BHAKTAVATSALAM VIDYASHRAM

NAME OF THE TEACHER : Mrs. SASIREKHA V SUBJECT : MATHEMATICS CLASS : IX AY : 2025-2026

TEACHING AIDS :- White board, marker, Green Board, Chalk, Duster, Charts, Smart Board, Projector, laptop, assignment worksheet etc.

METHODOLOGY:- Demonstration, Activity and Lecture method

ASSESSMENT TECHNIQUES : Quiz, Daily Practice Problems, MCQ worksheets, Peer Assessment, Case Studies, Lab Activities, etc.,

CHAPTER ASSESSMENT
/TOPIC PRE- REQUISITE LEARNING OBJECTIVES/
GIST OF THE TOPIC STRATEGIES TECHNIQUES
KNOWLEDGE OUTCOMES

 Concept of  Review of representation of Induction/Introduction After studying this lesson,

rational and natural number, integers, (Generating interest, informing students will be able Questions of logical
irrational rational numbers on the students about the outcomes and  to write the rational thinking and Higher
numbers number line. Rational expectations for the lesson) and irrational order thinking skills
(class VIII) numbers as recurring/  Showing different situations of numbers between such as
terminating decimals. fractions, rational numbers and given two rational Find decimal
 Operations Operations on real numbers. Irrational numbers through real numbers. expansions of 10/3,
on rational  Examples of life examples.  to represent different 7/8 and 1/7.
1. REAL numbers non-recurring/non-  Conduct the activity on number rational and
NUMBERS terminating decimals. line. irrational numbers
 Concept of Existence of irrational Experience and on the number line
(18 Periods) exponents numbers such as √ 2 , √ 3,etc. Reflection(Task/question that helps  to rationalize the Simplify
and radicals and their representation on students explore and connect with denominator of the Class Test , Oral Test ,
(class VIII) the number line. their life) given real number. worksheet and
 Definition of nth root of a  Collecting and recording the  to solve the Assignment can be
real number. different uses of real numbers problems with made the part of
 Rationalization of real in their life and identify the exponent and assessment.
numbers. situations of irrationals . radicals. Re-test(s) will be
 Concept of exponents and  Constructing ‘ square root conducted on basis
radicals with integral power. spiral’. of the test results.
2. Questions of logical
POLYNOMIALS All definitions  Definition of polynomial in Induction/Introduction After studying this lesson, thinking and Higher
and important one variable, with examples Ask the children to tell what he students will be able order thinking skills
 BHAKTAVATSALAM VIDYASHRAM
terms related to knows about the adjacent  to differentiate such as
the Concept of and counter examples expression between algebraic If p(x) = 2 – 3x + 5,
Algebraic  Coefficients of polynomial,  Explains the expressions expression and then find p (–1).
expressions, terms of polynomial and zero according to number of terms polynomials,
and Algebraic polynomial. If exponent is negative integer then  to identify the types included in the Class
Identities of  Degree of polynomial, what will be the name of of polynomials on the Test , Oral Test ,
class VIII. constant, linear, quadratic expression ? basis of terms and on worksheet and
and cubic polynomials. the basis of their Assignment can be
 Monomials, binomials and Experience and Reflection degrees, made the part of
trinomials. Factors, multiples  Activity on Geometrical proof  to find zeroes of assessment.
(26 Periods)
and zeroes of polynomials. of Algebraic identities polynomials Re-test(s) will be
 Factorization of ax2 + bx + c,  Group discussion conducted on basis
a ≠ 0 where a, b, c are real  Providing the different word  to use algebraic of the test results.
numbers problems on polynomials in identities.
 Algebraic expressions and one variable and ask them to Activity : student
identities, verification of discuss and write polynomials for factorizing
some identities and their use given situation. the quadratic
in the factorization of the polynomials
polynomials using Algebraic tiles

