Lesson Plan Board: CBSE | Class: IX | Subject: Chapter ...afschoolhasimara.com/lesson/lesson_16.pdfAIR FORCE SCHOOL HASIMARA Lesson Plan Board: CBSE | Class: IX | Subject: Maths Chapter

AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: IX | Subject: Maths

Chapter Name: Areas of Parallelograms And Triangles

Period allocated for the lesson

This lesson is divided across three modules. It will be completed in three class meetings.

Prerequisite Knowledge: The Triangle and its Properties: Class VII Congruence of Triangles: Class VII Perimeter and Area: Class VII Understanding Quadrilaterals: Class VIII Practical Geometry: Class VIII Mensuration: Class VIII Triangles: Class IX Quadrilaterals: Class IX

Short description of lesson

In this lesson, learners will study about the geometrical figures that have the same base and lie between the same parallels. They will also learn that the parallelograms having the same base and lying between the same parallels are equal in area, while the different geometrical figures having the same base and lying between the same parallels may not be equal in area. They will also learn to prove various theorems related to the areas of parallelograms and triangles.

Objective base and lie between the same parallels

and lying between the same parallels are equal in area plain that the different geometrical figures having the

same base and lying between the same parallels may not be equal in area

and lying between the same parallels are equal in area arallelograms having the same base

and equal in area lie between the same parallels

area of a parallelogram if they have the same base and lie between the same parallels

having the same base or equal bases and lying between the same parallels are equal in area

bases and equal in area lie between the same parallels f the

product of its base and the corresponding height

triangles of equal areas

Aids / Audio Visual Aids Relevant Modules from TeachNext

s Related to Areas of Parallelograms

Access the videos relevant to the chapter ‘Areas of Parallelograms and Triangles’ from the Library resources.

Aids Non technical None

Procedure

Teacher-Student Activities A. Warm-up Session Begin the lesson by briefly talking about the geometrical figures that have the same base and lie between the same parallels. Draw a few images on the board for reference. Thereafter, explain that the parallelograms having the same base and lying between the same parallels are always equal in area. However, the different geometrical figures having the same base and lying between the same parallels may not be always equal in area. To elaborate on this explanation further, draw parallelograms and triangles on the board as Begin the lesson by briefly talking about the geometrical figures that have the same base and lie between the same parallels. Draw a few images on the board for reference. Thereafter, explain that the parallelograms having the same base and lying between the same parallels are always equal in area. However, the different geometrical figures having the same base and lying between the same parallels may not be always equal in area. To elaborate on this explanation further, draw parallelograms and triangles on the board as

Then, initiate the discussion on the similarities and difference in these figures and ask the students to list the same The figure on the left-hand side shows two parallelograms that are:

same base

After the warm-up session, play all modules in Teach Next. B. Theorems Related to the Areas of Parallelograms: Presentations In this activity, students will make presentations on various theorems related to the areas of parallelograms. Teacher’s Notes Divide the class into three groups and ask each group to make presentations as follows:

same base and lying between the same parallels are equal in area.

same base and equal in area lie between the same parallels.

half the area of a parallelogram if they have the same base and lie between the same parallels. Tip: You may ask the students to make presentations in MS PowerPoint. Once the presentations are done, provide a few questions on various theorems to each group. Refer to the CCE/Activities and Exercises sections in TeachNext for these question C. Theorems Related to the Areas of Triangles: Presentations In this activity, students will make presentations on various theorems related to the areas of triangles. Teacher’s Notes Divide the class into four groups and ask each group to make a presentation as follows:

base or equal bases and lying between the same parallels are equal in area.

base or equal bases and equal in area lie between the same parallels.

half the product of its base and the corresponding height.

into two triangles of equal areas.

Supplemental Activities Ask the students to make various geometrical figures by sticking matchsticks. A few figures should have the same base and lie between the same parallels. While, the other figures should have the same base, but they should lie between different parallels. Additionally, the students should make figures that lie between the same parallels but have different bases. They should bring these matchstick figures to the classroom and then discuss various theorems learnt in the lesson.

Expected Outcome After completing the lesson, learners should know about the figures that have the same base and lie between the same parallels. They should also know that the parallelograms having the same base and lying between the same parallels are equal in area, while the different geometrical figures, having the same base and lying between the same parallels may not be equal in area. They should also be able to prove various theorems related to the areas of parallelograms and triangles.

Student Derivable Presentations on theorems related to the areas of parallelograms

triangles

Assessment Class Test and extra sums from Teach Next Module and Refreshers.


Lesson Plan


Chapter Name: Heron’s Formula

Time Allotted For The Lesson

This lesson has one module. It will be completed in one class meeting

Prerequisite Knowledge Areas of Parallelograms and Triangles: Class IX

Short Description Of The Lesson

In this lesson, learners will be introduced to Heron’s formula. Moreover, they will learn to calculate the area of a triangle and a quadrilateral using Heron’s formula.

Objectives

formula

Aids Audio Visual Aids Relevant Module from TeachNext

Access the videos relevant to the chapter ‘Heron’s Formula’ from the Library resources.

Aids No technical None

Procedure Teacher-Student Activities A. Warm-up Session Begin the lesson by showing an image/photograph of Heron, an ancient Greek mathematician and engineer. He derived the formula for calculating the area of a triangle from the lengths of its three sides. Thus, this formula is very useful in calculating the area of the triangle when its height is not known. B. Calculating Areas of Triangles In this activity, learners will calculate the areas of triangles. Teacher’s Notes After introducing Heron to the class, draw a right-angled triangle with its measurements on the board and then ask

the learners to calculate the perimeter and the area of the given triangle. After the learners have answered, draw two triangles (an equilateral and an isosceles triangle) and provide their measurements. Then, ask the learners to calculate the areas of the given triangles. After the learners have answered, draw a scalene triangle and write the measurements of its three sides. Thereafter, ask the learners to calculate the area of the given triangle. Time this activity. After the stipulated time is over, ask the learners to share their answers as well as the difficulties they faced while calculating the areas of equilateral, isosceles and scalene triangles. Once the learners have shared their thoughts, introduce Heron’s formula to calculate the area of a triangle using the lengths of the three sides. C. Using Heron’s Formula to Calculate Areas of Triangles In this activity, learners will calculate the areas of triangles using Heron’s formula. Teacher’s Notes Use two/three examples to demonstrate the use of Heron’s formula to calculate the areas of triangles. Thereafter, draw triangles (with measurements) on the board and ask the learners to calculate their areas using the formula. D. Using Heron’s Formula to Calculate Areas of Quadrilaterals In this activity, learners will calculate the areas of quadrilaterals using Heron’s formula. Teacher’s Notes Use two/three examples to demonstrate the use of Heron’s formula to calculate the areas of quadrilaterals. Thereafter, draw quadrilaterals (with measurements) on the board and ask the learners to calculate their areas using the formula.

