Maths 9 - 10 Teachers Guide PDF
Maths 9 - 10 Teachers Guide PDF
Maths 9 - 10 Teachers Guide PDF
Preface
The Government of Punjab has a strong desire to improve the quality of teaching and learning
in the classroom. Various initiatives have been undertaken for provision of quality education
to students in the Province. Provision of quality education at secondary level is an important
step towards building an education system meant to contribute meaningfully towards
development of our society. To achieve the desired goal, activity oriented training for
secondary school teachers based on modern teaching methodologies has been considered
imperative and crucial.
Directorate of Staff Development (DSD) has been training in-service and pre-service
public school teachers and developing educational material since its inception. Considering
the quality work produced over the years, the task of development of the Teachers' Guides for
secondary school teachers in the subjects of English, Physics, Chemistry, Biology and
Mathematics was assigned to the Directorate of Staff Development by the Provincial
Government.
DSD worked in collaboration with over three hundred professionals i.e. Teachers, Book
Writers and Teacher Trainers from both public and private educational institutions in the
subject of English, Physics, Chemistry, Biology and Mathematics who worked in groups to
develop these comprehensive Teachers' Guides. These Teachers' Guides with textbooks are
aimed to achieve Students' Learning Outcomes (SLOs) through the teaching materials and
methodologies which suit varying teaching and learning contexts of Punjab. These Teachers'
Guides will help secondary school teachers to deliver and further plan their content lessons,
seek basic information on given concepts and topics, and assess students' understanding of
the taught concepts.
The DSD team acknowledges the cooperation extended by various public & private,
national and international organizations in the preparation of Teachers' Guides. DSD is
especially grateful to German International Cooperation Agency (GIZ) for extending its full
cooperation and support in conduction of workshops, development of material, quality
management, layout and designing of these Guides. DSD recognizes the contribution made by
all developers and reviewers belonging to following organizations including Institute of
Education and Research (IER) Punjab University, Government Science College, International
School of Choueifat, Crescent Model Higher Secondary School, Punjab Textbook Board,
Lahore Grammar School, Himayat-e-Islam Degree College, SAHE, PEAS, NEEC, HELP
Foundation, Ali lnstitute of Education, Beaconhouse School System, ALBBS, The Educators,
Divisional Public School, The City School, AFAQ, Portal, LACAS, Children's Library Complex
(CLC) and GICW Lahore, Govt. Higher Secondary Schools and Govt. Colleges for Elementary
Teachers in Punjab.
( Nadeem Irshad Kayani)
Programme Director
Directorate of Staff Development, Punjab
Teachers’ Guide Lesson Plans: Mathematics
UNIT Lesson Plan
1
T O P I C
1
Teachers’ Guide Lesson Plans: Mathematics
a11 a12 a13 ... a1n Matrices are used to organize information
a a a having two variables.
21 22 23 ... a2 n
A = . . . . Fig 1 Example: Marks of five groups of students in
. . . . different subjects, Number of different
am1 am 2 am 3 ... amn
grades books of different subjects in
Usually capital letters such as A,B,C,X,Y, etc. library etc.
are used to represent the matrices and small
letters such as a,b,c,l,m,n, a12, a13,………, to
indicate the entries or elements of the
matrices.
Each matrix consists of horizontally and
vertically arranged elements. Horizontally
arranged elements are said to form rows
whereas vertically arranged elements are Duration/Number of Period
said to form column.
1 2
Horizontally
80 mins/2period
1 2
e.g., A= A= arranged
4 5 4 5 elements
Material/Resources required
Vertically arranged elements
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Teachers’ Guide Lesson Plans: Mathematics
Sample Worksheet
Sana
Zia
Anum
Development
Number of books in Library
Activity 1:
Maths Science English
(Groups Activity) 8th 12 5 10
Arrange students in groups.
9th 11 5 9
Give few books of mathematics, science
and English 10th 15 11 9
of grade 8th, 9th and 10th to students in
groups.
Ask them to think different ways to record Activity 2:
number of books using different ways. (Individual Activity)
Encourage students to explore different Ask students to record marks of their
data last four weeks, test e.g, marks of
organization layouts. mathematics, science, English and Urdu.
Ask groups to present their explored Ask them to use rectangular array
technique (matrix) to organize information.
for data organization.
Ask them to write how many rows and
If they used rectangular array then discuss, column are required for the given
otherwise told them rectangular array to
situation.
organize data.
Also ask them how many entries will be
Told students that the number of categories
horizontally and vertically are called rows required to fill information.
and columns of the rectangular array and Told them all entries are called elements
the rectangular array is called matrix. of matrix.
Discuss the size of matrix with the order Ask students to determine order of the
which is 3x3. matrix used to organize information.
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Teachers’ Guide Lesson Plans: Mathematics
Assessment
4
Teachers’ Guide Lesson Plans: Mathematics
Lesson Plan
2
T O P I C
5
Teachers’ Guide Lesson Plans: Mathematics
Similarly two matrices of same order and arrangement can be subtracted (demonstrated
below).
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Teachers’ Guide Lesson Plans: Mathematics
Ali 6 hours
matrices.
Sana
After addition engage students in
Sara discussion about addition of
Zia matrices.
Ask them that can we add two
matrices of different order.
Home Watch
Names School Games
work TV
Activity 2
Week 2=
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Teachers’ Guide Lesson Plans: Mathematics
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Teachers’ Guide Lesson Plans: Mathematics
Lesson Plan
T O P I C 3
Solution of Simultaneous
Linear Equations Grade IX
3x + 2y = 7 9x + 4y = 9
[ [
-bx + 6y = 6
[[ [ [[[ -bx + 5y = 8
[ [
[ [
3 2 x 7 9 4 x 9
= =
-b 6 y 6 -b 5 y 8
{
{
{
A x b
{ A x b
Students’ Learning Outcomes Simultaneous equation C1=a1X+ b1Y and
C2=a2X+ b2Y can be represented and
Solve a system of two linear equations solved with the help of matrices and
and related real life problems in two determinants.
unknowns using Cramer's rule.
2 3
A determinant can be represented
4 7
Information for Teacher as (2x7 – 3x4) = (14-12)=2.
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Teachers’ Guide Lesson Plans: Mathematics
where a b1 c1 b1 a1 c1
A or D = a1 b2 or D2 Dx = c b2 or D2 Dy = a c2
D= 0
2 2 2
When solving a system of equations using Cramer's Rule, remember the following:
1. Three different determinants are used to find x and y. The determinants in the
denominators are identical.
2. The elements of D, the determinant in the denominator, are the coefficients of the variables
in the system; coefficients of x in the first column and coefficients of y in the second column.
a1 b1
D=
a2 b2
3. Dx, the determinant in the numerator of x, is obtained by replacing the x-coefficients, a1 and
a2, in D with the constants from the right sides of the equations, c1 and c2.
a1 b1 c1 b1
As D= then Dx =
a2 b2 c2 b2
4. Dy, the determinant in the numerator for y, is obtained by replacing the y-coefficients, , b1 and
b2, in D with the constants from the right side of the equation, c1 and c2.
a1 b1 c1 b1
As D= then Dy =
a2 b2 c2 b2
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Teachers’ Guide Lesson Plans: Mathematics
E n c o u ra g e t h e m t o r e p r e s e n t
simultaneous equation with the help of two equations.
matrices. Ask them to use Cramer's rule to find
Ask them that they can also use concept value of two unknowns.
of matrices and determinants to find After solving equations ask students to
the values of x and y. interchange their solved equations
with fellow students.
Involve students in peer checking and
address mistakes if required.
Development
Activity 3
Activity 1
Arrange students in groups.
(Group Activity)
Give some word problems to students to
Give simultaneous equations to form two equations. E.g. 2 chair and 3
students (y+2x=-3 and 3y-x=5). tables cost Rs. 2500 where as 4 chair
Ask students to write equations with and 1 table cost Rs. 3000. Find the cost
the help of matrices. of chair and table.
1 2 x - 3 Ask each group to find solution of
3 - 1 y 5 i.e in AX . problem using elimination, substitution
or X=A-1B methods and Cramer's Rule.
Ask students to find determinant of Ask students to share their work with
A. i.e A or 5 rest of the groups.
Ask them to find D1 and D2
Ask students to find x = D1 / A and
y= D2/ A .
Note: Conclusion/Sum up
T h e d e t e r m i n a n t D, i s t h e
determinant of matrix A so it can With the help of work produce by students in
also be written as A activities discuss with students stepwise
i.e A =D. process to apply Cramer's rule for solving
Similarly DX and Dy can also be simultaneous equations.
written as D1 or D2 i.e Dx=D1, Steps of Cramer's rule will be, conversion of
equations into matrices, finding out
determinant, D1 and D2, and value of x and y.
Activity 2
Word problem related to simultaneous
Take a box and put strips containing equation can be solved through Cramer's
simultaneous equation on each of rule.
them.
Ask students to draw two strips to get
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Teachers’ Guide Lesson Plans: Mathematics
Assessment
Follow-up
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Teachers’ Guide Lesson Plans: Mathematics
UNIT Lesson Plan
1
T O P I C
2 Real Numbers
Real and Complex Numbers Grade IX
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Teachers’ Guide Lesson Plans: Mathematics
Retional Real
7 Integers
3 Whole
2 -5 Irrational
3 9 -7, -6, -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, 6, 7, 3 7
2 5
-1 3
5 8 - 5
1
2
-15 - “origin” 20
4 -2.5 2 e
-4 -3 -2 -1 0 1 2 3 4
<---- 1 ---->
ACTIVITY
Write different fractions or numbers on
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Teachers’ Guide Lesson Plans: Mathematics
and irrational numbers as never terminating,
Development non-repeating decimal fraction.
Real numbers are union of rational and
irrational numbers.
Activity 1:
Different numbers can be depicted through
Give following diagram to all students. real number line.
Ask them to write numbers in
appropriate place of diagram.
Assessment
Give a chart paper to students to draw
diagram collectively.
Ask the students to take any four natural
Hang chart paper in the class and
numbers, whole numbers, integer, rational
discuss real numbers as union of
and irrational numbers. Ask them to develop
different sets of numbers.
real number line by drawing and rewriting
Rational number
their chosen numbers.
Integers
Whole numbers Irrational number Give following worksheet to students to fill
Natural number with suitable titles.
