Teacher’s Name: Subject: Mathematics

Class: 10 Chapter Name: Real Numbers Chapter No - 1

Period Time: 40 minutes Total no. of periods: 6 ( 240 minutes)
Key Concepts: 1) Euclid’s Division Algorithm

2) Fundamental Theorem of Arithmetic

3) Relationship between HCF and LCM

4) Revisiting Irrational Numbers

5) Theorem to prove Fundamental Theorem of Arithmetic

6)Theorem to prove irrational numbers by contradiction method

7)Exemplar Problems based on Real Numbers

Prerequisite (5 min): Before starting the chapter, Questions will be asked based on the following topics to test their previous
knowledge.

 Factors and Multiples

 Prime and Composite Numbers
 HCF and LCM of Numbers
 Basic Properties of Integers and Rational Numbers

Assessment of Qualifying knowledge: 1. Written test - 1

2. HW – Everyday
3. Activity – 2
Objectives: In this chapter, Students will be going to learn about…

 Apply Euclid’s Division Lemma for finding HCF

 Understand and use the Fundamental Theorem of Arithmetic
 Identify rational and irrational numbers
 Differentiate between terminating and non-terminating decimals
  Solve real-life problems using the concepts of real numbers

Learning outcomes: At the end of chapter, students will be able to…

 To study the concept of Euclid’s Division Lemma.
 To understand Euclid’s Division Algorithm.
 To find the LCM and HCF using Euclid’s Division Algorithm.
 To understand the Fundamental Theorem of Arithmetic.

Day 1 Remember and Apply

Teaching Methods and Techniques:
Bloom’s Taxonomy domains (10 min)
Teaching aids/ activities and Game:
resources: 15 min accordingly Find the HCF using Euclid’s Algorithm
 Each student gets a pair of numbers (e.g., 56 and 32).
 They use Euclid’s division method to find the HCF step by step.
Compares answers to confirm understanding.
Self-study/Homework/ Assignments: Example 1:
Planned Consider the numbers 4n , where n is a natural number. Check whether there is any value of n for which
4n ends with the digit zero.
Example 2:
Find the LCM and HCF of 6 and 20 by the prime factorisation method.
Example 3:
Find the HCF of 96 and 404 by the prime factorisation method. Hence, find their LCM.
Example 4:
Find the HCF and LCM of 6, 72 and 120, using the prime factorisation method.
Assessments/ Class test/ Surprise test:
Informed/ Uninformed
Classroom assignments: (20 min) Euclid’s Division Lemma
according to day plan
1. Motivation:

 Starts with a real-life scenario:

"If you have 28 chocolates and want to distribute them equally among your 5 friends, how many
will each get, and what will be left?"
  Leads students to observe how division always results in a quotient and remainder.

2. Math Activity

 Game: Find HCF using division

Gives students random pairs of numbers (e.g., 56 and 32)

Asks them to divide and find the HCF using the Euclidean algorithm

3. Explanation (NCERT Problems)

Defines Euclid’s Division Lemma:

"For any two positive integers a and b, there exist unique whole numbers q and r such that:
a=bq+r, where 0≤r<b.

Exercise 1.1:
(i) 420

Solution:

420 = 2 x 2 x 3 x 5 x 7

∴ 420 = 22x 3 x 5 x 7.

(ii) 468
Solution:

468 = 2 x 2 x 3 x 3 x 13

∴ 468 = 22x 32 x 13.

(iii) 945

Solution:

945 = 3 x 3 x 3 x 5 x 7

∴ 945 = 33x 5 x 7.

(iv) 7325

Solution:
7325 = 5 x 5 x 293

∴ 7325 = 52 x 293

2. Determine the prime factorisation of each of the following positive

integers:

(i) 20570

Solution:

20570 = 2 x 5 x 11 x 11 x 17

∴ 20570 = 2 x 5 x 112x 17

(ii) 58500

Solution:
 58500 = 2 x 2 x 3 x 3 x 5 x 5 x 5 x 13

∴ 58500 = 22 x 32x 53x 13.

(iii) 45470971

Solution:

45470971 = 7x7x13x13x17x17x19

∴ 45470971 = 72x132x172x19.

Day 2 Understand and Create

Teaching Methods and Techniques:
Bloom’s Taxonomy domains (10 min)
Teaching aids/ activities and Game:
resources: 15 min accordingly Factorization Challenge:

 Students work in pairs.