3. LINEAR  Recall of linear equations in Induction/Introduction After studying this lesson Open Ended / Critical
EQUATIONS Knowledge of one variable and Introduction Recall the knowledge of variable students will be able Thinking:
IN TWO linear equations to the equation in two and constant of algebraic terms
VARIABLES in one variable. variables.  to understand the Write an equation to
(16) Periods  Focus on the linear equation concept of linear represent these
of the type ax + by + c = 0. Experience and Reflection equation in one situation.
 Explain that a linear equation Examples ,problems of real life, variable and linear
Knowledge of in two variables has infinitely including problems on ratio and equation in two a)You decided to rent
Cartesian many solutions. proportion. variables. a car for your
coordinate  Justify the above point by vacation .The rental
system. finding different ordered  Algebraic and graphical  Students should company charges
pairs and plotting them and solutions of linear equations in know the method of Rs.50 to rent the car
showing that they lie on a two variables. finding the points on plus Rs.40 per day.
line. the number line and
Knowledge of Graph of linear equations in b)Two students are
 Let us take an equation of the line able to draw its
representing the two variables. contributing Rs.100
2x+5y=8,Checking (2,-2) lie on this graph.
points in the  Examples, problems from together such that
line or not.
coordinate real life, including problems contribution made by
 Students also know
on ratio and proportion. the representation of one student is 9
 BHAKTAVATSALAM VIDYASHRAM
 Algebraic and graphical  Convert the real problem into a the number line in times the other.
system. solutions of linear equations mathematical statement and one variable and in
in two variables. frame it in the form of an two variables c)Find the age of son
 Method of finding equation algebraic expression that and Father such that
parallel to the x- axis or clearly defines the problem sum of their ages is
parallel to y- axis. situation. 50 years. Father is 30
years older than son.

 Cartesian Plane, axis and Teacher introduces the chapter After studying this lesson At the end of the
quadrants. Coordinate Geometry by drawing students will be able to lesson a Class Test
pupils's attention towards various  Understand the will be taken.
 Coordinates of a point, real life objects which involve Cartesian coordinate Worksheets and
name and terms graphical plots and calculations. plane. assignments will be
associated with the 1. What is the ordinate of all given to students.
coordinate plane. points on x-axis?  x-axis, y-axis, Example Question :
Teacher creates curiosity in horizontal line, Plot each of the
Knowledge of  Plotting points in the children by questioning about vertical line, origin, following points by
COORDINATE
algebraic and plane. graphs and the mathematicians abscissa, ordinate taking a coordinate
GEOMETRY
geometric who strived throughout their life in and different system on a graph
(7 Periods)
terms. building the Coordinate geometry quadrants. paper A (4, 2), B (3,
which we have been using now −1), C (−3, 0), D(−5,
with ease there by introduces the  Students also know −3), E(−3, 1).
concept. the representation of Also write in which
The perpendicular distances of a different points in quadrant or on which
point from x and y are 5 and 1 the Cartesian axis these points lie.
respectively. What are its coordinate plane.
coordinates?

EUCLID'S  Euclid’s geometry  Teacher makes children know After studying this lesson At the end of the
GEOMETRY Knowledge of  Euclid’s axioms and how geometry shaped as a students will be able lesson a Class Test,
(4 Periods) simple postulates. disciplined science and the history  to understand the Worksheets
geometric terms  Difference between behind it. term geometry and and assignments will
like line, line axioms and postulates.  Pupils will work in groups and its origin. be given to the
segment, circle,  Different forms of try to collect the data of the  to know about the students.
radius, angle Euclid’s fifth postulate. mathematicians who worked in great Mathematician Example Question :
etc.  Differentiate axioms and developing geometry as a Euclid and his If a point C lies
postulates and its systematic science and discuss contributions in between A and B
applications in about the great work done by mathematics. such that AC = BC,
various geometrical those great personalities to the  To know about the then prove that
 BHAKTAVATSALAM VIDYASHRAM
concepts mankind. axioms and AC = 1/2 AB. Explain
Give a brief of Euclid's 5 Postulates postulates of Euclid by drawing the
Geometry. figure.
 (Motivate) If a ray stands on Teacher first recalls the pupil's After studying this lesson At the end of the
a line, then the sum of the knowledge on basic terms of students will be able to lesson a Class Test
two adjacent angles so geometry. understand will be taken.
formed is 180o and the  the different types of Worksheets on
converse. Define a Linear Pair of angles. angles with their MCQ and
diagrams, assignments should
 (Prove) If two lines intersect , Teacher conducts a group activity  linear pair of angles, be given to the
vertically opposite angles are involving children to draw and supplementary students.
equal. name different exemplary basic angles,
geometric shapes and objects like complementary 1. Prove that lines
 (Motivate) When two parallel line, line segment, ray, different angles, adjacent which are parallel to
lines are intersected by a angles. collinear, non-collinear angles. the same line are
Knowledge of
LINES AND transversal then prove that points, vertically opposite angles,  different types of parallel to each
different types
ANGLES corresponding angles are adjacent angles, Linear pair of lines, other.
of angles with
(15 Periods) equal, alternate angles are angles etc.,  concept of parallel
their figures.
equal, alternate angles are lines and transversal, 2) Prove that if two
equal, and interior angles on Group Activity  properties of lines intersect each
the same side of transversal Pupils groups will participate in the triangles with proof. other the vertically
are supplementary. activity and apprehend that  Prove that the sum of opposite angles are
vertically opposite angles are equal three angles of a equal.
 (Motivate) If the side of a in measure and adjacent angles triangle is 180o.
triangle is produced, the which make a sum of 180 will  Lines which are 3) Lines AB and CD