Supplemental Activities learners to check the triangular objects in their houses. Then, ask them to record the lengths of the sides of these objects. Thereafter, the learners need to calculate the areas of these triangular objects in their books.

on the following topics: o Proofs of Heron’s formula o Heronian triangle o Brahmagupta's formula

Expected Outcome After studying this lesson, learners will be able explain Heron’s formula. Moreover, they will be able to calculate the area of a triangle and a quadrilateral using Heron’s formula.

Student Deliverables

Assessment Class Test and extra sums from Teach Next Module and refreshers.


Lesson Plan


Chapter Name: Polynomials


This lesson is divided across five modules. It will be completed in five class meetings.

Prerequisite Knowledge Algebraic Expressions and Identities: Class VIII


In this lesson, learners will be taught about polynomials, a type of algebraic expression. They will study about the zero of a polynomial as well as the Remainder Theorem and the Factor Theorem. Additionally, they will be introduced to a few standard identities and will learn to use these identities to factorise and evaluate algebraic expressions.

Objectives

r Theorem

a polynomial is divided by a linear polynomial

polynomial em or the

splitting method

Aids Aids Relevant Modules from TeachNext

riable

Access the videos relevant to the lesson ‘Polynomials’ from the Library resources

Aids Non-Technical

None

Procedure Teacher-Student Activities A. Warm-up Session

Begin the session with a simple activity to help students recall their prior knowledge about algebraic expressions. Teacher’s Notes Write a few polynomials on the board and ask the students to identify their terms and coefficients. Also, ask them to classify the polynomials as monomials, binomials or trinomials. You can also ask the students to write a few polynomials with one and two variables on the board. Further, test them on the standard identities. B. Flashcard Activity

In this activity, students need to identify if a given algebraic expression is a polynomial or not. If it is a polynomial, they need to name it based on its degree. Teacher’s Notes Prepare flashcards with algebraic expressions written on them. Divide the class into a few groups. Now, show a card to a group and ask a student from the group to identify if the expression written on the card is a polynomial or not. Also, ask the student to justify his/her answer. If it is a polynomial, ask the student to mention its degree and accordingly name the polynomial (linear polynomial, quadratic polynomial, cubic polynomial, fourth degree polynomial and so on). Continue the activity with the other groups as well. The group that gets the maximum correct answers will be the winner. C. Finding the Zeroes of Polynomials

In this activity, students need to find the zeroes of polynomials. Teacher’s Notes Divide the class into a few groups. Write a polynomial on the board and ask a student from a group to find the zeroes of the polynomial using the trial and error method. Once done, ask another student from the same group to find the zeroes of the polynomial by equating the polynomial to zero. Present similar questions to the other groups. You can also write several polynomials and the values of

their variables on the board. Then, you can ask the students to determine the values of the polynomials. D. Proving the Remainder Theorem

In this activity, students need to prove the Remainder Theorem and solve problems using the theorem. Teacher’s Notes Begin by dividing a polynomial by another polynomial using the long division method. After the division, ask the students to notice the remainder obtained. Then, solve the same problem using the Remainder Theorem and ask the students to observe the remainder obtained. In both the cases, the remainder will be same. Hence, explain to the students that the Remainder Theorem is an easier method to obtain the remainder as compared to the long division method. Thereafter, prove the Remainder Theorem. Please refer to the module ‘Remainder Theorem’ for the proof. Also, present the students with several polynomials (dividends) and linear polynomials (divisors) and ask them to find the remainder using the long division method as well as the Remainder Theorem. E. Factor Theorem Activity

In this activity, students need to factorise polynomials using the splitting method and the Factor Theorem. Teacher’s Notes Begin by explaining the Factor Theorem. Then, find the factors of a polynomial by using the splitting method and then by the Factor Theorem. Then, present the students with several polynomials and ask them to factorise these polynomials using both the methods. F. Identity Activity

In this activity, students need to derive the standard identities and then solve problems with the help of the standard identities. Teacher’s Notes Ask all the students to derive the standard identities. Then, write a few problems on chits. Divide the class into a few groups and ask a student from any group to choose a chit. Then, the student needs to write the problem on the board and identify the standard identity that has to be used to solve the problem. Once the student identifies the standard identity, ask all the students in the group to solve the problem in their notebook using the identity. Repeat this activity with other groups one by one.

Supplemental Activities Ask the students to research on polynomials. The research can include the meaning of the term and the different areas of maths and science where polynomials are widely used. It could also include any other interesting information or facts about polynomials.

Expected Outcome After studying this lesson, learners will be able to identify polynomials and its degree. They will be able to find the zeroes of polynomials. They will also be able to prove the Remainder Theorem and state the Factor Theorem and use these theorems to solve problems. Additionally, they will be able to derive a few standard identities and use these identities to factorise and evaluate algebraic expressions.

Student Deliverables Review questions given by the teacher



Lesson Plan


Chapter Name: Lines and Angles



Prerequisite Knowledge

Lines and Angles: Class VII The Triangles and its Properties: Class VII Introduction to Euclid's Geometry: Class VIII


In this lesson, learners will revise basic geometrical terms and definitions. They will also learn about the linear pair axiom. The learners will recall knowledge about the different types of angles and the angles formed by a transversal on a pair of parallel and intersecting lines. Moreover, they will be taught to prove theorems related to lines, angles and triangles.

Objectives points’, ‘intersecting lines’ and ‘parallel lines’

angles’, ‘complementary angles’, ‘supplementary angles’ and ‘vertically opposite angles’

parallel lines,

then each pair of alternate interior angles is equal

then each pair of interior angles on the same side of the transversal is supplementary

which are parallel to the same line are parallel to each other

o

Aids Relevant Modules from TeachNext

eorems on Parallel Lines - I – II

Other Audio Visual Aids Access the videos relevant to the chapter ‘Lines and Angles’ from the Library resources.