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Teachers’ Guide Lesson Plans: Mathematics
UNIT Lesson Plan
1
T O P I C
3 Logarithm
Logarithms
Grade IX
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Teachers’ Guide Lesson Plans: Mathematics
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Teachers’ Guide Lesson Plans: Mathematics
1/100 = 0.01 10 -2 -2
1/1000 = 0.001 10 -3 -3
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Teachers’ Guide Lesson Plans: Mathematics
button, you can take the log base 10 of e and of i.e, it is 3.something
the number you want to take the natural log of, In each case the ".something" has the same value
and then use division to get the final answer. Just and this is what is printed in the table
take the base ten log of the number, and divide it Example :To look up a logarithm of say, 15.27, you
by the log base ten of e. would
Why 2.303? Let's use x = 10 and find out for 1. Run your index finger down the left-hand
ourselves. column until it reaches 15
Rearranging, we have 2. Now move it right until it is on column 2 (it
(ln 10)/ (log 10) = number. should be over 1818)
We can easily calculate that 3. Using another finger, find the difference on
ln10=2.302585093... Or 2.303 and log 10 = 1. column 7 of the differences (20)
So, the number has to be 2.303. 4. Add the difference.
Using Calculators to find logs: (Hands on) So the logarithm of 15.27 is
To find the logarithm of a number other than a 1.1818 + 0.0020 = 1.1838
power of 10, you need to use your scientific So, let's look at the logarithm more closely and
calculator or pull out a logarithm table. On most figure out how to determine the correct number
calculators, you obtain the log (or ln) of a number of significant figures it should have.
by For any log, the number to the left of the decimal
1. entering the number, then point is called the characteristic, and the number
2. Pressing the log (or ln) button. to the right of the decimal point is called the
Example 1: log 5.43 x 1010 = mantissa.
10.73479983...... (way too many The characteristic only locates the
significant figures) decimal point of the number, so it is
Example 2: log 2.7 x 10-8 = - usually not included when determining
7.568636236...... (Too many sig. figs.) the number of significant figures. The
mantissa has as many significant figures
Allow students to use calculator for the
as the number whose log was found. So in
same.
the above examples:
How to consult the log table to find log
Example 1: log 5.43 x 1010 = 10.735
Give examples by considering the numbers 15,
150 and 1500 The number has 3 significant figures, but
its log ends up with 5 significant figures,
15 lies between 10 and 100
since the mantissa has 3 and the
so its logarithm must be between 1 and 2, characteristic has 2.
i.e, it is 1.something
Example 2: log 2.7 x 10-8 = -7.57
150 lies between 100 and 1000
the number has 2 significant figures, but
so its logarithm must be between 2 and 3, its log ends up with 3 significant figures.
i.e, it is 2.something
Assign some values to the students to work
1500 lies between 1000 and 10000
in pairs and find characteristic and
so its logarithm must be between 3 and 4, mantissa.
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Teachers’ Guide Lesson Plans: Mathematics
Explain to the students that Natural logarithms work in the same way:
Example 3:
ln 3.95 x 106 = 15.18922614... = 15.189
Assign question to identify characteristic and mantissa after finding the logarithm of numbers.
Conclusion/sum up
The general rule is that logs simply drop an operation down one level: exponents become multipliers;
divisions become subtractions, and so on.
Assessment
Follow-up
Students will be given a project in a group of 4 or 5, to collect information, and present on a chart
paper with proper pictorial representation ( this projects will encourage the use of IT in their work),
about following;
slide rule,
Function of slide rule
Application of slide rule in logarithms
Guide the students to solve the exercise problems given at the end of unit / chapter of the
textbook.
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Teachers’ Guide Lesson Plans: Mathematics
UNIT Lesson Plan
T O P I C 1
4 Algebraic Expressions
Algebraic Expression And Algebraic Formulas Grade IX
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Teachers’ Guide Lesson Plans: Mathematics
2 x2 + 3
x3+ 3x ‑ 12
of 2polynomials... We must be mindful of the final value of the denominator because the expression
would be undefined whenever the denominator equals 0.
Polynomial-Polynomial is a mathematical expression involving a sum of powers in one or more
variables multiplied by coefficients.
R(z) = P(z)
P(z)
A polynomial quotient of two polynomials P (z) and Q (z) is known as a rational function. The process
of performing such a division is called long division, with synthetic division being a simplified method
of recording the division.
Algebraic Expression- An algebraic Expressions is an expression formed from any combination of
numbers and variables by using the operations of addition, subtraction, multiplication, division,
exponentiation (raising to powers), or extraction of roots.
3
7x, 2x – 3 y + 1, 5 x 1 r , r and
r2 h are algebraic expressions. By an algebraic
4 xy
expression in certain variables, we mean an expression that contains only those variables, and by a
constant, we mean an algebraic expression that contains no variables at all. If numbers are
substituted for the variables in an algebraic expression, the resulting number is called the value of the
expression for these values of the variables.
Algebraic expressions and polynomials- A polynomial is an algebraic sum, in which no variables
appear in denominators or under radical signs, and all variables that do appear are raised only to
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Teachers’ Guide Lesson Plans: Mathematics
We say that a rational algebraic expression is meaningless for those values of the variable for
which the denominator Q is zero. To simplify rational algebraic expressions, we may be required to
Duration/Number of periods
80 min/ 2 periods
Material/Resources required
Introduction
ACTIVITY:
Elicit previous knowledge about different sets of Numbers and note down on the board,
with the help of that feed back.
Now Explain Rational Numbers on the Number Line:
A number line is a visual representation of the numbers from negative infinity to positive
infinity, which means it extends indefinitely in two directions.
The numbers on the number line can be grouped into different categories. The natural numbers
are the numbers in the set {1, 2, 3, 4, 5, ...}. The whole numbers are the numbers {0, 1, 2, 3, 4, ...}.
The set of integers is {...,- 2,- 1, 0,+ 1,+ 2, ...}.A rational number is any number that can be
expressed as a fraction whose denominator is not equal to zero. For example, 23 , 45 , 30 ,
10 and 2
9
are all rational numbers. The rational numbers can also be expressed in decimal form. More
specifically, the decimal equivalent of any rational number will terminate or will repeat. If the decimal
repeats it should be written with bar notation. Notice that 2 0.6, 4 0.8, 30 , 3, and 9 4.5.
3 5 10 2
Example
a. Name the set of numbers graphed. b. Find the absolute value.
|10|
-5 -4 -3 -2 -1 0 1 2 3 4 5
10 is ten units from zero in the positive
The graph shows the set: {- 4, - 3, 0, 1, 3}. direction.
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Teachers’ Guide Lesson Plans: Mathematics
Practice
Name the set of numbers graphed.
1. 2.
-5 -4 -3 -2 -1 0 1 2 3 4 5 -5 -4 -3 -2 -1 0 1 2 3 4 5
3. 4.
-5 -4 -3 -2 -1 0 1 2 3 4 5 -5 -4 -3 -2 -1 0 1 2 3 4 5
Development
ACTIVITY 1
Do Brain storming activity about algebra, note down all responses on the board and then explain
algebraic expression and polynomial
Do you know what algebra is?
'Ilm algebra wa'lmugabalah (Arabic)
The science of reintegration and equation = The reunion of broken parts.
We have been studying algebra from grade six, but today we are going to see its
geometric representations. We are going to see algebra as broken parts.
ACTIVITY 2
Stage 1: Polynomials
Before distributing the algebra tiles talk to the whole class. Hold the b2 tile and ask “what is
this, they will answer square.” Now ask if one side of this square length 'b' what is its area?
(b2)
Take the next rectangle followed by larger square and do the same so that they know the
areas are (b2,ab, a2 respectively )
Now divide the class into groups and distribute each set of tiles and follow the procedures.
Procedure 1: Ask the students to form a square or rectangle using the algebra tiles that shows
a + b
(a + b) (a + b)
2 2 a2
2
or = a + 2ab + b ab
(a + b) a
+
2
b ab b
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Teachers’ Guide Lesson Plans: Mathematics
Answer:
2
a2 + 2ab + b
Procedure 2:
Ask the students to form a square or rectangle using the algebra tiles that shows
2 2 2 2
(a - b) (a + b) = a + ab -ab - b = a - b
One possibility would look like this:
a+b
a-b
2 2
a ab a
ab 2
b
“a” squared minus “b” squared
a+b
a-b
Now rotate the “ab” rectangle 90 degrees and place on the other side.
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Teachers’ Guide Lesson Plans: Mathematics
Procedure 3:
Ask the students to form a square or rectangle using the algebra tiles that shows
(a - b) (a - b)
2 2
2
or = a - 2ab + b
(a - b)
One possibility would look like this:
a-b
a-b
ab
ab
The two rectangles “ab” overlap Start with “a” squared and
subtract one of the “ab” rectangles
2
(a + b)
In order to take another “ab” rectangle When the second “ab” rectangle is taken
away. a “b” squared must be added first. away. only the (a-b) square remains.
Teacher's talk: With this exercise we have seen algebraic expressions put in equations with
equal signs, like we used in grade 7 and 8 as well.
WHAT these expressions actually are? We can define that an algebraic expression that has
only one term is known as monomial. For example, 2x, 3y2 , -4a , x3y2z.
A polynomial is an algebraic expression that has more than one term. Examples
Ask the following questions before explaining the rational expressions
What is a rational number?
What is an expression?
What is an algebraic expression?
What is a polynomial?
we can say that Rational number is a number that can be written as a fraction with a numerator that is
an integer and a denominator that is an integer other than 0.”
We now need to look at rational expressions. A rational expression is nothing more than a
fraction in which the numerator and/or the denominator are polynomials. Here are some
examples of rational expressions. [write on the board]
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Teachers’ Guide Lesson Plans: Mathematics
6 z2 1 m 4 + 18m +1 4 x 2+ 6 x 10
x 1 z2 + 5 m2 m 6 1
The last one may look a little strange since it is more commonly written 4 x 2+ 6 x 10
However, it's important to note that polynomials can be thought of as rational expressions if we need to,
although they rarely are.
Some example questions are given below, give more examples depending on the availability of the time.
Identify the P and Q in the following rational expressions
(a) 1 P= , Q=
x-1
2 xy x 2
(b) P= , Q=
2x2 و
2 wy 7 x
(c)
3 yz ﻯ
P= , Q=
m 4 18m 5
(d) P= , Q=
mn 8
ACTIVITY 3
Ask the students to look at the rational expressions written on the board and identify the
polynomials in them. Give time to think and then mark the answers on board with whole
class discussion.
Invite a student on board and ask to reduce it to lowest term.
12 (4) (3) 3
not reduced to lowest term = = reduced lowest term
8 (4) (2) 2
Now tell that ,with rational expression it works exactly the same way.
(x + 3) (x 1) x 1
not reduced to lowest term = reduced lowest term
x (x + 3) x
a a a
As we know that = = similarly can somebody write -(x+3)/ (x+1)
b b b
Conclusion / Sum up
Today we have seen the geometrical representation of algebraic expressions. We have also seen
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Teachers’ Guide Lesson Plans: Mathematics
rational expressions. Towards the end we have seen that simplifying rational expressions is just as
simplifying rational numbers.
