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THE FOLLOWING CURRICULAR GOALS (CG) AND COMPETENCIES (C) WILL BE DEVELOPED
THROUGH THIS CHAPT

CURRICULAR GOALS(CG) COMPETENCIES (C)

CG-2: Builds deductive and inductive logic to prove theorems
related to numbers and their relationships

CG-3: Discovers and proves algebraic identities and the models C-3.2: Models and solves contextualized problems using equations
real- life situations in the form of equations to solve them and draws conclusions

CG-9: Develops computational thinking, i.e., deals with complex C-9.1: Decomposes a problem into subproblems
problems and is able to break them down into a series of C-9.2: Describes and analyses a sequence of instructions being
simple problems that can then be solved by suitable followed
procedures/algorithms C-9.3: Analysis similarities and differences among problems to
make one solution or procedure work for multiple problems
C-9.4: Engages in algorithmic problem solving to design such
solutions.
CG-11: Explores connections of Mathematics with C-11.1: Applies mathematical knowledge and tools to analyse
other subjects problems/situations
in multiple subjects across Science, Social Science, Visual Arts,
Music, Vocational Education and Sport
 MIND MAP
SE 8

TYPyS Ö”fi”ĂRFTȚTwETîE PRÖCRESgłON

FińiÏe Arithmetic Progresśion. -• When nwmber
”GERIEźi‹ II‘.tbe terazs” of a ,sequence: ”of”.terœs of nn AP.. sequțace”are. countablè čben
uré cooaected ôy
IP is ””c”zîMe , îoźte . AP, ”otberwise lt is caìJed
inFuïit ””seğ”û”enr

PROGIİESSION: A sequence fokowinğ Sum of the first o țer-s ofiAP is

*.•=;af2°+ (•— *›°]°•x•=.x;.fs• i]

”ARtTHŃî C‹?ftÖ”ĞRESsION:. A sëğuëżï
e ”ie čalłezÎ arithmetic"țï”roşțźësśioo” ’.”Sum.óf n terms from.the”enô.oî óie”:sezțuence.
.if””fhè
ø terœ ńzsd cfs p,revzou9
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic
Progressions Total no. of
periods for this chapter:10
Period no :1/10
Sub Topic: Introduction Through Real Life Situations (observing different kind of patterns)
Learning Teaching-Learning Process Pointers for formative Materia
Outcomes & This should include activities to assessment- this should l
Indicators/micro- facilitate learning along with broad include strategies that will be require
competencies time duration used to Check for d
Understanding - e.g.,
questions/worksheets/experim
ents
/assignments/self-assessment
checklists/etc.
Solves problems using Teacher encourages the students to do
the following activities to find different
equations and draws
patterns. Teacher makes the students
conclusions into groups and ask them to do the
following activity and note down the
outcomes (Numbers) and recognize the
pattern
Activity1: (5 minutes)
Applies mathematical
Arranging cup house.
knowledge and tools to
analyze
problems/situations.
 Get the students to look at the arrangement
and ask the following questions
Starting from top to bottom
1) What is the number of cups in the top row?
2) What is the number of cups in the 2nd Observe the pattern seen in each of
row? the display presented.
3) What is the number of cups in the 3rd row?
Produce pattern in 4) What pattern do you observe in this tower?

order to observe that

succeeding terms are (Teacher Note:]

Teacher asks the learners to the following
obtained by adding a activity individually and note down their
observations.
fixed number to
Activity-2: (5 min.)
preceding term.
Reena applied for a job and got selected. She
has been offered a job with a starting monthly
salary of ₹ 8000, with an annual increment of ₹
500 in her salary. Her salary (in
`) for the 1st, 2nd, 3rd, . . . years will be,
respectively 8000, 8500, 9000, . . ..
Observe the above situation and write
Reena’s salary for the next 5 years.
Activity-4 (5 min.)
The lengths of the rungs of a ladder decrease Teacher asks the learners to
uniformly by 2 cm from bottom to top. The write their observation on a
bottom rung is 45 cm in length. The lengths (in piece of paper and submit it to
cm) of the 1st, 2nd, 3rd, . . ., 8th rung from the the teacher.
bottom to the top. Write length of the rungs
from bottom to top.
C-3.2: Models and Teacher asks the following question and
testing of Previous knowledge happens
solves contextualized
(Teacher note: This is individual work
problems using followed by pair sharing and whole
group sharing) (10 min.)
equations and draws
Consider the following lists of numbers
conclusions
I. 1, 2, 3, 4, . . .
C-9.1: Decomposes a
problem into II 100, 70, 40, 10, . . .
III – 3, –2, –1, 0, . . .
subproblems
IV 3, 3, 3, 3, . . .
C-9.2: Describes and V. –1.0, –1.5, –2.0, –
2.5, . . . VI.
analyses a sequence of
Identify 1st and 3rd terms in the above each of
instructions being the lists.
followed

