Revised

FORMATIVE
Assessment
Manual for Teachers

MATHEMATICS

CLASS – X

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

Formative Assessment Manual for Teachers – Mathematics Class-X

PRICE : `

FIRST EDITION 2010 CBSE, India

SECOND EDITION 2015 CBSE, India

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 THE CONSTITUTION OF INDIA
PREAMBLE
WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a 1SOVEREIGN
SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :
JUSTICE, social, economic and political;
LIBERTY of thought, expression, belief, faith and worship;
EQUALITY of status and of opportunity; and to promote among them all
FRATERNITY assuring the dignity of the individual and the2 unity and integrity of the Nation;
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT,
ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.

1. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic” (w.e.f. 3.1.1977)
2. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation” (w.e.f. 3.1.1977)

THE CONSTITUTION OF INDIA

Chapter IV A
FUNDAMENTAL DUTIES
ARTICLE 51A
Fundamental Duties - It shall be the duty of every citizen of India-
(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National
Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending
religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of
women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have
compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly
rises to higher levels of endeavour and achievement;
1
(k) to provide opportunities for education to his/her child or, as the case may be, ward between age of 6 and
14 years.

1. Subs, by the Constitution (Eighty-Sixth Amendment) Act. 2002.

 Preface
Formative Assessment emphasizes the fact that students are also the decision makers, a
perspective all important but ignored in our past assessment legacy. The conventional assessment
tends to increase the frequency of assessment in order to ensure students mastery of the perceived
standards and on the other hand assessment for learning focuses on day-to-day development in
learning as students scale up the curricular scaffolding leading up to desirable standards. It tells
teachers if and when students are acquiring the fundamentals of knowledge, the interpretation and
skills. In short, student success does not associate merely on testing more frequently, on what
teachers and principals do with the results, or on how efficiently the data are managed, although
these things can contribute to student success.

By introducing Continuous and Comprehensive Evaluation (CCE) at the secondary level in all its
affiliated schools, CBSE has conveyed a message that assessment must take into account all the
aspects of the personality development of the learner and since learning is a continuous process,
assessment also has to be continuous. CCE fundamentally shifts the focus from testing to learning
by perceiving assessment as an integral part of the overall framework of teaching and learning. It
follows from this that when incorporated into classroom practice; assessment tends to lose its
individual identity and gets subsumed into the instructional process. Such a conceptualization
necessitates a greater thrust on formative assessment. It brings us to the vital need of strengthening
formative assessment because our overall aim is to facilitate learning by improving the teaching-
learning process on the basis of information gathered from assessment.

There has been a general lack of conceptual clarity with regard to the formative assessment
practices among stakeholders as a result of which, many apparently formative assessment tools
and procedures have, in effect, been summative in nature, i.e., exercises to gauge, at a particular
point in time, student learning relative to content standards. Many teachers find it a challenge to
develop effective formative assessment tools; they also experience some difficulties in integrating
them with classroom instruction. In order to provide conceptual clarity in this regard and to place
some illustrative examples of formative assessment tasks in the hands of the teachers, the Board
had brought out a series of Manuals for classes IX and X in all the major subjects to help teachers
understand and carry out formative assessment in classrooms.

We feel that as we are growing in our understanding and implementation of the CCE in more
effective way with each passing year, the teaching learning material provided to the teachers must
be looked into again. A comprehensive feedback was taken by the Board from teachers in all the
schools affiliated to the Board on Formative Assessment Manuals for Teachers regarding the
quality. The observations and suggestions received after the publication of the first edition and the
opinion of experts in the field have also been taken into account. All the manuals have undergone a
deep scrutiny for errors and nearly every chapter in every manual reflects improvement.
The revised manuals offer new and practical ideas and strategies for formative assessment to guide
the teachers in planning effective tasks that may be carried out in their classrooms. The tasks
provided are varied and cater to both large and small classrooms. The time taken to complete an
activity in the classroom with in the stipulated time has also been given a considerable attention.
The teachers will benefit from the clear explanations and examples that can guide them in
developing their own formative assessment tasks. The assessment criteria given at the end of every
activity can be modified by the teacher as per the requirement of her class.

Teachers must use different modes of assessment whenever appropriate for a comprehensive
understanding of student learning in various aspects. Feedback can then be given to students and
teachers to form basis of decisions as to what to do to improve learning and teaching. Students
therefore partner with their teacher to continuously monitor their current level of attainment in
relation to agreed-upon expectations so that they can set goals for what to learn next and thus play a
role in managing their own progress. Students play a special role in communicating evidence of
learning to one another, to their teacher, and to their families, and they do so not just after the
learning has been completed but all along the journey to success. In short, during the learning,
students are inside the assessment process, watching themselves grow, feeling in control of their
success, and believing that continued success is within reach if they keep trying.

The varied repertoire of purposeful techniques and activities given in the manual weave
assessment throughout instruction and learning and I hope that teachers will be able to transform
the suggestions and ideas given into practical and purposeful actions that will make teaching and
learning more effective in their classrooms. The purpose of the revised manuals is to provide
teachers with guidance and requisite techniques to prepare their own materials and thereby
adding value to their curriculum transaction.

This revised document has been prepared by a group of teachers and I record the sincere
appreciation of the Board to them. I convey my appreciation to all the academic officers associated
with the revision of the manuals.

I sincerely hope that with the availability of rich materials, teachers will be able to integrate
assessment with learning in more effective way in all the schools affiliated to CBSE. Comments for
further improvement of the manuals are always welcome.

R. K. Chaturvedi, IAS
Chairman, CBSE
 Acknowledgements
ADVISORY PANEL
` Sh. R. K. Chaturvedi, IAS, Chairman, CBSE
` Sh. K. K. Choudhary, Director (ART& I), CBSE
` Smt. Sugandh Sharma, Additional Director, CBSE

EDITORIAL COMMITTEE
` Ms. Anita Makkar, Principal, DAV Public School, Gurgaon
` Ms. Anjali Chhabra, Asstt. Prof. and Deputy Director, CBSE
` Ms. Mridula Singh, Deputy Director, CBSE

MATERIAL PRODUCTION & REVIEW COMMITTEE

` Ms. Anita Makkar, Principal, DAV Public School, Gurgaon
` Ms. Irina Mukherjee, PGT, Modern School, New Delhi
` Mr. Rahul Sofat, Lecturer, Air Force Golden Jubilee Institute, Subroto Park,
Delhi Cantt.

` Ms. Reena Chauhan, PGT, DAV Public School, Gurgaon

` Ms. Geetika Dutta, PGT, DAV Public School, Gurgaon
` Ms. Deepti Khanna, TGT, DAV Public School, Gurgaon
` Ms. Inderpreet Kaur, TGT, DAV Public School, Gurgaon
 CONTENTS
U
Preface

U
Acknowledgments

U
School Based Assessment - A Theoretical Perspective 1

U
Formative Assessment - An Overview 8

U
How to use this Manual? 21

U
Description of Formative Assessment Tasks and Rubrics for Assessment 27

U
Formative Assessment 30

Chapter-1 : Real Numbers 31

Chapter-2 : Polynomials 52

Chapter-3 : Pair of Linear Equations In Two Variables 69

Chapter-4 : Quadratic Equations 94

Chapter-5 : Arithmetic Progressions 111

Chapter-6 : Triangles 122

Chapter-7 : Coordinate Geometry 137

Chapter-8 : Introduction to Trigonometry 156

Chapter-9 : Some Applications of Trigonometry 166

Chapter-10 : Circles 176

Chapter-11 : Constructions 184

Chapter-12 : Area Related to Circles 191

Chapter-13 : Surface Areas and Volumes 207

Chapter-14 : Statistics 223

Chapter-15 : Probability 241

 School Based Assessment
- A Theoretical Perspective

The National Curriculum Framework 2005 emphasizes the practice of assessment as an integral
part of the learning process that has the capacity to benefit both the learners as well as the
educational system, by giving credible feedback. It also acknowledges that the ongoing assessment
procedures and practices cater to a very narrow set of faculties that learners possess. The picture of
the learners' abilities provided by such assessment practices is largely incomplete, and their use
impedes the further growth of learners.

The vision behind introducing the Continuous and Comprehensive system of Evaluation (CCE)
was to provide feedback to the learners about their abilities at frequent intervals in order to aid
their learning and development. By strengthening and upgrading the design of assessment
practices used in schools, the much needed paradigm shift in approach to teaching and learning
can be brought about, which would eventually lead us to improvement in the quality of education.
With this in mind, the internationally accepted Modern Assessment Theory and Practice is being
introduced as the guiding light in bringing about a shift in how learners need to be assessed in
schools throughout the country.

Modern Assessment Theory in the CCE

The Modern Assessment Theory is directly aligned with the spirit of CCE as it situates the learner at
the heart of the learning process and enables teachers to practice efficient assessment and
management techniques. At the core is the developmental continuum that explicates the path of
growth for learners for every subject. With the help of authentic and concrete evidences the teacher
formulates her professional judgment about the learner and draws interpretations in order to locate
every child on the developmental continuum. The assessment tasks and grading scales must be so
designed that they enable the learners to exhibit the appropriate abilities in consonance with the
learning objectives. For this to be a reality, learners must be informed of the capacities they are to
develop so they can navigate through the developmental continuum with a purpose. Teachers
must communicate the learning objectives to the learners in simple and easy to understand
language to keep them informed of the path that must be followed to attain levels of mastery over
concepts and skills. The backbone of the theory is hence formed by the framework that operates as
the core of the teaching learning practices, and, the developmental continuum that defines the
standards of student performance. The theoretical nuances are easily executed in practice when the
image of the learner is attempted to be built upon.

1
Modern Assessment Theory and Formative Assessments
Formative assessment practices provide considerable scope for mapping the learner's academic
and non-academic progress along the developmental continuum. The Developmental Continuum
can be visualized as a stairway; each step leading the child to higher realms of knowledge,
understanding and performance. Each child's performance corresponding to what he or she
knows and can do, can be located along the developmental continuum. Through it, the child's
progression and development can be comprehensively mapped and can be positioned not in
discrete categories- as has been done for a long time in the history of assessment and testing, but in
continuity and quick succession, along a continuum that would embody a learner's growth and
development during the academic session.

Understanding Formative and Summative Assessments

The paradigm of school based assessments makes assessment an integral part of the teaching
learning process that guides the learning process and stimulates further learning.

The mode in which the assessment is conducted in the classrooms may range from being
unstructured such as teacher-student, student-students conversations, to a highly structured kind
such as paper-pencil tests or performance tasks.

For unstructured or slightly structured assessment tasks, students and/or their peers could be the
sources of evidence when they share their knowledge during the task. For such tasks self
assessment or peer assessment can be undertaken to give feedback to the learners about their
standards of achievements.

USE OF
EVIDENCES
FORMATIVE ASSESSMENT TO IMPROVE LEARNING
TEACHING OBJECTIVES
LEARNING

FEEDBACK TO
THE STUDENTS ASSESSMENT CYCLE STUDENT NEEDS

TEACHING
INTERPRETATION LEARNING
OF EVIDENCES PROCESS
INCLUDING
ASSESSMENT
REPORTING TO PARENTS
SUMMATIVE ASSESSMENT
USE OF RESULT BY SCHOOL

2
As evident from the above cycle, any assessment can be used as formative or summative. It
depends on the purpose of the assessment and difference in the way of reporting. The evidences
gathered by the assessments that do not form the base for further learning are not really formative
assessments. Hence, it must be noted that if and only if a teacher incorporates her insights and
feedback for the students in further learning processes in the classroom, only then can that
assessment be termed a 'formative assessment'. Departing from the above said principle would yet
again render an assessment as a 'summative' assessment since it would not have contributed in
further teaching input by the teacher based on learner performance and would have terminated the
learning cycle for the child.

Linking Assessments to Cognitive Levels of the Learners

Teachers are aware of the learning objectives that the students need to achieve as a result of the
teaching learning process. We then proceed to design lesson plans, activities and teaching methods
which revolve around the concept of the cognitive levels of learning, of which Bloom's six levels of
cognitive learning are the most familiar.

The six levels of Bloom's taxonomy of cognitive learning are as follows:

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

While our teaching learning process is based on this taxonomy, assessments also need to be linked
to the cognitive levels. For example:

Remembering (Multiple Choice)

1. Particles of a liquid-
(a) are most ordered
(b) move randomly
(c) have large intermolecular spaces
(d) can slip and slide over each other

3
Applying (Multiple choice)

1. With reference to Hooper, the author says, "Everything was going for him", What does it imply?
(a) he had everything that a man aspires for
(b) people admired him
(c) he did what he wanted
(d) he was capable of playing games

Analysis
1. How was Private Quelch's knowledge exposed even further as the Sergeant's classes went
on?

Evaluation And Creation

1. Do you agree with Harold's parents decision of hiding from him the fact that his father was a
boxer? Why / Why not?
2. Democracy is seen to be good in principle, but felt, to be not so good in practice. Justify the
statement with suitable arguments.

Guidelines for Writing Multiple Choice Questions

Multiple choice questions are a form of assessment in which the question instructs the respondent
to choose one of the responses as the correct answer from a list of alternatives that are provided.
Multiple choice questions are being increasingly used by schools as one of the assessment tools for
measuring students' learning achievement.

Advantages of MCQ's

Multiple choice questions provide a level of versatility since they are adaptable for various levels of
learning outcomes including simple recall of knowledge, analysis of phenomena, application of
principles, interpreting cause and effect relationships, etc. They have a higher validity since more
questions can be given to the student and therefore greater coverage of the syllabus can be done.
Multiple choice questions have an increased reliability because of the objectivity that is involved in
marking; and also facilitate increased efficiency as papers can be easily checked and marked.

Parts of an MCQ

Multiple choice questions consist of a question or a stem, distractors (or the incorrect options) and
the key, i.e., the answer. The stem, in a multiple choice item, can be in the form of a direct question,
or in a sentence completion format or in the form of a picture or diagram. For example:

4
 Q1. A tin foil of length a and breadth b is rolled to make a cylinder.
What will be the volume of the cylinder? } STEM

}
a) ab²/4p
b) 4pa²b DISTRACTORS
c) pa²b²
d) a²b/4p }
KEY - D

There are several guidelines for effectively developing good quality multiple-choice questions:
The question should be aligned with the learning objective.
A multiple choice question should focus on an important concept.
?
It may cover more than one concept when a higher cognitive level has to be tested.
?
The language should be simple, clear and unambiguous.
?
Answer options should be plausible and similar in context, ideas and focus.
Ensure
Modern that answer
Assessment optionsand
Theory do not overlap withStandards
Performance each other.
Use "all of the above" and "none of the above" sparingly.
The stem and answer options should be framed in positive terms.
The answer options should not have opposites.

In the Modern Assessment Theory- marks and grades are NOT the determining factors to assess
the learners. It is descriptive standards that aid in positioning a child along the developmental
continuum and define the achievement standards for every learner. It must be borne in mind that a
child is not compared with a group, but is assessed through descriptors which are both extensive
and intensive in nature; those which support the image that is constructed of a child. While
building the image of any child, teachers need to be extremely reflective with regard to the factors
that reinforce the formed image. Teachers need to persistently collect evidences and thereafter
locate the child along the developmental continuum. It must be noted that an image once formed is
NOT the final image. Since learning is a process, thereby the image formation is a process too! At no
point must a teacher stop adding the evidences that consistently support and build the image of the
child.

In modern assessment we refer the student's performance to predetermined standards.

'Curriculum Standards' are the knowledge, skills, and understanding expected to be gained by the

5
student as a result of studying a course, while 'Performance Standards' are defined as how well the
student has achieved the curriculum or content standard. The higher the level of the performance
standard, the further the learner is along the developmental continuum.

Depending on the purpose of assessment and the learning objectives, a range of assessment
methods, not just MCQ's, should be used to generate a reliable and valid estimate of the students
learning. For eg. Forms such as Short Answer Questions, Essay Questions (used affectively to
assess higher order cognitive skills), Performance Assessments (used for role play, recitation,
conducting a science experiment etc.), etc. can be used to extract knowledge about the learners'
mastery over knowledge and skills.

Rubrics and Modern Assessment Theory

Teachers need to develop marking rubrics which are aligned to the performance standards. Only
then can marks actually have meaning. The rubrics are a guide for teachers to locate the student
along the developmental continuum. Only then would higher marks reflect higher cognitive skills.

Students and parents should be made aware of the marking criteria, because only then can they
actually see why the response was worth the marks it earned. They can also see what level the
student has to climb to, in order to get extra marks. In this way, the learner too can share the
responsibility of his growth and improvement.

An example of marking rubrics created for assessment tasks for Physics is provided below:

Learning Outcomes:

Students should be able to use appropriate terminology and reporting styles to communicate
information and understanding in Physics.

Students should be able to assess the impacts of applications of Physics on society and
environment.

Assessment task- essay item

Discuss the effects of the development of electrical generators on society and environment.
(6 marks)

Criteria Marks
Demonstrates a thorough understanding of the effects of generators on society
and the environment by discussing a positive and a negative aspect of at least one 5—6
societal effect and at least one environmental effect .

6
EITHER
Provides at least one positive impact on both society and the environment
indicating a thorough understanding of the issues.
OR
Provides at least one negative impact on both society and the environment 3—4
indicating a thorough understanding of the issues.
OR
Provides positive and negative aspects of at least one societal effect and at least one
environmental effect, indicating a sound understanding of the issues.
States one impact each on societal issue and environmental issue.
OR
Indicates a sound understanding of a societal issue. 2
OR
Indicates a sound understanding of an environmental issue.
States either one aspect of a societal issue or one aspect of an environmental issue. 1

While making a professional judgment on how many marks to allot, only two things should be
kept in mind:
1) Performance of the student and
2) Criteria listed in the marking rubric

By making the rubrics transparent and the criteria explicit any subjectivity or bias is eliminated.
Well developed marking rubrics can be used to not only provide valuable feedback to the teacher,
but also to make the student aware about what it is that he has to do to improve or move along the
developmental continuum.

Realizing the Potential of Assessment: Keeping Up with the Times!

The world over, school boards, universities, international testing agencies, question-writing
companies, etc. follow the basic principles of the Modern Assessment Theory. Essentially, the aim
of the Modern Assessment Theory is to enable the learners to develop knowledge about their own
progress so they channelize their efforts towards becoming proficient in every domain of learning.
Teachers on their part are indispensible constructors of a truly educated child, and the theory
presents the teacher with concepts that have a strong psychological base, and tools that are
structurally sound and in consonance with the curriculum that is executed in schools. School-
based assessment needs to engage in assessment practices that are directed towards benefitting the
learner, instead of just 'marking' the level of achievement. The Ministry of Human Resources and
Development's initiative towards the same is the CCE, which needs to be backed up with tools and
techniques that are in congruence with its vision.

7
 -An Overview

Formative Assessment
Formative Assessment is a tool used by the teacher to continuously monitor student progress in a
non-threatening, supportive environment. It involves regular descriptive feedback, a chance for
the student to reflect on the performance, take advice and improve upon it. It involves the student’s
being an essential part of assessment from designing criteria to assessing self or peers. If used
effectively, it can improve student performance tremendously while raising the self-esteem of the
child and reducing the work load of the teacher.

What is Formative Assessment?

Formative assessment is defined as "information communicated to the learner that is intended to modify his
or her thinking or behaviour for the purpose of improving learning" (Shute, 2008, pg.154). It is part of a
feedback process in which a learner is able to evaluate his/her response in light of the information received, and
make adjustments. It can be used to:
(a) identify gaps in knowledge.
(b) help novice learners to identify important information.
(c) correct procedural errors or misconceptions.

Formative Assessment is carried out during a course of instruction for providing continuous
feedback to both the teachers and the learners. It is also carried out for taking decisions regarding
appropriate modifications in the transactional procedures and learning activities.
'… provides feedback which leads to students recognizing the (learning) gap and closing it … it is
forward looking …' (Harlen, 1998)
' … includes both feedback and self-monitoring.' (Sadler, 1989)
'… is used essentially to get a feed back into the teaching and learning process.' (Tunstall and Gipps,
1996)

Formative Assessment is characterized by the following. It:

is diagnostic and remedial.
makes provision for effective feedback.
provides a platform for the active involvement of students in their own learning.
enables teachers to adjust teaching taking into account the results of assessment.
recognizes the profound influence assessment has on the motivation and self-esteem of
students, both of which are crucial influences on learning.

8
 incorporates varied learning styles to decide how and what to teach.
encourages students to understand the criteria that will be used to judge their work.
offers an opportunity to students to improve their work after they recieve the feedback.
helps students to support their peer group and vice-versa.

Why Provide Formative Assessment?

“…Formative assessment is critically important for student learning. Without informative

feedback on what they do, students will have relatively little by which to chart their development."
(source: Yorke 2003)
Enhances motivation to learn
Helps students identify gaps in knowledge
Fosters self-study
Clarifies desired outcomes
Diagnoses specific misunderstandings

In summary, formative assessment allows students to make adjustment to what and how they are
learning. Feedback can also be used to make immediate adjustments to what and how you teach.

Comprehensive evaluation would necessitate the use of a variety of tools and techniques. This will
be so because both different and specific areas of learner's growth can be evaluated through certain
special techniques.

Formative Assessment...
is part of the learning process.
is used to improve learning.
enhances intrinsic student motivation.
is used to improve teaching.

9
 Formative Assessment is feedback!
‘Learning without feedback is like learning archery in a darkened room’ Cross, 1998
1. Clarifies what good performance is
2. Facilitates self-assessment (reflection) in learning
3. Delivers high quality information to students about their learning
4. Encourages teacher and peer dialogue about learning
5. Encourages positive motivational beliefs and self-esteem
6. Provides opportunities to close the gap between current and desired performance
7. Provides information to teachers to improve teaching

Formative Assessment Scheme

Focus on Formative Assessment

Share the learning outcomes

and assessment expectations with students

Use clearly defined criteria

Use examples and exemplars

Give specific feedback

(which will help to)

Incorporate Students Self Assessment

Students keep a record of their progress

Teachers keep records of students progress

Specific Recommendations for Formative Assessment:

In order to fulfill the objectives of Formative Assessment and to enable students to improve
performance, teachers need to use a variety of assessment tools during the course of their teaching.
It is mandatory that the teachers use atleast three to four assessment tools during each term.
Teachers may use one written assessment, and two activities (one group and one individual) in one
formative assessment. The Home Work and Class assignments will not be counted towards
arriving at grades. In order to promote cooperative learning, one out of the two activities should be

10
a group activity. The teachers should assign one group project during each term to their students
which may be multi disciplinary.

Components of a Formative Assessment

Each Formative assessment can include:

1. One Individual Activity

(Worksheet, Debate etc.) Best
Score Average
2. One Group Activity (Projects, Role Plays,
Score
Group Discussion, Surveys etc.)

3. Written Assessment

Activities to include to one group activity per assessment quiz, debate, projects, theatre etc.

One Multidisciplinary/interdisciplinary group project to be assigned to students in each

term.

For Assessment purposes the best score of one individual activity and one group activity to be
taken.

The final FA to be calculated as the average of the best score (one individual activity or a group
activity) and the score of written assessment

Formative Assessment can be carried through using multiple modes of assessment such as
assignments, quizzes, debates, group discussions, projects etc. It must be clearly communicated to
all teachers teaching various subjects that projects and assignments must be done as group
activities within the class and school time only. Each subject must have only one paper pencil test
under Formative Assessment. The other modes of assessment must be a part of classroom
interactive activities.

Given below is the list of suggestive activities for different subjects. This list is not exhaustive; it is
only to give an idea of the possible variety.

Languages
Oral and listening - these could be listening comprehension, prepared speech, conversation
or dialogue

Written assignments - short and long answer questions, creative writing, reports, newspaper
articles, diary entries, poetry etc.

Speeches - debates, oratory, recitation, extempore etc.

11
Skills.

Mathematics
Problem solving, Multiple Choice Questions (MCQs)
Data handling and analysis
Investigative projects
Math Lab activities
Models including origami etc.
Research projects and presentations
Group projects
Peer assessment
Presentations including the use of Information and Communication Technology (ICT)
It is suggested for Mathematics that at least a few Formative Assessment tasks should be based on
the Mathematics Lab Activities .

Sciences
Written assignments, Multiple Choice Questions (MCQs)
Experimental work which may involve one or more of setting experiments, making
observations, handling data, making deductions, working safely etc.
Planning or designing experiments to collect data or to investigate properties, laws,
phenomena etc.
Research work which could be investigative or information gathering and deducing
Group work - research or experimental
Contextual research projects
Peer assessment

12
 Written assignments- short and long answers
Commentaries
Source-based analysis
Projects-investigative, informative, deductive and analytical
Research
Group work - projects and presentations
Models and charts
Presentations including the use of Information and Communication Technology (ICT)
Using authentic sources and primary texts
Open-book tests
Secondary sources
Comparison and contrast
It is suggested in Social Sciences that at least some assessment should be based on projects which
are done in groups as in-class activities under the direct supervision of the teacher.

A system of education and examination that teaches members of disadvantaged group the requisite
problem-solving and analytical skills needed by the job market is vital. Memorizing and regurgitating
textbooks is not a skill needed by the job market. An exam system that encourages this type of 'learning'
snuffs out creativity. To teach skills and create excellence, is the way-perhaps the only sustainable way -
toward real equity'.

Examination Reform; NCF 2005- NCERT

13
Myths about Formative Assessment

1. "Formative assessment doesn't count."

It can! While formative assessment doesn't have to be graded, teachers have the option to
include formative assessment as a part of the grade, which students accumulate toward their
final grade in a unit or course.

2. "Formative assessment has no impact on student learning or achievement."

It does! Studies show that strengthening formative assessment produces significant learning
gains. As well, formative assessment can enhance lifelong learning skills by helping students
to self-regulate their learning. (Black and William, 1998; Nicol and McFarlane-Dick, 2006)

3. "Formative Assessment takes up more of teaching time and effort”

It doesn't have to! Formative assessment techniques are often just good teaching techniques.
For example, included are: preparing planned question and answer sessions, gauging
student responses through a set of indicators, or providing online modules and self-study
quizzes linked to in-class sessions.

4. "Formative Assessment = Multiple Choice Tests”

Indeed, MCQ items can form the bases for formative assessment. However, providing
students with the opportunity to self-correct and self-study is an important element of
formative assessment. So "taking up the test" is as essential as participating in the test.

5. "Students won't 'buy into' formative assessment."

Motivation to learn actually increases when students see the gap between what they thought
they knew and what they actually know. Therefore, feedback from formative testing can
improve learning (providing the testing is not too frequent). (Iverson et al, 1994, Bangert-
Downes et al, 1991 in Rushton, 2005).

6. "More the Formative Assessment, better is the learning"

Just a few Formative Assessments with the correct tools and techniques will help the child to
improve his / her performance.

7. "Every formative assessment needs to be documented and recorded"

It is not essential, Formative Assessment may only be for helping the child to improve.

14
The reason why we use different methods:
1. Learning in different subject areas and aspects of development is to be assessed.
2. Learners may respond better to one method as compared to another.
3. Each method contributes in its own way to teacher's understanding of learner's learning.

In order to help students improve their performance levels, the schools shall diagnose their
learning difficulties through formative tests right from the beginning of the academic year and
bring it to the notice of parents at appropriate intervals of time. They will recommend suitable
remedial steps to enhance their learning capability. Similarly, gifted children should be provided
with further reinforcements by giving them additional assignments, enrichment material and
mentoring. Due provision should be made in the class timetable for mentoring and to address
different kinds of learners. The teacher also needs to incorporate strategies for dealing with
differently abled students in his/her class.

The Formative Assessment should normally be made on recorded evidences based on anecdotal
records to be maintained by the class teacher or the subject teacher.

It is advisable to communicate levels of attainment to the students and parents during the course of
the academic year, so that with their cooperation remedial measures are taken in time for
enhancing the performance of the students. The overall assessment should be followed by
descriptive remarks from the class teacher about the positive and significant achievements,
avoiding negative assessment even by implication.

It implies:
1. Sharing learning goals with students.
2. Involving students in self assessment.
3. Providing feedback which leads to students recognising weakness and taking
corrective/remedial steps.
4. Being confident that every student can improve.

What is Formative Assessment?

Let us look at a task:

Subject: Social Science

Class: VIII

Topic: Women, Caste and Reform

15
Task: Dramatization

Time Required:
Discussion and script writing: 2 periods;
Presentation: 1 period

Procedure:
1. Students are divided into groups. They discuss and prepare a short skit on any of the social
ills prevalent in the Indian society at different periods of time.
2. The social ills may include Sati, Child Marriage, Female Infanticide, Denial of Education to
Women and Gender Disparity.
3. Each group prepares a small skit and performs it. Each student is then asked to speak some
dialogue.
4. After the presentation, students engage in discussion.

Learning Outcomes: The students will be able to

gain an insight into the social evils prevalent in India at different periods of time.
reflect on social evils and verbalize their feelings.

Skills:
To develop in the students the ability to
Write scripts
Deliver dialogues
Act
Work in teams

Assessment Criteria:

The performance of the groups will be assessed on the basis of content, dialogue-delivery and
clarity of concept.

Follow up:

The presentations could be discussed by the class. Wherever the concept is not clear, teacher
could encourage students to ask questions. The teacher could also revisit any part of the lesson
that has not been clearly understood by the students.

16
Is this a Formative or Summative Assessment task?

It has the following features:

The main objective is to enable the learners to gain an understanding of the concept of social
evils perpetrated against the girl child and women in India at different periods of time.
The task is part of the teaching-learning on the topic of women, caste and reform.
The task involves students in group interaction and presentation.
After the task is completed, the teacher gives feedback for improvement. Also, if needed, the
lesson may be reviewed.
Assessment is done on the basis of well-defined criteria.
The task is done in the classroom as part of the lesson.
The main purpose is not to measure the knowledge of the learners. The task aims to provide
conceptual clarity to the learners through experiential learning.

Let usItnow
also encourages
look at thefurther learning.
following question given in a test:
The above attributes are at the heart of Formative Assessment.

What are the different social evils prevalent in Indian society at different times? How have they affected girl
children and women? Write your answer in about 200 words.

