Teaching Guide 8 PDF
Teaching Guide 8 PDF
Teaching Guide 8 PDF
Teaching Guide
1
Contents
Introduction iv
Curriculum 1
• Strands and Benchmarks
• Syllabus Matching Grid
Assessment 107
• Specimen Paper
• Marking Scheme
1 ivii
Introduction
Welcome, users of the Countdown series. Countdown has been the choice of
Mathematics teachers for many years. This Teaching Guide has been specially
designed to help them teach mathematics in the best possible manner. It will serve
as a reference book to streamline the teaching and learning experience in the
classroom.
Teachers are entrusted with the task of providing support and motivation to their
students, especially those who are at the lower end of the spectrum of abilities.
In fact, their success is determined by the level of understanding demonstrated by
the least able students.
Teachers regulate their efforts and develop a teaching plan that corresponds to the
previous knowledge of the students and difficulty of the subject matter. The more
well-thought out and comprehensive a teaching plan is, the more effective it is. This
teaching guide will help teachers streamline the development of a lesson plan for
each topic and guide the teacher on the level of complexity and amount of practice
required for each topic. It also helps the teacher introduce effective learning tools
to the students to complete their learning process.
Shazia Asad
iv 1
Curriculum
The National Curriculum for Mathematics 2006 is based on these five strands:
Numbers
and
Operations
Reasoning
and STRANDS Algebra
Logical Thinking
OF
MATHEMATICS
Information Geometry
Handling and
Measurement
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1
Towards greater focus and coherence of a mathematical programme
A comprehensive and coherent mathematical programme needs to allocate proportional time to all
strands. A composite strand covers number, measurement and geometry, algebra, and information
handling.
Each strand requires a focussed approach to avoid the pitfall of a broad general approach. If, say,
an algebraic strand is approached, coherence and intertwining of concepts within the strand at all
grade levels is imperative. The aims and objectives of the grades below and above should be kept
in mind.
“What and how students are taught should reflect not only the topics that fall within a certain
academic discipline, but also the key ideas that determine how knowledge is organised and
generated within that discipline.”
William Schmidt and Richard Houang (2002)
Benchmarks
Grades VI, VII, VIII
• Identify different types of sets with notations
• erify commutative, associative, distributive, and De Morgan’s laws with respect to union and
V
intersection of sets and illustrate them through Venn diagrams
• Identify and compare integers, rational, and irrational numbers
• A
pply basic operations on integers and rational numbers and verify commutative, associative,
and distributive properties
• Arrange absolute values of integers in ascending and descending order
• Find HCF and LCM of two or more numbers using division and prime factorisation
• Convert numbers from decimal system to numbers with bases 2, 5, and 8, and vice versa
• Add, subtract, and multiply numbers with bases 2, 5, and 8
• Apply the laws of exponents to evaluate expressions
• Find square and square root, cube, and cube root of a real number
• S olve problems on ratio, proportion, profit, loss, mark-up, leasing, zakat, ushr, taxes, insurance,
and money exchange
Curriculum iv
2 1
Strand 2: Algebra
The students will be able to:
• a
nalyse number patterns and interpret mathematical situations by manipulating algebraic
expressions and relations;
• model and solve contextualised problems; and
• interpret functions, calculate rate of change of functions, integrate analytically and numerically,
determine orthogonal trajectories of a family of curves, and solve non-linear equations
numerically.
Benchmarks
Grades VI, VII, VIII
• Identify algebraic expressions and basic algebraic formulae
• Apply the four basic operations on polynomials
• Manipulate algebraic expressions using formulae
• Formulate linear equations in one and two variables
• Solve simultaneous linear equations using different techniques
Strand 3: Measurement and Geometry
The students will be able to:
• identify measurable attributes of objects, and construct angles and two dimensional figures;
• nalyse characteristics and properties and geometric shapes and develop arguments about
a
their geometric relationships; and
• r ecognise trigonometric identities, analyse conic sections, draw and interpret graphs of
functions.
Benchmarks
Grades VI, VII, VIII
• Draw and subdivide a line segment and an angle
• Construct a triangle (given SSS, SAS, ASA, RHS), parallelogram, and segments of a circle
• A
pply properties of lines, angles, and triangles to develop arguments about their geometric
relationships
• A
pply appropriate formulas to calculate perimeter and area of quadrilateral, triangular, and
circular regions
• Determine surface area and volume of a cube, cuboid, sphere, cylinder, and cone
• F ind trigonometric ratios of acute angles and use them to solve problems based on
right-angled triangles
1 v
3 Curriculum
Strand 4: Handling Information
The students will be able to collect, organise, analyse, display, and interpret data.
Benchmarks
Grades VI, VII, VIII
• Read, display, and interpret bar and pie graphs
• Collect and organise data, construct frequency tables and histograms to display data
• Find measures of central tendency (mean, median and mode)
Benchmarks
Grades VI, VII, VIII
• F ind different ways of approaching a problem to develop logical thinking and explain their
reasoning
• Solve problems using mathematical relationships and present results in an organised way
• Construct and communicate convincing arguments for geometric situations
Curriculum iv
4 1
Syllabus Matching Grid
1 v
5 Curriculum
2.3 Square Roots
i) Find square root of
• a natural number,
• a common fraction,
• a
decimal,
given in perfect square form, by prime factorisation and division method.
ii) Find square root of a number which is not a perfect square. Chapter 2
iii) U
se the following rule to determine the number of digits in the square root
of a perfect square. Rule: Let n be the number of digits in the perfect square
then its square root contains
n digits if n is even, n+1 digits if n is odd.
2 2
iv) Solve real-life problems involving square roots.
3.2 Conversions
i) C
onvert a number from decimal system to a system with bases 2, 5 and 8,
and vice versa.
ii) Add, subtract and multiply numbers with bases 2, 5 and 8.
iii) Add, subtract and multiply numbers with different bases.
Curriculum iv
6 1
4.2 Banking
4.2.1 Types of a Bank Account
i) efine commercial bank deposits, types of a bank account (PLS savings bank
D
account, current deposit account, PLS term deposit account and foreign
currency account).
ii) Describe negotiable instruments like cheque, demand draft and pay order.
4.2.2 On-line banking
iii) E
xplain on-line banking, transactions through ATM (Auto Teller Machine),
debit card and credit card (Visa and Master).
4.2.3 Conversion of Currencies
iv) Convert Pakistani currency to well-known international currencies.
4.2.4 Profit/Markup
v) Calculate Chapter 8
• the profit/markup,
• the principal amount,
• the profit/markup rate,
• the period.
4.2.5 Types of Finance
vi) Explain
• Overdraft (OD),
• Running Finance (RF),
• Demand Finance (DF),
• Leasing.
vii) Solve real-life problems related to banking and finance.
4.3 Percentage
4.3.1 Profit and Loss
i) Find percentage profit and percentage loss.
4.3.2 Discount
ii) Find percentage discount.
iii) Solve problems involving successive transactions.
Chapter 7
4.4 Insurance
i) Define insurance.
ii) Solve real-life problems regarding life and vehicle insurance.
1 v
7 Curriculum
Unit 5 Polynomials
5.1 Algebraic Expression
i) Recall constant, variable, literal and algebraic expression.
5.2 Polynomial
i) Define
• polynomial,
• degree of a polynomial,
• coefficients of a polynomial.
Chapter 12
ii) Recognise polynomial in one, two and more variables.
iii) R
ecognise polynomials of various degrees (e.g., linear, quadratic, cubic and
biquadratic polynomials).
6.2 Factorisation
Factorise expressions of the following types:
• ka + kb + kc, Chapter 13,
• ac + ad + bc + bd, 14, 15, 16
• a2 ± 2ab + b2,
• a2 – b2,
• a2 ± 2ab + b2 – c2
Curriculum iv
8 1
6.4 Simultaneous Linear Equations
i) Recognise simultaneous linear equations in one and two variables.
ii) Give the concept of formation of linear equation in two variables.
iii) Know that:
• a
single linear equation in two unknowns is satisfied by as many pair of
values as required.
• t wo linear equations in two unknowns have only one solution (i.e., one
pair of values).
6.5 Solution of Simultaneous Equations
i) Solve simultaneous linear equations using linear equations Chapter 17
• method of equating the coefficients,
• method of elimination by substitution,
• method of cross multiplication.
ii) S olve real-life problems involving two simultaneous linear equations in two
variables.
6.6 Elimination
i) Eliminate a variable from two equations by:
• Substitution,
• application of formulae.
1 v
9 Curriculum
7.2 Polygons
i) Define a polygon.
ii) Demonstrate the following properties of a parallelogram.
• Opposite sides of a parallelogram are equal. Chapter 19
• Opposite angles of a parallelogram are equal.
• Diagonals of a parallelogram bisect each other.
iii) Define regular pentagon, hexagon and octagon.
7.3 Circle
* Covered in
i) Demonstrate a point lying in the interior and exterior of a circle.
Book 7
ii) D
escribe the terms: sector, secant and chord of a circle, concyclic points,
Chapter 14
tangent to a circle and concentric circles.
Unit 8 Practical Geometry
8.1 Construction of Quadrilaterals
i) efine and depict two converging (non-parallel) lines and find the angle
D
between them without producing the lines.
ii) Bisect the angle between the two converging lines without producing them.
iii) Construct a square
• when its diagonal is given,
• when the difference between its diagonal and side is given,
• when the sum of its diagonal and side is given,
iv) Construct a rectangle
• when two sides are given,
• when the diagonal and a side are given,
v) Construct a rhombus
• when one side and the base angle are given,
• when one side and a diagonal are given, Chapter 19
vi) Construct a parallelogram
• when two diagonals and the angle between them is given,
vii) Construct a kite
• when two unequal sides and a diagonal are given.
viii) Construct a regular pentagon
• when a side is given.
ix) Construct a regular hexagon
• when a side is given
8.2 Construction of a Right-angled Triangle
Construct a right-angled triangle
• when hypotenuse and one side are given,
• w
hen hypotenuse and the vertical height from its vertex to the
hypotenuse are given.
