AIR FORCE SCHOOL HASIMARA

Lesson Plan
Board: CBSE | Class: X | Subject: Maths
Chapter Name: Real Numbers
Time Allotted For This lesson is divided across five modules. It will be completed in
The Lesson five class meetings.
Prerequisite Rational Numbers: Class VIII
Knowledge Number System: Class IX

Short Description This lesson will introduce learners to Euclid’s Division Lemma
Of The Lesson and the Fundamental Theorem of Arithmetic. Further, they will
learn to calculate the highest common factor (HCF) of numbers
using Euclid’s Division Lemma and the HCF and the least
common multiple (LCM) of numbers using the prime factorisation
method. They will also recall the properties of rational and
irrational numbers and study a few theorems pertaining to these
numbers.
Objectives

Euclid’s Division Lemma/Algorithm

eorem of Arithmetic to
calculate the HCF and LCM of numbers

where is a positive number

√ is an irrational number
properties of rational numbers and their
decimal expansions
–
terminating decimal expansions of rational numbers

Aids Audio Visual Aids

Relevant Modules from Teach Next
on Lemma
 Other Audio Visual Aids
Access the videos relevant to the chapter ‘Real Numbers’ from
the Library resources.
Aids No technical
None

Procedure Teacher-Student Activities

A. Warm-up Session
Begin the lesson by recalling the concepts pertaining to the real
number system. You may show the diagram of the real number
system and ask the students the definitions of different types of
numbers. You may also conduct a quiz covering the concepts,
such as the properties of rational and irrational numbers and
representing rational and irrational numbers on a number line

Real Number System

B. Euclid’s Division Lemma or Division Algorithm: Practice

Questions
In this activity, students will learn to calculate the HCF of given
numbers using Euclid’s Division Lemma.
Teacher’s Notes
Provide the historical and biographical details about Euclid. He
was a Greek mathematician, who lived around 300 BC and was
popularly known as Euclid of Alexandria. Euclid is also known as
the Father of Geometry owing to his significant contribution to
the subject. He wrote a treatise consisting of 13 books called
‘Elements’, which served as the main textbook for teaching
mathematics even till the early 20th century. ‘Elements’ is mainly
known for its geometric results and number
 Arithmetic and Applying the Fundamental Theory of Arithmetic,
to the students. Thereafter, give questions to the students to
calculate the HCF and LCM of given numbers using the prime
factorisation method. Get the students to solve these questions
in their maths exercise books.

D. Presentations: Rational and Irrational Numbers

In this activity, learners will make presentations on the theorems
pertaining to irrational and rational numbers.
Teacher’s Notes
Divide the class into groups and ask them to make presentations
on the following theorems:
Group A: Prove that if the prime number p divides a 2, then p
divides a, where a is a positive number.
Group B: Prove that √2 is an irrational number.
Group C: Theorem on Terminating Decimal Expansion: Let x
be a rational number whose decimal expansion terminates. Then
x can be expressed in the form p/q, where p and q are coprime,
and the prime factorisation of q is in the form 2 n5m, where, n, m
are non-negative integers.
Group D: Theorem on terminating decimal expansions: Let
x=p/q be a rational number, such that the prime factorisation of q
is of the form 2n5m, where n, m are non-negative integers. Then
x has a decimal expansion which terminates.
Group E: Theorem on non-terminating repeating decimal
expansions: Let x=pq be a rational number, such that the prime
factorisation of q is not of the form 2n 5m, where n, m are non-
negative integers. Then, x has a decimal expansion which is
non-terminating repeating (recurring).
Supplemental Ask the students to find out about the RSA algorithm, an internet
Activities encryption and authentication system, and the use of prime
numbers in it.

Expected Outcome After studying this lesson, students will be able to explain
Euclid’s Division Lemma and the Fundamental Theorem of
Arithmetic. They will they be able to calculate the HCF of
numbers using Euclid’s Division Lemma and the HCF and LCM
of numbers using the prime factorisation method. They will be
able to recall the properties of rational and irrational numbers
and prove a few theorems pertaining to these numbers.
Student given by the teacher
Deliverables
irrational numbers
Assessment Class Test and extra sums from refreshers and Teach Next
Modules.
 AIR FORCE SCHOOL HASIMARA

Lesson Plan
Board: CBSE | Class: X | Subject: Maths
Chapter Name: Polynomials
Time Allotted For This lesson is divided across five modules. It will be completed
The Lesson in five class meetings.

Prerequisite Polynomials: Class IX

Knowledge
Short Description In this lesson, learners will recall the basic terminology of
Of The Lesson polynomials, their categories and the method to calculate their
zeroes. They will also learn to find the zero or zeroes of a
polynomial by studying its graph. Moreover, they will study the
relationship between the zeroes and the coefficients of linear,
quadratic and cubic polynomials. Further, they will learn about
the division algorithm for polynomials and also verify the division
algorithm.
Aids Relevant Modules from Teach Next
Polynomials - Basic Terminology

- Linear Polynomials
- Cubic Polynomials

Other Audio Visual Aids

Access the videos relevant to the lesson ‘Polynomials’ from the
Library resources.
Aids Non-Technical
None
Procedure Teacher-Student Activities

A. Warm-up Session
Begin the session with a simple activity to help students recall
their prior knowledge about polynomials.
Teacher’s Notes
You can conduct a flashcard activity in the warm-up session.
Divide the class into a few groups and ask a student from each
group to pick up a card and answer the question on the card.
The questions should be on the various terms related to
polynomials and the categories of polynomials. You may also
write algebraic expressions on the cards and ask the students to
identify if the expressions are polynomials. If a given expression
is a polynomial, ask them to identify its degree and name it.
Also, ask the student to find the zeroes of the polynomial.

B. Graph Activity -1
In this activity, students will be shown a few graphs. They need
to study these graphs and find the zeroes of the polynomials as
well as the degree of each polynomial.
Teacher’s Notes
Divide the class into a few groups. Show the graph of a
polynomial to one of the groups and ask the students to discuss
the graph amongst themselves. Now, ask a student from the
group to name the zeroes of the polynomial and cite the degree
of the polynomial.
You can show the graphs of linear, quadratic and cubic
polynomials to the students. The team that gets maximum
correct answers will be the winner.

C. Graph Activity -2
In this activity, students will find the zeroes of the given
polynomials by plotting the graphs of the polynomials.
Teacher’s Notes
Write down a linear, quadratic and cubic polynomial on the
board and ask each student to plot the three polynomials on
different graph papers. Once the students have plotted the
graphs, ask them to find the zeroes of the polynomials.

D. Finding the Zeroes of Quadratic Polynomials

In this activity, students need to find the zeroes of a given
quadratic polynomial and verify the relationship between the
zeroes and the coefficients of the polynomial.
Teacher’s Notes
Write down a quadratic polynomial on the board and ask the
students to find its zeroes. Once done, ask them to verify the
relationship between the zeroes and the coefficients of the
polynomial by finding the sum of zeroes and the product of
zeroes.
Alternatively, you can give the students the sum and the product
of the zeroes of a quadratic polynomial and ask them to find the
quadratic polynomial.
 E. Finding the Zeroes of Cubic Polynomials
In this activity, students need to find the sum of zeroes, product
of zeroes and sum of the products of zeroes taken two at a time
for a given cubic polynomial.
Teacher’s Notes
Write down a cubic polynomial on the board along with its
zeroes. Ask the students to find the sum of zeroes, product of
zeroes and sum of the products of zeroes taken two at a time for
the given cubic polynomial. Once done, ask them to verify the
relationship between the zeroes and
the coefficients of the polynomial.