Aids Non-Technical

None

Procedure Teacher-Student Activities A. Warm-up Session Begin the lesson by mentioning that the study of lines and angles has several practical applications, such as measuring height, distance and angles made by objects. Then, show a simple theodolite and mention how it helps to find the measures of angles, height of objects and distance of an object. Thereafter, demonstrate how to make a simple theodolite with the help of a cardboard, scissors, plastic straw, sellotape, thread and a small screw (refer to the images provided). B. Flash Card Activity In this activity, learners will have to identify the terms used in the lesson. Teacher’s Notes On the flash cards, write the description of the various terms taught in the chapter. Display the flash cards one by one in the class. Ask the learners to identify the term. For example, on the flash card show the description ‘These points lie on the same line.’ The answer is ‘collinear points’. C. Scrapbook on the Types of Angles In this activity, learners will solve exercises based on the different types of angles. Teacher’s Notes On the board, draw various figures to check the understanding of learners on the linear pair angles axiom and the different types of angles. In each figure, write values of some angles and then ask the learners to calculate the values of the other angles. D. Discussion and Activity: Transversal In this activity, learners will study the angles formed by a transversal. Teacher’s Notes

Draw the illustrations of a transversal on a pair of intersecting lines and a transversal on a p of parallel lines. Thereafter, explain the eight angles formed in the two cases. In addition, explain the corresponding angles axiom.

ransversal

After the explanation, divide the class into two groups. To each group, provide a set of illustrations (with both the intersecting and parallel lines cut by a transversal). In each illustration, write the values of some angles and then ask the learners to calculate the values of the other angles. You may time the activity and provide score to the groups. E. Presentation on Theorems In this activity, learners will make presentations to prove various theorems learned by them in this lesson. Teacher’s Notes Divide the class into five groups – A, B, C, D and E. Assign the following topics to the groups and ask them to prepare a presentation:

ersal intersects two parallel

lines, then each pair of alternate interior angles is equal.

lines, then each pair of interior angles on the same side of the transversal is supplementary.

Group D will prove that the lines which are parallel to the same line are parallel to each other.

180o.

Supplemental Activities

Ask the learners to read how properties of lines and angles are used by professionals. For example, engineers and architects apply the properties of lines and angles while making designs or blueprints for buildings.

Expected Outcome

After studying this lesson, learners will be able to describe basic geometrical terms and definitions. They will also be able to explain the linear pair axiom. The learners will be able to solve exercises based on the different types of angles and the angles formed by a transversal on a pair of parallel and intersecting lines. Moreover, they will be able to prove related to lines, angles and triangles




Lesson Plan


Chapter Name: Circles


This lesson is divided across nine modules. It will be completed in nine class meetings.


Basic Geometrical Ideas: Class VI


This lesson introduces students to circles and the terms related to circles. They will also learn various theorems pertaining to circles. Moreover, they will learn about concyclic points, cyclic quadrilaterals and the theorems associated with these concepts.

Objectives

radius, chord, diameter, arc, segment and sector, in relation to a circle

a chord bisects the chord wn from the centre of a circle to

bisect a chord is perpendicular to the chord

from the centre of a circle

circle are equal in length

angles at the centre

centre of a circle are equal in length

properties

angles at the centre of a circle

is double the angle subtended by the arc at any other

point on the remaining part of the circle

within the same segment of a circle are equal

angles

points that form a triangle

equal angles at two other points on the same side of the line segment, then all the four points are concyclic

laterals

cyclic quadrilateral is 1800

quadrilateral is 180⁰ , then the quadrilateral is cyclic


-1 -2 -3

ties of Cyclic Quadrilaterals

Other Audio Visual Aids Access the videos relevant to the chapter ‘Circles’ from the Library resources.


Procedure Teacher-Student Activities A. Warm-up Session Ask the students to observe and name circular objects in their surroundings. For example, a circular clock, tyre and drum to name a few. Make flashcards with the definitions of terms related to circles written on one side and the name of the terms written on the other side. For example, write ‘a line segment joining two points on a circle’ on one side. The answer ‘chord’ should be written on the other side of the flash card. Show the flashcards to students. When they correctly answer the name of the term, ask one of them to come up and depict the term on the board. Use the flashcard activity to recall all the terms that the students have learnt in the previous classes regarding circles, such as, a diameter, radius, circumference, chord, sector, semi-circle and the interior and exterior of a circle. After the activity, introduce new terms, such as a minor arc, major

arc, minor sector, major sector, minor segment and major segment. Tell the students that the word ‘circle’ has been derived from Greek word ‘kirkos’ where ‘ker' means to turn or bend. B. Presentation I In this activity, students will make presentations on various theorems pertaining to chords and arcs taught in the lesson. The students will also present the converse of the theorems. Teacher’s Notes Divide the class into groups and ask them to make presentations on the following topics:

to a chord bisects the chord.

from the centre of a circle. Group C: Prove that the congruent arcs of a circle subtend

equal angles at the centre of a circle.

centre is double the angle subtended by the arc at any point on the remaining circle.

points within the same segment of a circle are equal.

C. Presentation II In this activity, students will make presentations on various theorems pertaining to concyclic points and cyclic quadrilaterals. They will also present the converse of these theorems. Teacher’s Notes Divide the class into groups and ask them to make presentations on the following topics:

form a triangle.

subtends equal angles at two other points on the same side of the line segment, then all the four points are concyclic.

a cyclic quadrilateral is 180⁰ . D. Quiz In this activity, students will answer questions pertaining to the various concepts taught in the lesson. Teacher’s Notes Divide the class into two teams and ask various definitions covered in the lesson. You may also give the two teams theorem-based questions to solve.


Ask the students to do the following activities: secant related to a circle and

shares your findings with the class.

spherical in shape

Expected Outcome After studying this lesson, students will be able to explain all the terms related to circles. They will also be able to prove various theorems pertaining to circles, concyclic points and cyclic quadrilaterals.

Student Deliverables circle

aterals



Lesson Plan


Chapter Name: Introduction to Euclid's Geometry




Lines and Angles: Class VII


This lesson will introduce learners to Euclid’s Geometry. They will learn a few of Euclid’s definitions and axioms. They will also learn about Euclid’s postulates.

Objectives point, line, straight line, surface and plane surface

e postulates


Other Audio Visual Aids Access the videos relevant to the lesson ‘Introduction to Euclid's Geometry’ from the Library resources.

Aids Non-Technical

None

Procedure A. Warm-up Session Begin the lesson by recalling a few concepts pertaining to geometry. For example, you can ask students to define a point, line, line segment, ray, and parallel lines. You can then talk about how early geometry was based on approximations rather than facts. Further, talk about Thales, the Greek mathematician, who was the first to change the system of trial and error to the system of deductive reasoning.

