Mathematics

lesson plan
Index Part - 2

S.No Topic Page no. Class

21. Circle and its related terms 02 – 05 9th

22. Some application of trigonometry 06 – 10 10th

23. Trigonometric Ratios 11 – 15 10th

24. Trigonometric Ratios of some specific angles 16 – 20 10th

25. Tangent of circle 21 – 25 10th

26. Heron’s formula 26 – 31 9th

27. Some application of Heron’s formula 32 – 36 9th

28. Polynomial in one variable 37 – 41 9th

29. Probability 42 – 46 10th

30. Distance formula 47 – 51 10th

31. Section Formula 52 – 56 10th

32. Angle subtended by a chord and perpendicular 57 – 60 9th

from the centre to a chord
33. Similarity of triangles 61 – 65 10th

34. Perimeter and area of triangle 66 – 69 10th

35. Fundamental theorem of arithmetic 70 – 74 10th

36. Revisiting the irrational number 75 – 79 10th

37. Quadratic equation 80 – 85 10th

38. Presentation of data 86 – 90 9th

39. Linear equation 91 – 94 9th

40. Area of parallelogram 95 – 99 9th

 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Topic : Circles and Its Related Terms Class : 9th
Roll No: No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Student will define circle.
2. Identify the sector, segment, chord, etc.
3. The student will able to find the difference between sector and segment.

 Understanding:
1. The student will be able to understand the term arc.
2. The student will be able to understand the term chord.
3. The student will be able to understand the term sector and segment.

 Application:
1. The student will be understood the term related to circle.
2. Student will able to solve problem related to it.
3. Solve the problem based on its terminologies.

# Previous knowledge:
The students must have at least general familiarity with

# Teaching aids:
 Models, charts, chalk, duster, pointer, blackboard, etc.

# Introductory Question:

S.No. Teacher’s Question Student’s Answer

1. What is line? If we extend any 2 point in either direction endlessly.

2. What is line segment? It has 2 end points.

3. What is ray? It has only one end point.

4. If we connect 2 end points of line segment in Circle

ring what is that figure called?

5. What is circle? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Circles and Its Related
Terms.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction Pupil teacher say you may have come Students are
across many objects in daily life, which are able to know
round in shape, such as wheels, bangles,
Topic :
about the
dials of many clocks, coins, buttons of topic.
shirts, etc. Circles and Its
Related Terms
In a clock, you might have observed that
the second’s hand goes round the dial of
the clock rapidly and its tip moves in a
round path. This path traced by the tip of
the second’s hand is called a circle.
 Definition The collection of all the points in a plane, Note down in
which are at a fixed distance from a fixed their note
point in the plane, is called a circle. book
The fixed point is called the centre of the
circle and the fixed distance is called the
P
radius of the circle. In Fig, O is the centre
and the length OP is the radius of the
circle.

Division of A circle divides the plane on which it lies Listening

plane by into three parts. They are: carefully.
circle
(i) inside the circle, also called the
interior of the circle;
(ii) the circle and
(iii) Outside the circle, also called the
exterior of the circle (see Fig).

The circle and its interior make up the

circular region.

Chord If you take two points P and Q on a circle, Note down in

then the line segment PQ is called a chord their note
of the circle. The chord, which passes book
through the centre of the circle, is called a
diameter of the circle.

A diameter is the longest chord and all

diameters have the same length, which is
equal to two times the radius.

Arc A piece of a circle between two points is Try to

called an arc. understand
In fig. there are two pieces, one longer and
the other smaller. The longer one is called
the major arc PQ is also denoted by
and the shorter one is called the minor
arc PQ is also denoted .

Segment and The region between a chord and either of Note down in
sector its arcs is called a segment of the circle. their
two types of segments also, which are notebook.
the major segment and the minor segment
(See Fig.1).

The region between an arc and the two

radii, joining the centre to the end points
of the arc is called a sector. Like
 segments, you find that the minor arc
corresponds to the minor sector and the
major arc corresponds to the major sector.

# Recapitulations:
Q. Fill in the blanks:
(i) The centre of a circle lies in ____________of the circle. (exterior/ interior)
(ii) A point, whose distance from the centre of a circle is greater than its radius lies in
____________of the circle. (exterior/ interior)
(iii) The longest chord of a circle is a ____________of the circle.
(iv) An arc is a ____________when its ends are the ends of a diameter.
(v) Segment of a circle is the region between an arc and _____________of the circle.
(vi) A circle divides the plane, on which it lies, in ___________parts.

# Home work:
Q. Write True or False: Give reasons for your answers.

(i) Line segment joining the centre to any point on the circle is a radius of the circle.
(ii) A circle has only finite number of equal chords.
(iii) If a circle is divided into three equal arcs, each is a major arc.
(iv) A chord of a circle, which is twice as long as its radius, is a diameter of the circle.
(v) Sector is the region between the chord and its corresponding arc.
(vi) A circle is a plane figure.

Supervisor sign Principal sign Pupil Teacher sign

 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Topic : Some Application of Trigonometry Class : 10th
Roll No: No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Students will be able to get knowledge about angle of elevation and depression.
2. The student will able to know about height and distance.
3. Student will able to apply trigonometric ratios in the real life.

 Understanding:
1. To having understanding on trigonometric ratio.
2. To get understanding on the height and distance
3. Student will be able to understand the process to find height of any object.

 Application:
1. To solve problem based on the height and distance
2. Students get knowledge to use trigonometric ratios for finding height and distance.
3. To enable students to apply trigonometry in real life.

# Previous knowledge:
The students must have at least general familiarity with trigonometric ratios, their relation and conversion,
etc.
# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.

# Introductory Question:

S.No. Teacher’s Question Student’s Answer

1. How many trigonometric ratios are there? 6

2. Name them. Sin, cos, tan, cosec, sec and cot

3. What is value of tan A?

4. What are the uses of these ratios? To find sides of acute triangle
5. How can you use them in real life? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Some application of trigonometry.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction In this chapter, you will be studying about Students are
some ways in which trigonometry is used able to know Topic :
in the life around you. Trigonometry is one about the
of the most ancient subjects studied by topic. Some application of
scholars all over the world. trigonometry
The astronomers have used it, for
instance, to calculate distances from the
Earth to the planets and stars, geography
and in navigation, construct maps,
determine the position of an island, etc.
Heights and In this figure, the line AC drawn from the Note down in
Distances eye of the student to the top of the minar their note
is called the line of sight. The student is book
looking at the top of the minar. The angle
BAC, so formed by the line of sight with
the horizontal, is called the angle of
elevation of the top of the minar from the
eye of the student.

The girl sitting on the balcony is looking

down at a flower pot placed on a stair of
the temple. In this case, the line of sight is
below the horizontal level. The angle so
formed by the line of sight with the
horizontal is called the angle of
depression.

Numerical Q. An observer 1.5 m tall is 28.5 m away Listening

from a chimney. The angle of elevation carefully.
of the top of the chimney from her eyes
is 45°. What is the height of the
chimney?

Sol: Here, AB is the chimney, CD the

observer and < ADE the angle of elevation
(see Fig.). In this case, ADE is a triangle,
right-angled at E.

We have AB = AE + BE
= AE + 1.5
and DE = CB = 28.5 m

To determine AE, we choose a

trigonometric ratio, which involves both AE
and DE.
Numerical Q. The shadow of a tower standing on a Note down in
level ground is found to be 40 m longer their note
when the Sun’s altitude is 30° than when book
it is 60°. Find the height of the tower.

Sol: In Fig., AB is the tower & BC is the

length of the shadow when the Sun’s
altitude is 60°, i.e., the angle of elevation of
the top of the tower from the tip of the
shadow is 60° and DB is the length of the
shadow, when the angle of elevation is 30°.

Now, let AB be h m and BC be x m.

According to the question, DB is 40 m

longer than BC.

So, DB = (40 + x) m

Now, we have 2 right triangles ABC & ABD

# Recapitulations:
Q.1 A tree breaks due to storm and the broken part bends so that the top of the tree
touches the ground making an angle 30° with it. The distance between the foot of the
tree to the point where the top touches the ground is 8 m. Find the height of the tree.

Q.2 A contractor plans to install two slides for the children to play in a park. For the
children below the age of 5 years, she prefers to have a slide whose top is at a height
of 1.5 m, and is inclined at an angle of 30° to the ground, whereas for elder children,
she wants to have a steep slide at a height of 3m, and inclined at an angle of 60° to
the ground. What should be the length of the slide in each case?

Q.3 The angle of elevation of the top of a tower from a point on the ground, which is 30 m
away from the foot of the tower, is 30°. Find the height of the tower.

# Home work:
Q.1 From a point on the ground, the angles of elevation of the bottom and the top of a
transmission tower fixed at the top of a 20 m high building are 45° and 60°
respectively. Find the height of the tower.

Q.2 A statue, 1.6 m tall, stands on the top of a pedestal. From a point on the ground, the
angle of elevation of the top of the statue is 60° and from the same point the angle of
elevation of the top of the pedestal is 45°. Find the height of the pedestal.

Q.3 The angle of elevation of the top of a building from the foot of the tower is 30° and the
angle of elevation of the top of the tower from the foot of the building is 60°. If the
tower is 50 m high, find the height of the building.

Supervisor sign Principal sign Pupil Teacher sign

 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : IV
Chapter: Introduction to trigonometry Class : 10th
Topic : Trigonometric Ratios No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Definition of Trigonometry.
2. Get the meaning of trigonometry.
3. The student will able to find sides of triangle of acute angle.
 Understanding:
1. The student will be able to understand the trigonometric ratios.
2. Student will have idea of trigonometric ratio conversion.
3. Student will able to use Pythagoras theorem.
 Application:
1. The student will be able to find the sides of acute triangle with the help of trigonometry.
2. Student will able to solve problem based on trigonometric ratio.
3. Conversion of trigonometric ratio into one another.

# Previous knowledge:
The students must have at least general familiarity with right angle, trigonometric
ratios, triangle, etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.
# Introductory Question:
S.No. Teacher’s Question Student’s Answer

1. What is right triangle? Triangle with right angle.

2. Name tree dimension of it? Base, hypotenuse and height

3. How can you find height with the help of trigonometry? With the trigonometric ratios

4. What are trigonometric ratios? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Trigonometric Ratios.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction The distances or heights can be found by Students
using some mathematical techniques, are able to
which come under a branch of know about
Topic :
mathematics called ‘trigonometry’. The the topic. Trigonometric Ratios
word ‘trigonometry’ is derived from the
Greek words ‘tri’ (meaning three), ‘gon’
(meaning sides) and ‘metron’ (meaning
measure).

In this chapter, we will study some ratios

of the sides of a right triangle with respect
to its acute angles, called trigonometric
ratios of the angle.

We will also define the trigonometric ratios

for angles of measure 0° and 90°. We will
calculate trigonometric ratios for some
specific angles and establish some
identities involving these ratios, called
trigonometric identities.
Trigonometric Let us take a right triangle ABC as shown Note down in
ratios. in Fig. 1. their note
book
Here, CAB is an acute angle. Note the
position of the side BC with respect to
angle A. It faces A. We call it the side
opposite to angle A. AC is hypotenuse of
the right triangle and the side AB is a part
of A. So, we call it the side adjacent to Fig.1
angle A.

