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FA Mathematics (Class IX)
FA Mathematics (Class IX)
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FIRST EDITION 2010 CBSE, India
SECOND EDITION 2015 CBSE, India
COPIES: 20,000
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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)
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)
(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)
(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;
(k) who is a parent or guardian to provide opportunities for education to his/her child or, as the case may be,
ward between age of 6 and 14 years.
1.
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
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CONTENTS
U
Acknowledgments
Preface
22
27
Chapter-1
Number System
31
Chapter-2
Polynomials
41
Chapter-3
Coordinate Geometry
58
Chapter-4
77
Chapter-5
98
Chapter-6
106
Chapter-7
Triangles
124
Chapter-8
Quadrilateral
135
Chapter-9
146
Chapter-10 :
Circles
155
Chapter-11 :
Constructions
172
Chapter-12 :
Heron's Formula
177
Chapter-13 :
186
Chapter-14 :
Statistics
192
Chapter-15 :
Probability
201
Project Work
212
FORMATIVE ASSESSMENT
FEEDBACK TO
THE STUDENTS
ASSESSMENT CYCLE
INTERPRETATION
OF EVIDENCES
REPORTING TO PARENTS
SUMMATIVE ASSESSMENT
USE OF RESULT BY SCHOOL
LEARNING
OBJECTIVES
STUDENT NEEDS
TEACHING
LEARNING
PROCESS
INCLUDING
ASSESSMENT
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.
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:
Particles of a liquid(a)
(b)
move randomly
(c)
(d)
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)
(d)
Analysis
1.
How was Private Quelch's knowledge exposed even further as the Sergeant's classes went
on?
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.
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:
Q1. A tin foil of length a and breadth b is rolled to make a cylinder.
What will be the volume of the cylinder?
a)
ab/4p
b)
4pab
c)
pab
d)
ab/4p
}
}
STEM
DISTRACTORS
KEY - D
There are several guidelines for effectively developing good quality multiple-choice questions:
It may cover more than one concept when a higher cognitive level has to be tested.
Answer options are plausible and similar in context, ideas and focus
Criteria
Marks
2 Marks
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 Marks
While making a professional judgment on how many marks to allot, only two things should be
kept in mind:
1)
2)
By making the rubrics transparent and the criteria explicit, we eliminate any subjectivity or bias in
judgment. 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.
Formative Assessment
- An Overview
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 students'
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.
(b)
(c)
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.
' often means no more than that the assessment is carried out frequently and is planned at the same
time as teaching.' (Black and Wiliam, 1999)
' 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)
provides a platform for the active involvement of students in their own learning.
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 get the feedback.
Fosters self-study
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.
EXAMPLE OF AN ASSESSMENT CONTINUUM*
0
Pre-Reading
Quiz
One Minute
Paper
Think-Pair-Share
Case Based
Learning
0
Practice Quiz/
MCQ
Final Exam
Performance Test
Summative Assessment
Accountability
Middle
End
Pre reading quiz - Traditionally, students are first introduced to a topic in lecture; however,
students can read the textbook before coming to class and complete a short quiz on the reading.
This is a pre-reading assignment. The first benefit of such assignments is that students will get
more out of class if they already know the basic definitions and vocabulary, as well as having
already had the chance to work through simple examples and think about concepts at their own
pace. This helps control for the variability in background knowledge of the students, and students
regularly mention in surveys that pre-reading helps them follow what is covered in class
One Minute Paper - The teacher takes the last minute of the class and asks students to write down
short answers to the following two questions:
What was the most important point made in class today?
What unanswered question do you still have?
Responses can be put on cards or students may write on a piece of paper. The Students can be
allowed to respond anonymously, to encourage them to admit points of confusion they might
hesitate to put their name to, or they can be asked to write their names so that the teacher can write a
brief, personal response to each question.
Think-Pair-Share
Think-Pair-Share is a cooperative discussion strategy developed by Frank Lyman and his
colleagues in Maryland. It gets its name from the three stages of student action, with emphasis on
what students are to be DOING at each of those stages.
1)
Think. The teacher provokes students' thinking with a question or prompt or observation.
The students should take a few moments (probably not minutes) just to THINK about the
question.
2)
Pair. In pairs, students talk about the answer each came up with. They compare their mental
or written notes and identify the answers they think are best, most convincing, or most
unique.
3)
Share. After students talk in pairs for a few moments (again, usually not minutes), the
teacher calls for pairs to SHARE their thinking with the rest of the class. She can do this by
going around in round-robin fashion, calling on each pair; or she can take answers as they are
called out (or as hands are raised).The teacher will record these responses on the board or on
the overhead.
Case - Based Learning - According to the Case-based Learning page of the Center for Instructional
Development and Distance Education, "Cases are factually-based, complex problems written to
stimulate classroom discussion and collaborative analysis. It is student-centered exploration of
realistic and specific situations. The students consider problems from a perspective which requires
10
analysis; they strive to resolve questions that have no single right answer." In CBL the work,
method, problem, and discipline are identified by the learner (or learners) through the learning
process. Case-based learning is about choosing, deciding priorities, and combining different
disciplines and it is best practiced in a multidisciplinary context.
Practice Quiz/MCQ - It is a type of assessment of a students' knowledge in which they should
select the best possible answer to the question out of the given choices. Multiple choice questions
consist of a stem and a set of options. Both writing and fulfilling a good multiple-choice question
requires serious thought, critical thinking, good abilities of analysis and a range of skills and
knowledge. Similarly a quiz too enhances the same skills. The teacher can assess how much a
student has learnt through these activities and plan her teaching strategy accordingly.
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...
2.
3.
4.
5.
6.
Provides opportunities to close the gap between current and desired performance
7.
11
12
2.
3.
Written Assessment
Best
Score
Average
Score
Activities to include variety of activities such as quiz, debate, projects, theatre etc.
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 question answers, creative writing, reports, newspaper
articles, diary entries, poetry etc.
Analysis and synthesis and a presentation using a variety of forms including the use of
Information and Communication Technology (ICT)
Peer assessment
It is suggested in Languages at least some assessments should be for assessing Conversation Skills.
Mathematics
Investigative projects
13
Group projects
Peer assessment
It is suggested for Mathematics that at least some Formative Assessment tasks should be based on
the Mathematics Lab Activities .
Sciences
Peer assessment
Science Quiz
Seminar
Symposium
Field Trips
Class Response
Model Making
It is suggested for Science at least some Formative Assessments should be based on Experiments
and hands-on activities.
Social Sciences
14
Commentaries
Source-based analysis
Research
Open-book tests
Secondary sources
It is suggested in Social Science 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 read equity'.
Examination Reform, NCF 2005- NCERT
2.
3.
15
4.
5.
6.
7.
2.
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 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 will be advisable to communicate levels of attainment to the students and parents during the
course of the academic year, so that with their cooperation the remedial measures are taken in time
for enhancing the performance of the students. The overall assessment should be followed by the
descriptive remarks by the class teacher about the positive and significant achievements,
avoiding negative assessment even by implication.
16
It implies:
1.
2.
3.
Providing feedback which leads to students recognising and taking next steps
4.
Presentation: 1 period
Procedure:
1.
Students will be divided into groups. They will in their groups, 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 will prepare a small skit and perform it. Each student will be asked to speak
some dialogue.
4.
gain an insight into the social evils prevalent in India at different periods of time.
Skills:
To develop in the students the ability to
Write scripts
Deliver dialogue
17
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 give their comments. The teacher could also revisit any part of the
lesson that has not been clearly understood by the students.
The main objective is to enable the learners to gain an understanding of the concept of social
evils perpetrated against the girl child and the woman in India at different periods of time.
The task is part of the teaching-learning of the topic of women, caste and reform.
After the task is completed, the teacher gives feedback for improvement. Also, if needed, the
lesson may be reviewed.
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.
It also encourages further learning.
18
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.
Case Study
Students of Class IX are give 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.
Students complete the task individually and submit the folders by the dead line. Teacher grades
the work of the students as per the assessment criteria.
Questions:
How are the students helped by the teacher and peer groups in doing the task?
19
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.
They will 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.
Teacher monitors 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:
Make 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.
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.
20
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 received comments and suggestions on the FA
Manuals from the stakeholders since its 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 in the light of it this revised edition has come out.
We aim to strengthen the formative assessment and provide the teachers, detailed guidelines and
support material for formative assessment through the manuals.
To clarify the concept of formative assessment within the broad framework of CCE.
2.
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, Science and Social Science 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.
7.
To motivate teachers to build their capacity to add value to materials and methods.
8.
9.
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.
21
a)
Planning
At the beginning of the academic session teachers of the same subject can 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:
b)
How many formative tasks will 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.
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:
The learning outcomes for each task and hence help teachers and learners in developing a
focus. They are also meant to be kept in mind at the time of assessment.
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.
22
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
Scarcity of time
With the help of proper planning these challenges could be overcome. Some suggestions are given
below:
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.
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 it among groups of students.
23
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
giving tasks to students. For instance, students good in written work may be given tasks
different from students 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 teachinglearning 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:
Logistics
Photocopying of worksheets may not be feasible in all the schools. Teachers have to adopt a few
strategies to overcome this problem
Suggestions:
24
Only elaborate worksheets and those with diagrams and pictures need to be photocopied.
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.
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 group work has to be
observed and monitored.
Usually after group discussion a presentation is to be made by each group. Care may be taken
to rotate the presentation among all the students so that over a period of time all are given an
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 has laid emphasis on teacher-preparedness, planning and co-ordination. It is
suggested that at the time of drawing out an annual plan, the principal interacts with each subject
25
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 sociocultural 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.
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 will provide ample scope for
learner autonomy, it will also reduce 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 the schools. Detailed guidelines on the precautions to be taken in this regard have been
provided in this manual. By making the projects realistic and simple, teachers can ensure
authenticity of the work of students.
26
Class work/Assignments
This is a part of regular teaching earning 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.
Observation Points
Marks alloted
2.
Maintenance
Neatness/Presentation
1 Mark
Accuracy
Correctness
1 Mark
Regular
1
Irregular
Maths 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
Performance of Activity
Scale 5 to 1
(15 Marks)
Index/Cover
Neatness
Observations Points
(10 Marks)
Marks
Topic
Selection of Topic
Originality
Presentation
Creativity
Conclusion
Viva
Explanation
3.
Creative Activities:
This may include atleast one of following in each formative assessment duration.
l
Oral assessment
Quiz
Discussion
Presentation by students
Making of charts/material
Role Play
Mathematical games
Math Magazine
Model Making
Any other
Note: Teacher may plan assessment rubric according to the activity taken.
28
Observations Points
Participation
Raise questions
Response
Correct Knowledge
Confidence/Expression
Teacher's
Remark
Name of Student
Participation
(1 Mark)
Response
(1 Mark)
Correct Knowledge
(2 Marks)
Confidence/Expression
(1 Mark)
1
2
3
4
5
6
7
8
9
10
29
Formative Assessment
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
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.
Formative Assessment of grammar may also be carried out in an integrated manner along
with the skills of reading, writing, speaking and listening.
Photographs: Provides an insight into the child's emotional, social and psychological aspects
of development.
Paintings and other examples of artistic endeavour: Provides 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 in 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 social Life skills.
Parent Assessment Sheets: Can be incorporated into the learner's Portfolio to provide
evidence of evaluation done by the parent.
30
Chapter1
Number Systems
Suggested Formative Assessment Tasks
Task1: Observe and answer
Topic
Number System
Nature of task
Post Content
Content Coverage
Learning Outcomes
Task
Execution of Task
Duration
One Period
Assessment Criteria
Follow up
If the students are not clear with the concept and knowledge
of different numbers then as a remedial task Number activity*
can be done in the classroom. Through this activity students
would be able to visualize the relationship between types of
numbers from observing their activity sheet.
31
Natural
Irrational
Whole Number
Integers
Real Numbers
Rationals
32
-8
7/3
Not Q
Not Q
Not Q
Not Q
Not Q
-5
-64
2
N
4/5
7
N
N
W
Not Q
Not Q
Not Q
Not Q
Not Q
25
189
41.9
2 2
Not Q
Not Q
Not Q
Not Q
Not Q
33
Number System
Nature of task
Post Content
Content Coverage
Learning Outcomes
Task
Execution of Task
Duration
2 Periods
Assessment Criteria
Follow up
Class Worksheet
Do as directed
1.
2.
3.
4.
Am I right if I say only 100 rational numbers can be inserted between 1 and 101?
5.
6.
7.
34
1.2525...
b)
1.21555...
c)
1.2505005...
d)
1.25555...
8.
9.
2.
3.
4.
100 rational numbers can be inserted between 2 and 7. Give your views on this statement.
2.
3.
2.
3.
2.
3.
4.
5.
6.
2.
1
3
and .
5
5
Write 5 rational numbers and 5 irrational numbers in decimal form.
3.
4.
1.
a) 1 + 5
b)
3 +1
c) 1 + 2
d)
3 -1
35
5.
6.