can you write the next term in each of the lists

above?
C-9.3: Analysis
If so, how will you write it?
similarities and
https://
differences among In the above lists how do we get successive diksha.
gov.in/dial/
problems to make one
terms? Write three more successive terms. Find common differences in each of 2G 3JEU
solution or procedure introductio
Teacher introduces the Arithmetic AP 1.2,5,7,9,11 n of A.P
work for multiple
progression (Teacher gives more focus on e content
2.3.9.15. 21..
problems definition and terms in Arithmetic
Progression) (5 min.) 3.-7, -9, -11, -13….
C-9.4: Engages in
algorithmic problem 1. How do we say the fixed
number? And how do we
solving to design such
represent it?
solutions.
2. Write Nature of common difference?
3. If we denote the first term of an AP by
C-11.1: Applies a1, second term by a2, . . ., nth term by an and
mathematical the common difference by d. Then the AP
knowledge and tools to becomes a1, a2, a3, . . ., an. Then How can we
analyze find common difference d.
problems/situations in Find common difference of
an AP 5,7,9,11,13,15…... 1.Which of these are Arithmetic
multiple subjects
Progressions and why?
across Science, Social Teacher takes real life examples to explain (a)2, 3, 5, 7, 8, 10, 15, ......
AP. (b)2, 5, 7, 10, 12, 15, ......
Science, Visual Arts,
(25 min.) (c) -1, -3, -5, -7, ......
Music, Vocational 1. If the heights (in cm) of some students (ii) Write 3 more Arithmetic
Progressions. Formative Assessment
Education and Sports of a school standing in a queue in the
morning assembly are 147, 148, Real life
1.Is set of even natural numbers forms examples
149, . . ., 157 then find first term and an A.P? of AP from
 common difference. Enjoy
2. If first term of an A.P is x and
Math
2. The minimum temperatures (in degree
common difference is y Then write
Celsius) recorded for a week in the
list of terms in A. P
month of January in a city, arranged in
3. Why does 2,5,8,11,15 forms an
ascending order are – 3.1, – 3.0, – 2.9, – A.P.
2.8, – 2.7, – 2.6, – 2.5 4.Does list of prime numbers forms an
A.P
Write next three terms in the above A.P?

3. Make a positive Arithmetic progression in 5. The total savings (in ₹) after every
Produce pattern which the Common difference is a small month for 10 months when ₹ 50 are
iinorder to observe that positive quantity. saved each month are 50, 100, 150,
succeeding terms are 4. Make an AP in which the common 200, 250, 300, 350,
obtained by adding a difference is big(large)positive 400, 450, 500.
fixed number to quantity. Write first term and common
difference.
preceeding term. 5. Make an AP in which the common
difference is negative.
6. If first term of AP is a and common
difference is d Then Write list of terms
in A.P

7. Write the general form of A.P?

Summative assessment plan-only where relevant
Teachers’ reflections and experiences:

1. Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2. How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3. How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4. How effective were the Materials and resources used in the lesson?

5. Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic
Progressions Total no. of
periods for this chapter:10
Period no :3
Sub Topic: Identifying A.P in a given pattern by verification
Learning Teaching-Learning Process Pointers for formative Materia
Outcomes & This should include activities to assessment- this should l
Indicators/micro- facilitate learning along with broad include strategies that will be require
competencies time duration used to Check for d
Understanding - e.g.,
questions/worksheets/experim
ents
/assignments/self-assessment
checklists/etc.
C-3.2: Models and Teacher asks the following question and
testing of Previous knowledge happens
solves contextualized
(Teacher note: This is individual work
problems using followed by pair sharing and whole
group sharing) (10 min.)
equations and draws
ACTIVITY:
conclusions Make the following figures with match sticks
C-9.1: Decomposes a
problem into
subproblems
Matc
C-9.2: Describes and i) Write down the number of match sticks h
required for each figure. stick
analyses a sequence of
(ii) Can you find a common difference in s
instructions being members of the list?
followed (iii)Does the list of these numbers form an AP?
C-9.3: Analysis The following situations, does the list of
similarities and numbers involved make an arithmetic
differences among progression, and why? (10 min.)
problems to make one
solution or procedure
work for multiple
problems
C-9.4: Engages in 1. The taxi fare after each km when the
fare is ₹20 for the first km and rises by 8 for
algorithmic problem
each additional km.
solving to design such
2. The cost of digging a well, after every meter
solutions. of digging, when it costs 150 for the first
meter and rises by ₹50 for each subsequent Write three examples for finite AP
meter. and three for infinite AP?