F. Division Algorithm Activity

In this activity, students need to verify the division algorithm
after performing the polynomial division.
Teacher’s Notes
Discuss the division algorithm in the class. Then, write down two
polynomials on the board and ask the students to divide one by
the other. Once done with the division, ask the students to verify
the division algorithm. Each student should do the division and
the verification in his/her notebook.
Supplemental Conduct a quiz in the class covering the important concepts
Activities covered in the topic.

Expected Outcome After studying this lesson, learners will be able find the zero or
zeroes of a polynomial by studying its graph. They will also be
able to verify the relationship between the zeroes and the
coefficients of linear, quadratic and cubic polynomials. Further,
they will be able to verify the division algorithm.

Student
Deliverables
Assessment Class Test and extra sums from refreshers and Teach Next
Modules.
 AIR FORCE SCHOOL HASIMARA

Lesson Plan
Board: CBSE | Class: X | Subject: Maths
Chapter Name: Pair of Linear Equations in Two
Time Allotted For This lesson is divided across seven modules. It will be
The Lesson completed in seven class meetings.

Prerequisite
Knowledge Linear Equations in Two Variables: Class IX

Short Description In this lesson, learners will study about the general form of a pair
Of The Lesson of linear equations in two variables. They will learn to solve a
pair of linear equations in two variables by using the graphical
method as well as the algebraic methods, such as substitution,
elimination and cross-multiplication. They will also learn to solve
non-linear equations.
Objectives
two variables

method

consistent or inconsistent by comparing the ratios of the

coefficients of the equations

substitution method

elimination method
-
multiplication method
-linear equations by reducing
it to a pair of linear equations
Aids Audio Visual Aids
Relevant Modules from Teach Next

Conditions of Pair of Linear Equations

-Multiplication Method
-Linear Equations
Other Audio Visual Aids
Access the videos relevant to the lesson ‘Pair of Linear
Equations in Two Variables’ from the Library resources.
Aids No technical
None
Procedure Teacher-Student Activities
A. Warm-up Session
Begin the lesson by conducting a simple activity to help students
recall their prior learning of linear equations in two variables.
Write an equation in two variables on the board and ask the
students to find its solution. You can also ask them to graphically
find the solution of the equation.
Then, present the students with a simple word problem, which
can be represented by a pair of linear equations in two variables.
Help the students to represent this situation with a pair of linear
equations in two variables.
Thereafter, ask them to recall the general form of a linear
equation in two variables and write it on the board. Now, explain
to the students the general form of a pair of linear equations in
two variables.
B. Graph Activity
In this activity, students need to graphically find the solution of a
pair of linear equations in two variables.
Teacher’s Notes
Write a word problem on the board and ask each student to
represent the information in the problem by a pair of linear
equations in two variables and then graphically solve the
equations. Thereafter, ask them to study the graphs, and
determine if the equations are consistent or inconsistent.
Additionally, write down a few word problems on the board and
ask the students to represent them by the pairs of linear
equations in two variables. They also need to determine if the
equations are consistent or inconsistent by comparing the ratios
of the coefficients of the equations.
C. Chit Activity
 In this activity, students need to algebraically find the solutions of
pairs of equations.
Teacher’s Notes
Divide the class into a few groups. Prepare chits with word
problems (which can be situations) written on them. Also,
mention the method (substitution, elimination or cross-
multiplication) to be used to find the solution.
Present the chits to the groups and ask a student from each
group to pick up a chit. Now, the members of a group can
discuss the problem (situation) amongst themselves. Once done,
ask a student from the group to represent the given situation as
a pair of linear equations in two variables on the board. The
student also needs to solve the equations using the method
mentioned in the chit.
Supplemental Ask the students to do the following activity. Frame a word
Activities problem and exchange your question with your neighbour in the
class. Represent the situation in the word problem by a pair of
linear equations in two variables and solve the equations using
any of the algebraic methods learnt in the lesson.
Expected Outcome After studying this lesson, learners will be able to solve a pair of
linear equations in two variables by using the graphical method
as well as the algebraic methods, such as substitution,
elimination and cross-multiplication. They will also be able to
solve non-linear equations.
Student
Deliverables
– Solutions of non-linear equations
Assessment Class Test and extra sums from refreshers and Teach Next
Modules.
 AIR FORCE SCHOOL HASIMARA

Lesson Plan
Board: CBSE | Class: X | Subject: Maths
Chapter Name: Quadratic Equations
Time Allotted For This lesson is divided across three modules. It will be completed
The Lesson in three class meetings.
Prerequisite Polynomials: Class X
Knowledge
Short Description This lesson will introduce learners to quadratic equations and the
Of The Lesson different methods to find their roots. They will also learn to derive
the quadratic formula and use it to find the roots of a quadratic
equation. Further, they will learn to find the nature of the roots of
a quadratic equation as well as the sum and the product of the
roots.
Objectives
given situation in the form of a quadratic
equation

completing the square

the solution of a quadratic equation

using the quadratic formula

equation
Aids Audio Visual Aids
Relevant Modules from Teach Next

Other Audio Visual Aids

 Access the videos relevant to the lesson ‘Quadratic Equations’
from the Library resources.
Aids No technical
None

Procedure Teacher-Student Activities

A. Warm-up Session
Begin the session by talking briefly about the history of quadratic
equations. Then, ask a few simple questions to help students
recall their prior knowledge about polynomials. You may write
linear, quadratic and cubic polynomials on the board and ask the
students to identify the type of polynomial.
Explain that a quadratic equation is obtained when a quadratic
polynomial is equated to zero.
Also, ask the students to recall the standard form of a quadratic
polynomial and then show them the standard form of a quadratic
equation.
You can also randomly arrange the terms of an equation and ask
the students to arrange these terms in the descending order of
their degrees and check if the equation is a quadratic equation or
not. At this point, discuss a few situations where quadratic
equations are used.
B. Chit Activity
In this activity, students need to check if a given equation is a
quadratic equation.
Teacher’s Notes
Divide the class into a few groups. Create chits with equations
written on them. Present the chits to a group and ask a student
from the group to pick up a chit. Thereafter, ask the student to
write the equation on the board and simplify it. Once the
equation is simplified, ask the student to identify if the equation is
linear, quadratic or cubic. In the same manner, pass the chits to
the other groups. The group that gets maximum right answers
will be the winner.
Once the activity is done, present a few situations to the
students and ask them to represent these situations in the form
of a quadratic equation. You can write down the situation on the
board and present the students with four options as the possible
answers (four equations). They need to identify the correct
equation for the given situation.
C. Finding Roots of Quadratic Equations
In this activity, students need to find the roots of quadratic
equations using the methods of factorisation and completing the
square.
 Teacher’s Notes
Write a few quadratic equations on the board and ask the
students to find out their roots using the factorisation method and
the method of completing the square. The students can solve the
problems in their notebooks. Once the students find the roots of
an equation, ask them to verify the roots.
D. Quadratic Formula Activity
In this activity, students need to find the roots of quadratic
equations using the quadratic formula.
Teacher’s Notes
Show the students how to derive the quadratic formula and then
ask them to derive the same in their notebooks.
Then, write a few quadratic equations on flashcards (one
equation per card). Divide the class into a few groups and then
show a flashcard to one of the groups. Thereafter, ask a student
from the group to write the equation on the board and find its
roots using the quadratic formula. Continue the activity with the
other groups. The group that gets the maximum correct answers
will be the winner.
E. Nature, Sum and Product of Roots
In this activity, students need to determine the nature of the roots
of quadratic equations. They also need to find the sum and the
product of the roots, if the roots exist for a given equation.
Teacher’s Notes
Write a quadratic equation on the board and ask a student to find
the discriminate of the equation. Once the discriminate is found,
discuss the nature of the roots of the equation.
If the equation has real roots, ask the student to find the roots
and then find the sum and the product of the roots.
Then, you can present several other quadratic equations to the
students and ask them to find the nature of the roots and the
sum and the products of the roots, if the roots are real. The
students can solve the equations in their notebooks.
Supplemental Ask the students to research on the uses of quadratic equations.
Activities
Expected Outcome After studying this lesson, learners should be able to identify a
quadratic equation. They should also be able to find the roots of
quadratic equations using the methods of factorisation and
completing the square. They should also be able to derive the
quadratic formula and use it to find the roots of a quadratic
equation. Further, they should be able to find the nature of the
roots of a quadratic equation and the sum and the product of the
roots.
Student ons given by the teacher
Deliverables

