FAITH MODEL SCHOOL

JUNE MONTH LESSON PLAN

Teacher’s Name: Subject: Mathematics

Priyadharshini.G
Class: 9 Chapter Name: Number System – Chapter 1
Period Time: 40 minutes Total no. of periods: 11 ( 440 minutes)
Key Concepts: 1) Rational Numbers

2) Irrational Number

3) Real Numbers and their Decimal Expansions

4) Operations on Real Numbers

5) Laws of Exponents for Real Numbers

Prerequisite (5 min): Questions will be asked to test their previous knowledge on

 What is natural numbers, whole numbers and integers?

 How will you represent integers on the number line?
 What is a rational numbers and irrational numbers?
 What is the difference between rational and irrational numbers?
Assessment of Qualifying 1. Written test - 5
knowledge: 2. Lab Activity - 2
3. Group Discussion:
Where do we use real numbers?
Do we use laws of exponents in our daily life? If so how?
4. HW notebook - Everyday
Objectives: In this chapter, students will be going to learn about…
 Finding rational Numbers

 Representing irrational numbers on number line

 Decimal expansion of real numbers

 Operations on Real Numbers

 Laws of exponents for real numbers

Learning outcomes: At the end of chapter, students will be able to…

 Find numbers between given two rationales/irrationals.
 Design new ways to represent irrational numbers on number line
 Comprehend that rational numbers and irrationals together form set of Real
Numbers
 Classify real numbers into rational and irrational numbers based on their decimal
representation.
 Convert rational numbers in the form p/q to decimal form
 Convert rational numbers given in their decimal form to the form p/q
 Find irrational numbers between the given rational numbers
 Represent the given real number on the number line.
 Represent √x for any positive integer ‘n’ on the number line geometrically.
 Identify the rationalizing factor.
  Rationalize the denominator.
 Extend laws of exponents for negative powers.
 Verify the laws of exponents involving the same bases.
 Apply the laws of exponents to the real numbers.
 Verify the laws of exponents involving different bases but the same exponents.

Day 1 Remember and Apply

Teaching Methods and
Techniques: Bloom’s Taxonomy
domains (10 min)
Teaching aids/ activities and
resources: 15 min accordingly Teaching Aids:
Flash cards:
Flash cards will be used to recall the concept of types of numbers
Self-study/Homework/ FUNWORK:
Assignments: Planned NCERT Exemplar Problem:
Write the correct answer in each of the following:
1. Every rational number is
(A) a natural number
(B) an integer
(C) a real number
(D) a whole number

2. Between two rational numbers

(A) there is no rational number
(B) there is exactly one rational number
(C) there are infinitely many rational numbers
(D) there are only rational numbers and no irrational numbers
 3. Find three rational numbers between

Assessments/ Class test/

Surprise test: Informed/
Uninformed
Classroom assignments: (20 The teacher will begin by asking a student to count a specific item in the classroom. As
min) according to day plan the students counts 1,2,3…the teacher will recapitualise the concept of natural numbers.

Following questions will be asked.

3-3= ____(The teacher will reinforce the concept of whole numbers)

2 – 5 = ____(The teacher will reinforce the concept of integers)

The teacher will also ask the student to draw a number line and ask the following
questions.

i. How do you call these numbers?

ii. How many such numbers can be identified between -1 and 1?

iii. Is there any number can be expressed in the form p/q?

The teacher will give a recap to rational number.

iv. Are there any number which cannot be expressed in the form p/q?

Irrational numbers will be recalled.

After recalling previous knowledge, introduction to rational and irrational numbers will be
given and exercise 1.1 sums will be solved.

Rational numbers:
A rational number is the one which can be represented in the form of P/Q where P and Q
are integers and Q ≠ 0.

Irrational Numbers:
Irrational number cannot be written in the form of simple fractions. ⅔ is an example of a
rational number whereas √2 is an irrational number.

Exercise 1.1:

1. Is zero a rational number? Can you write it in the form p/q where p and q are
integers and q ≠ 0?

Solution:

We know that a number is said to be rational if it can be written in the form p/q , where p and
q are integers and q ≠ 0.

Taking the case of ‘0’,

Zero can be written in the form 0/1, 0/2, 0/3 … as well as , 0/1, 0/2, 0/3 ..

Since it satisfies the necessary condition, we can conclude that 0 can be written in the p/q
form, where q can either be positive or negative number.

Hence, 0 is a rational number.

