6th Maths

How to use this guide
This teaching guide provides the teacher the objectives of, and lesson plans for, each
unit. Clear, step-by-step guidelines are given for each particular topic.
The activities suggested in this guide can be carried out easily using the materials
suggested. If something is unavailable, the materials or the activity can be modified
to suit the teacher and students. Whilst doing these activities, it is important to relate
them to the main topic that is to be taught. The time spent on the activities may vary
from class to class, but nevertheless they must form an integral part of the period as
it involves students more into the lesson.
Mathsmagic 6 contains ample exercises for each topic. The lesson plans are flexible
enough to be followed according to the school’s own time frame. I have indicated the
number of periods that are required to complete each unit, but an individual school can
adjust these according to the time available and also the ability of the students.
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Table of Contents
How to use this guide iii
Unit 1 Sets 2
Unit 2 Whole Numbers 8
Unit 3 Factors and Multiples 18
Unit 4 Integers 28
Unit 5 Simplification 34
Unit 6 Ratio and Proportion 40
Unit 7 Financial Arithmetic 46
Unit 8 Introduction to Algebra 58
Unit 9 Linear Equations 66
Unit 10 Geometry 74
Unit 11 Perimeter and Area 88
Unit 12 Three-Dimensional Solids 98
Unit 13 Information Handling 106
Extra exercises 116
Answers 120
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1
UNIT 1 SETS
TEACHING OBJECTIVES
The teacher should cover the following concepts:
• Definition of sets
• The elements of a set
• The two ways to define a set, that is by listing and by describing the elements
• Representation of sets
• Types of sets
LEARNING OUTCOMES
The students should be able to:
• understand the concept of sets
• define sets on their own and list all the elements
• understand how to define a set properly, therefore understanding which elements
would qualify as being a part of that particular set
• recognize the different types of sets
• recall the different notations covered in this chapter and use them
DURATION
This might be a difficult chapter for students. To ensure complete understanding,
allocate 5 classes for teaching this unit. One or two additional classes should be used
to solve assignment questions. Homework should be given as required.
1. LESSON PLAN
Introduction to sets (20 minutes)

Begin with the definition of sets and its members (also known as elements). Read the
definition, then let the students read it silently. Explain it and provide an example of
their school. If the school is a set, its elements are the classrooms. If the class is a
set, the chairs, board, the students and the teacher are the elements. Then give an
example of Pakistan as being a set and the cities its elements. Finally, explain about
the Earth and the continents and the oceans being the elements. Ask the students
to provide some examples to see if they have understood. Give them clues for help,
such as if their family is a set, who would make up the elements.
Now write the following examples of the same set on the board.
A = {1, 3, 5, 7}
A = set of prime numbers up to 7
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Explain that you are using the name “A” for this set and that you could have used any
other name such as B, C, X, Y, Z or a word or anything, but it is common practice to use
a single capital alphabet to denote a set. Next explain the practice of using curly brackets
and in the case of the first example the use of commas to separate the elements.
Listing and describing the elements (20 minutes)
Now explain to the students that both the given examples are of the same set. The first
is the method of listing the elements one by one, whereas the second is describing
the elements. Ask two or three students to come to the board and give an example
of such a set, both listing the elements and description. Then ask the students if the
number 11 should be a part of this set. The answer is no, as the set is defined as a
set of prime numbers up to 7.
Next write the following set on the board:
A = {a, b, c, d}.
First explain that the practice is to use capital letters for sets and small letters for the
elements. Then show them the notation showing whether a number or alphabet is an
element of or is not an element of a set. Write the notations on the board. Ask the students
to review the work done in class by reading the relevant pages in the textbook.
Homework
Write one example of each kind of set done in class.
2. LESSON PLAN
Representation of sets (15 minutes)

On the board write a large set such as the letters of the English alphabet:
A = {a, b, c, d … x, y, z}. Explain that the dots are used so that all the elements need
not be listed in large sets. Tell the students that this is called listing the elements as
described in the last class and it is also called the tabular form of representation of
sets. The descriptive form of representation is merely writing the set in words. So the
above set in descriptive form would become:
A = set of letters of the English alphabet.
Class exercise (25 minutes)
Ask the students to solve Exercise 1.1 in their exercise books.
Homework
Review all the work done in class.
3. LESSON PLAN
Types of sets (120 minutes)
Begin with types of sets. Explain with examples, finite and infinite sets. An example
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of a finite set would be the number of chairs in the classroom and an example of an
infinite set would be the total number of trees in the world. The number of elements in
a finite set is denoted by the letter ‘n’. So for a set A = {1, 3, 5, 7, 9}, n = 5. Then ask
the students why there is no letter to denote the number of elements in an infinite set.
Obviously, this is a trick question as there are infinite elements in an infinite set. This
will also help the students in understanding the concept of infinity. Use the examples
given on pages 6 and 7.
Next explain null sets. Give examples such as a man with 4 arms or a cat with 2 tails
as null sets. Read the definition and write the symbol on the board. Similarly, explain
the singleton set. An example of a singleton set would be the number of teachers in
this class which is usually 1.
Write examples of equivalent sets and equal sets on the board. Write
A = {1, 2, 4, 5} and B = {a, b, c, d} and explain that these are equivalent sets as they
contain the same number of elements, that is n = 4. Similarly, write A = {1, 2, 3, 4}
and B = {1, 4, 2, 3} below the definition of equal sets. These sets contain the same
elements but in different order. Order is not important as long as both sets contain
identical elements. Ask the students to solve Questions 1- 6 of the Review Exercise
at the end of the Unit and Question 1 of Exercise 1.2 in class.
Subsets and supersets
Write the following sets on the board:
A = {1, 2, 3, 4, 5}, B = {1, 2, 3 … 6}, and C = {2, 3, 4….8}
Explain that A is a subset of B since all the elements of A are present in B. And in the
same way, B is the super set of A. On the other hand, A is not a subset of C as C does
not contain all the elements of A. Explain that A is a proper subset of B since there is
at least one element in B that is not present in A. That is A is not equal to B.
Class exercises
Ask the students to solve Questions 2 and 3 of Exercise 1.2 and Question 7 of the
Review Exercise in class.
Homework
Review the summary on page 11.
Note:
Students might find this unit a bit confusing because of the different notations involved.
It is important that they practice. Make up some questions by changing the values of
numbers or names of cities, etc. There are numerous possibilities. The students could
make up some questions and the teacher could hold a discussion as to the reasons
for questions being acceptable or not. This would enable the teacher to see whether
the concepts have been understood or not and act accordingly.
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UNIT 2 WHOLE NUMBERS
TEACHING OBJECTIVES
• Natural and whole numbers
• Introduction to the number line
• Number systems
• Addition, subtraction, multiplication, and division of whole numbers
• Commutative and associative properties
LEARNING OUTCOMES
• identify natural numbers, whole numbers, and integers
• use the number line
• see the difference in the two number systems and convert from one to the other
• solve problems using the commutative and associative properties
DURATION
A total of 9 classes should be assigned to this unit plus one class for test questions.
The activity sheet can be solved at home in case of shortage of time.
1. LESSON PLAN
Introduction to natural numbers, integers, and whole numbers
(30 minutes)
Begin with the definitions of natural numbers, integers, and whole numbers. Explain
that natural numbers start with 0,1,2,3 and so on. Integers are natural numbers with
both positive and negative signs, such as ... −3, −2, −1, 0, 1, 2, 3 … Whole numbers
can be natural numbers or integers and are “whole” in the literal sense, that is, they
are not fractions or decimals. Whole numbers are ... −3, −2, −1, 0, 1, 2, 3 … Illustrate
this concept with the help of a number line.
(Draw a number line from −10 to +10)
The number line shows both positive and negative numbers without fractions. So it
is a number line of natural and whole numbers and integers. Explain to the students
that +10 is a larger number than +5 but −10 is a smaller number than −5. Do this by
showing them that the values increase as we move from left to right and decrease as
we move from the right to the left hand side of the number line. So minus 10 which is
to the left of minus 5 is a smaller number than minus 5.
Solve the examples given on page 15 of the book on the board. Solve Exercise 2.1a
questions a and b on the board with student participation. This should be done in the
last 10 minutes of this class and copied in the exercise books.
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Homework
Exercise 2.1a, questions c to e.
2. LESSON PLAN
Number system (20 minutes)

Refer to the Number Systems on page 16 of the book. Explain that as we move from
units to tens to hundreds and so on, the number of digits increase by one each time.
The students see that up to ten thousands, both systems are the same. But from then
onwards different terminology is used to denote values. For example, a seven digit
number is Ten Lacs in the Pakistani System, which is the same as a Million in the
International System. Also ask them to note that after ten thousand, in the Pakistani
System, the first three digits from the right are grouped together then the next two
digits are in groups of two and so on for the next two digits. On the other hand, in the
International System, all digits are in groups of three starting from the first three digits
from the right. It is safe to introduce the concept of a ‘comma’ separator here after
every two or three digits for the Pakistani and International Systems respectively.
Solve Exercise 2.1b in class with the students in an interactive manner. Repeat each
question in class or write it on the board and ask them to raise their hands and give
students a chance to answer the question. This will help to find out if they have
understood the concept.
Homework
Revise the work done in class.
3. LESSON PLAN
Addition and subtraction of whole numbers (10 minutes)
Explain the importance of addition and subtraction in daily life. For example, when
buying groceries from the market and counting the change, to matters such as airlines,
buying and selling aeroplanes, etc. addition and subtraction is used in all cases.
Ask the students to solve Exercise 2.2a in their exercise books. Assist them where
necessary.
Homework
Solve the three examples on Page 17 of the textbook.
4. LESSON PLAN
Commutative and associative laws of addition (20 minutes)
Write the following equations on the board:
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1) 8 + 10 = 10 + 8 = 18 − Commutative property of Addition
2) 10 + (8 + 7) = (10 + 8) + 7 = (10 + 7) + 8 = 25 − Associative property of Addition
Explain that in the first property, order does not matter when one adds the numbers;
the result will be the same. And in the second property, no matter how you group
the numbers in brackets in addition, again, the result will be the same. Give other
examples of the above properties.
Ask the students to solve Exercise 2.2b in class mentally and raise their hands to
answer.
Now explain that the above properties do not apply to subtraction. For example,
12 − 10 = 2 and 10 − 12 = −2. Now write (10 − 15) + 20 = −5 + 20 = 15. And
10 − (15 + 20) = 10 − 35 = −25. So the associative property also does not apply to
subtraction.
Homework
Go over the work done in class and note down problems.
5. LESSON PLAN

Solve Exercise 2.2c on the board with student participation (10 minutes). Ask
the students to solve Questions 1-6 of the Review Exercise (20 minutes) in their
exercise books. Finally, before ending the class, mention the zero property of
addition, that is, if we add zero to any number, the answer will be that number. So,
10 + 0 = 10, 5 + 0 = 5, and so on. The number zero is called the additive identity in
the set of whole numbers (10 minutes).
Homework
Read page 20 thoroughly.
6. LESSON PLAN
Multiplication and division of whole numbers (30 minutes)

Begin by explaining that multiplication is basically a shortcut to addition. Ask the
students how they would solve 5 × 5 if they did not know the multiplication tables. Then
write on the board 5 + 5 + 5 + 5 + 5 = 25. So this is the same as 5 × 5, but of course,
multiplication is easier and faster. Explain that when two numbers are multiplied, the
result is called the product of those two numbers. So the product of 5 × 5 is 25.
Ask the students to recite the times tables from 2 to 6. Now teach them the tables
from 7 to 12. Write only from 7 × 7, 7 × 8 to 7 × 12 and 8 × 8 to 8 × 12 and 9 × 9
to 9 × 12 and up to 12 × 12. All the previous tables have been learnt in the 2 to 6
series. Also tell the students that they don’t have to remember the 10 times tables as
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adding a zero at the end of the number to be multiplied by 10 will give the answer.
For example, 8 × 10 = 80.
Commutative and associative laws of addition (10 minutes)
Now explain that the commutative and associative laws in multiplication are exactly
the same as those for addition. So this means that 5 × 10 = 10 × 5 = 50. And similarly,
5 × (2 × 10) = (5 × 2) × 10 = 100.
Ask the students to solve Exercises 2.3a, 2.3b, and 2.3c in class.
Zero property of multiplication and the multiplicative identity
(10 minutes)
Now write the numbers zero and one on the board. As explained in the last class, zero
is the additive identity, that is, if we add zero to any number, the result will be that
number. In the case of multiplication, if we multiply any number by zero, the result will
be zero. This is called the zero property of multiplication. The multiplicative identity
is the number 1. This means that if we multiply one by any number, the result will be
that number itself. Write these examples on the board:
10 × 1 = 10; 5 × 1 = 5. Explain that as previously covered, 5 × 5 = 5 + 5 + 5 + 5 + 5 = 25.
This means that multiplying 5 by 5 is the same as adding the number 5 to itself 5
times. So in the case of multiplying a number to 1, you are not adding it to anything
so the result will be that number.
Homework
Complete the class exercise.
7. LESSON PLAN
Distributive property of multiplication over addition and subtraction
(30 minutes)
Write the following expression on the board:
4 × (10 + 5)
Explain that the above can be solved in two ways; add first, and then multiply or
multiply first, then do the addition. So, using the first method, we get:
4 × 15 = 60; Similarly, with the second method, we get the same result:
4 × 10 + 4 × 5 = 40 + 20 = 60.
Explain that this is called the distributive property of multiplication over addition. Write
the following formula on the board and ask the students to copy it in their exercise
books:
For any 3 whole numbers, a, b and c, a × (b + c) = a × b + a × c
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Repeat the same method as above to explain the distributive property of subtraction
over multiplication with positive difference.
Finally, explain that the primary operators are addition and multiplication. This means
that what we have learnt in this chapter for addition and multiplication does not hold
true for subtraction and division. Explain to the students that neither subtraction nor
division is commutative or associative. It is explained in the book that 9 − 3 is not
equal to 3 − 9 or 9 − (3 − 2) is not equal to (9 − 3) − 2. A similar example is given on
the same page (page 24) for division.
Ask the students to solve Exercise 2.4b in class.
Homework
Review pages 20 and 24 (summary).
8. LESSON PLAN