Then, present some interesting information about Euclid. Tell the students that Euclid was the first person who organised geometry. Around 300 BC, he compiled thirteen books known as ‘Elements of Geometry’, which contained the teachings of several mathematicians including Pythagoras, his disciples and other Greek thinkers. In fact, Elements of Geometry is considered one of the most widely studied, circulated and translated book. The knowledge in his book has been the foundation for mathematicians for over 2000 years. The first edition of the book was printed in 1482 and most schools stopped using the Elements of Geometry only in the early 1900s. The ‘Number Theory’ which is a branch of pure mathematics is also considered one of the significant contributions of Euclid. It deals exclusively with the study of integers. B. Chit Activity-Euclid’s Definitions In this activity, students need to explain Euclid's definitions of a few terms. Teacher’s Notes Divide the class into a few groups. Make chits with terms (point, line, straight line, surface and plane surface) written on them. Present these chits to any group. Ask a student from the group to pick up one chit and read out the term written on it. Then, the student needs to define the term as well as explain its meaning. For example, if the term is ‘surface’, the student needs to provide Euclid's definition of the term, and then draw out a plane surface with length and breadth on the board. Carry out the same activity with the other groups till all the chits are exhausted. Apart from the terms given above, you can ask the students to explain the following two definitions given by Euclid:

C. Board Activity: Euclid’s Postulates In this activity, students need to explain Euclid’s five postulates. Teacher’s Notes Divide the class into five groups. Assign a postulate to each group and ask a student from the group to explain the postulate. If required, the student can draw the appropriate images on the board to explain the postulates. D. Board Activity: Euclid’s Axioms In this activity, students need to explain Euclid’s axioms. Teacher’s Notes

Divide the class into seven groups. Assign each group an axiom and ask a student from the group to explain the axiom. If required, the student can draw the appropriate images on the board to explain the axioms.


Euclid has listed 23 definitions in his Book I of the ‘Elements’. Ask the students to research on the other definitions in Book I. Discuss a few of these definitions in the class.

Expected Outcome

After studying this lesson, learners will be able to explain some of Euclid’s definitions and axioms. They will also be able to explain Euclid’s five postulates.


Review questions given by the teacher



Lesson Plan


Chapter Name: Probability


This lesson has one module. It will be completed in two class meetings.


Data Handling: VII Data Handling: VIII


This lesson will introduce students to the concept of probability. They will learn new terms, such as ’experiment’, ‘trial’, ‘event’ and ‘outcome’. They will also learn to calculate probability in different types of questions.

Objectives actical applications of probability

‘outcome’

Aids Relevant Modules from TeachNext Probability-An Experimental Approach Other Audio Visual Aids Access the videos relevant to the chapter ‘Probability’ from the Library resources.


Procedure Teacher-Student Activities A. Warm up Session Begin the lesson by drawing the attention of students to the use of words like ‘chance’, ‘likely’, ‘probable’ and ‘might’ in the written and spoken language. For example:

two days.

y to win in the municipal elections. Explain to the students how these sentences suggest the likelihood or probability of the occurrence of an event. Now, introduce the concepts of probability. Tell the students about some practical applications of probability. Probability is used to determine risk in trade and financial markets. Similarly, the principles of probability are also applied while creating product designs for automobiles and consumer electronics. Such product designs help in reducing the probability of product failure. The theory of probability is also used in different areas of study, such as mathematics, statistics, weather prediction, gambling, philosophy and artificial intelligence. B. Probability Experiment In this activity, students will conduct a few experiments to understand probability and associated terms, such as ‘trial’, ‘event’ and ‘outcome’. Teacher’s Notes Divide the class into a few groups with 3-4 students in each group. Now, give a pack of cards to each group and ask them to shuffle the pack and draw one card at a time. In this way, they have to draw the cards twenty times. They have to record the number of times a red card is drawn and the number of times a black card is drawn Once the students have populated the table, ask them to write the values of the following fractions: And You can also ask the students to find out cumulative fractions or the combined data of all groups. In this way, the students have calculated the probability of drawing red and black cards. Now, introduce them to concepts, such as experimental probability, trial, event and outcome.


Ask the learners to perform the following activity:

marbles, eight green marbles and three yellow marbles. If one marble is chosen at random from the jar, find out the probability of choosing a blue marble, red marble green marble and yellow marble.

Expected Outcome After completing this lesson, students will be able to describe the concept of probability and experimental probability. They will be able to explain new terms, such as ‘event’, ‘trial’ and ‘outcome’. Moreover, they will also be able to calculate probability in different types of questions.

Student Deliverables None

Assessment Class Test and extra sums from Trach Next Module and refreshers.


Lesson Plan


Chapter Name: Constructions


This lesson is divided across six modules. It will be completed in six class meetings.


Practical Geometry: Class VII Triangles: Class IX


In this lesson, learners will study the construction of an angle, an angle bisector and a perpendicular bisector of a line segment. They will also learn about the construction of triangles when specific measurements, like two base angles and perimeter, the length of base, base angle and the sum/difference of two sides are provided. Moreover, the learners will theoretically prove these constructions.

Objectives perimeter are known

two base angles and perimeter

en angle is

constructed

a ray

segment

ular bisector of a line segment is constructed

angle and the sum of the two sides are known

length of its base, base angle and the sum of two sides

angle and the difference of two sides are known

length of its base, base angle and the difference of two sides

Aids Audio Visual Aids Relevant Modules from TeachNext

Ray

le Given its Base, Base Angle and Sum of Two Sides

and Difference of Two Sides Other Audio Visual Aids Access the videos relevant to the chapter ‘Constructions’ from the Library resources.


Procedure Teacher-Student Activities A. Warm-up Session Note: This activity is divided in two parts. Part 1 Divide the board into two equal halves. On one side of the board, ask any four learners to come and write the four rules of the congruence of triangles (SAS, ASA, SSS and RHS congruence rules) one by one. Do not erase the rules written on the board. Part 2 Now, select other three learners and ask them to construct an angle measuring 60o, an angle bisector of a given angle and a perpendicular bisector of a given line segment on the other half of the board. Thereafter, ask the learners if the four rules of congruence of triangles can be used to verify the accuracy of the constructions. For instance, ask if they can verify that the angle bisector has actually divided the angle into two equal halves. After the learners have answered, lead into the lesson. B. Activity: Construction and Verification of a 60o