Curriculum iv
10 1
Unit 9 Areas and Volumes
9.1 Pythagoras Theorem
i) State the Pythagoras theorem and give its informal proof. Chapter 22
ii) Solve right-angled triangles using Pythagoras theorem.
9.2 Hero’s Formula
S tate and apply Hero’s formula to find the areas of triangular and
quadrilateral regions.
9.3 Surface Area and Volume
Chapter 21
i) Find the surface area and volume of a sphere.
ii) Find the surface area and volume of a cone.
iii) S olve real-life problems involving surface area and volume of sphere and
cone.
Unit 10 Demonstrative Geometry
10.1 Demonstrative geometry
i) Define demonstrative geometry.
10.1.1 Reasoning
i) Describe the basics of reasoning.
10.1.2 Axioms, Postulates and Theorem
i) Describe the types of assumptions (axioms and postulates).
ii) Describe parts of a proposition.
iii) D
escribe the meanings of a geometrical theorem, corollary and converse of
a theorem.
10.2 Theorems
rove the following theorems along with corollaries and apply them to solve
P
appropriate problems.
i) If a straight line stands on another straight line, the sum of measures of two Chapter 20
angles so formed is equal to two right angles.
ii) If the sum of measures of two adjacent angles is equal to two right angles,
the external arms of the angles are in a straight line.
iii) If two lines intersect each other, then the opposite vertical angles are
congruent.
iv) In any correspondence of two triangles, if two sides and included angle of
one triangle are congruent to the corresponding sides and included angle of
the other, the two triangles are congruent.
v) If two sides of a triangle are congruent, then the angles opposite to these
sides are congruent.
vi) A
n exterior angle of a triangle is greater in measure than either of its
opposite interior angles.
1 v
11 Curriculum
vii) If a transversal intersects two lines such that the pair of alternate angles are
congruent then the lines are parallel.
viii) If a transversal intersects two parallel lines the alternate angles so formed
Chapter 20
are congruent.
ix) The sum of measures of the three angles of a triangle is 180º
Curriculum iv
12 1
Teaching and
Learning
Guiding Principles
1. S tudents explore mathematical ideas in ways that maintain their enjoyment of and curiosity
about mathematics, help them develop depth of understanding, and reflect real-world
applications.
2. All students have access to high quality mathematics programmes.
3. M
athematics learning is a lifelong process that begins and continues in the home and extends
to school, community settings, and professional life.
4. M
athematics instruction both connects with other disciplines and moves toward integration of
mathematical domains.
5. W
orking together in teams and groups enhances mathematical learning, helps students
communicate effectively, and develops social and mathematical skills.
6. M
athematics assessment is a multifaceted tool that monitors student performance, improves
instruction, enhances learning, and encourages student self-reflection.
Principle 1
Students explore mathematical ideas in ways that maintain their enjoyment of and curiosity about
mathematics, help them develop depth of understanding, and reflect real-world applications.
• he understanding of mathematical concepts depends not only on what is taught, but also
T
hinges on the way the topic is taught.
• In order to plan developmentally appropriate work, it is essential for teachers to familiarise
themselves with each individual student's mathematical capacity.
• S tudents can be encouraged to muse over their learning and express their reasoning through
questions such as;
– How did you work through this problem?
– Why did you choose this particular strategy to solve the problem?
– Are there other ways? Can you think of them?
– How can you be sure you have the correct solution?
– Could there be more than one correct solution?
– How can you convince me that your solution makes sense?
• For effective development of mathematical understanding students should undertake tasks of
inquiry, reasoning, and problem solving which are similar to real-world experiences.
1 v
13
• Learning is most effective when students are able to establish a connection between the
activities within the classroom and real-world experiences.
• A
ctivities, investigations, and projects which facilitate a deeper understanding of mathematics
should be strongly encouraged as they promote inquiry, discovery, and mastery.
• Questions for teachers to consider when planning an investigation:
– Have I identified and defined the mathematical content of the investigation, activity, or project?
–H ave I carefully compared the network of ideas included in the curriculum with the students’
knowledge?
–H ave I noted discrepancies, misunderstandings, and gaps in students’ knowledge as well as
evidence of learning?
Principle 2
All students have access to high quality mathematics programmes.
• Every student should be fairly represented in a classroom and be ensured access to resources.
• Students develop a sense of control of their future if a teacher is attentive to each student’s ideas.
Principle 3
Mathematics learning is a lifelong process that begins and continues in the home and extends to
school, community settings, and professional life.
• T
he formation of mathematical ideas is a part of a natural process that accompanies
pre-kindergarten students' experience of exploring the world and environment around them.
Shape, size, position, and symmetry are ideas that can be understood by playing with toys that
can be found in a child’s playroom, for example, building blocks.
• athering and itemising objects such as stones, shells, toy cars, and erasers, leads to discovery
G
of patterns and classification. At secondary level research data collection, for example, market
reviews of the stock market and world economy, is an integral continued learning process.
Within the environs of the classroom, projects and assignments can be set which help students
relate new concepts to real-life situations.
Principle 4
Mathematics instruction both connects with other disciplines and moves toward integration of
mathematical domains.
An evaluation of maths textbooks considered two critical points. The first was, did the textbook
include a variety of examples and applications at different levels so that students could proceed
from simple to more complex problem-solving situations?
And the second was whether algebra and geometry were truly integrated rather than presented
alternately.
• It is important to understand that students are always making connections between their
mathematical understanding and other disciplines in addition to the connections with their
world.
• A
n integrated approach to mathematics may include activities which combine sorting,
measurement, estimation, and geometry. Such activities should be introduced at primary level.
• A
t secondary level, connections between algebra and geometry, ideas from discrete
mathematics, statistics, and probability, establish connections between mathematics and life
at home, at work, and in the community.
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Use appropriate tools strategically.
5. Attend to precision and format.
6. Express regularity in repetitive reasoning.
7. Analyse mathematical relationships and use them to solve problems.
8. Apply and extend previous understanding of operations.
9. Use properties of operations to generate equivalent expressions.
10. Investigate, process, develop, and evaluate data.
1 v
15 Teaching and Learning
Lesson Planning
Before starting lesson planning, it is imperative to consider teaching and the art of teaching.
FURL
First Understand by Relating to day-to-day routine, and then Learn. It is vital for teachers to relate
fine teaching to real-life situations and routine.
‘R’ is re-teaching and revising, which of course falls under the supplementary/continuity category.
Effective teaching stems from engaging every student in the classroom. This is only possible if you
have a comprehensive lesson plan.
There are three integral facets to lesson planning: curriculum, instruction, and evaluation.
1. Curriculum
A syllabus should pertain to the needs of the students and objectives of the school. It should
be neither over-ambitious, nor lacking. (One of the major pitfalls in school curricula arises in
planning of mathematics.)
2. Instructions
Any method of instruction, for example verbal explanation, material aided explanation, or
teach-by-asking can be used. The method adopted by the teacher reflects his/her skills. Experience
alone does not work, as the most experienced teachers sometime adopt a short-sighted approach;
the same could be said for beginner teachers. The best teacher is the one who works out a plan
that is customised to the needs of the students, and only such a plan can succeed in achieving the
desired objectives.
3. Evaluation
The evaluation process should be treated as an integral teaching tool that tells the teachers
how effective they have been in their attempt to teach the topic. No evaluation is just a test of
student learning; it also assesses how well a teacher has taught.
Evaluation has to be an ongoing process; during the course of study formal teaching should be
interspersed with thought-provoking questions, quizzes, assignments, and classwork.
Long-term Lesson Plan
A long-term lesson plan extends over the entire term. Generally schools have coordinators to plan
the big picture in the form of Core Syllabus and Unit Studies.
Core syllabi are the topics to be covered during a term. Two things which are very important
during planning are the ‘Time Frame’ and the ‘Prerequisites’ of the students.
An experienced coordinator will know the depth of the topic and the ability of the students to
grasp it in the assigned time frame.
Suggested Unit Study Format
Weeks Dates Months Days Remarks
1 v
17 Teaching and Learning
Lesson Plan
Topic
This is the main topic/sub-topic.
Suggested Duration
Suggested duration is the number of periods required to cover the topic. Generally, class dynamics
vary from year to year, so flexibility is important.
The teacher should draw his/her own parameters, but can adjust the teaching time depending on
the receptivity of the class to that topic. Note that introduction to a new topic takes longer, but
familiar topics tend to take less time.
Key vocabulary
List of mathematical words and terms related to the topic that may need to be pre-taught.
Resources (Optional)
This section includes everyday objects and models, exercises given in the chapter, worksheets,
assignments, and projects.
Written Assignments
Finally, written assignments can be given for practice. It should be noted that classwork should
comprise sums of all levels of difficulty, and once the teacher is sure that students are capable
of independent work, homework should be handed out. For continuity, alternate sums from the
exercises may be done as classwork and homework.
Supplementary Work (Optional): A project or assignment could be given. It could involve group
work or individual research to complement and build on what students have already learnt in class.
The students will do the work at home and may present their findings in class.
Evaluation
At the end of each sub-topic, practice exercises should be done. For further practice, the students
can be given a practice worksheet or a comprehensive marked assessment.
1 v
19
Example:
Universal Set = {1, 2, 3, 4, 5, 6, 7, 6, 9, 10}
Set A = {1, 2, 3, 4}
Then Set A´ = {5, 6, 7, 8, 9, 10} (complement of Set A)
An interesting concept: the intersection of a set with its complement will always be a null set.