Ask the students to solve Exercise 2.4a and the Review Exercise questions 7 − 12.
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UNIT 3 FACTORS AND MULTIPLES
TEACHING OBJECTIVES
• Factors and multiples
• Classification of numbers
• The different tests for divisibility
• Factorization and prime factorization
• HCF, LCM, and their applications
LEARNING OUTCOMES
• calculate the factors and multiples of numbers
• understand and identify even, odd, prime, and composite numbers
• learn the divisibility tests
• solve for factors and prime factors
• use the different methods of HCF
• find the LCM
• understand the relevance of HCF and LCM for practical purposes
DURATION
9 classes should be allocated to this chapter including activity and test questions.
1. LESSON PLAN
Introduction and explanation (20 minutes)

Begin with drawing a vertical line in the middle of the board. Ask the students to read
the definition of factors and multiples. Write the number 12 on both sides of the board.
Explain that the numbers 1, 2, 3, 4, 6 and 12 are factors of the number 12. Now write
these numbers on the left hand side of the board. Now write the numbers 12, 24, 36,
48, 60 … on the right hand side. Explain that factors are parts that make up something.
So the factors of a car are its body, its tires, its engine, its seats, etc. On the other
hand a multiple of something is what includes the parts of that something. Therefore,
the multiples of a car are two cars, three cars, four cars, etc.
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Group the students in pairs. If the total number of students is an odd number, ask
one student to act as a moderator. From each pair, ask one student to solve Exercise
3.1a Question 1a, c and Question 2b, d, and the other student to solve the remaining
questions of the Exercise. Assign 5 minutes for this exercise. After 5 minutes, ask the
students to stop writing and exchange exercise books. Write the correct answers on
the board and ask the students to tick the right and cross the wrong answers. Reward
the pair with the most correct answers with treats such as toffees or biscuits. In case of
a tie, the pair that finished first with the most correct answers is the winner. Rewarding
correct answers is better than punishment for incorrect ones. This will also encourage
teamwork and group activities.
Homework
Read pages 28 and 29.
2. LESSON PLAN
Even numbers, prime numbers, and composite numbers (20 minutes)
Ask the moderator to clean the board while the treats are being distributed (it saves
time). Write the numbers 0, 2, 4, 6, 8, 10 on the board. Now ask the students to answer
what number we get when we divide each of these numbers by 2 (zero divided by any
number is zero). Next, ask them to divide the numbers 3, 5, and 7 by 2. Now explain
that the numbers 0, 2, 4, 6 … are even numbers because they are multiples of 2 and
when we divide these numbers by 2, there is no remainder. Ask a few students from
the class whether 21, 35, 40, 64, 78, 97, and 100 are even numbers or not. Now give
them a clue: To find out whether a number is an even or an odd number check its last
digit. If the last digit is 0, 2, 4, 6, or 8, it is an even number. Otherwise it is an odd
number. Odd numbers end with 1, 3, 5, 7, or 9.
Now write the definition of a prime number on the board. Explain that prime numbers
have only 2 factors; number 1 and itself. Ask the students to name the prime numbers
from 1 to 10. The number 1 is not a prime number as it has only one factor − itself.
Explain that the number 2 is the only even, prime number. All other even numbers
have at least three factors that are 1, 2 and that number (and more factors in many
cases, e.g. 24: 1, 2, 3, 4, 6, 8, 12, and 24). Write the number 12 on the board. 12 is
not a prime number as it has more than 2 factors 1, 2, 3, 4, 6, and 12. Explain that
any number that has more than two factors is called a composite number. The number
1 is neither a prime number nor a composite number. Numbers like 4, 6, 8, 9, 10, and
12 are composite numbers.
Ask the students to solve page 30 of the textbook.
Homework
Complete the work begun in class.
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3. LESSON PLAN
Tests of divisibility (20 minutes)

You have already covered the tests of divisibility for the number 2. Ask the students
to turn to page 31 of their books. Explain and demonstrate the tests of divisibility by
the numbers 3, 4, and 5. Write the number 60 on the board. As the last digit is a zero,
the number is divisible by 2, 4, and 5 (see the book for the tests of each of these
numbers).
Ask the students to solve Exercise 3.2, questions e to i using the table for the tests
for divisibility.
Homework
Exercise 3.2 questions a to d.
4. LESSON PLAN
Highest Common Factor (HCF) (20 minutes)

Write the number 24 on the board. Now write down its factors. First, write the smallest
factor, that is the number one on the left, and leave a little space and write the largest
factor 24. Now write the next smallest number 2 on the right of 1, and 12 on the left
of 24. Now write 3 on the right of 2 and 8 on the left of 12. Finally, write 4 and 6 in the
centre. Explain that 1 × 24 = 24, 2 × 12 = 24, 3 × 8 = 24, and 4 × 6 = 24. It should
look as follows: 1, 2, 3, 4, 6, 8, 12, 24.
Explain that these are the common factors of 24. The factor on the left is multiplied by
the extreme right factor to give a product of 24. Now ask a student to write the factors
for 20 on the board. Explain that the easiest way to speed up the factor finding process
is to divide a number by 2. So in the case of 20, the number we get by dividing by 2
is 10. This means that the factors of 20 are within numbers one to ten. If we take a
number larger than 10, such as 11 and multiply it by 2, the answer would be 22, which
is a number larger than 20, so it cannot be a factor of 20. In case of an odd number,
such as 21, we divide by 2 and get 10.5. The factors of 21 will be between 1 and 10
(10 is the next smallest whole number next to 10.5).
Go back to the original example of 24. Explain that although, these are the factors
of 24, they are not the prime factors of 24. The prime factors are made up of prime
numbers only (ask a student to recall the definition of prime numbers). Explain that
from the factors of 24, only 2 and 3 are prime numbers and the rest are composite
numbers. On the board, divide 24 by the smallest prime number 2. This gives a
quotient of 12 which is not a prime number. Divide 12 by 2 to get a quotient of 6 and
divide again by 2 to get a quotient of 3, which is a prime number. Therefore, the prime
factors of the number 24 are 2 × 2 × 2 × 3. Write these on the board, as follows:
2 × 2 × 2 × 3 = 23 × 3
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Explain that 23 is called two to the power of 3. The number on the top is called power
of. And two to the power of three is the same as 2 × 2 × 2, that is the number 2
multiplied three times. Similarly solve examples for 24 and 32.
Explain that to find the factors of a number, they should start with the smallest prime
number 2 and keep dividing until they get an odd number. Then move to the next
prime number 3 and repeat the process and so on. We do NOT start with 1 because
we will get the same number every time, and 1 is not a prime number either (ask the
students why).
Ask the students to solve Exercise 3.3.
Homework
Learn the test of divisibility.
5. LESSON PLAN
Methods of calculation of HCF (40 minutes)

Write the numbers 10 and 30 and write down their factors also on the board. The
factors of 10 are 1, 2, 5, and 10. The factors of 30 are 1, 2, 3, 5, 6, 10, 15, and 30.
Circle 1, 2, 5, and 10 as the common factors. Explain that the common factors are
present in both numbers. Now explain that the number 10 is the largest common factor
and is called the Highest Common Factor (HCF) of the numbers 10 and 30. Then use
the book to explain the methods of calculating HCF. The methods are explained with
examples on pages 36 and 37.
Homework
Review all the work done on HCF. Note and address any confusions/corrections.
6. LESSON PLAN
Lowest Common Multiple (LCM) (40 minutes)

Write down the multiples of 2, 3, 4, and 5 on the board up to their multiples of 10.
Now circle the multiples that are common in 2 and 3. These are the numbers 6, 12,
and 18. Explain that these are the common multiples and the number 6 is the lowest
common multiple (LCM) of the numbers 2 and 3. Repeat this exercise for 2 and 4.
Ask the students to come to the board to find the common multiples for 2 and 5, 3 and
4, 3 and 5, and finally for 4 and 5. Ask them to identify the LCM of all these pairs of
numbers. Explain the three methods of finding LCM from pages 38 and 39.
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Class exercise
Two problems are solved on pages 40 and 41. Solve them in class on the board in
the remaining time which should be about 10 minutes.
Homework
Assign Exercise 3.5 as homework.
7. LESSON PLAN
Exercise 3.6 (40 minutes)

Ask the students to solve Exercise 3.6 and the Review Exercise in class.
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UNIT 4 INTEGERS
TEACHING OBJECTIVES
• Introduction to integers
• How to write positive and negative integers on the number line
• Absolute value of integers
• Addition, subtraction, multiplication, and division of positive and negative integers
LEARNING OUTCOMES
• understand positive and especially negative integers
• order integers on a number line
• understand the concept of absolute values
• add, subtract, multiply, and divide negative and negative, positive and positive, and
negative and positive integers
DURATION
Including activity-based questions and test questions, this unit should be completed
in 4 classes.
1. LESSON PLAN
Introduction, explanation, and ordering of integers (25 minutes)

Begin by explaining what integers are. Introduce the concept of negative numbers by
drawing a number line from −10 to +10.
Explain that as we move from the left to the right on the number line, the values
increase. Do this by moving your finger from one point to the next. So –5 is a smaller
number than −1, whereas 1 is a smaller number than 5. Explain that negative numbers
are called negative integers and positive numbers are called positive integers. Zero is
neither negative nor positive. Solve the examples on page 48 and also introduce the
greater than (>) and less than (<) signs.
Solve Exercises 4.1 and 4.2 with class participation.
Homework
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2. LESSON PLAN
Absolute value of an integer (20 minutes)

Begin with the definition of absolute values. Explain that an absolute value is always
positive because it is a distance and distance is always positive. So the number −10
is smaller than −5 but its absolute value |−10| = 10 is greater than the absolute value
of −5. This is because the number −10 is farther from zero than −5. Give more such
examples in case there is any confusion.
Solve two questions from Exercise 4.3 on the board and ask the students to do the
others on their own.
Homework
Do class work corrections if any.
3. LESSON PLAN
Addition and subtraction of integers (30 minutes)

Draw a number line from −10 to +10 on the board. Now solve the following questions
on the board:
1) 2 + 3
2) (−3) + (−4)
3) 3 + (−5)
In the first case you start from 2. The next thing is a plus sign. So you move three units
to the right to get 5. In the next question, you start from −3 and since the next thing
is a plus sign you face towards the right but move backwards four units as there is a
minus sign in the bracket. Similarly you start with +3 in the third example, face forward
and move back 5 units. Remember that in the first example, there is a plus sign so your
right side should be facing the students and your left side facing the board. Then you
move three steps to the right to indicate the movement of three units. In the second
example, you start from −3 and notice the next sign is positive so again your right side
is towards the students. But this time as there is a negative sign after the plus sign,
you move backwards 4 units from −3 to −7. Repeat this for the third question.
Similarly do the subtraction of integers as given on pages 53−55 of the book.
Remember that since the sign after the first number is negative, you should be facing
the negative side that is your right side should be towards the board and your left
towards your students. Then if the next number is negative, two negatives will make a
positive and you will have to move backwards the number of units as in the example.
If the next number is positive, such as −3 − (+5), you will have to move forwards 5
units to −8.
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Solve one question each from Exercise 4.4 and 4.5 and assign the rest for homework.
Ask the students to draw number lines to solve each question in these exercises.
Homework
Complete the work done in class.
4. LESSON PLAN
Multiplication and division of integers (30 minutes)

This is fairly simple. Write two positive integers on the board, and multiply them. Show
the students that the result is a positive integer. Similarly write 2 negative integers and
multiply them. Again the result is positive. Now write a positive and a negative integer
and multiply them. The result is negative. Explain to the students that multiplying 2
positives makes a positive and multiplying 2 negatives makes a positive integer too.
However, when one is positive and the other is negative, the result is always negative.
Tell them that the numbers just need to be multiplied together, then if there is a positive
sign on both integers, add a positive sign (or not to add any sign as that is assumed
positive). Similarly when both are negative, simply multiply both numbers and then
add the positive sign. And if one of the integers is negative, a negative sign is added
to the result.
Now explain multiplication of more than 2 integers. If the number of negative signs is
an odd number, the result will be negative; and if the number of negative signs is an
even number, the result will be positive.
Solve the example on the board:
2 × (−3) × (−4) = +24 because of even number of negative signs
(−2) × (−3) × (−4) = −24 because of odd number of negative signs
Explain that the rules of positive and negative integers in the case of division are the
same as that of multiplication. If you divide a positive integer by a positive integer, the
result will be positive. If you divide a negative integer by a positive integer, the result
will be negative. If you divide a positive integer by a negative integer (the minus sign
is in the denominator), the result will again be negative but the minus sign will come
up in the numerator in the end. And finally, dividing negative by negative will give a
positive answer.
Ask the students to solve Exercise 4.6 in class in the remaining time. Assign the
completion of Exercise 4.5.
Homework
Review Exercise to be done as homework.
32
33
UNIT 5 SIMPLIFICATION
TEACHING OBJECTIVES
• Order in mathematical operations;
• BODMAS rule in detail, containing multiple brackets, fractions, and decimals.
LEARNING OUTCOMES
• understand the effect of brackets on mathematical operations
understand the BODMAS rule and its application
• understand the simplification process
• identify and apply terminologies that are introduced in this unit, such as brackets,
curly, and round brackets
• perform mathematical problems involving the use of brackets and BODMAS
application
DURATION
5 classes should be allotted to this chapter. This includes the activity and test
questions.
1. LESSON PLAN
Introduction and explanation (25 minutes)

