intersection of sets
• verify associative and distribute laws, representation and verification by Venn diagrams. (three or more sets)
• state and verify De Morgan’s laws
i) (A∪B)´= A´∩B´ ii) (A∩B)´= A´∪B´

Starter activity
Ask a few questions to refresh the students' memory. Following questions may be asked.
• What do you mean by the term ‘set’?
• How do we define a set in technical terms?
• What does the symbol ∈ stands for?
• What are the different ways of representing set?
• What does the symbol phi (∅) means?
• What are finite and infinite sets?

Activity 1
Identify the following in the sets given below.
• pairs of overlapping sets
• pairs of disjoint sets
• pairs of equal sets
• pairs of subsets and super sets
When A = {a, b, c,…z}, B = {1, 3, 5, 15},
C = {set of divisors of 15} D = {x : x ∈ n}
E = {set of positive even integers}
F = {x : x is a multiple of 5} W = {0, 1, 2, …}

1
 Activity 2
Give the cardinal number (number of elements) of each set.
A={1, 0, 3, 4, 6}, B={0, 1, 2,…20}
C={x : x is a prime number and x < 30}

Activity 3
Given A={1, 2, 3}, B={1}, C={1, 2}, D=∅, E={2, 3, 1}, F={1, 3, 5}, write true or false.
i) B ⊆ A ii) A ⊃ C iii) F ⊆ A iv) A = E
v) A ⊆ E vi) A ⊃ E vii) C ⊄ A viii) B ⊂ C

Main lesson
Write on the board, the following: A={2, 4, 8}
Ask the students to form a set using the elements of set A. They can be called in turns to the board and asked to
write their answers. Next, discuss the sets written. Ask a few questions like:
{2}, {4}, {8, 2}, (4, 2}, {4, 2}, {4, 8} etc.
• Is each of the set, a subset of set A?
• Is it possible to find more subsets from the elements of set A?
• Write all the possible subsets of set A in a certain order and ask how many subsets are there altogether?
{2}, {4}, {8}, {2, 4}, {2, 8}, {4, 8}, {2, 4, 8}
Another example may be given and students asked to form the subsets.
B = {x, y, z}
Answers will be noted. {x}, {y}, {z} and so on.
• How many subsets of set B can be formed?
Introduce the Power set
A set of all the possible subsets of a given set is called the Power Set and is denoted by the symbol P(S). (Refer to
textbook pages 10 and 11)
Hence from the above examples
P (A) i.e. Power set of A = {∅, {2}, {4}, {8}, {2, 4}, {2, 8}, {4, 8}, {2, 4, 8}
and P(B) = {{x}, {y}, {z}…}
Every set is an improper subset of itself. Recall proper and improper subsets.
If C = {5, 7}, how many subsets can be formed?
P(C) = {∅, {5}, {7}, {5, 7}}
Null set is a subset of every set.
Number of elements of the power set will be explained.
We denote the cardinal number of number or elements of a set by n(s) so the number of elements of a power set
will be denoted as n(P(s)).
Explain the difference between the elements of a set and elements of a power set.
From A={2, 4, 8}
2 ∈ A and {{2}} is an element of the P(A).
Give more examples:
x ∈ B, Y ∈ B etc. and {{x}} ∈ P(B) etc.
Formula for finding the number of elements of a power set i.e. n(P(s)) will be given.

2
From the examples A = {2, 4, 8}, B = {x, y, z), C = {5, 7}, we see that n(P(A)) = 8,
n(P(B)) = 8 (each of the set A and B has three elements) and n(P(C)) = 4 (C has two elements).
If we take the number of elements as K in each set then n(P(S)) = 2K
for n(P(A)) = 2K = 23 = 8 (A has three elements, so K = 3)
Similarly, n(P(B)) = 2K = 23 = 8. B also has three elements, so K = 3 C but has 2 elements so. n(P(C)) = 2K = 22 = 4
subsets
How many subsets can be formed of a set with 4 elements, 5 elements, 1 element etc.
1. n(P(S)) = 2K = 24 = 16 subsets (when the set has 4 elemets)
2. n(P(S)) = 2K =25 = 32 subsets
3. n(P(S)) = 2K = 21 = 2 subsets
If D = {b} then n(P(D) = 2K = 21 = 2

Operation on sets
Explain the following:
• The properties of sets in the examples. Draw Venn diagrams to explain.
• Union and intersection of two or more sets will be explained with the help of examples from the textbook.
(Refer to page 12)
• Difference of two sets and complement of a set with the help of examples. Complement of set A is denoted by
Ac or A´. (Refer to page 13)
• Representation of the union, intersection, difference, and complements of sets by Venn diagram with the
help of examples from the textbook.
• Commutative property of union and intersection of two sets
A ∪ B = B ∪ A and A ∩ B = B ∩ A
• Associative property of union and intersection of two sets
i) A ∪ (B ∪ C) = (A ∪ B) ∪ C and ii) A ∩ (B ∩ C) = (A ∩ B) ∩ C
Work out examples on the board to verify the law.
• Union of a set and its complement. A={1, 2, 4, 8}, U={1, 2, 3, …10}, A ∪ A´ = ∪.
• Complement of a null set is a universal set and complement of a universal set is a null set.
Explain distributive law of union over intersection and intersection over union.
• A ∪ (B ∩ C) = (A ∪ B) ∩ (A ∪ C)
• A ∩ (B ∪ C) = (A ∩ B) ∪ (A ∩ C)
Verification of the properties with the help of examples will be done (Refer textbook page 17) on the board.
Verify De Morgan’s laws giving examples.
U = {1, 2, 3…10}, A = {2, 3, 5, 7}, B = {1, 3, 5, 7, 9}
i) (A ∪ B)´= A´ ∩ B´
ii) A ∩ B)´= A´ ∪ B´
(Refer to textbook page 18)
Explain (A ∪ B)´= ∪ – (A ∪ B) and A ∩ B)´= ∪ – (A ∩ B)
Work out examples on the board with student participation.

3
 Practice session
Worksheets will be given with questions like the following.
1. Give sets:
U = {months of the year}
A = {January, June, July}
B = {March, June, September, November}
C = {months of the year, having 31 days}
List the elements of:
i) A´ ii) A ∩ B iii) B – A iv) A ∪ C
v) C´ vi) A´ ∪ B´ vii) A´ ∩ B´
2. Find P(A) if A = {3, 5, 7}
3. Draw Venn diagrams to represent and verify the following.
a) A ∪ Q = Q ∪ P b) Q – P ≠ P – Q
c) Q ∩ P = P ∩ Q d) (P ∪ Q)´ (e) (P ∩ Q)´
P = {1, 2, 3……10}, Q = {0, 2, 6, 8, 10, 12}

Individual work
Give Exercise 1a, 1b, 1c, and 1d for class practice.
More sums will be given for verification of the properties of sets.

Homework
Given the sets U = {1, 2, 3…20} and A = {2, 3, 5, 7, 11, 13, 15, 17}
Verify that
i) (A ∪ B) ∪ C = A ∪ (B ∪ C)
ii) (B ∩ C) ∩ A = B ∩ (C ∩ A)
iii) A ∪ (B ∩ C) = (A ∪ B) ∩ (A ∪ C)
iv) Verify De morgan’s laws for the sets A and B,
v) Find P(A) when A = {a, b, c, d} and hence find n(P(A)). Check with the formula n(P(A)) = 2K.

Recapitulation (10 minutes)

• Definitions of sets, types of sets will be revised. Also, discuss, power set of a set P(S) and n(P(S)). Revise
operations of sets.
• Commutative property of union and intersection A ∪ B = B ∪ A and A ∩ B = B ∩ A
• Associative property of union and intersection (A ∪ B) ∪ C = A ∪ (B ∪ C) and,
• Distributive law of union over intersection and vice versa
A ∪ (B ∩ C = A ∪ B) ∩ (A ∪ C).
• De Morgan’s laws
• Complement of universal and null set.
Students will be asked to give examples. At the end of the chapter, a short test will be conducted (MCQs) and
extended response questions, constructive response questions (ERQs and CRQs) will be given.

4
 2
Topic: Irrational numbers
Time: 1 period
REAL NUMBERS

Objectives
To enable students to:
• define irrational numbers (Q)
• identify rational and irrational numbers (Q’)
• define real numbers as R=Q ∪ Q’
• demonstrate non-terminating decimals/non-repetitive (non-periodic) decimals with examples

Starter activity
1. Write some sets of numbers on the board and ask the students to identify them.
a) A = {1, 2, 3 ...} set of natural numbers
b) B = {0, 1, 2, 3 ...} set of whole numbers
c) C = {– 1, –2, –3, –4 ...} set of negative integers
d) D = { –3, –2, –1, 0, 1, 2, ...} set of integers
e) E = {2, 4, 6, 8 ---} set of even numbers.
2. Write some fractions and ask students to recognise them.
3 2 5 16
a) 5 , 7 , 8 , 11 a set of common fractions
b) 0.2, 0.46, 0.135, 0.333, 0.2666 decimal fractions
3. Which of the following numbers are terminating / recurring or non-terminating?
1 1 2
2 = 0.5, 8 = 0.125, 3 = 0.666
4. What does a common fraction indicate? (ratio between numerator and denominator) and why is it called a
rational number (rational is derived from the word ratio)
5. Which of these are recurring/non-recurring?
a) 0.2, 0.36, 0.414141= 41, 0.666 or 0.6, 1.4142135623.......
b) 0.2 (terminating), 0.36 (terminating), 0.4141 (recurring) and 1.414213

Main lesson
Rational numbers can be written in the form of pq , where p and q are integers and q ≠ 0,
A set of rational numbers is denoted by the letter Q. Irrational numbers cannot be written in the form pq . A set of
irrational numbers is denoted by the letter Q’.
Explain that irrational numbers are numbers which are neither terminating nor recurring. Examples of
terminating, non-terminating/recurring decimals will be worked out on the board.
Explain the difference of terminating/non-terminating and non-terminating/non-recurring decimals with
examples, √5, √2 are irrational numbers. Value of π is taken as 3.14159265. More examples of rational and
irrational numbers from the textbook (page 21) will be given. Worked examples will be discussed.

5
 Introduce a real numbers set as the union of rational and irrational numbers. R denotes the set of real numbers.
i.e., R = Q ∪ Q’
Every quantitative value can be represented by a numeral, it may be a terminating/recurring or non of these. So
all the numbers are called real numbers.
Explain the number line and graphing the real, rational numbers.
(refer to page 29 of the textbook)

Practice session
1. Exercise 2a on page 24.
Give worksheets with questions like the following:
2. Convert the following rational numbers into decimal fractions and state whether they are terminating or
recurring.
7 11 51 3 7
9 , 12 , 70 , 8 , 25
3. Express the following as rational numbers
i) 4.5 ii) 3.05 iii) 0.0007 iv) 0.666

Individual work
Give questions 1 and 2 from Exercise 2c as class work.

Homework
Ask the students to complete Exercise 2c, questions 3 and 4 as homework.

Recapitulation
• Difference between rational and irrational numbers will be discussed.
• Symbol or the letters used to denote rational and irrational numbers
• Set of real numbers is the union of rational and irrational numbers
R = Q ∪ Q’
The Number Tree
Real numbers

Integers Q
Q’
Z
Fractions

Z’ Z
negative integers positive integers

whole numbers

zero N
natural numbers

6
Topic: Approximation
Time: 1 period
Objective
To enable students to:
• round off numbers up to 5 significant figures
• analyse approximation error when numbers are rounded off
• solve real-world word problems involving approximation

Starter activity
Show some pictures to the children and ask them to make a guess of the number of objects or articles in the
picture. (Show charts of fruits, vegetables, flowers etc.)
Ask them to make an estimate of the weight of some objects like a boy, a car etc. Compare the answers.

Main lesson
Using textbook pages 25 and 26, explain approximate value of numbers, measures etc. and rounding off
numbers upto 5 significant figures.
Explain the rules to the students.

Rules for significant figures

1. All non-zero numbers are significant.
2. Zeros between two non-zero digits are significant.
3. Leading zeros are not significant.
4. Trailing zeros to the right of the decimal are significant.
5. Trailing zeros in a whole number may or may not be significant.

Approximation error
Approximation error can be found by subtracting the approximated value from original value or, by comparing
one approximation with previous one.
Approximation error can be found by subtracting the approximated value from the exact value.
We can compute an approximate error by comparing one approximation with a previous one.

Example
Find out the possible maximum approximation error in calculating the area of a square with side length 12 cm,
that is correct to the nearest centimetre.
We have length = 12 cm
Take length = 11.5 cm, 12 cm, and 12.5 cm
Area of square = l2 = 11.52 = 132.25 cm2
Area of square = l2 = 122 = 144 cm2
Area of square = l2 = 12.52 = 156.25 cm2
If length = 11.5 cm, then the error is
144 – 132.25 = 11.75 cm2
If length = 12.5 cm, then the error is
156.25 – 144 = 12.25 cm2
Therefore, the maximum possible approximation error is 12.25 cm2.

7
 Practice session
Solve examples on the board with participation from the class.
Write a few decimals and ask the students to give the answer rounded off to 1, 2, 3, 4, 5 significant figures etc.
For example, 0.275, 0.432, 16.89201, 20.0000

Individual work
Give exercise 2b from the textbook to be done individually by each student. Help them solve it.

Homework
Give some sums for students to do at home.

Topic: Squares and square root

Time: 3 periods
Objectives
• find the perfect square of a number and will be able to establish patterns for the squares of natural numbers
• find the square root of a natural number, common faction and decimal fraction by prime factorisation and
division method.
• find the square root of numbers which are not perfect squares; determine the number of digits in the square
root of a perfect square
• solve real-life problems involving square roots
Starter activity
Refer to textbook page 35.