Note that the position of sides change

when you consider angle C in place of A
(see Fig. 2). You have studied the concept
of ‘ratio’ in your earlier classes. We now
define certain ratios involving the sides of
a right triangle, and call them
trigonometric ratios.
Fig.2
Ratio values The trigonometric ratios of the angle A Listening
in right triangle ABC (see Fig.1) are defined carefully.
as follows :

The ratios defined above are abbreviated as

sin A, cos A, tan A, cosec A, sec A and cot
A respectively. Note that the ratios cosec
A, sec A and cot A are respectively, the
reciprocals of the ratios sin A, cos A and
tan A.
Value of tan Note down in
and cot their note
book

So, the trigonometric ratios of an acute

angle in a right triangle express the
relationship between the angle and the
length of its sides.

From our observations, it is now clear that

the values of the trigonometric ratios of
an angle do not vary with the lengths of
the sides of the triangle, if the angle
remains the same.

Numerical 𝟒 Try to
Q. Given tan A = , find the other
𝟑 understand
trigonometric ratios of the angle A.
Numerical Q. In a right triangle ABC, right-angled Note down in
at B, if tan A = 1, then verify that their
2 sin A cos A = 1. notebook.

# Recapitulations:
Q.1 In Δ ABC, right-angled at B, AB = 24 cm, BC = 7 cm. Determine :
(i) sin A, cos A
(ii) sin C, cos C
Q.2 In Fig. 8.13, find tan P – cot R.
Q.3 Given 15 cot A = 8, find sin A and sec A.

# Home work:
Q.1 In Δ PQR, right-angled at Q, PR + QR = 25 cm and PQ = 5 cm. Determine the values of sin P,
cos P and tan P.

Q.2 In Δ OPQ, right-angled at P, OP = 7 cm and OQ – PQ = 1 cm. Determine the values of sin Q

and cos Q.

Supervisor sign Principal sign Pupil Teacher sign

 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Chapter: Introduction to Trigonometry Class : 10th
Topic : Trigonometric Ratios of Some Specific Angles No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Definition of Trigonometry ratios.
2. To get knowledge about different angles.
3. The student will able to find sides of triangle of acute angle.
 Understanding:
1. The student will be able to understand the trigonometric ratios.
2. Student will have idea of trigonometric ratio conversion and their value.
3. Student will able to use specified angled value to solve problem.
 Application:
1. The student will be able to find the sides of acute triangle with the help of trigonometry.
2. Student will able to solve problem based on trigonometric ratio.
3. Conversion of trigonometric ratio into one another.

# previous knowledge:
The students must have at least general familiarity with trigonometric ratios, their
relation and conversion, etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.
 # Introductory Question:

S.No. Teacher’s Question Student’s Answer

1. How many trigonometric ratios are there? 6

2. Name them. Sin, cos, tan, cosec, sec and cot

3. What is value of tan A?

4. What are the uses of these ratios? To find sides of acute triangle
5. How can you find value of specified angle? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Trigonometric Ratios
of Some Specific Angles.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction From geometry, you are already familiar Students are Topic :
with the construction of angles of 30°, 45°, able to know
Trigonometric Ratios
60° and 90°. In this section, we will find about the
the values of the trigonometric ratios for of Some Specific
topic.
these angles and, of course, for 0°. Angles

Trigonometric In Δ ABC, right-angled at B, Note down in

Ratios of 45° i.e., A= C = 45° (see Fig). their note
book
Now, Suppose BC = AB = a.
Then by Pythagoras Theorem,
AC2 = AB2 + BC2
= a2 + a2
= 2a2
and, therefore, AC = a √2

Using the definitions of the trigonometric

ratios, we have :
Trigonometric Consider an equilateral triangle ABC. Listening
Ratios of 30° therefore, carefully.
and 60° A= B= C = 60°.
Draw the perpendicular AD from A to the
side BC (see Fig).

Now Δ ABD Δ ACD (congruent)

Therefore, BD = DC
and BAD = CAD (CPCT)

Now observe that:

BAD = 30° and ABD = 60°

Let us suppose that AB = 2a.

Trigonometric If it is made smaller and smaller in the Note down in
Ratios of 0° right triangle ABC (see Fig.), till it becomes their note
and 90° zero. As A gets smaller and smaller, the book
length of the side BC decreases. The point
C get closer to point B, & finally when A
becomes very close to 0°, AC becomes
almost the same as AB (see Fig).

When A = 0°.
We define: sin 0° = 0 and cos 0° = 1.
Using these, we have :

sin 0°
tan 0° = = 0,
Cos 0°

1
Cot 0° = Tan 0° = which is not defined.

1
sec 0° = = 1 and
Cos 0°

1
cosec 0° = which is not defined
Sin 0°

Trigonometric Try to
ratio value understand

Numerical Q. In D ABC, right-angled at B, AB = 5 cm Note down in

and ACB = 30° (see Fig). Determine the their
lengths of the sides BC and AC. notebook.

Sol: To find the length of BC, we will

choose the trigonometric ratio involving
BC & AB. Therefore,
# Recapitulations:

# Home work:
Q.1 State whether the following are true or false. Justify your answer.
(i) Sin (A + B) = sin A + sin B.
(ii) The value of sin increases as increases.
(iii) The value of cos increases as increases.
(iv) Sin = cos for all values of .
(v) Cot A is not defined for A = 0°.

Supervisor sign Principal sign Pupil Teacher sign

 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Topic : Tangent to circle Class : 10th
Roll No: No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Define the tangent of circle.
2. Identify the any tangent to the circle.
3. Students will able get knowledge about the theorem of tangent of circle.

 Understanding:
1. The student will be able understand the meaning of theorem used.
2. Student will able to understand the formation of theorem
3. Student will able to understand numerical based on tangents

 Application:
1. The student will be to use tangent in real life
2. Find the solution of the question given to them
3. Solve the problem based on tangent of circle.

# Previous knowledge:
The students must have at least general familiarity with line, line segment, circle, etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.
 # Introductory Question:

S.No Teacher’s Question Student’s Answer

1. What is line? It we extend any 2 point in either direction
endlessly.

2. What is line segment? It has 2 end points.

3. What is circle? Collection of all points in a plane

4. If a line touches circle at single point is called? Tangent

5. What is tangent? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Tangent to circle.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction A tangent to a circle is a line that Students are Topic :
intersects the circle at only one point. able to know
The word ‘tangent’ comes from the Latin Tangent to circle
about the
word ‘tangere’, which means to touch and topic.
was introduced by the Danish
mathematician Thomas Fineke in 1583.

The tangent to a circle is a special case of

the secant, when the two end points of its
corresponding chord coincide.

Theorem 10.1 Theorem 10.1: The tangent at any point of a Note down in Theorem 10.1: The tangent
circle is perpendicular to the radius their note at any point of a circle is
through the point of contact. book perpendicular to the
radius through the point
Proof: We are given a circle with centre O
and a tangent XY to the circle at a point P. of contact.
We need to prove that OP is perpendicular
to XY.

Take a point Q on XY other than P and join

OQ (see Fig.)
 The point Q must lie outside the circle.
Therefore, OQ is longer than the radius OP
of the circle. That is,
OQ > OP

Since this happens for every point on the

line XY except the point P, OP is the
shortest. So OP is perpendicular to XY.

Remarks :
1. By theorem above, we can also conclude
that at any point on a circle there can be
one and only one tangent.

2. The line containing the radius through

the point of contact is also sometimes
called the ‘normal’ to the circle at the
point.

Question Q. A tangent PQ at a point P of a circle Listening

of radius 5 cm meets a line through the carefully.
centre O at a point Q so that OQ = 12
cm. Length PQ is?

Sol:

Theorem 10.2 Theorem 10.2: The lengths of tangents Note down in

drawn from an external point to a circle their note
are equal. book

Proof : We are given a circle with centre O,

a point P lying outside the circle and two
tangents PQ, PR on the circle from P (see
Fig).We are required to prove that PQ = PR.

For this, we join OP, OQ and OR.

Then
OQP = ORP = 90˚ {angles between the
radii and tangents}

Now in right triangles OQP and ORP,

 OQ = OR (Radii of the same circle)
OP = OP (Common)
OQP = ORP = 90˚

Therefore, ΔOQP ΔORP (RHS)

This gives PQ = PR (CPCT)

Remarks :
The centre lies on the bisector of the angle
between the two tangents.

Numerical Q. Prove that in two concentric circles, Try to

the chord of the larger circle, which understand
touches the smaller circle, is bisected at
the point of contact.

Sol: We are given two concentric circles C1

and C2 with centre O and a chord AB of
the larger circle C1 which touches the
smaller circle C2 at the point P (see Fig).
We need to prove that AP = BP.

Let us join OP. Then, AB is a tangent to C2

at P and OP is its radius. Therefore, by
Theorem 10.1,
OP ┴ AB

Therefore, OP is the bisector of the

chord AB, as the perpendicular from the
centre bisects the chord,
i.e., AP = BP

Numerical Q. Two tangents TP and TQ are drawn to a Note down in

circle with centre O from an external point their
T. Prove that PTQ = 2 OPQ. notebook.

Solution : We are given a circle with

centre O, an external point T and two
tangents TP and TQ to the circle, where P,
Q are the points of contact (see Fig ). We
need to prove that
PTQ = 2 OPQ

Let PTQ = θ

Now, by Theorem 10.2, TP = TQ. So, TPQ is

an isosceles triangle.
# Recapitulations:
Q.1 From a point Q, the length of the tangent to a circle is 24 cm and the distance of Q from
the centre is 25 cm. The radius of the circle is?

Q.2 If tangents PA and PB from a point P to a circle with centre O are inclined to each other
at angle of 80°, then POA is equal to?

Q.3 Prove that the angle between the two tangents drawn from an external point to a circle is
supplementary to the angle subtended by the line-segment joining the points of contact
at the centre.

# Home work:
Q.1 Prove that the tangents drawn at the ends of a diameter of a circle are parallel.

Q.2 Prove that the perpendicular at the point of contact to the tangent to a circle passes
through the centre.

Q.3 The length of a tangent from a point A at distance 5 cm from the centre of the circle is 4
cm. Find the radius of the circle.

Q.4 Two concentric circles are of radii 5 cm and 3 cm. Find the length of the chord of the
larger circle which touches the smaller circle.

Supervisor sign Principal sign Pupil Teacher sign

 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Topic : Heron’s Formula Class : 9th
Roll No: No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Students get knowledge about different formula to find area of triangle.
2. Students will understand the need of different area formula for scalene triangle.
3. Students will able get knowledge about heron’s formula.

 Understanding:
1. The student will be able understand relation between perimeter and semi perimeter.
2. Student will understand the formula to find semi perimeter.
3. Student will understand to use heron’s formula.

 Application:
1. The student will be to use heron’s formula and find area of scalene triangle.
2. Find the solution of the question given to them.
3. Apply the heron’s formula for finding area of real scalene structure.

# Previous knowledge:
The students must have at least general familiarity with triangle, right angled triangle,
isosceles triangle, equilateral triangle, etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.
# Introductory Question:

S.No Teacher’s Question Student’s Answer

1. What 3 side polygon called? Triangle

2. How many kinds of triangle we have named Isosceles, equilateral, scalene, right
them? angled, etc.
1
3. How can you find area of right angles triangle? Area = base x height
2

4. Can you apply this formula for scalene triangle? No

5. How can you find area for scalene triangle? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Heron’s Formula.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction If you want to find area of scalene triangle Students are Topic :
you can use area of triangle of right angled able to know
triangle, equilateral triangle or isosceles Heron’s Formula
about the
triangle. So, in this chapter we have to topic.
study different formula to find area which
is called as heron’s formula. So let’s see
heron’s formula.
Heron’s The formula given by Heron about the area Note down in Heron’s Formula
formula of a triangle, is also known as Hero’s their note
formula. It is stated as: book

Where,
a, b and c are the sides of the triangle, and
Perimeter of triangle
s = semi-perimeter, i.e., half the perimeter
of the triangle.
= a+b+c

Perimeter of triangle = a + b + c

P
Semi-perimeter = Semi perimeter
2
a+b+c
s=
a+b+c 2
s =
2

Q.1 Suppose the sides of the triangle are Note down in

40cm, 24cm, and 32 cm respectively. their note
Then find the semi-perimeter of the book
triangle?