C-11.1: Applies Teacher Note:

Teacher asks to the students identify finite A.P
mathematical
and infinite
knowledge and tools to A.P (5 min.)
analyse
problems/situations in
multiple subjects across
If a fixed number is
Science, Social Science, added/subtracted/multiplied/divided
to each term in a given A.P, is the
Visual Arts, Music,
resulting pattern forms A.P? Justify
Vocational Education your Answer?
and Sports
Do this Activity (15 min.)
Teacher make the students into groups
and instructed to do the following step by
step activity.

1. Take any Arithmetic Progression.

Which of the following forms an AP?
2. Add a fixed number to each and If they form AP then write next two
every term of AP. Write the resulting terms
numbers as a list. 1.1, – 1, – 3, – 5, . . .
2.– 2, 2, – 2, 2, – 2, . . .
3. Similarly subtract a fixed number from
each and every term of AP. Write the 3.1, 1, 1, 2, 2, 2, 3, 3, 3, . . .
resulting numbers as a list.
4. Multiply and divide each term of AP by (iv) x, 2x, 3x, 4x ......
Distinguish between
a fixed number and write the resulting
finite and infinite AP in numbers as a list.
order to determine the
5. Check whether the resulting lists are
nature and write the
AP in each case.
last term of the given
AP

6. What is your conclusion? Formative assessment:

In the situation, does the list of
Example: Verify the given list of terms forms numbers involved make an
arithmetic progression, and why?
an A.P or not? 4, 10, 16, 22, . . . 1. The amount of air present in a
cylinder when a vacuum pump
Find a2 – a1, a3 – a2, a4 removes 1 4 of the air
A. P Mention Finite/infinite
remaining in the cylinder at a
– a3 a2 – a1 = 10 – 4 time.
Multiple 5 less than
2. Write an A.P having 4 as the
100
=6 1st term and -3 as the
Set of natural
common difference
numbers
a3 – a2 = 16 – 10 = 6
1,1,1,1,1………
a4 – a3 = 22 – 16 = 6

is ak + 1 – ak is same every time?

Are the given list of terms are form

A.P. What is common difference?

Write next two terms?

Summative assessment plan- only where relevant
Which of the following are APs? If they form an AP, find the common difference d and write three more terms.
(i) 2, 4, 8, 16, . . . (ii) − 1.2, − 3.2, − 5.2, − 7.2, . . . (iii) − 10, − 6, − 2, 2, . . . (iv) 0.2, 0.22, 0.222, 0.2222, . . . (v) 0, − 4, − 8, −12, . . .
Teachers’ reflections and experiences:

1. Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2. How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3. How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4. How effective were the Materials and resources used in the lesson?

5. Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic
Progressions Total no. of
periods for this chapter10
Period no :4
Sub Topic: nth Term of an AP
Learning Teaching-Learning Process Pointers for formative Material
Outcomes & This should include activities to assessment- this should required
Indicators/micro- facilitate learning along with broad include strategies that will be
competencies time duration used to Check for
Understanding - e.g.,
questions/worksheets/experim
ents
/assignments/self-assessment
checklists/etc.
CG-3: Discovers and Teacher asks the following question and testing of
proves algebraic Previous knowledge happens (Teacher note: This is
identities and the individual work followed by pair sharing and whole
models real- life group sharing) (10 min)
situations in the form Activity:
Let us consider the situation Reena applied for a job and
of equations to solve
got selected. She has been offered the job with a starting
them
monthly salary of ᲏8000, with an annual increment of
CG-9: Develops ᲏ 500. What would be her monthly salary for the fifth
computational thinking, year.
i.e., deals with complex
problems and is able to Find salary for second year?
break them down into a Find salary for third year?
series of simple Write the list of salaries for continuous 5 years?
problems that can then ᲏8000, ᲏8500, ᲏9000, ᲏9500, ᲏10000
be solved by suitable Teacher instructed to make the students to write the
procedures/algorithms terms as follows
᲏ሺ ͺͲͲͲ ൅ ሺ ʹ െ ͳሻͷͲͲሻ=᲏8500
CG-11: Explores
᲏ሺ ͺͲͲͲ ൅ ሺ͵ െ ͳ ሻ ͷͲͲ ሻ ൌ ᲏ͻͲͲͲ
connections of
Mathematics with other
subjects
Calculate nth term of a given ᲏ሺͺͲͲͲ ൅ ሺͶ െ ͳሻͷͲͲሻ ൌ ᲏ͻͷͲͲ
AP in order to find its term ᲏ሺ ͺͲͲͲ ൅ ሺ ͷ െ ͳ ሻ ͷͲͲ ሻ ൌ ᲏ͳͲͲͲͲ
and their nature Ask the students to write salary for 6th year by observing
the above pattern.
Ask the students to write salary for 20th year by observing
the above pattern.