2. Find six rational numbers between 3 and 4.

Solution:

There are infinite rational numbers between 3 and 4.

As we have to find 6 rational numbers between 3 and 4, we will multiply both the numbers, 3
and 4, with 6+1 = 7 (or any number greater than 6)

i.e., 3 × (7/7) = 21/7

and, 4 × (7/7) = 28/7. The numbers in between 21/7 and 28/7 will be rational and will fall
between 3 and 4.

Hence, 22/7, 23/7, 24/7, 25/7, 26/7, 27/7 are the 6 rational numbers between 3 and 4.

3. Find five rational numbers between 3/5 and 4/5.

Solution:

There are infinite rational numbers between 3/5 and 4/5.

To find out 5 rational numbers between 3/5 and 4/5, we will multiply both the numbers 3/5
and 4/5

with 5+1=6 (or any number greater than 5)

i.e., (3/5) × (6/6) = 18/30

and, (4/5) × (6/6) = 24/30

The numbers in between18/30 and 24/30 will be rational and will fall between 3/5 and 4/5.

Hence,19/30, 20/30, 21/30, 22/30, 23/30 are the 5 rational numbers between 3/5 and 4/5
4. State whether the following statements are true or false. Give reasons for your
answers.

(i) Every natural number is a whole number.

Solution:

True

Natural numbers- Numbers starting from 1 to infinity (without fractions or decimals)

i.e., Natural numbers = 1,2,3,4…

Whole numbers – Numbers starting from 0 to infinity (without fractions or decimals)

i.e., Whole numbers = 0,1,2,3…

Or, we can say that whole numbers have all the elements of natural numbers and zero.

Every natural number is a whole number; however, every whole number is not a natural
number.

(ii) Every integer is a whole number.

Solution:

False

Integers- Integers are set of numbers that contain positive, negative and 0; excluding
fractional and decimal numbers.

i.e., integers= {…-4,-3,-2,-1,0,1,2,3,4…}

Whole numbers- Numbers starting from 0 to infinity (without fractions or decimals)

i.e., Whole numbers= 0,1,2,3….

Hence, we can say that integers include whole numbers as well as negative numbers.

Every whole number is an integer; however, every integer is not a whole number.

(iii) Every rational number is a whole number.

Solution:

False

Rational numbers- All numbers in the form p/q, where p and q are integers and q≠0.

i.e., Rational numbers = 0, 19/30 , 2, 9/-3, -12/7…

Whole numbers- Numbers starting from 0 to infinity (without fractions or decimals)

i.e., Whole numbers= 0,1,2,3….

Hence, we can say that integers include whole numbers as well as negative numbers.

All whole numbers are rational, however, all rational numbers are not whole numbers.

NCERT Exemplar Problem:

Day 2 Understand and Create
Teaching Methods and
Techniques: Bloom’s Taxonomy
domains (10 min)
Teaching aids/ activities and Activity:
resources: 15 min accordingly Constructing the square root spiral

Step 1: Mark a point O on the paper. Here, O will be the center of the square root spiral.

Step 2: From O, draw a straight line, OA, of 1cm horizontally.

Step 3: From A, draw a perpendicular line, AB, of 1 cm.

Step 4: Join OB. Here, OB will be of √2

Step 5: Now, from B, draw a perpendicular line of 1 cm and mark the end point C.
 Step 6: Join OC. Here, OC will be of √3

Step 7: Repeat the steps to draw √4, √5, √6….

Self-study/Homework/ FUNWORK:
Assignments: Planned
Represent √3, √4, √5, √6 on the number line

NCERT Exemplar Problem:

Locate √5, √10 and √17 on the number line

Assessments/ Class test/ Surprise test:

Surprise test: Informed/ Find five rational numbers 3 and 4
Uninformed
Classroom assignments: (20 Recapitulation – 5 min
min) according to day plan
Brainstorming on the previously taught concept would be done.

The teacher will ask the students to give the value of √2 and ask them to plot √2 on
number line.

The class begin with an activity on constructing the “ Square Root Spiral” on a A4 size
coloured sheet.

After completing the activity, teacher will solve Exercise 1.2 sums on the board.

Exercise 1.2:

1. State whether the following statements are true or false. Justify your answers.
(i) Every irrational number is a real number.
(ii) Every point on the number line is of the form √m , where m is a natural number.
(iii) Every real number is an irrational number.