Remember: rational expression is undefined for any value of the variable that makes the denominator
equal to 0. So we say that the domain for a rational expression is all real numbers except those that
make the denominator equal to 0.
Assessment
3. {integers less than 1 but greater than -4} 4. {integers greater than 2}
7. Standardized Test Practice Which number shows the absolute value of -30?
1 1
A. |-30|= -30 B. |-30| = 30 C. |-30|= D. |-30|= -
30 30
Give a concept example and then give a question to solve. For example:
2 3 3
Concept Example: 2/3 3/8 = ¼ can u solve 7x / 15 y -3y /14 x
Concept Example: 15 = 3 5 = 3 can you simplify 15x2y
35 7 5 7 2
35xy
Problem: After the first two terms in the following sequence. each number is the sum of the
preceding two terms. Find the missing numbers.
4 ___ ___ ___ ___ 67
Solution: let x represent the second term of the sequence. Then missing terms will be
4 x x+4 2x+4 3x+ 5x+12 or 67
i.e, 5x + 12 = 67 x = 11
Check: 4 11 4+11 11+15 26+41
4 11 15 26 41 67
This will also help the student in understanding next concepts.
Follow-up
Give following table as the follow up activity and then assign questions according to these rules.
Guide the students to solve the exercise problems given at the end of unit / chapter of the
textbook.
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Teachers’ Guide Lesson Plans: Mathematics
Rule Example
Multiplication:
P x R = PR x + 1 x (x - 1) = (x - 1)(x + 1) = x2 - 1
Q S QS x 2x + 1 x(2x + 1) x(2x + 1)
Addition with Common
Denominator:
P R P+R y x-1 x+y-1
+ = + =
Q Q Q xy + 1 xy + 1 xy + 1
Cancellation:
PR = P y2(xy - 1) y2
=
QR Q x (xy - 1) x
Guide the students to solve the exercise problems given at the end of unit / chapter of the
textbook.
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Teachers’ Guide Lesson Plans: Mathematics
UNIT Lesson Plan
1
T O P I C
7 Linear Equations
Linear Equations and Inequalities Grade X
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Teachers’ Guide Lesson Plans: Mathematics
Concept Map
Eqautions and Inequalities
by on a
Algebraic Inequalities Properties of Equalities
Substitution contain
of Number Line when using
Inequality Symbols,
Variables GT , LT , GE, LE, NE
Numbers
must employ Inverse Operations
Operations
to find the
Properties of Inequalities
Solution
Duration/Number of Periods
80 mins/2period
Material/Resources required
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Teachers’ Guide Lesson Plans: Mathematics
Introduction
Activity
OR compare
Write words, equations and inequalities on the board and ask students to share their
understanding of these terms in their daily life. Note: Write down main points of discussion on
board. Conclude discussion with the help of the following talk.
Many of us use inequalities every day without even knowing we are. When we go into the
store and we are looking at earrings, shoes, food, or any item for that matter we think about
the amount of money we have (we usually estimate our total) and then we calculate in our
heads the largest amount of the items that we can buy with the money we have. We also use
the logic of inequalities when trying to meet certain criterion either in competitions or
when applying for the scholarship you are hoping to receive. We calculate in our heads what
obstacles we must overcome and then come up with the solution that solves the question of
whether we need to be above or below the guidelines required (greater than or less than
the guidelines).
Let us think of x students attending a class. If there are 80 students we will say x=80. This is
an equation and there is only one answer, i.e., there are 80 students. Now if I say that there
are less than 80 (x< 80) students that mean it can be any numerical value ranging from 0 to
79 inclusive. [In this example negative value of x has no meaning]. This is an inequality. It
has many answers.
Development
solutions on the board and help them clarify
their understanding.
Activity 1 Stage 2:
1. Distribute a bag of chips, a set of
Stage 1:
cups, and a large sheet of paper or
Present the following equations for
chart paper piece to each group of
students to solve: x + 10 = 15, y - 3 = -1, 5 - m
students.
= -2, w + 4 = -5. (Students know how to solve
2. Explain that students will be using
linear equation)
cups and chips activity to solve the
Have students compare and discuss their
solutions with a partner. For any problem with
equation 2X + 6 = 12.
which students had difficulty, ask several 3. Present the following directions to
students with different answers to present their students:
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Teachers’ Guide Lesson Plans: Mathematics
If the variable is positive, place the explain that each pair is equal to 0.
cup(s) facing up. 6. Have students remove the pairs of red
If the variable is negative, place the and yellow chips, leaving just two cups
cup(s) facing down. facing up and six yellow chips. Ask,
The coefficient of the variable indicates "What equation do we have now?" Elicit
the number of cups to use. from students that the cups represent
2x, the remaining yellow chips
Then, ask students to show you the
represent +6, and the equation now left
representation of 2x using the cups.
is 2x = 6. Write this new equation on the
They should all place two cups facing up
board below the original equation.
on top of their paper or chart paper
sheet. Explain the following: 7. Ask, "If two cups equal six chips, what
does that tell us about one cup?" They
The chips represent the numbers.
should notice that there are three chips
If a number is positive, the chip should for each cup.
be yellow side up.
8. Demonstrate that the final equation is
If a number is negative, the chip should now x = 3, and write this equation on the
be red side up. board below the equation 2x = 6.
Have students use six yellow chips to 9. Give students the following problems to
represent +6. They should place these solve in their groups using cups and
chips next to their two cups. Then, have chips:
they drawn an equal sign (=) to the right
5m + 1 = -9, 2x + 3 = 4 (allocate time)
of the two cups and six yellow chips.
10. Review the solutions to the problems
Explain that they can represent +12 by
with the class. For the second problem,
placing 12 yellow chips on the other side
be sure to discuss the final step, when
of the equal sign.
students arrive at the equation 2x = 1.
4. Ask students what can be done to both
Ask, "Were you actually able to use the
sides of the equation to get rid of the six
cups and chips to solve the problem?
yellow chips (+6) on one side of the
When you had 2x = 1, what operation
equation. Elicit from students that -6
did we have to do?" Elicit from students
should be added to each side (i.e., add
that both sides had to be divided by 2
s i x re d c h i p s t o b o t h s i d e s ) ;
(or that the chip needed to be split in
alternatively, +6 could be subtracted
half), to yield the answer x = ½.
from each side (i.e., take away six yellow
12. Explain to students that you want them
chips from each side).
to try a problem with a negative
5. On the overhead, add six red chips to
coefficient. Give students the problem -
the side with six yellow chips. Also add
2x + 3 = -5 to solve.
six red chips to the side with 12 yellow
13. Ask, "What was the first step in solving
chips, and have students repeat these
this problem?" The students should
actions in their groups. Ask, "When you
notice that the first step is to subtract 3
pair each red chip with a yellow chip,
from (or add -3 to) both sides of the
what happens?" Call on a student to
33
Teachers’ Guide Lesson Plans: Mathematics
34
Teachers’ Guide Lesson Plans: Mathematics
Assessment
Follow-up
35
Teachers’ Guide Lesson Plans: Mathematics
Lesson Plan
2
T O P I C
Linear Inequalities
Grade IX
36
Teachers’ Guide Lesson Plans: Mathematics
Trichotomy Property: For any two real numbers a and b ,exactly one of the following is true: a<
b,a=b,a>b.
Transitive Properties of Inequality:
If a < b and b < c , then a< c . If a > b and b > c , then a > c .
Addition Properties of Inequality:
If a < b , then a + c < b + c
If a > b , then a + c > b + c
Subtraction Properties of Inequality:
If a < b , then a - c < b - c
If a > b , then a - c > b – c
Inequality Properties of Opposites
If a > 0 , then - a < 0
If a < 0 , then - a > 0
a b
If a < b and c < 0 , then ac > bc and
c ľ
If a > b and c < 0 , then ac < bc and
a b
c ľ
Duration/Number of Periods
80 mins / 2 period
Material/Resources required
3 X 5 cards, enough for the class, Activity Time: Half to one period. Before class, teacher makes up the 3
X 5 cards. On the back of two cards, write the letter "A."Do the same with "B" and "C" and so on until
you have enough for each student to get one card. The purpose of this is so that each student will be
paired up with another student that has that same letter. scissors, hard sheet of any material, two
paper clips, two pencils, coin, timer
37
Teachers’ Guide Lesson Plans: Mathematics
Development
Activity 1
Recall the inequalities did in the
previous session.
Write the RULES discusses on side of the
board.
Distribute the cards prepared.
Students are then to pair up with the
person that has the same letter on the
1. Draw the spinners on the board back of their card. They put them
and ask students to make these spinners together and solve the inequality. For
of some suitable size (by working in pairs) example, one "A" had 5x + 3 <, and the
and cut out the spinners. Use a pencil and other "A" had 35, their equation would
paper clip to complete each spinner.
be 5x + 3 < 35. They then solve for x.
38
Teachers’ Guide Lesson Plans: Mathematics
Teacher then picks random pairs to number on the back of it. Three people
present their inequality on the board. would then be grouped as "A's". They
Extensive discussion will help them would then combine their numbers
understand clearly. together. In other words, using the
above example, let's say you add
ASK if I have some money, Ali has 10
another"A" card and write -24 on it.
rupees more than me and Khurram has
Then the three "A" cards would make:
40 rupees more than Ali then can I say
5x+3 > 35-24.
that Khurram is richer than me? [repeat
if needed] Then introduce the TRANSITIVE
property that is if X>Y and Y>Z then X>Z
too.
On one the cards, write an inequality
In the same pairs ask the class to 'Find
[LEFT SIDE along with sign]
examples to show the same property
that your level can solve such as: from real life examples'. For example, IF
POTATO IS EXPENSIVE THAN ONION
AND EGGS ARE EXPENSIVE THAN
POTATOS THEN “EGGS ARE EXPENSIVE
THAN ONION TOO”
Let them share as many as time allows.
Now ask if there are two numbers X and
Y. I say X=Y and X=9 what can be Y? They
will answer 9.
Then ask if there are two numbers X and
Y. I say X<Y and X=9 what can be Y? they
will answer any number greater than
9.[infinity]
Then ask if there are two numbers X and
Y. I say X>Y and X=9 what can be Y? they
will answer any number LESS than
9.[infinity, including negative numbers]
NOW introduce the Law of Trichotomy.
It says that if we consider two numbers
On the corresponding card for that letter,
there can be ONE AND ONLY ONE
write a number or expression. Mix up
possibility of being true. (X=Y OR X<Y
the cards at random, making sure that
OR X>Y)
half the kids will get an inequality, and
half the kids will get a number. [raise the Ask students to give some examples
difficulty level as per your students from daily life
level] Supplement their understanding by
If there is an odd number of students, giving some mathematical sentences
just add another"A" card and put a Introduce open and closed intervals
39
Teachers’ Guide Lesson Plans: Mathematics
with the help of the examples If yes, describe how (b) is derived from (a).