Begin with an example. Draw a two-columned table on the board and write the same
expression in both columns as shown in the following table. However, the expression
in the second column should be written using brackets.
Once the expressions have been written, ask the students how she/he should proceed
with the solution. Such participation would refresh the concepts in the minds of the
students.
Expression without brackets Expression with brackets

1 1
4÷ 8 + 10 × 4 − 10 − 4 4÷ 8 + 10 × 4 − (10 − 4)
1
→ 4 × 8 + 10 × 4 − 10 − 4 →4÷ 8 + 10 × 4 − (6)
→ 32 + 40 − 10 − 4 → 4 × 8 + 10 × 4 − 6
→ 72 − 14 → 32 + 40 − 6
→ 58 Ans. → 66 Ans.
By now, students should understand that including brackets can alter the solution of
the expression.
34
1 1
4÷ 8 + 10 × 4 − 10 − 4 4÷ 8 + 10 × 4 − (10 − 4)
1
→ 4 × 8 + 10 × 4 − 10 − 4 →4÷ 8 + 10 × 4 − (6)
→ 32 + 40 − 10 − 4 → 4 × 8 + 10 × 4 − 6
→ 72 − 14 → 32 + 40 − 6
→ 58 Ans. → 66 Ans.
35
Ask the students to open to page 63 and take them through the examples on this,
and the next two pages.
2. LESSON PLAN

Ask the class to solve Exercise 5.1a.
Homework
Read pages 62 to 65. Note any questions/problems to be discussed.
3. LESSON PLAN
Explanation of BODMAS rule (40 minutes)

After the students have successfully attempted the homework questions, the teacher
should introduce the BODMAS rule. Write it systematically in numbered format on the
board to avoid any confusion. It should be as follows:
1) Brackets
2) Of
3) Division
4) Multiplication
5) Addition
6) Subtraction
Next, introduce the different brackets, namely simple brackets ( ), the curly brackets
or braces { }, and the square or box brackets [ ]. Explain that where all three brackets
are involved, the innermost ( ) brackets are solved first, followed by the middle { }
brackets and concluded by solving the outermost [ ] brackets.
Illustrate with the help of the following example on the board:
40 ÷ 10 of [40 ÷ 20 − 3 of { 8 ÷ 4 + (6 – 3) − 2} + 10] − 10
→ 40 ÷ 10 of [40 ÷ 20 − 3 of {8 ÷ 4 + (3) − 2} + 10] − 10
1
→ 40 ÷ 10 of [40 ÷ 20 − 3 of [8 × 4 + 1} + 10] − 10
→ 40 ÷ 10 of [40 ÷ 20 − 3 of {2 + 1} + 10] − 10
→ 40 ÷ 10 of [40 ÷ 20 − 3 × 3 + 10] − 10
→ 40 ÷ 10 of [2 − 9 + 10] − 10
→ 40 ÷ 10 of [3] − 10
→ 40 ÷ 10 × 3 − 10
36
Brackets (1
Of (2
Division (3
Multiplication (4
Addition (5
Subtraction (6
40 ÷ 10 of [40 ÷ 20 − 3 of { 8 ÷ 4 + (6 – 3) − 2} + 10] − 10
→ 40 ÷ 10 of [40 ÷ 20 − 3 of {8 ÷ 4 + (3) − 2} + 10] − 10
1
→ 40 ÷ 10 of [40 ÷ 20 − 3 of [8 × 4 + 1} + 10] − 10
→ 40 ÷ 10 of [40 ÷ 20 − 3 of {2 + 1} + 10] − 10
→ 40 ÷ 10 of [40 ÷ 20 − 3 × 3 + 10] − 10
→ 40 ÷ 10 of [2 − 9 + 10] − 10
→ 40 ÷ 10 of [3] − 10
→ 40 ÷ 10 × 3 − 10
37
1
→ 40 × 10 × 3 − 10
→ 4 × 3 − 10
→ 12 − 10
→ 2 Ans.
One common confusion among pupils will be why the “of” within the square bracket,
and just before the curly bracket, is solved before simplifying the brackets. The idea
is to make the students understand that all the mathematical operations within the
brackets will be simplified so as to eliminate the brackets. After all the brackets have
been eliminated the next step is to do the rest of the BODMAS steps in order.
4 – 5 LESSON PLAN

Ask the students to solve Exercise 5.1b and the Review Exercise in two classes.
Homework
Complete the work begun in class.
38
1
→ 40 × 10 × 3 − 10
→ 4 × 3 − 10
→ 12 − 10
→ 2 Ans.
39
UNIT 6 RATIO AND PROPORTION
TEACHING OBJECTIVES
• Ratios
• Simplification of ratios
• Proportion and cross multiplication
• Direct and inverse proportions
LEARNING OUTCOMES
• understand the concept of ratios and the associated terms such as consequents
and antecedents
• simplify ratios and how to write them in format
• write proportions and associated terms such as the means and extremes of
proportion
• identify direct and inverse proportions and how to solve problems
DURATION
This is a short chapter and the course work should take 3-4 classes. 2 or 3 additional
classes should be assigned for problem solving to make sure the students grasp the
concepts completely.
1. LESSON PLAN
Introduction to ratios (40 minutes)

Explain to the students that in certain cases two quantities have to be compared. For
example, when this school was started, how many students would be assigned to
one teacher or how many students would be seated in a single classroom? Similarly
hospitals need to know how many patients a doctor can handle in a day, so if there
are a 1000 patients in a day and a doctor can see 50 patients, the hospital would need
at least 20 doctors (solve this division on the board).
Explain that such comparisons are called ratios such as the student to teacher ratio
and the doctor to patient ratio. Write the numbers 3 and 6 on the board and explain
that the ratio between these 2 numbers can be written in 3 ways:
3
(i) ; (ii) 3 is to 6 (iii) And finally it can be written as 3:6.
6
The last way is the most preferred way and in cases where not mentioned, students
should use this way to give their answers. Explain that the “:” sign is called a colon in
the English language and is used in ratios also.
40
41
On the board write the words antecedent and consequent. The first quantity is called
the antecedent which is 3 in this case and the second is called the consequent which
is 6 here. Also tell the students that this is not the final answer as ratios have to be
given in the simplest whole numbers. Ask the students to raise their hands and answer
whether the numbers 3 and 6 have any common factor. The answer is 3, so if you
divide 3 and 6 by 3, you get the answer 1:2. This is the final answer.
Take the students through the examples on pages 73 and 74 in the book. Note that one
of the examples involves metric conversion from metres to centimetres. Explain that in
case of comparison, both units should be the same. Tell the students that in the book,
conversion was from metres into centimetres, but it could also be worked in metres.
Solve this problem on the board in metres. Therefore, 0.5 metres: 2 metres means if
we multiply both sides by 2 to get the lowest whole number, 1:4 is your answer which
is the same as in the book.
2. LESSON PLAN

Solve the first two parts of Exercise 6.1, question 2 on the board and ask the students
to solve the rest in class.
Homework
Complete Exericse 6.1.
3. LESSON PLAN
Proportions (30 minutes)

On the board write that proportions are only statements that 2 or more ratios are equal.
a c
Then write = . Explain that this can also be written as a:b = c:d. This is read as
b d
The ratio of the numbers a to b is equal to the ratio of c to d. Here, a and d are called
the extremes of proportion and b and c are called the means of proportion.
Now explain that we can solve proportion by cross multiplying the extremes of
proportion a × d. And similarly, the means are also multiplied. So, a × d = b × c. This
means that the product of extremes is equal to the product of means. Write the above
formula on the board. Now ask the students to open to page 75 where an example is
solved. Note that 35 × 3 = 21 × 5 = 105.
42
43
Now explain direct proportions to the class. Draw the following table:
CARS WHEELS
10 40
20 x
PENCILS COST
5 25
20 Y
Solve the first problem: If 10 cars need 40 wheels, how many wheels do 20 cars
need?
10 20
Write the answer on the board: = . Now cross multiplication gives you
40 x
10x = 20 × 40
10x = 800, so x = 80 wheels.
Ask the students to solve the next problem on their own in their exercise books. The first
student to solve it correctly should copy his/her solution and working on the board.
Explain that these were examples of direct proportion. If the number of cars increased
so did the number of wheels. They increased by a ratio of 4, as 10 cars need 40
wheels ( 10
40 ) which is 1 car:4 wheels. Similarly explain about pencils and the cost of
each pencil is Rs 5.
Now explain inverse proportion. Explain to the students that the above example of
direct proportion involved two quantities increasing together. In inverse proportion,
when you increase one quantity, the other quantity decreases proportionately. For
example, tell them that if it takes 4 men 2 days to build a car, it would take 8 men 1
day. So when you double the amount of men, they can do the work in half the time.
Take the students through the examples given on pages 76 and 77 of the men building
a house and of the pipes and tanks.
Homework
Do the Review Exercise.
44
10 40
20 x
5 25
20 Y
45
UNIT 7 FINANCIAL ARITHMETIC
TEACHING OBJECTIVES
• Percentages
• Converting fractions to percentages and vice versa
• Expressing one quantity as a percentage of another quantity
• Calculating percentage of a quantity
• Profit, loss, and discount
LEARNING OUTCOMES
• understand the concept and application of percentage
• change percentages into fraction and vice versa
• solve mixed fraction percentages
• change percentage into decimals and vice versa
• express one quantity as a percentage of another quantity
• calculate percentage of a quantity
• solve percentage related problems
• calculate profit and loss as numbers and percentages
• understand the concept of discount and solve problems on discount
DURATION
This unit should take 9 classes to cover plus one or two classes for activity and test
questions.
1. LESSON PLAN
Introduction to percentage (10 minutes)

On the board write that percentage means “out of one hundred.” So 20 per cent means
20
100 , 50 out of a hundred and so on. Write the symbol for percentage %. Write that the
20 50
above 100 = 20% and 100 = 50%. Explain that 75% of the earth is water and 25% of
25
the earth is land. So humans live on 25% of the earth’s area. 100 is 14 when simplified.
So humans live on one fourth or 25% of the earth’s area whereas three fourths or 75%
is water (seas and oceans, etc.)
25
Explain that 100 in the previous example is 25%. So a fraction that has 100 as the
1 39
denominator, is a percentage. 1% means 100 , 39% is 100 and so on.
46
47
Write the following on the board and ask the students to convert to fractions in their
simplest form:
(1) 20% (2) 40% (3) 50% (4) 70% (5) 55%
(6) 60% (7) 80% (8) 90% (9) 0% (10) 100%
Mixed fraction percentage (15 minutes)
Write the mixed fraction percentage 5 13 % on the board. Now convert it to its improper
fraction form that is 16 16 16 1 4
3 %. So this becomes ( 3 )/100 or 3 × 100 simplified to 75 .
Class exercise
Ask the students to solve Exercise 7.1a in class.
Homework
Complete class work.
2. LESSON PLAN
Changing a fraction to percentage (20 minutes)

Explain to the students that to change a fraction to a percentage just multiply it by a
hundred. Revert to the Earth’s example. Tell the students that as discussed earlier,
3
4 of the earth is made up of water. Now multiply it by 100. Solve the following on
the board 34 × 100 = 75% as was the case shown earlier. Similarly, multiply a mixed
fraction 1 14 by 100. First convert to improper fraction 54 and then multiply by a
hundred. This gives us 125%. Ask the students to solve Exercise 7.1b in class. Check
their results to confirm correct understanding and rectify where needed.
Changing a percentage to decimal and decimal to percentage
(20 minutes)
55
Write the following fraction on the board: 55%. Now write it as 100 .
Explain that when we divide a number by 10, we move the decimal one place from
the right to the left and when dividing by 100, we move it two places from the right to
55
the left. So 55% = 100 = 0.55
Similarly write another example in mixed fraction percentage such as 6 34 % which is
6.75%. This becomes 0.0675 in decimals. Ask the students to solve Exercise 7.1c.
Now write the decimal 0.25 on the board. To express it as a percentage, first convert
it into a fraction. To move the decimal point two spaces to the right, you have to put
25
100 in the denominator. This becomes 100 . This is the same as 25%.
Homework
Exercise 7.1d to be given as homework.
48
(1) 20% (2) 40% (3) 50% (4) 70% (5) 55%
(6) 60% (7) 80% (8) 90% (9) 0% (10) 100%
16
× 1
( 16
16
3 %
5 13 %
3 100 3 )/100
4
75
49
3. LESSON PLAN
Expressing one quantity as a percentage of another quantity

(15 minutes)
Write the following example on the board: 30% of 50.
Remind the students that in Unit 5, they learnt that the term ‘of’ means to multiply. So
30
30% of 50 is 100 × 50 which is equal to 15.
Write the following question on the board for the students to solve and supervise their work.
Ali has 20 packets of biscuits. He gives 2 to his brother and 2 to his sister. He eats 1,
gives 5 to his parents and saves the rest for later. Answer the following:
1) What percentage does Ali give to his brother?
2) What percentage does Ali give to his sister?
3) What percentage does Ali eat himself?
4) What percentage does Ali give to his parents?
5) What percentage does Ali save?
6) If Ali gave 3 biscuits each to his brother and sister and 7 to his parents and ate 2
himself, what percentage would Ali have saved?
Homework
Review all the work done so far in unit 7 and note questions/problems if any.
4. LESSON PLAN
Calculating percentage of a quantity (20 minutes)