7.29 is a
a)
b)
integer
c)
irrational number
d)
2.357357...
b)
2.101001000...
c)
2.05131313...
d)
2.579
Task3: Assignments
Topic
Number System
Nature of task
Post Content
Content Coverage
Complete Chapter
Learning Outcomes
Task
Assignment 1 (MCQ)
Assignment 2 (Short/Long questions)
36
Execution of Task
Duration
2 days
Assessment Criteria
Follow up
AssignmentI
(Multiple Choice Questions)
1.
2.
b)
c)
d)
3.
1.5
6.
8.
a b
c)
a +b
d)
a +b
a +b
One
b)
Three
c)
Five
d) Infinitely many
b)
c)
d)
is always an integer
b)
72 3
1
4
equals
= 0.142857, then
7
7
a)
b)
0.428571
0.285718
c)
4+2 3
d) 5 + 2 3
c)
0.857142
d) 0.571428
If
3 12
6 27
a)
10.
a b
b)
a)
a)
9.
a +b
d) 2.477
a)
7.
5.
a +b
c)
1.277
4.
b)
b)
c)
d) 5
c)
1
3
d)
c)
9 6
d) 9 3 2 +3 3 6
equals
1
2
b)
(3 + 3)(3 2 ) equals
a)
95 2 6
b)
3+ 2
37
11.
12.
2 , 3, 5
b)
5 , 3, 2
c)
2 , 5, 3
d)
3, 2, 5
a)
13.
If
a)
0.3162
b)
14.
53
b)
If 3 x 16 = 4
4 9
3
a)
1
10
c)
510
d) 512
c)
31.62
d) 316.2
d) 6
is
3.162
x+2
b)
c)
AssignmentII
TEST YOUR UNDERSTANDING (Long questions)
1.
2.
2
If a = 6 35, find the value of a +
3.
38
6 2
6+ 3
2 +1
8 3
6+ 2
2 1
4.
If x =
5.
If
6.
Evaluate:
1
1
1
1
+
+
+ .................. +
2 +1
3+ 2
4+ 3
9+ 8
7.
If x =
8.
If
21
5+2 3
7+ 3
and y =
1
a2
2+1
1
2+ 3
Number System
Nature of task
Content
Content Coverage
Learning Outcomes
Task
Execution of Task
Duration
1 Period
Assessment Criteria
Follow up
Step 1
Step 2
Step 3
Step 4
39
Step 5
a) Which theorem have you used for finding the hypotenuse of a right triangle?
b) Show the calculations in all the right triangles which are obtained.
c) Do you think 4 is an irrational number?
Task5
Topic
Number System
Nature of task
Content
Content Coverage
Learning Outcomes
Task
Maths Activity
Execution of Task
Duration
1 Period
Assessment Criteria
Neatness
(ii)
Accuracy in construction
40
1.
2.
Chapter2
Polynomials
Task1
Topic
Polynomials
Nature of task
Content
Content Coverage
Learning Outcomes
identify polynomials
Task
Class Worksheet
Execution of Task
Duration
1 Period
Assessment Criteria
Follow up
Class Worksheet
Q1. Write 5 expressions which are not polynomials. Justify your answers.
Q2. Give examples of the polynomials which are:
a) Cubic and binomial
41
Q3. For the polynomial p(x) = 5x3 3x2 + 2x + 2 , mark the following statements as true or false
and justify you answer.
a) The degree of polynomial p(x) is 4
b) The degree of polynomial p(x) is 3
c) The coefficient of x2 is 3
d) The coefficient of x is 2
e) The constant term is 3
f)
Q6. If p(x) = x + 2x 10x 14x + 21, then find p(1), p(1) and p().
Q7. Find the zeroes of the following polynomials:
a) p(x) = 3x 5
b) p(x) = 2x + 7
4
Q8. Check whether 2 and 2 are the zeroes of the polynomial x 16.
Q9. Give examples to justify the following statements:
a) A zero of a polynomial need not be 0.
b) 0 may be a zero of a polynomial.
c) Every linear polynomial has one and only one zero.
d) A polynomial can have more than one zero.
42
Task2
Topic
Polynomials
Nature of task
Content
Content Coverage
Algebraic identities
Learning Outcomes
Task
Execution of Task
Duration
1 Period
Assessment Criteria
Note: Similarly remaining algebraic identities can be taken up in the Maths activity period. (Refer
to CBSE Maths laboratory manual)
Aim: To verify the algebraic identity a3 b3 = (a b) (a2 + ab + b2) using unit cubes.
43
44
Task3:
Topic
Polynomials
Nature of task
Post Content
Content Coverage
Algebraic identities
Learning Outcomes
Task
Execution of Task
Duration
1015 minutes
Assessment Criteria
Identify correctly
45
Note: This is a challenging activity. Students look to solve puzzles. It is enriching as well as
motivating.
Similar tasks may be used in other Chapters as formulae recapitulation activity.
Cut out the triangles and place on the grid provided so that the identities match.
3a
2a
(a b)3
a2 + 2ab + b2
(a
a+
b)
)
b
b)
(a3 + b3)
2a
b
2
(a + b)2
ab
(
2
a+
b)
(a
a
b
a2 + 2ab + b2
ab
(a
3a
3a
46
b)
)(
(a
(a
(a b) (a + b)
(a
ab
(a
(
b)
(a
(a
b)
)
b
ab
ab
(a
)
+
(a b)3
2a
(a
(a
b)
(a
(a
b)
ab
3a
(a
(a
2
2
3
(a 3a b + 3ab b )
b)
(a2 b2)
(a
(a + b)2
(a
(a + b) (a2 ab + b2)
Size of the small triangle must match with the grid on which it has to be placed.
(a
b)
47
(a
b)
(a +
b) 3
3a 2b
+3 2
ab
+
b 3)
(a
(a +
3
)
b
(a
b) 2
b3
)
(a3 b3)
a
b) (
(a
2
a 2+
b) (
2
b)
(a
ab
3
(a +
3
(a +
ab
b) 2
+b2
)
3
+b
ab
+3
2
(a + b)2
+b2
)
b)
+b2
+b
2ab
2
a
a2
+2
ab
ab +
2
a +
b) (
(a +
(a 3 +
(a 3
b 3)
+b
2
2ab
a
(a
+b
(a
b
)
(
a 2+
ab
b)
a 3+
b) (
ab
2
b
ab +
2
2
a
(a
b3
)
a2
+2
a
b+ 2
b
b)
(a b) (a2 + ab + b2)
(a b)3
(a b)3
b)
a2 + 2ab + b2
(a2 b2)
(a 3
(a
(a +
48
(a
+
ab
+b3
)
Answer:
(a + b)2
a2 + 2ab + b2
(a b) (a + b)
Task4
Topic
Polynomials
Nature of task
Post Content
Content Coverage
Complete Chapter
Learning Outcomes
recognise a polynomial
Execution of Task
Duration
1 Period
Assessment Criteria
Follow up
b) x 2 2 x + 6
c) x 3 + 3x 2 3
d) 6x + 4
b) 4
c) 4
d) 1
c) x = 1
d) a = 0
b) x = 1
b)
3
x
c) x
d) x
c) 9
d) 10
b) 9
49
6. Factorisation of x + 1 is
a) (x + 1) (x2 x + 1)
b) (x + 1) (x2 + 1)
c) (x + 1) (x2 + x + 1)
d) (x 1) (x2 x 1)
7. If x + y + 2 = 0, then x3 + y3 + 8 equals
a) (x + y + 2)3
b) zero
c) 6xy
d) 6xy
b) 0
c) 8
d) 14
1
is
x
a) a polynomial of degree 1
b) a polynomial of degree 2
c) a polynomial of degree 3
d) not a polynomial
b) 3, 7
c) 3, 7
d) 3, 7
b) p(2)
2
c) p(3)
d) (p3)
c) 2a= b
d) ab = 0
12. If 2 (a + b ) = (a + b) , then
a) a + b = 0
b) a = b
b) 8
1
8
c) 0
d)
c) 100000
d) 50000
c) 1
d) 26
b) 1000
b) 1
b) 3
d) 1
a b
+ = 1, (a 0, b 0), then the value of a3 + b3 is
b a
a) 1
18. If x =
a) 3
50
c) zero
b) 1
1
2 3
1
2
c) 0
d)
c) zero
d) 1
b) 1
b) 1
c) 2
d) 3
b) 7
c) 14
d) 8
Task5
Topic
Polynomials
Nature of task
Post Content
Content Coverage
Complete Chapter
Learning Outcomes
Execution of Task
Duration
2 to 3 days
Assessment Criteria
Follow up
Assignment
1. Factor the polynomial 9x2 + 6x + 1 25y2
2. Factorise a2 + b2 + 2ab + 2 bc + 2ca
3. Show that p(x) = x3 3x2 + 2x 6 has only one zero.
4. Find the value of a if x + 6 is a factor of x3 + 3x2 + 4x + a.
2
51
Task6: Quiz
Topic
Polynomials
Nature of task
Post Content
Content Coverage
Complete Chapter
Learning Outcomes
Task
Quiz
Execution of Task
52
Duration
2 Period
Follow up
Rounds
Team A
Team B
Team C
Team D
1. Rapid Fire
2. Thinking Skills
3. Arithmetic Skills
Total
53
c) x y = (x y) (x + y)
d) (x + a) (x + b) = x2 + (a + b) x + ab
e) (x + y + z)2 = x2 + y2 + z2 + 2xy + 2yz + 2xz
f)
(x + y)3 = x3 + y3 + 3xy (x + y)
g) (x y)3 = x3 y3 3xy (x y)
h) x3 + y3 + z3 3xyz = (x + y + z) (x2 + y2 + z2 xy yz xz)
i)
If x + y + z = 0
then x3 + y3 + z3 = 3xyz
54
Degree
Coefficient of x2
x2 7x + 3
2 x2 + x3
3x3 4x2 + 7
4x2 2x + 3
4x + 5
p(3) =
55
__________________________________________________________
Q.
Check whether
4
is zero of p(x) = 5x ??
5
p(x) = 5x ?
4
p =
5
Ans.
__________________________________________________________
Q.
Q.
4. Remember
Remainder theorem: Let p(x) be any polynomial of degree greater than or equal to one and Let a
be any real number. If p(x) is divided by the linear polynomial (x a), then the remainder is p(a).
Example: When p(x) = 4x + x3 2x + x + 1 is divided by x 1
then by Remainder theorem
Remainder = p(1)
56
Polynomial p(x)
Divided by
Remainder
x + 3x + 3x +1
x+1
p(1)
2x3 3x2 + 2x 1
1
2
4x2 + 3x 2
x+
1
2
3x3 + 4x2 2x + 1
8x3 3x2 + 4x + 1
x + 17
Note: Teacher may prepare remedial worksheet as per the need of students.
57
Chapter3
Coordinate Geometry
Task1 Find me!
Topic
Coordinate Geometry
Nature of task
Warm up
Content Coverage
Locating an object
Learning Outcomes
Task
Find me!
Execution of task
58
Duration
1 Period
Assessment Criteria
Follow up
The given grid may be shown on the screen or teacher may paste it on a card board.
Provide
P
rovide P
Pictures
ictures
Students would be asked to locate the position of objects in terms of their placement in rows and columns.
59
Activity1:
Imagine a standard classroom situation. Students are sitting in rows and columns with faces
towards the teacher. Ask the students to speak about their location in terms of row number and
column number.
General layout is shown below.
60
2.
3.
4.
(Note: Teacher may take any other map for this task)
61
Coordinate Geometry
Nature of task
Project Work
Content Coverage
Learning Outcomes
Follow up
Assessment Criteria
The teacher may decide her own criteria as per the requirement
of the class. Teacher will keep a record of it.
The following gives some of the significant geometric contributions up to the time of Descartes.
1700 B.C.E.
600 B.C.E.
550 B.C.E.
300 B.C.E.
AD 75
AD 1637
Students may be asked to create picture Gallery of these Mathematicians and discuss their
contributions. This activity is inspiring for students.
62
63
Task3:
64
Topic
Coordinate Geometry
Nature of task
Content
Content Coverage
Learning Outcomes
Task
Execution of task
Duration
1 Period
Assessment Criteria
Follow up
Worksheet
Q1. Locate the coordinates of labeled points A, B, C, D, E, F,G, and H in the following diagram.
Y
4
H
3
2
1
X'
0
0
1
F
2
D
3
4
Y'
65
Q2. Read the given graph and answer the following questions:
Y
5
4
3
2
1
A=(3, 0)B=(1, 0)
C=(3, 0)
X'
4 3 2 1
0
1
D=(6, 0)
E=(9, 0)
F=(11, 0)
10 11 12
2
3
4
Y'
(a)
Point
Location
Coordinates
Abscissa
Ordinate
xaxis
(3, 0)
B
C
D
E
F
(b)
66
Q3. Read the given graph and answer the following questions:
Y
5
X'
4
(a)
D=(0, 4)
C=(0, 3)
B=(0, 2)
A=(0, 1)
0
3
1
1
E=(0, 2)
F=(0, 3)
G=(0, 4)
Y'
Point
Location
Coordinates
Abscissa
Ordinate
yaxis
(0, 1)
B
C
D
E
F
G
(b)
67
Q4. Read the following statements and state whether it is true or false. Justify your answer.
a) The Point (5, 3) lies in the second quadrant.
b) The signs of abscissa and ordinate in the third quadrant are and + respectively.
c) We can have 100 points between (0, 0) and (0, 100) on the yaxis.
d) The coordinates of origin are (0, 0).
e) The point (0, 10) lies on the negative direction of the xaxis.
f)
A point whose both of coordinates are negative lies in the third quadrant.
f)
Q5. Complete the following table by putting a tick () or a cross (X) for the given points and their
location.