Teacher introduces the nth term of AP. (5 min.)

Teacher will show the video and ask the children to write
their observations
Tic
TacLear
1.Write the general form of A.P?
n
Teacher shows how to write each term in general form in
English
the following manner. 4 min.
video on
1st term a1 =a+0d=a+(1−1) nth term of
d 2nd term a2=a + 1.Find the 20th term of A.P AP
d=a+(2−1) d 3rd term :3,5,7,9,11……
a3=a+2d=a+(3−1) d
Teacher asks the learners to observe the above pattern
and write nth term from their observation.
Teacher makes the learners into groups and ask them to
solve and present to reinforce the concept nth term of AP.

1.Find the 10th term of the AP: 2, 7, 12,….

2.Find nth term of AP:1,3,5,7,9,11……...

 [Teacher plays the video for explain model problems]
(25 min.)
3. Which term of the AP: 21, 18, 15, . . . is − 81? Also, is
any term 0? Give reason for your answer.
[ Teacher gives hint to consider nth term as −81 to solve Tic
the question] TacLear
Teacher makes the students in to groups and ask them to n
solve and complete the table English
4 min.
video on
nth term
of AP
Fill in the blanks in the following table given Formative Assessment:
that a is 1st term, d is common difference, an is
nth term of the AP 1. Find the value of k for which 2k + 7, 6k
− 2 and 8k + 4 form 3 consecutive terms
of an AP
2. Find the value of the middle
term of the following A.P
-6, -2, 2...58

Summative assessment plan- only where relevant

1. Find the 25th term of the AP -5, -5/2,0,5/2…….
2. if an = 5-11n find the common difference.
Teachers’ reflections and experiences:

1. Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2. How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3. How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4. How effective were the Materials and resources used in the lesson?

5. Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic
Progressions Total no. of
periods for this chapter:10
Period no :5
Subtopic: problems based on nth term of AP
Learning Teaching-Learning Process Pointers for formative Materia
Outcomes & This should include activities to assessment- this should l
Indicators/micro- facilitate learning along with broad include strategies that will be require
competencies time duration used to Check for d
Understanding - e.g.,
questions/worksheets/experim
ents
/assignments/self-assessment
checklists/etc.
C-3.2: Models and Teacher reinforces the concept of nth
term of AP By solving following
solves contextualized
problems through group/individual
problems using activity. (20
min.)
equations and draws
conclusions Teacher asks the students to solve the
problems in pairs and present Infront of
C-9.1: Decomposes a https://
the class.
problem into www.
1. Determine the AP whose 3rd term is 5 1. How many two-digit numbers youtube.co
subproblems m/ watch?
and the 7th term is 9.
are divisible by 3? v=525
C-9.2: Describes and
2. Check whether – 150 is a term Dwouk7a8
analyses a sequence of
2. Check whether 301 is a term of the list of
of the AP: 11, 8, 5, 2 . . .
instructions being numbers 5, 11, 17, 23, ...
3. Find the 31st term of an AP The video
followed is relating
3. The 17th term of an AP exceeds its 10 th
whose 11th term is 38 and the 16th to solve
C-9.3: Analysis
term by 7. Find the common difference problems
term is 73
similarities and of nth term
differences among 4. Which term of A. P 3,15,27, 39… …. will 4. How many two-digit numbers of AP.
are divisible by
problems to make one be 132 more than its 54th term using ܽ௡
2?
solution or procedure ܽହସ ൅ ͳ͵ʹ, find n.
work for multiple
problems
C-9.4: Engages in 5. Subba Rao started work in 1995 at an
algorithmic problem annual salary of ₹5000 and received an
solving to design such increment of ₹200 each year. In which
solutions. year did his income reach ₹ 7000?

