Lesson Plan –Teachers Diary
Class/Section :- X-C
Subject :- MATHS
14/06/2017
Gist Of The lesson
Focused skills/Competencies
REAL NUMBERS- Euclid’s
division lemma and Euclid’s
division algorithm.
Fundamental Theorem of
Arithmetic.
Revisiting irrational numbers
and Revisiting rational
numbers.
Decimal expansion of Rational
numbers
Date:-
[A] Planning Format
Chapter:-Real Numbers
No. of periods:- 28 . Expected date of completion:-
Targeted learning outcomes (TLO)
Every +ve integer can be written as a
linear combination of a given +ve
integer using division.
To find the H C F of given numbers
using the algorithm.
To factorise the given number using
prime factors and find the LCM and
HCF of them
To show that √2, √3, √5 etc. are
𝑝
irrational numbers. To understand
𝑞
form of rationals having terminating
decimal part and non- terminating
recurring decimal part
Name and Signature of the Teacher:-
Annexure – 1
Date of Commencement:- 01/06/2017
Actual date of completion:-
Teaching learning activities planned for achieving the TLO using ASSESSMENT STRATEGIES
suitable resources and classroom management strategies PLANNED
Demonstrate the division of two numbers a and b and show how
to write 𝑎 = 𝑏𝑞 + 𝑟, where q is the quotient and r is the H/W ( Qns from exercises )
remainder. Revising Qns from R D
Make the children understand the steps in Euclid’s division Sharma
Oral test
algorithm to find the H C F of the given numbers. Class test-1
H C F(225,40)= 5
Factorise the given numbers using prime factors and find the LCM
H/W ( Qns from exercises )
as the product of factors having highest powers and HCF as the Oral test
Class test-2
product of common factors with lowest power. Lab Activity- Fundamental
Make the children understand the contradictory method to prove theorem of arithmetic
√2, √3, √5 etc. are irrational numbers.
𝑝
Show in different egs. the denominator in the 𝑞 form of
terminating decimal expansion is of the form 2𝑚 × 5𝑛
VP
 Lesson Plan –Teachers Diary
Class/Section :- X-C
Subject :- MATHS
Gist Of The lesson
Focused skills/Competencies
POLYNOMIALS-
Types of polynomials, Zeroes of
a polynomial, and geometrical
significance of zeroes of a
polynomial.
Relation between zeroes and
coefficients of a polynomial
Finding the quadratic
polynomial whose zeroes are
given and division algorithm of
polynomials.
Date:-
Chapter:- Polynomials
No. of periods:- 28
Targeted learning outcomes (TLO)
To find the zeroes by splitting the
middle term, From the graph the
number of zeroes is the no. of
intersections of the graph with the X-
axis
To verify the relation between the
zeroes and the coefficients of a
polynomial.
To make the polynomial as
𝑘[𝑥 2 − (𝑠𝑢𝑚)𝑥 + 𝑝𝑟𝑜𝑑𝑢𝑐𝑡]
To find the zeroes of 4th degree
polynomial two of whose zeroes
given
Name and Signature of the Teacher:-
[A] Planning Format Annexure – 1
Date of Commencement:- 01/06/2017
Expected date of completion:- 14/06/2017 Actual date of completion:-
Teaching learning activities planned for achieving the TLO using ASSESSMENT STRATEGIES
suitable resources and classroom management strategies PLANNED
Show different polynomials to split the middle term and finding
H/W ( Qns from exercises )
the zeroes . Oral test
Lab Activity- Geometrical
significance of zeroes of
Draw graphs of different polynomials for verifying the no. of polynomials.
zeroes.
Find the zeroes 𝛼𝑎𝑛𝑑 𝛽 of a quadratic polynomial
H/W ( Qns from exercises )
2
𝑎𝑥 + 𝑏𝑥 + 𝑐 + 0 by splitting the middle term and verify Oral test
Class test-3
−𝑏 𝑐
𝛼 + 𝛽 = 𝑎 and 𝛼𝛽 = 𝑎
Find the sum and product of the given zeroes and put in the
formula , take k= LCM of the 𝐷 𝑟 s of 𝛼 + 𝛽 and 𝛼𝛽.
Verify division algorithm using different polynomials and
demonstrate the method to find the zeroes of 4th degree
polynomial
VP
 Lesson Plan –Teachers Diary [A] Planning Format Annexure – 1
Class/Section :- X C Chapter:-Pair of Linear Equations in two variables Date of Commencement:-15/06/2017
Subject :- MATHS No. of periods:- 19 . Expected date of completion:- 30/06/2017
Actual date of completion:-
Gist Of The lesson Targeted learning outcomes (TLO) Teaching learning activities planned for achieving the TLO using ASSESSMENT
suitable resources and classroom management strategies STRATEGIES
Focused PLANNED
skills/Competencies
Pair of linear Equations Understand the standard form of a pair of Show different situations that can be converted into a pair of linear
in two variables- the linear equations in two variables and the equations in two variables H/W ( Qns from
graphical representation pair of linear equations represent a pair of Make the children understand the method of drawing the graph of exercises )
and the meaning of straight lines which may have unique the given pair of linear equations Oral test
solution. solution or infinite solutions or no solution Let the children verify the consistency of a given pair of linear Class test-1
so that the lines may be intersecting at a equations from the graph
point or may be coincident or parallel
Verifying the To understand the algebraic method to From different examples discuss the following conditions
consistency of a pair of verify the consistency of the pair of linear 𝒂𝟏 𝒃𝟏 H/W ( Qns from
𝒂𝟐
≠ 𝒃𝟐 → consistent (unique solution)
linear equations equations. 𝒂𝟏 𝒃𝟏 𝒄𝟏 exercises )
by comparing the 𝒂𝟐
= 𝒃𝟐 = 𝒄𝟐 →consistent (many solutions) Oral test
𝒂𝟏 𝒃𝟏 𝒄𝟏
coefficients of the = ≠ →inconsistent (no solution) Class test-2
𝒂𝟐 𝒃𝟐 𝒄𝟐
variables Lab Activity-
Solution of a pair of Write one variable in terms of the other Demonstrate the method of substitution through the egs. Verifying the
linear equations in two variable. 𝒙 + 𝒚 = 𝟐 … … (𝟏) 𝟐𝒙 + 𝟑𝒚 = 𝟓 … … … (𝟐) consistency of a pair
variables: Substitute the value of one variable in an (1) ⇒ 𝒚 = 𝟐 − 𝒙 … . . (𝟑) sub. (3) in (2) 𝟐𝒙 + 𝟑(𝟐 − 𝒙) = 𝟓 of linear equations
1) Substitution Method equation. 𝟐𝒙 + 𝟔 − 𝟑𝒙 = 𝟓 algebraically and
Solve a linear equation in one variable −𝒙 = 𝟓 − 𝟔 = −𝟏 graphically.
∴ 𝒙 = 𝟏 then 𝒚 = 𝟐 − 𝟏 = 𝟏. Let the children do more problems
2) Elimination method How to make the coefficients of the Demonstrate the method by using examples. Make the children
And variables same? understand the method and apply elimination method and cross H/W ( Qns from
3) Cross multiplication Eliminate one variable by addition or multiplication method in more problems exercises )
method subtraction and solve for finding the value Oral test
of the other variable. Class test-3
Understand the cross multiplication Revising problems
method from R D Sharma
Equations reducible to a To convert a situation numerically in the Explain different word problems that can be converted into linear
pair of linear equations form of a pair of linear equations in two equations in two variables and let the children do more problems
in two variables. variables by substitution. from the text book