∠ AOC + ∠ BOE =
exterior angle so formed is become a linear pair. parallel to a given intersect at O. If

70° and ∠ BOD =

equal to the sum of two line are parallel to
interior opposite angles. each other.

∠BOE, reflex ∠COE.

40°, find

TRIANGLES Knowledge of  Introduction with simple Recapitulating the triangle and its  After studying this At the end of the
(22 Periods) different types explanation of triangles. properties, congruent figures and lesson students will lesson a Class Test
of triangles especially congruent triangles by be able to will be taken.
Knowledge of  SSS, SAS, ASA and RHS showing different situations. understand the
properties of congruency rules Re-test(s) will be
triangle. Explains the proof of ASA & SAS  Different types of conducted on the
 Theorem(Prove) The angles Criteria triangles. basis of the
opposite to equal sides of a performance of the
 BHAKTAVATSALAM VIDYASHRAM
triangle are equal and vice Explains the proof of SSS & RHS  Different congruence students in the test.
versa. Criteria conditions.
Worksheets on
 Theorem(Motivate) Triangle Activity :(Reading , writing skills &  Proof of the MCQ and
inequalities and relation Analytical thinking ) important theorems assignments should
between , angle and facing (ASA and angle be given to the
side. Teacher shows the mathematical opposite to equal students.
statement or sides of a triangle are
equal). Open Ended / Critical
questions on the board. Ask the Thinking:
students to explain and identify the  Triangular
given part and conclusion part of inequalities. ABC is a right triangle
question. and right angled at
BAC.<BCA = 2<B.
A) What is given Show that
hypotenuse AC = 2BC
B) What we have to find,
In the figure, DA = DC
C) What is information required and BA = BC .Are the
apart from given information. triangles DBA and
DBC congruent?
Why?

QUADRI Through this lesson students will Experience and Reflection After studying this lesson At the end of the
-LATERALS Different types be able to: (Task/question that helps students students will be able to lesson a Class Test
(13 Periods) of quadrilaterals  Recall the definition of explore the concept and connect to understand the will be taken.
quadrilaterals and Identify their real lives)  Different types of
Properties of different types of Types of quadrilaterals quadrilaterals and Worksheets on
quadrilaterals quadrilaterals. Conduct the activity on types of their properties. MCQ and
 Design different quadrilateral quadrilaterals by using graph assignments
Properties of under given conditions. paper  Relationship
triangles.  Properties of Parallelograms Demonstration by below TLM between different The angles of a
and its applications on other Draw mind map of Quadrilaterals types of quadrilateral are in
quadrilaterals quadrilaterals. the ratio 2: 4: 5: 7.
 Apply the Mid-point theorem Independent Work (You Do) Find all the angles.
and solve problems related By Paper activity they will recall  Able to apply
to the midpoint of sides of a sum of four interior angles is 360. different theorems in Show that the
triangle diagonals of a square
Work sheet on Basic problems of are equal and right
 BHAKTAVATSALAM VIDYASHRAM
Quadrilaterals. the problems. bisectors of each
other.
 Able to draw
different types of
quadrilaterals.

Through examples, arrive at  The class would start with a After studying this lesson Assignment sheet
definition of circle and related discussion on what students students should will be given as home
concepts-radius, circumference, have already learnt in the  Able to understand work at the end of
diameter, chord, arc, secant, previous classes and hence the definition the topic.
sector, segment, subtended what they would learn now. of centre, radius, Separate sheets
angle.  They would also be told the diameter, chord, which will include
significance of the topic that sector and segment questions of logical
1. (Prove) Equal chords of a circle they would be studying. of the circle. thinking and Higher
subtend equal angles at the Introduction of the topic.  Understand the order thinking skills
center and (motivate) its theorems and their will be given to the
Knowledge of
converse. Guided practice followed by applications in above average
Plane Figures
CIRCLES Independent Practice- NCERT different problems. students.
and basic
(17 Periods) 2. (Motivate) The perpendicular questions to be discussed in the  Able to solve
Geometrical
from the center of a circle to a classroom. problems based on Class Test and Oral
Concepts
chord bisects the chord and circles by using these Test, and worksheet
conversely Brain Storming-The class would mathematical and assignments can
start with a discussion on what the concepts be made the part of
3. (Prove) The angle subtended students have already learnt in the  Angles in the same assessment.
by an arc at the center is double previous classes and hence what is segment of a circle
the angle subtended by it at any it that they would learn now. They are equal.
point on the remaining part of would also be told the significance
the circle. of the topic that they would be
studying.

