FA Mathematics (Class IX)

Formative Assessment Manual for Teachers Mathematics Class-IX
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FIRST EDITION 2010 CBSE, India
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THE CONSTITUTION OF INDIA

PREAMBLE
WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a 1SOVEREIGN
SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :
JUSTICE, social, economic and political;
LIBERTY of thought, expression, belief, faith and worship;
EQUALITY of status and of opportunity; and to promote among them all
FRATERNITY assuring the dignity of the individual and the2 unity and integrity of the Nation;
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT,
ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.
1.
Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic (w.e.f. 3.1.1977)
2.
Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation (w.e.f. 3.1.1977)
THE CONSTITUTION OF INDIA

Chapter IV A
FUNDAMENTAL DUTIES
ARTICLE 51A
Fundamental Duties - It shall be the duty of every citizen of India(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National
Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending
religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of
women;
(f)
to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have
compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i)
to safeguard public property and to abjure violence;
(j)
to strive towards excellence in all spheres of individual and collective activity so that the nation constantly
rises to higher levels of endeavour and achievement;
(k) who is a parent or guardian to provide opportunities for education to his/her child or, as the case may be,
ward between age of 6 and 14 years.
1.
Subs. by the Constitution (Eighty - Sixth Amendment) Act, 2002
Preface
Formative Assessment emphasizes the fact that students are also the decision makers, a perspective all
important but ignored in our past assessment legacy. The conventional assessment tends to increase the
frequency of assessment in order to ensure students mastery of the perceived standards and on the other
hand assessment for learning focuses on day-to-day development in learning as students scale up the
curricular scaffolding leading up to desirable standards. It tells teachers if and when students are
acquiring the fundamentals of knowledge, the interpretation and skills. In short, student success does
not associate merely on testing more frequently, on what teachers and principals do with the results, or
on how efficiently the data are managed, although these things can contribute to student success.
By introducing Continuous and Comprehensive Evaluation (CCE) at the secondary level in all its
affiliated schools, CBSE has conveyed a message that assessment must take into account all the aspects of
the personality development of the learner and since learning is a continuous process, assessment also
has to be continuous. CCE fundamentally shifts the focus from testing to learning by perceiving
assessment as an integral part of the overall framework of teaching and learning. It follows from this that
when incorporated into classroom practice; assessment tends to lose its individual identity and gets
subsumed into the instructional process. Such a conceptualization necessitates a greater thrust on
formative assessment. It brings us to the vital need of strengthening formative assessment because our
overall aim is to facilitate learning by improving the teaching- learning process on the basis of
information gathered from assessment.
There has been a general lack of conceptual clarity with regard to the formative assessment practices
among stakeholders as a result of which, many apparently formative assessment tools and procedures
have, in effect, been summative in nature, i.e., exercises to gauge, at a particular point in time, student
learning relative to content standards. Many teachers find it a challenge to develop effective formative
assessment tools; they also experience some difficulties in integrating them with classroom instruction.
In order to provide conceptual clarity in this regard and to place some illustrative examples of formative
assessment tasks in the hands of the teachers, the Board had brought out a series of Manuals for classes
IX and X in all the major subjects to help teachers understand and carry out formative assessment in
classrooms.
We feel that as we are growing in our understanding and implementation of the CCE in more effective
way with each passing year, the teaching learning material provided to the teachers must be looked into
again. A comprehensive feedback was taken by the Board from teachers in all the schools affiliated to the
Board on Formative Assessment Manuals for Teachers regarding the quality. The observations and
suggestions received after the publication of the first edition and the opinion of experts in the field have
also been taken into account. All the manuals have undergone a deep scrutiny for errors and nearly every
chapter in every manual reflects improvement.
The revised manuals offer new and practical ideas and strategies for formative assessment to guide the
teachers in planning effective tasks that may be carried out in their classrooms. The tasks provided are
varied and cater to both large and small classrooms. The time taken to complete an activity in the
classroom with in the stipulated time has also been given a considerable attention. The teachers will

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CONTENTS
U
Acknowledgments
Preface
School Based Assessment - A Theoretical Perspective
Formative Assessment - An Overview
How to use this Manual
22
Description of Formative Assessment

Tasks and Rubrics for Assessment
27
Chapter-1
Number System
31
Chapter-2
Polynomials
41
Chapter-3
Coordinate Geometry
58
Chapter-4
Linear Equations in Two Variables
77
Chapter-5
Introduction to Euclids' Geometry
98
Chapter-6
Lines and Angles
106
Chapter-7
Triangles
124
Chapter-8
Quadrilateral
135
Chapter-9
Area of Parallelograms and Triangles
146
Chapter-10 :
Circles
155
Chapter-11 :
Constructions
172
Chapter-12 :
Heron's Formula
177
Chapter-13 :
Surface Area and Volumes
186
Chapter-14 :
Statistics
192
Chapter-15 :
Probability
201
Project Work
212
School Based Assessment

-A Theoretical Perspective
Context
The National Curriculum Framework 2005 emphasizes the practice of assessment as an integral
part of the learning process that has the capacity to benefit both the learners as well as the
educational system by giving credible feedback. It also acknowledges that the ongoing assessment
procedures and practices cater to a very narrow set of faculties that learners possess. The picture of
the learners' abilities provided by such assessment practices is largely incomplete, and their uses
impede the further growth of learners.
The vision behind introducing the Continuous and Comprehensive system of Evaluation (CCE)
was to provide feedback to the learners about their abilities at frequent intervals in order to aid
their learning and development. By strengthening and upgrading the design of assessment
practices used in schools the much needed paradigm shift in approach to teaching and learning can
be brought about, which would eventually lead us to improvement in the quality of education.
With this in mind the internationally accepted Modern Assessment Theory and Practice is being
introduced that would be the guiding light in bringing about a shift in how learners need to be
assessed in schools throughout the country.
Modern Assessment Theory in the CCE

The Modern Assessment Theory is directly aligned with the spirit of CCE as it situates the learner at
the heart of the learning process and enables teachers towards efficient assessment and
management techniques. At the core is the developmental continuum that explicates the path of
growth for learners for every subject. With the help of authentic and concrete evidences the teacher
formulates her professional judgment about the learner and draws interpretations in order to locate
every child on the developmental continuum. The assessment tasks and grading scales must be so
designed that they enable the learners to exhibit the appropriate abilities in consonance with the
learning objectives. For this to be a reality, learners must be informed of the capacities they are to
develop so they can navigate through the developmental continuum with an aim. Teachers must
communicate the learning objectives to the learners in simple and easy to understand language to
keep them informed of the path that must be followed to attain levels of mastery over concepts and
skills. The backbone of the theory is hence formed by the framework that operates as the core of the
teaching learning practices, and, the developmental continuum that defines the standards of student
performance. The theoretical nuances are easily executed in practice when the image of the learner
is attempted to be built upon.
Modern Assessment Theory and Formative Assessments

Formative assessment practices provide considerable scope for mapping the learner's academic
and non-academic progress along the developmental continuum. The Developmental Continuum
can be visualized as a stairway; each step leading the child to higher and higher realms of
knowledge, understanding and performance. Each child's performance corresponding to what he
or she knows and can do, can be located along the developmental continuum. Through it the child's
progression and development can be comprehensively mapped and can be positioned not in
discrete categories- as has been done for a long time in the history of assessment and testing, but in
continuity and quick succession along a continuum that would embody a learner's growth and
development during the academic session.
Understanding Formative and Summative Assessments

The paradigm of school based assessments makes assessment an integral part of the teaching
learning process that guides the learning process and stimulates further learning.
The mode in which the assessment is conducted in the classrooms may range from being
unstructured like teacher-student, student-students conversations, to a highly structured kind like
paper-pencil tests or performance tasks.
For unstructured or slightly structured assessment tasks, students and/or their peers could be the
sources of evidence when they share their knowledge during the task. For such tasks self
assessment or peer assessment can be undertaken to give feedback to the learners about their
standards of achievements.
USE OF
EVIDENCES
TO IMPROVE
TEACHING
LEARNING
FORMATIVE ASSESSMENT
FEEDBACK TO
THE STUDENTS
ASSESSMENT CYCLE
INTERPRETATION
OF EVIDENCES
REPORTING TO PARENTS
SUMMATIVE ASSESSMENT
USE OF RESULT BY SCHOOL
LEARNING
OBJECTIVES
STUDENT NEEDS
TEACHING
LEARNING
PROCESS
INCLUDING
ASSESSMENT
As evident from the above cycle, any assessment can be used as formative or summative. It
depends on the purpose of the assessment and difference in the way of reporting. The evidences
gathered by the assessments that do not form the base for further learning are not really formative
assessments. Hence, it must be noted that if and only if a teacher incorporates her insights and
feedback for the students in further learning processes in the classroom, only then can that
assessment be termed a 'formative assessment'. Departing from the above said principle would yet
again render an assessment as a 'summative' assessment since it would not have contributed in
further teaching input by the teacher based on learner performance and would have terminated the
learning cycle for the child.
Linking Assessments to Cognitive Levels of the Learners

Teachers are aware of the learning objectives that the students need to achieve as a result of the
teaching learning process. We then proceed to design lesson plans, activities and teaching methods
which revolve around the concept of the cognitive levels of learning, of which Bloom's six levels of
cognitive learning are the most familiar.
There are six levels of Bloom's taxonomy of cognitive learning, which are as follows:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
While our teaching learning process is based on this taxonomy, assessments also need to be linked
to the cognitive levels. For example:
Remembering (Multiple Choice)

1.
Particles of a liquid(a)
are most ordered
(b)
move randomly
(c)
have large intermolecular spaces
(d)
can slip and slide over each other
Applying (Multiple choice)

1.
With reference to Hooper, the author says, "Everything was going for him", What does it imply?
(a) he had everything that a man aspires for.
(b) people admired him.
(c)
(d)
he did what he wanted.

he was capable of playing games.
Analysis
1.
How was Private Quelch's knowledge exposed even further as the Sergeant's classes went
on?
Evaluation And Creation

1.
Do you agree with Harold's parents decision of hiding from him the fact that his father was a
boxer? Why / Why not?
2.
Democracy is seen to be good in principle, but felt, to be not so good in practice. Justify the
statement with suitable arguments.
Guidelines for Writing Multiple Choice Questions

Multiple choice questions are a form of assessment in which the question instructs the respondent
to choose one of the responses as the correct answer from a list of alternatives that are provided.
Multiple choice questions are being increasingly used by schools as one of the assessment tools for
measuring students' learning achievement.
Advantages of MCQ's
Multiple choice questions provide a level of versatility since they are adaptable for various levels of
learning outcomes including simple recall of knowledge, analysis of phenomena, application of
principles, interpreting cause and effect relationships, etc. They have a higher validity since more
questions can be given to the student and therefore greater coverage of the syllabus can be done.
Multiple choice questions have an increased reliability because of the objectivity that is involved in
marking; and also facilitate increased efficiency as papers can be easily checked and marked.
Parts of an MCQ
Multiple choice questions consist of a question or a stem, distractors (or the incorrect options) and
the key, i.e., the answer. The stem, in a multiple choice item, can be in the form of a direct question,
or in a sentence completion format or in the form of a picture or diagram. For example:
Q1. A tin foil of length a and breadth b is rolled to make a cylinder.
What will be the volume of the cylinder?
a)
ab/4p
b)
4pab
c)
pab
d)
ab/4p
}
}
STEM
DISTRACTORS
KEY - D
There are several guidelines for effectively developing good quality multiple-choice questions:
The question should be aligned with the learning objective
A multiple choice question should focus on an important concept.
It may cover more than one concept when a higher cognitive level has to be tested.
The language should be simple, clear and unambiguous.
Answer options are plausible and similar in context, ideas and focus
Ensure that answer options do not overlap with each other

-
Use "all of the above" and "none of the above" sparingly.
The stem and answer options should be framed in positive terms
The answer options should not have opposites
Modern Assessment Theory and Performance Standards

In the Modern Assessment Theory- marks and grades are NOT the determining factors to assess
the learners. It is the descriptive standards that aid in positioning a child along the developmental
continuum that defines the achievement standards for every learner. It must be borne in mind that
a child is not compared with a group, but is assessed through descriptors which are both extensive
and intensive in nature; those which support the image that is constructed of a child. While
building the image of any child, teachers need to be extremely reflective with regard to the factors
that reinforce the formed image. Teachers need to persistently collect evidences and thereafter
locate the child along the developmental continuum. It must be noted that an image once formed is
NOT the final image. Since learning is a process, thereby the image formation is a process too! At no
point must a teacher stop adding the evidences that consistently support and build the image of the
child.
In modern assessment we refer the student's performance to predetermined standards.
'Curriculum Standards' are the knowledge, skills, and understanding expected to be learnt by the
student as a result of studying a course, while 'Performance Standards' are defined as how well the
student has achieved the curriculum or content standard. The higher the level of the performance
standard, the further the learner is along the developmental continuum.
Depending on the purpose of assessment and the learning objectives, a range of assessment
methods, not just MCQ's, should be used to generate a reliable and valid estimate of the students
learning. For eg. Forms such as Short Answer Questions, Essay Questions (used affectively to
assess higher order cognitive skills), Performance Assessments (used for role play, recitation,
conducting a science experiment etc.), etc. can be used to extract knowledge about learners'
mastery over knowledge and skills.
Rubrics and Modern Assessment Theory

Teachers need to develop marking rubrics which are aligned to the performance standards. Only
then can marks actually have meaning. The rubrics are a guide for teachers to locate the student
along the developmental continuum. Only then higher marks would reflect higher cognitive skills.
Students and parents should be made aware of the marking criteria, because only then can they
actually see why the response was worth the mark. They can also see what level the student has to
climb to, in order to get extra marks. In this way, the learner too can share the responsibility of his
growth and improvement.
Below is an example of marking rubrics created for assessment tasks for Physics.
Learning Outcomes:
Students should be able to use appropriate terminology and reporting styles to communicate
information and understanding in Physics.
Students should be able to assess the impacts of applications of Physics on society and
environment.
Assessment task- essay item
Discuss the effects of the development of electrical generators on society and environment.
(6 marks)
Criteria
Marks
Demonstrates a thorough understanding of the effects of generators on

society and the environment by discussing a positive and a negative aspect 56 Marks
of at least one societal effect and at least one environmental effect
EITHER
Provides at least one positive aspect on both society and the environment
indicating a thorough understanding of the issues
OR
Provides at least one negative aspect on both society and the environment
34 Marks
indicating a thorough understanding of the issues
OR
Provides positive and negative aspects of at least one societal effect and at
least one environmental effect, indicating a sound understanding of the
issues
States both one aspect of a societal issue AND an environmental issue

OR
Indicates a sound understanding of a societal issue
2 Marks
OR
Indicates a sound understanding of an environmental issue
States either one aspect of a societal issue or one aspect of an environmental
issue
1 Marks
While making a professional judgment on how many marks to allot, only two things should be
kept in mind:
1)
the performance of the student and
2)
the criteria listed in the marking rubric
By making the rubrics transparent and the criteria explicit, we eliminate any subjectivity or bias in
judgment. Well developed marking rubrics can be used to not only provide valuable feedback to
the teacher, but also to make the student aware about what it is that he has to do to improve or move
along the developmental continuum.
Realizing The Potential of Assessment: Keeping Up With The Times!

The world over, school boards, universities, international testing agencies, question-writing
companies, etc. follow the basic principles of the Modern Assessment Theory. Essentially, the aim
of the Modern Assessment Theory is to enable the learners develop knowledge about their own
progress so they channelize their efforts towards becoming proficient in every domain of learning.
Teachers on their parts are indispensible constructors of a truly educated child, and the theory
presents the teacher with concepts that have a strong psychological base, and tools that are
structurally sound and in consonance with the curriculum that is executed in schools. School based
assessment needs to engage in assessment practices that are directed towards benefitting the
learner, instead of just 'marking' the level of achievement. The Ministry of Human Resources and
Development's initiative towards the same was the CCE, which needs to be backed up with tools
and techniques that are in congruence with its vision.
Formative Assessment
- An Overview
Formative Assessment is a tool used by the teacher to continuously monitor student progress in a
non-threatening, supportive environment. It involves regular descriptive feedback, a chance for
the student to reflect on the performance, take advice and improve upon it. It involves the students'
being an essential part of assessment from designing criteria to assessing self or peers. If used
effectively, it can improve student performance tremendously while raising the self-esteem of the
child and reducing the work load of the teacher.
What is Formative Assessment?

Formative assessment is defined as "information communicated to the learner that is intended to modify his
or her thinking or behaviour for the purpose of improving learning" (Shute, 2008, pg.154). It is part of a
feedback process in which a learner is able to evaluate their response in light of the information received, and
make adjustments. It can be used to:
(a)
identify gaps in knowledge
(b)
help novice learners to identify important information
(c)
connect procedural errors or misconceptions.
Formative Assessment is carried out during a course of instruction for providing continuous
feedback to both the teachers and the learners. It is also carried out for taking decisions regarding
appropriate modifications in the transactional procedures and learning activities.
' often means no more than that the assessment is carried out frequently and is planned at the same
time as teaching.' (Black and Wiliam, 1999)
' provides feedback which leads to students recognizing the (learning) gap and closing it it is
forward looking ' (Harlen, 1998)
' includes both feedback and self-monitoring.' (Sadler, 1989)
' is used essentially to get a feed back into the teaching and learning process.' (Tunstall and
Gipps, 1996)
Formative Assessment is characterized by the following. It:
is diagnostic and remedial.
makes provision for effective feedback.
provides a platform for the active involvement of students in their own learning.
enables teachers to adjust teaching, to take account of the results of assessment.

recognizes the profound influence assessment has on the motivation and self-esteem of
students, both of which are crucial influences on learning.
recognizes the need for students to be able to assess themselves and understand how to
improve.
builds on students' prior knowledge and experience in designing what is taught.
incorporates varied learning styles to decide how and what to teach.
encourages students to understand the criteria that will be used to judge their work.
offers an opportunity to students to improve their work after they get the feedback.
helps students to support their peer group and vice-versa.
Why Provide Formative Assessment?

Formative assessment is critically important for student learning. Without informative
feedback on what they do, students will have relatively little by which to chart their development."
Enhances motivation to learn
Helps students identify gaps in knowledge
Fosters self-study
Clarifies desired outcomes
Diagnoses specific misunderstandings.
In summary, formative assessment allows students to make adjustment to what and how they are
learning. Feedback can also be used to make immediate adjustments to what and how you teach.
EXAMPLE OF AN ASSESSMENT CONTINUUM*
0
Pre-Reading
Quiz
One Minute
Paper
Think-Pair-Share
Case Based
Learning
0
Practice Quiz/
MCQ
Examples of Formative Assessment Tasks

Focus is on Improving Learning
Final Exam
Performance Test
Summative Assessment
Accountability
Course or Unit Timeline

Beginning
Middle
End
*Adapted from: McTighe, J.and Wiggins, G. (1999)
Pre reading quiz - Traditionally, students are first introduced to a topic in lecture; however,
students can read the textbook before coming to class and complete a short quiz on the reading.
This is a pre-reading assignment. The first benefit of such assignments is that students will get
more out of class if they already know the basic definitions and vocabulary, as well as having
already had the chance to work through simple examples and think about concepts at their own
pace. This helps control for the variability in background knowledge of the students, and students
regularly mention in surveys that pre-reading helps them follow what is covered in class
One Minute Paper - The teacher takes the last minute of the class and asks students to write down
short answers to the following two questions:
What was the most important point made in class today?
What unanswered question do you still have?
Responses can be put on cards or students may write on a piece of paper. The Students can be
allowed to respond anonymously, to encourage them to admit points of confusion they might
hesitate to put their name to, or they can be asked to write their names so that the teacher can write a
brief, personal response to each question.
Think-Pair-Share
Think-Pair-Share is a cooperative discussion strategy developed by Frank Lyman and his
colleagues in Maryland. It gets its name from the three stages of student action, with emphasis on
what students are to be DOING at each of those stages.
1)
Think. The teacher provokes students' thinking with a question or prompt or observation.
The students should take a few moments (probably not minutes) just to THINK about the
question.
2)
Pair. In pairs, students talk about the answer each came up with. They compare their mental
or written notes and identify the answers they think are best, most convincing, or most
unique.
3)
Share. After students talk in pairs for a few moments (again, usually not minutes), the
teacher calls for pairs to SHARE their thinking with the rest of the class. She can do this by
going around in round-robin fashion, calling on each pair; or she can take answers as they are
called out (or as hands are raised).The teacher will record these responses on the board or on
the overhead.
Case - Based Learning - According to the Case-based Learning page of the Center for Instructional
Development and Distance Education, "Cases are factually-based, complex problems written to
stimulate classroom discussion and collaborative analysis. It is student-centered exploration of
realistic and specific situations. The students consider problems from a perspective which requires
10
analysis; they strive to resolve questions that have no single right answer." In CBL the work,
method, problem, and discipline are identified by the learner (or learners) through the learning
process. Case-based learning is about choosing, deciding priorities, and combining different
disciplines and it is best practiced in a multidisciplinary context.
Practice Quiz/MCQ - It is a type of assessment of a students' knowledge in which they should
select the best possible answer to the question out of the given choices. Multiple choice questions
consist of a stem and a set of options. Both writing and fulfilling a good multiple-choice question
requires serious thought, critical thinking, good abilities of analysis and a range of skills and
knowledge. Similarly a quiz too enhances the same skills. The teacher can assess how much a
student has learnt through these activities and plan her teaching strategy accordingly.
Comprehensive evaluation would necessitate the use of a variety of tools and techniques. This will
be so because both different and specific areas of learner's growth can be evaluated through certain
special techniques.
Formative Assessment...
is part of the learning process
is used to improve learning
enhances intrinsic student motivation
is used to improve teaching
Formative Assessment is feedback!

Learning without feedback is like learning archery in a darkened room Cross, 1998
1.
Clarifies what good performance is
2.
Facilitates self-assessment (reflection) in learning.
3.
Delivers high quality information to students about their learning
4.
Encourages teacher and peer dialogue about learning
5.
Encourages positive motivational beliefs and self-esteem
6.
Provides opportunities to close the gap between current and desired performance
7.
Provides information to teachers to improve teaching.
11
Formative Assessment Scheme

Focus on Formative Assessment
Share the learning outcomes
and assessment expectations with students
Use clearly defined criteria
Use examples and exemplars
Give specific feedback
(which will help to)
Incorporate Students Self Assessment
Students keep a record of their progress
Teachers keep records of students progress
Specific Recommendations for Formative Assessment:

In order to fulfill the objectives of Formative Assessment and to enable students to improve
performance, teachers need to use a variety of assessment tools during the course of their teaching.
It is mandatory that the teachers use atleast three to four assessment tools during each Term.
Teachers may use one written assessment, and two activities (one group and one individual) in one
formative assessment. The Home Work and Class assignments will not be counted towards
arriving at grades. In order to promote cooperative learning, one activity out of the two activities
should be a Group activity. The teachers should assign one Group project during each term to their
students which may be multi disciplinary.
Components of a Formative Assessment
12
Each Formative assessment can include:

1.
One Individual Activity

(Worksheet, Debate etc.)
2.
One Group Activity (Projects, Role Plays,

Group Discussion, Surveys etc.)
3.
Written Assessment
Best
Score
Average
Score
Activities to include variety of activities such as quiz, debate, projects, theatre etc.
Activities should include one group activity per assessment.
One Multidisciplinary/interdisciplinary group project should be assigned to students in

each term.
For Assessment purposes the best score of one individual activity and one group activity
will be taken.
The final FA will be calculated as the average of the best score (one individual activity or a
group activity) and the score of written assessment
Formative Assessment can be carried through using multiple modes of assessment such as
assignments, quizzes, debates, group discussions, projects etc. It must be clearly communicated to
all teachers teaching various subjects that projects and assignments must be done as group
activities within the class and school time only. Each subject must have only one paper pencil test
under Formative Assessment. The other modes of Assessment must be a part of classroom
interactive activities.
Given below is the list of suggestive activities for different subjects. This list is not exhaustive; it is
only to give an idea of the possible variety.
Languages
Oral and listening - these could be listening comprehension, prepared speech, conversation
or dialogue
Written assignments - short and long question answers, creative writing, reports, newspaper
articles, diary entries, poetry etc.
Speeches - debates, oratory, recitation, extempore etc.
Research projects - information gathering, deductive reasoning,
Analysis and synthesis and a presentation using a variety of forms including the use of
Information and Communication Technology (ICT)
Pair work/group work
Peer assessment
It is suggested in Languages at least some assessments should be for assessing Conversation Skills.
Mathematics
Problem solving, Multiple Choice Questions (MCQ)
Data handling and analysis
Investigative projects
Math Lab activities.
13
Models including origami etc.
Research projects and presentations
Group projects
Peer assessment
Presentations including the use of Information and Communication Technology (ICT)
It is suggested for Mathematics that at least some Formative Assessment tasks should be based on
the Mathematics Lab Activities .
Sciences
Written assignments, Multiple Choice Questions - MCQ

Experimental work which may involve one or more of setting experiments, making
observations, handling data, making deductions, working safely
Planning or designing experiments to collect data or to investigate properties, laws,
phenomena etc.
Research work which could be investigative or information gathering and deducing
Group work - research or experimental
Contextual research projects
Peer assessment
Science Quiz
Seminar
Symposium
Field Trips
Class Response
Model Making
It is suggested for Science at least some Formative Assessments should be based on Experiments
and hands-on activities.
Social Sciences
14
Written assignments- short and long answers
Commentaries
Source-based analysis
Projects-investigative, informative, deductive and analytical
Research
Group work - projects and presentations
Models and charts
Using authentic sources and primary texts
Open-book tests
Secondary sources
Comparison and contrast
It is suggested in Social Science that at least some assessment should be based on projects which are
done in groups as in-class activities under the direct supervision of the teacher.
A system of education and examination that teaches members of disadvantaged group the requisite
problem-solving and analytical skills needed by the job market is vital. Memorizing and regurgitating
textbooks is not a skill needed by the job market. An exam system that encourages this type of 'learning'
snuffs out creativity. To teach skills and create excellence, is the way-perhaps the only sustainable way toward read equity'.
Examination Reform, NCF 2005- NCERT
Myths about Formative Assessment

1.
"Formative assessment doesn't count."

It can! While formative assessment doesn't have to be graded, teachers have the option to
include formative assessment as a part of the grade, which students accumulate toward their
final grade in a unit or course.
2.
"Formative assessment has no impact on student learning or achievement."

It does! Studies show that strengthening formative assessment produces significant learning
gains. As well, formative assessment can enhance lifelong learning skills by helping students
to self-regulate their learning. (Black and William, 1998; Nicol and McFarlane-Dick, 2006)
3.
"Formative Assessment takes up more of teaching time and effort

It doesn't have to! Formative assessment techniques are often just good teaching techniques.
For example, included are: planned questions and answer sessions, gauging student
responses through the use of clickers, or providing online modules and self-study quizzes
linked to in-class sessions.
15
4.
"Formative Assessment = Multiple Choice Tests

Indeed, MCQ items can form the bases for formative assessment. However, providing
students with the opportunity to self-correct and self-study is an important element of
formative assessment. So "taking up the test" is as essential as participating in the test.
5.
"Students won't 'buy into' formative assessment."