This is a typical question that figures in a Summative test or examination. Here the main aim is to
measure the extent of knowledge of the learners in the lesson tested. The answers of the learners
will be marked or graded on the basis of value points and a marking scheme. The information
collected by the teacher may not be used to diagnose the problems faced by learners or for
remediation since the test is usually conducted after completing the unit or lesson.

However, if a short quiz or test is conducted on the topic when the lesson is in progress to ascertain
the learning gaps for the purpose of providing further help to learners, it will be Formative in
nature.

So, by and large the way in which a tool is used, i.e. for enhancing learning or for ascertaining
and measuring the extent of learning, decides whether it is for Formative or Summative
purpose.

17
 What is NOT Formative Assessment?
It is seen that under the guise of continuous evaluation schools conduct a series of 'tests'.There are
tests for almost every day of the week or every month of the academic session. The argument put
forth is that it is only by conducting frequent tests that continuous assessment can be ensured.
However, such practices can hardly be called formative assessments because they are not
integrated with the teaching-learning process nor is the information collected by the teachers from
such tests effectively and systematically used for improving the teachings learning process.

Case Study
Students of Class IX are given the following project in Science:

Project on Communicable Diseases

Collect information about communicable diseases by referring to books and journals and
surfing the internet.
Present the information in a folder with illustrations, pictures and photographs.
The folders should be submitted for evaluation within 15 days.
The folders will be evaluated on the following criteria:
Content, neatness of presentation and illustration

Students complete the task individually and submit the folders by the deadline. The teacher grades
the work of the students as per the assessment criteria.

Questions:
Is it a good formative task?
How are the students helped by the teacher and peer groups in doing the task?
What are the objectives of the project?
– To assess the student's ability to collect information and present it?
Or
– To enable the students to deepen their learning?

If the purpose is to help the learners acquire a deeper understanding of the topic of the project then
the project should be organized differently.
The teacher should discuss the project with the learners.
They explore ways in which information could be gathered, understood and adapted.
Provide scope for group work so that learners study the topic collaboratively and help and
support each other.

18
 The teacher should monitor the entire process at regular intervals, giving feedback for
correction, modification and refinement.
Besides submitting a folder, the learners are also required to make a presentation to the class
or take a viva voce.
Assessment is done by involving the learners in peer assessment.
The information gathered by the teacher and the learners is used to improve and further the
teaching-learning process.

One major concern with regard to such projects and assignments is that the teacher has very little
scope to ensure that they are done by the students themselves. It is now common knowledge that
projects and assignments can be 'bought' from shops. Instances of parents doing the projects are
also not uncommon. Furthermore, downloading information from the internet also leads to very
little learning.

Hence, to use projects and assignments as effective tools of formative assessment, the teacher
should take certain precautions:
Ensure that the learners do the task in the school itself under the direct supervision of the
teacher.
Discuss the project with the learners and monitor their progress at every stage.
Involve them in the assessment process through self and peer assessment.
Give descriptive feedback as an instructional strategy to move students forward in their
learning.
Help students link their classroom learning with the task and their experience.
Follow it up with activities like revisiting some of the concepts, explanations etc.

What does the Manual contain?

After the introduction of CCE in schools affiliated to CBSE in class IX during 2009-10, the Board
found it necessary to provide a holistic picture of CCE to all the stakeholders, particularly the
teachers. Hence a Teacher's Manual on Continuous and Comprehensive Evaluation - Class IX and
X was brought out. Apart from giving detailed information about the scheme of CCE,
fundamentals of assessment of co-scholastic and scholastic areas, dimensions of school-based
assessment and tools and techniques of evaluation for formative and summative purposes have
also been included in the manual.

19
As a sequel to this publication, the Board decided to bring out a series of manuals to provide
exemplar and illustrative materials on Formative Assessment in Languages, Mathematics, Science
and Social Science for classes IX and X. The board has received comments and suggestions on the
FA manuals from the stakeholders since their publication and hence decided to revise them. A
comprehensive feedback on each and every activity/task was collected from the teachers of the
schools affiliated to the Board and this revised edition is a result of that feedback.

We aim to strengthen the formative assessment and provide the teachers, detailed guidelines and
support material for formative assessment through the manuals.

Objectives of the Manual on Formative Assessment

1. To clarify the concept of formative assessment within the broad framework of CCE.
2. To integrate formative assessments (FA 1, FA 2, FA 3 & FA 4) with the materials prescribed
and classroom procedures.
3. To help teachers and learners use formative assessment for enhancing the teaching-learning
process.
4. To provide a rich source of formative assessment tasks for the units/ lessons in Languages,
Mathematics, Sciences and Social Sciences for classes IX and X.
5. To help teachers use the Formative Assessment tasks given in the manuals for generating
further tasks on their own.
6. To enable teachers to gain conceptual clarity with regard to Formative Assessments.
7. To motivate teachers to build their capacity to add value to materials and methods.
8. To help teachers plan and manage time effectively.
9. To provide guidelines to schools to record Formative Assessments in a systematic manner.
10. To provide scope for teacher development in the area of assessment as well as for
consultations and enrichment.
11. To initiate a healthy and meaningful interaction between different stakeholders on CCE and
the place of formative assessment in this scheme.
12. To make the teaching - learning process enjoyable for both the teachers and the learners.

20
 How to Use this Manual?
This manual contains a number of Formative Assessment tasks for classes IX and X in all the main
scholastic subjects. Teachers can use them in a planned manner not only to assess learning but also
to enhance the effectiveness of their own teaching. Some suggestions for the effective use of
formative tasks are given below:

a) Planning
At the beginning of the academic session teachers of the same subject may consult each other
and draw out a plan of formative assessment for the entire session. A suggested annual
planner is given for each subject in the manual. The annual plan drawn up by each school
should include the following details:

– The number of formative tasks to be used for FA 1, FA 2, FA 3 and FA 4. (The number of

tasks should not be less than the minimum suggested)

– The identified tasks from the manual (Teachers are, however, free to add their own
tasks to the ones given in the manual)

– While deciding/choosing the tasks, care should be taken to select a variety so that
knowledge and skills are covered comprehensively and there is no scope for monotony
to set in. For example, in languages, the different skills like reading, writing, speaking
and listening and language areas like literature and grammar have to be covered in
formative assessment. The plan could distribute tasks over the four formative
assignments in such a way that all these aspects are assessed at least twice or thrice in a
session. Similarly the tasks may be chosen in other subjects in such a way that they
assess different skills and competencies using a variety of modes of assessment.

b) Classroom Strategies
Since the tasks are to be integrated with classroom instruction, teachers have to embed them
in their lesson plans.
Task specification as given in the manual may be used by teachers in the following manner:

Learning Outcomes:
Identifying the learning outcomes for each task helps teachers and learners in developing a
focus. They are also meant to be kept in mind at the time of assessment.

21
 Procedure:
A task may need some preparations on the part of the teacher. These are included under
'Procedure'. The different steps to be followed, precautions to be taken and suggestions for
collecting information are also provided under this heading.

Assessment Criteria
In order to make the assessment objective and systematic, specific criteria have been
provided for each task. It is essential that the teachers put up these criteria or read them out to
the class before commencing a task. Learners should know on what basis they will be
assessed. It will also give them task clarity. The scores obtained by students in each of the
tasks conducted must be recorded. The record of assessment should also be maintained.
Wherever a written product emerges, it may be made part of the student portfolio.

Feedback/Follow up
This is a crucial stage in formative assessment. The performance of students gives valuable
information about their understanding, conceptual clarity, problems faced and gaps in
learning. Based on this information, teachers could give feedback and undertake follow up
activities for remediation and enrichment. The information will also enable teachers to
modify their practices for enhanced effectiveness of learning.

Some Challenges
Teachers may face certain challenges in integrating formative assessment with teaching. This may
be due to:
Large class size.
Scarcity of time.
Constraints imposed by logistics.
Some suggestions:
Strategy to assess group/pair tasks.

With the help of proper planning these challenges could be overcome.

Large Class Size

Choose tasks that involve group work and pair work.
Tasks that require written answers from the learners could be peer assessed.
Answers to MCQs and other objective type questions could be marked by students
themselves by exchanging their work sheets as the teacher calls out the answers.

22
 All the students in a class need not be assessed in one period. It means that the tasks may be
distributed among groups of students so that the teacher is able to assess them in different
periods. The implication is that in large classrooms all the students need not be assessed in all
the tasks/activities. By planning the tasks/activities carefully, all the skills can however be
covered by rotating them among groups of students.

It follows from this that all the students need not be involved in the same task at a time. In
order to cater to multiple intelligence, teachers could adopt a flexible approach with regard to
assigning tasks to students. For instance, students good at written work may be given tasks
different from those good at practical work.

While framing the time table some double periods could be provided in each subject. Tasks
involving debates, presentations, group discussions, dramatization, role plays etc could be
conducted during the double periods.

Time Management

Since the number of teaching periods for each subject is pre-determined, teachers may feel that
conducting formative assessment tasks within the allotted periods may prove to be difficult.
However, it is to be borne in mind that formative assessment is to be built into the teaching-
learning process and it only represents a change in the methods to be adopted for curriculum
transaction. By reducing explanations and frontal teaching, adequate time could be found for tasks
and activities.

Some other suggestions are:

Proper planning will result in efficient time management.

Complete the preparations for each task well before the class begins so that there is no
wastage of time.

Use self and peer assessment strategically.

Train learners in the initial part of the term to collaborate with each other and the teacher.
Over a period of time they will be able to maintain efficiency and a brisk pace.

It is essential that the scoring sheet with names of students is prepared at the beginning of the
academic session as per the annual plan. Columns for FA 1, FA 2, FA 3 and FA 4 may be
provided along with details of the tasks selected for each assessment and the maximum
marks so that recording of scores does not take too much time.

Train the students in maintaining their portfolios. A folder may be maintained for every
subject in which the best written products could be filed by each student. When students are

23
 helped to take responsibility for record keeping, it will ease some burden on the teachers
besides leading to better time management.

Logistics
Photocopying of worksheets may not be feasible in all schools. Teachers have to adopt a few
strategies to overcome this problem.

Suggestions:

Only elaborate worksheets and those with diagrams and pictures need to be photocopied.

Wherever possible, the worksheet may be put up on the blackboard.

If technology is accessible, worksheets could be projected with the help of an LCD projector.

MCQ's and objective type questions could be read out and students instructed to write only
the answers on a sheet of paper.

Instructions for pair work, group work and whole class work could be read out once or twice.

Share with the Principal and school administration the requirement of photocopies in
advance so that the school makes adequate arrangements.

Always use both sides of the sheet of paper for photocopying. It may mean that more than
one task is photocopied on a single sheet. After the students complete one task the sheets may
be collected and redistributed for the next task.

Whenever possible, worksheets could be shared by two or more students.

Train the students to observe economy in the use of paper/ worksheet.

Strategy to assess group/pair tasks

Initially teachers may find it a little difficult to assess group/ pair tasks because the product is
usually from more than one student.

Some suggestions to help the teachers in this regard:

Wherever possible group and pair tasks could be broken down into smaller areas and each
member of the group could be assigned an area.

Where the above is not feasible, the contribution of each student to the group work has to be
observed and monitored.

24
 opportunity to present the group's views.

Group tasks may be assessed for the entire group/pair. It means that members of each group
may get the same mark/grade. However, in pair tasks it is easier to assess the performance
individually.

Since formative assessment is informal, group tasks may be assessed on broad parameters
such as participation, contribution and effectiveness of each member of the group.

It is necessary that the teacher monitors group tasks properly to ensure that every student is
participating and no student dominates.

Conclusion

This document emphasises teacher-preparedness, planning and co-ordination. It is suggested that

at the time of preparing an annual plan, the Principal interacts with each subject committee and
helps the teachers prepare a plan of action, ensuring that assessment is integrated with the
teaching-learning process.

It may be necessary to prepare detailed lesson plans for each unit/ lesson besides the overall plan
for the first and second term. While the lesson plan should essentially be an innovative tool evolved
by each teacher depending on the concepts to be taught, the needs of the learners and other socio-
cultural factors, it is perhaps advisable to include certain broad areas in the lesson plan to make it
reflect the integration of continuous and comprehensive evaluation. While these broad areas,
along with the format of the lesson plan could be decided by each school, the following
components could be included to ensure holistic planning:
Content/topic/lesson.
Concepts/skills.
Instructional Objectives.
Levels – entry, process, integration, exit.
Tools of assessment with specific questions.
Remediation.

It is also suggested that the formative tasks may be assessed for ten marks or multiples of ten to
facilitate easy calculation of weightage. Similarly, self evaluation by students could be encouraged
by integrating ICT and developing student self-access tools. While it provides ample scope for

25
learner autonomy, it also reduces the burden on the teachers. Finally a word about projects. This
document specifies that projects should, as far as possible, be done in the school itself. But certain
projects that call for extensive research and work involving hands and using different materials,
may be difficult to be carried out within school hours. Since the main concern is about the
genuineness and credibility of the work submitted for assessment by the students, if adequate care
is taken by the teacher in monitoring the project work, students may be allowed to do some part of
it outside school. By making the projects realistic and simple, teachers can ensure authenticity of
the work of students.

26
 Description of Formative Assessment
Tasks and Rubrics for Assessment:
1. Class work/Assignments

This is a part of regular teaching learning of Mathmatics. As a part of classwork, teacher may
give class worksheets, MCQ worksheets etc. To give enough practice to students and
assignments can be given. Assignments may contain questions other than the prescribed text
book. It may include all types of questions viz. short/long/MCQ etc. which would test
knowledge, understanding and application of concepts taught.

Sample Rubric for C.W/Assignment Assessment

Parameter Observation Points Marks alloted

Periodicity Work is submitted on time On the basis of rating scale
regularly 3 2 1
Always
Regular Irregular
regular
Maintenance Neatness/Presentation 1 Mark
Accuracy Correctness 1 Mark

2. Mathematics Laboratory Work:

Work done by students in the Maths lab is a part of Formative assessment. It is further
divided into two parts:

lMaths activities: As prescribed in CBSE Mathematics laboratory Manual

lMaths Project Work: Some projects are suggested in the CBSE Mathematics laboratory
Manual as well as in the present Manual. Apart from this teacher may select any Maths
project in at least one Formative assessment duration.

27
 Sample Rubric for Recording Math Lab Activity Work (15 Marks)

Lab Ethics (Parameters) Performance of Activity File Record (Parameters)

(1 Mark each) Scale 5 to 1 (1 Mark each)

Brings material for activity Able to explain concept correctly Index/Cover

after completion (5)
Or
Complete activity in the class
independently (5)

Takes interest in class Take help and complete the task (4) Neatness

Regularly attends Math Work independently but not able to Submits work on time
lab class complete (3)
Takes care of property in Tries to perform hands on in Regularly brings file
Maths lab the lab (2)

Listens attentively during Just initiate the task allotted (1) Does correction work
demonstration (if any)

Sample Rubric for Maths Project Work (10 Marks)

Parameter Observations Points Marks

Topic Selection of Topic 1
Originality Collection of data and information 2

Presentation Creativity 2

Conclusion Inference and Mathematics 2

Viva Explanation 3

3. Creative Activities:
This may include atleast one of following in each formative assessment duration.
l Oral assessment l Quiz
l Discussion l Presentation by students
l Making of charts/material l Role Play
l Mathematical games l Math Magazine
l Self composed Math Poem l Model Making
l Any other
Note: Teacher may plan assessment rubric according to the activity taken.

28
Sample Rubric for Oral Assessment and Recording Oral task

Parameter Observations Points

Participation Raise questions

l

Response Give response

l to questions asked by the teacher

Correct Knowledge Answers/responses

l are correct

Confidence/Expression Able to
l express knowledge gained

Note: Teacher may prepare a rating scale for awarding marks.

Recording Oral Assessment Task:

Teacher may take a recording sheet for noting the observations while oral assessment process is on.
Ticks/Cross can be marked in the respective columns according to the student's response in
formative assessment duration. On the basis of observations, marks may be allotted.

Formative Assessment:__________________ Class/Sec.:________ Task Oral Test:__________

Roll Class Response (5 Marks) Teacher's
Name of Student
No. Remark
Participation Response Correct Knowledge Confidence/Expression
(1 Mark) (1 Mark) (2 Marks) (1 Mark) 5

10

29
Important Notes:

It is recommended that teachers choose the formative tasks and number of tasks per unit or
chapter judiciously so as to cover a variety of skills and learning objectives.

It is not necessary that all the tasks suggested for each chapter/unit be conducted in class and

Formative Assessment
nor is it necessary for all tasks/activities to be assessed or marked. However, students should
be aware of the activities/tasks which will be considered for assessment.

Activities should be built into the teaching-learning process and be a seamless part of the
classroom process.

The marks for each task may be decided by the teachers; however, the weightage for each
Formative Assessment should be calculated for 10%.

All activities related to Formative Assessment such as language games, quizzes, projects, role
plays, script writing etc. must be done as 'in class' and 'in school' activities, supervised by the
teacher.

The Portfolio can include:

Photographs: Provide an insight into the child's emotional, social and psychological aspects
of development.

Paintings and other examples of artistic endeavour: Provide evidence of a learner's abilities,
thoughts and attitudes.

Audio-Video Recordings: Specific situation or over a time span to cover important processes
and aspects that can be recorded and analysed later.

Self-Assessment Sheets: Portfolio to provide evidence of the learner's self-evaluation.

Peer Assessment Sheets: Excellent for assessing team and group based activities, social
projects and peer related behaviour. Can be incorporated into the learner's Portfolio to
provide evidence of the learner's Life skills.

Parent Assessment Sheets: Can be incorporated into the learner's Portfolio to provide
evidence of evaluation done by the parent.

For more information on Portfolio please refer to CCE Manual.

30
 CHAPTER–1
REAL NUMBERS
Learning Outcomes: The students will be able to
 revisit Number Systems from Naturals to Real Numbers.
 learn Euclid's Division Lemma.
 understand and apply Euclid's Division algorithm for finding HCF of two numbers.
 understand Fundamental theorem of Arithmetic.
 find HCF and LCM using prime factorization.

 prove 2, 3 etc. as irrational numbers.

 revisit decimal expansion of real numbers.
 find the condition on rational numbers to have terminating decimal expansion.

Suggested Formative Assessment Tasks

Task–1: Crossword Puzzle Worksheet

Topic Real Number

Content Coverage Whole Chapter

Learning Outcomes Learn the basic concepts related to the chapter.

Task Crossword Puzzle

Execution of Task This task may be performed in the classroom.

Students can be given the photocopy of the
worksheet.

Duration 10–15 minutes

Criteria for assessment  Time involved in solving the worksheet

 Rating scale for the worksheet

Follow up Practice worksheets

31
Crossword Puzzle Sheet

Across

4. Fundamental theorem of ______________ states that every composite number can

be uniquely expressed as a product of primes, apart from the order of factors.

7. The ____________ factorization of composite numbers is unique.

10. _____________ numbers have either terminating or non–terminating repeating

decimal expansion.

Down

1. ____________ is a sequence of well defined steps to solve any problem.

2. Numbers having non–terminating, non–repeating decimal expansion are known

as____________

3. A proven statement used as stepping stone towards the proof of another statement
is known as ____________

5. Decimal expansion of 21/35

32
6. The _______________ expansion of rational numbers is terminating if the
denominator has 2 and 5 as its only factors.

8. ____________ division algorithm is used to find the HCF of two positive numbers.

9. For any two numbers, HCF × LCM = _____________ of numbers.

Rating Scale

Knowledge Check Yes No

1. Euclid's division lemma

2. Fundamental theorem of arithmetic

3. Decimal expansion of rational nos.

4. Decimal expansion of irrational nos.

5. Relation between LCM, HCM & two numbers

Answer:

33
Task–2: Quiz/Oral Assessment

Topic Real Numbers

Nature of task Post Content

Content Coverage Whole Chapter

Learning Outcomes The students will be able to:

 learn basic Number system concept.
 apply of Euclid's Division algorithm for finding
HCF of two numbers.
 apply Fundamental theorem of Arithmetic and its
application in finding HCF/LCM.
 understand decimal expansion of real numbers.

Task Quiz/Oral assessment

Execution of task This task may be performed in 2 periods after the

completion of the chapter. The class may be divided in 4
teams (Ramanujan, Aryabhat, Thales, Euclid). The
teacher can keep writing the scores on board after each
round.

Duration 2 periods

Assessment: Make Score Board

Rounds Euclid Thales Ramanujan Aryabhatt
1. Rapid
Fire
2. Buzzer
Round
3. Question
Framing
Total

34
 Suggested Rounds and Questions for the Quiz

Rapid Fire Round:

1. is irrational – True of False.

2. Exponent of 2 in prime factorization of 32 is ____________.

3. H.C.F of two co–prime numbers is ________________.

4. L.C.M. of two co–prime numbers is _______________.

5. If p and q are co–primes, then p2 and q2 are co–prime – True or False.

6. What are the probable factors of denominator of rational number having

terminating decimal expansion?

7. Decimal expansion of a rational number is _____________.

8. Mathematician famous for giving the division algorithm is _____________.

9. Least prime number is ______________.

10 Least composite number is _______________.

11. 5x always ends in the digit ________________.

12. For what value of n, 5n2n ends in 5?

13. Decimal expansion of an irrational number is _______________.

14. Rationalizing factor of 1/ 2 is ________________.

15. Decimal expansion of 9/15 does not terminate – True or False.

Buzzer Round:

The team which finishes the question will press the buzzer. For each correct answer 10
marks will be awarded.

1. There is a circular path around a sports field. Preeti takes 18 minutes to drive one
round of the field, while Suman takes 12 minutes for the same. Suppose they both
start at the same point and at the same time, and go in the same direction. After
how many minutes will they meet again at the starting point?

35
2. Two tankers contain 616 litres and 32 litres of petrol respectively. Find the
maximum capacity of container which can measure the petrol of either tanker in
exact number of times.

3. Find the HCF of 12576 & 4052.

4. Find LCM of 867 & 255.

Framing Question Round:

Each team would be asked to frame questions based on the Chapter. They would be
given 5 minutes to prepare a presentation on explaining the questions and solution.

Marks for this round would be on the basis of (1) Originality (3)

(2) Questions framing (3)

(3) Explanation (4)

Task–3: Multiple Choice Questions

Topic Real Numbers

Nature of task Post Content

Content Coverage Complete Chapter

Task MCQ

Execution of task Printed assignment may be given after completing the

chapter. After completion of worksheet, teacher can ask
children to interchange their sheets & a quick evaluation
can be done by class discussion

Duration 10–15 minutes.

Assessment Criteria Teacher may prepare a rating scale according to the

marks assigned to this task.

36
 WORKSHEET
Multiple Choice Questions
Choose the correct option
1. 5–3–2 is:
a) a rational number b) a natural number
c) equal to zero d) an irrational number
7
2. The rational number 22 × 53

a) terminates after three decimal places

b) terminates after four decimal places
c) is non-terminating, repeating decimal
d) is non-terminating non-repeating decimal
63
3. The decimal expansion of 72×175 is:

a) terminating b) non–terminating
c) non terminating and repeating d) non-terminating, Non-repeating

4. If HCF and LCM of two numbers are 4 and 9696, then the product of the two
numbers is:
a) 9696 b) 24242
c) 38784 d) 4848

5. 2 + 3 + 5 is a/an:
a) natural number b) integer number
c) rational number d) irrational number

9 3 49 2x–6 7 9
6. If × = , the value of x is:
7 81 9

a) 12 b) 9
c) 8 d) 6

7. The number. 211 2111 21111 211111........ is a:

a) terminating decimal

37
 b) non–terminating repeating decimal
c) non–terminating decimal which is non–repeating
d) None of the above

8. If (m)n = 32, where m and n are positive integers, then the value of (n)m is:
a) 32 b) 15
c) 10 d) 25
p
9. The number 0. 57 in the form (q 0) is:
q

19 57
a) b)
35 99
57 19
c) d)
95 30

10. If m = pq3 and n = p3q2 HCF (p, q) = 1, then H.C.F. (m, n) is

a) pq2 b) p2q2

c) p3q3 d) p3q2

11. Any one of the numbers a, (a + 2) and (a + 4) is a multiple of:

a) 2 b) 3

c) 5 d) 7

12. If p is a prime number and p divides k2, then p divides:

a) 2k2 b) k

c) 3k d) 4k2

13. Which is not a rational number?

a) 1.737373 b) 0. 02
9
c) d) 0.010010001...
3

14. To make 2 + 3 rational, the irrational number to be added is

a) –2 b) 2– 3

c) 3 d) 2− 3
38
15. The number of consecutive zeros in the number 24 × 33 × 52 × 7 is

a) 4 b) 3

c) 2 d) 1

Task–4: Assignment

Topic Real Numbers

Nature of task Post Content

Content Coverage Complete Chapter

Task Assignment (Short/Long questions)

Execution of task Printed assignment may be given after completing the

Chapter or the teacher may dictate the questions.

Duration 2 days

Assessment Criteria Follows Rubric for Assignments

Follow up Reference material in the form of important points to

remember can be given as a support material.

Short and Long Questions

1. Show that only one out of a, a + 2 and a + 4 is divisible by 3.
1323
2. Without actual division find whether the rational number has a terminating
63 x35 2
or a non–terminating decimal.

3. If LCM (480, 672) = 3360, find HCF (480, 672).

4. Prove that 7 – 5 is an irrational number.

5. Show that product of three consecutive natural numbers is divisible by 6.

𝑝
6. Express 0.69 as a rational number in form.
𝑞

7. Show that the number of the form 7n, n N cannot have unit digit zero.

39
8. Using Euclid's Division Algorithm, find the HCF of 9828 and 14742.

9. In a morning walk, 3 persons step off together, their steps measuring 40 cm, 45 cm
and 50 cm respectively. What is the minimum distance each should walk so that he
can cover the distance in complete steps.

10. Determine between which two consecutive integers the following irrational
numbers lie.

i) 5

ii) 10

iii) 20

Task–5: Remedial Worksheet

Topic Real Numbers

Nature of task Delivery of content/Post content

Content Coverage Whole chapter

Learning Outcomes The students will be able to revise specific topics based
on individual needs.

Task Need based worksheets

Execution of task After diagnostic test and before taking remedial test,
teacher should take all possible measures and remedies
in the teaching process which could be:
a) Category wise remedial classes–not more than 5 to
10 students in each class.
(With the large class size, this could better be
achieved with group work. Teacher can divide the
class in small groups of 4–5 students, in each group
there should be one good performer who can help
out other members of his/her group who are
comparatively under achievers (based on the result
of diagnostic test, class observation).

40
 b) Personal and individual attention by teacher.
c) No humiliation
d) Carefully devised special UAA (Under achievers'
assignment) – Simpler–Simple–Complex
e) Read–Re–read–Write–Re–Write–Reproduce–Drill.
f) Group studies; group learning.
g) Micro–notes.
h) Teaching selected portion of syllabus only.
For taking remedial tests teacher may group up
children facing same problems & should prepare
each group's need based worksheets.

Duration Need based

Assessment Criteria  Observation of group based remedial teaching.

 Rubric for remedial worksheets.

Follow up Remedial practice sheets of subtopic and frequent

retests.

Remedial Worksheet

1. Learn statement of Euclid's Division Lemma. Euclid Division Lemma states that
__________________________________________.

2. Given positive integers a and b, there exist unique integers q and r satisfying a = bq
+ r, ______________________ (Write other condition).

3. Complete the missing steps.

Use Euclid's algorithm to find the HCF of 324 and 12084.

Since 12084 > 324, by Euclid's division lemma 12084 = 324 x 37 + 96.

Since remainder 0, again by division lemma. 324 = 96 x 3 + 36.

Remainder = 36, 96 = __________ x ___________ + __________

_____________, 36 = __________ x ___________ + __________

41
 _____________, 24 = _____12_____ x _____2_____ + _____0_____

_____________, HCF (12084, 324) = ______________

4. The fundamental theorem of arithmetic states that every composite number can be
expressed as ____________________ and this factorization is _________________
apart from ______________________.

5. For any two positive integers a and b, HCF (a, b) x LCM (a, b) = a x b. Find HCF of
96 and 404 by division lemma and hence find LCM.

Step 1: HCF of 96 and 404

_________________________________________________________________________

_________________________________________________________________________

HCF =

_________________________________________________________________________

Step 2: Use the above formula to find LCM.

_________________________________________________________________________

_________________________________________________________________________

LCM =

_________________________________________________________________________

6. Complete the following factor tree.

85
3

17

42
 23
7. The decimal representation of will (i) terminate (ii) terminate after 3 decimal
23 52
places.

Reason

(i) _______________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

(ii) ______________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

8. Application of fundamental theorem of Arithmetic.

i) 7 × 11 × 13 + 13
= 13 (________7x11______ + _______1_______)
= 132 × 2 × 3 = __________________________________
Is this factorisation unique. (Y/N)
So, the given expression is a __________________ number.

ii) 5 × 7 × 13 + 5
= ______________________________
= _____________________________
Is this factorisation unique. (Y/N)
So, the given expression is a ____________________ number.

iii) 8×7×6×5×4×3×2×1+6×4×3
= ___________________________ (take 6 × 4 × 3 common)
= ____________________________ (factorise 561)
= ____________________________ (observe the product)
In this factorisation unique? (Y/N)
So, the given expression is a ___________________ number.

43
9. Proof of 2 is irrational.

Step 1: Let 2 be a rational number

𝑎
Let 2 = , a & b are integers b 0 a & b are co-prime
𝑏

*Applying definition of rational number (Focus on definition of co-prime

numbers they do not have common factor other than 1.)

Step 2: Squaring both sides

a2
2=
b2

a2 = 2.b2 ...(1) Observe, a2 has factor 2

a2 is divisible by 2 When a2 is even then a is also even

a is divisible by 2 ...(2) Think: 4 is even

Step 3: a is divisible by 2 we can write 2 is even

a = 2m, m N ...(3)

Step 4: Put (3) in (1)

4 m2 = 2b2

b2 = 2m2

b2 is divisible by 2

b is divisible by 2 ...(4)

Step 5: from (2) and (4), a and b have a common factor 2

This is a contradiction

Our assumption is false 2 is irrational

10. Proof of 3 is irrational

Step 1: Let 3 be rational

𝑎
Let 3 = 𝑏 , a and b are _________________

44
 b 0

a and b are __________________

Step 2: Squaring both sides

a2
3=
b2

a2 = 3b2 ...(1)

a2 is divisible by ______________________

a is divisible by ________ ...(2)

Step 3: a = 3m, m N ...(3)

Step 4: Put (3) is (1)

(______)2 = 3b2

b2 is divisible by __________

b is divisible by ____ ...(4)

Step 5: from (2) and (4), wet get

a and b have a common factor ____________

11. Develop the proof of 5 is irrational

(i) _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Step 1:

Step 2:

Step 3:

Step 4:

Step 5:

45
 𝑝
12. Remember: Let 𝑥 = be a rational number, such that the prime factorisation of q
𝑞
is of the form 2n5m, where n, m are non–negative integers. Then x has a decimal
expansion which terminates.