Angle In this activity, learners will construct an angle measuring 60o and then prove that the constructed angle measures 60o. Teacher’s Notes Ask the learners to construct a60o angle at the initial point of a ray in their exercise books. After constructing the angle, they need to theoretically prove that the constructed angle measures 60o. Thereafter, select any two learners. On the board, ask one of the learners to construct a 60o angle, while the other learner has to verify that the measure of the constructed angle is 60o. C. Charts: Angle Bisector and Perpendicular Bisector In this activity, learners will construct the bisector of a given angle and the perpendicular bisector of a given line segment and then theoretically prove the same. Teacher’s Notes Divide the class into two groups – A and B. Assign the following topics to the groups and ask them to prepare a chart:

and then verify its construction.

given line segment and then verify its construction. D. Charts: Construction and Verification of Triangles In this activity, learners will construct triangles based on the conditions specified and then theoretically prove the constructions. Teacher’s Notes Divide the class into two groups – A and B. Assign the following topics to the groups and ask them to prepare a chart:

angles and perimeter are given and then prove the construction.

base, base angle and the sum of the two sides are given and then prove the construction. E. Activity on Construction of Triangles

In this activity, learners will construct a triangle XYZ whose length of base, base angle and the difference of two sides are given and then theoretically prove the construction in their books. Teacher’s Notes Ask the learners to first consider that side XY > XZ and then consider that side XY < XZ. You may refer to the images provided

After constructing the triangles, ask the learners to prove that the required triangles are constructed from their length of base, base angle and the difference of two sides.


Ask the learners to research on the following topics: he constructions of angle

bisectors and perpendicular bisectors

bisectors

Expected Outcome After studying this lesson, learners will be able to construct an angle, angle bisector and the perpendicular bisector of a line segment. They will also be able to construct triangles when specific measurements, like two base angles and perimeter and the length of base, base angle and the sum/difference of the two sides, are provided. Moreover, the learners will be able to theoretically prove these constructions.




Lesson Plan


Chapter Name: Linear Equations in Two Variables


This lesson is divided across two modules. It will be completed in two class meetings.


Linear Equations in One Variable: Class VIII


This lesson will introduce learners to linear equations in two variables. Further, they will learn to find the solutions of such equations. They will also learn to represent linear equations in two variables on the Cartesian plane. Additionally, they will study about the equations of lines that are parallel to the x-axis and the y-axis.

Objectives linear equation in two

variables

Cartesian plane

line and the Cartesian plane


Other Audio Visual Aids Access the videos relevant to the lesson ‘Linear Equations in Two Variables’ from the Library resources. Aids Non-Technical None

Procedure Teacher-Student Activities A. Warm-up Session Begin the lesson with a simple activity to help students recall the prior learning of linear equations. You can write down an equation in one variable on the board and ask the students to find its solution. Then, ask a student to represent the solution or the root of the equation on a number line drawn on the board. Additionally, ask the students to define and draw the Cartesian plane. Ask them to label the axes and the quadrants of the plane. You can also mark a few points on the Cartesian plane and ask the students to write the coordinates of these points. Further, you can provide the coordinates of a few points to the students and ask them to mark the points on the plane. B. Flashcard Activity - Linear Equations in Two Variables In this activity, students will have to identify if a given equation is a linear equation in two variables. Teacher’s Notes Present a simple word problem and express the information in the problem in the form of an equation. For example, you can say that the sum of the marks of two students in a subject is 90 and then express the information as, which is a linear equation in two variables. Present a few such situations or statements to the students and ask them to form equations based on the information provided by these statements. Explain to the students that equations which can be written in the form ax+by+c=0 , where , a and b are real numbers, and a and b are not both zero, is called a linear equation in two variables. Then, divide the class into a few groups. Write a few equations on flashcards (one equation on each card). Show a card to a group and ask a student in the group to identify if the equation shown is a linear equation in two variables. Ask the student to write the equation on the board and see if it can be put in the form . When done,

ask the student to write the values of , and on the board. Continue the activity with the other groups as well. The group that gets maximum correct answers will be the winner. Once the activity is done, explain to the students that linear equations can be expressed in different forms. is the general form; however, there are different other forms, such as the standard form ( ), slope-intercept form ( ), point-slope form ( ) and so on. You can also explain the need for these forms. C. Solutions of Linear Equations In this activity, students will find the solutions of linear equations. Teacher’s Notes Write down an equation on the board and ask any student to volunteer to find the solutions of the given equation. Two solutions can be easily obtained by first substituting the value of as zero and then ‘y’ as zero. The other solutions can be obtained by the trial and error method. Now, write down other equations on the board and ask all the students to find at least four solutions for each of the equations. Also, present the students with several solutions and ask them to check if the solutions are that of a given equation. The students can solve the problems in their notebooks. D. Graph Activity –I In this activity, students need to represent a linear equation in two variables on the Cartesian plane. Teacher’s Notes Write down a linear equation in two variables on the board and ask each student to plot the graph of the equation on the Cartesian plane. Once the students plot the graph, ask them to list down their observations about the coordinates of the equation. Conduct a discussion on the same. You may also show a few graphs to the students. For each graph, provide them with a few equations. Now, ask each student to select the equation that is represented by the graph shown to them. E. Graph Activity –II

In this activity, students need to solve linear equations in one variable and represent the solution on a number line and the Cartesian plane. Teacher’s Notes Write down a linear equation in one variable on the board and ask each student to first solve the equation and then plot its graph. Then, ask them to represent the given equation in two variables, solve the equation and plot the graph of the equation on the Cartesian plane.


Ask the students to research more about linear equations. Ask them to check if there are linear equations in more than two variables

Expected Outcome After studying this lesson, learners will be able to identify linear equations in two variables and find the solutions of such equations. They will also be able to graphically represent linear equations.




Lesson Plan


Chapter Name: Quadrilaterals


This lesson is divided across four modules. It will be completed in four class meetings.


Understanding Quadrilaterals: Class VIII Practical Geometry: Class VIII Triangles: Class IX


In this lesson, students will learn about different types of quadrilaterals and their properties, especially the properties of parallelograms. They will also learn to prove various theorems related to quadrilaterals and parallelograms.

Objectives

properties

two congruent triangles

quadrilateral is equal, then it is a parallelogram

quadrilateral is equal, then it is a parallelogram

parallel in a quadrilateral, then it is a parallelogram

other, then it is a parallelogram

-point theorem and its converse

Aids Audio Visual Aids Relevant Modules from Teach Next

-point Theorem Other Audio Visual Aids Access the videos relevant to the chapter ‘Quadrilaterals’ from the Library resources. Aids No technical None

Procedure Teacher-Student Activities A. Warm-up Session Begin the lesson by showing the following diagram to the class

Euler Diagram of Different Types of Quadrilaterals Explain that this is the Euler diagram of different types of quadrilaterals. Euler diagrams are very similar to Venn diagrams. They are used to visually represent the relationships of various sets (in this example, various types of quadrilaterals). Ask the students what they can interpret from this diagram. After getting their responses, explain the types of quadrilaterals and their relationship with each other with help of the diagram. A few points are as follows:

A square is a rectangle and a rhombus, but a rectangle or a rhombus is not a square.

parallelogram.