Motivation to learn actually increases when students see the gap between what they thought
they knew and what they actually know. Therefore, feedback from formative testing can
improve learning (providing the testing is not too frequent). (Iverson et al, 1994, BangertDownes et al, 1991 in Rushton, 2005).
6.
"More the Formative Assessment better is the learning"

Few Formative Assessment with the correct tools and techniques will help the child to
improve his / her performance
7.
"Every formative assessment needs to be documented and recorded"

It is not essential Formative Assessment may only be for helping the child to improve.
The reason why we use different methods:

1.
Learning in different subject areas and aspects of development is to be assessed
2.
Learners may respond better to one method as compared to another
3.
Each method contributes in its own way to teacher's understanding of learner's learning
In order to help students improve their performance levels, the schools shall diagnose their
learning difficulties through formative tests right from the beginning of the academic year and
bring it to the notice of parents at appropriate intervals of time. They will recommend suitable
remedial steps to enhance their learning capability. Similarly gifted children should be provided
with further reinforcements by giving them additional assignments, enrichment material and
mentoring. Due provision should be made in the class timetable for mentoring and to address
different kinds of learners. The teacher also needs to incorporate strategies for dealing with
differently abled students in her class.
The Formative Assessment should normally be made on recorded evidences based on anecdotal
records to be maintained by the class teacher or the subject teacher.
It will be advisable to communicate levels of attainment to the students and parents during the
course of the academic year, so that with their cooperation the remedial measures are taken in time
for enhancing the performance of the students. The overall assessment should be followed by the
descriptive remarks by the class teacher about the positive and significant achievements,
avoiding negative assessment even by implication.
16
It implies:
1.
Sharing learning goals with students
2.
Involving students in self assessment
3.
Providing feedback which leads to students recognising and taking next steps
4.
Being confident that, every student can improve
What is Formative Assessment?

Let us look at a task:
Subject: Social Science
Class: VIII
Topic: Women, Caste and Reform
Task: Dramatization
Time Required:
Discussion and script writing: 2 periods;
Presentation: 1 period
Procedure:
1.
Students will be divided into groups. They will in their groups, discuss and prepare a short
skit on any of the social ills prevalent in the Indian Society at different periods of time.
2.
The social ills may include Sati, Child Marriage, Female Infanticide, Denial of Education to
Women and Gender Disparity.
3.
Each group will prepare a small skit and perform it. Each student will be asked to speak
some dialogue.
4.
After the presentation, students will have a discussion.
Learning Outcomes: The students will be able to
gain an insight into the social evils prevalent in India at different periods of time.
reflect on social evils and verbalize their feelings.
Skills:
To develop in the students the ability to
Write scripts
Deliver dialogue
17
Act
Work in teams
Assessment Criteria:
The performance of the groups will be assessed on the basis of content, dialogue-delivery and
clarity of concept.
Follow up:
The presentations could be discussed by the class. Wherever the concept is not clear, teacher
could encourage students to give their comments. The teacher could also revisit any part of the
lesson that has not been clearly understood by the students.
Is this a formative or summative assessment task?

It has the following features:
The main objective is to enable the learners to gain an understanding of the concept of social
evils perpetrated against the girl child and the woman in India at different periods of time.
The task is part of the teaching-learning of the topic of women, caste and reform.
The task involves students in group interaction and presentation.
After the task is completed, the teacher gives feedback for improvement. Also, if needed, the
lesson may be reviewed.
Assessment is done on the basis of well-defined criteria.
The task is done in the classroom as part of the lesson.
The main purpose is not to measure the knowledge of the learners. The task aims to provide
conceptual clarity to the learners through experiential learning.
It also encourages further learning.
These attributes are at the heart of Formative Assessment.
Let us now look at the following questions given in a test:

What are the different social evils prevalent in Indian society at different times? How have they affected girl
children and women? Write your answer in about 200 words.
This is a typical question that figures in a summative test or examination. Here the main aim is to
measure the extent of knowledge of the learners in the lesson tested. The answers of the learners
will be marked or graded on the basis of value points and a marking scheme. The information
collected by the teacher may not be used to diagnose the problems faced by learners or for
18
remediation since the test is usually conducted after completing the unit or lesson.
However, if a short quiz or test is conducted on the topic when the lesson is in progress to ascertain
the learning gaps for the purpose of providing further help to learners, it will be formative in
nature. So, by and large the way in which a tool is used, i.e. for enhancing learning or for
ascertaining and measuring the extent of learning, decides whether it is for formative or
summative purpose.
What is NOT Formative Assessment?

It is seen that under the guise of continuous evaluation schools conduct a series of 'tests'.There are
tests for almost every day of the week or every month of the academic session. The argument put
forth is that only by conducting frequent tests continuous assessment cannot be ensured. However,
such practices can hardly be called formative assessments because they are not integrated with the
teaching-learning process. Nor is the information collected by the teachers from such tests
effectively and systematically used for improving the teaching learning process.
Case Study
Students of Class IX are give the following project in Science:
Project on Communicable Diseases
Collect information about communicable diseases by referring to books and journals and
surfing the internet.
Present the information in a folder with illustrations, pictures and photographs.
The folders should be submitted for evaluation within 15 days.
The folders will be evaluated on the following criteria:

Content, Neatness of Presentation and Illustration
Students complete the task individually and submit the folders by the dead line. Teacher grades
the work of the students as per the assessment criteria.
Questions:
Is it a good formative task?
How are the students helped by the teacher and peer groups in doing the task?
What are the objectives of the project?
To assess the student's ability to collect information and present them?

Or
To enable the students to deepen their learning?
19
If the purpose is to help the learners acquire a deeper understanding of the topic of the project then
the project should be organized differently.
Teacher should discuss the project with the learners.
They will explore ways in which information could be gathered, understood and adapted.
Provide scope for group work so that learners study the topic collaboratively and help and
support each other.
Teacher monitors the entire process at regular intervals, giving feedback for correction,
modification and refinement.
Besides submitting a folder, the learners are also required to make a presentation to the class
or take a viva voce.
Assessment is done by involving the learners in peer assessment.
The information gathered by the teacher and the learners is used to improve and further the
teaching-learning process.
One major concern with regard to such projects and assignments is that the teacher has very little
scope to ensure that they are done by the students themselves. It is now common knowledge that
projects and assignments can be 'bought' from shops. Instances of parents doing the projects are
also not uncommon. Furthermore, downloading information from the internet also leads to very
little learning.
Hence, to use projects and assignments as effective tools of formative assessment, the teacher
should take certain precautions:
Make the learners do the task in the school itself under the direct supervision of the teacher.
Discuss the project with the learners and monitor their progress at every stage.
Involve them in the assessment process through self and peer assessment.
Give descriptive feedback as an instructional strategy to move students forward in their

learning.
Help students link their classroom learning with the task and their experience.
Follow it up with activities like revisiting some of the concepts, explanations etc.
What does the Manual contain?

After the introduction of CCE in schools affiliated to CBSE in class IX during 2009-10, the Board felt
it necessary to provide a holistic picture of CCE to all the stakeholders, particularly the teachers.
Hence a Teacher's Manual on Continuous and Comprehensive Evaluation - Class IX and X was
brought out. Besides giving detailed information about the scheme of CCE, fundamentals of
assessment of co-scholastic and scholastic areas, dimensions of school-based assessment and tools
and techniques of evaluation for formative and summative purposes have also been included in
the manual.
20
As a sequel to this publication, the Board decided to bring out a series of manuals to provide
exemplar and illustrative materials on Formative Assessment in Languages, Mathematics, Science
and Social Science for classes IX and X. The board received comments and suggestions on the FA
Manuals from the stakeholders since its publication and hence decided to revise them. A
comprehensive feedback on each and every activity/task was collected from the teachers of the
schools affiliated to the Board and in the light of it this revised edition has come out.
We aim to strengthen the formative assessment and provide the teachers, detailed guidelines and
support material for formative assessment through the manuals.
Objectives of the Manual on Formative Assessment

1.
To clarify the concept of formative assessment within the broad framework of CCE.
2.
To integrate formative assessments (FA 1, FA 2, FA 3 & FA 4) with the materials prescribed

and classroom procedures.
3.
To help teachers and learners use formative assessment for enhancing the teaching learning
process.
4.
To provide a rich source of formative assessment tasks for the units/ lessons in Languages,
Mathematics, Science and Social Science for classes IX and X.
5.
To help teachers use the Formative Assessment tasks given in the manuals for generating
further tasks on their own.
6.
To enable teachers to gain conceptual clarity with regard to Formative Assessments.
7.
To motivate teachers to build their capacity to add value to materials and methods.
8.
To help teachers plan and manage time effectively.
9.
To provide guidelines to schools to record formative in a systematic manner.
10.
To provide scope for teacher development in the area of assessment as well as for
consultations and enrichment.
11.
To initiate a healthy and meaningful interaction between different stakeholders on CCE and
the place of formative assessment in this scheme.
12.
To make the teaching - learning process enjoyable for both the teachers and the learners.
21
How to use this Manual?

As already mentioned, this manual contains a number of formative assessment tasks for classes IX
and X in all the main scholastic subjects. Teachers can make use of them in a planned manner not
only to assess learning but also to enhance the effectiveness of their own teaching. Some
suggestions for the effective use of the formative tasks are given below:
a)
Planning
At the beginning of the academic session teachers of the same subject can consult each other
and draw out a plan of formative assessment for the entire session. A suggested annual
planner is given for each subject in the manual. The annual plan drawn up by each school
should include the following details:
b)
How many formative tasks will be used for FA 1, FA 2, FA 3 and FA 4. (The number of
tasks should not be less than the minimum suggested)
The identified tasks from the manual (Teachers are, however, free to add their own
tasks to the ones given in the manual)
While deciding/choosing the tasks, care should be taken to select a variety so that
knowledge and skills are covered comprehensively and there is no scope for monotony
to set in. For example, in languages, the different skills like reading, writing, speaking
and listening and language areas like literature and grammar have to be covered in
formative assessment. The plan could distribute tasks over the four formative
assignments in such a way that all these aspects are assessed at least twice or thrice in a
session. Similarly the tasks may be chosen in other subjects in such a way that they
assess different skills and competencies using a variety of modes of assessment.
Classroom Strategies
Since the tasks are to be integrated with classroom instruction, teachers have to embed them
in their lesson plans.
Task specification as given in the manual may be used by teachers in the following manner:
Learning Outcomes:
The learning outcomes for each task and hence help teachers and learners in developing a
focus. They are also meant to be kept in mind at the time of assessment.
Procedure:
A task may need some preparations on the part of the teacher. These are included under
'Procedure'. The different steps to be followed, precautions to be taken and suggestions for
collecting information are also provided under this heading.
22
Assessment Criteria
In order to make the assessment objective and systematic, specific criteria have been
provided for each task. It is essential that the teachers put up these criteria or read them out to
the class before commencing a task. Learners should know on what basis they will be
assessed. It will also give them task clarity. The scores obtained by students in each of the
tasks conducted must be recorded. The record of assessment should also be maintained.
Wherever a written product emerges, it may be made part of the student portfolio.
Feedback/Follow up
This is a crucial stage in formative assessment. The performance of students gives valuable
information about their understanding, conceptual clarity, problems faced and gaps in
learning. Based on this information, teachers could give feedback and undertake follow up
activities for remediation and enrichment. The information will also enable teachers to
modify their practices for enhanced effectiveness of learning.
Some Challenges
Teachers may face certain challenges in integrating formative assessment with teaching. This may
be due to
Large class size
Scarcity of time
Constraints imposed by logistics
Strategy to assess group/pair tasks.
With the help of proper planning these challenges could be overcome. Some suggestions are given
below:
Large Class Size
Choose tasks that involve group work and pair work.
Tasks that require written answers from the learners could be peer assessed.
Answers to MCQs and other objective type questions could be marked by students
themselves by exchanging their work sheets as the teacher calls out the answers.
All the students in a class need not be assessed in one period. It means that the tasks may be
distributed among groups of students so that the teacher is able to assess them in different
periods. The implication is that in large classrooms all the students need not be assessed in all
the tasks/activities. By planning the tasks/activities carefully, all the skills can however be
covered by rotating it among groups of students.
23
It follows from this that all the students need not be involved in the same task at a time. In
order to cater to multiple intelligence, teachers could adopt a flexible approach with regard to
giving tasks to students. For instance, students good in written work may be given tasks
different from students good at practical work.
While framing the time table some double periods could be provided in each subject. Tasks
involving debates, presentations, group discussions, dramatization, role plays etc could be
conducted during the double periods.
Time Management
Since the number of teaching periods for each subject is pre-determined, teachers may feel that
conducting formative assessment tasks within the allotted periods may prove to be difficult.
However, it is to be borne in mind that formative assessment is to be built into the teachinglearning process and it only represents a change in the methods to be adopted for curriculum
transaction. By reducing explanations and frontal teaching, adequate time could be found for tasks
and activities. Some other suggestions are:
Proper planning will result in efficient time management.

Complete the preparations for each task well before the class begins so that there is no
wastage of time.
Use self and peer assessment strategically.
Train learners in the initial part of the term to collaborate with each other and the teacher.
Over a period of time they will be able to maintain efficiency and brisk pace.
It is essential that the scoring sheet with names of students is prepared at the beginning of the
academic session as per the annual plan. Columns for FA 1, FA 2, FA 3 and FA 4 may be
provided along with details of the tasks selected for each assessment and the maximum
marks so that recording of scores does not take much time.
Train the students in maintaining their portfolios. A folder may be maintained for every
subject in which the best written products could be filed by each student. When students are
helped to take responsibility for record keeping, it will ease some burden on the teachers
besides leading to better time management.
Logistics
Photocopying of worksheets may not be feasible in all the schools. Teachers have to adopt a few
strategies to overcome this problem
Suggestions:
24
Only elaborate worksheets and those with diagrams and pictures need to be photocopied.
Wherever possible, the worksheet can be put up on the blackboard.
If technology is accessible, worksheets could be projected with the help of an LCD projector.
MCQ's and objective type questions could be read out and students instructed to write only
the answers on a sheet of paper.
Instructions for pair work, group work and whole class work could be read out once or twice.
Share with the Principal and school administration the requirement of photocopies in
advance so that the school makes adequate arrangements.
Always use both sides of the sheet of paper for photocopying. It may mean that more than
one task is photocopied on a single sheet. After the students complete one task the sheets may
be collected and redistributed for the next task.
Whenever possible, worksheets could be shared by two or more students.
Train the students to observe economy in the use of paper/ worksheet.
Strategy to assess group/pair tasks

Initially teachers may find it a little difficult to assess group/ pair tasks because the product is
usually from more than one student. Some suggestions are given below to help the teachers in this
regard:
Wherever possible group and pair tasks could be broken down into smaller areas and each
member of the group could be assigned an area.
Where the above is not feasible, the contribution of each student to group work has to be
observed and monitored.
Usually after group discussion a presentation is to be made by each group. Care may be taken
to rotate the presentation among all the students so that over a period of time all are given an
opportunity to present the group's views.
Group tasks may be assessed for the entire group/pair. It means that members of each group
may get the same mark/grade. However, in pair tasks it is easier to assess the performance
individually.
Since formative assessment is informal, group tasks may be assessed on broad parameters
such as participation, contribution and effectiveness of each member of the group.
It is necessary that the teacher monitors group tasks properly to ensure that every student is
participating and no student dominates.
Conclusion
This document has laid emphasis on teacher-preparedness, planning and co-ordination. It is
suggested that at the time of drawing out an annual plan, the principal interacts with each subject
25
committee and helps the teachers prepare a plan of action ensuring that assessment is integrated
with the teaching-learning process.
It may be necessary to prepare detailed lesson plans for each unit/ lesson besides the overall plan
for the first and second term. While the lesson plan should essentially be an innovative tool evolved
by each teacher depending on the concepts to be taught, the needs of the learners and other sociocultural factors, it is perhaps advisable to include certain broad areas in the lesson plan to make it
reflect the integration of continuous and comprehensive evaluation. While these broad areas,
along with the format of the lesson plan could be decided by each school, the following
components could be included to ensure holistic planning:
Content/topic/lesson.
Concepts/skills
Instructional Objectives.
Levels entry, process, integration, exit.
Tools of assessment with specific questions
Remediation.
It is also suggested that the formative tasks may be assessed for ten marks or multiples of ten to
facilitate easy calculation of weightage. Similarly, self evaluation by students could be encouraged
by integrating ICT and developing student self-access tools. While it will provide ample scope for
learner autonomy, it will also reduce the burden on the teachers. Finally a word about projects. This
document specifies that projects should, as far as possible, be done in the school itself. But certain
projects that call for extensive research and work involving hands and using different materials
may be difficult to be carried out within school hours. Since the main concern is about the
genuineness and credibility of the work submitted for assessment by the students, if adequate care
is taken by the teacher in monitoring the project work, students may be allowed to do some part of
it outside the schools. Detailed guidelines on the precautions to be taken in this regard have been
provided in this manual. By making the projects realistic and simple, teachers can ensure
authenticity of the work of students.
26
Description of Formative Assessment

Tasks and Rubrics for Assessment:
1.
Class work/Assignments
This is a part of regular teaching earning of Mathmatics. As a part of classwork, teacher may
give class worksheets, MCQ worksheets etc. To give enough practice to students and
assignments can be given. Assignments may contain questions other than the prescribed text
book. It may include all types of questions viz. short/long/MCQ etc. which would test
knowledge, understanding and application of concepts taught.
Sample Rubric for C.W/Assignment Assessment

Parameter
Periodicity
Observation Points
Marks alloted
Work is submitted on time On the basis of rating scale

regularly
3
2
Always
regular
2.
Maintenance
Neatness/Presentation
1 Mark
Accuracy
Correctness
1 Mark
Regular
1
Irregular
Mathematics Laboratory Work:

Work done by students in the Maths lab is a part of Formative assessment. It is further
divided into two parts:
l
Maths activities: As prescribed in CBSE Mathematics laboratory Manual
Maths Project Work: Some projects are suggested in the CBSE Mathematics laboratory
Manual as well as in the present Manual. Apart from this teacher may select any Maths
project in at least one Formative assessment duration.
27
Sample Rubric for Recording Math Lab Activity Work

Lab Ethics (Parameters)
(1 Mark each)
Performance of Activity
Scale 5 to 1
(15 Marks)
File Record (Parameters)

(1 Mark each)
Brings material for activity Able to explain concept correctly

after completion (5)
Or
Complete activity in the class
independently (5)
Index/Cover
Takes interest in class
Take help and complete the task (4)
Neatness
Regularly attends Math

lab class
Work independently but not able to

complete (3)
Submits work on time
Takes care of property in

Maths lab
Tries to perform hands on in

the lab (2)
Regularly brings file
Listens attentively during

demonstration
Just initiate the task allotted (1)
Does correction work

(if any)
Sample Rubric for Maths Project Work

Parameter
Observations Points
(10 Marks)
Marks
Topic
Selection of Topic
Originality
Collection of data and information
Presentation
Creativity
Conclusion
Inference and Mathematics
Viva
Explanation
3.
Creative Activities:
This may include atleast one of following in each formative assessment duration.
l
Oral assessment
Quiz
Discussion
Presentation by students
Making of charts/material
Role Play
Mathematical games
Math Magazine
Self composed Math Poem
Model Making
Any other
Note: Teacher may plan assessment rubric according to the activity taken.
28
Sample Rubric for Oral Assessment and Recording Oral task

Parameter
Observations Points
Participation
Raise questions
Response
Give response to questions asked by the teacher
Correct Knowledge
Answers/responses are correct
Confidence/Expression
Able to express knowledge gained
Note: Teacher may prepare a rating scale for awarding marks.

Recording Oral Assessment Task:
Teacher may take a recording sheet for noting the observations while oral assessment process is on.
Ticks/Cross can be marked in the respective columns according to the student's response in
formative assessment duration. On the basis of observations, marks may be allotted.
Formative Assessment:__________________ Class/Sec.:________ Task Oral Test:__________

Roll
No.
Teacher's
Remark
Class Response (5 Marks)
Name of Student
Participation
(1 Mark)
Response
(1 Mark)
Correct Knowledge
(2 Marks)
Confidence/Expression
(1 Mark)
1
2
3
4
5
6
7
8
9
10
29
Formative Assessment
Important Notes:
It is recommended that teachers choose the formative tasks and number of tasks per unit or
chapter judiciously so as to cover a variety of skills and learning objectives.
It is not necessary that all the tasks suggested for each chapter/unit be conducted in class and
nor is it necessary for all tasks/activities to be assessed or marked. However, students should
be aware of the activities/tasks which will be considered for assessment.
Activities should be built into the teaching-learning process and be a seamless part of the
classroom process.
The marks for each task may be decided by the teachers; however, the weightage for each
Formative Assessment should be calculated for 10%.
All activities related to Formative Assessment such as language games, quizzes, projects, role
plays, script writing etc. must be done as 'in class' and 'in school' activities, supervised by the
teacher.
Formative Assessment of grammar may also be carried out in an integrated manner along
with the skills of reading, writing, speaking and listening.
The Portfolio can include:
Photographs: Provides an insight into the child's emotional, social and psychological aspects
of development.
Paintings and other examples of artistic endeavour: Provides evidence of a learner's abilities,
thoughts and attitudes.
Audio-Video Recordings: Specific situation or over a time span to cover important processes
and aspects that can be recorded and analysed later.
Self-Assessment Sheets: Portfolio to provide evidence of the learner's self-evaluation.
Peer Assessment Sheets: Excellent for assessing in team and group based activities, social
projects and peer related behaviour. Can be incorporated into the learner's Portfolio to
provide evidence of the learner's social Life skills.
Parent Assessment Sheets: Can be incorporated into the learner's Portfolio to provide
evidence of evaluation done by the parent.
For more information in Portfolio please refer to CCE Manual.
30
Chapter1
Number Systems
Suggested Formative Assessment Tasks
Task1: Observe and answer
Topic
Number System
Nature of task
Post Content
Content Coverage
Types of numbers and relation between various types of

numbers.
Learning Outcomes
The students will be able to use knowledge of various type of

numbers viz. natural numbers, whole numbers, integers,
rational numbers and irrational numbers which constitutes
the Real number system.
Task
Observe and Answer
Execution of Task
This task may be performed in the classroom. Each student

would be given the activity sheet. They would be then asked
to write the answers to questions.
Duration
One Period
Assessment Criteria
Teacher may ask questions to groups of students and observe

the level of understanding. It is not necessary to give marks for
this assessment. It may be used for diagnostic purpose.
Follow up
If the students are not clear with the concept and knowledge
of different numbers then as a remedial task Number activity*
can be done in the classroom. Through this activity students
would be able to visualize the relationship between types of
numbers from observing their activity sheet.
Activity Sheet: Observe and answer

Description: Look at the given figure and state whether the following statements are true or false.
Give reason for your answer with examples.
31
Natural
Irrational
Whole Number
Integers
Real Numbers
Rationals
1. Every integer is a rational number.

2. Every rational number is an irrational number.
3. Every natural number is an integer.
4. Every integer is a natural number.
5. Every rational number is a real number.
6. Every real number is a rational number.
7. Every whole number is a natural number.
8. Every natural number is a whole number.
10. Every rational number is a whole number.
Follow up task: Number Activity

In each box there is a number. Encircle N, W, Z, Q, Not Q, R if a given number in the box is so. More
than one option may also be encircled. Symbols used: N for natural numbers, W for whole numbers,
Z for integers, Q for rational numbers, and Not Q for irrational numbers, R for real numbers. The
first three are solved for you.
32
-8
7/3
Not Q
Not Q
Not Q
Not Q
Not Q
-5
-64
2
N
4/5
7
N
N
W
Not Q
Not Q
Not Q
Not Q
Not Q
25
189
41.9
2 2
Not Q
Not Q
Not Q
Not Q
Not Q
Based on your observations, Answer the following in True/False.

1. Every integer is a rational number.
2. Every rational number is an irrational number.
3. Every natural number is an integer.
5. Every rational number is a real number.
6. Every real number is rational number.
7. Every whole number is a natural number.
8. Every natural number is a whole number.
10. Every rational number is a whole number.
33
Task2: Class Worksheet / Oral Assessment

Topic
Number System
Nature of task
Post Content
Content Coverage
Rational and irrational number
Learning Outcomes
The students will be able to learn to:

l
insert rational numbers between two rational numbers
appreciate the fact that infinitely many rational numbers

can be inserted between two given rational numbers
learn to represent irrational numbers like 2 , 3, 5.4, etc.

on the number line
find the decimal expansion of real numbers and distinguish

between a rational and irrational number on this basis
Task
Class Worksheet / Oral assessment
Execution of Task
This task may be performed in the classroom in the last 15

minutes of a teaching period. A small worksheet containing
short questions may be given. They would be then asked to
write the answers to questions.
Duration
2 Periods
Assessment Criteria
Teacher may prepare a rating scale according to marks

assigned to this task.
Follow up
Worksheet for practicing may be given.
Class Worksheet
Do as directed
1.
Write one rational number between 3 and 4.
2.
Justify that 2.010010001... is a rational number.
3.
1 2 lies in the negative side on the number line. Give reason?
4.
Am I right if I say only 100 rational numbers can be inserted between 1 and 101?
5.
Which of the following are rational numbers?

a)
6.
7.
34
1.2525...
b)
1.21555...
Insert 2 irrational numbers between 2 and 3 .