Assessment Class Test and extra sums from refreshers and Teach Next
Modules.

AIR FORCE SCHOOL HASIMARA

Lesson Plan
Board: CBSE | Class: X | Subject: Maths
Chapter Name: Arithmetic Progression
Time Allotted For This lesson is divided across two modules. It will be completed in
The Lesson two class meetings.
Prerequisite None
Knowledge
Short Description In this lesson, learners will be introduced to the concept of
Of The Lesson arithmetic progression or AP. They will learn about the general
form of an AP. They will also learn about the first term, the
common difference and the nth term of an AP. Additionally, they
will learn to find the sum of the first n terms of an AP.
Objectives
progression or AP

given AP

AP

Aids Audio Visual Aids Relevant Modules from Teach Next

Other Audio Visual Aids

Access the videos relevant to the lesson ‘Arithmetic Progression’
from the Library resources.
Aids No technical
 None

Procedure Teacher-Student Activities

A. Warm-up Session
Begin the lesson by presenting a number series and ask the
students to guess the next number in the series. For example,
you can list the numbers ‘4, 8, 12, 16...?’ and ask the students to
guess the next number in the sequence.
If a student gives the correct answer as ‘20’, ask him/her how the
value has been calculated. Then, ask the students to guess the
number that is being added to get each new number in the
sequence.
Thereafter, present them with similar sequences and help them
understand how each number in the sequence is obtained.
Then, introduce the term arithmetic progression or AP. Also,
explain that the first term of an AP is denoted by ‘a’ and the
common difference by ‘d’. Also, inform that the common
difference can be positive, negative or zero.
Now, ask the students to come up with real life examples of AP.
For example, age (1 year, 2 years ... so on) and time (1 second,
2 seconds, 3 seconds ... so on). Other examples would be an
increment in salary by a fixed amount every year or the
depreciation in the cost of an article by a fixed amount every
year.
B. Flashcard Activity
In this activity, students need to answer the questions given on
flashcards.
Teacher’s Notes
Divide the class into a few groups. Prepare a few flashcards with
number series written on them. Show one flashcard at a time to
a group. Ask the students from the group to check if the numbers
in the series form an AP. If so, ask them to identify the next two
terms of the AP. You can also ask the students to name the first
term and the common difference of the
Similarly, you can write the first term ‘a’ and the common
difference ‘d’ of an AP and ask the students to identify the next
four terms of the AP.
Continue the activity with the other groups as well. The group
that gets maximum correct answers will be the winner.
C. Presentations
In this activity, students need to derive the formulas for the nth
term of an AP, the sum of the first n terms of an AP and the sum
of the first n positive integers.
Teacher’s Notes
 Divide the class into three groups. Ask each group to make a
presentation. The first group needs to derive the formula for the
nth term of an AP, the second group has to derive the formula
for the sum of the first n terms of an AP and the third group has
to derive the formula for the sum of first n positive integers.
D. Chit Activity
In this activity, students need to answer questions on AP.
Teacher’s Notes
Divide the class into a few groups. Create chits with different
types of questions written on them. Now, present the chits to a
group and ask a student from the group to pick up a chit. Then,
ask the student to read out the question and solve the problem
on the board. Include questions wherein the students need to
find the nth term of a given AP. Additionally, give an AP and ask
the students to find the sum of the first n terms of the AP. You
can also ask them to find the sum of the first n positive integers
given to them. Continue the activity with other groups as well.
Supplemental Ask the students to work on the following activities:
Activities
Observe the pattern of the graph. Extrapolate the graph to
estimate the next numbers in the series.

arithmetic progression.

numbers in a finite AP. Aryabhata, a great Indian mathematician-

astronomer, gave the method to express the arithmetic series in
one of his most famous works ‘Aryabhatiya’.
Expected Outcome After studying this lesson, learners should be able to identify an
AP. They should also be able to identify the first term and the
common difference of an AP and find the nth term of an AP.
Additionally, they should be able to find the sum of the first n
terms of an AP and the sum of the first n positive integers.

Student Review questions given by the teacher

Deliverables

Assessment Class Test and extra sums from refreshers and Teach Next
Modules.
 AIR FORCE SCHOOL HASIMARA

Lesson Plan
Board: CBSE | Class: X | Subject: Maths
Chapter Name: Triangles
Time Allotted For This lesson is divided across seven modules. It will be
The Lesson completed in seven class meetings.
Prerequisite Triangles: Class IX
Knowledge
Short Description This lesson will introduce learners to the concept of similarity.
Of The Lesson They will learn about the similarity of different figures and the
similarity of triangles. They will also learn important theorems
like the basic proportionality theorem and its converse, the AAA
similarity criterion, the SSS similarity criterion and the SAS
similarity criterion. Further, they will study theorems related to
the areas of similar triangles as well as the Pythagoras Theorem
and its converse.
Objectives

the same number of sides

ic proportionality theorem

triangles
e the Pythagoras Theorem
Aids Audio Visual Aids
Relevant Modules from Teach Next

y Criterion

Other Audio Visual Aids

Access the videos relevant to the lesson ‘Triangles’ from the
Library resources.
Aids Non-Technical
None
Procedure Teacher-Student Activities

A. Warm-up Session
Begin the lesson by conducting a simple activity to help students
recall prior knowledge on congruency and triangles. Get a few
paper cutouts of geometrical figures to the classroom. For
example, you can get the cutouts of three triangles. Of these
triangles, two triangles must be of the same shape and size,
while one can be of a larger or a smaller size, but of the same
shape. Now, ask the students to choose the congruent figures of
the three. Thereafter, explain the concept of similarity with the
help of the third triangle.
Additionally, you may conduct an activity wherein the students
will study the changing size of shadows made by a triangle.
Focus the light from a torch or any other source of light on a wall.
Place a triangular cardboard between the light source and the
wall. Keep moving the triangle towards and away from the light
source. Each time, observe the shadow cast on the wall. You
may also ask the students to take the measurements of the
shadows. The shadows would be of different sizes but similar to
each other and the triangular cardboard.
You can also get several similar figures or objects to the
classroom to explain the concept of similarity. Ask the students
to find similar figures or objects in the classroom. In the session,
also discuss the ASA congruence rule and the SSS congruence
rule.

