Escolar Documentos
Profissional Documentos
Cultura Documentos
NEW DELHI
OUR PATRONS
Dr. E PRABHAKAR
JOINT COMMISSIONER (Personnel)
SHRI. U N KHAWARE
ADDL.COMMISSIONER (Acad)
Dr. V VIJAYALAKSHMI
JOINT COMMISSIONER (Acad)
SHRI . M ARUMUGAM
JOINT COMMISSIONER (Finance)
COURSE COORDINATOR
Mrs V.MEENAKSHI,
ASSISTANT COMMISSIONER,
KVS, RO ERNAKULAM
COORDINATOR
SRI K ARUMUGAM,
PGT (PHYSICS),
KVS ZIET MYSORE
INDEX
CLASS IX
1
2
3
4
Foreword
Preface
Guidelines to Teachers
Teaching Of Mathematics Dr.E.T.Arasu, DY. Commissioner & Director,KVS, ZIET Mysore
Qualities ofa Successful Mathematics TeacherMr.E. Krishna Murthy, Principal K.V.NFC Nagar, Secundarabad
10
11
12
13
14
15
16
17
PSA
OTBA
Sample Papers
Formative Assessments
Tips & Techniques To Score Better
Tips & Techniques In Teaching- Learning Process
The Annexure Folder -List Of Embedded Files ,Video Clips Etc.
FOREWORD
There is an adage about Mathematics: Mathematics is the Queen of all Sciences. This adage
exemplifies the significance, scope and importance of Mathematics in the realm of sciences. Being a
Queen, as a subject, Mathematics deserves to be adored and admired by all. But unfortunately, this
subject is perceived by the students as a most difficult subject. Not only in India, but across the globe,
learning of the subject creates trepidation.
The perception about this subject being difficult in India is rather surprising as ours is a land of great
mathematicians like Ramanujan, Bhaskara, Aryabatta et al. The origin and accomplishments of these
great men should be a source of inspiration to both students and teachers alike. Yet, as the truth being
otherwise, making concerted efforts to identify the reason for perceived fears, initiate suitable damage
control and undertake remedial measures assume paramount importance. Kendriya Vidyalaya
Sangathan, as a pace setting educational organization in the field of School Education which always
strives to give best education to its students, thought it fit to take a pioneering step to empower
teachers through teacher support materials. In-service education too strives to do the same. Yet,
providing Teacher Resource Material in a compact format with word, audio and video inputs is indeed
a novel one.
In the name of teacher resources the internet is abound with a lot of materials: books, audio and video
presentations. Yet their validity and usability being debatable, a homemade product by in-house
experts could be a solution. Hence, in response to KVS (HQ)s letter dated 03.03.2015 on the subject
Developing Resource Material for Teaching of English and Maths, a six-day workshop was
organized at ZIET, Mysore from 20th April-25th April 2015. The task allotted to ZIET, Mysore by the
KVS is to prepare the resource materials for teachers of mathematics teaching classes IX to XII.
In the workshop, under the able coordinator ship of Mrs. V. Meenakshi, Assistant Commissioner,
KVS, Ernakulam Region, four material production teams were constituted for preparing materials for
classes IX, X, XI and XII separately. Mr. E.Ananathan, Principal, KV, No.1, Tambaram of Chennai
Region headed Class XII Material Production team; Mr.E.Krishnamurthy, Principal, KV,NFC Nagar,
Gatakeshar of Hyderabad region headed Class XI Material Production Team; Mr. Siby Sebastian,
Principal, KV, Bijapur of Bangalore Region headed Class X Material Production Team and
Mr.Govindu Maddipatla, Principal, KV, Ramavermapuram, Trissur of Ernakulam Region headed
Class IX Material Production Team. Each team was aided ably by a group of five teachers of
Mathematics. After a thorough discussion among KVS faculty members and Mrs.Sharada, TGT
(Maths), an invited faculty from Demonstration Multipurpose School, RIE, Mysore on the Reference
Material Framework on the first day, the teams broke up to complete their allotted work. Their
tireless efforts which stretched beyond the prescribed office hours on all the six days helped complete
the task of preparing four Teacher Resource Booklets one each for classes IX, X, XI and XII in a
time-bound manner.
Even a cursory glance of the index shall reveal the opt areas of support that the Resource Booklet
strives to provide to the teachers of mathematics. The entire material production team deserves
appreciation for the commendable work they did in a short period of six days. It is the earnest hope of
KVS that the effective use of the Resource Materials will serve the purpose of real teacher
empowerment which will result in better classroom teaching, enhanced student learning and above all
creating in the minds of the students an abiding love for the subject of mathematics.
- Dr. E. Thirunavukkarasu
Deputy Commissioner & Course Director
PREFACE
With a clever strategy, each action is self-reinforcing. Each action creates more options that are
mutually beneficial. Each victory is not just for today but for tomorrow.
Max McKeon
KVS, Zonal Institute of Education and Training, Mysore organized a 6 Day Workshop on
Developing Resource Material for teaching of Mathematics for Class IX from 20th April to
25th April 2015.
The Sponsored Four Trained Graduate Teachers and one Post Graduate Teacher in Mathematics from
Ernakulum Region were allotted two/ three topics from syllabus of Class IX to prepare Resource
Material for teachers under the heads:
1. Expected Learning Outcomes.
2. Concept mapping in VUE portal.
3. Three levels of graded exercises.
4. Value based questions.
5. Error Analysis and remediation
6.Question Bank
7.Projects and Practical.
8. Power point presentation and video clips.
9.ReferenceWeb links.
10. Sample papers and Formative assessment.
11. Tips and Techniques to score better.
13. PSA
As per the given templates and instructions, each member elaborately prepared the Resource Material
under Fourteen heads and presented it for review and suggestions and accordingly the package of
resource materials for teachers were closely reviewed, modified and strengthened to give the
qualitative final shape.
The participants shared their rich and potential inputs in the forms of varied experiences, skills and
techniques in dealing with different concepts and content areas and contributed greatly to the
collaborative learning and capacity building for teaching Mathematics with quality result in focus.
I would like to place on record my sincere appreciation to the Team Coordinator Mr.Govindu
Maddipatla, Principal, K.V. Ramavarmapuram, Ernakulam Region, the participants Mrs. Saiji.
B.R.PGT (Maths), K V Pattom (Shift II), Mr. B. Sivakumar, TGT (Maths), K V Pattom (Shift II),
Mrs. Prasanna Kumari, TGT (Maths), K V Adoor ( Shift II),Mrs.Letha K.Nair,TGT(Maths),K.V.Port
Trust, Kochi, Mrs. R.P. Usha, TGT (Maths),K V No.1, Calicut, the Course Coordinator
Mr.Arumugam, PGT (Phy) ZIET Mysore and the members of faculty for their wholehearted
participation and contribution to this programme.
I express my sincere thanks to Dr.E.T.Arasu, Deputy Commissioner and Director KVS, ZIET, Mysore
for giving me an opportunity to be a part of this programme and contribute at my best to the noble
cause of strengthening Mathematics Education in particular and the School Education as a whole in
general.My best wishes to all Post Graduate Teachers and Trained Graduate Teachers in Mathematics
for much focused classroom transactions using this Resource Material to bring in quality and quantity
results in the Class IX Examinations.
Mrs.V.Meenakshi,
Assistant Commissioner, Ernakulum Region.
Guidelines to Teachers
The Resource Material has been designed to make learning Mathematics a delightful experience
catering to every kind of learner. As the learners are introduced to a fascinating variety of tools, and
participate in meaningful, fun filled activities their Mathematics competence will grow exponentially.
Activities that cater to different learning styles such as problem solving, reasoning and proof,
analytical, logical etc. are thoughtfully placed in the Resource Material.
1. Expected Learning Outcomes:
In this section, the expected learning outcomes are enlisted chapter-wise and these are expected to be
realized among the students on completion of particular chapter. The teachers have to design their
teaching programme which includes mathematical activities, variety of tools and other mathematical
tasks. Teachers may prepare their Power point presentations and use in their regular teaching in order
to realise the desired outcomes.
2. Concept mapping in VUE portal:
The concept mapping works under Visual Understanding Environment portal, which can be
downloaded freely from Google. A concept map is a type of graphic organizer used to help
teachers/students organize and represent knowledge of a subject. Concept Maps begin with a main
idea (or concept) and then branch out to show that the main idea can be broken down into specific
topics. The main idea and branches are usually enclosed in circles or boxes of any Geometrical figure,
and relationship between concepts indicated by a connecting line linking new concepts. Each concept
is embedded into the box, and those concepts in the form of power point presentation, word
document, videos web links etc are uploaded in the same folder.
How to use a concept Mapping?
The teacher can use as a Teaching Aid for explaining the holistic view of the topic. It can be used as
revision tool. Concept maps are a way to develop logical thinking and study skills by revealing
connections and helping students see how individual ideas form a larger whole. These were
developed to enhance meaningful learning in Mathematics. It enhances metacognition (learning to
learn, and thinking about knowledge). It helps in assessing learner understanding of learning
objectives, concepts and the relationship among those concepts.
Download VUE portal from google and click on
this icon to view the content embedded.
order presentation. It is easy to present and maintain eye contact with a large audience by
simply advancing the slides with a keystroke, eliminating the need for handouts to follow the
message.
The Resource material contains Power Point Presentations of all lessons of Class IX and
Video clips/links to Videos of concepts for clarity in understanding.
Please double click on it to view the Power Point Presentation.
9. Reference Web links:
What is EDMODO?
Free, privacy, secure, social learning platform for teachers, students, parents, and schools.
Provides teachers and students with a secure and easy way to post classroom materials, share
links and videos, and access homework and school notices.
Teachers and students can store and share all forms of digital content blogs, links, pictures,
video, documents, presentations, Assign and explain online, Attach and links, media, files,
Organize content in Edmodo permanent Library, Create polls and quizzes, Grade online with
rubric, Threaded discussions- prepare for online learning!
Feedback:
The Post Graduate Teachers and Trained Graduate Teachers are requested to use this material in
Classroom transaction and send feedback to Mrs.V.Meenakshi, Assistant Commissioner, Ernakulam
Region.
minakviswa@gmail.com
BEST WISHES!
TEACHING OF MATHEMATICS
Introduction:
India is the land of Aryabhatta, Ramanujam and the like great luminaries in the field of
mathematics. Yet, this is one subject that our students dread the most. It is a nightmarish experience
learning this subject, and even the very thought of the subject sends jitters is a common refrain of
school-going students. Not only in India, a developing country, but also in other countries, be those
come under the category of underdeveloped or developed, Mathematics is a subject of fear among our
students. Both parents and students feel that class room teaching of the subject alone is not adequate
for learning it effectively.
Working out problems on the black board either by the teacher himself or by calling
out a student to do it:If the teacher does the problem on the board, one can see him doing it
silently or lip-reading the steps involved in it. If the student does the problem on the board, either
continuous interruption or silent observation of the teacher can be seen to be taking place in the class.
Occasional fielding of questions by the teacher on the problem area: When students raise
doubts on the steps written how the steps have been arrived at etc., the teacher either clarifies the
doubts or tells them to go through the steps again.
Leaving a large number of problems for the students to solve: Often after having solved one
or two problems given under the exercise questions on the black board (at times those worked out
problems happen to be given as model problems in the text book), teaches tend to leave a large
number of remaining problems as home work to students.
how good a teacher is not important, but are you a teacher who completes the syllabus within the
stipulated period of time is! Where is the time to explain each and everything? Even if you do so,
there are not many takers. Parents have more faith in coaching classes than in our ability than to teach
their children well. Explanation likes this fly thick and fast the moment you talk about poor teaching
of Mathematics. Even in the best of mathematics classes, there is no guarantee that the skill and the
mental process of learning the subject, and the components of mastery learning are taken care of.
Moving back and forth in elucidating the concepts of Mathematics is rarely done though it is an
essential component to review and refresh the previous knowledge. When teachers proceed without
this exercise, students stumble with many a doubt and asking that in the class for clarification is
straddled with many a pitfall. Right choice of words for raising questions, receptivity of teacher and
the possibility of getting answers from the teacher are all matters of speculation. Hence the students
prefer the permissive coaching classes for seeking clarification for the doubts that arise in various
levels of learning Mathematics. Yet, their hopes are dashed as coaching classes are as crowded as
regular school classes and getting conceptual understanding of the subject becomes a real challenge.
Knowledge Redundancy:
The information age we live in help us see information explosion taking place all around us. The
newer learning taking place with geometric progression keeps replacing the current and past
information, and hence knowledge is in constant state of flux. Processing information in order to add
it to the existing corpus of knowledge is the need of the hour. Teachers, whose main business is
transacting knowledge in class room, cannot remain isolated from information processing. They need
to keep updating themselves; else they would become knowledge redundant.
important component called thinking. Thinking has two integral parts: divergent and convergent,
while divergent thinking results in creativity, convergent in conversation.
Problem Solving
Synthesis
Understanding/ Comprehension
Knowledge
Information
Information Processing:
Processing information may require special skills such as skimming and scanning. Yet information
is kept as the bottom as a lower order skill in view of the fact that the information processed as know
ledge is readily made available in text books to study. Information processing is defined as Claude E.
Shannon as the conversion of latent information into manifest information. Latent and manifest
information are defined through the terms equivocation (remaining uncertainty, what value the sender
has actually chosen), dissipation (uncertainty of the sender what the receiver has actually received)
and transformation (saved effort of questioning- equivocation minus dissipation).
Knowledge:
Knowledge too has innumerable components yet the bookish knowledge is emphasized in class room
teaching and hence its categorization as a lower order skill. Understanding of what is given in text is
meant in a limited manner of Knowing what it is rather than why and how. The Wikipedia, free
encyclopedia, defines knowledge as information of which a person, organization or other entities
aware. Knowledge is gained either by experience, learning and perception through association and
reasoning. The term knowledge also means the confident understanding of a subject, potential with
the ability to use it for specific purpose.
What is analysis
There are many definitions given to the term analysis. Some are given below:
An investigation of the component parts whole and their relations in making up the whole.A form of
literary criticism in which the structure of a piece of writing is analyzed.The use of closed- class
words instead of infections: eg:, the father of a bride instead of the brides father
In our article I use the term analysis to refer to understanding the components that go into making
something. For analogy, think of a TV set. The components are picture tube, condensers, resistances,
speakers etc. are put together to make a composite whole called TV. Similarly any concepts in
Mathematics consist of micro- concepts/ sub- concepts, the understanding, defining and elucidating of
each micro- concept fall under the domain of analysis. In class VII, for example, the concept of
rational number is defined as follows:
Any number that can be put in the form of p/q where p and q are integers and q not equal to zero is a
rational number. Analysis of this concept includes the understanding and elucidation of
i)
Why it is said that can be put in the form of?
ii)
What does any number mean?
iii)
What are integers?
iv)
Why q should not be equal to zero?
v)
Why and what for is this new set of numbers called rational numbers?
vi)
What is rational about these rational numbers?
A teacher attempting to teach the definition of rational numbers without throwing the light on the
above questions and many more questions related to them is doing disservice to students wanting to
learn Mathematics. Given a permissive and receptive atmosphere, students would come out with
many questions as given above, the answers of which would be an appetizer for developing their
analytical skills.
Synthesis:
The word synthesis can be defined in many different ways. A few popular definitions are as follows:
The art of putting different representations together and of grasping what is manifold in them
in one act of knowledge.
Synthesis is what first gives rise to knowledge, ie. It is not analysis. It is an act of the
imagination.
Synthesis suggests the ability to put together separate ideas to form new wholes of a fabric, or
establish new relationships.
Synthesis involves putting ideas and knowledge in a new and unique form. This is where
innovations truly takes place.
The process of bringing pieces of an analysis together to make a whole.
The process of building a new concept, solution, design for a purpose by putting parts
together in a logical way.
This is fifth level of Blooms taxonomy and deals with the task of putting together parts to
form a new whole. This might involve working with parts and putting them together in a
creative new way or using old ideas to come up with new ones.
Synthesis is to be done for the purpose of establishing the Gestalt view that the whole is more than
the sum total of its parts. A suitable analogy can be assembling the components of a TV set and
making it work.
Application:
A few definitions of the application are given as follows:
The act of bringing something to bear; using it for a particular purpose: he advocated the application
of statistics to the problem; a novel application of electronics to medical diagnosis
A diligent effort; it is a job requiring serious application
Utilizing knowledge acquired and processed by the mind for solving problems- both simple
and complicated.
The skills associated with information, knowledge, comprehension, analysis and synthesis are to be
acquired by students in order to go to the next level of the cognitive order called application. The
application of knowledge, skills, and attitudes has to be done in known situations to start with so that
the students can progressively move on to unknown situations. Examples suitably selected can help
them go through simple to complex situations and would guide them to acquire insight. This insight is
a prime requisite for problem solving.
In school level Mathematics, the skills of analysis and synthesis and the insight learning that takes
place as a result of the application of those skills would pave the way for solving exercise problems,
which the teachers shy away from under the pretext of lack of time, and other priorities. The skills in
the cognitive ladder are vertically connected, and the acquisition of those skills at each level requires
the students to allow their minds to think and assimilate ideas. This repetitive manner in which the
sequential cognitive skills practiced would train the mind in Mathematical thinking which is otherwise
called logical thinking.
Logical Thinking:
Logical thinking is defined as that thinking which is coherent and rational. Reasoning and abstract
thought are synonymous with logical thinking. Logical thinking be in Mathematics or any other
subject is required to establish the coherence of facts of matter and formation of logical patterns and
sequences. Mind has the special ability to think and assimilate, and retain subject matter when
presented in sequential manner. Mind grasps matter devoid of gaps quickly. Unanalyzed knowledge in
its un-synthesized form poses difficulty in retaining it in long time memory, as concepts and its
components do not function isolation. Hence, mind rejects fragmented information which lacks
patterns.
Problem Solving:
The thought process involved in solving a problem is called problem - solving. Problem solving as a
skill is developed crossing various other skills on its way. The skills lying down below problem
solving in the cognitive ladder can be compared to the floors of a building. You cannot reach the
sixth floor without crossing the floors down below. Similarly when problem solving is attempted in
classes with making explicit efforts to pass through the levels of knowledge, understanding, analysis,
synthesis, and application, students fail miserably.
Often it is said that practice and drill in Mathematics would help learn the subject better. Hence again,
by repeatedly working out problems, one has to memorize the steps, but it does not guarantee
success when problems are differently worded or twisted. Following the cognitive order- moving
from information to problem solving steps in the classroom will help the students know the sequential
mental processes involved in solving problems in Mathematics. As they practice these steps regularly
it will boost their confidence in learning the subject. But classroom learning these days mostly
concentrate on problem solving as a direct hit strategy. Working out the problems first without
following the cognitive order is equivalent to putting the horse behind the cart, which will take the
students nowhere. Even conscientious teachers tend to spend10-20% of their class time on concept
teaching and 80-90% on working out the problems. This is totally incorrect. Concept learning and
concept formation require knowledge comprehension, analysis and synthesis. After going through
these steps, as the next stage, application should be dealt with. At the end comes problem solving.
The process of going through and gaining thorough grasp of knowledge, understanding, analysis, and
synthesis warrants 80-90% of class room time, and hence just 10-20% class time is enough for
problem solving.
Conclusion:
The subject matter of Mathematics teachers is vast. An attempt has been made to give only the most
rudimentary aspects of it. What requires as a clear understanding on the part of the teachers is that the
subject, Mathematics, is neither difficult unconquerable. Yet, it is perceived to be so mostly owing to
ineffective teaching, which jumps from knowledge to problem solving, leaving a vast territory of
skills in between untouched. As said earlier, Mathematics being the queen of all science deserves an
approach to teaching which is based on the sound scientific principles of human learning. In any class
room, if students declare that they like Mathematics they enjoy learning it, and they have no difficulty
in solving the problems, that class is said to have been blessed with a teacher teaching Mathematics
the way it is deserves to be taught. That way surely is Cognitive-order-Learning approach with the
thorough understanding of the critical aspects of learning Mathematics referred to above.
*********
TRENDS IN ASSESSMENT
Introduction:
One of the main reasons for teachers to assess student learning is to obtain feedback that will guide
teaching and assist in making modifications to lesson planning and delivery to ensure student
progress. Assessment allows teachers to monitor progress, diagnose individual or group difficulties
and adjust teaching practices. Assessment can support student motivation when students are provided
with on-going information about their progress and with opportunities to set further goals for learning.
Assessment is an interactive process between students and faculty that informs faculty how well their
students are learning what they are teaching. The information is used by faculty to make changes in
the learning environment, and is shared with students to assist them in improving their learning and
study habits. This information is learner-centred, course based, frequently anonymous, and not
graded.
Assessment for learning is especially useful for teachers as they develop, modify and differentiate
teaching and learning activities. It is continuous and sustained throughout the learning process and
indicates to students their progress and growth.
In assessment for learning, teachers monitor the progress made by each student in relation to the
program of studies, outcomes and determine upcoming learning needs. Teachers ensure that learning
outcomes are clear, detailed and ensure that they assess according to these outcomes.
They use a range of methods to gather and to provide students with descriptive feedback to further
student learning. These methods may include checklists and written notes based on observations of
students as they learn. The descriptive feedback gathered is used to inform planning for learning and
to assist the teacher in differentiating instruction in order to meet the needs of all students.
The feedback may be shared in oral or written form with individual students or with the class as a
whole. As the information gathered guides the planning process, it leads to the improvement of future
student performance in relation to specific outcomes.
Assessment as learning focuses on fostering and supporting metacognitive development in
students as they learn to monitor and reflect upon their own learning and to use the information
gathered to support and direct new learning.
It focuses on the role students play in their learning. In this approach to assessment, students are
viewed as the bridge between what they know and the unknown that is still to be learned. Their role is
to assess critically both what and how they are learning. They learn to monitor their thinking and
learning processes; to understand how they are acquiring and retaining new information or developing
new skills and awareness; and how to make adjustments, adaptations and even changes when
necessary.
For some students, being asked to reflect on their learning by using skills and strategies related to
metacognition (to think about thinking) might seem new and uncomfortable. They may need help to
come to the realization that learning is a conscious process in which knowledge is constructed when
the known, or previously acquired, encounters the new or unknown. This process often results in the
restructuring or reintegration of what was previously learned.
Assessment of learning is cumulative in nature. It is used to confirm what students already know
and what they can do in relation to the program of studies outcomes. Student progress is reported by
way of a mark; e.g., a percentage or letter grade, a few times a year or a term. The report card is
usually received by students, their parents/guardians as well as by school administrators.