Solution: we have
a= 40cm, b= 24cm, c =32cm

we know that,
a+b+c
s =
2
40+24+32
=
2
96
=
2
= 48 cm
Q.2 Find the area of a triangle, two sides of Understandin
which are 8 cm and 11 cm and the g carefully.
perimeter is 32 cm (see Fig).

Solution : Here we have

perimeter of the triangle (P) = 32 cm,

a = 8cm and b = 11 cm.
 Third side c = 32 cm – (8 + 11) cm = 13 cm

P
So, Semi-perimeter (s) =
2
32
=
2
= 16 cm

s – a = (16 – 8) cm = 8 cm,
s – b = (16 – 11) cm = 5 cm,
s – c = (16 – 13) cm = 3 cm.

Therefore,
area of the triangle =√ s(s −a) (s − b) (s − c)
= √16 X 8 X 5 X 3 cm2
= 8√30 cm2

Q.3 The sides of a triangular plot are in the Note down in

ratio of 3: 5: 7 and its perimeter is 300 their note
m. find its area. book

Solution: Suppose that the sides, in

metres, are 3x, 5x and 7x (see Fig).

Then, we know that 3x + 5x + 7x = 300

(perimeter of the triangle)

Therefore, 15x = 300,

x = 20.

So the sides of the triangle are

3x = 3 × 20 m = 60 m,
5x = 5 × 20 m = 100m
7x = 7 × 20 m = 140 m

Using Heron’s formula, We have

a+b+c
s=
2
60+100+40
=
2
300
= cm
2
 = 150 cm

A = √s(s − a)(s − b)(s − c)

=√150(150 − 60)(150 − 100)(150 − 140)

=√150 (90) (50) (10)

= 1500 √3 cm2

# Recapitulations:
Q.1 A traffic signal board, indicating ‘SCHOOL AHEAD’, is an equilateral triangle with side ‘a’.
Find the area of the signal board, using Heron’s formula. If its perimeter is 180 cm, what
will be the area of the signal board?

Q.2 The triangular side walls of a flyover have been used for advertisements. The sides of the
walls are 122 m, 22 m and 120 m (see Fig. 12.9). The advertisements yield on earning of
Rs5000 per m2 per year. A company hired one of its walls for 3 months. How much rent did
it pay?

# Home work:
Q.1 Find the area of a triangle two sides of which are 18cm and 10cm and the perimeter is
42cm.

Q.2 Sides of a triangle are in the ratio of 12: 17: 25 and its perimeter is 540cm. Find its
area.

Q.3 An isosceles triangle has perimeter 30 cm and each of the equal sides is 12 cm. Find
the area of the triangle.
Supervisor sign Principal sign Pupil Teacher sign
 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Topic : Application of Heron’s Formula Class : 9th
Roll No: No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Students get knowledge about different formula to find area of triangle.
2. Students will understand the need of different area formula for scalene triangle.
3. Students will able get knowledge about heron’s formula.

 Understanding:
1. The student will be able understand relation between perimeter and semi perimeter.
2. Student will understand the formula to find semi perimeter.
3. Student will understand to use heron’s formula.

 Application:
1. The student will be to use heron’s formula and find area of scalene triangle.
2. Find the solution of the question given to them.
3. Apply the heron’s formula for finding area of real scalene structure.

# Previous knowledge:
The students must have at least general familiarity with triangle, scalene triangle,
hero’s formula, semi perimeter, etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.
# Introductory Question:

S.No Teacher’s Question Student’s Answer

1. What is scalene triangle? Triangle with no equal side.

2. How can you find area of scalene formula? By heron’s formula

3. What is heron’s formula?

4. What is “s” representing in this formula? Semi perimeter

5. What are the application heron’s formula Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Application of Heron’s
Formula.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction The formula given by Heron about the area Students are Topic :
of a triangle, is also known as Hero’s able to know
formula. It is stated as: Heron’s Formula
about the
topic.

Where,
a, b and c are the sides of the triangle, and Perimeter of triangle
s = semi-perimeter, i.e., half the perimeter
of the triangle. = a+b+c

Perimeter of triangle = a + b + c Semi perimeter

a+b+c
P s=
Semi-perimeter = 2
2

a+b+c
s =
2
Application Suppose that a farmer has a land to be Note down in
cultivated & she employs some labourers their note
for this purpose on the terms of wages book
calculated by area cultivated per square
metre. How will she do this? Many a time,
the fields are in the shape of
quadrilaterals. We need to divide the
quadrilateral in triangular parts and then
use the formula for area of the triangle.

Numerical Q.1 Kamla has a triangular field with sides Note down in
240 m, 200 m, 360 m, where she grew their note
wheat. In another triangular field with book
sides 240 m, 320 m, 400 m adjacent to
the previous field, she wanted to grow
potatoes and onions (see Fig). She
divided the field in two parts by joining
the mid-point of the longest side to the
opposite vertex & grew potatoes in one
part and onions in the other part. How
much area (in hectares) has been used
for wheat, potatoes and onions?
(1 hectare = 10000 m2)

Solution: Let ABC be the field where

wheat is grown. Also let ACD be the field
which has been divided in two parts by
joining C to the mid-point E of AD. For the
area of triangle ABC, we have
a = 200m, b = 240m, c = 360m

we know that,
a+b+c
s =
2
200+240+360
=
2
= 400 m
So, area for growing wheat
=√400(400 − 200)(400 − 240)(400 − 360)m2
= √480 X 200 X 160 X 40 m2
= 16000 √2 m2
= 1.6 × 2 hectares
= 2.26 hectares (nearly)

Let us now calculate the area of triangle

ACD.Here, we have
240+320+400
s= = 480 m.
2
 So, area of triangle ACD
=√480(480 − 240)(480 − 320)(480 − 400) m2
= √480(240)(160)(80) m2
= 38400 m2
= 3.84 hectares
Therefore,
area for growing potatoes =area for growing
onions
= (3.84 ÷ 2) hectares
= 1.92 hectares.
Numerical Q.2 Students of a school staged a rally for Understandin
cleanliness campaign. They walked g carefully
through the lanes in two groups. One and note
group walked through the lanes AB, BC down in their
& CA; while the other through AC, CD notebook
and DA (see Fig). Then they cleaned the
area enclosed within their lanes. If
AB=9m, BC=40m, CD=15m, DA=28m &
B=90º, which group cleaned more
area and by how much? Find the total
area cleaned by the students
(neglecting the width of the lanes).

Solution : Since AB = 9 m and BC = 40 m,

B = 90°,
we have:

Therefore, the first group has to clean the

area of triangle ABC, which is right angled.

1
Area of ∆ ABC = × base × height
2
1
= × 40 × 9 m2
2
= 180 m2

The second group has to clean the area of

triangle ACD, which is scalene having
sides 41 m, 15 m and 28 m.

41+15+28
Here, s= m = 42 m
2
 Therefore, area of ∆ACD

= √s(s − a)(s − b)(s − c) m2

= √42(42 − 41)(42 − 15)(42 − 28) m2

= √42(1)(27)(14) m2
= 126 m2
So first group cleaned 180 m2 which is
(180 – 126) m2, i.e., 54 m2 more than the
area cleaned by the second group.

Total area cleaned by all the students

= (180 + 126) m2
= 306 m2.

# Recapitulations:
Q.1 A triangle and a parallelogram have the same base and the same area. If the sides of the
triangle are 26 cm, 28 cm and 30 cm, and the parallelogram stands on the base 28 cm,
find the height of the parallelogram.

Q.2 The A rhombus shaped field has green grass for 18 cows to graze. If each side of the
rhombus is 30 m and its longer diagonal is 48 m, how much area of grass field will each
cow be getting?

# Home work:
Q.1 A park, in the shape of a quadrilateral ABCD, has C = 90º, AB = 9 m, BC = 12 m,
CD = 5 m and AD = 8 m. How much area does it occupy?

Q.2 Find the area of a quadrilateral ABCD in which AB = 3 cm, BC = 4 cm, CD = 4 cm,
DA = 5 cm and AC = 5 cm.

Supervisor sign Principal sign Pupil Teacher sign

 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Topic : Polynomial Class : 9th
Sub Topic: Polynomial in one variable No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Define the tangent of circle.
2. Identify the any tangent to the circle.
3. Students will able get knowledge about the theorem of tangent of circle.
 Understanding:
1. The student will be able understand the meaning of theorem used.
2. Student will able to understand the formation of theorem
3. Student will able to understand numerical based on tangents
 Application:
1. The student will be to use tangent in real life
2. Find the solution of the question given to them
3. Solve the problem based on tangent of circle.

# Previous knowledge:
The students must have at least general familiarity with constant, variable, equation,
etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.

# Introductory Question:
S.No. Teacher’s Question Student’s Answer
1. What do you know about constant? 1, 2, 5,….. are constant

2. What is variable? An element that is liable to vary or change.

3. 4x+2=0 is known as? Equation

4. x2 + 3x +2=0, how many term in equation? 3 term

5. What is polynomial? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Polynomial in one
variable.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction You have studied algebraic expressions, Students are Topic :
their addition, subtraction, multiplication able to know
and division in earlier classes. You also Polynomial in one
about the
have studied how to factorise some topic. variable
algebraic expressions.

You may recall the algebraic identities :

(x + y)2 = x2 + 2xy + y2
(x – y)2 = x2 – 2xy + y2
and x2 – y2 = (x + y) (x – y)

Polynomials Let us begin by recalling that a variable is Note down in

in one denoted by a symbol that can take any real their note
Variable value. We use the letters x, y, z, etc. to book
denote variables. Notice that 2x, 3x, – x,-5x
1
– x, etc. are algebraic expressions. All
2
these expressions are of the form (a
constant) × x.
Now suppose we want to write an
expression which is (a constant) × (a
variable) and we do not know what the
constant is. In such cases, we write the
constant as a, b, c, etc. So the expression
will be “ax”, say.
Coefficient Each term of a polynomial has a Listening The constant polynomial
coefficient. carefully. 0 is called the zero
polynomial.
So, in –x 3 + 4x2 + 7x – 2,
coefficient of x3 is –1, Each term of a
coefficient of x2 is 4, polynomial has a
coefficient of x is 7 and
coefficient.
–2 is the coefficient of x0

-2 is also a polynomial. It is examples of

constant polynomials.

The constant polynomial 0 is called the

zero polynomial. This plays a very
important role in the collection of all
polynomials, as you will see in the higher
classes.

Numerical Q. Find the degree of each of the Note down in

polynomials given below: their note
book
(i) x5 – x4 + 3
(ii) 2 – y2 – y3 + 2y8
(iii) 2

Solution:

(i) The highest power of the variable is 5.

So, the degree of the polynomial is 5.

(ii) The highest power of the variable is 8.

So, the degree of the polynomial is 8.