3 3
Consider: x= =
8 23

3×53 375
= 3 3 = =0.375
2 ×5 103

Since the denominator can be expressed in the form of 2n5m, where n, m are non
negative integers, therefore the decimal expansion of x terminates.

Check whether the following rational number will have a terminating decimal
expansion or a non–terminating repeating decimal expansion.

64
(i) = (Hint: First simplify then find factors of denominator)
455

64
= Can you express denominator in the form 2n5m?

Now Try:

29
(ii) =
343

35
(iii) =
50

77
(iv) =
210

6
v) =
15
3
Consider: 𝑥 =
80
3
= 4 = 0.0375
2 ×5

Observe that decimal expansion of x terminates after 4 decimals and the highest
value of n or m is also 4 in the denominator.

14588
Consider: x=
625

46
 14588
= = 23.3408
54

The decimal expansion terminates after 4 decimals.

Rational Number Put a () if decimal If it terminates, write

𝑎
expansion terminates and a after how many
( 𝑥 = 𝑏, b 0, a & b are
(×) if decimal expansion decimal places it
integers a & b are co- does not terminate terminates
prime)

13
(1)
3125

29
(2)
3435

177
(3)
210

23
(4)
23 52

49
(5)
27 52

7
(6)
80

13
(7)
125

120
(8)
400

47
Task–6: Project Work

Topic Real Numbers

Name of task Post Content

Content Coverage Whole chapter

Learning Outcomes The students will be able to see the interconnection of

subjects.

Task Project work

Execution of task The class may be divided into groups of 6 to 8

students (Students living in the same neighborhood
may be assigned in one group). Each group is
supposed to work as a team for the completion of
project. Few members can take responsibility of
gathering required information for the project, others
can work for making a rough draft from the gathered
information. All members should discuss the draft &
give their inputs. After finalizing, members can write
the report.
The project work completes with the submission of
report. A small seminar could be conducted where the
team leader should present their work to the complete
class.

Duration 10 to 15 days

Assessment Criteria The project work could be assessed according to the

following parameters:
 Team Sprit
 Identification of project
 Procedure adopted
 Preparation of Report
 Class presentation of the work

48
Suggested Projects

Maths Vs Computers

 Algorithm are the base of all computer programs. Make a flow chart to elaborate
and explain Euclid's Algorithm. Take help of computer science seniors/friends
/teacher to convert your flowchart into a computer program to ease your
calculation work.

 Find out more about the golden ratio and its significance in nature.

 Using Art with Math – The Math Journal

Journals are important elements in education system. When completed, the Math
Journal looks like an ancient book that is full of mysterious and amazing secrets and
discoveries! It's an exciting and fun project that appeals to all students.

49
 The journal should contain the following articles:

 Evolution of Number System-Journey from Counting numbers to Real numbers.

Use your imagination and other skills to draw pictures to support your write up of
this journey.

 Find out more about the ancient number systems (Egyptian, Chinese etc.)

50
Will this journey move further after real number system? What do you think?

 Properties of Real number system (Support with explanation and examples).

 Real number game/activity
 Real life problems

Teacher can organize an art show in the school for journal exhibition!!

51
 CHAPTER–2
POLYNOMIALS
Learning Outcomes: The students will be able to
 review polynomial, degree, coefficients, constant, zeroes, factors

 learn geometrical meaning of zeroes of a polynomial

 review and recall splitting the middle term of a quadratic polynomial

 learn to verify relationship between zeroes and coefficients of a polynomial

 learn to find remaining zeroes of a bi quadratic polynomial if two of its zeroes are
given

Suggested Formative Assessment Task

Task–1: Think and Tell

Topic Polynomials

Nature of task Warm up

Content Coverage Polynomial, degree, coefficients, constant, zeroes, factors,

types of polynomials

Learning Outcomes The students will be able to revise earlier learnt basic
concepts

Task Think and tell

Execution of task Teacher will make two boxes on the black board
containing variables and constants. Students would be
then asked questions on making a polynomial (different
types, degree, coefficients etc.)

Duration 1 Period

Assessment Criteria It is not necessary to give marks for this assessment. It

52
 may be used as a starting exercise of chapter.

Follow up Students may be suggested to refer their previous year

NCERT text book for details.

Warm up Task:

1. Use the given constants and variables and make 3 polynomials

Constants Variables
1–7 5 x y z t
15, 5 2 p

2. Complete the entries

p(x) = 5x7 – 6x5 + 7x – 6 Coefficient of x5 =

Degree of p(x) =
Constant term =
Number of terms =

t(x) = 17x2 + 7x – 6 Constant term =

Number of terms =
Coefficient of x =
Degree of t (x) =

3. Justify the following statements with examples:

a) We can have a trinomial having degree 7.

b) The degree of a binomial cannot be more than two.

53
 c) There is only one term of degree one in a monomial.

d) A cubic polynomial always has degree three.

4. Sieve polynomials from the given box into a new box. Justify why some of them
are not polynomials?

2 4 4x+5x2+9 4𝑥 2 + 5𝑥– 6
𝑥

5 × 3 – 4x + 6 6 5x–1 𝑥
𝑥– 2

14y 4q+q½, q is 17z2 + 7 9x7 + 𝑥

variable

9x3 – 19x–3 8c – 5 17 3x2

-1
(Z+1)

Task–2: Explore the Graphs

Topic Polynomials

Nature of task Content

Content Coverage Graphical representation of zeroes of a polynomial

Learning Outcomes The students will be able to read graphs of polynomials

54
 and tell the number of zeroes and values of zeroes

Task Explore the graphs

Execution of task Teacher may draw graphs on the board or prepare a

class worksheet for students which may be given to
them.

Duration 1 period.

Assessment Criteria The task may be assessed by marks.

Follow up Remedial worksheet for practice may be given.

The zeroes of a polynomial p(x) are precisely the x–coordinates of the points, where the
graph of y = p(x) intersects the x–axis.

Observe the given graphs and fill the respective rows.

S. No. Graph of y = f(x) Number of Zeroes Zeroes

1. Graph of a
linear
polynomial

2. Graph of a
quadratic
polynomial

55
3. Graph of a
quadratic
polynomial

4. Graph of a
quadratic
polynomial

5. Graph of a
cubic
polynomial

6. Graph of a
quadratic
polynomial

7. Graph of a
linear
polynomial

56
8. Graph of
quadratic
polynomial

Task–3: Zeroes and Coefficients

Topic Polynomials

Nature of task Content

Content Coverage Zeroes and coefficients of polynomials

Learning Outcomes The students will be able to verify the relationship

between zeroes and coefficients of a polynomial

Task Explore the graphs

Execution of task Teacher may explain the concept in the classroom and
then assess students' knowledge by giving a class
worksheet to be completed in 15 minutes in the end of
the period or the beginning of next class.

Duration 1 period

Assessment Criteria The task may be assessed by marks

Follow up Review of concept

OR
Remedial worksheet for practice may be given.

Chapter Polynomials: ax2 + bx + c, a 0, a, b, c are real numbers in a quadratic polynomial

−b
Sum of zeroes = – coefficient of x / coefficient of x2 = a
c
product of zeroes = constant term / coefficient of x2 = a

57
Quadratic Polynomial Factorization by Zeroes Verification
splitting the
middle term

1. x2 + 7x + 10 Sum of Zeroes =

Product of Zeroes =

2. x2 – 3x – 28 Sum of Zeroes =

Product of Zeroes =

3. 3x2 – x – 4 Sum of Zeroes =

Product of Zeroes =

4. x2 – 8x + 12 Sum of Zeroes =

Product of Zeroes =

5. x2 + 3x – 10 Sum of Zeroes =

Product of Zeroes =

58
Task–4: Multiple Choice Questions

Topic Polynomials

Nature of task Content Delivery

Content Coverage Polynomial, degree, coefficients, constant, zeroes, types

of polynomials

Learning Outcomes  Review polynomials, degree, coefficients, constant,

zeroes.
 Revise splitting the middle term of a quadratic
polynomial

Execution of task Printed sheet of MCQ may be given to student during

the content delivery

Duration 15–20 minutes

Assessment Criteria Teacher may assign marks according to rating scale.

WORKSHEET
Multiple Choice Questions

1. The degree of the polynomial whose graph is given

below is:

a) 1 b) 2

c) 3 d) cannot be found

2. If the sum of the zeroes of the quadratic polynomial

3x2 – kx + 6 is 3, the value of k is:

a) 3 b) –3 c) 6 d) 9

3. The other two zeroes of the polynomial x3 – 8x2 + 19x – 12 if one of its zeroes is x =
1, are:

a) –3, 4 b) –3, –4 c) 3, –4 d) 3, 4

59
4. The quadratic polynomial, the sum and product of whose zeroes are –3 and 2 is:

a) x2 + 3x – 2 b) x2 – 3x – 2 c) x2 + 3x + 2 d) x2 – 3x + 2

5. The third zero of the polynomial x3 + 7x2 – 2x – 14, if two of its zeroes are 2 and
− 2, is:

a) 7 b) –7 c) 14 d) –14

5 5
6. If and − are two zeroes of the polynomial 3x4 + 6x3 – 2x2 – 10x – 5 then its
3 3

other two zeroes are:

a) –1, –1 b) 1, –1 c) 1, 1 d) 3, –3

7. If a – b, a and a + b are zeroes of the polynomial x3 – 3x2 + x + 1 the value of (a + b)

is:

a) 1 2 b) –1 + 2 c) –1 − 2 d) 3

8. A real numbers is called a zero of the polynomial f(x), then

a) f( ) = –1 b) f( ) = 1 c) f( ) = 0 d) f( ) = –2

9. Which of the following is a polynomial?

1
a) 𝑥2 + 𝑥 b) 2𝑥 2 – 3 𝑥 + 1

c) 3𝑥 2 – 3𝑥 + 1 d) 𝑥 2 + 𝑥 –2 + 7

10. The product and sum of zeroes of the quadratic polynomial ax2 + bx + c
respectively are:

b c c b c c –b
a) , b) , c) 1 d) ,
a a a a b a a

11. The quadratic polynomial, sum and product of whose zeroes are 1 and –12
respectively is:

a) x2 – x – 12 b) x2 + x – 12 c) x2 – 12x + 1 d) x2 – 12x – 1

60
12. If the product of two of the zeroes of the polynomial 2x3 – 9x2 + 13x – 6 is 2, the
third zero of the polynomial is:

3 3
a) –1 b) –2 c) d) −
2 2

13. If one zero of polynomial f(y) = (k2 + 4) y2 + 13y + 4k is the reciprocal of the other,
then value of k is

a) 1 b) –1 c) 2 d) –2

14. For what value of k is 3 a zero of the polynomial 2x2 + x + k?

a) 21 b) –21 c) 22 d) –22

Task–5: Assignment

Topic Polynomials

Nature of task Post Content

Content Coverage Complete Chapter

Learning Outcomes Review and revise the topic

Task Assignment

Execution of task To be done by students at home

Duration 2 days

Assessment Criteria It is a part of regular assessment

Follow up Suggest correction work to students (if any)

61
 ASSIGNMENT

1. Which of the following are not polynomials?

a) 3x3 + x2 + x–2 + 7 b) x2 + px + q
1
c) x2 + +7 d) 2x3 + 3x2 – 5x – 6
𝑥2

2. What do you understand by the value of polynomial at a given points?

3. If p(x) = 3x3 – 2x2 + 6x – 5, find p(2).

4. Find the quadratic polynomial whose one of the zeroes is 2 + 3.

5. Find a quadratic polynomial whose sum and product of zeroes are 2 and 3
respectively.

6. Find the zeroes of the polynomial mx2 + (m + n) x + n.

𝑚 𝑛
7. If m and n are zeroes of the polynomial 3x2 + 11x – 4, find the value of +
𝑛 𝑚

8. If a and b are zeroes of the polynomial x2 – x – 6, then find a quadratic polynomial

whose zeroes are (3a + 2b) and (2a + 3b).
1 1 14
9. If p and q are zeroes of the polynomial t2 – 4t + 3, show that + − 2𝑝𝑞 + =0
𝑝 𝑞 3

10. If (x – 6) is a factor of x3 + ax2 + bx – b = 0 and a – b = 7, find the values of a and b.

Facts Sheet

1. Polynomial of degrees 1, 2 and 3 are called linear, quadratic and cubic polynomials
respectively.

2. A quadratic polynomials in x with real coefficients is of the form ax2 + bx + c,

where a, b, c are real numbers with a 0.

3. The zeroes of a polynomial p(x) are precisely the x–coordinates of the points,
where the graph of y = p(x) intersects the x–axis.

4. A quadratic polynomial can have at most 2 zeroes and a cubic polynomial can
have at most 3 zeroes.

62
5. If a and b are the zeroes of the quadratic polynomial ax2 + bx + c, then a + b = –b/a
and ab = c/a.

6. The division algorithm states that given any polynomial p(x) and any non–zero
polynomial g(x), there are polynomials q(x) and r(x) such that p(x) = g(x)q(x) + r(x),
where r(x) = 0 or degree r(x) < degree g(x).

Carefully read points 1 and 2. Do questions given in points 3.

1. Observe the following graph of y = p(x) for some polynomials p(x).

The graph of y = p(x), cuts the x–axis at two points (3, 0) & (–4, 0) and touches the
x–axis at (–2, 0).

It will have 4 zeroes and zeroes are 3, –4, –2 and –2

2. Consider

63
 The graph of y = p(x) does not cut the x–axis, So it will not have any zero.

In general, given a polynomial p(x) of degree n, the graph of y = p(x) intersects the
x–axis at almost n points. Therefore, a polynomial p(x) of degree n has atmost n
zeroes.

3. Find the number of zeroes and zeroes of y = p(x), for some polynomial p(x) from
the following graph.

No. of Zeroes Zeroes

64
4. Splitting the middle term.

To factorise x2 + bx + c into factors of form (x + p) and (x + q), we find the numbers

p and q such that p + q = b and p × q = c.

So that, x2 + bx + c

= x2 + (p + q) x + p × q

= x2 + px + qx + pq

= x (x + p) + q (x + p)

= (x + p) (x + q)

Fill in the blank boxes

(a) x2 + 7x + 12

= x2 + x+ x + 12

= x (x + )+ (x + )

= (x + ) (x + )

(b) 6x2 + 19x + 10

Product of factors = 60

Sum of factors = 19

65
 = 6x2 + x+ x + 10

= 3x (2x + )+ (2x + )

= (3x + ) (2x + )

(c) 6x2 + 13x – 8

Product of factors =

Sum of factors =

= 6x2 + x+ x–8

= 2x (3x + ) – 1 (3x + )

= (2x – 1) (3x + )

5. Find the mistake.

(i) 2x2 – 9 – 3x (ii) 2x2 – 9 – 3x

= 2x2 – 3x – 9 = 2x2 – 3x – 9
= 2x2 + 6x – 3x – 9 = 2x2 + 6x – 3x – 9
= 2x (x + 3) – 3 (x + 3) = 2x (x – 3) – 3 (x – 3)
= (x + 3) (2x – 3) = (x – 3) (x – 3)
6. Find the zeroes of a quadratic polynomial 5x2 – 4 – 8x and verify the relationship
between the zeroes and the coefficients.

Step 1: Using splitting the middle term method factorise p(x) = 5x2 – 4 – 8x

p(x) = 5x2 – 4 – 8x

= 5x2 – x+ x–4

66
 = 5x (x – ) + 2 (x – )

= (5x + 2) ( – )

Step 2: To get zeroes p(x) = 0

________________________________________________________________

________________________________________________________________

zeroes are _________________ , _______________

Sum of zeroes = _____________ + ______________ = ..........(1)

−(Coefficient of 𝑥)
= ..........(2)
Coefficient of 𝑥 2

Compare (1) & (2)

Are they equal?

Product of zeroes = ____________ × ___________ = ..........(3)

Constant term
= ..........(4)
Coefficient of 𝑥 2

Compare (3) & (4)

Are they equal?

Product of zeroes = ____________ × ___________ = ..........(3)

67
7. Find the zeroes of x2 – 2 and verify the relationship between the zeroes and the
coefficients.

Step 1: x2 – 2 = x2 – ( )2

= (x + ) (x – ) [Which formula have you used?]

Step 2: Zeroes are __________________ and ________________________________

Step 3: Sum of zeroes = _________________________________________________

− Coefficient of 𝑥
=
Coefficient of 𝑥 2

Step 4: Product of zeroes = ______________________________________________

Constant term
=
Coefficient of 𝑥 2

Observations:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

68
 CHAPTER–3
PAIR OF LINEAR EQUATIONS
IN TWO VARIABLES
Learning Outcomes: The students will be able to

 review general form of a linear equation in two variables

 learn to frame a pair of linear equations in two variables from daily life examples

 solve a pair of linear equations in two variable graphically

 analyze meaning of type of solution (unique, infinitely many, no solution), type of

graph (intersecting lines, parallel lines, coincident lines), consistent/inconsistent

 learn to solve pair of linear equations in two variables by elimination method,

substitution method and cross multiplication method

 learn to apply the knowledge of pair of linear equations

Suggested Formative Assessment Tasks

Task–1: Forming a pair of linear equations in two variables

Topic Pair of linear equations in two variables

Nature of task Pre–Content

Content Coverage Formation of linear equations in two variables

Learning Outcomes The students will be able to convert a word problem

into a pair of linear equations in two variables

Task Forming a pair of linear equations in two variables

Execution of task To be done in the classroom. It can be done as a group

activity also. Students may work in groups of 4
students. Teacher may give one card each to one group
containing a worded Maths problem. Students will be

69
 asked to assume variable and transform the given
situation into equations. Teacher can then discuss each
situation and help them learn to find solution.
This task shall continue till all types are covered.

Duration 4 periods

Assessment Criteria It is a part of regular class assessment

Follow up Discussion and explanation in classroom. Individual

difficulties can be taken up separately.

Some Suggested Example Cards

Card 1:

Leela tells her daughter "Seven years ago, I was seven times as old were you then.
Also, three years from now, I shall be three times as old as you will be"
Transform the given situation to form a pair of linear equations n two variables.
Hint: Assume present ages of both of them and proceed.

Card 2:

The sum of the digits of a two digit number is 9. Also, nine times this number is
twice the number obtained by reversing the order of the digits. Find the number.
Transform the given situation to form a pair of linear equations in two variables.
Hint: If a two digit number is xy then how do you express it?
Recall, 26 = 2×10 + 6×1
34 = 3×10 + 4×1
43 = 4×10 + 3×1

Card 3:

The cost of 2kg of apples and 1kg of grapes on a day was found to be Rs. 160. After
a month; cost of 4kg of apples & 2kg of grapes is Rs. 300. Represent this situation
algebraically.

70
Card 4:

The coach of a cricket team buys 3 bats and 6 balls for Rs. 3900. Later, she buys 1
bat and 2 more balls of the same kind for Rs. 1300. Represent this situation
algebraically.

Like this cards can be prepared

Task–2: Graphical method of solving a pair of linear equations in two variables

Topic Pair of linear equations in two variables

Nature of task Content

Content Coverage  Plotting the pair of equations on graph

 Finding solution (if any)
 Conditions for consistency or inconsistency

Learning Outcomes The students will be able to

 plot two equations on graph
 find solution (if any)
 analyze graphs

Task Graphical method of solving a pair of linear equations

71
 in two variables.

Execution of task Teacher will explain important points about graphing

equations, labeling axes, making a table of points
satisfying each equation. Students may be given a class
worksheet to plot pair of linear equations in two
variables.

Duration 2 periods

Assessment Criteria It is a part of regular class assessment

Follow up Discussion and explanation in classroom

Solve Graphically:

i) 2x + 3y = 6
3x + 2y = 6

ii) 3x – y – 12 = 0
x – 3y + 6 = 0

iii) x + 3y = 6
2x – 3y = 12

iv) x+y=4
3x – 2y = –3

v) 2x + 3y = 6
4x + 6y = 18

vi) 2x + 3y = 6
4x + 6y = 12

Answer the following thinking questions after solving each pair of equations
graphically.

 What type of lines are obtained?

 Are the lines making a triangle with any of coordinates axes?
72
 What is the ratio of coefficients of x, coefficients of y and constant in both the given
equations?
 Is the ratio of coefficients of x and coefficients of y unequal? What do you think is
the impact of this ratio on the graph?
 What is the solution of given pair of linear equations in two variables?

Now, draw the graphs of 2x + 3y = 6 and 4x + 6y = 18 on the same coordinate plane.

What do you notice about the type of graph, type of pair of equations, solution (if any).

Task–3: Maths Lab – Graphical method of solving a pair of linear equations in

two variables

Topic Pair of linear equations in two variables

Nature of task Content

Content Coverage  Plotting the pair of equations on graph

 Finding solution (if any)
 Conditions for consistency or inconsistency

Learning Outcomes The students will be able to analyze graphs

Task Graphical method of solving a pair of linear equations in

two variables

Execution of task This task will be done in the Maths lab. Students will
draw graphs and answer the questions after each
activity. Questions may be taken as an assessment task.

Material Required 2 Graph papers, pencil, eraser, ruler

Duration 3 periods for 3 suggested activities.

Assessment Criteria Follow Maths lab rubric for assessment

Follow up Discussion and explanation in classroom

73
Activity 1
Aim

To find the condition for consistency or inconsistency for a given set of system of Linear
Equations in two variables.

Material Required

Graph paper and Geometry box

Set I 2x – y + 8 = 0, 8x + 3y – 24 = 0

Set II x + 2y = 3, 4x + 3y = 2

Procedure

Step 1: For first set of equations, make table of ordered pairs (x, y) satisfying each of
the given equations.

Step 2: Draw the graph of both the equations on the same graph paper.

Step 3: Similarly consider the second set of equations and draw the graph.

Step 4: Observe the ratio of coefficients of x, ratio of coefficients of y and ratio of

coefficients of constant terms.

Step 5: Observe the type of graph.

Step 6: Write the result.

Observation Table:

Observation Table: a1/a2 is ratio of coefficients of x in both equations, b1/b2 is ratio of

coefficients of y in both equations, c1/c2 is ratio of constant terms in both equations.

Set of equations a1/a2 b1/b2 c1/c2 Type of Type of Conclusion

graph solution

2x – y = 8
8x + 3y = –24

x + 2y = 3
4x + 3y = 2

74
After doing activity 1, answer the following questions:

Q1. Write the condition for having a unique solution in the following pair of linear
equations in two variables lx + my = p and tx + ny = r.

Q2. Without actually drawing graph can you comment on type of graph of a given pair
of linear equations in two variables?

Q3. If ratio of coefficients of x is not equal to ratio of coefficients of y in a given pair of

linear equations in two variables then what will be the type of graph?

Q4. Write two more equations of lines intersecting with 3x + 7y = 9.

Q5. Comment on type of solution and type of graph of following pair of linear of
equations:

2x – 5y = 9 5x + 6y = 8

Q6. For what value of k the pair of equations x – 2y = 3, 3x + ky = 1 has a unique

solution.

Q7. Comment on the consistency or inconsistency of a pair of linear equations in two

variables having intersecting lines on graph.

Q8. Find the value of k for which the pair of equations x + 2y = 3, 5x + ky + 7 = 0 has a
unique solution.

Activity 2

Aim:

To find the condition for consistency and inconsistency for a given set of system of
Linear Equations in two variables.

Material Required

Graph paper and Geometry box

Set I 3x – y = 2, 9x – 3y = 6

Set II 2x + 3y = 9, 4x + 6y = 18

75
Procedure

Step 1: For first set of equations, make table for each of the given equations.

Step 2: Draw the graph of both the equations on the same graph paper.

Step 3: Similarly consider the second set of equations and draw the graph.

Step 4: Observe the ratio of coefficients of x, ratio of coefficients of y and ratio of

coefficients of constant terms.

Step 5: Observe the type of graph.

Step 6: Write the result

Observation Table

a1/a2 is ratio of coefficients of x in both the equations, b1/b2 is ratio of coefficients of y in

both the equations, c1/c2 is ratio of constant terms in both the equations.

Set of equations a1/a2 b1/b2 c1/c2 Type of Type of Conclusion

graph solution

3x – y = 2
9x + 3y = 6

2x + 3y = 9
4x + 6y = 18

After doing activity 2 answer the following questions:

Q1. Write the condition for having infinitely many solutions in the following pair of
linear equations in two variables lx + my = p and tx + ny = r.

Q2. Without actually drawing graph can you comment on type of graph of a given pair
of linear equations in two variables?

Q3. If ratio of coefficients of x is not equal to ratio of coefficients of y in a given pair of

linear equations in two variables then what will be the type of graph?

Q4. Write two more equations of lines coincident with 5x + 7y = 20.

76
Q5. Comment on type of solution and type of graph of following pair of linear of
equations:

2x – 5y = 9 4x + 10y = 18

Q6. For what value of k the pair of equations x + (k + 1) y = 5, (k + 1) x + 9y = 8k – 1 has

infinitely many solutions.

Q7. Comment on the consistency or inconsistency of a pair of linear equations in two

variables having coincident lines on graph.

Q8. Find the value of k for which the pair of equations 2x + 3y = 7, (k – 1) x + (k + 2) y =

3k has infinitely many solutions.

Activity 3

Aim:

To find the condition for consistency and inconsistency for a given set of system of
Linear Equations in two variables.

Material Required

Graph paper and Geometry box

Set I x + 2y – 4 = 0, x + 2y – 6 = 0

Set II 2x + 4y = 10, 3x + 6y = 12

Procedure

Step 1: For first set of equations, make table for each of the given equations.

Step 2: Draw the graph of both the equations on the same graph paper.

Step 3: Similarly consider the second set of equations and draw the graph.

Step 4: Observe the ratio of coefficients of x, ratio of coefficients of y and ratio of

coefficients of constant terms.

Step 5: Observe the type of graph.

Step 6: Write the result

77
Observation Table

a1/a2 is ratio of coefficients of x in both equations, b1/b2 is ratio of coefficients of y in

both equations, c1/c2 is ratio of constant terms in both equations.

Set of equations a1/a2 b1/b2 c1/c2 Type of Type of Conclusion

graph solution

x + 2y – 4 = 0
x + 2y – 6 = 0

2x + 4y = 10
3x + 6y = 12

After doing activity 3 answer the following questions:

Q1. Write the condition for having no solution in the following pair of linear equations
in two variables lx + my = p and tx + ny = r.

Q2. Without actually drawing graph can you comment on type of graph of a given pair
of linear equations in two variables?

Q3. If ratio of coefficients of x is not equal to ratio of coefficients of y in a given pair of

linear equations in two variables then what will be the type of graph?

Q4. Write 2 more equations of lines coincident with 3x + 7y = 9.

Q5. Comment on type of solution and type of graph of following pair of linear of
equations:

3x – 5y = 11 6x + 10y = 7

Q6. For what value of k the pair of equations kx + 2y = 5, 3x – 4y = 10 has no solution.

Q7. Comment on the consistency or inconsistency of a pair of linear equations in two

variables having parallel lines on graph.

Q8. Find the value of k for which the pair of equations 3x + y = 1, (2k – 1) x + (k – 1) y =
(2k + 1) has no solution.

78
Task–4: Analysis of Graphs

Topic Pair of linear equations in two variables

Nature of task Content

Content Coverage  Plotting the pair of equations on graph

 Finding solution (if any)
 Conditions for consistency or inconsistency

Learning Outcomes The students will be able to analyze graphs

Task Graphical method of solving a pair of linear equations

in two variables

Execution of task After explaining the concept, a practice worksheet of 15

minutes can be given as a diagnostic purpose.

Duration 1 period

Assessment Criteria It is a part of regular class assessment

Follow up Discussion and explanation in classroom

I) Given below is a graph representing pair of linear equations in two variables.

x + y = 4, 3x – 2y = 12

Observe the following carefully...

79
  The two lines represented by given equations intersect at (4, 0) which is the
solution of given pair of linear equations in two variables.

 Coordinates of points where lines cut the y–axis are A(0, 4), and C(0, –6)

 Vertices of triangle formed by given lines and y–axis are A(0, 4) B(4, 0) and
C(0, –6)

1
 The area of triangle ABC = 2 (10×4) = 20 square units

II) Given below is a graph representing pair of linear equations in two variables.

x – y = 4, x – 2y = 4

 The two lines represented by given equations intersect at (4, 0) which is the
solution of given pair of linear equations in two variables.

 Coordinates of points where lines cut the y–axis are A(0, –4), and C(0, –2)

 Vertices of triangle formed by given lines and y–axis are A(0, –4) B(4, 0) and
C(0, –2)

 The area of triangle ABC = ½ (2 × 4) = 4 square units

III) Given below is a graph representing pair of linear equations in two variables.

x - y = 2, x+y=4

80
 Answer the following questions:

1. What are the coordinates of points where two lines representing the given
equations meet x–axis?

2. What are the coordinates of points where two lines representing the given
equations meet y–axis?

3. What is the solution of given pair of equations? Read from graph.

4. What is the area of triangle formed by given lines and x–axis?

5. What is the area of triangle formed by given lines and y–axis?

IV) What is the area of shaded region in each of the following graphs?

81
Task–5: Elimination Method (Remedial Task)

Topic Pair of linear equations in two variables

Nature of task Content delivery

Content Coverage Solving a pair of linear equations in two variables

algebraically

Learning Outcomes The students will be able to solve given pair of linear
equations in two variables by elimination method

Task Worksheet

82
 Execution of task After explaining the concept, a practice worksheet of 15
minutes can be given as a diagnostic purpose

Duration 1 period

Assessment Criteria It is a part of regular class assessment

Follow up Discussion and explanation in classroom

Task: Elimination Method

1. Consider the pair of equations

2x + 3y = 6 ........ (1)

3x – 4y = 7 ........ (2)

To make the coefficients of x same in both the equations you will multiply
equation (1) by ................... and equation (2) by .......................