Assessment of learning takes place at specific times in the instructional sequence, such as at the end
of a series of lessons, at the end of a unit or at the end of the school year. Its purpose is to determine
the degree of success students have had in attaining the program outcomes. Assessment of learning
involves more than just quizzes and tests. It should allow students to move beyond recall to a
demonstration of the complexities of their understanding and their ability to use the language.
Assessment of learning refers to strategies designed to confirm what students know, demonstrate
whether or not they have met curriculum outcomes or the goals of their individualized programs, or to
certify proficiency and make decisions about students future program or placements.
Assessment of Learning
Performance Tasks/Projects
Summative assessment
Quizzes/Pen-paper tests
Tests or Examinations.
PSA
OTBA
Formative Assessmentis a process used by teachers and students as part of instruction that provides
feedback to adjust ongoing teaching and learning to improve students achievement of core content.
As assessment for learning, formative assessment practices provide students with clear learning
targets, examples and models of strong and weak work, regular descriptive feedback, and the ability
to self-assess, track learning, and set goal. Formative assessments are most effective when they are
done frequently and the information is used to effect immediate adjustments in the day-to-day
operations of the course.
Assessment is not formative unless something is formed as a result of interpreting evidence elicited.
It informs teacher where the need/problem lies to focus on problem area. It helps teacher give specific
feedback, provide relevant support and plan the next step. It helps student identify the problem areas,
provides feedback and support. It helps to improve performance and provides opportunity to improve
performance. Peer learning can be encouraged at all stages with variety of tools. Formative
Assessment Strategies:
Tools for Formative Assessment
Techniques to check for understanding
One minute answer
A one-minute answer question is a focussed question with a
specific goal that can be answered within a minute or two.
Analogy prompt
A designated concept, principle, or process is like _______
because_____________________.
Think, pair, share/Turn to your Students think individually, then pair (discuss with partner), then
partner
share with the class.
10-2 theory/35-5 theory
10 minutes instruction and two minutes reflection/35 minutes
instruction and 5 minutes reflection.
Self -assessment
A process in which students collect information about their own
learning, analyze what it reveals about their progress toward
intended learning goals or learning activity or at the end of the
day.
Conclusion:
Teachers should continuously use a variety of tools understanding different learning styles and
abilities and share the assessment criteria with the students. Allow peer and self-assessment. Share
learning outcomes and assessment expectations with students. Incorporate student self-assessment and
keep a record of their progress and Teachers keep records of student progress.
V Meenakshi,
Assistant Commissioner,
KVS (RO) Ernakulam.
*********
Shifting the focus of mathematics education from achieving narrow goals to higher goals,- whole
range of processes here: formal problem solving, use of heuristics, estimation and approximation,
optimization, use of patterns, visualisation, representation, reasoning and proof, making connections,
mathematical communication. Giving importance to these processes constitutes the difference
between doing mathematics and swallowing mathematics, between mathematisation of thinking and
memorising formulas, between trivial mathematics and important mathematics, between working
towards the narrow aims and addressing the higher aims
1. 1. A sense of fear and failure regarding mathematics among a majority of children
(cumulative nature of mathematics, gender and social biases about math ,use of language
and more importantly symbolic language)
2. A curriculum that disappoints both a talented minority as well as the non-participating
majority at the same time(emphasises procedure and knowledge of formulas over
understanding is bound to enhance anxiety)
3. Crude methods of assessment that encourage perception of mathematics as mechanical
computation, and( only one right answer, sacrificing the process for the right solution,
overemphasis on computation and absolute neglect for development of mathematical
concepts)
4. Lack of teacher preparation and support in the teaching of mathematics.( out dated
methodology, depending on commercial guides due to insufficiency in conceptual clarity
and understanding of the fundamentals of mathematics, inability to link formal
mathematics with experiential learning , particularly in the secondary and senior secondary
stages, incapacity to offer connections within mathematics or across subject areas to
applications in the sciences)
Recommendations:
Teacher need to model problem solving particularly in the context of word problems. To
work out diverse problems and build personal repertoire of problem solving skills and model
them with enthusiasm and confidence.
Move from simple step problem solving modes to increasingly complex and multi- step
problem solving.
Inculcate positive, persevering problem solving approaches- solve problems with them
building rapport thus building their self-esteem and confidence.
Use a problem solving bulletin board to bring problem solving as part of everyday learning
activity
In problem solving, arriving at the "correct answer" is not the most important step. More
important is choosing the correct strategy for solving the problem. Even though there is only
one correct answer, there will be more than a single correct strategy for solving a problem.
When students are reassured of this fact, they will then be more willing to tackle new
problems.
2. Changing modes of assessmentto examine students Mathematisation abilities rather than
procedural knowledge3. Enriching teachers with a variety of Mathematical resources. - The development of
teacher knowledge is greatly enhanced by efforts within the wider educational community.
Teachers need the support of othersparticularly material, systems, and human and
emotional support. While teachers can learn a great deal by working together with a group of
supportive mathematics colleagues, professional development initiatives are often a necessary
catalyst for major change. Activities like collaborative and strategic approaches, Mathematics
Lab and experiments help in this aspect
Reflecting on and applying these thoughts to the KV context, what should the maths teachers
need to do to ensure that all students learn Mathematics in the true sense of the word i.e.
love it, think, learn and apply it.
Mathematics teachers need to move from emphasis on Computation to holistic Mathematical
concept learning which will mathematise their thoughts and perspectives.
They need to be constantly conscious of and strive to promote a sense of achievement and
comfort in learning of mathematics.
CONCLUSION
UNESCOs The International Academy of Education in its paper-Effective Educational
Practices Series on the topic Effective Pedagogy in mathematics by Glenda Anthony and Margaret
Walshaw postulates the following :
1. An Ethic of Care-Caring classroom communities that are focused on mathematical goals
help develop students mathematical identities and proficiencies.
2. Arranging For Learning- Effective teachers provide students with opportunities to work
both independently and collaboratively to make sense of ideas.
3. Building on Students Thinking- Effective teachers plan mathematics learning
experiences that enable students to build on their existing proficiencies, interests, and
experiences.
4. Worthwhile Mathematical Tasks- Effective teachers understand that the tasks and
examples they select influence how students come to view, develop, use, and make sense of
mathematics
5. Making ConnectionsEffective teachers support students in creating connections between
different ways of solving problems, between mathematical representations and topics, and
between mathematics and everyday experiences6. Assessment for Learning- Effective teachers use a range of assessment, practices to make
students thinking visible and to support students learning.
7. Mathematical Communication- Effective teachers are able to facilitate classroom
dialogue that is focused on mathematical argumentation
8. Mathematical Language- Effective teachers shape mathematical language by modelling
appropriate terms and communicating their meaning in ways that students understand
9. Tools And Representations- Effective teachers carefully select tools and
representations(number system itself, algebraic symbolism, graphs, diagrams, models,
equations, notations, images, analogies, metaphors, stories, textbooks and technology) to
provide support for students thinking
10. Teacher Knowledge-Teacher content knowledge, Teacher pedagogical content knowledge
The referred UNESCO paper can be downloaded from the websites of the IEA (http://www.iaoed.org
) or of the IBE (http://www.ibe.unesco.org/ publications.htm)
Shri. E.Ananthan
Principal, KV No.1 Tambaram, Chennai
***************
Not all students like mathematics, but a good mathematics teacher has the power to change
that. A good mathematics teacher can help students who have traditionally struggled with
mathematics begin to build confidence in their skills. Successful mathematics teachers have certain
qualities that make them the experts they are. These are the teachers required by the society, because
of their knowledge, style and handle on the subject; they know what really work for students.
A good mathematics teacher can be thought to need some qualities that are connected to his
view of mathematics. This view consists of knowledge, beliefs, conceptions, attitudes and emotions.
Beliefs and attitudes are formed on the basis of knowledge and emotions and they influence students'
reactions to learn future Mathematics
A good mathematics teacher should have sufficient knowledge and love of mathematics. He
needs to have a profound understanding of basic mathematics and to be able to perceive
connections between different concepts and fields.
A teacher should have a sufficient knowledge of mathematics teaching and learning. He needs
to understand children' thinking in order to be able to arrange meaningful learning situations.
It is important that the teacher be aware of children possible misconceptions. In addition, he
needs to be able to use different strategies to promote children conceptual understanding.
A good mathematics teacher also needs additional pedagogical knowledge: the ability to
arrange successful learning situations (for example, the ability to use group work in an
effective way), knowledge of the context of teaching and knowledge of the goals of
education.
A Good Mathematics teacher should have the ability to do quick error analysis, and must be
able to concisely articulate what a student is doing wrong, so they can fix it. This is the
trickiest part of being a good Mathematics Teacher. He should have ability to assign the home
work that targeted what the student is learning in the classroom to minimize the mistakes
committed and to have proper practice on the concepts taught.
A successful Mathematics Teacher is seen as a leader in his classroom and in the school. His
students respect him, not only for his knowledge of Mathematics, but for his overall attitude
and actions. Students can tell that he respects them as well. He has control over the classroom,
laying out clear rules and expectations for students to follow.
A good mathematics teacher focuses less on the content being taught than the students being
taught. A good mathematics teacher cares about his students and recognizes when a student
needs some encouragement and addresses the problem to help the student refocus on the
content.
A Good mathematics teacher never lives in the past. He knows how to unlearn outmoded
algorithms and outdated mathematical terms and re-learns new ones. He appreciates the
change with all enthusiasm and welcomes it.
He is approachable and explains, demonstrates new concepts/ problems in detail and creates
fun. He commands respect and love by his subject knowledge and transaction skills.
A good teacher sets high expectations for all his students. He expects that all students can and
will achieve in his classroom. He doesnt give up on underachievers.
A great teacher has clear, written-out objectives. Effective teacher has lesson plans that give
students a clear idea of what they will be learning, what the assignments are and what the
promoting policy is. Assignments have learning goals and give students ample opportunity to
practice new skills. The teacher is consistent in grading and returns work in a timely manner.
Successful teacher is prepared and organized. He is in his classrooms early and ready to teach.
He presents lessons in a clear and structured way. His classes are organized in such a way as
to minimize distractions.
Successful teacher engages students and get them to look at issues in a variety of ways. He
uses facts as a starting point, not an end point; he asks "why" questions, looks at all sides and
encourages students to predict what will happen next. He asks questions frequently to make
sure students are following along. He tries to engage the whole class, and he doesnt allow a
few students to dominate the class. He keeps students motivated with varied, lively
approaches.
A good Mathematics teacher forms strong relationships with his students and show that he
cares about them. He is warm, accessible, enthusiastic and caring. Teacher with these
qualities is known to stay after school and make himself available to students and parents who
need his services. He is involved in school-wide committees and activities and demonstrates a
commitment to the school.
There are five essential characteristics of effective mathematics lessons: the introduction,
development of the concept or skill, guided practice, summary, and independent practice.
There are many ways to implement these five characteristics, and specific instructional
decisions will vary depending on the needs of the students. The successful mathematics
teacher should have these characteristics in his regular teaching practice.
In addition, every good Mathematics teacher has the positive values like Accuracy, Alertness,
Courtesy, Empathy, Flexibility, Friendliness, Honesty, Initiative, Kindness, Loyalty, Patience,
Responsibility, Stability, Tactfulness and Tolerance.
The mathematics teacher is expected to have proficiency in the methodology cognitive
order learning which enables the students to acquire subject learning competencies, to
develop problem solving skills, to boost their confidence in the subject, to widen their interest
in the areas of Mathematics, to have and sustain self-directed and self-motivated activities in
mathematics learning, to achieve mastery level learning of the subject, to help apply the skills
acquire d in learning mathematics to other subjects, to utilize the cognitive domain to its
fullest extent and to remove examination phobia.
The Mathematics teacher should have ability to teach Mathematics in such a way to enhance
children' ability to think and reason, to visualize and handle abstractions, to formulate and
solve problems. Access to quality mathematics education is the right of every child.
*********
Recreational Mathematics
Recreational inspiration consists of puzzles, games or contradictions. In addition to being selected for
their specific motivational gain, these procedures must be brief and simple. An effective
implementation of this procedure will allow students to complete the "recreation" without much
effort. Using games and puzzles can make Mathematics classes very amusing, exciting and
stimulating. Mathematical games provide opportunities for students to be dynamically involved in
learning. Games allow students to experience success and satisfaction, thereby building their
enthusiasm and self-confidence. But Mathematical games are not simply about fun and confidence
building. Games help students to: understand Mathematical concepts, develop Mathematical skills,
know mathematical facts, learn the language and vocabulary of Mathematics and develop ability in
mental Mathematics.
Investigating Mathematics
Many teachers show students how to do some problems and then ask them to practice. Teachers can
set students a challenge which hints them to discover and practice some new problems for themselves.
The job for the teacher is to find the right challenges for students. The challenges need to be matched
to the ability of the learners. The key point about investigations is that students are stimulated to make
their own decisions about; where to start, how to deal with the challenge, what Mathematics they need
to use, how they can communicate this Mathematics and how to describe what they have discovered.
We can say that investigations are open because they leave many choices open to the student.
Creativity in Mathematics
Creativity is a word that is perhaps more easily associated with art, design and writing than it is with
Mathematics, but this is wrong. Mathematics requires as much creativity in its teaching and learning
as any other subject in the curriculum. It is important to remember that creative teaching and learning
not only needs teachers to use creativity in planning inventive and thought provoking learning
opportunities but must also encourage creative thinking and response from learners. A lesson in which
the teachers delivery and resources are creatively delivered but which fails to elicit creative thinking
and response from students has not been fully successfully creative lesson
Problem solving is a key to Mathematics and this in itself presents an excellent way of encouraging
creativity in your lessons. It is a common belief that a degree of rote learning is necessary before
learners can engage in problem solving, but such an attitude may have the effect of pre-empting
genuine creative thinking.
Group work
Research evidences has consistently shown that, regardless of the subject being studied learners
working together in small groups tend to make greater progress in learning what is taught than when
the same content is taught in other more didactic ways. Learners working collaboratively also appear
more satisfied with their classes and have been shown to have greater recollection of learning. There
are numerous ways in which you can arrange learners into groups in your class room. Informal
groups can be created by asking learners to turn to a neighbour and spend 2-3 minutes discussing a
question you have posed. Such informal group can be arranged at any time in a class of any size to
check on learners understanding, to provide an opportunity to apply new knowledge, or to provide
change of pace within the lesson. A more formal arrangement can be made by the teacher establishing
the groups. There are conflicting ideas for this but my personal preference is always for mixed ability
group.
Theatre in Mathematics
The individuals who had the delight of being in front of an audience or performing in any capacity
before an audience neednt be convinced about the magic of theatre. The world of theatre is one of the
most important ways children learn about actions and implications, about customs and dogmas, about
others and themselves. Students in every class room can claim the supremacy and potential of theatre
today. We dont have to wait for costly tools and amenities. An occasion to create their own dramas
based on what they learned in math and backing them in implementation improve the communication,
leadership and motivation skills which will have a long lasting effect in their memory.
The National Focus Group Position Papers on all segments linking to education are an extraordinary
repository of ideas, theory and procedure for teachers. The position paper devoted to Arts, music,
dance and theatre clearly mentions why and how it may be integrated in the classroom and invokes
what is called Sensitivity Pyramid through Drama. In cognizance with the NFG position papers
theatre can work extremely well as micro level experimental innovative and creative math pedagogy.
Theatre is an effective learning tool as it deals with action and imagination, understanding the concept
being taught with a view to applying this understanding to real life situations.
Mr.Siby Sebastian
Principal,K V Bijapur(Karnataka)
***************
to learn and enable the child to understand the importance of it in ones life. So make use of latest
technology support activities, real life situations and constructivist approach in the process of teaching
learning. Introduce new concepts in a simple language, keeping in mind the language ability of
children. Basic concepts have to be explained through attractive illustrations which connects them to
their life outside the classroom.
Training programmes and workshops for creating appropriate leaning materials have been very
helpful to the teachers in recent days in creating a classroom with difference. To meet the challenges
of today and further it is necessary for a teacher to work with open-mind towards the learning
situations. A resource material prepared by the experienced teachers would certainly help teachers to
teach with ease, get a lot of ideas to transact and make the evaluation continuous and comprehensive.
So teachers can make use of such opportunities and can bring name and fame to teaching profession.
Welcome! Lets enjoy the teaching profession with our students.
Mrs.Sharada. M
Teacher, DMS,RIE Mysore
***************
CHAPTER:1
NUMBER SYSTEM
EXPECTED LEARNING OUTCOMES
1.
2.
3.
4.
5.
6.
7.
8.
9.
Identify the Natural numbers, Whole numbers, rational numbers and Irrational numbers.
Understand the relationship between different types of systems of number.
Identify the decimal form of the rational and Irrational numbers
Represent the irrational numbers on the number line.
Represent the decimal numbers having more than one digit in the decimal part by
Magnification
Learn how to operate two rational numbers or two irrational numbers or one rational and one
irrational.
Learn to simplify expressions containing surds by using the operations addition, subtraction,
multiplication and division.
Learn how to rationalize the denominator and using it to simplify the expressions.
Learn how to simplify the expressions by using Laws of Exponents where the exponents are
real numbers.
CONCEPT MAP
Number System.vue
LEVEL- 2
12. Simplify :
15. Simplify:
16. Simplify:- (a) (
(b) (11+
)
17. Find the value of
18. Find two irrational numbers between and 2
19. Find the value of
, then find
20. If
21. Represent
if
27. If
28. If
29. If
LEVEL 3
30. Divide
by
34. Simplify:-
35. If
36. If
37. If
38. If
39. Simplify :
40. If
41.If
and
and
then find the value of
, find the value of
a better deal for the customer? If the shopkeeper suggests Rs. Per item to be the better price, then
what moral value does it depicts?
3. Two students Ravi and Raj were quarrelling with each other on the issue: Whether
number or an irrational number. Ravi said that
isa rational
. Raj
3
4
5
6
ERRORS
REMEDIATION
Identifying the decimal expansion of Give more examples like
irrational numbers
1.010010001,12.121121112for irrational
1.2345..is irrational
numbers. And make them understand how to
identify them.
Representing , , on a number Give more practice to start always with a
perpendicular line at the square root of the
line
preceding integer
Simply doing the magnification without Practice the magnification problems by using the
the rules
step by step rules
Operations of radicals
Clearing basic ideas of operations of like and
unlike variables
+ =
+ = 2
+ =
Simplification by using rationalization
Creating necessary ideas in simplification by
using L C M and other basic operations
Simplification by using exponential Practice more examples by using the laws
laws
Question Bank
1. The product of any two irrational numbers is :
(a) always an irrational number (b) always a rational number (c) always an integer
(d) sometimes rational, sometimes irrational
2. Every rational number is :
(a) a natural number (b) an integer (c) a real number (d) a whole number
(b)
(c)
(d)
(b)
(c)
(d)
(b)
7. The value of
is
is
(a)
(d)
and
Projects
1. History of the number .
2. Geometrical representation of
on chart paper.
3. Construct the square root spiral on a chart paper to make beautiful shapes like snail, peacock etc
4. Visualise 4.5353 on a chart paper.
Practicals
1. Representing etc on a number line
2. Geometrical representation of real numbers .
3. Constructing Square Root Spiral.
4. Find the sum of two irrational numbers with the help of number line.
5. Irrational number and the decimal expansions of irrational numbers.
Web Links
NUMBER SYSTEMS:- www.youtube.com/watch?v=-ocQbbD1Rh8
CHAPTER-2
POLYNOMIALS
EXPECTED LEARNING OUTCOMES
1. Identify the types of polynomials and their degree.
2. Identify the polynomials with reference to the number of terms.
3. Learn to find the value of a polynomial at a given point.
4. Factorise the polynomials using algebraic identities.
5. Learn the use of Remainder theorem and factor theorem to factorise the given polynomials.
CONCEPT MAP
5. )p(2)
LEVEL- 2
2
1. Factorise a +b +2ab+2bc+2ac.
2. Factorise
3. Verify if 2 and 0 are zeroes of the polynomial
4. Evaluate : 999
5. Expand: (3a+5b)
6. If
3.
ANS1)(a+b+c)(a+b+c) 2)(2x+5)(3x+1)
5)27a3+135a2b+225ab2+125b3 6)36
3.)yes
4)997002999
LEVEL -3
1. If (x+3) and(x-3) are both factors of ax2+5x+b then show that a=b.
2. If x=
is divided by x-a.
3)x2-1, 3, honesty
2.
(x-y)2
3.
4.
5.
is written as x2-y2
REMEDIATION
Correction- Degree is 2 and coefficient of x2 is
4.concept of degree and coefficient must be
made very clear to the students
Correction (x-y)2=x2-2xy+y2
Students must be thoroughly drilled in
Algebraic identities
Correction (2x)2 =4x2 importance of brackets
must be emphasized
Correction x2-5x+6=x2-3x-2x+6 = (x-3)(x-2)
Product of -6 and1 is -6 and not 6. Practice
exercises must be worked out in class
Correction (-2)2 +2(-2)=4+-4=0
Importance of brackets must be emphasized.
Question Bank
1. On factorising x2+ 8x + 15, we get :
(a) (x + 3) (x 5) (b) (x 3) (x + 5)
(c) (x + 3) (x + 5 )
(d) (x 3) (x 5)
2
2. On dividing x 2x 15 by (x 5), the quotient is (x + 3) and remainder is 0. Which of the
following statements is true?
(a) x2 2x 15 is a multiple of (x 5)
(b) x2 2x 15 is a factor of (x 5)
(c) (x + 3) is a factor of (x 5)
(d) (x + 3) is a multiple of (x 5)
3. The value of the polynomial 3x + 2x2 4 at x = 0 is :
(a) 2 (b) 3 (c) 4
(d) 4
4. On factorising x2 3x 4, we get :
(a) (x 4) (x + 1) (b) (x 4) (x 1) (c) (x + 4) (x 1) (d) (x + 4) (x + 1)
5. If p(x) = x + 3, then p(x) + p(x) is equal to :
(a) 3 (b) 2x (c) 0
(d) 6
2
6. If x + kx + 6 = (x + 2) (x + 3) for all x, then the value of kis:
(a) 1 (b) 1 (c) 5 (d) 3
7. Writethe degree of the polynomial 4x4 + 0x5?
8. The coefficient of x in the expansion of (x + 3)3is :
(a) 1 (b) 9 (c) 18 (d) 27
2
9. Find the zeroes of the polynomial p(x) = x 5x + 6.
3
6
2
10. For the polynomial 3x + 10x -5x 25 write:
(i) The degree of the polynomial
3
(ii) The coefficient of x
(iii) The coefficient of x6
(iv) The constant term
11. Check whether the polynomial 3x 1 is a factor of 9x3 3x2 + 3x 1.
12. Using factor theorem, show that (2x + 1) is a factor of 2x3+ 3x2 11x 6.
13. Check whether (x + 1) is a factor of x3 + x + x2+ 1.
ANS 1)c 2)a 3)c 4)a 5)d 6)c 7)4 8)a 9)3,2 10a)6 b)3 c)10 d)-25
Projects
1. Verify the following identities
(a + b)2 = a2 + 2ab + b2
(a b)2 = a2 2ab + b2
(a + b) (a b) = a2 b2
(a + b + c)2 = a2 + b2 + c2 + 2ab + 2bc + 2ca
(a + b)3 = a3 + b3 + 3ab (a + b)
(a b)3 = a3 b3 3ab (a b)
( a3 + b3)= (a + b) (a2 ab + b2)
(a3 b3)= (a b) (a2 + ab + b2)
a3 + b3 + c3 3abc = (a + b + c) (a2 + b2 + c2 ab bc ca)
2. Verify factor theorem for at least 5 different polynomials.
3. Verify Remainder theorem for at least 5 different polynomials.
Practicals
1. Representation of a quadratic polynomial
Procedure
To represent this we need 1 square tile representing x2 , 5 algebra tiles representing x and 6
algebra tiles representing
By splitting the middle term of the given polynomial we get the expression x2 -3x -2x + 6.