Point
I
Quadrant
II
Quadrant
III
Quadrant
IV
Quadrant
xaxis
(0, 0)
(1, 2)
(1, 2)
(2, 1)
(1, 2)
(0, 2)
(2, 0)
(7, 9)
Q6. Give five examples for each of the following in the corresponding box.
Points in the I Quadrant
Points in the II Quadrant
Points in the III Quadrant
68
yaxis
Y
B
3
C
2
1
X'
J
4
O
0
1
E
3
Y'
69
Coordinate Geometry
Nature of task
Post Content
Content Coverage
Complete chapter
Learning Outcomes
Task
Execution of task
Assignment
After the concept is taught in the classroom, teacher may write
the questions on the board or give a Home assignment to
students.
Duration
2 days
Assessment Criteria
Follow up
Classroom discussion
Assignment
1. Which of the following points lie in I and II quadrants?
(1, 1), (2, 3), (2, 3), (1, 1), (3, 2), (4, 3)
2. Which of the following points lie on (a) xaxis (b) yaxis?
(5, 1), (8, 0), (0, 4), (3, 0), (0, 3), (0, 5), (0, 0)
3. If the xcordinate of a point is negative, it can lie in which quadrants?
4. From the figure, write the coordinates of the points P, Q, R and S. Does the line joining P and Q
pass through origin?
70
Y
4
3
2
Q
1
X'
X
4
1
R
2
3
4
Y'
71
Y
A
X'
6 Units
Y'
8. Plot the following points on a graph paper:
x
11
14
17
Task4 (ii)
72
Topic
Coordinate Geometry
Nature of task
Post Content
Content Coverage
Complete chapter
Learning Outcomes
Task
Crossword Puzzle
Execution of task
Duration
1520 minutes.
Assessment Criteria
Follow up
In case the child is not able to answer correctly then the answer
to be reviewed with concepts.
Q
R
X
I
A
5F
6
X
R
S
9
F
I
R
S
Across
73
Coordinate Geometry
Period of task
Post Content
Content Coverage
Complete Chapter
Learning Outcomes
Task
MCQ Worksheet
Execution of task
Duration
1 Day
Assessment Criteria
Follow up
MCQ Worksheet
1. The point (2, 3) lies in the
a) I quadrant
b) II quadrant
c) III quadrant
d) IV quadrant
b)
c)
d) +
3. The signs of respective xcoordinates and ycoordinates of a point lying in 2nd quadrant are
a) , +
b) ,
c) +,
d) +, +
c) at the origin
b) 1
c) 1
74
b) ycoordinate
c) Quadrant
d) Origin
b) Different quadrants
8. The figure obtained by plotting the points (2, 3), (2, 3), (2, 3) and (2, 3) is a
a) Trapezium
b) Rectangle
c) Square
d) Rhombus
9. In the given figure the respective coordinates of points P and Q respectively are:
4
P
3
2
1
1
2
3
11. If the coordinates of two points P and Q are (2, 3) and (6, 5), then the value of (x coordinate of
P (xcoordinate of Q) is
a) 2
b) 6
c) 8
d) 8
75
3
2
R
1
S
X'
X
4
1
Q
2
3
4
Y'
a) P
b) Q
c) R
D) S
13. The coordinates of the point lying on the negative side of xaxis at a distance of 5 units from
origin are
a) (0, 5)
b) (0, 5)
c) (5,0)
d) (5, 0)
b) 4 units
c) 3 units
d) 5 units
b) yaxis only
c) Both axes
d) in a different plane
76
Chapter4
Linear Equations in Two Variables
Task1: Sentence to an equation
Topic
Nature of task
Warm up
Content Coverage
Learning Outcomes
Task
Execution of task
Duration
Assessment Criteria
Follow up
Sentence to equation
Solve for x
77
b) 2x 3 = 5
c) 3 = 5x 2
d) 5x 2 = 3x + 10
e) 6x 3 = 7x + 4
f) 3 (2x + 1) (x 4) = 2
b) t = 8
c) 5y = 3
d) x = 2
Nature of task
Content
Content Coverage
Learning Outcomes
Task
Class Worksheet
Execution of task
Duration
1 Period
Assessment Criteria
Follow up
Class Worksheet
Q1. Fill in the following missing entries.
Linear equation
2x + 3y = 5
78
Write in ax + by + c = 0
Coefficient of x
Coefficient of y
Constant term
3x 2y = 7
4x = 9
3x + 5y = 8
5x + 7y = 9
3y = 7
4x = 9
Q2. Find 5 solutions of the equations 4x + 3y = 12. How many more solutions are possible?
Nature of task
Content
Content Coverage
Task
Execution of task
Duration
2 Periods
Follow up
79
Y
4
2 A
X'
4
Y'
Q1. Write the coordinates of points A, B, C, and D.
Q2. What type of graph is this?
Q3. Can you find two more solutions of this equation?
Q4. How many solutions of the given equation are possible?
Q5. Name the triangle formed by given line and coordinate axes.
80
2.
Y
4
X'
1
D
Y'
81
Y
6
5
4
3
2
A (7, 0)
X'
B (4, 0)
C (2, 0)
1
1
D (2, 0)
1
1
2
3
4
5
6
7
Y'
Q1. What are the co-ordinates of a general point on xaxis?
Q2. What is the equation of xaxis?
82
E (4, 0)
3
F (7, 0)
5
7 X
Y
9 A (0, 9)
8 B (0, 8)
7 C (0, 7)
6 D (0, 6)
5 E (0, 5)
4
3
2
1
X'
7 X
1
2
3
4
5 F (0, 5)
6 F (0, 6)
7
Y'
Q1. What are the co-ordianates of a general point on yaxis?
Q2. What is the equation of yaxis?
83
Task3:
5.
Y
line 1
A
6
5
B
line 2
C
4
3
2
1
D
X'
0
1
2
E
line 3
4
5
G
6
Y'
Q1. Write the co-ordinates of points A, B, C, D, E, F, G and H.
Q2. What do you observe about the co-ordinates of these points on the given lines?
84
line 4
6.
Y
8
7
6
5
A
4
line 1
line 3
3
C
line 2
line 4
E
X'
2 D
H
3
4
F
5
6
7
8
Y'
Q1. Write the co-ordinates of points A, B, C, D, E, F, G and H.
Q2. What do you observe about the co-ordinates of these points on the given lines?
85
Nature of task
Post Content
Content Coverage
Complete Chapter
Learning Outcomes
Execution of task
Duration
1 Period
Assessment Criteria
Classroom Discussion:
Follow up
MCQ Worksheet
1.
2.
3.
b) ax2 + bx = c
c) 2x + 3y = 5
d) 3x + 2y = 6
The graph of ax + by + c = 0 is
a) a straight line parallel to xaxis
an ordered pair, respective value when substituted for x and y in the given equation
satisfies it.
d) Sum of the values of the ordered pair which satisfies the given the equation
4.
86
b) (3, 2)
c) (2, 3)
d) (2, 3)
5.
6.
c) am + bm + c = 0
d) am + bm c = 0
c) x = 0
d) y = k
7.
b) an + bm = 0
b) y = 0
8.
9.
10.
b) a 0, b = 0
c) a = 0, b = 0
d) a 0, b 0
87
Task5: Assignment
Topic
Nature of task
Post Content
Content Coverage
Complete Chapter
Learning Outcomes
Execution of task
Duration
2 to 3 days.
Assessment Criteria
Follow up
88
89
Process / during
2.
3.
1.
Stage II
Stage I
Level/perspective
Sl. No.
Monomial
Polynomial
Degree of a polynomial
Coefficients
Linear polynomial in one
variable, two variables over
real number.
Significance of cover R.
Conditions on coefficients
Zero of a polynomial
3.
4.
1.
2.
Simultaneous equation
Methods of solution
Word problems
assigning variables
isolating conditions leading
to equations
conversion into equations
identifying suitable method
of solution.
Constant
Variable
Technical/discipline specific
Physical relevance
Geometrical meaning of
System of equation
Geometrical relevance
XIIIXVI
Q nos. I to XII
The assessment
will enable the
teacher to assess
whether the child
is able to
discriminate the
nuances, the finer
distinctions of the
concepts.
Evaluation Tool
Questions:
I.
2.
3.
4.
5.
6.
7.
8.
9.
Using a representative symbol say, x, y etc. describe the above statements. (illustration: x:x is
the max. temperature of any day in the month of March 2012 in Chennai).
III. Which of the variables in the above examples assume numerical values? Assign probable
intervals for variation. Represent them on a number line.
IV. Consider the following statements:
A)
B)
90
a)
b)
c)
d)
V.
b)
c)
d)
e)
f)
b)
c)
d)
b)
c)
d)
b)
c)
d)
b)
c)
d)
e)
91
f)
Coordinates of a point
g)
h)
i)
j)
Helps to reduce the dependency on geometry and allows different algebraic operations to
provide solution to geometrical problems.
k)
l)
X.
n)
An ordered pair of real number that represent distances covered from initial position
along the two different directions of the xaxis and yaxis simultaneously
o)
b) 2x = 3
c) 3y = 7
Plot these points in each case; join them, say which of the following is true and which is false
according to your observation.
a)
b)
In the first case they are on a line but not in respect of second and third cases.
c)
Only in the first case there are five pairs and only one in the last two.
d)
The first case is a line inclined to the xaxis and yaxis and the remaining two lines parallel
to y and xaxes respectively.
XI. Rewrite the three equations in the form p(x, y) = 0. Relate the ordered pairs (x, y) to the
polynomial p(x, y). Comment on the degree of the polynomial p(x, y). Write the most general
form under which these equations can be classified.
XII. Consider the equations ax + by + c = 0, assign real values a, b, c in three different cases namely,
a = 0, b and c 0; a and c 0, b = 0; a 0, b and c = 0; b 0, a and c= 0; a, b 0, c = 0; and a, b,
c, 0; In each case find three ordered pairs (x, y) which satisfy the equation, i.e. when these
values are substituated for variable x and y, ax + by + c reduces to zero. In each case plot the
three ordered pairs on a graph by suitable choice of x and y axes. Join these points (two at a
time) and observe the geometrical figure obtained. Find a fourth ordered pair (x, y) different
from the three already determined in each case by assigning an arbitrary value to x. Locate
this fourth pair as a point and study it visavis the existing figures in each case. Conversely
92
take a point on the figure and substitute the co ordinates in the equation. Repeat this atleast
three to four times with different values/points. Based on your observation state whether the
following statements are correct.
a) In each case the three ordered pairs of (x, y) corresponds to points in a plane that are
collinear.
b) When both a and b are non zero points lie on lines that are inclined at an angle greater than
00 to both the axes whereas in the cases when one of a or b is zero the points lie on lines
parallel to one of the coordinates axes.
c) In all cases where c is zero the lines pass through the origin.
d) When a and b are both non zero and c = 0 is a line through origin and inclined to both axes
and when one of a or b is zero along with c the lines represent the axes themselves.
e) When a = 0 the point lie on a line parallel to the xaxis or is the xaxis itself according as c
0 or c = 0.
f) When b = 0 the points lie on a line parallel to the yaxis or is the yaxis itself according as c
0 or c = 0.
g) Any ordered pair (x, y) satisfying the equation lies on the line determined by the initial
three lines in each case.
h) The x and y coordinate of any point on the line determined by the initial three points
satisfy the equations.
i) The equations ax + by + c= 0 converts geometrically into a line under all conditions.
XIII.
XIV.
XV.
Put in sequence the steps involved in representing a linear equation in x and y as a line in a
plane.
1. Join the points.
93
2. Let the values chosen be as far as possible to get integral values for y, i.e. x value on
substitution give a constant divisible by coefficient of y.
3. Give three values to x.
4. Plot the ordered pairs as points on a coordinate plane in reference to a pair of x and y
axes.
5. Find the value of y by substituting the value of x in the equation.
6. Tabulate the value of x and y.
XVI. Represent the following linear equations geometrically (give three or four equations).
a) At the end of the learning process up to the first phase interspersed with the different type
of questioning a teacher enables learning different concepts. To assess whether learning
has taken place satisfactorily over different facts identified a comprehensive test may be
conducted by including questions for each of the components. The scores in this would
indicate the total efforts of diagnosis and remedial and position the child in the ladder of
learning once again enabling corrective measures. This can be for a reasonable maximum.