2 units 3 units 4 units

Ask the following questions.
1. What is the area of the square with 2 units 2×2=4
2. What is the area of the square with 3 units 2×3=9
4 is said to be the square of 2 and 9 is said to be the square of 3 and so on.
Numbers like 1, 4, 9, 25, 36, ... are examples of square numbers.

Main lesson
A square number is obtained by multiplying a number with itself.
Workout the following on the board with student participation.
1 × 1 = 12 = 1 6 × 6 = 62 = 36
2×2=2 =4 2
7 × 7 = 72 = 49
3×3=3 =9 2
8 × 8 = 82 = 64
4 × 4 = 4 = 16
2
9 × 9 = 92 = 81
5 × 5 = 5 = 25
2
10 × 10 = 102 = 100

8
Numbers like 1, 4, 9, 14, 25, 36, 49, 81, 100 and so on are called perfect squares because they are obtained by
multiplying a number by itself.
Which of the numbers can be a perfect square? Ask the students to observe the pattern developed by squaring
numbers from 1 to 10. Each of the square number has either of 0, 1, 4, 5, 6 or 9 in the one’s place.
So any number having these digits in their units place can be a perfect square. For example, 361, 729, 256, 784,
etc.
But numbers having the digits 2, 3, 7, 8 in their one’s place are not perfect squares.
Sum of first two, three four, etc. odd numbers is a perfect square.
1 + 3 = 4 and 4 = 22
1 + 3 + 5 = 9 and 9 = 32
1 + 3 + 5 = 16 and 16 = 42
Similarly, other patterns for square numbers can be developed. (refer to textbook page 37)
Finding square roots of numbers will be explained with the help of examples (refer to textbook page 38)
Which number when squared, gives 4?
22 = 4, so 2 is called the square root of 4.
Similarly 32 = 9, so 3 is the square root of 9.
Introduce the symbol √ (radical sign) for extracting the square root of a number. So √4 = 2, √25 = 5.
When a number is under the radical sign it means extract the square root.
There are two ways of finding the square root. First, find the square root by factorisation. To find the square root,
find the factors (prime factors) of the given number.
What are the factors of 36?
Work on the board with students participation.
36 = 2 × 2 × 3 × 3 2 36
Write the factors by pairing as squares 2 18
36 = 22 × 32 3 9
36 = 62 (multiply 2 by 3) 3 3
∴ √36 = 6 1

Similarly, workout the factors for square numbers. Students will be called in turns to perform prime factorisation
on the board (refer to textbook page 39).
196 2 196
196 = 2 × 2 × 7 × 7 2 98
= 22 × 72 7 49
= 142 7 7
∴ √196 = 14 1

Is 48 a perfect square? 2 48
48 = 2 × 2 × 2 × 2 × 3 2 24
= 22 × 22 × 3 7 12
The factor 3 is occurring only once. 7 6
3 3
So 48 is not a perfect square number.
1
Now 48 × 3 = 2 × 2 × 2 × 2 × 3 × 3
= 22 × 22 × 32
= 122
144 = 122
∴√144 = 12 (refer to textbook page 40)
9
 Similarly, if we divide 48 by 3 we get
2×2×2×2×3
48 ÷ 3 = 3
16 = 2 × 2 × 2 × 2
16 = 22 × 22
16 = 42
So 16 is a perfect square number.
A perfect square number can be obtained by multiplying or dividing any given number with its factor/s not
appearing in pairs.
Square roots of common fractions can also be extracted by prime factorisation.

Example
36
49
Students will be asked to find the square root of the above fraction on the board.
36 = 62
49 = 72
36
∴ 49 = 67
Square root of decimal fractions will be worked out on the board (refer to textbook pages 41 and 42) with
student participation.
 ecimal fractions with denominators 10,1000 or 100 000 cannot be perfect squares. Explain with the help of
D
examples (refer to textbook page 42).
 ethod of finding square root by the division method will be explained with the help of examples (refer to
M
textbook page 43).
To find the square root of 357604, proceed as:
35 76 04
598 Mark off the digits in pairs from right to left.
5 35 76 04 Taking the first pair which is 35, we know that,
+5 –25 12 =1, 22 = 4, 32 = 9, 42 = 16, 52 = 25
109 1076 and 62 = 36. So 62 is greater than 35. We take 52 = 25. Write 5 as
+9 –981 the divisor and 5 as the quotient.
1188   9504 Subtract 52 = 25 from 35.
8 –9504 The remainder is 10. Bring down the next pair which is 76.
  xxxx
Add 5 in the divisor which gives the new divisor. By trial, we find
a digit for the one’s place of the divisor.
∴√357604 = 598
101 102 103
× 1 × 2 × 3
101 204 309
         
104 105 106
× 4 × 5 × 6
416 525 636
         
107 108 109
× 7 × 8 × 9
749 864 981
         

10
Put 9 in the divisors column and also in the quotient.
Add 9 for the next divisor and bring down the next pair with the remainder.
Next, we find the digit for the one’s place of the new divisor.
1181×1, 118 2 × 2 , 118 3 × 3 , 118 4 × 4
1181 (2364) 3549 4736
118 5 × 5 , 118 6 × 6 , 118 7 × 7 , 118 8 × 8
5925 7116 8309 9504
We see that 118 8 × 8 gives us 9504 which is our last dividend. Similarly workout the example with odd number
of digits in the given number with student participation for finding the new divisor.

Example
^
2 72 25
165 2 is the first digit, so find a number whose square is – 2.
^
1 2 72 25 (1 × 1 = 12 = 1)1
+1 –1 Put 1 in the divisor column and 1 in the quotient.
26 172 Subtract 12 =1 from 2.
+ 6 –156 Now the remainder is 1, bring down the next pair which is 72 and
325   1625 add 1 for the new divisor in divisor's column. Again by trial, find a
5 –1625 digit for the one’s place in the divisor's column.
  xxxx Now see that 27 × 7 = > 172, so take
∴√27225 = 165 26 × 6 = 156 < 172 and subtract it from 172. Put 6 in the divisor's
column and 6 in the quotient. Now the remainder is 16. Bring down
the next pair, (25), as the new dividend. Again by trial, find the digit
for the one’s place with 32. We find that 325 × 5 = 1625, so, put 5 in
the divisor's column next to 32 and 5 in the quotent next to 16.

2 1 × 1 = 21
2 2 × 2 = 44
2 3 × 3 = 69
2 4 × 4 = 96
2 5 × 5 = 125
2 6 × 6 = 156
2 7 × 7 = 189
321 × 1 = 321
322 × 2 = 644
323 × 3 = 969
324 × 4 = 1296
325 × 5 = 1625
Finding the square root of common fractions and decimal fractions will be explained with the help of examples
(refer to textbook pages 45 and 46)
Finding the square roots of numbers which are not perfect squares will be explained with the help of examples
worked out on the board. (refer to textbook page 47)
Explain that square root of numbers which are not perfect squares can be extracted to a certain number of
places of decimal (one place, two places, three places etc.).

11
 Examples will be solved on the board with student participation.
Method of finding the number of digits in the square root of a number will be explained (refer to textbook
page 47).
Number of digits in the square root of a number

If the number of digits in a number is even then the number of digit is in the square root will be 2n , where n is
the number of digits. For example 16 is a 2-digit number, n=2 (even) 22 = 1, the square root in a one digit number.
Another example of a 16 digit number the square root will have 16
2 = 8 digits.
If the number of digits of a number is odd, the square root will have n + 12 digits.

Example
196 3 digits (odd)
∴ n +2 1 = 3 +2 1 = 42 = 2 digits
√196 = 14(14 is a 2 digit number)
Estimating the square root of a number will be explained with the help of examples (refer to textbook page 49).
Explain adding or subtracting the smallest number to a given number to make a perfect square number, with the
help of examples (refer to textbook page 50)

Practice session
Worksheets will be given.
Find the square root of the numbers by factorisation and by the division method.
Find the number of digits in the square root of the given numbers.
Estimate the square root of the given numbers mentally.

Individual work
Give selected questions from Exercise 2f for individual practice. Similary, give some of the word problems.

Homework
Complete Exercise 2f for homework.

Recapitulation
Any problem faced by the students will be discussed.

12
 3
Topic: Compound proportion
Time: 1 period
PROPORTIONS

Objective
To enable students to
• calculate compound proportion
• solve real-world word problems related to compound proportions

Starter activity
Asking a few simple questions at the start of the lesson will make the students ready to learn it in detail.
If 14 men do a job in 8 days working 4 hrs daily, how many hours a day must 35 men work to do it?
1. How many units you see in this question?
Three units: men, days, and hours
2. What do you have to find out?
Hours
3. Are the units, days and hrs, in inverse or direct proportion?
More days worked, lesser hours are needed and vice versa. So it is an inverse proportion.
4. What about men and days? Are they direct or inverse?
They are also in inverse proportion, that is, if more men work, lesser days would be needed.

Main lesson
Explain to the students that when more than two ratios are involved in a problem it is called a compound
proportion. Next, take example 9 on page 69 of the textbook as an example to explain this.

Proportion Method
worker depth (ft) hour
40 20 3
25 35 x

Method 1
Worker and hour (inverse), dig 35 feet (work) for x hours (direct proportion, more work more time.)

25 : 40
3:x
20 : 35

25 × 20 × x = 40 × 35 × 3
2
25 × 20 × x 40 × 357× 3 42
25 × 20 = 25 × 20 = 5 = 8.4 hrs
5 1

13
 Method 2
40 workers dig a 25 feet deep hole in 3 days
1 worker would dig: 40 × 3 = 120 hrs
24
120
25 workers will dig in 25
5
6
24 1 6
Therefore, 25 workers dig a 1 foot hole in: 5 × 20 5 = 25
6 7 42
25 workers will dig a 35 feet hole in 25 × 35 = = 8.4 hours
5 5
More examples from page 59 will be explained.

Practice session
1. If 30 men drink 12 gallons of water in 4 days. Find how many gallons 50 men will drink in 30 days?

Individual activity
Give exercise 3a, questions 6 and 8 as classwork.

Homework
Give exercise 3a questions 9 and 10 as homework.

Recapitulation
Any problem faced by the students will be discussed.

Topic: Direct and inverse proportion

Time: 3 periods
Objectives
To enable students to:
• calculate direct and inverse proportions
• solve real-world word problems related to direct and inverse proportions

Starter activity
Make students recall the concept of direct and inverse proportion by discussing the real-life scenarios given on
page 57.

Main lesson
Students already know how to calculate direct and inverse proportions using unitary method. Explain the
students that these proportions can be represented using graphs. Explain equations and graphs for both the
proportions.
Solve examples 5 and 7 on board to explain how to make table of values and equations and draw the graphs.

14
Example 1
It is given that y is directly proportional to x.
a) Find the value of constant k, if x = 3 and y = 15
y
k= x
= 15
3
=5
b) Write down the equation expressing y in terms of x.
y = kx
y = 5x
c) Find value of y when x = 5 using above equation.
y = 5(5)
y = 25
d) Complete the following table.

x 1 3 4 6 7 9
y 5 15 20 30 35 45

e) Draw the graph of y against x.

50

45

40

35

30
y

25

20

15

10

0
1 2 3 4 5 6 7 8 9
x

15
 Example 2
It is given that y is inversely proportional to x.
a) Find the value of constant k, if x = 2 and y = 18
k = xy
= 2(18) = 36
b) Write down the equation expressing y in terms of x.
k
y= x
y = 36
x
c) Find value of y when x = 3 using above equation.
y = 36
3
y = 12
d) Complete the following table.
x 1 2 3 4 6
y 36 18 12 9 6

e) Draw the graph of y against x.

35

30

25
y

20

15

10

0 1 2 3 4 5 6
x

Individual activity
Give examples 6 and 8 to students to solve and explain the methods.

Homework
Give questions 12 and 13 of exercise 3a for homework.

Recapitulation
Any problem faced by the students will be discussed.

16
 4 FINANCIAL ARITHMETIC

Topic: Currency conversion and profit/markup

Time: 1 period
Objectives
To enable students to define and understand:
• conversion of currencies
• calculate profit / markup
• principal amount, markup rate and period
• solve everyday problems related to profit/markup

Starter activity
Put up a slide show or show some pictures of the work that goes on in a bank. Next ask some questions.
• How did people save their money in the ancient times?
• How and where do they save it now?
• Why do you need to exchange currency?
• What will you do if you want to start a business?

Main lesson
Explain the concepts of conversion of currencies and profit/markup.
Currencies of different countries will be displayed (for example, Pakistani Rupee, $, £, Yen, Euro, etc).
Explain the conversion of currencies from foreign currency to local (Pakistani) and vice versa. Discuss the need
and importance of conversion / exchange of currencies and the rate of exchange and its application. As an
activity, ask the students to look up the newspaper for currency rates.
Explain the need of borrowing and depositing money.

Practice session
Display a 1000 rupee note and ask the students to look for an equivalent amount in US Dollars and British
Pounds (refer to pages 71 from the textbook). Solve with student participation.
Introduce and explain terms like profit, markup, principal amount, period (time).
• Markup amount = Principal amount × markup rate × time period
• Profit amount = Principal amount + Markup amount
Markup Amount
• Markup rate = Principal amount × time
For calculating period, refer to page 73 from the textbook.

Practice session
Examples on page 73 (about markup amounts, profit amounts, markup rate principal amount etc.) will be
explained on the board.