Place a square tile of dimension 10x10 representing x2 .
Subtract 3 tiles of dimension 10 x 1 each to any side of the tile x2.The area of new shape
formed represents x2 -3x.
Add 6 tiles of dimension 1 x 1 each to get 2 tiles of dimension 10 x 1 each to the side adjacent
to the previous side. The area of new shape formed represents x2 -3x+6.
Subtract 2 tiles of dimension 10 x 1 each to complete the rectangle. The area of new shape
formed represents x2 -3x+6-2x.
To represent (a)3 make a cube of dimension a x a x a. i.e. 3x3x3 cubic units as shown below.
To represent 3ab2 make 3 cuboids of dimension a x b x b i.e. 3x1x1 cubic units as shown below.
To represent a3 + 3ab2 , join the cube and the cuboids formed in steps 2 and 3 as shown below.
To represent a3 + 3ab2- 3a2b extract from the shape formed in the previous step 3 cuboids of
dimension 3x3x1 to get the shape shown below.
To represent a3 + 3ab2- 3a2b-b3 extract from the shape formed in the previous step 1 cube of
dimension 1x1x1 .The shape shown below will be obtained.
Arrange the unit cubes left to make a cube of dimension2x2x2 cubic units.
1. POLYNOMIALS
Polynomials
Defining Polynomials
Adding Like Terms
Web Links:
http: //www.worldofteaching.com/
https://www.projectatschool.com
https://www.sciencefairexperiments.org
https://www.math Goodies.com
CHAPTER: 3
COORDINATE GEOMETRY
EXPECTED LEARNING OUTCOMES
1. Identify the need of coordinate geometry.
2. Identify Cartesian system.
3. Understand the four quadrants and the nature of signs of points.
4. Identify the quadrant in which a given point lies.
5. Identify the terms - axes and origin.
6. Understand the meaning of coordinates.
7. Acquire skill in plotting points in the Cartesian plane.
8. Find the coordinates of a point plotted in Cartesian plane.
9. Identify the equations of the axes.
10. Understand the nature of coordinates of points on the two axes.
CONCEPT MAP
New Map.vue
LEVEL-2
1.
2.
2.
-3
5.
-2
.
. . .
1
1
.
-1
-2 .
. -3
1
Without plotting the points, indicate the quadrant in which the following points lie if
i) Ordinate is 5 and abscissa is -3
ii) Abscissa is -7 and ordinate is -3
iii) Abscissa is 2 and ordinate is 27
iv) Ordinate is - 0.4 and abscissa is 1.5
6. What is the length of the line segment joining ( 5 , -3 ) and ( -3 , -3 )
7. In ABC, if the coordinates of A and B are (4 , 0) and (0 , 3 ) respectively, the find the length of
AB.
8. Find the area of the figure obtained by joining the points ( 4,0) , ( 0 , 3 )
9. Which of the following points lie on the axes?
A ( 0 , -3 ) , B ( 3 , 4 ) , C( 5, 0 ) D ( -2 , 2 )
10. Write the coordinates of a point which lies on the x- axis and is at a distance of 5 units to the left
of the origin
LEVEL -3
1. In the following figure, PQR is an equilateral triangle. Find the coordinates of the point
P
3
2
1
R
-4
-3
-2
-1
-1
-2
-3
-4
(ii) Extend this line segment and write the co-ordinates of a point on this line which lies
outside the line segment AB
3. The following table gives the number of pairs of shoes and their corresponding price. Plot these as
ordered pairs and join them. What type of graph do you get ?
Corresponding Prices
(In hundreds of rupees)
5
10
15
20
25
30
Subhash starts from his home situated at point A ( 3 , 0 ) to school situated at point B ( 3 , 4 )
and then to his home situated at point C ( 0 , 4 ). Finally he returns back home by bike
i ) Find the distance travelled by him by plotting the points.
ii )If he prefers to walk , how is it useful to the society.
A triangular park has vertices at( 5 , 4 ) , ( 0 , 0 ) and ( 5, 0 )
i )Find the area of this park by plotting the points
ii) If 10 plants can be planted in one square unit area, how many plants can be
planted in the park?
What are the advantages of plantation?
3. A traffic police sign board is in the form of a triangle with SCHOOL AHEAD displayed
on the road side.
If f the vertices of the triangle are ( 0,0 ), ( 0,2a ) and ( a , a3 )Then find the type of triangle ,
by plotting the points. Which value is indicated in displaying the board?
COMMON ERRORS
Mark Points of the form ( 0, 4 )
and (4 , 0 ) wrongly
Incorrect
REMEDIAL MEASURE
For ( 0 , 4 ) - from o just move 4units upwards
,because 4 is positive.
For (4 , 0 ) - From 4 of x- axis , move zero units (
i.e the point is there itself )
Remember points with x coordinate 0 lie on yaxis and that with y coordinate 0 lie
on x-axis
Correct
1
(0 , 4 )
(4 , 0 )
(0 , 4 )
(4 , 0 )
Incorrect
2
correct
(4 , 0 )
(0 , 4 )
(0 , 4 )
(4 , 0 )
Question Bank
1. The distance of the point (0, 8) from the origin is:
(a) 0 units
(b) 8 units
(c) cannot be determined
(d) none of these
2. Which of the following points lies on the x-axis?
(a) (0, 4)
(b) (5, 3)
(c) (5, 0)
(d) (0, 6)
3. The co-ordinates of a point are (x, y) and it lies in the 4th quadrant. Which of the
Following is true?
(a) x > 0, y > 0 (b) x < 0, y < 0
(c) x > 0, y < 0
(d) x < 0, y > 0
4. Which of the following points lies below the x-axis?
(a) (5, 4)
(b) (5, 4)
(c) (3, 0)
(d) (3, 0)
5. Which lies on the ve x-axis?
(a) (4, 0)
(b) ( 4, 0)
(c) (0, 4)
(d) (0, 4)
6. Write whether the following statements are true or false. Justify your answer.
(i) Point (0, 2) lies on the y-axis.
(ii) The perpendicular distance of the point (4, 3) from the x-axis is 4.
7. Where will you find all points with positive abscissa and negative ordinate?
8. (i) Where will you find all points with abscissa 0?
(ii) Where will you find all points with ordinate 0?
9. The perpendicular distance of a point from the x-axis is 6 and that from y-axis is 2.
What may be the co-ordinates of the point?
10. Where will you find all points with negative abscissa and positive ordinate?
11. Find the co-ordinates of the point:
(i) Which lies on x and y axes both.
(ii) Whose abscissa is 2 and which lies on the x-axis.
12. Write whether the following statements are true or false. Justify your answer.
(i) Point (5, 0) lies in the first quadrant.
13. Plot the following points on a graph paper.
(i) A ( 7, 0) (ii) B (2, 3)
(iii) C (8, 1) (iv) D ( 3, 4)
14. Plot the points P (1, 0), Q (4, 0) and S (1, 3). Find the coordinate of the point R
such that PQRS is a square.
15. Plot the point P (2, 6) on graph paper and from it draw PM and PN as perpendiculars to
x-axis and y-axis, respectively. Write the coordinates of the points M and N.
16. Plot the following points and check whether they are collinear or not.
(i) (0, 0), (2, 2), (5, 5)
(ii) (1, 3), ( 1, 1), (2, 3)
(iii) (1, 1), (2, 3), (1, 2)
17. On a graph paper sketch the parallelogram whose vertices are (3, 2), (4, 2), (3, 2)
and (4, 2).
18. Plot the points A( 3, 4) and B (5, 4) and draw the segment AB. What are the co-coordinates of
the mid-point of AB ?
19. Taking 0.5 cm as 1 unit, plot the following points on the graph paper.
A (1, 3), B (3, 1), C(1, 4), D (2, 3), E (0, 8), F(1, 0)
20 Mark the points (0, 2), (3, 0), (3, 0) and (0, 2) on a graph. Join these points. Name the figure
obtained and find the area of the figure so obtained.
21. Plot the points (3, 2), (2, 2), (2, 2) and (3, 2) in the Cartesian plane. Join these points and
name the figure so formed.
22. In the figure, ABCD is a rectangle with length 6 cm and breadth 3 cm. O is the midpoint of
AB. Find the co-ordinates of A, B, C and D.
23. In the figure, PQR is an equilateral triangle with the co-ordinates of Q and R as (0, 4)
and (0, 4). Find the co-ordinates of the vertex P.
24 Plot the points A (6, 6), B (4, 4), C (1, 1) in the Cartesian plane and show that the points are
collinear
25 Plot the co-ordinates of the point :
(a) Whose ordinate is 5 and which lies on y-axis
(b) Which lies on x and y axes both.
26. Three vertices of a rectangle are ( 4, 5), ( 4, 2) and (3, 2). Plot these points and find the coordinates of the fourth vertex.
27. Points A (5, 3), B (2, 3) and D (5, 4) are three vertices of a square ABCD. Plot these points
on a graph paper and hence find the coordinates of the vertex C.
28. (i) Plot each of the points A (2, 4), B (2, 3), C (4, 3) and D (4, 4).
(ii) Draw the segments AB, BC, CD and DA. What is the name of the figure ABCD ?
(iii) What are the coordinates of the point where the segment AD cuts the y-axis ?
(iv) What are the coordinates of the points where the segment CD cuts the x-axis ?
29. Write the coordinates of the vertices of a rectangle whose length and breadth are 5 and 3
units respectively, one vertex at the origin, the longer side lies on the x-axis and one of
the vertices lies in the third quadrant.
30. Plot the points A (1, 1) and B (4, 5) :
(i) Draw a line segment joining these points. Write the co-ordinates of a point on this
line segment between the points A and B.
(ii) Extend this line segment and write the co-ordinates of a point on this line which lies
Outside the line segment AB.
Projects
1.
2.
Practicals
1. To plot the given points and finding their images under given axes
2. To obtain the mirror image of a given geometrical figure with respect to the x-axis
and the y-axis.
3. To obtain the mirror image of a triangle with respect to the origin.
Web Links:
www.youtube.com/watch?v=lQFNDoxd5eU ( video)
www.youtube.com/watch?v=8VUXGnbfZQE ( video )
www.learnnext.com
CHAPTER: 5
INTRODUCTION TO EUCLIDS GEOMETRY
EXPECTED LEARNING OUTCOMES
1.
2.
3.
4.
5.
6.
CONCEPT MAP
Euclid's Geometry-copy.vue
LEVEL-2
1.
2.
3.
4.
5.
6.
7. If
and be three lines such that
, then prove that
8. In figure, C is the mid-point of the segment AB and P is the mid-point of the segment AC.
Show that CP = AB.
LEVEL -3
1. Thales belongs to which country?
2. In how many points can two distinct lines intersect?
3. In the given figure if AB=CD, then prove that AC=BD
4.
In the given figure if AB = BC and BX= BY, then show that AX = CY.
7. Prove that two distinct lines cannot have more than one point in common.
8. State Euclids fifth postulate and explain it with the help of a diagram.
9. Explain geometrically, a line segment.
10. In the given figure, if AC = DC and CB = CE, then prove that AB = DE
11. Let A be a given point and B be some other point. If we draw several lines passing
through the point A,
a. We see that only one of these lines also passes through the point B. Similarly, if we
draw several lines
b. Passing through the point B, we see that only one of these lines also passes through
the point A.
toprotect these cities from enemy countries. The Indian Government decided to build two air bases at
D and E, in such a way that D and E are mid-points of the highway AB and AC.
(i) If AB = AC, then prove that AD = AE
(ii) What values are depicted by Indian government to build two air bases?
4. Rehman and prakash contributed equal amount towards Prime Minister Relief Fund. Prakash and
Rahul also contributes equal amount towards Prime Minister Relief Fund. If Rahul contributed Rs.
500 then how much Rehman contributed? What value they all are exhibiting by doing so? Which
Euclid axiom in reaching the correct answer? State any one more Euclids postulate.
5. In a game PQRS is a square field. Three students started from point P with same speed to follow
paths PR, PQR and PSR.
(i) State who reached first at point R.
(ii) Which value is depicted by the students?
5. To promote health and well-being, a state government opens hospitals in the rural areas all over
the state. The two towns X and Z are located along a straight road in such a way that the distance
between X and Z is 40 km. The government opens a hospital Y between the towns X and Z ie.
15 km apart from Z.
(i) What is the distance of hospital from the town X?
(ii) Is the distance equal from both towns?
(iii) What values are shown by the government?
Errors
Remediation
Meaning of definitions of different terms like Explain the terms in simple language by using
point, line, line segment etc
different examples from our surroundings
Misunderstanding the concept of line and
line segment
LINE
LINE
LINE SEGMENT
Euclid Axioms
If
Then,
Euclids postulates
Question Bank
1.
2.
3.
4.
5.
(a) AB > XY
(b) AB = XY
(c) AB < XY
6. The edges of a surface are:
(a) points (b) lines (c) either (a) or (b) (d) none of these
7.
A line segment has:
(a) one mid-point (b) two mid-points (c) no mid-point (d) infinite number of mid points
8. Number of points contained in a line is :
(a) one (b) two (c) three (d) infinitely many
9. The whole is .............. the part.
(a) equal to (b) smaller than (c) greater than (d) none of these
10. How many lines can pass through a single point ?
(a) 1 (b) 2 (c) infinite
(d) 0
11. In the adjoining figure name the following
(i) Two pairs of intersecting lines and their corresponding points of intersection.
(ii) Three concurrent lines and their points of intersection
(iii) Three rays
(iv) Two line segments
12. PQ is a line segment 12 cm long and R is point in its interior such that PR = 8 cm. Then,
Find QR,
13. If S is point lies in the interior of PQR. Given that, PQR = 800 and PQS = 350,
determine the measure of RQS
14. Lines are parallel, if they do not intersect , Explaing the statement with suitable diagram.
Projects
1. List the things from the surroundings and identify their shapes to verify that they are 2-D or 3-D
2. Write short notes on Euclids book Elements.
3. Construct equilateral triangle using Euclids axiom.
Practicals
1. To list all the line segments of a line by taking four points P, Q, R and S
2. For every line and for every point P not lying on , there exists a unique line
P And parallel to .
2. Verify that a line segment has one and only one mid-point.
3.
passing through
Web Links:https://www.khanacademy.org/math/geometry/intro_euclid/.../points_line...
CHAPTER: 6
LINES AND ANGLES
EXPECTED LEARNING OUTCOMES
1. Recall the terms complementary angles, supplementary angles.
2. Understand adjacent angles, vertically opposite angles and linear pair.
3. Understand and apply linear pair axiom.
4. Understand the meaning of transversal, corresponding angles, alternate interior angles and
co-interior angles.
5. Learn the necessary conditions for two lines to be parallel.
6. Understand and apply the statement : The sum of the three angles of a triangle is 1800 and
acquire skill in applying angle sum property of a triangle.
7. Understand exterior angle property and acquire skill in applying the same.
CONCEPT MAP
LEVEL-2
1. In the given figure, find the values of x and y and then show that AB || CD.
3. In the given figure, if AB || CD, APQ = 50 and PRD = 127, find x and y.
4. In the given figure, if AB || DE, BAC = 35 and CDE = 53, find DCE.
PS, PQ || SR, SQR = 28 and QRT = 65, then find the values
6. In the given figure, X = 62, XYZ = 54. If YO and ZO are the bisectors of XYZ and
XZY respectively of XYZ, find OZY and YOZ.
B
A
O
C
D
LEVEL -3
1. In the given figure, the side QR of PQR is produced to a point S. If the bisectors of
PQR and PRS meet at point T, then prove that QTR= 1/2QPR.
2. If two parallel lines are intersected by a transversal, prove that the bisectors of the two
pairs of interior angles enclose a rectangle.
3. In fig,Q >R, PA is the bisector of QPR and PM QR. Prove that APM = (Q - R ).
4.If the arms of an angle are respectively parallel to the arms of another angle, then prove
that these angles are either equal or supplementary.
5.If the bisectors of a pair of alternate interior angles, formed by a transversal with two given
lines, are parallel then prove that the lines are parallel.
6. In ABC, the bisectors of B and C intersect each other at O. prove that BOC = 900 + A
A
7. In fig, the side AB and AC of ABC are produced to E and D respectively. Bisectors of
CBE and DCB intersect each other at O. Prove that BOC = 900 BAC
8. Prove that x = a + b + c
A
a
9. The sides BC of ABC is produced on both sides. Prove that the sum of the two exterior angles
so formed is greater than A by 1800
10. Find the angles of a triangle PQR, if P - Q = 450 and Q - R = 300
AA
correct
incorrect
6
5
Incorrect
corresponding angles are 1 and 8
Alternate interior angles are 1 and 6
Int. angles on the same side of the
transversal are 2 and 6
4
5
6
7
correct
corresponding angles are 1 and 5 ;
2 and 6 ; 3 and 7
Alternate interior angles are 4 and 6 ;
3 and 5
Int. angles on the same side of the
transversal are 3 and 6 ; 4 and 5
Remedy
corresponding angles are ( angles at the same
position )
The two top left angles, The two top right angles ,
The two bottom left angles & The two bottom right
angles
Alternate interior angles are formed in the shape of
Z or the mirror image of Z
Int. angles on the same side of the transversal are
the two angles on the same side between the two
lines
Correct - 180 ( 40 + 60 ) = 1000
Subtraction must be from 1800
Question Bank
1
In the figure, ray OC stands on the line AB, ray OL and ray OM are angle bisectors of AOC
and BOC respectively. Prove that LOM = 90
3 In the figure, if PQ||RS, PAB = 60 and ACS = 117, then find (x y).
4 If two lines are perpendicular to the same line, prove that they are parallel to each other.
5 In the figure, if AB||CD, then find PQR.
15 In the figure, two straight lines AB and CD intersect each other at O. If COE = 70, find
the values of a, b and c.
16 In the figure, AB||CD and CD||EF. Also EAAB. If BEF = 40, then find x, y, z.
17 Bisectors of angles B and C of a triangle ABC intersect each other at the point O. Prove that
BOC = 90 + 1/2 A.
18 In the figure, PQ||RS and T is any point as shown in the figure, then show that
PQT + QTS + RST = 360.
19 Prove that if two lines intersect, then vertically opposite angles are equal.
20 In the figure, AB, CD and EF are three lines concurrent at O. Find the value of x.
Projects:
1.Study the application of parallel lines and their uses in architecture & engineering
Practicals
1.
Web Links:
www.youtube.com/watch?v=3qJv0ayLJ6M
www.youtube.com/watch?v=dVEF-89M6sM
CHAPTER: 7
TRIANGLES
EXPECTED LEARNING OUTCOMES
1. Understand the concept of congruent triangles.
2. Understand different criteria for congruence of triangles like ASA ,SAS ,AAS ,SSS&RHS
3. Learn the properties of different types of triangles.
4. Understand theorem of inequality of a triangle.
5. Apply the knowledge of congruent triangles in day to day life situations
CONCEPT MAP
.~.~.~RPU VUE2.vue
2. AD and BC are equal perpendiculars to a line segment AB (See the given figure). Show that CD
bisects AB.
LEVEL-2
1. ABC and DBC are two isosceles triangles on the same base BC and vertices A and D are on the
same side of BC (see the given figure). If AD is extended to intersect BC at P, show that
(i) ABD ACD
(ii) ABP ACP
(iii) AP bisects A as well as D.
2. Line l is the bisector of an angle A and B is any point on l. BP and BQ are perpendiculars from B
to the arms of A (see the given figure). Show that:
LEVEL -3
1.AB is a line segment and P is its mid-point. D and E are points on the same side of AB such that
BAD = ABE and EPA = DPB (See the given figure). Show that
(i) DAP EBP
(ii) AD = BE
2.In right triangle ABC, right angled at C, M is the mid-point of hypotenuse AB. C is joined to M and
produced to a point D such that DM = CM. Point D is joined to point B (see the given figure). Show
that:
(i) AMC BMD
(ii) DBC is a right angle.
(iii) DBC ACB
(iv) CM = (1/2)AB
2.
3.
REMEDIATION
Correction- difference between included side
and non- included side should be specified
Correction- difference between included angle
and non- included angle should be made
clearer and that there is no ASS criteria
Correction It must be made clear that there is
no AAA criteria
4.
5.
Correction
.AB=AC(reason)
B= C(reason)
BD=DC(reason)
ABD ACD (reason)
proved
B
Question Bank
1. In the figure, AB = AD and BC = DC. If BAC = 30, the measure of OAD is :
(a) 80, 80, 20 (b) 120, 30, 30 (c) 70, 70, 40 (d) none of these.
10. In triangles ABC and DEF, AB = DE, BC = EF and A = D. Are the triangles congruent? If yes,
by which congruency rule ?
(a) yes, by SAS (b) no (c) yes, by SSS (d) yes, by RHS
11. Is it possible to construct a triangle with lengths of its sides as 8 cm, 9 cm, and 2 cm,? Give
reason for your answer.
12. In an equilateral triangle ABC, if AD is a median, then prove that ADC = 90.
13.In ABC, side AB is produced to D so that BD = BC. If ABC = 60 and A = 70, then :
14 In ABC, B = 45, C = 65 and the bisector of BAC meets BC at P. The relation between
the sides AP, BP and AB is
(a) AB > AP > BP (b) AB > BP > AP (c) AB > BP > AP (d) none of these
ANS 1)c 2)b 3)c 4)b 5)c 6)a 7)b 8)a 9)b 10)b 11)yes 13)b 14)c
Projects
1. Verify SAS congruence criteria by paper folding activity
2. Verify SSS congruence criteria by paper folding activity
3. Verify ASA congruence criteria by paper folding activity
4. Verify RHS congruence criteria by paper folding activity
5. Prepare PPT on congruence criteria of triangles
Practicals
1. Study the properties of an isosceles triangle by paper folding.
2.Activity :Medians of a triangle are concurrent
Median of a triangle is a line segment joining vertex to the mid point of opposite side.