In the above example:
Set A = {1, 2, 3, 4}
A´ = {5, 6, 7, 8, 9, 10}
A ∩ A´ = ø or { }
Similarly the union of a set with its complement will give the universal set, provided that set is the
only set of the universal set.
Set A = {1, 2, 3, 4}
Á = {5, 6, 7, 8, 9, 10}
A ∩ A´ = {1, 2, 3, 4,5, 6, 7, 8, 9, 10}
A ∪ A´ = 𝕌
In this chapter the concept of the power set is introduced. It tells us how to ascertain the number
of subsets that can be made from a given set.
Example:
If A = {1, 2, 3, 4}, then the number of subsets formed will be:
P (A) = 2k (where k is equal to the number of elements in set A).
24 = 16 Thus 16 subsets will be formed for Set A.
Exercise 1 contains problems related to power set and combines all previously learnt concepts of sets.
It should not be difficult for students to solve the exercise once the concepts have been revised.
Operations on Sets iv
20 1
B
✓
✓ A
✓
When A = B ✓ ✓
A ⊂ B
If A = B B
A ⊆ B
✓ A
✓
✓
• T
he power set is calculated by the formula given below:
2 to the power of k, where k is the number of elements in set A.
• Union and intersection of three sets are best done with the help of Venn diagrams.
Example:
A A
B B
(A ∪ B)′ ∩ C A ∩ (B ∪ C)
• The commutative property of the union of sets states that the order does not matter.
• T
he associative property of the union and intersection of three sets states that the order
does not matter .
• T
he distributive property of the union of three sets states that the order of operations does
not affect the result.
• D
e Morgan’s law states that the the complement of the union of two sets is equal to the
intersection of the complements of the two sets.
!
PS
OO ? Frequently Made Mistakes
Students tend to get confused with set notations involving three sets. The first thing to emphasise
is that students should be confident in using the signs of unions, intersections, and complements.
In order to solve a set notation they should use a Venn diagram.
1 v
21 Operations on Sets
Lesson Plan
Suggested Duration
One period
Key Vocabulary
Union, Intersection, Complement
Example:
𝕌 { 2, 3, 4, 5, 6, 7, 8, 9, 10}, A = {2, 3, 4, 6}, B = {2, 4, 5, 7, 8}
Prove that ((A ∪ B)′ = A′∩ B′
To prove that (A ∪ B)′ = A′∩ B′, the left-hand side must be equal to the right-hand side.
(A ∪ B)′ = {9,10}
A
B
5
3 2 8
6 4 7
10 9
A′ B′
𝕌 A B A B A B
𝕌 𝕌
5 3
∩ 6 =
8 {9, 10}
7
9 10 10 9 10 9
It is important to do these sums on the board by drawing huge Venn diagrams. Using Venn
diagrams to solve sets questions is very helpful.
The students can be encouraged to make cutouts of these questions on a sheet of chart paper and
display their work on the soft board in the classroom. This will encourage group work and interest
in the topic.
Written Assignments
Exercise 1 Q 4 and Q 5 can be done orally before the activity of making cutouts using the above
example. Later they can be done for homework.
Operations on Sets iv
22 1
Evaluation
Quizzes at the beginning of each lesson will be very helpful as not only will the students revise
and strengthen their understanding of key concepts, but also the teacher can use them as a tool to
assess learning.
A comprehensive assessment based on multiple choice questions, and advanced conceptual
questions similar to the sums in Exercise 1 can also be given.
1 v
23 Operations on Sets
Squares and Square
2 Roots
Specific Learning Objectives
In this unit, students will learn:
• the properties of squares and perfect squares.
• how to find square roots of natural numbers.
• how to find square roots of decimal numbers.
• how to find square roots of vulgar fractions.
iv
24 1
Summary of Key Facts
• Irrational numbers cannot be placed as fractions as they are non-terminating and
non-recurring when in decimal form.
• T
he square of a number is represented geometrically as a 2D shape as a square. Hence it is
the product of itself.
• Square root is denoted by the radical symbol √ .
• Perfect squares and square roots can be found by the prime factorisation method.
Example
196 = 2 × 2 × 7 × 7 2×7 14
= = [Find prime factor pairs of 196 and 225]
225 3 × 3 × 5 × 5 3×5 15
196 14
The square root of is .
225 15
• The square roots of numbers that are not square numbers are found by the long division
method. Finding the square root of a non-square number is done by making pairs and
bringing them down. Once this is done the calculation is the same. In the division method,
the first divisor and the new divisor are put together and then used for division.
Example
1 8 . 4 7
1
ˆ
+ 1 –1341.14 09
28 241
The rules of the long division method should be revised orally in class so that
+ 8 –224
364 1714 students know the steps. Displaying these steps on a pin-board during the
+ 4 – 1456 duration of the chapter would benefit the students.
3687 25809
– 10192
15617
• To find the square roots of decimals the same process is followed but if the decimals are not
evenly paired initially, zero is added to complete the pairs.
Decimals can also be converted to fractions and the square roots of the numerator and
denominator found separately (either by prime factorisation or long division) and then converted
back to decimals as the answer.
When finding the square root of a vulgar fraction, the denominator is converted to a perfect
square by multiplying both the numerator and denominator by a common factor. Find the square
root of the numerator by long division. The quotient of the square roots of the numerator and the
denominator is the answer.
!
PS
OO ? Frequently Made Mistakes
When doing long division, students generally face problems in finding the clue for the next step.
They should write the steps in their notebooks and the teacher should give encouragement and
help wherever needed.
1 v
25 Squares and Square Roots
Lesson Plan
Suggested Duration
One period
Key Vocabulary
Square, Square root, Radical, Long division, Prime factorisation
Written Assignment
The sums on page 31 can be discussed in class and the students should then be encouraged to do
them in their notebooks.
Evaluation
A comprehensive assessment at the end of the chapter is necessary. A mental maths quiz can also
be given for finding squares and square roots of numbers.
63 = 216
73 = 343
83 = 512
93 = 729
103 = 1000
1 v
27
Real-life Application and Activities
Activity
The best way to explain cube numbers is with the use of a 3D object. A square is a 2D shape with
equal dimensions; a cube has three dimensions which are equal.
2
l A square has two basic dimensions: l × b = l × l = l
l
l 3
A cube has 3 basic dimensions: l × b × h = l × l × l = l
Example
A cube with each side 3 cm has a volume of: 3 × 3 × 3 = 27 cm3
However, if a solid has a volume of 28 cubic centimetres, then it cannot be a cube because 28 is not
a cubic number. It can be a volume of a cuboid: 28 = 2 × 2 × 7.
The teacher should bring cubes and cuboids of different dimensions to the lesson to explain the
difference.
The students can make their own presentation of card-board cutouts of cube numbers. The
students can be assessed on presentation and understanding. This can be a group or individual
marked assignment.
Activity
Recall that the students learned to find LCM by the prime factorisation method in Grade 6. Finding
cubes and cube roots involves a similar procedure. Now all they have to do is to make groups of
threes instead of groups of twos as they did for square numbers.
Example
Cube root of 729
3 729
3 243
3 81
3 27 √3 × 3 × 3 × 3 × 3 × 3 = √ 3 × 3 = 9
3 9 Thus 9 is the cube root of 729.
3 3
1
• To find the cube root of positive and negative numbers the prime index notation method is
used whereby groups of three are made and their product is the cube root.
p p 3 p3
• If q is a rational number, then ( q ) = q3 . This is known as the distributive property under
division.
!
PS
OO ? Frequently Made Mistakes
This is a relatively easy chapter and students generally enjoy finding cubes and cube roots of
numbers. Other than mathematical computation error, students generally do not make any
mistakes.
Lesson Plan
Suggested Duration
One period
1 v
29 Cubes and Cube Roots
Method and Strategy
"What is the smallest possible value of 24n, so that it becomes a perfect cube?’’
The teacher can write this question on the board. He/she can explain this concept using the
'teach-by-asking' method.
1. What is a perfect cube?
2. How then do we approach this question?
3. Do we break 24 into its prime factors?
4. Which number/numbers are not in sets of three?
5 What is missing to make sets of factors of three?
6. Is this the value of n?
7. Is this the smallest possible value of n, whereby 24 when multiplied by it makes the number a
perfect cube?
If the teaching method is enjoyed, the students should easily grasp this conceptual question.
Written Assignment
After doing a couple of examples on the board (sums on page 41 of the textbook), students can be
given questions to do independently in their notebooks.
What is the smallest integer‘n’ by which the following numbers will become a perfect cube?
Answers
1. 54n 4
2. 84n 882
3. 108n 2
4. 324n 18
5. 50n 20
Evaluation
Give a combined assessment of squares and cubes as this is quite a fun chapter. Questions from
Exercises 2 and 3 can be used for the test. Word problems should also be given in the assessment as
the students should not treat this chapter in isolation but apply it to real-life situations.
Activity
Materials needed:
A4 size flash cards
black markers
Before the game begins, divide students into groups and demonstrate this concept with the help
of flash cards.
1 v
31
A B C D E
16 8 4 2 1
Teach by asking.
“How many dots are on card A?”
“What do you notice about the sequence of the cards?”
“What would be the next card?”
If necessary, point out the pattern, that is each card is half of the one on its left. Card E is half of
card D, card D is half of card C, and so on.
Once they recognise the pattern, ask the students to make the following sets of flash cards.
6 (4 dots and 2 dots cards)
15 (8, 4, 2 and 1 dot cards)
21 (16, 4 and 1 dot cards)
9 = 1001
0 1 0 0 1
Repeat this activity till the students are confident and then let them practice in groups.