An innovative teacher may construct cross work puzzle, different quizzing techniques to
make such testing interesing.
1. Give One Word
a) Two or more equations that exist simultaneously
b) Two linear equations in x and y over R have atleast one solution
c) Two linear equations in x and y over R have no solution
d) The system represents a pair of parallel lines in the plane
e) This is the geometrical representation of a system of linear equations in x and y over R with
unique solution
f) This is the geometrical representation of a system of linear equations in x and y over R with
infinite solution.
2. What do they mean geometrically?
a) A consistent system of linear equations in x and y over R.
b) An inconsistent system of linear equations in x and y over R.
c) A system of linear equations in x and y over R with constant term zero.
d) A system of linear equations in x and y over R with coefficient of x zero and nonzero and
distinct constant terms.
94
e) A system of linear equation in x and y over R with coefficient of y zero and nonzero and
distinct constant terms.
Assign variables
95
ii) Form equations by specifying the corresponding part of the problems that has given
rise to the equation.
iii) Write a problem involving boatstream situation for the same equations.
iv) Solve the equations using each one of the three methods.
v) Which of the methods was the simplest in terms of time consumed and complexity of
calculations?
Note: (such exercises can be considered for different word problems given in the text).
b) "A clerk bought 10 pens for distribution among staff and one note book for maintaining
account and 10 note books and one pen for his son. For the official purchase he pays Rs. 95
from office account. For personal purchase he pays a price which is less by Rs. 36. Find the
price of one pen and one note book."
i)
Assign variables
ii) Form equations by specifying the corresponding part of the problem that has given rise
to the equation.
iii) Write a problem involving a two digit number situation for the same equations.
iv) Solve the equations using each one of the three methods.
v) Which of the methods was the simplest in terms of time consumed and complexity of
calculations?
7. Put in sequence the steps involved in solving a word problem;
a) Identify appropriate texts from the problem leading to linear equations.
b) Identify the two unknown variables whose values have to be obtained.
c) Choose appropriate method of solution
d) Assign variables
e) Ascertain concept specific rules
f) Identify the concept around which the problem is woven.
(Note: such steps can be developed in each of the individual physical situations leading to
linear equations like two digit numbers, numbers, boatupstreamdownstream, work vs. man
power etc.
96
Sl. Level/
No. perspective
1.
Pre
requisites/entry
2.
Process/during
Technical/
discipline specific
Physical
relevance
Geometrical
relevance
Evaluation
tool
Stage I
Stage II
97
Chapter5
Introduction to Euclid's Geometry
Task1: Recognise and Tell
Topic
Nature of task
Warm up
Content Coverage
Learning Outcomes
Execution of task
Duration
1015 minutes
Assessment Criteria
Follow up
E
G
E
F
C
C
98
A
A
D
D
Note: The teacher may take up any object / shape for this activity.
Nature of task
Content
Content Coverage
Learning Outcomes
Execution of task
After explaining the topic, the teacher may give a "Match the
following" task to test the knowledge and understanding of
students
Duration
1015 minutes
Assessment Criteria
Follow up
Column II
1.
Undefined terms
A Postulates
2.
Father of Geometry
Theorems
3.
Assumptions specified
Surface
to Geometry
99
4.
Common notions
5.
Euclid
6.
Edges of a surface
Axioms
7.
G Solid
8.
H Point
9.
Elements
Lines
Nature of task
Content
Content Coverage
Learning Outcomes
Execution of task
Duration
1 Period
Assessment Criteria
Follow up
Note: Mind mapping is an effective brainstorming strategy. It may be utilized in the classroom at
the time of recapitulation also. Students may be asked to make a mind map on.
100
MIND MAP1
Axioms
Postulates
Point
Line
Surface
Solid
Axioms on
Points and lines
101
102
Postulates
Things which are halves of the same things are equal to one another
Things which are double of the same things are equal to one another
Euclid's Axioms Things which coincide with one another are equal to one another
Things which are equal to the same thing are equal to one another
A straight line is a line which lies evenly with the points on itself
Euclid's Geometry
His Book-Elements
Nature of task
Post-content
Content Coverage
Complete Chapter
Learning Outcomes
Execution of task
Duration
1 Period
Assessment Criteria
Follow-up
MCQ Worksheet
1.
2.
3.
4.
breadthless
(b)
points
(c)
lengthless
(d)
Infinite
(b)
(c)
(d)
A solid has
(a)
no dimension
(b)
one dimension
(c)
two dimensions
(d)
three dimensions
If a point C lies between two points A and B such that AC = BC, then
A
(a)
AC = AB
(b)
AC =
(c)
1
AB = AC
2
(c)
AC =
1
2
1
3
AB
AB
103
5.
6.
7.
8.
(b)
II
(c)
III
(d)
IV
(b)
(b)
(d)
(b)
(c)
(d)
For every line l and for every point P (not on l), there does not exist a unique line through P.
(a)
which is || to l
(b)
which is to l
(b)
(d)
none of these
Task - 5 : Assignment
104
Topic
Nature of task
Post-content
Content Coverage
Complete Chapter
Learning Outcomes
Execution of task
Duration
1 Day
Assessment Criteria
Follow-up
What is the name of the famous book of Euclid? How many chapters it has?
2.
3.
4.
5.
If AB = 4 cm, CD = 8 cm and PQ = 2 times AB. Are CD and PQ equal? Which axiom is used for
proving this?
6.
AB = AC and AP = AQ. Can you say that BP = CQ? Which axiom are you using for this?
A
7.
l = 3 cm long and lengths of terminated times m and n are three-fourth the length of l. Are m
and n equal?
105
Chapter6
Lines and Angles
Task - 1
Topic
Nature of task
Warm-up
Content Coverage
Learning Outcomes
Task
Let me know.
Execution of task
Duration
1 Period
Assessment Criteria
Follow-up
106
1.
2.
What is an axiom?
3.
4.
5.
6.
7.
8.
If two angles form a linear pair and one of the angles is 50 , what is the measure of other angle?
9.
10.
11.
12.
13.
Two lines perpendicular to the same line are ________________ to each other.
14.
Two distinct lines cannot have more than _______________ point in common.
15.
210o
obtuse angle
135o
reflex angle
50o
acute angle
360o
straight angle
180o
reflex angle
330o
complete angle
90o
right angle
2.
y
Acute Angle
0o < x < 90o
Right Angle
y = 90o
107
3.
4.
Straight Angle
t = 180o
Obtuse Angle
90o < z < 180o
5.
6.
Reflex Angle
180o < q < 360o
adjacent angles
7.
8.
D
D
x
O y
y
x
B
ABD and CBD is a
linear pair
108
C
A
"AOD and BOC" and "AOC and BOD"
are pairs of vertically opposite angels
Task - 2
Topic
Nature of task
Content
Content Coverage
Adjacent angles
Learning Outcomes
Execution of task
Exploratory Worksheet
Prepare copies of given exploratory worksheet. Let students
learn the results themselves. Followed by this give a worksheet
to test the knowledge of students.
Duration
1 Period
Assessment Criteria
Follow-up
109
1.
C
58.27o
121.73o
B
E
58.27
121.73o
D
(i)
2.
D
113.08
A
66.94
66.94
E
o
113.08
C
(i)
110
3.
E
(i)
C
5x
3x
Find x
2x
(ii)
C
F
Find x
x
40o
35o
111
Task - 3
112
Topic
Nature of task
Post-content
Content Coverage
Learning Outcomes
Task
Execution of task
Duration
1 Period
Assessment Criteria
Follow-up
Worksheet
1.
(a) In the given figure l//m// n and p//q, name the type of pair of angles formed by the
following:
p
6
10
9
7
(a)
1, 5
(b)
2, 8
(c)
2,6
(d)
4, 7
(e)
9, 3
(f)
9, 7
(g)
6, 10
(h)
5, 7
(b) If 1 = 105o, find the measure of rest of the angles, Justify your answers.
2.
A
o
108
E
x
112o
C
55o
O
38o
S
Given PQ||RS, find x
113
Task - 4 :
Topic
Nature of task
Post-content
Content Coverage
Parallel lines
Learning Outcomes
Task
Assignment
Execution of task
Duration
2 days
Assessment Criteria
Follow-up
114
http://www.youtube.com/watch?v=eQzKo-eNahA&
feature=channel)
Worksheet
1.
xo
F
(3y+6)o
E
2.
3.
Given : k//l
Prove that 6 + 7 = 180o.
2
1
4
3
8
7
115
4.
State which segments (if any) are parallel? State the postulate or theorem that justifies your
answer.
W
50o
O
30o
X
Y
52o
28o
Z
5.
Use the given information to name the segments that must be parallel.
(In case you do not find line segments parallel, justify why?)
(i) 1 = 8
(ii) 2 = 7
(iii) 5 = 3
(iv) 5 = 4
(v) 5 + 6 = 3 + 4
A
P
5
1
L
116
4
3
Task - 5 :
Topic
Nature of task
Content
Content Coverage
Learning Outcomes
Task
Worksheet
Execution of task
Duration
1 Period
Assessment Criteria
Follow-up
117
Worksheet
1.
2.
4y
3
3z
and y =
8
, B
C
z
36
(b) The sum of two angles of a triangle is 80o and their difference is 20o. Find all the angles.
3.
(4x+18)
89o
45o
(5x-6)
57o
45o
39o
31o
4.
(11x+11)o
A
40o
60o
B
5.
C
1
3
x
118
2 y
Task - 6 :
Topic
Nature of task
Post-content
Content Coverage
Complete Chapter
Learning Outcomes
Task
M.C.Q. Worksheet
Execution of task
Duration
1 day
Assessment Criteria
Follow-up
MCQ Worksheet
1.
In the given figure, the bisectors of ABC and BCA , intersect each other at point O.
If BOC = 100o, the A is
A
B
(a)
2.
30o
(b)
C
20o
(c)
40o
(d)
50o
What is common between the three angles of a triangle and a linear pair
(a)
(b)
(c)
In triangle there are three angles and in linear pair there are two angles.
(d)
None of these
119
3.
exterior angles
(b)
(c)
(d)
interior angles
n
2
3
6
l
m
5
8
4.
1
4
S
21o
x
Q
(a)
10.5o
R
42o
(b)
(c)
111o
(d)
50o
5.
An angle is 120o more than three times the given angle. If the two angles are supplementary
the angles are _______________________.
6.
37o
l1
l2
58
(a)
120
90
(b)
85
(c)
75
(d)
70
7.
If a wheel has six spokes equally spaced, then the measure of the angle between two adjacent
spokes is
30o
(a)
8.
(b)
90o
(c)
60o
(d)
180o
a+b=d+c
(ii) a + c + e = 180o
(iii) b + f = c + e
bc
a d
fe
(c)
(iii) only
(d)
Task - 7: Assignment
Topic
Nature of task
Post-content
Content Coverage
Complete Chapter
Learning Outcomes
Task
Assignment
Execution of task
Duration
1 day
Assessment Criteria
Follow-up
121
Assignment Questions
1.
5y
B
2.
2y
D
In the given figure, BA||DE. Prove that ABC + BCD = 180o + CDE
D
4
E
3
2
1
A
3.
E
C
4.
l2
l2
l4
yo
yo
xo
Q5
122
5.
34
78o
A
6.
25
7.
60o H
R
C
123
Chapter7
Triangle
Task - 1 : Oral Assessment
Topic
Triangle
Nature of task
Post-content
Content Coverage
Task
Oral Assessment
Execution of task
Duration
15 minutes.
Assessment Criteria
Follow up
124
1.
2.
3.
What is a triangle?
4.
5.
6.
What is an angle?
7.
8.
9.
10.
What is exterior angle of a triangle? How is it different from the interior angle of the triangle?
What is the relation between them?
Triangle
Nature of task
Content delivery
Content Coverage
Learning Outcomes
Task
Crossword Puzzle
Execution of task
Duration
10 - 15 minutes
Assessment Criteria
Follow up
1
3
4
6
5
7
8
9
10
11
12
125
Across
3.
6.
Hypotenuse and one side of a right triangle are respectively equal to hypotenuse and one side
of another triangle (congruency criteria)
9.
10.
Three sides of one triangle are equal to corresponding sides of another triangle (congruency
criteria)
11.
Two angles and included side of one triangle are respectively equal to two angles and
included side of another (congruency criteria)
12.
Down
1.
2.
Of all the line segments drawn to a line from a point not lying on it .............. distance is the
shortest
4.
5.
7.
8.
Answers:
126
Triangles
Nature of task
Post-content
Content Coverage
Complete Chapter
Task
MCQ
Execution of task
Duration
10-15 minutes
Assessment Criteria
Follow up
If one angle of a triangle is equal to the sum of other two angles, then the triangle is
(a)
an isosceles triangle
(b)
an obtuse triangle
(c)
an equilateral triangle
(d)
a right triangle
2.
B
(a)
3.
1:1
(b)
2:1
C
(c)
1:2
(d)
2:3
x and y are exterior angels of a ABC, at the points B and C respectively. Also B > C,
then, relation between x and y is
(a)
x>y
(b)
x<y
(c)
x = y
(d)
<y=<x
127
4.