Write the new pair of equations formed.

2. Consider the pair of equations

x + 3y = 6 ........ (1)

3x – 12y = 5 ........ (2)

To make the coefficients of x same in both the equations you will multiply
equation (1) by ................... and equation (2) by .......................

Write the new pair of equations formed.

83
3. Consider the pair of equations

–x + 3y = 8 ........ (1)

4x – 7y = 25 ........ (2)

To make the coefficients of x same in both the equations you will multiply
equation (1) by ................... and equation (2) by .......................

Write the new pair of equations formed.

4. Consider the pair of equations

2x + 3y = 5 ........ (1)

10x – 21y = 17 ........ (2)

To make the coefficients of x same in both the equations you will multiply
equation (1) by ................... and equation (2) by .......................

Write the new pair of equations formed.

5. Consider the pair of equations

11x + 3y = 15 ........ (1)

20x – 21y = 17 ........ (2)

To make the coefficients of x same in both the equations you will multiply
equation (1) by ................... and equation (2) by .......................

84
 Write the new pair of equations formed.

6. Solve the given pair of linear equations in two variables by elimination method.

2x + 7y = 12

5x + 2y = 14

Solution

We have 2x + 7y = 12 ...... (1)

5x + 2y = 14 ...... (2)

First of all we will make the coefficients of x same in both the given equation.

Here, we multiply equation (1) by 5 and equation (2) by 2.

We get,

10x + 35y = 60 ...... (3)

–10x + –4y = –28 ...... (4)

Subtracting (4) from (3), we get

_____________________

31 y= 32

y= 32 / 31 ...... (5)

Now, put (5) in (1) to get the value for x.

2x + 7 ( 32 / 31 ) = 12

2x + ( 224 / 31 ) = 12

2x = 12 – ( 224 / 31 )

85
2x = ( – )/

x=( / )

= /

Ans. x = / ,y= /

L.H.S. = 5x + 2y

= (370/31) + (64/31)

Like this other tasks based on substitution method and cross multiplication method can
be prepared.

Task–6: Assignment

Topic Pair of linear equations in two variables

Name of task Post Content
Content Coverage Complete Chapter
Learning Outcomes The students will be able to solve given pair of linear
equations in two variables
Task Assignment
Execution of task To be done by students at home
Duration 2 days
Assessment Criteria It is a part of regular assessment
Follow up Suggest correction work to students (if any)

ASSIGNMENT

1. Show that x = 4 and y = 5 is not a solution of pair of the equations x – 3y = 1,

2x + y = 11.

2. Solve for x and y:

6 8
𝑥 + = 3, 3𝑥 − = 5
𝑦 𝑦

86
3. If 28x + 17y = 63 and 17x + 28y = 62, find the value of x + y and x – y.

4. Show that the pair of equations 3x + 4y = 7,12x + 16y = 28 have infinitely many
solutions.

5. Show that the system of equations:

3x + 4y = 8 and 6x + 8y = 10 is inconsistent.

6. Find the value of k for which the pair of equations

2x + 5y = 0, kx + 10y = 0, has a non–zero solution.

7. Solve for x and y:

𝑥 7
+ 𝑦 = 0.8, 𝑦 = 10
2 𝑥+
2

8. Solve for x and y:

2(ax – by) + (a + 4b) = 0, 2(bx + ay) + (b – 4a) = 0

9. Solve for x and y:

5 1 6 3
+ = 2, − =1
𝑥–1 𝑦 –2 𝑥–1 𝑦 −2

10. Solve for x and y:

𝑥+𝑦 𝑥–𝑦
= 1, =5
𝑥𝑦 𝑥𝑦

11. The sum of the numerator and denominator of a fraction is 12. If the denominator
1
is increased by 3, the fraction becomes . Find the fraction.
2

12. A two digit number is four times the sum of the digits and twice the product of the
digits. Find the number.

13. Raju, a sailor goes 8 km downstream in 40 minutes and returns in 1 hour.

Determine the speed of Raju and that of the water current.

14. Income of Ritu and Renu are in the ratio 8:7 and their expenditure are in the ratio
19:16. If each saves Rs.1250, find their income.

87
15. Determine the vertices of the trapezium by drawing the graph of the equation
x = 3, y = 1, y = 3 and y = x + 1. Also, find the area of the trapezium.

Task–7: Multiple Choice Questions

Topic Pair of linear equations in two variables

Name of task Post Content

Content Coverage Complete Chapter

Learning Outcomes Mentioned earlier

Task MCQ Worksheet

Execution of task Teacher may give printed worksheets in the classroom.

It is not necessary to allot marks to this task. Answers to
questions may be discussed at the end.

Duration 1 Period

Assessment Criteria Follow rubric classwork assessment

Follow up Discussion after the test

MCQ WORKSHEET

1. The pair of equations:

3x + 4y = 18
16
4x + 𝑦 = 24 has,
3

a) No solution b) Unique Solution

c) Infinitely many Solution d) Can not say anything

9
2. If the pair of equations 2x + 3y = 7 and kx + 𝑦 = 12 have no solution, then the
2
value of k is:
2 3
a) b)
3 2

88
 c) 3 d) –3

11
3. The equations x – y = 0.9 and = 2 have the solution
𝑥+𝑦

a) x = 3.1, y = 2.2. b) x = 3.2, y = 2. 3

c) x = 2.3, y = 3.2 d) x = 2.1, y = 3

4. If bx + ay = a2 + b2 and ax – by = 0, then the value of (x – y) is:

a) a–b b) b–a
c) a2 – b2 d) b2 + a2

5. If 2x + 3y = 0 and 4x – 3y = 0, then x + y equals:

a) 0 b) –1
c) 1 d) 2

6. If 𝑎𝑥 − 𝑏𝑦 = b – a and 𝑏𝑥 − 𝑎𝑦 = 0, then value of xy is:

a) a+b b) a–b

c) 𝑎𝑏 d) − 𝑎𝑏

2 3 5 4
7. If + = 13 and − = −2, then (x + y) equals:
𝑥 𝑦 𝑥 𝑦

1 1
a) b) −
6 6
5 5
c) d) −
6 6

8. If 31x + 43y = 117 and 43x + 31y = 105, then the value of (x + y) is:
1
a) –3 b)
3
1
c) − d) 3
3

9. If 19x – 17y = 55 and 17x – 19y = 53, then the value of (x – y) is:
1
a) –3 b)
3

c) 3 d) 5

89
 𝑥 7
10. If + 𝑦 = 0.8 and 𝑦 = 10, then the value of x + y is:
2 𝑥+
2

a) 1 b) 0.6
c) –0.8 d) 0.5

11. If (6, k) is a solution of the equation 3x + y – 22 = 0, then the value of k is:

a) –4 b) 4
c) 3 d) –3

2𝑥
12. If 3x – 5y = 1, = 4, then the value of (x + y) is:
𝑥–𝑦

a) 3 b) –3
1 1
c) d) –
3 3

13. If 3x + 2y = 13 and 3x – 2y = 5, then the value of x + y is

a) 5 b) 3
c) 7 d) 11

15
14. If the pair of equations 2x + 3y = 5 and 5𝑥 + 𝑦 = 𝑘 represent two coincident
2
lines, then the value of k is:

–25
a) b) –5
2

25 –5
c) d)
2 2

15. Rs. 4,900 were divided among 150 children. If each girl gets Rs. 50 and a boy gets
Rs. 25, then the number of boys are:

a) 100 b) 102
c) 104 d) 105

90
Task–7: Remedial Worksheet

Topic Pair of linear equations in two variables

Nature of task Need Based

Content Coverage  Conditions for consistency / inconsistency

 Graphs of pair of linear equations in 2 variables

Learning Outcomes The students will be able to

 practice question based on conditions for
consistency/inconsistency
 practice questions based on graphs

Task Remedial Worksheet

Duration Individual based

Assessment Criteria This worksheet is used as a support for assessment

material for students, so there is no need for allotting
marks.

Follow up Similar questions for practice can be given to students.

1. Consider the lines represented by the equations a1x + b1y + c1 = 0

a2x + b2y + c2 = 0
Remember:
𝑎1 𝑏1
i) Lines will intersect if ≠
𝑎2 𝑏2

𝑎1 𝑏1 𝑐1
ii) Lines will coincide if = =
𝑎2 𝑏2 𝑐2

𝑎1 𝑏1 𝑐1
iii) Lines will be parallel if = ≠
𝑎2 𝑏2 𝑐2

Q. Write equation of a line parallel to the line 2x + 3y = 7 and passing through the
point (1, 0)
𝑎1 𝑏1 𝑐1
Sol. Lines are parallel if = ≠
𝑎2 𝑏2 𝑐2

91
 Apply this condition on given equation, we assume equation of the given line is 2x
+ 3y = k
Now, since line passes through (1, 0)
2+0 = k
i.e. k = 2
Equation of the required line is 2x+3y = 2

Write equations of 3 more lines parallel to the line 2x+3y = 7

(a)

(b)

(c)

Q. Write an equation of any line intersecting with the line whose equation is 2x+3y=7

𝑎1 𝑏1
Sol. Lines are intersecting if ≠
𝑎2 𝑏2

Apply this condition on given equation.

Required equation of line can be

3x + 4y = 17 Observe
2 3
≠
3 4
Write equations of 3 more such lines

(a)

(b)

92
(c)

Q. Write an equation of a line coincident to the line whose equation is 2x + 3y = 7

𝑎1 𝑏1 𝑐1
Sol. Lines are parallel if = =
𝑎2 𝑏2 𝑐2

Apply this condition on given equation.

Required equation of line can be

4x + 6y = 14 Observe
2 3 7
= =
4 6 14
Write 3 more equations

(a)

(b)

(c)

93
 CHAPTER–4
QUADRATIC EQUATIONS
Learning Outcomes: The students will be able to

 review quadratic polynomial.

 form a quadratic equation from a word statement.
 write the standard form of a quadratic equation and note the coefficient of x2, x and
constant term.
 learn to find solution of a quadratic equation by factorization method.
 learn to find solution of a quadratic equation by completing the square method.
 learn to find roots of a quadratic equation using quadratic formula.
 explore nature of roots.

Suggested Formative Assessment Tasks

Task–1: Am I a quadratic equation?

Topic Quadratic equations

Nature of task Content Oriented

Content Coverage Standard form of a quadratic equation

Learning Outcomes The students will be able to write the standard form of a
quadratic equation and note the coefficient of x2, x and
constant term

Task Am I a quadratic equation?

Execution of task To be done in the classroom.

Teacher may write some equations on board and ask
students to check which one of them can be expressed
as a quadratic equation in the standard form. Also,
student would be asked to write coefficient of x2, x and

94
 constant term.

Duration 1 Period

Assessment Criteria It is a part of regular C.W. assessment.

Follow up Discussion and explanation in classroom.

WORKSHEET

Q1. Which of the following are quadratic equations:

i) 2x3 – 3x + 5 = 0 v) x2 – 5x + 2

ii) 𝑥–x=4 vi) x4 – x2 + 2 = 0

1
iii) x3 + 3x2 + 2 = 0 vii) x2 – = 0
𝑥
1
iv) +x=5 viii) (x + 1) (x + 2) = 5
𝑥

Q2. Write the following quadratic equations in standard form:

i) x + 3x2 + 8 = 0 vi) x2 – 4x = 0

ii) (x – 5) (x + 4) = 5 vii) –x2 + 8x – 3 = 6

1
iii) x+ =8 viii) (x + 3) + (x + 1) = 2
𝑥

Task–2: Forming a quadratic equation

Topic Quadratic equations

Nature of task Warm up

Content Coverage Introduction of quadratic equation

Learning Outcomes The students will be able to

 revise quadratic polynomials
 convert a word problem into a quadratic equation

Task Forming a quadratic equation

95
 Execution of task To be done in the classroom.
Teacher may ask students to write a quadratic
polynomial on the board which will result in the
formation of a quadratic equation.

Duration 1 Period

Assessment Criteria It is a part of regular C.W. assessment

Follow up Discussion and explanation in classroom.

Task: Write the expression for following statements:

1. An organization decides to build a prayer hall having a carpet area of 300 square
meters with its length one metre more than twice its breadth.

2. The product of two consecutive positive integers is 306.

3. Rita's mother is 26 years older than her. The product of their ages (in years) 3 years
from now will be 360.

4. The sum of a fraction, whose denominator is one more than twice the numerator,
16
and its reciprocal is 2 21 .

Task–3: Solving a quadratic equation by factorization

Topic Quadratic equations

Nature of task Content

Content Coverage Solution of a quadratic equation

Learning Outcomes The students will be able to learn to find solution of a

quadratic equation by factorization method

Task Find the roots

Execution of task To be done in the classroom.

Teacher may write some equations on board and ask

96
 students to factorize quadratic polynomial on the left
side of equation (done earlier in class 9)

Duration 1 Period

Assessment Criteria It is a part of regular C.W. assessment.

Follow up Discussion and explanation in classroom followed by

assignment to be done at home independently

WORKSHEET

Q1. Find the roots of the following quadratic equations using factorizations:

i) x2 + 5x + 6 = 0 vi) 2x2 + 9x – 56 = 0

ii) x2 + 7x + 12 = 0 vii) 3x2 + 14x – 5 = 0

1
iii) x2 – 12x + 35 = 0 viii) x – 𝑥 = –2 (x 0)

iv) x2 – 64 = 0 ix) x2 + 7x = 0
20
v) x+ = –9 (x 0)
𝑥

Task–4: Solving a quadratic equation by completing the square method

Topic Quadratic equations

Nature of task Content

Content Coverage Solution of a quadratic equation

Learning Objectives The students will be able to find solution of a quadratic

equation by completing the square method

Task Find the roots of given quadratic equations.

Execution of task To be done in the classroom.

After explaining the method, teacher may write some
equations on board and ask students to find roots of
given quadratic equations by completing the square
method.

97
 Duration 3 Periods

Criteria for assessment It is a part of regular C.W. assessment.

Follow up Discussion and explanation in classroom.

Remember: If x2 = m then x = ± 𝑚

Solve for x: x2 = 9

x2 = 17

x2 = 25

x2 = 16

x2 – 100 = 0

(x – 3)2 + 5 = 12

Remember: The square root property cannot be directly applied in a quadratic that has
a middle term such as x2 + 5x +16

In such a case we use completing the square method.

Example 1: x2 + 2x – 5 = 0

a = 1, b = 2, c = –5, (b/2)2 = 1

x2 + 2x + 1 – 1 – 5 = 0 Adding and subtracting (b/2)2 = 1

(x + 1)2 – 6 = 0

(x + 1)2 = 6

x+1= 6 or x + 1 = − 6

x = –1 + 6 or x = –1 − 6

Example 2: Solve by completing the square method

2(x2 – 4x) + 2 = 0

(b/2)2 = (–4/2)2 = (–2)2 = 4 (b is the coefficient of x)

Add and subtract it, we get 2(x2 – 4x + 4 – 4) + 2 = 0

98
 2[x2 – 4x + 4) – 4] + 2 = 0

2[x – 2)2 – 4] + 2 = 0

2(x – 2)2 – 8 + 2 = 0

2(x – 2)2 – 6 = 0

2(x – 2)2 = 6

(x – 2)2 = 3

Simplify now,

Task–5: Solving a quadratic equation by quadratic formula

Topic Quadratic equations

Nature of task Content

Content Coverage Solution of a quadratic equation

Learning Outcomes The students will be able to find solution of a quadratic

equation by using quadratic formula

Task Find the roots

Execution of task To be done in the classroom.

After explaining the method, teacher may write some
equations on board and ask students to find roots of
given quadratic equation by using quadratic formula.
Prior to this teacher may ask the students to find the
discriminant and comment on nature of roots.

Duration 2 Periods

Assessment Criteria It is a part of regular C.W. assessment.

Follow up Discussion and explanation in classroom.

99
 WORKSHEET

Solving Quadratic Equation using Quadratic formula

Quadratic a b c −𝒃 ± 𝒃𝟐 − 𝟒𝒂𝒄 b2–4ac<0 Nature of roots

Equations 𝟐𝒂

x2 + 4x + 5 = 0

3x2 – 5x + 2 = 0

x2 + 2x – 143 =

x2 – 5x + 6 = 0

9x2 + 3x + 5 = 0

5x2 – 6x + 2 = 0

5x2 – 6x – 2 = 0

3x2 – 5x + 2 = 0

Task–6: Assignment

Topic Quadratic equations

Nature of task Post Content

Content Coverage Complete Chapter

100
 Learning Objectives The students will be able to find solution of a quadratic
equation.

Task Assignment

Execution of task To be done by students on their own.

Duration 2 days

Assessment Criteria It is a part of regular assessment.

Follow up Suggest correction work to students (if any)

ASSIGNMENT

1. What do you understand by root /solution of a quadratic equation?

2. Which of the following in not a quadratic equation:

i) 2x2 – 5x + 2 = 0 ii) 3x2 – 7x + 2 = 0

1
iii) 3x2 + 2x + 5 iv) x+ =5
𝑥

1
3. If x2 + 5x + 1 = 0, find the value of 𝑥 +
𝑥

4. Solve for 𝑥 ∶ 3𝑥 2 − 2 2𝑥 − 2 3 = 0

5. Solve for x : 36x2 – 12ax + (a2 – b2) = 0

𝑥+1 𝑥–2
6. Solve for 𝑥 ∶ + = 3; (𝑥 ≠ 1, 𝑥 ≠– 2)
𝑥–1 𝑥+2

1 1 1 1
7. Solve for 𝑥 ∶ + 𝑥+5 = 𝑥+2 + 𝑥+4 , (𝑥 ≠– 1, 𝑥 ≠– 4, 𝑥 ≠– 5, 𝑥 ≠– 2)
𝑥+1

8. Solve for x : 16.4(x+2) – 16.2(x+1) + 1 = 0

2𝑥–1 𝑥 +3
9. Solve 𝑥 ∶ 2 –3 =5
𝑥+3 2𝑥−1

10. If the equation (1 + m2)x2 + 2mcx + (c2 – a2) = 0 has equal roots, prove that
c2 = a2 (1 + m2)

101
11. If Sin q and Cos q are roots of the equation ax2 + bx + c = 0, prove that a2 – b2 + 2ac =
0.

23
12. The sum of the reciprocals of two consecutive natural numbers is . Find the
132
numbers.

13. If a train travels 15 km/hour faster, it would take 1 hour less to travel 180 km. Find
the original speed of the train.

14. Rs. 6500 were divided equally among a certain number of persons. Had there been
15 more persons each would have got Rs. 30 less. Find original number of persons.

15. One fourth of herd of cows were seen in the fields, twice the square root of herd
had gone to the farm and remaining 15 cows were seen near the water tank. Find
the total number of cows.

Task–7: Multiple Choice Questions

Topic Quadratic equations

Nature of task Post Content

Content Coverage Whole Chapter

Learning Outcomes Mentioned earlier

Task MCQ Worksheet

Execution of task Teacher may give printed worksheet in the classroom. It

is not necessary to allot marks to this task. Answers to
questions can be discussed at the end.

Duration 1 Period

Assessment Criteria Follow rubric class work assessment.

Follow up Discussion after the test.

102
 WORKSHEET

1. The value of k for which equation 9x2 + 8kx + 8 = 0 has equal roots is:

3 –3 3 9
a) b) c) ± d)
2 2 2 2

2. Which of the following is not a quadratic equation?

3 5
a) 𝑥– 𝑥 = 3 b) 3𝑥 − 𝑥 = 𝑥 2
1
c) 𝑥+𝑥 =3 d) 𝑥 2 − 3 = 4𝑥 2 − 4𝑥

3. Which of the following is a solution of the quadratic equation 2x2 + x – 6 = 0?

3
a) x=2 b) x = –12 c) x=2 d) x = –3

4. The value of k for which x = –2 is a root of the quadratic equation kx2 + x – 6 = 0

3
a) –1 b) –2 c) 2 d) −
2

5. The value of p so that the quadratic equations x2 + 5px + 16 = 0 has no real root, is

a) p>8 b) p<5
−8 8 −8
c) <𝑥<5 d) ≤𝑥<0
5 5

6. If px2 + 3x + q = 0 has two roots x = –1 and x = –2, the value of q – p is:

a) –1 b) 1 c) 2 d) –2

7. The common root of the quadratic equation x2 – 3x + 2 = 0 and 2x2 – 5x + 2 = 0 is:

1
a) x=2 b) x=1 c) x = –2 d) x=
2

1
8. If x2 – 5x + 1 = 0, the value of 𝑥 + is:
𝑥

a) –2 b) –5 c) 5 d) 3

10
9. If a – 3 = , the value of a are
𝑎

a) 5, 0 b) 5, 2 c) –5, 2 d) 5, –2

103
10. If the roots of the quadratic equation kx2 + (a + b)x + ab = 0 are –1, –6 the value of
k is

a) –1 b) 1 c) 2 d) –2

11. The quadratic equation with real coefficient whose one root is 2 + 3 is:

a) x2 – 2x + 1 = 0 b) x2 – 4x + 1 = 0

c) x2 – 4x + 3 = 0 d) x2 – 4x + 4 = 0

12. If the difference of roots of the quadratic equation x2 + kx + 12 = 0 is l, the positive

value of k is:

a) –7 b) 7 c) 4 d) 8

13. If one of the roots of the equations x2 + ax + 3 = 0 is l, then its other root is

a) 3 b) –3 c) 2 d) –2

14. Equation x2 – ax + 1 = 0 has 2 distinct roots, then,

a) a=2 b) a<2 c) a> 2 d) None of these

15. If one of the roots of the equations ax2 + bx + c = 0 is 3 times the other, then, b2: ac is

a) 3:1 b) 3:16 c) 16:3 d) 16:1

Task–8: Remedial Worksheet

Topic Quadratic equations

Nature of task Need based

Content Coverage Recognising Quadratic equation and quadratic

polynomial.
 Solving quadratic equation using quadratic formula
 Method of completing square
 Calculation error

Execution of task Teacher may give printed worksheet.

104
Duration Individual based

Assessment Criteria It is not necessary to give marks.

Follow up Similar questions may be given for practice.

Remedial Task (1)

Quadratic Equations Quadratic Polynomial

2x2 + 3x – 2 = 0 2x2 + 3x – 2

4x2 + 2x – 5 = 0 4x2 + 2x – 5

Understand the difference between a quadratic equation and a quadratic polynomial.

Separate quadratic equations and quadratic polynomials from the given box into two
boxes given below:

Quadratic Equations Quadratic Polynomial

105
Remedial Task (2)

1. A quadratic equation in the variable x is an equation of the form ax2 + bx + c = 0,

where a, b, c are real numbers, a 0.

2. Discriminant : D = b2 – 4ac

3. A quadratic equation ax2 + bx + c = 0 has

i) two distinct real roots, if D > 0

ii) two equal real roots, if D = 0

iii) no real roots, if D < 0

−𝑏± 𝐷
4. Roots are given by 𝑥 =
2𝑎

Example: Find the nature of roots of given quadratic equation. If real roots exist,
find them:

(I) 2x2 – 3x + 5 = 0

Here, a = __________________ Compare it with ax2 + bx + c = 0

b = __________________

c = __________________

D = b2 – 4ac = _________________________

Find nature of roots ___________________

_________________________

Find real roots (if any).

(II) 2x2 – 6x + 3 = 0

a = _____ , b = _____ , c = _____

D = b2 – 4ac =

106
 Is D = 0? Yes / No

D < 0? Yes / No

D > 0? Yes / No

Find real roots (if any).

𝟏
(III) 3x2 – 2x + = 0
𝟑

a = _____________, b = ______________ , c = _______________

D = _________________________

= _________________________

= _________________________

Nature of roots ________________________

Real roots (if any) ______________________

Remedial Task (3)

Method of Completing the Square

(a) 2x2 – 7x + 3 = 0

Divide the whole equation by 2, we get

7 3
𝑥2 − 𝑥 + = 0
2 2

3
(x)2 – 2 (x) ( )+( )2 – ( )2 + = 0
2

3
(x – )2 = 2 −
2

Use (a – b)2 = a2 – 2ab + b2

Compare the given quadratic equation and find a, b

107
Simplify:

(b) 2x2 – 5x + 3 = 0

Divide the whole equation by 2

5 3
𝑥2 − 𝑥 + = 0
2 2

3
x2 – 2 (x) ( )+( )2 – ( )2 + = 0
2

3
(x – )2 = 2 −
2

Simplify:

Remedial Task (4)

Calculation Errors

Find the errors and correct it.

Error Correction

117 > 65
1.
117 = 65×2 + 45

616
cm2
2. 6

= 912.6 cm2

13
120 + x 20
14
3.
1680 +13
= x20
14

108
 Error Correction

(–2)2 + (–8)2
4. = 4 + 64
= 70

(4 − 1)2 + (2 − 7)2

= 32 + (−5)2
5. = 9 + 25

= 36
= 6 Units

5 163
+
6. 20 4
= 168

(14 + x)2 = x2 – 16 + 4x
196 + x2 + x2 – 16 + 4x
7. 4x = 196 + 16
= 212
x = 53

8. 27x = 21x – 612

6x = –612

109
 Error Correction

x = –12

2x (x – 3) = 6
2x2 – 3 = 6
9. 9
x2 =
2
3
x=
2

x2 – 10x + 25 = 36
(x – 5)2 = 36
10.
x–5=6
x = 11

110
 CHAPTER–5
ARITHMETIC PROGRESSIONS
Suggested Formative Assessment Task

Task–1: Pattern Observation

Topic Arithmetic progression in geometric patterns

Nature of task Warm up

Learning Outcomes The students will be able to

 use their understanding of arithmetic progression as
series of numbers in which successive term is
obtained by adding a fixed number to previous term.
 observe the geometric patterns and understand the
concept of arithmetic progression

Execution of task Students can be asked to bring bunch of 100 matchsticks

and carry out the activity of creating row of squares
according to the instructions in the sheet.

Duration 1 Period

Assessment Criteria Students need not to be evaluated for this task. The task
is meant to motivate the students to study the
progression. A follow up worksheet can be given to
assess their readiness to understand the topic further.

111
 Activity Sheet

Name of Student................................... Date...........................

Instructions: Using matchsticks, create row of square as shown below and count the
number of matchsticks required in each case.

Row containing 1 square

Row containing 2 squares

Row containing 3 squares

Complete the following table:

Row containing squares No. of matchsticks required

1 4

2 7

112
Q1. What do you observe? How many matchsticks are required with addition of one
square in each case?

Q2. How many matchsticks for row containing 10, 20 squares, 50 squares?

Follow up Worksheet

1. Observe the following patterns. Count the number of squares in each term. Guess
the no. of squares required for mentioned term.

a) 6th term

b)
7th term

c) 5th term

2. Observe the number sequence and complete the next three terms of the sequence:

i) 2, 7, 12, 17, __, __, __

ii) 5, 18, 31, 33, __, __, __

iii) 11, 22, 33, 44, __, __, __

iv) –3, 1,5, 9, __, __, __

v) 6, –1, –8, –15, __, __, __

113
Task–2: Oral questions

Topic Arithmetic progression in daily life

Nature of task Pre-content

Learning Outcomes  To identify the situation in daily life where the A.P.
is observed.
 To identify the first term and common difference.
 To calculate the required term.

Execution of task Teacher can take some slips containing some situations to
the class. Call the students to read the statement on slips
and ask them to interpret it mathematically. If required
initiate the discussion for deeper understanding.

Duration 1 Period

Assessment Criteria Students can be evaluated on their enthusiasm, interest

in discussion and participation. Objective of assessment
will be diagnostic.

Suggested Situations:

1. Rajan joined a company on initial salary of Rs. 50000 per month with annual
increment of Rs. 4500. What will be his salary in 5th year?

2. Shalini purchased National savings certificate of Rs. 5000 on her daughter's first
birthday and decided to purchase NSS of Rs. 500 more on every subsequent
birthday. How much money will she be able to save by her 18th birthday?

3. The taxi fare for the first km. is Rs. 20 and for each additional km. is Rs. 8. What is
the fare after 36 km?

4. The amount of air present in a cylinder when a vaccum pump removes one–fourth
of the air remaining in the cylinder in an hour when will the cylinder be empty.

114
Task–3: Class Test

Topic Arithmetic progression

Nature of task Content

Learning Outcomes The students will be able to

 recognize A.P.
 identify the first term and common difference.
 calculate the nth term and required term.

Execution of task Class-Test

Duration 1 Period

Assessment Criteria Students can be given marks according to correctness of

response.

Follow up All questions shall be discussed in the class. To further

strengthen the concepts time of 2-3 days can be given to
students and MCQ can be conducted.

Class–Test

Time Allotted: 25 Minutes

Q1. Check whether the given sequence is A.P. or not?

1. 7, 7, 7, 8, 9,.....

2. –1, –1.5, –2, –2.5,.....

3. 5, 4, 6, 4,......

4. 4, 9, 16, 25,.......

5. 90, 80, 70, 60,......

6. 8, 8, 8, 8,.....

115
 7. a, a+1, a+2, a+3,......

8. a, a–2, a–3, a–4,.....

Q2. Write the first term, common difference, nth term of A.P.

A.P. a = first term d = common an = a + (n–1) d

difference

a, 2a, 3a, 4a,....

–1.2, –3.2, –5.2,...

1, 3, 5, 7,....

–2, 2, 6, 10,....

8, 8, 8, 8,....

1/3, 5/3, 9/3, 13/3,...

WORKSHEET

1. The common difference of the A.P. whose general term an = 2n + 1 is

a) 1 b) 2 c) –2 d) –1

2. The number of terms in the A.P. 2, 5, 8,........, 59 is

a) 12 b) 19 c) 20 d) 25

3. The first positive term of the A.P. –11, –8, –5,.............,

a) –2 b) 1 c) –4 d) 3

4. The 4th term from the end of the A.P. ..................., 2, 5, 8, ................, 35 is

a) 29 b) 26 c) 23 d) 20

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5. The 11th and 13th terms of an A.P. are 35 and 41 respectively its common difference
is

a) 38 b) 32 c) 6 d) 3

6. The next term of the A.P., 8, 18, , 32 ............... is

a) 5 2 b) 5 3 c) 3 3 d) 5 3

7. If for an A.P. a5 = a10 = 51, then a15 is

a) 71 b) 72 c) 76 d) 51

8. Which of the following is not an A.P.?

a) 1, 4, 7, ......... b) –5, –2, 1, 4, ...............

c) 3, 7, 12, 18, ............ d) 11, 14, 17, 20, .................