A square, a rectangle, a rhombus, a parallelogram, a trapezium or a kite is a quadrilateral.

C. Quadrilaterals and Parallelograms: Presentations on Theorems In this activity, students will make presentations on various theorems related to quadrilaterals and parallelograms. Teacher’s Notes Divide the class into groups and ask each group to make presentations as follows:

congruent triangles.

equal, then it is a parallelogram. pair of opposite angles is equal in a

quadrilateral, then it is a parallelogram.

quadrilateral, then it is a parallelogram. en

it is a parallelogram. -point theorem and its converse.


Ask the students to make the Venn diagram of quadrilaterals that summarises the unique properties of various quadrilaterals. An example is given here.

.

Expected Outcome

After completing the lesson, learners should be able to describe the different types of quadrilaterals and their properties, especially the properties of parallelograms. They should also be able to prove various theorems related to quadrilaterals and parallelograms.

Student Derivables parallelograms

Assesment Class Test and extra sums from Trach Next Module and refreshers.


Lesson Plan


Chapter Name: Triangles




The Triangles and its Properties: Class VII Congruence of Triangles: Class VII


In this lesson, learners will study congruent triangles and the criteria for their congruence. They will also be taught to prove the rules of congruence and the properties of triangles. The learners will be explained the non-criteria for the congruence of triangles. Moreover, they will also study a few theorems and conduct a few activities related to the inequalities in a triangle.

Objectives

n the Side-Angle-Side (SAS) congruence rule -Side-Angle (ASA) congruence rule

-Side-Side (SSS) congruence rule -Hypotenuse-Side (RHS)

congruence rule -criteria for the congruence of triangles

isosceles triangle are equal

triangle are equal

the angle opposite to the longer side is larger

larger angle is longer Prove that the sum of any two sides of a triangle is

greater than the third side

Aids Relevant Modules from Teach Next

-Side-Angle (ASA) Congruence Rule -Side-Side (SSS) Congruence Rule

Other Audio Visual Aids Access the videos relevant to the chapter ‘Triangles’ from the Library resources. Aids Non-Technical None

Procedure Teacher-Student Activities A. Warm-up Session Begin the lesson by asking learners to define the term ‘congruent’ and then provide some examples of congruent figures or objects, such as a pair of socks, matching rulers, papers, name tags and so on. Thereafter, hold a quiz pertaining to the following topics:

You may also draw triangles (with the measurements of lengths and angles) on the board. Then, ask the learners to identify whether the triangles are congruent and the criterion they used to come to the conclusion. B. Presentation and Activity: Congruence of Triangles In this activity, learners will either explain or prove the four rules of congruence of triangles. Teacher’s Notes Divide the class into four groups — A, B, C and D. Assign the following topics to the groups and ask them to prepare a presentation:

-Angle-Side (SAS) congruence rule.

Group B will prove the Angle-Side-Angle (ASA) congruence rule.

-Side-Side (SSS) congruence rule. -Hypotenuse-Side (RHS)

congruence rule.

The learners can either make their presentations on the board or they can use a chart paper. The learners can also use colourful straws/sticks to make their presentations interesting. For instance, same coloured straws/sticks can be used to denote the sides of same lengths and the angle of same measurements in the two triangles. You may refer to the image provided

To check the understanding, provide exercises to the learners and ask them to solve these exercises in class Thereafter, provide exercises based on Side-Side-Angle (SSA), Angle-Side-Side (ASS) and Angle-Angle-Angle (AAA) to the learners to explain that these criteria are not sufficient to prove the congruence of triangles. C. Charts: Properties of Triangles In this activity, learners will prove different theorems on the properties of triangles. Teacher’s Notes Divide the class into two groups – A and B. Assign the following topics to the groups and ask them to prepare a presentation:

of an isosceles triangle are equal.

of a triangle are equal. D. Presentation and Activity: Inequalities in a Triangle In this activity, learners will prove various theorems on the inequalities in a triangle. Teacher’s Notes Divide the class into three groups – A, B and C. Assign the following topics to the groups and ask them to prepare a presentation:

e that if two sides of a triangle are unequal, then the angle opposite to the longer side is larger.

larger angle is longer. gle is

greater than the third side. To check the understanding, provide exercises to the learners and ask them to solve these exercises in class.


Ask the learners to read about the relationships between the measures of angles and the lengths of sides in triangles. Also, ask them to research on how the properties of triangles help in their construction.

Expected Outcome After studying this lesson, learners will be able to describe congruent triangles and the criteria for their congruence. They will also be able to prove the rules of congruence and the properties of triangles. The learners will be able to explain the non-criteria for the congruence of triangles. Moreover, they will be able to prove theorems and solve exercises related to the inequalities in a triangle.

Student Derivable



Lesson Plan


Chapter Name: Coordinate Geometry


This lesson has one module. It will be completed in one class meeting.


Introduction to Graphs: Class VII


In this lesson, students will be introduced to the Cartesian coordinate geometry. In addition, students will learn to write the coordinates of points given on the Cartesian plane as well as plot points by referring to their coordinates.

Objectives

plane

Cartesian plane

given

Aids Audio Visual Aids Relevant Modules from Teach Next

Other Audio Visual Aids Access the videos relevant to the lesson ‘Coordinate Geometry’ from the Library resources. Aids No technical None

Procedure Teacher-Student Activities A. Warm-up Session Write down the name ‘René Déscartes’ on the board and ask the students if the name sounds familiar. Then, draw the Cartesian Plane and ask if the same appears familiar to them. Tell the students that the figure drawn on the board is called the Cartesian plane and it was the brainchild of René Déscartes. You

can also recall in the class as to how the Cartesian plane is useful in finding the location of a point on a plane. Then, lead into the lesson. B. Presentation: Cartesian Plane In this activity, students will describe the features of the Cartesian plane. Teacher’s Notes Divide the class into small groups. Each group has to deliver a presentation on ‘the Cartesian plane’. The groups can include the following points in their discussion:

