1|G u l f I nd i a n H i gh Sch oo l G - 9 Ma th La b M a nu a l

Content

SL.NO Topic Name of Activity Month

1. Number System To construct a square root spiral April
2. Lines and angles To verify experimentally that if two lines May
intersect each other then, the vertically
opposite angles are equal, the sum of two
adjacent angles is 1800, the sum of all the four
angles is 3600
3. Triangles To verify experimentally the different criteria May
for congruency of triangles using triangle cut-
outs.
4. Coordinate To obtain the mirror image of a given June
Geometry geometrical figure with respect to the x–axis
and the y–axis.
5. Polynomials To verify the algebraic identity: September
(a + b + c)2 = a2+ b2+ c2+ 2ab + 2bc + 2ca
6. Surface area and To give a suggestive demonstration of the October
volume formula for the lateral surface area of a cone
7. Surface area and To find the relationship between the volumes
volume of a right circular cone, a hemisphere and a
right circular cylinder of equal radii and equal
heights.
8. Circles To verify that the angle subtended by an arc of November
a circle at the center is double the angle
subtended by it at any point on the remaining
part of the circle.
9. Circles To verify that the angles in the same segment November
of a circle are equal
10. Statistics To draw histograms for classes of equal widths December
and varying widths.

Group/Individual Projects/Activity
Sl. No Activity Month
1. Find area of objects around you using heron`s formula- April
Individual Project
2. Map Your city – Art integrated activity May
3. Congruent Triangle foldable- Art integrated activity May
4. Introduction to Euclid`s Geometry- Group activity June

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 Activity 1
OBJECTIVE
To construct a square root spiral.
MATERIAL REQUIRED :
Coloured threads, adhesive, geometry box, sketch pens, marker, Color paper
METHOD OF CONSTRUCTION
1. Take a piece of chart paper with dimensions 10 cm × 10 cm.
2. Taking 2 cm = 1 unit, draw a line segment AB of length one unit.
3. Construct a perpendicular BX at the line segment AB using set squares (or compasses).
4. From BX, cut off BC = 1 unit. Join AC.
5. Using blue colored thread (of length equal to AC) and adhesive, fix the thread along
AC.
6. With AC as base and using set squares (or compasses), draw CY perpendicular to AC.
7. From CY, cut-off CD = 1 unit and join AD.
8. Fix orange colored thread (of length equal to AD) along AD with adhesive.
9. With AD as base and using set squares (or compasses), draw DZ perpendicular to AD.
10. From DZ, cut off DE = 1 unit and join AE.
11. Fix green colored thread (of length equal to AE) along AE with adhesive [see Fig. 1].
Repeat the above process for a sufficient number of times. This is called “a
square root spiral”.

DEMONSTRATION
1. From the figure, AC2= AB2 + BC2 = 12 + 12 = 2 or AC = √2.
AD2 = AC2+ CD2 = √2 2+ 12 = 3 or AD = √3.

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 2. Similarly, we get the other lengths AE, AF, AG, ... as 4 or 2, √5 , √6. ....
OBSERVATION
On actual measurement
AC = ..... , AD = ...... , AE =...... , AF =....... , AG = ......
√2= AC = ............... (approx.),
√3 = AD = ............... (approx.),
√4. = AE = ............... (approx.),
√5 = AF = ............... (approx.)
APPLICATION
Through this activity, existence of irrational numbers can be illustrated
Activity 2
Objective:
To verify experimentally that if 2 lines intersect each other then
a. The vertically opposite angles are equal
b. The sum of two adjacent angles is 1800
c. The sum of all the four angles is 3600

Pre-requisite knowledge:
1. Knowledge of lines and angles.
2. Pair of angles, adjacent angles, linear pair of angles, vertically opposite angles

Materials Required
White paper, A full protractor, Transparent strips, Glue
Procedure
1. Paste a full protractor (00 to 3600) on a white sheet of paper.
2. Mark the centre of the protractor as O.
3. Take two transparent strips which contain two intersecting lines and paste it at the
centre of the protractor as shown in the diagram

4. In the different position of the strips identify and name the adjacent angles and
vertically opposite angles.
5. Check the relationship between the vertically opposite angles and check whether
they are equal by actual measurement.

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 6. Similarly check other pair of vertically opposite angles also.
7. Find the sum of adjacent angles.
8. Find the sum of all four angles.