9. The sum of first 20 odd natural numbers is

a) 281 b) 285 c) 400 d) 421

10. The sum of first 20 natural number is

a) 110 b) 170 c) 190 d) 210

11. The sum of first 10 multiples of 7 is

a) 315 b) 371 c) 385 d) 406

12. If the sum of the A.P. 3, 7, 11,................ is 210, the number is terms is

a) 10 b) 12 c) 15 d) 22

5+7+9+11………………….𝑛 𝑡𝑒𝑟𝑚𝑠 17
13. If = , then n is equal to
7+9+11+13……………. 𝑛 +1 𝑡𝑒𝑟𝑚𝑠 16

a) 8 b) 7 c) 10 d) 11

14. If 18, a, b, –3 are in A.P. then, a + b is equal to

a) 19 b) 7 c) 11 d) 15

1 1 1
15. If , , are in A.P., then x is
𝑥+2 𝑥+3 𝑥+5

a) 5 b) 3 c) 1 d) 2

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Task–4: Laboratory Activity

Topic Arithmetic progression

Nature of task Content

Learning Objective The student will develop a geometrical intuition of the

formula for the sum of natural numbers starting from
one.

Execution of task Teacher can give prior instructions for the required
material for activity. Instructions to carry out the activity
can be given. Students will be asked to record the
procedure and observations systematically in their lab
file.

Duration 1 Period

Assessment Criteria Students can be evaluated according to rubric for maths

lab activity.

Instruction Sheet

Activity: To verify that the sum of first n natural numbers is 𝑛(𝑛 + 1)/2.

Material Required: Graph sheet, pencil, eraser, ruler, adhesive, etc.

Pre-requisite Knowledge: Concept of natural numbers, Area of square and rectangle.

Procedure:

Let us consider the sum of natural numbers say from 1 to 10, i.e. 1 + 2 + 3 ..... + 9 + 10.

Here n = 10 and n + 1 = 11.

1. Take a square paper of size 10×11 squares and paste it on a chart paper.

2. On the left side vertical line, mark the squares by 1, 2, 3, ....... 10 and on the
horizontal line, mark the squares 1, 2, 3, ....... 11.

118
3. With the help of sketch pen, shade rectangles of length equal to 1 cm, 2 cm, ....., 10
cm and 1 cm width each as shown in the figure below.

10

1 2 3 4 5 6 7 8 9 10 11

Observations:

The shaded area is one half of the whole area of the squared paper taken. To see this,
cut the shaded portion and place it on the remaining part of the grid. The student will
observe that it completely covers the grid.

Area of the whole squared paper is (10×11) cm2

(10 ×11)
Area of the shaded portion is cm2.
2

This verifies that, for n = 10,

𝑛 × (𝑛 + 1)
𝑛=
2
The same verification can be done for any other value of n.

119
Task–5: Project: Create a design using A.P.

Topic Arithmetic progression

Nature of task Post–content

Learning Outcomes The students will be able to appreciate the beauty of

geometrical designs obtained by using A.P. and to create
more geometrical patterns.

Execution of task Students can choose any A.P. and create a geometrical
design accordingly.

Duration 3–4 Days

Assessment Criteria Students can be evaluated on their enthusiasm,

creativity, presentation of work, timely submission.

Sample Design

Students can fill in different colours to make it more beautiful.

Task–6: Assignment

Topic Arithmetic Progression

Nature of task Post-content

Learning Outcomes The students will be able to apply the concepts learnt in
solving problems.

120
 Execution of task Teacher can give assignment to the students so that
he/she can work at his/her pace with pleasure of
working independently.

Duration 3-4 Days

Assessment Criteria Submission in time, presentation, completed on his own,

accuracy, confidence and courage to discuss problems
encountered during completion of assignment.

Follow up Assignments shall be checked thoroughly and errors

shall be discussed with the students individually. Where
ever necessary more practice sheets can be given.

ASSIGNMENT

1. If the nth term of an A.P. is 3n + 2, find its common difference.

2. If the sum of first n terms of an A.P. is 3n2 + 2n, find the A.P.

3. What is the first negative term of the A.P. –17, –14, –11, ................?

4. If 5th and 10th terms of an A.P. are 26 and 51 respectively, find its 15th term.

5. Find the sum of first 50 odd natural numbers.

6. If five times the 5th term of an A.P. is equal to 8 times its 8th term, find the 13th
terms of the A.P.

7. In an A.P., prove that am+n + am–n = 2am where an denotes its nth term.

8. Find the sum of all 3-digit numbers which are divisible by 13.

9. The sum of three numbers in A.P. is 3 and their product is –35. Find the number.

10. Divide 56 into four parts which are in A.P. such that the ratio of product of
extremes to the product of means is 5:6.

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 CHAPTER–6
TRIANGLES
Suggested Formative Assessment Tasks

Task–1: Class Worksheet

Topic Triangles

Nature of task Content

Content Coverage  Concept of similarity of triangles

 Basic Proportionality theorem
 Similarity Rules (SAS, SSS, AA)
 Pythagoras Theorem & its converse.

Task Class Worksheet

Execution of task Printed worksheet containing questions may be given.

They would be then asked to write the answers to
questions.

Duration 1 Period

Assessment Criteria Follow rubric for C.W./Assignment

WORKSHEET

1. Fill in the blanks:

a) All equilateral triangles are _____________________ (similar/congruent)

AB AC
b) If ABC FED then = =
ED

c) Circles with equal radii are ________________ (similar/congruent)

122
2. In given Figure B'C'||BC.

Find AB.

AD AE
3. In given figure DB = EC
and AED = ABC

Show that AB = AC.

4. PQR is similar to ABC such that ar ( PQR) = 4 ar ( ABC). Find the ratio of their
perimeters.

5. Write the statement of Pythagoras Theorem.

6. An aeroplane leaves an airport and flies due north at a speed of 1000 km per hour.
At the same time, another aeroplane leaves the same airport and flies due west at a
speed of 1200 km per hour. How far apart will be the two planes after one & half
hours?

7. In a ABC right angled at C, AC = BC. Then AB2 = ___________ + AC2

123
8. DE||BC, find the value of x

9. Find BD and CE if DE || BC

AN AL
10. If LM||CD and MN||DB. Prove that =
AB AC

124
Task–2: Multiple Choice Questions (MCQs)

Topic Triangles

Nature of task Content Delivery

Content Coverage Complete Chapter

Task MCQ

Execution of task Printed assignment may be given after completing the

chapter. After completion of worksheet, teacher can ask
children to interchange their sheets and a quick
evaluation can be done by class discussion.

Duration 1 Period

Assessment Criteria Marks may be given for each correct answer.

WORKSHEET
PX PY 1
1. In the following fig. XY||QR and = = , then
XQ YR 2

1
i) XY = QR ii) XY = QR
3

1
iii) XY2 = QR2 iv) XY = QR
2

125
2. In the following fig. QA AB and PB AB, then, AQ is:

i) 15 Units ii) 8 Units

iii) 5 Units iv) 9 Units

3. The ratio of areas of two similar triangles is equal to the:

i) ratio of their corresponding sides

ii) ratio of their corresponding altitudes

iii) ratio of the squares of their corresponding sides

iv) ratio of the squares of their perimeter

4. The areas of two similar triangles are 144 cm2 and 81 cm2. If one median of the first
triangle is 16 cm, length of corresponding median of the second triangle is:

i) 9 cm ii) 27 cm

iii) 12 cm iv) 16 cm

5. In a right triangle ABC, in which C = 90o and CD AB. If BC = a, CA = b, AB = c

and CD = p.

1 1 1 1 1 1
i) = + ii) ≠ +
𝑝2 𝑎2 𝑏2 𝑝2 𝑎2 𝑏2

1 1 1 1 1 1
iii) < + iv) > +
𝑝2 𝑎2 𝑏2 𝑝2 𝑎2 𝑏2

126
6. Given Quad. ABCD Quad PQRS then x is:

i) 13 Units ii) 12 Units

iii) 6 Units iv) 15 Units

7. If ABC DEF, ar( DEF) = 100 cm2 and AB/DE = ½ then ar( ABC) is:

i) 50 cm2 ii) 25 cm2

iii) 4 cm2 iv) 200 cm2

8. If the three sides of a triangle are a, 3𝑎, 2𝑎, then the measure of the angle
opposite to the longest side is:

i) 45o ii) 30o

iii) 60o iv) 90o

9. If DE||BC and DE = 4 cm, BC = 6 cm and ar ( ADE) = 25

cm2 then ar ( ABC) is

127
 i) 37.5 cm2 ii) 56.25 cm2

iii) 225 cm2 vi) None of the above

10. A vertical pole of length 3 m casts a shadow of 7 m and a tower casts a shadow of
28 m. Find the height of tower.

i) 10 m ii) 12 m

iii) 14 m iv) 16 m

Task–3: Assignment

Topic Triangles

Nature of task Post Content

Content Coverage Complete Chapter

Learning Outcomes The students will be able to

 understand the concept of similarity of triangles
 prove and apply Basic Proportionality theorem
 learn and apply Similarly Rules (SAS, SSS, AA)
 learn and apply Pythagoras Theorem & its converse.

Task Assignment

Execution of task Printed assignment may be given after completing the

chapter.

Duration 1–2 days

Assessment Criteria Follow Rubric for Assignments

Follow up Reference material in the form of important points to

remember can be given as a support material.

128
 ASSIGNMENT
1. State whether the following pairs of polygons are similar or not:

AD 3
2. In triangle ABC, DE||BC and = . If AC = 4.8 cm, find AE.
DB 5

3. A girl of height 90 cm is walking away from the base of a lamp post at a speed of
1.2 m/s. If the lamp is 3.6 m above the ground, find the length of her shadow after
4 seconds.

4. Diagonals of a trapezium ABCD with AB||CD intersects at O. If AB = 2CD, find

ratio of areas of triangles AOB and COD.

5. Prove that the areas of two similar triangles are in the ratio of squares of their
corresponding altitudes.

6. In the figure, the line segment XY is parallel to side AC of ABC and it divides the
AX
triangle into two parts of equal areas. Find the ratio ./AB.
AB

8. /AB.E is a point on the side AD

9. Complete the sentence: Two polygons of the same number of sides are similar if.....

10. a) State and prove the Basic Proportionality theorem.

AM AN
b) In fig. if LM||CB and LN||CD, prove that /AB = AD .
AB

129
11. In ABC, AD BC. Prove that AB2 – BD2 = BC2 – CD2.

ar (∆DEF )
12. In the given figure, DE||BC and AD : DB = 5:4, find
ar (∆CFB )

Task–4: Hands on Activity

Topic Triangles

Nature of task Content Delivery

Learning Outcomes To verify Pythagoras theorem

Task Maths Activity

Execution of task An instruction sheet containing information about

material required and steps involved to do the activity
can be given to students for references. They will be then
asked to perform the activity and record the outcome in
the recording sheet.

Duration 1 Period

Assessment Criteria This activity will be a part of Maths Lab activity, so it

130
 will be assessed according to the following parameters:

Observations on thinking skills

Class Ethics

Performance of activity
File Record
(Marks may be allotted by the teacher accordingly)

Note: Refer CBSE lab manual for the activity on BPT

INSTRUCTION SHEET

Learning Outcomes: The students will be able to

 Verify the Pythagoras Theorem by the method of paper folding, cutting and pasting.

Material Required: Cardboard, coloured pencils, pair of scissors, fevicol, geometry box.

Previous Knowledge:

1. Area of a square.

2. Construction of parallel lines and perpendicular bisectors.

Procedure:

1. Take a card board of size say 20 cm x 20 cm.

2. Cut any right angled triangle and paste it on the cardboard. Suppose that its
sides are a, b and c.

3. Cut a square of side a cm and place it along the side of length a cm of the
right angled triangle.

4. Similarly cut squares of sides b cm and c cm and place them along the
respective sides of the right angles triangle.

5. Label the diagram as shown in Fig 1.

6. Join BH and AI. These are two diagonals of the square ABIH. The two
diagonals intersect each other at the point O.

131
 7. Through O, draw RS║BC.

8. Draw PQ, the perpendicular bisector of RS, passing through O.

9. Now the square ABIH is divided in four quadrilaterals. Colour them as

shown in Fig. 1.

10. From the square ABIH cut the four quadrilaterals. Colour them and name
them as shown in Fig. 2.

Fig. 1 Fig. 2

Observations:

The square ACGF and the four quadrilaterals cut from the square ABIH completely fill
the square BCED. Thus the theorem is verified.

Conclusion:

Pythagoras theorem is verified by paper cutting and pasting.

Task–5: Class Quiz / Oral Assessment

Topic Triangles

Nature of task Post Content

Learning Outcomes The students will be able to understand and apply the
knowledge of:
 Basic Proportionality Theorem

132
  ratio of areas of two Similar Triangles
 Pythagoras Theorem
 converse of Pythagoras Theorem

Task Class Quiz / Oral Assessment

Execution of task This task may be performed by sparing 2 periods after

the completion of the chapter.
The class may be divided in 4 teams.
(Ramanujan, Aryabhat, Shakuntala Devi, Rene
Descarter). The teacher can keep writing the scores on
board after each round.

Duration 2 Periods

Assessment Criteria Teacher may prepare a rating scale according to marks

assigned to this task.

Suggested Questions for Quiz

Rapid Fire Round:

1. If a line is drawn parallel to one side of a triangle to intersect the other two sides in
distinct points, the other two sides are divided in the ....................................... ratio.

2. If a line divides two sides of a triangle in the same ratio, the line is .............................
to the third side.

3. If in two triangles, the corresponding angles are equal, their corresponding sides
are proportional and the triangles are ....................................

4. If the corresponding sides of two triangles are .............................................., their

corresponding angles are equal and the two triangles are similar.

5. If one angle of triangle is equal to one angle of another triangle and the sides
including these angles are proportional, the two triangles are similar by
................................... similarity.

133
6. If a perpendicular is drawn from the vertex of the right angle of right triangle to
the hypotenuse, the triangles on each side of the perpendicular are ............................
to the whole triangle and to each other.

7. The ratio of the areas of two similar triangles is equal to the ratio of the ....................
of their corresponding sides.

8. In .................................... triangle the square on the hypotenuse is equal to the sum

of the squares of the other two sides.

9. In a triangle, if the square on one side is equal to sum of the squares of the other
two sides, the angle opposite to the first sides is a .................................. angle.

Buzzer Round:

1. If DE||BC, find EC.

2. If DE||BC, find AD.

3. Is ABC QRP? If no, why? If yes, name similarity criterion used.

134
4. ABC DEF, such that ar( ABC) = 64 cm2 and ar( DEF) = 121 cm2. If EF = 15.4
cm, find BC.

5. ABC and BDE are two equilateral triangles such that D is midpoint of BC. What is
the ratio of the areas of triangle ABC and BDE.

6. Sides of two similar triangles are in the ratio 4:9. What is the ratio of areas of these
triangles?

7. Sides of a triangle are 7 cm, 24 cm, 25 cm. Will it form a right triangle? Why or why
not?

8. Find B in ABC, AB = 6 3 cm, AC = 12 cm and BC = 6 cm.

Framing Question Round:

In this round, each team needs to frame five questions from the Chapter. This should be
a time bound round.

Task–6: Scale up or Scale down

135
Learning Outcomes:

The students will able to enlarge or diminish the size of the a picture or map and see the
similarity.

Procedure:

1. Take any picture or map you would like to enlarge.

2. Draw equally spaced horizontal and vertical line on it to form a grid.

3. Now on a plane sheet of paper draw a grid of a larger dimension.

4. Try to draw the picture on this grid by marking points that are similar in the
original picture.

5. The picture you have drawn is similar to the original picture.

136
 CHAPTER–7
COORDINATE GEOMETRY
Learning Outcomes: The students will be able to

 reinforce the concept of plotting of points in two dimensional Cartesian coordinate

system.

 learn to find the distance between two points on a plane.

 find the coordinates of a point P which divides the line segment joining the points
A and B internally in the ratio m:n.

 find the midpoint of line segment joining points P and Q.

 apply the knowledge of coordinate geometry for finding the area of a triangle.

Suggested Formative Assessment Tasks

Task–1: Play and Learn

Topic Coordinate Geometry

Nature of task Pre-content

Content Coverage Plotting of points on coordinate plane.

Learning Outcomes The students will be able to understand the concept of

plotting of points on coordinate plane.

Task Play and learn

Execution of task This task may be performed in the classroom. Students

can be given the photocopies of the game sheet and
should be asked to work in pairs and play the game.

Duration 1 Period

Assessment Criteria Teacher may discuss about their experience in the game.

137
 It is not necessary to give marks for this assessment. It
may be used for diagnostic purpose.

Follow up If the students are not clear with the concept of plotting of
points then teacher may explain again. The following link
demonstrates the concept of coordinate geometry
beautifully and students will find fun learning the
concept
http://funbasedlearning.com/algebra/graphing/points/
default.htm

Game Directions:

Coordinate Snake Ladder Game

Number of Players: 2

 Coordinate Snake Ladder Game Sheet

 2 Red and 2 Blue dice (numbers on one dice of each color as 1 to 6, numbers on
another dice of each color as –1 to –6)

 Board piece for each player to locate his/her position.

138
Game Direction:

 To start with, first player has to choose a red dice (randomly out of two red dice) &
a blue dice (randomly out of two blue dice). Red is for x–axis and Blue is for y–axis.
Then the player has to throw the two dice simultaneously, locate the coordinates on
the game sheet (Suppose he gets –3 on red and 4 on blue dice, then this will
correspond to (–3, 4) on game sheet and put his/her board piece at that position.

 The second player will move in the same way.

 Snakes and ladder will act as in normal snake ladder game, snake will bring the
position down and ladder will give a lift.

 The game ends when one of the player reaches (–6, 6) first.

Follow up Task:

Plotting Pictures

Have students plot and connect sets of coordinates that result in various shapes, such as
a sailboat, a chimney, or a palm tree. For example, if students plot and connect the
points (1, 2), (2, 3), (3, 3), (4, 2), (3, 1) and (2, 1), it forms a hexagon. Have students draw
shapes on graph paper and then list the coordinates; give other students the coordinates
for these designs to graph.

Task 1: Play and Learn

139
What are the coordinates that define this sailboat?

Answer: (2, 1), (12, 1), (1, 3), (14, 3), (2, 4), (6, 9), (6, 4), (12, 4), (7, 4), (7, 11), (3.5, 1), (9, 1),
(2, 3), (3.5, 3.5), (6, 3.5), (6, 6), (7, 3.5), (9.5, 3.5), (7, 7), (10, 3)

Task–2: Practice Sheet

Topic Coordinate Geometry

Nature of Task Post content

Content Coverage Distance between two points on a coordinate plane

Learning Outcomes The students will be able to

 specify and describe location of the cities using
common language and geometric vocabulary.
 find the distance between points along horizontal and
vertical lines of a coordinate system.
Task Class Worksheet

Execution of task The task can be performed in the last 20 minutes of the
teaching session. A worksheet may be given to students in
group.

Duration 1 Period

Assessment Criteria Teacher may prepare a rating scale according to the

marks assigned to this task.

Follow up Worksheet for practice may be given.

140
 CLASS WORKSHEET

Find the coordinate (x, y) of the various cities of India, mentioned in the worksheet
below using the figure 1: (Use nearest integral coordinates)

Fig. 1

141
 Cities Coordinates Cities Coordinates

New Delhi Jaipur

Mumbai Chandigarh

Kolkata Guwahati

Chennai Patna

Bangalore Emakulam

Lucknow Bhubaneshwar

Hyderabad Bhopal

Find the distance between the various cities of India using distance formula, mentioned
in the worksheet below using figure 1:

Jaipur Bhopal Chandigarh Guwahati Patna

New Delhi

Mumbai

Kolkata

Chennai

Bangalore

Lucknow

Hyderabad

Emakulam

Bhubaneshwar

Note: One unit measures 142.52 km

142
Task–3: Class Quiz / Oral Assessment

Topic Coordinate Geometry

Nature of task Post Content

Content Coverage Plotting of points, Distance formula, Section formula,

Area of triangle.

Learning Outcomes The students will be able to

 plot the points in coordinate plane.
 apply distance formula to find the distance between
two points.
 use Section formula to find a point between two given
points with a given ratio.
 find the area of a triangle.

Task Class Quiz / Oral Assessment

Execution of task This task may be performed by sparing 2 periods after the
completion of the chapter. The class may be divided in 4
teams (Ramanujan, Aryabhatta, Shakuntala Devi, Renu
Discartes). The teacher can keep writing the scores on
board after each round.

Duration 2 Periods

Assessment Criteria Teacher may prepare a rating scale according to marks

assigned to this task.

Follow up Worksheet for practicing may be given.

Suggested Rounds and Questions for the quiz

Rapid Fire Round:

(In this round mental maths should be encouraged, use of paper–pen should not be
allowed)
143
1. The distance of the point P (2, –3) from the x–axis is:

a) 2 b) –3 c) 3 d) 5

2. The distance between the points A (0, 6) and B (0, –2) is:

a) 6 b) 8 c) 4 d) 2

3. The distance of the point P (–6, 8) from the origin is:

a) 8 b) 27 c) 10 d) 6

4. The distance between the points (5, 0) and (–5, 0) is:

a) 5 b) 52 c) 25 d) 10

5. AOBC is a rectangle whose three vertices are vertices A (0, 3), O (0, 0), B (5, 0) and
C (5, 3). The length of its diagonal is:

a) 5 b) 3 c) 34 d) 4

6. The perimeter of a triangle with vertices (0, 4), (0, 0) and (3, 0) is:

a) 5 b) 12 c) 11 d) 7

7. The area of a triangle with vertices A (3, 0), B (7, 0) and C (8, 4) is:

a) 14 b) 28 c) 8 d) 6

8. The points (–4, 0), (4, 0) (0, 3) are the vertices of a:

a) Right triangle b) Isosceles triangle

c) Equilateral triangle d) Scalene triangle

9. Point on x axis has coordinates:

a) (a, 0) b) (0, a) c) (–a, a) d) (a, –a)

10. Point on y axis has coordinates:

a) (–a, b) b) (a, 0) c) (0, b) d) (–a, –b)

Buzzer Round:

(In this round students will take time to solve and answer the questions)

144
1. Find the ratio in which the point (–4, 6) divides the line segment joining A (–6, 10)
and B (3, –8)?

2. Find the ratio in which the line segment joining (6, 4) and (1, –7) is divided by x–
axis.

3. If (2, 1), (3, 4), (0, 1) are three vertices taken in order of a parallelogram, find the
fourth on x–axis.

4. The vertices of a triangle are (a, b–c), (b, c–a) and (c, a–b). Prove that its centroid
lies on x–axis.

5. Determine the ratio in which the line x – y – 2 = 0 divides the line segment joining
(3, –1) and (8, 9). Also find the coordinates of the point of division.

1 1
6. If the points (a, 0), (0, b) and (1, 1) are collinear then show that a + b = 1.

7. Find the area of the quadrilateral formed by joining the points A (–4, 2), B (–3, –5),
C (3, –2) and D (2, 3).

8. Determine if the points (1, 5), (2, 3) and (–2, –11) are collinear.

Framing Questions Round:

(In this round, each team needs to frame 5 questions from the chapter. This should be a
time bound round).

Task–4: Multiple Choice Questions

Topic Coordinate Geometry

Nature of task Post Content

Content Coverage Complete Chapter

Task MCQ

Execution of task Printed assignment may be given after completing the

chapter. After completion of worksheet, teacher can ask
children to interchange their sheets and a quick
evaluation can be done by class discussion.

145
 Duration 10–15 minutes.

Assessment Criteria Teacher may prepare a rating scale according to the

marks assigned to this task.

WORKSHEET
Multiple Choice Questions

1. Point A (–5, 6) is at a distance of:

a) 61 units from origin b) 11 units from origin

c) 61 units from origin d) 11 units from origin

2. If the points (1, x) (5, 2) & (9, 5) are collinear then value of x is:

a) 5/2 b) –5/2 c) –1 d) 1

3. The end points of diameter of circle are (2, 4) & (–3, –1). The radius of the circle is:
5 5
a) b) 5 5 c) 3 2 d) ±5
2 2

4. The ratio in which x–axis divides the line segment joining the points ((5, 4) & (2,–3)
is :

a) 5:2 b) 3:4 c) 2:5 d) 4:3

5. The point which divides the line segment joining the points (7, –6) and (3, 4) in
ratio 1:2 internally lies is the:

a) I quadrant b) II quadrant c) III quadrant d) IV quadrant

6. The point which lies on the perpendicular bisector of the line segment joining the
points A (–2, –5) and B (2, 5) is:

a) (0, 0) b) (0, 2) c) (2, 0) d) (–2, 0)

7. The fourth vertex D of a parallelogram ABCD whose three vertices are A (–2, 3), B
(6, 7) and C (8, 3) is:

a) (0, 1) b) (0, –1) c) (–1, 0) d) (1, 0)

146
8. If the point P (6, 3) lies on the line segment joining points A (4, 2) and B (8, 4) then:

a) AP = 1/3 AB b) AP = PB

c) PB = 1/3 AB d) AP = 1/2 AB

9. The point on the x-axis which is equidistant from (-2,5) and (2, -3) is

(a) (0, 2) (b) (-4, 8)

(c) (-2, 0) (d) (5, 0)

Task–5: Assignment

Topic Coordinate Geometry

Nature of task Post Content

Content Coverage Complete Chapter

Learning Outcomes The students will be able to:

 plot the points in coordinate plane.
 apply distance between two points
 use Section formula to find a point between two
given points with a given ratio.
 find the area of a triangle.

Task Assignment (Short/Long questions)

Execution of task Printed assignment may be given after completing the

chapter.

Duration 2 days.

Assessment Criteria Follow Rubric for Assignments

Follow up Reference material in the form of important points to

remember can be given as a support material.

147
 Assignment: Short and Long Questions

1. The coordinate of the midpoint of the line joining the point (3p, 4) and (–2, 2q) are
(5, p). Find the value of p and q.

2. The consecutive vertices of a parallelogram ABCD are A(1, 2), B(1, 0) and C(4, 0).
Find the fourth vertex D.

3. Determine, whether each of the given points (–2, 1) (2, –2) and (5, 2) are the vertices
of right angle.

4. Find the point on x–axis which is equidistant from (–2, 5) and (2, 3).

5. If the distance of p(x, y) from A (5, 1) and B (–1, 5) is equal. Prove that 3x = 2y.

6. Show that the points A(5, 6) B(1, 5), C(2, 1) and D(6, 2) are vertices of a square.

7. Show that the points A(2, –2), B(14, 10), C(11, 13) and D(–1, 1) represent a
rectangle.

8. Show that the points A(1, 0) B(5, 3), C(2, 7) D(–2, 4) are the vertices of rhombus.

9. Prove that the points (–2, –1), (1, 0), (4, 3) and (1, 2) are the vertices of
parallelogram.

10. Find the lengths of the median of the triangle whose vertices are (1, –1) (0, 4) and
(–5, 3).

11. Prove that the diagonals of a rectangle bisects each other and are equal.

12. Find the ratio in which the point (11, 15) divides the line segment joining the
points (15, 5) and (9, 20).

13. Find the ratio in which the point P (m, 6) divides the line segment joining the
points A(–4, 3) and B(2, 8). Also find the value of m.

14. If two vertices of ABC are A(3, 2), B(–2, 1) and its centroid G has the coordinates
(5/2, –1/3). Find the coordinates of the third vertex.

15. If P(2, –1) divides the join of A(–4, 8) and B(4, –4) in the ratio K:1, find the
coordinates of a point which divides the join of A and B in the ratio 1:K.

148
Task–6: Remedial Worksheet

Topic Coordinate Geometry

Nature of task Delivery of content/Post content

Content Coverage Plotting of points, Distance formula, Section formula,

Area of triangle.

Learning Outcomes The students will be able to improve upon their

performance.

Task Need based worksheets.

Execution of task After diagnostic test and before taking remedial test,
teacher should take all possible measures and remedies in
the teaching process which could be–
a) Category wise remedial classes-not more than 5 to 10
students in each class.
(With the large class size, this could better be
achieved with group work. Teacher can divide the
class in small group of 4-5 students, in each group
there should be one good performer who can help
out other members of his/her group who are
comparatively under achievers (based on the result
of diagnostic test, class observations).
b) Personal and individual attention by teacher.
c) No humiliation.
d) Carefully devised special UAA (under achiever's
assignment) – Simpler-Simple-Complex.
e) Read-Re-Read-Write-Re-Write-Reproduce-Drill.
f) Group studies; group learning.
g) Micro–notes.
h) Teaching selected portion of syllabus only.

149
 For taking remedial tests, teacher should group up
children facing same problems and should prepare
each group's need based worksheets.

Duration 1 Period

Assessment Criteria  Observation of group based remedial teaching.

 Rubric for remedial worksheets.

Follow up Remedial practice sheets of subtopics and frequent retests.

NEED BASED REMEDIAL WORKSHEETS

 Memory Based Remedial Sheet

Write formulae:

1. Distance formula

2. Section formula

3. Midpoint formula

4. Centroid formula given the coordinates of the vertices of triangle.

5. Area of triangle given the coordinates of its vertices.

 Conceptual Understanding Based Remedial sheet

Fill in the blanks:

1. The coordinates of any general point on x–axis is __________ .

2. The coordinates of any general point on y–axis ____________.

3. In order to prove, that three given points A(x1, y1), B (x2, y2) and C (x3, y3) are
the vertices of an equilateral triangle, we need to show that AB, BC and CA
are ___________.

4. In order to prove, that three given points A(x1, y1), B (x2, y2) and C (x3, y3) are
the vertices of an isosceles triangle, we need to show _____________________.

150
 5. In order to prove, that three given points A(x1, y1), B (x2, y2) and C (x3, y3) are
the vertices of a right triangle, we need to verify _____________ theorem.