Solution:
(i) True
Because all rational numbers and all irrational numbers form the group (collection) of real
numbers.
(ii) False
Because negative numbers cannot be the square root of any natural number.
(iii) False
Because rational numbers are also a part of real numbers.

2. Are the square roots of all positive integers irrational? If not, give an example of
the square root of a number that is a rational number.
Solution:
No, if we take a positive integer, say 9, its square root is 3, which is a rational number.

3. Show how √5 can be represented on the number line.

Solution:
Draw a number line and take point O and A on it such that OA = 1 unit.
Draw BA ⊥ OA as BA = 1 unit. Join OB = √2 units.

Now draw BB1 ⊥ OB such that BB1 =1 unit. Join OB1 = √3 units.

Next, draw B1B2⊥ OB1such that B1B2 = 1 unit.

Join OB2 = units.

 Again draw B2B3 ⊥OB2 such that B2B3 = 1 unit.

Join OB3 = √5 units.

Take O as centre and OB3 as radius, draw an arc which cuts the number line at D. Point D
represents √5 on the number line.

Day 3 Remember and Apply

Teaching Methods and
Techniques: Bloom’s Taxonomy
domains (10 min)
Teaching aids/ activities and
resources: 15 min accordingly
Self-study/Homework/ FUNWORK:
Assignments: Planned
EXERCISE 1.3:

1. Write the following decimal form and say what kind of decimal expansion each
has?

2. Create a mind map for decimal expansion of real numbers

Assessments/ Class test/ Board test:
Surprise test: Informed/ Students will give examples for each type of decimal expansion on the board.
Uninformed
Classroom assignments: (20 Teacher will ask the students if a rupee is divided among 2 people how much will each
min) according to day plan get.

The teacher will ask students to come to the board and ask them to show the division of
above asked rational numbers.

The teacher will ask the students to do the following divisions in their notebooks.
10/3 7/8 1/7

Thereby the teacher introduces the concept decimal expansion of real numbers.

DECIMAL EXPANSION OF REAL NUMBERS:

The decimal expansion of real numbers can be classified into three types. They are:

 Terminating Decimals
 Non-terminating and Repeating Decimals
 Non-terminating and Non-repeating Decimals

Terminating Decimals
The decimal expansion terminates or ends after finite numbers of steps. Such types of
decimal expansion are called terminating decimals. It means that, after the decimal point,
the numbers come to an end at a certain point.

For example, ½ is a rational number and its decimal expansion is 0.5.

Note: Terminating decimals are rational numbers.

Non-terminating and Repeating Decimals

In non-terminating decimals, the decimal expansion does not come to an end and it has an
infinite number of digits. The repeating decimals are the decimals, where a certain number
of digits uniformly repeats after the decimal point.

An example of non-terminating and repeating decimals is 1.454545…Here, the digit 45

constantly repeats after the decimal point.

Note: Non-terminating and repeating decimals are rational numbers.

Non-terminating and Non-repeating Decimals

Non-terminating and non-repeating decimals are one of the types of decimal expansion, in
which the number after the decimal point is non-terminating and the decimal numbers are
not repeating.

An example of non-terminating and non-terminating decimal is 2.34765….. Here, the

numbers after the decimal point are infinite and they are not repeating.

Note: Non-terminating and non-repeating numbers are irrational numbers.

After explaining about types of decimal expansion, the teacher will solve exercise 1.3 on
the board.

Exercise 1.3:
1. Write the following in decimal form and say what kind of decimal expansion each has

(i) We have, 36100 = 0.36

Thus, the decimal expansion of 36100 is terminating.

(ii) Dividing 1 by 11, we have

Thus, the decimal expansion of 111 is non-terminating repeating.

(iii) We have, 418 = 338
Dividing 33 by 8, we get
∴ 418 = 4.125. Thus, the decimal expansion of 418 is terminating.

(iv) Dividing 3 by 13, we get

Here, the repeating block of digits is 230769

∴ 313 = 0.23076923… = 0.230769¯
Thus, the decimal expansion of 313 is non-terminating repeating.

2. You know that 1/7 = 0.142857. Can you predict what the decimal expansions
 of 2/7 , 3/7 , 4/7 , 5/7 , 6/7 are , without actually doing the long division? If so, how?
Solution:
We are given that 1/7 = 0.142857.
∴ 2/7 = 2 x 1/7 = 2 x (0.142857¯) =0.285714
3/7 = 3 x 1/7 = 3 x (0.142857¯) = 0.428571
4/7 = 4 x 1/7 = 4 x (0.142857¯) = 0.571428
5/7 = 5 x 1/7 = 5 x(0.142857¯) = 0.714285
6/7 = 6 x 1/7 = 6 x (0.142857¯) = 0.857142

Thus, without actually doing the long division we can predict the decimal expansions of
the given rational numbers.