Ask them students to give examples 1. a) 4x < 24 where x is positive integer
where the inequality goes to infinity b) x < 6 where x is a positive integer
Make sure of the maximum 2. a) 6x -18 where x is negative integer
b) x -3 where x is negative integer
involvement of the students.
3. a) x 4 where x is positive integer
2
b) x 8 where x is positive integer
Conclusion/Sum up 4. a) x > -2 where x is negative integer
3
Summarize the lesson with the quick review of b) x > -6 where x is negative integer
the properties of the inequalities. Involve Guide the students to solve the exercise
students to give examples problems given at the end of unit / chapter
1. If a b and c is any real number, then of the textbook.
a+c b+c
For example, -3 -1 implies -3+4 -1 + 4
2. If a b and c is positive, then ac bc.
For example, 2 3 implies 2(4) 3(4)
3. If a b and c is negative, then ac bc.
For example , -1/2 2 and 2 8/3 imply
-1/2 8/3
Assessment
Follow-up
40
Teachers’ Guide Lesson Plans: Mathematics
UNIT Lesson Plan
T O P I C 1
10 Joint Variation
Variations Grade X
2 2 2 2 2 4.5
1.5 3
2 4 6
41
Teachers’ Guide Lesson Plans: Mathematics
y = kxz represents joint variation. Here, y on an object varies jointly as the mass of the
varies jointly as x and z. object and the acceleration produced. It is an
More Examples on Joint Variation example of joint variation. Here 'm' mass is
y = 7xz, here y varies jointly as x and z. constant.
2 3 2 3
y = 7x z , here y varies jointly as x and z . Activity
Joint Proportional – occurs when you have 2
or more variables directly proportional to Ask students to give few examples from
another variable. y = kzx (k is a constant) daily life of joint variation / direct
Combine Proportional – occurs when variation.
variables are related directly and inversely Divide them in groups / pairs and ask
to each other. them to write down examples of joint
kz variation on flip chart / chart paper.
(k is a constant) y =
ŝ Ask few groups / pair to present their
work.
Duration/Number of Periods
80 mins/2period Development
42
Teachers’ Guide Lesson Plans: Mathematics
Conclusion/Sum up
Activity 2
Groups will solve the problems / Conclude the lesson by recapping.
questions by using all five steps. The definition of joint variation
Groups will explain their findings and Basic steps involved in solving problem
steps involved in solution of each related to joint variation.
problem
Assessment
Activity 3
Guided practice: Use following sums to assess students
Assign questions from the textbook to 2
The area of a rectangular plot is 1200 m . Into
be done in pairs how many sub-plots can it be divided such
Pairs will discuss their work with each that each sub-plot is a square, of 400 m2
other to clarify their concept (area)? (answer is 3)
A sprinter completes a 200 m race in 5.5
Activity 4 seconds and wins a silver medal. If the winner
Example to explain: Draw the figure of the gold medal completes the race in 0.3
given and tell that it shows a rectangular seconds earlier than silver medalist, then find
solid with a fixed volume. Express its the average speed of gold medalist. (Answer
width, 'w' as a joint variation in terms of is 38.46 m/s)
its length, 'I' and height, h.
Follow-up
43
Teachers’ Guide Lesson Plans: Mathematics
Lesson Plan
2
T O P I C
K-Method
Grade X
k
y = kx y
x
Direct Inverse
Variation Variation
number x .25 .5 1 2 3 4
2
direct y .5 1 2 4 6 8
ŝ
2
inverse y 8 4 2 1 .67 .5
ŝ
80 mins/2period
A direct variation is an equation where both
variables either increase at the same time or
decrease at the same time.
44
Teachers’ Guide Lesson Plans: Mathematics
Activity 3
45
Teachers’ Guide Lesson Plans: Mathematics
For two cups of tea you would need -------- Step 1: Taking K as constant
spoons of sugar and --------- spoon of tea- x
leaves. k x ak
a
(ask students-2 and 1) Similarly, y = bk and z = ck
For three cups of tea you would need --------- Step 2: putting the values of x, y and z in one
- (3) spoons of sugar and ----------- (1.5) side of the equation
spoons of tea-leaves. x 3 y 3 z3 (ak)3 (bk)3 (ck)3
For Four cups of tea you would need ---------- a3 b3 c3 a3 b3 c3
- (4) ------------ spoons of sugar and -----------
(2) spoon of tea-leaves. k3 (a3 b3 c3 )
Ask following questions a3 b3 c3
“Will the taste be same if we make four x 3 y 3 z3
cups or only one cup with the same k3 eq (i)
3
a b c 3 3
method?
Now consider
Can we say that 0.5:1 = 1:2 = 1.5:3 = 2:4?
Step 3: putting the values of x, y and z in the
(why do we say so?)
other side of the equation
Answer by students: ½ and 1.5/3 and 2/4 xyz ak bk ck
gives the same result as 0.5 or (1/2)
abc abc
Do you remember equivalent fractions 3
abck
done in class 4, 5 and 6?
abc
Can we say that these are equivalent
xyz
fractions and can we also call them k3 eq (ii)
abc
equivalent ratios?
Step 4: From equations (i) and (ii), we have
Note: Conclude the discussion on the or comparing results of both sides.
definition of ratios.
'Relation of correspondence between two x 3 y 3 z3 xyz x y z
, if
values' a3 b3 c3 abc a b c
Activity 2
Development Involve the students in discussion
There were some guests at home and
Activity 1 you got to buy some Pepsi-bottles. How
much you have to pay for three if each
Demonstrate the application of K-method
bottle cost Rs. 15. How much you have
by solving following on the board.
to pay for 5 of them. (let them answer)
Students will be involved at different steps.
Can we say that 'amount you have to
x y z x 3 y 3 z3 xyz pay for Pepsi bottles is
than prove that
a b c a3 b3 c3 abc “PROPORTIONAL” to Number of bottles
x y z
Solution: k you buy? Mathematically we write it as:
a b c
46
Teachers’ Guide Lesson Plans: Mathematics
47
Teachers’ Guide Lesson Plans: Mathematics
UNIT Lesson Plan
T O P I C 1
12 Venn Diagram
Set and Functions Grade IX
A B A C
A B C
B C
B C
Duration/Number of Periods
C
80 mins/2period
48
Teachers’ Guide Lesson Plans: Mathematics
Associative property
(a) ( A B) C A ( B C ) Fig. 1
A
(b) ( A B) C A ( B A
B
Distributive property
(a) A ( B C ) ( A B) ( A C )
AUB
(b) A ( B C ) ( A B) ( A C
Example If A = {a, b, c, d} and B = {b, c, e, f, g}
Material/Resources Required then A U B = {a, b, c, d, e, f, g}.
Intersection of sets
Chart having Venn diagram, Coloured Chart The intersection of two sets A and B is the
Papers, set consisting of all elements that occur in
both A and B (i.e. all elements common to
Introduction both) and is denoted by A B
Activity 1 U
49
Teachers’ Guide Lesson Plans: Mathematics
U
C
Fig. 4 A
A U B is the whole of the white areas
represented by letters A, B and C
together with the red, yellow, green and
blue areas
Complement of A A . is the red area and the yellow area
B U C is the whole of the white areas
Activity 2
represented by the letters B and C,
Discuss with students commutative, together with the red, yellow, green and
associative, distributive properties and De blue areas
morgan's law of union and intersection, and B / is the yellow area and the green
assign them in groups to prove these area
properties by taking different sets. A U C is the whole of the white areas
Then discuss the results with the whole represented by the letters A and C,
class. together with the red, yellow, green and
blue areas
Development A / is the yellow area and the blue
area
A U B U C is everything except the
Activity 1
magenta area
Display the following chart of Venin diagram A B / is the yellow area
50
Teachers’ Guide Lesson Plans: Mathematics
Ac or A(complement) is the total of the given population are assigned to the sets A,
white areas containing the letters B and B and C. For instance, set A could be the set
C, together with the green area and the of males in the population, set B could be
magenta area the set of people under the age of 21 and set
Bc or B(complement) is the total of the C could be the set of people who drink milk:
white areas containing the letters A and 1. What does each of the eight regions in
C, together with the blue area and the the above Venn diagram represent?
magenta area
2. Why were none of the sets used for
Cc or C (complement) is the total of the females, people of age 21 or older, or
white areas containing the letters A and for those who do not drink milk?
B, together with the red area and the
magenta area
(A U B) c is the total of the white area
containing the letter C and the magenta 3. We can represent these using Venn
area diagrams, as shown by our depiction
of the first distributive property:
(B U C) c is the total of the white area
containing the letter A and the magenta
area
(A UC)c is the total of the white area A B
containing the letter B and the magenta
area
(A U B UC)c is the magenta area
( A B) / is everything except the red
and yellow areas
C
( B C ) / is everything except the yellow
and green areas
( A C ) / is everything except the yellow
and blue areas
( A B C )/ is everything except the
yellow area A B
51
Teachers’ Guide Lesson Plans: Mathematics
Activity 3
Ask the students to verify the de Morgan's
laws by using Venn diagram. After taking
their response demonstrate the following
C on the board:
De Morgan's laws for complementation
Let U be the universal set containing sets
A and B. Then
i) (A B)/ (A / B / ) ii) (A B)/ (A / B / Å
A B Venn diagrams to verify (A B)/ A / B C
U U
A B A B
C (1) (3)
A B U AC U
( A B) / is the white area on the left, while A B A B
A c U B c is everything except the white area
on the right.
(2) (4)
A B (A B)C BC U
A B
C (5)
A / BC
From (2) and (5) it follows that (A B)/ A / B /
52
Teachers’ Guide Lesson Plans: Mathematics
Conclusion/Sum up Follow-up
53
Teachers’ Guide Lesson Plans: Mathematics
Lesson Plan
2
T O P I C
Function
Grade X
x 2x+1
A B
1
2
1 3
4
2 5 Range
or
6 Image
3
7
4 8
9
10
Domain Codomain
54
Teachers’ Guide Lesson Plans: Mathematics
Introduction
Activity 2
Development
Activity 1
a. Five years
Draw the following figure on the board:
b. Ten years
X Y
c. Twenty years
Explain one example by following
procedure on the board
55
Teachers’ Guide Lesson Plans: Mathematics
1 2
one-to-many may-to-one 2 3
(This is not function) (This is function) 3 4
5
4 6
Ask the students what they can 7
5
conclude from this result?