 Application Based Remedial Sheet.

1. The base AB of two equilateral triangles ABC and ABC’ with side 2a lies
along the x–axis such that the midpoint of AB is at the origin. Find
coordinates of vertices C and C’ of the triangles.

2. If P and Q are two Points whose coordinates are (at2, 2at) and (a/t2, -2a/t)
respectively and S is the point (a, o). Show that (1/SP + 1/SQ) is independent
of t.

3. Find the co–ordinates of the centre of the circle passing through the points (0,
0), (–2, 1) and (–3, 2). Also find the radius.

4. Determine the ratio in which the segment 3x + y – 9 = 0 divides the segment

joining the points (1, 3) and (2, 7).

Task–7: Project Work

Topic Coordinate Geometry

Nature of task Post Content

Content Coverage Whole Chapter

Learning Outcomes The students will be able to apply the knowledge of

Coordinates Geometry in real life.

Task Project work

Execution of task The class may be divided into groups of 6 to 8 students

(Students living in the same neighbourhood may be
assigned in one group). Each group is supposed to work
as a team for the completion of project. Few members can
take responsibility of gathering required information for
the project, others can work for making a rough draft
from the gathered information. All members should

151
 discuss the draft and give their inputs. After finalizing
few members can write the reports.
The project work completes with the submission of
report. A small seminar could be conducted where the
team leader should present their work to the entire class.

Duration 10 to 15 days

Assessment Criteria The project work could be assessed according to the

following parameters:
 Team Spirit
 Identification of project
 Procedure adopted
 Preparation of Report
 Class presentation of the work

Follow up Teacher can discuss the short comings of the project and
address student’s queries and give relevant inputs.

Suggested Projects

1. To find the applications used in computers using coordinate geometry.

2. To plot a grid of coordinates on your city map and find the distance between
important landmarks (e.g. home, school, shopping complex).

3. To find out how airplane navigation and naval navigation uses coordinate
geometry.

Project Title List down the application used in computers

using coordinate geometry.

Team Size 4 students

Duration 1 week

152
Learning Outcomes The students will be able to understand and
appreciate the use of coordinate geometry in
applied computer world

Hints and Suggestions MS paint uses coordinate geometry to keep a

track of all the drawings. Please see the figure
below.

Project Title Plot a grid of coordinates on your city map and find the
distance between important landmarks.

Team size 4 students

Duration 1 week

Learning Outcomes The students will be able to understand and appreciate

the use of coordinate geometry in real world.

153
Hints and Suggestions Important landmarks could be home, school, shopping
complex etc.
1. Get a map of their city and superimpose the
coordinates on it.
2. Identify the coordinates of the important landmarks.
3. Calculate the graphical distance between the
landmarks.
4. Using the scale calculate the actual distance in
km/m.

154
Project Title Find out how airplane navigation and naval navigation
uses coordinate geometry.

Team size 4 students

Duration 1 week

Learning Outcomes The students will be able to appreciate the use of

coordinate geometry in navigation.

Hints and Suggestions Airplane and Naval ships rely on the vast coordinate of
the earth's magnetic field for communication.

= ________________________

155
 CHAPTER–8
INTRODUCTION TO TRIGONOMETRY
Suggested Formative Assessment Tasks
Task–1: Do as directed

Topic Introduction to Trigonometry

Nature of task Content

Content Coverage Basics of trigonometry: T–Ratios of 0o, 30o, 45o, 60o, 90o

Learning Outcomes The students will be able to

 revise definition of basic ratios
 find value of T–Ratio of special angles.

Execution of task The teacher may provide printed worksheet to the

student.

Duration 1 Period

Assessment Criteria Mark for each correct answer can be awarded.

WORKSHEET
5
1. In Fig. (1), sin C =
?

Fig.(1)

2. The word 'trigonometry' is derived from the Greek word ......................., ...................,
and .........................

156
3. If sin A = sin A' (Fig. (2)) then find B'C'.

Fig. (2)
4. Write 'True' or 'False'.

a) sin A = sin x A
5
b) cos A = for some angle A.
3
1
c) sec = , for an acute angle
cos θ

d) sin 60o = 2 sin 30o

e) cos 75o cos 45o + cos 30o.

4 3
f) If tan A = then cos A =
3 4

5. Fill in the blanks:

a) 5 cos 0o + sin 90o = ............................

b) tan 0o = ............................

c) tan 90o is ...........................

d) If sin = 1, then = .........................

e) 2 tan2 45o = .................................

f) 2 cos2 45o = ............................

6. Fill in the blanks.

a) The value of sin .................... as increases from 0o to 90o.

b) The value of cos ..................... as increase from 0o to 90o.

157
 cos 58°
c) = .............................
sin 32°

d) sin 0o. sin 10o. sin 30o. sin 80o. sin 90o = ..........................

7. Write 'True' or 'False'.

a) In a ABC, if A+ C = 90o, then sin A = cos C.

b) tan 60o = cot (90 – 30o)

c) sin + cos =1

d) cot2A = cosec2 A – 1

e) sin2 54o + cos2 36o = 1

f) cosec 50o = sec 40o

8. Prove that (1 + tan2 ) (1 + sin ) (1 – sin ) = 1

9. Evaluate tan 5o tan 25o tan 30o tan 65o tan 85o.

Task–2: MCQ Worksheet

Topic Introduction to Trigonometry

Nature of task Content

Content Coverage Complete Chapter

Learning Outcomes The students will be able to appreciate

 T–Ratio of special angles
 Trigonometry Identities

Execution of task The teacher may give printed worksheet to the students.

Duration 1 Period

Assessment Criteria  For each correct answer, marks may be alloted.

 In case, MCQ is used as practice worksheet then, it is
not necessary to assign marks.

Follow up Answers of the questions and common errors may be

discussed in the class.

158
 MCQ WORKSHEET

Q1. Value of , for sin 2 = 1, where 0o< <90o is:

a) 30o b) 60o c) 45o d) 135o

Q2. Value of sec2 26o – cot2 64o is:

a) 0 b) 1 c) –1 d) 2

Q3. The value of product tan 1o tan 2o tan 3o ......... tan 89o is:

a) 1 b) 0 c) –1 d) 90

Q4. 1 + 𝑡𝑎𝑛2 𝜃, where is acute is equal to:

a) cot b) cos c) cosec d) sec

3
Q5. If A + B = 90o, cot B = then tan A is equal to:
4

3 4 1 1
a) b) c) d)
4 3 4 3

1
Q6. Maximum value of 0o 90o is:
cosecθ
1
a) –1 b) 2 c) 1 d)
2

1 1
Q7. If cos = , sin = then value of +
2 2

a) 30o b) 60o c) 90o d) 120o

Q8. If sin (A + B) = 1 = cos (A – B) then

a) A = B = 90o b) A = B = 0o c) A = B = 45o d) A = 2B

Task–3: Remedial Worksheet

Topic Introduction to Trigonometry

Nature of task Need based

Content Coverage Need based

159
 Execution of task Common problems can be taken up in the class.
Individual remedial worksheets can be given to students
as per need.

Duration Individual learners need based.

1. Fill up:

a) tan 65o b) tan 25o

= tan (90o – )= = tan (90o – )=

c) cos 31o d) sin 39o

= cos (90o – )= = sin (90o – )=

e) sec2 35o f) cosec2 40o

= sec2 (90o – )= = cosec2 (90o – )=

g) sin2 89o h) sec2 80o

= sin2 (90o – )= = sec2 (90o – )=

i) tan2 67o j) sec 37o

= tan2 (90o – )= = sec (90o – )=

2. Express cot 79o + tan 80o in terms of:

a) Trigonometric ratio of angle between 0o and 45o

cot 79o + tan 80o

= cot (90o – ) + tan (90o – )

b) Express cos 75o + sin 85o in terms of trigonometric ratio of angles between 0o
and 45o.
cos 75o + sin 85o

= cos (90o – ) + sin (90o – )

160
3. Find the errors (if any) and correct it:

sin 2 20 o +sin 2 70 o sin 2 20 o +sin 2 70 o

(A) (B)
cos 2 20 o +cos 2 70 o cos 2 20 o +cos 2 70 o

sin 2 (90o −20 o )+sin 2 70 o (sin 20 o +sin 70 o )2

= =
cos 2 (90o −20 o )+cos 2 70 o (cos 20 o −cos 70 o )2

sin 2 70 o +sin 2 70 o
=
cos 2 70 o +cos 2 70 o

sin 2 20 o +sin 2 70 o sin 2 20 o +sin 2 70 o

(C) (D)
cos 2 20 o +cos 2 70 o cos 2 20 o +cos 2 70 o

sin 2 20 o +sin 2 (90o −20 o ) sin 2 90o

= =
cos 2 20 o +cos 2 (90o −20 o ) cos 2 90o

sin 2 20 o +cos 2 20 o
=
cos 2 20 o +sin 2 20 o

sin 2 20 o +sin 2 70 o
(E) (F) sin30o+sin60o=sin90o
cos 2 20 o +cos 2 70 o

sin 2 20 o +sin 2 (90o −70 o )

=
cos 2 20 o +cos 2 (90o −70 o )

sin 2 20 o +cos 2 20 o
=
cos 2 20 o +sin 2 20 o

=1

Task–4: Crossword Puzzle Worksheet

Topic Introduction to Trigonometry

Nature of Task Content

Content Coverage Complete Chapter

Learning Outcomes The students will be able revise the basic concepts related
to the chapter using crossword puzzle

Task Crossword Puzzle

Execution of Task The task may be performed in the classroom. Students

can be given photocopy of the worksheet

161
Duration 10 – 15 Minutes

Assessment Criteria  Time involved in solving the worksheet

 Rating scale for the worksheet

Follow up Suggest correction work to students (if any)

CROSSWORD PUZZLE WORKSHEET

Across

2. Two angles whose sum is 90 degrees

4. Angle lying between a right and a straight angle

7. Value of cosine of 90 degrees

9. Ratio obtained by dividing sine by cosine

11. Value of sine of 30 degrees

12. Reciprocal of trigonometric ratio secant

Down

1. Ratio of side adjacent to angle and cosine

3. Value of sine of 90 degrees

5. Reciprocal of the trigonometric ratio cosecant

6. Reciprocal of trigonometric ratio tangent

8. All trigonometric ratios lie under this category of numbers

10. Value of cosecant 30 degrees

162
Task 5: Assignment

Topic Introduction to Trigonometry

Nature of task Post content

Content coverage Complete chapter

Learning Outcomes To apply the concepts learnt in solving problems

Task Assignment

Execution of Task To be done by students at home

Duration 1 – 2 Days

Assessment Criteria Follow rubric for Assignments

Follow up Suggest correction work to students (if any)

163
Ques. 1: Match the Following

Sin 0o 1
3
Cos 0o 0
tan 60o 2
Cosec 30o 3
Sec 30o 1
Tan 30o 2 3
3

Ques. 2: Match the following:

1– cos2θ sec2θ
1+ tan2θ sin2θ
1 cos θ
sinθ
sin θ × cot θ 1
1+cosec2θ – cot2θ 0
tan θ × cot θ sin θ
Cos (90o-θ) 2
sin231osec259o–1 cosec θ

Ques. 3: Shade all the regions which display the correct trigonometric ratio. Identify
the shape so obtained

Ques. 4: Evaluate the following:

(i) Sin600 cos300+sin300 cos600

(ii) 2tan2 45o+cos230o-sin260o

3
Ques. 5: If sin (A+B) = 1 and cos (A-B) = , '0' ≤ (A+B) ≤ 90o, A ≤ B, then find the value
2
of A and B.

164
Ques. 6: Without using trigonometric tables, evaluate:

2cos 67 o tan 40 o
sin 23 o
− cot 50 o − cos0o + tan15o tan25o tan60o tan65o tan75o

Ques. 7: If Sin A+ Sin2A = 1, then find the value of (cos2A+cos4A).

Prove each of the following identities:

sec θ+tan θ 1+sin θ 2

Ques. 8: =
sec θ−tan θ cos θ

(1+sin θ)2 +(1−sin θ)2 1+sin 2 θ

Ques. 9: =
2cos 2 θ 1−sin 2 θ

Ques. 10: (sin A – cosec A)2 + (cos A – sec A)2 = tan2A+cot2A-1

165
 CHAPTER–9
Some Applications of Trigonometry
Suggested Formative Assessment Task
Task 1: Recognise and Fill

Topic Application of Trigonometry

Nature of task Pre content

Content Coverage Angle of elevation, depression, line of sight

Task Worksheet

Execution of task Printed worksheet may be given to the students

Duration 10 – 15 minutes

Assessment Criteria Teacher may discuss the worksheet and observe the level
of understanding. It is not necessary to give marks for this
assessment. It may be used for diagnostic purpose.

WORKSHEET
Identify the angle of elevation or depression as the case may be

Figure Angle of Angle of Line of

Elevation depression Sight

166
Task 2: Understanding Word Problems

Topic Heights and Distances

Nature of task Content

Content Coverage Framing word problem from given figure.

Learning Outcomes The students will be able to analyse the word problem
from the given figure and solve it.

Task Worksheet

Execution of task Worksheet containing figures and blank space to write

question may be given to each child. They would be then
asked to frame atleast one question on the given figure.

Duration 1 period

167
Assessment Criteria Teacher may discuss the questions framed by students
and observe their level of thinking and imagination. It is
not necessary to give marks for this assessment.

WORKSHEET
Use the figure given to answer to questions

Figure

What is the height of the diving

raft above the water level?

Find distance between the two

submarine ships shown in the
given figure.

168
 What will be the angle of
elevation θ after t=4 minutes.
Also find the distance d between
the man and base of the balloon
at that time?

A
Find the height of the building
AB as shown in the given figure?
P 450
300
B

A person standing on the deck of

the ship 10 m above the sea level
observes the angle of elevation of
the cloud P as 30o. The angle of
depression of its shadows on the
river bed is 60o. Find the height
of the cloud above the sea level?

Task 3: Class Worksheet

Topic Application of trigonometry

Nature of task Content

Content Coverage Figure formation from word problem

Learning Outcomes The students will be able to read and analyze word
problem and to draw the corresponding figure.

Task Class Worksheet

169
Execution of task Worksheet containing questions and blank space to draw
figure may be given to each child. They would be then
asked to draw the corresponding figures for each
question
Alternatively,
Teacher may write the question on board.

Duration 1 period

Assessment Criteria Teacher may prepare a rating scale according to marks

assigned to this task.

Follow up Worksheet for practicing may be given.

WORKSHEET
For each problem given below, draw a figure to illustrate the situation. The first one
is done for you.

A tower stands vertically on the ground.

From a point on the ground which is 15 m
away from the foot of the tower, the angle
of the top of the tower is found to be 60o
elevation

An observer 1.5 m tall is 28.5 m away from

a chimney. The angle of elevation of the top
of the chimney from her eyes is 45o.

From a point P on the ground the angle of

elevation of the top of 10 m tall building is
30o. A flag is hoisted at the top of the

170
building and the angle of elevation of the
top of the flag staff from P is 45o.

The shadow of a tower standing on a level

ground is found to be 40 m longer when
the sun’s altitude is 30o than when it is 60o.

From a point on a bridge across a river, the

angles of depression of the banks on
opposite sides of the river are 30o and 45o,
respectively. The bridge is at a height of 3
m from the banks.

A tree breaks due to storm and the broken

part bends so that the top of the tree
touches the ground making an angle 30o
with it. The distance between the foot of
the tree to the point where the top touches
the ground is 8m.

A circus artist is climbing a 20 m long rope,

which is tightly stretched and tied from the
top of a vertical pole to the ground. The
angle made by the rope with the ground
level is 30o.

Task 4: Assignment

Topic Application of trigonometry

Nature of task Post content

Content Coverage Complete Chapter

171
 Learning Outcomes The students will be able to apply the knowledge of
trigonometry in solving real life problems.

Task Assignment

Execution of task Printed assignment may be given after completing the

chapter.

Duration 2 days.

Assessment Criteria Follow Rubric for Assignments

Follow up Reference material in the form of important points to

remember can be given as support material.

ASSIGNMENT QUESTIONS

1. A vertical stick 10m long costs a shadow 8cm long. At the same time, a tower casts
a shadow 30m long. Determine the height of the tower.

2. A person standing on the bank of a river observes that the angle of elevation of the
top of a tree standing on the opposite bank is 60o. When he moves 20 m away from
the bank, he finds the angle of elevation to be 30o. Find the heights of the tree and
the width of the bank.

3. A boy is standing on ground and flying a kite with 150m of string at an elevation
of 30o. Another boy is standing on the roof of a 25m high building and flying a kite
at an elevation of 45o. Find the length of string required by the second boy so that
the two kites just meet, if both the boys are on opposite side of the kites.

4. An aeroplane, flying horizontally 1000m above the ground, is observed at an angle

of elevation 60o from a point on the ground. After a flight of 10 seconds, the angle
of elevation at the point of observation changes to 30o. Find the speed of the plane
in m/s.

5. A vertically straight tree, 15m high is broken by the wind in such a way that its top
just touches to the ground and makes an angle of 60o with the ground, at what
height from the ground did the tree break?

172
6. A man standing on the deck of a ship, which is 10m above the water level,
observes the angle of elevation of the top of a hill as 60o and the angle of
depression of the base of the hill as 30o. Calculate the distance of the hill from the
ship and the height of the hill

7. The angle of elevation of a tower from to point “a” and “b” form the base and the
same straight line with it are complementary. Prove that the height of the tower is
𝑎𝑏

Task-5: Hands on Activity

Topic Application of trigonometry

Nature of task During delivery of content

Learning Outcomes The students will be able to make a clinometer and use it to
measure the height of an object.

Task Maths Lab Activity

Execution of task An instruction sheet explaining the procedure to make

clinometer and its use in measuring the height of an object
can be given to students for reference. They will make the
clinometer and use it to find the height of an object.

Duration 1 period

Assessment Criteria This activity will be a part of Maths activity, so it will be

assessed according to the following parameters:
 Observation on thinking skills
 Class Ethics
 Performance of activity
 File Record
 Model of clinometers.
(marks may be allotted by the teacher accordingly)

Follow up Children should be encouraged to use clinometer to measure

the height of various objects.

173
 INSTRUCTION SHEET

Learning Outcomes: The students will be able to make a clinometer and use it to
measure the height of an object.

Materials required: Stiff card, small pipe of drinking straw, thread, a weight (a metal
washer is ideal)

Pre-requisite knowledge: Properties of right angled triangles.

Procedure:

(A) To make clinometer:

1. Prepare a semi-circular protractor using any hard board and fix a viewing tube
(straw or pipe) along the diameter.

2. Punch a hole (o) at the centre of the semicircle.

3. Suspend a weight (w) from a small nail fixed to the centre.

4. Ensure that the weight at the end of the string hangs below the protractor.

5. Mark degrees (in sexagecimal scale with 0o at the lowest and 1o to 90o
proceeding both clockwise and anticlockwise). [Fig. 1]

174
(B) To determine the height of an object:

6. First measure the distance of the object from you. Let the distance be d.

7. Look through the straw or pipe at the top of the object. Make sure you can
clearly see the top of the object.

8. Hold the clinometers steady and let your partner record the angle the string
makes on the scale of the clinometers. Let this angle be θ.

Fig.2

Observations:

Using trigonometric ratio:

tan θ = height / distance = h/d

h = d × tan θ

If, for example, d = 100 m and θ = 450

H = 100 × tan 450 = 100 m

Remarks:

Student may be asked to change the distance of the object (by either moving the object
to by changing their position) and note how the angle of elevation varies. They will
notice that though d and θ will be constant (within measurement error).

175
 CHAPTER–10

Circles
Suggested Formative Assessment Task
Task – 1

Topic Circles

Nature of task Content

Content Coverage Tangent to a circle is perpendicular to the radius through

the point of contact

Learning Outcomes The students will be able to apply the knowledge of

above theorem in solving questions.

Task Solve the questions

Execution of task Teacher may ask students to recall the theorem and
apply in the given set of questions.

Duration 1 period

Assessment Criteria It is diagnostic task. Teacher would come to know the

knowledge and understanding of theorem.

Follow up Teacher may ask the students to learn the basics and try
questions once again, which they found difficult

Ques. 1: PT is tangent to a circle with centre O. OT=56 cm, TP = 90 cm, find OP.

Which theorem you used?

176
Ques. 2: PT is tangent to a circle with centre O, PT = 36 cm, AP = 24 cm. Find the
radius of the circle.

Ques. 3: From a point P, 10 cm away from the centre of circle, a tangent PT of length
8 cm is drawn. Find the radius of the circle.

Ques. 4: Draw a circle with centre O. Draw diameter AB. Now, draw tangents at the
end points of diameter. Are these parallel or intersecting? Justify your
answer.

Ques. 5: Find the actual lengths of sides of ∆OTP.

Follow up Questions for practice

Ques. 1: TP and TQ are the two angles to a circle with centre O so that angle
POQ = 130o. Find PTQ.

Ques. 2: From a point Q, the length of the tangent to a circle is 40 cm and the distance
of Q from the centre is 41 cm. Find radius of the circle.

Ques. 3: The common point of tangent to a circle with the circle is called ___________.

Ques. 4: The length of a tangent from a point A at a distance 5 cm from the centre is 4
cm. Find the radius of the circle.
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Task 2: Observe and Answer

Topic Circles

Nature of task Content

Content Coverage Lengths of tangents from an external point to a circle are

equal

Learning Outcomes The students will be able to apply the knowledge of above
theorem in solving questions.

Task Solve

Execution of task Teacher may ask student to revise the theorem and apply
in the given set of questions.

Duration 1 period

Assessment Criteria It is a diagnostic task. Teacher would come to know the

knowledge and understanding of theorem.

Follow up Teacher may ask the students to learn the basics and try
questions once again.

(A) Observe and answer

Observe the given figure and write 4 observations regarding equal line segments.

178
(B) Find the perimeter of DEFG.

Write the result used.

(C) Observe the given figure and write three observations regarding equal line segments.

(D) In the given figure, find x.

Task 3: Assignment

Topic Circles

Nature of task Post Content

Content Coverage Complete chapter

179
 Learning Outcomes The students will be able to apply the knowledge of
theorems and results learnt in the chapter

Task Assignment

Execution of task Teacher may ask students to do the assignment.

Duration 2 days

Assessment Criteria Follow C.W/ Assignment rubric

Follow up Teacher may discuss and revisit the theorem and ask the
students to solve the difficult questions again.

ASSIGNMENT QUESTIONS
1. Prove that in two concentric circles, the chord of the bigger circle, which touches
the smaller circle, is bisected at the point of contact.

2. ∆PQR circumscribed a circle of radius r such that angle Q =90o, PQ =3 cm and

QR =4 cm. Find r.

3. Prove that the parallelogram circumscribing a circle is a rhombus.

4. ABC is an isosceles triangle, in which AB = AC, circumscribed about a circle. Show

that BC is bisected at the point of contact.

5. In Fig. a circle in inscribed in a quadrilateral ABCD in which angle B=90o. If

AD=23 cm, AB=29 cm and DS=5 cm, find the radius (r) of the circle.

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6. An isosceles triangle ABC is inscribed in a circle. If AB=AC=13 cm and BC=10 cm,
find the radius of the circle.

7. Two tangents TP and TQ are drawn from external point T to a circle with centre O,
as shown in fig. If they are inclined to each other at an angle of 100o then what is
the value of angle POQ?

8. XP and XQ are tangents from X to the circle with centre O. R is a point on the
circle. Prove that, XA + AR = XB +BR.

9. A circle touches all the 4 sides of a quadrilateral ABCD with AB = 6 cm,

BC = 7 cm and CD = 4 cm. Find AD.

10. TP and TQ are tangents to a circle O at P and Q respectively. PQ = 8 cm and radius

of circle is 5 cm. Find TP and TQ.

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Task 4: Cross word Puzzle

Topic Circles

Nature of task Post-content

Task Crossword Puzzle

Learning Outcomes The students will be able to apply their knowledge about
circles to solve the puzzle.

Execution of Task The students will solve the puzzle in pairs or

individually.

Duration 15 minutes

Follow up All the answer may be discussed in class.

WORSHEET
Crossword Puzzle

182
Across

2. Line joining two points on a circle.

4. Region enclosed between an arc of a circle and a chord

7. Length of the two tangents drawn from an external point to a circle.

8. π is the ratio of the ____________ to the diameter of circle.

10. Circles having same centre.

Down

1. Part of circle

3. Locus of a point equidistant from a fixed point.

5. Tangent is __________ to radius through the point of contact.

6. Region enclosed between two radii and an arc

9. The biggest chord of a circle

Answer

183
 CHAPTER–11
Constructions
Learning Outcomes: The students will be able to

 learn to divide a line segment internally in a given ratio.

 construct a triangle similar to a given triangle as per given scale factor which may
be less than 1 or greater than I.

 construct the pair of tangents from an external point to a circle.

Suggested Formative Assessment Task

Task 1: Class Worksheet / Oral Assessment

Topic Constructions

Nature of task Pre-content

Content Coverage Basic concepts like construction of triangles, scale factor.

Task Class Worksheet

Execution of task  This task may be performed in the classroom in the

first 10 minutes of a teaching period. A small
worksheet containing short questions may be given.
They would be then asked to write the answers to
questions.
 In one period, oral assessment may be done in
groups.

Duration  10 minutes for worksheet

 1 period for oral assessment

Assessment Criteria Teacher may ask questions in group and observe the level
of understanding. It is not necessary to give marks for this
assessment. It may be used for diagnostic purpose.

184
 CLASS WORKSHEET / ORAL ASSESSMENT
1. Is it possible to construct a triangle with sides 3 cm, 4 cm and 8cm?

2. What are the instruments to be used in performing constructions?

3. When are two angles equal? Can you make an angle equal to a given angle with
the use of compass and unmarked ruler only?

4. When do you say a line is the perpendicular bisector of another line?

5. What is the sum of the angles of a triangle?

6. The exterior angle of a triangle is equal to the sum of the ________________.

7. What are the adjacent sides and adjacent angles of a triangle?

8. Out of angles of 35o, 40o, 57o and 75o, which can be made with the help of a ruler
and compass?

9. What are the different criteria for construction of a triangle?

10. What do you understand by similar triangles?

11. What is a tangent?

12. What is the angle between the radius and tangent to the circle at the
point of contact?

13. How many tangents can be drawn from a point on the circle to another circle
concentric to it and having greater radius?

14. What can you say about the length of tangents from an external point to a circle?

15. How many tangents can be drawn from a point on a circle to it?

Task 2: Class Worksheet

Topic Constructions

Nature of task Content

Content Coverage Scale factor, construction of similar triangles & tangents

to a circle.

185
Learning Outcomes The students will be able to
 learn to divide a line segment internally in given ratio.
 construct a triangle similar to a given triangle as per
given scale factor which may be less than 1 or greater
than 1.
 construct the pair of tangent from an external point to
a circle.

Task Class Worksheet

Execution of task Printed worksheet should be given to each child with

appropriate space for making the constructions.

Duration 2 periods

Assessment Criteria  Accuracy and neatness of constructions

 Possession of required geometrical instrument by each
child.
 Accuracy of Construction

CLASS WORKSHEET

1. AB is a line segment of length 8 cm. Locate a point C and AB such that AC = 1/3 CB.

2. A triangle ABC is given such that AB = 15 cm, BC = 27 cm and angle BAC = 50o.
Another triangle A’BC’ similar to triangle ABC is constructed with sides BA’ and
BC’ equal to 25 cm and 45 cm respectively. Find the scale factor.

3. Draw a pair of tangents to a circle of radius 6 cm which are inclined to each other at
an angle of 600. Also justify the construction. Measure the distance between the
centre of the circle and the point of intersection of tangents.

4. Give a method to locate the centre of circle if it is not given to you.

5. Draw a triangle ABC in which AB = 5cm, BC = 6 cm and triangle ABC = 60 o.

Construct a triangle similar to triangle ABC with scale factor 3/8/ Justify the
construction.

186
6. Draw a triangle ABC in which AB = 4 cm, BC = 6cm and AC = 9cm. Construct a
triangle similar to triangle ABC with scale factor 2/5. Justify the construction. Are
the two triangles congruent?

Task 3: Practice Sheet MCQ

Topic Constructions

Nature of task Pre-content

Content Coverage Complete Chapter

Task MCQ

Execution of task Printed copy of MCQ paper can be given to students

Duration 10 – 15 minutes

Assessment Criteria After a follow up discussion of question students can do

peer evaluation.

MULTIPLE CHOICE QUESTIONS

Choose the correct answer from the given four options:

1. To divide a line segment AB in the ratio 3:7, first a ray AX is drawn so that angle
BAX is an acute angle and then at equal distances points are marked on the ray AX
such that the minimum number of these points is

(A) 3 (B) 10 (C) 7 (D) 12

2. To divide a line segment AB in the ratio 4:5, a ray AX is drawn first such that angle
BAX is an acute angle and then points A1, A2, A3, ….. are located at equal distance
son the ray AX and the point B is joined to

(A) A4 (B) A5 (C) A10 (D) A9

3. To divide a line segment AN in the ratio 4:5, draw a ray AX such that angle BAX is
an acute angle, then draw a ray BY parallel to AX and the points A1, A2, A3, … and

187
 B1, B2, B3, … are located at equal distances on ray AX and BY, respectively. Then the
points joined are

(A) A5 and B6 (B) A6 and B5 (C) A4 and B5 (D) A5 and B4

4. To construct a triangle similar to a given ∆ABC with its sides 2/5 of the
corresponding sides of ∆ABC, first draw a ray BX such that angle CBX is an acute
and X lies on the opposite side of A with respect to BC. Then locate points B1,B2, B3,
… on BX at equal distance and next step is to join

(A) B7 to C (B) B2 to C (C) B5 to C (D) B4 to C

5. To construct a triangle similar to a given ∆ABC with its sides 5/3 of the
corresponding sides of ∆ABC draw a ray BX such that CBX is an acute angle and X is
on the opposite side of A with respect to BC. The minimum number of points to be
located at equal distance on ray BX is

(A) 3 (B) 5 (C) 8 (D) 2

6. To draw a pair of tangents to a circle which are inclined to each other at an angle of
30o, it is required to draw tangents at end points of those two radii of the circle, the
angle between them should be

(A) 150o (B) 90o (C) 60o (D) 120o

7. In the given figure ∆ADE is constructed similar to ∆ABC the scale factor is

7 3 4 3
(A) (B) (C) (D)
3 4 3 7

188
8. In the given figure ∆PQR, is constructed similar to ∆PST the scale factor is

4 3 3 4
(A) (B) (C) (D)
3 4 5 7

9. To draw a pair of tangents to a circle which are inclined to each other at an angle of
75o it is required to draw tangents at end points of those two radii of the circle the
angle between them should be

(A) 105o (B) 65o (C) 95o (D) 75o

5
10. If scale factor is , then the next step would be to join
3

(A) A to B5 (B) B to B5 (C) A to B3 (D) B to B3

Task 4: Assignment

Topic Constructions

Nature of task Post Content

Content Coverage Complete Chapter

189
Learning Outcomes The students will be able to
 learn to divide a line segment internally in a given
ratio.
 construct a triangle similar to a given triangle as per
given scale factor which may be less than 1 or greater
than 1.
 construct the pair of tangents form an external point to
a circle.