Write the following example on the board.
Find 40% of 50.
Now explain that to find the percentage of a number, you first convert the percentage
into a fraction and multiply the fraction by that number. So the above becomes:
40
100 × 50 = 20.
Ask the students to solve the following example:
Aamir scored 40% in his mathematics paper. The total marks were out of 30. How
many marks did Aamir get?
After the students have attempted the question, write the correct answer on the board:
40
100 × 30 = 12 marks
50
51
Ask the students to solve Exercise 7.1e in class.
Homework
5. LESSON PLAN
Problem solving (20 minutes)

Write the following example on the board:
20% of a number x is 200. Find x.
Now solve it on the board:
20 x x
100 × x = 200; 5 = 200; 5 × 5 = 200 × 5; x = 1000
Now ask the students to open their books to page 87. Explain the two solved
examples.
Ask the students to solve Exercise 7.1f.
Homework
Complete the class exericse.
6. LESSON PLAN
Profit, loss, and discount (40 minutes)
Profit defined (15 minutes)

Explain to the class that when something, such as a packet of chips, a car or an
aeroplane is made, it is made for the purpose of business. The purpose of business
is to make a profit. So if you, the teacher buys a carpet for your house and it cost the
manufacturer 500 rupees to make it, he would not sell it for below that amount because
he has to earn a profit. Similarly, if one of the students buys a packet of chips for ten
rupees, its cost would be less than 10 rupees as the price the student paid included
the manufacturer’s profit. The books purchased by students for 500 rupees would have
cost less and the same goes for the chairs in the class, the board, and everything else
around us. The purpose of business is to make a profit.
Now explain to the students how to calculate profit. First ask for volunteers. Can
anyone answer this question? If the teacher buys a TV for 5000 rupees and the cost
was 4000 rupees, what is the profit? The correct answer is 1000 rupees.
52
20 x x
100 × x = 200; 5 = 200; 5 × 5 = 200 × 5; x = 1000
53
So the formula to calculate profit is as follows:
selling price – cost price = profit.
Similarly, the formula to calculate a loss is cost price – selling price = loss.
Explain that in certain situations, sellers have to sell their products for a loss. This
may be because of a defective item such as a shirt with missing buttons or it may be
because of other reasons.
Profit and loss percentages (15 minutes)
Ask the students to open to page 89 of their books and take them through the
examples on this page.
The students will copy the two examples given on page 89 under the heading “Profit
and Loss Percentages”.
Homework
Go through the work done in class.
7. LESSON PLAN
Expressing the profit or loss as a percentage of the cost price

(40 minutes)
Explain to the students that profit and loss sometimes needs to be expressed as a
percentage of the cost price. For example, if a man sold 10 television sets costing
Rs 20,000 each for Rs 30,000 per set, what was his profit percentage? The profit per
profit
TV is Rs 10,000 and cost price × 100 is the profit percentage.
10,000
So the profit % = 20,000 × 100 = 50%
Take the class through the examples on pages 90 and 91.
Class exercise
Ask the students to solve Exercise 7.2a.
Homework
Complete Exercise 7.2a.
54
55
8. LESSON PLAN
Discount (25 minutes)

Explain that sometimes to get more people to buy their products, some people sell
their products at a price less than the price for which it was originally supposed to sell.
The original price is called the marked price and the difference between the marked
price and the new selling price is called the discount.
Take the class through the examples on discount on page 92 of the book.
Ask the students to solve the first question of Exercise 7.2b in class. Solve the first
part in case they need help.
Homework
Complete exercise 7.2b and go over the summary on page 94.
9. LESSON PLAN

Ask the students to solve the Review Exercise in this class.
56
57
UNIT 8 INTRODUCTION TO ALGEBRA
TEACHING OBJECTIVES
• The basic concepts of algebra
• Identifying and grouping like terms
• Adding, subtracting, multiplying, and dividing algebraic expressions
• Substitution of numbers for variables
• Terms, coefficients, variables, and constants
LEARNING OUTCOMES
• understand how to write algebraic expressions
• learn how to identify and add, subtract, divide, and multiply algebraic expressions
• identify like and unlike terms
• read sentences and convert them into algebraic expressions
• substitute numbers for variables
• learn the terms coefficients, variables, and constants that are used in algebra
DURATION
This unit should take 5-6 classes to complete. Additional 2-3 classes should be
allocated for the activity and test questions.
1. LESSON PLAN
Introduction to algebra (25 minutes)

Begin by introducing the terms algebra, variable, and constant. Many students may
have heard that algebra is very difficult to understand. Remove this fear by telling
them that it is really quite simple. Write the variable x on the board and explain that
a variable is an unknown quantity whose value has to be found out. Give a couple of
examples such as: If you have 10 apples and you eat 2 apples, give 4 to your brothers
and save the remaining, how many apples would be left? Suppose ‘x’ is the remaining
number of apples;
Write the equation on the board:
10 – 2 – 4 = number of remaining apples
4 = number of remaining apples
Therefore, 4 = x.
58
59
Explain here that rather than writing the whole term “number of remaining apples”
again and again, mathematicians use the alphabet such as x, y, z or any variable to
replace the whole term.
Give the students other such examples: Sara is twice the age of Ahmed and Ahmed
is 10 years old. Find Sara’s age.
Write the variable S for Sara and A for Ahmed on the board. Now write the equation.
S = 2 × A (explain here that if capitals have been used as variables, they must be
used till the end of the sum. This means that s is not equal to S and a, is not equal
to A. This is also the case when small letters are being used).
Now, in the next step, replace A with the given value of A.
So, S = 2 × 10 ….. So, S = 20. Therefore, S = Sara’s age = 20 years
Solve Exercise 8.1a in class and before writing the answers, let the students try it
themselves.
Homework
Learn the definition of algebra and algebraic expressions.
2. LESSON PLAN

First explain that in algebra two or more variables that are not the same cannot be
added or subtracted. This means that x + y = x + y and x – y = x – y. But two or more
unknown variables that are not alike can be multiplied or divided.
a × b = ab, and a ÷ b = ab . Write these examples on the board.
Now discuss the first question of Exercise 8.1b on the board. It has been solved in
the book.
Solve the second question. Explain that p2 is the square of p and is the same as p
multiplied by p. The students have already been introduced to squares and powers
earlier. Explain that any variable x, y, z or p in this case, when written without a power
is actually to the power of 1. So p to the power of 2 is p2 and p to the power of 1 is
equal to p. Introduce the fact that any variable or number to the power of zero is equal
to 1. So p0 = 1, x0 = 1, 100 = 1 and so on.
After solving the second question and explaining the above paragraph, ask the
students to read the questions carefully before attempting them. The questions in
Exercise 8.1b require the “like” terms to be grouped together and not simplification. If
the question required simplification, the answer would be –4p2 + p – 6.
Ask the students to solve the remaining questions on their own.
60
a÷b a
b
a b ab
p p p p
p
p p p p
p x
p p
61
Algebraic expressions (10 minutes)
Write the definitions of terms and expressions as given on page 97. Ask the students
to open their books to the same page, and introduce coefficients. Solve example 1
given on this page. Explain that any constant number multiplied to a variable is called
a coefficient. So, in the expression, 10x, 10 is the coefficient and x is the variable. If
the expression is only x, then the coefficient is 1.
Class exercise
Ask the students to complete Exericse 8.1b.
Homework
Copy examples from page 97 in the exercise book.
COMMON CONFUSION:
Students might think that in an expression such as x or x + y + z, as there are no visible
coefficients, the coefficients are zero. Explain that if a number is multiplied by zero,
the answer would be zero. So the actual coefficient is 1 which is not written because
one multiplied by any number is that number. Therefore, x multiplied by one is equal
to 1 and so on. This is because 1 is the multiplicative identity as the students have
learned previously.
3. LESSON PLAN
Algebraic expressions continued (40 minutes)
Ask the students to open their books to page 97. Example 2 is solved here. Take the
students through this example. Similarly, on the next page, do the same for Example
3. Also let them know that in algebra it is common to replace the multiplication sign
(x) with a dot (.). Explain that this is because when multiplying in an expression that
contains the variable x, it is very confusing to use the multiplication sign. For example:
2x × y × 3x × y; if the multiplication sign is replaced with a dot, it is much easier to
read and understand this expression which would now be written as: 2x . y . 3x . y
Thus the dot takes the place of the multiplication sign that is often used in algebraic
expressions and equations.
Now draw the table given in Exercise 8.2a on the board, and solve the first expression for the
students’ benefit. From the second question onwards, ask the students to raise their hands
to help solve each question and then write the correct answers in the table on the board.
Combining like terms (15 minutes)
In Exercise 8.1b it is clear that only similar terms can be added or subtracted. Write
the following terms on the board and ask the students to answer which of these terms
are similar and can or cannot be added to or subtracted from each other:
5x, 10x2, 10x, 10xy, 5y3, 7y, 3x2, 7y3, 10, 15
62
63
Review the fact that only the like terms can be added. Like terms are those terms that
contain exactly the same variables and with the same power. So a term a2b cannot be
added to ab2, because the power of the variable a is 2 and the power of the variable
b is one in the first expression and the other way around in the second expression. A
constant can only be added to another constant, x can only be added to x and so on.
Solve the example on page 99 on the board.
Homework
Give Exercise 8.2b question 1 as homework.
4. LESSON PLAN
Algebraic expressions continued (40 minutes)

Ask the students to solve Exercise 8.2b questions 2 and 3 in their exercise books or
give them pieces of paper to be handed in for checking.
Homework
Review all the work done so far in unit 8.
Algebraic substitution (25 minutes)
On the board write this expression: x + 4
Now ask the students if the value of x is known to be 6, what would the total be?
To find the answer, substitute x with 6 so 6 + 4 = 10.
Explain that algebraic substitution involves putting numbers in place of variables. Now
ask the students to open their books to Page 100 and explain Examples 1 and 2.
Ask the students to complete Exercise 8.2c in the remainder of the class.
Homework
Review the work done in class, and the summary on page 101.
5. LESSON PLAN
Review Exercise (40 minutes)

Test the learning of the students by asking them to solve the Review Exercise in class
and hand it in for checking and marking.
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65
UNIT 9 LINEAR EQUATIONS
TEACHING OBJECTIVES
• Algebraic equations and linear equations
• Construction of linear equations
• Solving linear equations
• Applying linear equations to real-life problems
LEARNING OUTCOMES
• understand algebraic equations and variables
• construct and solve linear equations
• solve linear equations with fractions and decimals
• understand and memorize the terminology used in this chapter
• understand the relevance of linear equations in reallife
DURATION
A total of 6 classes should be assigned including the extension activities, test, and
activity questions.
1. LESSON PLAN
Introduction to linear equations (40 minutes)

Begin by writing the following expression on the board: 5x + 10y + 4z + 2x2 + y2 + 3z2
then ask the students to identify what is written. The correct answer is that it is an
algebraic expression.
Now add an ‘equals’ sign to this expression: 5x + 10y + 4z + 2x2 + y2 + 3z2 = 10 and
ask them again to identify what is written. The correct answer is that it is an algebraic
equation.
Explain that an equation has two expressions that are separated by an ‘equals sign’.
This sign tells us that both expressions are equal meaning that in the above example,
the first algebraic expression must be equal to 10.
Now write these equations on the board: Example 1: 5 + 4 = 9; Example 2: 5 × 4 = 20
Explain that if something is changed on one side of the equation, the same change
must be made on the other side of that equation, otherwise the two expressions would
not remain equal and therefore it would not be an equation any longer.
In the first example, subtract 4 from both sides of the equation:
5 + 4 – 4 = 9 – 4; 5 + 0 = 9 – 4
66
2: 5 × 4 = 20 1: 5 + 4 = 9
5 + 4 – 4 = 9 – 4; 5 + 0 = 9 – 4
67
Explain that 5 + 4 = 9 can also be written as 5 = 9 – 4. Similarly, in the second example,
divide both sides by 4 on the board. So the equation will now read as 5 = 20 4.
Explain that addition and subtraction are opposites of each other, while multiplication
and division are also opposites of each other. So where there is addition in the
expression, subtraction is done and where there is multiplication, division is done.
Let the students know that another way of solving the two examples is to take a value
to the other side of the equation. Instead of subtracting or dividing as done in the
previous examples, we can just invert the mathematical operators to their opposites
when taking them to the other side of the equation. So plus changes to a minus, while
a minus becomes a plus, a multiplication becomes a division and a division becomes
multiplication. Using the same examples; 5 + 4 = 9
Take + 4 to the other side of the equation which then becomes – 4. Therefore 5 = 9 – 4
Similarly, 5 × 4 = 20, × 4 becomes ÷ 4, so 5 = 20 4.
The students may be asked to solve the following equations to test their comprehension
of this concept.
Solve to find the value of x:
(1) x + 5 = 6 (2) 5x = 5 (3) 3x + 10 = 19
The first two questions should be fairly simple. In the third question, give the students a hint
that to solve an unknown variable which is x in this case, it should be isolated from all other
numbers. Take + 10 to the other side of the equation. This becomes 3x = 19 – 10 = 9.
Thus, 3x = 9 and so x = 3 is the answer.
COMMON CONFUSIONS:
The students may find it confusing that first subtraction is done and in this case division
is being used. In the third example, 10 is subtracted from 9, which is then divided by 3
to find the value of x. In chapter 5 we learned BODMAS, which explains that division
is solved before subtraction. BODMAS holds true here as well. To demonstrate this,
note that Example 3 can be written as: (3x + 10) = 19
Both sides are divided by 3 to isolate x from its coefficient, and the above becomes:
3x 10 19
+ =
3 3 3
10 19
x+ =
3 3
19 10
x= –
3 3
x= 9
3
x=3
This is the lengthier solution. Both methods are correct, but using this method will take
more time. However, it will be easier for the students to understand if you use this
example. When the students gain more understanding of the concept, you can switch
to the earlier and faster method.
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(1) x+5=6 (2) 5x = 5 (3) 3x + 10 = 19
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2. LESSON PLAN
Linear equations defined (20 minutes)