Tell them that if a relationship does not
follow these two rules, then it is not a Let them to reach the answer.
function. After taking their response, tell them
that
Activity 2 o 3 in x has no relationship in y
o 4 in x has no relationship in y
Write the following relationship on the
board: o 5 is related to more than one value
f (x) ---> x2 in y.
So it is not a function
X Y
Ask the students to solve the problems
3 9 about function given in their textbooks.
1 1
0 0
Activity 3
4 16
Identifying domain, codomain and
-4
range.
56
Teachers’ Guide Lesson Plans: Mathematics
Write the following on the board: Ask the students to observe the figures
o What can go into a function is called which are showing domain and range.
domain. Ask students “do you think these are
o What may possibly come out of a function or not.
function is called codomain. Ask them to explain
o What actually comes out of a “why ?”
function is called the range. “why not ?”
Draw the following illustration on the Let the students come up with every
board possible answer so that confusion can
X ----> 2x + 1 be addressed.
At the end explain the figures to the
A B
students.
1 This is a function. You can tell by
1 -3 -6
2 -2 -1 tracing from each x to each y.
3 -1 0 there is only one y for each x;
2 4 0 3
there is only one arrow coming
5 1 15
6 from each x
3 7 This is a function! There is only one
8 -3 arrow coming from each x; there is only
9 -2 one y for each x. it just so happens that
4
10 -1 -6 it's always the same y for each x, but it is
0
1 only that one y. so this is a function; it's
just an extremely boring function!
Ask the students to identify “domain”, This one is not a function: there are two
“codomain” and “range”. -3 -6
-2 -1 arrows coming from the number 1; the
After taking their response, tell them -1 0 number 1 is associated with two
that set 'A' is the domain, set B is the 0 3 different range elements. So this is a
1 15
codomain and set of elements that get relation, but it is not a function.
pointed to in B are range. Okay, this one's a trick question. Each
o Domain : {1, 2, 3, 4} element of the domain that has a pair in
-3 -6 the range is nicely well-behaved. But
o Codomain: {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} -2 -1
what about that 16? It is in the domain,
o Range: {3, 5, 7, 9} -1 0
0 3 but it has no range element that
1 15 corresponds to it! This won't work! So
Activity 4 16 then this is not a function. check, it isn't
Paste the chart having following figures even a relation!
or draw on the board.
-3 -6 -3 -3 -6 -3 -6
-2 -1 -2 -2 -1 -2 -1 Conclusion/Sum up
-1 0 -1 -6 -1 0 -1 0
0 3 0 0 3 0 3
1 15 1 1 15 1 15 Summarize the following:
16
57
Teachers’ Guide Lesson Plans: Mathematics
A function must be single valued. It cannot the above and solve them.
give back 2 or more results for the same input. Guide the students to solve the exercise
The domain is an essential part of the problems given at the end of unit / chapter of
function. the textbook.
Different domain will produce different
function
Domain (what goes in)
Range (what goes out)
Share example: a simple function like f(x) = x2
can have the domain (what goes in) of just the
counting numbers {1, 2, 3,}, and the range will
therefore be the set {1, 4, 9,…}
Assessment
A B
1 1
2
2 3
4
3 5
6
Follow-up
58
Teachers’ Guide Lesson Plans: Mathematics
Lesson Plan
T O P I C 3
Function
Grade IX
59
Teachers’ Guide Lesson Plans: Mathematics
4 r 4 Duration/Number of Periods
r
8
h 2 h 2
o 80 mins/2period
5 1
q q 5
Material/Resources Required
A B A B
“Onto” NOT “Onto”
(all elements (the 8 and 1 in Set B Power point presentation, Posters charts (class
in B are used) are not used)
posters are attached) Caloured carts / papers /
pencils
When working in the coordinate plane, the sets A
and B become the Real numbers, stated as
Introduction
f: RR
One-to-One Function/Injective
Activity 1
A function f from A to B is called one-to-one (or 1-
1) if whenever f (a)= f (b) then a=b. No element of Use Power Point presentation to start.
B is the image of more than one element in A. In a Narrate different stories to explain
one-to-one function, given any y there is only one injective, surjective and bijective
x that can be paired with the given y. Such function.
functions are referred to as injective. Follwoing is one example for reference:
Talking about bijection:
4 r 4 Imagine a shepherd tending a flock of a few
r
8 8 dozen sheep. In the morning, the sheep get
h 2 h 2
o
out of the farm to do sheepish things. In the
1 o
5 1 evening, the shepherd wants to make sure
q q 5
he got all his sheep back. One problem: he
A B A B can't count. What's a shepherd to do? One
One - to - One NOT “One - to - One” solution would be to keep track of the sheep
Both/Bijective/One-to-one and onto as they go out.
Functions can be both one-to-one and onto. Such
functions are called bijective. Bijections are
functions that are both injective and surjective.
60
Teachers’ Guide Lesson Plans: Mathematics
C3 a x
Fig (1)
f = {(c1,m1),(c2,m1),(c3,m2)}
ii. (1-1) and into (Injective) function: If a b y
function f from A into B is such that
c z
second elements of no two of its
ordered pairs are equal, then it is called
an injective (1-1, and into) function. The
function shown in fig (2) is such a Fig (3)
function. f = {(a,z),(b,x),(c,y)}
61
Teachers’ Guide Lesson Plans: Mathematics
62
Teachers’ Guide Lesson Plans: Mathematics
A B
Group: 5
Aim: To motivate the definition of bijectivity
a
Goal: There is a function that is one-to-one
and onto if and only if two sets is of the 1 b
same size. 2 c
Question: So, how can we prove that two
sets are the same size? Think about the 3 d
carrots and llamas. What will happen if we
Fig (1)
have exactly the same number of carrots as
llamas?
Groups 6 A B
Aim: To establish the relationship greater
(less) than or equal to
a 1
Question: How can we show that one
collection of things is greater than or equal b 2
to another group of things?
c 5
Examples: How can we prove that any
natural number is greater than or equal to
zero? How can we show that any number is Fig (2)
equal to itself? Is there more than one way
to do it?
A B
Group 7:
Aim: To count the number of function from
a set into itself. 1 a
Question: How many functions are there
from one set to itself? How many bijection 2 b
are there? 3 c
Assessment m y
63
Teachers’ Guide Lesson Plans: Mathematics
Follow-up A B A B
1
Find he inverse of each of the following 1 5
relations. Tell whether each relation and its 2 2
inverse is a function or not: 2 10
3
i. {(2,1), (3,2), (4,3), (5,4), (6,5)}
5
ii. {(1,3), (2,5), (3,7), (4,9), (5,11)} 3 15 4
iii. {(x, y)y 2x 3, x } fig (i) fig (ii)
2 Note:
iv. {(x,y)y 4ax,x 0}
In above fig. (i), the function is one-one and onto,
v. {(x, y)x2 y2 9x 3, y } while in fig. (ii) the function is many-one and onto
Making posters of type of functions. Into function
One-one function There is at least one element of B which has no
There is one-one correspondence between the pre-image.
elements of the set A and the set B
A B A B
A B A B 1 1 1 4
1
1 5 a 2 2 2 5
2 10
2 10 b 3 3 3 6
3
4 4 8
3 15 c 4 fig (i) fig (ii)
Note:
Many-one function
In above fig. (i) the function is one-one and into,
There is many-one correspondence between the while in fig. (ii) The functionis many-one and into.
elements of the set A and the set B.
Note:
A B A B For types of functions, the four arrow diagrams
given for one-one and many-one are repeated for
1 1 4 ONTO and INTO functions because each function
2 2 2 5 is always one-one onto or one-one into; many-
10 one onto or many-one into.
3 3 6 Guide the students to solve the exercise
5 problems given at the end of unit / chapter of
4 4 8
the textbook.
Onto function
Every element of the set B has at least one pre-
image.
64
Teachers’ Guide Lesson Plans: Mathematics
UNIT Lesson Plan
1
T O P I C
13 Frequency Distribution - I
Basic Statistics Grade X
65
Teachers’ Guide Lesson Plans: Mathematics
The grouped frequency table is a statistic
method to organize and simplify a large set of Introduction
data in to smaller "groups."
The main purpose of the grouped frequency Activity
table is to find out how often each value Ask to the students that if we are to
occurred within each group of the entire classify the group of 14-year old
data. secondary pupil according to their
Class intervals are non overlapping intervals heights, then we will get a frequency
selected in such a way that every value can distribution that is representative of all
be placed in one and only one of the the pupils in the group with a minority
intervals. that are extremely tall or short while the
How To Construct Grouped Frequency Table : majority are of average height. Will the
1. Collect the data by writing it on a piece of frequency distribution of their weights
paper. also follow this pattern?
2. Rearrange the data in ascending order. Help them to recall the steps to create a
3. Find Range: Deduct lowest value from the grouped frequency table.
highest value. Now divide the class in two groups and
4. Determine the number of groups. Most of ask them to construct grouped
the data has between five to 15 groups. It is frequency tables of heights and weights.
your decision to choose the number of Ask the group I and group II to gather
groups for your data. data about the height and weight of the
5. Determine the width (number of values per students of your class respectively.
group) of group interval by dividing step3
(Range) by step 4 value.
6. Create two columns titled "Groups." And Development
"Frequency."
7. Determine the frequencies for all five groups
Activity
by tallying the data.
Note: chose the first class interval such that the Exercise the following with the whole class.
smallest observation is included. “Getting Ready for School” / “Reaching
School”
1. Gather your Data:
Duration/Number of Period
How much time (minutes) do you take in
getting ready for your school? Ask them
40 mins / 1 Period
to write on a notebook like this
Mohammad Ali 30 minutes. Collect
Material/Resources required responses from approximately 20
students in the form of minutes only.
Like 30 min, 10 min, 12 min, 15 min. and
Black/white board, marker, chalk, handout
so on.
photocopies as per number of groups.
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Teachers’ Guide Lesson Plans: Mathematics
2. Decide how many classes will be in your Or even about their favorite food…..
frequency table: Ask them to record their frequency
A class is a range of numbers within tables so that further applications can
which data falls. For example , students be done.
getting ready for school may be divided Now ask the students to OBSERVE
into 5-groups. the table they got after survey and
5 to 15 minutes, 16 to 26 minutes, 27 to check if the class interval they have is
37 minutes, 38 to 48 minutes and 49 of inclusive (11-14, 16-19, 21-24, 26-29)
minutes or more. Class width: 10 or exclusive type (10-15, 15-20, 20-25,
25-30).