DEMONSTRATION
1. Observe the adjacent angles and the vertically opposite angles formed indifferent
positions of the strips.
2. Compare vertically opposite angles formed by the two lines in the strips indifferent
positions.
3. Check the relationship between the vertically opposite angles.
4. Check that the vertically opposite angles AOD, COB, COA and BOD are
equal.
5. Compare the pairs of adjacent angles and check that COA + DOA= 180º, etc.
6. Find the sum of all the four angles formed at the point O and see that the sum is
equal to 360º.
OBSERVATION
On actual measurement of angles in one position of the strips:
1. AOD = ................., AOC =...................COB = ................., BOD
=.................
Therefore, AOD = COB and AOC =............ (Vertically opposite angles).
2. AOC + AOD = ............., AOC + BOC = ...................,
COB + BOD =................. AOD + BOD =................... (Linear pairs).
3. AOD + AOC + COB + BOD =.................... (Angles formed at a point).
APPLICATION
These properties are used in solving many geometrical problems

Activity 3
OBJECTIVE
To verify experimentally the different criteria for congruency of triangles using triangle
cut-outs.
MATERIAL REQUIRED
Cardboard, scissors, cutter, whitepaper, geometry box, pencil/sketch pens, colored glazed
papers.

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 METHOD OF CONSTRUCTION
1. Take a cardboard of a convenient size and paste a white paper on it.
2. Make a pair of triangles ABC and DEF in which AB = DE, BC = EF, AC = DF on
a glazed paper and cut them out [see Fig. 1].
3. Make a pair of triangles GHI, JKL in which GH = JK, GI = JL, G = J on a
glazed paper and cut them out [see Fig. 2].

4. Make a pair of triangles PQR, STU in which QR = TU, Q = T, R = U on a

glazed paper and cut them out [see Fig. 3].
5. Make two right triangles XYZ, LMN in which hypotenuse YZ = hypotenuse MN
and XZ = LN on a glazed paper and cut them out [see Fig. 4].

DEMONSTRATION
1. Superpose ABC on DEF and see whether one triangle covers the other triangle
or not by suitable arrangement. See that ABC covers DEF completely only
under the correspondence A↔D, B↔E, C↔ F. So, ABC≅DEF, if AB = DE, BC
= EF and AC = DF.
This is SSS criterion for congruency.
2. Similarly, establish GHI ≅ JKL if GH = JK. G = J and GI = JL. This is SAS
criterion for congruency.
3. Establish PQR ≅ STU, if QR = TU, Q = T and R = U. This is ASA
criterion for congruency.
4. In the same way, XYZ≅ LMN, if hypotenuse YZ = hypotenuse MN and XZ =
LN. This is RHS criterion for right triangles.
OBSERVATION

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 On actual measurement:
1. In ABC and DEF,AB = DE = ..................., BC = EF = ...................,AC = DF =
..................., A = ...................,D = ..................., B = ..................., E =
..................., C = ..................., F = ...............
Therefore, ABC ≅ DEF.
2. In GHI 𝑎𝑛𝑑 JKL GH = JK = ..................., GI = JL = ...................., HI =
...................,
KL= ..................., G = ..................., J = ...................,H = ..................., 
K = ..................., I = ...................,L = ....................
Therefore, GHI ≅ JKL
3. In PQR 𝑎𝑛𝑑 STU, QR = TU = ..................., PQ = ..................., ST =
...................,
PR = ..................., SU = .................... S = ...................,Q = T = ..................., 
R = U = ..................., P = ....................
Therefore, PQR ≅ STU.
4. In XYZ and  LMN, hypotenuse YZ = hypotenuse MN = .............XZ = LN =
..................., XY = ..................., LM = ..................., X = L = 90°
Y = ..................., M = ..................., Z = ...................,N = ...................,
Therefore, XYZ ≅ LMN.
APPLICATION
These criteria are useful in solving several problems in geometry.
These criteria are also useful in solving some practical problems such as finding width of
a river without crossing it.
Activity 4

Quadrants and co–ordinates

Objective
To obtain the mirror image of a given geometrical figure with respect to the x–axis and
the y–axis.
Pre–requisite knowledge
Plotting of points on the graph paper, idea of mirror image points about a given line.
Material Required

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 Graph paper, pencil, ruler.
Procedure
1. Write the co–ordinates of the labeled points (A, B, C, D…) in the given Figure
2. Plot the mirror images of the points (A, B, C, D…) with respect to the x–axis and label
the co–ordinates obtained.
3. Join the co–ordinates obtained in step 2 in order to get the mirror image of the given
figure with respect to the x–axis.
4. Repeat the process to get the mirror image of the given figure with respect to the y–
axis.
Observations
The students will observe the following
1. When the mirror image of a figure is obtained with respect to the y–axis, the y–
coordinate remains the same.
2. When the mirror image of a figure is obtained with respect to the x–axis, the x–
coordinate remains the same.
Learning Outcomes
1. The students will get practice of plotting points with given co-ordinates.
2. The students will develop a geometrical intuition for reflection symmetry.
3. The students will get an idea of developing symmetrical designs.