B. Similarity of Polygons and Triangles

 In this activity, students need to explain the conditions of
similarity for polygons and triangles.
Teacher’s Notes
Divide the class into two groups and assign a topic to each
group. Ask one of the groups to explain the conditions of
similarity for polygons with the same number of sides and the
other group to explain the conditions of similarity for triangles.
The students can use cutouts of triangles and polygons or draw
out the triangles and polygons on the board to explain the
conditions of similarity.
Also, ask each student to get at least one pair of similar objects
to the class.
C. Proving Theorems
In this activity, students need to prove a few theorems and
similarity criteria.
Teacher’s Notes
Divide the class into five groups and ask each group to prove a
theorem or similarity criterion. The theorems and similarity
criteria to be proved are as follows:

the basic proportionality theorem

D. Areas of Similar Triangles and Pythagoras Theorems

In this activity, students need to prove theorems related to the
areas of similar triangles as well as the Pythagoras Theorem and
its converse.
Teacher’s Notes
Divide the class into four groups and ask them to prove the
following theorems:
Group A: Prove that the ratio of the areas of two similar triangles
is equal to the square of the ratio of their corresponding sides.
Group B: Prove that if a perpendicular is drawn from the vertex
of the right angle of a right triangle to the hypotenuse, then the
triangles on both sides of the perpendicular are similar to the
whole triangle and to each other.
Group C: Prove the Pythagoras Theorem.
Group D: Prove the converse of the Pythagoras Theorem.
Supplemental Ask the students to measure the height of a flag pole, building or
Activities tree using the properties of similar triangles. You can ask the
students to choose an object whose height may be difficult to
measure. For measuring the height of such objects, ask the
students to measure the length of the shadow cast by the object.
Next, ask them to measure the length of the shadow cast by a
ruler or a yardstick (or any other object of known height)
 standing straight up on the ground. Note that the lengths of the
shadows of the objects of known height and unknown height
should be measured at the same time of the day.
Now, the lengths of the shadows of the objects of known height
and unknown height and the length of the ruler or the yardstick
are known. As the sun’s rays are almost parallel over such a
small distance, the triangles formed will be similar. Therefore,
the unknown height can be found using the following proportion.
Expected Outcome After studying this lesson, learners will be able to explain the
concept of similarity. They will be able to prove the basic
proportionality theorem and its converse, the AAA similarity
criterion, the SSS similarity criterion and the SAS similarity
criterion. Further, they will be able to prove the theorems related
to the areas of similar triangles as well as the Pythagoras
Theorem and its converse. Additionally, the learners will be able
to use the results obtained from the theorems and solve
problems.
Student
Deliverables
Assessment Class Test and extra sums from refreshers and Teach Next
Modules.
 AIR FORCE SCHOOL HASIMARA

Lesson Plan
Board: CBSE | Class: X | Subject: Maths
Chapter Name: Coordinate Geometry
Time Alloted For This lesson is divided across three modules. It will be completed
The Lesson in three class meetings.

Prerequisite Coordinate Geometry: Class IX

Knowledge
Short Description In this lesson, the learners will learn to find the distance
Of The Lesson between two points whose coordinates are given. They will also
learn to find the coordinates of a point that divides a line
segment joining two points of known coordinates internally in a
given ratio. Further, they will learn to calculate the area of a
triangle using the coordinates of its vertices.
Objectives e the distance formula to find the distance
between any two points whose coordinates are given

coordinates are given

whose coordinates are given

segment joining two points of known coordinates

internally in a given ratio

using the coordinates of its vertices

three vertices are given

Procedure Teacher-Student Activities

A. Warm-up Session
Begin the lesson by conducting a simple activity to help students
recall their prior knowledge of coordinate geometry.
You can draw the Cartesian plane on the board and ask the
students to identify the axes and name them. Then, ask them to
identify and name the four quadrants into which the axes divide
the plane. Mention the coordinates of a few points and ask the
students to mark the points on the Cartesian plane.
Thereafter, you can discuss a few applications of coordinate
geometry. On a map, the location of a city or a country is usually
given as a set of coordinates. Another application of coordinate
geometry is to determine the latitude and longitude of a
place/object, for example, the location of a ship at sea.
Computer graphic designers also refer to the coordinates on the
computer
screen to create figures and computer animations. Additionally,
coordinate geometry is widely used in art, buildings, design and
cloth manufacturing, space exploration and so on.

B. Graph Activity
In this activity, students need to find the distance between two
points marked on a graph paper and calculate the area of a
triangle drawn on a graph paper.
Teacher’s Notes
Ask each student to get two sheets of graph paper to the class.
Ask them to draw the Cartesian plane on both the papers.
Thereafter, they need to mark two points in the first quadrant of
one of the graph papers. Now, ask the students to exchange
their graph papers with their neighbours. Next, ask the students
to write down the coordinates of the two points and join the
points. Once done, they need to calculate the distance between
the two points using the distance formula.
On the second graph paper, the students need to mark three
points in the first quadrant, such that they can form a triangle.
Then, ask the students to exchange their graph papers. Now,
ask them to write down the coordinates of the three points and
join the points to form a triangle. Then, they should use the
appropriate formula to calculate the area of the triangle.

C. Problem Solving Using Section Formula

In this activity, students need to find the coordinates of a point
that divides a line segment joining two points of known
coordinates internally in a given ratio.
Teacher’s Notes
Draw the Cartesian plane on the board. In the first quadrant,
draw a line segment joining two points A and B. Now, mark a
point ‘P’ on the line segment. Ask the students to find out the
coordinates of the points A and B and the ratio in which the
point P divides the line segment AB. Then, by studying the
graph, ask the students to note down the coordinates of the
point P. Thereafter, ask them to find the coordinates of the point
P using the section formula. Ask them to verify if the answers
obtained are the same in both the cases. The students can
solve the problem in their exercise books.

D. Presentations
In this activity, students need to derive the distance formula, the
section formula and the formula to calculate the area of a
triangle.
Teacher’s Notes
Divide the class into three groups. Ask each group to make a
presentation on one of the topics.
The groups should draw the required images on the board or a
chart paper and derive the formulas on the board.
The first group can make a presentation on the distance
formula. Also, ask the students from this group to discuss and
derive the formula to find the distance between the origin and a
point whose coordinates are given.
The second group can make a presentation on the section
formula. Additionally, ask the students from this group to discuss
the corollaries of the section formula. That is, they need to
derive the formula to find the coordinates of the mid-point of a
line segment. Further, they also have to derive the formula to
find the coordinates of the centroid of triangle.
Supplemental Ask the students to solve the questions given in ‘Summative
Activities Assessment’ in the CCE/Activities section.

Student
Deliverables

Assessment Class Test and extra sums from refreshers and Teach Next
Modules.