Date:- Name and Signature of the Teacher:- VP

 Lesson Plan –Teachers Diary [A] Planning Format Annexure – 1
Class/Section :- X C Chapter:-Quadratic Equations Date of Commencement:-5/07/2017
Subject :- MATHS No. of periods:- 15 . Expected date of completion:- 10/07/2017
Actual date of completion:-
Gist Of The lesson Targeted learning outcomes (TLO) Teaching learning activities planned for achieving the TLO using ASSESSMENT
suitable resources and classroom management strategies STRATEGIES
Focused PLANNED
skills/Competencies
Understand p(x)=0 is a quadratic equation Make the children understand that the standard form of a quadratic
Quadratic Equations: if p(x) is of degree 2 and its standard form equation is 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎 and how to verify the given equation is H/W ( Qns from
Standard form of a is 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎, where 𝒂, 𝒃 𝒂𝒏𝒅 𝒄 quadratic or not by checking the degree of it. Explain with the help of exercises )
Quadratic equation. are real numbers and 𝒂 ≠ 𝟎. some examples. Oral test
Frame a quadratic Verify the given equation is quadratic or ‘The length of a rectangle is 3 more than its breadth and the area of Class test-1
Equation not. the rectangle is 65 sq. units.’
Make a quadratic equation by using the Let the breadth=x and then the length = x+3
relations in a given situation. Area=length×breadth=x(x+3)=65. OR 𝒙𝟐 + 𝟑𝒙 = 𝟔𝟓 which is the
required quadratic equation.
Solution of Quadratic How to find the solutions or roots of an Explain the method by solving a quadratic equation.
equation by equation by splitting the middle term 𝒙𝟐 + 𝟓𝒙 + 𝟔 = 𝟎 → 𝒙𝟐 + 𝟑𝒙 + 𝟐𝒙 + 𝟐 × 𝟑 = 𝒙(𝒙 + 𝟑) + 𝟐(𝒙 + 𝟑) H/W ( Qns from
factorisation = 𝟎 → (𝒙 + 𝟑)(𝒙 + 𝟐) = 𝟎 → 𝒙 + 𝟑 = 𝟎 𝒐𝒓 𝒙 + 𝟐 exercises )
= 𝟎. ∴ 𝒙 = −𝟑 𝒐𝒓 𝒙 = −𝟐 Oral test
Class test-2
Solution of quadratic If the equation is of the form (𝒙 + 𝒂)𝟐 = 𝒃 Demonstrate the method by doing one problem on the black board. Lab Activity- Fid the
equation by completing Then 𝒙 + 𝒂 = ±√𝒃 so that 𝒙 = −𝒂 ± √𝒃 𝟓 𝟐 𝟓 𝟐 solution by
𝒙𝟐 + 𝟓𝒙 + 𝟔 = 𝟎 → 𝒙𝟐 + 𝟓𝒙 = −𝟔 → 𝒙𝟐 + 𝟓𝒙 + (𝟐) =−𝟔 + (𝟐) completing the
the square.
𝟓 𝟐𝟓 −𝟐𝟒 + 𝟐𝟓 𝟏 square..
(𝒙 + )𝟐 = −𝟔 + = =
𝟐 𝟒 𝟒 𝟒
𝟓 𝟏 𝟓 𝟏
𝒙+ = ± →𝒙=− ±
𝟐 𝟐 𝟐 𝟐
Solution by Quadratic Application of quadratic Show how to substitute a, b and c from the given equation to get the
Formula and Nature of −𝒃±√𝒃𝟐 −𝟒𝒂𝒄 solution and from various equations make the children that H/W ( Qns from
formula to solve a quadratic
roots 𝟐𝒂 (i) if 𝒃𝟐 − 𝟒𝒂𝒄 = 𝒐 𝒕𝒉𝒆𝒏 𝒆𝒒𝒖𝒂𝒍 𝒓𝒆𝒂𝒍 𝒓𝒐𝒐𝒕𝒔 exercises )
𝟐
equation 𝒂𝒙 + 𝒃𝒙 + 𝒄 = 𝟎 and verify the (ii) 𝒊𝒇 𝒃𝟐 − 𝟒𝒂𝒄 > 𝟎 𝒕𝒘𝒐 𝒅𝒊𝒔𝒕𝒊𝒄𝒕 𝒓𝒆𝒂𝒍 𝒓𝒐𝒐𝒕𝒔 𝒂𝒏𝒅 Oral test
nature of roots (𝒊𝒊𝒊) 𝒊𝒇 𝒃𝟐 − 𝟒𝒂𝒄 < 𝟎 𝒕𝒉𝒆 𝒓𝒐𝒐𝒕𝒔 𝒂𝒓𝒆 𝒊𝒎𝒂𝒈𝒊𝒏𝒂𝒓𝒚. Class test-3
Revising problems
Applications of Apply the methods of solving quadratic Make the children able to frame Quadratic equation from a given from R D Sharma
quadratic equations equations in word problems situation and solve that by using any method.

Date:- Name and Signature of the Teacher:- VP

 Lesson Plan –Teachers Diary [A] Planning Format Annexure – 1
Class/Section :- 10 C Chapter:- ARITHMETIC PROGRESSIONS Date of Commencement:- 17/7/17
Subject :- MATHS No. of periods:-15 Expected date of completion:- 31/717 Actual date of Completion:-

Gist Of The lesson Targeted learning outcomes (TLO) Teaching learning activities planned for achieving the TLO ASSESSMENT STRATEGIES
using suitable resources and classroom management PLANNED
Focused skills/Competencies strategies

Introduction: Sequence and
series. Arithmetic Progression.
Understand the difference between
sequence and series
To understand the meaning/form
of an A.P, terms of an A.P, first
term and common difference of an
A.P.
How to verify whether the given
sequence is an A.P or not.
a1, a2,a3,a4,…… is a sequence and a1 + a2 + a3 + a4 +…..
is a series.
a1, a2,a3,a4,…… is an A.P if a2 − a1 = a3 − a2 = ……..= d, H/W
which is called the Common Difference . Class Assignments
Extra questions from the
−𝟓, −𝟏, 𝟑, 𝟕, … is an A.P with first term −𝟓 and
reference books.
−𝟏 − (−𝟓) = −𝟏 + 𝟓 = 𝟒 is the common
difference.