Cartesian plane C. Group Activity: Coordinates and Quadrants In this activity, students will write the coordinates and identify the quadrants of different points plotted on the Cartesian plane. Teacher’s Notes Note: This activity is divided into two parts. Part One: Divide the class into four groups: A, B, C and D. Provide a graph paper to each group and ask them to draw the Cartesian plane. Then, ask the groups to randomly mark six points across the four quadrants of the plane. Thereafter, each group has to write the coordinates of the points marked by them. The groups should not reveal the coordinates to each other. Part Two: In the second part of the activity, pair up Groups A and C. Likewise, pair up groups B and D. Each group should tell the coordinates of their points to their partner group. In response, the partner group has to tell the quadrant of the points. D. Group Activity: Guess the Letter In this activity, students will be asked to plot points on the Cartesian plane. Teacher’s Notes Materials Required:

alphabet]

Divide the class into small groups. Ask two members from each

group to come and pick up a chit from the bowl. Hand a graph paper to these members and ask them to draw the Cartesian plane and then plot the capital letter on the graph paper. Then, the two members have to share the coordinates of the vertices of the letter with the other members of their group (without revealing the letter). Ensure that they also tell which vertices should not be joined. The other members need to plot the same on a graph paper and then use lines to connect the points. Once the points are connected, the alphabet will be revealed.


Ask the students to research on the use of coordinate geometry in finding the various features marked on a topographical map.

Expected Outcome After studying this lesson, students will be able to explain the concept behind Cartesian coordinate geometry. In addition, they will also be able to write the coordinates of points given on the Cartesian plane. The students will also be able to plot points by referring to their coordinates.




Lesson Plan


Chapter Name: Number Systems


This lesson is divided across nine modules. It will be completed in nine class meetings.


Rational Numbers: Class VIII


This lesson refreshes students’ knowledge about rational numbers and introduces them to the concept of irrational numbers. They will learn to represent irrational numbers on a number line. They will also learn about real numbers and their decimal expansions. Moreover, they will be taught various mathematical operations on real numbers. They will learn to rationalise the denominator of irrational numbers and will also learn to apply various laws of exponents to real numbers.

Objectives al numbers on a number line

expansion and non-terminating recurring decimal expansion as rational numbers

press a number with non-terminating and non- recurring decimal expansion as a rational number

numbers

process of successive magnification

of irrational numbers

numbers

number line ted to the square roots using

examples

number

different bases

but the same exponents


Other Audio Visual Aids Access the videos relevant to the chapter ‘Number Systems’ from the Library resources. Aids No technical None

Procedure A. Warm-up Session Begin the class by recalling the concepts pertaining to rational numbers that students have learnt in the previous classes. You can divide the class into two groups and conduct a quiz covering the following concepts:

numbers

After the quiz, ask the learners to think if there is any other category of numbers. Then, show a Venn diagram representing the real number system and introduce irrational numbers.

Tell them about the history of irrational numbers. You can also tell them about the value of pi (which is an irrational number) and its various practical applications. Pi is used to calculate the areas of the skin of the aircraft or arc lengths. Moreover, planes actually fly on the arc of a circle. To gauge the use of fuel by the planes, their path has to be calculated appropriately, which is done using the value of pi. The signals or waves from radio, TV, radar and telephones are also expressed as pi. Interestingly, Egyptian pyramids were also constructed using the concept of pi. B. Decimal Expansion: Chit Game In this activity, students will work out the decimal expansion of rational and irrational numbers. Teacher’s Notes Explain the decimal expansions of rational and irrational numbers. Thereafter, make a few chits and write a rational number and an irrational number on every chit. Divide the class into two teams. Call one student from each team to pick up a chit. After collecting a chit, these students have to discuss the numbers in the chit with their respective teams. Collectively, the team members have to work out the decimal expansions of the numbers given on the chits and then identify the rational and irrational number from the numbers given. Conduct multiple rounds of this activity till all the chits are exhausted. Similarly, you can also make some chits with an irrational number on each one of them. Thereafter, ask the teams to express the numbers on their chit in the p/q form, where q ≠ 0. On a few chits, you can write two rational numbers per chit and ask the two teams to calculate irrational numbers between two given irrational numbers. C. Chart Activity In this activity, students will represent the square root of a

number on a number line. They will also represent other real numbers on a number line. Teacher’s Notes This activity will be done by all the students individually. Explain how Pythagoras theorem helps to depict square roots on a number line. Ask every student to get a chart paper and cut it into two equal halves. On the first chart paper, ask the students to locate square roots of real numbers on a number line. For example,√ √ and√ . On the other chart paper, ask the students to represent a real number (for example, 4.832) on a number line using the process of successive magnification. D. Presentations In this activity, students will have to make presentations. Teacher’s Notes Divide the class into three groups A, B and C ask them to make the following presentations. Group A Make a presentation describing the operations of various properties on real numbers. Use examples and explain the properties for rational numbers and irrational numbers under various mathematical operations. Group B Make a presentation about the application of the laws of exponents to the real numbers. Use examples to explain the laws. Group C Make a presentation (using examples) about various identities related to square roots. Ask the students to use charts or the board for their presentations. After the presentation, you can give the students various questions pertaining to rationalising the denominator of irrational numbers and the use of identities and exponents.


Find out about the golden ratio or divine proportion or golden proportion. The golden ratio, symbolised by the green letter (phi), is actually an irrational number, which is approximately equal to 1.618.

Expected Outcome After studying the lesson, students will be able to understand the concepts of irrational numbers and rational numbers. They will be able to represent irrational numbers on a number line. They will also learn about real numbers and their decimal expansions. Moreover, they will be able to perform various mathematical

operations on real numbers. They will also learn to rationalise the denominator of irrational numbers and apply various laws of exponents to real numbers.


number line

numbers, the identities of square roots and the laws of exponents



Lesson Plan


Chapter Name: Surface Areas and Volumes




Perimeter and Area: Class VII Visualising Solid Shapes: Class VII Visualising Solid Shapes: Class VIII Mensuration: Class VIII


In this lesson, learners will calculate the surface areas and the volumes of different solids, such as cubes, cuboids, cylinders, cones and spheres. They will also derive the formulae for calculating the curved surface area, total surface area and volume of a cone.