Activity (Group)
Teacher makes the learners into groups and
C-11.1: Applies help the students wherever necessary to fill
mathematical the Given Boxes.
knowledge and tools to In the following AP’S find the missing terms in
analyze the boxes
problems/situations in (20
multiple subjects min.)
across Science, Social
Science, Visual Arts,
Music, Vocational Explanation of activity (Clink the link or scan Formative assessment:
Education and Sports the QR code) 1. Show that x – y, x and x +
y form consecutive terms
of an A.P https://
2. Calculate how many multiples youtu.
Calculate the nth term of 7 are there between 100 be/3VGWD
and 300. P fK3V4?
of a given APin order to si=HD
solve for a real life aSsIBw7lK
Gf mi8
word problem.
 Summative assessment plan- only where relevant

1. The pth term of an AP is q and qth term is p. Find its (p+q)th

2.Determine the AP whose third term is 16 and the 7th term exceeds the 5th term by 12

Teachers’ reflections and experiences:

1. Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2. How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3. How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4. How effective were the Materials and resources used in the lesson?

5. Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic
Progressions Total no. of
periods for this chapter:10
Period no :6/10
Sub Topic: More applicative (related to real life situations) problems on nth term of AP
Learning Outcomes Teaching-Learning Process Pointers for formative Materia
& This should include activities to assessment- this should l
Indicators/micro- facilitate learning along with broad include strategies that will be require
competencies time duration used to Check for d
Understanding - e.g.,
questions/worksheets/experim
ents
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Teacher makes the students into groups
and ask the student to solve the
contextualized
questions and present them Infront of
problems using the class (40 min.)
equations and draws
1. In a flower bed, there are 23 rose plants
conclusions in the first row, 21 in the second, 19 in the
third and so on. There are 5 rose plants in the
C-9.1: Decomposes a
last row. How many rows are there in the
problem into flower bed?
subproblems
2. Reshma saves Rs 32 during the first month,
C-9.2: Describes and Rs 36 in the second month and Rs 40 in the
third month. If she continues to save in this
analyses a sequence of 4 min.
manner, in how many months will she save Rs
instructions being 2000? doubtn
ut
followed video
3. A manufacturer of radio sets produced 800
C-9.3: Analysis units in the third year and 700 units in the to
seventh year. Assuming that the product solve
similarities and 3rd
 differences among increases uniformly by a fixed number every questio
year, find (i) the production in the first year (ii) n
problems to make one
the production in the 10th year
solution or procedure Explanation
work
for multiple problems
C-9.4: Engages in 4. The sum of four consecutive numbers is 32.
And the ratio of the product of the 1st and last
algorithmic problem
term of the product of two middle terms is
solving to design 7:15 Find the numbers. Explanation
such solutions. 4 min.
C-11.1: Applies doubtn
mathematical ut
knowledge and tools to video
to
analyze solve
problems/situations 4th
in multiple subjects questio
across n
Science, Social Science,
Visual
Arts, Music, Vocational
Education and Sports
Calculate the nth term
of a
given APin order to solve
for
a real life word problem.

Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

1. Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2. How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3. How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4. How effective were the Materials and resources used in the lesson?

5. Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic
Progressions Total no. of
periods for this chapter:10
Period no :7
Learning Teaching-Learning Process Pointers for formative Material
Outcomes & This should include activities to assessment- this should required
Indicators/micro- facilitate learning along with broad include strategies that will be
competencies time duration used to Check for
Understanding - e.g.,
questions/worksheets/experim
ents
/assignments/self-assessment
checklists/etc.
C-3.2: Models and Teacher asks the following question and
testing of Previous knowledge happens
solves contextualized
(Teacher note: This is individual work
problems using followed by pair sharing and whole
group sharing) (10 min)
equations and draws
Consider the situation
conclusions Shakila put ₹100 into her daughter’s money
box when she was one year old, ₹150 on her
C-9.1: Decomposes a
second birthday, ₹200 on her third birthday
problem into and will continue in the same way. How much
money will be collected in the money box by
subproblems
the time her daughter is 21 years old.
C-9.2: Describes and Identify the number of rupees put in the
money box in each year?
analyses a sequence of
Teacher makes the students into small groups
instructions being and ask them to discuss the challenges they
faced to solve such problems?
followed
(supporting questions to help students)
C-9.3: Analysis Don’t you think it would be a tedious and time-
consuming process?
similarities and Can we make the process shorter?
differences among
problems to make one
solution or procedure
work for multiple
problems
C-9.4: Engages in Teacher introduces the topic through an
algorithmic activity
problem solving to (10 min)
design Ask the learners to make two sets of number
cards from 1 to 10
such solutions. https://
Stick the cards from 1 to 10 in ascending order
on Board. Stick the cards from 10 to 1 in yout
descending order on Board below each card of u.be/9RT
the above. mt
C-11.1: Applies Find sum of each column 8FPZ98
mathematical Ask the students to find sum of first 10 natural
knowledge and tools to numbers in the following procedure? 5 min.
S=1+2+3+4+5+…....+10 Tic
analyze S=10+9+8+7+…........+1 TacLearn
problems/situations 2S=11+11+11+......+11(10 terms) English
in multiple subjects ଵ଴ൈଵଵ video on
across S= ଶ ൌ ͷͷ Sn of AP
Note: Gauss was asked to find the sum of
Science, Social Science, the
Visual positive integers from 1 to 100 when he
Arts, Music, Vocational was 10 years old. Find sum of 1st 30 natural numbers
He immediately replied that the sum is using gauss method.
Education and Sports
5050. Teacher guides the students to find sum
of 1st 100 natural numbers by following the
same above procedure