(iii) The only term here is 2 which can be

written as 2x0. So the exponent of x is
0. Therefore, the degree of the
polynomial is 0.
Numerical Q. Write the coefficients of x 2 in each of Try to Solution:
the following: understand
(i) 1
(i) 2 + x2 + x
(ii) -1
(ii) 2 – x2 + x3
𝜋
𝜋 (iii)
(iii) x2 + x 2
2
(iv) 0
(iv) √2 x – 1

Solution:
(i) 1
(ii) -1
𝜋
(iii)
2
(iv) 0

Numerical Q. Classify the following as linear, Note down in

quadratic and cubic polynomials: their Solution:
notebook.
(i) x2 + x (i) Quadratic
(ii) x – x3 polynomial
(iii) y + y2 + 4 (ii) Cubic polynomial
(iv) 1+x
(iii) Quadratic
Solution: polynomial
(iv) Linear polynomial
(i) Quadratic polynomial
(ii) Cubic polynomial
(iii) Quadratic polynomial
(iv) Linear polynomial

# Recapitulations:
Q.1 Classify the following as linear, quadratic and cubic polynomials:
(i) 2x2 + 5x +3
(ii) 2x – x3
(iii) y + y2 + 4
(iv) 1 + x2

Q.2 Write the degree of each of the following polynomials:

(i) 5x3 + 4x2 + 7x (ii) 4 – y2 (iii) 5t – 7 (iv) 3

# Home work:
 Q.1 Which of the following expressions are polynomials in one variable and which are not? State
reasons for your answer.

(i) 4x2 – 3x + 7
(ii) y2 + 2
(iii) 3t + t2
(iv) y + 2y
(v) x10 + y3 + t50

Q.2 Classify the following as linear, quadratic and cubic polynomials:

(i) x2 + x
(ii) x – x3
(iii) y + y2 + 4
(iv) 1+x
(v) 3t
(vi) r2
(vii) 7x3

Supervisor sign Principal sign Pupil Teacher sign

 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Topic : Probability Class : 10th
Roll No: No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Student will get knowledge about biased coin.
2. Identify the number of trials for different cases.
3. Students will able get knowledge about the probability of events.
 Understanding:
1. The student will be able understand about the probability of coin
2. Student will able to understand about the probability of dice and balls.
3. Student will able to understand about the probability of playing card.
 Application:
1. The student will be to use probability in real life.
2. Find the solution of the question given to them.
3. Solve the problem based on finding probability on coins, dice, balls and playing cards.

# Previous knowledge:
The students must have at least general familiarity with coin, dice, playing card,

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.
# Introductory Question:

S.No. Teacher’s Question Student’s Answer

1. What are the possible outcomes when you toss a coin? Head and tail

2. What are the possible outcomes when you through a dice? 1, 2, 3, 4, 5, and 6

3. What is the probability for getting 6 on a dice? 1

6

4. How many card in a deck? 52

5. What is the probability of find face card? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Probability.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction Suppose a coin is tossed at random. Students are
able to know Topic :
When we speak of a coin, we assume it to about the
be ‘fair’, that is, it is symmetrical so that topic. Probability
there is no reason for it to come down
more often on one side than the other. We
call this property of the coin as being
‘unbiased’. By the phrase ‘random toss’,
we mean that the coin is allowed to fall
freely without any bias or interference.

However, in this chapter, from now on, we will

assume that all the experiments have equally
likely outcomes. In Class IX, we defined the
experimental or empirical probability P(E) of an
event E as-

Number of trials in which the event happened

P(E) =
Total number of trials
Theoretical The theoretical probability (also called Note down in Theoretical probability
probability classical probability) of an event E, their note
written as P(E), is defined as book

𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐟𝐚𝐯𝐨𝐮𝐫𝐚𝐛𝐥𝐞 𝐭𝐨 𝐄

P(E)=
𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐚𝐥𝐥 𝐩𝐨𝐬𝐬𝐢𝐛𝐥𝐞 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐨𝐟 𝐭𝐡𝐞 𝐞𝐱𝐩𝐞𝐫𝐢𝐦𝐞𝐧𝐭

Numerical Q. Find the probability of getting a head Listening

when a coin is tossed once. Also find the carefully.
probability of getting a tail.

Solution: In the experiment of tossing a

coin once, the number of possible
outcomes is two — Head (H) and Tail (T).

Let E be the event ‘getting a head’. The

number of outcomes favourable to E, (i.e.,
of getting a head) is 1.

Therefore,

Important In general, it is true that for an event E, Note down in We can say that E and E
terms P( 𝐄 ) = 1 – P(E) their note are complementary
book events.
The event E, representing ‘not E’, is called
the complement of the event E. We also
say that E and E are complementary
events.

That is, the probability of an event which

is impossible to occur is 0. Such an event
is called an impossible event.

So, the probability of an event which is

sure (or certain) to occur is 1. Such an
event is called a sure event or a certain
event.
Playing Now, let us take an example related to Try to Clubs and spades are of
cards playing cards. Deck consists of 52 cards understand black colour, while
which are divided into 4 suits of 13 cards hearts and diamonds are
each— spades ( ), hearts ( ), diamonds ( )
of red colour.
and clubs ( ).
The cards in each suit
Clubs and spades are of black colour,
are ace, king, queen,
while hearts and diamonds are of red
colour. jack, 10, 9, 8, 7, 6, 5, 4,
3 and 2.
The cards in each suit are ace, king,
queen, jack, 10, 9, 8, 7, 6, 5, 4, 3 and 2. Kings, queens and jacks
are called face cards.
Kings, queens and jacks are called face
cards.

Numerical Q. One card is drawn from a well-shuffled Note down in

deck of 52 cards. Calculate the their
probability that the card will notebook.
(i) be an ace,
(ii) not be an ace.

Solution: Well-shuffling ensures equally

likely outcomes.

(i) There are 4 aces in a deck.

Let E be the event ‘the card is an ace’.

The number of outcomes favourable to

E=4
The number of possible outcomes = 52

Therefore,

(ii) Let F be the event ‘card drawn is not

an ace’.
The number of outcomes favourable to the
event F = 52 – 4 = 48

The number of possible outcomes = 52

# Recapitulations:
Q.1 If P (E) = 0.05, what is the probability of ‘not E’?
Q.2 A bag contains lemon flavoured candies only. Malini takes out one candy without looking
into the bag. What is the probability that she takes out
a. An orange flavoured candy?
b. A lemon flavoured candy?
Q.3 It is given that in a group of 3 students, the probability of 2 students not having the same
birthday is 0.992. What is the probability that the 2 students have the same birthday?
Q.4 A bag contains 3 red balls and 5 black balls. A ball is drawn at random from the bag.
What is the probability that the ball drawn is (i) red ? (ii) not red?

# Home work:
Q.1 Complete the following statements:
a. Probability of an event E + Probability of the event ‘not E’ =____________.
b. The probability of an event that cannot happen is _______. Such an event is called_______.
c. The probability of an event that is certain to happen is __________.
d. The sum of the probabilities of all the elementary events of an experiment is __________.
e. The probability of an event is greater than or equal to and less than or equal to _______.

Q.2 Which of the following experiments have equally likely outcomes? Explain.

a. A driver attempts to start a car. The car starts or does not start.
b. A player attempts to shoot a basketball. She/he shoots or misses the shot.
c. A trial is made to answer a true-false question. The answer is right or wrong.
d. A baby is born. It is a boy or a girl.

Supervisor sign Principal sign Pupil Teacher sign

 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Topic : Coordinate Geometry Class : 10th
Sub Topic : Distance formula No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Define the abscissa and ordinate.
2. Identify the point in the quadrant and plot them.
3. Students will able get knowledge about the distance formula.
 Understanding:
1. The student will be able understand he distance formula derivation.
2. Student will able to understand the use of distance formula.
3. Student will able to apply the distance formula.
 Application:
1. The student will be to ind distance between two points.
2. Find the solution of the question based on distance formula.

# Previous knowledge:
The students must have at least general familiarity with Cartesian system, plotting of
points, axes, etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.

# Introductory Question:
S.No Teacher’s Question Student’s Answer
1. How many does Cartesian system have? 4

2. Can you plot any point on plane? Yes ma’am

3. How many axes are there in Cartesian system? 2

4. What is the name of x & y axes? Abscissa and ordinate

5. Can you find distance between 2 points? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Distance Formula.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction In Class IX, you have studied that to locate Students are Topic :
the position of a point on a plane; we able to know
require a pair of coordinate axes. The Distance Formula
about the
distance of a point from the y-axis is called topic.
its x-coordinate, or abscissa. The distance
of a point from the x-axis is called its
Y-coordinate or ordinate. The coordinates
of a point on the x-axis are of the form
(x, 0), and of a point on the y-axis are of
the form (0, y).

Distance Let us now find the distance between any Note down in
formula two points P(x1, y1) and Q(x2, y2). Draw PR their note
and QS perpendicular to the x-axis. A book
perpendicular from the point P on QS is
drawn to meet it at the point T (see Fig).

Then, OR = x1, OS = x2.

So, RS = x2 – x1 = PT.

Also, SQ = y2, ST = PR = y1.

So, QT = y2 – y1.

Now, applying the Pythagoras theorem in

∆PTQ, we get

PQ2 = PT2 + QT2

 = (x2 – x1)2 + (y2 – y1)2

Note that since distance is always non-

negative, we take only the positive square
root. So, the distance between the points
P(x1, y1) and Q(x2, y2) is

This is called the distance formula.

Important 1. In particular, the distance of a point Listening

point P(x, y) from the origin O(0, 0) is given by carefully.

2. We can also write,

Numerical Q. Do the points (3, 2), (–2, –3) and (2, 3) Note down in
form a triangle? If so, name the type of their note
triangle formed. book
Solution :
Let us apply the distance formula to find
the distances PQ, QR and PR, where
P(3, 2), Q(–2, –3) and R(2, 3) are the given
points.

We have

Since the sum of any two of these

distances is greater than the third
distance, therefore, the points P, Q and R
form a triangle.

Also, PQ2 + PR2 = QR2, by the converse of

Pythagoras theorem, we have P = 90°.
 Therefore, PQR is a right triangle.

Numerical Q. Find a relation between x and y such Try to

that the point (x , y) is equidistant from understand
the points (7, 1) and (3, 5).

Solution :
Let P(x, y) be equidistant from the points
A (7, 1) and B(3, 5).

We are given that AP = BP.

So, AP2 = BP2
i.e., (x – 7)2 + (y – 1)2 = (x – 3)2 + (y – 5)2

x2 – 14x + 49 + y2 – 2y + 1 = x2 – 6x + 9 +
y2 – 10y + 25

i.e., x – y = 2

Numerical Q. Find a point on the y-axis which is Note down in

equidistant from the points A (6, 5) and their
B (– 4, 3). notebook.
Solution: We know that a point on the y-
axis is of the form (0, y).
So, let the point P (0, y) be equidistant from
A and B.
(6 – 0)2 + (5 – y)2 = (– 4 – 0)2 + (3 – y)2
36 + 25 + y2 – 10y = 16 + 9 + y2 – 6y
4y = 36
y=9
So, the required point is (0, 9).
Let us check our solution :

# Recapitulations:
1. Find the distance between the following pairs of points :
(i) (2, 3), (4, 1) (ii) (– 5, 7), (– 1, 3) (iii) (a, b), (– a, – b)

2. Find the distance between the points (0, 0) and (36, 15). Can you now find the distance
between the two towns A and B discussed in Section 7.2.
 3. Determine if the points (1, 5), (2, 3) and (– 2, – 11) are collinear.