AIR FORCE SCHOOL HASIMARA

Lesson Plan
Board: CBSE | Class: X | Subject: Maths
Chapter Name: Introduction to Trigonometry
Time Allotted For This lesson is divided across nine modules. It will be completed
The Lesson in nine class meetings.
Prerequisite Triangles: Class X
Knowledge
Short Description This lesson will introduce students to the concept of
Of The Lesson trigonometry. They will learn about the trigonometric ratios of an
acute angle in a right angled triangle. They will also learn about
the trigonometric ratios of specific angles such as 0 0, 900, 450,
600 and 300 and the trigonometric
ratios of complementary angles. They will also study different
trigonometric identities.
Objectives
os of an acute angle of a right
angled triangle

such as ‘adjacent side’, ‘hypotenuse’ and ‘opposite side’

the ratios is known

0
0
0
0

ic ratios of 300

angles

trigonometric identities

Aids Audio Visual Aids Relevant Modules from Teach Next

Other Audio Visual Aids

Access the videos relevant to the chapter ‘Introduction to
Trigonometry’ from the Library resources.
Aids No technical
None
Procedure Teacher-Student Activities

A. Warm-up Session
Begin the lesson by recalling the Pythagoras theorem. Introduce
the concepts of the angle of elevation and the angle of
depression using some practical examples. For example, a girl
is looking at a plane from her garden and a boy is looking down
from the balcony of his apartment at a festival procession at one
end of the street. Explain how a right angled triangle can be
imagined to be formed and used to calculate heights and
distances with the help of trigonometry in these situations.
Thereafter, explain the concept of trigonometry and talk briefly
about its history. Ancient Egyptians used the ideas from
trigonometric functions and similar triangles while building
pyramids. In ancient Greece, trigonometric functions were used
to observe the position of the stars to predict the time of the day
or the period of the year.
Tell the students about some practical applications of
trigonometry. It is used in physics, engineering, astronomy and
chemistry. Trigonometry helps in various fields such as optics
and statics. In mathematics, it is used in linear algebra and
statistics.

B. Flash Card Activity

In this activity, students will calculate the trigonometric ratios of
an acute angle of a given right angled triangle.
Teacher’s Notes
Teach the students about the trigonometric ratios of the acute
angle of a right angled triangle. Prepare flash cards with an
image of a right angled triangle on every card and some
questions regarding the calculation of its trigonometric ratios.
Divide the class into two teams and show them a card with the
questions. The team members will discuss amongst themselves
and then one volunteer will announce the answers. You may
show the same card to both teams and ask them to work out the
answer or show different cards to both teams. The team getting
maximum correct answers will be the winner.

C. Presentations on Trigonometric Ratios

In this activity, students will deliver presentations on
trigonometric ratios of 00, 900, 450, 600 and 300.
Teacher’s Notes
Divide the class into three groups and assign them
presentations on the following topics:
0
0and 600
os of 00 and 900

Ask the groups to take the example of a right angled triangle. In

their presentations, they have
to explain how to arrive at the trigonometric ratios of the angles
assigned to them. Once a group is done with its presentation,
students from the other groups can ask pertinent questions.
After the activity is over, give questions based on the
trigonometric ratios of various angles to all groups.
.
D. Grid Activity
In this activity, students will have to write the values of the
trigonometric ratios of specific angles.
Teacher’s Notes
Create a grid with angles and trigonometric ratios. Leave some
blanks in the grid for trigonometric ratios and ask the students to
fill in these blanks. You can either show the grid to the students
or draw it out on the board.

E. Board Activity: Trigonometric Ratios of Complementary

Angles
In this activity, students will solve a few questions using the
trigonometric ratios of complementary angles.
Teacher’s Notes
Teach the students to derive the trigonometric ratios of
complementary angles of a right angled triangle. Thereafter,
write a question on the board regarding the trigonometric ratios
of complementary angles. Ask all students to solve the
questions in their notebook. You may ask any student from the
class to solve the question on the board. Similarly, give more
questions to the students.
.
F. Charts on Trigonometric Ratios and Trigonometric
Identities
In this activity, students will prepare charts on trigonometric
ratios and trigonometric identities.
Teacher’s Notes
Divide the class into three groups and ask them to prepare
charts on the following topics:

right angled triangle.

es of trigonometric ratios of
00, 900, 450, 600 and 300.

complementary angles. Make another table with trigonometric

identities.
Supplemental Ask the students to perform the following activities:
Activities
how it is used to determine distances in astronomy. Then, share
your information with the class.

mathematician of the Gupta age, and his contribution to

trigonometry.

Expected Outcome After studying this lesson, students should be able to cite the
trigonometric ratios of an acute angle of a right angled triangle.
They should also be able to work out the trigonometric ratios of
specific angles such as 0⁰ , 90⁰ , 45⁰ , 60⁰ and 30⁰ and the
trigonometric ratios of complementary angles. Moreover, they
should be able to use different trigonometric identities to solve
questions.
Student
Deliverables ons on trigonometric ratios

Assessment Class Test and extra sums from refreshers and Teach Next
Modules.

AIR FORCE SCHOOL HASIMARA

Lesson Plan
Board: CBSE | Class: X | Subject: Maths
Chapter Name: Some Applications of Trigonometry
Time Allotted For This lesson has one module. It will be completed in one class
The Lesson meeting.

Prerequisite Introduction to Trigonometry: Class X

Knowledge
Short Description This lesson will introduce students to the various concepts
Of The Lesson related to trigonometry, such as line of sight, angle of elevation
and angle of depression. They will also learn to solve word
problems pertaining to heights and distances using the
trigonometric ratios.
Objectives
angle of depression

ratios
Aids Audio Visual Aids Relevant Modules from Teach Next

Other Audio Visual Aids

Access the videos relevant to the chapter ‘Some Applications of
Trigonometry’ from the Library resources.
Aids No technical
None
Procedure Teacher-Student Activities
A. Warm-up Session
Begin the lesson by recalling the concepts of trigonometric ratios.
You may create flash cards with some angles mentioned on one
side and the value or trigonometric ratio of the angles on the
other side of the cards. For example, you can write Sin 90o on
one side of a flash card and its value ‘1’ on the other side.
Conduct a quiz in the class using these flashcards. Thereafter,
talk about the angle of elevation, angle of depression and line of
sight. Ask the students to cite a few practical examples of angle
of elevation and depression. Two examples are provided here:
-metre high
light house. Her eyes are making an angle of depression with the
rock, which is lying near the base of the light house.

of sight of the man will form an angle of elevation.

B. Measuring Height with an Inclinometer
In this activity, students will learn to make an inclinometer or
clinometers and measure the angle of elevation and the height of
an object.
Teacher’s Notes
Tell the students how to make an inclinometer and then explain
its working to them.
Materials Required:

r washer)
Procedure
Attach the straw to the protractor (using the adhesive) as shown
in the diagram. Then, attach the thread (with the mass tied at its
end) to the middle of the protractor. The thread should hang
vertically as shown in the diagram.