Objectives cuboid, cube and cylinder

cube and cylinder

a cuboid, cube and

cylinder

cube and cylinder

surface area and volume of a cone

Define the concepts of a sphere, its centre, radius and diameter

and volume of a hemisphere


Other Audio Visual Aids Access the videos relevant to the chapter ‘Surface Areas and Volumes’ from the Library resources. Aids No technical None

Procedure Teacher-Student Activities

A. Warm-up Session Begin the lesson by showing the nets of a few solids to the class. Make the nets from graph paper.

Then, ask four students to measure the area of the each part of the net and the total area of the net. Thereafter, they should make solids from these nets. Based on the earlier measurements, ask the students to calculate the lateral/curved surface area and total surface area of these solids. Then, explain the method to calculate the surface areas and the volumes of these solids by using the specific formulae. Compare the results obtained by the two methods.

B. Formulae of Surface Areas and Volumes: Activity In this activity, students will recall the formulae to calculate the surface areas and the volumes of different solids. They will also use the formulae to solve questions on the surface area and the volume. Teacher’s Notes Make flashcards with different solids drawn on them. Shade or colour the solids to highlight their lateral/curved surface area, total surface area or volume. Divide the class into a few groups and show these cards one by one to these groups. Each group

needs to state the formula to calculate the lateral/curved surface area, total surface area or volume as per the card shown. Then, give the students a few questions related to the surface area and the volume and ask them to find the answers using the formulae. Refer to the Exercises section in TeachNext for practice questions.

C. Surface Area and Volume: Presentations In this activity, students will make presentations on various theorems/formulae related to volume. Teacher’s Notes Divide the class into groups and ask each group to make presentations as follows:

The formula for the curved surface area and the total surface area of a cone

D. Surface Area and Volume: Experiments In this activity, students will perform various experiments related to the surface area and volume of solids. Teacher’s Notes Divide the class into groups and ask each group to perform experiments as follows:

thrice the volume of a right circular cone of the same base, radius and height.

amount of water displaced by it.


Ask the students to research on the explanation for the formula for calculating the volume of a sphere. The explanation is as follows: Consider that a sphere is divided into many small pyramids with their peaks at the centre of the sphere as shown in the image here. The volume of all these pyramids is times the sum of their base areas multiplied by their height ( ). Clearly, the volume of all these pyramids is equal to the volume of a sphere. We also know that the base areas of all these pyramids are equal to the surface area of the sphere or 4. Hence, the formula for the volume of the sphere is .

Expected Outcome After completing the lesson, learners should be able to calculate

the surface areas and volumes of different solids, such as cubes, cuboids, cylinders, cones and spheres. They should also be able to derive the formulae for calculating the curved surface area, total surface area and volume of a cone.

Student Derivable



Lesson Plan


Chapter Name: Statistics


This lesson has been divided across 7 modules. Complete it in seven class modules.


Data Handling: Class VIII


This lesson will introduce the learners to the different techniques used to collect and data, for example, frequency distribution table. They will learn to draw and interpret bar graphs, histograms and frequency polygons. They will also learn to calculate different measures of central tendency, such as mean, mode and median.

Objectives

to depict the given data

the data when the observations are in even number


—Mean —Mode —Median Other Audio Visual Aids Access the videos relevant to the lesson ‘Statistics’ from the Library resources. Aids Non Technical : None

Procedure Teacher-Student Activities Warm up Session Begin the lesson by discussing a few real You can talk about census, election results and opinion polls. Since the students have already read about bar graphs and histograms, you may show some graphs (bar graphs and histograms) to the students and ask them to interpret the same. Teacher’s Notes Relate real life applications of statistics. You may discuss how election exit polls are conducted by various news agencies and news channels to know about the early indication of the results. Assign the task of collecting different types of data to groups of students. Then ask thestudents to organise this data in a frequency table. Each group has to do any one of the following topics:

Teacher’s Notes Divide the class into four groups Thereafter, they will present the data and frequency distribution table before the class. After each presentation, pose questions to the class and ask them to analyse the data. Explain the difference between primary and secondary data to the students by citing examples. C. Data Collection and Presentation

Assign the task of collecting different data to groups of students. Then ask them to organize this data in a grouped frequency distribution table. Each group has to collect the data about any one of the following topics:

examinations Teacher’s Notes Divide the class into two groups. You can ask questions regarding range, upper limit and lower limit of a class interval. D. Making Graphs: Bar Graphs Teacher’s Notes Assist the students in plotting the bar graphs. Solve the difficulties and resolve their doubts, if any. Show a few bar graphs in the class and ask the students to analyse and discuss the data represented by the graphs. Real-life examples of application of statistics.about bar graphs and histograms.collect the data about chart and present their data in the class. 10-12 students in each group. Each group will have to collect data on the topic assigned to present the grouped frequency distribution table before the class. and use the information to plot a bar graph. Ask the students to use the data they collected and use the information to plot histogram and then a frequency polygon. Students will have to submit the graphs as assignments. Teacher’s Notes Assist the students in plotting the histogram and frequency polygon. Solve the difficulties and resolve their doubts, if any. Show a few histograms and frequency polygons in the class and ask the students to analyse and discuss the data represented by the graphs. F. Drawing Frequency Polygon From Frequency Distribution Table Divide the class into groups and provide each of these groups a frequency distribution table. Now, ask them to draw a frequency polygon with the help of the data given to them. You can provide frequency distribution table with the following data:

Teacher’s Notes Divide the class into three groups and assist the students in plotting the polygon correctly. Solve the difficulties and resolve

their doubts, if any.. Calculating Mean Ask the students to refer to the data pertaining to weight.Information to find out the mean height and weight in the class. Later, show the students the simple and short-cut method of obtaining mean. Teacher’s Notes Divide the class into two groups. You may add more observations to the existing data by adding weights and heights of more students from the class. Calculating Mode Divide the class into groups and provide each of these groups some can create questions using the following scenarios:

series of hockey matches. Which score occurred maximum number of times?

ary The mode of these temperatures.

test scores of ten children in a history test are given to you. Find the mode. Teacher’s Notes Divide the class into three groups and assist the students in calculating the mode Calculating Median Divide the class into groups and provide each of these groups some questions on median. You can create questions using the following scenarios:

(16 scores

(15 scores)


You may ask the children to create an opinion poll plot the findings on a graph

Expected Outcome After completing this lesson, the students will be able to use different techniques to collect and present the data. They will be able to draw and interpret bar graph. Moreover they will also gain the expertise to calculate different measures of central tendency, such as mean, mode and median.


a. Review Questions given by the teacher b. Bar graphs, histogram and frequency polygon


Documents

Lesson Plan Board: CBSE | Class: IX | Subject: Chapter ...afschoolhasimara.com/lesson/lesson_16.pdfAIR FORCE SCHOOL HASIMARA Lesson Plan Board: CBSE | Class: IX | Subject: Maths Chapter