There are three medians in a triangle. All medians intersect at a common point called
centroid. The centroid always lie in the interior of triangle.
Activity Aim :To verify medians of a triangle concur at a point called centroid which always lie in the
interior of the triangle by paper folding.
Material required: Coloured paper , pair of scissors , ruler , stapler.
Procedure : Take a coloured paper and draw any triangle ABC. Cut the triangle
To get the mid point og BC , fold along BC ,such that , B coincides with C .
3.Triangle Inequality
Activity
Take broom sticks of different lengths.(Say, 4cm, 7cm and 13cm)Can you make a triangle using these
sticks?Now, try to find a relation between the largest side and the sum of the remaining two.Repeat
this by taking few more sets of broom sticks.
What do you notice?
Based on your observations, write a conjecture about the relationship between the sum of the
measures of the two sides of a triangle and the measure of the largest side of the triangle. Provide a
reason for your conjecture.
Proving Triangles
Congruent
Web Links:http://www.icoachmath.com
CHAPTER: 12
HERONS FORMULA
EXPECTED LEARNING OUTCOMES
1. To recall the concepts of area and perimeter.
2. To identify the formula suitable for a given situation.
3. To calculate the area of a triangle when its base and altitude are given.
4. To calculate the area of a right triangle when its base and altitude are given.
5. To understand Herons formula.
6. To acquire skill in applying Herons formula.
7. To identify the formula for area of equilateral triangle as a special case of Herons
formula.
8. To apply formulae for area of triangles to find area of quadrilaterals.
CONCEPT MAP
HERON'S FORMULA.vue
LEVEL-2
1.A rhombus shaped field has green grass for 18 cows to graze. If each side of the rhombus is
30 m and its longer diagonal is 48 m, how much area of grass field will each cow be getting?
2.A park, in the shape of a quadrilateral ABCD, has C = 90, AB = 9 m, BC = 12 m,
CD = 5 m and AD = 8 m. How much area does it occupy?
3.Find the area of a quadrilateral ABCD in which AB = 3 cm, BC = 4 cm, CD = 4 cm,
DA = 5 cm and AC = 5 cm.
4. A kite in the shape of a square with a diagonal 32 cm and an isosceles triangles of base 8 cm
and sides 6 cm each is to be made of three different shades as shown in the given figure. How
6.An umbrella is made by stitching 10 triangular pieces of cloth of two different colours
(see the given figure), each piece measuring 20 cm, 50 cm and 50 cm. How much
cloth of each colour is required for the umbrella?
7.If each side of a triangle is doubled, then find the ratio of the area of the new triangle to that of
the original one.
8.The sides of a triangle are 7cm , 13cm and 12cm. Find the length of the altitude to the side of
length 12cm.
9. If the area of an equilateral triangle is 363cm2 , find its perimeter.
10. A triangle and a parallelogram have the same base and the same area. If the sides of the
triangle are 26cm , 28cm ,and 30cm , and the parallelogram stands on the base 28cm,
find the height of the parallelogram.
11.Find the area of a triangle two sides of which are 18 cm and 10 cm and the perimeter is 42 cm.
12. Sides of a triangle are in the ratio of 12: 17: 25 and its perimeter is 540 cm. Find its area.
LEVEL -3
1. A field is in the shape of a trapezium. Its parallel sides are 25m and 10m and the
non parallel sides are 14m and 13m. Find its area
2. The perimeter of a triangle is 50cm. One side of the triangle is 4cm longer than the smaller side
and the third side is 6cm less than twice the smaller side. Find the area of the triangle.
A
9cm
1
7c
m
12c
m
4. A rhombus sheet has a perimeter of 40m and one diagonal is 12mB. It is to be Cpainted
2
on both sides@ Rs. 5 per m . Find the cost of painting.
5. In a rectangular field 50m x 30m a triangular park of sides 14m , 15m and 13m isconstructed. Find
the area of the remaining field.
6. In fig, ABC is an equilateral triangle of side 10cm and DBC is right angled at D.If BD = 6cm, find
the area of the shaded portion
A
DD
Bb
Cc
7. The sum of the lengths of the diagonals of a square is32 2cm. Find its perimeter.
8. The area of a regular hexagon is 243 cm2. Find its perimeter.
9. The diagonal of a square is ( a + b ) . Find the diagonal of a square, whose area is twice the
area of the first one.
COMMON ERRORS
If a = 25, b = 21 , c = 28,
S=a+b+c=
25 + 21 + 28 = 74
For example if
Area of fig 1 = 252sq. units
Area of fig 2 = 203 sq. units
Total area = 252 + 203
= 45 5 sq units
abc
74
=
= 37
2
2
Question Bank
1. Find the area of the triangle having sides 13 cm, 14 cm, and 15 cm.
2. Find the area of an equilateral triangle of side 2 cm
3. If the perimeter of an equilateral triangle is 60 m, find its area.
4. The sides of a triangle are in the ratio 3: 4: 5. If the perimeter of the triangle is 84 cm,
then find its sides.
14 Two sides of a triangle are 50 cm and 78 cm. Its perimeter is 240 cm. Find the altitude on the side
of length 50 cm from the opposite vertex.
15 A triangle has sides 35 cm, 54 cm and 61 cm long. Find its area. Also, find the smallest
of its altitude.
16 The sides of a triangular field are 41 m, 40 m and 9 m. Find the number of rose beds that can be
prepared in the field, if each rose bed, on an average needs 900 cm2 space.
17 A rhombus shaped sheet with perimeter 40 cm and one diagonal 12 cm is painted on both sides at
the rate of Rs 5 per cm2. Find the cost of painting.
18 Two sides of a triangular field are 85 m and 154 m and its perimeter is 324 m. Find
the area of the field.
19 The ratio of the equal side to the base of an isosceles triangle is 3 : 2. If the perimeter of the
triangle is 32 cm, find its area.
20 The lengths of the two sides of a right triangle containing the right angle differ by 2 cm.
21
22
23
24
If the area of the triangle is 24 cm2, find the perimeter of the triangle.
Calculate the area of the triangle whose sides are 18 cm, 24 cm and 30 cm in length.
Also, find the length of the altitude corresponding to the smallest side.
A field in the form of a parallelogram has sides 60 m and 40 m and one of its diagonals
is 80 m long. Find the area of the parallelogram.
A triangular park has sides 120 m, 80 m and 50 m. A gardener has to put a fence all around it and
also plant grass inside. How much area does he need to plant? Find the cost of fencing it with
barbed wire at the rate of Rs 20 per meter leaving a space 3 m wide for a gate on one side.
In the figure, find the area of the quadrilateral PQRS
Projects
1. study the various aspects of Herons formula.
a. Biography of Heron.
b. Statement of the formula.
c. Proof or verification of the formula that can be given by paper cutting and pasting.
d. Applications of the formula.
Practicals
1. To show that area of a triangle = bh , by paper cutting and pasting
2. Draw three right triangles ABC , PQR and XYZ on 1 cm graph paper
Measure each side of the triangles and record the lengths :
I. AB = ____________ cm, BC = ____________ cm, AC = ____________ cm.
II. PQ = ____________ cm, QR = ____________ cm, PR = ____________ cm.
III. XY = ____________ cm, YZ = ____________ cm, XZ = ____________ cm.
Now, find the area of each triangle by
(i) Using the formula : Area of a triangle = 12 base altitude
(ii) Using Herons formula.
Check, in each case, whether the areas found by these two methods are equal or not.
WELCOME
TO
PLANE FIGURES
Web Links:
www.youtube.com/watch?v=4t2D2JEbaTg
https://www.khanacademy.org/.../
CHAPTER: 4
LINEAR EQUATIONS IN TWO VARIABLES
EXPECTED LEARNING OUTCOMES
1.
2.
3.
4.
5.
6.
CONCEPT MAP
Linear equations.vue
(i)
Write the co-ordinates of points B and C
(ii)
Find one more solution of line passing through A and B
(iii)
Write equations of X-axis and Y-axis
11. . The cost of a shirt of a particular brand is Rs. 1000. Write a linear equation, when the cost
of number of shirts is Rs.
12. Solve for :
and
on the same coordinate
axes.
a. Also find the point of intersection of the two lines from the graphs.
LEVEL-2
1.
2.
3.
4.
5.
12.
13.
14.
15.
quantity of milk required extra as litres and the total expenditure on milk is Rs. , write a
linear equation for this information and draw its graph.
Draw the graph of the linear equation
Water is flowing into a water tank at the rate of 10 cubic cm per second. If the volume of
water collected in t seconds is V cubic cm, write the linear equation to represent the above
statement.
(i)
Draw the graph of the linear equation.
(ii)
From the graph, find the volume of water collected in the tank after 4
seconds.
The ratio of girls and boys in a class is 1:3. Set up an equation between the students of a
class and boys and then draw its graph. Also, find the number of boys in a class of 20
students from the graph.
Draw the graph of the linear equation
and shade the triangle
formed between the line and Y-axis.
LEVEL -3
1.
2.
3.
4.
5.
6.
7.
8.
14.
15.
, whose ordinate is 1
ages of Aarushi and Ravish are and years respectively, represent this situation
algebraically as well as graphically.
16. The following observed values of and are thought to satisfy a linear equation. Write the
linear equation
x
6
-6
y
-2
Draw the graph using the values of , as given I the above table.At what points
thegraph of the linear equation ?
(i) cuts the X-axis
(ii) cuts the Yaxis
ERROR ANALYSIS
Sl .
No
ERRORS
REMEDIATION
Drawing graph
QUESTION BANK
1. For the equation x 2y = 4, check which of the following is a solution.
(a) (0, 2) (b) (2, 0) (c) (4, 0) (d) (1, 1)
2. The equation which represents a line which is parallel to x-axis at a distance of 3 cm from the
origin is
(a) x = 3 and x = 3 (b) y = 3 and y = 3 (c) x = 3 only
(d) y = 3 only
3. Which of the following is a solution of the equation 5x + 2y = 14?
(a) x = 5; y = 1 (b) x = 0; y = 7 (c) x = 2; y = 2
(d) x = 1; y = 3
Projects
1. Prepare a short note on the Cartesian system.
2. Take any three linear equations and draw their graphs.
3. Make any 5 word problems and convert them into linear equations .
Practicals
1. Graph of a linear equation in two variables
2. Count the number of points (
( where
are +ve integers) in the region
bounded by X and Y axes and the line
3. Find the area of the triangle formed by the given lines and the axes from the graph
LINEAR
EQUATION IN
TWO
VARIABLES
Web Links:
www.youtube.com/watch?v=K7oPrrsuhTA
CHAPTER: 8
QUADRILATERALS
EXPECTED LEARNING OUTCOMES
1.
2.
3.
4.
5.
6.
CONCEPT MAP
.~.~.~.~Quadrilaterals.vue
1. In the following figure, ABCD and AEFG are two paralleograms. If C = 450, determine F.
2.
PQRS is a square. PR and SQ intersect at O. State the measure of POQ
3. In figure PQRS is a parallelogram in which a pair of opposite angles is given. Find the value
of x.
4. Angles of a quadrilateral are in the ratio 3:4:4:7. Find the greatest angle of the quadrilateral
5. Given a trapezium ABCD, in which ABCD and AD = BC. If D = 700, then find the
measure of C.
6. ABCD is a rhombus such that ACB = 400, then find ADB.
7. The quadrilateral ABCD, AO and BO are the bisectors of A and B, respectively. Prove
that
i. AOB = (C+D).
8. D, E and F are respectively the mid-points of the sides AB, BC, and CA of a ABC. Prove that
by joining these mid-points D, E and F, the ABC is divided into four congruent triangles.
9. (a) Prove that the sum of the four angles of a quadrilateral is 3600.
i. (b) In parallelogram ABCD, D = 1050. Find A, B and C.
10. In figure ABDE, AB = DE, ACDF and AC= DF. Prove that BCEF and BC = EF
LEVEL-2
1. Two angles of a quadrilateral are 500 and 800 and other two angles are in the ratio 8:15, then
find measures of the remaining two angles.
2. ABCD is a trapezium, in which ABDC and A = B = 450 . Then find C and D of a
trapezium
3. If an angle of a parallelogram is two-third of its adjacent angle, then find the smallest angle of
the parallelogram
4. In the given figure ABCD is a rhombus, then find the value of x.
LEVEL -3
1. In the given figure, ABCD is a parallelogram and E is the mid-point of side BC, DE and AB,
when produces meet at F. prove that AF = 2 AB
2.
Points P and Q have been taken on opposite sides AB and CD, respectively of a
parallelogram ABCD such that AP = CQ. Show that AC and PQ bisect each other.
3.
The angle between two altitudes of a parallelogram through the vertex of an obtuse angle of
the parallelogram is 600 . Find the angles of the parallelogram.
4. In the following figure, ABCD is a parallelogram. Find the measure of the angles x and y.
5.
6.
7.
8.
9.
A square is inscribed in an isosceles right angled triangle, so that the square and the triangle
have one angle common. Show that the vertex of the square opposite the vertex of the
common angle bisects the hypotenuse.
E and F respectively the mid-points of the non-parallel sides AD and BC of a trapezium
ABCD. Prove that EFAB and EF = (AB + CD).
ABCD is a rhombus and AB is produced to E and F such that AE = AB = BF. Prove that EG
and FG are perpendicular to each other.
P, Q, R and S respectively the mid-points of the sides AB, BC, CD and DA of a quadrilateral
ABCD in which AC = BD and AC BD. Prove that PQRS is a square.
P is the mid-point of the side CD of a parallelogram ABCD. A line through C parallel to PA
intersects AB at Q and DA produced at R. Prove that DA = AR and CQ = QR
ERROR ANALYSIS
Sl.No.
1
ERRORS
Properties of parallelogram
REMEDIATION
Verify the properties by using different
examples
X=
=
Congruence rules
By ASA
By AAS
Applications of properties in
different problems
QUESTION BANK
1. A diagonal of a rectangle is inclined to one side of the rectangle at 25. The acute angle
between the diagonals is
(A) 55
(B) 50
(C) 40
(D) 25
2. The quadrilateral formed by joining the mid-points of the sides of a quadrilateralPQRS, taken in
order, is a rhombus, if
(A) PQRS is a rhombus
(B) rhombus
(C)parallelogram
(B) a rectangle
(C) a rhombus
(D) a parallelogram
5. The figure formed by joining the mid-points of the sides of a quadrilateral ABCD, taken I norder, is
a square only if,
(A) ABCD is a rhombus
(C) diagonals of ABCDare equal and perpendicular (D) diagonals of ABCD are perpendicular
6. E and F are points on diagonal AC of a parallelogram ABCD such that AE = CF. Showthat BFDE
is a parallelogram.
7. In a parallelogram ABCD, E and F are the mid-points of sides AB and CD respectively .Show that
the line segments AF and EC trisect the diagonal BD.
8. Opposite angles of a quadrilateral ABCD are equal. If AB = 4 cm, determine CD.
9 .ABCD is a trapezium in which AB || DC and A = B = 45. Find angles C and D of the
trapezium.
10 . In a triangle ABC,D,E and F are respectively the mid points of BC,CA and AB if the lengths of
side AB,BC and CA are 7cm,8cm and 9cm respectively.Find the perimeter of triangle DEF.
11 P and Q are points on opposite sides AD and BC of a parallelogram ABCD such that PQ passes
through the point of intersection of its diagonals AC and BD. Show that PQ is bisected at O.
12. ABCD is a rhombus in which altitude from D to side AB bisects AB. Find the angles of the
rhombus
13 .Prove that the quadrilateral formed by the bisectors of the angles of a parallelogram is arectangle.
14 The angle between two altitudes of a parallelogram through the vertex of an obtuse
angle of the parallelogram is 60. Find the angles of the parallelogram.
15. P is the mid-point of side BC of a parallelogram ABCD such that BAP = DAP. Prove that AD
= 2CD.
16.ABCD is a rectangle in which diagonal BD bisects B. Show that ABCD is asquare.
17.D, E and F are respectively the mid-points of the sides AB, BC and CA of atriangle ABC. Prove
that by joining these mid-points D, E and F, the triangles ABCis divided into four congruent triangles.
18. Prove that the line joining the mid-points of the diagonals of a trapezium is parallelto the parallel
sides of the trapezium.
19. P is the mid-point of the side CD of a parallelogram ABCD. A line through Cparallel to PA
intersects AB at Q and DA produced at R. Prove that DA = AR andCQ = QR.
20. ABC is a triangle right angled at C. A line through the mid-point M of hypotenuse AB
and parallel to BC intersects AC at D. Show that
(i) D is the mid-point of AC
(ii) MD AC
(iii) CM = MA =1/2 AB
21. In fig ABCDis a a parallelogram, E and F are the mid-points of sides AB and CD respectively.
Show that the line segments AF and EC trisect the diagonal BD.
22. In the given figure ABCD is a parallelogram and P and Q are points on the diagonal BD and
DP = BQ, prove that APCQ is a parallelogram.
Projects
1. Visit a historical place . Count and note the number of quadrilaterals, rectangles, squares,
parallelograms and rhombus shaped stones in the building.
2. Show that the sum of the four angles of a quadrilateral is 3600 by cutting and pasting on a chart
paper.
3. Make a chart to show the shapes of different types of quadrilaterals and their properties
Practicals:
1. Verify the mid-point theorem.
2. Constructing parallelogram by folding the quadrilateral shaped paper.
3. Verify that a diagonal divides a parallelogram into two congruent triangles.
3. Verify the sides property of a parallelogram.
4. Verify the angle sum property of a quadrilateral.
Web Links:
www.youtube.com/watch?v=ul2iRvvaspo
CHAPTER: 9
AREAS OF PARALLEOGRAMS AND
TRIANGLES
EXPECTED LEARNING OUTCOMES
1. Understand that area of parallelograms on the same base and between the same parallels
are
equal in area.
2. Understand that area of triangles on the same base and between the same parallels are equal
in area.
3.Understand that median of a triangle divides into two triangles of equal area.
4. Understand that a parallelogram and a triangle on the same base and between the same
parallels are equal in area.
CONCEPT MAP
.~PARALLELOGRAM VUE.vue
2.In the given figure, PQRS and ABRS are parallelograms and X is any point on side BR. Show that
(i) ar (PQRS) = ar (ABRS)
(ii) ar (AXS) =(1/2) ar (PQRS)
3.Parallelogram ABCD and rectangle ABEF are on the same base AB and have equal areas. Show
that
the perimeter of the parallelogram is greater than that of the rectangle.
4.P and Q are any two points lying on the sides DC and AD respectively of a parallelogram ABCD.
Show that ar (APB) = ar (BQC).
ANS 1)fig1,3,4
LEVEL-2
1.D and E are the points on the sides AB and AC respectively of triangle ABC such that DE ||BC.If
area
of DBC = 15 cm2, then find area EBC .
2. BD is one of the diagonals of a quadrilateral ABCD. AM and CN are the perpendiculars from
A and C respectively on BD. Show that ar(ABCD) =1/2BD (AM + CN).
3.In the figure, ABCD and EFGD are two parallegorams and G is the mid-point of CD. Check
whether area of PDC is equal to half of area EFGD.of PS.
4.Show that the median of a triangle divides it into two triangles of equal areas
4. If the mid-points of the sides of a quadrilateral are joined in order, prove that the area of the
parallelogram so formed will be half of that of the given quadrilateral.
5. Show that the area of a rhombus is half the product of the lengths of its diagonals.
ANS;1)15cm2
LEVEL -3
1.In the figure, ABCD is a parallelogram. Points P and Q on BC trisect BC. Show that
ar (APQ = ar (DPQ) =1/6ar (ABCD).
ERROR ANALYSIS
SLNO
1.
COMMON ERRORS
Figures having same area considered
congruent
REMEDIATION
Only congruent figures have equal areas
Help the student to prepare congruent figures
and to calculate areas of congruence figures.
Give more drill& practice
2.
3.
3)yesconservation of
QUESTION BANK
1.If sum of two parallel sides of a trapezium is 15 cm and its area is 30 cm2, then find the height of
the trapezium.
2.The area of a rhombus is 20 cm2. If one of its diagonals is 5 cm, then find the other diagonal .
3.The sum of the lengths of bases of a trapezium is 13.5 cm and its area is 54 cm2.Find the
altitude of the trapezium
4.Two adjacent sides of a parallelogram are 24 cm and 18 cm. If the distance between the longer
sides is 12 cm, then find the distance between the shorter sides
5. Which of the following figures lies on the same base and between the same parallels
Projects
1.Verify all the properties of parallelogram.
2.Verify -The diagonal of a parallelogram divides it into two triangles of equal area.
3.Prepare a PPT on the above topic.
Practicals
1.To show that the area of a triangle is half the product of its base and the height using papercutting
2.To verify the following by activity method:
A parallelogram and a rectangle standing on the same base and between the same parallels are
equal in area.
3.To verify by activity method that the parallelograms standing on the same base and between the
same parallels are equal in area.
4.To verify by activity method that the triangles on the same base and between the same
parallels are equal in area.
Area of Parallelograms
Section 8.5
Web Links:
https://www.math Goodies.com
www.worldofmath.com
CHAPTER: 10
CIRCLES
EXPECTED LEARNING OUTCOMES
1. Recall and review the definition and basic terms related to Circle.
2. Revise statements of basic theorems on Circles.
3. To appreciate the theorems
a. Equal chords of a circle subtend equal angles at the centre.
b.If the angles subtended by the chords of a circle at the centre are equal, then the chords
are equal.
c. The perpendicular from the centre of a circle to a chord bisects the chord.
d.The line drawn through the centre of a circle to bisect a chord is perpendicular to the
chord
e. There is one and only one circle passing through three given non-collinear points
f. Equal chords of a circle (or of congruent circles) are equidistant from the centre (or
centres).
g.Chords equidistant from the centre of a circle are equal in length.
h.The angle subtended by an arc at the centre is double the angle subtended by it at any
point on the remaining part of the circle.
i. Angles in the same segment of a circle are equal.
j. If a line segment joining two points subtends equal angles at two other points lying on the
same side of the line containing the line segment, the four points lie on a circle (i.e. they
are concyclic).
k.The sum of either pair of opposite angles of a cyclic quadrilateral is 180.