Activity 5
OBJECTIVE
To verify the algebraic identity:
(a + b + c)2 = a2+ b2+ c2+ 2ab + 2bc + 2ca
MATERIAL REQUIRED
Colored papers, white paper, Adhesive
METHOD OF CONSTRUCTION
1. Take a white paper
2. Cut out a square of side a unit from a colored paper [see Fig. 1].
3. Cut out a square of side b units from a colored paper [see Fig. 2].
4. Cut out a square of side c units from a colored paper [see Fig. 3].

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 5. Cut out two rectangles of dimensions a× b, two rectangles of dimensions b × c and
two rectangles of dimensions c × a square unit from a colored paper

6. Arrange the squares and rectangles on the white paper as shown in Fig. 5.

DEMONSTRATION
From the arrangement of squares and rectangles in Fig. 5, a square ABCD is obtained
whose side is
(a + b + c) units.
Area of square ABCD = (a + b + c)2
Therefore, (a +b +c)2 = sum of all the squares and rectangles shown in Fig. 1 to Fig. 4.
= a2+ ab + ac + ab + b2+ b c + ac + b c + c2
= a2+ b2+ c2+ 2ab + 2bc + 2ca
Here, area is in square units.
OBSERVATION
On actual measurement:
a = .............., b = .............., c = ..............,
So, a2= .............., b2= .............., c2= .............., ab= .............., b c= .............., ca = ..............,

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 2ab = .............., 2bc = ..............,2ca= .............., a + b + c = .............., (a+ b + c)2 =
..............,
Therefore, (a+ b + c)2 = a2+ b2+ c2+ 2ab + 2bc + 2ca
APPLICATION
The identity may be used for
1. Simplification/factorization of algebraic expressions
2. Calculating the square of a number expressed as a sum of three convenient numbers.

Activity 6
Surface area of a cone
Objective
To give a suggestive demonstration of the formula for the lateral surface area of a cone
Pre-requisite knowledge
1. The lateral surface of a cone can be formed from a sector of a circle.
2. Formula for area of a parallelogram
Materials required
Chart papers, a pair of scissors, gum.

Procedure
1. Cut vertically and unroll the cone. Identify the region. The region is a sector of circle.
2. Identify the arc length of the sector as the base circumference of the cone and the radius
of the sector as the slant height of the cone.
3. Fold and cut the sector into 4 (even number of) equal smaller sectors.
4. Arrange the smaller sectors to form approximately a parallelogram
Observations
1. Students observe that the base of the parallelogram is roughly half the circumference of
1
the base of the cone. i.e. × 2πr = πr .
2
2. The height of the parallelogram is roughly the slant height of the cone ‘l’.
3. Therefore, curved surface area = area of the parallelogram = πrl

Activity 7
OBJECTIVE
To find the relationship between the volumes of a right circular cone, a hemisphere and a
right circular cylinder of equal radii and equal heights.
MATERIAL REQUIRED

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 Cardboard, acrylic sheet, cutter, a hollow ball, adhesive, marker, sand or salt.
METHOD OF CONSTRUCTION
• Take a hollow ball of radius, say, a unit and cut this ball into two halves
• Make a cone of radius a and height a by cutting a sector of a circle of suitable
radius using acrylic sheet and place it on the cardboard
• Make a cylinder of radius a and height a, by cutting a rectangular sheet of a
suitable size. Stick it on the cardboard

DEMONSTRATION
• Fill the cone with sand (or salt) and pour it twice into the hemisphere. The
hemisphere is completely filled with sand.
Therefore, volume of cone = ½ × Volume of hemisphere.
• Fill the cone with sand (or salt ) and pour it thrice into the cylinder. The cylinder is
completely filled with sand.
1
Therefore, volume of cone = 3 × Volume of cylinder.
• Volume of cone: Volume of hemisphere: Volume of cylinder = 1:2:3

OBSERVATION
1. Radius of cone = Height of the cone = ----------.
1
2. Volume of cone = × Volume of ---------------.
2
1
3. Volume of cone = × Volume of ---------------.
3

4. Volume of cone: Volume of a hemisphere = --------: ----------

5. Volume of cone: Volume of a cylinder = --------: ----------
6. Volume of cone: Volume of hemisphere: Volume of cylinder
= --------:---------- : ---------

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 Activity 8
OBJECTIVE
To verify that the angle subtended by an arc of a circle at the centre is double the angle
subtended by it at any point on the remaining part of the circle.