Now, you can use the inclinometer to measure the height of

various objects, such as a tree or a building. Here are the steps
that need to be followed:
1. Choose an object whose height is to be measured.
2. Stand at a distance from the object and look at its top through
the straw. On looking at something above your head the
inclinometer will tilt. Read and record the value of the angle
marked by the thread on the protractor. This will be the angle of
elevation or . Refer to the image

3. Measure the distance between you and the object. You may
call this distance l

4. Use your readings to calculate the height of the object using

 the following formula.
The total height (or ) of the object will be , where refers to the
height of the observer from the ground
C. Heights and Distances: Practical Questions
In this activity, students will learn to solve the questions based on
height and distances.
Teacher’s Notes
Divide the class into two groups and give them questions based
on heights and distances.
Supplemental Ask the students to use their inclinometers to measure the angles
Activities of inclination and depression of different objects in their
neighbourhood.
Expected Outcome After studying this lesson, students should be able to know about
various concepts related to trigonometry, such as line of sight,
angle of elevation and angle of depression. They should also be
able to solve word problems pertaining to heights and distances
using the trigonometric ratios.
Student
Deliverables
height of an object
Assessment Class Test and extra sums from refreshers and Teach Next
Modules.
AIR FORCE SCHOOL HASIMARA

Lesson Plan
Board: CBSE | Class: X | Subject: Maths
Chapter Name: Circles
Time Alloted For This lesson has one module. It will be completed in one class
The Lesson meeting.

Prerequisite Circles: Class IX

Knowledge
Short Description In this lesson, students will learn about tangents and secants to
Of The Lesson a circle. Moreover, they will also prove theorems and conduct a
few activities related to the tangents of a circle.
Objectives
circle

perpendicular to the radius through the point of contact

external point to a circle are equal

outside a circle
Aids Audio Visual Aids Relevant Module from Teach Next

Other Audio Visual Aids

Access the videos relevant to the chapter ‘Circles’ from the
Library resources.
Aids No technical
None
Procedure Teacher-Student Activities
A. Warm-up Session
Begin the lesson by drawing the following illustration on the
board

Thereafter, ask the learners to identify the radius, diameter,

sector, secants and tangents present in the illustration. After the
learners have answered, lead into the module.

B. Charts and Activities: Theorems on Tangents to a Circle

In this activity, learners will prove theorems and solve exercises
related to tangents to a circle.
Teacher’s Notes
Part 1
Divide the class into two groups – A and B. Assign the following
topics to the groups and ask them to prepare charts. These
charts can be later displayed in the class.
any point of a circle is
perpendicular to the radius through the point of contact.

an external point to a circle are equal.

 Part 2
After the learners have prepared the charts, provide questions
based on the theorems on tangents to a circle and ask them to
solve these questions in the class.

Expected Outcome After studying this lesson, learners will be able to explain the
concepts of a tangent and a secant to a circle. Moreover, they
will be able to prove theorems and solve exercises related to the
tangents of a circle.
Student
Deliverables
Assessment Class Test and extra sums from refreshers and Teach Next
Modules.

AIR FORCE SCHOOL HASIMARA

Lesson Plan
Board: CBSE | Class: X | Subject: Maths
Chapter Name: Constructions
Time Allotted For This lesson is divided across three modules. It will be completed
The Lesson in three class meetings.
Prerequisite Constructions: Class IX
Knowledge Triangles: Class X
Circles: Class X
Short Description In this lesson, learners will be taught to divide a line segment in a
Of The Lesson given ratio using a compass. They will learn the construction of a
triangle similar to a given triangle as per the specified scale
factor. The learners will also learn the construction of the pair of
tangents from an external point to a given circle. Moreover, they
 will mathematically prove these constructions.

Objectives
e segment is divided as per the given
ratio

specified scale factor

constructed as per the specified scale factor

a given circle

to a given circle are constructed

Aids Audio Visual Aids Relevant Modules from Teach Next

Other Audio Visual Aids

Access the videos relevant to the chapter ‘Constructions’ from
the Library resources.
Aids No technical
None
Procedure Teacher-Student Activities
A. Warm-up Session

Begin the lesson by holding a quiz pertaining to the following

topics learnt previously:
• Similarity of triangles
• Criteria for similarity of triangles
You may also draw triangles (with the measurements of lengths
and angles) on the board. Then, ask the learners to identify
whether the triangles are similar and the criterion they used to
come to the conclusion. After the learners have answered, lead
into the lesson.

B. Division of a Line Segment: Construction and Verification

In this activity, learners will divide a line segment in a given ratio
using a compass and then mathematically prove the construction.
Teacher’s Notes
Part 1
Draw two line segments of equal measurements on the board.
The lengths of the line segments should be in decimals. For
example, you may draw two line segments, each measuring 15.7
cm. Then, select two learners and ask them to divide the given
line segments using only a ruler. Ask one of the learners to divide
the line segment in the ratio 1:1 and the other learner to divide
the other line segment in the ratio 2:3. Thereafter, ask the
learners to measure the divisions to check if the line segments
are divided according to the given ratios. You may also ask the
learners to share the difficulties they faced while dividing the line
segment.
Part 2
After the learners have answered, demonstrate the division of a
line segment in a given ratio using a compass. Thereafter,
mathematically prove the construction. Finally, ask the learners if
they found this method simpler than the earlier method.
Part 3
After the demonstration, divide the class into pairs. Provide each
pair with the length of a line segment and a ratio. The learners
need to draw the line segment in their books and then divide it in
a given ratio using a compass (both the methods covered in Part
2). Also, ask each pair to mathematically prove the constructions.
Thereafter, randomly select learners and ask them to
demonstrate the construction and proof to the class.

C. Activity: Construction and Verification of Similar

Triangles
In this activity, learners will construct a triangle similar to a given
triangle as per the specified scale factor (using a compass) and
then mathematically prove the same.
Teacher’s Notes
Divide the class into a few pairs. Provide each pair with the
measurements of a triangle and two scale factors such that one
of the constructed triangles is smaller and the other larger than
the given triangle. For instance, you may provide the following
measurements:
Sides of a triangle: 5 cm, 7 cm and 6 cm
Scale factors: and
First, the learners have to construct the triangle in their exercise
books and then construct triangles similar to it as per the
specified scale factors. Thereafter, the learners have to
mathematically prove the constructions.
Later, you may randomly select learners and ask them to
demonstrate the construction and the proof to the class.

D. Activity: Construction and Verification of Tangents to a

Circle
In this activity, learners will construct tangents to a circle and then
 mathematically prove the constructions.
Teacher’s Notes
Demonstrate the constructions of tangents to a circle (from a
point on the circumference and outside the circle) using a
compass. Thereafter, ask the learners to draw two circles of any
radius. Tell them to mark a point on one of the circles and then
construct a tangent at this point.
Thereafter, ask the learners to mark a point outside the other
circle and construct the pair of tangents to the circle from this
external point. The learners also need to mathematically prove
their constructions.
Supplemental Ask the learners to do the following activities:
Activities
Expected Outcome Studying this lesson, learners will be able to divide a line
segment in a given ratio using a compass. They will be able to
construct a triangle similar to a given triangle as per the specified
scale factor. The learners will also be able to construct a pair of
tangents from an external point to a given circle. Moreover, they
will be able to mathematically prove these constructions.
Student
Deliverables
Assessment Class Test and extra sums from refreshers and Teach Next
Modules.