nth term of an A.P
Sum first n terms of an A.P
Find the nth of an A.P from the 1st
term and from the last term.
Apply the formula for finding the
nth term in daily life problems
Find the sum of first n terms of a
given A.P by using the formula
𝒏 𝟐
𝑺𝒏 = 𝟐 (𝟐𝒂 + (𝒏 − 𝟏)𝒅).
The sum of first n natural numbers
𝒏(𝒏+𝟏)
is
𝟐 variables is given the fourth can be calculated from the
Explain how to get the formula if we have the first term
and the common difference of the A.P
If a is the first term and d is the common difference 1st H/W
term=a, 2nd term= a+d , 3rd term = a+2d, 4th term = Class Assignments
a+3d,…..nth term= a+(n−𝟏)d. Extra questions from the
If l is the last term then the 1st term from the last= reference books.
l−d, 2nd term= l−2d, 3rd term=l−𝟑d……. nth term Class Test-1
from the last term = l−(n−1)d.
Demonstrate with different problems.
Show different situations explain how the formulae
𝒏 𝒏
𝑺𝒏 = (𝟐𝒂 + (𝒏 − 𝟏)𝒅) and 𝑺𝒏 = (𝒂 + 𝒂𝒏) H/W
𝟐
Demonstrate all types of questions from the exercise and Class Assignments
examples on the black board Extra questions from the
Make the children understand that if any one of the reference books.
Class Test-2
formula of an and Sn Lab Activity:- Verifying a given
sequence A.P or not by cutting
and pasting

Date:- Name and Signature of the Teacher:- VP

 Lesson Plan –Teachers Diary
Class/Section :- 10
Subject :- MATHS
Gist Of The lesson
Focused skills/Competencies
SIMILAR FIGURES
SIMILARITY IN POLYGONS
SIMILARITY OF TRIANGLES
[A] Planning Format Annexure – 1
Chapter:- TRIANGLES Date of Commencement:- 1/8/17
No. of periods:-15 Expected date of completion:- 14/8/17 Actual date of Completion:-
Targeted learning outcomes (TLO) Teaching learning activities planned for achieving the TLO ASSESSMENT STRATEGIES
using suitable resources and classroom management PLANNED
strategies
The meaning of similarity in figures. Similarity means figures having the same shape and
How to distinguish between the congruency means same size and shape
congruency and similarity of H/W
figures ? Class Assignments
What is the relation between Extra questions from the
congruent figures and similar reference books.
figures ?
Two polygons are said to be similar
if (i) the corresponding angles are
equal
(ii) the corresponding sides are
proportional
Understand the conditions of
similarity of triangles and
How to prove BPT ? H/W
Class Assignments
Extra questions from the
reference books.
if and only if Class Test-1
(i) <A=<P, <B=<Q, <C=<R and
𝐴𝐵 𝐵𝐶 𝐴𝐶
(ii) 𝑃𝑄 = 𝑄𝑅 = 𝑃𝑅
Demonstrate the proof of BPT on the black board and do
the exercise problems.
CRITERIA FOR SIMILARITY OF Understand the different criteria
TRIANGLES Like AA, AAA,SSS AND SAS
And how to apply them in the
problems
AREAS OF SIMILAR TRIANGLES Understand the theorem that ‘ The
ratio of the areas of two similar
triangles is equal to the square of
the ratio of their corresponding
sides’.
Explain the different criteria for similarity by showing
them in different problems. H/W
Class Assignments
Extra questions from the
reference books.
Class Test-2
Lab Activity:- Verifying
BPT/Pythagoras theorem

then the theorem states

𝑎𝑟(∆𝐴𝐵𝐶) 𝐴𝐵 𝐵𝐶 𝐴𝐶
that 𝑎𝑟(∆𝑃𝑄𝑅) = (𝑃𝑄)2 = (𝑄𝑅)2 = (𝑃𝑅)2
Apply the theorem in various problems.
PYTHAGORAS THEOREM AND Understand the proof of Demonstrate both proofs on the black board by involving
ITS CONVERSE Pythagoras theorem and the proof the children.
of its converse.

∆ABC is right angled at <B then

𝐴𝐶 2 = 𝐵𝐶 2 + 𝐴𝐵2 and the converse is if in ∆ABC if
𝐴𝐶 2 = 𝐵𝐶 2 + 𝐴𝐵2 the angle opposite to AC will be 900

Date:- Name and Signature of the Teacher:- VP

 Lesson Plan –Teachers Diary
Class/Section :- X
Subject :- MATHEMATICS
Gist Of The lesson
Focused skills/Competencies
INTRODUCTION
AND
DISTANCE FORMULA
SECTION FORMULA
MID-POINT FORMULA
COORDINATES OF CENTROID
OF A TRIANGLE
[A] Planning Format Annexure – 1
Chapter:-COORDINATE GEOMETRY Date of Commencement:-25/8/17
No. of periods:- 10 Expected date of completion:-7/9/17 Actual date of Completion:-
Targeted learning outcomes (TLO) Teaching learning activities planned for achieving the TLO ASSESSMENT STRATEGIES
using suitable resources and classroom management PLANNED
strategies
Understand the Cartesian system Demonstrate the formation of distance formula on the
and how to plot the coordinates in black board and make the children able to apply the
the xy-plane. formula in different problems. H/W
Understand the distance formula to
find the distance between two Class Assignments
given points whose coordinates are
known and they should be able to Extra questions from the
apply the formula in different reference books.
situations.
LM= x2 – x1, QN= y2 – y1 . By Pythagoras theorem Oral Test
PQ =√(𝒙𝟐 − 𝒙𝟏 )𝟐 + (𝒚𝟐 − 𝒚𝟏 )𝟐 which is called the
distance formula. Help the children to find the
Class Test-1
distance between two given points by using this
formula by using different problems from the text
book.
To understand the section formula
to find the coordinates of point of
division of a line segment which H/W
divides it in the ratio m:n 𝒎𝒙𝟐 +𝒏𝒙𝟏 𝒎𝒚𝟐 +𝒏𝒚𝟏
𝒙 = 𝒎+𝒏 𝒚 = 𝒎+𝒏
Class Assignments
Find the coordinates of P which divides the line
segment joining A(3,2) and B(1,3) in the ratio 1:2 Extra questions from the
Make the children understand how to solve such reference books.
problems.
By using section formula derive mid –point formula Class Test-2
and coordinates of centroid as
𝒙 +𝒙 𝒚 +𝒚 𝒙 +𝒙 +𝒙 𝒚 +𝒚 +𝒚
𝒙 = 𝟏 𝟐 𝒚 = 𝟏 𝟐 and 𝒙 = 𝟏 𝟐 𝟑 𝒚 = 𝟏 𝟐 𝟑
𝟐 𝟐 𝟑 𝟑
 Able to apply the formula for
finding the area of triangle to find
the area of a triangle, to find the
area of a quadrilateral, to verify
AREA OF TRIANGLE whether the given points are
collinear or not.
AREA OF QUADRILATERAL
CONDITION OF COLLINEARITY
OF THREE GIVEN POINTS.
Date:- Name and Signature of the Teacher:-
Demonstrate the formula for finding the area for finding
the area of triangle whose vertices are H/W
𝑨(𝒙𝟏 , 𝒚𝟏 ), 𝑩(𝒙𝟐 , 𝒚𝟐)
𝟏 Class Assignments
And 𝑪(𝒙𝟑 , 𝒚𝟑 ) is 𝒂𝒓(∆𝑨𝑩𝑪) = 𝟐 [𝒙𝟏 (𝒚𝟐 − 𝒚𝟑 ) +
𝒙𝟐 (𝒚𝟑 − 𝒚𝟏 ) + 𝒙𝟑 (𝒚𝟏 − 𝒚𝟐 )]
Extra questions from the
If three given points A, B and C are collinear then
reference books
ar(∆ABC)=0
To find the area of a quadrilateral divide the
Dictation
quadrilateral into two triangles by joining one diagonal.
Show the methods in different problems.
Oral Test.
LAT
VP
 Lesson Plan –Teachers Diary [A] Planning Format Annexure – 1