Teacher explains sum of 1st n terms of AP

through 5 min. video.

Derive the formula for finding sum of 1st

Calculate the sum of a n natural numbers
 given
AP in order to solve for 15minutes
Now let us generalize the process for standard 1. Find the sum of the following APs:
various question form of Ap Write General form of A.P? (i) 2,7, 12, to 10 terms
Let a, a + d, a+2d, .a+(n-1)d are n ii) -37, -33, -29… to 12 terms
terms of AP. Ask the students Write S as iii) 0.6,1.7,2.8….to 100 terms
sum of first n terms. Re write the terms
of S in reversing order.
Add and find 2S.
Obtain the formula by finding S. Write the formula ܵ௡Ǥ

1.Find the sum of the first 22 terms of the AP:

8, 3, –2,… Find a, d, and n 5 min
Write the Sn and find the S22
 Summative assessment plan- only where relevant
1. Find the sum of the first 40 positive integers divisible by 6.
2. Find the sum of the first 15 multiples of 8.
3. Find the sum of the odd numbers between 0 and 50
Teachers’ reflections and experiences:

1. Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2. How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3. How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4. How effective were the Materials and resources used in the lesson?

5. Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic
Progressions Total no. of
periods for this chapter:10
Period no :8
Sub Topic: Application problems on Sn
Learning Outcomes Teaching-Learning Process Pointers for formative Material
& This should include activities to assessment- this should required
Indicators/micro- facilitate learning along with broad include strategies that will be
competencies time duration used to Check for
Understanding - e.g.,
questions/worksheets/experim
ents
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves
Teacher asks the following question and
contextualized problems
testing of Previous knowledge happens
using equations and draws (Teacher note: This is individual work
conclusions followed by pair sharing and whole
group sharing) (10 min.)
C-9.1: Decomposes a
problem into subproblems 1. Write the formula for Sn in AP.
2. Explain the terms in the above Sn
C-9.2: Describes and formula?
analyses 3. Find the Sum of terms in A.P
a sequence of instructions 2+5+8+11+……. (20 terms)
being followed 4. Find 1+3+5+7+........+101
5. How do you find Sn when you know 1st
C-9.3: Analysis similarities and last terms. 1.Find the sums given below:
and differences among
Teacher derives auxiliary formula using Sn. (i) 7 + 1 10 2 + 14 + . . . + 84
problems to make one (10 min.) (ii) 34 + 32 + 30 + . . . + 10
solution or procedure Whole class activity: Teacher guides the
students to convert the formula of Sn in (iii) –5 + (–8) + (–11) + . . . + (–230)
work for multiple
problems terms of a and l (last term an)
1. What is the sum of first 10 natural
numbers.
2. What is the sum of first 9 natural
numbers.
C-9.4: Engages in 3.How do you get 10th term of AP using the
above Sums.
algorithmic problem
4. What is your conclusion.
solving to design such Find the sum of: (i) the first 1000
[Remark: The nth term of an AP is the positive integers (ii) the first n
solutions.
difference of the sum to first n terms and positive integers
the sum to first (n – 1) terms of it, i.e.,
an = Sn – Sn – 1]

Calculate the last term Teacher makes the students into groups If the sum of the first 14 terms of an
and solve the following questions. (20 AP is 1050 and its first term is 10, find
of a given AP in order to
min.) the 20th term
find the solution ofr a 1.How many terms of the AP: 24, 21, 18, . . .
must be taken so that their sum is 78?
real life word problem
Teacher asks to write a, d and Sn.
teacher asks the learners to Substitute the
values in Sn formula and simplify then find n.

