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8
COUNTDOWNSecond Edition
Teaching Guide
1
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viii1
Introduction iv
Curriculum 1
• StrandsandBenchmarks
• SyllabusMatchingGrid
Teaching and Learning 13
• GuidingPrinciples
• MathematicalPractices
• LessonPlanning
• FeaturesoftheTeachingGuide
• SampleLessonPlans
Assessment 107
• SpecimenPaper
• MarkingScheme
Contents
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iviv 1
Introduction
Welcome,usersoftheCountdownseries.CountdownhasbeenthechoiceofMathematicsteachersformanyyears.ThisTeachingGuidehasbeenspeciallydesignedtohelpthemteachmathematicsinthebestpossiblemanner.Itwillserveasareferencebooktostreamlinetheteachingandlearningexperienceintheclassroom.
Teachersareentrustedwiththetaskofprovidingsupportandmotivationtotheirstudents,especiallythosewhoareatthelowerendofthespectrumofabilities. Infact,theirsuccessisdeterminedbythelevelofunderstandingdemonstratedbytheleastablestudents.
Teachersregulatetheireffortsanddevelopateachingplanthatcorrespondstothepreviousknowledgeofthestudentsanddifficultyofthesubjectmatter.Themorewell-thoughtoutandcomprehensiveateachingplanis,themoreeffectiveitis.Thisteachingguidewillhelpteachersstreamlinethedevelopmentofalessonplanforeachtopicandguidetheteacheronthelevelofcomplexityandamountofpracticerequiredforeachtopic.Italsohelpstheteacherintroduceeffectivelearningtoolstothestudentstocompletetheirlearningprocess.
ShaziaAsad
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v11
Strands and Benchmarks(National Curriculum for Mathematics 2006)
TheNationalCurriculumforMathematics2006isbasedonthesefivestrands:
Numbersand
Operations
Reasoningand
Logical Thinking
Information Handling
Algebra
Geometry and
Measurement
STRANDS
OF
MATHEMATICS
Curriculum
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iv2 1Curriculum
Towards greater focus and coherence of a mathematical programme
Acomprehensiveandcoherentmathematicalprogrammeneedstoallocateproportionaltimetoallstrands.Acompositestrandcoversnumber,measurementandgeometry,algebra,andinformationhandling.
Eachstrandrequiresafocussedapproachtoavoidthepitfallofabroadgeneralapproach.If,say,analgebraicstrandisapproached,coherenceandintertwiningofconceptswithinthestrandatallgradelevelsisimperative.Theaimsandobjectivesofthegradesbelowandaboveshouldbekeptinmind.
“Whatandhowstudentsaretaughtshouldreflectnotonlythetopicsthatfallwithinacertainacademicdiscipline,butalsothekeyideasthatdeterminehowknowledgeisorganisedandgeneratedwithinthatdiscipline.”
WilliamSchmidtandRichardHouang(2002)
Strands and Benchmarks of the Pakistan National Curriculum (2006)
Strand 1: Numbers and Operations
Thestudentswillbeableto:• identifynumbers,waysofrepresentingnumbers,andeffectsofoperationsinvarioussitua-
tions;
• computefluentlywithfractions,decimals,andpercentages,and
• manipulatedifferenttypesofsequencesandapplyoperationsonmatrices.
Benchmarks
Grades VI, VII, VIII
• Identifydifferenttypesofsetswithnotations
• Verifycommutative,associative,distributive,andDeMorgan’slawswithrespecttounionandintersectionofsetsandillustratethemthroughVenndiagrams
• Identifyandcompareintegers,rational,andirrationalnumbers
• Applybasicoperationsonintegersandrationalnumbersandverifycommutative,associative,anddistributiveproperties
• Arrangeabsolutevaluesofintegersinascendinganddescendingorder
• FindHCFandLCMoftwoormorenumbersusingdivisionandprimefactorisation
• Convertnumbersfromdecimalsystemtonumberswithbases2,5,and8,andviceversa
• Add,subtract,andmultiplynumberswithbases2,5,and8
• Applythelawsofexponentstoevaluateexpressions
• Findsquareandsquareroot,cube,andcuberootofarealnumber
• Solveproblemsonratio,proportion,profit,loss,mark-up,leasing,zakat,ushr,taxes,insurance,andmoneyexchange
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v31 Curriculum
Strand 2: Algebra
Thestudentswillbeableto:
• analysenumberpatternsandinterpretmathematicalsituationsbymanipulatingalgebraicexpressionsandrelations;
• modelandsolvecontextualisedproblems;and
• interpretfunctions,calculaterateofchangeoffunctions,integrateanalyticallyandnumerically,determineorthogonaltrajectoriesofafamilyofcurves,andsolvenon-linearequationsnumerically.