5
4
Write two irrational numbers between 1 and 2.
c)
1.2505005...
d)
1.25555...
8.
Justify 3.010010001 is a rational number.
9.
1 + 3 lies in the positive side on the number line. Give reason?
Suggested questionnaire for oral assessment

For developing thinking skills
1.
Is every natural number a rational number?
2.
Is every rational number a natural number?
3.
Is every natural number a real number?
4.
Is every real number a natural number?
For developing analytical thinking skills

1.
100 rational numbers can be inserted between 2 and 7. Give your views on this statement.
2.
Can we insert only 100 rational numbers between 2 and 7 why?
3.
How many rational numbers can be inserted between 2 and 7?
For testing understanding of concepts taught

1.
Are 2 and 5 coprimes?
2.
1.010010001... is an irrational number? True/False
3.
What is the rationalizing factor of (2 + 3)?
For testing knowledge of concepts taught

1.
Give an example of an irrational number between 2 and 3.
2.
Give an example of a rational number between 2 and 3.
3.
Which is the smallest Prime number?
4.
Which whole number is not a natural number?
5.
Am I right if I say "3 is smallest composite number?"
6.
Every real number is represented by a unique point on a number line. (True/False)
Follow up: Practice Worksheet
2.
1
3
and .
5
5
Write 5 rational numbers and 5 irrational numbers in decimal form.
3.
Represent 2 + 2 on a number line.
4.
Which of the following numbers lies between 2 and 3?
1.
Insert 3 rational numbers between
a) 1 + 5
b)
3 +1
c) 1 + 2
d)
3 -1
35
5.
6.
7.29 is a
a)
rational number between 2 and 3
b)
integer
c)
irrational number
d)
a rational number greater than7.
Which of the following is an irrational number between 2 and 3?

a)
2.357357...
b)
2.101001000...
c)
2.05131313...
d)
2.579
Task3: Assignments
Topic
Number System
Nature of task
Post Content
Content Coverage
Complete Chapter
Learning Outcomes
The students will be able to apply the knowledge of Number

Systems to solve given problems.
Task
Assignment 1 (MCQ)
Assignment 2 (Short/Long questions)
36
Execution of Task
Printed assignment may be given after completing the chapter.
Duration
2 days
Assessment Criteria
Follows Rubric for Assignments
Follow up
Reference material in the form of important points to

remember can be given as a support material. Assignment
Questions should be discussed in class afterwards.
AssignmentI
(Multiple Choice Questions)
1.
2.
Which of the following is correct?

a)
Every whole number is a natural number
b)
Every integer is a rational number
c)
Every rational number is an integer
d)
Every integer is a whole number
Out of the following, the irrational number is

a)
3.
1.5
6.
8.
a b
c)
a +b
d)
a +b
a +b
One
b)
Three
c)
Five
d) Infinitely many
is always an irrational number
b)
is always a rational number
c)
may be a rational or an irrational number
d)
is always an integer
The rationalising factor of 7 - 2 3 is

7+2 3
b)
72 3
1
4
equals
= 0.142857, then
7
7
a)
b)
0.428571
0.285718
c)
4+2 3
d) 5 + 2 3
c)
0.857142
d) 0.571428
If
The value of n for which n be a rational number is
3 12
6 27
a)
10.
a b
b)
, we multiply the expression by +
a)
a)
9.
a +b
d) 2.477
If we add two irrational numbers, the resulting number
a)
7.
The number of rational numbers between 3 and 5 is

a)
5.
a +b
c)
1.277
To rationalise the denominator of

a)
4.
b)
b)
c)
d) 5
c)
1
3
d)
c)
9 6
d) 9 3 2 +3 3 6
equals
1
2
b)
(3 + 3)(3 2 ) equals
a)
95 2 6
b)
3+ 2
37
11.
12.
The arrangement of 2 , 3 , 5 in ascending order is

a)
2 , 3, 5
b)
5 , 3, 2
c)
2 , 5, 3
d)
3, 2, 5
It is m and n are two natural numbers and mn = 32, then nmn is

52
a)
13.
10 = 3.162, then the value of
If
a)
0.3162
b)
14.
53
b)
If 3 x 16 = 4
4 9
3
a)
1
10
c)
510
d) 512
c)
31.62
d) 316.2
d) 6
is
3.162
x+2
, then the value of x is
b)
c)
AssignmentII
TEST YOUR UNDERSTANDING (Long questions)
1.
Simplify the following (4 3 2 2 )(3 2 + 4 3 )
2.
2
If a = 6 35, find the value of a +
3.
Simplify, by rationalising the denominator

2 6
2+ 3
38
6 2
6+ 3
2 +1
8 3
6+ 2
2 1
4.
If x =
5.
If
6.
Evaluate:
1
1
1
1
+
+
+ .................. +
2 +1
3+ 2
4+ 3
9+ 8
7.
If x =
8.
If
21
5+2 3
7+ 3
and y =
1
a2
2+1
, find the value of x2 + y2 + xy
= a 3b, find a and b where a and b are rational numbers.
1
2+ 3
, find the value of 2x3 7x2 2x + 1
2 = 1.414 and 5 = 2.236, find the value of
10 5 upto three places of decimals

2 2
Task4: Hands on Activity

Topic
Number System
Nature of task
Content
Content Coverage
Representation of irrational numbers
Learning Outcomes
The students will be able to learn to make a square root spiral

using compass and ruler on a sheet of paper.
Task
Maths Lab Activity
Execution of Task
An instruction sheet containing pictures of initial steps can be

given to students for references. They will be then asked to
complete the square root spiral and interpret the figure
obtained.
Duration
1 Period
Assessment Criteria
This activity will be a part of Maths activity, so it will be

assessed according to the following given parameters:
Class Ethics
Performance of activity
File Record
(Marks may be allotted by the teacher accordingly)
Follow up
In this activity students have freedom to consider units in

terms of inches, centimeters in any measurement.
The teacher should help students in taking correct units.
Task: Hands on Activity

Instruction Sheet
Follow the steps shown in the following picture and make a square root spiral.
Step 1
Step 2
Step 3
Step 4
39
Step 5
a) Which theorem have you used for finding the hypotenuse of a right triangle?
b) Show the calculations in all the right triangles which are obtained.
c) Do you think 4 is an irrational number?
Task5
Topic
Number System
Nature of task
Content
Content Coverage
Representation of rational numbers
Learning Outcomes
The students will be able to:

l
learn to represent irrational numbers of the form and on

the number line
apply test the psychomotor skills of using ruler and

compass with accuracy
Task
Maths Activity
Execution of Task
Children would be given an irrational number of the above

mentioned type and would be asked to plot it on the number
line. They would also be asked to write the justification of the
construction so made.
Duration
1 Period
Assessment Criteria
This activity can be assessed on the following parameters:

(i)
Neatness
(ii)
Accuracy in construction
(iii) Proper steps for justification

(Marks may be allotted by the teacher accordingly).
Questions
40
1.
Represent 15 on the number line.
2.
Explanation of construction by circular method should be first given to draw 5.4 .
Chapter2
Polynomials
Task1
Topic
Polynomials
Nature of task
Content
Content Coverage
This task is based on the following concepts:

Definition of a polynomial, coefficient, constant term and
degree of Polynomials, classification of Polynomials according
to number of terms, classification of Polynomials according to
degree, value of polynomial at a point, concept of zero of a
polynomial.
Learning Outcomes
The student will be able to:

l
identify polynomials
write different types of polynomials with specified degree
find coefficient, degree, no. of terms of a polynomial
find value of a polynomial at a point
Task
Class Worksheet
Execution of Task
This task may be performed in the classroom. Each student

would be given sheet. They would be then asked to write the
answers to the questions.
Duration
1 Period
Assessment Criteria
Teacher may ask questions in groups and observe the level of

understanding. It is not necessary to give marks for this
assessment. It may be used for diagnostic purpose.
Follow up
If the students are not clear with the concepts of degree,

coefficients of variables then the remediation should be alone
in class by taking more examples.
Class Worksheet
Q1. Write 5 expressions which are not polynomials. Justify your answers.
Q2. Give examples of the polynomials which are:
a) Cubic and binomial
41
b) Cubic and monomial

c) Quadratic and trinomial
d) Quadratic and monomial
e) Linear and binomial
f)
Linear and monomial
Q3. For the polynomial p(x) = 5x3 3x2 + 2x + 2 , mark the following statements as true or false
and justify you answer.
a) The degree of polynomial p(x) is 4
b) The degree of polynomial p(x) is 3
c) The coefficient of x2 is 3
d) The coefficient of x is 2
e) The constant term is 3
f)
The number of terms is 4
Q4. Justify the following statements with examples:

a) We can have a trinomial having degree 7.
b) The degree o a binomial cannot be more than two.
c) There is only one term of degree one in a monomial.
d) A cubic polynomial always has degree three.
Q5. Complete the entries if p(x) = 5x7 6x5 + 7x 6 has:
a) Coefficient of x5 =
b) Degree of p(x) =
c) Constant term =
d) Number of terms =
4
Q6. If p(x) = x + 2x 10x 14x + 21, then find p(1), p(1) and p().
Q7. Find the zeroes of the following polynomials:
a) p(x) = 3x 5
b) p(x) = 2x + 7
4
Q8. Check whether 2 and 2 are the zeroes of the polynomial x 16.
Q9. Give examples to justify the following statements:
a) A zero of a polynomial need not be 0.
b) 0 may be a zero of a polynomial.
c) Every linear polynomial has one and only one zero.
d) A polynomial can have more than one zero.
42
Task2
Topic
Polynomials
Nature of task
Content
Content Coverage
Algebraic identities
Learning Outcomes
The students will be able to verify the algebraic identity

a3 b3 = (a b) (a2 + ab + b2) using unit cubes
Task
Hands on using Unit cubes
Execution of Task
This task may be performed in the Maths laboratory. The

students will be divided in the groups of 5-6 students each.
They would be given unit cubes and then asked to perform this
activity with the help of instruction sheet.
Duration
1 Period
Assessment Criteria

understanding.
Parameters for assessment:
Class Ethics
File record
(Marks may be allotted by the teacher accordingly)
Note: Similarly remaining algebraic identities can be taken up in the Maths activity period. (Refer
to CBSE Maths laboratory manual)
Aim: To verify the algebraic identity a3 b3 = (a b) (a2 + ab + b2) using unit cubes.
Material required: Unit Cubes

Procedure
Let a = 3 and b = 1
3
Step 1: To represent a make a cube of dimension a x a x a i.e. 3 x

3 x 3 cubic units
43
Step 2: To represent a3 b3 a cube of dimension b x b x b i.e. 1 x 1 x

1 from the cube formed in Step 1 of dimension a x a x a i.e. 3 x 3 x
3 cubic units.
Step 3: To represent (a b)a2 make a cuboid of dimension (a b) x

a x a i.e. 2 x 3 x 3 cubic units.
Step 4: To represent (a b)ab make a cuboid of dimension (a b)

x a x b i.e. 2 x 3 x 1 cubic units.
Step 5: To represent (a b)b make a cuboid of dimension (a b)

x b x b i.e. 2 x 1 x 1
44
Step 6: To represent (a b)a2 + (a b)ab + (a b)b2 i.e.

(a b) (a2 + ab + b2) join all the cuboids formed in the Step 3,
4 and 5.
Observe the following:

The number of unit cubes in a3 = ...................
The number of unit cubes in b3 = ...................
The number of unit cubes in a3 b3 = ...................
The number of unit cubes in (a b)a2 = ...................
The number of unit cubes in (a b)ab2 = ...................
The number of unit cubes in (a b)b2 = ...................
The number of unit cubes in (a b)a2 + (a b)ab + (a b)b2 = ...................
Observation:
It is observed that the number of unit cubes in a3 b3 is equal to the number of unit cubes in
(a b)a2 + (a b)ab + (a b)b2 i.e. (a b) (a2 + ab + b2).
Write the result.
Task3:
Topic
Polynomials
Nature of task
Post Content
Content Coverage
Algebraic identities
Learning Outcomes
The students will be able to test the knowledge of algebraic

identities.
Task
Activity Sheet Complete the identity
Execution of Task
The task may be performed as an individual activity. Teacher

would provide the identity template to the students. Students
would be given 10 minutes to complete the identity and write
its expansion along the edges of each triangle.
Duration
1015 minutes
Assessment Criteria
Identify correctly
45
Note: This is a challenging activity. Students look to solve puzzles. It is enriching as well as
motivating.
Similar tasks may be used in other Chapters as formulae recapitulation activity.
Cut out the triangles and place on the grid provided so that the identities match.
3a
2a
(a3 3a2b + 3ab2 + b3)
(a b)3
a2 + 2ab + b2
(a
a+
b)
)
b
b)
(a3 + b3)
2a
b
2
(a + b)2
ab
(
2
a+
b)
(a
a
b
a2 + 2ab + b2
ab
(a
3a
3a
46
b)
)(
(a
(a
(a b) (a + b)
(a
ab
(a
(
b)
(a
(a
b)
)
b
ab
ab
(a
)
+
(a b)3
2a
(a
(a
b)
(a
(a
b)
ab
3a
(a
(a
2
2
3
(a 3a b + 3ab b )
b)
(a2 b2)
(a
(a + b)2
(a
(a + b) (a2 ab + b2)
Size of the small triangle must match with the grid on which it has to be placed.
(a
b)
47
(a
b)
(a +
b) 3
3a 2b
+3 2
ab
+
b 3)
(a
(a +
3
)
b
(a
b) 2
b3
)
(a3 3a2b + 3ab2 b3)
(a3 b3)
a
b) (
(a
2
a 2+
b) (
2
b)
(a
ab
3
(a +
3
(a +
ab
b) 2
+b2
)
3
+b
ab
+3
2
(a + b)2
+b2
)
b)
+b2
+b
2ab
2
a
a2
+2
ab
ab +
2
a +
b) (
(a +
(a 3 +
(a 3
b 3)
+b
2
2ab
a
(a
+b
(a
b
)
(
a 2+
ab
b)
a 3+
b) (
ab
2
b
ab +
2
2
a
(a
b3
)
a2
+2
a
b+ 2
b
b)
(a b) (a2 + ab + b2)
(a b)3
(a b)3
b)
a2 + 2ab + b2
(a2 b2)
(a 3
(a
(a +
48
(a
+
ab
+b3
)
Answer:
(a + b)2
a2 + 2ab + b2
(a b) (a + b)
(a3 3a2b + 3ab2 b3)
Task4
Topic
Polynomials
Nature of task
Post Content
Content Coverage
Complete Chapter
Learning Outcomes

l
recognise a polynomial
find zero of a polynomial
factorise given polynomial
apply remainder theorem
apply factor theorem.
Execution of Task
Printed MCQ worksheet may be given to students.
Duration
1 Period
Assessment Criteria
For each correct answer marks can be alloted.
Follow up
Class room discussion
Answers to the questions and common errors may be

discussed in the class.
Multiple Choice Questions

1. Which of the following is not a polynomial?
a) x 2 + 2 x + 3
b) x 2 2 x + 6
c) x 3 + 3x 2 3
d) 6x + 4
2. The degree of the polynomial 3x3 x4 + 5x + 3 is

a) 3
b) 4
c) 4
d) 1
c) x = 1
d) a = 0
3. Zero of the polynomial p(x) = a2x, a 0 is

a) x = 0
b) x = 1
4. Which of the following can be a term of a polynomial?

a) 2x
b)
3
x
c) x
d) x
c) 9
d) 10
5. If p(x) = 5x2 3x + 7, then p(1) equals

a) 10
b) 9
49
6. Factorisation of x + 1 is
a) (x + 1) (x2 x + 1)
b) (x + 1) (x2 + 1)
c) (x + 1) (x2 + x + 1)
d) (x 1) (x2 x 1)
7. If x + y + 2 = 0, then x3 + y3 + 8 equals
a) (x + y + 2)3
b) zero
c) 6xy
d) 6xy
8. If x = 2 is a zero of the polynomial 2x2 x 3x p, then the value of p is

a) 4
9. x +
b) 0
c) 8
d) 14
1
is
x
a) a polynomial of degree 1
b) a polynomial of degree 2
c) a polynomial of degree 3
d) not a polynomial
10. Integral zeroes of the polynomial (x + 3) (x 7) are

a) 3, 7
b) 3, 7
c) 3, 7
d) 3, 7
11. The remainder when p(x) = 2x2 x 6 is divided by (x 2) is

a) p(2)
2
b) p(2)
2
c) p(3)
d) (p3)
c) 2a= b
d) ab = 0
12. If 2 (a + b ) = (a + b) , then
a) a + b = 0
b) a = b
13. If x3 + 3x2 + 3x + 1 is divided by (x + 1), then the remainder is

a) 8
b) 8
1
8
c) 0
d)
c) 100000
d) 50000
c) 1
d) 26
14. The value of (525)2 (475)2 is

a) 100
b) 1000
15. If a + b = 1, the value of a3 + b3 + 3ab(a+b) is

a) 26
b) 1
16. The value of (2 a)3 + (2 b)3 + (2 c)3 3(2 a) (2 b) (2 c) when a + b + c = 6 is

a) 3
17. If
b) 3
d) 1
a b
+ = 1, (a 0, b 0), then the value of a3 + b3 is
b a
a) 1
18. If x =
a) 3
50
c) zero
b) 1
1
2 3
1
2
c) 0
d)
c) zero
d) 1
, then the value of (x2 4x + 1) is
b) 1
19. The number of zeroes of the polynomial x + x 3 3x is

a) zero
b) 1
c) 2
d) 3
20. If (x + 2) and (x 2) are factors of ax4 + 2x 3x2 + bx 4, then the value of a + b is

a) 1
b) 7
c) 14
d) 8
Task5
Topic
Polynomials
Nature of task
Post Content
Content Coverage
Complete Chapter
Learning Outcomes

l
practise factorisation of polynomial
learn application of remainder theorem and factor theorem
Execution of Task
For extra practise of content taught, assignment can be given

after the completion of Chapter.
Duration
2 to 3 days
Assessment Criteria
Follow assignment rubric.
Follow up
Class discussion answers to the questions may be discussed in

class room and individual queries may be answered.
Assignment
1. Factor the polynomial 9x2 + 6x + 1 25y2
2. Factorise a2 + b2 + 2ab + 2 bc + 2ca
3. Show that p(x) = x3 3x2 + 2x 6 has only one zero.
4. Find the value of a if x + 6 is a factor of x3 + 3x2 + 4x + a.
2
5. If polynomials ax + 3x 3 and 2x 5x + a leaves the same remainder when each is divided by x

4, find the value of a.
6. Find the integral zeroes of the polynomial 2x3 + 5x2 5x 2.
7. Find the value of x3 + y3 + 15xy 125 of x + y = 5.
8. Without actually calculating, find the value of (25)3 (75)3 + (50)3.
51
Task6: Quiz
Topic
Polynomials
Nature of task
Post Content
Content Coverage
Complete Chapter
Learning Outcomes
To practise the concept learnt
Task
Quiz
Execution of Task
1. Teacher may divide the class into 4 groups. Name them as

Team A, Team B, C and Team D.
2. Rules for Quiz:
52
There would be 3 Rounds viz. Rapid Fire, Thinking

Skills and Arithmetic Skills
In Rapid Fire round each Team would be given 2

minutes time for answering the questions. They can
answer as many questions. Each correct answer will be
awarded 1 point.
In Thinking Skills round, the entire Team will work

together to solve questions. There will be 3 questions to
be answered by each Team. Time limit for answering
each question 2 minutes. If the answer is wrong/not
answered by a team, then questions will be passed to
the next Team. For every correct answer Team would
be awarded 2 points and in case the question is passed
to next team then 1 bonus point will be given to the next
Team for getting the correct answer.
In Arithmetic Skills round, each Team would be given

same questions. Marks 5, 4, 3, 2 would be awarded on
the basis of speed and accuracy.
Duration
2 Period
Follow up
After the quiz is over, the wrong answer may be discussed in

the class.
Assessment: Make Score Board
Rounds
Team A
Team B
Team C
Team D
1. Rapid Fire
2. Thinking Skills
3. Arithmetic Skills
Total
Suggested questions for Rapid fire Round

1. 2x is a monomial. (T/F)
2. Constant term in x 2..........
3. There can be a binomial of degree 5. (T/F)
4. The Remainder when x2 1 is divided by (x 1)..........
5. A polynomial having three terms is called..........
6. The degree of x5 + 3x4 7x is..........
7. A real number k is called zero of a polynomial if..........
8. A quadratic polynomial can have one zero. (T/F)
9. A cubic polynomial can have at most..........zeroes.
10. Division Algorithm is..........
11. A polynomial of degree 4 can have three terms. (T/F)
53
12. 4 is a zero of polynomial P(x) = x 4. (T/F)

2
13. The expanded form of (2a + 3b + 4c) ..........

3
14. 1 t is equal to..........

15. Am I right if I say 20 is a polynomial?
16. A zero of a polynomial is always zero. (T/F)
17. Zero of p(x) = 5x 3 is ..........
18. If x100 + 100 is divided by x + 1, then the remainder is..........
Suggested questions for Thinking Skills Round

Set 1 (3 questions for Team A)
3
1. What is the first term of the quotient when 81x + 9x 3x 9 is divided by 9x 2?

2. What will be the remainder when x5 2x3 + x2 3 is divided by x 1?
3. If (x 2) is a factor of kx 2 2 x + 1, then find the value of k.
Similarly questions for other teams can be prepared.
Suggested questions for Arithmetic Skills Round

1. If the polynomial 2x3 ax2 + bx + 4 has (x + 1) as a factor and leaves remainder 4 when divided by
2x + 1, find the values of a and b.
Task7: Remedial Worksheet

1. Formula Reference Help
a) (x + y)2 = x2 + 2xy + y2
b) (x y)2 = x2 2xy + y2
2
c) x y = (x y) (x + y)
d) (x + a) (x + b) = x2 + (a + b) x + ab
e) (x + y + z)2 = x2 + y2 + z2 + 2xy + 2yz + 2xz
f)
(x + y)3 = x3 + y3 + 3xy (x + y)
g) (x y)3 = x3 y3 3xy (x y)
h) x3 + y3 + z3 3xyz = (x + y + z) (x2 + y2 + z2 xy yz xz)
i)
If x + y + z = 0
then x3 + y3 + z3 = 3xyz
54
2. Reading Coefficients of terms, Degree of Polynomials

In 4x2 + 7x 2
the Coefficient of x2 is 4
the Coefficients of x is 7
In 4x2 7x + 2
the Coefficient of x2 is 4
the Coefficients of x is 7
The degree of polynomial 3x6 4x5 + 3x3 is 6.
(The highest power of the variable in a polynomial is the degree of the polynomial)
Polynomial
Degree
Coefficient of x2
x2 7x + 3
2 x2 + x3
3x3 4x2 + 7
4x2 2x + 3
4x + 5
3. Value of a Polynomial at some value of variable

p(x) = 5x2 3x + 7
p(1) = 5(1)2 3(1) + 7 = 5 3 + 7 = 9
p(2) =
p(1) =
1
p =
2
1
p =
2
p(3) =
55
Check whether 2 is zero of polynomial p(x) = x + 2.

Step 1. Find p(2)
Step 2. Is p(2) = 0?
If yes, then 2 is zero of p(x) other wise not.
p(2) = _____________________________________________________
Ans.
__________________________________________________________
Q.
Check whether
4
is zero of p(x) = 5x ??
5
p(x) = 5x ?
4
p =
5
Ans.
__________________________________________________________
Q.
Find the zero of p(x) = x 5

Hint: Put p(x) = 0
Q.
Find the zero of p(x) = ax, a 0
4. Remember
Remainder theorem: Let p(x) be any polynomial of degree greater than or equal to one and Let a
be any real number. If p(x) is divided by the linear polynomial (x a), then the remainder is p(a).
Example: When p(x) = 4x + x3 2x + x + 1 is divided by x 1
then by Remainder theorem
Remainder = p(1)
56
Polynomial p(x)
Divided by
Remainder
x + 3x + 3x +1
x+1
p(1)
2x3 3x2 + 2x 1
1
2
4x2 + 3x 2
x+
1
2
3x3 + 4x2 2x + 1
8x3 3x2 + 4x + 1
x + 17
Note: Teacher may prepare remedial worksheet as per the need of students.
57
Chapter3
Coordinate Geometry
Task1 Find me!
Topic
Coordinate Geometry
Nature of task
Warm up
Content Coverage
Locating an object
Learning Outcomes
The students will be able explore the idea of placement /

location of an object with frame of reference.
Task
Find me!
Execution of task
Teacher may involve the class in a discussion by asking

1. How do you locate the position of your seat in a cinema hall
/ in a train / in an aeroplane with the help of your ticket?
2. How the seat number is written on tickets?
This may be followed by worksheets attached.
58
Duration
1 Period
Assessment Criteria
This is just to initiate the concept. No assessment in terms of

marks is required.
Follow up
Teacher may use the Map activity.
The given grid may be shown on the screen or teacher may paste it on a card board.
Provide
P
rovide P
Pictures
ictures
Students would be asked to locate the position of objects in terms of their placement in rows and columns.
59
Activity1:
Imagine a standard classroom situation. Students are sitting in rows and columns with faces
towards the teacher. Ask the students to speak about their location in terms of row number and
column number.
General layout is shown below.
60
Map activity*: This may be a group or an individual activity.
The students may be asked questions

1.
Describe the location of State college in your own words.
2.
Discuss the moving path of Lake way.
3.
Discuss the moving path of Green River.
4.
Where is History Museum?
(Note: Teacher may take any other map for this task)
61
Task2: Project Work

Topic
Coordinate Geometry
Nature of task
Project Work
Content Coverage
History of Coordinate Geometry
Learning Outcomes
Students will be able to recognise the contribution by the above

mentioned mathematicians in the field of geometry.
Follow up
Discussion on the contribution of the mathematicians can be

initiated by the teacher in the class.
Assessment Criteria
The teacher may decide her own criteria as per the requirement
of the class. Teacher will keep a record of it.
TIME LINE Coordinate geometry

Coordinate geometry was first developed by
French philosopher and mathematician Rene
Descartes (http://www-groups.dcs.st-and.
ac.uk/~history/Mathematicians/Descartes.html).
The following gives some of the significant geometric contributions up to the time of Descartes.
1700 B.C.E.
Egyptian: Used 345 triangles
600 B.C.E.
Thales: Showed base angles of isosceles triangles are congruent
550 B.C.E.
Pythagoras: Pythagoras theorem for right traingle
300 B.C.E.
Euclid: Wrote THE ELEMENTS, on which Euclidian geometry is based
AD 75
Heron: Formula for the area of triangle
AD 1637
Descartes: Developed Analytic geometry
Students may be asked to create picture Gallery of these Mathematicians and discuss their
contributions. This activity is inspiring for students.
62
Sample Picture Gallery: Life of Rene Descartes (Source http://wwwgroups.dcs.st-andac.uk/~

history/PictDisplay/Descartes.html)
63
Task3:
64
Topic
Coordinate Geometry
Nature of task
Content
Content Coverage
Location of a point in 4 quadrants and both axes.
Learning Outcomes
The students will be able to practice the skills of locating a point

in four quadrants, on the xaxis and on the yaxis.
Task
Worksheet Apply your knowledge
Execution of task
Teacher may provide this worksheet in the classroom.