In the given figure, PQ > PR, QS and RS are the bisectors of Q and R respectively. Then
P
Q
(a)
5.
6.
(b)
SQ = SR
R
(c)
SQ > SR
SQ < SR
(d)
SO < SR
If the bisector of vertical angle of a triangle is perpendicular to the base of triangle then the
triangle is
(a)
scalene triangle
(b)
(c)
(d)
equilateral triangle
In ABC and PQR, three equality relations between same parts are as follows : AB = QP,
B = P and BC = PR
State which of the congruence conditions applies:
(a)
7.
SAS
(b)
ASA
(c)
SSS
(d)
RHS
D, E, F are the mid points of the sides BC, CA and AB respectively of ABC. Then DEF is
congruent to triangle
8.
(a)
ABC
(b)
AEF
(c)
BFD, CDE
(d)
A
(a)
128
4 cm
(b)
2 cm
(c)
12 cm
(d)
16 cm
Triangles
Nature of task
Post-content
Content Coverage
Learning Outcomes
Task
Class Worksheet
Execution of task
Duration
2 periods
Assessment Criteria
Teacher should assess this task with the help of rubrics so that
children get to know their topic related specific problems and
can revisit those subtopics where they need improvement.
Class Worksheet
1.
In the given figure AB ||CD. PR and QR are angle bisectors of a BPQ and PQD
respectively. Show that angle PRQ = 90o.
A
Q
C
2.
(b)
(c)
(d)
129
A
3.
40o
60o
B
E
A
1
4.
A
5.
B
6.
If the bisector of the exterior vertical angle of a triangle is parallel to the base, then prove that
the triangle is isosceles.
T
7.
8.
A
1
B
4
Prove that
RBT SAT.
2
S
C
D
9.
CD + DA + AB + BC > 2 AC
(ii)
CD + DA + AB > BC
B
130
Task - 5: Assignment
Topic
Triangles
Nature of task
Post-content
Content Coverage
Complete Chapter
Learning Outcomes
Task
Assignment
Execution of task
Duration
2 days
Assessment Criteria
Follow-up
Assignment Questions
1.
x
y
C
2.
In the fig PQRS is a quadrilateral and T and U are points on PS and RS such that PQ = RQ.
PQT = RQU and TQS = UQS Prove that QT = QU.
P
T
131
3.
In a right angle triangle, one acute angle is double the other. Prove that hypotenuse is double
the smallest side.
4.
5.
AB > BD
(ii)
AC > CD
6.
In fig ABCD is a square. M is the mid point of AB and CMPQ, Prove that CP = CQ.
D
P
7.
132
If two isosceles triangles have a common base, prove that the line joining the vertices bisects
the base at right angle.
Triangles
Nature of task
Learning Outcomes
Task
Execution of task
Duration
1 period
Assessment Criteria
Class Ethics
Performance of activity
File Record
Instruction Sheet
Learning Outcomes: To verify, using broom sticks, that a triangle is possible only if the sum of
length of any two sides is greater than the third side.
Previous Knowledge : Knowledge of triangle and its parts.
Material Required : Sets of broom sticks of following lengths, scale, glue, paper sheet
Step 1 : 5 cm, 7 cm, 11cm.
Step 2 : 5 cm, 7 cm, 14 cm.
Step 3 : 5 cm, 7 cm, 12 cm.
133
Procedure :
(i)
(ii)
5 cm
7 cm
11 cm
(iii)
Now, take the other sets of broom sticks and repeat steps 1
and 2. Do you get a triangle ?
5 cm
7 cm
Observations:
5 cm
7 cm
14 cm
12 cm
For Set 1 :
5 + 7 > 11
5 + 11 > ..........
7 + 11 > ..........
Triangle can ....................... (be formed/not be formed).
For Set 2 :
14 + 7 > 5
5 + 14 > ..........
7 + 5 .......... 14
Triangle can .......................... (be formed/not be formed).
For Set 3 :
12 + 7 > 5
5 + 12 > ..........
7 + 5 .......... 12
Triangle can .............................. (be formed/not be formed).
Conclusions:
134
Sum of two sides of a triangle is always .............................. than the third side.
Chapter8
Quadrilaterals
Task : 1 Observe and Answer
Topic
Quadrilaterals
Task
Nature of task
Pre-content
Learning Outcomes
Content Coverage
Classification of quadrilaterals
Execution of task
Assessment Criteria
Follow up
Trapezium
Square
Rectangle
Rhombus
135
2.
square
ractangle
parellelogram
trapezium
quadrilateral
State whether the given statement is false or true:
136
1.
2.
3.
4.
5.
Quadrilaterals
Nature of task
Content oriented
Content Coverage
Learning Outcomes
Execution of task
Duration
1 Period
Assessment Criteria
Follow up
Observation
Instruction Sheet
Learning Outcomes: To explore the sum of interior angles of quadrilateral.
Material Required : Drawing sheet, scale, protractor, scissors, cut-outs of quadrilaterals.
Instructions :
1.
2.
Cut the quadrilateral in four pieces so that each piece has one vertex angle.
3.
Arrange the angles in such a manner that can help to guess the sum of all angles of
quadrilateral without measuring them.
4.
Verify result by drawing four types of quadrilaterals on prescribed space in response sheet,
measuring them and completing the table in response sheet.
137
RESPONSE SHEET
Date :
Name :
138
Class :
1.
2.
Paste the four cut outs of quadrilateral showing the sum of all four angles without the
need of measuring them.
3.
Draw four different types of quadrilaterals in space prescribed below and complete the
following table:
Name of quadrilateral
Angle 1
Angle 2
Angle 3
Angle 4
Trapezium
Rectangle
Parallelogram
Rhombus
CONCLUSION : _____________________________________________________________________
Task - 3 : Worksheet
Topic
Quadrilaterals
Nature of task
Content oriented
Content Coverage
Properties of quadrilaterals
Learning Outcomes
Execution of task
Duration
1 Period
Assessment Criteria
Correct Answers
Follow-up
139
Worksheet
Complete the grid given below:
Property
Square
Rhombus
Rectangle
Trapezium
Parallelogram
Opposite sides
are equal
yes
yes
yes
No
No
Adjacent sides
are equal
All angles
are of 900
Diagonals bisect
each other
Diagonals bisect
at 900
Opposite angles
are equal
Diagonals divide
it into two
congruent
triangles
Diagonals are
equal in length
140
Task - 4 :
Topic
Quiz
Nature of task
Post-content oriented
Content Coverage
Properties of quadrilaterals
Learning Outcomes
Execution of task
Duration
1 Period
Assessment Criteria
Follow up
TEAM A
TEAM B
TEAM C
TEAM D
2.
3.
4.
True or False:
1.
A parallelogram is a trapezium.
2.
3.
4.
141
2.
3.
Task - 5: Assignment
Topic
Quadrilaterals
Nature of task
Post-content
Content Coverage
Complete Chapter
Learning Outcomes
Execution of task
Duration
2 to 3 days
Assessment Criteria
Follow-up
Assignment Questions
1.
In a quadrilateral ABCD, AO and BO are the bisectors of A and B respectively. Prove that
AOB = ( C + D)
2.
142
3.
In a parallelogram, the bisectors of any two consecutive angles intersect at right angle.
Prove it.
D
P
C
4.
5.
F
E
K
6.
7.
8.
ABCD is a square E, F, G, H are points on AB, BC, CD and DA respectively such that AE = BF
= CG = DH. Prove that EFGH is a square.
9.
ABCD is a parallelogram and line segments AX, CY bisect the angles A and C respectively.
Show that AXCY is a parallelogram.
D
X C
143
Quadrilaterals
Nature of task
Post-content
Content Coverage
Complete Chapter
Learning Outcomes
Execution of task
Duration
1 Period
Assessment Criteria
Follow-up
MCQ Worksheet
1.
Given four points P, Q, R, S such that three points P, Q, R are collinear. By joining these points
in order, we get
(a) a straight line
2.
a triangle
(c)
a quadrilateral
(d)
a circle
(d)
Trapezium
3.
(b)
(b)
Rhombus
(c)
Kite
C
x
(b) 70o
o
(c) 110
(d) 55
4.
6.
144
5.
55o
(b)
rhombus
(c)
rectangle
(d)
square
(b)
(d)
(a) equal
(b)
supplementary
(c) complementary
(d)
7.
Given a rectangle ABCD and P, Q, R, S are mid points of AB, BC, CD and DA respectively.
Length of diagonal of rectangle is 8 cm the quadrilateral PQRS is
(a) parallelogram with adjacent sides 4 cm and 5 cm
(b) rectangle with adjacent sides 4 cm and 5 cm
(c) rhombus with side 4 cm
(d square with side 4 cm
8.
In parallelogram ABCD, bisectors of angles A and B intersect each other at O. The value of
AOB is:
D
C
A
(a)
9.
10.
30o
(b)
B
60o
(c)
90o
(d)
120o
(d) 84
145
Chapter9
Areas of Parallelograms and Triangles
Task1 : Worksheet
Nature of task
Pre-Content
Learning Outcomes
Execution of task
Duration
10 minutes
Assessment Criteria
Follow-up
Worksheet - 1
FIGURE
h
b
b
l
h
a
a
d2
d1
146
AREA
(b)
(c)
(d)
Median joins the vertex of the triangle to the _______________ of the opposite side
(e)
Area of a rhombus is equal to the sum of the areas of four ______________ triangles
formed by the diagonals.
Task - 2 : Worksheet
Nature of task
Content
Learning Outcomes
The students will be able to identify the figures on the same base
and between same parallels and name them
Execution of task
Duration
10 minutes
Assessment Criteria
Follow-up
C
P
(ii)
(v)
A
S
B
R
(iii)
147
Content
Learning Outcomes
Execution of task
Duration
1 Period
Assessment Criteria
Follow-up
148
If some students are not able to do this task the teacher must explain
in simplified manner.
Date ______________________
CONCLUSION :
Teacher's signature :
149
Post-content
Learning Outcomes
The students will be able to apply the concepts learnt about the area
of parallelogram and triangle on the same base and between same
parallels
Execution of task
Duration
25 minutes
Assessment Criteria
Correct Answer
Follow-up
MCQ Worsheet
Choose the correct answer:
1. If ar (A) = 20 sq. units and ar (B) = 20 sq. unit in the figures A and B, then:
(a)
(b)
(c)
(d)
Data inadequate
2. A triangle and a parallelogram are on the same base and between the same parallels. The ratio
of the areas of parallelogram and triangles is
(a)
1:1
(b)
1:2
(iii)
2:1
(d)
3:1
A
ar (ABD = ar (AEC)
(b)
ar (DBA) = ar (ADC)
(c)
(d)
B
D
4. ABCDE is a pentagon. A line through B parallel to AC meet DC produced at F
150
(a)
ar(ACB) = ar (ACF)
(b)
ar(ABF) = ar (CABF)
(c)
ar (ACF) = ar (CBF)
(d)
ar(ABF) = ar(ABC)
D
C
E
A
4 cm
A
(a)
16 cm2
(b)
4 cm
8 cm2
(c)
4 cm2
(d)
2 cm2
6. If the given figure, ABCD and ABFE are parallelograms and ar(quad. EABC) = 17 cm2
ar(parallelogram ABCD) = 25 cm2 then ar( BCF) is
D
A
(a)
8 cm2
(b)
10 cm2
(c)
18 cm2
(d)
4 cm2
A
O
E
B
(a)
16 cm2
(b)
4 cm2
D
(c)
2 cm2
(d) 1 cm2
151
4 cm
C
x
B
(a)
4 cm
(b)
5 cm
(c)
10 cm
(d) 2.5 cm
9. In a ABC, P, Q and R are the midpoints of the sides BC, CA and AB respectively.
If ar(ABC) = 24 sq. units, then ar(PQR) is
A
B
(a)
12 sq. units
(b)
6 sq. units
C
(c)
4 sq. units
(d)
3 sq. units
A
(a)
152
2 cm
(b)
7 cm
4 cm
(c)
7 cm
(d)
8 cm
Task - 5 : Assignment
Topic
Nature of task
Post-content
Learning Outcomes
The students will be able to apply the concepts learnt about the area
of parallelogram and triangle on the same base and between same
parallels
Execution of task
Duration
2 to 3 days
Assessment Criteria
Follow-up
Assignment Questions
1. ABCD is a parallelogram X and Y are mid-points of BC and CD respectively. Prove that
ar(AXY) = 3/8 (parallelogram ABCD).
2. The medians BE and CF of a triangle ABC interest at G. Prove that ar( GBC) = area of
quadrilatral AFGE.