17
 Individual work
Give selected questions from Exercise 4a and 4b to be done as class work.

Homework
Give the rest of questions from Exercise 4a and 4b as homework.

Recapitulation
Any problem faced by the students will be discussed.

Topic: Percentage, profit and loss

Time: 2 periods
Objectives:
To enable students to:
• understand and identify percentage, profit and loss
• solve real-life problems related to percentage profit and loss

Starter activities
Activity 1
Two days before teaching the topic, ask the students to do some shopping with their parents. When they come
to the school for the lesson, they should bring with them the following:
• a simple cash memo
• bring a few discount leaflets from the super store
Ask the students to point out the (vocabulary building) terms used in the cash memo, promotional leaflets e.g.
total rate, price, cost etc. Write down these terms on the board and give a quick review as they are to be used in
the following lesson.
Activity 2
Students will be given activity sheets to recall their knowledge of percentage, profit, loss, selling price, cost price
etc.
a) C.P. = Rs 500, S.P. = Rs 600 then Profit = Rs ?
b) I bought a book for Rs 50 and gained 50% by selling it. What is my selling price?
c) C.P. of an article is Rs 400 and S.P. = Rs 350. Find the loss%.
Discuss the answers the students give.

Main lesson
Solve examples from the textbook page 77 and 78 on the board with student participation.

Practice session
Give Exercise 4c, questions1 and 2 for practice. The students will be called in turns to the board to solve.

Individual work
Give selected questions from Exercise 4c, questions 3 to 5 for students to do individually.

Homework
Give the rest of the questions from Exercise 4c to be done as homework.

18
Recapitulation
Revise the terms used, cost price, selling price, profit, loss, percentage, etc.
C.P. = S.P – Profit
C.P. = S.P + loss
Profit = S.P – C.P
Loss = C.P – S.P
Profit% s = Profit
C.P. × 100
Loss% = Loss
C.P. × 100

Topic: Discount
Time: 1 period
Objectives
To enable students to:
• understand and identify discount
• solve real-life problems related to discount
Starter activity
Make some flash cards of discount offers as advertised in some newspapers or magazines and show to the class.
Ask questions about the offers and what the students can understand about the offers.

Main lesson
Define and explain the meaning of discount. Discount means a reduction in price at sales on special occasions for
Eid, new year festival or clearance sale etc.

Formula
Net price = marked price – discount
discount
Discount% = marked price × 100
Refer to textbook pages 79 and 80. Examples 12, 13, and 14 from page 79 and 80 will be solved on the board.

Practice session
Give question 1 of Exercise 4d to be done on board with student participation.

Individual work
Give Exercise 4d questions 2 to 5 as class work.

Homework
Give the rest of the questions from Exercise 4d as homework.

Recapitulation
Revise the terms, discount, net price, marked price, discount % etc.

19
 Topic: Insurance
Time: 1 period
Objectives
To enable students to:
• define and understand insurance
• solve real life problems related to life and vehicle insurance

Starter activity
Two short stories or incidents can be told to explain why insurance is important.
1. A family suffering from day-to-day financial problems due to sudden death of their bread winner
2. Another family not suffering from daily financial problems because the head of the family had taken a life
insurance policy
Ask relevant questions based on life insurance and discuss the answers.

Main lesson
Explain the importance and need of different insurance policies (life insurance, vehicle insurance etc.) For more
explanation, refer to pages 82 to 84 of the textbook.
Practice session
Solve the following questions with student participation.
1. Ali purchases a life insurance policy for Rs 200 000. How much does he have to pay annually when the rate of
premium is 2% of net amount?
2. Arif pays Rs 16000/- as annual premium for his car. What is the total amount of the car insurance policy?

Individual work
Questions 1 to 3 from Exercise 4e as class work.

Homework
Questions 4 and 5 from Exercise 4e as homework.

Recapitulation
Revise the terms life insurance policy, vehicle insurance, premium, rate of premium etc.

Topic: Inheritance and Partnership

Time: 1 period
Objectives
To enable students to:
• define and understand inheritance and partnerships
• solve real-life problems involving inheritance and partnerships

Starter activity
Any story related to inheritance can be shared to explain the importance of Islamic laws of inheritence. A real-life
example can be shared to explain the convept of partnership.

20
Main lesson
Define and explain the term inheritence. Explain how the property and money is distributed according to islamic
laws.
Define the term partnership and explain the two cases given on page 86 of textbook.

Individual work
Give related questions of Exercise 4e to be done as practice exercises.

Homework
Give the rest of the questions from Exercise 4e as homework.

Recapitulation
Revise the terms inheritence, partnership, share, and heir.

21
 5
Topic: Number sequence and pattern
POLYNOMIALS AND LAWS
OF INDICES/EXPONENTS

Time: 2 periods
Objectives
To enable students to:
• differentiate between an arithmetic sequence and a geometric sequence
• find terms of an arithmetic sequence
• construct the formula for the general term of an arithmetic sequence
• solve real-life problems involving number sequence and patterns

Starter activity
Give the following number sequences to the students and ask them to write their next terms and the rules for
sequence.
a) 5, 8, 11, 14, ...
b) –20, –23, –26, –29, ...
c) –105, –100, –95, –90, ...
d) 333, 322, 311, 300, ...

Main lesson
Explain the difference between arithmetic and geometric sequences with the help of examples.
Take example 1 from the book to explain how to find term rule. Construction of the formula for general term of
arithmetic sequences can be explained using following example.

Example 1
Find the nth term formula for the following sequences and then find their 22nd term.
a) 3, 7, 11, 15, ...
T1 = 3
d =7–3=4

Tn = T1+(n – 1)d
= 3 + (n – 1)4
= 3 + 4n – 4
= 4n – 1
T22 = 4(22) – 1
= 88 – 1
= 87

22
b) 50, 45, 40, 35, ...
T1 = 50
d = 45 – 50 = - 5

Tn = T1+(n – 1)d
= 50 + (n – 1)(-5)
= 50 – 5n + 5
= 55 – 5n
T22 = 55 – 5(22)
= 55 – 110
= – 55

Example 2
Find the nth term formula for the following sequences and then find their 22nd term.
a) 3, 7, 11, 15, ...
T1 = 3
d =7–3=4

Tn = T1+(n – 1)d
= 3 + (n – 1)4
= 3 + 4n – 4
= 4n – 1
T22 = 4(22) – 1
= 88 – 1
= 87
b) 50, 45, 40, 35, ...
T1 = 50
d = 45 – 50 = - 5

Tn = T1+(n – 1)d
= 50 + (n – 1)(-5)
= 50 – 5n + 5
= 55 – 5n
T22 = 55 – 5(22)
= 55 – 110
= – 55
Explain various examples from real-life scenarios where the concept of number sequences can be applied.

Individual work
Example 3, Questions 2, 5, 9, and 12 will be done in the class.

Homework
The rest of the exercise questions will be given as homework.

Recapitulation
Any problem faced by the students will be discussed.

23
 Topic: Laws of exponents
Time: 2 periods
Objectives
To enable students to:
• write a number in index notation
• identify base and exponent
• evaluate expressions given in the index form
• deduce laws of exponents using rational numbers
• recognise zero exponent and negative exponent.

Starter activity
Write some numbers in index form and ask questions as given below.
105, 46, 34 (18)3 etc.
a) What do you mean by 105?
b) What is 34 equal to?
c) How do we read 46?
d) What is the method of writing numbers in the form 105, 34, 46 called? (exponential or index form)
e) What is the base in 105, 34 and 46?
f) What is the power of 10, 3 and 4?
g) What is the other term used to express power of a number?
h) What do you mean by a6?
i) What is a? What is the exponent?
j) How do we write a × a × a × a × a and (–a) × (–a) × (–a) × (–a) × (–a) = ?

Main lesson
Using textbook pages 94 to 98, explain the terms base, exponent and when the base is negative with examples
from the textbook.
1. (–3)4
(–3)4 = (–3) × (–3) × (–3) × (–3)
= (–1) × 3 × (–1) × (–1) × 3 × (–1) × 3 If we multiply
= –×– –×– two negative integers,
+ + the result is positive.
+
(–3)4 = 34

2. (–3)5 = (–3) × (–3) × (–3) × (–3) × (–3)

(–1) × 3 × (–1)(3) × (–1) × 3 × (–1) × 3 × (–1) × 3
–×– –×– –×–
(+) × (+) (–)
(+) × (–) The product of
– a positive and
a negative integer
is negative.

24
We can generalise with the following notations:
(–a)4 = an when ‘n’ is an even number
(–a)n = –an when n is an odd number
Give more examples and write the product with student participation.
(–4)2 = 42 2 is an even number
(–4)3 = 43 3 is an odd number
(–5)6 = 56 the power or exponent is even
(–5)7 = –57 the power or exponent is odd
(6)5 = 65 and (–6)4 = 64
(–6)5 = –65
Consider 34 × 32. We can write it as:
= (3 × 3 × 3 × 3) × (3 × 3) or
= 34 + 2
= 36

Product law
Now take a4 × a3. We can write it as:
= (a × a × a × a × a) × (a × a × a)
= a4 + 3 =a7
We can generalise this by using:
am × an = am + n
We call it the law of product of powers.
Now let us consider: 23 × 53
Here the base is different but the exponent is the same. We can write it as:
(2 × 5)3 or am × bm = (a × b)m
This law is called the law of power of product.

Quotient law
What is meant by quotient? When a number is divided by another number the result is called the quotient.
125 125
125 ÷ 25 = 25 = 5; 5 = 25 or 52
Now divide 53 by 52
53
= 52
54 5×5×5×5
52 = 5×5 = 5 × 5 = 52
or
54 – 2 = 52 = 25
This rule can also be generalised by taking it as:
am ÷ an = am – n
When the base is different and the power is the same.

Example
83 8 3
83 ÷ 23 = 23 = 2 = (4)3 = 64
In general we can write it as:
a m ÷ bm = a
m

25
 Power law
When a number in an exponential form is raised to another power, we simply multiply the exponent with the
power. For example,
(43)2 = 43 × 2 = 46
To generalise (am)n = amn
From the above examples, we get the laws of indices which are:
1. am × an = am + n
am
2. an = a (–a)m = am (when m is an even number)
m–n

3. (am)n = amn (–a)n = –an (when n is an odd integer)

4. am × bm = (a × b)m
am a m

5. bm = b

Zero exponent
When 5 is divided by 5, what is the result?
5
5 = 1 if we apply the laws of indices here:
51
51 = 5 = 5° = 1
1–1

Let us take another example:

52 25
52 = 25 = 1 or by the laws of indices
52
52 = 5 = 5° = 1
2–2

Hence any number raised to power zero is always equal to 1.

This can be written as:
a3
a3 = a = a° = 1
3–3

so x° = 1, y° = 1 or any integer raised to the power zero is 1.

Negative exponent
1 1
By definition, 8 = 23 = 2–3 (we read it as 2 raised to the power minus 3)
1
We generalise this as: a–3 = a3
Let us take an example.
56 × 5–3
1 1
56 × 53 (since 5–3 = 53 by definition)
56
= 53 = 56 – 3 = 53

Practice session
Worksheets will be given for practice. Help the students as they solve these problems.
1. Indicate the base and the exponent.
a) 53 b) (28)2 c) 2x d) 106 e) a15

26
2. Apply laws of indices and write in the form of an.
145 254
a) 43 × 45 b) 123 × 33 c) 142 d) 54
e) (62)4 f) a5 × a–5 g) 97 × 9–5
3. Rewrite as positive indices:
a) x–4 b) 11–6 c) a–2 × a–3 d) 7–4 × 7–2
4. Write in an index form:
a) 3×3×3×3×3 b) 2 × 2 × 5 × 5 × 5
7×7×7 4×4 3

c) 5×5×5 d) 4×4×4

Individual work
Give Exercise 5b as class work.

Homework
Give some questions based on laws of indices.
Simplify using laws of indices. Verify the laws of indices for integers.
1. (am)n = amn. Verify if this is true for a = 5, m = 3, n = 2
2. am × bm = (ab)m when a = 5, b = 7, m = –2
am a m

3. bm = b when a = 4, m = 3
x2
4. x–1 = x
3

5. y10 × y–10

Recapitulation
Laws of indices will be revised. Identify the laws applied.

Topic: Polynomials
Time: 1 period
Objectives
To enable students to:
• define a polynomial, kinds of polynomial
• recognise the degree of a polynomial
• recognise polynomial in one, two or more variable with various degrees.

Starter activity
Write an algebraic expression on the board and ask the following questions.
a3 – 5x + 7
1. What is the degree of ‘a’?
2. What is the degree or power of ‘x’?
3. What is the coefficient of x?
4. What is the coefficient of a?

27
 Main lesson
After getting the answers to the starter activity questions, define a polynomial.
A polynomial is an algebraic expression where coefficients are real numbers and exponents are non-negative
integers.
For example: a3 – 5x + 7 is a polynomial as its coefficients 1, –5, and 7 are real numbers and exponents (also
called powers or degree) are non-negative integers.
Explain the degree of a polynomial by the following examples.
Polynomial in one variable:
9a + 8 degree = 1
4x – 3x + 1
2
degree = 2
5a – 3b + 1
6 2
degree = 6
The greatest power of the variable = degree of the polynomial.
Polynomials in two or more variables will be explained by giving the following examples.
4a + 2b2 + ab degree = 2 in a and b
x y – 4xy + 3xy
2 2 2
degree = 4 in x and y
4p3q4 + 3pq2 + 4q6 degree = 7 in p and q
The degree of any term is the sum of powers of all variables in that term.