Students would be then asked to solve the questions.
Duration
1 Period
Assessment Criteria
This task may be assigned marks. Teacher would then keep a

record of the test.
Follow up
In case students are not able to apply the knowledge correctly

then result may be reviewed and relearnt through flash cards.
Worksheet
Q1. Locate the coordinates of labeled points A, B, C, D, E, F,G, and H in the following diagram.
Y
4
H
3
2
1
X'
0
0
1
F
2
D
3
4
Y'
65
Q2. Read the given graph and answer the following questions:
Y
5
4
3
2
1
A=(3, 0)B=(1, 0)
C=(3, 0)
X'
4 3 2 1
0
1
D=(6, 0)
E=(9, 0)
F=(11, 0)
10 11 12
2
3
4
Y'
(a)
Point
Location
Coordinates
Abscissa
Ordinate
xaxis
(3, 0)
B
C
D
E
F
(b)
66
What are the coordinates of a general point on the xaxis?
Q3. Read the given graph and answer the following questions:
Y
5
X'
4
(a)
D=(0, 4)
C=(0, 3)
B=(0, 2)
A=(0, 1)
0
3
1
1
E=(0, 2)
F=(0, 3)
G=(0, 4)
Y'
Point
Location
Coordinates
Abscissa
Ordinate
yaxis
(0, 1)
B
C
D
E
F
G
(b)
What are the coordinates of a general point on the xaxis?
67
Q4. Read the following statements and state whether it is true or false. Justify your answer.
a) The Point (5, 3) lies in the second quadrant.
b) The signs of abscissa and ordinate in the third quadrant are and + respectively.
c) We can have 100 points between (0, 0) and (0, 100) on the yaxis.
d) The coordinates of origin are (0, 0).
e) The point (0, 10) lies on the negative direction of the xaxis.
f)
The point (10, 0) lies on the positive direction of the xaxis.
g) The abscissa of all points on the yaxis is always 0.

h) The abscissa of all points on the xaxis is always 0.
i)
A point whose both of coordinates are negative lies in the third quadrant.
f)
The points (5, 2) and (2, 5) lie in the different quadrant.
Q5. Complete the following table by putting a tick () or a cross (X) for the given points and their
location.
Point
I
Quadrant
II
Quadrant
III
Quadrant
IV
Quadrant
xaxis
(0, 0)
(1, 2)
(1, 2)
(2, 1)
(1, 2)
(0, 2)
(2, 0)
(7, 9)
Q6. Give five examples for each of the following in the corresponding box.
Points in the I Quadrant
Points in the II Quadrant
Points in the III Quadrant
68
yaxis
Points in the IV Quadrant

Points on the xaxis
Points on the yaxis
Q7. Locate the position of marked points.
Y
B
3
C
2
1
X'
J
4
O
0
1
E
3
Y'
69
Task4 (i): Assignment

Topic
Coordinate Geometry
Nature of task
Post Content
Content Coverage
Complete chapter
Learning Outcomes
The students will be able to use the knowledge gained.
Task
To give extra practice of concepts taught in the classroom.
Execution of task
Assignment
After the concept is taught in the classroom, teacher may write
the questions on the board or give a Home assignment to
students.
Duration
2 days
Assessment Criteria
This task may be assigned weightage. Worksheet can be assessed

according to C.W./Assignment rubric.
Follow up
Classroom discussion
Answers to the questions must be discussed in class.
Assignment
1. Which of the following points lie in I and II quadrants?
(1, 1), (2, 3), (2, 3), (1, 1), (3, 2), (4, 3)
2. Which of the following points lie on (a) xaxis (b) yaxis?
(5, 1), (8, 0), (0, 4), (3, 0), (0, 3), (0, 5), (0, 0)
3. If the xcordinate of a point is negative, it can lie in which quadrants?
4. From the figure, write the coordinates of the points P, Q, R and S. Does the line joining P and Q
pass through origin?
70
Y
4
3
2
Q
1
X'
X
4
1
R
2
3
4
Y'
5. Write the coordinates of the following points:

a) lying on neither axes at a distance of 2 units from xaxis and 3 units from yaxis.
b) lying on xaxis and with xcoordinate 4
c) lying on yaxis with ycoordinate 3
6. The coordinates of the three vertices of a rectangle ABCD are A (3, 2), B (4, 2), C (4, 5). Plot
these points and write the coordinates of D.
7. ABC is an equilateral triangle as shown in the figure. Find the coordinates of its vertices.
71
Y
A
X'
6 Units
Y'
8. Plot the following points on a graph paper:
x
11
14
17
Join these points. What do you observe?
Task4 (ii)
72
Topic
Coordinate Geometry
Nature of task
Post Content
Content Coverage
Complete chapter
Learning Outcomes
The students will be able to
test the knowledge
practice the concepts taught
Task
Crossword Puzzle
Execution of task
This may be performed as an individual activity in the class.

Photocopy of the crossword puzzle can be given to every
student.
Duration
1520 minutes.
Assessment Criteria
Mark to be allotted for every correct entry.
Follow up
In case the child is not able to answer correctly then the answer
to be reviewed with concepts.
Q1.Read the clues given below and do the crossword:
Q
R
X
I
A
5F
6
X
R
S
9
F
I
R
S
Across
4. (1, 3) lies in this quadrant

6. The point where two axes meet
7. (4, 2) lies in this quadrant]
9. (0, y) lies on
Down
1. Ycoordinate is called
2. The other name for horizontal axis
3. The Xcooordinate
5. (6, 2) lies this quadrant
8. (3, 2) lies in this quadrant
73
Task5: MCQ Worksheet

Topic
Coordinate Geometry
Period of task
Post Content
Content Coverage
Complete Chapter
Learning Outcomes
Location of coordinates in the respective four quadrants.
Task
MCQ Worksheet
Execution of task
After the concept is taught in the classroom, teacher may

provide printed worksheet to students for extra practice.
Duration
1 Day
Assessment Criteria
This task may be assigned weightage. Worksheet can be

assessed according to C.W./Assignment rubric.
Follow up
Classroom discussion and individual querries to be answered

for enhancing the knowledge about the topic.
MCQ Worksheet
1. The point (2, 3) lies in the
a) I quadrant
b) II quadrant
c) III quadrant
d) IV quadrant
2. The sign of xcoordinate of a point lying in third quadrant is

a) +
b)
c)
d) +
3. The signs of respective xcoordinates and ycoordinates of a point lying in 2nd quadrant are
a) , +
b) ,
c) +,
d) +, +
4. The point (0, 4) lies on

a) positive side of xaxis
b) negative side of xaxis
c) at the origin
d) positive side of yaxis
5. The ycoordinate of any point lying on xaxis is

a) zero
b) 1
c) 1
d) Any number other than zero
6. The point, where the two axes meet, is called

a) xcoordinate
74
b) ycoordinate
c) Quadrant
d) Origin
7. The points (5, 4) and (4, 5) are situated in

a) Same quadrant
b) Different quadrants
c) Quadrants II and IV respectively
d) Quadrants I and III respectively
8. The figure obtained by plotting the points (2, 3), (2, 3), (2, 3) and (2, 3) is a
a) Trapezium
b) Rectangle
c) Square
d) Rhombus
9. In the given figure the respective coordinates of points P and Q respectively are:
4
P
3
2
1
1
2
3
a) (2, 2), (1, 3)
b) (2, 2), (1, 3)
c) (2, 2), (1, 3)
d) (2, 3), (1, 3)
10. The point (0, 3) lies on

a) Positive side of xaxis
b) Negative side of xaxis
c) Positive side of yaxis
d) Negative side of yaxis
11. If the coordinates of two points P and Q are (2, 3) and (6, 5), then the value of (x coordinate of
P (xcoordinate of Q) is
a) 2
b) 6
c) 8
d) 8
75
12. The point whose ycoordinate is 4 in the given figure is:

Y
4
3
2
R
1
S
X'
X
4
1
Q
2
3
4
Y'
a) P
b) Q
c) R
D) S
13. The coordinates of the point lying on the negative side of xaxis at a distance of 5 units from
origin are
a) (0, 5)
b) (0, 5)
c) (5,0)
d) (5, 0)
b) 4 units
c) 3 units
d) 5 units
b) yaxis only
c) Both axes
d) in a different plane
14. The distance of the point (4, 3) from xaxis is

a) 3 units
15. The origin lies on
a) xaxis only
76
Chapter4
Linear Equations in Two Variables
Task1: Sentence to an equation
Topic
Linear equations in two variables
Nature of task
Warm up
Content Coverage
Learning Outcomes
Task
Execution of task
Duration
Assessment Criteria
Follow up
Linear equations in one variable.
Introduction to the equation in two variables
The students will be able to

l
revise linear equations in one variable.
introduce to the equation in two variables through the

extension of linear equations in one variable to two variables.
Expressing linear equation in one variable in terms of two

variables e.g. x = 7 as 1(x) + o(y) = 7
Sentence to equation
Solve for x
This can be a group activity in the classroom. Teacher may divide

the students into four to five groups. Each group would be given
two sentences, and students would be asked to frame a linear
equation.
1 Period
If a student is unable to formulate linear equations in two
variable then the concept of recognition of two unknown
variables should be revised and revisited by the teacher.
77
Group Activity Questionnaire

1. In a one day International Cricket match between India and Sri Lanka, two India batsmen
together scored 185 runs. Express it as a linear equation.
2. Solve for x
a) 5x + 2 = 12
b) 2x 3 = 5
c) 3 = 5x 2
d) 5x 2 = 3x + 10
e) 6x 3 = 7x + 4
f) 3 (2x + 1) (x 4) = 2
3. Express the given equations as equations in two variables

a) x = 9
b) t = 8
c) 5y = 3
d) x = 2
Task2: Class Worksheet

Topic
Nature of task
Content
Content Coverage
Coefficients and constants
Solutions of linear equations in two variables
Learning Outcomes

l
identify coefficients and constants of linear equations in

two variables
prove that a linear equations in two variables has infinitely

many solutions and justify their being written as ordered
pairs of real numbers
Task
Class Worksheet
Execution of task
A class worksheet can be given to students for diagnosing and

understanding of concept.
Duration
1 Period
Assessment Criteria
It is not necessary to give marks to this worksheet. It will be a

part of C.W. assessment.
Follow up
The answer to the questions may be discussed in classroom.
Class Worksheet
Q1. Fill in the following missing entries.
Linear equation
2x + 3y = 5
78
Write in ax + by + c = 0
Coefficient of x
Coefficient of y
Constant term
3x 2y = 7
4x = 9
3x + 5y = 8
5x + 7y = 9
3y = 7
4x = 9
Q2. Find 5 solutions of the equations 4x + 3y = 12. How many more solutions are possible?
Task3: Analysis from graphs

Topic
Nature of task
Content
Content Coverage
Linear equations in two variables.
Reading points on a line
Writing equation of line
Lines parallel to coordinate axes

Learning Outcomes
appreciate that a linear equation in two variables has

infinitely many solutions and justify their being written as
ordered pairs of real numbers.
understand the relationship between infinite number of

points on a line and infinite solutions of a linear equation
in two variables.
analyze graphs of linear equations.
Task
Worksheet containing graphs
Execution of task
This can be an individual or a group activity. Teacher may

divide the students into four to five groups. Each group would
be given one worksheet, and students would be asked to
analyze the given graphs.
Duration
2 Periods
Follow up
The students may face problem in recognition of the region

bounded by the lines and axes. The teacher must clarify it in a
simplified manner.
79
Worksheet Analysis from graphs:

1. Observe the graph of equation 2x + 3y = 6. Answer the following questions.
Y
4
2 A
X'
4
Y'
Q1. Write the coordinates of points A, B, C, and D.
Q2. What type of graph is this?
Q3. Can you find two more solutions of this equation?
Q4. How many solutions of the given equation are possible?
Q5. Name the triangle formed by given line and coordinate axes.
80
2.
Observe the given graph and answer the following questions:
Y
4
X'
1
D
Y'
Q1. Write the coordinate of points A, B, C, D,E, and F.

Q2. What would be the equations of this line.
81
3. Observe the given graph and answer the following questions.
Y
6
5
4
3
2
A (7, 0)
X'
B (4, 0)
C (2, 0)
1
1
D (2, 0)
1
1
2
3
4
5
6
7
Y'
Q1. What are the co-ordinates of a general point on xaxis?
Q2. What is the equation of xaxis?
82
E (4, 0)
3
F (7, 0)
5
7 X
4. Observe the given graph and answer the following questions.
Y
9 A (0, 9)
8 B (0, 8)
7 C (0, 7)
6 D (0, 6)
5 E (0, 5)
4
3
2
1
X'
7 X
1
2
3
4
5 F (0, 5)
6 F (0, 6)
7
Y'
Q1. What are the co-ordianates of a general point on yaxis?
Q2. What is the equation of yaxis?
83
Task3:
5.
Observe the graph and answer the following questions:
Y
line 1
A
6
5
B
line 2
C
4
3
2
1
D
X'
0
1
2
E
line 3
4
5
G
6
Y'
Q1. Write the co-ordinates of points A, B, C, D, E, F, G and H.
Q2. What do you observe about the co-ordinates of these points on the given lines?
84
line 4
6.
Read the given graph and answer the following questions.
Y
8
7
6
5
A
4
line 1
line 3
3
C
line 2
line 4
E
X'
2 D
H
3
4
F
5
6
7
8
Y'
Q1. Write the co-ordinates of points A, B, C, D, E, F, G and H.
Q2. What do you observe about the co-ordinates of these points on the given lines?
85
Task4: MCQ Worksheet

Topic
Nature of task
Post Content
Content Coverage
Complete Chapter
Learning Outcomes

l
recognise a linear equation
find solution of linear equation in two variables
recognise the equations parallel to xaxis, yaxis etc.
Execution of task
Teacher may give printed worksheet to the students.
Duration
1 Period
Assessment Criteria
For each correct answer, marks may be allotted
In case, MCQ is used as practise worksheet then, it is not

necessary to assign marks.
Classroom Discussion:
Answers to the questions and common errors may be

discussed in the class.
Follow up
MCQ Worksheet
1.
Which of the following is not a linear equation in two variables?

a) ax + by = c
2.
3.
b) ax2 + bx = c
c) 2x + 3y = 5
d) 3x + 2y = 6
The graph of ax + by + c = 0 is
a) a straight line parallel to xaxis
b) a straight line parallel to yaxis
c) a general straight line
d) a line in the 2nd and 3rd quadrant
The solution of a linear equation in two variables is

a) a number which satisfies the given equation
b) a pair which satisfies the given equation
c)
an ordered pair, respective value when substituted for x and y in the given equation
satisfies it.
d) Sum of the values of the ordered pair which satisfies the given the equation
4.
One of the solutions of the linear equation 3x 4y + 6 = 0 is

a) (3, 2)
86
b) (3, 2)
c) (2, 3)
d) (2, 3)
5.
The ordered pair (m, n) satisfies the equation ax + by + c = 0 if

a) c = 0
6.
c) am + bm + c = 0
d) am + bm c = 0
c) x = 0
d) y = k
The equation of xaxis is

a) a = 0
7.
b) an + bm = 0
b) y = 0
From the graph of a line, we can find the coordinates of

a) only one point lying on the line
b) only two points lying on the line
c) only finite number of points lying on the line
d) infinite number of points lying on the line
8.
9.
A linear equation in two variables has

a) no solution
b) only one solution
c) only two solution
d) in finitely many solutions
An equation of the form ax + by + c= 0 represents a linear equation in two variables, if

a) a = 0, b 0
10.
b) a 0, b = 0
c) a = 0, b = 0
d) a 0, b 0
The graph of the linear equation in two variables y = mx is

a) a line parallel to xaxis
b) a line parallel to yaxis
c) a line passing through the origin
d) not a straight line
87
Task5: Assignment
Topic
Nature of task
Post Content
Content Coverage
Complete Chapter
Learning Outcomes

l
form linear equations in two variables
draw the graphs of a linear equation in two variable on

graph paper
Execution of task

after the completion of the Chapter.
Duration
2 to 3 days.
Assessment Criteria
Follow CW / Assignment Rubric.
Follow up
Class discussion. Answers to the questions may be discussed

in class room and individual queries may be answered.
Test Your Understanding

1. The taxi fares in a city are as follows: Rs. 15 first kilometer and Rs. 8 for every subsequent
kilometer. Taking the total distance covered as x and total fare as y, express the given statement
as a linear equation.
2. If (4, 2) is a solution of the equation 4x + 3y k = 0 find the value of k.
3. Draw the graphs of the lines y = x and x y on the same graph. From the graph, what do you
observe.
4. Draw the graph of the line 2x + 3y = 6 on the graph paper. Write the sum of the intercepts cut by
this line on two axes.
5. The graph of the equations 2x y = 6 and 4x + y = 24 intersect the xaxis at A and B. Can you find
the relationship between OA and OB, where O is the origin.
6. Draw graph of the equations 3x + 2y 1 = 0 and 2x + y 1 = 0 on the same graph sheet.
Q1. What is the point of intersection of the two lines so formed?
Q2. Using the point of intersection complete the statements:
x = ________________ and y = ______________ .
88
89
Process / during
2.
3.
Pre requisites / entry
1.
Stage II
Stage I
Level/perspective
Sl. No.
Monomial
Polynomial
Degree of a polynomial
Coefficients
Linear polynomial in one
variable, two variables over
real number.
Significance of cover R.
Conditions on coefficients
Zero of a polynomial
3.
4.
1.
2.
Simultaneous equation
Methods of solution
Word problems
assigning variables
isolating conditions leading
to equations
conversion into equations
identifying suitable method
of solution.
Linear equations, in one

variable over real number
Linear equation in two
variable over real numbers
Solution of an equation and
comparison with zeros of
polynomials.
Parameter (relative Constant)
Constant
Variable
Technical/discipline specific
Physical examples with

comparison in analogous
polynomial situations.
Physical meaning of
solution.
A range of real numbers /

physical items.
Specific real values /
physical factors.
Conditions determining
physical phenomena
Physical examples from
real life that lead to these
expressions
Physical significance
Various physical situation
that lead to these situations
Physical relevance
Geometrical meaning of
System of equation
Representing single equation

as lines in plane.
Points and intervals on

number line.
Corresponding geometrical
relevance.
Point on a line
Point on a plane
Point on a line seen as point in
a plane
Geometrical relevance
SAMPLE MATERIAL FOR ASSESSING PROFICIENCY IN LINEAR

EQUATIONS IN TWO VARIABLES OVER REAL NUMBERS
XIIIXVI
Q nos. I to XII
The assessment
will enable the
teacher to assess
whether the child
is able to
discriminate the
nuances, the finer
distinctions of the
concepts.
Evaluation Tool
Questions:
I.
Identify variables, constants,

1.
Maximum temperature on any day in the month of March 2009 in Chennai.
2.
Average rainfall in the month of July 2012 in Delhi.
3.
Monthly average rainfall in the year 2012 in Delhi.
4.
Any student of class X appearing for AISSE 2013.
5.
Age of any student registered in class IX of all affiliated schools of CBSE.
6.
Chairman, CBSE in the year 2013.
7.
Chairman, CBSE in the year 1990 to 2013.
8.
Chairman of any examination board of India at a given point of time.
9.
Heights of students of a particular school in class XII.
10. Height of a boy on a given day.

11. Height of a boy from 6 years to 12 years of age.
12. Ratio of the circumference of any circle to its diameter.
13. Radius of any concentric circles.
14. Centres of ten concentric circles.
15. Acceleration due to gravity on earth.
II.
Using a representative symbol say, x, y etc. describe the above statements. (illustration: x:x is
the max. temperature of any day in the month of March 2012 in Chennai).
III. Which of the variables in the above examples assume numerical values? Assign probable
intervals for variation. Represent them on a number line.
IV. Consider the following statements:
A)
xy + 3x 2 + 4 is a polynomial and x 2 is a monomial
B)
xy is a monomial and 3x + y + 5 is a linear polynomial
C) x 2 y is a monomial and 3x + y + 5 is a linear polynomial

D) x 1/3 + y 1/3 a1/3 is not a polynomial but 5x 2 is a monomial
Which one of the following is a correct assessment?
90
a)
A and B are false and C and D are true.
b)
Only C is correct: A, B and D are false.
c)
Only A is false; B, C and D are true.
d)
A and C are false and B and D are true.
V.
Give one word to describe the following:

a)
It takes values from a given set of values.
b)
It is an algebraic expression where the only operation is multiplication.
c)
It is the algebraic sum of monomials.
d)
It remains invariant irrespective of time and place.
e)
It is the sum of exponents of all variables present in a monomial.
f)
It is the degree of the highest degree monomial in a polynomial.
VI. How do they differ?

a)
Algebraic sum and sum
b)
Absolute constant and relative constant
c)
Variable and parameter
d)
Monomial and polynomial
VII. Construct monomials by assigning suitable variables:

a)
The area of a rectangle
b)
The volume of a cuboid
c)
The area of a square
d)
The volume of a cube.
VIII.State the conditions under which

a)
polynomial ax + by + c is linear over real numbers
b)
A point will lie on xaxis
c)
A point will lie on yaxis
d)
A value will be a zero of a polynomial
IX. Match appropriate implications for statements in A with statements in B

A
a)
The geometrical meaning of xcoordinate of a point in a plane
b)
A point is at a distance of 5 units from the xaxis
c)
Set of all points in a plane with reference to the origin
d)
Zero of the polynomial ax + b
e)
A point fully studied through a pair of coordinates
91
f)
Coordinates of a point
g)
x coordinate negative and y coordinate positive
h)
A polynomial ax + by + c is a linear polynomial over real numbers

B
i)
Algebraically it means that its ycoordinate is 5
j)
Helps to reduce the dependency on geometry and allows different algebraic operations to
provide solution to geometrical problems.
k)
Is its distance from the yaxis
l)
The point is in the second quadrant
m) c may be zero but both a and b cannot be zero.
X.
n)
An ordered pair of real number that represent distances covered from initial position
along the two different directions of the xaxis and yaxis simultaneously
o)
All points on a line parallel to the yaxis
Find five ordered pairs of (x, y) satisfying the relation.

a) y = 3x + 5
b) 2x = 3
c) 3y = 7
Plot these points in each case; join them, say which of the following is true and which is false
according to your observation.
a)
In each case the points lie on a straight line.
b)
In the first case they are on a line but not in respect of second and third cases.
c)
Only in the first case there are five pairs and only one in the last two.
d)
The first case is a line inclined to the xaxis and yaxis and the remaining two lines parallel
to y and xaxes respectively.
XI. Rewrite the three equations in the form p(x, y) = 0. Relate the ordered pairs (x, y) to the
polynomial p(x, y). Comment on the degree of the polynomial p(x, y). Write the most general
form under which these equations can be classified.
XII. Consider the equations ax + by + c = 0, assign real values a, b, c in three different cases namely,
a = 0, b and c 0; a and c 0, b = 0; a 0, b and c = 0; b 0, a and c= 0; a, b 0, c = 0; and a, b,
c, 0; In each case find three ordered pairs (x, y) which satisfy the equation, i.e. when these
values are substituated for variable x and y, ax + by + c reduces to zero. In each case plot the
three ordered pairs on a graph by suitable choice of x and y axes. Join these points (two at a
time) and observe the geometrical figure obtained. Find a fourth ordered pair (x, y) different
from the three already determined in each case by assigning an arbitrary value to x. Locate
this fourth pair as a point and study it visavis the existing figures in each case. Conversely
92
take a point on the figure and substitute the co ordinates in the equation. Repeat this atleast
three to four times with different values/points. Based on your observation state whether the
following statements are correct.
a) In each case the three ordered pairs of (x, y) corresponds to points in a plane that are
collinear.
b) When both a and b are non zero points lie on lines that are inclined at an angle greater than
00 to both the axes whereas in the cases when one of a or b is zero the points lie on lines
parallel to one of the coordinates axes.
c) In all cases where c is zero the lines pass through the origin.
d) When a and b are both non zero and c = 0 is a line through origin and inclined to both axes
and when one of a or b is zero along with c the lines represent the axes themselves.
e) When a = 0 the point lie on a line parallel to the xaxis or is the xaxis itself according as c
0 or c = 0.
f) When b = 0 the points lie on a line parallel to the yaxis or is the yaxis itself according as c
0 or c = 0.
g) Any ordered pair (x, y) satisfying the equation lies on the line determined by the initial
three lines in each case.
h) The x and y coordinate of any point on the line determined by the initial three points
satisfy the equations.
i) The equations ax + by + c= 0 converts geometrically into a line under all conditions.
XIII.
A line in a plane in geometry corresponds to a first degree polynomial in x and y equated to

zero of the form ax + by + c = 0.
XIV.
ax + by + c = 0 a, b, c real numbers associated with a line in geometry is called a linear

equation in x and y.
Let us test your vocabulary! Choose the correct answer(s).
a) An ordered pair (x, y) satisfying an equation ax + by + c = 0 is a .............................. of the
equation and a ................................. of the polynomial on the LHS (zero, solution, degree,
answer, point).
b) A solution of the equation ax + by + c = 0 corresponds to ................................. of a point on
a ........................ in a ............................... (plane, coordinates, line, zero)
XV.
Put in sequence the steps involved in representing a linear equation in x and y as a line in a
plane.
1. Join the points.
93
2. Let the values chosen be as far as possible to get integral values for y, i.e. x value on
substitution give a constant divisible by coefficient of y.
3. Give three values to x.
4. Plot the ordered pairs as points on a coordinate plane in reference to a pair of x and y
axes.
5. Find the value of y by substituting the value of x in the equation.
6. Tabulate the value of x and y.
XVI. Represent the following linear equations geometrically (give three or four equations).
a) At the end of the learning process up to the first phase interspersed with the different type
of questioning a teacher enables learning different concepts. To assess whether learning
has taken place satisfactorily over different facts identified a comprehensive test may be
conducted by including questions for each of the components. The scores in this would
indicate the total efforts of diagnosis and remedial and position the child in the ladder of
learning once again enabling corrective measures. This can be for a reasonable maximum.
An innovative teacher may construct cross work puzzle, different quizzing techniques to
make such testing interesing.
1. Give One Word
a) Two or more equations that exist simultaneously
b) Two linear equations in x and y over R have atleast one solution
c) Two linear equations in x and y over R have no solution
d) The system represents a pair of parallel lines in the plane
e) This is the geometrical representation of a system of linear equations in x and y over R with
unique solution
f) This is the geometrical representation of a system of linear equations in x and y over R with
infinite solution.
2. What do they mean geometrically?
a) A consistent system of linear equations in x and y over R.
b) An inconsistent system of linear equations in x and y over R.
c) A system of linear equations in x and y over R with constant term zero.
d) A system of linear equations in x and y over R with coefficient of x zero and nonzero and
distinct constant terms.
94
e) A system of linear equation in x and y over R with coefficient of y zero and nonzero and
distinct constant terms.
3. State the conditions under which

a) A system of linear equations in x and y over R is consistent
b) A system of linear equations in x and y over R has unique solution.
c) A system of linear equations in x and y over R has no solution.
d) A system of linear equations in x and y over R is inconsistent.
e) A pair of lines in a plane represent a consistent system of linear equations in x and y over R.
f) A pair of lines in a plane represents an inconsistent system of linear equations in x and y
over R.
g) A pair of lines in a plane represent a system of linear equations in x and y over R with unique
solution.
4. State the algebraic conditions
a) Two lines in a plane are parallel
b) Two lines in a plane are intersecting
c) Two lines in a plane are coincident
d) A system of linear equations in x and y over R is consistent.
e) A system of linear equations in x and y over R has unique solution.
f) A system of linear equation in x and y over R has no solution.
g) A system of linear equations in x and y over R is inconsistent.
5. State the geometric conditions
a) Two lines in a plane are parallel
b) Two lines in a plane are intersecting
c) Two lines in a plane are coincident
d) A system of linear equations in x and y over R is consistent.
e) A system of linear equations in x and y over R is has unique solution.
f) A system of linear equations in x and y over R has no solution.
g) A system of linear equations in x and y over R is inconsistent.
6. a) "Two numbers whose sum is 50 differ by 10. Find the number."
i)
Assign variables
95
ii) Form equations by specifying the corresponding part of the problems that has given
rise to the equation.
iii) Write a problem involving boatstream situation for the same equations.
iv) Solve the equations using each one of the three methods.
v) Which of the methods was the simplest in terms of time consumed and complexity of
calculations?
Note: (such exercises can be considered for different word problems given in the text).
b) "A clerk bought 10 pens for distribution among staff and one note book for maintaining
account and 10 note books and one pen for his son. For the official purchase he pays Rs. 95
from office account. For personal purchase he pays a price which is less by Rs. 36. Find the
price of one pen and one note book."
i)
Assign variables
ii) Form equations by specifying the corresponding part of the problem that has given rise
to the equation.
iii) Write a problem involving a two digit number situation for the same equations.
iv) Solve the equations using each one of the three methods.
v) Which of the methods was the simplest in terms of time consumed and complexity of
calculations?
7. Put in sequence the steps involved in solving a word problem;
a) Identify appropriate texts from the problem leading to linear equations.
b) Identify the two unknown variables whose values have to be obtained.
c) Choose appropriate method of solution
d) Assign variables
e) Ascertain concept specific rules
f) Identify the concept around which the problem is woven.
(Note: such steps can be developed in each of the individual physical situations leading to
linear equations like two digit numbers, numbers, boatupstreamdownstream, work vs. man
power etc.
96
Sl. Level/
No. perspective
1.
Pre
requisites/entry
2.
Process/during
Technical/
discipline specific
Physical
relevance
Geometrical
relevance
Evaluation
tool
Stage I
Stage II
97
Chapter5
Introduction to Euclid's Geometry
Task1: Recognise and Tell
Topic
Nature of task
Warm up
Content Coverage
Concept of point, surface and edges of surface
Learning Outcomes
The students will be able to recognise point, line segment,

surface in the given object / shape
Execution of task
Teacher may show or draw various shapes or objects and ask

the students to tell point, surface and edges of surface. This task
may be taken up as an introductory activity in the classroom.
Duration
1015 minutes
Assessment Criteria
It is a warm up task to initiate the chapter, it is not required to

assign marks for this task.
Follow up
The definitions of a point, ray, line, line segment, edges, faces,

concepts of parallel lines to be revised in the class.
Identify points, line segments, surface in the following:
E
G
E
F
C
C
98
A
A
D
D
Note: The teacher may take up any object / shape for this activity.
Task2: Match the following