D
M
ar(ABMD) = ar(DMBC)
A
B
153
A
6. If the medians of a ABC intersect at G, Show that:
ar(AGB) = ar(AGC) = ar(BGC) =
1
ar(ABC)
3
ar(AOX) = ar(COY)
(ii)
8. In ABC, D is the mid point of AB. P is any point on BC. CQ||PD meets AB in Q.
Show that:
ar(BPQ) =
1
ar(ABC)
2
C
P
A
10. ABCD is a rectangles in which CD = 6cm,
6 cm
EB
AD = 8 cm. Find :
(a)
ar(||gm CDEF)
(b)
ar(GEF)
8 cm
154
Chapter10
Circles
Task : 1 Figures Speak
Topic
Circles
Nature of task
Pre-content
Content Coverage
Learning Outcomes
Task
Figures Speak
Execution of task
Duration
1 Period
Assessment Criteria
Follow-up
Teacher may use the given flash cards for review and recall.
Activity Sheet
Write a suitable word corresponding to each figure.
Figure
1.
2.
155
Figure
B
3.
4.
5.
6.
7.
8.
P
156
Flash Cards
1.
radius
Circle
P
A
O
2.
INTERIOR
EXTERIOR
arc
A
3.
B
4.
chord
O
minor arc
minor segment
5.
major segment
minor arc
SEMI CIRCLE
6.
DIAMETER
MAJOR
SECTOR
7.
O
MINOR
P SECTOR Q
157
Circles
Nature of task
Content
Content Coverage
Learning Outcomes
The students will be able to apply the theorem, angles in the same
segment of a circle are equal
(Students would come to learn this relationship through given
activity)
Task
Figures Speak
Execution of task
Each student would be given the activity sheet. They would be then
asked to write to fill in the missing entries in the columns.
Teacher may draw these figures on the chalk board also.
Duration
1 Period
Assessment Criteria
Follow-up
P
85
A
O
500
500
Q
C
D
x
A
B
158
110
(i)
Find x?
S
o
85o
O
D
R
S
o
90
(ii)
Find y?
(iii)
Find z?
(iv)
Find a?
(v)
Find b?
E
z
O
F
50
G
R
80o
a
40
D
R
35o
O
70o
A
b
C
159
Follow up Hands on
Activity Instruction sheet
Aim : To verify by paper cutting and pasting "Angles in the same segment of a circle are equal"
Observe the following pictures and perform hands on...
160
Circle
Nature of task
Content
Content Coverage
Learning Outcomes
Task
Figures Speak
Execution of task
Each student would be given the activity sheet. They would be then
asked to write to fill in the missing entries in the columns.
Teacher may draw these figures on the chalk board also.
Duration
1 Period
Assessment Criteria
Teacher may make a note of record of students who are able to make
the correct observation and write the result. It's a part of C.W.
assessment.
Follow up
Teacher may prepare such types of figures speak tasks for the
other geometrical results. It helps in not only learning but also
retaining the concept for longer.
Figures Speak
1. Observe the following figures :
A
70o
P
O
40o
O
140o
80o
R
Q
(i)
What can you conclude ?
162
(ii)
M
60o
O
a
(i)
Find a?
(ii)
Find b ?
(iii)
Find x ?
(iv)
Find y and z ?
(v)
Find m ?
Y
bo
O
130o
Z
O
40o
o
x
30
P
B
y
O
130o
A
z
D
O
o
80 o
30 o
G
163
E
A
D 19o
(vi)
x=?
y=?
A
y
D 35o
(vii)
y=?
C
B
Task - 4 : Crossword
164
Topic
Circle
Nature of task
Pre-content
Content Coverage
Learning Outcomes
Execution of task
Duration
1 Period
Assessment Criteria
Correct Answer
Follow up
Crossword Puzzle
I
R
4
A
6
T
7
U
S
R
8
R
9
10
E
A
N
Across
1. perpendicular from centre of a circle to a chord ................................... the chord
5. sum of pair of opposite angles of ............................... quadrilateral is 180 degrees
6. longest chord
9. ................................... arcs of a circle subtend equal angles at the centre
10. Equal chords subtend ...................................... angles at the centre
Down
2. collection of points in a plane equidistant from a fixed point
3. ................................... is the same segment are equal
4. half of the diameter
7. part of a circle
8. angle subtended by an arc at centre of a circle is ............................ the angle subtended by it in
remaining part of circle
165
Circle
Nature of task
Pre-content
Content Coverage
Statement of Theorems
Learning Outcomes
Execution of task
Assessment Criteria
Follow up
If any student is not able to answer the question then he/she may be
given another opportunity i.e. give a days or two to prepare again
and appear for oral assessment sperately.
166
Circle
Nature of task
Pre-content
Content Coverage
Statement of Theorems
Learning Outcomes
Execution of task
The teacher may write the exercise on the board or dictate in class
room.
Assessment Criteria
Follow up
Equal chords of a circle (or congruent circles) are ........................ from the centre.
(ii)
The line drawn through the centre of a circle to bisect a chord is ......................... to the chord.
(iii) There is one and only one circle passing through three given ................... points.
(iv) Chords equidistant from the centre of a circle are .......................... in length.
(v)
The .......................... from the centre of a circle to a chord bisects the chord.
(vi) The sum of either pair of opposite angles of a ............................. quadrilateral is 180o.
(vii) Angle in a semicircle is a ......................... angle.
(viii) Angles in the same segment of a circle are ...............................
(ix) .................................... arcs of a circle subtend equal angles at the centre.
(x)
Angle subtended by an arc at the centre of a circle is ............................. the angle subtended by
the same arc at any other point on the remaining part of the circle.
167
Circle
Nature of task
Pre - content
Content Coverage
Complete Chapter
Learning Outcomes
Execution of task
Duration
1 Period
Assessment Criteria
Follow-up
26 cm
(b)
13 cm
(c)
244 cm
(d)
20 cm
2. Two circles are drawn with side AB and AC of a triangle ABC as diameters. Circles intersect at a
point D, Then
(a)
(b)
(c)
(d)
none of these
an arc
(b)
a sector
(c)
a segment
(d)
a semicircle
(d)
5 parts
2 parts
(b)
3 parts
(c)
4 parts
5. If diagonals of a cyclic quadrilateral are the diameters of a circle through the vertices of a
quadrilateral, then quadrilateral is a
(a)
parallelogram (b)
square
(c)
rectangle
(d)
trapezium
6. Given three non collinear points, then the number of circles which can be drawn through these
three points are
(a)
168
one
(b)
zero
(c)
two
(d)
infinite
7. In a circle with centre O, AB and CD are two diameters perpendicular to each other. The length
of chord AC is
1
AB
2
2
8. If AB is a chord of a circle, P and Q are two points on the circle different from A and B, then
(a)
2 AB
(b)
(a)
APB = AQB
(b)
(c)
(d)
2 AB
(c)
AB
(d)
9. If P is a point in the interior of a circle with centre O and radius r units, then
(a)
OP = r
(b)
OP < r
(c)
OP > r
(d)
OP = 2r
(c)
acute
(d)
180o
right
(b)
obtuse
Task - 8 : Assignment
Topic
Circle
Nature of task
Pre - content
Content Coverage
Complete Chapter
Learning Outcomes
Execution of task
Duration
2 to 3 days
Assessment Criteria
Follow-up
Assignment Questions
1. Two circles with centres A and B intersect at C and D. Prove that ACB = ADB
2. Bisector AD of BAC of ABC passes through the centre of the circumcircle of ABC.
Prove that AB = AC.
169
3. In fig. A, B, C are three points on a circle such that the angles subtended by the chords AB and
AC at the centre O are 80 and 120 respectively. Determine BAC.
o
A
B
80o
O
120o
C
4. In the fig. P is the centre of the circle. Prove that : XPZ = 2 (XZY + YXZ).
Z
P
5. Prove that the circle drawn with any side of a rhombus as a diameter, passes through the point
of its diagonals.
6. Bisectors of angles A, B and C of a triangles ABC intersect its circumcircle at D, E and F
A
B
C
respectively. Prove that the angles of DEF are 90o - , 90o - and 90o 2
2
A 2
HINT :
BED = BAD =
BEF = BCF =
2
C
P
C
2
B
C
D
7. Prove that the mid-point of the hypotenuse of a right triangle is equidistant from its vertices.
8. In Fig. ABCD is a cyclic quadrilateral, O is the centre of the circle. If BOD = 160o . Find BPD.
O
160o
D
P
170
R
c
P
Q
b
O
a
B
10. O and P are the centres of two circles intersecting at B and C. ACD is a straight line, Find x ?
D
C
xo
P
o
130
A
171
Chapter11
Constructions
Task - 1 :
Task - 1
Oral Assessment
Topic
Constructions
Nature of task
Content
Content Coverage
Basic Constructions
Learning Outcomes
Execution of task
Duration
2 Periods
Assessment Criteria
Follow up
If children are not able to answer then the concept of triangles with
their properties to be revised in class.
172
Task - 2 :
Topic
Constructions
Nature of task
Post - content
Content Coverage
Construction of angles
Learning Outcomes
Task
Execution of task
Duration
1 Period
Assessment Criteria
Teacher may ask students to cross check each others work in pairs.
Students can use a protractor to check the measure of different
angles. It is not necessary to give marks for this assessment. It may
be used for diagnostic purpose.
Follow up
0)
o
90 (90 )
(12
(4
45
(1
35
0)
5 o) 3 o
0(
15 o
0)
0 (3
o
)
(15
15 o(16
165
180 (0 )
0 o(180o)
5 o) 1
20 o
(60 o
) 1
3
15
105 o(7
60
05 )
1
75 (
173
Task - 3 :
Topic
Constructions
Nature of task
Post - content
Content Coverage
Complete Chapter
Learning Outcomes
Task
MCQ Worksheet
Execution of task
Duration
1 Period
Assessment Criteria
Follow up
3 cm, 3 cm and 6 cm
(ii)
5 cm, 12 cm and 13 cm
(iii)
8 cm, 15 cm and 17 cm
(iv)
3 cm, 4 cm and 5 cm
2. The construction of a ABC, given that BC = 3 cm, C = 60o is possible when difference of AB
and AC is equal to
(i)
3.3 cm
(ii)
3.2 cm
(iii)
3.4 cm
(iv)
2.8 cm
7 cm
(ii)
8 cm
(iii)
9 cm
52
2
2
2
5. BAC = 90o, If BAD = CAD, DAE = CAE, then BAE =
o
1
o
67
(i)
65
(ii)
2
(iii)
75o
(iv)
(iv)
3 cm
(iv)
1
67
2
?
C
45o
A
174
(ii)
(iii)
(iv)
perimeter is given.
7. (A)
(B)
'A' is true ; 'B' is true and 'B' is a correct explanation for 'A'
(ii)
'A' is true ; 'B' is true but 'B' is not a correct explanation for 'A'
9.
(i)
(ii)
(iii)
(iv)
base, sum of the other two sides and one base angle are given.
5o
(ii)
10o
(iii)
15o
(iv)
25o
(ii)
(iii)
(iv)
(ii)
(iii)
(iv)
175
Task - 4 :
Task - 4
Topic
Constructions
Nature of task
Post - content
Content Coverage
Complete Chapter
Learning Outcomes
Execution of task
The teacher may give printed worksheet (class test ) to the students
or write questions on the board
Duration
1 Period
Assessment Criteria
3
1. Draw a line segment AB = 8 cm. By ruler and compasses, obtain a line segment of length AB.
4
2. Draw a linear pair of angles. Bisect each of the two angles. Verify that the two bisecting rays are
perpendicular to each other.
Task - 5 :
Task -5
Assignment
Topic
Constructions
Nature of task
Post - content
Content Coverage
Basic Constructions
Learning Outcomes
Execution of task
Duration
Assessment Criteria
35 , 40 , 57 , 75 , 22
1
2
, 15 , 135
176
5. Draw a triangle ABC whose perimeter is 10.4cm and the base angles are 45 and 60 .
Chapter12
Heron's Formula
Task - 1 : Oral Questions
Topic
Heron's Formula
Learning Outcomes
Nature of task
Pre-content
Description of task
Execution of task
Assessment Criteria
Follow- up
3
4
x ______________.
177
Heron's Formula
Nature of task
Post - content
Learning Outcomes
Task
Figures speak
Execution of task
Duration
1 Period
Assessment Criteria
Follow-up
Figure
Area of triangle =
b
c
178
Figure
Area of an Equilateral =
a
b
s1 =
a+b+e
2
and s 2 =
c+d+e
2
is
Heron's Formula
Nature of task
Post - content
Content Coverage
Learning Outcomes
Task
Crossword Puzzle
Execution of task
Duration
1 Period
Assessment Criteria
Correct Answer
Follow up
179
1
2
Across
3. If length of each side of a square is 'a' then its ........................................ is of length 2 a.
6. A triangle with all the three sides of different lengths
8. A quadrilateral whose two sides are parallel (and the other two non-parallel)
9. If the sides of a triangles are of lengths a, b and c, then 1/2 (a+b+c) is called .................. perimeter.
Down
1. The area of a right angled triangle is equal to half the product of its ............................. and height.
2. The area of a parallelogram is equal to the product of its base and .....................................
4. Area of a rectangle is the product of its ........................... and breadth.
5. Heron's formula is used to find the area of a .................................
6. Area of a square is the square of its ...........................................
7. Area of a trapezium is the product of mean of its parallel sides and .........................................
180
Task - 4 : Assignment
Topic
Heron's Formula
Learning Outcomes
Nature of task
Post - content
Description of task
Execution of task
Assessment Criteria
Follow up
Assignment Questions
1. Find the area of a whose sides are 35 cm, 45 cm and 50 cm
2. An isosceles triangles has perimeter 30 cm and each of its equal sides is 12 cm. Find its area
(Use 15 = 3.88)
3. The measure of one side of a right triangular field is 48 m. If the difference of the lengths of
hypotenuse and the other is 36 m. Find the sides of the triangle and its area.