Teacher makes the students into pairs and

ask them to find solution and present Infront Formative assessment:
of the class. 1. How many terms of the AP:
9, 17, 25, . . . must be taken to
1.A manufacturer of T.V. sets produced 600 give a sum of 636?
sets in the third year and 700 sets in the
seventh year. Assuming that the production The first term of an AP is 5,
2.
increases uniformly by a fixed number everythe last term is 45 and the sum is
year, find the total production in first 7 years
400. Find the number of terms and
the common difference.
Summative assessment plan- only where relevant

9.If the sum of first 7 terms of an AP is 49 and that of 17 terms is 289, find the sum of first n terms.
10. Show that a1, a2, . . ., an, . . . form an AP where an is defined as below: (i) an = 3 + 4n (ii) an = 9 – 5n Also find the sum of
the first 15 terms in each case.
Teachers’ reflections and experiences:

1. Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?
2. How well did the pedagogical Strategies engage students and promote active participation in the learning process?
3. How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?
4. How effective were the Materials and resources used in the lesson?
5. Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic
Progressions Total no. of
periods for this chapter:10
Period no :9
Sub Topic: Activity to reinforce the formula Sn
Learning Teaching-Learning Process Pointers for formative Materia
Outcomes & This should include activities to assessment- this should l
Indicators/micro- facilitate learning along with broad include strategies that will be require
competencies time duration used to Check for d
Understanding - e.g.,
questions/worksheets/experim
ents
/assignments/self-assessment
checklists/etc.
C-3.2: Models and Group Activity
In the given table a represents first term
solves contextualized
and d is common difference an is nth term
problems using and Sn is sum of 1st n terms of AP 40
min.
equations and draws
conclusions
a guidance
Under d an
of teacher n
students Sn
will
C-9.1: Decomposes a 5 3 50 ? ?
complete the following table
problem into 7 ? a13=35 ? S13=?
? 3 a12 = 37 ? S12=? https://
subproblems ? ? a3 = 15 ? S10 = 125 youtu.
C-9.2: Describes and ? 5 a9=? ? S9 = 75 be/SasRM
2 8 ? ? Sn = 90 Assignment: dcq krg?
analyses a sequence of 8 ? 62 ? Sn =210 si=8EB0J
Question numbers page no. 69 &
instructions being 5.3 18,19 and 20 h0qKmhtZ
followed 7a m
25 min.
C-9.3: Analysis
Green
similarities and Board
Classes
differences among
video on
problems to make one solving
solution or procedure Teacher makes the students into groups and problems
work ask them to related AP
for multiple problems fill in the blanks using relevant information and
using
C-9.4: Engages in relevant formulas.
algorithmic
problem solving to
design https://
such solutions. youtu.
be/gqesGDm
1hM0?
si=mT
gKK6_LIRyc
C-11.1: Applies Q78p
mathematical
knowledge and tools to 6 min.
analyze Math Army
problems/situations video to
solve
in multiple subjects given SA
across question.
Science, Social Science,
Visual
Arts, Music, Vocational
Education and Sports
Develops strategies in
order to apply the
concept of AP to daily
life situations.

Summative assessment plan- only where relevant

1. 200 logs are stacked in the following manner: 20 logs in the bottom row, 19 in the next row, 18 in the row next to it
and so on (see Fig. 5.5). In how many rows are the 200 logs placed and how many logs are in the top row?
Teachers’ reflections and experiences:

1. Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2. How well did the pedagogical Strategies engage students and promote active participation in the learning process?

3. How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4. How effective were the Materials and resources used in the lesson?

5. Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?

Chapter Plan (Unit plan/ lesson plan)

Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic
Progressions Total no. of
periods for this chapter:10
Period no
:10 Sub Topic: Case based
Learning Teaching-Learning Process Pointers for formative Material
Outcomes & This should include activities to assessment- this should required
Indicators/micro- facilitate learning along with broad include strategies that will be
competencies time duration used to Check for
Understanding - e.g.,
questions/worksheets/experim
ents
/assignments/self-assessment
checklists/etc.
Whole class activity
Teacher discusses case-based
questions. Teacher asks the students
to read the case carefully.
By asking small questions comprehend the
case.
20min

The students of a school decided to beautify

the school on the annual day by fixing
colorful on the straight passage of the
school. They have 27 flags to be fixed at
intervals of every 2 meter. The flags are
stored at the position of the middle most
flag. Ruchi was given the responsibility of
placing the flags. Ruchi kept her books
where the flags were stored. She could
carry only one flag at a time. How much
distance did she cover in completing this
job and returning back to collect her
books? What is the maximum distance she
travelled carrying a flag?