4. Check whether (5, – 2), (6, 4) and (7, – 2) are the vertices of an isosceles triangle.

# Home work:
1. Find the point on the x-axis which is equidistant from (2, –5) and (–2, 9).
2. Find the values of y for which the distance between the points P(2, – 3) and Q(10, y) is 10
units.
3. If Q (0, 1) is equidistant from P(5, –3) and R(x, 6), find the values of x. Also find the
distances QR and PR.
4. Find a relation between x and y such that the point (x, y) is equidistant from the point
(3, 6) and (– 3, 4).

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 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Topic : Coordinate Geometry Class : 10th
Sub Topic : Section Formula No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Define the abscissa and ordinate.
2. Identify the point in the quadrant and plot them.
3. Students will able get knowledge about the section formula.
 Understanding:
1. The student will be able understand he section formula derivation.
2. Student will able to understand the use of section formula.
3. Student will able to apply the section formula.
 Application:
1. The student will be to find coordinates of any point.
2. Find the solution of the question based on section formula.

# Previous knowledge:
The students must have at least general familiarity with coordinates, distance
formula, distance of points, etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.
# Introductory Question:

S.No. Teacher’s Question Student’s Answer

1. If A (2, 3), than what is the value of x and y? X= 2 and y=3

2. How can you find distance between two points By using distance formula
whose coordinates are given?

3. What is distance formula?

4. How can you find coordinates of any point lies By section formula
on line dividing in ratio m:n?

5. What is section formula? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Section formula.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction In Class IX, you have studied that to locate Students are
the position of a point on a plane; we able to know
require a pair of coordinate axes. The
Topic :
about the
distance of a point from the y-axis is called topic. Section formula
its x-coordinate, or abscissa. The distance
of a point from the x-axis is called its
Y-coordinate or ordinate. The coordinates
of a point on the x-axis are of the form
(x, 0), and of a point on the y-axis are of
the form (0, y).

Section Suppose a telephone company wants to Note down in

formula position a relay tower at P between A and their note
B is such a way that the distance of the book
tower from B is twice its distance from A. If
P lies on AB, it will divide AB in the ratio
1:2 (see Fig.).
Consider any two points A(x1, y1) and
B(x2, y2) and assume that P (x, y) divides
AB internally in the ratio m1 : m2, i.e.,
 Draw AR, PS and BT perpendicular to the
x-axis. Draw AQ and PC parallel to the x-
axis. Then, by the AA similarity criterion,
∆ PAQ ~ ∆ BPC
Therefore,
PA AQ PQ
= =
BP PC BC

Now, AQ = RS = OS – OR = x – x1
PC = ST = OT – OS = x2 – x
PQ = PS – QS = PS – AR = y – y1
BC = BT– CT = BT – PS = y2 – y

So, the coordinates of the point P(x, y)

which divides the line segment joining the
points A(x1, y1) and B(x2, y2), internally, in
the ratio m1 : m2 are

This is known as the section formula.

Special Case The mid-point of a line segment divides the Listening

line segment in the ratio 1:1. Therefore, carefully.
the coordinates of the mid-point P of the
join of the points A(x1, y1) and B(x2, y2) is

Numerical Q. In what ratio does the point (– 4, 6) Note down in

divide the line segment joining the points their note
A(– 6, 10) and B(3, – 8)? book

Sol: Let (– 4, 6) divide AB internally in the

ratio m1 : m2.
 Using the section formula, we get:

Numerical Q. Find the coordinates of the points of Try to

trisection (i.e., points dividing in three understand
equal parts) of the line segment joining the
points A (2, – 2) and B(– 7, 4).

Sol:
Let P and Q be the points of trisection of
AB

i.e., AP = PQ = QB (see Fig).

Therefore, P divides AB internally in the

ratio 1 : 2.

Therefore, the coordinates of P, by applying

the section formula, are
# Recapitulations:
Q.1 Find the coordinates of the point which divides the join of (–1, 7) and (4, –3) in the
ratio 2 : 3.
Q.2 Find the coordinates of the points of trisection of the line segment joining (4, –1) and
(–2, –3).
Q.3 Find the ratio in which the line segment joining the points (– 3, 10) and (6, – 8) is
divided by (– 1, 6).

# Home work:
Q.1 Find the ratio in which the line segment joining A(1, – 5) and B(– 4, 5) is divided by
the x-axis. Also find the coordinates of the point of division.

Q.2 If (1, 2), (4, y), (x, 6) and (3, 5) are the vertices of a parallelogram taken in order, find
x and y.

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 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Chapter: Circle Class : 9th
Topic : Angle Subtended by a Chord & Perpendicular from the No. of students: 28
Centre to a Chord

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Student will define circle.
2. Identify the perpendicular to chord and angle subtended on it.
3. The student will able to know about the theorem related to it.
 Understanding:
1. The student will be able to understand the theorem.
2. The student will be able to understand the proof of the theorem.
3. The student will be able to solve question base on the theorems.
 Application:
1. The student will be understood the theorem related to circle.
2. Student will able to solve problem related to it.
3. Solve the problem based on its terminologies.

# Previous knowledge:
The students must have at least general familiarity with circle sector, segment, arc, etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.
# Introductory Question:

S.No. Teacher’s Question Student’s Answer

1. What is arc? A piece of a circle between two points

2. What is segment? The region between a chord and either of its arcs

3. What is sector? The region between an arc and the two radii,

4. What is cord? If you take two points P and Q on a circle, then

the line segment PQ is called a chord

5. How can you find centre angle with Problematic question

help of chord?

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Circle.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Theorem Theorem 10.1: Equal chords of a circle Students are
10.1 subtend equal angles at the centre. able to know Topic :
about the
Proof : You are given two equal chords AB topic. Circle
and CD of a circle with centre O (see Fig)

You want to prove that ∆ AOB = ∆COD.

In triangles AOB and COD,

OA = OC (Radii of a circle)
OB = OD (Radii of a circle)
AB = CD (Given)

Therefore, ∆ AOB ∆COD (SSS rule)

This gives AOB = COD

(Corresponding parts of congruent
triangles)
Theorem Theorem 10.2: If the angles subtended by Note down in
10.2 the chords of a circle at the centre are their note
equal, then the chords are equal. book
The above theorem is the converse of the
Theorem 10.1.

Theorem Theorem 10.3: The perpendicular from Listening

10.3 the centre of a circle to a chord bisects the carefully.
chord.

Theorem Theorem 10.4: The line drawn through Note down in

10.4 the centre of a circle to bisect a chord is their note
perpendicular to the chord. book
Proof: Let AB be a chord of a circle with
centre O and O is joined to the mid-point
M of AB.

You have to prove that OM  AB.

Join OA and OB (see Fig).

In triangles OAM and OBM,

OA = OB (Radii of circle )
AM = BM ( is mid-point)
OM = OM (Common)

Therefore, ∆OAM ∆OBM (SSS rule)

This gives OMA = OMB = 90° (CPCT)

Theorem Theorem 10.5: There is one and only one Try to

10.5 circle passing through three given non- understand
collinear points.

Numerical Question Draw a circle with centre at Note down in

point O and radius 5 cm. Draw its chord their
AB, draw the perpendicular bisector of line notebook.
segment AB. Does it pass through the
centre of the circle?

Solution:
Steps of construction :

i) Draw a circle with centre O and radius

5 cm.
ii) Draw a chord AB of the circle.
iii) With centres A and B and radius more
than half of AB draw arcs intersecting
 each other at P and Q.
iv) Join PQ which intersects AB at D and
passes through O, the centre of the
circle.

# Recapitulations:
Q.1 Draw different pairs of circles. How many points does each pair have in common?
Q.2 What is the maximum number of common points?
Q.3 If two circles intersect at two points, prove that their centres lie on the perpendicular
bisector of the common chord.

# Home work:
Q.1 What is the maximum number of common points?
Q.2 Suppose you are given a circle. Give a construction to find its centre.
Q.3 Using your protractor, draw an angle of measure 108°. With this angle as given, draw an
angle of 54°.

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 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Chapter: Triangles Class : 10th
Topic : Similarity of Triangles No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Define the similar triangle
2. Identify the parallel line and their proportional sides.
3. Students will able get knowledge about proportionality theorem.
 Understanding:
1. The student will be able understand the proof of proportionality theorem.
2. Student will able to understand the use of Thales theorem.
3. Student will able to solve question based on similar triangle.
 Application:
1. The student will be to find the sides of triangle with help of Thales theorem.
2. Find the solution of the question based on similarity of triangle.

# Previous knowledge:
The students must have at least general familiarity with points, line, collinear
points, triangle, etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.

# Introductory Question:
S.No. Teacher’s Question Student’s Answer
1. What is this? Line

2. What is this line segment? A line with 2 end points.

3. Which figure formed with 3 non collinear points? Triangle

4. How can you find similarity in two triangles? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Similarity of triangle.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction You may recall that triangle is also a Students are
polygon. So, we can state the same able to know
conditions for the similarity of two
Topic :
about the
triangles. That is: topic. Similarity of triangle

Two triangles are similar, if

(i) Their corresponding angles are equal

(ii) Their corresponding sides are in the
same ratio (or proportion).

Theorem Theorem 6.1: If a line is drawn parallel to Note down in

6.1 one side of a triangle to intersect the other their note
two sides in distinct points, the other two book
sides are divided in the same ratio.

Proof:
We are given a triangle ABC in which a line
parallel to side BC intersects other two
sides AB and AC at D and E respectively
(see Fig).

Let us join BE and CD and then draw

DM AC and EN AB.
 Note that ∆ BDE and ∆ DEC are on the
same base DE and between the same
parallels BC and DE.

So, ar (BDE) = ar (DEC)

Therefore, from (1), (2) and (3), we have :

Theorem Theorem 6.2: If a line divides any two Listening

6.2 sides of a triangle in the same ratio, then carefully.
the line is parallel to the third side.

This theorem can be proved by taking a

line DE such That:

So, we get DE is parallel to BC (see Fig).

Numerical Q. In Fig, DE || BC. Find EC Note down in
their note
Sol: book

Numerical Q. In Fig. 6.19, DE || AC and DF || AE. Try to

BF BE understand
Prove that =
FE EC

Sol:

# Recapitulations:
Q.1 E and F are points on the sides PQ and PR respectively of a D PQR. For each of the
following cases, state whether EF || QR :

(i) PE = 3.9 cm, EQ = 3 cm, PF = 3.6 cm and FR = 2.4 cm

(ii) PE = 4 cm, QE = 4.5 cm, PF = 8 cm and RF = 9 cm
(iii) PQ = 1.28 cm, PR = 2.56 cm, PE = 0.18 cm and PF = 0.36 cm

# Home work:
 Q.1 Using Theorem 6.1, prove that a line drawn through the mid-point of one side of a
triangle parallel to another side bisects the third side. (Recall that you have proved it in
Class IX).

Q.2 Using Theorem 6.2, prove that the line joining the mid-points of any two sides of a
triangle is parallel to the third side. (Recall that you have done it in Class IX).

Supervisor sign Principal sign Pupil Teacher sign

 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Chapter: Area related to circle Class : 10th
Topic : Perimeter and area of circle No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Define the circumference.
2. Identify the radius of circle.
3. Students will able get knowledge about perimeter and area of circle.
 Understanding:
1. The student will be able understand how formula of area of circle is originates.
2. Student will able to understand the use of formula of perimeter and area of circle.
3. Student will able to solve question based on circle.
 Application:
1. The student will be to find the radius of circle and diameter.
2. Find the solution of the question based on circle.