First write the definition of linear equations on the board, then explain that an equation
is linear only if:
1) There is only one variable; and
2) The power of that variable is always 1.
Now ask the students which of the following represent linear equations:
1) x + y = 10; 2) 2y – 16 = 4; 3) x2 – 10 + y = 6;
Only example number 2 is a linear equation because it has only one variable which
is to the power of 1.
(Remember that example 1 is also a linear equation. A linear equation represents a
straight line x + y = 10 is a straight line which can be seen if drawn on a graph paper
by plotting the coordinates for different values of x and y. But this concept is too
advanced for the students now and will be introduced later. For now, assume a linear
equation only has one variable, and to the power of 1).
Ask the students to open to page 104. In the word problem example, inform the
students that it is important to read the question carefully and it will become very easy
to solve. In the example, Ahmed needs to buy a football that costs Rs 680. He already
has Rs 170. How much more does he need? To solve this question ask the students
to define a variable clearly.
x = the amount of extra money Ahmed needs to buy a football. So if x had been defined
as the amount of money to buy a football, it would be equal to Rs 680 which is the
cost of the ball. Therefore, 170 + x = 680.
The above expression is read as 170 plus the extra amount of money needed to buy
the ball which costs Rs 680. Therefore, x = 680 – 170. Thus x = 510 rupees. Ahmed
needs Rs 510 more to buy the football.
3. LESSON PLAN
Ask the students to solve Exercise 9.1a. Help them where necessary. Walk around
the class and check to see whether they are able to work out the sums properly. Ask
them to work out Exercise 9.1b also.
Before starting with 9.1c, tell the students that solving linear equations containing
decimals is no different from equations without decimals. If they understand the
previous concepts, they should be able to solve these easily. Let the students work
out the exercise themselves. Check and discuss any problems/errors, etc.
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1) x + y = 10; 2) 2y – 16 = 4; 3) x2 – 10 + y = 6;
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4. LESSON PLAN
Exercise 9.1d and the Review Exercise (40 minutes)

Ask the students to solve Exercise 9.1d and the Review Exercise in this class without
any assistance.
EXTENSION ACTIVITIES: (2 additional periods)
(Period 1)
Show the students how to construct word problems of their own. This will help them in
understanding word problems and also give extra practice for linear equations. It will
help them to experience the application of mathematics in real life. Give them some
real-life examples to follow. You could say to one student, “Your name is Aamir, you
can make a word problem like this one:” (Write it on the board.)
Aamir had Rs 10,000. He gave half the amount to his sister Aisha. Aisha now had 6
times the amount that she had, before Aamir gave her the money. How much did Aisha
have before Aamir gave her the money?
Now solve as follows:
Aamir had Rs 10,000. He gave 12 of 10,000 to Aisha.
Therefore, 12 of 10,000 = 5000
Let x = the money Aisha had before Aamir gave her Rs 5000.
x + 5000 = 6x
The above equation means the money Aisha had plus the Rs 5000 Aamir gave her is
equal to six times what Aisha had before.
So 5000 = 6x – x; Therefore 5000 = 5x; So x = 1000. Aisha had Rs 1000 before Aamir
gave her Rs 5000.
Now ask the students to spend the remainder of the period in thinking up one example
each. Collect all the examples written by the students.
(Period 2)
Choose 10-15 of the best and most challenging examples and ask the students to
solve them in this class.
Homework
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UNIT 10 GEOMETRY
TEACHING OBJECTIVES
• Line segments and construction of line segments
• Constructing perpendicular bisectors of line segments
• Constructing a perpendicular at a point on a line segment
• Constructing a perpendicular from a point onto a line segment
• Construction of angles (all the angles given in the book)
• Bisection of angles (1 and 2 bisections)
• Construction of triangles with SSS, SAS, and ASA methods and right-angled
triangles
LEARNING OUTCOMES
• construct line segments
• construct perpendicular bisectors of line segments
• construct a perpendicular at a point on a line segment
• construct a perpendicular from a point onto a line segment
• construct and bisect all the angles as given in the book
• construct and bisect triangles as per the book
• learn all the terminologies as given in this unit, such as bisector, perpendicular, and
hypotenuse
DURATION
This is a lengthy and important unit. 16 classes should be assigned to study the
concepts taught in this chapter. If necessary, add 2-3 more classes for activity and
test questions.
Remember that it is helpful and time-saving to learn concepts in Mathematics by heart,
for this reason, it is important to set aside time for practice. Practice is very important
in Arithmetic, Geometry, and Algebra. In the field of geometry only practice will enhance
the understanding of the concepts taught. Set aside at least 4 classes for the students
to practice drawing angles for perpendiculars and triangles. Supervise each student
and see whether he or she is working appropriately.
1. LESSON PLAN
Introduction to geometry (40 minutes)

Teach the students how to use a compass and a protractor (do not let them call the
protractor a D). First demonstrate on the board, then let the students work individually.
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Walk around the class to make sure they are able to draw the required diagrams. This
may take some time to learn but it is very important that they are well-versed in the
basics before proceeding any further.
Next, explain the term bisection stating that the prefix ‘bi’ means two. A bicycle: a
cycle with two wheels, bilingual: able to speak two languages. So bisection means
to divide into two sections. In Geometry, bisection is the division of a line, angle, or
any geometrical shape into two equal parts. Introduce the term perpendicular, if not
already done. A perpendicular is a straight line that crosses or lies on another straight
line at an angle of 90 degrees (a right angle). Therefore, a perpendicular bisector is
a line that crosses another line at an angle of 90 degrees, dividing that line into two
equal parts.
Homework
The students will copy the diagrams and steps of constructions in their exercise books.
2. LESSON PLAN
Constructing a perpendicular bisector of a line segment (20 minutes)
Now draw a 10 cm, horizontal line on the board and label the ends of the line A and
B. The line will be called AB (as shown on page 112). Place the compass point on A
and explain to the students that the width of the compass should be more than half the
length of the line i.e. more than 5 cm. It can be 6 cm, 7 cm, 7.5 cm, the actual length
is irrelevant. (To prove this point to the students, after the completion of this example,
repeat this example with a different width – the result will be the same, the lines should
be bisected at the same point.) Work step by step as shown on page 112.
Constructing a perpendicular at a point on a line segment (15 minutes)
Explain the difference between a perpendicular line and a perpendicular bisector, so
this does not have to bisect the line segment into 2 equal parts. If it does that, it would
indeed be a perpendicular bisector and not a perpendicular. Draw a horizontal line AB
of about 10 cm. Mark any point P on the line. Set the compass to a medium setting of
say 2-3 cm. Go through the steps of construction of a perpendicular line. Work each
step on the board and let the students do the same in their exercise books. Begin by
setting the compass at P, drawing two arcs to the left and right of P on the line AB.
Mark these points X and Y. Continue to the end of the construction process.
Homework (5 minutes)
Ask the students to solve the following at home.
1) Draw a line 12 cm long and bisect this line using the technique shown. Bisection
should be done using a compass width of 7 cm, 8 cm and 10 cm. Use labels such
as A, B, X, Y, etc.
2) Draw a line 10 cm long and take a point on that line and draw a perpendicular from
that point.
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3. LESSON PLAN
Constructing a perpendicular from a point onto a line segment

(20 minutes)
Point out the difference as compared to the previous exercise, where a point was taken
on a given line and a perpendicular was drawn from that point for that line. Here a
point outside the line will be used to draw a perpendicular from that point onto the
line. Work each step on the board and let the students follow one step at a time. Begin
by drawing a line AB. Mark a dot above or below that line and name it P. As before,
follow the steps of construction as given on page 113. This practice will enable the
students to understand that “steps of construction” is the actual process of drawing
the required figure.
Ask the class to work out Exercise 10.1, question 1.
Homework
Exercise 10.1 questions 2 and 3.
4. LESSON PLAN
Construction of angles (20 minutes)

On the left-hand side of the board, draw an angle ABC as shown on page 114. On
the right-hand side of the board, draw a horizontal line and mark a point P near the
left of the line. Now tell the students that they have to draw an angle on the right-
hand side that is equal to angle ABC that is drawn on the left-hand side (refer to page
114). Let the students follow the steps from the textbook (pages 113-114) as they are
supervised. Most of them should be able to do so. Make sure that every student is
able to follow the steps correctly.
Ask the students to work out the first sum of Exercise 10.2a.
Homework
5. LESSON PLAN
Bisecting an angle (20 minutes)

Make a 60 degree angle on the board and label it ABC. Then take the class through
the steps of bisecting the angle as shown on page 115 of the textbook. Both ∠ABR
and ∠CBR should be equal to 30 degrees.
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Ask the students to verify this by using a protractor. They should practice questions
1a and 1b of Exercise 10.2b in their exercise books.
Homework
Assign the remaining exercise for homework.
6. LESSON PLAN
Dividing an angle into four equal parts (25 minutes)

Explain to the class that to divide an angle into 2 parts, it is bisected once, therefore,
in order to divide an angle into 4 parts, it has to be bisected twice. Ask the students to
open to page 115 of the book and study the diagram of the angle at the bottom of the
page. This is a 120 degree angle that has been bisected twice to make 4 equal angles.
Ask the class what the size of each of the 4 angles would be, the answer is 30 degrees
because 120 ÷ 4 = 30. Tell the class that after using a compass to draw angles, they
should use a protractor to check if they have constructed the angle correctly.
Draw a 120 degree angle on the board and use the steps on pages 115 and 116 to
bisect it twice so as to create 4 equal angles. It is important to demonstrate and verify
each step as it is done. As done previously, draw the angle on one side of the board.
Ask the students to read out the next step, follow it and ask the students if they think
that it is done as directed. This method will serve to reinforce the steps in order, making
it easier for them to bisect the angle independently as well as remember the steps of
construction. It is important that they have their complete attention on the board and
focus on the discussion.
Ask the class to divide the following angles into 4 equal parts: a) 60 degrees, b) 80
degrees.
Homework
Assign Exercise 10.2c as homework.
Constructing a 60, 30, 90 and 120 degree angles (20 + 20 + 20 + 20 minutes)
Using the step-wise process, explain from the book how each of these angles should
be constructed. A separate class for each construction would be ideal. Use the previous
methods to draw each angle. The time limit is flexible. It is important that the students
understand the process of each individual angle as shown on pages 116 to 118.
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7. LESSON PLAN
Alternative method to construct 60, 120, and 30 degree angles

(20 minutes)
Use the step-wise process on page 118 to draw the above angles.
To construct angles of 90, 45 and 135 degrees (20 minutes)
Use the step-wise process on pages 118 and 119 to draw these angles.
8. LESSON PLAN
To construct angles of 75 and 105 degrees (20 minutes)

Use the step-wise process on page 119 for this construction as well.
Constructing 75, 105, 120, 135, 150 degree angles and more (20 minutes)
Refer to the table on page 119 where it explains that to make larger angles; you can
combine two smaller angles. For example, to make a 120 degree angle you can make
two 60 degree angles or one 90 degree angle and one 30 degree angle. The other
possibility is to construct one 45 degree angle and one 75 degree angle.
9 – 10 LESSON PLAN

Ask the students to solve the questions given in Exercise 10.2d in class.
11. LESSON PLAN
Construction of triangles given 3 sides (SSS) (25 minutes)

Explain that in order to construct triangles there are three pieces of information that
must be known:
1) The length of all three sides (SSS).
2) The length of 2 sides and one given angle (SAS).
3) The size of two angles and one side (ASA).
Using a ruler and compass, follow the process of drawing the triangle on the board
while the class reads out each step.
Ask the students to draw the first two triangles from Exercise 10.3a in class.
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Homework
12. LESSON PLAN
Construct a triangle given 2 sides and included angle (SAS) (25 minutes)
Using a ruler and compass, follow the process of writing the steps and then drawing
the triangle on the board as shown on page 121.
Ask the students to draw the first two triangles from Exercise 10.3b.
Homework
Complete Exercise 10.3b.
13. LESSON PLAN
Construct a triangle given 2 angles and included side (SAS) (25 minutes)
Using a ruler and compass, follow the steps for construction on page 122 to draw the
triangle on the board.
Ask the students to draw the first two triangles from Exercise 10.3c.
Homework
Complete Exercise 10.3c.
14. LESSON PLAN
Construct a right-angled triangle with a given hypotenuse and one side
(30 minutes)
Since a right angle measures 90 degrees, the right-angled triangle has one angle that
is 90 degrees. Introduce the fact that the sum of all the 3 angles in a triangle is always
equal to 180 degrees. So if an angle is 90 degrees, the sum of the other two must be
equal to 180 – 90 = 90 degrees.
Explain that the perpendicular of a line, (which was taught earlier) forms a 90 degree
angle with that line. Therefore, if the line AB has a perpendicular directly above A from
a point C, then angle CAB = 90 degrees.
So in the case of the right-angled triangle ABC, if B is the vertex for the right angle
and BC is the base of the triangle, the line AB is called the perpendicular. The line
connecting points A and C is called the hypotenuse and is always the line opposite
the right angle.
Take the class through the steps of construction, both verbally and practically as done
on page 123.
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Ask the students to draw the first diagram from Exercise 10.3d.
Homework
Complete Exercise 10.3d.