Example 1
14x6y4 = 6 + 4 = 10
Explain with the help of an example that the degree of the polynomial is the greatest sum of the powers.

Example 2
2x5y4 – 4x3y3 + y8 x2 the degree = 10
(5+4) (3+3) (2+2)
Explain that a linear polynomial has a degree equal to 1.

Example 3
8a + x, 9x + 10
A polynomial with a degree of 2 is termed a quadratic polynomial.
A polynomial with a degree of 3 is termed a cubic polynomial.

Individual activity
Exercise 5c questions 1, 2, 3, and 4 will be done in the class. Help the students solve these.

Homework
Students will be asked to revise the work done in the class.

Recapitulation
Any problem faced by the students will be discussed.

28
Topic: Operations on polynomial, addition and subtraction
Time: 2 periods
Objective:
To be enable students to: add and subtract polynomials.

Starter activity
A few questions will be written on the board and each students will be called to solve. Rest of the students with
be observing the work being done. This will help students to find mistakes and give solution or help the other
students.

Example
Find the sum of 3x and 4y
A worksheet will be given to each student to solve.
Find the sum of the following.
a) 3a and 4b c) 7a – 2ab e) 9abc, 2cba, and bca
b) 2a , 3a and 4a
2 3
d) 6x, – 2xy, – 11x + xy f) 8x, 2y2, 7x2, –5y2, – 2x
Collect the worksheet and point out the mistakes of the students.

Main lesson
After pointing out the mistakes if any, in the worksheet, start explaining the topic.

Example 1
The sum of 3x and 4y will be 3x + 4y because they have a different base.
We can only add or subtract the polynomial when they have the same or a common base.
3xy – 8xy (xy are common)
3xy + (–8xy) or (–8 + 3)xy = – 5xy
Explain and highlight the following.
When subtracting a polynomial from the other, always change the signs of the expression which is to be
subtracted.
For example subtract 3a from 4b
4b – (3a)
= 4b – 3a (base are different)

Example 2
Subtract 3a – 4b + c from 8a – 9b + 4c
(8a – 9b + 4c) – (3a – 4b + c)
Step 1: Change the sign inside the bracket.
8a – 9b + 4c – 3a + 4b – c
Step 2: Collect the like terms.
8a – 3a – 9b + 4b + 4c – c
= 5a – 5b + 3c

29
 Example 3
Find the difference between:
3a2b2 and 5a2b2

difference has no sign

Therefore,
3a2b2 – 5a2b2 = –2a2b2 or 5a2b2 – 3a2b2 = 2a2b2

Practice session
Write some sums on the board. Call the students turn by turn to solve the given questions on the board. Ask the
rest of the class to carefully observe the solutions.

Individual activity
Give Exercise 5c questions 5 to 10 to be done in the class.

Homework
Add: 4pq – 7qr + 3rp, 8qr – qr + 8 ps – 8, –6qr + 11rp – 2 pq
Subtract: 6xy – 2yz + 12 from 7x2y2 – 8yz

Recapitulation
Any problem faced by the students will be discussed.

Topic: Multiplication and division of polynomials

Time: 2 periods
Objective:
To be able to multiply and divide a polynomial

Starter activities
Activity 1
As the students have learnt these topics in the previous class, a worksheet maybe given to test their knowledge.
1. Cost of a book is Rs 4b – 8x find the cost of 3 books.
2. Write down the product of a2 and a.
3. Write down the continued product of b2 × b2 × b2.
4. Solve these.
a) 3a2 × a2 = d) 5a2 × 3a2 × 2a7 =
b) 7a × 5b × 3c = e) 7a × 2x × 3xy =
c) 8a ÷ 2a =
3 2
f) 18x3y2 ÷ 3xy =
Write the correct answers on the board and ask the students to interchange their worksheets and check the
answers of their peers and point out the mistakes.

30
Activity 2
Students have already done division on polynomials in the previous class. Solve these sums with student
participation on the board.
1. Divide 9a2 by 3a 4. 9a5 – 12a2 by 3a2
2. Divide 48a2b2 by 12ab 5. 18x3y2 – 27x5y3 by 3x2y2
3. 72 a3b2c by 6ab2c

Main lesson
With the help of examples, explain multiplication and division.

Example 1
Multiply 6a2 – 4b3 by 7ab
• Multiply the numeral coefficients.
• Multiply the literal coefficients.
• Add the powers.
7ab(6a2 – 4b3)
= 6 × 7 × a.a2.b – 7 × 4 × a.b.b3 (dot represents the sign of multiplication)
= 42 a1+2b – 28 ab3+1
= 42a3b – 28ab4

For multiplication:
–×–=+
+×+=+
–×+=–
Example 2
(y – 2z)(y2 + 4yz – z2)
y (y2 + 4yz – z2) = y3 +4y2z – yz2
–2z (y2 + 4 yz – z2) = –2y2z –8yz2 + 2z3
= ye + 2y2z – 9yz2 + 2z3
Simplify the like terms and write the sign of the greater value.
Note: do not add the powers while adding or subtracting.
Explain the method of division of polynomials with the help of the examples on the board.

Example 1
Divide –11x + 2x2 + 12 by x – 4

Method
Arrange the terms in a descending order. (from greater to smaller powers of their variables leaving spaces for the
missing terms)
–11x + 2x2 + 12
As it not arranged in descending order, first rearrange the expression.
2x2 – 11x + 12
This expression cannot be solved by the short division method.

31
 2x – 3 Divide the first term of dividend by the first term of the
x–4 2x2 – 11x + 12 divisor.
   2x2 – 8x 2x2–1
x = 2x
– +
quotient = 2x
– 3x + 12
– 3x + 12 Multiply x – 4 by 2x 2x(x–4) = 2x2 – 8x
+ – –3x
divide –3x by x –3 x = –3q
Subtract, change the sign Multiply x – 4 by – 3 –3(x –4) = –3x+12

Example 2
Divide x2 + 8 by x + 2
x2 – 2x + 4
x+2 x3 + 00 + 00 + 8 (00 for missing terms)
   x3 + 2x2
– – x3
x =x
2
– 2x2 + 00
– 2x2 – 4x x2 (x + 2) = x3 + 2x2
–2x2–1
+ + x = –2x
+ 4x + 8 –2x(x + 2) = –2x2 – 4x
   4x + 8 4x
– – x =4
4(x + 2) = 4x + 8
Quotient = x2 – 2x + 4

Individual activity
Exercise 5c questions 11, 12, and 13 will be done in the class. Help the students with the questions.

Homework
Give Exercise 5c, questions 14, 15, and 16 as homework.

Recapitulation
Review the unit and explain again where students are unclear on any concept.

32
 6
Topic: Algebraic formula
ALGEBRAIC IDENTITIES

Time: 3 periods
Objective:
To enable students to solve (a + b)2 and (a – b)2 through formula.

Starter activity
The students have already learnt to find the square of an algebraic expression through formulae previously. Call a
few to the board to solve the following.
Find the squares of the following.
a) (a + b)2 b) (a – b)2 c) (3x – 4y)2
d) (5m + 6n)2 e) (204)2 f ) (98)2
Help the students in recalling the steps to solve these.

Main lesson
Explain to find the perfect square of a given expression with the help of the formula (without actual
multiplication).
Establishing the formula:
(a + b)2 = (a + b) (a + b)
= a(a + b) + b(a + b)
= a2 + ab + ab + b2
= a2 + 2ab + b2

square of 1st term square of 2nd term

two times the product of the 1st and 2nd terms

(a – b)2 = (a – b) (a – b)
a(a – b) –b (a – b)
a2 – ab – ab +2
a2 – 2ab + b2
(a + b)2 = a2 + 2ab + b2
(a – b)2 = a2 – 2ab + b2
It is clear that the formula on R.H.S is the sum of three terms.
Explain the above in words as, “square of the sum of two terms is always equal to the square of the first term plus
twice the product of first and second terms plus the square of the second term.”

33
 Example 1
Find the square of 2a – 3b
(2a – 3b)2 = (2a – 3b)(2a – 3b)
= a2 – 2ab + b2
= (2a)2 – 2(2a)(3b) + (3b)2
= 4a2 – 12ab + 9b2

Example 2
(5x2 + 6y2)2 = (5x2 + 6y2) (5x2 + 6y2)
= (5x2)2 + 2(5x2) (6y2) + 6y2)2
= 25x4 + 60x2y2 + 36y4
From the above examples, we can see that it is easy to find the product of expressions by using formulae.

Example 3
Find the value of (204)2
(204)2 = (200 + 4)2 (split the number into two parts)
a + 2ab + b 2 2

= (200)2 + 2(200)(4) + (4)2

= 40000 + 1600 + 16
= 41616

Example 4
Find the value of (198)2
198 is nearest to 200 (split in two terms)
(200 – 2) 2
= (198) 2

(200 – 2) 2
= (200)2 – 2(200)(2) + (2)2
= 40000 – 800 + 4
= 39204

Example 5
Find the square of 19.9
(19.9)2 = (20 – 9.1)2
= (20)2 – 2(20)(0.1) + (.1)2
= 400 – 4.0 + .01
= 396.01
Explain in detail, the formula on the board.
(x + y)(x – y) = x2 – y2
x(x + y) –y (x +y)
= x2 + xy – xy – y2
(product of sum and difference of two terms)
= x2 – y2

34
Example 2
(3x + 4y)(3x – 4y)
(3x)2 – (4y)2
9x2 – 16y2
Hence, the product of sum and difference of any two numbers is equal to the difference of their squares.

Example 3
Find the product of 43 and 37 with the help of the formula.
43 = 40 + 3 Split into two terms, the first and second
37 = 40 – 3 terms of both the numbers should be the same.
= 43 × 37
= (40 + 3)(40 – 3)
= (40)2 – (3)2
= 1600 – 9
= 159.1

Deduction will be explained to the students by the following examples.

Example 1
(x + 1x )2 = (x – 1x )2 + 4
(x – 1x )2 = (x + 1x )2 – 4

Explanation
(x – 1x )2 = x2 – 2 + x12
= x2 + x12 – 2
(x + 1x )2 = x2 + 2 + x12 or x2 + x12 + 2
(x2 + x12 + 2) –2 –2
= (x + 12 )2 = –4
If x + 1x = 4, find x – 1x
(x – 1x )2 = (x + 1x )2 –4
= (4)2 – 4
(x – 1x )2 = 16 – 4
(x – 1x )2 = 12
(x – 1x ) = √12

Example 2
If x + 1x = 4 find x2 + x12
= x2 + x12 = (x2 + x12 + 2)–2
= (x + 1x )2 –2
= (4)2 –2
= 16 – 2
= 14

35
 Example 3
Find x2 – x12 when x + 1x = 4
x2 – x12 = (x + 1x )(x – 1x )
= 4√12

Individual activity
Exercise 6a will be given to be solved in the class.

Homework
1. Evaluate:
a) (301)2 b) 194)2 c) (997)2 d) (502)2
2. Expand each of the following by using algebraic formulae.
a) (2p2 – 3q2) (2p2 + 3q2)
b) (a2b2 + c2d2)(a2b2 – c2d2)
c) (25)(15)
d) (32)(28)

Recapitulation
1. What is the formula for finding the square of a number?
2. Split 56 into two terms.
3. Split 999 into the two terms.

Topic: Factorisation
Time: 2 periods
Objectives
To enable students to factorise different types of algebraic expressions and apply them to solve different
problems.

Starter activity
A worksheet will be given to the students to find the factors.

Worksheet
What are the common factors of the following numbers and expressions.
1. a – 5a 6. 7a – 9b + 6c
2. 3a – 42b + 6c 7. 48abc – 40bc
3. 72 and 60 8. ax + xy – xz
4. 4xy + 6x – 20y 9. x – 4x + 3x
5. ab – ac + ad 10. 32pq – 4pq + 8
Write the correct answers on the board so that students can check their solutions.

36
Main lesson
Explain that factorisation is the process in which we write an algebraic expression as a product of two or more
factor.

Example 1
ac + ad – ae ( There are three terms in this expression and first and the last terms are not squares.)
What is common in all?
‘a’ is a common factor.
Divide all terms by ‘a’.
ac/a + ad/a – ae/a
= a(c + d – e)

Example 2
a5 + a3 + a2 (Find the lowest power.)
It means a2 is common factor.
Divide all the terms by a2
a5–2 a3–2 a2–2
a2 + a2 + a2 (when we divide we subtract powers)
= a (a + a + 1)
2 3

a2 is the common factor

Example 3
Factorise ab + ac + yb + yc
There are 4 terms given in this expression.
Is there any common factor, no.
Divide them into two groups
(ab + ac) + (yb + yc)
a is common: y is common
a(b + c) + y(b + c)
(b + c) is common
(a + y)(b + c)
Therefore, (a + y) and (b + c) are the factor of the product ab + ac + yb + yc

Example 4
Factorise a2 + 6a + 9
a2 + 6a + 9
In this expression, the first and the last terms are perfect squares. This expression is a perfect square.
√a2 = a and √9 = d
Applying the formula a2 + 2ab + b2
(a)2 + 2(a)(3) + (3)2
= (a + 3)2
(a + 3)(a + 3) gives a2 + 6a + 9

37
 Example 5
c2 – 8c + 16 (First and last terms are perfect squares.)
Apply formula a2 – 2ab + b2 √c2 = c
= (c)2 – 2(c)(4) + (4)2 √16 = 4
= (c – 4)2

Example 6
Factorise a2 – 9 (Here both the terms are perfect squares.)
Apply formula (a + b)(a – b) √a2 = a
= (a)2 – (3)2 √9 = 3
= (a + 3)(a – 3) –9 = –3 × +3

Individual activity
Ask the students to do Exercise 6b in their exercise books. They can work in pairs to help each other.