Number Systems iv
32 1
• T
o convert a number from the binary system to the decimal system, we follow the table
below:
Base 2 number Base 10 number
0 0 02 = 010
1 1 12 = 110
10 2 102 = 210
11 3 112 = 310
100 4 1002 = 410
101 5 1012 = 510
110 6 1102 = 610
111 7 1112 = 710
1000 8 10002 = 810
1001 9 10012 = 910
1010 10 10102 = 1010
Example
Express 2010 as a binary number.
2 20 remainder
2 10 – 0
2 5 – 0
2 2 – 1
2 1 – 0
1 0 1 0 0
(binary number)
We can use the expansion method to convert a number in any other base to the base 10
system.
• In the addition of binary numbers we follow the same method as in the decimal system,
except that we carry a 2 not a 10.
• Similarly, in subtraction we borrow a 2 instead of a 10.
• In multiplication we follow the rule of multiplication which says that the product of zero and
any number including itself, is zero.
!
PS
OO ? Frequently Made Mistakes
This is a completely new concept but if explained well it is quite easy to grasp.
1 v
33 Number Systems
Lesson Plan
For demonstration, the teacher can do the following sums on the board.
Example 1
Add the following: (i) 110 and 110 (ii) 12 and 12.
Solution:
(i) 110 (ii) 12
+ 110 + 12
210 102
Written Assignments
Question 5 of Exercise 4 can then be given for homework. The students would have had ample
class practice when working in pairs. This also enables the students to learn from peers.
Evaluation
A comprehensive assessment based on fill in the blanks and multiple-choice questions can be given.
Number Systems iv
34 1
Exponents and
5 Radicals
Specific Learning Objectives
In this unit students will learn:
• the laws of indices.
• about numbers with rational exponents.
• how to express rational numbers in radical form.
• how to express radicals as rational numbers.
• how to add and subtract radicals.
• about surds.
• how to apply the four operations on exponents and radicals.
1 v
35
Example
If the student has 3 fives he will write it as: 53
Next ask the students to find the product of their exponential list.
Example
53 = 5 × 5 × 5 = 125, and so on.
Now ask each student to add all the products.
Whoever gets the highest score is the winner. The activity may be timed; the winner is the one who
finishes first.
This activity not only develops the students’ ability to organise data but is also an indirect way of
explaining what exponents / indices / power actually signify.
P S!
OO ? Frequently Made Mistakes
Students tend to make mistakes as there is repetitive multiplication. Their oral/mental maths
should be sharpened with lots of oral quizzes.
Lesson Plan
Key Vocabulary
Radicals, Radicands
1 1
1 × 3
5 4 54
1 1 1
1+3 = 4 =
5
5 4 4 5 4
Written Assignments
The following sums can be done in class.
Evaluate:
Answers
1. ( 5 )2 + ∙ 65 × ( 5 )2 ∙– 15
3
6
5
2. 8 + (64)6 40
3. 20 + 43 65
1
4. 27 + 32 3
12
5. 3 22 × 3 2 2
1 v
37 Exponents and Radicals
Evaluation
This is an important topic. Regular 5 minute quizzes should be given and finally students should be
tested with sums that contain all concepts taught.
1 v
39
You need to make two sets of cards.
One set will have sums of logs written on them (at least 10 sums).
The other set will have only three cards, with base, exponent, and answer written on them.
Set 1.
Set 1. Set 2. Set 2. Set 2.
The students are divided into pairs. One student chooses a card from set 1 and points at any of the
value on the card. The other student will have to raise the card with the correct term.
For example, if one student picks up log2 64 = 6 and points to 2, then the other
They play and swap multiple times; the one with the most correct answers wins.
• T
he logarithm of the quotient of two numbers x and y is equal to the difference between
their individual logarithms.
logx a ÷ b = logx a – logx b
• T
he logarithm of a number a raised to a power b is equal to the product of the power b and
the logarithm of the number a.
logxab = b logxa
!
PS
OO ? Frequently Made Mistakes
Since new terms are involved in this topic, stress should be laid upon notation through lots of
practice sums and Snap games with flash cards.
Logarithms iv
40 1
Lesson Plan
Suggested Duration
1 period
Key Vocabulary
Base, Exponent, Argument
Activity
The teacher can teach logs with the tried and tested ‘loop trick’, which is as follows:
The loop trick
Always draw your loop anti-clockwise
Logb a = x bx = a
Log2 64 = x 2x = 64
Activity
Another game that can be played is ‘log war’.
You need to make two identical sets of cards of twenty sums of logs and shuffle them. The
students are divided into pairs and the timer set for 5 minutes. The students play Snap by flipping
the cards and quickly working out the values. The one who finishes first or picks out the last card
and works out the sum first calls out 'Snap!'.
1 v
41 Logarithms
Written Assignments
The teacher should do a few sums orally and then ask the students to do questions 1 and 7 of
Exercise 6 for homework.
Evaluation
The students can be assessed while doing activities and marks assigned according to results. The
activities can be done periodically during the week. A comprehensive assessment of learning can
also be done after completing the unit.
Logarithms iv
42 1
Profit, Loss,
7 Insurance, and Taxes
1 v
43
Example
A shopkeeper buys toy cars in boxes of 50. He purchases 10 boxes for Rs 6000. Each toy car is then
sold for Rs 15. Find his profit or loss percentage.
Find
• number of toy cars bought
• cost price of each toy car
• profit made
• profit percentage
Suggested Duration
One period
Key Vocabulary
Exempt income, Chargeable income, Taxation
1 v
45 Profit, Loss, Insurance, and Taxes
Written Assignment
Question 11, 12, and 13 of exercise 7 can be done as class work.
Evaluation
This chapter involves a lot of mathematical terms and formulae. The students can be assessed on
the definitions and formulae in a 10 minute quiz. A comprehensive assessment based on questions
from Exercise 7 can be conducted to assess learning.
1 v
47
The investor gains more 'interest' as the principal amount increases every year. In simple interest,
no matter now long the time period is, the principal and the interest remain fixed.
Activity
This topic can be reinforced by organising an educational trip to a bank. A representative of the
bank can explain how the banking system works. The difference and correlation between simple
and compound interest, various banking terms, transactions, and how different departments work
can be explained.
If a trip cannot be organised, a bank manager could be invited to give a presentation in class. This
will help the students to understand:
banking terminology
departmental functions
banking calculations
The students should also be encouraged to do research and make a presentation on chart paper
about the various banks in Pakistan.
Suggested Duration
One period
Key Vocabulary
Pounds, US dollars, Rupee, Yen, Riyal, Dirham Currency, Exchange rate
1 v
49 Compound Proportion and Banking
Currency table for a few countries:
China: yuan
USA : dollar
Canada : Canadian dollar
Australia : Australian dollar
Japan : yen
Pakistan : rupee
India : rupee
Bangladesh : taka
Thailand : bhat
The list is long and the teacher can add to it.
Written Assignments
The students can copy the list and the teacher can give five sums along with the exchange rates to
be calculated.
Evaluation
An objective test based on true or false statements, fill in the blanks, and multiple choice questions
can be given on various banking terms.
A comprehensive subjective type of test can also be given at the end of the topic.
1 v
51
Activity 2
• Each group can begin with Rs 10,000.
• E
ach group must invest in at least 5 stocks or the teacher can set a limit of a minimum of 3
stocks and maximum of 6 stocks.
• A commission can be set for every stock transaction, e.g., 3% commission.
• The time frame for this activity could be a week.
• E
ach group will maintain a record of their activities and ideas. Their transaction history
should also be recorded
• O
n the last day of the activity each group will sell their stocks and report on the value of
their portfolio.
• The group with the highest gain will win.
It has to be explained that although real stocks and values will be used, no actual buying or selling
will take place.
This simulation is a perfect way of helping the students understand the workings of a stock market.
Suggested Duration
One period
Written Assignments
Do questions 10 to 14 of Exercise 9 in class.
Evaluation
A comprehensive assessment can be given at the end of the chapter. The students can also
be assessed on their understanding of the working of the stock exchange market and their
decision-making skills during the role-play activity.
1 v
53 Stocks and Shares
10 Averages
iv
54 1
Activity
The students should be asked to collect ten different items of data whose average can be found.
For example, cricket scores, heights of students, temperature of a city in the last seven days, stock
market value of a certain company in a month, currency exchange rate of dollar to the rupee for a
week, etc.
A fun activity can be done where each group is assigned to collect the relevant data and bring it to
class. Once the data is collected, ask students to find the averages of each set in their notebooks. The
teacher should remind the students to be careful about the divisor. In case of temperature of the last
seven days, the students will divide by 7 and also in the case of the stock market value divide by 30.
P S!
OO ? Frequently Made Mistakes
Students tend to make minor mistakes while adding and dividing.
Lesson Plan
Suggested Duration
One period
Key Vocabulary
Time Distance, Units of speed, km/hr, M/sec
1 v
55 Averages
Journey from home to office:
Distance = 20 km
Speed = 50 km/hr
D
S=
S
D
∴ T =
S
Time = 20
50
= 0.4 hours
Journey: from office to home
Disance = 20 km
Speed = 40 km
Time = 20
40
= 0.5 hours
Total distance = 20 + 20 = 40 km
Total time = 0.4 + 0.5 = 0.9 hours
Average speed = Total distance
Total time
= 40
0.9
= 44.4 km/hr
Similar sums can be done in class using real-life characters such as parents and bus drivers and their
journeys.
Written Assignments
Students can do Questions 20, 21, and 22 of Exercise 10 in their notebooks.
Evaluation
A comprehensive assessment based on fill in the blanks, multiple choice questions, and word
problems can be given to assess learning.
Averages iv
56 1
11 Matrices
∙ ∙
a11 a12
A = a a
21 22
1 v
57
Summary of Key Facts
• The number of rows and columns of a matrix is called the order of the matrix.
• The location of an element of a matrix is denoted by writing its row and column position.
Example
6 4 16
B= 3 9 8
• T
wo matrices are equal when two conditions are met: the order and the corresponding
elements are equal.