3. If the sum of a pair of opposite angles of a quadrilateral is 180, the quadrilateral is cyclic.
4. Apply Knowledge gained on the topic Circles to solve problems.
CONCEPT MAP
CIRCLES.vue
2. Can we have a cyclic quadrilateral ABCD such that A = 90, B = 70, C = 95 and D =
105 ?
3. In the figure, O is the centre of the circle and ABC = 55, then what is ADC ? [ Ans:
55]
4. In the figure, if AB is the diameter of the circle,then find the value of x. [ Ans: 50]
5. In the figure, quadrilateral PQRS is cyclic. If P= 80, then what is the value of R ? [ Ans:
100o]
LEVEL-2
1. In the given figure, O is the centre of the circle. If OA = 5 cm and OC = 3 cm, then find the
length of AB .
[ Ans: 8 cm]
2. Two concentric circles with centre O have A, B, C and D as points of intersection with a line l
as shown in the figure. If AD =12 cm and BC = 8 cm, find the length of AB and CD.
[ Ans: AB=CD= 2cm]
3. In the figure, ABC is equilateral. Find BDC and BEC [ 600, 1200]
4. A circle with centre O and diameter COB is given. If AB and CD are parallel, then show that
Chord AC = Chord BD.
5. In figure, AOB is a diameter of a circle and C, D and E are any three points on the semicircle. Find the value of ACD + BED
LEVEL -3
1. A chord of a circle is equal to the radius of the circle. Find the angle subtended by the chord
at a point on the minor arc and also at a point on the major arc. [ Ans: 300, 1500]
2. If two non- parallel sides of a trapezium are equal, prove that it is cyclic.
3. Prove that a cyclic parallelogram is a rectangle.
4. Show that two circles cannot intersect at more than two points.
5. In the given figure, OD is perpendicular to the chord AB of a circle whose centre is O. If BC
is a diameter, show that CA = 2OD.
Non-routine questions:
1. AB and CD are two equal chords of a circle. M and N are their mid-points respectively.
Prove that MN makes equal angles with AB and CD.
2. A chord AB of a circle (O, r) is produced to P so that BP = 2 AB. Prove that OP2 = OA2 +
6AB2.
3. If the perpendicular bisector of a chord AB of a circle PXAQBY intersects the circle at P and
Q, prove that arc PXA = arc PYB.
4. Prove that the sum of the angles formed in the four segments exterior to a cyclic quadrilateral
by the sides is equal to six right angles.
5. Prove that any angle subtended by a minor arc on the alternate segment is acute and any angle
subtended by a major arc in the alternate segment is obtuse.
6. Prove that in any two chords of a circle are drawn, then the arc which is nearer to the centre
is larger.
7. Prove that the mid-point of the hypotenuse of a right angled triangle is equidistant from its
vertices.
8. AB and AC are two chords of a circle of radius r such that AB = 2AC. If p and q are the
distances of AB and AC from the centre. Prove that 4q2 = p2 + 3r2.
9. Two congruent circles intersect each other at the points A and B. Through A, any line
segment PAQ is drawn so that P and Q lie on the two circles . Prove that BP = BQ.
10. Bisectors of angles A, B and C of triangle ABC intersect its circumference at D, E and F
respectively. Prove that the angles of triangle DEF are 90 A, 90 B and 90 C.
(i)
(ii)
(i)
(ii)
(iii)
What value is depicted here ?
4. The Indian Hockey Federation organized a friendly hockey match between India and Pakistan
in a circular ground. The sale procedure of this match shall be donated to orphanage. A
rectangular turf is spread on the ground as shown in the figure.
(i)
(ii)
(iii)
ERROR ANALYSIS
Sl.
No
1
ERRORS
REMEDIATIONS
QUESTION BANK
1. A circular park of radius 20 m is situated in a village. Three girls Rita, Sita and Gita are
sitting at equal distance on its boundary each having a toy telephone in their hands to talk to
each other. Find the length of the string of each phone
2. If two circles intersect at two points, prove that their centers lies on the perpendicular
bisector of the common chord.
3. In the given figure, if O is the centre of circle, determine APB.
4. In the given figure, A, B, C and D are points on the circle such that ACB=400 and DAB=
600, then find the measure of DBA
5. Find the length of a chord of a circle which is at a distance of 4 cm from the centre of the
circle with radius 5 cm.
6. Prove that if chords of congruent circles subtend equal angles at their centres, then they are
equal.
7. Prove that the line segment joining the mid-points of two equal chords of a circle makes equal
angles on its same side with the chords.
8. In the given figure, O is the centre of the circle. Find the values of x, y, z.
9. If two intersecting chords of a circle make equal angles with the diameter passing through
their point of intersection, then prove that the chords are equal.
10. In the given figure, O is the centre of the circle. Find BAO, AOB, BOD,ODB,
if AOC = 1300 and OCD = 300.
11. In the figure, if O is the centre of the circle and AOC=1100, find CBD
12. In the given figure, ABC is the inscribed in a circle, with centre O, such that AB = AC and
BEC = 1000. Find the values of x and y.
13. ABCD is a cyclic quadrilateral whose diagonals AC and BD intersect at the point E. If
DBC = 700 and BAC =300, then find BCD. Further, if AB = BC, find ECD.
14. In the given figure ABCD is a cyclic quadrilateral in which AB DC. If BAD =1050,
find (i) BCD (ii) ADC (iii) ABC
15. If two circles intersect at two points, prove that their centres lie on the perpendicular bisector
of the common chord.
Projects
Angle subtended by an arc at the centre of a circle
Objective : To verify that the angle subtended by an arc at the centre of a circle is twice the angle
subtended bythe same arc at any other point on the remaining part of the circle, using the method of
paper cutting,pasting and folding.
Materials Required : White sheets of paper, tracing paper, a pair of scissors, gluestick, colour
pencils, geometry box, etc.
Procedure :
1. On a white sheet of paper, draw a circle of any convenient radius with centre O.
2. Mark two points A andB on the boundary of the circle to get arc AB. Colour the minor arc
AB green.
3. Take any point P on the remaining part of the circle. Join OA, OB, PA and PB.
4. Make two replicas of APB using tracing paper. Shade the angles using different colours
5. Paste the two replicas of APB adjacent to each other on AOB as shown in the figure
Observations :
1. In figure 2, AOB is the angle subtended by arc AB at the centre and APB is the angle
subtended by arcAB on the remaining part of the circle.
2. In figure 3, each angle is a replica of APB.
3. In figure 4, we see that the two replicas of APB completely cover the angle AOB.
So, AOB = 2APB
Practicals
1. Angles in the same segment of a circle
Objective : To verify that the angles in the same segment of a circle are equal, using the method
of paper cutting, pasting and folding.
Materials Required : White sheets of paper, tracing paper, a pair of scissors, gluestick, colour
pencils, geometry box, etc.
Procedure :
1. On a white sheet of paper, draw a circle of any convenient radius. Draw a chord AB of the
circle.
2. Take any three points P, Q and R on the major arc AB of the circle. Join A to P, B to P, A to
Q, B to Q, A to R and B to R.
3. On a tracing paper, trace each of the angles APB, AQB and ARB. Shade the traced copies
using different colours.
4. Place the three cut outs one over the other such that the vertices P, Q and R coincide and PA,
QA and RA fall along the same direction.
Observations :
1. In figure 2, APB, AQB and ARB are the angles in the same major segment AB.
2. In figure 4, we see that APB, AQB and ARB coincide. So, APB = AQB = ARB
Conclusion : From the above activity, it is verified that the angles in the same segment of a
circle are equal.
Repeat the above activity by taking three circles of different radii.
Procedure :
1
2
(Fig.1)
Colour the quadrilateral PQRS as shown in the figure and cut it into four parts such that
each part contains one angle, ie, P, Q, R and S.
(Fig.2)
4
On a white sheet of paper, paste P and R adjacent to each other. Similarly, paste Q
and S adjacent to each other.
(Fig.3)
Repeat step 1. Extend PQ to PT to form an exterior angle RQT. Shade RQT.
(Fig.4)
Trace PSR on a tracing paper and colour it.
(Fig.5)
Paste the traced copy of PSR on RQT such that S falls at Q and SP falls along QT.
(Fig.6)
Observations :
1. In figure 2, P, Q, R and S are the four angles of the cyclic quadrilateral PQRS.
2. In figure 3(a), we see that R and P form a straight angle and in figure 3(b), Q and S form a
straightangle. So, P + R = 180 and Q + S = 180.
Hence, the sum of either pair of opposite angles of a cyclic quadrilateral is 180.
3. In figure 5, PSR is the angle opposite to the exterior angle RQT.
4. In figure 6, we see that PSR completely covers TQR.
Hence, in a cyclic quadrilateral the exterior angle is equal to the interior opposite angle.
Conclusion :
From the above activity, it is verified that
(a) The sum of either pair of opposite angles of a cyclic quadrilateral is 180.
(b) In a cyclic quadrilateral, the exterior angle is equal to the interior opposite angle.
MORE ACTIVITIES:
1. To verify that angle in a semicircle is a right angle
2. To verify that the angle in a major segment is acute.
3. To verify that the angle in a minor segment is obtuse.
4. To verify that one and only one circle can pass through 3 non- collinear points.
5. To verify that equal chords are equidistant from the centre.
Circle
Web Links:
http://in.ixl.com/math/class-ix
http://www.onlinemathlearning.com/math-worksheets.html#Geometry
http://www.onlinemathlearning.com/geometry-help.html#Circles
http://www.mathsisfun.com/geometry/circle-theorems.html
http://www.mathcaptain.com/geometry/circle.html#
http://www.mathopenref.com/circle.html
https://www.youtube.com/watch?v=rriyMs3Fh_M
https://www.youtube.com/watch?v=12E3WmAxUGQ
https://librarykvpattom.wordpress.com/category/downloads/
CHAPTER: 11
CONSTRUCTIONS
EXPECTED LEARNING OUTCOMES
1. Acquire the knowledge of basic requisites like perpendicular bisector,angle bisector and
angles of different measures.
2. Develop skill to construct a triangle with given conditions.
3. Learn the technique of constructing triangles of different types like when
i) when the sum of two sides is given
ii) when the difference of two sides is given.
iii) when the perimeter of the triangle is given.
CONCEPT MAP
.~construction vue.vue
1. Construct an angle of 90 at the initial point of a given ray and justify the construction
2.Construct an angle of 450 at the initial point of a given ray and justify the construction.
3. Construct the angles of the following measurements:(i) 30 (ii)150
4.. Construct a square of side 3.6 cm.
LEVEL-2
1. Construct a triangle ABC, in which B = 60, C = 45 and AB + BC + CA = 11 cm.
2. Construct a triangle ABC in which BC = 7cm, B = 75 and AB + AC = 13 cm.
3. Construct a triangle ABC in which BC = 8cm, B = 45 and AB AC = 3.5 cm.
4.Construct a triangle PQR in which QR = 6cm, Q = 60 and PR PQ = 2cm.
5. Construct a triangle XYZ in which Y = 30, Z = 90 and XY + YZ + ZX = 11 cm.
6.Construct a right triangle whose base is 12cm and sum of its hypotenuse and otherside is 18 cm.
LEVEL -3
1. Construct a ABC in which B = 30 andC = 90 and the perimeter of the triangle is11 cm.
2. Construct a triangle ABC such thatAB = BC = 6 cm and median AD = 4 cm.
3. Construct a triangle PQR with base PQ = 8.4 cm,P = 45 and PR QR = 2.8 cm
4. Construct a triangle PQR in which PQ = 5 cm,P = 60 and PR + RQ = 9 cm.
ERROR ANALYSIS
SLNO
1.
COMMON ERRORS
Construction of angles like
ithout using protractor
2.
REMEDIATION
Give more practice for construction of angles
like
and clubbing them to
get
.
Practice them to identify the type of the
triangle given after drawing a rough figure.
QUESTION BANK
1. Construct an equilateral triangle if its altitude is 4 cm. Give justification of your construction.
2. Construct a triangle ABC in which A = 45, B = 120 and AB + BC + AC = 10.4 cm.
3. Construct a right triangle in which one side is 3.5 cm and sum of other side and hypotenuse is5.5
cm.
4.. Construct an equilateral triangle, given its one side 5 cm.
5.
Y = 90, Z = 30 and perimeter is 13 cm.
6. Construct a right triangle whose base is 6 cm andthe difference of its hypotenuse and the
other side is 8 cm.
7.
B = 60, C = 45and AB + BC + CA = 10 cm8. Construct a
triangle PQR in which PQ = 5 cm,P = 60 and PR + RQ = 9 cm.
8. Construct a right triangle whose base is 12 cm and sum of its hypotenuse and other side is 18 cm.
9.. Construct a triangle PQR with base PQ = 8.4 cm,P = 45 and PR QR = 2.8 cm.
10. Construct a triangle ABC in which B = 60,C = 45 and the perimeter of the triangle is11 cm.
11. Construct a right angled triangle PQR right angled at Q where base QR is 4 cm and the sum
of otherside and hypotenuse is 8 cm.
12. With the help of ruler and compass, draw an angle of 75 and bisect it. Write its steps of
construction also.
13. Construct a triangle PQR in which Q = 60, R = 30 and its perimeter is 12.5 cm
14. Construct a triangle ABC in which BC = 5 cm B = 45 and AB AC = 2.8 cm.
15.
B = 30 and AB AC = 3 cm.
16.
B = 60
17. Construct a triangle ABC, given that perimeter is 12.5 cm, B = 60 and C = 75.
18. Construct a rhombus whose diagonals are 4 cmand 6 cm in lengths.
19. Construct a triangle ABC such that AB = BC = 6 cm and median AD = 4 cm.
20. Construct a triangle with perimeter 10 cm and base angles 60 and 45.
21. Construct a triangle ABC in which BC = 7.5 cm, B = 45 and AC AB = 2.5 cm
22.
B = 30 andC = 90 and the perimeter of the triangle is11 cm.
2.Construct a right angled triangle PQR right angled at Q where base QR is 4 cm and the sum of
other side and hypotenuse is 8 cm.
3.With the help of ruler and compass, draw an angle of 75 and bisect it. Write its steps of
construction
4. Construct a right triangle whose base is 12 cm and sum of its hypotenuse and other side is 18 cm.
Practicals
1. Make a triangle whose perimeter and two base angles are given. (Use paper folding)
2. Find the centre of a circle using a 306090 set square.
3. Using ruler and compass only, find the centre of a circle.
4. A part of a circle (an arc) is given. Using ruler and compasses, find the centre of the circle
whose part is the given arc.
5. By paper folding locate the centroid,orthocentre ,incentre ,circumcentre of a triangle.
6. Verify Angle sum property of a triangle
Background- Euclid
Euclidian Geometry was
developed by a Roman citizen
namGeometric Construction
Euclid.
Euclid lived from approx. 330 to
260bc and wrote a 13 volume
book called Elements which
illustrated all the concepts used
in Geometric Construction
Individual link is given against each question of all the chapters of geometric
construction inclasses VI to XNCERT Text book
CLICK TO OPEN
USER GUIDE IN PDF
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EXERCISE
Question
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11.1
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11.1
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11.1
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11.1
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11.1
11.2
11.2
11.2
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11.2
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ADVANTAGES OF ROBOCOMPASS
understanding
RESTRICTIONS IN ROBOCOMPASS
S.NO.
RESOURCE PARTICULARS
ROBOCOMPASS HANDOUT
ROBOCOMPASS COMMANDS
Web Links:
www.mathsisfun.com
www.youtube.com/watch?v=7JstFmEXl6U
CHAPTER: 13
CONCEPT MAP
LEVEL-2
1. The dimensions of a cuboid are in the ratio 3 : 4 : 5 and its total surface area is 3384 cm2. Find the
dimensions of the solid. [Ans :18 cm, 24 cm and 30 cm]
2. The length, breadth and height of a room are 5 m, 4 m and 3 m respectively. Find the cost of
painting the walls of the room and the ceiling at the rate of Rs 50 per m2 [Ans: 74 m2]
3. The diameter of a roller, 120 cm long is 84 cm. It takes 500 complete revolutions to level a
playground. Find the cost of leveling it at the rate of Rs 25 per sq metre. [Ans: Rs 39,600]
4. The inner diameter of a circular well is 10 m. It is 12 m deep. Find the cost of plastering the
curved surface at the rate of Rs 60 per m2. (Use = 3.14 approx) [ Ans: Rs 22,608]
5. The height of a conical tent is 7 m and the radius of its base is 24 m. What lengths of
cloth of width 100 cm is needed to make the tent? [ Ans: 1885.7 m]
6. A corn cob, shaped like cone has the radius of the base as 2.1 cm and height as 20 cm.
If each 1 sq cm of the surface of cob carries an average of 4 grains, find how many grains you
would find in the entire cob? [ Ans: 531]
7. The side of a cube is 8 cm. If it is cut into smaller cubes of side 2 cm, then find the number of
such cubes. [ Ans: 64]
8. The diameter of a garden roller is 1.4m and it is 2m long. How much area will it level in 5
revolutions ? [ Ans ; 44 m2]
9. A hollow cylinder pipe has inner circumference 44 dm and outer 45 dm. Find the cost of painting
it from both sides at Rs 10 per m2 if its length is 3.5m. [ Rs 62.30]
10. The external and internal diameters of a hollow hemispherical vessel are 12 cm and 10 cm
respectively. The cost of painting is Rs 2 per cm2. Find the cost of painting the vessel all over. [
Ans:Rs 835.26]
LEVEL -3
1. A rectangular sheet of paper 44cm 18 cm is rolled along its length and a cylinder is formed.
Find the volume of the cylinder. ( use = 22/7) [ Ans: 2772 cm2]
2. A reservoir is is in the form of a cuboid .Its length is 20 m. If 18 kl of water is used from the
reservoir, the water level goes down by 15 cm. Find the width of the reservoir. [ Ans: 6m]
3. Sumit has built a cubical water tank with lid for his house, with each outer edge 1.5 m long. He
gets the outer surface of the tank excluding the base covered with square tiles of side 25 cm. Find
how much he would spend for the tiles, if the cost of tiles is Rs 360 per dozen [Ans:Rs 5400]
4. The height of a conical tent is 7 m and the radius of its base is 24 m. What lengths of of width 100
cm is needed to make the tent? [ Ans: 1885.7 m]
5. A school provides milk to the students daily in cylindrical glasses of diameter 7 cm. If the glass
is filled with milk upto a height of 12 cm, find how many litres of milk is needed to serve 1600
students.[Use = 22/7]
6. How many metres of cloth 5 m wide will be required to make a conical tent if the radius
of the base and height are 3.5 m and 12 m respectively
7. Find (i) the lateral or curved surface area of a closed cylindrical petrol storage tank that is 4.2 m
in diameter and 4.5 m high. (ii) how much steel was actually used, if 1/12 of the steel actually
used was wasted in making the tank [ Ans: 95.04 m2]
8. The volume of a sphere is equal to two-thirds of the volume of a cylinder whose height and
diameter are equal to the diameter of the sphere. Is this statement true ? Justify your answer.
9. Water in a rectangular reservoir having base 80 m 60 m is 6.5 m deep. In what time can the
water be emptied by a pipe of which the cross section is a square of side 20 cm, if the water runs
through the pipe at the rate of 15 km/h? [ Ans: 52 hours]
NON-ROUTINE QUESTIONS:
1. The diameter of a solid metallic right circular cylinder is equal to its height. After cutting out the
largest possible solid sphere S from the cylinder, the remaining material is recast into the form of
a solid sphere S1. What is the ratio of the radii of the sphere S to that of S1 ?
[ Ans: 21/3 : 1]
2. A right circular cylinder and a right circular cone have equal volumes but the lateral surface area
of the right circular cone is 15/8 times the lateral surface area of the right circular cylinder. What
is the ratio of radius to height of the cylinder ? [ Ans : 9: 4]
3. Three equal cubes are placed adjacently in a row. Find the ratio of Total Surface Area of the new
cuboid to that of the sum of the surface area of the three cubes. [ Ans : 7:9]
4. A cuboid is cut into two cubes of equal volume. Find the ratio of the Total Surface Area of the
given cube to that of the cuboid. [ Ans: 3:2]
5. If h, S and V are thee height, Curved Surface Area and Volume of a cone respectively, then find
the value of 3Vh3 s2h2 + 9v2
[ Ans : 0 ]
ERROR ANALYSIS:
Sl. No
1
ERRORS
Taking the height of a cone as its
slant height while solving problems
related to curved surface area of a
cone.
REMEDIATION
Explain clearly the difference between the height (h) and
slant height (l) with the help of a model of a cone and
drill the numerical sums using the relation
QUESTION BANK
1. The length of a cinema hall is 20 m and its width is 16 m. The sum of the areas of its floor and
flat roof is equal to the surface area of its four walls. Find the volume and height of the hall.
2. The length, breadth and height of a rectangular box are as 1 : 2 : 3. Find the volume of the box,
when its surface area is 1078 sq m.
3. The volumes of two spheres are in the ratio of 64 : 27. Find their radii if the sum of their radii is
21 cm.
4. A solid cube of side 12 cm is cut into eight solid cubes of equal volumes. What will be the side of
the new cube ? Also, find the ratio between their surface areas.
5. A hemispherical shaped container has curved surface area of 2772 cm2. Find the capacity
of container.
6. If the diameter of a sphere and the side of a cube are equal, then what is the the ratio of
volume of the cube to that of the sphere ?
7. The radii of two cylinders are in the ratio of 2 : 3 and their heights are in the ratio of 5 : 3. Find
the ratio of their volumes.
8. The ratio of radii of two right circular cylinders is 1 : 3 and the heights are in the ratio
2 : 3. Find the ratio of their volumes
9. A rectangular metallic sheet has dimensions 48 cm 36 cm. From each of its corners, a square of
side 8 cm is cut off and an open box is made from the remaining sheet, find the volume of the
box.
10. Find the volume of the largest right circular cone that can be cut out from a cube whose edge is
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
14 cm
A bag of grain contains 2.8 m3 of grain. How many bags of grain are needed to fill a right
circular cylindrical drum of radius 4.2 m and height 5 m ?
A well with 10 m inside diameter is dug 14 m deep. Earth taken out of it is spread all around it to
a width of 5 m to form an embankment. Find the height of the embankment
The dimensions of a rectangular box are in the ratio 2 : 3 : 4 and difference between the cost of
covering it with sheet of paper at the rate of Rs. 4 and Rs. 4.50 per m2 is Rs. 416. Find the
dimensions of the box.
The inner diameter of a cylindrical wooden pipe is 24 cm and its external diameter is 28 cm. The
length of the pipe is 35 cm. Find the mass of the pipe, if 1 cm3 of wood has a mass of 0.6 g.