HERON'S Knowledge  Different types of triangles. Brain Storming-  Different types of Class Test :
FORMULA of different  Different formulas related The class would start with a triangles 1. An NGO want to
(5 Periods) types of with area and perimeter of discussion on what the students  Method of finding use a triangular plot
triangles and triangles have already learnt in the previous the area of different in the village whose
their perimeter  Area of a triangle using classes and hence what is it that triangles by using sides are 9cm, 12cm
and area. Heron's formula (without they would learn now. They would different methods. and 15cm for free
proof). also be told the significance of the  Heron's formula and education to
 BHAKTAVATSALAM VIDYASHRAM
 Application of Heron's topic that they would be studying. its application in villagers. What is the
Formula in finding the area of finding the area of area of the plot?
a quadrilateral. Introduction of the topic- triangle and 2. The perimeter of a
quadrilateral when triangular ground is
Using Heron’s formula, find the Guided practice followed by altitudes are not 900 m and its sides
area of the ground. Independent Practice- NCERT given. are in the ratio 3 : 5.
questions to be discussed in the
classroom.

SURFACE Perimeter and  Surface area and volume of (5 Min) Warm Up After studying this lesson Assignment sheet
AREAS AND Area: Class VII Cube, Cuboid, Right Circular students will be able to will be given as home
VOLUMES Cylinder, Cone, Sphere and The Teacher shows a cardboard understand, work at the end of
Hemi - Sphere. box to the learners and ask the the topic.
(17 Periods) learners.  All the formulas of
Visualizing Solid  Surface area and volume of surface area and
Shapes: Class Hollow Cylindrical Pipe How would you find the Total volume of solid
VII Surface Area of the box? figures Find the surface area
 Combine two or more figures of the sphere of
and calculate its total surface Demonstration by Teacher on  The application of radius 10.5 cm.
area and volume accordingly. Board the different
Visualizing Solid formulae in finding
Shapes: Class Learners will observe the box and the surface area and
VIII conclude that TSA can be found by volume of different A cuboidal water
adding the areas of all the six solid figures and in tank is 6 m long, 5 m
rectangular faces. the combination of wide and 4.5 m deep.
the solid figures. How many litres of
Mensuration: water can it hold?
Class VIII  Applications of ( 1m3 = 1000 l)
Total Surface Area = 2(lb + bh + hl) formulas of surface
area and volume in
daily life problems.
Knowledge of Class Test (30 min)
unit conversion Driving Question and Oral Test (5 min)
in mathematics
What do you understand by
LATERAL SURFACE AREA?
Assignments can be
made the part of
assessment.
How would you find the lateral
 BHAKTAVATSALAM VIDYASHRAM

Surface of the cardboard box

shown?

(10mins) Inclass Exercise: Closure

There can be situations where one
has to calculate any one of TSA and
LSA. The Teacher explains these by
taking some questions from the
exercise.
(10 mins) Warm Up (Individual
 Introduction of statistics. work)+ Black Board After studying this lesson Class Test, Oral Test,
Teacher will randomly ask the students will be able to worksheet and
 Explanation of Bar graph. marks obtained by 10 learners in a understand, Assignments can be
mathematics test and write it on made the part of
 Histogram with varying base the board:  Different types of assessment.
lengths (i) By looking at it in this form, can data.
you find the highest and the lowest The blood groups of
 Frequency Polygon.  Frequency 30 students of Class
marks?
distribution table. VIII are recorded as
 Concept of Mean, Mode and
Knowledge of Think line (i) What is the Range of follows: A, B, O, O,
Median.  Different geometrical
statistics (Bar the above data? AB, O, A, O, B, A, O,
STATISTICS methods of B, A, O, O, A, AB, O,
graph, Mean,
(15 Periods) representing the data A, A, O, O, AB, B, A,
mode and Demonstration by Teacher on
(Bar Graph, O, B, A, B, O.
median) Class 8 Board
Histogram, Represent this data
ReferExample2: Page240 of NCERT
Frequency Polygon) in the form of a
Book:
What do you understand by the frequency
 Different methods of
term Frequency? distribution table
central tendency
(Mean, Mode,
(15 mins) In class Exercise: Closure
Median)
Proposed Questions (must include
the questions asked in the
classroom and the ones given as
class-work in the notebook)
 BHAKTAVATSALAM VIDYASHRAM