Homework
Factorise the following:
1. 6a2 – 2ab + 3ac 2. 16a2 – 16ab + 4b2 3. 25a2b2 – 10ab + 1
4. 25y2 – 81z2 5. ac + ad + bc + bd 6. 49y4 – 121z4

Recapitulation
Any problem faced by the students will be discussed.

Topic: Expansion of cubes in binomials

Time: 2 periods
Objectives
To enable students to:
• recognise formula such as (a + b)3 and (a – b)3
• apply them to solve different problems

Starter activity
Following questions will be asked.
1. What is the square of 5a
2. What is the sum of the squares of 3a and 5b?
3. What is the product of a2 and a?
4. What is the continued product of a.a.a?
5. What do you read a3 as?
6. Write down the cubes of 2, 3, 4, 5.

Main lesson
Find the product or expand (a + b)3.
(a + b)3 = {(a + b) (a + b)} (a + b)

= (a + b)2

38

= {a2 + 2ab + b2} (a + b)
= a(a2 + 2ab + b2) +b(a2 + 2ab + b2)
= a3 = 2a2b = ab2 + a2b + 2ab2 + b3
= a3 + 2a2b + a2b + ab2 + 2ab2 + b3
= a3 + 3a2b + 3ab2 + b3
Therefore, (a + b)3 = a3 + 3a2b + 3ab2 + b3
i.e. cube of the sum of the binomial.
We have derived the formula (a + b)3 by actual multiplication. We can now apply it to find the cube of any
algebraic expression.
For (a – b)3, through the actual multiplication we get:
(a – b)3 = {(a – b) (a – b)} (a – b)
= a3 – 3a2b + 3ab2 – b3

Example 1
Expand (2x + 3y)2
(2x + 3y)3 = (2x + 3y) (2x + 3y) (2x + 3y)
Formula for (a + b)3 = a3 + 3a2b + 3ab2 + b3
= (2x)3 + 3(2x)2 (3y) + 3(2x)(3y)2 + (3y)3
= 8x3 + 36x2y + 54xy2 + 27y3

Example 2
Expand (2m – 4n)3 = (2m – 4n) (2m – 4n) (2m – 4n)
= (2m)3 – 3(3m)2 (4n) + 3(2m) (4n)2 – (4n)3
= 8m3 – 48m2n + 96mn2 – 64n3

Example 3
( 2a + 2y )3
Expand
= ( 2a )3 + 3( 2a )2 ( ay ) +3 ( 2a ) ( ay )2 + ( 2y )3
= a83 + 3( a42 ) ( yf ) +3( 2a ) ( y4 ) + y8
2 3

y3
= a83 + 4y 3y2
a2 + 2a + 8
We can write this as = a83 + 8y + 3y 2 y 3y 6y 3y2
a ( a + 2 ) as a is a common factor of a2 and 2a

Individual activity
Exercise 6c will be done in the class. Students can work in pairs to help each other.

Homework
Expand the following:
a) (6a – 8)3 b) (7a – 5b)3 c) (2x + 7y)3

Recapitulation
Any problem faced by the students will be discussed.

39
 7
Topic: Graph of Linear Equation
SIMULTANEOUS LINEAR
EQUATIONS

Time: 3 Periods
Objectives
To enable students to:
• recognise the gradient of a straight line
• interpret the gradient of straight line
• plot the graph of linear equations in two variables; y = mx + c

Starter activity
Students have already learnt about the equations of horizontal and vertical lines in Grade 7. A worksheet of
graphs of vertical and horizontal lines will be given to the students to write the equations for each. Feedback will
be taken to discuss the differences between horizontal and vertical lines.

Main lesson
Explain that to plot the graph of a linear equation, first we need to make a table of values for x and y of the
equation.
Use examples, given on page
Use examples, given on page 119 of the textbook to explain the terms ‘y-intercept’ and ‘gradient’ of a line.
y-intercept is the value of y coordinate where the line intersects y-axis.
Gradient of a line is calculated using the formula
rise
m=
run
or
vertical change
m=
horizontal change
Explain example 1 on page 121.

Individual activity
Questions 2(a) and 3(a) of exercise 7a will be done in the class.

Homework
Question 2(b) and 3(b) will be assigned for homework.

Recapitulation
Any problem faced by the students will be discussed.

40
Topic: Simultaneous equations
Time: 4 periods
Objectives
To enable students to:
• find the value of two unknowns in a problem
• recognise simultaneous linear equations in one and two variables
• use different methods to solve simultaneous linear equations.

Starter activity
Students of class VIII have some knowledge of linear equations in one variable. Write a few questions on the
board and let students solve these one by one. The rest of the class will observe the solutions and point out the
mistakes if any.
Some sample linear equations are given below:
2x
1. 3x + 2 = 15 2. 8x = 40 3. 3 + 8 = 24
5. 5x 2
4. 7x – 5 = 4x – 10 8 – 3 = 8x + 12

Main lesson
Explain to the students that if in an equation of two variables, the greatest degree of the variables is one, then
the equation is called a linear equation in two variable

Example 1
8x + y = 40 is a linear equation in two variables, x and y.

Ordered pairs
Explain that if a value for x in an equation is given, a corresponding value of y can be found out.

Example 1
If x = 2 then the corresponding value of y would be:
2x + y = 10
2 x 2 + y = 10
4 + y = 10
y = 10 – 4
y=6
Thus, (x, y) = (2, 6) is an ordered pair that satisfies the equation.
Two equations necessary for two unknowns
A set of two equal or more equations is known as simultaneous equation.

Example 2
The following are simultaneous equations.
2x + y = 10
3x – 2y = 15
There are three methods of solving these equations.
1. Substitution method
2. Elimination method
3. Graphical method

41
 Substitution Method
Example
Solve x + y = 4 (i)
x – y = 2 (ii)

Solution
From (i) x = 4 – y..... (iii)
Substituting the value of x in (ii)
x–y=2
(4 – y) –y = 2
= 4–y–y=2
= y – 2y = 2
= –2y = 2 – 4
= –2y = –2
= y = – 22
y = 1
By substituting the value of y in equation (iii)
x=4–y
=x=4–1
x=3
Therefore, {3, 1} is the solution set.

Verification
x+y=4=3+1=4
x–2=2=3–1=2

Elimination Method
In this method, the coefficient of one of the variables should be the same so that it can be eliminated.
Example
2x + 3y = 14 (i) ‘y’ has the same coefficient with +
2x – 3y = 2 (ii) and – sign, y can be liminated
4x = 16

4x = 16
16 4
x = 4    = 4
x=4

42
Putting the value of x in equation 1 we have
2x + 3y = 14
2(4) + 3y = 14
8 + 3y = 14
3y = 14 – 8
3y = 6
y = 63
y=2
Hence the solution set is {4, 2}

Verification
2x + 3y = 14 = 2 × 4 + 3 × 2 = 14 (i)
2x – 3y = 2 8 + 6 = 14
(2 × 4) – (3 × 2) = 2
8–6=2

Graphical Method
In this method, graphs of both the equations are drawn on the same coordinate plane/axes. The point of
intersection of the two lines is their solution. If the lines are parallel, there is no solution. However, if the
equations represent the same line, the two equations have infinite solutions.
Solve and explain example 7, 8, and 9 to identify the differences.

Practice session
Students will be called turn by turn to do the given questions on the board.
a) x – y = 5 b) 3x + y = –4 c) x + y = 13
x + y = 7 2x – 7y = 5 3x – 5y = 7
All parts of Exercise 7b, question 1 will be done on the board by students.

Individual work
Ex 7b, question 2 will be done individually by the students.
Homework
Solve by any method.
a) x – 6y = 33 b) 3a + b = 7 c) 4x + 3y = 41
7x + 4y = 1 2a – b = 3 3x – 4y = 12

Recapitulation
Any problem faced by the students will be discussed.

43
 Topic: Real-life problems involving simultaneous equations
Time: 2 periods
Objective
To enable students to solve real-life problems.

Example
The sum of two numbers is 84. If their difference is 12, find the numbers.

Solution
Let one number be x and the other be y.
Since their sum is 84 (x + y = 84), the difference is 12 (x – y = 12)
x + y = 84
x – y = 12
2x = 96

96 48
x= 2
x = 48
x + y = 84
48 + y = 84
y = 84 – 48
y = 36
The two numbers are 48 and 36.
Verification
48 + 36 = 84
48 – 36 = 12
Example 1 of sub-section 7.5 from the textbook will also be explained to the students.

Individual work
Exercise 7b, question 4 to 6 will be done in the class. Help the students in solving the problems.

Homework
Following questions will be given as homework.
1. Four times the sum of two numbers is 72 and their difference is 8. Find the numbers.
2. The length of a rectangle is 7 cm more than its breadth. If the perimeter is 74 cm, find the length and
breadth of the rectangle.

Recapitulation
Any problem faced by the students will be discussed.

44
Topic: Linear Inequatlities
Time: 1 period
Objectives
To enable students to:
• solve linear inequalities
• represent the solution of linear inequality on the number line.

Starter activity
Students already know how to solve linear equations in one variable. Give linear equations to the students to
solve them.
Take feedback from them to discuss how they solved the equations.

Main lesson
Take any one equation from the equation you gave for starter activity and replace the ‘=’ sign with ‘<’ sign. Now
explain the difference between equation and inequalities.
Give example from the book and explain the propertites of linear inequalities.

Example 1
Solve x + 5 < 20
Subtract 5 from both the sides.
x < 15
Represent this solution on number line as follows.
x < 15
12 13 14 15 16 17 18

Example 2
Solve x + 5 > 20
x > 15
x >15
12 13 14 15 16 17 18

Example 3
Represent
x ≤ 15 on a number line.

12 13 14 15 16 17 18

Use a closed/solid circle for ≤ and ≥.

Example 4
Solve
2x < 8
divide both the sides by 2
x<4

45
 Example 5
Solve
–2x < 8
divide both the sides by –2
x>8
Explain to the students that if both sides are multiplying and dividng by a negative number the inequality sign
will be flipped. < becomes >, > becomes <, ≤ becomes ≥, and ≥ becomes ≤.

Practice session
Students will be called turn by turn to solve the following question on board.
a) x – 7 ≥ 23 b) 3x < 24 c) 5 – 4x d) 6 x ≥ 6
5
Individual activity
Question 1a and b of Exercise 7c will be done in the class. Question 2 for question 1 (a,b) will also be done.

Homework
Give the rest of the questions of Exercise 7c for homework.

Recapitulation
Any problem faced by the students will be discussed.

46
 8
Topic: Area and volume; Pythagoras theorem
MENSURATION

Time: 3 periods
Objectives
To enable students to:
• state the Pythagoras theorem
• find the sides of right-angled triangle or any triangle by applying the formula

Starter activities
Activity 1
1. What is the area of the square if the sides are given as:
a) 5 cm b) 3.4 cm c) 7 cm
2. What is the measure of the sides of a square if the area is:
a) 49 cm2 b) 2.5 cm2 c) 81 cm2
3. What is the perimeter of a square with a side of 2.5 cm?
4. Is the diagonal of a square equal to its sides?
5. How many right-angled triangles can be formed in a square when a diagonal is drawn?

Activity 2
Draw a right-angled triangle on the board and ask the students to label its elements.

perpendicular hypotenuse

base

Answer the following questions.

1. Are all the sides of a right-angled triangle equal?
2. What is the longest side called?
3. Is the sum of other two sides equal to the measure of the hypotenuse?

47
 Main lesson
Draw the following figure on the board and explain the Pythagoras theorem.

5c
m
ea
Ar m C
Area 5c
× 2
m m
5c c
4 cm × 4 cm 25
=
4 cm
= 16 cm 2
5a
4b
5 cm

4 cm Area A B
3c

3 cm × 3 cm 3 cm

= 9 cm2

3 cm
1. A right-angled triangle ABC in which mAB = 3 cm, AC 4 cm and
BC = 5 cm will be constructed on the board.
2. On each side of the triangle, a square will be drawn. On side AB,
a square of side 3 cm, on AC, a square of side 4 cm and, on BC, a square of side 5 cm.
3.Area of each square will be found out.
3 cm × 3 cm = 9 cm2, 4 cm × 4 cm = 16 cm2, 5 cm × 5 cm = 25 cm2
Explain that the square formed at the hypotenuse is no greater than the squares at the other two sides.
Example 1
In a right-angled triangle ABC, find the third side if the hypotenuse c = 15 cm and side b = 9 cm.
We have to find side a. A
\ c2 – b2 = a2
(hyp) (perp) (base)
b c
(15) 2 - (9) 2 = (base) 2
15 cm
225 – 81
9 cm
144 = a2
or a = √144
\ a = 12 cm C a B

Example 2
Find c when a = 9 cm, b = 12 cm (right angle at c)
(c) 2 = (a) 2 + (b) 2
(c) 2 = (9) 2 + (12) 2
(c) 2 = 81 2 + 144 2
(c) 2 = 255
c = √225
c = 15 cm
48
Now add the area of the squares of the other two sides.
9 cm2 + 16 cm2 = 25 cm2
F rom this activity we find that the area of the squares of the other two sides is equal to the area of the square at
the hypotenuse which is 25 cm2.
9 cm2 + 16 cm2 = 25 cm2 or
(hypotenuse) 2 = (perpendicular) 2 + (base) 2
Pythagoras theorem states that ‘in any right-angled triangle, the area of the square of the hypotenuse is equal to the
sum of the squares of the other two sides.’
Explain that in the right-angle triangle ABC, if we denote the opposite sides of the vertices ABC by a, b and c
respectively then according to this proposition,
c2 = a2 + b2 A
a2 = c2 – b2
b2 = c2 – a2
b c

C a B

and if the right angle is at ‘A’ then, C

(a) 2 = (b) 2 + (c) 2
(c) 2 = (a) 2 – (b) 2 a
b
(b) 2 = (a)2 – (c) 2

A c B

Explain the solved examples on page 138 of the textbook.