 Given numbers (e.g., 90, 126, 144), they will create factor trees.
 Compares results and verify that the prime factorization is unique.

Self-study/Homework/ Assignments: FUNWORK:

Planned Exemplar Problems – Exercise 1.1(MCQ Problems).
Assessments/ Class test/ Surprise test:
Informed/ Uninformed
Classroom assignments: (20 min) Motivation:
according to day plan Shows the number 120. Asks students to find all possible ways to write it as a product of
numbers.
Fundamental Theorem of Arithmetic:
Every composite number can be expressed (factorised) as a product of primes, and this
factorisation is unique, apart from the order in which the prime factors occur.
The prime factorisation of a natural number is unique, except for the order of its factors.
In general, given a composite number x, we factorise it as x = p1 p2 ... pn , where p1 , p2 ,..., pn are
primes and written in ascending order, i.e., p1  p2  . . .  pn.

EXERCISE 1.1:
3. Explain why 7 x 11 x 13 + 13 and 7 x 6 x 5 x 4 x 3 x 2 x 1 + 5 are
composite numbers.

Solution:

So, basically, there are two types of numbers, i.e., prime numbers and composite
numbers.

Understanding that,

Prime numbers are those numbers having 1 and the number itself as factors.
And composite numbers are those numbers having factors other than 1 and itself.

It’s seen that,

7 x 11 x 13 + 13 = 13 x (7 x 11 + 1) [taking 13 out as common]

= 13 x (77 + 1)

= 13 x 78

= 13 x 13 x 6

So, the given expression has 6 and 13 as its factors. Therefore, we can conclude
that it is a composite number.

Similarly,

7 x 6 x 5 x 4 x 3 x 2 x 1 + 5 = 5 x (7 x 6 x 4 x 3 x 2 x 1 + 1) [taking 5 out- common]

= 5 x (1008 + 1)

= 5 x 1009

Since 1009 is a prime number, the given expression has 5 and 1009 as its factors
other than 1 and the number itself. Hence, it is a composite number.

4. Check whether 6n can end with the digit 0 for any natural number n.

Solution:

In order to check whether 6n can end with the digit 0 for any natural number n, let
us find the factors of 6.
 It’s seen that the factors of 6 are 2 and 3.

So, 6n = (2 x 3)n

6n =2n x 3n

Since the prime factorisation of 6 does not contain 5 and 2 as its factor together, we
can conclude that 6n can never end with the digit 0 for any natural number n.

5. Explain why 3 × 5 × 7 + 7 is a composite number.

Solution:

Basically, there are two types of numbers, i.e., prime numbers and composite
numbers.

Understanding that,

Prime numbers are those numbers having 1 and the number itself as factors.

And composite numbers are those numbers having factors other than 1 and itself.

It’s seen that,

3 × 5 × 7+ 7 = 7 × (3 × 5 + 1) = 7 × (15 + 1) = 7 × 16

Since the given expression has 7 and 16 as its factors, we can conclude that it is a
composite number.

Day 3 Remember and Apply

Teaching Methods and Techniques:
Bloom’s Taxonomy domains (10 min)
Teaching aids/ activities and
resources: 15 min accordingly
Self-study/Homework/ Assignments: FUNWORK:
Planned
Exemplar Problems – Exercise 1.2(1st sum to 5th sum).
Assessments/ Class test/ Surprise test:
Informed/ Uninformed
Classroom assignments: (20 min) The teacher will explain how to prove irrationals based on Fundamental Theorem of Arithmetic.
according to day plan Theorem 1.2:
Let p be a prime number. If p divides a2 , then p divides a, where a is a positive integer.

Proof : Let the prime factorisation of a be as follows : a = p1 p2 . . . pn , where p1 ,p2 , . . ., pn are primes,
not necessarily distinct. Therefore, a 2 = ( p1 p2 . . . pn )( p1 p2 . . . pn ) = p 2 1 p 2 2 . . . p 2 n . Now, we
are given that p divides a 2 . Therefore, from the Fundamental Theorem of Arithmetic, it follows that p is
one of the prime factors of a 2 . However, using the uniqueness part of the Fundamental Theorem of
Arithmetic, we realise that the only prime factors of a 2 are p1 , p2 , . . ., pn . So p is one of p1 , p2 , . . .,
pn . Now, since a = p1 p2 . . . pn , p divides a.

Theorem 1.3: Prove that √2 is an irrational number.

By the use the contradiction method.