Class/Section :- X Chapter:- INTRODUCTION TO TRIGONOMETRY Date of Commencement:- 8/9/17

Subject :- MATHS No. of periods:- 12 Expected date of completion:- 25/9/17 Actual date of Completion:-

Gist Of The lesson Targeted learning outcomes (TLO) Teaching learning activities planned for achieving the TLO ASSESSMENT STRATEGIES
using suitable resources and classroom management PLANNED
Focused skills/Competencies strategies

Introduce Trigonometric ratios as the ratios of sides of a

right angled triangle.
Oral test

Able to understand how to name Dictation

the three sides of a right angled
triangle with respect to an acute 𝒂 𝒃 𝒂 𝒄 𝒃 𝒄
The ratios 𝒃, 𝒂 , 𝒄 , 𝒂 , 𝒄 , 𝒃
angle and how to define the Name the sides with respect to <P
INTRODUCTION OF T-ratios. are called T-ratios they are specifically defined as follows. and write the T- ratios of <P
𝒐𝒑𝒑 𝒐𝒑𝒑
TRIGONOMETRIC RATIOS 𝑺𝒊𝒏𝒆 𝒐𝒇 < 𝑨 = 𝒐𝒓 𝑺𝒊𝒏𝑨 =
𝒉𝒚𝒑 𝒉𝒚𝒑
𝒂𝒅𝒋 𝒂𝒅𝒋
𝑪𝒐𝒔𝒊𝒏𝒆 𝒐𝒇 < 𝑨 = 𝒉𝒚𝒑 𝒐𝒓 𝑪𝒐𝒔𝑨 = 𝒉𝒚𝒑
𝒐𝒑𝒑 𝒐𝒑𝒑
Tangent of <A = 𝒂𝒅𝒋 𝒐𝒓 𝑻𝒂𝒏𝑨 = 𝒂𝒅𝒋
𝒉𝒚𝒑 𝒉𝒚𝒑
𝑪𝒐𝒔𝒆𝒄𝒂𝒏𝒕 𝒐𝒇 < 𝑨 = 𝒐𝒓 𝑪𝒐𝒔𝒆𝒄𝑨 =
𝒐𝒑𝒑 𝒐𝒑𝒑
𝒉𝒚𝒑 𝒉𝒚𝒑
𝑺𝒆𝒄𝒂𝒏𝒕 𝒐𝒇 < 𝑨 = 𝒐𝒓 𝑺𝒆𝒄𝑨 =
𝒂𝒅𝒋 𝒂𝒅𝒋
𝒂𝒅𝒋 𝒂𝒅𝒋
𝑪𝒐𝒕𝒂𝒏𝒈𝒆𝒏𝒕 𝒐𝒇 < 𝑨 = 𝒐𝒓 𝑪𝒐𝒕𝑨 =
𝒐𝒑𝒑 𝒐𝒑𝒑
To find the T-ratios of an angle Able to know how to find the If a T-ratio is given or two sides are given the third side
from a given triangle with unknown side by using Pythagoras can be calculated by using Pythagoras theorem. Then
known sides theorem and how to write the T- 𝟑 C/W and H/W
write the other T- ratios. If 𝑪𝒐𝒔𝜽 = 𝟓 the adj side and
ratios.
hyp can be taken as 3k and 5k so that the other side is 4k.
Class test
But in the ratios k will be cancelled.
Do different problems from the exercise.
 From a right angled isosceles triangle get the T-ratios of 450
And from an equilateral triangle we get the T-ratios 300and 600

H/W
0 𝒂 𝟏 𝟎 𝒂 𝟏 𝟎 𝒂
Sin45 = = , 𝑪𝒐𝒔𝟒𝟓 = = , 𝑻𝒂𝒏𝟒𝟓 = =𝟏
√𝟐𝒂 √𝟐 √𝟐𝒂 √𝟐 𝒂
Class Assignments
√𝟐 𝟎 √𝟐
𝑪𝒐𝒔𝒆𝒄𝟒𝟓 = , 𝑺𝒆𝒄𝟒𝟓𝟎 = , 𝑪𝒐𝒕𝟒𝟓𝟎 = 𝟏
𝟏 𝟏 Extra questions from the
Understand the T-ratios of 00, 𝒂 𝟏 √𝟑 reference books
300,450, 600,900 and able to apply 𝑺𝒊𝒏𝟑𝟎𝟎 = = , 𝑪𝒐𝒔𝟑𝟎𝟎 = = , 𝑻𝒂𝒏𝟑𝟎𝟎
T- ratios of specific angles the values in different problems. 𝟐𝒂 𝟐 𝟐𝒂 𝟐 Dictation
𝟏
=
√𝟑 Oral Test.
Similarly define T-ratios of 600
When 𝜽 = 𝟎 then opp.side=0 adj side=hyp then Sin0=0
Cos0=1 and hence define the other ratios.
When 𝜽 = 𝟗𝟎𝟎 then adj side =0 and opp=hyp So
Sin𝟗𝟎𝟎 = 𝟏 Cos𝟗𝟎𝟎 = 𝟎 and hence the other rarios.