Individual activity
Give Exercise 8a to be done individually by each student. Help them solve it.
Students can be called turn by turn to solve these on the board with the rest of the class observing.

Homework
In the right-angled triangle ABC, right-angled at c, find the third side when the other two are given.
1. If b = 16 cm and c = 20 cm find a.
2. If a = 15 cm and b = 5√3 find c.
Give questions 9 and 10 of Exercise 8a as homework.

Recapitulation
Any problem faced by the students will be discussed.

49
 Topic: Circle
Time: 1 period
Objective:
to enable students to describe terms such as sector, secant, chord of a circle, cyclic points, tangent to a circle and
concentric circles

Starter activity
Students have learnt about the circle previously. Ask them to draw a circle of radius 4 cm and show its diameter,
radius, chord, radial segment, and circumference.

rd
cho
s
diu
ra
diam
e te r
X
ch
se or z
gm d
en
t
circumference

Fill in the blanks:

1. A divides the circle into parts.
2. the circle is called semicircle.
3. Outline of the circle is called .
4. Part of a circumference is called .
5. is a line segment joining the two points of a circle.
6. Half the diameter is called .
7. The value of p (pi) =

Main lesson
Explain to the students that apart from the parts they have labeled, there are other parts which are as important.
Draw a circle on the board to explain the following parts:
arc, sector, secant, tangent, concyclic points, and concentric circles
arc
rd
cho
ius
ra d

te r
diame sector
e nt

secan t
t
en
tang

gm
se

50
 Q
min
A or p concylic
ar t
points
P
B
major part
e nt s
o tang gth
Tw len
R al in
equ

nt
n ge X A line that
t a
touches a
circle makes
an angle of
A O
90o with the
radius of the
circle.
Circles with the same centre but
different radii are called
C D
concentric circles. Y

Individual activity
1. Students will be asked to copy the diagrams from the board and label them neatly and define the following:
a. secant b. diameter c. tangent
d. concyclic points e. concentric circle
2. Give some examples of concentric circles from real-life.

Homework
Revise the properties of a circle.

Recapitulation
Ask questions to reinforce the concepts.
1. What is a circle?
2. Which is the longest chord of a circle?
3. How many lines can be drawn from a point of circumference of a circle?

Topic: Arc length and area of a sector

Time: 1 Period
Objectives
To enable students to calculate the arc length and the area of sector of a circle.

Starter activity
Make groups of 4 students.
Have students discuss different parts of a circle in their groups. Ask them to explain one to the whole class.

51
 Main lesson B
Explain to the students the formulae to find out the
arc length and area of a sector.
x° x°
arc length = 360° =2πr A
r
x°
sector area = 360° =πr2

Explain the important terms such as, central angle, sectors,

major and minor arc, etc.

Example 1
Find the arc length of a circle with central angle 60° and radius 6cm.
x°
arc length = 360° =2πr
60°
= 360° =2 × 3.14 × 6
= 6.28 cm A
Example 2
Find the area of sector AOB.
x° 90°
sector area = 360° =πr2 B
O
90°

= 360° × 3.14 × 92
= 63.5852

Topic: Volume of Surface Area of Pyramid

Time: 2 Periods
Objectives
To enable students to calculate the volume nd surface area of pyramid

Starter Activity
Ask students to share what they know about the Egyptian Pyramids. Discuss the shape of a pyramid by drawing
its labelled figure on the board.

Main lesson
Explain the method of calculating volume and surface area of pyramids using the following formulae.
1
Volume of a pyramid = 3 × base area × height
where base area depends on the shape of the base of the pyramid.

Total surface area of a pyramid = Sum of areas of all its surfaces

52
Example 1
Find the volume of the given pyramid.

h = 50 cm

36 cm

36 cm

Volume of a pyramid = 1 × base area × height

3
= 1 × (36 × 36) × 50
3
12
= 1 × 36 × 36 × 50
3
= 21 600 cm3

Example 2
F ind the surface area of a square pyramid with a base area of 225 cm2
and a slant height of 20 cm.

20 cm

225 cm2

Base area = 225 cm2

One side of the base = √225 = 15 cm
Area of the triangular face = 1 × 15 × 20
2
= 150 cm2
Total area of 4 triangular faces = 150 × 4
= 600 cm2
Total area of the pyramid = 600 + 225
= 825 cm2

53
 Individual activity
The following questions will be done in the class.
1. Find the volume of the given pyramid.

35 cm
20 cm

30 cm

2. The volume of a square based pyramid is 100 m3. The length of its square base is 5 m. Find its height.
3. Draw the net of the given pyramid and find out its total surface area.

8m

2m

2m

4. Find volume and surface area of the given pyramid

9 cm

8 cm

6 cm 2 cm

Homework
The following question will be given for homework.
1. Find the total surface area of a pyramid with square base of length 14 cm. Its slant height is 17 cm.
2. Draw the nets and calculate volume and surface area of the following pyramids.
a) b)
6 cm

8 cm
12 c
9 cm

6 cm 4 cm
m

3 cm

8 cm

Recapitulation
Any problem faced by the students will be discussed.

54
Topic: Surface area and volume of a Cone and a Sphere
Time: 2 periods
Objective:
to enable students to find the surface area and volume of sphere and cone.

Starter activity
1. Give some examples of spheres and cones that are found in real-life.
A cricket ball, football, world globe, soccer ball, and a golf ball are some examples of a sphere.
2. Is a Rs 5 coin a sphere?
3. How many faces do a sphere has?
4. Does it have a flat surface?

Main lesson
Explain to the students with the help of a football that a sphere is a solid figure generated by the complete
rotation of a semi-circle around a fixed diameter.
A

P
The radius of the semicircle is the radius of the
O
sphere.
OP = OA = OB
Q

B
The surface area of the sphere is the surface that can be touched.
The surface area of a sphere is given by:
Surface area = 4 p r2
3
22
= 4 × 7 × 21 × 21
= 5544 cm2
Volume = 43 p r3
43 × 22
7 × 21 × 21 × 21
= 38808 cm3
p = 22
7 or

55
 Example
Find the surface area and volume of a sphere whose radius is 21 cm.
Surface are = 4 p r2
= 4 × 22
7 × 21 × 21
= 5544 cm2
Volume = 43 p r3
= 43 × 22
7 × 21 × 21 × 21
= 38808 cm3
Explain all the examples given in the textbook by drawing figures on the board.

Individual activity
Exercise 8c Questions 1(a-f ),2, 3, 5, 7, 8, 9, 10, 11 as classwork.

Homework
Complete Exercise 8c for homework.

Recapitulation
Any problem faced by the students will be discussed.

56
 9
Topic: Construction of Triangles
GEOMETRY

Time: 2 periods
Objectives
To enable students to construct triangles when:
• three sides are given (SSS)
• two sides and the included angles are given (SAS)
• two angles and side are given (ASA)
• the hypotenuse and one side is given of a right triangle.

Starter activities
A triangle will be drawn on the board and the students will be asked to answer the questions.
• How many sides does a triangle have?
• How many angles does a triangle have?
• What is the sum of all the angles of a triangle?
• What are the elements of a triangle?
• What is the hypotenuse?

Main lesson
Construction of a triangle, when sides, side angle side (SAS), and two angles and a side (ASA) are given, will be
explained on the board.
They will be shown how to draw a plan or rough diagram before constructing a triangle.

Practise session
The students will be asked to construct an equilateral triangle and an isosceles triangle using their own
measurements.

Individual work
Exercise 9a will be given to solve in class.

Recapitulation
Any problems faced by the students will be discussed.

57
 Topic: Construction of quadrilaterals
(square, rectangle, parallelogram, rhombus and kite
Time: 2 periods
Objective
To enable students to construct and write the steps of constructing quadrilaterals.

Starter activity
Draw a quadrilateral on the board and ask the students to define the following:
i) adjacent angles ii) adjacent sides iii) diagonals.

Main lesson
D C

A B

Explain with the help of the figure.

A simple closed two-dimensional figure bounded by four line segments is called a quadrilateral.
If A, B, C, and D are four coplanar points such that no three of them are collinear, the union of segments AB, BC,
CD and AD is called a quadrilateral. It is denoted by ABCD or Quad ABCD.

Vertices:
The common end points of the line segments are called its vertices. A, B, C and D are the four vertices.

Angles:
∠A, ∠B, ∠C, and ∠D, are the four angles of ABCD.

Opposite angles:
∠A, and ∠C, ∠B, and ∠D, are pairs of opposite angles.

Diagonals:
The line segments joining the opposite vertices of a quadrilateral are called its diagonals. AC and BD are the
diagonals of ABCD.

Sides:
The line segments, AB, BC, CD and AD are called its sides.

Opposite sides:
AD and BC, AB and CD are the pairs of opposite sides.

Adjacent sides:
Two sides of a quadrilateral are called adjacent if they have a common end point. It the above figure, AB and BC
are adjacent sides.

58
Adjacent angles or (Consecutive angles):
Two angles of a quadrilateral are adjacent if they have a common arm. ∠A and ∠B, ∠B and ∠C, ∠C and ∠D, ∠D
and ∠A are the pairs of adjacent angles.
Sum of all the angles of a Quadrilateral is equal to 360°.
The following are the types of quadrilaterals.
1. parallelogram
2. rectangle
3. square
4. rhombus
5. trapezium
Explain the construction of a square with the help of its properties.
Example S R
Construct a square PQRS when mPQ = 3 cm.
Properties of a square

3 cm
1. All sides are equal.
2. All angles are right angles.
3. The diagonals are equal and bisect each other. P 3 cm Q

Steps of construction
1. Draw a line segment PQ of 3 cm.
2. At P and Q, construct a right angle (90°).
3. With P and Q as the centre with radius 3 cm, draw arcs to cut PY at S and QX at R. Join R and S.
PQRS is the required square. x
Construction of a square when its diagonal is given. L
Construct a square KLMN when
mKM = 5 cm.
First draw a plan or a rough figure. 5 cm
Given KM = 5cm K M
O
KM = LN
Steps of construction
1. Draw a line segment KM of 5 cm. N
2. Bisect KM with the help of a compass.
y
3. Join the arcs X and Y to get the midpoint O.
4. With O as the centre and the radius half of 5 cm i.e.
2.5 cm,
5. draw 2 arcs to cut OX at L and OY at N.
6. Join K to L, L to M, M to N and N to K. Measure the sides, they are equal.
KLMN is the required square.

59
 Construction of a rectangle
Explain with the help of a compass and a ruler on the board.

Case 1: Construction of a rectangle when 2 sides are given X Y

D C
Construct a rectangle ABCB where AB = 7 cm, mBC = 5 cm.

Steps of construction
5 cm
1. Draw AB = 7 cm
2. Construct ABY = 90°
A 7 cm B
3. With radius 5 cm and with B as the centre draw an arc cutting BY at C.
4. With C as the centre and radius = 7 cm draw an arc.
5. With A as the centre and radius = 7 cm, draw another arc cutting the previous arc at D. Join BC, CD, and AD.
ABCD is the required rectangle.

Case 2: Construction of a rectangle when the diagonal and one side is given
Construct a rectangle PQRS when mPR =10 cm and mPQ = 6 cm and given that:
X
S R opposite sides are equal
and parallel diagonals
are equal and bisect
each other and they do
cm

7.9 cm not bisect the interior

10

angles

P Q
6 cm

Steps of construction
1. Draw PQ = 6 cm
2. Construct ∠PQX =90°
3. With P as the centre and a radius 10 cm draw an arc to cut QX at R.
4. With R as the centre and radius = 6 cm (opposite sides equal) draw an arc.
5. With P as the centre and radius equal to QR , draw another arc to cut the previous arc at S. Join RS and SP,
PQRS is the required rectangle.

60
Construction of a rhombus
Case 1: When one side and angle is given
Construct a rhombus ABCD when AB = 5 cm and ∠B = 110°
All sides are equal.
Steps of construction D C
1. Draw AB = 5 cm
2. Draw angle ABx = 110°
3. With B as the centre and a radius of 5 cm, draw an arc to cut 5 cm
Bx at C. 70o 110o

4. With C as the centre and a radius of 5 cm, draw an arc.

A 5 cm B
5. With A as the centre and with the same radius, draw another arc to cut the previous arc
at D. Join C to D and D to A.
ABCD is the required rhombus.

Case 2: When the measure of two diagonals is given

Diagonals are perpendicular to each other. Q
Construct a rhombus PQRS,
when mPR = 6 cm mQS = 8 cm E Diagonals are
5 cm 5 cm perpendicular to
each other.
8 cm

Steps of construction
P R
1. Draw PR = 6 cm O 6 cm
2. Draw EF right bisectors of PR.
3. With O as the centre and radius half of 5 cm 5 cm
the other diagonal i.e., 4 cm, draw two F
arcs to cut OE at Q and OS at S.
S
4. Now join P to Q, Q to R, R to S, and S
to P.
PQRS is the required rhombus.