Topic
Nature of task
Content
Content Coverage
Basic definition, axiom, postulates etc.
Learning Outcomes
The students will be able to apply the knowledge about various

terms like axioms, postulates, theorems
Execution of task
After explaining the topic, the teacher may give a "Match the
following" task to test the knowledge and understanding of
students
Duration
1015 minutes
Assessment Criteria
Marks may be allotted as per the number of correct matching.
Follow up
Answer to be discussed in class with the illustrations of axioms

and postulates.
Match the following:

Column I
Column II
1.
Undefined terms
A Postulates
2.
Father of Geometry
Theorems
3.
Assumptions specified
Surface
to Geometry
99
4.
Common notions
D Point, line, plane
5.
Having length and

breadth only
Euclid
6.
Edges of a surface
Axioms
7.
Euclid's famous treatise
G Solid
8.
Statements having proof
H Point
9.
An object in space which

has 3 dimensions
Elements
Lines
10. It has no dimensions
Task3: Mind Map Activity

Topic
Nature of task
Content
Content Coverage
Euclid's Axioms and Postulates
Learning Outcomes
The students will be able to make a mind map on important

point in the chapter
Execution of task
While teaching students may be asked to prepare a mind map

(a Sample is shown) for revising the chapter.
Duration
1 Period
Assessment Criteria
This is a learning task, so no need to give marks.
Follow up
Help children to remember the important points by repeating

the Axioms.
Note: Mind mapping is an effective brainstorming strategy. It may be utilized in the classroom at
the time of recapitulation also. Students may be asked to make a mind map on.
100
What did they learn in this chapter?
What are the important points of the chapter?
What are the applications of topic learnt?
What are the different ways of solving a problem?
MIND MAP1
Axioms
Postulates
Point
Line
Surface
Solid
Axioms on
Points and lines
101
102
General assumptions specified to Geometry
Postulates
If equal are subtracted from equals, the remainders are equal
If equals are added to equals, the wholes are equal
Things which are halves of the same things are equal to one another
Things which are double of the same things are equal to one another
The whole is greater than the part
Euclid's Axioms Things which coincide with one another are equal to one another
Axiom (General notions) Facts without Proof
Things which are equal to the same thing are equal to one another
The edges of a surface are lines
A surface is that which has length and breadth only
A straight line is a line which lies evenly with the points on itself
The ends of a line are points
Euclid's Geometry
His Book-Elements
A line is breadthless length
A point is that which has no part
Task - 4 : MCQ Worksheet

Topic
Nature of task
Post-content
Content Coverage
Complete Chapter
Learning Outcomes
The students will be able to apply the knowledge gained in the

chapter for solving given problems
Execution of task
After explaining the topic, the teacher may give an MCQ

Worksheet in the class.
Duration
1 Period
Assessment Criteria
For each correct answer marks may be allotted. Teacher may

use the strategy of peer evaluation
Follow-up
Answer to the questions can be discussed and teacher may

explain the concept again where required.
MCQ Worksheet
1.
According to Euclid's definition, the ends of a line are

(a)
2.
3.
4.
breadthless
(b)
points
(c)
lengthless
(d)
Infinite
Things which are three times of the same thing are

(a)
equal to each other
(b)
not equal to each other
(c)
half of the same thing
(d)
double of the same thing
A solid has
(a)
no dimension
(b)
one dimension
(c)
two dimensions
(d)
three dimensions
If a point C lies between two points A and B such that AC = BC, then
A
(a)
AC = AB
(b)
AC =
(c)
1
AB = AC
2
(c)
AC =
1
2
1
3
AB
AB
103
5.
A = B and B = C, according to which axiom of Euclid the relation between A and C

is established?
(a)
6.
7.
8.
(b)
II
(c)
III
(d)
IV
Two distinct lines l and m can not have

(a)
any point in common
(b)
one point in common
(b)
two points in common
(d)
none of the above
Through two points

(a)
no line can be drawn
(b)
a unique line can be drawn
(c)
more than one line can be drawn
(d)
none of the above
For every line l and for every point P (not on l), there does not exist a unique line through P.
(a)
which is || to l
(b)
which is to l
(b)
which is coincident with l
(d)
none of these
Task - 5 : Assignment
104
Topic
Nature of task
Post-content
Content Coverage
Complete Chapter
Learning Outcomes
The students will be able to apply the basic definition, axioms

and postulates to solve questions
Execution of task

Duration
1 Day
Assessment Criteria
Follow CW/Assignment Rubric
Follow-up
Class Discussion. Answers to the questions may be discussed

in class room and individual queries may be answered
Test Your Understanding

1.
What is the name of the famous book of Euclid? How many chapters it has?
2.
It is known that x + y = 10. Is it true to say that x + y + p = 10 + p?
3.
If AB = CD, can you say that AC = BD?

Give reasons for your answer.
4.
If 1 = 2, 3 = 4 and 2 = 4, what is the relation between 1 and 3. Give reasons for

your answer.
5.
If AB = 4 cm, CD = 8 cm and PQ = 2 times AB. Are CD and PQ equal? Which axiom is used for
proving this?
6.
AB = AC and AP = AQ. Can you say that BP = CQ? Which axiom are you using for this?
A
7.
l = 3 cm long and lengths of terminated times m and n are three-fourth the length of l. Are m
and n equal?
105
Chapter6
Lines and Angles
Task - 1
Topic
Lines and angles
Nature of task
Warm-up
Content Coverage
Basic geometrical terms lines, angles, line segment, point,

plane, collinear and non collinear points, types of angles viz.
acute, obtuse, right, reflex, straight, pairs of angles viz.
complementary supplementary, adjacent, vertically opposite,
linear pair.
Learning Outcomes
The students will review basic geometrical terms lines, angles

line segment, point, plane, collinear and non collinear points,
types of angles viz. acute, obtuse , right reflex, straight, pairs of
angles viz. complementary, supplementary, adjacent,
vertically opposite, linear pair
Task
Let me know.
Execution of task
Teacher may ask questions based on previous knowledge of

students.
Duration
1 Period
Assessment Criteria
No assessment in terms of marks.
Follow-up
Teacher may use the given flash cards for revision.
Suggested questions for 'Let me know' task :
106
1.
How many points are required to draw a line?
2.
What is an axiom?
3.
What is the difference between a line and a line segment?
4.
What are the various types of angles?
5.
Give one example of a pair of complementary angles.
6.
Give one example of a pair of supplementary angles.
7.
What is a linear pair?
8.
If two angles form a linear pair and one of the angles is 50 , what is the measure of other angle?
9.
What is the measure of a straight angle?
10.
The complementary angle of 132o is ___________________.
11.
The supplementary angle of 132o is ___________________.
12.
If two adjacent angles are supplementary, they form a ________________ .
13.
Two lines perpendicular to the same line are ________________ to each other.
14.
Two distinct lines cannot have more than _______________ point in common.
15.
Find the angle which is equal to its supplement.
Match the following :

Measure of an Angle
Type of the angle
210o
obtuse angle
135o
reflex angle
50o
acute angle
360o
straight angle
180o
reflex angle
330o
complete angle
90o
right angle
Follow up Flash Cards

Figures Speak Flash Cards
1.
2.
y
Acute Angle
0o < x < 90o
Right Angle
y = 90o
107
3.
4.
Straight Angle
t = 180o
Obtuse Angle
90o < z < 180o
5.
6.
Reflex Angle
180o < q < 360o
ABD and CBD are
adjacent angles
7.
8.
D
D
x
O y
y
x
B
ABD and CBD is a
linear pair
108
C
A
"AOD and BOC" and "AOC and BOD"
are pairs of vertically opposite angels
Task - 2
Topic
Lines and angles
Nature of task
Content
Content Coverage
Adjacent angles
Learning Outcomes

l
if a ray stands on a line, then the sum of the two adjacent

angles so formed is 180o and the converse
Execution of task
if two lines intersect, the vertically opposite angles are

equal
Exploratory Worksheet
Prepare copies of given exploratory worksheet. Let students
learn the results themselves. Followed by this give a worksheet
to test the knowledge of students.
Duration
1 Period
Assessment Criteria

assessed according to C.W. Assignment rubric.
Follow-up
Teacher may provide following web links to students for

exploring the concept.
(For exploring vertically opposite angles)
http://www.mathwarehouse.com/geometry/angle/interact
ive-vertical-angles.php
http://users.mct.open.ac.uk/hjh27/VOA.html
109
1.
C
58.27o
121.73o
B
E
58.27
121.73o
D
(i)
Write m AEC and m BED.
(ii) What do you observe ?

(iii) Is the observation same for AED and BEC ?
(iv) Now, draw a pair of intersecting lines and verify whether the same result holds true for
them.
2.
D
113.08
A
66.94
66.94
E
o
113.08
C
(i)
Find m(AEC) and m (CEB). What is their sum?
(ii) Find the sum of CEB and BED.

(iii) What do you conclude from the above two parts?
(iv) Repeat (i) and (ii) for any two straight intersecting lines. What do you conclude ?
110
3.
E
(i)
C
5x
3x
Find x
2x
(ii)
C
F
Find x
x
40o
35o
111
Task - 3
112
Topic
Lines and angles
Nature of task
Post-content
Content Coverage
Results on corresponding angels, alternate angles, cointerior

angles when a transversal intersects two parallel lines.
Learning Outcomes
The students will be able to apply the knowledge of parallel

lines and transversal
Task
Worksheet - Apply your knowledge
Execution of task
Teacher may provide this worksheet in the classroom.

Students would be then asked to solve the questions
Duration
1 Period
Assessment Criteria
This task may be assigned marks. Teacher would then keep a

record of the test.
Follow-up
In case students are not able to apply the knowledge correctly

then results may be reviewed and re learnt through flash cards.
Worksheet
1.
(a) In the given figure l//m// n and p//q, name the type of pair of angles formed by the
following:
p
6
10
9
7
(a)
1, 5
(b)
2, 8
(c)
2,6
(d)
4, 7
(e)
9, 3
(f)
9, 7
(g)
6, 10
(h)
5, 7
(b) If 1 = 105o, find the measure of rest of the angles, Justify your answers.
2.
A
o
108
E
x
112o
C
Given AB||CD, find x

3.
55o
O
38o
S
Given PQ||RS, find x
113
Task - 4 :
Topic
Lines and angles
Nature of task
Post-content
Content Coverage
Parallel lines
Learning Outcomes

l
understand results on corresponding angels, alternate

angels, co-interior angles when a transversal intersects two
parallel lines
understand lines, which are parallel to a given lines, are

parallel to each other
Task
Assignment
Execution of task

the questions on the board or give an assignment to students.
Duration
2 days
Assessment Criteria

Follow-up
(Concept can be explained using
http://www.mathsisfun.com/geometry/parallelline.html Students can then spend 15 minutes on playing

with parallel lines using
http://www.shodor.org/interactivate/activities/Angles
Parallel lines Example problem 1 Video
http://www.youtube.com/watch?v=XQUbFCAv_U4&
feature=related
Parallel lines Example problem 2 Video
114
http://www.youtube.com/watch?v=eQzKo-eNahA&
feature=channel)
Worksheet
1.
Solve for x, y. It is given that AB//CD and CF//EG.

Write the linear relationship between x and y. Justify your answer.
B
D
120o
xo
F
(3y+6)o
E
2.
In the given figure PQ QR,

ST//QR, QT bisects PQR.
(i) Find the measures of QST, SQT and STQ
(ii) If PRQ = 70o then find QTR
3.
Given : k//l
Prove that 6 + 7 = 180o.
2
1
4
3
8
7
115
4.
State which segments (if any) are parallel? State the postulate or theorem that justifies your
answer.
W
50o
O
30o
X
Y
52o
28o
Z
5.
Use the given information to name the segments that must be parallel.
(In case you do not find line segments parallel, justify why?)
(i) 1 = 8
(ii) 2 = 7
(iii) 5 = 3
(iv) 5 = 4
(v) 5 + 6 = 3 + 4
A
P
5
1
L
116
4
3
Task - 5 :
Topic
Lines and angles
Nature of task
Content
Content Coverage
Angle sum property of a triangle

Exterior angle property of a triangle
Learning Outcomes

l
the sum of the interior angles of a triangle is 180o
if a side of a triangle is produced, the exterior angle so

formed is equal to the sum of the two interiors opposite
angles
Task
Worksheet
Execution of task

the questions on the board or give a worksheet to students.
Duration
1 Period
Assessment Criteria

Follow-up
As a follow up task, extra questions for practice may be given.

Teacher may share web links for further learning also.
Angle sum property of a triangle activity

(http://www.youtube.com.watch?v=vw-rOqDBAvs)
Students can be given time to have a hands on using

interactive GeoGebra Applet for verifying the theorem 'the
o
sum of three interior angles of a triangle is 180 .
Hands on interactive Geometry

http://www.geogebra/en/wiki/index.php/Angles
Watch this video-application of angle sum property of

triangle
http://www.youtube.com/watch#!v=eoe8bpowBK4&fe
ature=related
Watch this video-exterior angle property of a triangle

http://www.youtube.com/watch?v=s4KPzc6rSyE&feat
ure=related
http://www.youtube.com/watch#!v=YS2K2SpvVIA&fe
ature=channel
117
Worksheet
1.
In the given fig., AB||DC. if x =

find BCD, ABC and BAD.
2.
4y
3
3z
and y =
8
, B
C
z
36
(a) Of the three angles of a triangle, one is twice the

smallest and another is three times the smallest.
Find the angles.
(b) The sum of two angles of a triangle is 80o and their difference is 20o. Find all the angles.
3.
Find x in the following figures. Write the property used.
(4x+18)
89o
45o
(5x-6)
57o
45o
39o
31o
4.
(11x+11)o
A
Find x in the given figure. Justify your

answer.
40o
60o
B
5.
If m 1 = 53o, m 2 = 65o, and m 3 = 43o,
C
1
find the measures of x and y. Justify

your answers.
3
x
118
2 y
Task - 6 :
Topic
Lines and angles
Nature of task
Post-content
Content Coverage
Complete Chapter
Learning Outcomes
The students will be able to apply the knowledge gained
Task
M.C.Q. Worksheet
Execution of task
Prepare copies of the given worksheet.
Duration
1 day
Assessment Criteria

Follow-up
Suggest learning material to students if needed.
MCQ Worksheet
1.
In the given figure, the bisectors of ABC and BCA , intersect each other at point O.
If BOC = 100o, the A is
A
B
(a)
2.
30o
(b)
C
20o
(c)
40o
(d)
50o
What is common between the three angles of a triangle and a linear pair
(a)
Angles are equal
(b)
In both cases sum of angles is 180o
(c)
In triangle there are three angles and in linear pair there are two angles.
(d)
None of these
119
3.
In the given figure, 2 and 8 are known as

(a)
exterior angles
(b)
exterior angles on the same side of transversal
(c)
alternate exterior angles
(d)
interior angles
n
2
3
6
l
m
5
8
4.
1
4
In the given figure, measure of QPR is

P
S
21o
x
Q
(a)
10.5o
R
42o
(b)
(c)
111o
(d)
50o
5.
An angle is 120o more than three times the given angle. If the two angles are supplementary
the angles are _______________________.
6.
In figure, if l1 || l2, what is the value of x
37o
l1
l2
58
(a)
120
90
(b)
85
(c)
75
(d)
70
7.
If a wheel has six spokes equally spaced, then the measure of the angle between two adjacent
spokes is
30o
(a)
8.
(b)
90o
(c)
60o
(d)
180o
In figure, which of the following statements must be true?

(i)
a+b=d+c
(ii) a + c + e = 180o
(iii) b + f = c + e
bc
a d
fe
(a) (i) only
(b) (ii) only
(c)
(iii) only
(d)
(ii) and (iii) both
Task - 7: Assignment
Topic
Lines and angles
Nature of task
Post-content
Content Coverage
Complete Chapter
Learning Outcomes
The students will be able to apply their learning and

understudying about lines and angles
Task
Assignment
Execution of task
Prepare copies of given worksheet.
Duration
1 day
Assessment Criteria

Follow-up
Suggest learning material to students if needed. Concepts of

various types of angles and their relations, different properties
of parallel lines when transversal lines intersect them to be
discussed in class.
121
Assignment Questions
1.
In the figure, If AB||CD then what is the value of y.
5y
B
2.
2y
D
In the given figure, BA||DE. Prove that ABC + BCD = 180o + CDE
D
4
E
3
2
1
A
3.
In the given fig, AB||CD and F = 30

find ECD.
E
C
4.
If figure, If l1 || l2 and l3 || l4. What is y in terms of x ?

l3
l2
l2
l4
yo
yo
xo
Q5
122
5.
In the given fig, AB||CD and EF||DQ.

Determine PDQ, AED and DEF.
Q
F
P
o
34
78o
A
6.
In the given fig., AB||CD||EF and GH||KL. Find HKL

L
25
7.
60o H
In the given figure PQ||AB and PR||BC.

if PQR= 1020, determine ABC. Give reasons
P
R
C
123
Chapter7
Triangle
Task - 1 : Oral Assessment
Topic
Triangle
Nature of task
Post-content
Content Coverage
Basic concepts related
Task
Oral Assessment
Execution of task
This task may be performed in the classroom in the first 15

minutes of a teaching period. To save time oral assessment may
be done in groups.
Duration
15 minutes.
Assessment Criteria
Teacher may ask question in groups and observe the level of

Follow up
Concepts of congruency, types of triangles, parts of triangles

and how they are correlated with congruency properties to be
discussed in class.
Class Worksheet /Oral Assessment:
124
1.
What do you understand by congruency?
2.
Give examples of congruent figures from you surroundings.
3.
What is a triangle?
4.
What are the various parts of a triangle?
5.
What do you understand by side of a triangle ?
6.
What is an angle?
7.
How many types of triangle are there?
8.
Classify triangles on the basis of their sides.
9.
Classify triangles on the basis of their angles.
10.
What is exterior angle of a triangle? How is it different from the interior angle of the triangle?
What is the relation between them?
Task - 2 : Crossword Puzzle Worksheet

Topic
Triangle
Nature of task
Content delivery
Content Coverage
Congruency of triangles, Properties of triangle, Inequalities in

a triangle.
Learning Outcomes
The students will be able to use basic concepts related to the

chapter
Task
Crossword Puzzle
Execution of task
This task may be performed in the classroom. Students can be

given the photocopy of the worksheet.
Duration
10 - 15 minutes
Assessment Criteria
Time involved in solving the worksheet.
Rating scale for the worksheet.
Answers of the questions to be discussed in class.
Follow up
Crossword Puzzle Sheet

2
1
3
4
6
5
7
8
9
10
11
12
125
Across
3.
Longest side in a right triangle.
6.
Hypotenuse and one side of a right triangle are respectively equal to hypotenuse and one side
of another triangle (congruency criteria)
9.
Side opposite to greater angle
10.
Three sides of one triangle are equal to corresponding sides of another triangle (congruency
criteria)
11.
Two angles and included side of one triangle are respectively equal to two angles and
included side of another (congruency criteria)
12.
Sum of two sides in a triangles is ........................ than third side
Down
1.
Two circles of same radii
2.
Of all the line segments drawn to a line from a point not lying on it .............. distance is the
shortest
4.
Sides opposite the equal angles
5.
Angles opposite to shortest side
7.
Triangle having all sides equal
8.
Triangle having two equal sides
Answers:
126
Task - 3 : Practice Sheet - MCQ

Topic
Triangles
Nature of task
Post-content
Content Coverage
Complete Chapter
Task
MCQ
Execution of task
Printed assignment may be given after completing the

chapter. After completion of worksheet, teacher can ask
children to interchange their sheets and a quick evaluation can
be done by class discussion.
Duration
10-15 minutes
Assessment Criteria
Teacher may prepare a rating scale according to the marks

assigned to this task.
Follow up
All questions to be discussed in class after the assessment.
Multiple Choice Question

Choose the correct answer from the given four options:
1.
If one angle of a triangle is equal to the sum of other two angles, then the triangle is
(a)
an isosceles triangle
(b)
an obtuse triangle
(c)
an equilateral triangle
(d)
a right triangle
2.
In the given figure, the ratio ABD : ACD is
B
(a)
3.
1:1
(b)
2:1
C
(c)
1:2
(d)
2:3
x and y are exterior angels of a ABC, at the points B and C respectively. Also B > C,
then, relation between x and y is
(a)
x>y
(b)
x<y
(c)
x = y
(d)
<y=<x
127
4.
In the given figure, PQ > PR, QS and RS are the bisectors of Q and R respectively. Then
P
Q
(a)
5.
6.
(b)
SQ = SR
R
(c)
SQ > SR
SQ < SR
(d)
SO < SR
If the bisector of vertical angle of a triangle is perpendicular to the base of triangle then the
triangle is
(a)
scalene triangle
(b)
obtuse angled triangle
(c)
acute angled triangle
(d)
equilateral triangle
In ABC and PQR, three equality relations between same parts are as follows : AB = QP,
B = P and BC = PR
State which of the congruence conditions applies:
(a)
7.
SAS
(b)
ASA
(c)
SSS
(d)
RHS
D, E, F are the mid points of the sides BC, CA and AB respectively of ABC. Then DEF is
congruent to triangle
8.
(a)
ABC
(b)
AEF
(c)
BFD, CDE
(d)
AFE, BFD, CDE
In quadrilateral ABCD, BM and DN are drawn perpendicular to AC such that BM = DN. If BR =

8 cm, then BD is
D
C
M
R
N
B
A
(a)
128
4 cm
(b)
2 cm
(c)
12 cm
(d)
16 cm
Task - 4 : Class Worksheet

Topic
Triangles
Nature of task
Post-content
Content Coverage
Congruence of triangles, Properties of triangle, Inequalities in

a triangle
Learning Outcomes

l
learn about congruent triangle
understand different criteria for congruence of triangles

viz. SSS, SAS, RHS, RHS, AAS, ASA
learn some properties of trangle
understand inequalities in a tirangle
Task
Class Worksheet
Execution of task
Printed worksheet should be given to each child with

appropriate space for making the constructions
Duration
2 periods
Assessment Criteria
Teacher should assess this task with the help of rubrics so that
children get to know their topic related specific problems and
can revisit those subtopics where they need improvement.
Class Worksheet
1.
In the given figure AB ||CD. PR and QR are angle bisectors of a BPQ and PQD
respectively. Show that angle PRQ = 90o.
A
Q
C
2.
Write "True' or 'false' for each of the following:

(a)
The angles of a triangle can be 900, 200, 900.
(b)
A triangle can have at most one obtuse angle.
(c)
A triangle can not have all acute angles.
(d)
In a ABC, BC = AB, implies B = C.
129
A
3.
In given figure ADBC, AE is the angle

bisector of BAC. Find DAE.
Hint :
Step 1 Find DAC
Step 2 Find BAD
40o
60o
B
E
A
Step 3 BAE = EAC
1
4.
If the bisector of the vertical angle of a triangle bisects the

base, prove that the triangle is isosceles.
A
5.
In the given figure, ABC is a triangle in which AB = AC. If

D be a point on BC produced, prove that AD > AC.
B
6.
If the bisector of the exterior vertical angle of a triangle is parallel to the base, then prove that
the triangle is isosceles.
T
7.
Prove that the medians drawn on two equal sides of an

isosceles triangle are equal.
8.
In the given fig. RT = TS, 1 = 2 2 and 4 = 2 3.
A
1
B
4
Prove that
RBT SAT.
2
S
C
D
9.
In the given fig, prove that

(i)
CD + DA + AB + BC > 2 AC
(ii)
CD + DA + AB > BC
B
130
Topic
Triangles
Nature of task
Post-content
Content Coverage
Complete Chapter
Learning Outcomes

l
get an idea of congruent figure
learn about congruent triangle
understand different criteria for congruence of triangle viz

SSS, SAS, RHS, AAS, ASA
learn some properties of triangles
understand Inequalities in a triangle
Task
Assignment
Execution of task
Printed assignment may be given after completing the chapter
Duration
2 days
Assessment Criteria
Follow Rubric for C.W. Assignments
Follow-up
Reference material in the form of "Important points to

Remember" can be given.
1.
In the figure if x = y and AB = CB Prove that AE = CD.

A
D
B
x
y
C
2.
In the fig PQRS is a quadrilateral and T and U are points on PS and RS such that PQ = RQ.
PQT = RQU and TQS = UQS Prove that QT = QU.
P
T
131
3.
In a right angle triangle, one acute angle is double the other. Prove that hypotenuse is double
the smallest side.
4.
ABC is triangle in which B = 2 C. D is a point on BC such that AD bisects BAC and AB =

CD. Prove that BAC = 72o.
5.
In fig if AD is the bisector of A, show that:

(i)
AB > BD
(ii)
AC > CD
6.
In fig ABCD is a square. M is the mid point of AB and CMPQ, Prove that CP = CQ.
D
P
7.
132
If two isosceles triangles have a common base, prove that the line joining the vertices bisects
the base at right angle.
Task - 6 : Hands on Activity

Topic
Triangles
Nature of task
During delivery of content
Learning Outcomes
The students will be able to verify that sum of two sides of a

triangle is greater than the third side
Task
Maths Lab activity
Execution of task
An instruction sheet containing information about material

required and steps involved to do the activity can be given to
students for reference. They will be then asked to perform the
activity and record the outcome in the recording sheet.
Duration
1 period
Assessment Criteria
This activity will be a part of Maths Lab activity, so it will be

assessed according to the following parameters:
l
Observation on thinking skills
Class Ethics
File Record
(marks may be allotted by the teacher accordingly)
Instruction Sheet
Learning Outcomes: To verify, using broom sticks, that a triangle is possible only if the sum of
length of any two sides is greater than the third side.
Previous Knowledge : Knowledge of triangle and its parts.
Material Required : Sets of broom sticks of following lengths, scale, glue, paper sheet
Step 1 : 5 cm, 7 cm, 11cm.
Step 2 : 5 cm, 7 cm, 14 cm.
Step 3 : 5 cm, 7 cm, 12 cm.
133
Procedure :
(i)
Take Broom sticks of lengths 5 cm, 7 cm and 11 cm (Step 1).