A
D 12 c
m
6 cm
cm
15 cm
4.
7 cm
9
Find the area of the quadrilateral ABCD given in the figure alongside.
5. The perimeter of a rhombus is 40 cm. If one of its diagonal is 16 cm, find the area of the rhombus.
6. Two parallel sides of a trapezium are 60 cm and 77 cm and the other sides are 25 cm and 26 cm.
Find the area of the trapezium.
181
7. Find the area of a quadrilateral ABCD in which AD = 24 cm, BAD = 90o and B, C and D from an
equilateral of side 26 cm [use
3 = 1.73]
8. The height of an equilateral triangle measures 9 cm. Find its area, correct to two places of
A
decimals [Take 3 = 1.73]
9. Area of triangle - by Heron's formula.
Step 1. Semiperimeter of ABC, s =
2
Step 2. Area (ABC) = s(s - a)(s - b )(s - c)
1.
a+b+c
B
Find the area of a triangle lengths of whose sides are 8 cm, 11 cm and 13 cm.
a = 8 cm
Sol. Step . 1.
b = 11 cm
c = 13 cm
s=
a+b+c
=
2
s - a = ___________________
Step. 2.
s - b = ___________________
s - c = ___________________
s(s - a) (s - b) (s - c) = ___________________
area =
s(s - a)(s - b) (s - c)
= __________________ cm2
10. Find the area of a triangle length of whose two sides are 18 cm and 10 cm and the perimeter is
42cm.
Sol. Hint : Length of third side = Perimeter - (sum of lengths of two given sides)
Step. 1. Find the lengths of 3rd side
Step. 2. s =
Step. 3.
a+b+c
2
area (triangle) =
s(s - a)(s - b) (s - c)
sq units.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
182
11. The length of sides of a triangular plot are in the ratio of 12 : 17 : 25 and its perimeter is 540 cm.
Find its area.
Sol. Hint : Let dimensions be a = 12 x
b = 17 x
c = 25 x
Now find
s=
a+b+c
2
Sol. _____________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
183
Heron's Formula
Learning Outcomes
find the area of triangle when the sides of triangle are given
Nature of task
Content Oriented
Content Coverage
Description of task
Execution of task
Assessment Critera
Correct Answer
Follow-up
12 cm2
15 cm2
(b)
(c)
6 cm2
(c)
(d)
9 cm2
(d)
10 cm2
A
3cm
(a)
3c
2.
4cm
20 cm2
(b)
5 cm 2
5 cm 2
3. The side of a triangle are in the ratio of 25 : 14 : 12 and its perimeter is 510 m. The greatest side of
the triangle is
(a)
120 m
(b)
170 m
(c) 250 m
(d)
270 m
4. The perimeter of a right triangle is 60 cm and its hypotenuse is 26 cm. The other two sides of the
triangle are
(a)
184
24 cm, 10 cm
(b)
25 cm, 9 cm
(c)
20 cm, 14 cm
(d)
26 cm, 8 cm
(d)
16.4 cm
4 cm
316 m2
(d)
296 m2
A
7. The area of quadrilateral ABCD in the adjoining figure is
57 cm
(b)
95 cm
(c)
102 cm2
(d)
114 cm2
cm
(a)
9c
17
40 m
(c)
12 c
306 m
9m
(b)
286 m
28 m
15
(a)
15 cm
5 cm
15cm
14.8 cm
4 cm
(c)
(b)
15.2 cm
5c
(a)
3 cm
Its hypotenuse is
(a)
32 cm
(b)
4 cm
(c)
4 3 cm
(d)
2 6 cm
9. The semiperimeter of a triangle is 30 cm. Its sides are in ratio of 1 : 3 : 2, then its smallest side is:
(a)
1 cm
(b)
5 cm
(c)
10 cm
(d)
15 cm
185
Chapter13
Surface Areas and Volumes
Task - 1 : Worksheet
Topic
Nature of task
Content Coverage
Learning Outcomes
find out the total surface area of cube, cuboid, cylinder, cone,
sphere.
Execution of task
Duration
2 Consecutive Periods
Assessment Criteria
Teacher can observe each group to see that every child is taking
interest and is participating. Every group is making effort to solve the
problem. Students can be assessed on attributes of thinking, social and
emotional skills.
Follow-up
Discuss response of each group and appreciate the students for their
enthusiasm, involvement and other remarkable behaviours noticed.
Suggestive Problems
1. A conical tent of radius 3 cm and height 4 cm is to be made of canvas. Find the area of canvas
required.
2. The walls of the room have to be painted. If the dimensions of the room are 5m x 4m x 3m. Find
the area to be painted.
3. An open cylindrical tent is to be coated with rust resistant paint from inside. If the radius and
the height of the tank are 7 m and 4 m respectively. Find the cost of painting it at a rate of ` 20
per m2.
4. A hemispherical bowl made up of a metal sheet of thickness 0.7 cm is to be painted completely.
If the inner radius of the hemisphere is 7 cm, find the total area to be painted.
5. A roller 140 cm long has a diameter of 70 cm. To level the playground it makes 350 revolutions.
Find the cost of leveling the playground at the rate of `10 per cm2.
186
Nature of task
Content
Content Coverage
Learning Outcomes
Execution of task
find out the total surface area of cube, cuboid, cylinder, cone,
sphere
Duration
2 Periods
Assessment Criteria
Correct Response
Follow-up
Discuss the answers after checking the MCQ and give assignment
for more drill.
WORKSHEET
Multiple Choice Questions
Choose the correct answer:
1. If the dimensions of a cuboid are 3 cm, 4 cm, 10 cm then its surface area is
(a)
82 cm
(b)
(c)
164 cm
(d)
216 cm
164 cm3
(c)
120 cm3
(d)
240 cm3
123 cm
17 cm3
(b)
3. The surface area of a cuboid is 1372 sq. cm. If its dimensions are in the ratio of 4 : 2 : 1, then its
length is
(a)
7 cm
(b)
14 cm
(c)
21 cm
(d)
28 cm
4. The base radius and height of a right circular cylinder are 7 cm and 13.5 cm. The volume of
cylinder is
(a)
1579 cm3
(b)
1897 cm3
(c)
2079 cm3
(d)
2197 cm3
187
5. The base radius of a cone is 5 cm and its height is 12 cm. Its slant height is
(a)
13 cm
(b)
19.5 cm
(c)
26 cm
(d)
52 cm
6. The curved surface area of a cylinder of height 14 cm is 88 sq. cm. The diameter of the cylinder is
(a)
0.5 cm
(b)
1.0 cm
(c)
1.5 cm
(d)
2.0 cm
7. The lateral surface area of a right circular cone of height 28 cm and base radius 21 cm is
2110 cm2
(d)
2310 cm2
264 2
m . The area of canvas required to
8. The circumference of the base of a 8 m high conical tent is
7
make the tent is
1360
1320 2
2
2
cm 2
(a)
(b)
(c)
286 cm
(d)
98 cm
m
(a)
1155 cm2
(b)
1055 cm2
(c)
14
9. The area of metal sheet required to make a closed hollow cone of height 24 m and base radius
7 m is
(a)
176 m
(b)
352 m
(c)
704 m
(d)
1408 m
(d)
10.5 cm
5.25 cm
(b)
5.75 cm
(c)
11.5 cm
11. The radius of a spherical baloon increases from 7 cm to 14 cm when air is pumped into it.
The ratio of the surface area of original baloon to inflated one is
(a)
1:2
(b)
1:3
(c)
1:4
(d)
4:3
12. The circumference of the base of a cylinderical vessel is 132 cm and its height is 25 cm. If 1000
cu.cm = 1 litre, the number of litres of water the vessel can hold is
(a)
17. 325
(b)
34.65
(c)
34.5
(d)
69.30
13. The number of litres of milk, a hemispherical bowl of radius 10.5 cm can hold is
(a)
2.47
(b)
2.426
(c)
2.376
(d)
3.476
14. The number of bricks, each measuring 18 cm x 12 cm x 10 cm are required to build a wall 12 m x
1
0.6 m x 4.5 m if
of its volume is taken by mortar, is
10
(a)
15000
(b)
13500
(c)
12500
(d)
13900
15. The radius of a sphere is 10 cm. If its radius is increased by 1 cm, the volume of the sphere is
increased by
(a)
188
13.3%
(b)
21.1%
(c)
30%
(d)
33.1%
Task - 3 : Assignment
Topic
Nature of task
Content
Content Coverage
Complete Chapter
Learning Outcomes
Execution of task
Duration
2 to 3 days
Assessment Criteria
Follow - up
Assignment
1. The dimensions of a Prayer Hall are 20 m x 15 m x 8 m. Find the cost of painting its walls @ Rs. 10
per sq. m.
2. Find the curved surface area of a right circular cylinder whose height is 13.5 cm and radius of its
base is 7 cm. Find its total surface area also.
3. The exterior diameter of an iron pipe is 25 cm and it is one cm thick. Find the whole surface area
of the pipe if it is 21 cm long.
4. A roller 150 cm long has a diameter of 70 cm. To level a playground it takes 750 complete
revolutions. Determine the cost of levelling the playground at the rate of 75 paise per sq. metre.
5. Find the total surface area of a cone, if its slant height is 21 m and the diameter of its base is 24 m.
6. The volume of a sphere is 4851 cm3. How much should its radius be reduced so that it volume
becomes
7. A river, 3 m deep and 40 m wide, is flowing at the rate of 2 km/hour. How much water will fall
into the sea in a minute?
8. Find the capacity, in litres, of a conical vessel whose diameter is 14 cm and slant height is 25 cm.
9. What is the total surface area of a hemisphere of base radius 7 cm?
10. A village having a population of 4000, requires 150 litres of water per head per day. It has a tank
measuring 20 m x 15 m x 6m. For how many days, the water of the tank will be sufficient for the
village?
189
Nature of task
Content Oriented
Learning Outcomes
Execution of task
Teacher can prepare the slips of questions based on above LO 's and
put them in basket. Students can be called one by one and must read
the question loudly and respond to it. If he/she is not able to
respond next student can be called. These students may get the
chance in the end or in somebody's turn, may complete the table for
students requiring more practice.
Duration
1 Period
Assessment Criteria
Correct Response
Follow up
5. The radius of base of a cylinder is 7 cm and its volume is 770 cm . The height of the cylinder is
_____________.
6. Total surface area of cylinder given in above questions is ___________________ cm2.
7. The height of a right circular cone is 3.5 cm and its base radius is 5 cm. Its volume is
____________________ cm3.
8. The formula for volume of a right circular cone is ____________________.
9. If the base radius of a cone is 8 cm and height is 6 cm, then its slant height is _____________ cm.
190
10. The formula for the total surface area of a right circular cone of base radius r height h and slant
height l is _______________.
11. The volume of a sphere of radius r is _________________ and its surface area is ______________.
12. The total surface area of a hemisphere of radius r is _______________________.
Class/Sec : _______________________________
Duration 10 minutes
Max - Marks
Date : ____________________________________
Dimensions
Cube
Side a units
Cuboid
l length/breadth b
Right Circular
Cylinder
radius of base = r
Right Circular
Cone
radius of base = r
C.S.A
T.S.A
Volume
a3
2(lb + bh + lh)
2rh
r2h
height = h
r(l + r)
height = h
slant height l
Sphere
radius = r
Hemisphere
(solid)
radius = r
4r
4r2
2
r3
191
Chapter14
Statistics
Task - 1 : Newspaper Activity
Topic
Statistics
Nature of task
Warm-up/ Pre-content
Content Coverage
Introduction of Statistics
Learning Outcomes
The students will be able to understand the meaning of the term statistics
and the need of collection of data, survey and statistical analysis.
Task
Group Discussion
Execution of task
1. Teacher can discuss some situational examples where the survey and
statistical analysis is required e.g. census, impact of its analysis on
planning, market survey conducted by companies to enhance their
sales or to improve the quality of products.
2. Teacher can distribute few magazines or newspapers to the students
and ask them to identify atleast one situation by each student where
the data collection is required.
Duration
1 Period
Assessment Criteria
Follow-up
Task - 2 : Worksheet -1
192
Topic
Statistics
Nature of task
Content Oriented
Content Coverage
Learning Outcomes
Execution of task
Duration
1 Period
Assessment Criteria
Follow-up
Teacher must discuss the worksheet in the class specially, the incorrect
responses in order to modify everyone's understanding. More problems
of the same kind may be given as assignment.