H/W
To know the relation between
T-ratios of Complementary the T-ratios of an angle and its Class Assignments
angles. complementary angle. 𝒃 𝒂
Sin 𝜽= =Cos( 90−𝜽), Cos 𝜽 = = Sin (90− 𝜽) Extra questions from the
𝒄 𝒄
Similarly the other ratios and apply these relations in reference books
simplifying the given expressions.
To understand the basic identities Dictation
𝑺𝒊𝒏𝟐 𝜽 + 𝑪𝒐𝒔𝟐 𝜽 = 𝟏
𝒂𝟐 𝒃𝟐
𝑺𝒆𝒄𝟐 𝜽 − 𝑻𝒂𝒏𝟐 = 𝟏 𝒂𝒏𝒅 𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐 ⇒ + = 𝟏 ⇒ 𝑺𝒊𝒏𝟐 𝜽 + 𝑪𝒐𝒔𝟐 𝜽 = 𝟏 Oral Test.
𝒄𝟐 𝒄𝟐
Trigonometric identities 𝑪𝒐𝒔𝒆𝒄𝟐 𝜽 − 𝑪𝒐𝒕𝟐 𝜽 = 𝟏 𝒂𝟐 𝒄 𝟐
𝑺𝒊𝒏𝜽 𝑪𝒐𝒔𝜽 + 𝟏 = 𝟐 ⇒ 𝑻𝒂𝒏𝟐 𝜽 + 𝟏 = 𝑺𝒆𝒄𝟐 𝜽 LAT
= 𝑻𝒂𝒏𝜽 𝒂𝒏𝒅 𝒃 𝟐 𝒃
𝑪𝒐𝒔𝜽 𝑺𝒊𝒏𝜽 𝒃𝟐 𝒄𝟐
= 𝑪𝒐𝒕𝜽 𝟏 + 𝒂𝟐 = 𝒂𝟐 ⇒1+𝑪𝒐𝒕 𝜽 = 𝑪𝒐𝒔𝒆𝒄𝟐 𝜽
𝟐

Demonstrate the applications of these identities in various

problems on the b lack board.

Date:- Name and Signature of the Teacher:- VP

 Lesson Plan –Teachers Diary
Class/Section :- X
Subject :- MATHS
Gist Of The lesson
Focused skills/Competencies
INTRODUCTION
ANGLE OF ELEVATION AND
ANGLE OF DEPRESSION
Skill:- Understanding,
creativity
and applications
PROBLEMS CONTAINING ONLY
ON UNKNOWN
[A] Planning Format Annexure – 1
Chapter:- SOME APPLICATIONS OF TRIGONOMETRY Date of Commencement:-
No. of periods:- 9 Expected date of completion:- Actual date of Completion:-
Targeted learning outcomes (TLO) Teaching learning activities planned for achieving the TLO ASSESSMENT STRATEGIES
using suitable resources and classroom management PLANNED
strategies
Explain angle of elevation and depression through power
point presentation and by drawing them on the board
H/W
Understand the angle of elevation
and angle of depression and what is
the use of them. Class Assignments
Apply the concept of trigonometry 𝑯
Extra questions from the
to find the height/distance . tan𝜽 = 𝒙
then H = tan𝜽 × 𝒙 then height of the tower = reference books
H+h
Dictation
Oral Test.
𝒉
tan𝜽 = 𝒙
Explain the concepts using different examples. Class Test
Demonstrate egs1
Understand the problems
containing only one unknown
either height or distance.
𝒉
𝒕𝒂𝒏𝟔𝟎 = 𝟏𝟓
√𝟑 𝒉
𝟏
= 𝟏𝟓
𝒉 = 𝟏𝟓√𝟑 m
 H/W

Class Assignments
𝟏𝟎
Egs: 4 𝑰𝒏 ∆𝑩𝑪𝑫 𝒕𝒂𝒏𝟒𝟓 = 𝒙 Extra questions from the
𝟏𝟎
Understand how to make the 𝟏= 𝒙
reference books
PROBLEMS CONTAINING TWO conditions from the given 𝒙 = 𝟏𝟎 𝒎
UNKNOWNS situations and solve for the 𝒉 + 𝟏𝟎 Dictation
unknowns. 𝑰𝒏 ∆𝑨𝑪𝑫 𝐭𝐚𝐧 𝟔𝟎 =
𝒙
𝒉+𝟏𝟎 Oral Test.
√𝟑 = 𝟏𝟎
𝟏𝟎√𝟑 = 𝒉 + 𝟏𝟎
LAT
𝒉 = 𝟏𝟎√𝟑 − 𝟏𝟎
= 𝟏𝟎(√𝟑 − 𝟏)
= 𝟏𝟎 × 𝟎. 𝟕𝟑𝟐
= 𝟕. 𝟑𝟐 𝒎
Demonstrate the applied level questions and make the
children understand how to draw the figure from the given
situations and how to make the conditions in
trigonometric ratios.

Date:- Name and Signature of the Teacher:- VP

 Lesson Plan –Teachers Diary
Class/Section :- X
Subject :- MATHS
Gist Of The lesson
Focused skills/Competencies
INTRODUCTION:- TANGENTS
AND SECANTS
Skill:- Understanding
PROPERTIES OF TANGENTS TO
A CIRCLE
Skill:- Understanding,
creativity
Chapter:- CIRCLES
No. of periods:- 07
Targeted learning outcomes (TLO)
Understand the three different
cases in which a circle and a line
can be drawn together on the
same plane.
Identify which is tangent and which
is normal
Understand the properties of
tangents
Understand the theorem “ The
tangent is perpendicular to the
radius at the point of contact”.
[A] Planning Format Annexure – 1
Date of Commencement:-
Expected date of completion:- Actual date of Completion:-
Teaching learning activities planned for achieving the TLO ASSESSMENT STRATEGIES
using suitable resources and classroom management PLANNED
strategies
The line just touches the circle at one point is called a H/W
tangent to the circle
The point at which the tangent touches the circle is called
the pint of contact. Class Assignments
The line which intersect the circle at two distinct points is
called a secant.
Extra questions from the
reference books
On a circle infinite tangents can be drawn.
Dictation
A circle can have two parallel tangents at most.
Oral Test.
From a given external point two tangents can
be drawn. Class Test
Given circle with centre O.
Let XY is a tangent at P.
Let Q be an arbitrary point on XY.
Join OP and OQ
If Q lies in the interior XY becomes a tangent which is not
possible.

TANGENTS DRAWN FROM A Understand the concept of length
POINT ON A CIRCLE of tangent from an external point
to a circle
Skill:- Understanding, Application of congruence of
application, thinking triangles in proving the theorem “
Two tangents drawn from an
external point to a circle are equal
in length”.
Date:- Name and Signature of the Teacher:-
If Q lies on the circle XY has two points of intersection with
the circle which is not possible.
So Q must lie in the exterior of the circle. H/W
Hence OQ>OP, the radius.
Since Q is arbitrary OP is the shortest distance from O to XY. Class Assignments
Hence OP⊥XY.
Do the problems based on the theorem. Extra questions from the
The length of tangent from an external point to a circle is reference books
defined as the distance from the external point and the
point of contact. Dictation
Oral Test.
In ∆𝑷𝑨𝑶 𝒂𝒏𝒅 ∆𝑷𝑩𝑶 LAT
< 𝑷𝑨𝑶 =< 𝑷𝑩𝑶 = 𝟗𝟎𝟎 (OA⊥PA and
OB⊥PB)
𝑶𝑨 = 𝑶𝑩( radii of the same circle)
OP=OP (common)
∆𝑷𝑨𝑶 ≅ 𝑷𝑩𝑶 (RHS congruence rule)
PA=PB ( CPCT)
DO the egs and the exercise problems and make the children
understand the theorem and its applications.
VP
 Lesson Plan –Teachers Diary
Class/Section :- X
Subject :-
Gist Of The lesson
Focused skills/Competencies
CONSTRUCTION 1-Divide a line
segment in a given ratio.
Skill:- Understanding, Drawing
CONSTRUCTION 2:- Draw a
triangle similar to a given
triangle with a given scale
factor
Chapter:- CONSTRUCTIONS
No. of periods:- 06 Expected date of completion:-
Targeted learning outcomes (TLO)
To draw a line segment and divide
it in a given ratio.
Understand the concept of scale
factor and how to draw a triangle
similar to a given triangle with the
given scale factor.
[A] Planning Format Annexure – 1
Date of Commencement:-
Actual date of Completion:-
Teaching learning activities planned for achieving the TLO ASSESSMENT STRATEGIES
using suitable resources and classroom management PLANNED
strategies
Demonstrate the construction by drawing a line segment
of length 7cm and divide it in the ratio 2:3.
H/W
1) Draw AB = 7 cm
2) Draw AX making an acute angle with AB Class Assignments
3) Mark 5 (2+3) equidistant points on AX such
that
AA1=AA2=AA3=AA4=AA5 Extra questions from the
4) Join BA5 reference books
5) Through A3 draw a line parallel to BA5 which
intersect AB at C such that AC:CB=2:3(by BPT)
Make the children understand the method Dictation
through different examples
Oral Test.
Class Test
1) Draw the given triangle ABC
2) Draw ray BX making acute angle with BC
3) Mark A1,A2,and A3 ( 3 is the max)on BX such that they
are equidistant.
4) Join CA3( the Dr)
5) Draw line through A2 parallel to CA3which intersect BC