NAME OF THE TEACHER : Mrs. SASIREKHA V CLASS : X SUBJECT : MATHEMATICS AY : 2025-2026

TEACHING AIDS :- White board, marker, Green Board, Chalk, Duster, Charts, Smart Board, Projector, laptop, assignment worksheet etc.

METHODOLOGY:- Demonstration, Activity and Lecture method

ASSESSMENT TECHNIQUES : Quiz, Daily Practice Problems, MCQ worksheets, Peer Assessment, Case Studies, Lab Activities, etc.,

CHAPTER LEARNING ASSESSMENT

PRE- REQUISITE
/TOPIC OBJECTIVES LEARNING OUTCOMES TECHNIQUES
KNOWLEDGE

REAL  Natural Introduction: (10 min) Students will be able to, Assessment
NUMBERS Numbers,  Recapitulating the Teacher ask the students Can you tell some
(9 Periods) Whole number systems to recall the previous  Apply Fundamental theorem of examples to irrational
Numbers, (N,W,Z,Q) and knowledge of number Arithmetic in finding LCM and HCF numbers?
Integers, their properties system by asking of numbers Find the LCM and HCF of
Rational questions: 120,90.
numbers  The fundamental If we denote the height of  prove √2, √3, etc., are irrational Prove that (2√3 + √5) is an
 Prime theorem of a place above sea level by numbers irrational number.
factorization Arithmetic , LCM a positive integer and 1. Can the number 16n, n
Methods & HCF depth below the sea level being a natural number
 Terminating by a negative integer, end with the zero? Give
and non-  Prove algebraically write the following using reason.
terminating the Irrationality of integers with the 2. Find the LCM & HCF of
decimals numbers like√2, appropriate signs: 26 and 91 by the prime
 Irrational √3, √5, 3+2√5 etc. (a)200 m above sea level factorization method.
numbers (b) 100 m below sea level Activity: ( 5 min) Teacher
 Standard form (c) 10 m above sea level makes students in pairs
(d) 0 m Sea level. and instructed to find
Demonstration: (25 min) prime factorization of 96
1.Give examples of some and 404. And ask them to
rational numbers? find HCF.
2. Identify the irrational
 BHAKTAVATSALAM VIDYASHRAM
numbers in the following.

Anticipatory Set: 10 min Assessment

Teacher will ask few The Students will be able to Closure: 5 min
questions to introduce  Know what is a Polynomial, A short oral test would be
 Introduction. the topic types of Polynomials, degree taken to check proper
 Definition, degree Guided practice: 10 min of a Polynomial, value of a assimilation of the topic
 Algebraic
of polynomial, The students will solve polynomial, zeroes of the discussed.
expression.
Value of the questions from NCERT Polynomials. What is a polynomial?
 Polynomial.
Polynomial. book, solved examples in  Understand geometrical
 Algebraic
 Zeroes of a their notebook in the meaning of zero of If one zero of the
expressions Vs
POLYNOMIALS Polynomial. class with the help of Polynomial, graphical polynomial 5z2+ 13z – p is
Polynomials.
(7 periods)  Graphical their Teacher. The representation of Quadratic reciprocal of the other,
 Types of
representation of Teacher would take Polynomial. then find p.
Polynomials.
Polynomial. rounds and help the  Develops relation between
 Graphical
 Relation between students in solving the zeroes and coefficients of Write the zeroes of the
representation
zeroes and questions. Independent Quadratic polynomial polynomial
of linear
coefficients of a Practice: Students will go x2+ 2x + 1.
Polynomials.
Polynomial. through the solved
examples of NCERT text Write a quadratic
book. polynomial, sum of whose
zeroes is and product is 5.