Ask the class to solve the Review Exercise in class. Address any problems and
questions the students may have so as to clarify the concepts taught.
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UNIT 11 PERIMETER AND AREA
TEACHING OBJECTIVES
• Perimeter and area of a rectangle
• Perimeter and area of a square
• Area, altitude, and height of a triangle
• Area of a parallelogram
• Area of a tapezium
LEARNING OUTCOMES
• calculate the area and perimeter of a rectangle
• calculate the area and perimeter of a square
• calculate the area of a triangle and understand altitude in slanting figures
• calculate the area of a parallelogram
• calculate the area of a tapezium
• learn all the formulas in this unit
DURATION
This unit should take 12 classes including activity and test questions.
1. LESSON PLAN
Introduction to perimeter and area (20 minutes)

Draw a rectangle, square, and triangle on the board. Use a ruler to outline each of
these shapes. Explain that the total length of the boundaries of each of these shapes
is the perimeter of that shape. Explain that the total space covered by each of these
shapes is the total area. Give an example of the classroom. The total length of all the
sides added up is the perimeter of the classroom and the total space of the classroom
in which all the students are seated is the area of the classroom. Give other examples
such as the perimeter and area of the school and the perimeter and area of Pakistan.
Use a coloured map that has the outline in black, (the perimeter) and the provinces
in different colours, (the area).
Perimeter of a rectangle (20 minutes)
First explain the difference between a square and a rectangle. The four sides of a
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square are all equal and the opposite sides are parallel. Draw two parallel lines on
the board and explain that two or more lines are parallel if the lines will never meet no
matter how far they are produced. Draw two lines on the board. One is 1 metre long
and the other is 0.5 metres. These lines do not have to be equal in length to be parallel
because they are at an equal distance from each other throughout their lengths.
Look at these examples and see if you can tell which set of lines is parallel.
Extend the first set of lines on both sides. Ask the students if this set is parallel. Why?
Ask them if the next set of lines appear to be parallel and extend them too on both
sides. Discuss the difference.
In the case of a rectangle, there are 4 sides, and opposite sides are equal and parallel.
Therefore, in order to find the perimeter of a rectangle, the lengths of all four sides
are added together.
Draw a rectangle on the board. Write 6 cm on both sides of the length and 4 cm on
both sides of the width. Now ask the students to calculate the perimeter. Let them
know that the length of the perimeter is represented by the algebraic variable “ l”, and
the width by the variable “w.” So the perimeter of the rectangle can be written as:
P = l + l + w + w, which is solved as: P = 2 l + 2 w
Since there are two lengths and two widths (breadths), the formula for the calculation
of the perimeter of a rectangle is: P = 2 (l + w). If the formula is correct, 20 cm should
be our final answer.
Write the formula on the board, P = 2 (l + w)
Now substitute the values of l and w in the calculation:
P = 2 (6 + 4)
P = 2 (10), P = 2 × 10
P = 20 This proves that the formula is correct.
2. LESSON PLAN
Perimeter of rectangle continued (20 minutes)
Ask the students to solve the following questions in class.
1) The length of a football ground is 50 metres and the width is 20 metres. Calculate
the perimeter using the formula given in the last class, also confirm by using simple
addition of all the sides.
2) The length of a rectangle is 10 metres and the width is 100 centimetres. Calculate
the perimeter using the formula. Give the answer in metres and centimetres.
3) The perimeter of a rectangle is 100 metres and the length is 30 metres. Calculate
its width.
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Perimeter of a square (20 minutes)
Now draw a square on the board and write 5 cm on all four sides of the square. Ask
the students to calculate the perimeter of the square. The total length is 20 metres.
As all four sides are equal, explain that the perimeter of a square can be calculated
by adding four sides or using the following formula:
Perimeter of a square = s + s + s + s (where s is the length of a side of a square)
P=4s
To check the above example, P = 4 × 5 cm = 20 cm
Ask the students to do the following examples in class. Write the questions on the
board:
1) The length of the sides of a square is 10 metres. Find its perimeter.
2) If a square field has one side that is 4 metres, what is the length of the other sides?
Also find the perimeter of the square.
3) The perimeter of a square is 24 cm. What is the length of each side of the
square?
3. LESSON PLAN
Area of a rectangle (20 minutes)

Explain that the area of a rectangle is the total space in the rectangle. Draw a rectangle
with length 10 cm and width 3 cm. Explain that the perimeter is the total distance of
its sides but the area is what is inside the rectangle. Draw 1 × 1 cm squares inside
the rectangle. This will total thirty 1 × 1 squares. This is because the length is 10 cm
and the width is 3 cm. So 10 × 3 = 30 1 × 1 cm squares. So each square takes 1 cm2
of space in the rectangle and the total squares are 30. The area of the rectangle is
30 cm2. Explain that the unit for distance or perimeter is metres or centimetres but in
the case of area, the unit is square centimetres or square metres, square millimetres,
etc.
Write the formula for the area of a rectangle on the board: A = l × w.
If we substitute the values for length and width for the above rectangle, we get:
A = 10 × 3 = 30 cm2. This confirms the above answer.
Solve this question on the board: The length of a rectangle is 8 m and the width is
4 m. Find the area.
A = l × w = 8 × 4 = 32 m2
Area of a square (20 minutes)
Draw a 4 × 4 cm square on the board. Divide the square into 16 1 × 1 small squares.
Explain that to find the area of a square you can either add the total 1 × 1 units which
are 16 cm2. Or just multiply s × s…
A=s×s
A = s2
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Explain that the square, like a rectangle is a quadrilateral (four-sided figure) and all its
four sides are equal whereas the rectangle has two opposite sides equal. Therefore,
in the case of a rectangle, the length and width are multiplied to calculate the area.
4 – 6 LESSON PLAN
Ask the students to solve Exercise 11.1a in the 4th period. In the 5th class, ask them to
open to page 129 of the book and take them through the solved examples from pages
129 to 131. In the sixth lesson, the students will solve Exercise 11.1b.
7. LESSON PLAN
Introduction to triangles: base and altitude (20 minutes)

Draw figure 1 on the board.
Fig. 1
altitude
base
Explain that the base of the triangle is the length of the bottom side of the triangle and
the altitude is the height of the triangle. It is the shortest distance from the top corner
of the triangle to the base. It is also the perpendicular distance from the base to the
top of the triangle.
Ask the students to open to page 133 and look at the examples of altitude in other
shapes given at the top of the page. These shapes include cones, parallelograms,
and trapeziums. Tell the students that wherever the sides of a shape are slanting, the
perpendicular distance (by drawing a 90 degree angle from the base to the top of the
shape) is calculated to find the altitude.
Perimeter and area of a triangle (20 minutes)
The calculation of the perimeter of a triangle is simple. It is the sum of the lengths of
the three sides. Write the formula for the area of a triangle on the board: Area of a
triangle = 12 × base × height (altitude) (A = 12 × b × h)
To explain the reason for this formula, draw this figure on the board:
Explain that the diagonal shows that the rectangle can be divided into 2 triangles. So
the rectangle is double a triangle. And the area for a rectangle is the length multiplied
by its width. The area of a triangle is half of the area of the rectangle, so the area of
a triangle is 12 × base × height, as written on the board.
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Fig. 1
altitude
base
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8. LESSON PLAN
Parallelograms and trapeziums (40 minutes)
Parallelograms (20 minutes)

Draw a parallelogram on the board:
Explain that parallelograms have 4 sides and the opposite sides are always parallel.
That is why they are called parallelograms. As explained earlier, where the sides are
slanting, to calculate area, we need to find the perpendicular distance from the base to
the top of the parallelogram. This is the altitude. Explain that all the sides can be used
as base and the altitude would be the perpendicular distance from the base we use,
to the opposite side of the parallelogram. The formula for the area of a parallelogram
is: A = base × altitude, A = ba.
Take the class through the examples on pages 134 and 135.
Trapeziums (20 minutes)
Draw the following figure of a trapezium on the board:
Explain that a trapezium like squares, rectangles, and parallelograms is a quadrilateral

too. In a trapezium, only 2 opposite sides are parallel as is shown above and they
are not equal in length. The 2 parallel sides are the bases of the trapezium. The
perpendicular distance between the 2 bases is the altitude. Write the formula of the
area of a trapezium on the board: A = h (b1 + b2)/2
Where h is the height or altitude and b1 and b2 are the 2 bases.
In the 9th lesson, ask the students to solve Exercises 11.1c and d. They should solve
Exercise 11.1e and the Review Exercise during the 10th lesson.
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A = h (b1 + b2)/2
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UNIT 12 THREE-DIMENSIONAL SOLIDS
TEACHING OBJECTIVES
• Three-dimensional shapes
• Difference between 3-D and 2-D shapes
• Volume and surface area of cubes
• Volume and surface area of cuboids
LEARNING OUTCOMES
• understand three-dimensional figures and how they are different from two-
dimensional figures
• calculate volume and surface area of cubes
• calculate volume and surface area of cuboids
• write the units in cubic centimetres for volume
• solve word problems involving volume and surface area
• learn the formulas introduced in this unit
DURATION
This unit should take 14 classes which includes activity and test questions.
1. LESSON PLAN
Introduction to 3-D figures (40 minutes)

To help students understand this unit, bring a few everyday 3-D items into the class.
For example, a box, a ball, a soft drink can, etc. and use things in the classroom too
such as pencil cases, etc. Now draw a square, rectangle, triangle, and circle on the
board. Explain that the figures on the board are two-dimensional because they only
have length and width. Now pick up the box and show the 3 dimensions, namely,
length, width, and height. Outline the path of the length and width of the box with a
finger, then turn the box and show that it also has a third dimension, its height. Do
the same with the ball and the can. The ball should be compared to the circle on the
board which is 2-dimensional while the ball is an example of a 3-D figure. Explain that
the classroom is also 3-dimensional as it has length, width, and height.
Ask the students to open to page 141 of the book where examples of 3-D figures are
shown. These include cuboids (give an example of a shoebox), cubes (ice cubes), cylinders
(the soft drink can), spheres (a ball, the Earth), and cones (an ice cream cone).
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Now pick up the box and show them the six (outer faces) surfaces. Explain that each
surface is called a face. So a cube has six faces. Turn the box around and show each
face – top and bottom, front and back, and two on the sides. Now point to the edges
of the box and explain that edges are the places where a pair of faces meet. So a
cube has 12 edges. Use the box to count all the edges so the students can see them
clearly. Now explain that a vertex is the point where the edges meet. The plural of
vertex is vertices. There are 8 vertices in a cube.
vertex
face edge
In the remaining time, ask the students to think of examples of 3-D figures. Some
examples are TV, computers, cars, ships, airplanes, etc. Explain that a figure does not
have to be a perfect shape such as a cube or a sphere to be 3-D. Trees are examples
of 3-D figures as are humans since trees and humans have length, width, and height
but are not cubes, cones, or spheres.
2. LESSON PLAN
Volume and surface area defined and explained (40 minutes)

Explain that the difference between a square and a cube is that the cube has height
and a square is a 2-D figure with only length and width so its area is on its surface.
The cube has height and is 3-D so the volume is the total capacity the box has to
hold something. For example, take a jug or bottle and fill it with water. The amount of
water the bottle can hold is determined by its volume.
Now draw a cube on the board. Explain that in the case of a square or a rectangle,
we drew 1×1 blocks to find the area. In the case of volume we have 3 dimensions so
we draw 1×1×1 blocks. Draw 1×1×1 blocks into the cube to demonstrate this. Now
write the formula for volume on the board:
Volume of a cube = length × width × height
Explain that a cube is the 3-D example of a square. A square has 4 equal sides in 2-D
mode, therefore a cube has equal sides in 3-D. A rectangle does not have all equal
sides in 2-D so cuboids do not have equal sides in 3-D. The volume of a cube which
has equal sides is:
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Volume of a cube = l × l × l
V = (l × l) × l
V = l2 × l
V = l3
Explain that l2 represents the area of a face of a cube and is called surface area. So
the surface area of a side of a cube multiplied by its height is the volume of that cube.
The other formula for calculating volume is: Volume = surface area × height.
V=a×h
Explain that as there are 6 faces of a cube, the total surface area of a cube is found
by adding all the surface areas of the 6 faces. Write an example of a cube on the
board with 3 cm sides. So the surface area of one side is 3 × 3 = 9 cm 2. If we add
9 cm2 six times (for six sides), we get 54 cm2 which is the total surface area of this
cube. Explain that instead of adding the surface area six times, we can multiply the
surface area of a face of a cube by 6 to get the total surface area which is also the
formula as follows:
Total surface area of a cube = 6 × surface area of a side
Total surface area of a cube = 6 × l2
So the total surface area of this cube is 6 × 3 × 3
A=6×9
A = 54 cm2
Now calculate the volume of this cube.
Volume = l × l × l
27 cm3
Highlight the fact that area, which is 2-dimensional (length by width) is represented
by square units such as cm2, m2, and mm2. Volume is 3-dimensional so it is in cube
units to the power of 3. The volume in the above example is 27 cm to the power of 3
or centimetres cubed.
3. LESSON PLAN

Ask the students to do Exercise 12.1a.
Homework
Revise all the work done in class so far.
4. LESSON PLAN
Volume of a cuboid (20 minutes)