5 cm
7 cm
11 cm
(ii)
Try to make a triangle using these broom

sticks. Do you get a triangle?
5 cm
7 cm
11 cm
(iii)
Now, take the other sets of broom sticks and repeat steps 1
and 2. Do you get a triangle ?
5 cm
7 cm
Observations:
5 cm
7 cm
14 cm
12 cm
For Set 1 :
5 + 7 > 11
5 + 11 > ..........
7 + 11 > ..........
Triangle can ....................... (be formed/not be formed).
For Set 2 :
14 + 7 > 5
5 + 14 > ..........
7 + 5 .......... 14
Triangle can .......................... (be formed/not be formed).
For Set 3 :
12 + 7 > 5
5 + 12 > ..........
7 + 5 .......... 12
Triangle can .............................. (be formed/not be formed).
Conclusions:
134
Sum of two sides of a triangle is always .............................. than the third side.
Chapter8
Quadrilaterals
Task : 1 Observe and Answer
Topic
Quadrilaterals
Task
Observe and Answer
Nature of task
Pre-content
Learning Outcomes
Review the knowledge of various types of quadrilaterals
Content Coverage
Classification of quadrilaterals
Execution of task
Worksheet can be distributed to the class. Students can be

given 15 minutes time to complete the task. Afterwards all
questions can be discussed in class
Assessment Criteria
No assessment is required here. Worksheet can be used to test

the previous knowledge and for diagnostic purpose.
Follow up
If children are not able to understand the concepts of a

quadrilaterals then the prerequisite knowledge of closed
figures, to be given to students simple closed figures and
polygons.
Suggestive questions for Worksheet-1

1.
Match the following:

Parallelogram
Trapezium
Square
Rectangle
Rhombus
135
2.
Observe the pattern given below:
square
ractangle
parellelogram
trapezium
quadrilateral
State whether the given statement is false or true:
136
1.
Every parallelogram is a square.
2.
Every trapezium is a parallelogram.
3.
Every square is a rectangle.
4.
Every rectangle is a quadrilateral.
5.
Every parallelogram is a trapezium.

Topic
Quadrilaterals
Nature of task
Content oriented
Content Coverage
Angle sum property of quadrilateral
Learning Outcomes
The students will be able to explore that sum of interior angles

of a quadrilateral is 360o degrees
Execution of task
Cut-outs of various type of quadrilaterals can be distributed to

students along with instruction sheet.
Duration
1 Period
Assessment Criteria
Assessment can be done according to the following

parameters:
Follow up
Observation
Performance of activity independently
Response on follow up sheet
The teacher should help the students in arranging the angles to

form a complete angle.
Instruction Sheet
Learning Outcomes: To explore the sum of interior angles of quadrilateral.
Material Required : Drawing sheet, scale, protractor, scissors, cut-outs of quadrilaterals.
Instructions :
1.
Collect any cut out of quadrilateral from teacher.
2.
Cut the quadrilateral in four pieces so that each piece has one vertex angle.
3.
Arrange the angles in such a manner that can help to guess the sum of all angles of
quadrilateral without measuring them.
4.
Verify result by drawing four types of quadrilaterals on prescribed space in response sheet,
measuring them and completing the table in response sheet.
137
RESPONSE SHEET
Date :
Name :
138
Class :
1.
Trace the quadrilateral collected by you on the space given below:
2.
Paste the four cut outs of quadrilateral showing the sum of all four angles without the
need of measuring them.
3.
Draw four different types of quadrilaterals in space prescribed below and complete the
following table:
Name of quadrilateral
Angle 1
Angle 2
Angle 3
Angle 4
Sum of all angles
Trapezium
Rectangle
Parallelogram
Rhombus
CONCLUSION : _____________________________________________________________________
Task - 3 : Worksheet
Topic
Quadrilaterals
Nature of task
Content oriented
Content Coverage
Properties of quadrilaterals
Learning Outcomes
The students will be able to understand the properties of all

types of quadrilaterals with reference to its sides and angles
Execution of task
Worksheet can be distributed to the students with 25 minutes

of time to complete it. Later on teacher can discuss all responses
and students can do self evaluation
Duration
1 Period
Assessment Criteria
Correct Answers
Follow-up
A quiz may be organised where students may be asked to

frame the relevant questions too.
139
Worksheet
Complete the grid given below:
Property
Square
Rhombus
Rectangle
Trapezium
Parallelogram
Opposite sides
are equal
yes
yes
yes
No
No
Adjacent sides
are equal
All angles
are of 900
Diagonals bisect
each other
Diagonals bisect
at 900
Opposite angles
are equal
Diagonals divide
it into two
congruent
triangles
Diagonals are
equal in length
140
Task - 4 :
Topic
Quiz
Nature of task
Post-content oriented
Content Coverage
Properties of quadrilaterals
Learning Outcomes
The students will be able to review and revise all concepts

learnt about quadrilaterals
Execution of task
1. Class can be divided into 4 groups as Team A, B, C, D.

2. There will be two rounds viz. Rapid fire round and
problem solving round
3.. In rapid fire round each team would be given one minute to
answer. They can answer as many questions as possible
4. Each correct answer will be awarded one point
5. In problem solving round the entire team will work
together to solve question in prescribed time. There will be
three question for each team
6. Each correct answer will be awarded 2 points
Duration
1 Period
Assessment Criteria
As per rules of quiz

Score board
ROUND
Follow up
TEAM A
TEAM B
TEAM C
TEAM D
The incorrect answers to be discussed in class after the quiz.
Suggested questions for RAPID FIRE ROUND.

1.
How many angles of a parallelogram are congruent?
2.
Name the quadrilateral with two pairs of equal adjacent sides.
3.
Name a quadrilateral with only one pair of parallel sides.
4.
Name a parallelogram where diagonals bisect each other at 90o.
True or False:
1.
A parallelogram is a trapezium.
2.
Rectangle is not a parallelogram.
3.
All squares are special case of rectangle.
4.
Diagonals of rhombus are equal.
141
Suggested questions for Problem solving round

1.
If the diagonals of a parallelogram are equal then show that it is a rectangle.
2.
ABCD is a quadrilateral. P, Q, R, S are midpoints of the sides AB, BC, CD and DA

respectively. Show that PQRS is a parallelogram.
3.
Show that diagonals of a rhombus are perpendicular to each other.
Topic
Quadrilaterals
Nature of task
Post-content
Content Coverage
Complete Chapter
Learning Outcomes
To apply the knowledge attained about the quadrilaterals in

solving the problems
Execution of task

Duration
2 to 3 days
Assessment Criteria
Follow CW Assignment rubric
Follow-up
Class discussion. Answer to the questions may be discussed in

class room and individual queries may be solved.
1.
In a quadrilateral ABCD, AO and BO are the bisectors of A and B respectively. Prove that
AOB = ( C + D)
2.
In figure, bisectors of B and D of quadrilateral ABCD meets CD and AB, produced at P

and Q respectively. Prove that :
P + Q = ( ABC + ADC)
A
142
3.
In a parallelogram, the bisectors of any two consecutive angles intersect at right angle.
Prove it.
D
P
C
4.
In figure, ABCD is a parallelogram and DAB = 60o. If

the bisector AP and BP of angles A and B respectively
meet P on CD. Prove that P is the mid point of CD.
60o
A
5.
In ABC, AD is the Median through A and E is the mid

point of AD. BE produced meets AC in F such that BF//DK.
Prove that AF = 1/3 AC.
F
E
K
6.
7.
The angles bisectors of a parallelogram forms a

D
rectangle. Prove it.
In the given figure, ABCD is a parallelogram and

E is the mid point of side BC, DE and AB when
produced meet at F. Prove that AF = 2 AB.
8.
ABCD is a square E, F, G, H are points on AB, BC, CD and DA respectively such that AE = BF
= CG = DH. Prove that EFGH is a square.
9.
ABCD is a parallelogram and line segments AX, CY bisect the angles A and C respectively.
Show that AXCY is a parallelogram.
D
X C
143

Topic
Quadrilaterals
Nature of task
Post-content
Content Coverage
Complete Chapter
Learning Outcomes
The students will be able to apply the knowledge attained

about the quadrilaterals in solving the problems
Execution of task
Teacher may give printed worksheet to the students
Duration
1 Period
Assessment Criteria
For each correct answer marks may be alloted
In case MCQ is used as practise worksheet then, it is not

necessary to assign marks
A Classroom discussion should follow. Answer to the

questions and common errors may be discussed in the class.
Follow-up
MCQ Worksheet
1.
Given four points P, Q, R, S such that three points P, Q, R are collinear. By joining these points
in order, we get
(a) a straight line
2.
a triangle
(c)
a quadrilateral
(d)
a circle
(d)
Trapezium
In quadrilateral ABCD, AB = BC and CD = DA, then the quadrilateral is a

(a) Parallelogram
3.
(b)
(b)
Rhombus
(c)
Kite
ABCD is a rectangle. The value of x:

D
(a) cannot be found
C
x
(b) 70o
o
(c) 110
(d) 55
4.
6.
144
The bisectors of the angles of parallelogram enclose a

(a) parallelogram
5.
55o
(b)
rhombus
(c)
rectangle
(d)
square
Which of the following quadrilaterals is a rhombus?

(a) Diagonals bisects each other
(b)
All four sides are equal
(c) Diagonals bisect opposite angles
(d)
One angle between the diagonals is 60
(a) equal
(b)
supplementary
(c) complementary
(d)
equal to the straight angle
Consecutive angles of parallelogram are
7.
Given a rectangle ABCD and P, Q, R, S are mid points of AB, BC, CD and DA respectively.
Length of diagonal of rectangle is 8 cm the quadrilateral PQRS is
(a) parallelogram with adjacent sides 4 cm and 5 cm
(b) rectangle with adjacent sides 4 cm and 5 cm
(c) rhombus with side 4 cm
(d square with side 4 cm
8.
In parallelogram ABCD, bisectors of angles A and B intersect each other at O. The value of
AOB is:
D
C
A
(a)
9.
10.
30o
(b)
B
60o
(c)
90o
(d)
120o
Which of the following is not true in a ||gm

(a) opposite sides are equal
(b) opposite angles are equal
(c) diagonals bisect opposite angles
(d) diagonals bisect each other
In a parallelogram ABCD, A = 160o. Then B

(a) 20o
(b) 168o
(c) 12o
o
(d) 84
145
Chapter9
Areas of Parallelograms and Triangles
Task1 : Worksheet
Nature of task
Pre-Content
Learning Outcomes
The students will be able to revise formulae of area of all types

of quadrilaterals
Execution of task
Worksheet can be distributed to the students.
Duration
10 minutes
Assessment Criteria
No assessment in terms of grading required here. Task can be

used for diagnostic purpose only.
Follow-up
Discussion of questions in worksheet may be followed by some

more oral question.
Worksheet - 1
FIGURE
h
b
b
l
h
a
a
d2
d1
146
AREA
Q.2 Fill in the blanks :

(a)
Congruent figures have equal __________________.
(b)
A diagonal divides a parallelogram in two ______________ triangles.
(c)
Diagonals of a parallelogram divide the parallelogram into four congruent triangles

having ___________ areas
(d)
Median joins the vertex of the triangle to the _______________ of the opposite side
(e)
Area of a rhombus is equal to the sum of the areas of four ______________ triangles
formed by the diagonals.
Nature of task
Content
Learning Outcomes
The students will be able to identify the figures on the same base
and between same parallels and name them
Execution of task
Worksheet can be distributed to the students.
Duration
10 minutes
Assessment Criteria
No assessment in terms of grading required here. Task can be used

for diagnostic purpose only.
Follow-up
Discussion of questions in worksheet may be initiated. Some

problems may be solved on blackboard/geoboard.
Suggestive questions for Worksheet - 2

Q1. Which of the following figures lie on the same base and between the same parallels? In each
case write the common base and the parallel lines.
P
A
B
C
D
A
B
(i)
(iv)
C
P
(ii)
(v)
A
S
B
R
(iii)
147
Task - 3 : Geoboard / Dotted Sheet

Nature of task
Content
Learning Outcomes
The students will be able to understand that area of parallelograms

on the same base and between the same parallels are equal
Execution of task
With the help of geo-board/dotted sheets students can explore the

area of different parallelograms on the same base and between the
same parallels. Teacher may distribute the photocopy of the
following geo-sheet to all students. In each grid students can draw a
line joining the four dots horizontally and a line joining five dots
vertically. Complete the parallelogram, rectangle on the same base
line in each grid and between same height. Count the number of dots
in each parallelogram to find the area.
Duration
1 Period
Assessment Criteria
Students can be assessed on the parameter of class ethics,

observation and response on follow-up sheet.
No assessment in term of grading required here. Task can be used
Follow-up
148
If some students are not able to do this task the teacher must explain
in simplified manner.
5x5 Geoboard Dot Paper

Name ______________________
Date ______________________
CONCLUSION :
Teacher's signature :
149
Task-4 : Multiple Choice Questions

Nature of task
Post-content
Learning Outcomes
The students will be able to apply the concepts learnt about the area
of parallelogram and triangle on the same base and between same
parallels
Execution of task
Teacher can distribute the MCQ sheet to students. Students can

exchange their sheets to check the answers explained by the teacher
after the worksheet is over.
Duration
25 minutes
Assessment Criteria
Correct Answer
Follow-up
Discussion in the classroom about common errors.
MCQ Worsheet
Choose the correct answer:
1. If ar (A) = 20 sq. units and ar (B) = 20 sq. unit in the figures A and B, then:
(a)
Figure A and B are congruent
(b)
Figure A and B are not congruent
(c)
Figure A and B may or may not be congruent
(d)
Data inadequate
2. A triangle and a parallelogram are on the same base and between the same parallels. The ratio
of the areas of parallelogram and triangles is
(a)
1:1
(b)
1:2
(iii)
2:1
(d)
3:1
A
3. In the given figure, BD = DE = EC. Mark the incorrect option

(a)
ar (ABD = ar (AEC)
(b)
ar (DBA) = ar (ADC)
(c)
ar (ADE) = 1/3 ar (ABC)
(d)
ar (ABE) = 2/3 ar (ABC)
B
D
4. ABCDE is a pentagon. A line through B parallel to AC meet DC produced at F
150
(a)
ar(ACB) = ar (ACF)
(b)
ar(ABF) = ar (CABF)
(c)
ar (ACF) = ar (CBF)
(d)
ar(ABF) = ar(ABC)
D
C
E
A
5. If in the figure, ABCD is a parallelogram, then ar(AFB) is

D
4 cm
A
(a)
16 cm2
(b)
4 cm
8 cm2
(c)
4 cm2
(d)
2 cm2
6. If the given figure, ABCD and ABFE are parallelograms and ar(quad. EABC) = 17 cm2
ar(parallelogram ABCD) = 25 cm2 then ar( BCF) is
D
A
(a)
8 cm2
(b)
10 cm2
(c)
18 cm2
(d)
4 cm2
7. Given ar(ABC) = 32 cm2, AD is median of ABC, and BE is median of ABD. If BO is median of

ABE, the ar(BOE) is
A
O
E
B
(a)
16 cm2
(b)
4 cm2
D
(c)
2 cm2
(d) 1 cm2
151
8. In the given figure, find x, if ABCD is a rhombus and AC = 4 cm, ar(ABCD) = 20 cm

D
4 cm
C
x
B
(a)
4 cm
(b)
5 cm
(c)
10 cm
(d) 2.5 cm
9. In a ABC, P, Q and R are the midpoints of the sides BC, CA and AB respectively.
If ar(ABC) = 24 sq. units, then ar(PQR) is
A
B
(a)
12 sq. units
(b)
6 sq. units
C
(c)
4 sq. units
(d)
3 sq. units
10. ABCD is a trapezium in which AB||DC.

If ar(ABD) = 28 cm2 and AB = 7cm, then the distance between AB and CD is
A
(a)
152
2 cm
(b)
7 cm
4 cm
(c)
7 cm
(d)
8 cm
Topic
Area of Parallelogram and Triangles
Nature of task
Post-content
Learning Outcomes
The students will be able to apply the concepts learnt about the area
of parallelogram and triangle on the same base and between same
parallels
Execution of task
For extra practise of content taught, assignment can be given after

the completion of Chapter.
Duration
2 to 3 days
Assessment Criteria
Follow CW assignment rubric
Follow-up
Class discussion. Answers to the questions may be discussed in

1. ABCD is a parallelogram X and Y are mid-points of BC and CD respectively. Prove that
ar(AXY) = 3/8 (parallelogram ABCD).
2. The medians BE and CF of a triangle ABC interest at G. Prove that ar( GBC) = area of
quadrilatral AFGE.
3. In the fig. O is any point on the diagonal BD of
the parallelogram ABCD. Prove that ar(OAB)

= ar(OBC).
A
4. In fig. ABCD is a parallelogram and BC is produced

to a point Q such that AD = CQ. If AQ intersects DC
at P. Show that ar(BPC) = ar(DPQ)
P
5. In a ABCD, M is the mid point of AC. Show that:
D
M
ar(ABMD) = ar(DMBC)
A
B
153
A
6. If the medians of a ABC intersect at G, Show that:
ar(AGB) = ar(AGC) = ar(BGC) =
1
ar(ABC)
3
7. The diagonals of a parallelogram ABCD intersect at O. A line through O meets AB at X and CD

at Y. Show that
D
Y
C
(i)
ar(AOX) = ar(COY)
(ii)
ar(AXYD) = 1 ar(||gm ABCD)
8. In ABC, D is the mid point of AB. P is any point on BC. CQ||PD meets AB in Q.
Show that:
ar(BPQ) =
1
ar(ABC)
2
[HINT : Join DC]
C
P
9. ABCD is a quadrilateral. A line through D, parallel to

AC meets BC produced in P. Prove that ar(ABP)
= ar(ABCD)
A
10. ABCD is a rectangles in which CD = 6cm,
6 cm
EB
AD = 8 cm. Find :
(a)
ar(||gm CDEF)
(b)
ar(GEF)
8 cm
154
Chapter10
Circles
Task : 1 Figures Speak
Topic
Circles
Nature of task
Pre-content
Content Coverage
Definition and basic terms related to circle viz. interior, exterior,

circular region, radius, diameter, arc, minor arc, major arc,
segment, minor segment, major segment, sector
Learning Outcomes
Review definition and basic terms related to circle
Task
Figures Speak
Execution of task
1. Each student would be given the activity sheet. They would be

then asked to write an appropriate word for the given picture.
2. Teacher may draw these figures on the chalk board also.
Duration
1 Period
Assessment Criteria
This is just a fun activity. Students are aware of these terms.
Follow-up
Teacher may use the given flash cards for review and recall.
Activity Sheet
Write a suitable word corresponding to each figure.
Figure
1.
2.
155
Figure
B
3.
4.
5.
6.
7.
8.
P
156
Flash Cards
1.
radius
Circle
P
A
O
2.
INTERIOR
EXTERIOR
arc
A
3.
B
4.
chord
O
minor arc
minor segment
5.
major segment
minor arc
SEMI CIRCLE
6.
DIAMETER
MAJOR
SECTOR
7.
O
MINOR
P SECTOR Q
157
Task-2 : Observe and answer

Topic
Circles
Nature of task
Content
Content Coverage
Angles in the same segment
Learning Outcomes
The students will be able to apply the theorem, angles in the same
segment of a circle are equal
(Students would come to learn this relationship through given
activity)
Task
Figures Speak
Execution of task
Each student would be given the activity sheet. They would be then
asked to write to fill in the missing entries in the columns.
Teacher may draw these figures on the chalk board also.
Duration
1 Period
Assessment Criteria
Teacher may make a note of record of students who are able to

make the correct observation and write the result. It's a part of C.W.
assessment.
Follow-up
Hands on activity (Given)

Activity Sheet
1. Observe the following figures :
P
85
A
O
500
500
Q
C
What can you conclude?

2. Using the above conclusion :
D
x
A
B
158
110
(i)
Find x?
S
o
85o
O
D
R
S
o
90
(ii)
Find y?
(iii)
Find z?
(iv)
Find a?
(v)
Find b?
E
z
O
F
50
G
R
80o
a
40
D
R
35o
O
70o
A
b
C
159
Follow up Hands on
Activity Instruction sheet
Aim : To verify by paper cutting and pasting "Angles in the same segment of a circle are equal"
Observe the following pictures and perform hands on...
160
What do you observe?

161
Task - 3 : Figures Speak

Topic
Circle
Nature of task
Content
Content Coverage
Angles subtended by an arc
Learning Outcomes
The students will be able to appreciate the theorem-angle subtended

by an arc at the centre of a circle is twice the angle subtended by same
arc at any other point on the remaining part of the circle
(Students would come to learn this relationship through given
activity)
Task
Figures Speak
Execution of task
Each student would be given the activity sheet. They would be then
asked to write to fill in the missing entries in the columns.
Teacher may draw these figures on the chalk board also.
Duration
1 Period
Assessment Criteria
Teacher may make a note of record of students who are able to make
the correct observation and write the result. It's a part of C.W.
assessment.
Follow up
Teacher may prepare such types of figures speak tasks for the
other geometrical results. It helps in not only learning but also
retaining the concept for longer.
Figures Speak
1. Observe the following figures :
A
70o
P
O
40o
O
140o
80o
R
Q
(i)
What can you conclude ?
162
(ii)
2. Using the above conclusion :
M
60o
O
a
(i)
Find a?
(ii)
Find b ?
(iii)
Find x ?
(iv)
Find y and z ?
(v)
Find m ?
Y
bo
O
130o
Z
O
40o
o
x
30
P
B
y
O
130o
A
z
D
O
o
80 o
30 o
G
163
E
A
D 19o
(vi)
x=?
y=?
A
y
D 35o
(vii)
y=?
C
B
Task - 4 : Crossword
164
Topic
Circle
Nature of task
Pre-content
Content Coverage
Basic term related to circles and statement of theorems
Learning Outcomes
To recall basic term related to circles
To revise statement of theorems related to circles
Execution of task
The teacher may provide printed Crossword Sheet to the students/

Each students would be given 10 minutes for solving the Crossword.
Duration
1 Period
Assessment Criteria
Correct Answer
Follow up
Answers the crossword to be discussed in class the next day.
Crossword Puzzle
I
R
4
A
6
T
7
U
S
R
8
R
9
10
E
A
N
Across
1. perpendicular from centre of a circle to a chord ................................... the chord
5. sum of pair of opposite angles of ............................... quadrilateral is 180 degrees
6. longest chord
9. ................................... arcs of a circle subtend equal angles at the centre
10. Equal chords subtend ...................................... angles at the centre
Down
2. collection of points in a plane equidistant from a fixed point
3. ................................... is the same segment are equal
4. half of the diameter
7. part of a circle
8. angle subtended by an arc at centre of a circle is ............................ the angle subtended by it in
remaining part of circle
165

Topic
Circle
Nature of task
Pre-content
Content Coverage
Basic term related to circles
Statement of Theorems
Learning Outcomes
The students will be able to enhance thinking skills, communication

skills, understanding of concept
Execution of task
Oral Assessment can be an ongoing activity from beginning of

Chapter till its completion.
Assessment Criteria
Follow Oral Assessment rubric.
Follow up
If any student is not able to answer the question then he/she may be
given another opportunity i.e. give a days or two to prepare again
and appear for oral assessment sperately.
Suggested questions for oral assessment

1. Define circle.
2. Define circular region.
3. Differentiate between circumference and chord of a circle.
4. What does a theorem regarding angles subtended by equal chords in circle say?
5. If the angles subtended by an arc at centre of a circle measures 100o. What would be the measure
of the angle subtended by the same arc at a point of major arc or minor arc?
6. When is a quadrilateral said to be cyclic?
7. What is the relationship between chord of a circle and a perpendicular drawn to it from the
centre?
8. How would you find the measure of the angles of a cyclic Quadrilateral if only 2 angles of the
quadrilateral are given, which are not opposite angles?
166
Task - 6 : Fill in the blanks

Topic
Circle
Nature of task
Pre-content
Content Coverage
Basic term related to circles
Statement of Theorems
Learning Outcomes
The students will be able to enhance thinking skills,

communication skills, understanding of concept of the student
Execution of task
The teacher may write the exercise on the board or dictate in class
room.
Assessment Criteria
Teacher may give marks for each correct answer.
Follow up
Formative assessment tasks are meant for learning. It is not always

necessary to assess all of them.
Suggested Fill up the blanks exercise

(i)
Equal chords of a circle (or congruent circles) are ........................ from the centre.
(ii)
The line drawn through the centre of a circle to bisect a chord is ......................... to the chord.
(iii) There is one and only one circle passing through three given ................... points.
(iv) Chords equidistant from the centre of a circle are .......................... in length.
(v)
The .......................... from the centre of a circle to a chord bisects the chord.
(vi) The sum of either pair of opposite angles of a ............................. quadrilateral is 180o.
(vii) Angle in a semicircle is a ......................... angle.
(viii) Angles in the same segment of a circle are ...............................
(ix) .................................... arcs of a circle subtend equal angles at the centre.
(x)
Angle subtended by an arc at the centre of a circle is ............................. the angle subtended by
the same arc at any other point on the remaining part of the circle.
167

Topic
Circle
Nature of task
Pre - content
Content Coverage
Complete Chapter
Learning Outcomes
The students will be able to revise basic terms related to circles
Execution of task
The teacher may give printed worksheet to the students.
Duration
1 Period
Assessment Criteria
For each correct answer mark may be alloted.
In case MCQ is used as practise worksheet then it is not

necessary to assign marks.
Follow-up
Class room discussion. Answers to the questions and common

errors may be discussed in the class.