• A
ddition and subtraction of matrices is done by making sure the order of the matrices are
the same.
PS!
OO? Frequently Made Mistakes
This is a relatively easy chapter; however, students tend to make careless errors while adding or
subtracting. Lots of oral and practice exercises should be done to avoid careless mistakes.
Matrices iv
58 1
Lesson Plan
Suggested Duration
One to two periods
Key Vocabulary
Row, Column, Order
3 2 4 0 7 2
+ =
4 5 1 9 5 14
3 2 4 0 –1 2
– =
4 5 1 9 3 –4
1 v
59 Matrices
Written Assignment
Sums can be done on the board, and then ask students to do them in their notebooks.
Answers
3 7 4 3 7 10
1) +
–2 5 5 2 3 7
3 0 0 7 3 –7
2) –
5 0 6 8 –1 –8
8 0 5 3 13 3
3) +
2 1 2 –3 4 –2
5 3 –3 2 8 1
4) –
2 1 4 –7 –2 8
Evaluation
A comprehensive assessment based on multiple choice questions, fill in the blanks, and word
problems can be given. Follow the pattern of Exercise 11.
Matrices iv
60 1
Operations on
12
Polynomials
1 v
61
Real-life Application and Activities
Explain the operations of multiplication and division. These require concrete rules, steps, and
method. Addition and subtraction have different rules for signs from to multiplication and division.
The following sign rules are applied in multiplication and division:
Operations on Polynomials iv
62 1
!
PS
OO ? Frequently Made Mistakes
Students generally get confused with the rules of the signs as they are different from the
addition and subtraction rules. Steps and the format for multiplication and division should
be written for better understanding.
Lesson Plan
Suggested Duration
1 period
Key Vocabulary
FOIL, Horizontal multiplication, Polynomial
Written Assignment
Alternate sums from Exercise 12a can be done for classwork and homework. Students can also
solve a sum by using two different methods for practice.
Evaluation
The revision exercise can be used as a format for comprehensive test. Multiplication and division
should be tested by specifying the required method in the question. Quizzes should be given at
least three times a week in alternate lessons. This 5-minute activity helps the student and teacher
identify any problems and then work on them.
1 v
63 Operations on Polynomials
13 Algebraic Identities
Specific Learning Objectives
In this unit, students will learn:
• how to find cubes of the sum of two terms.
• how to find cubes of the difference of two terms.
• how to find special products using algebraic identities.
4. (x + 1 y)2 4. x2 + xy + y2
2
5. 16x4 – y4 5. (4x2 + y2) (2x – y) (2x + y)
Explain that perfect squares break up into two squares, and the product of the two terms is
multiplied by 2.
The difference between two squares is identified easily as they are individually squared. They are
factorised by finding the square root of the terms and then as the sum and difference.
iv
64 1
Real-life Application and Activities
Refer to page 160 of text book where the diagrammatic/geometric explanation of the cubic
identity is given.
We can convert it to an activity in class.
Materials required:
Chart paper with cut out of the net diagrams:
1 cube of side a × a × a
b b
1 cube of side b × b × b
3 cuboids of side a × b × b b
b
1 v
65 Algebraic Identities
b
3 cuboids of side a × a × b
Once these net diagrams have been made, join them together to make cubes and cuboids.
Ask students to write their individual volumes on each model and combine.
Next step would be to glue all the models and create a big cube of sides (a+b)3.
This branch of algebra where the derivation is done geometrically is called geo-algebra.
This topic is conceptual and lots of examples should be explained on the board, and given to
students to solve in their notebooks.
The concepts of cubic identities can be introduced by explaining that this identity is an extension
from linear and quadratic functions.
!
PS
OO ? Frequently Made Mistakes
The sums in this topic will require a lot of concentration as the working of each sum is quite
extensive and involves many steps. When doing the sums on the board, the teacher should
enunciate each step slowly and carefully. It is common for teachers to keep doing the sums on the
board without explaining. If worked carefully, students will memorise, understand the process, and
not miss out steps.
Algebraic Identities iv
66 1
Lesson Plan
Algebraic identities
Suggested Duration
One to two periods
Key Vocabulary
Cubic functions, Factorisation
Written Assignments
Exercise 13a, question 5 (parts 1 to V).
Evaluation
Alternate sums from Exercises 13a and 13b can be given as a test to assess students' ability to use
the correct identity.
1 v
67 Algebraic Identities
Factorisation of
14 Algebraic Expressions
Activity
Specific learning objective: Factorising trinomials by using grouping/breakup method.
Example:
The teacher should write the trinomial 6x2 + x – 2 on the board.
Teacher: Is this trinomial in the form of ax2 + bx + c?
If 'yes' then let us factorise.
iv
68 1
Steps:
1. Write the values of a, b, and c.
a=6 b = +1 c = –2
2. Find ‘ac’.
6x2 + x – 2
ac = 6 × 2 = 12
3. Find two integers whose product is ‘ac’ and sum is ‘b’.
Factors of 12: (1 × 12), (2 × 6), (3 × 4).
Choose the pair (3, 4) because their product is 12 and their difference is 1.
4. ewrite the middle term 'bx' as the sum of two terms whose coefficients are the integers
R
found in step 3.
Hence,
6x2 + x – 2
6x2 + 4x – 3x – 2
5. Now let us factorise by grouping, a method that was learnt earlier.
6x2 + 4x – 3x – 2
2x (3x + 2) – 1 (3x + 2)
(3x + 2) (2x – 1)
∴ The factors of 6x2 + x – 2 are (3x + 2) (2x – 1).
Now solve these. Answers
1. x + 7x + 10
2
1. (x + 2) (x + 5)
2. x – 9x + 14
2
2. (x – 2) (x – 7)
3. x2 + x – 20 3. (x – 4) (x + 5)
4. x – x – 12
2
4. (x + 3) (x – 4)
5. 2x + 7x + 3
2
5. (2x + 1) (x + 3)
6. 3x2 + 7x – 6 6. (3x – 2) (x + 3)
7. –x –4x + 32
2
7. (–x + 4) (x + 8)
8. 4x –6
2
8. 2(2x + 1) (x – 2)
1 v
69 Factorisation of Algebraic Expressions
Lesson Plan
Suggested Duration
One period
Key Vocabulary
Cubic, Trinomial, Factoring, Grouping, Identity
a3 + b3
a3
+ b3
Refer to page 168 of the textbook for further explanation of the concept.
Written Assignments
The teacher can give the sums from Exercise 14a as classwork and for homework.
Peer checking will help them understand their mistakes better. Follow up of homework the next
day with peer checking is recommended.
Evaluation
Frequent quizzes and short tests based on algebraic identities will help students to understand the
concept better.
1 v
71
This exercise is an interactive activity which can be adapted for any chapter.
The teacher should divide Exercise 15 into three sections.
The first section will involve simple factorisation of the numerator and the denominator and the
terms simplified. The teacher should emphasise the three identities and middle term break up.
The key to the reduction is that the students first factorise and then reduce the brackets. Once
factorised, the term need to be simplified.
Before starting the lesson highlight the rules given on page 176. The students can write them in
their notebooks for reference.
Answers
∙ ÷ ∙1 – 52x∙
5
1)
∙1 – 25
4x2
1) 1 + 2x
x2 + 2x 3x 2x (2 – x)
2) – 2)
x2 + x –2 x+1 (x – 1) (x +1)
3) a – 8 = 2 3) – 6, 4
a–3 a
4) 5 + 6 – 9 = 14 4) 11
6x 7x 14x 147
5) 5 – 4 – 3 = 1 5) 3 or 1 1
2x – 1 4x – 2 6x – 3 2 2
6) a+1 – a+z 6) = 5 a + 7
2a – 8 12x – 3a 6 (a – 4)
7) 3 – 1 = 5 7) _ 1
x+1 2x + 2 2
1 1 3
8) – 8)
4e + 2f f – 2e 2 (2 e – f )
Suggested Duration
1 period
Key Vocabulary
Factorisation, Lowest Common Multiple, Identity, Middle term, Simplification
(a + 4b) (a + 3b) (a – b)
×
(a + b) (a – b) (a + 4b)
(a + 3b)
Answer
(a + b)
1 v
73 Basic Operations on Algebraic Fractions
Example
a2 – 5a + 6
a2 – 8a + 16
a2 – 3a – 2a + 6
=
a2 – 4a – 4a + 16
a(a – 3) – 2(a – 3)
=
a(a – 4) – 4(a – 4)
(a – 3) (a – 2)
=
(a – 4) (a – 4)
Factorise the numerator and denominator individually and then reduced to simplest form.
Both the expressions are of the form ax2 + bx + c, therefore apply the rules for resolving quadratic
expressions into fractions, taught in the previous chapter.
Example
(x + 2)2 (x + 2) (x + 2) (x + 2)
= =
x2 – 4 (x + 2)(x – 2) (x – 2)
Written Assignments
Alternate sums of Exercise 15 should be done as classwork and homework.
Evaluation
Five-minute quizzes should be given for each section to check understanding of concepts.
Generally these quizzes act as a diagnostic tool to identify students' weaknesses before they
proceed to a more complex stage. Assessment of learning is an important tool in teaching and
learning mathematical concepts.
A comprehensive test can be given along the lines of Exercise 15 to assess students' performance.
2. 12x + 4 = 3x + 2 2. – 2
9
3. 5x + 7 = 2 3. –1
4. 22 – x = 4x – 3 4. 5
5. 35 = 12x – 1 5. 3
1 v
75
Real-life Application and Activities
This chapter takes algebraic equations to a higher level.
The rules of transposing, learnt earlier, applies in algebraic equations. The term whose value is to
be found is taken to the LHS of the equation. The other terms are transposed, the positive term as
negative, and the multiplicand as divisor, and vice versa.