The height of a right circular cylinder is 15 cm. Its curved surface area is 660 cm2. Find the
radius of its base.
The circumference of the base of a cylindrical vessel is 132 cm and its height is 25 cm.
How many litres of water it can hold ?
The floor of a rectangular hall has a perimeter of 250 m and its length and breadth are in the ratio
of 13 : 12. If the cost of painting the four walls and ceiling at the rate of Rs. 5 per m2 is Rs.
27000, find the height of the hall.
Find the volume of a sphere whose surface area is 154 cm2. Also, find the cost of polishing
its surface @ Rs. 5 per cm2.
The radius and height of a right circular cone are in the ratio of 5:12 and its volume is 2512
cm3. Find the slant height and radius of base of cone. (Take = 3.14)
Find the area of the metal sheet required to make two closed hollow cones each of height 24 cm
and slant height 25 cm.
A hemispherical dome of a stupa needs to be painted. If the circumference of the base of the
dome is 17.6 m, find the cost of painting it, given that the cost of painting is Rs. 100 per sq.
metre. ( use = 22/7)
A woman has a piece of canvas whose area is 551 sq. m. She uses it to have a conical tent made,
with a base radius of 7 m. Assuming that all the stitching margins and the wastage incurred while
cuttings, amounts to approximately 1 sq. m, find the volume of the tent that can be made with it.
The surface area of a sphere of radius 5 cm is five times the curved surface area of a cone of
radius 4 cm. Find the height of the cone.
Ten cylindrical pillars of a building have to be painted. If the diameter of each pillar is
50 cm and height 3.5 m, find the total area (in m2) to be painted and the cost of painting 10
pillars at the rate of Rs. 20 per m2. ( use = 22/7)
A wall of length 10 m was to be built across an open ground. The height of the wall is 9 m and
thickness of the wall is 36 cm. If this wall is to be built up with bricks whose dimensions are 36
cm 15 cm 9 cm, how many bricks would be required to build three fourth of this wall ?
Projects
SURFACE AREA OF A CONE
Objective : To form cube, cuboids using flat cut outs and to obtain formulae for their
total surface areas.
Materials Required : Some thick sheets of graph paper with dimensions 30 cm 20 cm,
sellotape, geometry box, a pair of scissors, etc
Procedure:
1. Draw a circle of radius 7 cm and from it cut out a quadrant of the circle as shown in
the figure.
2. Fold the quadrant (sector) of the circle so that the ends of the arc meet. It gives a
hollow cone without base as shown in the figure
3. Place the cone obtained above over a white sheet of paper and draw the outline of its
base. The outline is a circle. Cut out the circle and using cellotape, paste it at the base
of the hollow cone to get a closed conical shape.
Observations :
1. The length of the arc of the quadrant (sector) of the circle is equal to the
circumference of the
base (circle) of the cone.
2 . The area of the quadrant (sector) of the circle is equal to the curved surface area
of the cone.
Computation of Surface Area:
The length of arc AB = Circumference of the base of the cone
The total surface area of a cone of base radius r and slant height l = (rl + r2)
= r(l + r)
Practicals
CUBES AND CUBOIDS
Objective : To form cube, cuboids using flat cut outs and to obtain formulae for their total surface areas.
Materials Required : Some thick sheets of graph paper with dimensions 30 cm 20 cm, cello tape,
geometry box, a pair of scissors, etc
Project Overview : The world around us is made up of geometric shapes. Some of the objects have
shapes like cube, cuboid, cylinder, cone, sphere and pyramid. These are called solids or 3-dimensional
shapes. It is easy to make a solid shape from a piece of card by first drawing a net of the faces of the solid.
The net is made up of different plane shapes (rectangles, squares, triangles, circles). When the net is cut
out and the faces of the net folded along the edges, then a solid is formed.
Procedure :
2. Cut out the net and fold it along the edges to get a box (cube) of edge 4 cm as shown in the figure.
4. Cut out the net and fold it along the edges to get a box (cuboid) as shown in the figure.
Observations :
1. The cubical box has six square faces. The length of the side of each square is 4 cm.
2. The cuboid has six rectangular faces.
Two faces are of dimensions 5 cm 3 cm
Two faces are of dimensions 3 cm 2 cm
And two faces are of dimensions 5 cm 2 cm.
Computation :
For Cube [Figs. 1 and 2]
The area of ABMN = 42 cm2
The area of all the faces = (6 42) cm2
Thus, the total surface area of the cube = (6 42) cm2
If a be the length of one edge of any cube, then the area of its one face = a2
The area of 6 faces = 6a2
The total surface area of a cube of edge a = 6a2
For Cuboid [Figs. 3 and 4]
The area of CFKN = 5 3 cm2.
The area of CFKN and GHIJ = 2 (5 3) cm2
Similarly, the area of LMNK and CDEF = 2 (3 2) cm2
And, the area of ABCN and FGJK = 2 (2 5) cm2
Thus, the total surface area of the cuboid = area of CFKN and GHIJ + area of LMNK and
CDEF + area of ABCN and FGJK = [2 (5 3) + 2 (3 2) + 2 (2 5)] cm2
= 2[(5 3) + (3 2) + (2 5)] cm2
CONCLUSION:
Thus, if l, b and h be the length, breadth and height of any cuboid, then
the total surface area of the cuboid = 2(lb + bh + hl).
MORE ACTIVITIES:
1. To make a model of a cylinder by cutting and pasting activity and to obtain the formula for
curved surface area and total surface area.
2. To find the formula for the volume of a right circular cone by transforming a solid model of a
cylinder into a cuboid by dividing it into 8 sectorial sections.
3. To find the lateral surface area of a cone by paper cutting method.
4. To demonstrate the fact : If a cylinder and a cone have the same base radius and equal height,
then the volume of the cone is 1/3 of the volr.ume of the cylinder
SOLIDS
Web Links:
http://in.ixl.com/math/class-ix
http://www.onlinemathlearning.com/math-worksheets.html#Geometry
http://www.mathsisfun.com/geometry/solid-geometry.html
http://www.icoachmath.com/topics/circular_cone_volume.html
http://www.icoachmath.com/topics/cylinder_right_volume.html
http://www.mathcaptain.com/geometry/volumes.html#
http://www.helpingwithmath.com/by_subject/geometry/geo_volume.htm
https://www.youtube.com/watch?v=xwPiA0COi8k
https://www.youtube.com/watch?v=0ZACAU4SGyM
http://schools.aglasem.com/1743
CHAPTER: 14
STATISTICS
EXPECTED LEARNING OUTCOMES
1. Familiarize the meaning of the term Statistics and the need of collection of data, survey and
Statistical analysis.
2. Develop the skill of representing data graphically as Bar Graph, Histogram of uniform width,
Histogram of varying width, Frequency Polygon.
3. Learn to find the measures of Central Tendency- Mean, Median and Mode and apply the
knowledge for solving related problems.
4. Develop skill to apply in various daily life situations.
CONCEPT MAP
.~STATISTICS.vue
POLITICAL
PARTY
A
B
C
D
E
F
SEATS WON
75
55
34
29
10
37
(i)
Draw a bar graph to represent the polling results.
(ii)
Which political party won the maximum number of seats ?
4. If the mean of the following data is 20.2, find the value of p.
x
10
15
20
25
30
f
6
8
10
6
p
5. The mean height of 6 girls is 148 cm. If the individual heights of five of them are 142 cm,
154cm, 146 cm, 145 cm and 150 cm, then find the height of the sixth girl. [ Ans: 151
cm]
LEVEL -3
1. The heights of 50 students, measured to the centimetres, have been found to be asfollows:
135, 162, 73, 151, 176, 165, 162, 145, 171, 172,
157, 161, 172, 158, 163, 175, 148, 173, 163, 159,
160, 162, 172, 175, 176, 168, 167, 170, 172, 173,
165, 151, 149, 169, 173, 138, 156, 148, 159, 166,
176, 151, 139, 146, 164, 173, 141, 142, 150, 159.
Represent the data given above by a grouped frequency distribution table, taking class intervals
as 160 165, 165 170 etc.
2. The water tax bill of 30 houses in a locality are given below:
144,184,130,195,132,134,196,114,212,174,188,210,202,145,175,
154,174,178,166,146,135,115,120,114,140,188,176,166,210,208.
Construct a frequency distribution table with class size 10.
3. Find the mean salary of 20 workers of a factory from the table.
Frequency
21
22
50
110
87
51
18
23
5. The runs scored by two teams A and B in 7 overs in a cricket match are given.
Represent the data of both the teams on the same graph by frequency polygon.
Non-routine questions
1. The following table gives the distribution of students of two sections according to the marks
obtained by them.
Section A
Section B
Marks
Frequency
Marks
Frequency
0-10
3
0-10
5
10-20
9
10-20
19
20-30
17
20-30
15
30-40
12
30-40
10
40-50
9
40-50
1
2. The frequency distribution has been represented graphically as follows:
Marks
0 - 20 20 40
40 60
60 100
No. of Students
10
15
20
25
Do you think this representation is correct and why? If not correct draw the correct histogram by
modifying the table.
3. A class consists of 50 students out of which 30 are girls. The mean of marks scored by girls in a
test is 73 (out of 100) ,and that of boys is 71. Determine the mean score of the whole class.
[ Ans:72.2]
4. The mean of 25 observations is 36. Out of these if the mean of first 13 observations is 32 and
that of last 13 observations is 40. Then find the 13th observation. [ Ans: 36]
5. The mean of 16 items was found to be 30. On rechecking, it was found that two items were
wrongly taken as 22 and 18 instead of 32 and 28 respectively. Find the correct mean.
[Ans: 31.25]
VALUE BASED QUESTIONS
1. 25 plants were planted in each 25 schools during Van Mahotsava, such as
16
20 23 10 6
10
12 7
9
15
15
22 11 13 21
17
9
4
10 12
20
15 18 18 22
(i)
Prepare a frequency distribution table of the above data using class intervals 0 5 etc.
(ii)
Which value is represented by this activity ?
2. The following bar graph represents the budget allocation by government of NCT of Delhi under
Ladli scheme. ( horizontal axis shows rupees in million)
This scheme started in January 2008. Read the above bar graph and answer the following
questions:
(i)
In which year the budget is minimum?
(ii)
In which year the budget is maximum?
(iii)
Which value is depicted from the above data?
3. The enrolment of a school during six consecutive years are as follows:
Year
2000
2001
2002
2003
2004
2005
Enrolment 1620
2060
2540
3250
3500
3710
(i)
Find the mean of the enrollment of the school for this period.
(ii)
Draw a bar graph of the above data.
(iii)
Which value is represented by this data ?
[ 2780, awareness of people towards education]
4. The following table shows the interest paid by India ( in thousand crore rupees) on external debts
during the period 1998-99 to 2002-03
Year
Interest( in thousand crore
rupees)
(i)
(ii)
1998- 199999
2000
70
84
2000-01
2001-02
2002-03
98
106
120
5. The following data represents the case of whooping cough in India during the following years.
Year
2005-06
2006-07
2007-08
Cases
470
50
30
(i)
Draw frequency polygon of the above data.
(ii)
Which value is represented by this data ?
2008-09
60
2009-10
26
ERROR ANALYSIS
Sl. No
ERRORS
1
Mistake in identifying the class in
which a particular observation is
included .
2
Mistake in identifying Class mark
and class intervals
3
REMEDIATION
Specify the rule that, in a class interval 10 20, 20- 30, 30
40 etc, an observation 20 is to be included in the class 20
30 but not in 10 20.
Make the children thorough with the basic terms in
statistics like class interval, frequency, class mark, class
size etc.
Sufficient explanation and individual attention in the class
room are required in such cases.- Represent along the xaxis the class boundaries and along the y-axis the class
frequencies using a suitable scale.
It is to be stressed that in a histogram the areas of the
rectangles are proportional to the corresponding
frequencies. So in the case of unequal class intervals,
frequency of each class interval is to be adjusted as
QUESTION BANK
1. Find the mode of the observations 17, 23, 25, 18, 17, 23, 19, 23, 17, 26, 23. If 4 is subtracted
from each observation, what will be the mode of the new observations.
2. A cricketer has a mean score of 58 runs in nine innings. Find out how many runs are to be scored
in the tenth innings to raise his mean score to 61.
3. Find the Mean, Median, Mode of the following data:
41, 39, 48, 52, 41, 48, 36, 41, 37, 35
4. The distance (in km.) covered by 30 cars in 2 hrs. are given below.
125, 107, 120, 90, 84, 100, 56, 140, 93, 149, 73, 68, 88, 135, 115,
120, 90, 120, 136, 144, 104, 135, 60, 79, 83, 100, 76, 91, 89, 120.
Form a frequency distribution table (with tally marks), one of the intervals being 100-120. (120
not included)
5. Draw
histogram
and
frequency
polygon
for
the
following
data
6. The mean of 5 observations was calculated as 145, but it was later on detected that one
observation was misread as 45 in place of 25. Find the correct mean of the observations.
7. The following observations have been arranged in ascending order. If the median of the data is
63, find the value of x. 29, 32, 48, 50, x, x+2, 72, 78, 84, 95.
8. Find the mode of the following data : 1, 3, 5, 7, 3, 5, 4, 7, 2, 6, 7, 12, 10, 11, 3, 7, 8 6, 7, 7, 4, 2,
11, 7, 15
9. Find the mode of the following data : 9, 5, 7, 9, 8, 6, 9, 7, 8, 9, 6, 5, 4, 8, 9, 4, 9. If the two
observations with value 5 are both replaced by 8, what is the new mode ?
10. In a city, the weekly observations made on cost of living index are given in the table below :
Draw a histogram and a frequency polygon for the above data on the same graph paper.
11. The mean of 20 observations is 50. If the observation 50 is replaced by 140, what will be the new
mean of the observations
12. The mean age of 10 students of a class is 15 years, A student of age 14 years leaves the classand
in his place age of their teacher is counted. This increased the mean age of group to 16years. Find
the age of the teacher.
13. Given below is the frequency distribution of salary (in Rs) of 100 workers in a factory :
15. The runs scored by two teams A and B on the first 74 balls in a cricket match are given below.
Construct the frequency polygon for both teams on the same graph.
Projects
1.COLLECTION AND TABULATION OF DATA(STATISTIVAL SURVEY)
Objective : Survey of the family members of students in a class.
Project Overview : A survey of the family members of class IX students of St. Marys Public School
was conducted in the month of July 2014. The aim of the survey was to find out the types of students with
regard to the number of family members in their families. Such survey has not been conducted so far in
this school. The school is situated in an industrial area. Large factories are situated near the school. Some
government offices are also situated near the school. Most of the students live in the flats provided to their
parents by the factory authorities. This survey is expected to give us a picture of optimum level of tution
fees, transport facility, items to be sold in the school canteen, extra coaching classes and other such things
connected to the school curriculum. Such surveys may be helpful in getting an overall view of the type of
facilities required at such schools.
Procedure :
The data of the survey was collected by directly asking each student of the class with the help of the class
teacher Mr. Raghavendra . The students were asked to raise their hands according to the number of family
members in their family. Following categories were considered as the members of the family.
(i) Actual relatives living in their house.
(ii) Other members like paying guests, servants etc.
(iii) Brothers, sisters and other relatives who lived in their house during vacation.
Data obtained were recorded as below.
No.of
2
3
4
5
6
7
8
9
Members
No.of
2
4
7
16
21
12
3
1
Families
Calculation of Mean:
No.of members
in the family
(x)
2
3
4
5
6
7
8
9
Total
Mean =
No. of
Families
(f)
2
4
7
16
21
12
3
1
66
fx
4
12
28
80
124
84
24
9
367
= 5.56 6
Observations :
From the bar graph, we observed that
(i)
(ii)
(iii)
Practicals
TABULATION OF DATA
Objective : (i) Collection, tabulation of data obtained by an activity.
(ii) Representing the information diagrammatically.
Materials Required : Chart paper 50 cm 50 cm, Geometry box, Meter ruler, 10 counters of
diameter 2 cm approx, graph sheets.
Procedure :
1.
On chart paper, draw horizontal and vertical lines to give squares of 5 cm 5 cm.
Using sketch pen, write numbers from 1 to 100 as shown in figure 1.
2.
counter. For example, in figure 1 the counter marked I in the diagram should be taken as on
the number 87, while the counter H should be taken as on the number 79.
(ii) If a counter falls almost half on two squares, do not record it and drop the counter again. For
example, the counter marked J in figure 1.
(iii)
If a counter falls on the boundary of more than two squares, reject it and drop it again.
For example, counters marked A, B and C.
(iv)If a counter falls outside the chart reject it and drop it again
6. Repeat the process ten times.
7. Complete the frequency table.
8. Draw a histogram to represent the data obtained, in table 1 (see figure 2.)
9. Mark the mid-point of the respective tops of the rectangles in the histogram and join them
using a ruler. To complete the polygon, join the mid-points of two classes (called
imaginary classes) one at each end. See figure 2.
10. Find the class mark of each class in Table 1. On a graph sheet, represent class marks on
the x-axis and frequencies on the y-axis. Plot the corresponding points and complete the
polygon (see figure 3).
(Here we take class 010 to denote greater than 0 and less than or equal to 10, 10 20 to denote
greater than 10 and less than or equal to 20 and so on).
Observations :
1. In figure 2 the rectangle in the histogram are of equal width since the class size is 10 for all the
classes.
2. If both a histogram and frequency polygon are to be drawn representing the same data, we use
diagram as shown in figure 2.
3. If only the frequency polygon is to be drawn, we need not draw a histogram and directly draw a
STATISTICS
Web Links:
http://in.ixl.com/math/class-ix
http://www.onlinemathlearning.com/math-worksheets.html#Statistics
http://www.onlinemathlearning.com/statistics.html
http://www.mathsisfun.com/data/index.html
http://www.mathcaptain.com/statistics/central-tendency.html#
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http://www.cbseguess.com/papers/sample_papers/ix/2015/mathematics.php
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http://schools.aglasem.com/1690
http://www.jagranjosh.com/articles/cbse-class-9-important-questions-preparation-tips-mathematics1405495695-1
CHAPTER: 15
PROBABILITY
EXPECTED LEARNING OUTCOMES
i)
ii)
iii)
iv)
v)
CONCEPT MAP
New Map.vue
Frequency
9
4
5
6
1
0
475
814
211
3 heads
2 heads
1 head
No head
Frequency
23
72
77
28
If the three coins are simultaneously tossed again, compute the probability of 2 heads coming up.
6. To know the opinion of the students about the subject statistics, a survey of 200 students was
conducted. The data is recorded in the following table.
Opinion
Number of students
like
135
dislike
65
Number of students
AB
12
Total
30
The above frequency distribution table represents the blood groups of 30 students of a class.
Use this table to determine the probability that a student of this class, selected at random,
has blood group AB.
8. On a day the number of vehicles passing through a place is given below. Find the probability
that it is not a four wheeler.
Vehicle
Frequency
Two - wheeler
57
Three - wheeler
33
Four - wheeler
30
9. In a group of 70 persons, there are 15 boys, 20 girls and rest women. Determine the probability
that a person selected is a woman.
10. In a box , there are 9 red , 8 white and 3 black balls. One ball is taken out at random.
determine the probability that it is
a) white
b) not red.
LEVEL- 2
1. The distance (in km) of 40 engineers from their residence to their place of work were found as
follows.
5
10
20
25
11
13
12
31
19
10
12
17
18
11
32
17
16
12
15
18
12
14
15
15
12
Above 2
10
160
25
7000 10000
305
27
10000 13000
535
29
13000 16000
469
59
25
16000 or more
579
82
88
Suppose a family is chosen, find the probability that the family chosen is
(i) earning Rs 10000 13000 per month and owning exactly 2 vehicles.
(ii) earning Rs 16000 or more per month and owning exactly 1 vehicle.
4. In a particular section of Class IX, 40 students were asked about the months of their birth and the
following graph was prepared for the data so obtained:
Find the probability that a student of the class was born in August.
LEVEL -31.
Concentration of SO2 (in ppm)
0.00 0.04
0.04 0.08
0.08 0.12
0.12 0.16
0.16 0.20
0.20 0.24
Total
30
The above frequency distribution table represents the concentration of sulphur dioxide in
the air in parts per million of a certain city for 30 days. Using this table, find the
probability of the concentration of sulphur dioxide in the interval 0.12 0.16 on any of
these days.
2. Adie was rolled 100 times and the number of times 6 came up was recorded. If the
probability of getting 6 is 2/5 , then how many times did 6 come up?
3. A bag contains 190 coins , of which fifty are 2 coins forty 1 coin and rest 5
coins. One coin is selected at random. Find the probability that it is a coin.
4. Cards with numbers 2 to 101 are mixed well. Then one card is taken out. Find the probability that the
number on the card is
a) a number less than 14 b) a perfect square.
5. Two dice were rolled 400 times. Each time, the sum of the two numbers was noted and is given as
under. Find the probability of getting a sum
i) 5
Frequency
14
2
32
45
62
65
60
43
36
18
5
ERROR ANALYSIS
SL NO
1
COMMON ERRORS
When a die is rolled, p( a number ,
which is not composite ) = 3/6 = 1/2
QUESTION BANK
1 A survey of 600 men, showed that only 85 of them know English. Out of them one man is
selected at random. Find the probability that the selected man does not know English
2 In an experiment, a coin is tossed 500 times. If the head turns up 280 times, then
find the probability of getting a tail
3 12 packets of salt, each marked 2 kg, actually contained the following weights (in kg) of salt :
1.980, 2.000, 2.025, 1.850, 1.990, 2.040, 1.950, 2.050, 2.060, 1.980, 2.030, 1.970
Out of these packets, one packet is chosen at random. Find the probability that the chosen
Packet contains less than 2 kg of salt
4 An organization selected 200 families and surveyed them to determine the number of girls in
the family as follows. Find the probability of a family having 1 girl
5 20 students of a class were tested to find their pulse rate. The following figures were obtained
for the number of beats per minute :70, 60, 72, 80, 74, 81, 69, 72, 75, 77, 79, 71, 69, 75, 73,
68, 75, 79, 82, 80. If a student is selected at random, find the probability that his heart beat per
minute is less than 70
6 A machine generated these 10 codes :{0A1, AAA, ABC, 2B1, 3B7, BB2, 1AC, 111, 222, 333}.
A code is drawn at random to allot an employee. Find the probability that the code has at least
two digits
7 Can the experimental probability of an event be a negative number? If not, why?
8 Can the experimental probability of an event be greater than1? If not, why?
9 Can the experimental probability of an event be zero? If not, why?
10 Two coins are tossed simultaneously. List all possible outcomes.
11 A dice is tossed 100 times and the outcomes are recorded as below :
12 Find the probability of getting (a) The number 6 (b) Even number less than 6
13 The percentage of marks obtained by a student in monthly unit test are given below
15
16
17
18
19.