Case 3: When one side and diagonal are given

Construct a rhombus ABCD when AC = 6.5 cm and AB = 3.8 cm
B
3.8
cm cm
3.8 All sides of a
A C rhombus are equal.
6.5 cm Diagonals bisect its
3.8 interior angles.
cm cm
3.8
D

61
 Steps of construction
1. Draw AC = 6.5 cm.
2. With A as the centre and radius 3.8 cm, draw an arc on either side of AC.
3. With C as the centre and radius 3.8 cm, draw an arc on either side of AC to cut the previous arc at B and D.
4. Join A to B, B to C, C to D, and D to A.
ABCD is the required rhombus.

Practice session
Construct squares with diagonals as given below. Measure its sides.
a) 10 cm b) 8.4 cm

Individual activity
1. Construct a square where the diagonals measure 6 cm. Find its side by the Pythagoras theorem and verify it
by measuring the constructed square.
2. Construct a rhombus PQRS when mPQ = 5 cm, m ∠P = 70°
3. Construct a rhombus ABCD when mAC = 6 cm, BD = 4 cm
Measure the sides for each case.
4. Construct and write the steps of construction of rectangles with the following measures.
a) 6 cm and 4.5 cm b) 5 cm and 3.5 cm
5. Construct and write the steps of construction.
a) Rectangle PQRS when QS = 8 cm and PQ = 5 cm.
b) Rectangle ABCD when AC = 10 cm, BD = 7 cm.

Homework
Selected questions from Exercise 9b will be given as homework.

Recapitulation
Any problem faced by the students will be discussed.

Topic: Construction of a parallelogram

Time: 1 period
Objectives
To enable students to construct a parallelogram when:
• its two diagonals and the angle between them are given
• two adjacent sides and the angle between them are given and
• to enable them to understand the properties of a parallelogram.

Main lesson
Explain with an example on the board.

62
Case 1: Construct a parallelogram PQRS where PR = 7 cm and QS = 6 cm and the included angle is 60°.
Measure its sides.
The students should first know the properties of a parallelogram as then it becomes easier to follow the
construction.
• Opposite sides are equal and parallel.
• Opposite angles are equal.
• Each diagonal bisects the parallelogram.

Steps of construction
C
x
Q

3.3 cm
cm
5.5
7 cm 60º R
P m
O
6c

3.3 cm cm
5.5

S
y

1. Draw PQ = 7 cm and draw its perpendicular bisector XY to get the midpoint O.

2. At O, make an angle COR = 60° and produce it both ways.
3. With O as the centre and a radius half of the other diagonal i.e. 3 cm, draw arcs cutting OC and OD at Q and
S respectively.
4. Join QR, RS and S
5. PQRS is the required parallelogram.

Case 2: Construction of a parallelogram when two adjacent sides and the angle between them are given
Construct a parallelogram ABCD where AB = 6 cm, BC = 45 cm and ∠A = 70°. Measure the diagonals and write
the steps of construction.
X C
D

6.2
cm
8.2 cm

70º
A 6 cm B

Steps of construction
1. Draw AB = 6 cm.
2. Draw ∠XAB = 70°
3. With A as the centre and a radius = 4.5 cm, draw an arc cutting the arm AX at D.
4. With D as the centre and a radius = 6 cm, draw an arc.
5. With B as the centre and a radius = 4.5 cm, draw another arc cutting the previous arc at C.
6. Join AB, BC, CD, and DA.
ABCD is the required parallelogram.

63
 Individual activity
Construct the following parallelograms and write the steps of construction.
1. ABCD, when AB = 5 cm, BC = 6 cm –B = 110°
2. KLMN, when KL = 7 cm, KN = 5.5 cm and ∠K = 65°
3. ABCD, when AC = 8 cm, BD = 6.4 cm and the included angle = 75°

Homework
Draw the following parallelograms.
1. PQRS, PR = 6 cm, QS = 8 cm and the included angle = 70°
2. EFGH when EF = 6 cm, ∠F = 115°, FG = 4 cm
Give questions from Exercise 9b as homework.

Recapitulation
Any problem faced by the students will be discussed.

Topic: Construction of a kite

Time: 1 period
Objectives
To enable students to:
• construct a kite
• differentiate between a kite and other quadrilaterals.

Starter activity
Show a kite and discuss its properties.

Main lesson
Explain the construction of a kite on the board with the help of a compass and a ruler.
Construct a kite when the two unequal sides are 5 cm and 7 cm each and one of the diagonal is 9 cm.
Sides = SQ = QR = 5 cm S 5 cm Q
Side = SP = PR = 7 cm
Diagonal PQ = 9 cm
5 cm
m

Steps of construction
9c

1. Draw PQ = 9 cm.
2. With P as the centre and a radius = 7 cm, draw arcs on R
either sides of PQ.
7 cm
3. With Q as the centre and a radius 5 cm draw arcs to cut P
the previous arcs at R and S.
4. Join PR, RQ and QS and SP.
PRQS is the required kite.

Individual activity
Construct the kites with the following measurements and write the steps of construction.
1. diagonal 8 cm, sides = 4 cm, 7 cm
2. diagonal 9 cm, 4.5 cm, 6 cm

64
Topic: Congruent and similar shapes
Time: 2 periods
Objectives
To enable students to:
• identify congruent figures
• identify similar figures
• apply properties of congruency to prove the congruency of two triangles
• similarity of two figures under given conditions
• solve problems involving congruency and similarity in daily life situations

Starter activity
Activity 1
Display charts with pictures of congruent and similar objects and ask questions.

1. Which pairs of the figures have the same size?

2. Which pairs of pictures look alike?
3. If two shapes have the same size, what do we call them?
4. What do we call two objects which look alike?

65
 Activity 2
Give a worksheet with pictures of similar and congruent shapes and ask the students to separate them and draw
them in their respective columns.

a) b) c) d)

e) f) g) h)

i) j) k) l)

m) n) o) p)

Main lesson
Using textbook pages 114 and 115, give the definitions of congruent and similar shapes (in particular triangles),
the elements of a triangle, (3 sides + 3 angles) and properties of congruent triangles.
Congruency cases will be explained with examples.
Case 1: side/side/side property (SSS)
Case 2: angle/angle/side property (AAS)
Case 3: side/angle/side property (SAS)
Case 4: right/angle/hypotenuse and side (RHS)
Symbols used to denote congruency and similarity properties of congruency will be verified by making the
students construct the triangles practically.

Practice session
By using the properties of the SSS, SAS, AAS and RHS, state whether a congruency property is present in each pair.
Study the figure and find the values of x and y.

66
 C F P S
D C

R
a) b) c)

A BE D Q T A B

X
R

cm
D E F
d) e) f)

4.2
60° 0°
P 7 cm Q
Y Z
A P
x
A y° 38° B
3.5

4.8
cm

cm
g) h)
cm

cm
4.5

3.5
C 40° 70° y°
B 4.8 cm C Q x R

Individual work
Give Exercise 10b from the textbook to be done in the class.
Verify the properties by constructing the triangles and superimposing them.
Verification of the other geometrical properties of triangles as given in examples on pages 116 and 118 of the
textbook will be worked out.

Homework
Give exercise 10b, questions 7 to 14 as homework.

Recapitulation
• What is a triangle?
• How many elements does it have?
• What is the sum of the angles of a triangle?
• What are the conditions necessary for two triangles to be congruent?
• State two cases proving that two triangles are congruent.
• Discuss the areas of difficulty of the students.
• A short test should be conducted to check the understanding of the students.

Topic: Transformation
Time: 3 period
Objectives
To enable students to
• rotate an object and find the centre of rotation by construction
• enlarge a figure and find the centre and scale of factor of enlargement

67
 Starter activity
Divide the class into groups of 4 students. Ask groups to discuss congruence and similarity of various 2D shapes
and write down the important points.
Take feedback from each group to recall the properties.

Main lesson
Link the discussion with enlargement and rotation of 2D shapes.
Draw a square on the board. Write down its dimensions as well. Make a dot at its centre and explain the steps to
draw its enlargement with scale factor 3.
Explain example 1 from the book.
Draw a triangle and explain how this triangle can be rotated about a centre and how to find the centre of
rotation by construction.

Example

Enlarge triangle ABC from centre of enlargement P, with scale factor 3.

y A

B C
x
P

Draw guidelines from the centre of enlargement to each vertex of the triangle and produce it further.

Measure the lengths from P to each vertex A, B, and C.

PA = 30 mm, PB = 15 mm, and PC = 45 mm

y

B C
x
P

68
Apply scale factor to each measurement and get the measurements of new enlarged image.

PA´ = 30 × 3 = 90 mm

PB´= 15 × 3 = 45 mm

PC´= 45 × 3 = 135 mm

Use your compass to mark the points A´, B´, and C´ with the above calculated lengths.
y

B C
x
P

Join A´ to B´, B´ to C´, and C´ to D´, to make the enlarged image.

Triangle A´B´C´ is the enlarged image.

y
A´

A B´ C´

B C
x
P

69
 Rotation
A shape can be rotated around a fixed point. That point is called the centre of rotation.

Consider the following two triangles. Triangle PQR is the original image and triangle P´Q´R´ is its rotated image.
y
P

Q Q´

R R´ P´
x

Follow the given steps to find their centre of rotation.

Join P to P´ and construct the line bisector.

y
P

Q Q´

R R´ P´
x

Join Q to Q´ or R to R´ and construct line bisector.

The point where these two bisectors intersect each other is the centre of rotation.
y
P

Q Q´

R R´ P´
x

70
 Rotate an image
Rotate triangle ABC 90o clockwise about the given centre of rotation p.
y
B C

A
x
P

Steps:

Join A to P with a straight line.

Make an angle of 90o at P.

y
B C

A
x
P

Mark an arc at the same distance as from P to A , on the line. This new point is A´.
y
B C

A´

A 90º
x
P

Join P to B and repeat above steps to get new point B´.

Join P to C and follow the similar steps to get point C´.

y
B C

A´ B´

A 90º
C´ x
P

71
 Join A´ to B´, B´ to C´, and C´ to A´.
y
B C

A´ B´

A 90º
C´ x
P

Individual activity
Examples 2, 3, and questions 1(a), 3(a), and 4(a) of Exercise 9d will be done in the class.

Homework
Give remaining questions of Exercise 9d for homework.

Recapitulation
Any problem faced by the students will be discussed.

72
 10
Topic: Data handling
Time: 1 period
DATA HANDLING

Objectives
To enable students to:
• define frequency distribution
• construct frequency tables for grouped and ungrouped data
• define and construct a histogram and frequency polygon
• define and calculate the measures of central tendency (mean, median and mode) for grouped and
ungrouped data

Starter activities
Activity 1
Display pie charts and standard bar graphs.
Runs scored by different students in a one-day cricket match
35
30
25
20
15
10
5
0
Tariq Ali Waleed Emad

Ask the following questions:

• Which student has the highest score in the match?
• Which student has the lowest score in the match?
• How many runs did Waleed score in the match?

Class 7, Class 4,
26 25

Class 6, Class 5,
29 28

73
 Ask the following questions:
• Which class has the highest strength?
• Which class has the lowest strength?
• What is the total number of students?

Activity 2
Give a worksheet with the following information:
25 students appeared in a test and obtained the following marks out of 100.
21 35 65 25 13 45 72 50 69 20 49 39 58 29 74
70 69 12 80 75 10 90 100 95 88
Ask the following questions to get information from the data given.
• How many students scored 50 marks?
• What was the highest score?
• How many scored 90 marks?
• How many students scored marks between 60 and 70?
• How many students scored less than 50 marks?
Compare and discuss the answers the students give.

Main lesson
Display an organised list of the above mentioned data and explain to the students the importance of organising
the data and its effective use.
Introduce frequency distribution referring to page 187 of the textbook. Solve the examples on the board. Define
and explain a Histogram.
Explain how to make a histogram on the board with the help of the example on page 188 of the textbook.
Frequency distribution of ungrouped and grouped data will be explained.
• Ungrouped data: arranging the data in ascending or descending order.
• Grouped data: the data is divided into different classes or groups with a uniform class interval. The terms
range, class interval, lower limit, upper limit, frequency of class interval, size of class interval will be explained
with the help of examples given on page 189 of the textbook.

Practice session
1. Form a frequency distribution table from the following information.
Note: The ungrouped data on page 196, Exercise 12a.3 of the textbook will be used.
2. Form a group frequency distribution table for the following data.
Note: The data given on page 196, Exercise 12a.1 of the textbook will be used.
3. Draw a histogram for the following data.
Note: Any data can be used.
4. Draw a frequency polygon on the histogram drawn for point 3.

Steps to make a frequency polygon:

• Creation of a histogram.
• Finding the midpoints for each bar that exists on the histogram. Using formula
= [upper class limit 2+ lower class limit]
• Placing a point on the origin of the histogram and its end.
• Connection of the points.

74
Topic: Measurement of Central Tendency
Time: 2 periods
Explain the term, Central Tendency. Discuss its importance, methods of calculation and application in everyday
life.
Mean: It is defined as the single representative value of the entire data. It is commonly known as the Average. It
is calculated by adding up all the data and dividing by the total number of observations. It is denoted by x.

Formula
Mean or X = S nx
Where S = sum of
x = observation or value
n = no. of observations
X = x + xn + x ...
2 2 3

Explain the term weighted mean as given in the textbook.

Median of ungrouped data: It is the central value of a data set, after the data has been arranged in ascending or
descending order. If the number of observations is an even number, then there are two middle terms. In this
case, the average of these two terms is the median.
If the number of observations is an odd number, then there will only be one middle term and it will be the
median. Explain with the help of examples given in the textbook.
Mode of ungrouped data: It is the value which occurs most frequently in a data set.