Task Assignment

Execution of task Printed assignment may be given after completing the

chapter

Duration 1 – 2days

Assessment Criteria Follow Rubric for Assignments

Follow up Reference material in the form of important points to

remember can be given as a support material

ASSIGNMENT
1. Draw two tangents to a circle of radius 3.5 cm from a point P at a distance of 5.5 cm
from its centre.

2. Construct a triangle similar to ∆ABC such that each of its sides is 2/3rd of the
corresponding sides of ∆ABC. It is given that AB = 5 cm, AC = 6 cm and BC = 7 cm.

3. Draw a line segment AB of length 4.4 cm. Taking A as centre, draw a circle of radius
2 cm and taking B as centre, draw another circle of radius 2.2 cm. Construct tangents
to each circle from the centre of the other circle.

4. Draw a pair of tangents to a circle of radius 2 cm that are inclined to each other at an
angle of 90o.

190
5. Construct a tangent to a circle of radius 2 cm from a point on the concentric circle of
radius 2.6 cm and measure its length. Also, verify the measurements by actual
calculations.

6. Construct an isosceles triangle whose base is 7cm and altitude 4 cm and then
construct another similar triangle whose sides are 3/2 times the corresponding sides
of the isosceles triangle.

7. Draw a line segment AB of length 8 cm. Taking A as center, draw a circle of radius 4
cm and taking B as centre, draw another circle of radius 3 cm. Construct tangents to
each circle from the center of the other circle.

Task 5: Assignment

Topic Constructions

Content Coverage Complete Chapter

Learning Outcomes The students will be able to

 extend the knowledge of drawing a similar triangle
with a given scale factor to drawing a quadrilateral
similar to a given quadrilateral using a given scale
factor
 construct a quadrilateral similar to a given
quadrilateral as per the given scale factor.

Content Coverage Similar figures to be constructed

Execution of Task Worksheet may be given to the students and the students
may be asked to draw both the similar quadrilaterals as
per the respective scale factors.

Duration 20 minutes

Assessment Criteria Each correct construction carries marks.

191
 WORKSHEET
Consider the quadrilateral ABCD given below.

 Draw the diagonal AC

2
 Draw a triangle similar to Δ ABC with the scale factor to get Δ AB’C’.
3

 From C’ draw a line parallel to CD to get C’D’

We have now constructed a quadrilateral AB’C’D’ similar to quadrilateral ABCD with

scale factor 2 3.

Use the same process to make a quadrilateral PQ’R’S’ similar to the given quadrilateral
4
PQRS with the scale factor
5

192
 CHAPTER–12

AREA RELATED TO CIRCLES

Learning Outcomes: The students will be able to

 revise the concept of circumference of circle and its use in daily life situations.

 understand the terms-major segment, minor segment, major sector, minor sector,
angle subtended by the sector at the centre, area of the sector of given angle, length
of an arc of a sector of given angle and their application.

 apply the knowledge of area of plane figures in solving the problems with
combination of plane figures.

Suggestive Formative Assessment Tasks

Task 1: Crossword Puzzle

Topic Perimeter and Area of Circle Review

Nature of task Content

Learning Outcomes The students will be able to

 revise the concept of circumference of circle and its use
in daily life situations.
 understand the terms-major segment, minor segment,
major sector, minor sector, angle subtended by the
sector at the centre, area of the sector of given angle
length of an arc of a sector of given angle and their
applications.

Execution of task After explaining all concepts crossword puzzle can be

given to quickly check the understanding of learner. Sheet
of crossword can be distributed to students with
instructions to complete it in 15 minutes.

193
 Teacher can discuss all the hints and can call the students
to explain each hint on blackboard by drawing it.

Duration 1 periods

Assessment Criteria Objective of assessment will be diagnostic as well as

remedial as the follow up discussion will give an
opportunity to understand the concepts.

Crossword Puzzle Sheet

Across
2. 2π r = …………………….. of circle
3. πr +d = perimeter of ………………….
6. region enclosed between an arc and two radii
7. angle in semi circle
8. πr2 = area of ……………………….

194
Down
1. π is the ratio between circumference and …………….. of circle.
4. angle formed by two radii at centre is known as ……………….. angle
5. two circle having same centre.
6. region enclosed between chord and arc.

Answer

Task 2: Multiple Choice Questions

Topic Perimeter and Area of Circle Review

Nature of task Content

Learning Outcomes The students will be able to:

 revise the concept of circumference of circle and its
use in daily life situations

195
  understand the terms – major segment, minor
segment, major sector, minor sector, angle subtended
by the sector at the centre, area of the sector of given
angle, length of an arc of a sector of given angle and
their applications

Execution of task After giving the practice of questions based on

applications of area of sector, length of sector etc. An
MCQ can be conducted in the class to assess the skills
attained in solving problems

Duration 1 period

Assessment Criteria Correct Answer

MULTIPLE CHOICE QUESTIONS

1. The area of the sector of a circle of radius r and central angle θ, is

𝜋𝑟 2𝜋𝑟 2 𝜃 2𝜋𝑟𝜃 𝜋𝑟𝜃

(A) (B) (C) (D)
2 720 o 360 o 360 o

2. An arc of a circle is of length 5π cm and the sector it bounds has an area of 20 πcm2.
The radius of circle is

(A) 1 cm (B) 5 cm (C) 8 cm (D) 10 cm

3. A sector is cut from a circle of radius 21 cm. The angle of sector is 150 o. The area of
sector is

(A) 577.5 cm2 (B) 288.2 cm2 (C) 152 cm2 (D) 155 m2

4. A chord AB of a circle of radius 10 cm makes a right angle at the centre of the circle.
The area of major segment is

(A) 210 cm2 (B) 235.7 cm2 (C) 285.7 cm2 (D) 258.1 cm2

5. A horse is tied to a pole with 56 m long string. The area of the field where the horse
can graze is

(A) 2560 m2 (B) 2464 m2 (C) 9856 m2 (D) 25600 m2

196
6. The circumferences of two circles are in the ratio 2:3. The ratio of their areas is

(A) 4:9 (B) 2:3 (C) 7:9 (D) 4:10

7. Area enclosed between two concentric circles is 770 cm2. If the radius of outer circle
is 21 cm, then the radius of inner circle is

(A) 12 cm (B) 13 cm (C) 14 cm (D) 15 cm

8. The perimeter of a semi-circular protector is 72 cm. Its diameter is

(A) 28 cm (B) 14 cm (C) 36 cm (D) 24 cm

9. The minute hand of a clock is 21 cm long. The area described by it on the face of
clock in 5 minutes is

(A) 115.5 cm2 (B) 112.5 cm2 (C) 211.5 cm2 (D) 123.5 cm2

10. The area of a circle circumscribing a square of area 64 cm2 is

(A) 50.28 cm2 (B) 25.5 cm2 (C) 100.57 cm2 (D) 75.48 cm2

Task 3: Oral Assessment

Topic Area of sector and segment of circle

Nature of task Post content

Learning Outcomes The students will be able to

 revise the concept of circumference of circle and its use
in daily life situations.
 understand the terms – major segment, minor
segment, major sector, minor sector, angle subtended
by the sector at the centre, area of the sector of given
angle, length of an arc of a sector of given angle and
their applications

Execution of task Oral assessment can be conducted individually in the

class. Teacher must have the list of question ready in

197
 order to save time. It any student is not able to answer
any question he/she should be given another
opportunity.

Duration 1/2 periods depending on class strength

Assessment Criteria Objective of assessment will be diagnostic

Suggested Questions for Oral Assessment

1. The length of an arc of a circle of radius r subtending angle θ at the centre is _______.

2. The area of the sector of a circle of radius r with central angle θ is ________________.

3. The perimeter of sector of a circle or radius r and central angle θ is ______________.

4. The areas of two circular fields are in the ratio of 16:49. If the radius of the bigger
circle is 14 cm, then the radius of smaller circle is ______________________________.

5. The distance travelled by a road roller of radius r and length l in 20 rotations is

__________.

6. Area of a ring of outer radius R and inner radius r is ___________________________.

7. If a road roller, of radius 7 cm and length 20 cm performs 20 revolutions in a minute

then the distance traveled by it in one minute is _______________________________.

8. Perimeter of semi circle ________________.

9. Perimeter of sector with radius r and central angle 2θ _________.

10. Perimeter of segment with radius r and chord length a units.

Task 4: Assignment

Topic Constructions

Nature of task Post-content

Learning Outcomes The students will be able to apply the knowledge of area
of plane figures in solving the problems with

198
 combination of plane figures

Execution of task Once the chapter is complete, assignment can be given.

Assignment may contain variety of questions from
simple to complex, from routine problems to non-routine
problems.

Duration 3 to 4 days

Assessment Criteria As per Rubric of Assignment. Follow up session to

discuss the problems of students from assignment is
must.

Assignment: Short and Long Questions

1. Find the area of a ∆OAB with AOB = 120o and OA = OB = 18 cm.

Fig.1

2. Find the area of sector of angle 120o and radius 18 cm.

Fig.2

199
3. Find the area of the segment ACB of angle 120o and radius 28 cm.

Fig. 3

4. A chord of a circle of radius 10 cm subtends a right angle at the centre. Find the
following

(i) Area of minor sector (ii) Area of minor segment

(iii) Area of major segment (iv) Area of minor segment

(Use π = 3.14)

5. It is proposed to add two circular ends, to a square lawn whose side measures 58
cm, the centre of each circle being the point of intersection of the diagonals of the
square. Find the area of the whole lawn.

6. In a circle of radius 21 cm, an arc subtends an angle of 60o at the centre. Find:

(i) length of the arc

(ii) area of sector formed by the arc

(iii) area of segment formed by the corresponding chord of the arc.

7. The length of an arc subtending an angle of 72o at the center is 44 cm. Find the area
of the circle.

8. A park is in the form of rectangle 120 m by 100 m. At the center of the park, there
is a circular lawn. The area of the park excluding the lawn is 11384 sq. m. Find the
radius of the circular lawn.

200
9. Find the area of shaded portion in the following figures:

Figure (i): AOB is isosceles triangle Figure (ii): AOQ is isosceles triangle

Figure (iii): PQ = QR = RS = 4 cm Figure (iv)

10. An athletic track, 14 m wide, consists of two straight sections 120 m long joining
semicircular ends whose inner radius is 35 m. calculate the area of the track.

Task 5: Project Work

Topic Areas Related to Circles

Nature of task Post-content

Content Coverage Whole chapter

Leaning Outcomes The students will be able to apply the knowledge of

Areas Related to Circles in real life.

Task Project work

201
Execution of task The class may be divided into groups of 6 to 8 students
(Students living in the same neighborhood may be
assigned in one group). Each group is supposed to work
as a team for the completion of project. Few members can
take responsibility of gathering required information for
the project; others can work for making a rough draft
from the gathered information. After finalizing few
members can write the report.
The project work completes with the submission of
report. A small seminar could be conducted where the
team leader should present their work to the complete
class.

Duration 10 to 15 days

Assessment Criteria The project work could be assessed according to the

following parameters:
 Team Spirit
 Identification of project
 Procedure adopted
 Preparation of Report
 Class presentation of the work

Suggested Project

Prepare architectural layout of a house/flat. The plan of flat should incorporate all
shapes related to circles (circular lawn, semicircular balcony, kitchen in the shape of
segment, sartorial washrooms etc)

Expectations from Project Report:

1. The report should contain the layout diagram of the house with scale.

2. The layout should contain sectors and semi-circles and circular areas (e.g. semi-
circular lawns or balconies).

202
3. Find the area of all the sectors, segments in the layout.

4. Find the cost of flooring each room and other parts of your flat.

Task 6: Worksheet

Topic Areas Related to Circles

Nature of task Post-content
Content Coverage Whole chapter
Leaning Outcomes The students will be able to apply the knowledge learnt
to find the areas of the given figures
Task Worksheet: Match the following
Execution of task A worksheet would be given to the students in which
they would match the areas on perimeters given on one
side to the figure whose area or perimeter has been
found out
Duration 1 period
Assessment Criteria Correct Answer.

203
Ques. 1: Match the following

1. Area enclosed by a circle 𝜋𝑟 2 𝜃

360

2. Area of a semi circular region 𝑟𝜃

3. Area of a sector of radius r subtending θo at the 𝜋𝑟 2

centre

4. Length of an arc subtending θ radians at the centre 2𝜋𝑟

5. Circumference of a circle 𝜋𝑟 2
2

6. Perimeter of a sector 𝜋𝑟 2 𝜃 1 2
− 𝑟 sinθ
360 2

𝜋𝑟𝜃
2𝑟 +
180
7. Area of a segment

Ques. 2: Match the figures given with areas given in the column 2 (for shaded region)

1.
441
𝜋 cm2
4

ABCD is a square of side 14 cm

2.
98 cm2

204
3.

57 cm2

4.

𝜋
cm2
2

All the four sectors have the same radius

r = 14 cm

5.
57 cm2

6.

132 cm2

ABCP is a quadrant of a circle of radius

14 cm. AC is the diameter of the semi circle AQC.

7.
77 cm2

205
8.
12π cm2

9.
42 cm2

10.
169
30 + 𝜋 cm2
8

206
 CHAPTER–13

Surface Areas and Volumes

Learning Outcomes: The students will be able to

 get familiar with the term – combination of solids.

 relate examples from real life.

 learn how to find out the volume and surface area of combination of solids.

 relate and apply it to daily life situations.

 learn how a new solid (frustum) can be obtained from a cone.

 learn how to find out volume and surface area of frustum.

Suggested Formative Assessment Tasks

Task-1: Group Discussion on Designing a Swimming Pool

Topic Surface Area of Volume

Nature of task Post-content

Content Coverage Surface area and volume of combination of cube &

cuboids

Learning Outcomes The students will be able to apply the knowledge of

finding surface area and volume in real life situation

Task Group discussion initiated with a practice sheet.

Execution of task This task may be performed in the classroom. Students

can be divided in groups of 4-5. Each group should be
given one practice sheet. 20 minutes should be given for
group discussion followed by class discussion.

Duration 1 period

Assessment Criteria  Observation

207
  Team Spirit
 Logical Thinking
 Imaginative Ability from 2 D to 3D

Follow up Teacher should encourage children to visit a swimming

pool and make a small report of the layout, material
required (in terms of number of units, cost) & calculate
the cost of making and maintenance of the pool.
Let children appreciate what they are learning with their
surroundings.

Designing a Swimming Pool-Picture Sheet

Our school has decided to build a swimming pool in school with dimensions –
25 meters long and 15 meters wide. The teacher in-charge wants to discuss the plans to
build the pool, put tiles on the bottom of the pool and other requirements. Can you help
him to answer the following question?

1. What is the surface area of the pool?

208
2. If the in-charge plans to cover the bottom and sides of the pool with square tiles
having side 25 cm, how many such tiles will be required?

3. If each tile costs Rs. 40, how much will be the total cost?

4. The local digging company Kumar & Sons charges Rs. 150 per cubic meter, how
much school has to pay for digging the swimming pool?

5. How long will it take for the swimming pool to be filled completely, if the hose pipe
is pouring water into the pool@40 liters per minute?

6. What is the area of the wall at the shallow end of the swimming pool?

7. What is the area of the wall at the deep end of the swimming pool?

8. How much will be the total cost for making the swimming pool operational,
considering cost for digging the pool& fixing tiles?

Task 2: Practice Sheet

Topic Surface Area and Volumes

Nature of task  Objective sheet during the delivery of lesson.

 Subjective sheet post content

Content Coverage  Formulae to calculate Surface Area & Volume of

various solids
 Application of above in solving question

Learning Outcomes The students will be able to

 revise formulae of various solids
 analyze and apply the above knowledge in solving
questions.

Task Class Worksheets

 Objective (Oral Test can also be taken)
 Subjective

Execution of task  Practice Sheet-1 is for a quick follow up of the recall

209
 capacity of child. It also tests their mental presence in
the class. Teacher can distribute printed sheets after
the delivery of main concepts.
 Practice Sheet-2 tests the understanding of concepts,
so it should be done after finishing the chapter.

Duration  10-15minutes for objective test

 1 period for subjective test

Assessment Criteria  Teacher may prepare a rating scale according to the

marks assigned to this task
 Follow Rubrics for assessing subjective worksheet.

Follow up A class discussion on the given worksheet may be

initiated.

Practice Sheet 1: Objective

1. Match the following

Surface Area of a sphere 2πrh

Total S.A. of a cone 1/3 πr2h

Volume of a cuboid 2 πr(r+h)

Volume of hemisphere 1/3 πh(r2+R2+rR)

Curved Surface Area of a Cone πr(r+l)

Total S.A. of hemisphere l×b×h

Curved S.A. of a cylinder 2/3 πr3

Volume of a cone πrl

Total S.A. of a cylinder 3 πr2

Volume of a frustum 4 πr2

2. Fill in the blanks

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 a) The total surface area of cuboid of dimensions a × a × b is ________________.

b) The volume of right circular cylinder of base radius r and height 2r is ______.

c) The total surface area of a cylinder of base radius r and height h is _________.

d) The curved surface area of a cone of base radius r and height h is __________.

e) If the height of a cone is equal to diameter of its base, the volume of cone is __

f) The total surface area of a hemisphere of radius r is _______

g) The lateral surface area of a hollow cylinder of outer radius R and inner
radius r and height h is __________

h) Volume of a frustum of cone of radii of circular bases as R and r and height h

is ________.

i) If the radius of a sphere is doubled, its volume becomes ____________times

the volume of original sphere.

j) If the radius of a sphere is halved, its volume becomes ________ times the
volume of original sphere.

Practice Sheet 2: Short and Long Questions

1. A cone of radius 10 cm is divided into two parts by drawing a plane through the
midpoint of its axis, parallel to its base. Compare the volume of the two parts.

2. A hollow cone is cut by a plane parallel to the base and the upper portion is
removed. If the curved surface of the remainder is 8/9 of the curved surface of the
whole cone, find the ratio of the line segments into which the cone‟s altitude is
divided by the plane.

3. From a solid cylinder of height 24 cm and diameter 10 cm, two conical cavities of
same radius as that of the cylinder are hollowed out. If the height of each conical
cavity is half the height of cylinder, find the total surface area of the remaining
cylinder.

4. A wooden show piece is as shown in the figure. Find the total surface area of the
show piece.

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5. A rolling pin is made by joining 3 cylindrical pieces of wood as shown in the
figure. Find the cost of painting it at the rate of 10 paisa per sq. cm.

6. A farmer connects a pipe of internal diameter 20 cm from a canal into a cylindrical

tank to her field, which is 10m in diameter and 2 m deep. If water flows through
the pipe at the rate of 3 km/hr, in how much time will the tank be filled?

7. A toy is in the form of a cone on a hemi-sphere of diameter 7 cm. The total height
of the top is 14.5 cm. Find the volume and total surface area of the toy.

8. A vessel in the form of hemi-sphere is mounted by a hollow cylinder. The diameter

of the bowl is 14 cm and the total height of the vessel is 13 cm. Find the capacity of
the vessel.

9. A cylindrical container with radius and height 4 cm and 8 cm respectively is filled

with Ice-cream and ice-cream is distributed to 10 children in equal cones having
hemi-spherical tops. If the height of the conical portion is 4 times the radius of its
base, find the radius of the ice-cream cone.

10. A tent has a cylinder surmounted by a conical roof. The radius of the cylindrical
base is 20 m. The total height of tent is 6.3 m and height of cylindrical portion is
4.2 m. Find the volume and surface area of the tent.

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Task 3: Multiple Choice Questions (MCQs)

Topic Surface Area and Volumes

Nature of task Post-content

Content Coverage Complete Chapter

Task MCQ

Execution of task Printed assignment may be given after completing the

chapter. After completion of worksheet, teacher can ask
children to interchange their sheets & a quick evaluation
can be done by class discussion.

Duration 10 – 15 minutes

Assessment Criteria Teacher may prepare a rating scale according to the

marks assigned to this task.

WORKSHEET
Multiple Choice Questions
1. The total surface area of a solid hemisphere of radius r is

(A) πr2 (B) 2 πr2 (C) 3 πr2 (D) 4 πr2

2. The volume and the surface area of a sphere are numerically equal, then the radius
of sphere is

(A) 0 units (B) 1 units (C) 2 units (D) 3 units

3. A cylinder, a cone and a hemisphere are of the same base and of the same height.
The ratio of their volumes is

(A) 1:2:3 (B) 2:1:3 (C) 3:1:2 (D) 3:2:1

4. Small spheres, each of radius 2 cm, are of the same base and of the same height.
The ratio of their volumes is

(A) 9 (B) 6 (C) 27 (D) 81

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5. A solid sphere of radius r cm is melted and recast into the shape of a solid cone of
height r. Then the radius of the base of cone is

(A) 2r (B) r (C) 4r (D) 3r

6. Three solid of diameters 6 cm, 8 cm and 10 cm are melted to form a single solid
sphere. The diameter of the new sphere is

(A) 6 cm (B) 4.5 cm (C) 3 cm (D) 12 cm

7. The radii of the ends of a frustum of a cone 40 cm high are 38 cm and 8 cm. The
slant height of the frustum of cone is

(A) 50 cm (B) 10 7 cm (C) 60.96 cm (D) 4 2 cm

Task 4: Assignment

Topic Surface Area and Volumes

Nature of task Post-content

Content Coverage Complete Chapter

Learning Outcomes The students will be able to:

 find surface area of combination of solids
 find volume of combination of solids
 find surface area and volume of a frustum
 apply the knowledge in solving questions related to
real life.

Task Assignment (Short/Long questions)

Execution of task Printed assignment may be given after completing the

chapter.

Duration 2 days

Assessment Criteria Follow Rubric for Assignments

Follow up Reference material in the form of important points to

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 remember can be given as a support material

Assignment: Short and Long Questions

1. A vessel is in the form of a hollow hemisphere mounted by a hollow cylinder. The

diameter of the hemisphere is 14 cm and the total height of the vessel is 13 cm.
Find the inner surface area of the vessel.

2. A conical vessel with internal radius 6 cm and height 8 cm is completely filled with
water. A sphere is lowered into the water and its size in such that when it touches
the side, it is just immersed. Find the volume of water overflows.

3. A given amount of wax in cylindrical form is heated in a metal container and then
poured into another container. A new candle is formed which is shaped like a fish.

Fill in the blanks:

(a) The volume of the wax _______________________ (is changed/remains same)

(b) The total surface Area ________________________ (is changed/remains same)

4. How much silver coins 1.75cm in diameter and of thickness 2 mm, must be melted
to form a cuboid of dimensions 5.5 cm × 10 cm × 3.5 cm?

5. A wooden article was made by scooping out a hemisphere from each end of a solid
cylinder. If the height of the cylinder is 10 cm and its base is of radius 3.5 cm, find
the total surface area of the article.

6. A sphere of radius 3 cm is dropped into a cylindrical vessel partly filled with

water. The radius of the vessel is 6 cm. If the sphere is submerged, by how much
will the level of water be raised?

7. The radii of the ends of the frustum of a cone are 14 cm and 21 cm and the slant
height is 8 cm. Find the area of the curved surface.

8. Find the volume of a frustum of a cone whose face radii are 7 m and 4 m and
height is 4m.

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9. A lamp shade made of a special chart paper is in the form of a frustum of a cone
open at both ends. The radii of its ends are 16 cm and 24 cm and its height is 6 cm.
Find the cost of paper used if one square m costs Rs. 0.70.

10. A solid sphere of radius 6 cm is melted into a hollow cylinder of uniform

thickness. If the external radius of the base of the cylinder is 5 cm and its height is
32 cm, find the uniform thickness of the cylinder.

Task 5: Hands on activity

Topic Surface Area and Volumes

Nature of task During delivery of content

Content Coverage Volume of a right circular cylinder in terms of its height &
base radius.

Learning Outcomes The students will be able to:

 observe & apply the fact that volume remains same by
the change in shape of an object.
 get the formula for volume of right circular cone.

Task Maths activity

Execution of task An activity gives student the scope to experiment. So the

teacher should give utmost care in the execution of this
task. Children should not be provided with ready
reckoner to perform the activity but teacher should throw
question to direct students to do the activity.
In this activity teacher should make a cylinder with
plastic clay and just squeeze it so that its shape changes.
Put the question-
What remains same after the change in shape?
Can we change it in some other shape whose volume we
already know?
Give children sufficient time to think and experiment

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 with their plastics clay.
Likewise facilitate children to complete the activity

Duration 1 period

Assessment Criteria This activity will be a part of Maths Lab activity, so it will
be assessed according to the following parameters.
 Observation on thinking skills
 Class Ethics
 Performance of activity
 File Record
(marks may be allotted by the teacher accordingly)

Follow up Children should be encouraged to do the same activity in

another way.

Note: Remaining activities can be taken up in similar manner in the maths activity period.
(Refer to CBSE Math Laboratory Manual)

Write up of the activity:

 Aim/Objective

 Previous Knowledge

 Procedure

 Observations

 Calculations

 Conclusion

Children should be encouraged to make the supporting drawings.

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Task 6: Remedial Worksheets

Topic Surface Area and Volumes

Nature of task Delivery of Content/Post Content

Content Coverage  Surface Area and Volume of Solids

 SA and Volumes of Combination of solids

Learning Outcomes The students will be able to provide remedial measures

on specific topics based on individual needs.

Task Need based worksheets.

Duration 1 period

Assessment Criteria  Observation of group based remedial teaching

 Rubric for remedial worksheets

Follow up Remedial practice sheets of subtopics & frequent retests.

Need Based Remedial Worksheets

 Memory Based Remedial Sheet

Match the following:

Surface Area if a sphere 2πrh

Total S.A. of a cone 1/3πr2h

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Volume of a cuboid 2πr(r+h)

Volume of hemisphere 1/3πh(r2+R2+rR)

Curved Surface Area of a Cone πr(r+l)

Total S.A. of a hemisphere 1×b×h

Curved S.A. of a cylinder 2/3πr3

Volume of a cone πrl

Total S.A. of a cylinder 3πr2

Volume of a frustum 4πr2

 Conceptual Understanding Based Remedial Sheet

1. To make a toy of given shape, we have folded the paper sheets. To find how
much sheet was used we should calculate surface Area/volume. (Tick the correct
one).

2. From a solid right circular cylinder, two hemi spheres are scooped out, To find
the volume or remaining part, write the required steps in sequence. (with
formulae).

3. A given amount of wax in cylindrical from is heated in a metal container and

then poured into another container. A new candle is formed which is shaped like
a fish. Fill in the blanks.

(i) The volume of the wax ______________ (is changes/remains same)

(ii) The total surface Area _______________ (is changes/remains same)

 Application Based Remedial Sheet

1. A vessel is in the form of a hollow hemisphere mounted by a hollow cylinder.

The diameter of the hemisphere is 14 cm and the total height of the vessel is 13
cm. Find the inner surface area of the vessel.

2. A conical vessel with internal radius 6 cm and height 8 cm is completely filled

with water. A sphere is lowered into the water and its size is such that when it
touches the sides, it is just immersed. Find the volume of water overflows.

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Task 7: Project Work

Topic Constructions

Nature of task Post-content

Content Coverage Whole chapter

Learning Outcomes The students will be able to apply the knowledge of

Surface Area and Volumes in real life.

Task Project work

Execution of task The class may be divided into groups of 6 to 8 students

(students living in the same neighborhood may be
assigned in one group). Each group is supported to work
as a team for the completion of project. Few members can
take responsibility of gathering required information for
the project, others can work for making a rough draft
from the gathered information. All members should
discuss the draft and give their inputs. After finalizing
few members can write the report.
The project work completes with the submission of
report. A small seminar could be conducted where the
team leader should present their work to the complete
class.

Duration 10 to 15 days

Assessment Criteria The project work could be assessed according to the

following parameters:
 Number of shapes used and design of the model (if
any)
 Team Spirit
 Identification of project
 Procedure adopted
 Preparation of Report
 Class presentation of the work

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 SUGGESTED PROJECTS
1. To design and build a model of house
2. To design and build a model of an airship
3. To design and build a model of a naval ship

Project Title Design and build a model of a house

Team size 10 – 12 students

Duration 20 -25 days

Learning Outcomes The students will be able to understand the shapes and
volumes of 3 dimensional objects

Hints and Suggestions The scale should be 1 inch = 4 feet

Material to be used: Paper, wood etc.
The model should not exceed beyond ½ sq. mt.
All three dimensional solid objects to be used. Namely
Cube, Cuboid, Cylinder, Sphere, hemi-sphere, cone and
frustum.
Students are expected to find innovative ways to use the
objects.

221
Expectations from the project reports:

1. Architectural layout of the model house.

2. A picture of the model prepared

3. Cost of painting the model house externally

4. Volume of material used in building the model house

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 CHAPTER–14
Statistics
Learning Outcomes: The students will be able to

 find mean for grouped data by direct method, assumed mean method & step
deviation method.

 learn to find the mode for grouped data.

 learn to calculate cumulative frequency of a class.

 find median for grouped data using formula.

 represent cumulative frequency distribution graphically as cumulative frequency

curve (ogive) of less than type & of more than type.

 apply the knowledge of ogives to find median of grouped data graphically.