Day 4 Analyse and Evaluate

Teaching Methods and
Techniques: Bloom’s Taxonomy
domains (10 min)
Teaching aids/ activities and ACTIVITY:
resources: 15 min accordingly
Teaching Aids – Flash cards

Teacher will show flash cards where real numbers will be written. Students will classify
them as rational or irrational numbers
Self-study/Homework/ FUNWORK:
Assignments: Planned Exercise 1.3:
3. Express the following in the form p/q where p and q are integers and q ≠ 0.

NCERT Exemplar Problem:

 Express the following in the form p/q , where p and q are integers and q ≠ 0 :
(i) 0.2
(ii) 0.888...
(iii) 5.2
(iv) 0.001

Assessments/ Class test/

Surprise test: Informed/
Uninformed
Classroom assignments: (20 Exercise 1.3:
min) according to day plan
3.Express the following in the form p/q where p and q are integers, q ≠ 0.
(i) 0.6¯
(ii) 0.47¯

Solution:

(i) Let x = 0.6¯ = 0.6666… … (1)

As there is only one repeating digit,
multiplying (1) by 10 on both sides, we get
10x = 6.6666… … (2)
Subtracting (1) from (2), we get
10x – x = 6.6666… -0.6666…
⇒ 9x = 6 ⇒ x = 69 = 23
Thus, 0.6¯ = 23

(ii) Let x = 0.47¯ = 0.4777… … (1)

As there is only one repeating digit, multiplying (1) by lo on both sides, we get
10x = 4.777
Subtracting (1) from (2), we get
10x – x = 4.777…… – 0.4777…….
⇒ 9x = 4.3 ⇒ x = 4390
Thus, 0.47¯ = 4390

4. Express 0.99999… in the form p/ qAre you surprised by your answer? With your
teacher and classmates discuss why the answer makes sense.

Solution:
Let x = 0.99999….. …. (i)
As there is only one repeating digit,
multiplying (i) by 10 on both sides, we get
10x = 9.9999 … (ii)
Subtracting (i) from (ii), we get
10x – x = (99999 ) — (0.9999 )
⇒ 9x = 9 ⇒ x = 99 = 1
Thus, 0.9999 =1
As 0.9999… goes on forever, there is no such a big difference between 1 and 0.9999
Hence, both are equal.

5. What can the maximum number of digits be in the repeating block of digits in the
decimal expansion of 117? Perform the division to check your answer.

In 117, In the divisor is 17.

Since, the number of entries in the repeating block of digits is less than the divisor, then
the maximum number of digits in the repeating block is 16.
Dividing 1 by 17, we have
The remainder I is the same digit from which we started the division.
∴ 117 = 0.0588235294117647¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯
Thus, there are 16 digits in the repeating block in the decimal expansion of 117.
Hence, our answer is verified.

6. Look at several examples of rational numbers in the form pq (q ≠ 0). Where, p and
q are integers with no common factors other that 1 and having terminating decimal
representations (expansions). Can you guess what property q must satisfy?

Solution:
Let us look decimal expansion of the following terminating rational numbers:
We observe that the prime factorisation of q (i.e. denominator) has only powers of 2 or
powers of 5 or powers of both.
NCERT Exemplar Problem:
Day 5 Analyse and Evaluate
Teaching Methods and
Techniques: Bloom’s Taxonomy
domains (10 min)
Teaching aids/ activities and
resources: 15 min accordingly
Self-study/Homework/ FUNWORK:
Assignments: Planned
Exercise 1.3:

9.Classify the following numbers as rational or irrational:

(iv)7.478478…..
(v) 1.101001000100001………

NCERT Exemplar Problem:

1. Are there two irrational numbers whose sum and product both are rationals? Justify.

2. State whether the following statement is true: There is a number x such that x2 is
irrational but x4 is rational. Justify your answer by an example.

Assessments/ Class test/ Surprise test:

Surprise test: Informed/ Test will be conducted on exercise 1.2 sums.
Uninformed
Classroom assignments: (20 Exercise 1.3:
min) according to day plan 7. Write three numbers whose decimal expansions are non-terminating non-recurring.