Explain that a cuboid is different from a cube because a cube has all three dimensions
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of equal value and the cuboid does not. Write the formula to calculate the volume on
the board:
Volume of cuboid = l × w × h
Or V = surface area × height
Ask the students to calculate the volumes of the following cuboids:
1) l = 10 cm, b = 5 cm, h = 3 cm 2) Surface area = 30 cm2, h = 7.5 cm
Surface area of a cuboid (20 minutes)
Draw a cuboid on the board with l = 5 cm, w = 4 cm and h = 3 cm. Explain that the
formula for calculating the surface area of a cube (write the formula on the board)
cannot be used here as length and width and height are not equal. Also let the students
know that it is possible that even if two dimensions are equal such as length and width,
or length and height, or width and height, but the third dimension is not equal to the
other two it would still be a cuboid and not a cube. Coming back to the example, ask
the students to attempt to calculate the surface area themselves. After 2-3 minutes
calculate it on the board.
Total surface area = 5 × 4 + 5 × 3 + 4 × 3 + 5 × 4 + 5 × 3 + 4 × 3
A = 20 + 15 + 12 + 20 + 15 + 12
A = 20 + 20 + 15 + 15 + 12 + 12
A = 40 + 30 + 24
A = 94 cm2
Ask the students to note that out of the 6 surface areas, every 2 are equal. This is
because they are the surface areas of the opposite sides with the same dimensions.
For example, the top and bottom sides both have the same length and width. Tell them
that this is how the formula for surface area of cuboid has been found out which is:
Surface area of a cuboid = 2 × (l × w) + 2 × (l × h) + 2 × (w × h)
Taking 2 to be common, we get A = 2 (lw + lh + wh)
5. LESSON PLAN

Ask the students to solve Exercise 12.1b.
Volume of a cuboid (15 minutes)
Ask the students to open their books to page 144 and take them through the examples
on this page and the next.
6 – 7 LESSON PLAN

Ask the students to solve Exercise 12.1c and the Review Exercise.
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UNIT 13 INFORMATION HANDLING
TEACHING OBJECTIVES
• Types of data
• Frequency tables
• Grouping data
• Bar graphs
• Pie graphs
LEARNING OUTCOMES
• analyze and understand data
• make frequency tables
• understand grouped data
• draw frequency tables using grouped data
• draw horizontal and vertical bar graphs
• read and understand bar graphs
• understand pie graphs and how to calculate values given in pie graphs
DURATION
A total of 15 classes should be assigned to the unit including activity and test
questions.
1. LESSON PLAN
Introduction to data (25 minutes)

Write the data from the example on 20 students of Class 6, from page 149, on the
board. Explain that these numbers are marks scored out of 10, by 20 different students
of Class 6. Ask the students if they can make any sense of these numbers which are
also called data on students’ performance in Class 6. They might not be able to do
so. Explain that this is because these numbers are not in any order or have not been
arranged to provide any meaning. Now tell them that if we defined performance in such
a way that students with marks of 7 and above were good performing students and
students with marks below 7 were poor performing students, we would be successful
in giving this data meaning. Meaningful data is called information. Write this definition
on the board.
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Continuing with the example, 12 students have 7 marks and above. Write this on the
board. This means that 20 – 12 = 8 students are poor performing students. So 12 20 × 100
= 60% of the class are good students and 40% of grade 6 are students who perform
poorly. Explain that this is information and will help the teachers to see that they need
to work harder and concentrate on the other 40% to raise their level of performance.
Ask the students to copy and solve the examples explained in the exercise book.
Homework
Complete the class work.
2. LESSON PLAN
Frequency table (20 minutes)

Use the data in the previous example to construct a frequency table as explained step-
wise on page 150. After completing step 1, refer to the definition of frequency at the
top of page 150. Use the given example and steps of construction of a frequency table.
Explain that each time a number occurs a mark is put in the data, known as a tally mark
(as shown in the book). It is put beside that number in the centre column. Notice that
5 students scored 7 marks. The 5th mark is used to cross out the 4 tally marks, which
makes it easier to read as 5 + 2 = 7 (fourth line in the table on page 150).
After completing step 2, proceed to step 3 and show that the tally marks are counted
for each number and placed in the adjacent column marked ‘frequency’. This gives
the total number of times a particular mark occurs.
Ask the students to solve Question 1 of Exercise 13.1 in class.
Homework
Go over all the work done in class.
3. LESSON PLAN
Grouping data (20 minutes)

Explain that the procedure carried out in the last class was for ungrouped data. It is
called ungrouped data because the values (marks of students) were listed singularly in
the frequency table. Point out the fact that the range of data was very small as there
were only 11 possible marks (from zero to ten). And as the lowest mark was 4, this
reduced the range from 11 to 7 (4, 5, 6, 7, 8, 9 and 10).
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On the other hand, if the data was for 500 students and the marks were out of 100.
There would be 500 sets of marks and 100 different possible values. To organize this
data would be a very long and tiresome process if single values were to be used. Draw
a frequency table with marks out of 50, on the board and demonstrate this idea. So to
simplify the process of organizing a large amount of data, grouped data is used.
Explain that a frequency table is constructed in some order to make it easier for the
reader. The order can be ascending or descending. Normally, ascending order is used
as in the example discussed for the 20 students; the marks are listed in ascending
order (4 marks, then 5, then 6 and so on). It can also be listed in chronological order.
Chronological order means time-wise. If, for example, the data collected is the runs
scored by a batsman such as Shahid Afridi in the last decade, it would start from 2000,
then 2001, 2002, 2003, up to 2011.
4 – 5 LESSON PLAN
Class intervals (80 minutes)
Ask the students to open to page 151. Demonstrate the example given of the number
of calls received by a power supply company (to make the example seem familiar, give
the names of the power companies in Pakistan such as WAPDA or KE). There are 31
different data here. Show the students how the values have been distributed into data
groups in the first column of the frequency table at the bottom of the page. Explain that
these data groups are also called class intervals. Explain that class intervals should
neither be too large or too small. In this example, each class interval consists of 40.
This is called the class width. For example, the first group is from 0-39, so there are
40 different data values that would fit in this group.
Ask the students to study the data and look for the smallest and largest values in it. The
smallest value is 28 and the largest is 217. So that is why the groups start from zero
and end at 200-239. If the smallest value was 80, the first group could have started at
70, 75, or 80. Explain that if the groups had a width of 80 and the first group was from
0-79, the second would be from 80-159, and the third from 160 to 239. It is important
that each group must be equal in the number of components. Explain that having only 3
groups here would not be too helpful for the power company as the data would require
a lot of time to assess. On the other hand, if groups with a class width of 10 were used,
there would be too many groups and it would defeat the purpose of having grouped
data. It would also be a long and boring process that would confuse the reader rather
than clarify the situation. The students should note that it is correct if the groups are
of widths 10, 20, or 40. They all give the same answer, it depends on the need of the
person organizing the data. So in the example, instead of 6 groups with widths of 40,
if 5 groups with widths of 50 were used (0-49, 50-99, 100-149, 150-199 and 200-249),
the answer would still be the same only the size of the groups would differ.
Now take the students through the example in the book from steps 1 to 3. This should
take about 20 minutes. Ask them to look at the totals in the last line which show that the
total tally marks and the total frequency are both equal to 31. This is the total number of
data values. Also mention that frequency is often denoted by the algebraic symbol f.
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6 – 7 LESSON PLAN
Ask the students to solve questions 2, 3, 4 and 5 of Exercise 13.1 in class. Make sure
that all aspects are clear and correct.
8. LESSON PLAN
Introduction to bar graphs (40 minutes)
Ask the students to turn to page 154 of the textbook where the ages of 200 people
entering a hospital are recorded in a frequency table in the example. Ask them to
note that in the third column, the group from ages 30-39 has the highest frequency.
43 out of 200 people fit the age group of 30-39 years who entered this hospital. The
next highest is between the ages of 40-49 years with f = 41. The lowest is from the
ages of 90-99—just one person. Explain that this information is easier to understand if
shown on a chart. People prefer drawings to numbers. Ask the students to look at the
bar chart using the same data as of the frequency table. Explain that there are 2 axes
(axes is the plural of axis) in this bar graph; the horizontal axis and the vertical axis.
The class intervals are shown on the horizontal axis. Explain that each value on the
horizontal axis, namely 0, 10, 20, 30 up to 100 is the lower limit of each subsequent
class interval. Zero is the lower limit of the first class interval for example (0-9) and 10
is the lower limit of the next class interval (10-19) and so on. The class intervals (the
ages of the people) are shown on the horizontal axis and the frequencies are shown
on the vertical axis. Point out that as visible, it is much easier to see the highest and
the lowest frequencies at a glance on the bar graph rather than on the frequency
table. Explain that on the vertical axis, a scale of 1-5 has been used for frequency.
This means that the axis is drawn so that the first marks are multiples of five thus
beginning with 5, then 10, then 15 and so on till 50 because the maximum frequency
is 43. Explain that if there were a thousand people instead of 200 and a scale of 1:5
was used, the frequencies would not fit on the page therefore a larger scale such as
that of 1:50 would be used and the marks on the vertical axis would be 0, 50, 100,
150 up to 1000. Now explain the example on page 155 in the same way. Discuss the
similarity/difference between horizontal bar charts and vertical bar charts.
9. LESSON PLAN
Show the students how to construct a bar graph on graph paper. Use the frequency
table on page 154. Use the board to demonstrate the construction of horizontal and
vertical bar charts. In the vertical chart, the age of the patients is on the horizontal axis
and frequency on the vertical axis. It is the other way around in horizontal charts. Ask
the students to draw the axes and label them. Then for vertical bar graphs, the class
intervals are written on the horizontal axis and the frequency scales from 0, 5, and
10 up to 50, on the vertical axis. Referring to the frequency tables, they should draw
bars for each class. This should look like the bar graph on page 154. Now ask them
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to use the same frequency table to construct horizontal bar graphs on their own. The
example on page 156 should be studied too.
The students will then solve Questions 1 and 2 of Exercise 13.2 on the board. Show
the students how to draw bar graphs correctly.
Homework
Complete class exercise and review work done in class.
10. LESSON PLAN

Ask the students to solve Questions 3-6 of Exercise 13.2 in class.
11. LESSON PLAN
Introduction to pie graphs (40 minutes)

Draw a pie graph/chart like the one from Example 1 on page 159 on the board. Label
it as instructed in the book with the names of the items such as rent and income along
with the degrees in each slice of the pie. Review the fact that a circle is made up of
360 degrees. So the size of the angles of each item in the pie determines the size of
that item. For example, the total income in this example is Rs 15,000 and food has
150 degrees of the pie. So the amount of income used up in food is:
Money spent on food = 150 degrees ÷ 360 degrees × 15000
= Rs 6250
Therefore out of an income of Rs 15,000, a sum of Rs 6250 is spent on food. Write
the general formula on the board:
Amount of each item in a pie chart = angle size ÷ 360° × total amount.
Ask the students to find the amount spent for rent, education, saving, and miscellaneous
items. Go through the examples on pages 159 and 160 with the students.
12. LESSON PLAN