1. Distance of chord AB from the centre is 12 cm and length of the chord is 10 cm. Then diameter of
the circle is
(a)
26 cm
(b)
13 cm
(c)
244 cm
(d)
20 cm
2. Two circles are drawn with side AB and AC of a triangle ABC as diameters. Circles intersect at a
point D, Then
(a)
ADB and ADC are equal
(b)
ADB and ADC are complementary
(c)
Points B, D, C are collinear
(d)
none of these
3. The region between a chord and either of the arcs is called

(a)
an arc
(b)
a sector
(c)
a segment
(d)
a semicircle
(d)
5 parts
4. A circle divides the plane in which it lies, including circle in

(a)
2 parts
(b)
3 parts
(c)
4 parts
5. If diagonals of a cyclic quadrilateral are the diameters of a circle through the vertices of a
quadrilateral, then quadrilateral is a
(a)
parallelogram (b)
square
(c)
rectangle
(d)
trapezium
6. Given three non collinear points, then the number of circles which can be drawn through these
three points are
(a)
168
one
(b)
zero
(c)
two
(d)
infinite
7. In a circle with centre O, AB and CD are two diameters perpendicular to each other. The length
of chord AC is
1
AB
2
2
8. If AB is a chord of a circle, P and Q are two points on the circle different from A and B, then
(a)
2 AB
(b)
(a)
APB = AQB
(b)
APB = AQB = 180o
(c)
APB + AQB = 90o
(d)
APB + AQB = 180o
2 AB
(c)
AB
(d)
9. If P is a point in the interior of a circle with centre O and radius r units, then
(a)
OP = r
(b)
OP < r
(c)
OP > r
(d)
OP = 2r
(c)
acute
(d)
180o
10. An angle in a major segment is :

(a)
right
(b)
obtuse
Topic
Circle
Nature of task
Pre - content
Content Coverage
Complete Chapter
Learning Outcomes
The students will be able to apply knowledge gained on the topic

circles to solve question
Execution of task

the completion of Chapter
Duration
2 to 3 days
Assessment Criteria
Follow CW assignment rubric.
Follow-up
Class discussion. Answers to the questions may be discussed in

1. Two circles with centres A and B intersect at C and D. Prove that ACB = ADB
2. Bisector AD of BAC of ABC passes through the centre of the circumcircle of ABC.
Prove that AB = AC.
169
3. In fig. A, B, C are three points on a circle such that the angles subtended by the chords AB and
AC at the centre O are 80 and 120 respectively. Determine BAC.
o
A
B
80o
O
120o
C
4. In the fig. P is the centre of the circle. Prove that : XPZ = 2 (XZY + YXZ).
Z
P
5. Prove that the circle drawn with any side of a rhombus as a diameter, passes through the point
of its diagonals.
6. Bisectors of angles A, B and C of a triangles ABC intersect its circumcircle at D, E and F
A
B
C
respectively. Prove that the angles of DEF are 90o - , 90o - and 90o 2
2
A 2
HINT :
BED = BAD =
BEF = BCF =
2
C
P
C
2
B
DEF = BED + BEF
C
D
7. Prove that the mid-point of the hypotenuse of a right triangle is equidistant from its vertices.
8. In Fig. ABCD is a cyclic quadrilateral, O is the centre of the circle. If BOD = 160o . Find BPD.
O
160o
D
P
170
9. O is the centre of the circle, Prove that : a = b +c
R
c
P
Q
b
O
a
B
10. O and P are the centres of two circles intersecting at B and C. ACD is a straight line, Find x ?
D
C
xo
P
o
130
A
171
Chapter11
Constructions
Task - 1 :
Task - 1
Oral Assessment
Topic
Constructions
Nature of task
Content
Content Coverage
Basic Constructions
Learning Outcomes
Execution of task
apply the knowledge of basic requisites to construct a triangle
construct a triangle with given conditions
Teacher may ask questions based on Learning Outcomes

Note : Must provide an opportunity to every student to respond
and to improve their response.
Duration
2 Periods
Assessment Criteria

Follow up
If children are not able to answer then the concept of triangles with
their properties to be revised in class.
Suggested questions for oral assessment

1. Is it possible to construct a triangle with sides 3 cm, 4 cm and 8 cm ? How?
2. What are the instruments to be used in performing constructions ?
3. When do you say that a line is the perpendicular bisector of another line ?
4. What is perimeter of a figure? What is the perimeter of a given ABC ?
5. What is the sum of the angles of a ?
6. The exterior angle of a is equal to sum of the __________________________ .
172
Task - 2 :
Topic
Constructions
Nature of task
Post - content
Content Coverage
Construction of angles
Learning Outcomes
The students will be able to test their knowledge of constructing

angles using compasses
Task
To draw the protractor using ruler and compasses
Execution of task
Teacher can explain the construction of different angles which are

multiples of 15o using ruler and compasses. Students can be then
asked to do the same. 30 minutes time would be given.
Duration
1 Period
Assessment Criteria
Teacher may ask students to cross check each others work in pairs.
Students can use a protractor to check the measure of different
angles. It is not necessary to give marks for this assessment. It may
be used for diagnostic purpose.
Follow up
Teacher to help students in construction of angles with the help of

protractor and compass in the anticlockwise direction.
0)
o
90 (90 )
(12
(4
45
(1
35
0)
5 o) 3 o
0(
15 o
0)
0 (3
o
)
(15
15 o(16
165
180 (0 )
0 o(180o)
5 o) 1
20 o
(60 o
) 1
3
15
105 o(7
60
05 )
1
75 (
173
Task - 3 :
Topic
Constructions
Nature of task
Post - content
Content Coverage
Complete Chapter
Learning Outcomes
The students will be able to revise terms related to construction of

triangles
Task
MCQ Worksheet
Execution of task
MCQ worksheet can be distributed to the class. Students can be

given 15 minutes time to complete the task. Afterwards all
questions can be discussed in class.
Duration
1 Period
Assessment Criteria
Teacher may use the strategy of peers checking in pairs.
Follow up
All questions shall be discussed in class after the assessment.
1. It is not possible to construct a triangle whose sides are :

(i)
3 cm, 3 cm and 6 cm
(ii)
5 cm, 12 cm and 13 cm
(iii)
8 cm, 15 cm and 17 cm
(iv)
3 cm, 4 cm and 5 cm
2. The construction of a ABC, given that BC = 3 cm, C = 60o is possible when difference of AB
and AC is equal to
(i)
3.3 cm
(ii)
3.2 cm
(iii)
3.4 cm
(iv)
2.8 cm
3. It is not possible to construct a PQR with QR = 5 cm, Q = 75o and PQ + PR equal to

(i)
7 cm
(ii)
8 cm
(iii)
9 cm
4. Using ruler and compass, it is not possible to construct an angle of :

o
o
1
1
(i)
(ii) 32 1
(iii)
22
52
2
2
2
5. BAC = 90o, If BAD = CAD, DAE = CAE, then BAE =
o
1
o
67
(i)
65
(ii)
2
(iii)
75o
(iv)
(iv)
3 cm
(iv)
1
67
2
?
C
45o
A
174
6. A unique triangle can not be constructed if its :

(i)
three sides are given.
(ii)
two angles and included sides are given.
(iii)
a hypotenuse and one of the sides are given.
(iv)
perimeter is given.
7. (A)
(B)
It is not possible to construct a PQR with PQ = 8 cm, P = 60o and PR + RQ = 12 cm

Sum of any two sides of a triangles is always greater than the third side.
Which of the following is true :

(i)
'A' is true ; 'B' is true and 'B' is a correct explanation for 'A'
(ii)
'A' is true ; 'B' is true but 'B' is not a correct explanation for 'A'
(iii) 'A' is true and 'B' is false

(iv) 'A' is false and B is true
8. A unique triangle can be constructed if its
9.
(i)
base and one base angle are given
(ii)
two sides are given
(iii)
base and sum of the other two sides are given
(iv)
base, sum of the other two sides and one base angle are given.
An angle which can be constructed using a ruler and compass only is :

(i)
5o
(ii)
10o
(iii)
15o
(iv)
25o
10. The perpendicular bisector of a line segment AB

(i)
passes through point A
(ii)
passes through point B
(iii)
is perpendicular to AB at some point between A and B
(iv)
is perpendicular to AB and passes through the mid point of AB.
11. It is not possible to construct a triangle with :

(i)
sides measuring 6 cm, 8 cm and 9 cm
(ii)
two base angles 60 , 70 and the included side of 8 cm.
(iii)
sides measuring 3 cm, 4 cm and 7 cm
(iv)
two sides 3 cm, 4 cm and their included angle of 90o.
175
Task - 4 :
Task - 4
Class test worksheet
Topic
Constructions
Nature of task
Post - content
Content Coverage
Complete Chapter
Learning Outcomes
The students will be able to develop the skill of construction with

given conditions.
Execution of task
The teacher may give printed worksheet (class test ) to the students
or write questions on the board
Duration
1 Period
Assessment Criteria
Each question may be given marks. Students can be evaluated on

neatness and accuracy in work.
3
1. Draw a line segment AB = 8 cm. By ruler and compasses, obtain a line segment of length AB.
4
2. Draw a linear pair of angles. Bisect each of the two angles. Verify that the two bisecting rays are
perpendicular to each other.
3. Construct a ABC with base BC = 4.5 cm, B = 60o, and AB + AC = 7.1 cm

4. Construct a PQR with base PQ = 4.2 cm, P = 45o and PR - QR = 1.4 cm
5. Construct a XYZ with XY + YZ + ZX = 11 cm and y = 450 and Z = 60o.
Task - 5 :
Task -5
Assignment
Topic
Constructions
Nature of task
Post - content
Content Coverage
Basic Constructions
Learning Outcomes
The students will be able to develop the skill of constructing a

triangle with given conditions.
Execution of task
Teacher can give assignment containing questions on construction

covering all types of conditions to draw a triangle.
Duration
Two days to complete the assignment.
Assessment Criteria
Students can be evaluated on neatness, accuracy in work and for

timely submission of work.
Suggested Assignment Questions

1. Construct the following angles with the help of ruler and compass, if possible
0
35 , 40 , 57 , 75 , 22
1
2
, 15 , 135
2. Draw a ABC in which AB = 4cm, A = 60 and BC = AC = 115cm.

0
3. Draw a ABC in which BC = 5cm. B = 600 and AC + AB = 7.5cm.

4. Draw an equilateral whose altitude is 6cm.
176
5. Draw a triangle ABC whose perimeter is 10.4cm and the base angles are 45 and 60 .
Chapter12
Heron's Formula
Task - 1 : Oral Questions
Topic
Heron's Formula
Learning Outcomes
The students will be able to apply knowledge of basic concepts

required for finding the area of triangle
Nature of task
Pre-content
Description of task
Students can be asked questions orally individually.
Execution of task
Students may be asked one by one. If the child is not able to

respond, another chance can be give either by changing the
question or by giving some hint.
Assessment Criteria
Students can be graded for number of correct responses.
Follow- up
If any student is not able to respond at first instance, he/she may be

given another opportunity i.e. give a days or two time to prepare
again and appear for oral assessment test separately.
Suggested Oral Questions

1. What is a scalene triangle ?
2. What is the name given to a whose two sides are equal? Whose all the side are equal?
1
3. Area of a triangle =
base x ________________.
2
4. When the sum of the squares of the lengths of two sides of a is equal to the square of the
length of the third side, it is called a ____________________ triangle.
5. State the Heron's formula for the area of a triangle?
6. What is the semi-perimeter of a triangle?
7. Area of a rectangle = length x ________________.
8. Perimeter of a rectangle = 2 (___________________ + ______________).
9. Area of rhombus =
(one diagonal) x (_____________).

2
10. The area of a parallelogram = (base) x (_____________).
1
11. Area of a trapezium =
(_______________) x Altitude
2
12. Area of an equilateral triangle with sides of length x cm =
3
4
x ______________.
177
Task - 2: Figure Speak

Topic
Heron's Formula
Nature of task
Post - content
Learning Outcomes
The students will be able to review the knowledge of basic concepts

related to area of a triangle
Task
Figures speak
Execution of task
Each students would be given the activity sheet. They would be

then asked to write an appropriate formula for the given figure.
Teacher may draw these figures on the board also.
Duration
1 Period
Assessment Criteria
Teacher may make a note of number of correct answers given by the

students. It's a part of C.W assessment.
Follow-up
Class room discussions answers to the questions and common

errors may be discussed.
Figure
Write an appropriate formula corresponding to each figure
Area of triangle =
Area of right triangle =
b
c
178
Semi perimeter (s) =

Area of a triangle having sides of measure a , b and c and
semi perimeter (s)
Figure
Write an appropriate formula corresponding to each figure
Area of an Equilateral =
a
b
Area of Quadrilateral where
s1 =
a+b+e
2
and s 2 =
c+d+e
2
is
Task - 3 Cross Word

Topic
Heron's Formula
Nature of task
Post - content
Content Coverage
Basic terms related to triangle, quadrilateral and their areas.
Learning Outcomes
The students will be able to review basic terms related to triangle

and Quadrilateral and their areas
Task
Crossword Puzzle
Execution of task
The teacher may provide printed crossword sheet to the students.

Each student would be given 15 minutes for solving the crossword.
Later on, teacher can discuss in class.
Duration
1 Period
Assessment Criteria
Correct Answer
Follow up
After the assessment, the questions should be discussed in class.
179
1. Solve the following crossword using clues given below:
1
2
Across
3. If length of each side of a square is 'a' then its ........................................ is of length 2 a.
6. A triangle with all the three sides of different lengths
8. A quadrilateral whose two sides are parallel (and the other two non-parallel)
9. If the sides of a triangles are of lengths a, b and c, then 1/2 (a+b+c) is called .................. perimeter.
Down
1. The area of a right angled triangle is equal to half the product of its ............................. and height.
2. The area of a parallelogram is equal to the product of its base and .....................................
4. Area of a rectangle is the product of its ........................... and breadth.
5. Heron's formula is used to find the area of a .................................
6. Area of a square is the square of its ...........................................
7. Area of a trapezium is the product of mean of its parallel sides and .........................................
180
Topic
Heron's Formula
Learning Outcomes

l
apply the Heron's formula to the problem of triangle and

quadrilateral
develop the skill of finding areas
Nature of task
Post - content
Description of task
Students are required to complete Assignment in scheduled time.
Execution of task
Students may be given assignment sheet containing 8-10 questions.

Some questions may be incorporated to help the students to follow
the steps in systematic manner or with hints. These questions will
benefit students while working independently and without any
peer help or teacher's guidance (for example Q.9, 10, 11 suggested in
worksheet).
Assessment Criteria
Students will be assessed for punctuality, presentation and

accuracy. They shall be appreciated even if they come and discuss
the problems with teachers before submission of assignment.
Follow up
Reference material on finding area of a triangle using Heron's

formula can be given to students.
1. Find the area of a whose sides are 35 cm, 45 cm and 50 cm
2. An isosceles triangles has perimeter 30 cm and each of its equal sides is 12 cm. Find its area
(Use 15 = 3.88)
3. The measure of one side of a right triangular field is 48 m. If the difference of the lengths of
hypotenuse and the other is 36 m. Find the sides of the triangle and its area.
A
D 12 c
m
6 cm
cm
15 cm
4.
7 cm
9
Find the area of the quadrilateral ABCD given in the figure alongside.
5. The perimeter of a rhombus is 40 cm. If one of its diagonal is 16 cm, find the area of the rhombus.
6. Two parallel sides of a trapezium are 60 cm and 77 cm and the other sides are 25 cm and 26 cm.
Find the area of the trapezium.
181
7. Find the area of a quadrilateral ABCD in which AD = 24 cm, BAD = 90o and B, C and D from an
equilateral of side 26 cm [use
3 = 1.73]
8. The height of an equilateral triangle measures 9 cm. Find its area, correct to two places of
A
decimals [Take 3 = 1.73]
9. Area of triangle - by Heron's formula.
Step 1. Semiperimeter of ABC, s =
2
Step 2. Area (ABC) = s(s - a)(s - b )(s - c)
1.
a+b+c
B
Find the area of a triangle lengths of whose sides are 8 cm, 11 cm and 13 cm.
a = 8 cm
Sol. Step . 1.
b = 11 cm
c = 13 cm
s=
a+b+c
=
2
s - a = ___________________
Step. 2.
s - b = ___________________
s - c = ___________________
s(s - a) (s - b) (s - c) = ___________________
area =
s(s - a)(s - b) (s - c)
= __________________ cm2
10. Find the area of a triangle length of whose two sides are 18 cm and 10 cm and the perimeter is
42cm.
Sol. Hint : Length of third side = Perimeter - (sum of lengths of two given sides)
Step. 1. Find the lengths of 3rd side
Step. 2. s =
Step. 3.
a+b+c
2
area (triangle) =
s(s - a)(s - b) (s - c)
sq units.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
182
11. The length of sides of a triangular plot are in the ratio of 12 : 17 : 25 and its perimeter is 540 cm.
Find its area.
Sol. Hint : Let dimensions be a = 12 x
b = 17 x
c = 25 x
Now find
s=
a+b+c
2
then area using the Heron's formula

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Note : Area of a quadrilateral, lengths of whose sides and one diagonal are given, can be
calculated by dividing the quadrilateral into two triangles and using the Heron's formula.
12. A field is in the shape of a trapezium whose parallel sides are 25 m and 10 m. The non-parallel
sides are 14 m and 13 m. Find the area of the field.
D
Sol. _____________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
183
Task - 5 : Multiple Choice Questions

Topic
Heron's Formula
Learning Outcomes

l
find the area of triangle when the sides of triangle are given
find the area of quadrilateral by dividing them into two triangle
Nature of task
Content Oriented
Content Coverage
Description of task
Multiple Choice Questions based on Heron's formula

To find the area of triangle and the area of other figures like
trapezium etc. (Where the Trapezium can be divided into two
triangles).
Execution of task
Student can be given a 15 minutes Multiple Choice Question paper

based on above learning objective.
Assessment Critera
Correct Answer
Follow-up
All questions shall be discussed in class after the assessment.

1. The sides of a triangle are 3 cm, 4 cm and 5 cm. Its area is
(a)
12 cm2
15 cm2
(b)
(c)
6 cm2
(c)
(d)
9 cm2
(d)
10 cm2
A
3cm
(a)
The area of ABC is
3c
2.
4cm
20 cm2
(b)
5 cm 2
5 cm 2
3. The side of a triangle are in the ratio of 25 : 14 : 12 and its perimeter is 510 m. The greatest side of
the triangle is
(a)
120 m
(b)
170 m
(c) 250 m
(d)
270 m
4. The perimeter of a right triangle is 60 cm and its hypotenuse is 26 cm. The other two sides of the
triangle are
(a)
184
24 cm, 10 cm
(b)
25 cm, 9 cm
(c)
20 cm, 14 cm
(d)
26 cm, 8 cm
5. The area of quadrilateral ABCD in the adjoining figure is
(d)
16.4 cm
4 cm
6. The area of trapezium in the adjoining figure is
316 m2
(d)
296 m2
A
7. The area of quadrilateral ABCD in the adjoining figure is
57 cm
(b)
95 cm
(c)
102 cm2
(d)
114 cm2
cm
(a)
9c
17
40 m
8. Area of an isosceles right triangle is 8 cm2.
(c)
12 c
306 m
9m
(b)
286 m
28 m
15
(a)
15 cm
5 cm
15cm
14.8 cm
4 cm
(c)
(b)
15.2 cm
5c
(a)
3 cm
Its hypotenuse is
(a)
32 cm
(b)
4 cm
(c)
4 3 cm
(d)
2 6 cm
9. The semiperimeter of a triangle is 30 cm. Its sides are in ratio of 1 : 3 : 2, then its smallest side is:
(a)
1 cm
(b)
5 cm
(c)
10 cm
(d)
15 cm
185
Chapter13
Surface Areas and Volumes
Topic
Nature of task
Pre - content Oriented
Content Coverage
Learning Outcomes

l
find out the total surface area of cube, cuboid, cylinder, cone,
sphere.
differentiate the curved surface area from total surface area.
identify the kind of area required according to the problem.
Execution of task
Coloured papers can be distributed to each student. Class can be

divided into groups each containing 4 to 5 students. Let them discuss,
brain storm and solve the problems.
Duration
2 Consecutive Periods
Assessment Criteria
Teacher can observe each group to see that every child is taking
interest and is participating. Every group is making effort to solve the
problem. Students can be assessed on attributes of thinking, social and
emotional skills.
Follow-up
Discuss response of each group and appreciate the students for their
enthusiasm, involvement and other remarkable behaviours noticed.
Suggestive Problems
1. A conical tent of radius 3 cm and height 4 cm is to be made of canvas. Find the area of canvas
required.
2. The walls of the room have to be painted. If the dimensions of the room are 5m x 4m x 3m. Find
the area to be painted.
3. An open cylindrical tent is to be coated with rust resistant paint from inside. If the radius and
the height of the tank are 7 m and 4 m respectively. Find the cost of painting it at a rate of ` 20
per m2.
4. A hemispherical bowl made up of a metal sheet of thickness 0.7 cm is to be painted completely.
If the inner radius of the hemisphere is 7 cm, find the total area to be painted.
5. A roller 140 cm long has a diameter of 70 cm. To level the playground it makes 350 revolutions.
Find the cost of leveling the playground at the rate of `10 per cm2.
186

Topic
Nature of task
Content
Content Coverage
Learning Outcomes
Execution of task
find out the total surface area of cube, cuboid, cylinder, cone,
sphere
differentiate the curved surface area from total surface area
identify the kind of area required according to the problem
be able to find out the volume of cube, cuboid, cylinder, cone,

sphere
1. Teacher will distribute the worksheet.

2. Teacher can take round to see that every student is doing
calculations in rough and not simply guessing.
Duration
2 Periods
Assessment Criteria
Correct Response
Follow-up
Discuss the answers after checking the MCQ and give assignment
for more drill.
WORKSHEET
1. If the dimensions of a cuboid are 3 cm, 4 cm, 10 cm then its surface area is
(a)
82 cm
(b)
(c)
164 cm
(d)
216 cm
164 cm3
(c)
120 cm3
(d)
240 cm3
123 cm
2. The volume of the cuboid in Q.1 is

(a)
17 cm3
(b)
3. The surface area of a cuboid is 1372 sq. cm. If its dimensions are in the ratio of 4 : 2 : 1, then its
length is
(a)
7 cm
(b)
14 cm
(c)
21 cm
(d)
28 cm
4. The base radius and height of a right circular cylinder are 7 cm and 13.5 cm. The volume of
cylinder is
(a)
1579 cm3
(b)
1897 cm3
(c)
2079 cm3
(d)
2197 cm3
187
5. The base radius of a cone is 5 cm and its height is 12 cm. Its slant height is
(a)
13 cm
(b)
19.5 cm
(c)
26 cm
(d)
52 cm
6. The curved surface area of a cylinder of height 14 cm is 88 sq. cm. The diameter of the cylinder is
(a)
0.5 cm
(b)
1.0 cm
(c)
1.5 cm
(d)
2.0 cm
7. The lateral surface area of a right circular cone of height 28 cm and base radius 21 cm is
2110 cm2
(d)
2310 cm2
264 2
m . The area of canvas required to
8. The circumference of the base of a 8 m high conical tent is
7
make the tent is
1360
1320 2
2
2
cm 2
(a)
(b)
(c)
286 cm
(d)
98 cm
m
(a)
1155 cm2
(b)
1055 cm2
(c)
14
9. The area of metal sheet required to make a closed hollow cone of height 24 m and base radius
7 m is
(a)
176 m
(b)
352 m
(c)
704 m
(d)
1408 m
(d)
10.5 cm
10. The diameter of a sphere whose surface area is 346. 5 cm2 is

(a)
5.25 cm
(b)
5.75 cm
(c)
11.5 cm
11. The radius of a spherical baloon increases from 7 cm to 14 cm when air is pumped into it.
The ratio of the surface area of original baloon to inflated one is
(a)
1:2
(b)
1:3
(c)
1:4
(d)
4:3
12. The circumference of the base of a cylinderical vessel is 132 cm and its height is 25 cm. If 1000
cu.cm = 1 litre, the number of litres of water the vessel can hold is
(a)
17. 325
(b)
34.65
(c)
34.5
(d)
69.30
13. The number of litres of milk, a hemispherical bowl of radius 10.5 cm can hold is
(a)
2.47
(b)
2.426
(c)
2.376
(d)
3.476
14. The number of bricks, each measuring 18 cm x 12 cm x 10 cm are required to build a wall 12 m x
1
0.6 m x 4.5 m if
of its volume is taken by mortar, is
10
(a)
15000
(b)
13500
(c)
12500
(d)
13900
15. The radius of a sphere is 10 cm. If its radius is increased by 1 cm, the volume of the sphere is
increased by
(a)
188
13.3%
(b)
21.1%
(c)
30%
(d)
33.1%
Topic
Nature of task
Content
Content Coverage
Complete Chapter
Learning Outcomes

l
apply the knowledge gained in 'Surface Area and Volumes' in

solving the questions.
Execution of task

the completion of Chapter.
Duration
2 to 3 days
Assessment Criteria
Follow CW assignment rubric
Follow - up
Class Discussion. Answers to the questions may be discussed in

Assignment
1. The dimensions of a Prayer Hall are 20 m x 15 m x 8 m. Find the cost of painting its walls @ Rs. 10
per sq. m.
2. Find the curved surface area of a right circular cylinder whose height is 13.5 cm and radius of its
base is 7 cm. Find its total surface area also.
3. The exterior diameter of an iron pipe is 25 cm and it is one cm thick. Find the whole surface area
of the pipe if it is 21 cm long.
4. A roller 150 cm long has a diameter of 70 cm. To level a playground it takes 750 complete
revolutions. Determine the cost of levelling the playground at the rate of 75 paise per sq. metre.
5. Find the total surface area of a cone, if its slant height is 21 m and the diameter of its base is 24 m.
6. The volume of a sphere is 4851 cm3. How much should its radius be reduced so that it volume
becomes
7. A river, 3 m deep and 40 m wide, is flowing at the rate of 2 km/hour. How much water will fall
into the sea in a minute?
8. Find the capacity, in litres, of a conical vessel whose diameter is 14 cm and slant height is 25 cm.
9. What is the total surface area of a hemisphere of base radius 7 cm?
10. A village having a population of 4000, requires 150 litres of water per head per day. It has a tank
measuring 20 m x 15 m x 6m. For how many days, the water of the tank will be sufficient for the
village?
189

Topic
Nature of task
Content Oriented
Learning Outcomes

l
use the formulae, units for different types of solids
calculate the same mentally for simple problems
recognise the need of finding curved surface area, total surface

area or volume after reading the word problems
Execution of task
Teacher can prepare the slips of questions based on above LO 's and
put them in basket. Students can be called one by one and must read
the question loudly and respond to it. If he/she is not able to
respond next student can be called. These students may get the
chance in the end or in somebody's turn, may complete the table for
students requiring more practice.
Duration
1 Period
Assessment Criteria
Correct Response
Follow up
Reference material on formulae and their comparison volume and

surface area of three dimensional figures can be given as points to
remember.
Suggested Oral Questions - Volume and Surface Area

Fill in the blanks.
1. The volume of a cuboid of dimensions l, l and h is ________________ unit3.
2. The surface area of a cube of side x is __________________.
3. The surface area of a cuboid of dimensions l, b, h is ____________________.
4. The volume of a right circular cylinder of base radius r and height h is ______________.
3
5. The radius of base of a cylinder is 7 cm and its volume is 770 cm . The height of the cylinder is
_____________.
6. Total surface area of cylinder given in above questions is ___________________ cm2.
7. The height of a right circular cone is 3.5 cm and its base radius is 5 cm. Its volume is
____________________ cm3.
8. The formula for volume of a right circular cone is ____________________.
9. If the base radius of a cone is 8 cm and height is 6 cm, then its slant height is _____________ cm.
190
10. The formula for the total surface area of a right circular cone of base radius r height h and slant
height l is _______________.
11. The volume of a sphere of radius r is _________________ and its surface area is ______________.
12. The total surface area of a hemisphere of radius r is _______________________.
Task - 5 : Formulae Testing

Name of Student : _________________________
Task List of formulae
Class/Sec : _______________________________
Duration 10 minutes
Roll No. : _________________________________
Max - Marks
Date : ____________________________________
Marks obtained ____________________
Complete the Following Table

Shape
Dimensions
Cube
Side a units
Cuboid
l length/breadth b
Right Circular
Cylinder
radius of base = r
Right Circular
Cone
radius of base = r
C.S.A
T.S.A
Volume
a3
2(lb + bh + lh)
2rh
r2h
height = h
r(l + r)
height = h
slant height l
Sphere
radius = r
Hemisphere
(solid)
radius = r
4r
4r2
2
r3
191
Chapter14
Statistics
Task - 1 : Newspaper Activity
Topic
Statistics
Nature of task
Warm-up/ Pre-content
Content Coverage
Introduction of Statistics
Learning Outcomes
The students will be able to understand the meaning of the term statistics
and the need of collection of data, survey and statistical analysis.
Task
Group Discussion
Execution of task
1. Teacher can discuss some situational examples where the survey and
statistical analysis is required e.g. census, impact of its analysis on
planning, market survey conducted by companies to enhance their
sales or to improve the quality of products.
2. Teacher can distribute few magazines or newspapers to the students
and ask them to identify atleast one situation by each student where
the data collection is required.
Duration
1 Period
Assessment Criteria
No grading or marking is required in this case. The task is to gear up the

students for study of statistics.
Follow-up
Teacher must motivate the students to identify such situations.
Task - 2 : Worksheet -1
192
Topic
Statistics
Nature of task
Content Oriented
Content Coverage
Collection of data, Presentation of data, Graphical Representation of Data
Learning Outcomes
Develop the skill of representing data graphically as bargraph histogram

of uniform width, histogram of varying width, frequency polygon.
Execution of task
Teacher may give worksheet to assess the skills developed by the

students to draw the appropriate graph of given data and the basic
conceptual knowledge.
Duration
1 Period
Assessment Criteria
Teacher may decide the criteria.
Follow-up
Teacher must discuss the worksheet in the class specially, the incorrect
responses in order to modify everyone's understanding. More problems
of the same kind may be given as assignment.
Worksheet
Time : 15 Minutes
1. The marks of 30 students in a Mathematics Test are given below:
62, 29, 36, 41, 52, 21, 50, 75, 78, 16, 20, 35, 46, 24, 57, 65, 82, 16, 25, 30, 42, 24, 18, 32, 36, 57, 75, 16, 30, 58
(i)
Arrange these marks in a grouped distribution, where one of the groups is 35-45.
(ii)
How many have scored above 75?
(iii)
How many have scored above 75?
(iv)
Write the class - size of the distribution.
(v)
What is the range of the above data?
Production of Rice (in lakh tonnes)
2.
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
1950-51
1960-61
1970-71 1980-81 1990-91

Year
Bar graph of the production of rice crop in India in different years.