3. Count the number of data points which
falls into each class. You may use tally 26
method 25.5 26.4
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Teachers’ Guide Lesson Plans: Mathematics
Conclusion/Sum up
Assessment
Follow-up
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Teachers’ Guide Lesson Plans: Mathematics
Lesson Plan
2
T O P I C
Frequency Distribution - II
Grade X
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Teachers’ Guide Lesson Plans: Mathematics
Interval: represent the corresponding adjusted
Choose a suitable scale on the x-axis and frequencies on it
represent the class-limits on it Draw the rectangles , the width of rectangles
Determine a class interval which has the will be according to class limit
minimum class size. Let the minimum class If you're creating a histogram from unequal
size be h intervals, you should probably normalize the
Find the adjusted frequency of each class by results. Divide the number by the size of the
using the formula : i nte r va l . T h at way, e a c h g ro u p i s
Choose suitable scale on the y-axis and appropriately weighted.
Duration/Number of Periods
80 mins/2period
Material/Resources Required
Black/white board, chalk, marker, strips of equal size, handout photocopies as per groups, chart paper
made histogram on it. It is better if this lesson is done with the help of I.T Teacher and with the help of
computer, library books.
Introduction
Activity 1
Show them the chart-paper having an example of Histogram on it. Without much explanation.
Ask them relevant questions.
Refer to the home work given and collect verbal feedback. Give away the comparison after
receiving their responses.
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Teachers’ Guide Lesson Plans: Mathematics
Comparison of Histogram and Bar Graph
Histogram Bar Graph
1. It consists of rectangles touching 1. It consists of rectangles, normally separated
each other. from each other with equal space.
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Teachers’ Guide Lesson Plans: Mathematics
Data: Data:
Marks No of students
0-5 5 Reset
Marks No of Students
Frequency
5-10 10
40-50 36
10-15 30
15-20 45 50-60 87
20-25 27 60-70 121
25-30 14
70-80 154
30-35 3
80-90 133
48
44
90-100 95
40 100-120 112
36
120-150 72
35
Frequency
28
150-200 32
24
16 160
12
4 120
Frequency
5 10 15 20 25 30 35
Clases 80
56
Taking the class intervals on horizontal scale 40 50 60 70 80 90 100 120 150 200
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Teachers’ Guide Lesson Plans: Mathematics
frequency table.
Data: 30, 32, 11, 14, 40, 37, 16, 26, 12, 33, 19,
38, 12, 28, 15, 39, 11, 37, 17, 27, 14, 36
Follow-up
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Teachers’ Guide Lesson Plans: Mathematics
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Teachers’ Guide Lesson Plans: Mathematics
Lesson Plan
3
T O P I C
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Teachers’ Guide Lesson Plans: Mathematics
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Teachers’ Guide Lesson Plans: Mathematics
Give the attached work sheet to the Now ask the students to look for the
groups for ice breaking. Ask their prior middle value in the arranged list of
knowledge about mean, median and heights. For odds list the middle and for
mode. even list average of two middle values.
e.g, sum of 10th and 11th student height
Activity 2 /2. Let them find and then announce
that we have just calculated “MEDIAN”.
Measure the weight of each student in
Now ask what would be your answer if I
the class. Find the average weight of the
ask you to find the average. They would
students in the class.
do sum of all divided by number of
The average (AM) of your last term-end students and give you answers. Then
exams. tell them that they just did was
Arithmetic mean. Also tell that median
and mode are also Averages.
Development
Activity 3
Activity 1
Give away Activity sheet: Mean,
students will analyze the class survey median mode Puzzle time
results.
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Teachers’ Guide Lesson Plans: Mathematics
Activity 3
Discuss with class: Which one is better: Conclusion/sum up
mean, median or mode?
Teacher: It depends on your goals. I can Averages are of great importance and the choice
give you some examples to show you why. of an average is usually determined by the
Consider a company that has nine purpose of our investigation. It is an important
employees with salaries of 35,000 a year, and difficult problem, Since each average has its
and their supervisor makes 150,000 a year. own merits and demerits, therefore proper
If you want to describe the typical salary in average can be determined only after studying
the company, which statistics will you use? the nature, type and objective to the
Student: I will use mode (35,000), because investigation.
it tells what salary most people get.
Teacher: What if you are a recruiting officer
for the company that wants to make a good
Assessment
impression on a prospective employee?
Alina allows himself an average of Rs250 a
Student: The mean is (35,000x9 +
day for lunch at work. If she spent Rs200
150,000)/10 = 46,500 I would probably say:
on Monday, Rs275 on Tuesday, Rs225 on
"The average salary in our company is
Wednesday, and Rs250 on Thursday, how
46,500" using mean.
much may he spend for lunch on Friday?
Teacher: In each case, you have to decide
The average marks of three batches of
for yourself which statistics to use.
students having 70, 50 and 30 students
Student: It also helps to know which ones respectively are 50, 55 and 45. Find the
other people are using! average marks of all the 150 students,
Now solve the question with the help of taken together.
students.
A student has gotten the following grades
Follow-up
in his tests: 87, 95, 76, and 88. He wants an
85 or better overall. What is the minimum Ask students to collect following data in groups
grade he must get on the last test in order then calculate averages.
to achieve that average?
Solution: The unknown score is "x". st
o 1 group Record height of 7th class
Then the desired average is:
students.
(87 + 95 + 76 + 88 + x) ÷ 5 = 85 Multiplying nd th
o 2 group Record weight of 7 class
through by 5 and simplifying, I get:
students.
87 + 95 + 76 + 88 + x = 425 rd
o 3 group Record marks of each student in
346 + x = 425 8th PEC examination.
x = 79
He needs to get at least a 79 on the Guide the students to solve the exercise
last test. problems given at the end of unit / chapter
of the textbook.
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Teachers’ Guide Lesson Plans: Mathematics
Lesson Plan
4
T O P I C
AM
GM
HM
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Teachers’ Guide Lesson Plans: Mathematics
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Teachers’ Guide Lesson Plans: Mathematics
To better understand how the altitude of a right triangle acts as a geometric mean in similar
triangles, look at the triangle below with sides a, b and c and altitude H.
Assign questions from the book to groups and then individuals to attempt exercise.
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Teachers’ Guide Lesson Plans: Mathematics
Harmonic mean:
Finding HM: recall with students that To find the mean or the "arithmetic" mean, you add up all the
numbers and divide by how many numbers there are. They would reply 'yes'.
For the harmonic mean, you first take the reciprocal of each number, then take the usual average,
then take the reciprocal again (because reciprocal is the same as "un-reciprocal"
... the operation is its own inverse).
Explain with a simple example: HM is such that by whatever part of itself the first term
exceeds the second, the middle term exceeds the third by the same part of the third.
That is, b is the harmonic mean between a and c if (a-b)/a = (b-c)/c.
Can you get b = 2ac/(a+c) out of this? (let them try in pairs)
Along with the students go through the steps with an example question done in
“Information for Teacher”.
Emphasize on 'STEP BY STEP' approach.
Now divide the class into groups of fours and give away the “Discussion sheet” let them
develop the understanding at their own pace.
Join every group and collect their issues and then explain each of the statements to the
whole class collectively.
Assign questions to the groups to solve and share the answers.
Which one is better: AM/ HM/ GM? (Class discussion)
AM, GM, and HM satisfy these inequalities: AM > GM > HM. Equality holds only when all the
elements of the given sample are equal.
Explain the scenario to the students on board. If x are the MARKS in theory and y are the
marks in practical. Calculate the aggregate by using (AM, GM, HM) for the following marks.
What conclusion do you derive?
Write the values for X and y on board and let them solve it in pairs. Also ask them to write
their observation for AM, GM, and HM. (assign time-slot)
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Teachers’ Guide Lesson Plans: Mathematics
Notice that the arithmetic mean is in all cases 50. Clearly the geometric and harmonic means
penalize uneven performances, but the harmonic mean penalizes them more heavily.
Activity 2
Teacher divide students into suitable number of groups preferably consisting of 5-6
students and give following data to calculate geometric mean (GM) and harmonic mean
and ask them to find out the relationship between geometric mean and Harmonic Mean
X = 4, 5, 6, 8, 10
Conclusion/Sum up
Recap the definition and formula of COM, HM and AM. Also tell them importance, comparison and
use of three types of means. (i.e GM, AM, HM)
Assessment
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Teachers’ Guide Lesson Plans: Mathematics
Follow-up
Give different questions and ask students to calculate arithmetic mean, geometric mean and
Harmonic mean.
Find the mode, median, mean of the following data
a) 4, 1, 7, 3, 1
b) 10, 15, 9, 1, 5, 5, 15
d) 2, 7, 1, 9, 3, 7, 2, 4, 7, 10
Guide the students to solve the exercise problems given at the end of unit / chapter of the
textbook.
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Teachers’ Guide Lesson Plans: Mathematics
UNIT Lesson Plan
1
T O P I C
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Teachers’ Guide Lesson Plans: Mathematics
3
II (_,+) I (+,+)
2
1
Material/Resources required
-x -4 -3 -2 -1 1 2 3 4 x
-1
-4
-y Introduction
numbers whose order is important; these
Activity
numbers are written in parentheses and
separated by a comma. Call the students not by name rather
y like “3rd from the left 2nd row, please
4 tell me your name then on the board
3 write ALI (3,2) , repeat the same with
(2,3)
2 two or three other students and ask
1 them to write Alina (4,5) , ahmed (8,4),
x respectively etc.
-4 -3 -2 -1 1 2 3 4
-1 Now ask the students “WHAT HAVE I
-2 WRITTEN ON THE BOARD? ”, can I say
-3 that these are the addresses of Ali,
-4 Alina and Ahmed in the classroom? [let
them think and answer yes!]
Ordered Pair
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Teachers’ Guide Lesson Plans: Mathematics
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Teachers’ Guide Lesson Plans: Mathematics
Conclusion/sum up
Assessment
88
Teachers’ Guide Lesson Plans: Mathematics
Lesson Plan
T O P I C 2
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Teachers’ Guide Lesson Plans: Mathematics
Introduction Activity 2
Demonstrate the concept of slope of line by
Activity
following example
Ask the students to copy and complete the Slope or gradient of a line: When we walk on
table below for the equation y=2x + 3 an inclined plane, we cover horizontal
X 1 2 3 4 5 distance (run) as well as vertical distacne
Y (rise) at the same time.
It is harder to climb a steeper inclined plane.
Make a graph and observe the line
The measure of steepness (ratio of rise to
the run) is termed as slope or gradient of the
inclined path and is denoted by m.
Development
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Teachers’ Guide Lesson Plans: Mathematics
Conclusion/Sum up
Assessment
Follow-up
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Teachers’ Guide Lesson Plans: Mathematics
UNIT Lesson Plan
T O P I C 1
15 Distance Formula - I
Introduction to Coordinate Geometry
Grade X
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Teachers’ Guide Lesson Plans: Mathematics
Activity 2
Show any picture like this on computers/
from library books / draw roughly on board
and ask students give their comment
about it.