The basic rule is that fractions on the either side of the equation are to be cross-multiplied to get a
simple algebraic equation.
If there are more than one fraction on either side of the equation, then simplify them by adding or
subtracting as stated in the question.
Example
17x – 5
= 3
12x 2
Multiply the term (17x – 5) by 2, and 12x by 3, to form a single equation: 2 (17x – 5) = 3 (12x)
Example
3 + 1 = 4
x–1 x+1 x
3(x + 1) + 1(x – 1) 4
=
(x – 1) (x + 1) x
3x + 3 + x – 1 4
=
(x – 1) (x + 1) x
4x + 2 4
=
x –1
2
x
x (4x + 2) = 4 (x2 – 1)
4x2 + 2x = 4x2 – 4
4x2 – 4x2 + 2x = – 4
2x = – 4
x = –2 Answer
The rules of transposing revised earlier will play an important role in solving the equation.
Exercise 16a, questions 1 to 5 can be done in one period.
In the next lesson, point out that decimal points can be removed either by converting them to
fractions or by multiplying the entire equation by multiples of 10. Questions 11 to 17 can be done
alternately in class and for homework.
Suggested Duration
One to two periods
Key Vocabulary
Transpose, RHS, LHS, Variable
A father is twice as old as his son now. 20 years ago the father was 4 times as old as his son. Find
their present ages.
We can write this word problem algebraically.
Suppose the son's present age is 'x'
∴ Father present age is 2x
20 years ago son's age = x – 20
20 years ago father's age = 2x – 20
20 years ago father's age was 4 times his sons age.
∴ 2x – 20 = 4 (x – 20)
This algebraic equation can now be solved.
It is important that the students should have developed the ability to convert a word statements
into a mathematical statement.
1 v
77 More Simple Equations
Written Assignments
For questions 1 to 11 of Exercise 16b, the equations can be discussed and formed in class. Finding
the solution can be given for homework. The solution of the equations in this exercise are very
simple and only basic transposing is required.
Evaluation
A comprehensive test of 20 marks can be given where 4 algebraic equations of 4 marks each can be
given and one sum of 4 marks could be a word problem.
1 v
79
Students: Let us eliminate one of the variable.
Teacher: How?
Students: By cancelling 'y'.
Teacher: Correct, but how should we do that?
To eliminate 'y' we need to make:
coefficients the same
signs opposite.
How do we make coefficients of 'y' the same?
Students: By making 'y' of equation (ii) become 4y.
Teacher: 'Great. We can do that by multiplying the entire equation by 4 and then multiplying by
–1 to change the signs.'
Hence:
6x + 4y = 7 (i)
3x + y = 2 (ii)
Multiply equation (ii) by –4 and add both equations.
6 x + 4y = 7
– 12x – 4y = – 8
–6 x = –1
x= 1
6
Substitute value of x in equation (i).
6 ∙ 16 ∙ + 4y = 7
1 + 4y = 7
4y = 6
3
y =
2
Answer ∙ 1 6, 32 ∙
Summary of Key Facts
• The elimination method requires one of the variables to be cancelled out.
• T
his can be done by multiplying either one or both equations by a number to get the same
coefficients.
• T
he signs have to be opposite to cancel the coefficient. This is possible by multiplying the
entire equation by –1.
• T
he substitution method requires making one variable the subject of the equation and
expressing it in terms of the other variable.
• We now replace the term and hence the entire equation is comprised of one variable.
• O
nce we get the answer of a variable by either method we substitute the value in any one
equation to get the value of the other variable.
Simultaneous Equations iv
80 1
P S!
OO ? Frequently Made Mistakes
When using elimination method the students tend to forget to multiply the entire equation and
the constant. The teacher should explain that all the terms on both LHS and RHS of the equation
have to be multiplied.
Lesson Plan
Suggested Duration
One period
Key Vocabulary
Variable, Simultaneously
1 v
81 Simultaneous Equations
Substitute the value of x in equation (i)
x + y = 90º
22.5º + y = 90º
∴ y = 67.5º
2) The sum of two numbers is 48 and their difference is 16. Find the two numbers.
x + y = 48
x – y = 16
– + –
x = 32
Substitute the value of 'x' in equation (i)
32 + y = 48.
y = 48 – 32
y = 16
3) If aunt is 4 times as old as her nephew and the sum of their present ages is 50, find their present
ages.
Written Assignments
The equations in Questions 5 to 8 of Exercises 7 can be formed in class and solutions done as
homework.
Simultaneous Equations iv
82 1
Evaluation
Two 5-minute quizzes can be done during this lesson. The first quiz may contain two sums to be
solved by the elimination method and the next two sums by the substitution method.
These quizzes will ensure that the students have understood this new concept. This chapter can
be taught in three stages: finding a solution by the elimination method, finding a solution by the
substitution method, and solving real-life word problems.
A comprehensive test can be given at the end of the chapter. The test should contain sums to solved
by the elimination and substitution methods and word problems. Do not specify any method to solve
the the word problems. The students should be encouraged to choose their own method to solve
them. Generally, students prefer the elimination method to the substitution method.
1 v
83 Simultaneous Equations
18 Symmetry
iv
84 1
Summary of Key Facts
• Symmetry is when congruent shapes are seen either side of the line of symmetry.
• Vertical symmetry is when a vertical line cuts any shape into two symmetrical halves.
• T
he horizontal line of symmetry is a horizontal line that cuts a shape into two symmetrical
halves.
• A diagonal line of symmetry is a line that cut a shape diagonally into two symmetrical halves.
• The line of symmetry is also known as axis of symmetry of any shape.
• Points of symmetry are equidistant from the axis of symmetry.
• A perpendicular bisector is a line of symmetry of a line.
• A
n angle bisector is equidistant from two lines forming the angle and also acts as a line of
symmetry, containing points equidistant from the two lines.
• T
wo congruent shapes can be separated by a line of symmetry. A perpendicular bisector is
drawn between the two shapes.
!
PS
OO ? Frequently Made Mistakes
Symmetry is a simple concept that has been taught in previous grades too. Students enjoy doing
activities related to symmetry.
Lesson Plan
Suggested Duration
One period
Key Vocabulary
Line of symmetry, Equidistant
1 v
85 Symmetry
Tell them to fold the cut outs in half as many times as possible. Unfold the shape and count the
lines of symmetry.
Students will then record their findings in their notebooks.
Written Assignments
Question 6 of Exercise 18 can be done as classwork.
Evaluation
A short, simple test can be given to evaluate learning.
Symmetry iv
86 1
19 Practical Geometry
Specific Learning Objectives
In this unit, students will learn:
• about lines and angles.
• to define polygons and quadrilaterals.
• how to:
– draw parallel lines and two non-parallel lines and find the angle between them.
– divide a line segment in given parts in the given ratio.
– construct quadrilaterals with various conditions.
– construct a triangle and a pentagon.
– draw tangents to a circle at a given point on the circumference and from a point outside it.
1 v
87
Summary of Key Facts
• T
he distance between two parallel lines remains constant at different points through the
entire length of the lines. Two parallel lines can easily be drawn with a fixed distance
between them.
• A line segment of any length can be divided into any given number of parts.
• A line segment of any length in any ratio.
• The angle between two non-parallel lines can be found without extending the lines.
• The angle between two converging lines can be bisected without producing them.
• Properties of quadrilaterals:
– A square has all sides equal; each angle of a square equals 90°.
– A rhombus has all four sides equal.
– A rectangle has two pairs of opposite sides parallel and equal, and each angle is 90°.
– A parallelogram has opposite sides parallel and equal.
– A kite has two pairs of adjacent sides equal.
– A trapezium has one pair of opposite sides parallel.
• A quadrilateral with two pairs of opposite sides parallel and equal is called a parallelogram.
• Properties of a parallelogram:
– Opposite sides of a parallelogram are equal.
– Opposite angles of a parallelogram are equal.
– The diagonals of a parallelogram bisect each other.
• A quadrilateral can be constructed when:
– the lengths of its four sides and the measure of one of the angles are given.
– the lengths of three of its sides and the measures of two included angles are given.
– the lengths of its four sides and a diagonal are given.
– the lengths of three sides and two diagonals are given.
• A square can be constructed when:
– the length of each of its side is given.
– the diagonal is given.
– the difference between the length of the side and diagonal is given.
– the sum of its diagonal and side is given.
Practical Geometry iv
88 1
• A rhombus can be constructed when:
– the length of each side and the size of one angle is given
– the length of each side and one diagonal are given
• A kite can be constructed when lengths of two side and a diagonal are given.
• A regular pentagon and hexagon can be constructed when the lengths of one side is given.
• A
right-angled triangle can be constructed when the length of the hypotenuse and the
vertical height from the vertex to the hypotenuse are given.
Remember: a triangle constructed on the diameter of a circle, within a semi-circle, is also a
right-angled triangle.
!
PS
OO ? Frequently Made Mistakes
.
This chapter is mainly skills-based, and does not require much mathematical reasoning.
However, emphasis should be placed on neatness and accuracy. Pencils should be well-sharp,
and good compasses should be used which are neither too stiff nor too loose. Students are
sometimes unable to draw perfect circum-circles and tangents. The teacher should sort out
students’ concerns individually.
Lesson Plan
Suggested Duration
1 period
Key vocabulary
Bisector, Quadrilateral, Polygon, and Circles
1 v
89 Practical Geometry
Method and Strategy
Parallel lines, bisectors, and the line segments are a few key terms that the students will be
dealing with in this chapter. The students will also need to revise the properties of quadrilaterals
(rectangle, square, and rhombus). Since they have to do construction, they should be aware of
these properties:
Square: all sides are equal and all angles are of 90°
Rectangle: lengths and breadths are equal; all the angles are of 90°.