⇒ √2 = p/q
Let us assume that √2 is a rational number with p and q as co-prime integers and q ≠ 0

⇒ 2q2 = p2
On squaring both sides we get,

⇒ Here, 2q2 is a multiple of 2 and hence it is even. Thus, p2 is an even number. Therefore, p is also even.
So we can assume that p = 2x where x is an integer.

⇒ 2q2 = (2x)2
By substituting this value of p in 2q2 = p2, we get

⇒ 2q2 = 4x2
⇒ q2 = 2x2
⇒ q2 is an even number. Therefore, q is also even.
Since p and q both are even numbers, they have 2 as a common multiple which means that p and q are not
co-prime numbers as their HCF is 2.
This leads to the contradiction that root 2 is a rational number in the form of p/q with "p and q both co-
prime numbers" and q ≠ 0.
Thus, √2 is an irrational number by the contradiction method.

Prove: √3 is irrational

Proof:

Let us assume the contrary that root 3 is rational. Then √3 = p/q, where p, q are the integers i.e., p, q ∈ Z
and co-primes, i.e., GCD (p,q) = 1.

√3 = p/q

⇒ p = √3 q

By squaring both sides, we get,

p2 = 3q2
p2 / 3 = q2 ------- (1)
(1) shows that 3 is a factor of p. (Since we know that by theorem, if a is a prime number and if a
divides p2, then a divides p, where a is a positive integer)
Here 3 is the prime number that divides p2, then 3 divides p and thus 3 is a factor of p.

Since 3 is a factor of p, we can write p = 3c (where c is a constant). Substituting p = 3c in (1), we get,

(3c)2 / 3 = q2
9c2/3 = q2
3c2 = q2
c2 = q2 /3 ------- (2)

Hence 3 is a factor of q (from 2)

Equation 1 shows 3 is a factor of p and Equation 2 shows that 3 is a factor of q. This is the contradiction
to our assumption that p and q are co-primes. So, √3 is not a rational number. Therefore, the root of 3 is
irrational.
Exercise 1.2:
Show that the following numbers are irrational.
(i) 1/√2
Solution:
Consider 1/√2 is a rational number
Let us assume 1/√2 = r where r is a rational number
On further calculation, we get
1/r = √2
Since r is a rational number, 1/r = √2 is also a rational number
But we know that √2 is an irrational number
So, our supposition is wrong.
Hence, 1/√2 is an irrational number.
(ii) 7√5
Solution:
Let’s assume, on the contrary, that 7√5 is a rational number. Then, there exist positive integers a and b
such that

⇒ √5 = a/7b
7√5 = a/b, where a and b are co-primes

⇒ √5 is rational [∵ 7, a and b are integers ∴ a/7b is a rational number]

This contradicts the fact that √5 is irrational. So, our assumption is incorrect.
Hence, 7√5 is an irrational number.
(iii) 6 + √2
Solution:
Let’s assume, on the contrary, that 6+√2 is a rational number. Then, there exist coprime positive integers a
and b such that

⇒ √2 = a/b – 6
6 + √2 = a/b

⇒ √2 = (a – 6b)/b
⇒ √2 is rational [∵ a and b are integers ∴ (a-6b)/b is a rational number]
This contradicts the fact that √2 is irrational. So, our assumption is incorrect.
Hence, 6 + √2 is an irrational number.
(iv) 3 − √5
Solution:
Let’s assume, on the contrary, that 3-√5 is a rational number. Then, there exist coprime positive integers a
and b such that

⇒ √5 = a/b + 3
3-√5 = a/b
 ⇒ √5 = (a + 3b)/b
⇒ √5 is rational [∵ a and b are integers ∴ (a+3b)/b is a rational number]
This contradicts the fact that √5 is irrational. So, our assumption is incorrect.
Hence, 3-√5 is an irrational number.

Day 4 Analyse and Evaluate

Teaching Methods and Techniques:
Bloom’s Taxonomy domains (10 min)
Teaching aids/ activities and ACTIVITY:
resources: 15 min accordingly
Teaching Aids – Flash cards

Teacher will show flash cards where real numbers will be written. Students will classify them as
rational or irrational numbers
Self-study/Homework/ Assignments: FUNWORK:
Planned Exemplar Problems – Exercise 1.2(6th sum to 10th sum).
Assessments/ Class test/ Surprise test:
Informed/ Uninformed
Classroom assignments: (20 min) Exercise 1.2:
according to day plan 2. Prove that the following numbers are irrationals.
(i) 2/√7
Solution:
Let’s assume, on the contrary, that 2/√7 is a rational number. Then, there exist coprime positive integers a
and b such that