√2 = 1.414213562 ………..
√3 = 1.732050808 …….
√5 = 2.23606797 …….

8.Find three different irrational numbers between the rational numbers 5/7 and 9/11 .

We have,

Three irrational numbers between 0.714285¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ and 0.81¯¯¯¯¯ are

(i) 0.750750075000 …..
(ii) 0.767076700767000 ……
(iii) 0.78080078008000 ……

9.Classify the following numbers as rational or irrational:

(i) √23
(ii) √225
(iii) 0.3796

√23is not a perfect square.

 √23is an irrational number.

(ii) ∵ √225= 15 x 15 = 152

∴ √225 a perfect square.
Thus, √225 is a rational number.

(iii) ∵ 0.3796 is a terminating decimal.

∴ It is a rational number.

Day 6 Understand and Create

Teaching Methods and
Techniques: Bloom’s Taxonomy
domains (10 min)
Teaching aids/ activities and ACTIVITY:
resources: 15 min accordingly To represent some irrational numbers on the number line

Self-study/Homework/ FUNWORK:
Assignments: Planned Represent irrational numbers on the number line - √5, √6, √7

Assessments/ Class test/

Surprise test: Informed/
Uninformed
Classroom assignments: (20 MATH LAB ACTIVITY:
min) according to day plan Students will be taken to math lab to do the following activity.

OBJECTIVE:
To represent some irrational numbers on the number line.

METHOD OF CONSTRUCTION:
1. Make a straight slit on the top of one of the wooden strips. Fix another wooden strip on
 the slit perpendicular to the former strip with a screw at the bottom so that it can move
freely along the slit
2. Paste one photocopy of the scale on each of these two strips
3. Fix nails at a distance of 1 unit each, starting from 0, on both the strips
4. Tie a thread at the nail at 0 on the horizontal strip.

DEMONSTRATION:
1. Take 1 unit on the horizontal scale and fix the perpendicular wooden strip at 1 by the
screw at the bottom.
2. Tie the other end of the thread to unit ‘1’ on the perpendicular strip.
3. Remove the thread from unit ‘1’ on the perpendicular strip and place it on the horizontal
strip to represent √2 on the horizontal strip
4. Similarly, to represent √3 , fix the perpendicular wooden strip at √2 and repeat the
process as above.

APPLICATION:
The activity may help in representing some irrational numbers such as √2 , √3 , √4 , √5 ,
√6 , √7 on the number line.

Day 7 Remember and Apply

Teaching Methods and
Techniques: Bloom’s Taxonomy
domains (10 min)
Teaching aids/ activities and MENTAL MATH:
resources: 15 min accordingly Why do we rationalize denominator?
Self-study/Homework/ FUNWORK:
Assignments: Planned
Exercise 1.4:

2. Simplify each of the following expressions:

NCERT Exemplar Problem:

Assessments/ Class test/

Surprise test: Informed/
Uninformed
Classroom assignments: (20 OPERATIONS ON REAL NUMBERS:
min) according to day plan
Teacher will reinforce the concept of rational numbers being closed with addition,
subtraction, multiplication and division.
Also rational numbers satisfy commutative, associative and distributive laws for addition
and multiplication.
However, the sum, difference, product and quotient of irrational numbers are not always
irrational though they also satisfy the commutative, associative and distributive laws of
addition and subtraction.

Teacher explains the process of rationalizing the denominator and proves 1/√2 = √2/2.
Now makes the students understand how to represent it on number line.

The same process can be continued to rationalise denominator of

Teacher will explain that rationalization is the process to remove surds in the denominator
of a fraction.

Through examples, the following facts will be derived.

i. The sum or difference of a rational number and an irrational number is irrational.
ii. The product or quotient of a non – Zero rational number with an irrational number is
rational.
iii. If we add, subtract, multiply or divide two irrationals, the result may be rational or
irrational.
After explaining facts about operations on real numbers, exercise 1.4 sums will be solved.

EXERCISE 1.4:
1. Classify the following numbers as rational or irrational.
(i) Since, it is a difference of a rational and an irrational number.
∴ 2 – √5 is an irrational number.

which is a rational number.