CONSTRUCTION3:-
Construction of tangents to a
circle from an external point
Skill:-understanding, Drawing
Date:-
at C’.
6) Draw a line parallel to AC through C’ which intersect
AB at A’.
Then A’BC’ is the required triangle by BPT.
Similarly explain with figure the case where Dr is less.
Understand the method
construction of tangents to a circle
from an external point. H/W
Class Assignments
1) Draw the given circle with Extra questions from the
centre O. reference books
2) Mark the point P with the given condition.
3) Join OP. Dictation
4) Draw perpendicular bisector of OP such that M is the
mid-point. Oral Test.
5) With M as centre and PM as the radius draw another
circle which intersect the given circle at A and B. LAT
6) Join PA and PB which are the required tangents
Draw the figures from the exercise.
Name and Signature of the Teacher:- VP
 Lesson Plan –Teachers Diary
Class/Section :- X
Subject :- MATHS
Gist Of The lesson
Focused skills/Competencies
INTRODUCTION: AREA AND
PERIMETER OF A CIRCLE
AREA OF SECTOR
SEGMENT OF A CIRCLE
[A] Planning Format Annexure – 1
Chapter:- AREA RELATED TO CIRCLES Date of Commencement:-
No. of periods:- Expected date of completion:- Actual date of Completion:-
Targeted learning outcomes (TLO) Teaching learning activities planned for achieving the TLO ASSESSMENT STRATEGIES
using suitable resources and classroom management PLANNED
strategies
Area of a circle =𝜋𝑟 2 and perimeter or circumference of a
Understand the formula for finding 22
circle = 2𝜋𝑟 where 𝑟 is the radius of the circle and 𝜋 = 7
the area and perimeter of a circle or 3.14. Demonstrate different problems from the
examples and exercise. Make the children understand how
the formulae can be used in various situations.
Make the understand how the formula is developed.
H/W
Understand the formula for the area
Class Assignments
of a sector and the use of it in the
different situations The circle is divided into 360 equal
Applications of the formulae in the 𝜋𝑟 2
sectors of area . So the area of a sector of central Extra questions from the
daily life problems 360
𝜋𝑟 2 𝜃 reference books
angle is 𝜃 is given by 360
×𝜃 or 360
× 𝜋𝑟 2 Also the
𝜃
length of the arc is given by × 2 𝜋𝑟
360
Demonstrate the egs as well as the exercise problems Dictation
Understand the formula for finding
the area of a segment
Apply the formula in various Oral Test.
problems.
Area of the segment = area of the
sector – area of the triangle Class Test
𝜃 𝜃
In ∆𝐴𝐷𝐶 ,r sin 2 = DC and 𝑟 cos 2 =AD
1
∴ 𝑎𝑟(∆𝐴𝐵𝐶) = 𝐵𝐶 × 𝐴𝐷
2
1 𝜃 𝜃 𝜃 𝜃
= × 2 × r sin 𝑟 cos = 𝑟 2 sin cos
2 2 2 2 2
 𝜃 𝜃 𝜃
Area of segment = 360
× 𝜋𝑟 2 − 𝑟 2 sin 2 cos 2

Use the formulae in various problems from the text book

H/W

Class Assignments
In the given figure the shaded region
AREA OF COMBINATION OF Understand how to find the area of is given by area of square – area of two semi circles. Extra questions from the
PLANE FIGURES combined figure. Like this examples make the children understand how to reference books
identify the shaded region and how that area can be
written in terms of areas of plane figures. Dictation

Oral Test.

Lab Activity:-

LAT

Date:- Name and Signature of the Teacher:- VP

 Lesson Plan –Teachers Diary
Class/Section :- X
Subject :- MATHS
Gist Of The lesson
Focused skills/Competencies
INTRODUCTION:-SURFACE
AREA AND VOLUMES OF
CUBOID
CUBE
SURFACE AREA AND VOLUMES
OF
CUBOID AND CUBE
SURFACE AREA AND VOLUMES
OF
CYLINDER
SURFACE AREA AND VOLUMES
OF
CONE
Chapter:-SURFACE AREAS AND VOLUMES
No. of periods:- 12
Targeted learning outcomes (TLO)
To understand the concept of
surface area and volume of solids.
To understand the formula for
finding the surface area and
volume
of different solids already the
children had learned in the
previous
classes.
To understand the concept of
surface area and volume of solids.
[A] Planning Format Annexure – 1
Date of Commencement:-
Expected date of completion:- Actual date of Completion:-
Teaching learning activities planned for achieving the TLO ASSESSMENT STRATEGIES
using suitable resources and classroom management PLANNED
strategies
Demonstration through Power Point.
H/W
Class Assignments
Total base area = 2lb, LSA= 2(lh+bh)
Extra questions from the
And TSA= 2(lb+lh+bh)
reference books
Volume = lbh
Dictation
Total base area a2, LSA= 4a2 Oral Test.
2
And TSA= 6a
Volume =a3
Class Test
Total base area = 2𝝅𝒓𝟐 , CSA= 2𝝅𝒓𝒉
And TSA= 2𝝅𝒓(𝒓 + 𝒉), Volume = 𝝅𝒓𝟐 𝒉
H/W
base area = 𝝅𝒓𝟐 , CSA= 𝝅𝒓𝒍
 𝟏
And TSA= 𝝅𝒓(𝒓 + 𝒍), Volume =𝟑 𝝅𝒓𝟐 𝒉
To understand the formula for Class Assignments

SURFACE AREA AND VOLUMES finding the surface area and

OF volume Extra questions from the
SPHERE reference books
of different solids already the 𝟒
Surface area = 𝟒𝝅𝒓𝟐 , Volume = 𝟑 𝝅𝒓𝟑
children had learned in the Dictation
previous

SURFACE AREA AND VOLUMES Oral Test.