⇒ √7 = 2b/a
2/√7 = a/b

⇒ √7 is rational [∵ 2, a and b are integers ∴ 2b/a is a rational number]

This contradicts the fact that √7 is irrational. So, our assumption is incorrect.
Hence, 2/√7 is an irrational number.
(ii) 3/(2√5)
Solution:
Let’s assume, on the contrary, that 3/(2√5) is a rational number. Then, there exist coprime positive
integers a and b such that

⇒ √5 = 3b/2a
3/(2√5) = a/b

⇒ √5 is rational [∵ 3, 2, a and b are integers ∴ 3b/2a is a rational number]

This contradicts the fact that √5 is irrational. So, our assumption is incorrect.
Hence, 3/(2√5) is an irrational number.
(iii) 4 + √2
Solution:
Let’s assume, on the contrary, that 4 + √2 is a rational number. Then, there exist coprime positive integers
a and b such that

⇒ √2 = a/b – 4
4 + √2 = a/b

⇒ √2 = (a – 4b)/b
⇒ √2 is rational [∵ a and b are integers ∴ (a – 4b)/b is a rational number]
This contradicts the fact that √2 is irrational. So, our assumption is incorrect.
Hence, 4 + √2 is an irrational number.
(iv) 5√2
Solution:
Let’s assume, on the contrary, that 5√2 is a rational number. Then, there exist positive integers a and b
such that

⇒ √2 = a/5b
5√2 = a/b, where a and b are co-primes

⇒ √2 is rational [∵ a and b are integers ∴ a/5b is a rational number]

This contradicts the fact that √2 is irrational. So, our assumption is incorrect.
Hence, 5√2 is an irrational number.
3. Show that 2 − √3 is an irrational number.
Solution:
Let’s assume, on the contrary, that 2 – √3 is a rational number. Then, there exist coprime positive integers
a and b such that

⇒ √3 = 2 – a/b
2 – √3= a/b

⇒ √3 = (2b – a)/b
⇒ √3 is rational [∵ a and b are integers ∴ (2b – a)/b is a rational number]
This contradicts the fact that √3 is irrational. So, our assumption is incorrect.
Hence, 2 – √3 is an irrational number.
4. Show that 3 + √2 is an irrational number.
Solution:
Let’s assume, on the contrary, that 3 + √2 is a rational number. Then, there exist coprime positive integers
a and b such that
3 + √2= a/b
⇒ √2 = a/b – 3
⇒ √2 = (a – 3b)/b
⇒ √2 is rational [∵ a and b are integers ∴ (a – 3b)/b is a rational number]
This contradicts the fact that √2 is irrational. So, our assumption is incorrect.
Hence, 3 + √2 is an irrational number.
5. Prove that 4 − 5√2 is an irrational number.
Solution:
Let’s assume, on the contrary, that 4 – 5√2 is a rational number. Then, there exist coprime positive
integers a and b such that

⇒ 5√2 = 4 – a/b
4 – 5√2 = a/b

⇒ √2 = (4b – a)/(5b)
⇒ √2 is rational [∵ 5, a and b are integers ∴ (4b – a)/5b is a rational number]
This contradicts the fact that √2 is irrational. So, our assumption is incorrect.
Hence, 4 – 5√2 is an irrational number.
6. Show that 5 − 2√3 is an irrational number.
Solution:
Let’s assume, on the contrary, that 5 – 2√3 is a rational number. Then, there exist coprime positive
integers a and b such that

⇒ 2√3 = 5 – a/b
5 – 2√3 = a/b

⇒ √3 = (5b – a)/(2b)
⇒ √3 is rational [∵ 2, a and b are integers ∴ (5b – a)/2b is a rational number]
This contradicts the fact that √3 is irrational. So, our assumption is incorrect.
Hence, 5 – 2√3 is an irrational number.
7. Prove that 2√3 − 1 is an irrational number.
Solution:
Let’s assume, on the contrary, that 2√3 – 1 is a rational number. Then, there exist coprime positive
integers a and b such that

⇒ 2√3 = a/b + 1
2√3 – 1 = a/b

⇒ √3 = (a + b)/(2b)
⇒ √3 is rational [∵ 2, a and b are integers ∴ (a + b)/2b is a rational number]
This contradicts the fact that √3 is irrational. So, our assumption is incorrect.
Hence, 2√3 – 1 is an irrational number.
8. Prove that 2 − 3√5 is an irrational number.
Solution:
Let’s assume, on the contrary, that 2 – 3√5 is a rational number. Then, there exist co-prime positive
integers a and b such that