# Previous knowledge:
The students must have at least general familiarity with line segment, line, ray, circle, etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.

# Introductory Question:
S.No. Teacher’s Question Student’s Answer
1. What is line? When 2 point in either direction endlessly.

2. What is line segment? Line with 2 end points.

3. What is ray? It has only one end point.

4. If we connect 2 end points of line segment in Circle

ring what is that figure called?

How can you find area of circle? Problematic question

5.

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Area related to circle.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Perimeter Recall that the distance covered by Students are Topic :
of circle travelling once around a circle is its able to know
perimeter, usually called its Area related to circle
about the
circumference. You also know from your topic.
earlier classes, that circumference of a
circle bears a constant ratio with its Perimeter/circumference
diameter. This constant ratio is denoted by
of circle = 2 r
the Greek letter  (read as ‘pi’). In other
words,
Circumference
= 
Diameter

or, circumference =  × diameter

=  × 2r
= 2 r

22
The value of p as or 3.14 (approx)
7
Area of You may also recall that area of a circle is Note down in
circle  r2, where r is the radius of the circle. their note
Recall that you have verified it in Class VII, book
by cutting a circle into a number of sectors
and rearranging them as shown in Fig.

Area of circle = r2

Area of circle = r2

Numerical Q. The cost of fencing a circular field at the Listening Q. The cost of fencing a
rate of Rs 24 per metre is Rs 5280. The carefully. circular field at the rate of
field is to be ploughed at the rate of Rs Rs 24 per metre is Rs
0.50 per m2. Find the cost of ploughing the 5280. The field is to be
field. ploughed at the rate of Rs
0.50 per m2. Find the cost
Sol: of ploughing the field.
Numerical Q. If perimeter of circle is 308 cm than find
its area?
Sol:
Perimeter of circle = 2 r

22
308 = 2 x xr
7
7
r= x 308
22 x 2
r = 7 cm
Area of circle = r2
22
= x7x7
7
= 154 cm2

# Recapitulations:
Q.1 The radii of two circles are 19 cm and 9 cm respectively. Find the radius of the
circle which has circumference equal to the sum of the circumferences of the two
circles.

Q.2 The radii of two circles are 8 cm and 6 cm respectively. Find the radius of the circle
having area equal to the sum of the areas of the two circles.

# Home work:
Q.1 The wheels of a car are of diameter 80 cm each. How many complete revolutions
does each wheel make in 10 minutes when the car is travelling at a speed of 66 km
per hour?

Q.2 Tick the correct answer in the following and justify your choice : If the perimeter
and the area of a circle are numerically equal, then the radius of the circle is

(A) 2 units (B) p units (C) 4 units (D) 7 units

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 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Chapter: Real numbers Class : 10th
Topic : Fundamental theorem of arithmetic No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Define the prime number.
2. Student get knowledge about prime factorization
3. Students will able get knowledge about LCM and HCF.
 Understanding:
1. The student will be able understand the fundamental theorem of arithmetic.
2. Student will able to understand the factorization of any number.
3. Student will able to solve question based on LCM and HCF.
 Application:
1. The student will be to find the LCM and HCF of any number.
2. Find the solution of the question based on arithmetic.

# Previous knowledge:
The students must have at least general familiarity with, natural number, whole
number, prime number, etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.

# Introductory Question:
S.No. Teacher’s Question Student’s Answer
1. What is natural numbers? 1, 2, 3, 4,……………..

2. What is whole numbers? 0, 1, 2, 3, 4,……………..

3. What are prime numbers? Which are divisible by 1 or itself.

4. Which is the only even prime number? 2

5. Do you know any theorem related to prime Problematic question

factors?

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Fundamental theorem of
arithmetic.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction In your earlier classes, you have seen that Students are Topic :
any natural number can be written as a able to know Fundamental theorem
product of its prime factors. about the of arithmetic
topic.
For instance,
2 = 2, 4 = 2 × 2, 253 = 11 × 23, and so on.

Now, let us try & look at natural numbers

from the other direction.

Take any collection of prime numbers; say

2, 3, 7, 11 and 23.

If we multiply some or all of these

numbers, allowing them to repeat as many
times as we wish, we can produce a large
collection of positive integers

Let us list a few :

7 × 11 × 23 = 1771
3 × 7 × 11 × 23 = 5313
2 × 3 × 7 × 11 × 23 = 10626
23 × 3 × 73 = 8232
 22 × 3 × 7 × 11 × 23 = 21252
and so on.

Example We are going to use the factor tree with Note down in
which you are all familiar. Let us take their note
some large number, say, 32760, and book
factorise it as shown :

So we have factorised

32760= 2 × 2 × 2 × 3 × 3 × 5 × 7 × 13 as a
product of primes,

i.e., 32760 = 23 × 32 × 5 × 7 × 13

Fundamental Every composite number can be expressed Listening

Theorem of (factorised) as a product of primes, and carefully.
Arithmetic this factorisation is unique, apart from the
order in which the prime factors occur.

Remark For any two positive integers a and b, HCF (a, b) × LCM (a, b) =
a × b.
HCF (a, b) × LCM (a, b) = a × b.

Numerical Q. Consider the numbers 4n, where n is a Note down in

natural number. Check whether there is their note
any value of n for which 4n ends with the book
digit zero.

Sol: If the number 4n, for any n, were to

end with the digit zero, then it would be
divisible by 5.

That is, the prime factorisation of 4n would

contain the prime 5. This is not possible
because 4n = (2)2n; so the only prime in the
factorisation of 4n is 2.

So, there is no natural number n for which

4n ends with the digit zero.
Numerical Q. Find the LCM and HCF of 6 and 20 by Try to Q. Find the LCM and
the prime factorisation method. understand HCF of 6 and 20 by the
prime factorisation
Solution: We have:
method.
6 = 21 × 31 and
20 = 2 × 2 × 5 = 22 × 51. Solution: We have:
6 = 21 × 31 and
You can find HCF (6, 20) = 2 and 20 = 2 × 2 × 5 = 22 × 51.

LCM (6, 20) = 2 × 2 × 3 × 5 = 60, as done You can find HCF (6, 20)
in your earlier classes. = 2 and

LCM (6,20) = 2 × 2 × 3 ×
From the example above, you might have 5 = 60,
noticed that
HCF (6, 20) × LCM (6,
HCF (6, 20) × LCM (6, 20) = 6 × 20. 20) = 6 × 20.

In fact, we can verify that for any two

positive integers a and b,
HCF (a, b) × LCM (a, b)
HCF (a, b) × LCM (a, b) = a × b. = a × b.

Numerical Q. Find the HCF and LCM of 6, 72 & 120, Note down in Q. Find the HCF and
using the prime factorisation method. their LCM of 6, 72 & 120,
notebook. using the prime
Solution: We have :
factorisation method.
6 = 2 × 3,
72 = 23 × 32, Solution: We have :
120 = 23 × 3 × 5 6 = 2 × 3,
72 = 23 × 32,
Here, 21 and 31 are the smallest powers of 120 = 23 × 3 × 5
the common factors 2 and 3, respectively.
Here, 21 and 31 are the
So, HCF (6, 72, 120) = 21 × 31 = 2 × 3 = 6 smallest powers
So, HCF (6, 72, 120) = 21
23, 32 and 51 are the greatest powers of the
prime factors 2, 3 and 5 respectively × 31 = 2 × 3 = 6
involved in the three numbers.
23, 32 and 51 are the
So, LCM (6, 72, 120) = 23 × 32 × 51 = 360 greatest powers

So, LCM (6, 72, 120) =

23 × 32 × 51 = 360
# Recapitulations:
1. Express each number as a product of its prime factors:
(i) 140 (ii) 156 (iii) 3825

2. Find the LCM and HCF of the following pairs of integers and verify that
LCM × HCF = product of the two numbers.
(i) 26 and 91 (ii) 510 and 92 (iii) 336 and 54

3. Find the LCM and HCF of the following integers by applying the prime factorisation
method.
(i) 12, 15 and 21 (ii) 17, 23 and 29 (iii) 8, 9 and 25

# Home work:
1. Given that HCF (306, 657) = 9, find LCM (306, 657).

2. Express each number as a product of its prime factors:

i) 7429 (ii) 5005

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

4. Explain why 7×11×13 + 13 and 7×6×5×4×3×2×1 + 5 are composite

Supervisor sign Principal sign Pupil Teacher sign

 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Topic : Real numbers Class : 10th
Roll No: Revisiting the irrational numbers No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Define the irrational number.
2. Identify the irrational number.
3. Students will able to prove the √2 as an irrational number.
 Understanding:
1. The student will be able understand the proof of √3 as irrational number.
2. Student will able to understand the proof of different number as irrational number.

 Application:
1. The student will be to proof irrational number.
2. Find the solution of the question based on irrational number.

# Previous knowledge:
The students must have at least general familiarity with, rational number, real number,
irrational number, etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.

# Introductory Question:
S.No. Teacher’s Question Student’s Answer
1. What is real number? Sum of rational and irrational number.

p
2. What is rational number? Number in the form of where q≠0
q

3. What is irrational number? Number other than rational number.

4. How can you proof irrational number? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Real Number.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction You studied about their existence and how Students
the rational and the irrationals together are able to
made up the real numbers. You even know about
Topic :
studied how to locate irrationals on the the topic. Real number
number line. However, we did not prove
that they were irrationals.

In this section, we will prove that √2, √3,

√5 and, in general, √p is irrational, where
p is a prime. One of the theorems, we use
in our proof, is the Fundamental Theorem
of Arithmetic.

Recall, a number‘s’ is called irrational if it

p
cannot be written in the form, where p
q
and q are integers and q ≠ 0. Some
examples of irrational numbers, with
which you are already familiar, are :

√2, √3,√5, 𝜋, 0.10110111011110….., etc.

Theorem 1.3 Theorem 1.3: Let p be a prime number. If Note down in

p divides a2, then p divides a, where a is a their note
positive integer. book
Numerical Q. √2 is irrational. Listening
carefully.
Proof: Let us assume, to the contrary,
that √2 is rational.

So, we can find integers r and s (s ≠0)

r
such that √2 = .
𝑠

Suppose r and s has a common factor

other than 1. Then, we divide by the
common factor to get:
a
√2 =
b

Where a and b are coprime.

b√2 = a.

Squaring on both sides and rearranging,

we get
2b2 = a2

So, we can write a = 2c for some integer c.

2b2 = 4c2
b2 = 2c2

This means that b2 is divisible by 2, and

so b is also divisible by 2 (using Theorem
1.3 with p = 2).

Therefore, a and b have at least 2 as a

common factor.

But this contradicts the fact that a & b

have no common factors other than 1.

This contradiction has arisen because of

our incorrect assumption that √2 is
rational.

So, we conclude that √2 is irrational.

Numerical Q. √3 is irrational. Note down in

their note
Proof: Let us assume, to the contrary, book
that √3 is rational.

So, we can find integers r and s (s ≠0)

r
such that √3 = .
𝑠
 Suppose r and s has a common factor
other than 1. Then, we divide by the
common factor to get:
a
√3 =
b

Where a and b are coprime.

b√2 = a.

Squaring on both sides and rearranging,

we get
3b2 = a2

So, we can write a = 3c for some integer c.

3b2 = 9c2
b2 = 3c2

This means that b2 is divisible by 3, and

so b is also divisible by 3 (using Theorem
1.3
with p = 3).

Therefore, a and b have at least 2 as a

common factor.