Rhombus: all sides are equal and the adjacent angles are supplementary.
This chapter not only develops the students’ skills in construction, but also encourages them to
link mathematical proofs and computation. The students should be involved in a ‘thinking process’
while dividing a line segment into ratios or while drawing an in-circle or a circum-circle. Explain
that in-circle angle bisectors will give the centre of the angle. Similarly, perpendicular bisectors will
need to be constructed to locate the centre of a circum-circle.
Written Assignments
This lesson is primarily a revision class of the properties of shapes and specific construction cases.
The students should be encouraged to write all the key points in their notebooks and make a table
of facts.
Evaluation
This chapter is a skills-based chapter where ability to construct a clear and precise shape is tested.
Mathematical reasoning is also involved as the properties are employed to understand the given
construction. There should be regular assessment of learning and understanding and their ability
to draw shapes and use mathematics instruments. Exercise 19 constructions can be given as a test.
For example, questions 8,16,17, and 20 can be given as one test. The second test can be of polygons
and circles.
Practical Geometry iv
90 1
Axioms, Postulates,
20 and Propositions
1 v
91
Activity
Students should enjoyed this practical activity which will support their learning.
You will need:
2 cm diameter bamboo sticks, markers, protractors, A4 paper, and tape.
Ask the students to place the 2 bamboo sticks on the paper in the form of a cross, and to label the
angles with the marker.
Keep on changing the size of the angles, and ask them to prove that the vertically opposite angles
are equal by measuring the angles.
If a board protractor is not available, the students can measure the angles by tracing the angles
made by the sticks on to chart paper and then measuring them.
This activity will enable the students to demonstrate their geometrical knowledge with
mathematical precision.
Suggested Duration
1 period
Key Vocabulary
If ∠AOD = 90°
then ∠BOC = 90° (vertically opposite)
C
∠ BOC + ∠AOC = 180° (angles on a straight line/supplementary)
Since ∠BOC = 90° O
A 90° B
∴ ∠AOC = 90°
∠AOC = ∠BOD (vertically opposite angle) D
Similarly ∠BOD = 90°
∠AOD = ∠BOC = ∠AOC = ∠BOD = 90° (Proved)
∠AOD + ∠BOC + ∠AOC + ∠BOD = 4(90°) = 360°
When proving that all angles are equal to 90°, it is important to mention supplementary and
vertically opposite angles as reasons.
1 v
93 Axioms, Postulates, and Propositions
Written Assignment
Questions 1 to 4 of Exercise 20 can be done in class.
Evaluation
A comprehensive assessment can be given to evaluate students' understanding of theorems and
their proofs. Since this is new territory, it will be advisable to give tests. The first test can cover the
first four theorems and the second can cover theorems 5 to 9.
1 v
95
Cone: this shape has a radius and height, but also slant height ‘l’.
1
Volume: 3 πr2h
Curved surface area = πrl
Total surface area = πrl + πr2
Sphere: this shape has a radius and a curved surface.
Volume: 4 πr3
3
Surface area: 4πr2
If the students understand the formulas and can identify the dimensions, it should not pose a
problem for them. Continuous revision of formulas is therefore essentials.
Activity
The students will understand better if the shapes are explained with the help of net diagrams.
To make net diagrams you will need: A4 paper, geometry instruments and markers.
Cylinder: this shape is formed by folding a rectangle into a roll. The breadth of the rectangle
becomes the height of the cylinder, and the length, the circumference of its base.
Net diagram of a cylinder
‘a’ is the height of the cylinder.
‘b’ is the circumference of the base of the cylinder.
This activity can be used as a recall in order to understand other shapes better.
a
a
b
Cones: this shape is formed by folding a semicircle or any fractional part of a circle (sector), and a
circle as its base.
The students should be encouraged to first cut out the 2D figure and then fold it to form the 3D
figure.
A = √s(s − a) (s − b) (s − c)
Key Vocabulary
Hero’s formula, Perpendicular height
1 v
97 Area and Volume
Area of the shaded region = Area of triangle – Area of parallelogram
1
= b 2 × 10 × 6l – (5 × 3) 10 cm
= 30 – 15 5 cm
3c
= 15 cm2
m
6 cm
This chapter is an extension of the work already taught in grade 7. The teacher now has to develop
the students’ ability to visualise word problems and then sketch them in order to work out the
values and formulas. Just as in word problems, data representation is the key to finding the
solution. Similarly, diagrammatic representation is very important in chapters related to area and
volume.
Students should understand that a circle’s revolution covers, linearly, a distance equal to its
circumference:
one revolution = circumference of the circle.
revolution.
circumference
With this activity-based method, the whole class will participate enthusiastically and the least-able
students will understand the concepts better.
Alternately the use of Hero’s formula should be encouraged when the perpendicular height is
not given. because they do not need to use Pythagoras' theorem to find it. All the three sides are
added and the value of ‘s’ calculated and substituted in the formula.
Written Assignments
Question 3 of Exercise 21 can be done in their notebooks.
Evaluation
Questions 8 to 13 of Exercise 21 can be done in class with the teacher and similar sums can be given
as a test. Questions 1 to 8 of Exercise 21 can be given as a revision test. The teacher should make
sure the concepts are revised and then the sums are given as a marked assignment.
1 v
99
Activity
Similarly once the trigonometric ratios have been done thoroughly, examples 4, 5, and 6 on pages
254 and 255 can be done practically.
For example 4, if a ladder is available, in school it can be propped up outside the classroom and the
students can go out and investigate. Alternately, if a ladder is not available, the students can stand
under a staircase and the same sum can be visualised and done.
For example 5, if there are two buildings in the school, the students can be taken outside and the
activity carried out. However, it would be advisable to ask the school caretaker to help by using a
rope and chalk to draw right-angled triangle markings on the field.
For the activity in example 6, the teacher will be required to bring a small suitcase or any cuboid
box will do. A right-angled triangle can be marked using a white board marker. The students can
measure the dimensions of the suitcase and carry out the working in their notebooks.
• The ratios of a right-angled triangle have been derived and assigned names as follows:
BC
sin θ = perpendicular = a (Ratio ) B
hypotenuse c AB
base AC
cos θ = = b (Ratio )
hypotenuse c AB a c
BC
tan θ = perpendicular = a (Ratio )
base b AC θ
C b A
sin 30° = 1
2
cos 30° = √3
2
tan 30° = 1
√3
Trigonometry iv
100 1
• The trigonometric ratios of 60º angles are as follows:
sin 60° = √3
2
cos 60° = 1
2
tan 60° = √3 = √3
1
• The trigonometric ratios of 45º angles are as follows:
sin 45° = 1
√2
cos 45° = 1
√2
tan 45° = 1
!
PS
OO ? Frequently Made Mistakes
Emphasise that the identification of the dimensions are very important. The position of the angle
determines the perpendicular and the base. The perpendicular is always opposite to the angle and
the base is adjacent to the angle. The hypotenuse is the longest side, opposite the right angle.
Suggested Duration
1 to 2 periods
Key Vocabulary
Sin, Cos, Tan, Hypotenuse, Perpendicular, Base
1 v
101 Trigonometry
If internet is available, real-life videos of places and objects can be shown or five minute
PowerPoint presentation by the teacher would help students' understanding.
Once visualised the students can then draw the diagrams of the word problems and apply the
trigonometric ratio.
Written Assignments
When each sum has been discussed in detail, students should do the calculations in their
notebooks.
Evaluation
A comprehensive assessment should be completed. Time can be assigned to do any corrections as
this is also a learning process.
iv
102 1
Information
23 Handling
Specific Learning Objectives
In this unit, the students will learn:
• how to define primary and secondary data.
• about various methods of collecting primary data.
• how to classify and tabulate data.
• about range and class interval.
• how to present data graphically: bar graphs and histograms.
• how to find mean, weight mean, median, and mode.
1 v
103
The students have learnt about statistics. It is based on the collection, organisation, and
representation of data. The teacher should give them a revision worksheet of bar graphs where
they interpret, read and draw bar graphs.
In this chapter, not only are bar graphs revised, but histograms are also introduced. Interestingly,
histograms of grouped data are also introduced. Class intervals or class widths, frequency, and
frequency distribution are terms that the students will come across in this chapter.
When introducing histograms, the teacher should differentiate clearly between bar graphs and
histograms.
The drawing of histograms will also require clear instructions. There are no gaps between the bars
of the histograms, and the scale chosen will have to be accurately represented on the graph.
Explain that the ‘x’ value is sometimes given in the form of groups, and that the values will be
written on the graph on the sides of each bar rather than the middle (as is done in bar graphs.)
x f
50 – 60 5
60 – 70 7
70 – 80 3
7
6
5
f 4
3
2
1
50 60 70 80
x
'Averages' progresses to ‘mean’ at this level, as frequency has to be individually multiplied by the
value of ‘x’ to get the ‘fx’ product.
Example
2, 2, 2, 3, 3, 5, 6, 6, 6
fx (2) (3) + (3) (2) + (5) (1) + 6 (3) 35
Mean = ∑ = 9 = 9 = 3.88 or 3.9
f
Activity
This chapter could be used as a project topic where the students can be encouraged to collect data
and then represent it on a histogram. The data collected could be:
• number of people investing in four or five types of shares.
• batting statistics of four or five famous batsmen.
• age in years.
• heights or weights of students in class.
Information Handling iv
104 1
Summary of Key Facts
• Raw data is the first or initial collection of data that has not been organised or tabulated.
• Classification is the process of arranging data in groups or classes.
• A
frequency distribution table represents a set of class intervals and their corresponding
frequencies.
• C
ontinuous frequency distribution is represented by histograms. There are no intervals or
gaps on the ‘x’ axis.
• T
he measures of central tendency is the single value of the data that gives information about
the central value of the data.