Suggested Formative Assessment Tasks

Task 1: Crossword Puzzle Worksheet

Topic Statistics

Nature of task Pre Content

Content Coverage Meaning of „statistics‟, Primary and secondary data,

Raw/ungrouped data, Range of data, Grouped data-class
intervals, Class marks, Presentation of data-frequency
distribution table. Discrete frequency distribution and
continuous frequency distribution, Graphical
representation of data, Measures of Central tendency.

Learning Outcomes To apply the basic concepts related to the chapter.

Task Crossword puzzle

Execution of task This task may be performed in the classroom. Students

can be given the photocopy of the worksheet.

223
 Duration 10 -15 minutes

Assessment Criteria  Time involved in solving the worksheet.

 Rating scale for the worksheet.

Follow up Practice worksheets

Crossword Puzzle Sheet

Across

3. Difference between any 2 consecutive class marks

4. Average value of data

7. Series of individual observation in original form

8. Difference of maximum value & minimum value

224
9. Graphical representation between class marks & respective frequencies

Down

1. Observation having highest frequency

2. Graphical representation (in rectangles) between class interval & respective

frequencies

3. Mid value of class interval

5. The count of tally marks

6. Data containing class intervals

Answers

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Task 2: Practice Sheet MCQ

Topic Statistics

Nature of task Post content

Content Coverage Complete Chapter

Task MCQ

Execution of task Printed assignment may be given after completing the

chapter. After completion of worksheet, teacher can ask
children to interchange their sheets & a quick evaluation
can be done by class discussion.

Duration 20-25 minutes

Assessment Criteria Teacher may prepare a rating scale according to the

marks assigned to this task.

WORKSHEET
Multiple Choice Questions

Choose the correct answer from the given four options.

1. Construction of cumulative frequency table is useful in determining the

(A) mean (B) median

(C) mode (D) all, mean, mode and median

𝑓𝑖 𝑑𝑖
2. In the formula 𝑥 = 𝑎 + , for finding the mean of the grouped data, di„s are
𝑓𝑖

deviation from assumed mean „a‟ of

(A) lower limits of classes (B) upper limits of classes

(C) class marks (D) frequencies of the classes

3. If xi‟s are the mid points of the class intervals of grouped data, fi‟s are the
corresponding frequencies and 𝑥 is the mean, then 𝑓𝑖 (𝑥𝑖 − 𝑥) is equal to

226
 (A) Zero (B) -1 (C) 1 (D) 2

𝑓𝑖 𝑢 𝑖
4. In the formula 𝑥 = 𝑎 + 𝑓𝑖
.h, for finding the mean of grouped frequency
distribution, ui=

(A) 𝑥𝑖 + 𝑎 /ℎ (B) ℎ 𝑥𝑖 − 𝑎 (C) 𝑥𝑖 − 𝑎 /ℎ (D) 𝑎 − 𝑥𝑖 /ℎ

5. For the following distributions:

Class: 0-5 5-10 10-15 15-20 20-25

Frequency: 10 15 12 20 9

The sum of lower limits of the median class and the modal class is

(A) 15 (B) 25 (C) 30 (D) 35

6. Consider the following frequency distribution

Class: 0-9 10-19 20-29 30-39 40-49

Frequency: 13 10 15 8 11

The upper limit of the median class is

(A) 29 (B) 29.5 (C) 30 (D) 19.5

7. The abscissa of the point of intersection of the less than type and of the more than
type ogives gives its

(A) mean (B) median

(C) mode (D) mean, mode and median

8. For the following distribution:

Marks: Below 10 Below 20 Below 30 Below 40 Below 50

No. of students: 8 17 32 62 80

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 The modal class is

(A) 10-20 (B) 20-30 (C) 30-40 (D) 40-50

9. From the following data of the marks obtained by students of class x,

Marks: 0-10 10-20 20-30 30-40 40-50 50-60

No. of students: 8 12 20 30 10 10

How many students, secured less than 40 marks?

(A) 70 (B) 40 (C) 80 (D) 30

10. The times, in seconds, taken by 150 athletes to run a 100 m hurdle race are given as
under:

Class: 12.7-13 13-13.3 13.3-13.6 13.6-13.9 13.9-13.12

Frequency: 5 6 10 55 41

The number of athletes who completed the race in less than 13.9 sec. is

(A) 21 (B) 55 (C) 41 (D) 76

11. Consider the data:

Class: 25-45 45-65 65-85 85-105 105-125 125-145

Frequency: 4 5 13 20 14 11

The difference of the upper limit of the median class and the lower limit of the
modal class is

(A) zero (B) 19 (C) 20 (D) 38

12. Consider the following distribution:

Marks: More than 0 ≥10 ≥20 ≥30 ≥40 ≥50

No. of Students: 63 58 55 51 48 42

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 The frequency of the class 30 - 40 is

(A) 3 (B) 4 (C) 48 (D) 41

13.

Classes 0-40 40-80 80-120 10-160 160-180

Frequency 7 8 16 8 6

The mode of the given data cannot be

(A) 96 (B) 108 (C) 121 (D) 99.62

14.

Classes 0-5 5-10 10-15 15-20 20-25

Frequency 7 8 f 4 3

If 10-15 is the modal class then

(A) f < 9 (B) f ≥ 9 (C) f > 9 (D) none of these

15. Which of the following curve represents a less than ogive?

Task 3: Class Worksheet / Oral Assessment

Topic Statistics

Nature of task Content Oriented

Content Coverage Basic Concepts Used in Chapter

229
 Learning Outcomes The students will be able to
 find mean, media, mode of grouped data.
 find median using ogives.

Task Class Worksheet

Execution of task  This task may be performed in the classroom in the

last 20 minutes of a teaching period. A small
worksheet containing short question may be given.
They would be then asked to write the answers to
questions.

Duration  20 minutes for Worksheet.

 1-2 period for oral assessment. (Depends on the class
size).

Assessment Criteria Teacher may prepare a rating scale according to the

marks assigned to this task.

Follow up Worksheet for practice may be given.

CLASS WORKSHEET
1. In an ungrouped distribution 𝑓𝑥 = 160 and 𝑓 = 8 find 𝑥.

2. In a class interval 50-55 write

Lower limit = ______________

Upper limit = ______________

Class mark = ______________

3. If di = xi – a then 𝑥 = ___________________

4. If ui = (xi – a)/h then 𝑥 = ___________________

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5. Complete the following table.

C.I xi fi ui=(xi–35)/10 fiui

0–10 5 5 –3 –15

10–20 15 9 – –

20–30 – 3 – –

30–40 35 6 0 0

40–50 – 6 – –

50–60 – 6 – –

35

6. Fill in the blanks

(i) In an ungrouped data, the value which occurs maximum number of times is
called ____________

(ii) To find the mode of a grouped data, the size of the classes is _______________
(uniform/non-uniform)

(iii) In a grouped distribution, the class having largest frequency is known as

________________ class.

(iv) The relationship between mean, median and mode is __________________

median = ____________.

(v) On an ogive, point A whose y-co-ordinate is n/2 (half, the total number of
entries) has its x co-ordinate equal to __________________ of the data

(vi) Two ogives, less than and more than type for the same data intersect at the
point P. The y co-ordinate of P represents ________________.

7. In the given formula:

𝑓𝑚 −𝑓 𝑙
Mode = 𝑙 + ×ℎ
2𝑓𝑚 −𝑓 𝑙 −𝑓2

What does fl stand for?

231
 Suggestive Question for Oral Assessment

1. Classmark of a class (a–b) is _________________________.

2. Mean of k observations x1,x2, ………………..xk repeated f1, f2, …………….fk, times is

___________________.

3. Taking assumed mean as A, and deviations di, the mean 𝑥 is given by x = _______.

4. Mode is that value of the variety which occurs ______________.

5. Mode M of a distribution is given by

𝑓1 −𝑓0
M=𝑙+ 2𝑓1 −𝑓0 −𝑓2
×ℎ

Where l is the lower limit of modal class

f1 is the frequency of modal class

f0 is the frequency of class preceding modal class

f2 is the frequency of class succeeding modal class

6. For a distribution with odd number (n) of observation median = (_______)th

observation.

7. For distribution with even number of observation the media = mean of ( )th
observation + ( )th observation

8. For continuous a frequency distribution, the median is given by __________.

Task 4: Assignment

Topic Statistics

Nature of task Post Content

Content Coverage Complete Chapter

Learning Outcomes The students will be able to

 find mean for grouped data by direct method,

232
 assumed mean method & step deviation method.
 learn to find the mode for grouped data,
 learn to calculate cumulative frequency of a class.
 find median for grouped data using formula.
 represent cumulative frequency distribution
graphically as cumulative frequency curve (ogive) of
less than type and of more than type.
 apply the knowledge of ogives to find median of
grouped data graphically.

Task Assignment (Short/Long question)

Execution of task Printed assignment may be given after completing the

chapter.

Duration 2 days.

Assessment Criteria Follow Rubric for Assignments

Follow up Reference material in the form of important points to

remember can be given as a support material.

Assignment: Short and Long Questions

1. Is it true to say that the mean, mode and median of grouped data will always be
different? Justify your answer.

2. The median of an ungrouped data and the median calculated when the same data
is grouped are always the same. Do you think that this is a correct statement? Give
reasons.

3. Is it correct to say that an ogive is a graphical representation of a frequency

distribution? Give reasons.

233
4. Daily wages of 110 workers, obtained in a survey, are tabulated below:

Daily wages 100-120 120-140 140-160 160-180 180-200 200-220

(In Rs.):

No of Workers: 15 18 25 22 18 12
<

Compute the mean daily wages of those workers.

5. The percentage of marks obtained by 100 students in an examination are given

below:

Marks: 30-35 35-40 40-45 45-50 50-55 55-60 60-65

No of Students: 14 16 18 23 18 8 3

Determine the median percentage of marks.

6. The frequency distribution table of agricultural holding in a village is given below:

Area of land 1–3 3–5 5–7 7–9 9–11 11–13

(in hectares):

No. of families: 20 45 80 55 40 12

Find the modal agricultural holding of the village.

7. An aircraft has 120 passenger seats. The number of seats occupied during 100
flights is given below:

No. of seats 100–104 104–108 108–112 112–116 116–120

Frequency: 15 20 32 18 15

Determine the mean number of seats occupied over the flights.

8. The following is the distribution of weights (in kg) of 40 persons:

Weight (in Kg): 40–45 45–50 50–55 55–60 60–65 65–70 70–75 75–80

No. of persons: 4 4 13 5 6 5 2 1

234
 Construct a cumulative frequency distribution (of less than type) table for the data
above.

9. Find the unknown entries a, b, c, d, e, f in the following distribution of heights of

students in a class:

Height (In cm): 150–155 155–160 160–165 165–170 170–175 175–180

Frequency: 12 b 10 d e 2

Cumulative a 25 c 43 48 f
Frequency:

10. Weekly income of 600 families is as under:

Income 0-1000 1000-2000 2000-3000 3000-4000 4000-5000 5000-6000

(In Rs):

No. of 250 190 100 40 15 5

families:

Compute in the median income.

11. The weight of coffee in 70 packets it shown below:

Weight (In gm): 200–201 201–202 202–203 203–204 204–205 205–206

No. of packets: 12 26 20 9 2 1

Determine the modal weight.

Task 5: Hands on activity

Topic Statistics

Nature of task Content Oriented

Content Coverage Tabular and Graphical Representation of Data.

Learning Outcomes The students will be able to analyze a language text, using
graphical techniques.

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 Task Maths activity

Execution of task An instruction sheet can be given to students for

reference. They will be then asked to perform the activity
and record the outcome in the recording sheet.

Duration 1 period

Assessment Criteria This activity will be a part of Math activity, so it will be

assessed according to the following parameters:
 Observation on thinking skills
 Class Ethics
 Performance of activity
 File Record
(marks may be allotted by the teacher accordingly)

Note: Refer CBSE Maths Lab Manual.

Instruction Sheet:

Learning Outcomes: The students will be able to

 analyse language text, using graphical and pie chart techniques.

How to Proceed:

1. Students will select any paragraph containing approximately 250 words from any
sources, e.g. newspaper, magazine, textbook, etc.

2. They will read every word and obtain a frequency table for each letter of the
alphabet as follows:

Letter Tally Marks Frequency

A
B
C

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 .
.
.
.
Z

3. They will note down the number of two – letter words, three words, so on and
obtain a frequency table as follows:

Number of words with Tally Marks Frequency

2 letters
3 letters
.
.
.
.
.

4. Select 10 different words from the text which have frequency greater than 1. Give
ranks 1, 2, 3, ….., 10 in decreasing order of their frequency. Obtain a table as
follows:

Select Word Frequency Rank

e.g. on
it
.
.
.
.

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Investigate the following:

From table I

(a) What is the most frequently occurring letter?

(b) What is the least frequently occurring letter?

(c) Compare the frequencies of vowels?

(d) Which vowel is most commonly used?

(e) Which vowel has the least frequency?

(f) Make a pie chart of the vowels a, e, i, o, u and remaining letters. (The pie chart will
thus have 6 sectors)

(g) Compare the percentage of vowels with that of consonants in the given text.

From table 2

(a) Compare the frequency of a word to its rank.

(b) Plot a graph between the frequency and reciprocal of word rank. What do you
observe? Do you see interesting pattern?

(c) Repeat the experiment by choosing text from any other language that you know
and see if any common pattern emerges.

Task 6: Project Work

Topic Statistics

Nature of task Post Content

Content Coverage Whole Chapter

Learning Outcomes The students will be able to apply the knowledge of

Statistics in real life.

Task Project Work

Execution of task The class may be divided into groups of 6 to 8 students

(Students living in the same neighborhood may be assigned

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 in one group). Each group is supposed to work as a team
for the completion of project. Few members can take
responsibility of gathering required information for the
project, others can work for making a rough draft from the
gathered information. All members should discuss the
draft & give their inputs. After finalizing few members can
writes the report.
The project work completes with the submission of report.
A small seminar could be conducted where the team leader
should present their work to the complete class.

Duration 10 to 15 days

Assessment Criteria The project work could be assessed according to the

following parameters:
 Team Spirit
 Identification of project
 Procedure adopted
 Preparation of Report
 Class presentation of the work

Suggested Projects

 Study on call center employees.

 Study on the most popular newspaper in a locality.

 Study of the most popular news channel in locality.

 Effect of advertisements in day to day life.

Your Project Report should contain the following pages:

Pg 1. Topic/Objective {Name, Roll Number, Class & Section}

Pg 2. Acknowledgement

Pg 3. List of content {Divide you project in small chapters. The name of these chapters
should be written here}

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Next few pages should be devoted to the above mentioned chapters.

In survey based projects include the following:

 Introduction stating the need of conducting survey.

 Questionnaire for the survey.

 List of people on which survey is conducted.

 Data organized in the form of various tables, graphs.

 Analysis of graphs.

Next Pg. Conclusion

Next Pg. References (List of various websites used and books referred)

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 CHAPTER–15
Probability
Suggested Formative Assessment Task
Task 1: Mind Map Activity

Topic Probability

Nature of task Content

Content Coverage Outcomes of events, experiment

Task Making a mind map

Execution of task After learning the basic concepts of the Chapter, students
may be asked to make a mind map of possible outcomes
of various event viz, tossing a coin, tossing 2 coins
simultaneously, rolling a die, rolling a pair of die,
outcomes of drawing a card from a pack of cards etc.

Duration 1 period

Assessment Criteria Teacher may assign marks for this activity

About Mind Mapping: This is a brainstorming activity in which students are asked to
write the information about learnt concepts in the form of a diagram. In the centre of the
diagram, students write the name of the Chapter and then they make child notes in
order of concepts of Chapter Students write the important points of the Chapter in
following nodes.

Used for:
 revising
 recapitulation
 making notes
 making formula list
 recording ideas

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Sample Mind Map

Task 2: Play and Learn

Topic Statistics

Nature of task Content

Content Coverage Outcomes of events, experiment

Task Jig saw puzzle

Execution of task This is an interesting activity, which may be performed in

groups. Teacher would divide the class into groups of 6 to
7. Each group will be given the activity sheet. See the
activity sheet given below.
Students will bring pair of scissors and glue for this
activity. Instructions for the activity will be given in
advance.

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 Duration 1 period

Assessment Criteria Teacher may assign marks for this activity.

Activity Sheet:

Step 1: Cut all pieces along the lines. These are 16 triangular cut outs.

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Step 2: Arrange the triangular cut outs to fit into the given below shape, in such a way
that two adjacent sides of two triangles match with correct answer.

e.g.

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Solution:

Task 3: Multiple Choice Questions

Topic Statistics

Nature of task Post Content

Content Coverage Basics of Probability – Experimental approach

Task MCQs

Execution of task Printed assignment may be given after completing the

chapter. After completion of worksheet, teacher can ask
children to interchange their sheets and a quick
evaluation can be done by a class discussion.

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 Duration 10 – 15 minutes

Assessment Criteria Observe the level of understanding. It is not necessary to

give marks for this assessment.

WORKSHEET
Multiple Choice Questions

1. A coin is tossed 1000 times and 560 times a “head” occurs. The empirical
probability of a Head in this case is

(A) 0.5 (B) 0.56 (C) 0.44 (D) 0.056

2. Two coins are tossed 200 times and the following outcomes are recorded

HH HT/TH TT

56 110 34

What is the empirical probability of occurrence of at least one Head in the above
case?

(A) 0.33 (B) 0.34 (C) 0.66 (D) 0.83

3. A die is thrown 200 times and the following outcomes are noted, with their
frequencies:

Outcomes 1 2 3 4 5 6
Frequency 56 22 30 42 32 18

(a) What is the empirical probability of getting a 1 in the above case?

A) 0.28 (B) 0.22 (C) 0.15 (D) 0.21

(b) What is the empirical probability of getting a number less than 4?

A) 0.50 (B) 0.54 (C) 0.46 (D) 0.52

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 (c) What is the empirical probability of getting a number greater than 4?

A) 0.32 (B) 0.25 (C) 0.18 (D) 0.30

4. On a particular day, the number of vehicles passing a crossing is given below

Vehicles Two wheeler Three wheeler Four wheeler

Frequency 52 71 77

What is the probability of a two wheeler passing the crossing on that day?

A) 0.26 (B) 0.71 (C) 0.385 (D) 0.615

Blood group A B O AB B+
Number of Students 12 23 35 20 10

One student is taken at random. What is probability that his blood group is B+

A) 012 (B) 0.35 (C) 0.20 (D) 0.10

6. In a bag, there are 100 bulbs out of which 30 are bad ones. A bulb is taken out of
the bag at random. The probability of the selected bulb to be good is

A) 0.50 (B) 0.70 (C) 0.30 (D) 0.45

Task-4:

Topic Probability

Nature of task Post Content

Content Coverage Complete Chapter

Task Class Worksheet/Oral assessment

Execution of task This task may be performed in the class room in the last
15 minutes of a teaching period. A small worksheet
containing fill ups may be given to each child. They

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 would be then asked to write the answers to questions.
Alternatively,
In one period oral assessment may be done in groups

Duration 10-15 minutes for worksheet.

1-2 periods for oral (depends on class size)

Assessment Criteria Teacher may prepare a rating scale according to marks

assigned to this task.

Follow up Worksheet for practicing may be given

WORKSHEET
Oral Questions

1. Formula for probability of occurrence of an event = ____________________

2. The probability P of an event ranges from __________ to __________
3. The probability of a sure event is ___________
4. The probability of an impossible event is _______________
5. If the probability of occurrence of an event is 0.6, the probability of its non-
occurrence is ___________
6. A card is drawn at random from a pack of cards.
(i) What is the probability of this being a card of a spade?
(ii) What is the probability of this being not an ace?
7. In a single throw of a dice, what is the probability of getting a number greater than
2?
8. Write all possible outcomes for prime numbers between 2 and 17.
9. A pair of dice is thrown simultaneously. What is the probability of getting a
doublet? ______________
10. In a lottery there are 10 prizes and 20 blanks. What is the probability of getting a
prize? ________________.

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Task – 5: Assignment

Topic Probability

Nature of task Post Content

Content Coverage Complete Chapter

Task Assignment (Short/Long questions)

Execution of task Printed assignment may be given after completing the

chapter.

Duration 2 days.

Assessment Criteria Follow Rubric for Assignments

Follow up Reference material in the form of important points to

remember can be given as a support material.

Assignment: Short and Long Questions

1. A coin is tossed three times.

(i) List all possible outcomes.

(ii) Find the probability of getting all heads.

(iii) Find the probability of getting exactly one head.

(iv) Find the probability of getting at the most two head.

2. Two dice are thrown simultaneously. Find the probability of getting

(i) Same number on both the dice.

(ii) Different number on both dice.

(iii) Sum of the numbers appearing on dice, as 7.

(iv) The product of number on the top of dice as 12.

3. A bag contains 10 red, 5 blue and 7 green balls. A ball is drawn at random. Find
the probability of this ball being a

(i) red ball (ii) green ball (iii) not a blue ball

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4. The king, queen and jack of clubs are removed from a deck of 52 playing cards and
then the cards are well shuffled. A card is then drawn at random from the
remaining cards.

Determine the probability that the card drawn is:

(i) a heart (ii) a king

5. All the kings, queens and Jacks are removed from a deck of 52 playing cards. The
remaining cards are well shuffled and then one cord is drawn at random from the
remaining cards.

Determine the probability that the card drawn is:

(i) 7 (ii) greater than 7 (iii) less than 7

6. Cards with numbers 4 to 105 are placed in a box. A card is selected at random.
Find the probability that the card has

(i) an even number (ii) a square number

7. An integer is chosen between 0 and 100. What is the probability that it is

(i) division by 9? (ii) not divisible by 9?

8. A letter of English alphabet is chosen at random. Determine the probability that

the letter is a

(i) vowel (ii) consonant

9. There are 500 sealed envelopes in a box, 10 of them contain a cash prize of Rs. 100
each, 50 of them contains a cash prize of Rs. 50 each and 100 of them contain a cash
price of Rs. 10 each, and the rest do not contain any cash price. If they are well
shuffled and then an envelop is picked up out, what is the probability that it
contains

(i) no cash (ii) cash prize of Rs 100

10. A child‟s game has 8 triangles of which three are blue and the rest are red and ten
squares of which 6 are blue and rest are red. One piece is lost at random. Find the
probability that

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 (i) it is a triangle (ii) square

(iii) square of blue colour (iv) a triangle of red colour

11. A die has its six faces marked 0, 1, 1, 1, 6, 6. Two such dice are thrown together and
the total score is recorded.

(i) How many different scores are possible?

(ii) What is the probability of getting a total of 7?

12. A bag contains 24 balls of which, the number of blue balls is thrice the number of
red balls and the number of white balls is twice the number of red balls. A ball is
selected at random. What is the probability that it is

(i) not red? (ii) white?

Task-6 : Remedial Worksheet

Topic Probability

Nature of task Delivery of content/Post Content

Content Coverage Basic Concepts, Probability of playing cards.

Learning Outcomes To provide remedial measures on specific topics based

on individual needs.

Task Need based worksheets.

Execution of task Teacher should prepare remedial worksheets based on

the following points:
(a) Carefully devised special UAA (under achiever‟s
assignment) – Simpler-Simple-Complex.
(b) Read-Re-read-Write-Re-Write-Reminder-Drill.
For taking remedial tests teacher should group up
children facing same problems and should prepare each
group‟s need based worksheets.

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 Duration 1 period

Assessment Criteria Positive change in class response.

Rubric for remedial worksheets.

Follow up Remedial practice sheets of subtopics.

REMEDIAL WORKSHEET
I. Interpret the following:

1. Cards numbered from 5 to 50 Total cards = ________________

2. Prime numbers less than 10

3. Perfect numbers square less than 25

4. Multiples of 4 from 4 to 40

5. Multiples of 4 between 4 and 40

6. Tickets numbered from 3 to 30 Total tickets = ________________

7. Number of face cards

8. Number of doubles when a pair of dice is tossed

9. Possible outcomes when 2 coins are tossed together

10. Number of outcomes when a pair of dice is tossed together

II. Cards numbered 5 to 50, are placed mid box and mixed thoroughly. A card is
drawn from the box at random. Find the probability that the number on the drawn
card is:

(a) a prime number less than 10

(b) a number which is a perfect square.

Find the Error

Total possible outcomes = 45

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 (i) Favorable outcomes (Prime no. less than 10) = 2, 3, 5, 7

Required Probability = 4/45

(ii) Favorable outcomes (no. which is a perfect square) = 9, 16, 25, 36, 49

Required probability = 5/45 = 1/9

(iii) Total possible outcome = 46

(1) Favorable outcomes = 1, 2, 3, 5, 7,

(Prime numbers less than 10)

= 5/46

(iv) Favorable outcomes = 1, 4, 9, 16, 25, 36, 49

(Perfect square number less than 50)

Required Probability = 7/46

III. Material on Pack of Cards

Here is the information on Pack of cards

1. There are total 52 cards

2. 2 Colors-Red, Black

3. 26 Red Cards, 26 Black Cards

4. 4 Suits – Spade, Diamond, Club, Heart

5. 13 Spade cards (A, 1, 2, 3, ………………, Jack, Queen, King).

6. 13 Diamond Cards (A, 1, 2, 3, ………….., Jack, Queen, King).

7. 13 Club cards (A, 1, 2, 3, ……………, Jack, Queen, King).

8. 13 Hear cards (A, 1, 2, 3, ……………, Jack, Queen, King).

9. 12 Face cards – (4 Jacks, 4 Queens & 4 Kings)

10. Total 40 non-face cards

After learning about Pack of Cards attempt the following questions:

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Q.1. A cards is drawn from a well shuffled deck of cards. Find the probability of
drawing:
1. a Spade card

2. a Red card

3. a King

4. a Black King

5. neither a King nor a Queen

6. a Face and

7. Not a Face card

8. a jack of Clubs

9. a non Red card

10. a 6 or an 8

11. a Clubs card an a King

12. a Clubs card an a King

13. a Queen of Red suit

14. a Red Face card

15. a Red card which is not a face – card

Q.2. Kings and Queens are removed from a deck of cards. A card is drawn at random.
Find the probability of drawing the following:
1. a Spade and

2. a Red card

3. a King

4. a Face card

5. Not a Face card

6. a jack of Clubs

7. a non Red card

8. a 6 or an 8

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 9. a Queen of Red suit

10. a Red Face and

11. a Red card which is not a face – card

Task–7:

Topic Probability

Nature of task During delivery of content

Content Coverage Probability of an event

Learning Outcomes The students will be able to get familiar with the idea of
probability of an event through a double colour card
experience

Task Maths activity

Execution of task An instruction sheet explaining the preparation of

material to be used to perform the activity & steps
involved to do the activity can be given to students for
reference. They will be then asked to perform the activity
& record the outcomes in the recording sheet.

Duration 1 period

Assessment Criteria This activity will be a part of Math activity, so it will be

assessed according to the following parameters:
 Observation on thinking skills
 Class Ethics
 Performance of activity
 File Record
(marks may be allotted by the teacher accordingly)

Follow up Children should be encouraged to come up with events to

extend the activity.

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Note: Refer to CBSE Maths Laboratory Manual.

Instruction Sheet:

Learning Outcomes: The students will be able to

 get familiar with the idea of probability of an event through a double colour card
experiment

Materials Required: Card board of size 15cm x 15 cm, glazed paper (2 colours), pair of
scissors, fevistick, sketch pens and an empty box.

Pre-requisite knowledge

The formula of probability of an event E is:

P (E) = No. of favorable outcomes to E/Total no. of outcomes.

Procedure

A. Preparation of material for performing the activity

1. Take a card board and paste glazed papers of different colours on both sides.
(Say red and yellow.) [Fig 1]

2. Cut the cardboard into 36 small squared cards.

3. Write all the 36 possible outcomes obtained by throwing two dice. [Fig 2].

E.g. for the outcomes (2, 1), write 2 on the yellow side and 1 on the red side
of the squared card.

4. Put all the cards into a box.

B. For finding the required probability of an event do the following:

1. Take out each card one by one without replacement and fill the observation
table by putting () on favorable outcomes and (×) otherwise.

2. Count the total number of total possible outcomes from column 2. Write total
possible outcomes.

3. Count the () marks from the columns 3, 4, 5 and 6.

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Observations:

Total number of possible outcomes: ___________________________

Total number of favorable outcomes (Sum > 9) = ___________________________

Total number of favorable outcomes (Sum < 5) = ___________________________

Total number of favorable outcomes (Sum = 7) = ___________________________

Total number of favorable outcomes (even number

on one side of the card and odd on other) = ___________________________

Using the formula calculate the required probability of each event.

Remark

In this experiment, the students does not put back the card after taking it out.
Consequently, the number of favorable outcomes for any event is certain. To arrive at
the true notion of probability, the card should be put back and the experiment repeated
a very large number of times. This, however, may be impractical in the actual classroom
situation.

Figure 1 Figure 2

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Task – 8: Project Work

Topic Probability

Nature of task Post Content

Content Coverage Whole Chapter

Learning Outcomes The students will be able to apply the knowledge of

Probability in real life.

Task Project Work

Execution of task 1. The teacher may ask the students to either work
individually or at most in groups of two.
2. They will collect the data by visiting any (say) 10
classrooms in the school.

Duration 5-8 days

Assessment Criteria The project work could be assessed according to the

following parameters:
 Team Spirit
 Identification of project
 Procedure adopted
 Preparation of Report
 Class presentation of the work

Suggested Project

Learning Outcomes: The students will be able to

 appreciate that finding probability through experiment is different from finding

probability by calculation.

 become sensitive towards the fact that if they increase the number of observations,
probability found through experiment approaches the calculated probability.

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What are the students suppose to do?

Students will collect the following data by visiting any (say) 10 classrooms in the school.

1. They will obtain the fraction of number of children having their birthday in the
month of January, February and December from the data given in the table.

2. They will make a pie-diagram from the recorded data.

3. They will investigate if the fraction actually obtained in step 1 tallies with the
calculated probability obtained for each month. Example: If total number of
children whose birthday falls in the month of January is 38 and the total number of
students is 500, the actual fraction of children born in January = 38/500

Probability for a child to have birthday in January = 31/365

4. The students may increase their sample size, i.e. increase the number of
observation and study if the actual fraction approaches the calculated probability.

They should use a random sample for this purpose.

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