But this contradicts the fact that a & b

have no common factors other than 1.
This contradiction has arisen because of
our incorrect assumption that √3 is
rational.

So, we conclude that √3 is irrational.

Numerical Q. Show that 3√2 is irrational. Try to

understand
Proof: Let us assume, to the contrary,
that √3 is rational.

So, we can find integers a and b (b ≠0)

𝑎
such that 3√2 = .
𝑏

Rearranging, we get:
a
√2 =
3b
a
Since 3, a and b are integer, is rational,
3b
and so √2 is rational.
But this contradicts the fact that √2 is
irrational.
 So, we conclude that 3√2 is irrational.

# Recapitulations:
1. Prove that √5 is irrational.
2. Prove that 3 + 2√5 is irrational.

# Home work:
1. Prove that the following are irrationals:
(i) 7√5 (ii) 6 + √2

Supervisor sign Principal sign Pupil Teacher sign

 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Chapter: Quadratic equation Class : 10th
Topic : Quadratic equation No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Define the quadratic equation.
2. Identify the quadratic equation from the other type of equation.
3. Students will able get knowledge about general form of quadratic equation.
 Understanding:
1. The student will be able understand the general form of quadratic equation.
2. Student will able to understand the formation of quadratic equation from word problem.
3. Student will able to solve question based on quadratic equation.
 Application:
1. The student will be to find the quadratic equation from other.
2. Find the solution of the question based on quadratic equation.

# Previous knowledge:
The students must have at least general familiarity with variable, constant, linear
equation, etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.

# Introductory Question:
S.No. Teacher’s Question Student’s Answer
1. What is variable? Whose value is not fixed

2. Give example of variable? x, a, y, etc.

3. What is linear equation? whose degree is 1

4. What is quadratic equation? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Quadratic equation.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction A quadratic equation in the variable x is an Students are Topic :
equation of the form ax2 + bx + c = 0, able to know
where a, b, c are real numbers, a ≠ 0. For about the Quadratic equation
example, 2x2 + x – 300 = 0 is a quadratic topic.
equation.

Similarly, 2x2 – 3x + 1 = 0, 4x – 3x2 + 2 = 0

and 1 – x2 + 300 = 0 are also quadratic
equations. ax2 + bx + c = 0, a ≠ 0 is
called the standard form
In fact, any equation of the form p(x) = 0, of a quadratic
where p(x) is a polynomial of degree equation.
2, is a quadratic equation.

That is, ax2 + bx + c = 0, a ≠ 0 is called the

standard form of a quadratic equation.

Numerical Q. Represent the following situations Note down in Solution :

mathematically: John and Jivanti together their note Let the number of
have 45 marbles. Both of them lost 5 book marbles John had be x.
marbles each, and the product of the the number of marbles
number of marbles they now have is 124. Jivanti had = 45 – x
We would like to find out how many
marbles they had to start with. No. of marbles left with
John = x – 5
Solution :
Let the number of marbles John had be x. No. of marbles left with
the number of marbles Jivanti had = 45 – x Jivanti = 45 – x – 5
= 40 – x
No. of marbles left with John =x–5
Therefore, their product
No. of marbles left with Jivanti = 45 – x – 5 124 = (x – 5) (40 – x)
= 40 – x = 40x – x2 – 200 + 5x
Therefore, their product = – x2 + 45x – 200
124 = (x – 5) (40 – x) – x2 + 45x – 200 = 124
= 40x – x2 – 200 + 5x – x2 + 45x – 200 –124 = 0
= – x2 + 45x – 200 – x2 + 45x – 324 = 0
i.e., x2 – 45x + 324 = 0
– x2 + 45x – 200 = 124
– x2 + 45x – 200 – 124 = 0 Therefore, the number of
– x2 + 45x – 324 = 0 marbles John had,
i.e., x2 – 45x + 324 = 0 satisfies the quadratic
equation
x2 – 45x + 324 = 0
Therefore, the number of marbles John
had, satisfies the quadratic equation
x2 – 45x + 324 = 0

This is the required representation of the

problem mathematically.
Numerical Q. Represent the following situations Listening Solution:
mathematically: A cottage industry carefully.
produces a certain number of toys in a Let the number of toys
day. The cost of production of each toy (in produced on that day be
rupees) was found to be 55 minus the x.
number of toys produced in a day. On a
particular day, the total cost of production The cost of production
was Rs 750. We would like to find out the (in Rs ) of each toy that
number of toys produced on that day. day = 55 – x
Solution : So, the total cost of
Let the number of toys produced on that production (in Rs) that
day be x.
day = x (55 – x)
Therefore, the cost of production (in Rs ) of
each toy that day = 55 – x x (55 – x) = 750
55x – x2 = 750
So, the total cost of production (in Rs) that
day = x (55 – x) - x2 + 55x – 750 = 0
x2 – 55x + 750 = 0
Therefore, x (55 – x) = 750
55x – x2 = 750 Therefore, the number of
toys produced that day
- x2 + 55x – 750 = 0 satisfies the quadratic
x2 – 55x + 750 = 0 equation
x2 – 55x + 750 = 0
Therefore, the number of toys produced
that day satisfies the quadratic equation
x2 – 55x + 750 = 0

This is the required representation of the

problem mathematically.
Numerical Q. Check whether the following are Note down in Solution:
quadratic equations: their note (i) LHS = (x – 2)2 + 1
book = x2 – 4x + 4 + 1
(i) (x – 2)2 + 1 = 2x – 3 = x2 – 4x + 5

Solution: Therefore,
LHS = (x – 2)2 + 1
= x2 – 4x + 4 + 1 (x – 2)2 + 1 = 2x – 3
= x2 – 4x + 5 x2 – 4x + 5 = 2x – 3
Therefore, (x – 2)2 + 1 = 2x – 3 can be i.e., x2 – 6x + 8 = 0
rewritten as

x2 – 4x + 5 = 2x – 3 It is of the form ax2 + bx

i.e., x2 – 6x + 8 = 0 + c = 0.
It is of the form ax2 + bx + c = 0.
Therefore, the given equation is a
quadratic equation.

(ii) x(x + 1) + 8 = (x + 2) (x – 2)
Solution (ii):
Solution:
Since x(x + 1) + 8 = x2 + x + 8 and x(x + 1) + 8 = x2 +x+ 8
(x + 2)(x – 2) = x2 – 4 and
(x + 2)(x – 2) = x2 – 4
Therefore, x2 + x + 8 = x2 – 4 Therefore,
i.e., x + 12 = 0 x2 + x + 8 = x2 – 4
i.e., x + 12 = 0
It is not of the form ax2 + bx + c = 0.
It is not of the form ax2 +
Therefore, the given equation is not a bx + c = 0.
quadratic equation.

# Recapitulations:
Q.1 Check whether the following are quadratic equations :
i) (x + 1)2 = 2(x – 3)
ii) x2 – 2x = (–2) (3 – x)
iii) (x – 2)(x + 1) = (x – 1)(x + 3)

Q.2 Represent the following situations in the form of quadratic equations :

i) The area of a rectangular plot is 528 m2. The length of the plot (in metres) is one
more than twice its breadth. We need to find the length and breadth of the plot.
ii) The product of two consecutive positive integers is 306. We need to find the
integers.

# Home work:
 Q.1 Check whether the following are quadratic equations :
i) (x – 3)(2x +1) = x(x + 5)
ii) (2x – 1)(x – 3) = (x + 5)(x – 1)
iii) x2 + 3x + 1 = (x – 2)2

Q.2 Represent the following situations in the form of quadratic equations :

a. Rohan’s mother is 26 years older than him. The product of their ages (in years)
3 years from now will be 360. We would like to find Rohan’s present age.

b. A train travels a distance of 480 km at a uniform speed. If the speed had been
8 km/h less, then it would have taken 3 hours more to cover the same
distance. We need to find the speed of the train.

Supervisor sign Principal sign Pupil Teacher sign

 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Chapter: Statistics Class : 9th
Topic : Presentation of data No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Define the raw data
2. Identify the primary and secondary data from the given set of data.
3. Students will able get knowledge about collection of data.
 Understanding:
1. The student will be able understand the range of data.
2. Student will able to understand the frequency distribution table
3. Student will able to solve question based on presentation of data.
 Application:
1. The student will be to draw the grouped and ungrouped frequency distribution table.
2. Find the solution of the question based on statistics.

# Previous knowledge:
The students must have at least general familiarity with survey, data, information,
etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.
# Introductory Question:

S.No. Teacher’s Question Student’s Answer

1. How governments collect information about By doing survey.
different thing in country?

2. How survey is performed? By collecting data and information.

3. What is data? They are a set of information.

4. How can you present data? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Presentation of data.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction Every day we come across a lot of Students are
information in the form of facts, numerical able to know
figures, tables, graphs, etc. These are
Topic :
about the
provided by newspapers, televisions, topic. Presentation of Data
magazines and other means of
communication. These facts or figures,
which are numerical or otherwise, collected
with a definite purpose, are called data.

Data is the plural form of the Latin word

datum. Of course, the word ‘data’ is not
new for you. You have studied about data
and data handling in earlier classes.

Collection of Activity: Divide the students of your class Note down in

Data into four groups. Allot each group the their note
work of collecting one of the following kinds book
of data:
(i) Heights of 20 students of your class.
(ii) Number of absentees in each day in
your class for a month.
(iii) Number of members in the families of
your classmates.
 (iv) Heights of 15 plants in or around your
school.

In the first case, when the information was

collected by the investigator herself or
himself with a definite objective in her or
his mind, the data obtained is called
primary Data.

In the second case, when the information

was gathered from a source which already
had the information stored, the data
obtained is called secondary data.

Numerical Q. Give five examples of data that you can Listening

collect from your day-to-day life. carefully.

Sol: Following are the five examples which

are related to day-to-day life :

1. Number of girl students in our class.

2. Number of computer sets in our
computer lab.
3. Telephone bills of our house for last two
years.
4. Number of students appeared in an
examination obtained from newspapers.
5. Number of female teachers in all the
schools in a state obtained from the
education department.

Presentation As soon as the work related to collection of Note down in The data in random
of Data data is over, the investigator has to find out their note manner is called raw
ways to present them in a form which is book data.
meaningful, easily understood and gives its
main features at a glance.

The data in random manner is called raw The difference of the

data. highest and the lowest
values in the data is
The difference of the highest and the lowest
called the range of the
values in the data is called the range of the
data. data.

Numerical Q. Consider the marks obtained by 10 Try to

students in a mathematics test as given understand
below:
55 36 95 73 60 42 25 78 75 62
Find out its range?

Sol: let us arrange the marks in ascending

 order as Now, we can clearly see
25 36 42 55 60 62 73 75 78 95 that the lowest marks are
25 and the highest marks
Now, we can clearly see that the lowest are 95.
marks are 25 and the highest marks are So, the range in this case
95. is 95 – 25 = 70.
So, the range in this case is 95 – 25 = 70.

Numerical Q. Consider the marks obtained (out of 100 Note down in

marks) by 30 students of Class IX of a their Marks Number of
school: notebook. students
10 20 36 92 95 40 50 56 60 70 92 88 80 70 (i.e., the
72 70 36 40 36 40 92 40 50 50 56 60 70 60 frequency)
60 88
Draw frequency distribution table? 10 1
20 1
Sol: Recall that the number of students 36 3
who have obtained a certain number of 40 4
50 3
marks is called the frequency of those
56 2
marks.
60 4
Marks Number of students
70 4
(i.e., the frequency)
72 1
80 1
10 1
88 2
20 1 92 3
95 1
36 3 Total 30
40 4
50 3
56 2
60 4
70 4
72 1
80 1
88 2
92 3
95 1
Total 30

Above table is called an ungrouped

frequency distribution table, or simply a
frequency distribution table.
# Recapitulations:
1. The blood groups of 30 students of Class VIII are recorded as follows:
A, B, O, O, AB, O, A, O, B, A, O, B, A, O, O,
A, AB, O, A, A, O, O, AB, B, A, O, B, A, B, O.
Represent this data in the form of a frequency distribution table. Which is the most
common, and which is the rarest, blood group among these students?