Read the bar graph and answer the following questions:
(i)
What was the crop-production in 1980-81?
(ii)
In which year, the crop-production was maximum?
(iii)
Write the difference between maximum and minimum production.
193
3. Draw a histogram to represent the following data

C.I.
10-15 15-20 20-25 25-60 30-35
Frequency
Task - 2: Worksheet
Topic
Statistics
Nature of task
Content Oriented
Content Coverage
Measure of Central Tendency
Learning Outcomes

l
learn about measure of central tendency i.e. mean, median,

mode for raw/discrete data and to
apply the knowledge in solving the problems.
Execution of task
Teacher may give a 30 minutes worksheet to assess the skills

developed by the students to draw the appropriate graph of given
data and the basic conceptual knowledge.
Duration
1 Period
Assessment Criteria
According to the weightage of the marks the assessment will be

done.
Follow-up
After checking the sheets a formula reference sheet along with

problems can be given to students, to give them more practice.
Worksheet
1. If mean of 8 observations is 25, find the sum of all observations.
2. Complete the table.
194
f xx
____
12
___
36
___
72
__
10
___
20
___
6
___
66
___
f=
fx=
Now, find the mean of this data.
3. Find the median of following observations

7, 4, 2, 5, 1, 4, 0, 10, 3, 8.
4. Find the mode of following observations
1, 2, 3, 5, 2, 1, 3, 2, 5, 2
5. Find the mean of following observations
5, 8, 2, 7, 8, 5, 3, 5, 6, 8
Follow up : Practice Worksheet
1. Find the true class limits of the first two classes of the distibution 1-9, 10-19, 20-29, .........
2. The following are the marks obtained by 20 students in a class-test :
40, 22, 36, 27, 30, 12, 15, 20, 25, 31, 34, 36, 39, 41, 43, 48, 46, 36, 37, 40
Arrange the above data in frequency distribution with equal classes, one of them being (0-10),
10 not included.
3. The electricity bills of twenty house holds in a locality are as follows:
370, 410, 520, 270, 810, 715, 1080, 715, 1080, 712, 802, 775, 310, 375, 412, 420, 370, 218, 240, 250, 610,
570,. Construct a frequency distribution table with class size 100.
4. The enrolment in classes VI to X of a school is given below:
Class :
VI
VII
VIII
IX
Enrolment :
70
65
60
45
35
Draw a bar chart to depict the data.

5. Draw a histogram and a frequency polygon for the following data:
Marks
No. of Students
10-20
20-30
30-40
40-50
50-60
12
15
6. Draw a histogram for the following data:

Classess
Frequency
10-15
15-20
20-30
30-50
50-80
10
10
18
7. Find the mean of the following data:

153, 140, 148, 150, 154, 142, 146, 147
8. The mean of the following data is 37. Find x
28, 35, 25, 32, x, 40, 45, 50
195
9. If the mean of 20 observations 2x1, 2x2, ............, 2xn is 2x , show that
(x
- x)= 0
i =1
10. The mean of 20 observations is 25. If each observation is multiplied by 2, then find the mean of
new observations.
11. The mean of two groups of 15 and 20 observations are 20 and 25 respectively. Find the mean of
all the 35 observations.
12. If the mode of the following data is 14, find the value of x
10, 12, 14, 15, 16, 14, 15, 14, 15, x, 16, 14, 16
13. The median of the observations, arranged in increasing order is 26. Find the value of x.
10, 17, 22, x + 2, x + 4, 30, 36, 40
14. If the mean of observations x, 15, x+7, x+9 and 20 is 15, what is the mean of third and fourth
observation.
15. The mean of 16 number is 8. If 2 is subtracted from every number, what will be new mean.
Task - 3 : Remedial Worksheet

Topic
Statistics
Nature of Task
Postcontent
Content Coverage
Complete chapter
Learning Outcomes
The students will be able to revise the contents especially problem

areas
Task
Step by step explanation of method
Execution of Task
Sheets can be distributed to the students with blanks for steps. They
can by given 15 minutes to complete the task.
Duration
15 minutes
Assessment Criteria
Teacher may use the strategy of peer checking in pairs.
Follow-up
All questions shall be discussed in the class after the assessment.
I. Formulae Reference Sheet
Sum of all observations
1.
For Raw Data Mean, x =
2.
For Ungrouped Frequency Distribution
Total number of observations
fx
i
mean =
i =1
n
i =1
3.
196
Median : (The value of the middle-most observations)
Two Cases
If n is odd
If n is even
Median = value of
Median = mean of values of

th
4.
th
n
n
& + 1 observations
2
2
th
n + 1
observation
2
Mode : It is the most frequently occurring observation.
II. Practice Questions

1.
The heights (in cm) of 9 students of a class are as follows.

155
160
145
149
150
147
150
144
148
Find the median of the data.

Sol. Step 1. Arrange the given observations in an ascending order.
144
145
147
148
149
Median = Value of n + 1
th
9 + 1
= Value of
2
th
150
152
155
160
observation
observation
= Value of 5th observation

= 149
Median height = 149 cm.
2. In a mathematics test 15 students appeared. Their marks (out of 100) are recorded as under:
41, 39, 48, 52, 46, 62, 54, 40, 96, 52, 98, 40, 42, 52, 60
Find the median marks.
Sol.
Step 1. Arrange the given data in ascending order

Step 2. n = __________________ (odd)
Step 3. Median = Value of n + 1
th
observation
= ___________________________________________________________
= ___________________________________________________________
= ___________________________________________________________
197
3. 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
Sol.
Step 1. Observations are already arranged in ascending order

Step 2. Note that the number of observations is even (n=10)
Step 3. Use formula for even case
th
th
Step 3. Median = Mean of n & n + 1 observations.

th
th
63 = 5 observations + 6 observations
63 = ________________________________________________________________
________________________________________________________________
________________________________________________________________
198
Topic
Statistics
Nature of task
Post-content
Content Coverage
All concepts learnt in Statistics
Learning Outcomes
The students will be able to evaluate the understanding of all the

concepts learnt in the chapter and the skill to apply them
Execution of task
Teacher may give a 15 minutes MCQ worksheet to the students.
Duration
1 Period
Assessment Criteria
For each correct response mark to be awarded
Follow-up
After checking the sheets questions can be discussed and another

opportunity in the form of oral assessment can be given in order to
improve the response. Oral assessment should be done
individually.
MCQ Worksheet
1. The range of the data 14, 27, 29, 61, 45, 15, 9, 18, is
(a)
61
(b)
52
(c)
47
(d)
53
(c)
135
(d)
150
2. The class mark of the class 120-150 is

(a)
120
(b)
130
3. The class mark of a class is 10 and its class width is 6. The lower limit of the class is
(a)
(b)
(c)
(d)
10
4. In a frequency distribution, the class-width is 4 and the lower limit of first class is 10. If there are
six classes, the upper limit of last class is
(a)
22
(b)
26
(c)
30
(d)
34
5. The class marks of a distribution are 15, 20, 25, ........, 45. The class corresponding to 45 is
(a)
12.5 -- 17.5
(b)
22.5 -- 27.5
(c)
42.5 -- 47.5
(d)
None of these
No. of students
6. The number of students in which two classes are equal.

50
40
30
20
10
0
VI
VII
VII
(a)
VI and VIII
(b)
VI and VII
(c)
VII and VIII
(d)
None
(c)
5.6
(d)
6.5
(c)
38.5
(d)
39.2
(c)
x+3
(d)
x + 17
zero
(d)
can not be found
7. The mean of first five prime numbers is

(a)
5.0
(b)
4.5
8. The mean of first ten multiples of 7 is

(a)
35.0
(b)
36.5
9. The mean of x + 3, x - 2, x + 5, x + 7 and x + 72 is

(a)
x+5
(b)
x+2
10. If the mean of n observations x , x , x , ............, x is

(a)
(b)
-1
(c)
11. The mean of 10 observations is 42. If each observation in the data is decreased by 12, the new
mean of the data is
(a)
12
(b)
15
(c)
30
(d)
54
199
12. The mean of 10 numbers is 15 and that of another 20 numbers is 24 then the mean of all 30
observations is
(a)
20
(b)
15
(c)
21
(d)
24
(c)
15
(d)
16
13. The median of 10, 12, 14, 16, 18, 20 is

(a)
12
(b)
14
14. If the median of 12, 13, 16, x + 2, x + 4, 28, 30, 32 is 23, when x + 2, x + 4 lie between 16 and 30, then
the value of x is
(a)
18
(b)
19
(c)
20
(d)
22
(d)
18
(d)
13.6
15. If the mode of 12, 16, 19, 16, x, 12, 16, 19, 12 is 16, then the value of x is
(a)
12
(b)
16
(c)
19
16. The mean of the following data is

xi
10
15
20
25
fi
(a)
12
(b)
13
(c)
13.5
Follow up : Oral Assessment Sheet
200
1.
The mid-point of a class is called _______________________.
2.
Data collected by the experimenter himself is called __________________ data.
3.
The difference between maximum and minimum observations in the data is called ________.
4.
Cumulative frequency of a class is the sum total of all frequencies _____________ that class.
5.
Are the class-limits and true class limits different? If yes, explain the difference.
6.
The sum total of all observations divided by their number is called _____________ of the data.
7.
The mode of a group of observations is that value of the variable which has ______________
frequency.
8.
The _____________ is the middle most observation in the data, when they are arranged in
increasing/decreasing order.
9.
x , the mean of n observation x1, x2, ..............., xn, is given by _____________
10.
The mean of first ten natural numbers is ________________.
11.
The median of first 9 natural number is _________________
12.
If each observation in the data is increased by 'a', then their __________ is also increased by 'a'.
13.
The sum of deviations of the data (observations) from the mean is ____________.
Chapter15
Probability
Topic
Probability
Nature of task
Content Oriented
Learning Outcomes

l
understand the commonly used word 'probability' in

Mathematical sense
explain the key terms like random experiment, sample, space,

events, outcomes, favourable and unfavourable outcomes
calculate probability using formula
Execution of task
Teacher may write these questions on board and discuss the

answers after 10 minutes. After the completion on worksheet
students can exchange them and check each other's worksheet with
the inputs given by teacher.
Duration
1 Period
Assessment Criteria
Students can exchange papers and award marks to each other.
Follow-up
Discussion on incorrect response can be followed by assignment

carrying similar questions or the questions based on the same
concepts.
201
Worksheet
1. Write all possible outcomes when
(i)
one coin is tossed
(ii)
two coins are tossed
(iii)
one die is rolled
2. Three coins are tossed simultaneously 100 times. The following outcomes are recorded.
Outcome
three tails
Frequency
two tails
one tail
no tail
28
23
26
23
Find the probability of coming up more than one tail.

3. An experiment is conducted. Probabilities of an event are calculated by some students. Which
of the following could be a correct answer?
(a)
Frequency 42
(c)
(d)
1.3
4
3
3
4. A die is rolled 300 times and the following outcomes are recorded.
Outcome
(b)
60
55
53
(i)
Find the probability of getting an even number
(ii)
Find the probability of getting a number more than 4.
5. 500 cars passed the building on a certain day. 142 cars were from Hyundai, 125 from Tata and
rest from other brands
(i)
Find the probability of seeing a car from Hyundai.
(ii)
Find the probability of seeing a car from other brand.
Follow up: Assignment

1. Define a sample space.
2. What is a random experiment ? Explain.
3. Give some example of statements involving probabilistic situations.
4. The probability of occurence of an event = ________________________
202
5. Two coins are tossed 200 times and the results are given below:
Both Head
One Head and One Tail
Both Tails
56
96
48
(a)
What is the probability of the event "Both Head"?
(b)
What is probability of the event "Both Tails"?
6. What are the limits of probability of occurence of an event. 0 P(A) 1

7. At a crossing, 1000 vehicles passed on a particular day:
Two wheelers
Three whellers
310
270
Four wheelers
420
(a)
What is the probability of a two wheeler passing from that crossing on a day?
(b)
P (A three wheeler) = ________________________
(c)
P (A four wheeler) = _________________________
8. In hospital number of patients that were admitted was as follows

Age Group (yrs.)
0-10
10-20
20-30
30-40
Above
No. of Patients
53
39
28
32
68
(i)
What is the probability that the patient admitted is not above 40 yrs of age.
(ii)
What is the probability that the patient admitted is below 20 yrs of age.
9. The percentage of marks obtained by a students in four tests are given below.
Test
II
III
IV
% of Marks
67
90
78
52
Find the probability that a student gets less than 52%

10. The following table shows the marks scored by 50 students in mathematic test of 50 marks
Marks
0-10
10-20
20-30
30-40
40-50
No. of Patients
13
12
Find the probability that the students obtained 30 or more marks.
203

Topic
Probability
Nature of task
Content Oriented
Content Coverage
Empirical Probability
Learning Outcomes

l
define and to calculate empirical/ experimental probability
differentiate between empirical and mathematical probability
appreciate that probability of an event lies between 0 and 1 (0

and 1 inclusive)
Execution of task
Teacher can conduct a 20 minutes MCQ.
Duration
1 Period
Assessment Criteria
F or correct response mark can be given.
Follow up
Discussion on MCQ can be followed by An Activity where

students can actually conduct an experiment to show outcomes
and to calculate the probability. The students may perform
different experiment (e.g. with dice) to verify and to understand
the formula of empirical probability thoroughly.

1. A coin is tossed 1000 times and 560 times a "head" occurs. The empirical probability occurrence
of a Head in this case is
(a)
0.5
(b)
0.56
(c)
0.44
(d)
0.056
2. Two coins are tossed 200 times and the following out comes are recorded
HH
HT/TH
TT
56
110
34
What is the empirical probability of occurrence of at least one Head in the above case
(a)
0.33
(b)
0.34
(c)
0.66
(d)
0.83
3. A die is thrown 200 times and the outcomes are noted, with their frequencies:
204
Outcome
Frequency
56
22
30
42
32
18
Worksheet
(i)
What is the empirical probability of getting a 1 in the above case?

(a)
(ii)
0.50
0.28
(c)
0.15
(d)
0.21
(d)
0.52
What is the empirical probability of getting a number less than 4?

(a)
(iii)
(b)
0.50
(b)
0.54
(c)
0.46
What is the empirical probability of getting a number greater than 4?

(a)
0.32
(b)
0.25
(c)
0.18
(d)
0.30
4. On a particular day, the number of vehicles passing a crossing is given below:

Vehicle
Two wheeler
Frequency
Three wheeler
52
Four wheeler
71
77
What is the probability of a two wheeler passing the crossing the on that day?
(a)
0.26
(b)
0.71
(c)
0.385
(d)
0.615
5. The following table shows the blood-group of 100 students

Blood group
AB
B+
Number of Students
12
23
35
20
10
One student is taken at random. What is probability that his blood group is B?
(a)
0.12
(b)
0.35
(c)
0.20
(d)
0.10
6. In a bag, there are 100 bulbs out of which 30 are bad ones. A bulb is taken out of the bag at
random. The probability of the selected bulb to be good is
(a)
0.50
(b)
0.70
(c)
0.30
(d)
None of these
7. On a page of telephone directory having 250 telephone numbers, the Frequency of the unit
digits of those number are given below:
0
18
22
32
28
40
30
30
22
18
10
(a)
A telephone number is selected from the page at random. What is the probability that its
unit digit is
(i)
(a)
0.16
(ii)
More than 6
(a)
0.20
(b)
0.128
(c)
0.064
(d)
0.04
(b)
0.25
(c)
0.32
(d)
0.16
205
(iii)
Less than 2
(a)
0.16
(b)
0.18
(c)
0.22
(d)
0.32
Suggested Probability Activity

Activity 1 : Toss two coins simultaneously 20 times and record your observations in the following
table
No. of times the two coins are tossed
20
No. of times no head comes up

No. of times one head comes up
No. of times two heads come up
The experimental or empirical probability
P(E) of an event E is given by =
No. of trials in which the event happened

Total no. of trials
= _____________
Calculate
A=
B=
C=
No. of times no head comes up

Total no. of times two coins are tossed
No. of times one head come up
No. of times two head come up
=
=
=
Activity 2:
Use table 1 given below to complete table 2 and answer the questions that follow
Table 1
COIN TOSSES
206
NUMBER OF
HEADS
T H H H H T H T H H T H H H
12
H T
T T
H H H T H H H H T H H H
13
H H
H T
T H T
T H T T
H H
T H T H T
T T
H T
H H T
H H
T H H H T
H H
10
H H T H H T T
T T
H T
H H T H H H T
H T
H H T
H H
15
T H H H T
H H H T
H H T
H T
10
T H H H H T T
T H H T T
H T
H T
H H
11
T T
T T
T H H T
H T T
T T
T T
H H T H T
H T
H T
Table 2
Row 1
No. of Trails
No. of heads
No. of tails
20
12
08
Row 2
Row 3
Row 4
Row 5
Row 6
Row 5
Row 6
Row 7
Row 8
Row 9
Row 10
Total
200
1. What is the probability of getting a head if a coin is tossed 200 times.

2. What is the probability of getting a tail if a coin is tossed 200 times.
3. Consider just the first 100 outcomes : What is the probability of getting a head.
4. Consider just the last 100 outcomes : What is the probability of getting a tail.
5. Observe the difference in the results of Q1 and Q3. Probability of getting a head when a coin is
tossed just once is . Why is the difference in the results obtain.
Task - 3 : Remedial Worksheet

Topic
Probability
Nature of task
Postcontent
Content Coverage
Complete chapter
Learning Outcomes
The students will be able to revise the contents especially problem

areas
Task
Step by step explanation of method.
Execution of Task
Sheets can be distributed to the students with blanks for steps. They
can be given 15 minutes to complete the task.
Duration
15 minutes
Assessment Criteria
Teacher may use the strategy of peer checking in pairs.
Follow up
All questions shall be discussed in the class after the assessment.
207
Worksheet
1. A coin is tossed 1000 times ; with the following out comes :
Head : 455, tails : 545
Compute the probability for each event.
P(getting Heads) =
P(getting Tails) =
What is
P(getting Heads) + P(getting Tails) =
= __________________
Note : Head and Tail are only two possible outcomes of each trial.
Important Points to Note :
2.
(i)
The probability of an event lies between 0 and 1.
(ii)
The sum of all the probability of all possible outcomes of an experiment is 1.
Consider the following data.

Bag
Balls
40
48
42
39
41
There are 5 bags in all containing number of balls mentioned above respectively. What is the
probability of having more than 40 balls in a bag?
Observe : In how many bags there, are more than 40 balls?
{Hint : Observe bag 2, 3, 5,}
So, P(having more than 40 balls in a bag) =
{There are total 5 bags)
= _______________
208

Topic
Probability
Nature of task
Post - content
Content Coverage
All Concepts Learn in Topic
Learning Outcomes

l
tell the probability of a given event using given frequency

distribution table
understand that sum of the probabilities of all possible

outcomes of an experiment is unity
access the students understanding and proficiency to apply all

the concepts learnt in the 'probability'
Execution of task
Teacher can conduct an oral assessment in the class. Every student

can be called individually and can be asked 4 to 5 questions and
graded according to rubric discussed for oral assessment. At the
time of oral assessment other students can be given a simple
worksheet and a reference concept sheet so that they get time to
revise their concepts thoroughly. These sheets may not be graded.
Duration
1-2 Period
Assessment Criteria
For correct response marks can be given
Suggested Oral Questions

1. Illustrate some events which relate to probability.
2. What is a random experiment?
3. What is an event?
4. What is an out come?
5. What is the difference between experimental probability and mathematical probability?
6. Is it correct to say that Probability of occurrence of an event
No. of cases favourable to an event

Total number of cases
7. If a coin is tossed 100 times and the event "head" occurs 60 times, what is the experimental
probability of occurence of a Head?
209
210
Topic
Probability
Nature of task
Post - content
Learning Outcomes

l
find the probability of a given event by repeated experimenting
understanding that sum of the probability of all possible

outcomes of an experiment is unity
differentiate between empirical and experimental probability
Execution of task
Each student is asked to make a eubotahedron using OHP

sheets and cello tape with the help of the net given to them.
They are then asked to observe and state the probability of it
landing on one of its square faces and then the probability of it
landing on one its triangular faces. They are then made to
experiment actually by throwing the cuboctahedron 20-30
times and find out the probability of two cases again.
Duration
1-2 Period
Assessment Criteria

to create interest and for diagnostic purpose only.
The net of a cuboctahedron is given. It consists of 6 squares and 8 triangles. Make this 3dimensional object using either an HOP sheet or a card paper.
Answer the following questions:

1.
If this objects is thrown, what do you think will be the probability of it landing on
(i)
one of its square faces?
(ii)
one of its triangular faces?
2.
Throw the object (at least 20 times) and estimate these probabilities.
3.
How close are they to your original estimates?
211
Project Work
Creative Mathematics Project Ideas
(SAMPLE)
General Guidelines:
l
Each student is required to make a handwritten project report according to the topic allotted.
Please note down your project number according to your Roll Number.
Roll Number
Project Number
1-5
6-10
11-15
16-20
21-25
26-30
31-35
36-40
41-45
46-50
Note:
l
A project has a specific starting date and an end date.
It has specific objectives.
List the sources of the information collected.

General lay-out of the project report has the following format
212
Page Number
Content
Cover Page
Your Name, Class, Roll No., Title of project
Table of contents - Page titles
Brief description of project. How would you proceed?
3-10 (may change)
Procedure (With pictures)
11
Mathematics used/involved
12
Conclusion/Result
13
List of resources (List of encyclopedia, websites, reference books,

journals (etc.)
14
Acknowledgements
Project 1
Objectives
Useful Link:
Exploring Fibonacci 1. Fibonacci numbers are a

sequence of numbers i.e 1, 1, 2,
numbers.
3, 5, 8, 13, 21, 34.... The first
number of the sequence is 1, the
second number is 1, and text
term is equal to the sum of the
previous two numbers of the
sequence itself.
http:/britton.disted.camosum.
bc.ca/fibslide/jbfibslide.htm
http://ewaysmathematics.blog
spot.com/search/label/Fibonac
ci
Description
2. Write the next 20 terms of the

sequence generated by it.
3. History of the mathematician
who gave this concept.
4. Explore in nature the things that
correspond to Fibonacci
numbers with pictures.
213
For example : When counting the

number of petals of a flower, it is
most probable that they will
correspond to one of the
Fibonacci Numbers. It is seen
that:
(a) White calla lily has one petal
(b) Euphorbia have two petals
(c) Trillium have three petals
(d)Columbine have 5 petals
Explore more such examples with
pictures from internet. (give atleast 8
examples)
Project 2
Useful Link :
http://ptril.tripod.com/
Exploring Pascal
Triangle
Description
(take upto 10 row)
1. Definition
2. History
3. How to construct it
4. Mention about the properties
(a) The sum of the numbers in
any row is 2n, when n is the
number of the row.
(b) Property related to prime
number.
(c) Hockey stick pattern
(d) Fibonacci sequence located
through Pascal triangle.
5. Make a model on Pascal
triangle.
214
Project 3
Description
Useful Link :
Making 3D Snowflakes Make a model with project report

having contents
http://www.wikihow.com/Ma
ke-a-3D-Paper-Snowflake
(a) What is 3-D snowflake?
(b) Its applications in daily life.
(c) Mathematics involved in it.
(d) Procedure of the model.
Project 4
Useful Link :
Description
Making platonic solids
http://mykhmsmathclass.blog
spot.com/search/label/Platoni
c%20Solids
(1) Introduction
(2) Mention about 5 platonic solids
and its properties.
(3) History
(4) Procedure of making Platonic
solids.
(5) Verify Euler's Formula for each
of the solid.
Project 5
Objective
Useful Link :
Exploring Mathematics 1. Look around yourself.

around us.
In the house....
http://mykhmsmathclass.blog
spot.com/search/label/Mathe
matics%20Around%20us
Description
In the garden...
In the market...
In a bank...
In the nature...
2. Click photographs using a digital
camera/mobile and explore the
hidden mathematics.
3. Click minimum 20 photographs.
215
Assessment Criteria: The project may be assessed on the following parameters.
216
Identification and statement of the project
Procedure/processess adopted
Write-up of the project
Interpretation of result
Viva
Presentation

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FA Mathematics (Class IX)

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Formative Assessment Manual for Teachers Mathematics Class-IX

"This book or part there of may not be reproduced

The Secretary, Central Board of Secondary

DESIGN & LAYOUT :

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THE CONSTITUTION OF INDIA

THE CONSTITUTION OF INDIA

to value and preserve the rich heritage of our composite culture;

to safeguard public property and to abjure violence;

Subs. by the Constitution (Eighty - Sixth Amendment) Act, 2002

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School Based Assessment - A Theoretical Perspective

Formative Assessment - An Overview

How to use this Manual

Description of Formative Assessment

Linear Equations in Two Variables

Introduction to Euclids' Geometry

Lines and Angles

Area of Parallelograms and Triangles

Surface Area and Volumes

School Based Assessment

Modern Assessment Theory in the CCE

Modern Assessment Theory and Formative Assessments

Understanding Formative and Summative Assessments

Linking Assessments to Cognitive Levels of the Learners

Remembering (Multiple Choice)

are most ordered

have large intermolecular spaces

can slip and slide over each other

Applying (Multiple choice)

he did what he wanted.

Evaluation And Creation

Guidelines for Writing Multiple Choice Questions

The question should be aligned with the learning objective

A multiple choice question should focus on an important concept.

The language should be simple, clear and unambiguous.

Ensure that answer options do not overlap with each other

Use "all of the above" and "none of the above" sparingly.

The stem and answer options should be framed in positive terms

The answer options should not have opposites

Modern Assessment Theory and Performance Standards

Rubrics and Modern Assessment Theory

Demonstrates a thorough understanding of the effects of generators on

States both one aspect of a societal issue AND an environmental issue

the performance of the student and

the criteria listed in the marking rubric

Realizing The Potential of Assessment: Keeping Up With The Times!

What is Formative Assessment?

identify gaps in knowledge

help novice learners to identify important information

connect procedural errors or misconceptions.

Formative Assessment is characterized by the following. It:

is diagnostic and remedial.

makes provision for effective feedback.

enables teachers to adjust teaching, to take account of the results of assessment.

builds on students' prior knowledge and experience in designing what is taught.

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