Projects
Find out the historical facts about Probability and do find some applications of it in the field of
i) Sports be it basketball or football and coin is tossed and both teams have 50/50 chances of
winning it, a basketball player takes a free throw judging his past performance it can be determined if
he will make it or not.
Board Games a game spinner with four sections, there is a 25% chance of it landing in red, since
one of the 4 sections is red. Similarly the odds of rolling one die and getting an even number there is
a 50% chance since three of the six numbers on a die are even.
Life Expectancy this is based on the number of years the same groups of people have lived in the
past. These ages are used as guidelines by entities such as financial advisers to help clients prepare
for their retirement years.
Weather when planning an outdoor activity, people generally check the probability of rain.
Meteorologists also predict the weather based on the patterns of the previous year, temperatures and
natural disasters are also predicted on probability and nothing is ever stated as a surety but a
possibility and an approximation.
Practicals
1. Observe experimentally the difference between Experimental and Theoretical
Probability by tossing a coin 50 times
2. This is an experiment to find out if you can see into the future. You need to work in pairs and
you need one coin.One of you is the tosser and recorder and the other is the guesser.
i)The guesser predicts whether the coin will land head up or tail up. The tosser then tosses the
coin. When this experiment is repeated 100 times, about how many times do you expect the
guesser to predict the actual outcome.
ii)Now perform the experiment described at least 100 times and record each result as right or
wrong as appropriate. Use an observation sheet in the form of a tally chart.
iii)Compare what you expected to happen with what did happen, using appropriate diagrams as
illustrations. Comment on the likelihood of the guesser being able to predict which way the
coinwill land.
iv)State how could you make your results more reliable.
v)Suggest other experiments that you could perform to test whether someone can see into the
future.
Power Point Presentations
Prepared by:Prasanna
Web Links:
www.youtube.com/watch?v=QR_gpNR14rQ
www.youtube.com/watch?v=v_MA097cPjE
Considered the most complex of all intellectual functions, problem solving has been defined as a higherorder cognitive process that requires the modulation and control of more routine or fundamental
skills. Problem solving has two major domains: mathematical problem solving and personal problem
solving where, in the second, some difficulty or barrier is encountered. Further problem solving occurs
when moving from a given state to a desired goal state is needed for either living organisms or
an artificial intelligence system.
While problem solving accompanies the very beginning of human evolution and especially the history of
mathematics, the nature of human problem solving processes and methods has been studied
by psychologists over
the
past
hundred
years.
Methods
of
studying
problem
solving
include introspection, behaviorism, simulation, computer modeling, and experiment. Social psychologists
have recently distinguished between independent and interdependent problem-solving.
3.
If
9
13
9 17 28 33
, , ,
13 26 39 52
17
28
b.
c.
26
39
d.
d. None of these
33
52
x 15
, then the value of x is
16
8
a.700
b. 900
c.400
d.600
4. If 12 cows eat 756 kg of grass in 7 days. How much
grass will be eaten by 15 cows in 10 days ?
a.1500kg
b.1200kg
c.1350kg
d.1400kg
5. Today is Sunday, after 54 days it will be :
a.Thursday
b.Friday
c. Saturday
d.Sunday
6. Two angles of a triangle are complementary. The third
angle is :
a. 360
b. 600 c. 450
d.900
7. H. C. F. OF 960 , 1020 & 1200 is
a. 30
b. 60
c. 80
d. None of these
8. Sum of prime numbers between 60 to 80 is
a. 351
b. 278
c. 284
d. None of these
9. If the diagonal of a square is doubled, then its area will be
a.Four Times
b.Three Times
c. Same
d. None of These
10. Equivalent discount of two successive discount of 30%
and 20% is
a. 50 %
b. 10%
c. 44%
d. 56 %
11. Average of first five prime numbers is
a.5.5
b.5.6
c. 4.5
d. 6.5
12. If the sum of three consecutive numbers is 15 then the
sum of their squares is
a. 225
b. 125
c.77
d. 87
13. If 2a = 3b = 4c then a : b : c is
a. 6 : 4 : 3
b.8 : 6 : 3
c.2 : 3 : 4
d. 4 : 3 : 2
14. Ones place no. in square root of 15876 is
a. 8
b. 6
c. 4
d. 2
15. If ratio of cost price and selling price of an article is 10:11
then loss % is
a.20%
b.25%
c. 40%
d.60%
16. If radius of a circle increased by 100% then its area
increased by
a.200%
b. 400%
c. 10000%
d.300%
17. Find missing no. 178 , 169 , 150 , 121 , ?, 33
a.78
b. 80
c. 82
d. 84
18. The value of 7/11 5/11 - 3/11 is equals to :
a) -1/11
c)5/11
b) 1/11
d) -5/11
19. The probability of getting even no.after throwing a dice is :
a) 1/2
c) 2/1
b) 2
d)1
20. The supplementary angle of 1130 is :
a) -670
c) -570
0
b) 67
d)570
21. The complementary of 35 is :
a) 900
c) 1800
0
b) 150
d)550
22. The value of 1/0 is :
a) 0
c) 00
b) 1
d)none of these
23. The ratio of 40 hours to 30 hours is :
a) 30:4
c) 3:4
b) 3:40
d) none of these
24. The value of 3.25/0.5 x 0.5/3.25 is :
a) 3.25
c) 1
b) 0.5
d) 0
25. The measure of each angle in a square is :
a) 90
c) 60
b) 180
d) 120
26. Highest common factor of 12 and 48 is:
a) 6
c) 4
b) 2
d)12
27. The cost of 3 pens is Rs 105. So the cost of 10 such pens would be :
a) 135 Rs
c) 350 Rs
b) 250 Rs
d) 235 Rs
28. The value of for (x-1)(x+1) =0 is:
a) 1
c) -1
b) -1
d)none of these
29. 2y + 5/2 = 37/2 then the value of y is :
a) 9
c) 6
b) 8
d) 3/2
30. If p & q are integers and p/q is a rational number then the value of q will not be :
a) 1
c) p
b) 0
d) none of these
31. If a & b are supplementary angles and a = 45 . So the relation between a & b is :
a) a b
c) a < b
b) a > b
d) a = b
32. 2 + 3 - ( 2 + 4 ) 7 + 6 = ?
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
a. - 1
c. 1
b. 31
d.None of these
If an isosceles triangle if one angle is 700 then the value of other two angle is :
a) 500
c)800
0
b) 55
d)600
If the cost price of pen is Rs 90 and it is sold for 10% loss then its selling price is :
a) 9
c) 100
b) 81
d) 99
The value of 24-(24 +4 - 4/4) +2 is :
a) 5
c) both a & b
b) -1
d) none of these
3
If l volume of a cube is 1331cm then its side is :
a) 12cm
c) 11cm
b) 13cm
d)31cm
The smallest composite number is :
a) 1
c) 3
b) 2
d)4
The sum of first five prime number is :
a) 11
c) 30
b) 28
d) None of these
If two numbers are 100 & 56 then the product of their HCF and LCM is :
a) 100
c) 5600
b) 56
d) None of these
The number of faces in a cube is :
a) 1
c) 6
b) 2
d) 10
2
The value of (-32) is :
a) 18
c) -18
b) -6
d)6
(11 , 19) are a:
a) Prime number
c) composite number
b) Twin prime number
d) none of these
43.
44.
2
1
3
16 5 12 ?
3
3
5
2
3
a. 9
b. 10
3
5
(73)3 (53)3
?
73 73 73 53 53 53
a.126
45.
c. 11
2
5
d. None of these
b.216
c.162
d. -126
b. 729
c. 9
d. 1.732
18 72 105
?
48 315
a. 81
13
68
a.
b.
17
13
3 3
1
2 of +
=?
4 4
4
3
5
a.
b.
2
2
3 + (8 5) {(4 2) (2 )} = ?
13
46
47.
48. If
15 3.88 then
c.
c.
8
3
17
13
d.
d.
13
68
9
4
5
?
3
a. 1.293
b.1.2934
c. 1.29
d. 1.295
49. Sum of prime numbers between 60 to 80 is
a. 351
b. 278
c. 284
50.
248 52 144 ?
a.14
51.
d. None of these
b. 16
c.18
d. 24
c.2.00
d.22.00
b. 20.00
52. If x 7 4 3 then x
1
?
x
a. 3 3
b. 8 3
c.14 + 8 3
53. If the sum of three consecutive numbers is 15 then the
sum of their squares is
a. 225
b. 125
c.77
54. Ones place no. in square root of 15876 is
a. 8
b. 6
c. 4
55. If ratio of cost price and selling price of an article is 10:11
then loss % is
a.20%
b.25%
c. 40%
56. If radius of a circle increased by 100% then its area
increased by
a.200%
b. 400%
c. 10000%
57. In binary number system 16 is written as
a.10000
b. 11000
c.10101
58. Find missing no. 178 , 169 , 150 , 121 , ?, 33
a.78
b. 80
c. 82
59. If 50 % of (x-y) = 30% of (x+y) then y is what % of x
a.20%
b.25%
c. 40%
d. 14
d. 87
d. 2
d.60%
d.300%
d.11100
d. 84
d.30%
a. 1
1
49
b.
17
51
is:
1
2
3
4
c.
17
18
d.
27
29
Teachers are expected to provide a bridge between the theory and practice. The Text/Case studies are
designed to promote active participation of students requiring them to engage in active learning process
through discussion, analysis, self-reflection and critical thinking.
The teachers are expected to assign the text material received from the CBSE to the students in groups
so that they can read, and understand it through discussions, view it from different perspectives,
brainstorm main ideas in class or even do further research outside the class. The main objective of
introducing this element is to provide opportunities to students to apply theoretical concepts to a real
life scenario by encouraging active and group learning in the Class.
The teachers should guide students and provide feedback at regular intervals about their performance
during the completion of assigned activities. Since real-life cases or situations are complex and open to
different opinions, teachers must be prepared for innovative and open answers from students.
description, further explanation and further exploration of the case/ problem/ situation involved.
These Schools will be supplied with textual material in few months before the commencement of
Summative Assessment II.
A textual material may be in the form of an article, a case study, a diagram, a concept/ mind map,
a picture or a cartoon, problem/situation based on the concepts taught to be students during
second term.
It will be to the extent of 15-20 percent in all the main subjects and may also include the Value
Based Questions
The textual material will be related to chosen concepts taken from the syllabi
The Open Text based Assessment (OTBA) will have questions of higher order thinking skills and
some of which may be subjective, creative and open ended.
The textual material supplied earlier will be printed again as part of the question paper and thus
will be available while answering the questions.
The textual material will be related to chosen concepts taken from the syllabi.
The Open Text based Assessment (OTBA) will have questions of higher order thinking skills and
some of which may be subjective, creative and open ended.
The textual material supplied earlier will be printed again as part of the question paper and thus
will be available while answering the questions.
SAMPLE PAPERS
TERM-1
Section B
Question numbers 5 to 10 carry 2 marks each.
1
4. If x=3+2 6 , find the value of x +
.
x
3
5. Factorise the polynomial: 8x 27.
2 3
6. Find the value of a for which (x1) is a factor of the polynomial a x 4ax+4a1.
7. In the following figure,
A
B
C
D
if AC=BD, show that AB=CD. State the Euclids axiom used for the same.
8. What is the distance of the point (3,4) from X-axis?
BLUEPRINT(QUESTION SA1-1)
UNIT/TOPIC
NUMBER SYSTEM
ALGEBRA:
POLYNOMIALS
GEOMETRY:
EUCLIDS GEOMETRY
LINES AND ANGLES
TRIANGLES
CO-ORDINATE GEOMETRY
MENSURATION
TOTAL
1 MARK
1(1)
1 (1)
2 MARK
1(2)
2(4)
3 MARK
2(6)
2(6)
4 MARK
2(8)
3(12)
TOTAL
6(17)
8(23)
1(1)
2(4)
5(15)
4(16)
12(36)
1(1)
4(4)
1(2)
6(12)
1(3)
10(30)
1(4)
1(4)
11(44)
2(6)
3(8)
31(90)
Summative Assessment - 1
Subject : Mathematics
Time : 3 hours
Class IX
Maximum Marks : 90
General instructions:(i)
All questions are compulsory.
(ii) The question paper consists of 31 questions divided into four sections A, B, C and D.
(iii) Section A contains 4 questions of 1 mark each, which are multiple choice questions.
Section B contains 6 questions of 2 marks each. Section C contains 10 questions of
3 marks each and Section D contains 11 questions of 4 marks each.
(iv) Use of calculators is not permitted.
SECTION A
1. Find the value of a, for which x 1 is a factor of the polynomial
a2x3 4ax + 4a 12.
2. In the following figure, find the measure of DBC
D
6x
If
3 1
3 1
8x
4x
C
Find the value of k , for which the polynomial x3 3x2 + 3x + k has 3 as one of
Factorise 8x3 ( 2x y )3
Find the remainder, when 3x3 - 6x2 + 3x 7/9 is divided by 3x 4
Sides of a triangle are in the ratio of 12: 17: 25 and its perimeter is 540 cm.
Find its area.
10. In the given figure, if AC = BD , then show that AB = CD.
6.
7.
8.
9.
. .B
SECTION C
its zeroes
. .
C
11.
Simplify 8 242 - 5 50 + 3 98
12.
13.
14.
A kite in the shape of a square with a diagonal 32 cm and an isosceles triangles of base 8 cm and
sides 6 cm each is to be made of three different shades as shown in the given figure. How much
paper of each shade has been used in it?
15.
16. In fig , if ABC is equilateral and BDC is isosceles right angled, then find
ABD
C
D
17. In the given figure, if PQ PS, PQ || SR, SQR = 28 and QRT = 65, then
find the values of x and y.
21.
52
52
22. If a = 2 +
52
52
1
a
26. In fig, AB = AC, D is a point in the interior of ABC, such that DBC DCB
Prove that AD bisects BAC of ABC.
D
B
28. Do as directed
i) Evaluate 123 - 153 + 33
ii) Factorise 8x3 125y3
29. If a + b + c = 9 and ab + bc + ca = 40 , then find the value of a2 + b2 +c2
30. In the given figure, X = 62, XYZ = 54. If YO and ZO are the bisectors of
XYZ and XZY respectively of XYZ, find OZY and YOZ.
31. In the given figure, PR > PQ and PS bisects QPR. Prove that PSR >PSQ.
BLUEPRINT-QUESTION(SA1)-2
Topic / Unit
VSA
SA(1)
S A (II )
LA
Total
Number system
1(1)
1(2)
2(6)
2 (8)
6 ( 17 )
Algebra
1(1)
3(6)
2(6)
3 ( 12 )
9 ( 25 )
Geometry
2(2)
1(2)
3(9)
6 ( 24 )
12 (37 )
1(2)
1 ( 3)
2(5)
2(6)
6 ( 12 )
10 ( 30 )
Mensuration
Coordinate
Geometry
Total
4(4)
2(6)
11 ( 44 )
31 ( 90 )
SAMPLEPAPERS
TERM-II
SECTION A
[Question numbers 1 to 4 carry 1 mark each. For each of the question numbers 1 to 4, four
alternative choices have been provided, for which only one is correct. Select the correct choice.]
1. If point (3, 0) lies on the graph of the equation 2x+ 3y = k, then find the value of k
2. In a quadrilateral three angles are in the ratio 3 : 3 : 1 and one of the angles is 800,
then determine the other three angles.
3. In the figure, O is the centre of the circle and CBE = 550 , DEA = 600
Then find the measure of ADB
4. A box has 390 bulbs. Out of this 26 are defective. A bulb is chosen at random. What is the
probability of the bulb chosen, not being defective ?
SECTION B
[Question numbers 5 to 10 carry 2 marks each.]
5. Find two different solutions for the linear equation 3x +5y = 15 and check whether (2, 3)
is the solution.
6. The auto fares in a city are as follows. For the first kilometer the fare is Rs. 12 and the
subsequent distance is Rs. 7 per km. Taking the distance covered as x km and the total fare as
8.
In a parallelogram, show that the angle bisectors of two adjacent angles intersect at right
angle.
9. Find the mean of 3, 4, 6, 7, 8, 14. If 5 is added to each observation, what will be the new
mean.
10. A die is thrown 500 times, the frequency of outcomes 1, 2, 3, 4, 5 and 6 are noted in the
following frequency distribution table :
Outcome
Frequency
90
70
75
95
88
82
ar(ABCD)
to
19.
x:
f:
Find missing frequency p for the following distribution whose mean is 15.
5
10
15
20
25
6
P
6
10
5
.
20.
A survey found that ages of 250 workers in a factory is distributed as follows:
Ages(in years)
20-29 30-39
40-49
50-59
60 and above
NumberOf workers 50
35
95
55
15
If a person is selected at random, find probability that the person is:
(i) 40 years or more (ii) having age from 30 to 39 years (iii) under 60 but over 39 years.
SECTION D
Question numbers 21 to 31 carry 4 marks each.
21. The bus fare in a city is as follows.
For the first stage the fare is Rs. 7 and for each additional stage it is Rs. 2 per stage.
Taking the number of stages as 'x' and the total fare as Rs. y. Write a linear equation for this
information and draw its graph.
22. Draw the graph of 2x+3y = 5 and determine from the graph whether x = 7, y = - 3
and x = 6, y = - 1 are solutions of the given equation.
23. P is a point in the interior of a parallelogram ABCD. Show that
(i) ar (APB) + ar (PCD) = ar (ABCD)
(ii) ar (APD) + ar (PBC) = ar (APB) + ar(PCD)
24. Prove that angle subtended by an arc of a circle at the centre is double the angle
subtended by it at any point on the remaining part of the circle.
25. ABCD is a rectangle. P, Q, R and S are mid points of the sides AB, BC, CD and
DA respectively. Show that quadrilateral PQRS is a rhombus.
26. In given fig., PQ is the diameter of the circle. If PQR = 650, RPS = 250 and QPT = 600
then find the measure of (i) QPR (ii) PRS (iii) PSR (iv) PQT.
27. A military tent is in the form of a right circular cone of vertical height 9 m, the diameter of
the base being 10.5m. If 18 soldiers can sleep in it, find the average cubic meters of air
space available to each soldier.
28. A dome of a building is in the form of a hemisphere. From inside, it was white-washed at
the cost of Rs. 49, 89, 600. If the cost of white-washing is Rs. 200 per square metre, find
the inside surface area of the dome and volume of the air inside the dome
29. Following a lecture on waste management, the school has decided to keep 2 dustbins in each
class, one for biodegradable and other one for non bio degradable waste.
r = 35 cm h = 50cm
l =b = 30 cm ; h= 50 cm
(a) Which bin has more capacity?
(b) By using these bins which values does the school want to instill amongst the
students?
30. Construct a ABC in which B = 600, C = 450 and the perimeter of ABC is 11 cm.
31. The following table gives the daily wages of 70 workers.
Wages in rupees
0-50
50-100
100-150
150-200
200-250
No Of Workers
3
18
22
14
13
BLUEPRINT(QUESTIONPAPER SA2-1)
TOPIC/UNIT
VSA (1)
SA-I (2)
SA II (3)
LA (4)
TOTAL
ALGEBRA
1(1)
4(2)
3(1)
8(2)
16(6)
GEOMETRY
2(2)
4(2)
12(4)
16(4)
34(12)
MENSURATION 1(1)
6(2)
12(3)
19(6)
STATISTICS &
PROBABILITY
4(2)
9(3)
8(2)
21(7)
6 (12)
30(10)
44(11)
90(31)
TOTAL
4 (4)
C
3. The radius of the given circle with centre O is 5 cm. If OP = 3 cm, then what is
the length of chord XY
P
X
Y
O
4. The LSA of a Cube of volume 27cm3 is
SECTION B
5. For what value of m, the linear equation 3x- my = 5 has equal values of (x, y) for its solution.
6. Check x = 5 and y = 2 is a solution of the linear equation 2x + 5y = 20
Or
Frame two equation of the form ax + by + c = 0 which passes through the point (-3, 2).
7. Two chords AB and CD are at a distance of 4cm from the centre. Is AB = CD, state True or
False and justify your answer
C
D
0
8. If AOB is diameter and ADC = 1200, find CAB
120
A
9. Two Opposite angle of a parallelogram are (3x-2) and (50-x) respectively, find all the angles of
the parallelogram.
10. The following observations are arranged in ascending order and the median of the observations is
20. Find x.
10, 13, 15, x + 1, x+ 5, 30, 32, 36.
SECTION C
11. Write a linear equation in two variables to represent the following statement.
Four times cost of a table is equal to seven times the cost of the chair.
Hence find the cost of one chair and one table.
12. If the diagonals of a parallelogram are equal show that it is a rectangle.
13. In the figure ABC and ABD are two triangles on the same base AB
If line segment CD is bisected by AB at O show thatar (ABC) = ar(ABD)
C
B
O
y
O
O
300
570
16. The diameter of a road roller is 140cm and its length is 2.2m. IT takes 400 complete revolutions
to move over to level a stretch of a road 2.2m wide find the surface area of stretch of road leveled
in m2. (Take =
17. The radius and height of a cone are in the ratio 3:4. If its volume is 301.44 cm3. Find the radius
of the cone. ( Take = 3.14)
18. A godownmeasures 30m x 20m x 8mfind the maximum number of wooden crates each measuring
1.2m x 0.8m x 0.5m can be stored in the godown.
19. Find the mean of the following distribution
X
5
8
11
f
3
6
14
13
8
17
9
22
7
25
3
20. A die is thrown 200 times and outcomes 1,2,3,4,5,6 have frequencies as below :
Out come
Frequency
1
40
2
38
3
43
4
29
5
28
6
22
SECTION D
21. Draw the graph of the linear equation
the graph cuts the x-axis and y- axis.
22. Prove that parallelograms on the same base between the same parallels are equal in area.
23. Construct a ABC in which BC = 8cm B = 450 and AB AC =3.5cm.
A
24. P is a point in the interior of a parallelogram ABCD.
(i) Prove that ar(PCD) = ar(ABCD)
A
6cm
C
O
27. Prove that the Quadrilateral formed by the bisectors of a cyclic quadrilateral is also cyclic
.
28. In a village, primary school enrolment of girls has doubled this year as compared to last
year. Consider this years enrolment as y, previous years enrolment as x.
(i) Form a linear equation for this information
(ii) Draw a graph of linear equation
(iii) If previous years enrolment was 35, then find this years enrolment
(iv) Which value is depicted here?
29.