2. The distance (in km) of 40 engineers from their residence to their place of work were
found as follows:
5 3 10 20 25 11 13 7 12 31 19 10 12 17 18 11 32 17 16 2
7 9 7 8 3 5 12 15 18 3 12 14 2 9 6 15 15 7 6 12
Construct a grouped frequency distribution table with class size 5 for the data given
above taking the first interval as 0-5 (5 not included). What main features do you
observe from this tabular representation?

3. The relative humidity (in %) of a certain city for a month of 30 days was as follows:
98.1 98.6 99.2 90.3 86.5 95.3 92.9 96.3 94.2 95.1
89.2 92.3 97.1 93.5 92.7 95.1 97.2 93.3 95.2 97.3
96.2 92.1 84.9 90.2 95.7 98.3 97.3 96.1 92.1 89
i) Construct a grouped frequency distribution table with classes 84 - 86, 86 - 88,
etc.
ii) Which month or season do you think this data is about?
iii) What is the range of this data?

# Home work:
Q.1 Three coins were tossed 30 times simultaneously. Each time the number of heads
occurring was noted down as follows:
012212313013112201213001123220
Prepare a frequency distribution table for the data given above.

Q.2 The value of 𝜋 up to 50 decimal places is given below:

3.14159265358979323846264338327950288419716939937510
(i) Make a frequency distribution of the digits from 0 to 9 after the decimal point.
(ii) What are the most and the least frequently occurring digits?

Supervisor sign Principal sign Pupil Teacher sign

 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Chapter: Linear equation in two variable Class : 9th
Topic : Linear equation No. of students: 28

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Define the linear equation.
2. Identify the linear equation as one or two variable.
3. Students will able get knowledge about the word problem based on it.
 Understanding:
1. The student will be able understand the general form of linear equation.
2. Student will able to understand the world problem based on linear equation.
3. Student will able to solve question based on linear equation.
 Application:
1. The student will be to right normal equation into general format.
2. Find the solution of the question based on linear equation.

# Previous knowledge:
The students must have at least general familiarity with variable, constant, etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.
# Introductory Question:

S.No. Teacher’s Question Student’s Answer

1. What is variable? Whose value is not fixed

2. Give example of variable? x, a, y, etc.

3. What is linear equation? whose degree is 1

4. What is general form of linear equation? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Linear equation.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction In earlier classes, you have studied linear Students are
equations in one variable. Can you write able to know Topic :
down a linear equation in one variable? about the
topic. Linear equation
You may say that x + 1 = 0, x + 2 = 0 and
2 y + 3 = 0 are examples of linear equations
in one variable.
Root of Consider the following equation: 2x + 5 = 0 Note down in
equation Its solution, i.e., the root of the equation, their note
−5 book
Is .
2
This can be represented on the number
line as shown below:
 Remark Example 1 : Write each of the following Listening
equations in the form ax + by + c = 0 and carefully.
indicate the values of a, b and c in each
case:
(i) 2x + 3y = 4.37
Sol: 2x + 3y = 4.37
2x + 3y – 4.37 = 0.

Here a = 2, b = 3 and c = – 4.37.

(ii) x – 4 = 3 y
Sol: x – 4 = 3 y
x – 3 y – 4 = 0.

Here a = 1, b = – 3 and c = – 4.

(iii) 4 = 5x – 3y
Sol: 4 = 5x – 3y
5x – 3y – 4 = 0

Here a = 5, b = –3 and c = – 4.

Numerical Q. In a One-day International Cricket Note down in

match between India and Sri Lanka played their note
in Nagpur, two Indian batsmen together book
scored 176 runs. Express this information
in the form of an equation.

Sol: Let us use x and y to denote them.

So, the number of runs scored by one of

the batsmen is x, and the number of runs
scored by the other is y.

We know that
x + y = 176

Numerical Q. Write each of the following as an Try to (i) x = –5

equation in two variables: understand
Sol: 1.x + 0.y = –5, or
(i) x = –5
Sol: 1.x + 0.y = –5, or 1.x + 0.y + 5 = 0.
1.x + 0.y + 5 = 0.
(ii) y = 2
(ii) y = 2
Sol: 0.x + 1.y = 2, or
Sol: 0.x + 1.y = 2, or
0.x + 1.y – 2 = 0. 0.x + 1.y – 2 = 0.
 (iii) 2x = 3
(iii) 2x = 3 Sol: 2x + 0.y – 3 = 0.
Sol: 2x + 0.y – 3 = 0.
(iv) 5y = 2
(iv) 5y = 2
Sol: 0.x + 5y – 2 = 0.
Sol: 0.x + 5y – 2 = 0.

# Recapitulations:
1. The cost of a notebook is twice the cost of a pen. Write a linear equation in two
variables to represent this statement. (Take the cost of a notebook to be Rs x and
that of a pen to be Rs y).

2. Express the following linear equations in the form ax + by + c = 0 and indicate the
values of a, b and c in each case:
(i) 2x + 3y = 9.35
(ii) x – 5y - 10 = 0
(iii) –2x + 3y = 6
(iv) x = 3y

# Home work:
1. Express the following linear equations in the form ax + by + c = 0 and indicate the
values of a, b and c in each case:

i) 2x = –5y
ii) 3x + 2 = 0
iii) y–2=0
iv) 5 = 2x

Supervisor sign Principal sign Pupil Teacher sign

 Lesson plan
Name : Divya Date :
School : Duration : 30 – 40 min
Subject : Mathematics Period : II
Chapter: Area of parallelogram Class : 9th
Topic : Parallelograms on the same Base & Between No. of students: 27
the same Parallels

# General objectives:
1. To develop the interest of student in learning Mathematics.
2. To develop the abilities of imagination, reasoning and observation.
3. To develop the scientific approach in mathematic in the students.
4. To develop understanding about the reality and apply them in real life.
5. To enable them to get knowledge content in the lesson.

# Special objectives:
After the completion of the topic the student will be able to:
 Knowledge:
1. Find the area of parallelogram
2. Identify the parallel line and base in the given figures.
3. Students will able get knowledge about theorem 9.1.

 Understanding:
1. The student will be able understand the proof of the theorem 9.1.
2. Student will able to understand the theorem with the help of activity.
3. Student will able to solve question based on parallelogram

 Application:
1. The student will be to draw the figure based on situation given in the question
2. Find the solution of the question based on Parallelogram.

# Previous knowledge:
The students must have at least general familiarity with closed figure, quadrilateral,
square, rectangle, parallelogram, etc.

# Teaching aids:
Models, charts, chalk, duster, pointer, blackboard, etc.
# Introductory Question:

S.No. Teacher’s Question Student’s Answer

1. What is quadrilateral? Figure with 4 side.

2. How many types of quadrilateral are Square, rectangle, parallelogram, trapezium,

there? and rhombus.

3. What is parallelogram? Whose opposite site are equal

4. What is area of parallelogram? Length x height

5. How can you find area on same base? Problematic question

# Statement of topic:
Now, teacher will announce the topic, today, we will study about “Area of parallelogram.”

# Presentation:
Teaching Teacher’s Action Student’s Blackboard work
Points Action
Introduction The two figures are said to be on the same Students are
base and between the same parallels, if able to know Topic :
they have a common base (side) and the about the
vertices (or the vertex) opposite to the topic. Area of parallelogram
common base of each figure lie on a line
parallel to the base.

Activity Activity 1 : Let us take a graph sheet and Note down in

draw two parallelograms ABCD and their note
PQCD on it as shown in Fig. book

The above two parallelograms are on the

same base DC and between the same
parallels PB and DC. You may recall the
method of finding the areas of these two
parallelograms by counting the squares.

In this method, the area is found by

counting the number of complete squares
enclosed by the figure, the number of
squares a having more than half their
 parts enclosed by the figure and the
number of squares having half their parts
enclosed by the figure. The squares whose
less than half parts are enclosed by the
figure are ignored.
You will find that areas of both the
parallelograms are (approximately) 15cm2.

So, this may lead you to conclude that

parallelograms on the same base and
between the same parallels are equal in
area.

Theorem 9.1 Theorem 9.1: Parallelograms on the same Listening

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

Proof : Two parallelograms ABCD and

EFCD, on the same base DC and between
the same parallels AF and DC are given
(see Fig).
To prove: ar (ABCD) = ar (EFCD).

In ∆ ADE and ∆ BCF,

DAE = CBF ………. (1)

(Corresponding angles from AD || BC &
transversal AF) (1)

AED = BFC ………. (2)

(Corresponding angles from ED || FC and
transversal AF)

AD = BC ………. (3)
(Opposite sides of the parallelogram ABCD)

So, ∆ ADE ≅ ∆ BCF [By ASA rule]

Therefore, ar (ADE) = ar (BCF)

(Congruent figures have equal areas)

Now, ar (ABCD) = ar (ADE) + ar (EDCB)

= ar (BCF) + ar (EDCB)
= ar (EFCD)

So, parallelograms ABCD and EFCD are

equal in area.
Numerical Q. In Fig., ABCD is a parallelogram and Note down in
EFCD is a rectangle. Also, AL DC. Prove their note
that book
(i) ar (ABCD) = ar (EFCD)
(ii) ar (ABCD) = DC × AL

Solution : (i) As a rectangle is also a

parallelogram,
therefore, ar (ABCD) = ar (EFCD) (Theorem
9.1)

(ii) From above result,

ar (ABCD) = DC × FC ……….. (1)
As AL  DC, therefore, AFCL is also a
rectangle
So, AL = FC ……(2)
Therefore, ar (ABCD) = DC × AL [From (1)
and (2)]

Can you see from the Result (ii) above that

area of a parallelogram is the product of its
any side and the corresponding altitude.

On the basis of this formula, Theorem 9.1

can be rewritten as parallelograms on the
same base or equal bases and between the
same parallels are equal in area.

Numerical Q. If a triangle and a parallelogram are on Try to

the same base and between the same understand
parallels, then prove that the area of the
triangle is equal to half the area of the
parallelogram.

Solution: Let ∆ ABP and parallelogram

ABCD be on the same base AB & between
the same parallels AB & PC (see Fig.).
To prove:

Draw BQ || AP to obtain another

parallelogram ABQP. Now parallelograms
ABQP and ABCD are on the same base AB
and between the same parallel AB & PC.

ar (ABQP) = ar (ABCD) (By Theorem 9.1)

But ∆ PAB ≅ ∆ BQP (Diagonal PB divides

parallelogram ABQP into two congruent
triangles.)
 So, ar (PAB) = ar (BQP)

# Recapitulations:

# Home work:
Q.1 P and Q are any two points lying on the sides DC and AD respectively of a
parallelogram ABCD. Show that ar (APB) = ar (BQC).

Q.2 A farmer was having a field in the form of a parallelogram PQRS. She took any
point A on RS and joined it to points P and Q. In how many parts the fields is
divided? What are the shapes of these parts? The farmer wants to sow wheat and
pulses in equal portions of the field separately. How should she do it?

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