Benchmarks
Grades VI, VII, VIII
• Identifyalgebraicexpressionsandbasicalgebraicformulae
• Applythefourbasicoperationsonpolynomials
• Manipulatealgebraicexpressionsusingformulae
• Formulatelinearequationsinoneandtwovariables
• Solvesimultaneouslinearequationsusingdifferenttechniques
Strand 3: Measurement and Geometry
Thestudentswillbeableto:
• identifymeasurableattributesofobjects,andconstructanglesandtwodimensionalfigures;
• analysecharacteristicsandpropertiesandgeometricshapesanddevelopargumentsabouttheirgeometricrelationships;and
• recognisetrigonometricidentities,analyseconicsections,drawandinterpretgraphsoffunctions.
Benchmarks
Grades VI, VII, VIII
• Drawandsubdividealinesegmentandanangle
• Constructatriangle(givenSSS,SAS,ASA,RHS),parallelogram,andsegmentsofacircle
• Applypropertiesoflines,angles,andtrianglestodevelopargumentsabouttheirgeometricrelationships
• Applyappropriateformulastocalculateperimeterandareaofquadrilateral,triangular,andcircularregions
• Determinesurfaceareaandvolumeofacube,cuboid,sphere,cylinder,andcone
• Findtrigonometricratiosofacuteanglesandusethemtosolveproblemsbasedon right-angledtriangles
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iv4 1
Strand 4: Handling Information
Thestudentswillbeabletocollect,organise,analyse,display,andinterpretdata.
Benchmarks
Grades VI, VII, VIII
• Read,display,andinterpretbarandpiegraphs
• Collectandorganisedata,constructfrequencytablesandhistogramstodisplaydata
• Findmeasuresofcentraltendency(mean,medianandmode)
Strand 5: Reasoning and Logical Thinking
Thestudentswillbeableto:
• usepatterns,knownfacts,properties,andrelationshipstoanalysemathematicalsituations;
• examinereal-lifesituationsbyidentifyingmathematicallyvalidargumentsanddrawingconclusionstoenhancetheirmathematicalthinking.
Benchmarks
Grades VI, VII, VIII
• Finddifferentwaysofapproachingaproblemtodeveloplogicalthinkingandexplaintheirreasoning
• Solveproblemsusingmathematicalrelationshipsandpresentresultsinanorganisedway
• Constructandcommunicateconvincingargumentsforgeometricsituations
Curriculum
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v51
Syllabus Matching Grid
Unit 1: Operations on Sets
1.1 Setsi) Recognisesetof
•naturalnumbers(N),
•wholenumbers(W),
•integers(Z),
•rationalnumbers(Q),
•evennumbers(E),
•oddnumbers(0),
•primenumbers(P).
ii) Findasubsetofaset.
iii) Defineproper(⊂)andimproper(⊂)subsetsofaset.
iv) FindpowersetP(A)ofasetA. Chapter1
1.2 Operations on Sets
i) Verifycommutativeandassociativelawswithrespecttounionandintersection.
ii) Verifythedistributivelaws.
iii) StateandverifyDeMorgan’slaws.
1.3 Venn Diagram
i) DemonstrateunionandintersectionofthreeoverlappingsetsthroughVenndiagram.
ii) VerifyassociativeanddistributivelawsthroughVenndiagram.
Unit 2: Real Numbers
2.1 Irrational Numbers
i) Defineanirrationalnumber.
ii) Recogniserationalandirrationalnumbers.
iii) Definerealnumbers.
iv) Demonstratenon-terminating/non-repeating(ornon-periodic)decimals.Chapter2
2.2 Squares
i) Findperfectsquareofanumber.
ii) Establishpatternsforthesquaresofnaturalnumbers.