A hemispherical dome is constructed on a building at the rate of Rs.18 per m2 of the outer
curved surface area. If the total cost of construction of the dome is Rs. 1386. Find the volume
of space occupied by the dome ( Take =
30. A cuboidal container open at the top has length 50cm, breadth 40cm and height 30cm.. It is
made from a sheet of tin. Find the cost of the tin sheet required for making 10 such
containers if the cost of the tin sheet is Rs.20 per square meter.
31 Construct a histogram and a frequency polygon for the following data
30 - 34
12
35 - 39
16
40 - 44
20
45 - 49
8
50 - 54
10
55 59
4
BLUEPRINT(QUESTIONPAPER SA2-II)
Sl.
No.
Topic
VSA
SA1
SA2
LA
Total
Linear Equations
In two variables
1(1)
2(4)
1(3)
2(8)
6(16)
Quadrilaterals
1(1)
1(2)
1(3)
1(4)
4(10)
1(3)
2(8)
3(11)
Circles
2(6)
2(8)
7(19)
Constructions
1(4)
1(4)
3(9)
2(8)
6(18)
Statistics
1(3)
1(4)
3(9)
Probability
Total
1(1)
2(4)
1(1)
1(2)
1(3)
4(4)
6(12)
10(30)
1(3)
11(44)
31(90)
FORMATIVE ASSESSMENT
A WORD TO THE TEACHERS
The goal of formative assessment is to monitor student learning to provide ongoing feedback that
can be used by instructors to improve their teaching and by students to improve their learning. More
specifically, formative assessments:
help students identify their strengths and weaknesses and target areas that need work
help faculty recognize where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point value.
Examples of formative assessments include asking students to:
draw a concept map in class to represent their understanding of a topic
submit one or two sentences identifying the main point of a lecture
turn in a research proposal for early feedback
Formative assessment is typically contrasted with summative assessment. The former supports
teachers and students in decision-making during educational and learning processes, while the latter
occurs at the end of a learning unit and determines if the content being taught was retained. Formative
assessment is not distinguished by the format of assessment, but by how the information is used. The
same test may act as either formative or summative. However, some methods of assessment are better
suited to one or the other purpose.
FORMATIVE ASSESSMENT QUESTIONS -CHAPTERWISE
1. NUMBERSYSTEM:
State whether each of the following statements is true or false.
+1 is a rational number between 2 and 3
2.The square of an irrational number is always rational.
3.Every integer is a whole number.
4. The decimal representation of a rational number is always terminating.
5. There exists a number such that
is irrational and
is rational
6.Write the rational number 1.in the form where
are integers having no common
factors (other than 1) and
7.Insert 5 rational numbers between and
8.Simplify:
5. If
(a)
(b)
(c) (x + 3) (x + 5)
(d) (x 3) (x 5)
3.COORDINATE GEOMETRY
MCQ
1. The perpendicular bisector of a line segment AB passes through the origin. If the coordinates of A are (2, 0), the co-ordinates of B are :
(a) (0, 2)
(b) (2, 0)
(c) (0, 2)
(b) ve x-axis
(d) (2, 0)
(c) +ve y-axis
(d) ve y-axis
(b) (0, 4)
(c) (5, 1)
(d) ( 4, 0)
(ii) B (2, 3)
3. Plot the points (2, 0) and (3, 4) in the coordinate plane and draw the line through them.
4.Plot the points A (3, 0), B (3, 3) and C (0, 3) in a cartesian plane. Join OA, AB, BC and
CO. Name the figure so formed and write one of its property.
5. On the co-ordinate axes, draw a triangle PQR whose vertices are P(1, 6), Q (7, 4)
and R (4, 4).
2. Plot the points A (6, 6), B (4, 4), C (1, 1) in the cartesian plane and show that the points
are collinear.
3. Plot the points A (1,0), B (4, 0), s (1, 3) in the cartesian plane . Find the coordinates of R so
that PQRS is a square
If two interior angles on the same side of a transversal intersecting two parallel
lines are in the ratio 2 : 3, then the greater of the two angles is :
(a) 54
(b) 108
(c) 120
(d) 136
3. If all the three sides of a triangle are produced, then the sum of three exterior
angles so formed is equal to :
(a) 180
(b) 360
(c) 540
(d) 270
4. 50% of an angle is the supplement of 110. The value of the angle is :
(a) 35
(b) 125
(c) 109
(d) 140
5.The sum of the bisectors of the angles of a linear pair is always :
(a) less than 90
(c) equal to 90
Assignment
1. Two supplementary angles are in the ratio 2: 7. Find the angles
2. The difference of two complementary angles is 500. Find the angles
3.Find the size of each of the angles marked with letters in the diagram below:
4 . The diagram shows a triangle on top of a trapezium. Find the size of each of the
angles marked with letters in the diagram below
ORAL
1. If two supplementary angles are equal , then what is its measure?
2. What is the complement of 620?
3. What is the sum of the three exterior angles of a triangle?
4. Define a linear pair?
5. Do every pair of supplementary angles form linear pair?
6. TRIANGLES:
MCQ
1. In a ABC, if A = 45 and C = 60, then the shortest side of the triangle is :
(a) AB (b) AC
(c) BC
(b) ASA
(c) SSA
(d) SSS
3. In a ABC, the measure of each base angle is 55. If AB = 5 cm, then the length of side AC is equal to
:
(a) 10 cm
(b) 8 cm
(c) 5 cm
(d) 2.5 cm
SHORT ANSWER
4. Is it possible to construct a triangle with lengths of its sides as 8 cm, 9 cm, and 2 cm,? Give reason for
your answer.
5. In a DEF, if D = 30, E = 60, then which side of the triangle is longest and which
shortest?
side is
6. In the figure, D is the mid-point of base BC, DE and DF are perpendiculars to AB and AC respectively
Prove that B = C.
8. In the figure, two lines AB and CD intersect each other at O such that BC || DA and BC = DA. Show
that O is the mid-point of both the line segments AB and CD.ABCO
7. HERONS FORMULA:
MCQ
1. The length of the side of a rhombus is 30 cm and one of its diagonals is 48 cm
long. Area of the rhombus is :
(a) 432 cm2
2. If each side of an equilateral triangle is halved, then the ratio of the area of newtriangle to the area of
the original triangle is :
(a) 1 : 2
(b) 1 : 4
(c) 4 : 1
(d) 2 : 1
3.The sides of a triangle are in the ratio 3 : 4 : 5. If the perimeter of the triangle is 84 cm, then area of
the triangle is :
(a) 294 cm2
1. An isosceles triangle has a perimeter 30cm and each of its equal sides is 12cm . Find its area
2. The perimeter of a rhombus is 40cm . If one of its diagonals is 16cm , find its Area.
3.Sides of a triangle are in the ratio of 12 : 17 : 25 and its perimeter is 540cm.Find its area.
4. Two parallel sides of a trapezium are 60cm and 77cm and the other sides are 25cm and 26cm. Find
the area of the trapezium
5. A triangle and a parallelogram have the same base and the same area. If the sides of the triangle are
26 cm, 28 cm and 30 cm, and the parallelogram stands on the base 28 cm, find the height of the
parallelogram.
8.LINEAR EQUATIONS IN TWO VARIABLES:
1. Write true or false
a. The points (5,0), (
,0) and (0,6) lie on the
b. Every point on the graph of a linear equation in two variables does not represent a solution of the
linear equation.
c. The ordinate of every point on the
axis is 0.
d. The equation
represents a line parallel to
axis.
2. Write the equation
in the form
and indicate the values of a, b and c
3. Find the value of k if (
is a solution of(c)
9. QUDRILATERALS:
1. Prove that line segment joining the mid-points of diagonals of a trapezium is parallel to each of
the parallel sides and is equal to half the difference of these sides.
2. (a) Show that the bisectors of the angles of a parallelogram form a rectangle.
(a) In figure AX and CY are respectively the bisectors of the opposite angles A and C of a
parallelogram ABCD. Show that AX CY
6. ABCD is a rhombus and AB is produced to E and F such that AE = AB = BF. Prove that ED and
FC are perpendicular to each other.
7. ABCD is a parallelogram and E is the mid-point of side BC. DE and AB on producing meet at F.
Prove that AF = 2 AB.
8. In the figure,ABCD is a trapezium in which ABDC. P and Q are the mid-points of AD and BC
respectively. DQ and AB when produced meet at E. prove that
(a) DQ = QE
(b) AR = CR
(c) PRAB
(b) 16 cm
(c) 9 cm
2.ABC is an isosceles triangle with each equal side 5 cm, perimeter 18 cm and height AD = 7 cm. Then,
the area of the triangle ABC
(a) 30 cm2
(b) 28 cm2
(c) 14 cm2
(d) 36 cm2
5.The area of a parallelogram ABCD is 40 sq. cm. If X be the mid point of AD, find area of AXB.
6..Diagonals AC and BD of a trapezium ABCD with AD || CD intersect each other at O. Prove that
ar (AOD) = ar (BOC).
11.CIRCLES:
1. In the given figure, O is the centre of the circle. If OA = 5 cm and OC = 3 cm,
then find the length of AB .
In given fig, AB//DC. If A= 500, then what is the measure of ABC is : (1)
.
6.
9. Prove that - Equal chords of a circle subtend equal angles at the centre.
OR
In the figure ABC = 69 and ACB= 310, then find BDC.
0
10. Prove that : The angle subtended by an arc at the centre is double the angle
subtended by it at any point on the remaining part of the circle
OR
A circular park of radius 20m is situated in a colony. Three boys Ankur, Syed and
David are sitting at equal distance on its boundary each having a toy telephone in
his hands to talk each other. Find the length of the string of each phone.
2.CONSTRUCTIONS
1.The construction of a triangle ABC in which AB = 4 cm, A = 60 is not possible when
difference of BC and AC is equal to :
(a) 3.5 cm
(b) 4.5 cm
(c) 3 cm
(d) 2.5 cm
2.Draw a line segement AB and by ruler and compass, obtain a line segment of length ofAB.
3..Draw an obtuse angle. Bisect it. Measure each of the angles obtained.
4.. Construct a triangle ABC in which BC = 7 cm, B = 75 and AB + AC = 13 cm.
5.Construct a triangle ABC in which AB = 5.8 cm BC + CA = 8.4 cm and B = 60.
6.Construct a ABC in which B = 30 and C = 90 and the perimeter of the triangle is 11 cm.
7.Construct a triangle ABC such that AB = BC = 6 cm and median AD = 4 cm.
13.SURFACE AREAS AND VOLUMES:
1. A cuboid has an edge of length 6 cm The combined length of all of its edges
is equal to
(a) 36 cm
(b) 60 cm
(c) 72 cm
(d) 48 cm
10 m 10 m 5m. is : (a) 15 m
b) 16 m
(c) 10 m
(d) 12 m
4. Height of a cone is 12 cm and its base diameter is 10 cm. Its slant height is :
(a) 12.5 cm
(b) 13 cm (b) 15 cm
(d) 17 cm
5. Find the volume of a conical tin having radius of the base as 30 cm and its slant
height as 50 cm.
6.A godown measures 30m 25m 8m, Find the maximum number of wooden
crates each measuring 2m 1.25m 0.4m that can be stored in the godown?
7. Find the amount of water displaced by a solid spherical ball of diameter 28 cm.
8. A rectangular sheet of paper 66 cm 20 cm is rolled along its length to form
a cylinder. Find the radius and volume of the cylinder
9. An open cylindrical vessel has base diameter 14 cm and height 21 cm. Find the cost of tin plating its
inner surface area at the rate of Rs 3 per 10 cm2
OR
A hemispherical dome of a building needs to bepainted. If the circumference of the base of the domeis
17.6 m, find the cost of painting it, given the costof
painting is Rs 5 per 100 cm2
10.Rain water which falls on a flat rectangular surface of length 6 m and breadth 4 m is transferred into a
cylindrical vessel of internal radius 20 cm.What will be the height of water in the cylindrical vessel,if the
rainfall is 1 cm?
(OR)
A patient in a hospital is given soup daily in a cylindrical bowl of diameter 7 cm. If the bowl is filled with
soup to a height of 4 cm, how much soup the hospital has to prepare daily to serve 250 patients?)
14.STATISTICS
1. Find the range of the data : 25.7, 16.3, 2.8, 21.7, 24.3, 22.7, 24.9
2. In the class intervals 10-20, 20-30, in which class the number 20 is included ?
3. What is the class mark of the class 90-120 ?
4. Find the mode of the data 15, 14, 19, 20, 14, 15, 16, 14,15, 18, 14, 19, 15, 17, 15.
5.
The mean of 10, 12, 18, 13, x and 17 is 15. Find the value of x
6. Find the median of the following data : 15, 35, 18, 27, 19, 23, 29, 20, 28
7. For what value of x the mode of the following data is 15 ?
15, 16, 17, 13, 17, 16, 15, x + 10, 14, 17, 16, 15
.
8. The marks obtained by 40 students of calss IX in an examination are given below :
10
15
10
10
Number Of Persons
50-55
12
55-60
10
60-65
65-70
70-75
75-80
1 The weekly pocket expenses of students are given in the following table :
2
475
1
814
0
211
Number of Students
10
5
15
5
1
2
38
*******************************
Teacher as a facilitator
Extensive vocabulary
Difficulty with written expression
Ability to understand complex ideas
Easily frustrated
Wide area of interest
Highly sensitive
Creative
Stubborn and opinionated
Specific areas of strength
Highly developed sense of humour
Curious and inquisitive
Objectives
Other programs
Debating
Chess Club
Science Fair
Leadership camps
Literacy Olympads
Maths/Science/Technology Competitions
****************************
Questioning Strategies:
The art of teaching is based on effective questioning strategies. Asking good questions is an informative
process that needs development, refinement, and practice. Teaching through questioning is interactive and
engages students by providing them with opportunities to share their thinking. The classroom should be a
community of collaborative learners whose voices and ideas are valued. In order to obtain more
information from students during classroom discourse, we need to develop an open-ended questioning
technique and use a more inquiring form of response, encouraging students to defend or explain both
correct and incorrect responses. Here is an example of closed and open questioning for the same situation:
ClosedWhat unit should be used to measure this room? (limiting), OpenHow could we measure the
length of this room? What choices of units do we have? Why would some units seem more appropriate
than others? (probingencourages students to think about several related ideas) Good questioning
involves responding to students in a manner that helps them think and lets you see what they are
thinking.
Response techniques
Response techniques involve:
Waiting: Time is a critical component. An immediate judgment of a response stops any further
pondering or reflection on the part of the students.
Requesting a rationale for answers and or solutions: Students will ultimately accept this procedure as
an expected norm.
Eliciting alternative ideas and approaches
Posing questions and tasks that elicit, engage, and challenge each student's thinking;
Asking students to justify their ideas orally and in writing: Questioning The questions posed in
mathematics classrooms are often low order, recall type questions that result inlow levels of
intellectual quality. To shift to a higher level of thinking, questions that foster deeper knowledge and
access deeper understandings are required.
Levels of Questioning
Category 1: Questions focus on helping students work together to make sense of mathematics. "Do
you agree? Disagree?" "Does anyone have the same answer but a different way to explain it?"
Category 2: Contains questions that help students rely more on themselves to determine whether
something is mathematically correct. "Does that make sense?" "What model shows that?"
Category 3: Questions seek to help students learn to reason mathematically. "Does that always
work?" "How could we prove that?"
Category 4:Questions focus on helping students learn to conjecture, invent, and solve problems.
"What would happen if...?" "What would happen if not...?" "What pattern do you see?"
Category 5:Questions relate to helping students connect mathematics, its ideas, and its applications.
"Have we solved a problem that is similar to this one?" "How does this relate to ...?" Through
modeling of investigative questioning, the teacher should help students learn to conjecture, invent,
and solve problems.
QAR: Question Answer Relationships
The QAR strategy was designed to enable students to understand where basic mathematical concepts
apply to the real world and how they connect to more sophisticated mathematical concepts. This strategy
begins with "Right There Questions" which are based on information that is right there in the problem.
"Think and Search Questions" require students to identify relationships among the givens and the
unknowns and require students to perform calculations using them. "Author and You Questions" provide
an extension of basic concepts used in "Think and Search." The three types of questions all require
students to become aware of the different kinds of information provided in the story problem that they can
use to answer the different kinds of questions. Finally, students learn to answer "On Your Own
Questions." They are taught how to identify prior knowledge or additional information needed to solve
the problem.
SOME IMPORTANT TIPS
i)
What can a teacher do in the mathematics classroom with a student who has difficulty with
reading mathematics problems?
The task for the teacher in the mathematics classroom is to teach the student to read the particular text
under consideration. Provide an orientation Students who have difficulty with reading find it hard to
establish a context for a particular text, predict its grammatical structure, predict the meaning of the text
and anticipate words that are likely to occur within it. To assist these students, the teacher can provide an
orientation to the text before they read the problem. The aim of the orientation is to make the students
aware of: 1. the story in which the problem is embedded, 2. the context of the problem, 3. unusual
language, likely to cause difficulties for the students, 4. mathematical words in the text of the problem.
'This is a problem about a girl who goes on a canoe trip on the Murray River' is a possible orientation to
this problem, providing a context to it and enabling students to access unusual words that might be a
stumbling block. It is important that teachers do not read out the problem for the students, that they do not
simplify the language of the problem or present an orientation that provides too much guidance to solve
the problem.
ii)
What can a teacher do in the mathematics classroom with a student who has difficulty with
comprehending mathematics problems?
Focus on language features Students need to be familiar with a range of mathematical texts and
understand the language, features and grammar of these texts. For example, knowing that what needs to
be worked out often appears as a question at the end of the problem may assist students to read and
understand the problem. Discuss cloze passages while being of limited benefit when attempted
individually, Cloze passages can be used for a guided discussion, in which students identify how different
words change the meaning of a problem. To be able to maintain meaning while reading a text, a student
needs to be able to read over 90% of it, therefore blanking out more than 10% of the words in a Cloze
passage turns it into an illegible text for many students. This means that in a problem such as the one
quoted above, no more than three words should be blanked out. Generally, the blanked out words should
be prepositions and conjunctions, rather than nouns, as they have a greater effect on the meaning of the
text.
iii) What can a teacher do in the mathematics classroom with a student who has difficulty with
transforming mathematics problems?
Focus on solving problems: Teachers can build the ability of students to transform mathematical texts
into mathematical processes by creating classrooms where learning to read mathematics problems occurs
frequently and where solving problems is the focus of mathematics lessons.
Teach students to represent problems: Through discussion, a class could identify that some effective
ways of representing the above problem would be to act it out, to draw a table or to draw a series of
pictures. Different groups of students could solve the problem using one of these representations and
present their solutions to the class, for discussion.
*********************
ANNEXURES-Embedded Files:
LIST OF ANNEXURES CHAPTERWISE:
ANNEXURE1: NUMBER SYSTEM
Software
Linked/embedded Documents
1
VUE
2
3
PPT
Videos
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Number System
Representing an irrational nuber on the number line
ANNEXURE 2 : POLYNOMIAL
SLNO SOFTWARE Linked/embedded Documents
1
VUE
1.Polynomial definition
2.Zeroes of a polynomial
3.Kinds constant
4.Linear
5.Quadratic
6.Cubic
7.Remainder Theorem
8. Factor Theorem
9.summary
2
PPT
1.Ppt on polynomial and factoring
2.Ppt on polynomial
PPT
Linked/embedded Documents
1. Cartesian system
2. coordinates of origin
3.Descarte
4. points in a coordinate system
5. Plotting points
1.COORDINATE GEOMETRY ( IX ) ppt
1.
SOFTW
ARE
VUE
PPT
1 Introduction
2 Basic terms
3 Angles
4 pairs of angles
5 Intersecting lines
6 Parallel lines
7 Properties
8 Conditions
9 Vertically opposite angles
10 Angle sum property of atriangle
11 Summary
ANNEXURE : 7 TRIANGLES
SLNO
SOFTWARE Linked/embedded Documents
1
VUE
1.Congruence
2.ASACongruence criteria
3.SASCongruence criteria
4.properties of triangles-TRIANGLE INEQUALITY
5.MORE CRITERIA
6.SSS Congruence criteria
7.AAS Congruence criteria
8.RHSCongruence criteria
9.summary
2
PPT
1.congruence of triangles
ANNEXURE 8: QUADRILATERALS
Sl. No. Soft ware
Linked/embedded Documents
1
VUE
1. Introduction to Quadrilaterals
2. Angle sum property of Quadrilaterals
3. Types of Quadrilaterals
(a) Parallelogram
(b) Rectangle
Rhombus
(d) Square
(e) Trapezium
(f) Kite
4. Mid- Point Theorem
5. Converse of Mid-Point Theorem
6. Another condition for a quadrilateral to be aparallelogram
2.
PPT
1.Quadrilaterals
ANNEXURE10: CIRCLES
Sl. No
Software
1.
VUE
2.
3.
PPT
Visuals
Linked/embedded Documents
1. Definition
2. Centre & radius
3. Chords
4. Arcs
5. Segment
6. Cyclic Quadrilateral
7. Perpendicular from centre to a chord
8. Angie subtended by arc of a circle
9. Theorems on Chords, Arcs & Cyclic Quadrilateral
1.Circle
1.Angles-subtended-by-Arc-of-a-Circle
2.Properties-of-Chords-of-a-Circle
ANNEXURE 11 :CONSTRUCTIONS
Sl.No
software
Linked/embedded Documents
VUE
1. Construction meaning
1
2. Construction of bisector
3. Construction of perpendicular bisector
4. Construction of triangle when sum of sides is given
5. Construction of triangle when difference of sides is given
6. Construction of triangle when perimeter of sides and base angles are given
PPT
1.ppt on construction of triangles
2
ANNEXURE 12
HERONS FORMULA
SL.NO SOFTWARE
1
VUE
PPT
Linked/embedded Documents
1 Heron
2 Herons formula
3 Example
4 Area of equilateral triangle
5 Application of Herons formula
1.Herons formula
ANNEXURE14: STATISTICS
Sl. No
Software
Linked/embedded Documents
1.
VUE
1. Statistics-definition-Note
2. Data-note
3. Measures of Central Tendency-note
4. Mean-note
5. Median-image
6. Mode-Note
7. Presentation of Data.doc
8. Frequency Distribution-note
9. Grouped Frequency Distribution.doc
10. Ungrouped Frequency Distribution.doc
11. Bar graph.doc
12. Histogram.doc
13. Frequency Polygon.doc.
2.
PPT
1. PPT 1_Statistics.pptx
2. PPT 1_Statistics.pptx
SOFTWARE
VUE
Linked/embedded Documents
1 Introduction
2 What is probability?
3 Terminology
4 Random experiment
5 Probability of an event
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