OF
HEMISPHERE base area = 𝝅𝒓𝟐 , CSA= 𝟐𝝅𝒓𝟐
𝟏
And TSA= 𝝅𝒓(𝒓 + 𝒍), Volume = 𝝅𝒓𝟐 𝒉
𝟑
Make the children understand the different formulae and
explain how to use them in various problems
Make the children understand the meaning of the
combination of solids and how to identify their surfaces
Understand the formulae for and how to find its area how to get the volume

finding the TSA and Volume of

SURFACE AREA AND VOLUMES
OF combination of different solids
COMBINATION OF SOLIDS

TSA = CSA of cone + CSA of cylinder +

base area of cylinder = 𝝅𝒓𝒍 + 𝟐𝝅𝒓𝒉 + 𝝅𝒓𝟐
Volume = Volume of cone + volume of cylinder
𝟏
= 𝟑 𝝅𝒓𝟐 𝒉+= 𝝅𝒓𝟐 𝒉

Demonstrate more problems from the egs and exercises. H/W

 Understand that when a solid is Class Assignments

CONVERSION OF SOLIDS INTO converted into another solid the Extra questions from the
ANOTHER SHAPE reference books
volume remains the same.
→ ….. n cones Dictation
Then the volume of n cones = volume of the circle.
Use the concept in different problems. Oral Test.
Demonstrate the shape of frustum by drawing on the board
and show its relation with a cone. Lab Activity:-Surface area of a
cylinder
To understand the concept of
LAT
SURFACE AREA AND VOLUME frustum and how to find the TSA
OF A FRUSTUM.
and Volume of the frustum

CSA of the frustum = 𝝅(𝒓𝟏 + 𝒓𝟐 )𝒍 where 𝒍 =

√𝒉𝟐 + (𝒓𝟏 − 𝒓𝟐 )𝟐
TSA = 𝝅𝒓𝟏 𝟐 + 𝝅𝒓𝟐 𝟐 += 𝝅(𝒓𝟏 + 𝒓𝟐 )𝒍
𝟏
Volume = 𝟑 𝝅𝒉(𝒓𝟏 𝟐 + 𝒓𝟐 𝟐 + 𝒓𝟏 𝒓𝟐 )

Date:- Name and Signature of the Teacher:-

 Lesson Plan –Teachers Diary [A] Planning Format Annexure – 1

Class/Section :- X Chapter:- PROBABILITY Date of Commencement:-

Subject :- MATHS No. of periods:- 6 Expected date of completion:- Actual date of Completion:-

Gist Of The lesson Targeted learning outcomes (TLO) Teaching learning activities planned for achieving the TLO using ASSESSMENT STRATEGIES
suitable resources and classroom management strategies PLANNED
Focused skills/Competencies

Make the children understand the concept of certainty,

INTRODUCTION:- BASIC
TERMS RELATED WITH
PEOBABILITY
RANDOM EXPERIMENT
OUT COMES AND SAMPLE
SPACE
EVENTS, COMPLEMENTARY
EVENTS AND EQUALLY LIKELY
EVENTS
To understand the concept of
certain, impossible and uncertain
situations.
To understand what type of
experiments are called random
experiments.
To understand the concept of
outcomes and able to write the
sample space of a given
experiment.
To understand the meaning of
events ,the complementary
events, equally likely events
impossibility and uncertainty through different examples from
the daily life.
‘Take a blue pen from a box containing blue pens only’ is certain
to be happened. H/W
‘Take a blue pen from a box containing black pens only’ is
impossible.
‘Take a blue pen from a box containing blue and black pens’ is
uncertain to be happened. Class Assignments
An experiment having more than two results which vary in an
unpredictable manner from trial to trial are called random
experiments.
‘Tossing of a coin’ – the possible results are head and tail Extra questions from the
The result in a single trial is called an out come or elementary reference books
event.
The collection of all possible outcomes of a random experiment
is called the sample space of the experiment.
In the experiment ‘Tossing a coin’ the out comes are head and Dictation
tail. Then the sample space S = { H, T }
If two coins are tossed S = { HH, HT, TH, TT }
Make the children understand how to write the sample space
through different examples. Oral Test.
An outcome or a collection of outcomes are called events.
When a die is thrown ‘getting the number 6’ , ‘ getting an even
number’ are events.
When an event occur the event which does not occur in the
random experiment is called the complementary event. If A- the
event occur the complementary event is represented by 𝑨 ̅
When a coin is tossed ‘getting head’ and ‘getting tail’ are
complementary events.
The events having the same chances to be happened are called