• There are three types of averages: mean, median, and mode.
• The mean is the average of grouped or weighted data.
• The median is the middle value of the data.
• The mode is the most frequently occurring data value.
!
PS
OO ? Frequently Made Mistakes
Students generally make mistakes in differentiating between bar graphs and histograms where the
first type has intervals or gaps. This is a relatively simple chapter and students tend to enjoy the
data presentation.
Lesson Plan
Suggested Duration
One period
Key Vocabulary
Median, Mode, Frequency
1 v
105 Information Handling
The median is the middle value, but if the frequency is even-numbered two middle values are
selected. If the frequency is odd-numbered then there is only one middle ‘x’ value.
This concept can be demonstrated with a small activity in class.
Activity
Line up ten students according to their heights in ascending order. The teacher will point out that
the measure of their heights are their ‘x’ value.
She/he will then remove one student at a time from the right and the left hand side. In the end,
two middle height students will be left. The average of their heights will be the median.
Similarly, the teacher will add on the eleventh student and the process repeated. The students will
see that only one student will be left in the middle. The middle value is the median, with equal
number of values on either sides.
Written Assignments
Questions 14, 15, and 16 of Exercise 23 can be done in class by the students in their notebooks.
Evaluation
Since this chapter is all about presentation and tabulation, the students can be marked on
their classwork and homework assignments. They should be assessed on the accuracy of their
presentation and drawings.
A test comprising multiple-choice questions, true and false, and concept-based questions can be
given at the end of the chapter.
Information Handling iv
106 1
Assessment
1 v
107
Specimen Paper
Mathematics
Grade 8
Section A
Time: 1 Hour Total Marks: 40
Q1. If A = {1, 2, 3, 4}, then the proper subset of A Q2. Which of the following is a set of
is composite numbers.
A. 0 A. {2, 4, 6}
B. {0 } B. {2, 3, 5}
C. {2,3} C. {0, 1, 2}
D. {1, 2, 3, 4} D. {16, 25, 36}
Q3. (A ∩ B) ∪ C′ Q4.
A B
A B 1 7
3
A B A B 2
4
5 6
8 10
C
C D A. {4, 5, 3, 6}
A B A B
B. {4, 3}
C. {5, 4, 6}
D. {4}
C C
Assessment iv
108 1
Q7. 12 + 12 Q8. A machine that allows people to
withdraw cash from their account without
A. 102 going to the bank.
B. 22 A. Debit card
C. 1002 B. Automated Teller Machine
D. 210 C. Cheque
D. Automatic Cash Machine
Q9. A written instruction from the account Q10. A written agreement by which a renter
holder to the bank for cash is a can use property on rent for a specific
A. cheque period is called
B. pay order A. over draft.
C. demand draft B. running finance.
D. credit card C. demand finance.
D. leasing.
Q11. If CP = Rs 100 and SP = Rs 90, then Q12. The polynomial 8x2y3 + 4x2y3 + xy2 + x2
which of the following statement is correct? has ‘n’ number of terms. Find the value
of n.
A. Profit of 10%
B. Loss of 10% A. n = 9
C. Loss of 90% B. n = 4
D. Profit of 90% C. n = 6
D. n = 5
Q15. (105)2 is equal to Q16. Ali is 3 years older than Sara. In two
years time his age will be: (take Ali's age
A. (100)2 + 2(100) (25) + (5)2
as x and Sara's age as y)
B. (100)2 + 2(100) (5) + (5)2
A. x=y+5
C. (100)2 + 2(10) (25) + (5)2 B. x–2=y
D. (100)2 + 2(10) (5) + (5)2 C. x+2=y+3
D. x–y=3
1 v
109 Assessment
Q17. If 2x + y = 11 and x – y = 10, then x is equal Q18. In the simultaneous equations 4x + y = 7
to and 5x + 2y = 12, the value of x is
A. – 7
2
A.
B. 7 3
1 1
C. – B.
3 3
3
D. 1 C.
3 2
D. 0
Q19. If 4z = x and 4wz = v, then elimination of ‘z’ Q20. A
by substitution method gives
v
A. W =
x
x
B. W = C B D
v
C. V = 4w A. AB is parallel to CD.
B. AB is perpendicular CD.
D. V = 16wz2 C. AB is vertically opposite to CD.
D. AB and CD are not perpendicular
lines.
Q21. Sum of the interior angles of a regular Q22.
pentagon is a e
A b B
A. 90º d
B. 108º f c
C h g D
C. 540º
D. 180º
If AB is parallel to CD, then which of the
following statement is correct?
A. ∠ a = ∠ e
B. ∠ d = ∠ b
C. ∠ b = ∠ g
D. ∠ h = ∠ f
Q23. Which of the following statement is Q24. ABCD is a parallelogram. Which of the
correct? two angles are equal?
D
A. Any enclosed shape is a polygon. 1
C
2
B. Circles and squares are polygons.
C. All polygons are shapes with more 3
4
than or equal to 3 sides. A
B
D. A triangle is not a polygon. A. ∠1 and ∠2
B. ∠3 and ∠4
C. ∠1 and ∠3
D. ∠1 and ∠4
Assessment iv
110 1
Q25. Q26. C
P Q
M
R
O 25
x
S
T
A 20 B
L
The value of x in the above right-angled
Which of the following is a chord of a circle?
triangle is
A. OR
A. 10
B. LM B. 15
C. ST C. √45
D. PQ D. 16
Q27. The area of Δ PQR is Q28. The surface area of a sphere with radius
7 cm is
A. 25 cm2 R
A. 600 cm2
B. 15 cm 2
5 cm
10 cm B. 616 cm2
C. 30 cm2
C. 88 cm2
D. 10 cm2 P Q
D. 636 cm2
1 v
111 Assessment
Q33. An axiom is the type of assumptions which Q34. Cos 30º equals to
is related to
1
A.
A. numbers. 2
B. geometrical figures.
1
B. √
3
C. corollary.
C. √ 3
D. angles.. 2
D. 2
1
Q35. Which of the following has value 1? Q36. 2Sin 30º + √ 2 Cos 45º
A. Sin 45º A. √
2
2
B. Cos 45º
B. 2
C. Tan 45º
C. √
1
D. Sec 45º 2
D. 1
Q37. Sin (90º – θ) equals to Q38. 19, 21, 20, 18, 23, 19, 20, 18, 19, 20,
19, 0
A. Sin θ
The total frequency of the following data is
B. Cos θ
C. 1/tan θ A. 20
B. 19
D. Tan θ
C. 11
D. 12
Q39. Mode of 2, 4, 6, 8, 7, 8, 9, 10, 13 is Q40. √ 2 is
A. 8 A. a rational number.
B. 9 B. a whole number.
C. 10 C. an irrational number.
D. 13 D. an odd number.
Assessment iv
112 1
Section B
Time: 2 Hours
Total Marks: 60
(i)
3
512
[3]
–3
∙ ∙
1
(ii) 2
[3]
4. Salman's salary is Rs 38000. If his relief is Rs 8000, then calculate his income tax
at the rate of 5% per annum. [6]
5. (i) A fruit seller sold 2 dozen oranges and 3 dozen bananas on Monday. On Tuesday
he sold 4 dozen oranges and 1 dozen bananas . How many oranges and bananas
did he sell in two days? [4]
(ii) What is ∙ – 64 73 ∙ – ∙ 04 –3
7 ∙ ?
[2]
1 v
113 Assessment
6. Sara and Ali together have Rs 1500. If Sara spends twice as much as Ali, how much
does Ali spend? [6]
9. ship is 150 m away from a lighthouse. If the angle between the top of the lighthouse
A
and base of the ship is 45º, find the height of the lighthouse. [6]
0 < x ≤ 10 7
10 < x ≤ 20 10
20 < x ≤ 30 5
30 < x ≤ 40 2
40 < x ≤ 50 8
Assessment iv
114 1
Marking Scheme
Marking criteria for Section A: 1 mark for each correct answer.
1. C 2. D 3. A 4. D 5. A 6. A 7. A 8. B
9. A 10. D 11. B 12. B 13. D 14. A 15. B 16. A
17. B 18. A 19. A 20. B 21. C 22. C 23. C 24. D
25. D 26. B 27. A 28. B 29. B 30. B 31. A 32. A
33. A 34. C 35. C 36. B 37. B 38. D 39. A 40. C
1 v
115 Assessment
Q.5 6 Marks Answer
(i) • For writing information in form 2 marks Oranges Bananas
of a matrix Monday = [2 × 12 3 × 12]
Tuesday = [4 × 12 1 × 12]
Monday = [24 36] and Tuesday = [48 12]
• For addition 1 mark [24 36] + [48 12] = [24 + 48 36 + 12]
• For accuracy
1 mark 72 Oranges 48 Bananas
(ii)
• For correct subtraction 1 mark 6 – 0 3 + 3
• For accuracy 1 mark – ∙
4 – 4 7 – 7 ∙ ∙
6 6
= –8 0 ∙
Q.6 6 Marks Answer
• For correct statement 2 marks 2x + x = 1500
• For solution 2 marks
• For accuracy 2 marks Rs 500
Q.7 6 Marks Answer
• For accurate drawing 3 marks
• For finding QP 1 mark QP = 3 cm
• For writing steps of construction 2 marks
Q.8 6 Marks Answer
(i) • For correct logarithmic form 1 mark log3 27 = 3
(ii) • For correct exponential form 1 mark 44
(iii) • For correct exponential form 1 mark 82 = x
• For accurate answer
1 mark ∴ x = 64
(iv) • For writing in exponential
1 mark a3 = 729
• For accurate answer
1 mark a3 = 93 ∴ a=9
Q.9 6 Marks Answer
• For using correct trigonometric 2 marks Tan θ = Perpendicular
ratio Base P
Assessment iv
116 1