PAIR OF LINEAR  1. Basic  The learner will be Anticipatory Set: 10 min KNOWLEDGE- Students will know
EQUATIONS IN knowledge of able to- • The and understand 1. Understand to
TWO VARIABLES linear standard form of Teacher will ask few represent the algebraic situations
equations in linear equation in questions to introduce algebraically and graphically. 2.
(15 periods) two variables two variables. • the topic • What is an Graphical, substitution,
and their The graphical equation ax +by +c = 0 elimination, cross multiplication
plotting method of solving called? • How many methods of solving linear
patterns. 2. the linear solutions does a linear equations. 3. Solving linear
Knowledge of equations in two equation in two variables equations applicable in daily life.
lines passing variables. • The have?
through the Algebraical SKILLS- Students would be able to
origin, x axis, y methods like Guided practice: 10 min critically and creatively
axis 3. elimination, The students will try to
Knowledge of substitution and solve the given equations 1. Solve algebraic problems 2. Use
parallel to x cross in groups Independent appropriate methods to solve the
axis, y axis. multiplication. • A Practice: Students will go given linear equation. 3. Solve
 BHAKTAVATSALAM VIDYASHRAM

pair of linear through the solved

equations is examples before Ex 3.1 of
inconsistent, if it NCERT text book. Closure:
has no solution. • 5 min A short oral test
A pair of linear would be taken to check
complex questions based on the
equation is proper assimilation of the
topics 4. Use analytical skills to
consistent, if it has topic discussed.
visualize the given scenario and
solution. • To
use the concepts learnt in
convert day to day
everyday problems.
life, methematical
statements into
linear equation in
two variable and
find it solution
Assessment
Recapitulation: 5 min
 Review of
Oral test on the previous 1. Find two numbers
Quadratic
 Degree of a concept would be taken whose sum is 27 and
Polynomials and
polynomial up. Discussion of topic product is 182.
differentiating
 Difference through Collaborative Students will be able to
them from 2. Find the roots of the
between Learning: 15 min
Quadratic given quadratic equation.
polynomials Exemplar questions will  Make quadratic equations by
equations.
and equations be discussed and students using different real-life
 Make quadratic
 Finding zeroes will be able to solve situations
equations for real
of a different questions per  Check whether the given
life situations
QUADRATIC polynomial group and then the equation is quadratic or not
 Check whether
EQUATIONS  Factorizing the questions will be  Find the roots of quadratic
the given
polynomials crosschecked. The equation by using
equations are
 Graphical Teacher will take rounds factorization method and by
quadratic
representation and help students with using quadratic formula
equations or not
of quadratic their doubts. Guided  Find nature of roots of a
 Solution of a
polynomial Practice: 15 min The quadratic equation by using
quadratic
 Nature of students will solve the Discriminant.
equation by
zeroes of questions from Exemplar
factorization and
polynomials of special series in their
quadratic formula
notebook in the class with
 Nature of roots
the help of their teacher.
ARITHMETIC 1. Basic analysis To make students Recapitulation: 5 min KNOWLEDGE- Students will know Techniques to be used:
 BHAKTAVATSALAM VIDYASHRAM
PROGRESSIONS and an eye for observe and Oral test on the previous and understand 1. How to Numbered Heads Daily
(7 periods) observing patterns understand certain concept would be taken recognize an arithmetic Practice Problem MCQ
in nature 2. things in nature which up. Discussion of topic progression. 2. How to find the Peer Assessment Case
Knowledge of follow a certain through Collaborative given terms and sum of the given Studies Lab Activities Any
basic arithmetic pattern and in Learning: 15 min Arithmetic Progression. 3. Other
operations particular the series in Exemplar questions will Methods to solve a given
which succeeding be discussed and students application based question
terms are obtained by will be able to solve through real life situations.
adding a fixed number different questions per - Students will develop the ability
to the preceding term group and then the to analyze the number of terms
(Character building). questions will be and will be able to find their sum.
crosschecked. Digital SKILLS- Students will be able to 1.
content will be used. The Identify Arithmetic Progressions
Teacher will take rounds 2. Apply the knowledge to
and help students with everyday situations and make
their doubts. Guided calculations faster (Application
Practice: 15 min The based critical thinking)
students will solve the
questions from Exemplar
of special series of
Arithmetic Progression in
their notebook in the
class with the help of
their teacher. The teacher
will ensure that each
student tries to be
independent at the work
as well as be under the
teacher’s guidance.
Independent Practice:
Students will solve
remaining questions of
special series of
Arithmetic Progression in
their Math HW notebook.