Ask the students to solve Exercise 13.3 and the Review Exercise in class.
Homework
Complete Exercise 13.3 and the Review Exercises.
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Extra Exercises
Sharpening skills
(Mental Mathematics/One-Minute Questions)
1. (a) Add 17 and 3.
(b) Subtract 5 from 8.
(c) What is the difference between 14 and 7?
(d) What is the sum of 12 and 30?
(e) Mary pays Rs 15.75 for a newspaper with a Rs 20 note, what change will
she receive?
(f) Write seven hundred thousand and seven hundred, in figure.
(g) What is 1 more than 99.999?
(h) From 102 subtract 89.
(i) What number should be added to 57 to make it 1000?
(j) To the difference of 34 and 20 add 6.
2. (a) To the difference of 45 and 20 add 65.
(b) Find the value of 373 times 100.
3030
(c) What is the quotient of 15 ?
(d) If 90 books are to be placed in piles of 6, how many books will there be in
each pile?
(e) What is 5 times 4 divided by 4 plus 6 minus 2?
(f) Calculate the value of 42 times 200.
(g) What is the smallest whole number that is divisible exactly by 3 and 5?
(h) Which statement is true?
i) The sum of 2 odd numbers is even.
ii) The sum of 1 even and 1 odd number is even.
3. (a) Find the largest whole number that divides 15, 40, and 65 exactly.
(b) Express 16 as a product of prime numbers.
(c) Write in index notation 2 × 2 × 3 × 3.
(d) Write the first 7 prime numbers.
(e) The value of 5 in 356211 is_______.
(f) Find 5 times 4 divided by 2 plus 7 times 2.
(g) Find the next number in the sequence 1 , 1 , 1 .
2 4 8
3
(h) Express 20 as a decimal.
19
(i) Change 3
into a mixed number.
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4. (a) Write 0.55 as a fraction in its lowest terms.
5
(b) How many degrees are there in 6 of a turn?
(c) What is the product of two-thirds and one-third?
(d) Calculate 60% of 600 kg.
(e) Subtract 12.7 from 16.
(f) How many hundreds are there in 2000?
(g) Find 2 odd numbers that add up to 18n.
(h) Which is smaller one-third or three-tenths?
3 1
(i) Find the value of 4 and 4 .
(j) Convert 4 7 into an improper fraction.
12
5. (a) When a number is divided by 10, the answer is 2.34. Find the number.
(b) Subtract 16.5 from 18.2.
(c) From the sum of 12 and 37 , subtract 15 .
(d) Is 38 a factor of 3? Why?
(e) Find the fraction of girls in a class of 9 boys and 11 girls.
(f) Calculate 0.3 times 0.11.
(g) Divide 0.064 by 4.
(h) Put > or < between these fractions 23 10 6
.
(i) Express 11 divided by 25 as a percentage.
(j) Subtract 0.001 from 1.
6. (a) Subtract 0.14 from 1.8.
(b) Write four-tenths plus seven-hundredths as a decimal fraction.
(c) Calculate 10 minus 4 times 2.
44 4
(d) The greater fraction is 100 or 10 ?
(e) Find the product of 0.001 and 400.
(f) Calculate in metres, 60 percent of 1 km.
(g) Find the area of a square with sides of 8 cm.
(h) If 7 CDs cost Rs 8400, find the cost per CD.
(i) Write in figures: twenty thousand and forty.
(j) Find the area of a rectangle with sides of 6 cm and 8 cm.
7. (a) Calculate how many pairs of shoes can be cleaned in 15 minutes, if one
pair can be cleaned in one and a half hour.
(b) Find the length of a rectangle whose area is 63 cm2 and width is 17 cm.
(c) Find the perimeter of a square whose area is 49 cm2.
48
(d) If p = v , find p when v = 4.
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(e) Which is the higher temperature, −7oC or −10oC?
(f) If the temperature rises by 5oC from −13oC, find the temperature after the
increase.
8
(g) Write 3 + 100 as a decimal.
(h) Find the sum of the first five prime number.
(i) Find the value of 1 plus 2 times 3.
(j) If 4 bananas cost Rs 10, calculate the number of bananas that can be
bought with Rs 25.
8. (a) Subtract −9 from 12.
(b) Solve 5 times 3 plus 2.
(c) I think of a number, divde it by 2 then subtract 3 from it, the answer is 1.
What is the number I have in mind?
(d) Use the digits 3, 4, and 5 to write the smallest possible 3-digit number.
(e) Solve 3 – 2x = 5.
(f) Calculate 8 times 0.5.
(g) Simplify 3c − 5c = 9c.
(h) Complete the sequence 3, 9, 15, 21,___, ___
(i) Calculate the value of −12 times −4.
(j) What is 37 of 28 kg?
9. (a) The edge of a cube is 8 cm, find its volume.
(b) The total of a number when multiplied by 100 is 98.7. Find the number.
(c) Find at least 3 numbers such that:
(i) there is a remainder of ‘1’ when the numbers are divided by 2.
(ii) there is a remainder of ‘2’ when the numbers are divided by 3.
(iii) there is a remainder of ‘3’ when the numbers are divided by 4.
(d) Find all the sets of 3 consecutive multiples of 5 whose sum is between 78
and 123.
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Fun with Maths
1. Cross-number puzzle 1 2 3
Across
1. 67 − 24 4 5
3 44 + 73 – 58 6 7
4 6 × 53
8 330 × 41 8 9 10
11 9 × 10 − 9
11 12
12 The next number after 40
Down
2 3 × 13 − 6
3 464 ÷ 8
5 625 ÷ 5
6 74 × 7
7 9 × 89
9 5 × 8 - 27 ÷ 3
10 2 × 19 − 4
2. Copy the following sets of numbers. Put +, –, × or ÷ in each space so that the
calculation is correct.
(a) 90 40 = 50
(b) 7 3 = 21
(c) 280 4 = 70
(d) 180 3 = 60
(e) 50 40 60 = 30
(f) 8 3 4 = 1
(g) 3 4 2 = 9
(h) 2 1 3 = 6
3. Enter the products in the boxes. Is there a pattern?
142857 × 1
142857 × 1
142857 × 1
142857 × 1
142857 × 1
142857 × 1
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4. Find the sum of each row, column, and diagonal in the table.
3 −4 1
−2 0 2
−1 4 −3
Answers
Unit 1 Sets
Q.1 (a) well defined (b) well defined (c) well defined
(d) well defined (e) well defined (f) well defined
Q.2 (a) Multan (b) October (c) 9
(d) Cube (e) Kamran Akmal (f) Rice
Q.3 (a) {M, A, T, H, E, I, C, S}
(b) (green, white} (c) {17, 19, 21, 23, 25, 27, 29}
(d) {Adnan, Maryam} (e) {3, 6, 9, 12, 15, 18, 21, 24, 27}
(f) {Sindh, Punjab, Khyber Pakhtunkhwa, Baluchistan}
Q.4 (a) set of vegetables (b) set of Islamic months starting with ‘S’
(c) set of vowels (d) set of first five days of the week
(e) set of months with 30 days
(f) set of the first five natural numbers
Q.5 (a) True (b) True (c) True
(d) False (e) False (f) True
Exercise 1.2 (page 10)
Q.1 (a) infinite (b) finite (c) finite
(d) finite (e) singleton (f) singleton
(g) infinite (h) finite (i) empty
Q.2 (a) A≠B (b) H≠C (c) F⊂I
(d) I=A (e) A⊃F (f) G≠I
(g) D=G (h) E⊂A (i) B≠H
(j) F=E (k) C≠I (l) G≠A
Review Exercise (page 12)
Q.1 (a) yes (b) no (c) yes
(d) yes (e) no (f) no
Q.2 (a) {October, November, December}
(b) {7, 14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84, 91, 98}
(c) {0, 1, 2, 33,…..} (d) {p, e, n c, i, l}
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(e) {1, 2, 4, 8, 16} (f) {Dr. Abdul Salam}
Q.3 (a) A = set of vegetables
(b) B = set of first 6 multiples of 4
(c) C = set of rivers in Pakistan
(d) D = set of planets starting with M
(e) E = set of prime numbers less than 20
Q.4 (a) finite (b) empty (c) finite
(d) infinite (e) infinite
Q.5 (a) equal (b) not equal (c) equal
(d) equal
Q.6 (a) equivalent (b) not equivalent (c) equivalent
Q.7 (a) {1},{2},{3},{1,2} (b) {a, b},{a, c},{a, b, c},{a},{b},{c},{b, c}, { }
(c) {Karachi, Hyderabad} {Karachi, Sukkur} {Karachi, Hyderabad, Sukkur}
{Karachi} {Hyderabad} {Sukkur}, {Hyderabad, Sukkur}, { }
Unit 2 Whole Numbers

Exercise 2.1b (page 16)
(1) million (2) units, tens, hundreds, thousands, ten thousands
(3) millions (4) 1 crore
(5) 5 lacs + 10,000 = five hundred and ten thousands
(a) 75 (b) 280 (c) 200
(d) 130
Exercise 2.2c (page 19)
(a) true (b) true (c) true
(d) false
(a) 210 (b) 270 (c) 24400
(d) 760
Exercise 2.3c (page 22)
(a) 36 × (12 × 10) = (10 × 36) × 12 = 4320
(b) 20 × (5 × 6) = (20 × 5) × 6 = 600
(c) (8 × 5) × 30 = 8 × (30 × 5) = 1200
(d) (65 × 10) × 42 = (65 × 42) × 10 = 27300
Exercise 2.4a (page 23)
(a) 1080 = 252 × (b) 90 = 90  (c) 7200 = 934 ×
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(a) 12 (b) 50 (c) 870
Review Exercises (page 25)
Q.2 (a) 26, 28, 30, 32, 34 (b) 24, 27, 30, 33, 36, 39
(c) 64, 65, 66, 67, 68, 69
Q.3 (a) 8 (b) 13 (c) 23
Q.4 (a) 33 (b) 56 (c) 43
Q.7 (a) × (b) + (c) ×
Q.8 (a) 7 (b) 12 (c) 13
Q.9
(a) (i) 192 + 128 = 320 (ii) 3315 – 2465 = 850 (iii) 1078 + 22 = 1100
(b) (i) 870 (ii) 28170 (iii) 21800
Unit 3 Factors and multiples

1. (a) 24 = 1, 2, 3, 4, 6, 8, 12, 24
(b) 63 = 1, 3, 7, 9, 21, 63
(c) 8 = 1, 2, 4, 8 (d) 91 = 1, 91
2. (a) 3, 6, 9, 12, 15 (b) 5, 10, 15, 20, 25
(c) 11, 22, 33, 44, 55 (d) 17, 34, 51, 68, 85
Q.1 (a) 20 = 1, 2, 4, 5, 10, 20 66 = 1, 2, 3, 6, 11, 22, 33, 66
18 = 1, 2, 3, 6, 9, 18 99 = 1, 3, 9, 11, 33, 99
(a) yes (b) yes (c) yes
(d) no (e) no (f) yes
(g) yes (h) yes (i) no
Q.1 (a) 54 = 1, 2, 3, 6, 9, 18, 27, 54
(b) 108 = 1, 2, 3, 4, 6, 9, 12, 18, 27, 36, 54, 108
(c) 54 and 108 = 1, 2, 3, 6, 9, 27, 54
Q.2 (a) 225 = 1, 3, 5, 9, 15, 25, 45, 75, 225
(b) 750 = 1, 2, 3, 5, 6, 10, 15, 25, 30, 50, 75, 125, 150, 250, 375, 750
(c) 225 and 750 = 1, 3, 5, 15, 25, 75, 225
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Unit 4 Integers
(1) −3, −2, 4 (2) −4, −3, −2, −1, 0, 1, 2, 3
(3) (a) −42, −41, −40, −39, −38, −37, −36, −35, −34, −33, −32,
(b) 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
(c) −6, −5, −4, −3, −2, −1, 0, 1, 2, 3
(d) 7, 8, 9, 10, 11
Q.2 (a) −200, −60, 0, 215 (b) 9, 3, −7, −21
Q.3 Quetta, Islamabad, Lahore, Karachi
Q.4 (a) true (b) false (c) false
(d) true (e) false (f) true
(g) true (h) true (i) false
(j) true
(a) 9 (b) 6.3 (c) 0.12
(d) 945
(a) 3 (b) 1 (c) 5
(d) 21 (e) 3 (f) −2
(g) −19 (h) 4 (i) −11
(j) –12 (k) 8 (l) −14
(a) −19 (b) −2 (c) −3
(d) 17 (e) –7 (f) −19
(g) 19 (h) −11 (i) 33
(j) −4 (k) −15 (l) −8
(a) −54 (b) 20 (c) −72
(d) −96 (e) 18 (f) 49
2
(a) (b) 7 (c) –7
3
(d) −5 (e) 3 (f) 3
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Review Exercises (page 61)
(1) 0.5, 4, −3, −4.3 (2) a) < b) > c) <
(3) a) < b) < c) < (4) a) −12 b) −72 c) −3 d) 25 e) −26 f) 24
(5) 5th floor (6) 7600 metres
(7) a) 32 b) −432 c) −288 d) 1331 e) 9 f) −12
(b) −4p + 5p + 4p2 – 8p2 + 6
(c) b + 2ab2 + 7ab2 + a2 + a2b + 3a2b + a2b2
(d) ny + yn + yz + yz + g2 + n2 + n2
(e) 7p2 + p2q + pq2 + 9pq2 + 5pr2
1 (a) 6a (b) −3e (c) 0
(d) 0 (e) 0 (f) −2g
(g) 2d (h) −2h
2 (a) 8a (b) −10x (c) 14c
(d) 10p (e) 8n (f) 0
(g) 8xy (h) 3a – 4b
3 (a) 7a (b) 2xy (c) −2y
(d) 4ab (e) −6x
(a) 6+a (b) 5+b (c) n+y
1
(d) y–3 (e) w–9 (f) b− 2 d
1 3
(g) 14 – 2f (h) c− 2 (i) x– 4
1
(j) 2 × (p + q)
(a) 3 + x = 21 (b) y−4=7 (c) 6 + 3z = 12
(d) 4p − (1 + 3) = 9 (e) 4t = 20 (f) m + m + m = 24
60
(g) 6n = 78 (h) x= 8
1 (a) 4p = 20 (b) 3x = 24 (c) 6y = 78
60
(d) z= 8
124

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How to use this guide

How to use this guide iii

Unit 2 Whole Numbers 8

Unit 3 Factors and Multiples 18

Unit 6 Ratio and Proportion 40

Unit 7 Financial Arithmetic 46

Unit 8 Introduction to Algebra 58

Unit 9 Linear Equations 66

Unit 11 Perimeter and Area 88

Unit 12 Three-Dimensional Solids 98

Unit 13 Information Handling 106

Extra exercises 116

Introduction to sets (20 minutes)

Representation of sets (15 minutes)

Number system (20 minutes)

Class exercise (40 minutes)

Multiplication and division of whole numbers (30 minutes)

Class exercise (40 minutes)

Introduction and explanation (20 minutes)

Tests of divisibility (20 minutes)

Highest Common Factor (HCF) (20 minutes)

Methods of calculation of HCF (40 minutes)

Lowest Common Multiple (LCM) (40 minutes)

Exercise 3.6 (40 minutes)

Introduction, explanation, and ordering of integers (25 minutes)

Absolute value of an integer (20 minutes)

Addition and subtraction of integers (30 minutes)

Multiplication and division of integers (30 minutes)

Introduction and explanation (25 minutes)

Expression without brackets Expression with brackets

Class exercise (40 minutes)

Explanation of BODMAS rule (40 minutes)

Class exercise (80 minutes)

Introduction to ratios (40 minutes)

Class exercise (40 minutes)

Proportions (30 minutes)

Introduction to percentage (10 minutes)

Changing a fraction to percentage (20 minutes)

Expressing one quantity as a percentage of another quantity

Calculating percentage of a quantity (20 minutes)

Problem solving (20 minutes)

Proﬁt, loss, and discount (40 minutes)

Proﬁt deﬁned (15 minutes)

Expressing the proﬁt or loss as a percentage of the cost price

Discount (25 minutes)

Class exercise (40 minutes)

Introduction to algebra (25 minutes)

Class exercise (20 minutes)

Algebraic expressions continued (40 minutes)

Class exercise (15 minutes)

Review Exercise (40 minutes)

Introduction to linear equations (40 minutes)

Linear equations deﬁned (20 minutes)

Exercise 9.1d and the Review Exercise (40 minutes)

Introduction to geometry (40 minutes)

Constructing a perpendicular from a point onto a line segment

Construction of angles (20 minutes)

Bisecting an angle (20 minutes)

Dividing an angle into four equal parts (25 minutes)

Alternative method to construct 60, 120, and 30 degree angles