Curriculum
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iv6 1
2.3 Square Roots
i) Findsquarerootof
• anaturalnumber,
• acommonfraction,
• adecimal, giveninperfectsquareform,byprimefactorisationanddivisionmethod.
ii) Findsquarerootofanumberwhichisnotaperfectsquare.
iii) Usethefollowingruletodeterminethenumberofdigitsinthesquarerootofaperfectsquare.Rule:Letnbethenumberofdigitsintheperfectsquarethenitssquarerootcontains
n2digitsifniseven,n+1
2digitsifnisodd.
iv) Solvereal-lifeproblemsinvolvingsquareroots.
Chapter2
2.4 Cubes and Cube Roots
i) Recognisecubesandperfectcubes.
ii) Findcuberootsofanumberwhichareperfectcubes.
iii) Recognisepropertiesofcubesofnumbers.
Chapter3
Unit 3: Numbers Systems
3.1 Number System
i) Recognisebaseofanumbersystem.
ii) Definenumbersystemwithbase2,5,8and10.
iii) Explain
• binarynumbersystem(systemwithbase2).
• numbersystemwithbase5,
• octalnumbersystem(systemwithbase8),
• decimalnumbersystem(systemwithbase10).Chapter4
3.2 Conversions
i) Convertanumberfromdecimalsystemtoasystemwithbases2,5and8,andviceversa.
ii) Add,subtractandmultiplynumberswithbases2,5and8.
iii) Add,subtractandmultiplynumberswithdifferentbases.
Unit 4 Financial Arithmetic
4.1 Compound Proportion
i) Definecompoundproportion.
ii) Solvereal-lifeproblemsinvolvingcompoundproportion,partnershipandinheritance.
Chapter8
Curriculum
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v71
4.2 Banking
4.2.1 Types of a Bank Account
i) Definecommercialbankdeposits,typesofabankaccount(PLSsavingsbankaccount,currentdepositaccount,PLStermdepositaccountandforeigncurrencyaccount).
ii) Describenegotiableinstrumentslikecheque,demanddraftandpayorder.
4.2.2 On-line banking
iii) Explainon-linebanking,transactionsthroughATM(AutoTellerMachine),debitcardandcreditcard(VisaandMaster).
4.2.3 Conversion of Currencies
iv) ConvertPakistanicurrencytowell-knowninternationalcurrencies.
4.2.4 Profit/Markup
v) Calculate
• theprofit/markup,
• theprincipalamount,
• theprofit/markuprate,
• theperiod.
4.2.5 Types of Finance
vi) Explain
• Overdraft(OD),
• RunningFinance(RF),
• DemandFinance(DF),
• Leasing.
vii) Solvereal-lifeproblemsrelatedtobankingandfinance.
Chapter8
4.3 Percentage
4.3.1 Profit and Loss
i) Findpercentageprofitandpercentageloss.
4.3.2 Discount
ii) Findpercentagediscount.
iii) Solveproblemsinvolvingsuccessivetransactions.
Chapter7
4.4 Insurance
i) Defineinsurance.
ii) Solvereal-lifeproblemsregardinglifeandvehicleinsurance.
Curriculum
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iv8 1
Unit 5 Polynomials
5.1 Algebraic Expression
i)Recallconstant,variable,literalandalgebraicexpression.
Chapter12
5.2 Polynomial
i) Define
• polynomial,
• degreeofapolynomial,
• coefficientsofapolynomial.
ii) Recognisepolynomialinone,twoandmorevariables.
iii) Recognisepolynomialsofvariousdegrees(e.g.,linear,quadratic,cubicandbiquadraticpolynomials).
5.3 Operations on Polynomials
i) Add,subtractandmultiplypolynomials.
ii) Divideapolynomialbyalinearpolynomial.
Unit 6 Factorisation, Simultaneous Equations
6.1 Basic Algebraic Formulas
Recalltheformulas:
• (a + b)2 = a2+2ab + b2,
• (a – b)2 = a2– 2ab + b2,
• a2 – b2=(a – b)(a + b), andapplythemtosolveproblems.