Closure: 5 min A short
oral test would be taken
to check proper
assimilation of the topic
 BHAKTAVATSALAM VIDYASHRAM
discussed.
Teaching aids used: Chart At the end of the lesson student
showing • Specific angles are expected • To
• To prove
of trigonometric ratios • recall/recognize Trigonometric
Trigonometric ratios •
Trigonometric Identities • ratios • To recall Trigonometric
To verify
Complementary angles of ratios of specific angles and
Trigonometric
trigonometric ratios complementary angles • To recall
identities • To
Suggests alternative Trigonometric Identities • To Assignment/ Homework
differentiate
identities • PPT on prove Trigonometric ratios • To given: 1. Locate your
Trigonometric
Trigonometry. verify Trigonometric identities • position in the class room
Knowledge of identities from one
Methods of teaching: To differentiate Trigonometric using Cartesian plane. 2.
TRIGONOMETR Pythagoras another • To find the
Inductive method identities from one another • To Locate your position in the
Y theorem and Trigonometric ratios
Deductive method find the Trigonometric ratios of morning assembly using
15 periods properties of of specific angles • To
Interactive method Group specific angles • To convert the Cartesian plane 3.
triangles. convert the identity
discussion method identity into the required form • Selected problems from
into the required form
To use Trigonometric ratios in the text book and other
To use Trigonometric
solving problems • To use the references.
ratios in solving
knowledge heights and distances
problems * To use the
in daily life • To handles the
knowledge heights
geometrical instruments with
and distances in daily
ease and proficiency • To carry
life
out the oral and written
calculations with ease and speed
 The History Of The Strategies used:
1. Students will know about the Class Test, Extra
Trigonometry Warm up session: Begin
line of sight. 2. Students will know Questions, Oral Questions,
the lesson by recalling the
about the angle of elevation and Lab Manual Activity
Knowledge of right  Line of sight is a concepts of trigonometric
depression. 3. Students will know
angled triangle, straight line form ratios. Conduct a quiz in
about use of trigonometric ratios 1) A tower stands
SOME Pythagoras our eye to the the class to revise the
in daily life. 4. Students will be vertically on the ground.
APPLICATION theorem, object. concept of trigonometry.
able to draw diagram of given From a point on the
OF Trigonometry  Read the
height and distance question. 5. ground, which is 15 m
TRIGONOMETR ratios and statements of the Practical question on
Students will be able to find the away from the foot of the
Y Trigonometry question carefully. heights and distance: In
angle of elevation with the help of tower, the angle of
ratios of Some  Construct a diagram this activity students will
trigonometric ratios. 6. Students elevation of the top of the
specific angles. for the problem for solve the questions based
will be able to solve the word tower is found to be 60°.
better understanding on heights and distances.
problems on height and distance Find the height of the
and visualization of
using trigonometry ratios. tower.
the problem.
 BHAKTAVATSALAM VIDYASHRAM
Brain Storming-The class
would start with a
discussion on what the
 terms related to
students have already
circles  The method of finding
learnt in the previous
 properties of unknown angles in the circle
classes and hence what is INTERNAL ASSESSMENT 10
1. Basic knowledge circles using properties.
it that they would learn Marks  Note Book
of terms related to  the angle made by  The strategy to prove a given
now. They would also be Submission 05 Marks  Lab
circles. 2. an arc at centre is quadrilateral cyclic.
told the significance of Practical (Subject
Knowledge of double the angle  Develop the ability to find
CIRCLES the topic that they would Enrichment) 05 Marks
congruent figures. made by it on any unknown angles using
8 periods be studying. Introduction Through lab Practical
3. Knowledge of other part of the different properties of circles.
of the topic- ppt and Students are assessed for
basic geometrical remaining circle.  Solve real life situation base
Digital Content would be Collaboration, Character
terms like  theorems based questions such question on
shared Guided practice building, Character
perpendicular. on perpendicular David, syed and Ankur and
followed by Independent Building
from the centre of develop critical thinking and
Practice- NCERT questions
a circle to the collaboration in the process.
to be discussed in the
chord
classroom. Techniques to
be used: Quiz Daily
Practice Problem
Strategies Used : Brain
Storming, Discussion of
Muddiest Point
1. Basic knowledge Transaction would
 parts of circle as
of some methods proceed in the following  In a circle of radius
arc, sector and
of finding manner- Anticipatory Set: 1. Calculate the areas and 21cm,find the length of
segment and
perimeter and 10 min Facilitator will ask perimeter of Circle. 2. Calculate the arc which subtends an
calculate their
areas of simple few questions to the area of a given segment or angle of 600  The area
Areas Related to lengths and areas