1. How much distance covered to pick up first

flag?
2. How much distance covered to pick up 2nd
,3rd ,4th flags respectively?
3. Verify the above list of numbers (distances)
forms an AP?
4. How much distance did she cover in
completing this job and returning back to
collect her books?
5. What is the maximum distance she travelled
carrying a flag?

Whole class activity

Teacher discusses another case-based
question. Teacher asks the students to
read the case carefully.
By asking small questions comprehend the
case.
20min
Your elder brother wants buy a car and plans
to take loan From a bank for his car. He repays
his total loan of 118000 by paying every
month starting with 1st
instalment o 1000. If he increases the
instalment by hundred rupees every
month.
Answer the following.
1. The amount paid by him in 30th
installment is a ͵ͻ b ͵ͷ
c 37000 d) ͵
2. The amount paid by him in the 30
installments is
aሻ ͵Ͳ b ͵ͷ c ͷ͵Ͳ d)
ͷͲ
3. what amount does he still have to pay
after 30th instalment
aሻ Ͷͷͷ b ͶͻͲͲ c ͶͶͷͲ d)
ͷͶͲ
 4. If total instalments are 40 then paid in the last
instalment
aሻ Ͷͻ b ͵ͻ c ͷͻͲ d) ͻͶ
st
5. The ratio of the 1 instalment to the last
instalment is
a) 1:49 b) 10:49 c) 10:39d) 39:10
Summative assessment plan- only where relevant
A contractor on construction job specifies a penalty for delay of completion beyond a certain date as follows: Rs 200 for the
first day, Rs 250 for the second
᲏ day, Rs 300 for the third day etc. the penalty for each succeeding day being Rs 50 more than
for the preceding day. How much money the contractor has to pay as penalty if he has delayed the work by 30 days?
f᲏
Teachers’ reflections and experiences:

1. Did the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

2. How well did the pedagogical

)᲏ Ͳ Strategies
)᲏ Ͳ engage
)᲏ students
᲏ and
Ͳ promote active participation in the learning process?
Ͳ Ͳ Ͳ
᲏ Ͳ )᲏ Ͳ )᲏ Ͳ
᲏ Ͳ
Ͳ Ͳ
Ͳ

᲏ Ͳ )᲏ Ͳ )᲏ Ͳ
᲏ ͲͲ
Ͳ
᲏ Ͳ )᲏ Ͳ )᲏ Ͳ ᲏ Ͳ
Ͳ Ͳ Ͳ
3. How well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

4. How effective were the Materials and resources used in the lesson?

5. Did the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?

WORK SHEET
Level 1
1.In an AP, if d = –4, n = 7, ܽ௡ = 4, then a is
(A) 6 (B) 7 (C) 20 (D) 28
2.In an AP, if a = 3.5, d = 0, n = 101, then ܽ௡ will be
(A) 0 (B) 3.5 (C) 103.5 (D) 104.5
3. The list of numbers – 10, – 6, – 2, 2, ... is
(A) an AP with d = – 16 (B) an AP with d = 4 (C) an AP with d = – 4 (D) not an AP.
4. The 11th term of the AP: –5, –5 2, 0, 5 2, ...is
(A) –20 (B) 20 (C) –30 (D) 30
Level 2
5. The sum of the 5th and the 7th terms of an AP is 52 and the 10th term is 46. Find the AP.
6. Find the 20th term of the AP whose 7th term is 24 less than the 11th term, first term being 12.
7. If the 9th term of an AP is zero, prove that its 29th term is twice its 19th term.
8. Find whether 55 is a term of the AP: 7, 10, 13, --- or not. If yes, find which term it is
Level 3
9. The famous mathematician associated with finding the sum of the first 100 natural numbers is
(A) Pythagoras (B) Newton (C) Gauss (D) Euclid
10.If the first term of an AP is –5 and the common difference is 2, then the sum of the first 6 terms is
(A) 0 (B) 5 (C) 6 (D) 15
11.The sum of first 16 terms of the AP: 10, 6, 2... is
(A) –320 (B) 320 (C) –352 (D) –400
12.In an AP if a = 1, an = 20 and Sn = 399, then n is (A) 19 (B) 21 (C) 38 (D) 42 18. The sum of first five
multiples of 3 is
(A) 45 (B) 55 (C) 65 (D) 75
 LESSON PLAN / PERIOD
PLAN

Class : 10
Subject :
Mathematics
Chapter No. : 6
Chapter Name : TRIANGLES
https://epathshala.nic.in/topic-d.php?
id=1062CH06