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Teachers’ Guide Lesson Plans: Mathematics
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Teachers’ Guide Lesson Plans: Mathematics
y
ordered pair represent? How could we change
the ordered pairs to have them mark a 6
95
Teachers’ Guide Lesson Plans: Mathematics
Lesson Plan
2
T O P I C
Distance Formula - II
Grade X
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Teachers’ Guide Lesson Plans: Mathematics
Hence, PR = x2- x1
We can label the axes
And QR = y2- y1
to make them easier
Using Pythagoras' theorem, to tell apart. The axis
PQ 2 = PR 2 + QR2 that goes from side
= (x2- x1)2+ (y2- y1)2 to side is the x-axis,
PQ = (x2- x1)2+ (y2- y1)2 and the axis that
Distance Formula: The general formula for goes straight up and
the length of any line segment PQ, where the down is the y-axis.
coordinates of P and Q are (x1 , y1) and (x2 , y2) Axes cross has a
respectively, is special name: it is
d = (x2- x1)2+ (y2- y1)2 called the origin. And
has address (0,0)
Material/Resources required
Activity 2
board, chalk / marker, work sheet, graph paper, Just mention point B on the board and
rubber, pencil tell that Ali is standing at point B, ask
student its ordered pair, (5, 2) and you
Duration/Number of Period are standing at point C (5, 6) (ask to
label its ordered pair address).
80 mins/2 period How far are you from Ali? (6-2 =4).
Similarly ask that Nadeem is standing
Introduction at A (2, 2), let the students tell its
address. Ask what the distance
Activity 1 between Nadeem and YOU. Let They
answer (5-2 = 3). Now ask CAN WE
Draw on board and ask what is it? KNOW THE DISTANCE BETWEEN ALI
Label them? and label it. AND NADEEM?
Let them think and give their ideas. Do
y not discourage even a wrong answer.
Record it in your mind to clear while
6
further discussion.
2 Development
x Activity 1
2 4 6 Ask the students to sit in groups and
ask them to draw the lines AB, BC and
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Teachers’ Guide Lesson Plans: Mathematics
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Teachers’ Guide Lesson Plans: Mathematics
Conclusion/sum up
Assessment
Follow-up
99
Lesson Plan
3
T O P I C
Collinear Points
Grade X
100
D Draw a number line and take their
A B C acceptance on that steps between 0 to 9 are
equal to steps between 0 to 5 'PLUS' 5 to 9.
We know in Geometry, the distance
between two points is minimum when
connected by a straight line. This concept is
A B used here to find if the points are collinear.
Ask students their idea about being
Fig (1)
collinear or coplanar. Let them
The example for non collinear point is given brainstorm.
in the following diagram, Collect their points on board without
F any comments.
Then introduce the term collinear.
E y
G T
6
I R 4
2
H x
The diagram shows the non collinear points. -10 -8 -6 -4 -2
-2
Q
-4
Duration/Number of Period
80 mins/2 period
Material/Resources required
101
So we get by adding the first two distances
Development equal the third distance.
Hence the three points are collinear.
Activity 1
{
{
Divide the class into mixed ability
A B C
groups and ask them to follow given
steps.
Find distance between R and Q If mAB + mBC =m AC
Find the distance between R and T Then the points are collinear
Find the distance between Q and T Assign questions for further group work.
Once they have practiced enough about
Analyze if you find any relation
'how to prove the points are collinear or
between the three.
not'.
Visit every group and help them in
understanding however do not solve it
for them. Activity 3
Have plenary session on board by every Rearrange them for pair work. Pick
group. people from different groups. Or this
Record your assessment about the group's time you can do 'friendly-pairs' of their
findings to be discussed during your own choice.
closure session. Ask them to get a new page and make a
cartesian Plane with all four grids.
d= ( x2 _ x 1 )2 + ( y2 _ y1 )2 Ask them to take any three points which
are collinear and write their ordered-
pairs.
Ask them to take another three points
Activity 2
which they think are not collinear.
Let's have another example and do it Write their ordered pairs. (allocate time
together on board.
for it).
There are three points about which we
Ask : How can you prove that they are
don't know if collinear or not.
(1,2),(2,3),(4,5) not collinear. Let them think unless
they reply by applying the distance
Distance between first two points = root of
(2-1)2+(3-2)2 = √2 formula as we did in group work.
Distance between second and third points Ask them to play with these points and
= root of (4-2)2+(5-3)2 = √ (4+4) = √ 8 = make any shape out of it.
2√2 They would answer yes we can make
Distance between first and third points = triangles.
root of(4-1)2 +(5-2)2 = √ (9+9) = √ 18 = Recall with them all types of triangles
3√2
102
they know and draw on board. Find out the collinear and non-collinear
Now ask them to identify their points and write their coordinates
TRIANGLE's type. (isosceles, equilateral, Find distance AB, BC and AC
right angled, or scalene).
(you may share the TRIANGLES TYPES
classroom display made earlier.) Follow-up
Can you prove that these points are
NON_COLLINEAR by using distance D (-5,2) C (8,2)
formula.
Visit every group and record their
assessment.
Refer them to the book content and let
them compare their work and do 'self-
A (-5, -4) B (8,-4)
assessment.'
Find AC and BD
What is the relation between AC and BD
Conclusion/sum up Guide the students to solve the exercise
problems given at the end of unit /
Using the coordinate system on the plane we are chapter of the textbook.
able to derive many elegant geometrical results
about lines, polygons, circles and so on. We can
prove the properties of geometrical shapes by
using these concepts.
Three point A, B and C are said to be collinear
if AC = AB+BC
If AC = AB+BC then the three points are non
collinear.
Assessment
y
C
B
A
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Teachers’ Guide Lesson Plans: Mathematics
UNIT Lesson Plan
T O P I C 1
tangent
c ent
adja
use
o ten
p
hy
Cos
ine
angle
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Teachers’ Guide Lesson Plans: Mathematics
Once the angles are known, the ratios of the A Angle of Elevation
Angle of Depression D
sides are determined, regardless of the
overall size of the triangle.
C
If the length of one of the sides is known, the
other two are determined. Duration/Number of Periods
Trigonometric functions These ratios are
given by the following trigonometric 80 mins/2period
functions of the known angle A, where a, b
and c refer to the lengths of the sides in the Material/Resources Required
accompanying figure:
o Sine function (sin), defined as the ratio of a clear plastic ruler or straw, a clear plastic
the side opposite the angle to the protractor, clear tape, cotton and a small weight
hypotenuse.
opposite a Introduction
sin A
hypotenuse ľ
o Cosine function (cos), defined as the Activity 1
ratio of the adjacent leg to the Discuss applications or uses of
hypotenuse. trigonometry.
opposite a sin A Application/Uses of trigonometry
tan A
adjacent c cos !
B
Opposite
c se
tenu
po a
Hy
Adjacent
A C
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Teachers’ Guide Lesson Plans: Mathematics
away. C
30
B
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Teachers’ Guide Lesson Plans: Mathematics
Q2. You are at a live performance and you Divide the class into groups and instruct
are in the balcony. You are looking down at them to make their clinometers to
the stage at an angle of 40 degrees, If you measure angle of elevation.
were to be at floor level you would be 20 ft Follow the given steps: (write on chart
away from the stage. How high up is the paper and paste or write on board).
balcony? 1. Ask students to drill a small hole into
their protractor.
Solution:
2. The straw and protractor will be
Tan 40 = 20/x perpendicular to each other. Put the
20 = x tan 40 string through the hole and the zero
20/ tan 40 = X degree point on the protractor and tie it
X = 23.84 off or tape it to the protractor.
3. Tape or glue the protractor to the straw.
If you plan on using the rulers and
protractors again as separate tools, use
Development
tape instead of glue.
4. Attach weight to end of string.
Activity 1
Demonstrate and describe how
trigonometry can be used to find the height
of a tall building or tree height of a high hill, tape string
or other high object where one cannot
small wight
stand directly beneath the highest part.
Explain in groups about how to use
Clinometers are instruments that measure clinometers to measure angle. Using
the angles and then the height of objects your clinometers:
1. Looking through the straw or down the
ruler, point the clinometers at the top of
the object. As you move the clinometers
up, the string and weight will start to
move down the protractor.
2. When the clinometers is lined up with
the top of the object, use your other
hand to grab the string so that it stays
Now first students will construct where it is along the clinometers and
clinometers in group of three, and then read the angle that the string is lying
they will use it to measure angles and to against or, have another person read the
find heights. angle that the string is lined up with.
Draw pictures on board and then
explain about angle of elevation and 3. Measure how far you are from the
angle of depression. object you are measuring.
Ask students for the examples come into 4. Apply the formula and calculate the
their minds. height.
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Teachers’ Guide Lesson Plans: Mathematics
Activity 3
d
Following terms, are essential to know
because these terms help you to apply
Distance between his or her feet and eyes. trigonometric ratios, in the problems
Imagine the tall object to be measured is a related with height and distance. Point of
tree. The diagram above indicates how this Observation:
is done. Students measure the distance d Whenever you see any object, your eye
from the base of the tree. They use the works as a point of observations. Though
clinometers to find the angle . Using tan human beings can see an object with both
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Teachers’ Guide Lesson Plans: Mathematics
eyes but we, for sake of convenience, the sight) can be above or below the level of
consider it as we are watching the object the eye (point of observation). At the level
with the single eye. The eye or the point of point of observation we will draw a
from where you are watching the object is horizontal line. When the object is above
known as point of observation. In the the level of eye, then the angle which line of
pictorial representation of a height and sight is making with this horizontal line is
distance problem this is represented by a known as angle of elevation.
single dot (point). There can be more than
one point of observation you see an object
from two or more than two points.
Angle of Depression:
When the object is below the level of point
of observation, then the angle made by the
Line of Sight: line of sight with the horizontal line (drawn
From the point of observation we see the at the level of eye) is known as angle of
object, it is supposed that we are not depression.
watching the object but only a particular
point on it. It can be at the top of the object
or at the bottom or anywhere else in the
body of that object (according to the given
problem). An imaginary line segment
joining that point with the point of
observation is known as line of sight or
alternatively "line of vision".
Conclusion/Sum up
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Teachers’ Guide Lesson Plans: Mathematics
Assessment
113
Teachers’ Guide Lesson Plans: Mathematics
o
Hint: ACD = 45 is the angle of elevation
o
The pictorial representation of this problem is the DCB = 30 is the angle of depression
adjacent figure AB represents the height of tower. Since CD || BE
Here A is point of observation C and D represents DCB = CBE = 30
o
each car.