AIR FORCE SCHOOL HASIMARA

Lesson Plan
Board: CBSE | Class: X | Subject: Maths
Chapter Name: Areas Related to Circles
Time Allotted For This lesson is divided across four modules. It will be completed
The Lesson in four class meetings.
Prerequisite Perimeter and Area: Class VII
Knowledge Mensuration: Class VIII
Introduction to Trigonometry: Class X
Some Applications of Trigonometry: Class X
Short Description In this lesson, learners will recall various geometrical terms
Of The Lesson related to a circle, such as chord, radius, diameter, arc,
segment, sector and circumference. They will also be taught to
calculate the length of an arc of a circle and the areas of a
sector and a segment of a circle. Additionally, they will learn to
calculate the areas of combinations of plane figures.
Objectives
‘segment’ in relation to a circle

Aids Relevant Module from Teach Next

nations of Plane Figures

Other Audio Visual Aids
Access the videos relevant to the chapter ‘Areas Related to
Circles’ from the Library resources.
Aids No technical
None

Procedure Teacher-Student Activities

A. Warm-up Session
Begin the lesson by drawing the following illustration on the
board.

Divide the class into small groups. Ask each group to label the
chords, radii, diameters, major and minor arcs, major and minor
segments and major and minor sectors in the circle B.
B. Activities: Area of a Sector and Length of an Arc
In this activity, learners will calculate the area of a sector of a
circle and the length of an arc of a circle.
Teacher’s Notes
Note: This activity is divided into three parts.
Part 1
Show or draw the image provided on the boar

Then, highlight the circles that are either completely green or

brown coloured. Now, recall that if the learners know the radius
of each of these circles, then they can easily calculate the
corresponding areas. You may ask one of the learners to write
the equation to calculate the area of a circle on the board.
Part 2
Thereafter, highlight the circles with sectors. Now, ask the
learners to list the measurements required to calculate the area
of a sector of a circle. After the learners have answered, write
the equation to calculate the area of a sector of a circle on the
board. Thereafter, provide the measurements of the radii and
angles of the sectors and ask the learners to calculate the areas
of the sectors.
Part 3
After the learners have calculated the areas of the sectors,
highlight the lengths of the arcs of the sectors. Now, ask the
learners to list the measurements required to calculate the
length of an arc of a sector of a circle. After the learners have
answered, write the equation to calculate the length of an arc of
a sector of a circle. Thereafter, ask the learners to calculate the
lengths of the arcs of the sectors based on the measurements
provided in Part 2.
C. Activity: Area of a Segment
In this activity, learners will calculate the area of a segment of a
circle.
Teacher’s Notes
Show the image provided or draw a similar image on the board.
Then, ask the learners to identify the chords in the image. Now,
shade a segment of the circle and then ask the learners to list
the measurements required to calculate the area of this
segment. After the learners have answered, write the equation
to calculate the area of a segment of a circle on the board.
Thereafter, provide the required measurements for each
segment of the circle and ask the learners to calculate the area.

D. Activity: Areas of Combinations of Plane Figures

In this activity, learners will calculate the areas of combinations
of plane figures.
Teacher’s Notes
Tell the learners that there are several everyday objects, which
are a combination of two or more geometrical shapes. For
example, a quilt with circular designs, a wall with a circular
window and a clock with a circular dial. You may also show the
images provided or draw similar images on the board
 Thereafter, mention that calculating the areas of these figures
may look difficult. However, if we know the measurements (the
length and breadth of the quilt and walls, the sides of a triangle
and the radii of each circle), then it is possible to calculate the
areas of such combinations of plane figures.
After the explanation, show the class how to calculate the area
of the white cloth seen in the quilt.
Supplemental Slice a circular pizza base, cake or paper. Now, ask the learners
Activities to calculate the length of an arc of a sector, the area of a sector
and the area of a segment.
Expected Outcome After studying this lesson, learners will be able to describe
various geometrical terms related to a circle, such as chord,
radius, diameter, arc, segment, sector and circumference. They
will also be able to calculate the length of an arc of a circle and
the areas of a sector and a segment of a circle. Additionally,
they will be able to calculate the areas of combinations of plane
figures.
Student
Deliverables

Assessment Class Test and extra sums from refreshers and Teach Next
Modules.

AIR FORCE SCHOOL HASIMARA

Lesson Plan
Board: CBSE | Class: X | Subject: Maths
 Chapter Name: Surface Areas and Volumes
Time Allotted For The This lesson is divided across three modules. It will be
Lesson completed in three class meetings.
Prerequisite Perimeter and Area: Class VII
Knowledge Visualising Solid Shapes: Class VII
Visualising Solid Shapes: Class VIII
Mensuration: Class VIII
Surface Areas and Volumes: Class IX
Short Description Of In this lesson, learners will calculate the surface areas and the
The Lesson volumes of the combination of solids. They will also learn that
when a solid is converted to another solid or multiple solids,
either of the same or different shapes, the surface area
changes but the volume remains constant. Moreover, they will
also be taught to calculate the surface area and the volume of
the frustum of a cone.
Objectives
combination of solids

solid or multiple solids, either of the same or different

shapes, the surface area changes but the volume
remains constant

frustum of a cone
Procedure Teacher-Student Activities
A. Warm-up Session
Begin the lesson by recalling the prior knowledge of students
on the following topics:

Recall the formulae to calculate the surface areas and the

volumes of different basic solids.
Then, show different objects (or their images) that are made
by the combination of different solids.
Round Bottom Flask Test Tube
Conical Flask
Ask them if they can calculate the surface areas and the
volumes of these solids. Then, explain the method to calculate
the surface areas and the volumes of these objects by
calculating the surface areas and the volumes of different
basic solids that form these objects.

B. Surface Areas and Volumes: Activity

In this activity, students will calculate the surface areas and
the volumes of the combination of solids.
Teacher’s Notes
Divide the class into groups. Each group needs to bring an
object to the class that is formed by the combination of basic
solids. They need to identify the basic solids that make up the
object. Then, they should take the measurements of these
basic solids and calculate their surface areas and volumes.
Based on these calculations, they should work out the surface
areas and the volumes of the objects.
C. Clay Activity
In this activity, students will calculate the change, if any, in the
surface area and the volume of a solid when it is converted
into different solid or multiple solids, either of the same or
different shapes.
Teacher’s Notes
Divide the class into two groups. Bring some modelling clay to
the classroom. Ask a group to shape the clay in any of the
basic solids, such as cube, cuboid, cylinder and sphere. They
need to take the required measurements and calculate the
surface area and the volume of the solid that they have made.
Now, the other group should break the solid and make
numerous smaller solids from the clay. Then, they need to
take the required measurements and calculate the surface
area and the volume of the smaller shapes.
Thereafter, ask both groups to analyse the relation between
the surface area and the volume of the original solid and the
new solids.
Conduct a similar activity to prove that when the shape of a
 solid object is changed, its surface area changes but the
volume remains constant. For this activity, change the original
basic solid into the basic solid of a different shape. For
example, change a cube into a cylinder and compare the
surface area and the volume of the cube with the cylinder.
Supplemental Ask the students to do the following activities:
Activities
cubes to your friends to arrange them in the form of a cuboid.
Ask them how many different cuboids they can make with 12
cubes.
You will notice that all these cuboids would have different
surface areas but the same volume. Find the cuboids with the
smallest surface area and the largest surface area.