MATERIAL REQUIRED
Cardboard, colored drawing sheets, scissors, sketch pens, adhesive, geometry box,
transparent sheet

METHOD OF CONSTRUCTION

1. Take a rectangular cardboard of a convenient size and paste a white paper on it.
2. Cut out a circle of suitable radius on a colored drawing sheet and paste on the
cardboard.
3. Take two points B and C on the circle to obtain the arc BC [see Fig. 1].
4. Join the points B and C to the centre O to obtain an angle subtended by the arc BC
at the centre O.
5. Take any point A on the remaining part of the circle. Join it to B and C to get
∠BAC subtended by the arc BC on any point A on the remaining part of the circle
[see Fig. 1].
6. Make a cut-out of ∠BOC and two cutouts of angle BAC, using transparent sheet [see Fig.
2].

DEMONSTRATION

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 Place the two cut-outs of ∠BAC on the cut-out of angle BOC, adjacent to each as
shown in the Fig. 3. Clearly, 2 ∠BAC = ∠BOC, i.e., the angle subtended by an arc
at the centre is double the angle subtended by it at any point on the remaining part
of the circle.
OBSERVATION
Measure of ∠BOC =.........................
Measure of ∠BAC =.........................
Therefore, ∠BOC = 2........................
APPLICATION
This property is used in proving many other important results such as angles in the same
segment of a circle are equal, opposite angles of a cyclic quadrilateral are supplementary,
etc.
Activity 9
OBJECTIVE
To verify that the angles in the same segment of a circle are equal.
MATERIAL REQUIRED
Geometry box, colored glazed papers, scissors, cardboard, white paper and adhesive
METHOD OF CONSTRUCTION
1. Take a cardboard of suitable size and paste a white paper on it.
2. Take a sheet of glazed paper and draw a circle of radius a unit on it [see Fig. 1].
3. Make a cut-out of the circle and paste it on the cardboard.
4. Take two points A and B on the circle and join them to form chord AB [see Fig.
2].
5. Now take two points C and D on the circle in the same segment and join AC, BC,
AD and BD [see Fig. 3].
6. Take replicas of the angles ∠ACB and ∠ADB

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 DEMONSTRATION
Put the cut-outs of ∠ACB and ∠ADB on each other such that vertex C falls on vertex D
[see Fig. 4]. In Fig. 4, ∠ACB covers ∠ADB completely. So, ∠ACB = ∠ADB.
OBSERVATION
On actual measurement:
∠ACB = ---------------, ∠ADB = ---------------
So, ∠ACB = ∠ADB.
Thus, angles in the same segment are ---------.
APPLICATION
This result may be used in proving other theorems/riders of geometry related to circles.
Activity 10
OBJECTIVE
To draw histograms for classes of equal widths and varying widths.
MATERIAL REQUIRED
Graph paper, geometry box, sketch pens, scissors, and adhesive, cardboard.
METHOD OF CONSTRUCTION
1. Collect data from day to day life such as weights of students in a class and make a
frequency distribution table.
Case I : For classes of equal widths
Class
Frequency
Case II : For classes of varying widths

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 Class

Frequency

Modified
frequency

2. Take a graph paper (20 cm × 20 cm) and paste it on a cardboard.

3. Draw two perpendicular axes X′OX and YOY′ on the graph paper.
4. Mark classes on x-axis and frequencies on y-axis at equal distances as shown in
figure

5. On intervals ……., …….. ... Draw rectangles of equal widths and of heights …...
and …., respectively, as shown in Figure.
6. On intervals ……., …….. ... Draw rectangles of heights …... and …., as shown in
Figure
APPLICATION
Histograms are used in presenting large data in a concise form pictorially.

Individual Project
Heron`s formula
Description
• Find as many objects (at least 3) as possible around you such as a student desk, table, tiles etc
where you can use Heron`s formula to find their area.

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 • Find the area of objects around you using Heron’s formula.
Name of the object Measurement of sides Area

• Your final submission must be included.