EXPERIMENTAL PROBABILTY To understand the meaning of
ANF THEORETICAL probability and how to find the
PROBABILITY. probability of an event .
To be able to understand the
PROPERTIES OF PROBABILITY properties of probability through
different problems.
Date:- Name and Signature of the Teacher:-
equally likely events. H/W
When a die is thrown ‘getting the number 1’ ‘getting the
number 6’ are equally likely events.
Make the children understand the concepts through various Class Assignments
problems.
Experimental probability of an event is obtained by doing the
𝒕𝒉𝒆 𝒏𝒐.𝒐𝒇 𝒕𝒓𝒊𝒂𝒍𝒔 𝒊𝒏 𝒘𝒉𝒊𝒄𝒉 𝑨 𝒊𝒔 𝒉𝒂𝒑𝒑𝒆𝒏𝒆𝒅 Extra questions from the
experiment, and P(A) = 𝒕𝒐𝒕𝒂𝒍 𝒏𝒐.𝒐𝒇 𝒕𝒓𝒊𝒂𝒍𝒔
reference books
Theoretical probability or classical probability is defined as
𝒕𝒉𝒆 𝒏𝒐.𝒐𝒇 𝒐𝒖𝒄𝒐𝒎𝒆𝒔 𝒇𝒂𝒗𝒐𝒖𝒓𝒂𝒃𝒍𝒆 𝒕𝒐 𝒕𝒉𝒆 𝒆𝒗𝒆𝒏𝒕 𝑨 𝒏(𝑨)
P(A) = 𝒕𝒐𝒕𝒂𝒍 𝒏𝒐.𝒐𝒇 𝒂𝒍𝒍 𝒑𝒐𝒔𝒔𝒊𝒃𝒍𝒆 𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔
= 𝒏(𝑺)
When a die is thrown the sample space is { 1,2,3,4,5,6 } Dictation
𝟑 𝟏
P( a prime number) = 𝟔 = 𝟐 ( prime nos= 2,3,5)
Explain the method to find the probability through different
Oral Test.
problems.
If A is an event which cannot be happened in the given random
experiment then n(A) = 0. 𝑷(𝑨) ≥ 𝟎
If A is sure to be happened, then n(A) = n(S). ∴ 𝑷(𝑨) = 𝟏 LAT
If A is an uncertain event the probability lies between 0 and 1
𝟏
Consider the throwing of a die P(1)=P(2)=P(3)=P(4)=P(5)=P(6)=
𝟔
so that their sum is 1
Sum of the probabilities of the elementary events is 1.
Hence the properties are
1) 𝟎 ≤ 𝑷(𝑨) ≤ 𝟏
2) 𝑷(𝑺) = 𝟏
3) 𝑷(𝑬𝟏 ) + 𝑷(𝑬𝟐 ) + 𝑷(𝑬𝟑 )+ …….+𝑷(𝑬𝒏 ) = 𝟏
4) 𝑷(𝑨) + 𝑷(𝑨 ̅) = 𝟏
PRINCIPAL
 Lesson Plan –Teachers Diary
Class/Section :- X
Subject :- MATHS
Gist Of The lesson
Focused
skills/Competencies
INTRODUCTION:- Measures
of central tendency- MEAN,
MEDIAN AND MODE
MEAN OF A GROUPED DATA
ASSUMED MEAN METHOD
STEP-DEVIATION METHOD
MODE OF A GROUPED DATA
Chapter:- STATISTICS
No. of periods:-10
Targeted learning outcomes
(TLO)
To understand the definitions
and the calculations of mean,
median and mode of a data.
To understand the formula
and how to apply it in doing
the problems
To be able to do the problem
in short way by taking
deviations from an assumed
mean.
To understand the shortest
way to find the mean of a
grouped data.
To understand how to find
the
Mode of a grouped data
[A] Planning Format Annexure – 1
Date of Commencement:-
Expected date of completion:- Actual date of Completion:-
Teaching learning activities planned for achieving the TLO using ASSESSMENT STRATEGIES
suitable resources and classroom management strategies PLANNED
𝒔𝒖𝒎 𝒐𝒇 𝒕𝒉𝒆 𝒕𝒆𝒓𝒎𝒔
Make the children understand that mean = 𝒏𝒐.𝒐𝒇 𝒕𝒆𝒓𝒎𝒔
Median is the observation in middlemost position when the data is
arranged in the ascending or descending order,
And the mode is the most frequent item in the data.
Explain the terms with simple examples.
H/W
For an ungrouped frequency table having the observations 𝒙𝟏,
𝒙𝟐 , 𝒙𝟑 , 𝒙𝟒 , … … … … , 𝒙𝒏 with the respective
frequencies𝒇𝟏 , 𝒇𝟐 , 𝒇𝟑 , 𝒇𝟒 , … … … … . . , 𝒇𝒏
𝒙 𝒇 + 𝒙 𝒇 + 𝒙 𝒇 +,………𝒙𝒏 𝒇𝒏
Then the arithmetic mean 𝒙 ̅= 𝟏 𝟏 𝟐 𝟐 𝟑 𝟑 Class Assignments
𝒇𝟏 +𝒇𝟐 +𝒇𝟑 +𝒇𝟒 ,………+𝒇𝒏
∑ 𝒙𝒇
𝒙̅ = ∑𝒇
If the data is given in grouped frequency table take the mid-values
(class marks) as the values of 𝒙𝟏, 𝒙𝟐 , 𝒙𝟑 , 𝒙𝟒 , … … … … , 𝒙𝒏 Extra questions from the
𝑼𝒑𝒑𝒆𝒓 𝒄𝒍𝒂𝒔𝒔 𝒍𝒊𝒎𝒊𝒕+𝑳𝒐𝒘𝒆𝒓 𝒄𝒍𝒂𝒔𝒔 𝒍𝒊𝒎𝒊𝒕
Class mark = reference books
𝟐
Demonstrate different questions from the exercise.
From the given observations choose a middle value as the assumed
mean say (A). Then find the deviations 𝒙𝟏 − 𝑨 𝒙𝟐 − 𝑨, 𝒙𝟑 − 𝑨, 𝒙𝟒 −
𝑨, … … … … , 𝒙𝒏 − 𝑨. Let them be 𝒅𝟏 , 𝒅𝟐 , 𝒅𝟒 … … … … 𝒅𝒏 then 𝒙̅ = Dictation
̅ +𝑨
𝒅
Demonstrate problems on the board.
𝒙 −𝑨 𝒙 −𝑨 𝒙 −𝑨 𝒙 −𝑨
In this case find 𝟏 , 𝟐 , 𝟑 ,……….., 𝒏 where c is the class
𝒄 𝒄 𝒄 𝒄 Oral Test.
interval. Let them be 𝒖𝟏 , 𝒖𝟐 . 𝒖𝟑 , … … … , 𝒖𝒏
Then 𝒙̅ = 𝒄 𝒖 ̅ +𝑨
Demonstrate problems on the board.
Identify the class having the highest frequency, called modal class.
From this class the mode can be calculated by the formula
𝒇𝟏− 𝒇𝟎
Mode = 𝒍 + [𝟐𝒇 ]× 𝒉
𝟏 −𝒇𝟎 −𝒇𝟐
Where 𝒍 = lower limit of the modal class
𝒉 = size of the class interval

MEDIAN OF A GROUPED To be able to find the
DATA cumulative frequency and
apply the formula to find the
median.
GRAPHICAL To draw the cumulative
REPRESENTATION OF frequency curves called
CUMULATIVE FREQUENCY ogives and how to find the
DISTRIBUTION TABLE median from the graph
𝒇𝟏 = frequency of the modal class
𝒇𝟎 = frequency of the class preceding the modal class
𝒇𝟐 = frequency of the class succeeding the modal class.
Apply the formula in different problems.
Cumulative frequency can be defined in two ways less than and more
than. Less than cumulative frequency of an observation is the total no.
of observations up to that observation and more than cumulative
frequency of an observations is the total number of observations
more than that observation. Class Assignments
To find the less than cumulative frequency add successively the
frequencies starting from the first frequency and the more than
cumulative frequency by subtracting the frequencies starting from the
first frequency from the total no. of observations.
To find the median make the less than cumulative frequency table. If Extra questions from the
N is odd find the cf in which N lies and then the corresponding reference books
observation is the median. If N is even Find the observation
𝑵 𝑵
corresponding to and + 𝟏 Then their average will be the median
𝟐 𝟐
𝑵
If the data is a continuous frequency distribution, find then the
𝟐
corresponding class is called median class. From the class median can Dictation
𝑵
−𝒄𝒇
𝟐
be calculated by the formula, median = 𝒍 + [ 𝒇
]×𝒉
Where 𝒍 = lower limit of median class
N = number of observations
cf = cumulative frequency of class preceding the median class Oral Test.
f = frequency of median class
h = class size
Demonstrate the problems from the text book.
Lab Activity:- Find the
To draw the ogives take the class limits along the x-axis and cf along median from the ogives
the y-axis. Plot the corresponding points and join them by free hand
curve.
𝑵
They will intersect at a point corresponding to 𝟐 on y-axis, whose x-
coordinate gives the median of the given data.
LAT
Do more problems from the text book
Date:- Name and Signature of the Teacher:- PRINCIPAL