plane figures such introduce the topic  sector of the circle. 3. Calculate enclosed between the two
Circles and areas of
as rectangles, Terminology about circles the length of major and minor concentric circles is 770
8 periods combination of
squares, triangles,  Have they ever seen arc. 4. Calculate the area of cm2. If the radius of the
plane figures
circles 2. such figure near their combination of plane figures in outer circle is 21cm,
 identify the figure
Knowledge of surrounding?  Question collaboration with others calculate the radius of the
whose area is to
circle and terms them whether they have inner circle.
be calculated
related to a circle. an idea of how to
calculate the area of a
circle and terms related
to a circle.
Surface Areas 1. Basic knowledge  calculate surface Brain Storming-The class Students will know and identify • What is the difference
 BHAKTAVATSALAM VIDYASHRAM
would start with a
discussion on what the
students have already
learnt in the previous
between TSA and CSA?
classes and hence what is
of 3- D shapes. 2. Quiz and knowledge
it that they would learn the different shape and learn to
Knowledge of the testing on 3D shapes
areas and volumes now. They would also be create their own formulae
surface areas and
of differently told the significance of Students would be able to relate
volumes of Q1 If two cubes of edge
combined solids, the topic that they would 3D shapes to real life.
different 3-D 3cm each are joined end
 convert one solid be studying. Introduction Identify which surface area to be
shapes. 3. to end, find the surface
and Volumes form to other of the topic- ppt and used in which situation.
Knowledge of the area of the resulting
12 periods  calculate surface Digital Content would be Demonstrate the ability to find
difference cuboid. Q2 How many
area and volume shared Guided practice capacity of various combination
between curved spherical bullets can be
of a cuboid, cone, followed by Independent solids
surface area and made out of a solid cube
cylinder, sphere Practice- NCERT questions Analyze the situations where
total surface area. of lead whose edge
and hemisphere. to be discussed in the solids are melted and converted
4. Knowledge of measures 44 cm, each
classroom. Techniques to into different shapes.
frustum. bullet being 4 cm in
be used: Quiz Daily
diameter?
Practice Problem MCQ
Peer Assessment Case
Studies Lab Activities Any
Other
Statistics 1. Basic knowledge  types of Measures KNOWLEDGE- Students Students would be able to identify 1. Written test 2. Lab
12 periods of The measures of of Central will know and understand the various types of Measures of activity 3. HW notebook
Central Tendency Tendency, their 1. Various types of Central Tendency, their
2. Frequency application and Measures of Central application and calculation.  If the mean of the
Distribution and calculation Tendency. 2. Different Students would be also be able to following data is 18.75,
Frequency Tables.  make cumulative methods to calculate make cumulative frequency find the value of p.
3. Basic Formulae frequency curves them. 3. Identification curves (ogive), thereby inculcating
to calculate the (ogive) and application of competencies like collaboration, x 10 15 P 25 30
given measures. suitable method for easy critical thinking f 5 10 7 8 2
calculations. 4.
Identification of the given What measure of central
type of frequency tendency is represented
distribution and its by the abscissa of the
corresponding curve. point where less than
SKILLS- Students would be Ogive and more than
able to 1. Classify data as Ogive intersect?
per the requirement of
 BHAKTAVATSALAM VIDYASHRAM
the situation . 2. Use the
given data to interpret
the required statistical
concept, creatively and
critically. 3. Solve complex
questions based on the
topics 4. Use analytical
skills to visualize the given
scenario and use the
concepts learnt in
everyday problems. 5.
Use critical thinking to
solve problems.
Guided practice followed Assessment
by Independent Practice- Q1 What is the sum of the
NCERT questions to be probability of an event
discussed in the and non- event . Q2 A bag
classroom. Techniques to Students would be able to 1. contains 5 black,7 red and
be used: Quiz Daily Differentiate between 3 white balls. A ball is
1. Basic knowledge  • Equally likely
Practice Problem MCQ Experimental and Theoretical drawn from the bag at
of Probability 2. An outcomes • Sum
Peer Assessment Probability. 2. understand sure random. Find the
outcome and an of probabilities of
event and impossible event and probability that the ball
PROBABILITY event in elementary events
their probability. 3. Know equally drawn is (i) red (ii) black or
4 periods probability. 3. • Complementary
likely outcomes and develop white (iii) not black. Q3 A
Empirical or events • Sure
critical thinking and collaboration card is drawn from a well-
Experimental Events •
in the process. 4. Analyze and shuffled pack of cards.
Probability. Impossible Events
solve simple problems on single Find the probability that
events. the card drawn is: (a) a
queen (b) a king bearing
diamond sign (c) a black
card (d) a jack and a
queen.