Expected Outcome After completing the lesson, learners should be able to

calculate the surface areas and the volumes of the
combination of solids. They should also be able to explain that
when a solid is converted to another solid or multiple solids,
either of the same or different shapes, the surface area
changes but the volume remains constant. Moreover, they
should also be able to calculate the surface area and the
volume of the frustum of a cone.
Student Deliverables None
Assessment Class Test and extra sums from refreshers and Teach Next
Modules.
 AIR FORCE SCHOOL HASIMARA

Lesson Plan
Board: CBSE | Class: X | Subject: Maths
Chapter Name: Statistics
Time Allotted For This lesson is divided across seven modules. It will be
The Lesson completed in seven class meetings.
Prerequisite Statistics: Class IX
Knowledge
Short Description This lesson will introduce the students to the various methods
Of The Lesson used to calculate the mean and mode of grouped data. They will
also learn to find the median of grouped and ungrouped data.
Moreover, they will learn to graphically represent cumulative
frequency curves.
Objectives
grouped data

method

mean method
he step
deviation method

observations

observations

requency distribution as an ogive

Aids Audio Visual Aids Relevant Modules from Teach Next
-Direct Method
-Assumed Mean Method
-Step Deviation Method
Mode of Grouped Data
 Other Audio Visual Aids
Access the videos relevant to the chapter ‘Statistics’ from the
Library resources.
Aids No technical
None
Procedure Teacher-Student Activities

A. Warm-up Session
Begin the session by holding a quiz about the concepts that
students have learnt in the previous classes. For example,
mean, mode and median. You may divide the class into two
groups and give them questions based on the calculation of
mean, mode and median from ungrouped data. You may also
ask them to interpret data from different types of graphs and
frequency distribution tables. Thereafter, show a grouped
frequency distribution table to the students and teach them to
calculate mean using different methods.

B. Calculating the Mean of Grouped Data

In this activity, students will calculate mean using the direct
method, assumed mean method and step deviation method.
Teacher’s Notes
Give questions to the students to calculate mean using the direct
method, assumed mean method and step deviation method. You
can also show some frequency distribution tables to the students
and ask them which method of mean calculation they would use
in each case and the reasons behind their decision.

C. Calculating the Mode of Grouped Data

In this activity, students will calculate the mode of grouped data.
Teacher’s Notes
Give questions to the students to calculate the mode of grouped
data. You may also give some scenarios to the students and ask
them which measure of central tendency (mean or mode) should
be used in each scenario.
For example:

the workers.

D. Calculating the Median of Grouped/Ungrouped Data

In this activity, students will calculate the median of
ungrouped/grouped data.
Teacher’s Notes
Give the students some questions to calculate the median of
ungrouped data with odd and even number of observations.
Thereafter, give some practice questions to the students where
they have to calculate the median of grouped data.

E. Cumulative Frequency Curves

In this activity, students will learn to graphically represent
cumulative frequency distribution.
Teacher’s Notes
Give a few questions to the students where they have to
calculate the median of grouped data by working out the
cumulative frequency. Thereafter, ask the learners to graphically
depict the frequency distribution by making a cumulative
frequency curve or ogive.
Tell the students more about ogive. Statistically, ogive refers to
the cumulative distribution
function. The term was applied by the English statistician Francis
Galton to describe the curve of cumulative distribution. Galton
had borrowed the term ’ogive’ from architecture, where ‘ogee’
was the name of a typical decorative element used in the English
churches in 1400 AD. Ogival curves are used a lot in buildings
made in Gothic architecture. Refer to the images of the buildings
given here.

Chhatrapati Shivaji Terminus, Mumbai Ogival Arches

F. Charts
In this activity, students will make charts on the concepts learnt
by them in the class.
Teacher’s Notes
Divide the class into three groups and ask them to prepare
charts on the following topics:

used to calculate the mean of grouped data.

mean of grouped data.

 (grouped data) and median (grouped and ungrouped data).

Supplemental in the class:

Activities
their houses to the school

Expected After studying this lesson, students should be able to calculate

Outcome the mean and mode of grouped data. They should also be able
to calculate the median of grouped and ungrouped data.
Moreover, they should be able to represent cumulative
frequency distribution as an ogive.
Student Charts on various methods to calculate mean, mode and median
Deliverables
Assessment Class Test and extra sums from refreshers and Teach Next
Modules.
 AIR FORCE SCHOOL HASIMARA

Lesson Plan
Board: CBSE | Class: X | Subject: Maths
Chapter Name: Probability
Time Allotted For This lesson has one module. It will be completed in one class
The Lesson meeting.

Prerequisite Probability-An Experimental Approach: Class IX

Knowledge
Short Description This lesson will introduce students to the concept of theoretical
Of The Lesson probability. They will also learn about various terms, such as
equally likely outcomes, elementary event, complement of an
event, sure event and impossible event. Moreover, they will be
able to solve questions based on theoretical probability.

Objectives
outcomes, elementary
event, complement of an event, sure event and
impossible event
Aids Relevant Modules from Teach Next
Theoretical Approach to Probability
Other Audio Visual Aids
Access the videos relevant to the chapter ‘Probability’ from the
Library resources.
Aids No technical
None

Procedure Teacher-Student Activities

A. Warm-up Session
Begin the session by recalling the concepts learnt by students in
the previous class. You may ask questions regarding terms,
such as experiment, trial, event and outcome. You may also give
some questions where the students have to calculate the
probability of an event. Thereafter, explain the concept of
 theoretical probability. Simply put, it is the ratio between the
number of ways in which an event can occur and the total
number of possible outcomes in the sample space.

B. Experiment
In this activity, students will perform an experiment to understand
the difference between experimental probability and theoretical
probability.
Teacher’s Notes
Divide the class into a few groups and ask them to perform an
experiment as follows.
Give three coins to each group and ask them to find the
experimental probability of getting at least two heads. The
students should record the outcomes of their experiment in a
sheet. Then, ask the students to check the outcome of the
experiment using theoretical probability. Guide the students in
the right direction by asking them about the possible outcomes.
Once the activity is done, discuss the difference between the
experimental and theoretical probability.

C. Presentation
In this activity, students will perform experiments and explain
various concepts, such as equally likely outcomes, elementary
event, complement of an event, sure event and impossible
event.
Teacher’s Notes
Divide the class into three groups. The groups have to use
different examples to explain the concepts. They can use charts
or show experiments in the class. After the presentation, give the
students questions (word problems) pertaining to the concepts of
probability.

Supplemental Ask the students to perform the following activity:

Activities
the different diseases/ailments they have faced in a given year.
Then present the findings in a tabular form and calculate the
probability of the most common disease for the children of
different age groups.

example, the toss of a coin between the captains to decide

which team would bat/ball first.

as healthcare insurance, advertising, farming and weather

forecasting. Share your findings with the class.
Expected Outcome After studying this lesson, students should be able to understand
the concept of theoretical probability. They should also be able
to explain various terms, such as equally likely outcomes,
elementary event, complement of an event, sure event and
impossible event. Moreover, they should be able to solve
questions based on theoretical probability.

Student Presentations on concepts of probability

Deliverables

Assessment Class Test and extra sums from refreshers and Teach Next
Modules.