Chapter13,14,15,16
6.2 Factorisation
Factoriseexpressionsofthefollowingtypes:
• ka + kb + kc,
• ac + ad + bc + bd,
• a2±2ab + b2,
• a2 – b2,
• a2±2ab + b2–c2
6.3 Manipulation of Algebraic
Recognisetheformulas:
• (a + b)3 = a3+3a2b +3ab2 + b3,
• (a – b)3 = a3–3a2b +3ab2 – b3, andapplythemtosolvetheproblems.
Curriculum
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v91
6.4 Simultaneous Linear Equations
i) Recognisesimultaneouslinearequationsinoneandtwovariables.
ii) Givetheconceptofformationoflinearequationintwovariables.
iii) Knowthat:
• asinglelinearequationintwounknownsissatisfiedbyasmanypairofvaluesasrequired.
• twolinearequationsintwounknownshaveonlyonesolution(i.e.,onepairofvalues).
Chapter17
6.5 Solution of Simultaneous Equations
i) Solvesimultaneouslinearequationsusinglinearequations
• methodofequatingthecoefficients,
• methodofeliminationbysubstitution,
• methodofcrossmultiplication.
ii) Solvereal-lifeproblemsinvolvingtwosimultaneouslinearequationsintwovariables.
6.6 Elimination
i) Eliminateavariablefromtwoequationsby:
• Substitution,
• applicationofformulae.
Unit 7 Fundamentals of Geometry
7.1 Parallel Lines
i) Defineparallellines.
ii) Demonstratethroughfiguresthefollowingpropertiesofparallellines.
• Twolineswhichareparalleltothesamegivenlineareparalleltoeachother.
• Ifthreeparallellinesareintersectedbytwotransversalsinsuchawaythatthetwointerceptsononetransversalareequaltoeachother,thetwointerceptsonthesecondtransversalarealsoequal.
• Alinethroughthemidpointofthesideofatriangleparalleltoanothersidebisectsthethirdside(anapplicationofaboveproperty).
iii) Drawatransversaltointersecttwoparallellinesanddemonstratecorrespondingangles,alternateinteriorangles,verticallyoppositeanglesandinterioranglesonthesamesideoftransversal.
iv) Describethefollowingrelationsbetweenthepairsofangleswhenatransversalintersectstwoparallellines.
• Pairsofcorrespondinganglesareequal.
• Pairsofalternateinterioranglesareequal.
• Pairofinterioranglesonthesamesideoftransversalissupplementary,anddemonstratethemthroughfigures.
*CoveredinBook7
Chapter12
Curriculum
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iv10 1
7.2 Polygons
i) Defineapolygon.
ii) Demonstratethefollowingpropertiesofaparallelogram.
• Oppositesidesofaparallelogramareequal.
• Oppositeanglesofaparallelogramareequal.
• Diagonalsofaparallelogrambisecteachother.
iii) Defineregularpentagon,hexagonandoctagon.
Chapter19
7.3 Circle
i) Demonstrateapointlyingintheinteriorandexteriorofacircle.
ii) Describetheterms:sector,secantandchordofacircle,concyclicpoints,tangenttoacircleandconcentriccircles.
*CoveredinBook7
Chapter14
Unit 8 Practical Geometry
8.1 Construction of Quadrilaterals
i) Defineanddepicttwoconverging(non-parallel)linesandfindtheanglebetweenthemwithoutproducingthelines.
ii) Bisecttheanglebetweenthetwoconverginglineswithoutproducingthem.
iii) Constructasquare
• whenitsdiagonalisgiven, • whenthedifferencebetweenitsdiagonalandsideisgiven, • whenthesumofitsdiagonalandsideisgiven,iv) Constructarectangle • whentwosidesaregiven, • whenthediagonalandasidearegiven,v) Constructarhombus • whenonesideandthebaseanglearegiven, • whenonesideandadiagonalaregiven,vi) Constructaparallelogram • whentwodiagonalsandtheanglebetweenthemisgiven,vii) Constructakite • whentwounequalsidesandadiagonalaregiven.viii)Constructaregularpentagon • whenasideisgiven.ix) Constructaregularhexagon • whenasideisgiven
Chapter19
8.2 Construction of a Right-angled Triangle
Constructaright-angledtriangle
• whenhypotenuseandonesidearegiven,
• whenhypotenuseandtheverticalheightfromitsvertextothehypotenusearegiven.