• Learning objective
• Introduction
• A short description of your project
• Explanation -how you have applied Heron`s formula.
• Name of group members and their role
• Photograph with description
• Learning outcome

Art integrated Activity – 1

Map your city
General Instructions

1. This EXTRA CREDIT project will help you to demonstrate your

knowledge of parallel lines, transversals and the angles that are
created by them.
2. You will be designing a city map using the guidelines listed below.
Your map must be drawn on A3 sheet paper.
3. Use a ruler to make your streets straight!
4. You must give a write up. In the write up, please mention what you
all felt was the most difficult part of the project and what the easiest
part of the project was.
5. Have a title for your map, and make it neat and organized!

Guidelines:
1. There must be a title for your map.
2. Your city must have three streets that are parallel to each other and one street that
intersects all three of the parallel streets. You must name all of these streets.
3. Your city has a hospital that is alternate exterior to the school that is in your city.
Draw and name the hospital and the school
4. The school and the drugstore are at corresponding locations. Draw and name the
drugstore.
5. The drugstore and the pet shop are at vertical locations. Draw and name the pet
shop.
6. The pet shop and the petrol/gas station are at alternate interior locations. Draw
and name the gas station.
7. The hospital and the park are at same side exterior locations. Draw and name the
park.

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 8. The petrol/gas station and the grocery store are at same side interior locations.
Draw and name the grocery store.
9. The grocery store and the nail salon are at vertical locations. Draw and name the
salon.
10. The nail salon and bus station are at corresponding locations. Draw bus station.
11. Bus station and a fast food restaurant are at same side interior locations. Draw and
name the fast food restaurant.
12. Your city has a mall that is in a corresponding location to the bookstore that is in
your city.
13. Draw and name the mall and the bookstore. (If you did all of the others correctly,
then the bookstore and the mall only have one place to be located)

Your final submission must include

• Learning objective
• Introduction
• A short description of parallel lines, transversal, different angles formed when
parallel lines are intersected by a transversal
• Design of your city
• Write up
• Learning outcome
• Rubric (given at the end)
Art integrated Activity – 2
Introduction to Euclid`s Geometry
1- . You will create a booklet /animation
Booklet /animation Project:
Your Booklet must have
• Cover Page (with the title, your group members name, date, etc.)
• Table of Contents
• Introduction
• Euclid’s Definitions
• Euclid’s Axioms
• Euclid’s five Postulates
• Venn diagram/ mind map/graphic organizers/diagrams showing the Euclid’s
Definitions, Axioms and Postulates
• Each page in your booklet should in include title, proper labels, and explanations.
• Rubric (given at the end)

− Rubric ( given at the end)

Art integrated project

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 •

Rubrics for Art integrated activity Mark 5

Name of art integrated activity:
Name of the student: Grade:10

weig 4 3 2 1
Criteria
htage Exemplary Accomplished Developing Beginning

Relevance Excellent in Most of the Part of the Most of the

and collecting information information information
developme 1 information which collected are collected are irrelevant to the
nt of the are relevant to the relevant to the relevant to the topic
theme/topic topic topic topic

Extends a novel or Creates a Experiments with Reformulates a

unique idea, novel or creating a novel or collection of
question, format, unique idea, unique idea, available ideas.
Innovative or product to question, question, format,
1 create new format, or or product.
thinking
knowledge or product.
knowledge that
crosses
boundaries.
Art work is Art work has Art work has Art work has
completely unique considerable quite a few scarce instances o
and shows innovative instances of new new form, style,
Creativity 2 unconventional. features in form, style, content
Innovative form, style, content
thinking in form. content
style, content
Excellent Good Good Mostly accurate
presentation of all presentation of presentation of presentation of
Presentatio required all required
1 most of the information
n information information required
information

Mathematics Rubrics for projects Mark 10

Mathematics Project Name: Name of the student

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 Grade: 10

weig 3–
Criteria 4 – Exemplary 2 – Developing 1 – Beginning
htage Accomplished

Relevance Excellent in Most of the Part of the Most of the

of collecting information information information
informatio 2 information which collected are collected are irrelevant to
n to the are relevant to the relevant to the relevant to the the topic
topic topic topic topic

Extends a novel or Creates a Experiments with Reformulat

unique idea, novel or creating a novel es a
Innovative question, format, or unique idea, or unique idea, collection of
3 product to create question, question, format, available
thinking
new knowledge or format, or or product. ideas.
knowledge that product.
crosses boundaries.
Connecting Transforms ideas or Synthesizes Connects ideas or Recognizes
, solutions into ideas or solutions in novel existing
Synthesizin entirely new forms. solutions into ways connections
2 a coherent among ideas
g,
Transformi whole. or solutions.
ng

Excellent Good Good Mostly

presentation of all presentation presentation of accurate
Presentatio required of all required
3 most of the presentatio
n information information required n of
information information

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