Standard deviation and Variance

Standard deviation is the square root of the arithmetic mean of the squares of deviations of observations from
their mean value.
∑x2
Variance = n – Mean2
Standard deviation = √ Variance
∑x2
=
n – Mean
2

Practice session
Give worksheets comprising of questions similar to these.
1. Find the mean, variance, and standard deviation.
100, 120, 125, 105, 109, 112, 120, 126, 105, 111, 113
2. Find the weighted mean of the following ages of students.
a. 12, 13, 14, 14, 13, 12, 17, 13, 15, 14, 16, 11, 14, 10
b. 9, 11, 10, 8, 18, 19
3. Find the median.
a. 41, 46, 38, 37, 49, 35, 30
b. 50, 48, 32, 55, 48, 52, 56, 60, 62, 64
4. Find the mode.
a. 102, 135, 138, 250, 135, 102, 102, 192, 200, 240, 138
b. 61, 68, 63, 65, 60, 61, 61, 60, 60, 48, 59, 59

75
 Individual work
Give selected questions from Exercise 10a for class practice.

Homework
Give the rest of the questions from Exercise 10a to be done as homework.

Recapitulation
Revise the formation of frequency distribution tables, the construction of histograms, frequency polygons, and
the methods of calculating the mean, median, mode, variance, and standard deviation.

Topic: Probability
Time: 2 periods
Objectives
To enable students to
• compute the probability of mutually exclusive, independent, simple combined, and equally likely events.
• perform probability experiments
• compare experimental and theoretical probabilty in simple events.

Starter activity
Make students recall the following terms by writing down each term on the board and taking feedback from
them.

Review
• Probability: The chance of an event out of all possibilities occurring. For example, the probability of
obtaining an even number from a roll of a dice is 36 or 12 .
• Experiment: The process of obtaining a possible result. For example, tossing a coin is an experiment, the
process through which you can obtain either heads or tails.
• Sample Space: All the possibilities together form the sample space. If choosing a single digit number, all the
numbers from 0-9 together form the sample space for this experiment.
• Event: A particular result or set of results amongst the possibilities in the sample space: For example,
obtaining 3 from a dice or obtaining a sum of 14 with a pair of dice.
• Equally likely events: Events that have the same probability (for likelihood) of occurring. For example, when
a coin is tossed, the chances of ‘Heads’ or ‘Tails’ both have the same probability of occurrence.

Main activity
Write the formula for the probability of single event on board.
Number of favourable outcomes
Probability of an Event, P(E) = Total number of positive outcomes
Write combined events and how to write their sample space.
Elaborate the difference between mutually exclusive and independent events with examples. Explain the
methods to solve mutually exclusive and independent event.

76
Example 1
A dice is rolled. Find the probability of getting 3 or 4.
P(3) = 16
P(4) = 16
P(3 or 4) = P(3) + P(4)
= 16 + 16
= 26 = 13

Example 2
Two dice are rolled simultaneously. Find the probability of getting 3 and 4 both.
P(3) = 16
P(4) = 16
P(3 and 4) = P(3) × P(4)
= 16 × 16
1
= 36

Explain the difference between exprimental and theoretical probability. Give formula for the experimental probability.
Number of times an event occurs
P(E) = Total number of trials

Example 3
Farah spun the given spinner 20 times and landed on 3 eight times.
What is the experimental probability of getting 3? 1 2
Experimental Probability of an event P(E) = Number of times landed on 3 3 4
Total number of trials
8 2
P(3) = 20 = 5 .

Individual activity
Questions 1 to 6 of Exercise 10b will be done in the class. Feedback will be taken form the students.

Homework
Questions 8, 12, 13, 16, 18, and 19 of Exercise 10b will be given for homework.

Recapitulation
Any problem faced by the students will be discussed.

77
 Model Examination Paper
Mathematics
Class VIII

Name: Section: Date:

Time: 2 Hours        Maximum Marks: 100

Read these instructions first:

• Write your name, section, and date clearly in the space provided.

• Answer all questions in Section A, Section B, and Section C.

• Show all your working along with the answer in the space provided.

• Omission of essential working will result in loss of marks.

• At the end of the examination, recheck your work before handing it over.

• The number of marks is given in brackets [ ] at the end of each question.

• This document consists of 10 printed pages.

___________________ For Examiner’s Use Only ______________________

Section A B C Total

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11

Max. Marks 20 6 6 6 6 6 10 10 10 10 10 100

Marks
Obtained

Percentage

Invigilated by: ______________ Marked by: _______________ Checked by: _______________

78
 Section A
Attempt all questions [20 Marks]
Q1. Each question has four options. Encircle the correct answer.
I. If A is a set of first 5 odd numbers and B is a set of VII. The volume of a cube is 216 cm3 . What is the
first five prime numbers, then which one of the length of its side?
following shows A ∩ B? A. 4 cm
A. {1, 2, 3, 4, 5} B. 6 cm
B. {1, 3, 5} C. 4 m
C. {3, 5, 7} D. 6 cm3
D. {1, 5, 7, 9, 11}
VIII. If the following two triangle ABC and PQR are
II. Which one of the following is an irrational similar, then what is the measurement of angle C?
number? A P
A. 35 π
B. Square root of 196
C. 0.4343434343… 49°
D. 0
III. Which one is the scientific notation of 0.0004351? 81°
A. 4351 × 10-7 ? Q R
B. 4.35 × 104
B C
C. 4.35 × 10-4
D. 4.35 × 10-3 A. 50o
IV. Mahmood is 5 years older than his sister Faiza and B. 70o
their total age is 27. Which equation satisfies the C. 60o
given condition? D. 83o
A. 5x + 2 = 27 IX. Following is the data Mohid has recorded for his
B. x + 2 + 5 = 27 class tests marks. He has forgotten the marks of one
C. 2x + 5 = 27 of his class tests.
D. 2x – 5 = 27 6 9 8 5 8 9 6 5 7 8 ?
V. If A is a set of all even numbers and B is a set of all If 8 is the mode value of the marks, which of the
prime numbers then which Venn diagram is true? following is the missing value?
A. C. A. 5
A B A
Even
B. 6
number C. 7
Even Prime
number number B Prime D. 9
number
X. x + y = 6 and 3x + 2y = 13 are two simultaneous
linear equations. What are the values of x and y ?
B. D. A. x = 3, y = 3
B. x = 4, y = 2
A B A B
C. x = 5, y = 1
Even 2 D. x = 1, y = 5
Prime Even 6 Prime
number number number 4 number XI. Rabia buys a football to play during her summer
vacations. The ball has a radius of 5 cm. What is
the surface area of the ball?
√4 A. 100 π cm2
VI. What is the value of 20 ?
B. 20 π cm2
A. 2
100
√4
2 C. 3 π cm
2
B.
4 D. 500 π cm2
C. 4
D. 1
79
 XII. Which triangle has the hypotenuse = 13 cm? XVI. What is the value of (x + y)2 , if x2 + y2 = 19 and 2xy = 6?
A. 22
B. 25
A. C. 5

13 cm
D. √5
XVII. Which of the following represents the shaded region
in the given Venn diagram?
13 cm

B. A. (X ∩ Z) ∪ Y
B. (X ∩ Y) ∪ Z
88°
13 cm C. (X ∪ Z) ∩ Y
D. (Y ∩ Z) ∪ X
C. 10 X Y U
0°

cm
13
13 c

D.
m

Z
XIII. Jamil wants to measure the area of his room’s floor
that is square in shape. If the side length of the XVIII. Javeria wants to buy a cubical tank of volume
floor is (x + 3) m, what is the area? (x3 – 3x2y + 3xy2 – y3 ) m3 . What should be the
length of each side?
A. 2(x + 3) m2
A. (x – y)3 m
(x + 3) m

B. (x2 - 6x + 9) m2
B. (x – y) m
C. (x2 + 6x + 9) m2
C. (x + y)3 m
D. (x + 3)(x – 3) m2
(x + 3) m D. (x + y) m
XIV. What is the first term of the quotient in XIX. What is the area of a, (2x + y) m by
(3x3 + 2x2 – x – 1) ÷ (x + 2)? (2x – y) m rectangular field?
A. 3x A. 4x2 – y2
B. x B. 4x2 + 8xy + y2
C. 3x2 C. 4x2 + y2
D. 3x3 D. 4x2 + 8xy + y2
XV. Which of the following postulates satisfy the XX.  hat is the curved surface area of the given cone?
W
congruence between the given triangles? A. 96 π mm2
A. Side-Side-Side (SSS) B. 24 π mm2 8 mm
mm

B. Angle-Side-Angle (ASA)
10

C. 30 π mm 2

C. Side-Angle-Side (SAS) D. 120 π mm2 3 mm

D. Pythagoras’Theorem

80
 Section B

Attempt all questions [30 Marks]

Q3. Evaluate
4
a) (5√2 )–3 × 2– 8 [ /2]






4 –9 4 –9
b) (5) ÷(5) [ /2]



c) √70 (up to 1 decimal place) [ /2]





Q3. Kainat buys a painting for Rs 25000 and sells it for Rs 28000.
a) Does she sell the painting at profit or at loss? Calculate loss or profit. [ /2]


b) Calculate the profit or loss percentage? [ /2]





c) Sophia wants to wrap conical birthday caps with different colour sheets.
What is the surface area of the given cap? Give your answer in terms of π. [ /2]
5c

4 cm
m

Happy Birthday

3 cm

81
Q4.
a) Marium’s family is planning to visit USA during summer vacations. Marium saved Rs 11250 from her
pocket money. She gives this amount to a money exchange company to get the equivalent US dollars.
If the company offers the rate as given in the following table, how many dollars would she get? [ /2]

b) Five pipes take 90 minutes to fill a water tank. How many pipes are required to fill the same tank in
30 minutes? [ /3]

c) Ahsan buys a calculator that costs $20. If the exchange rate for rupee is 115, how much money does he
pay in rupees? [ /1]

82
Q5. A rectangular swimming pool measures (y) m by (y +1) m by (y + 2) m.

m
1)
(y) m

+
(y
(y + 2) m

a) Express the volume of swimming pool in terms of y. [ /1]








b) Simplify the expression. [ /3]








c) If y = 20, calculate the volume of the swimming pool. [ /2]

83
Q6. Following histogram and frequency table shows the weekly earnings of factory workers.
Few values are missing in histogram and table both.
a) Find out the missing value in histogram. [ /1]

Weekly earnings of factory workers

12

Number of workers
10
8
6
4
2

0 15 20 25 30 ? 40 45
Weekly earnings (in 1000 rupees)

b) Complete the following table. [ /2]

Weekly earnings (in rupees) No. of workers
15000 – 20000 5
20000 – 25000 ?
? 12
30000 – 35000 8
35000 – 40000 3

c). Construct a kite with two sides measuring 4 cm and 8 cm respectively. The diagonal has already been drawn
for you. [ 3]

A C

84
 Section C
Attempt all questions [50 Marks]

Q7.
a) Shiza sold 1000 tickets. She charged Rs 85 for adults and Rs 45 for children, and earned Rs 7300 in total.
i) Form two simultaneous equations. [ /1]





ii) How many tickets of each kind were sold? [ /5]










b) Qasim wants to decorate his room’s front wall with marble tiles. If the area of the wall and a tiles are
(a4 –6a –4) m2 and (a–2) m2 respectively, find how many such tiles are required for the wall decoration? [ /4]

85
Q8. Aleen plays with her play dough and makes a sphere. The surface area of the sphere is 144π cm2 .
a) What is the radius of the sphere? [ /3]










b) Find out the volume of the sphere? (Give your answer in terms of π.) [ /3]










c) How many smaller spheres of radius 3 cm each can be made out of it? [ /4]

86
Q9.
a) Iman buys a cone full of ice-cream with a hemisphere of ice-cream on top. The radius of a hemisphere
is 3 cm and its base coincides with the cone’s top. The height of the cone is 9 cm. When she pours the
ice-cream in a jar, it is filled completely. Find out the volume of the jar. [ /3]

3 cm

9 cm

b) Maheen draws a triangle with sides 5 cm, 12 cm, and 13 cm. Prove that Maheen draws a right angled
triangle. [ /3]










c) The following table shows the marks scored by the students in Maths test.
Complete the following table and find out the mean marks. [ /4]

Marks (x) 8 9 12 13 14
No. of Students (f) 3 4 6 4 2 ∑f=
fx ∑ fx =

87
Q10.
a) In a small town, various families are surveyed about their favourite pet animals. It is found that Khan
family likes parrots, pigeons, and cats and Sheikh Family likes cats, dogs, rabbits, and pigeons. Prove De
Morgan’s law (A ∩ B)’ = A’ ∪ B’, if Universal set is defined as
U = {sparrows, pigeons, parrots, cats, cows, dogs, goats, hens, rabbits},
A is a set of pet animals liked by Khan family, and B is a set of animals liked by Sheikh family. [ /5]










b) 25 men can build a 60 m wall in 8 days. How many men are required to build a 300 m wall in 20 days? [ /3]








c) Find the smallest value of n, if 200n is a perfect cube? [ /2]

88
Q11. a) Factorise 4(m + n)2 – 12(m + n)(a + b) + 9(a + b)2 [ /4]







1 1
b) If x + y = – 3 , prove that x3 + y3 – xy = – 27 [ /4]

c) In a city, the following observations were made in a study of the daily wages of 40 workers. [ /2]
Draw histogram of the given data.

Wages in rupees Number of workers

150 – 200 4
200 – 250 12
250 – 300 18
300 – 350 4
350 – 400 2

89