2. Simplify each of the following expressions:

 3. Recall, π is defined as the ratio of the circumference (say c) of a circle to its
diameter. That is π = cd. This seems to contradict the fact that n is irrational.
How will you resolve this contradiction?
Solution:
When we measure the length of a line with a scale or with any other device, we only get
an approximate rational value, i.e. c and d both are irrational.
∴ c/d is irrational and hence π is irrational.
Thus, there is no contradiction in saying that it is irrational.

Day 8 Create and Evaluate

Teaching Methods and
Techniques: Bloom’s Taxonomy
domains (10 min)
Teaching aids/ activities and ACTIVITY :
resources: 15 min accordingly
Represent geometrically the following number on the number line √5.6
Self-study/Homework/ FUNWORK:
Assignments: Planned
Exercise 1.4:

5. Rationalise the denominator of the following:

NCERT Exemplar Problem:

Rationalise the denominator of the following:

Assessments/ Class test/ Surprise test:

Surprise test: Informed/ Example 16 and 17:
Uninformed
Rationalise the denominator: 1√2
Rationalise the denominator of 1/ 2 + √3
Classroom assignments: (20
min) according to day plan
Students will recall different visualization representing √x on the number line.
Like Pythagoras theorem and spiral method, they will now observe another visualization.

Representing √3.5 on the number line

Students will be given following algorithm to find the square root of a positive real
number on the number line.

1. Draw a line segment of length 3.5.

2. From the point B, mark a distance of 1 unit and mark the new point as C.
3. Find the midpoint of AC and mark that point as O.
4. Draw a semicircle with centre O and radius OC.
5. Draw a line perpendicular to AC passing through B and intersecting the semi-circle at
D.
6. Length BD= √3.5
7.With B as centre and BD as radius draw an arc which cuts the number line at point E.
Now BE = √3.5

EXERCISE 1.4:
 5. Rationalise the denominator of the following:

Day 9 Remember, Analyse and Apply

Teaching Methods and
Techniques: Bloom’s Taxonomy
domains (10 min)
Teaching aids/ activities and
resources: 15 min accordingly
Self-study/Homework/ FUNWORK:
Assignments: Planned
Example 15 : Simplify the following expressions:

Example 18: Rationalise the denominator:

Assessments/ Class test/ Class Test:

Surprise test: Informed/ Test will be conducted on NCERT Exemplar Problems – Rationalise the denominator
Uninformed
Classroom assignments: (20 Practice Period:
min) according to day plan Teacher makes the students into groups, ask them to solve the following questions and
present the solutions in front of the class.

NCERT Exemplar Problems:

1. Find the values of a and b in each of the following:
Day 10 Understand and Apply
Teaching Methods and
Techniques: Bloom’s Taxonomy
domains (10 min)
Teaching aids/ activities and Group Activity:
resources: 15 min accordingly The teacher will group the students into two groups. Each group will be given five
equations to be expand and simplify in 10 to 15 minutes. Group 1 will expand the given
equation while group 2 will simplify the given equation using product of power rule.
Then, will have their representative to present their work in the class.

Self-study/Homework/ FUNWORK:
Assignments: Planned
EXERCISE 1.5:
2. Find :

3. Simplify:

PROJECT:
Write 5 applications of laws of exponents
Assessments/ Class test/ CLASS TEST:
Surprise test: Informed/
Uninformed
Classroom assignments: (20 Laws of exponents:
min) according to day plan Instead of writing the factor 2 repeatedly 4 times, we can simply write it as 24.

It can be read as 2 raised to the power of 4 or 2 to the power of 4 or simply 2 power 4.

This method of representing a number is called the exponential form.

We say 2 is the base and 4 is the exponent.

The exponent is usually written at the top right corner of the base and smaller in
size when compared to the base.
After giving introduction to laws of exponents, the teacher solves exercise 1.5 sums.

Exercise 1.5:
Day 11 Remember, Analyse and Evaluate
Teaching Methods and
Techniques: Bloom’s Taxonomy
domains (10 min)
Teaching aids/ activities and Group Discussion:
resources: 15 min accordingly Where do we use real numbers?
Do we use laws of exponents in our daily life? If so how?

Self-study/Homework/ FUNWORK:
Assignments: Planned Complete the worksheet for chapter 1 Number SYSTEM
Create a mind map for chapter 1 Number system

Assessments/ Class test/ Informed test:

Surprise test: Informed/
Test on chapter 1 Number System
Uninformed

Classroom assignments: (20 Test will be conducted on Chapter 1 Number System.

min) according to day plan Important facts of this chapter will be recalled.
Group discussion about laws of exponents will be conducted.