AX is the imaginary horizontal line. AC and AD are
the two lines of sight. CAX and DAX are the
two angels of depression DAX = 30o and CAX =
60o AX and BD are the two parallel lines
o
CAX = ACB = 60
and XAD = ADB = 30o[alternative angles
Problem (III)
From the deck of a ship the angle of elevation of
the top of a light house is 45o. While the angle of
depression of the bottom of the light house is 30o.
If the deck of the ship is 16m high then find the
height of the light house.
Hint:
The pictorial representation of this problem is the
adjacent figure. In the figure AB represents the
light house. CE represent the height of the deck of
the ship C is the point of observation. CD the
horizontal line which is situated at the level of
point observation.
BE is the
ground level
(level of
sea).
AC and CB
are the two
lines of sight
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Teachers’ Guide Lesson Plans: Mathematics
UNIT Lesson Plan
T O P I C 1
17 Congruent Triangles
Congruent Triangles Grade IX
3 4
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Teachers’ Guide Lesson Plans: Mathematics
80 mins/2period
Material/Resources Required
116
Teachers’ Guide Lesson Plans: Mathematics
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Teachers’ Guide Lesson Plans: Mathematics
Ask students to paste their pair of congruent triangles on the soft-board or anywhere in the
class so that work can be seen. Appreciate the correct labeling.
Invite students on board to explain the postulates once again.
Activity 3
If in any correspondence of two triangles, two angles and one side of a triangle are congruent to
the corresponding two angles and one side of the other, the triangles are congruent.
On the board first write the statement, draw the figure and the table as given below. However
do not fill the table.
Given : In ΔABC ΔDEF
B E A D
D
C F
BC EF
B C E F
To Prove : ΔABC ΔDEF
Construction Suppose AB DE and there is a
point D / on such that AB D /E. Join D / to F.
Proof :
Statements Reasons
ΔD /EF
In ΔABC
Discuss what is given and what we have to prove. Help students to think and come up to the
statements which you will write in the left column.
Let the groups discuss and fill the right side of the column. These are the points which they
have already discussed enough.[give time]
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Teachers’ Guide Lesson Plans: Mathematics
Conclusion/Sum up
L P R
Recap the definition of geometric terms used to Q3. In a correspondence of two triangles, if three
prove theorems and triangle postulates. sides of one triangle are congruent to the
corresponding three sides of the other, the
Assessment two triangles are congruent.(SSS)
Q4. Write a congruence statement for the
a. Draw two triangles on board which are similar congruent triangles in each diagram.
but not congruent. Ask students to analyze B O
tell why, they are not called congruent, By
reflecting on points discussed.
b. How many ways can you cut a square piece of
cake into two congruent parts.
A D
T I
Q2. Prove the following:
Given:
AB RT
AR AB N
BT RT
AB RT Follow-up
AR Ç. Project:
A B Student's conduct this project at home in the
form of group to understand congruent triangle
postulates and theorems using inductive
reasoning, write their findings and discuss in
class. Display the model in class with cards.
R T
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Teachers’ Guide Lesson Plans: Mathematics
lengths:
2 straws 8 centimeters in length
2 straws 11 centimeters in length 5 cm
2 straws 5 centimeters in length 2. Take the 2 straws of the same length and
Part 1 also form a 60 degree angle between
them.
1. Have Put the 3 straws of different lengths
together to form a triangle as shown.
11 cm
11 cm
0
60
5 cm
8 cm
5 cm 11 cm 11 cm
8 cm
using a protractor.
60 60
Questions:
1. What are the measures of the 3 angles in 5 cm 5 cm
the first triangle?
4. Measure the length of the 3rd side and the
2. What are the measures of the 3 angles in
two remaining angles for each triangle.
the second triangle?
Questions:
3. What is the relationship between the rd
1. What is the length of the 3 side?
angles of each triangle?
2. What are the measures of the remaining
4. Are the triangles congruent?
angles?
5. Can the straws be rearranged to form a
3. Are the two triangles congruent?
triangle with different angles?
4. Use any two straws and any angle of your
Part 2
choice. Do you get the same result?
1. Take 2 of the straws, place them on a piece
5. Will you always get the same result?
of paper, and form a 60 degree angle
between them.
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Teachers’ Guide Lesson Plans: Mathematics
Part 3 3. Are the triangles congruent?
1. Measure three angles measuring 80, 60, 4. What if you used the 5cm straw? The
and 40 degrees on the corners of 2 pieces 8cm straw? A straw with a different
of construction paper or cardstock, cut length?
them out, and label them. Part 4
0
1. Use two of the angles used in the
80
example above.
2. Use one of the straws and place one of
the angles alongside it as shown. Draw a
long segment like the dashed one in the
drawing. Repeat the process for the 2nd
40
0
60
0 triangle.
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Teachers’ Guide Lesson Plans: Mathematics
8 cm 8 cm 0 0
80 80
11 cm 11 cm 60
0
40
0
60
0
40
0
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Teachers’ Guide Lesson Plans: Mathematics
UNIT Lesson Plan
T O P I C 1
18 Parallelograms and
Triangles
parallelograms and Triangles Grade IX
Sides
180 0
....One angle is supplementary to both consecutive
angles in a quadrilateral, then....
Diagonals
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Teachers’ Guide Lesson Plans: Mathematics
ctor
a bise
Reflection
a An image or shape as it would be seen in a mirror,
or in a smooth lake.
Blue Angle is Bisected
bisector
x x
Blue Line is Bisected
Duration/Number of Periods
80 mins/2period
Material/Resources Required
Congruent Introduction
The same shape and size.
Two shapes are congruent if you can Turn, Flip Activity
and/or Slide one so it fits exactly on the other. In
this example the shapes are congruent (you only
need to flip one over and move it a little)
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D B
A C
C D
C B
A B
A D
Teachers’ Guide Lesson Plans: Mathematics
A B
C D
Parallelogram HIJK
H I
22 y
16 O x
Development
Activity 1
Write following key-words on the board and ask students to recall and write its meanings on
notebooks. (CPCTC, supplementary angles, ASA postulate etc).
After individual work, divide them into groups and let them share their written work.
On the board first write the statement “opposite angles are congruent”, draw the figure and
the table as given below. However do not fill the table.
Prove: A C, D B
D C
Prove:
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Teachers’ Guide Lesson Plans: Mathematics
Statements Reasons
1. ABCD 1. Given
Corollary:
The opposite angles in a rhombus are congruent.
Discuss what is given and what we have to prove. Help students to think and come up to the
statements which you will write in the left column.
Let the groups discuss and fill the right side of the column. These are the points which they
have already discussed enough.[give time]
Activity 2
Split the groups and ask them to prove the theorem individually on their notebooks.
On the board now write the statement “opposite sides are congruent”, draw the figure and
the table as given below. However do not fill the table.
Opposite angles are congruent: D C
3
Given: Parallelogram ABCD 4
Prove: A DC, AD BC
1
2
A B
Statements Reasons
1. Draw AC 1. Through any 2 pts. There is exactly one line.
2. Parallelogram ABCD 2. Given
3. DC AB 3. Definition of parallelogram
4. 3 2, 1 4 4. If 2 lines are cut by a transversal. A.I.A. alternate
interior angles are
5. AC AC 5. Reflexive
6. ∆ABC ∆CAD 6. ASA Postulate
7. AB DC, AD BC 7. C.P.C.T.C
Corollary
The parallel line from the midpoint of one non-parallel side of a trapezium to the parallel sides
bisects the other non-parallel side.
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Teachers’ Guide Lesson Plans: Mathematics
Activity 3 Q
R
W
S
Follow the same method this will be done
quickly as Key-word are already discussed W X Y
Write the statement on board “Diagonals
T
bisect each other”. Also give the Z S
R
following plan and ask the groups to V
Z
complete the proof.
Q2. Complete each statement about QRST
Given: Parallelogram with diagonals AC and R
Justify your answer:
DB. S
1. SV V
Prove: AC and DB bisect each other.
2.∆ VSR ?
D C
1 3 Q
3. TSR is supplementary to? T
M Q3. Use JKLM to find each measure or value.
1. m MJK
A
4 2
B
2. m JML
J 2b + 3 K
3. m JKL
Plan for proof: You can prove that ∆ AMB
4. m KJL 3a R
∆CMD using ASA postulate (DC AB since 21
5. a 70
0
opposite 30
0
6. b M 45 L
sides of parallelograms are congruent) and
and (since they are
alternate interior Follow-up
angles). Then DM MB and AM MC by
C.P.C.T.C Measure sides, diagonals and angles of real
Take rounds of the groups and help them shapes of parallelogram around us e.g
in composing their scripts. keyboard buttons etc, draw conclusion and
compare result with these theorems.
Conclusion/Sum up Make a parallelogram with paper and measure
its diagonals, sides and angles and find result.
Recap steps of to prove theorems. Remember the grometric terms used to prove
theorems.
Assessment Guide the students to solve the exercise
problems given at the end of unit / chapter of
Proof: Write the indicated type of proof. the textbook.
Q1. Two – column
a. Given: VZRQ and WQST
2. Paragraph
b. Given: XYRZ, WZ WS
Prove: Z T Prove: XYR S
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Teachers’ Guide Lesson Plans: Mathematics
Glossary
Abscissa The x-coordinate is called abscissa
Addition of matrices adding corresponding elements of two matrices.
AM ( Arithmetic mean) It is an average which is most commonly used and calculated by
diving sum of all values by their numbers
Angle of Depression The angle made between horizontal line through eye and a line
from the eye to the object below the horizontal line is called the
angle of depression
Angle of Elevation The angle between the horizontal line through eye and a line
from the eye to the object above the horizontal line is called an
angle of elevation
Antilog Converting the log values back into the real values through
consulting the antilog table
Averages These are values which represent the data
Base / Adjacent In a right angled triangle, the side facing the common arm of
right angle and the angle under consideration is called
base/Adjacent
Bijective Both Injective and Surjective together
Bisector The line that divides something into two equal parts is called
bisector.
Characteristic The characteristic of a common logarithm shows the position of
the decimal point in the associated number.
Class interval Width of lower and upper class limit
Co – Domain What may possibly come out of the function is called co-domain
Coefficient It is a multiplicative factor in some term of an expression (or of a
series); it is usually a number, but in any case does not involve
any variables of the expression
Collinear A set of points is collinear if there is a line which contains all the
points of the set.
Column of Matrix Number of vertical categories in any matrix is called column/s of
matrix.
Common log The common logarithm is the logarithm with base 10. It is also
known as the decadic logarithm, named after its base
Congruent Two shapes are congruent if you can Turn, Flip and/or Slide one
so it fits exactly on the other.
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Teachers’ Guide Lesson Plans: Mathematics
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