Curriculum
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v111
Unit 9 Areas and Volumes
9.1 Pythagoras Theorem
i) StatethePythagorastheoremandgiveitsinformalproof.
ii) Solveright-angledtrianglesusingPythagorastheorem.
Chapter22
9.2 Hero’s Formula
StateandapplyHero’sformulatofindtheareasoftriangularandquadrilateralregions.
Chapter219.3 Surface Area and Volume
i) Findthesurfaceareaandvolumeofasphere.
ii) Findthesurfaceareaandvolumeofacone.
iii) Solvereal-lifeproblemsinvolvingsurfaceareaandvolumeofsphereandcone.
Unit 10 Demonstrative Geometry
10.1 Demonstrative geometry
i) Definedemonstrativegeometry.
10.1.1 Reasoning
i) Describethebasicsofreasoning.
10.1.2 Axioms, Postulates and Theorem
i) Describethetypesofassumptions(axiomsandpostulates).
ii) Describepartsofaproposition.
iii) Describethemeaningsofageometricaltheorem,corollaryandconverseofatheorem.
Chapter20
10.2 Theorems
Provethefollowingtheoremsalongwithcorollariesandapplythemtosolveappropriateproblems.
i) Ifastraightlinestandsonanotherstraightline,thesumofmeasuresoftwoanglessoformedisequaltotworightangles.
ii) Ifthesumofmeasuresoftwoadjacentanglesisequaltotworightangles,theexternalarmsoftheanglesareinastraightline.
iii) Iftwolinesintersecteachother,thentheoppositeverticalanglesarecongruent.
iv) Inanycorrespondenceoftwotriangles,iftwosidesandincludedangleofonetrianglearecongruenttothecorrespondingsidesandincludedangleoftheother,thetwotrianglesarecongruent.
v) Iftwosidesofatrianglearecongruent,thentheanglesoppositetothesesidesarecongruent.
vi) Anexteriorangleofatriangleisgreaterinmeasurethaneitherofitsoppositeinteriorangles.
Curriculum
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iv12 1
vii) Ifatransversalintersectstwolinessuchthatthepairofalternateanglesarecongruentthenthelinesareparallel.
viii)Ifatransversalintersectstwoparallellinesthealternateanglessoformedarecongruent.
ix) Thesumofmeasuresofthethreeanglesofatriangleis180º
Chapter20
Unit 11 Introduction to Trigonometry
11.1 Trigonometry
i) Definetrigonometry.
Chapter22
11.2 Trigonometric Ratios of Acute Angles
i) Definetrigonometricratiosofanacuteangle.
ii) Findtrigonometricratiosofacuteangles(30º,60ºand45º).
iii) Definetrigonometricratiosofcomplementaryangles.
iv) Solveright-angledtrianglesusingtrigonometricratios.
v) Solvereal-lifeproblemstofindheights
Unit 12 Information Handling
12.1 Frequency Distribution
i) Definefrequency,frequencydistribution.
ii) Constructfrequencytable.
iii) Constructahistogramrepresentingfrequencytable.
Chapter2312.2 Measures of Central Tendency
i) Describemeasuresofcentraltendency.
ii) Calculatemean(average),weightedmean,medianandmodeforungroupeddata.
iii) Solvereal-lifeproblemsinvolvingmean(average),weightedmean,medianandmode.
Curriculum
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v131
Guiding Principles1. Studentsexploremathematicalideasinwaysthatmaintaintheirenjoymentofandcuriosity
aboutmathematics,helpthemdevelopdepthofunderstanding,andreflectreal-worldapplications.
2. Allstudentshaveaccesstohighqualitymathematicsprogrammes.
3. Mathematicslearningisalifelongprocessthatbeginsandcontinuesinthehomeandextendstoschool,communitysettings,andprofessionallife.
4. Mathematicsinstructionbothconnectswithotherdisciplinesandmovestowardintegrationofmathematicaldomains.
5. Workingtogetherinteamsandgroupsenhancesmathematicallearning,helpsstudentscommunicateeffectively,anddevelopssocialandmathematicalskills.
6. Mathematicsassessmentisamultifacetedtoolthatmonitorsstudentperformance,improvesinstruction,enhanceslearning,andencouragesstudentself-reflection.
Principle 1Studentsexploremathematicalideasinwaysthatmaintaintheirenjoymentofandcuriosityaboutmathematics,helpthemdevelopdepthofunderstanding,andreflectreal-worldapplications.