Worksheet
Time : 15 Minutes
1. The marks of 30 students in a Mathematics Test are given below:
62, 29, 36, 41, 52, 21, 50, 75, 78, 16, 20, 35, 46, 24, 57, 65, 82, 16, 25, 30, 42, 24, 18, 32, 36, 57, 75, 16, 30, 58
(i)
Arrange these marks in a grouped distribution, where one of the groups is 35-45.
(ii)
(iii)
(iv)
(v)
2.
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
1950-51
1960-61
(ii)
(iii)
193
Frequency
Task - 2: Worksheet
Topic
Statistics
Nature of task
Content Oriented
Content Coverage
Learning Outcomes
Execution of task
Duration
1 Period
Assessment Criteria
Follow-up
Worksheet
1. If mean of 8 observations is 25, find the sum of all observations.
2. Complete the table.
194
f xx
____
12
___
36
___
72
__
10
___
20
___
6
___
66
___
f=
fx=
VI
VII
VIII
IX
Enrolment :
70
65
60
45
35
10-20
20-30
30-40
40-50
50-60
12
15
10-15
15-20
20-30
30-50
50-80
10
10
18
195
(x
- x)= 0
i =1
10. The mean of 20 observations is 25. If each observation is multiplied by 2, then find the mean of
new observations.
11. The mean of two groups of 15 and 20 observations are 20 and 25 respectively. Find the mean of
all the 35 observations.
12. If the mode of the following data is 14, find the value of x
10, 12, 14, 15, 16, 14, 15, 14, 15, x, 16, 14, 16
13. The median of the observations, arranged in increasing order is 26. Find the value of x.
10, 17, 22, x + 2, x + 4, 30, 36, 40
14. If the mean of observations x, 15, x+7, x+9 and 20 is 15, what is the mean of third and fourth
observation.
15. The mean of 16 number is 8. If 2 is subtracted from every number, what will be new mean.
Statistics
Nature of Task
Postcontent
Content Coverage
Complete chapter
Learning Outcomes
Task
Execution of Task
Sheets can be distributed to the students with blanks for steps. They
can by given 15 minutes to complete the task.
Duration
15 minutes
Assessment Criteria
Follow-up
1.
2.
fx
i
mean =
i =1
n
i =1
3.
196
Two Cases
If n is odd
If n is even
Median = value of
4.
th
n
n
& + 1 observations
2
2
th
n + 1
observation
2
160
145
149
150
147
150
144
148
145
147
148
149
Median = Value of n + 1
th
9 + 1
= Value of
2
th
150
152
155
160
observation
observation
th
observation
= ___________________________________________________________
= ___________________________________________________________
= ___________________________________________________________
197
3. The following observations have been arranged in ascending order. If the median of the data is
63, find the value of x.
29, 32, 48, 50, x, x + 2, 72, 78, 84, 95
Sol.
th
th
th
63 = 5 observations + 6 observations
63 = ________________________________________________________________
________________________________________________________________
________________________________________________________________
198
Topic
Statistics
Nature of task
Post-content
Content Coverage
Learning Outcomes
Execution of task
Duration
1 Period
Assessment Criteria
Follow-up
MCQ Worksheet
1. The range of the data 14, 27, 29, 61, 45, 15, 9, 18, is
(a)
61
(b)
52
(c)
47
(d)
53
(c)
135
(d)
150
120
(b)
130
3. The class mark of a class is 10 and its class width is 6. The lower limit of the class is
(a)
(b)
(c)
(d)
10
4. In a frequency distribution, the class-width is 4 and the lower limit of first class is 10. If there are
six classes, the upper limit of last class is
(a)
22
(b)
26
(c)
30
(d)
34
5. The class marks of a distribution are 15, 20, 25, ........, 45. The class corresponding to 45 is
(a)
12.5 -- 17.5
(b)
22.5 -- 27.5
(c)
42.5 -- 47.5
(d)
None of these
No. of students
VI and VIII
(b)
VI and VII
(c)
(d)
None
(c)
5.6
(d)
6.5
(c)
38.5
(d)
39.2
(c)
x+3
(d)
x + 17
zero
(d)
5.0
(b)
4.5
35.0
(b)
36.5
x+5
(b)
x+2
(b)
-1
(c)
11. The mean of 10 observations is 42. If each observation in the data is decreased by 12, the new
mean of the data is
(a)
12
(b)
15
(c)
30
(d)
54
199
12. The mean of 10 numbers is 15 and that of another 20 numbers is 24 then the mean of all 30
observations is
(a)
20
(b)
15
(c)
21
(d)
24
(c)
15
(d)
16
12
(b)
14
14. If the median of 12, 13, 16, x + 2, x + 4, 28, 30, 32 is 23, when x + 2, x + 4 lie between 16 and 30, then
the value of x is
(a)
18
(b)
19
(c)
20
(d)
22
(d)
18
(d)
13.6
15. If the mode of 12, 16, 19, 16, x, 12, 16, 19, 12 is 16, then the value of x is
(a)
12
(b)
16
(c)
19
10
15
20
25
fi
(a)
12
(b)
13
(c)
13.5
200
1.
2.
3.
The difference between maximum and minimum observations in the data is called ________.
4.
Cumulative frequency of a class is the sum total of all frequencies _____________ that class.
5.
Are the class-limits and true class limits different? If yes, explain the difference.
6.
The sum total of all observations divided by their number is called _____________ of the data.
7.
The mode of a group of observations is that value of the variable which has ______________
frequency.
8.
The _____________ is the middle most observation in the data, when they are arranged in
increasing/decreasing order.
9.
10.
11.
12.
If each observation in the data is increased by 'a', then their __________ is also increased by 'a'.
13.
The sum of deviations of the data (observations) from the mean is ____________.
Chapter15
Probability
Task - 1 : Worksheet
Topic
Probability
Nature of task
Content Oriented
Learning Outcomes
Execution of task
Duration
1 Period
Assessment Criteria
Follow-up
201
Worksheet
1. Write all possible outcomes when
(i)
(ii)
(iii)
2. Three coins are tossed simultaneously 100 times. The following outcomes are recorded.
Outcome
three tails
Frequency
two tails
one tail
no tail
28
23
26
23
Frequency 42
(c)
(d)
1.3
4
3
3
4. A die is rolled 300 times and the following outcomes are recorded.
Outcome
(b)
60
55
53
(i)
(ii)
5. 500 cars passed the building on a certain day. 142 cars were from Hyundai, 125 from Tata and
rest from other brands
(i)
(ii)
202
5. Two coins are tossed 200 times and the results are given below:
Both Head
Both Tails
56
96
48
(a)
(b)
Three whellers
310
270
Four wheelers
420
(a)
What is the probability of a two wheeler passing from that crossing on a day?
(b)
(c)
0-10
10-20
20-30
30-40
Above
No. of Patients
53
39
28
32
68
(i)
What is the probability that the patient admitted is not above 40 yrs of age.
(ii)
What is the probability that the patient admitted is below 20 yrs of age.
9. The percentage of marks obtained by a students in four tests are given below.
Test
II
III
IV
% of Marks
67
90
78
52
0-10
10-20
20-30
30-40
40-50
No. of Patients
13
12
203
Probability
Nature of task
Content Oriented
Content Coverage
Empirical Probability
Learning Outcomes
Execution of task
Duration
1 Period
Assessment Criteria
Follow up
0.5
(b)
0.56
(c)
0.44
(d)
0.056
2. Two coins are tossed 200 times and the following out comes 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 outcomes are noted, with their frequencies:
204
Outcome
Frequency
56
22
30
42
32
18
Worksheet
(i)
(ii)
0.50
0.28
(c)
0.15
(d)
0.21
(d)
0.52
(iii)
(b)
0.50
(b)
0.54
(c)
0.46
0.32
(b)
0.25
(c)
0.18
(d)
0.30
Two wheeler
Frequency
Three wheeler
52
Four wheeler
71
77
What is the probability of a two wheeler passing the crossing the on that day?
(a)
0.26
(b)
0.71
(c)
0.385
(d)
0.615
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)
0.12
(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)
None of these
7. On a page of telephone directory having 250 telephone numbers, the Frequency of the unit
digits of those number are given below:
0
18
22
32
28
40
30
30
22
18
10
(a)
A telephone number is selected from the page at random. What is the probability that its
unit digit is
(i)
(a)
0.16
(ii)
More than 6
(a)
0.20
(b)
0.128
(c)
0.064
(d)
0.04
(b)
0.25
(c)
0.32
(d)
0.16
205
(iii)
Less than 2
(a)
0.16
(b)
0.18
(c)
0.22
(d)
0.32
20
= _____________
Calculate
A=
B=
C=
=
=
=
Activity 2:
Use table 1 given below to complete table 2 and answer the questions that follow
Table 1
COIN TOSSES
206
NUMBER OF
HEADS
T H H H H T H T H H T H H H
12
H T
T T
H H H T H H H H T H H H
13
H H
H T
T H T
T H T T
H H
T H T H T
T T
H T
H H T
H H
T H H H T
H H
10
H H T H H T T
T T
H T
H H T H H H T
H T
H H T
H H
15
T H H H T
H H H T
H H T
H T
10
T H H H H T T
T H H T T
H T
H T
H H
11
T T
T T
T H H T
H T T
T T
T T
H H T H T
H T
H T
Table 2
Row 1
No. of Trails
No. of heads
No. of tails
20
12
08
Row 2
Row 3
Row 4
Row 5
Row 6
Row 5
Row 6
Row 7
Row 8
Row 9
Row 10
Total
200
Probability
Nature of task
Postcontent
Content Coverage
Complete chapter
Learning Outcomes
Task
Execution of Task
Sheets can be distributed to the students with blanks for steps. They
can be given 15 minutes to complete the task.
Duration
15 minutes
Assessment Criteria
Follow up
207
Worksheet
1. A coin is tossed 1000 times ; with the following out comes :
Head : 455, tails : 545
Compute the probability for each event.
P(getting Heads) =
P(getting Tails) =
What is
P(getting Heads) + P(getting Tails) =
= __________________
Note : Head and Tail are only two possible outcomes of each trial.
Important Points to Note :
2.
(i)
(ii)
Balls
40
48
42
39
41
There are 5 bags in all containing number of balls mentioned above respectively. What is the
probability of having more than 40 balls in a bag?
Observe : In how many bags there, are more than 40 balls?
{Hint : Observe bag 2, 3, 5,}
So, P(having more than 40 balls in a bag) =
= _______________
208
Probability
Nature of task
Post - content
Content Coverage
Learning Outcomes
Execution of task
Duration
1-2 Period
Assessment Criteria
7. If a coin is tossed 100 times and the event "head" occurs 60 times, what is the experimental
probability of occurence of a Head?
209
210
Topic
Probability
Nature of task
Post - content
Learning Outcomes
Execution of task
Duration
1-2 Period
Assessment Criteria
The net of a cuboctahedron is given. It consists of 6 squares and 8 triangles. Make this 3dimensional object using either an HOP sheet or a card paper.
If this objects is thrown, what do you think will be the probability of it landing on
(i)
(ii)
2.
Throw the object (at least 20 times) and estimate these probabilities.
3.
211
Project Work
Creative Mathematics Project Ideas
(SAMPLE)
General Guidelines:
l
Each student is required to make a handwritten project report according to the topic allotted.
Please note down your project number according to your Roll Number.
Roll Number
Project Number
1-5
6-10
11-15
16-20
21-25
26-30
31-35
36-40
41-45
46-50
Note:
l
212
Page Number
Content
Cover Page
11
Mathematics used/involved
12
Conclusion/Result
13
14
Acknowledgements
Project 1
Objectives
Useful Link:
http:/britton.disted.camosum.
bc.ca/fibslide/jbfibslide.htm
http://ewaysmathematics.blog
spot.com/search/label/Fibonac
ci
Description
213
Exploring Pascal
Triangle
Description
(take upto 10 row)
1. Definition
2. History
3. How to construct it
4. Mention about the properties
(a) The sum of the numbers in
any row is 2n, when n is the
number of the row.
(b) Property related to prime
number.
(c) Hockey stick pattern
(d) Fibonacci sequence located
through Pascal triangle.
5. Make a model on Pascal
triangle.
214
Project 3
Description
Useful Link :
Description
Making platonic solids
http://mykhmsmathclass.blog
spot.com/search/label/Platoni
c%20Solids
(1) Introduction
(2) Mention about 5 platonic solids
and its properties.
(3) History
(4) Procedure of making Platonic
solids.
(5) Verify Euler's Formula for each
of the solid.
Project 5
Objective
Useful Link :
http://mykhmsmathclass.blog
spot.com/search/label/Mathe
matics%20Around%20us
Description
In the garden...
In the market...
In a bank...
In the nature...
2. Click photographs using a digital
camera/mobile and explore the
hidden mathematics.
3. Click minimum 20 photographs.
215
216
Procedure/processess adopted
Interpretation of result
Viva
Presentation