⇒ 3√5 = 2 – a/b
2 – 3√5 = a/b

⇒ √5 = (2b – a)/(3b)
⇒ √5 is rational [∵ 3, a and b are integers ∴ (2b – a)/3b is a rational number]
This contradicts the fact that √5 is irrational. So, our assumption is incorrect.
Hence, 2 – 3√5 is an irrational number.
9. Prove that √5 + √3 is irrational.
Solution:
Let’s assume, on the contrary, that √5 + √3 is a rational number. Then, there exist coprime positive
integers a and b such that

⇒ √5 = (a/b) – √3
√5 + √3 = a/b

⇒ (√5)2 = ((a/b) – √3)2 [Squaring on both sides]

⇒ 5 = (a2/b2) + 3 – (2√3a/b)
⇒ (a2/b2) – 2 = (2√3a/b)
⇒ (a/b) – (2b/a) = 2√3
⇒ (a2 – 2b2)/2ab = √3
⇒ √3 is rational [∵ a and b are integers ∴ (a2 – 2b2)/2ab is rational]
This contradicts the fact that √3 is irrational. So, our assumption is incorrect.
Hence, √5 + √3 is an irrational number.
10. Prove that √2 + √3 is irrational.
Solution:
Let’s assume, on the contrary, that √2 + √3 is a rational number. Then, there exist coprime positive
integers a and b such that

⇒ √2 = (a/b) – √3
√2 + √3 = a/b

⇒ (√2)2 = ((a/b) – √3)2 [Squaring on both sides]

⇒ 2 = (a2/b2) + 3 – (2√3a/b)
⇒ (a2/b2) + 1 = (2√3a/b)
⇒ (a/b) + (b/a) = 2√3
⇒ (a2 + b2)/2ab = √3
⇒ √3 is rational [∵ a and b are integers ∴ (a2 + 2b2)/2ab is rational]
This contradicts the fact that √3 is irrational. So, our assumption is incorrect.
 Hence, √2 + √3 is an irrational number.
11. Prove that for any prime positive integer p, √p is an irrational number.
Solution:
Consider √p as a rational number
Assume √p = a/b where a and b are integers and b ≠ 0
By squaring on both sides
p = a2/b2
pb = a2/b
p and b are integers pb= a2/b will also be an integer
But we know that a2/b is a rational number, so our supposition is wrong
Therefore, √p is an irrational number.
12. If p and q are prime positive integers, prove that √p + √q is an irrational number.
Solution:
Let’s assume, on the contrary, that √p + √q is a rational number. Then, there exist coprime positive
integers a and b such that

⇒ √p = (a/b) – √q
√p + √q = a/b

⇒ (√p)2 = ((a/b) – √q)2 [Squaring on both sides]

⇒ p = (a2/b2) + q – (2√q a/b)
⇒ (a2/b2) – (p+q) = (2√q a/b)
⇒ (a/b) – ((p+q)b/a) = 2√q
⇒ (a2 – b2(p+q))/2ab = √q
⇒ √q is rational [∵ a and b are integers ∴ (a2 – b2(p+q))/2ab is rational]
This contradicts the fact that √q is irrational. So, our assumption is incorrect.
Hence, √p + √q is an irrational number.

Day 5 Analyse and Evaluate

Teaching Methods and Techniques:
Bloom’s Taxonomy domains (10 min)
Teaching aids/ activities and
resources: 15 min accordingly
Self-study/Homework/ Assignments: FUNWORK:
Planned Exemplar Problems- Exercise 1.3
Assessments/ Class test/ Surprise test: Chapter 1 – Textbook and Exemplar Problems.
Informed/ Uninformed
Classroom assignments: (20 min) Test will be conducted on Chapter 1 Real Numbers.
according to day plan

Day 6 Understand and Create

Teaching Methods and Techniques:
Bloom’s Taxonomy domains (10 min)
Teaching aids/ activities and
resources: 15 min accordingly
Self-study/Homework/ Assignments: FUNWORK:
Planned Complete the Worksheet of Chapter 1.
Assessments/ Class test/ Surprise test:
Informed/ Uninformed
Classroom assignments: (20 min) Exemplar Problems of Exercise 1.4 problems will be solved.
according to day plan