• Theunderstandingofmathematicalconceptsdependsnotonlyonwhatistaught,butalsohingesonthewaythetopicistaught.
• Inordertoplandevelopmentallyappropriatework,itisessentialforteacherstofamiliarisethemselveswitheachindividualstudent'smathematicalcapacity.
• Studentscanbeencouragedtomuseovertheirlearningandexpresstheirreasoningthroughquestionssuchas;
– How did you work through this problem? – Why did you choose this particular strategy to solve the problem? – Are there other ways? Can you think of them? – How can you be sure you have the correct solution? – Could there be more than one correct solution? – How can you convince me that your solution makes sense? • Foreffectivedevelopmentofmathematicalunderstandingstudentsshouldundertaketasksof
inquiry,reasoning,andproblemsolvingwhicharesimilartoreal-worldexperiences.
Teaching and Learning
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iv14 1Teaching and Learning
• Learningismosteffectivewhenstudentsareabletoestablishaconnectionbetweentheactivitieswithintheclassroomandreal-worldexperiences.
• Activities,investigations,andprojectswhichfacilitateadeeperunderstandingofmathematicsshouldbestronglyencouragedastheypromoteinquiry,discovery,andmastery.
• Questionsforteacherstoconsiderwhenplanninganinvestigation:
– Have I identified and defined the mathematical content of the investigation, activity, or project? – Have I carefully compared the network of ideas included in the curriculum with the students’
knowledge? – Have I noted discrepancies, misunderstandings, and gaps in students’ knowledge as well as
evidence of learning?
Principle 2Allstudentshaveaccesstohighqualitymathematicsprogrammes.
• Everystudentshouldbefairlyrepresentedinaclassroomandbeensuredaccesstoresources.
• Studentsdevelopasenseofcontroloftheirfutureifateacherisattentivetoeachstudent’sideas.
Principle 3Mathematicslearningisalifelongprocessthatbeginsandcontinuesinthehomeandextendstoschool,communitysettings,andprofessionallife.
• Theformationofmathematicalideasisapartofanaturalprocessthataccompanies pre-kindergartenstudents'experienceofexploringtheworldandenvironmentaroundthem.Shape,size,position,andsymmetryareideasthatcanbeunderstoodbyplayingwithtoysthatcanbefoundinachild’splayroom,forexample,buildingblocks.
• Gatheringanditemisingobjectssuchasstones,shells,toycars,anderasers,leadstodiscoveryofpatternsandclassification.Atsecondarylevelresearchdatacollection,forexample,marketreviewsofthestockmarketandworldeconomy,isanintegralcontinuedlearningprocess.Withintheenvironsoftheclassroom,projectsandassignmentscanbesetwhichhelpstudentsrelatenewconceptstoreal-lifesituations.
Principle 4Mathematicsinstructionbothconnectswithotherdisciplinesandmovestowardintegrationofmathematicaldomains.
Anevaluationofmathstextbooksconsideredtwocriticalpoints.Thefirstwas,didthetextbookincludeavarietyofexamplesandapplicationsatdifferentlevelssothatstudentscouldproceedfromsimpletomorecomplexproblem-solvingsituations?
Andthesecondwaswhetheralgebraandgeometryweretrulyintegratedratherthanpresentedalternately.
• Itisimportanttounderstandthatstudentsarealwaysmakingconnectionsbetweentheirmathematicalunderstandingandotherdisciplinesinadditiontotheconnectionswiththeirworld.
• Anintegratedapproachtomathematicsmayincludeactivitieswhichcombinesorting,measurement,estimation,andgeometry.Suchactivitiesshouldbeintroducedatprimarylevel.
• Atsecondarylevel,connectionsbetweenalgebraandgeometry,ideasfromdiscretemathematics,statistics,andprobability,establishconnectionsbetweenmathematicsandlifeathome,atwork,andinthecommunity.
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v151 Teaching and Learning
• Whatmakesintegrationeffortssuccessfulisopencommunicationbetweenteachers.Byobservingeachotheranddiscussingindividualstudentsteachersimprovethemathematicsprogrammeforstudentsandsupporttheirownprofessionalgrowth.
Principle 5Workingtogetherinteamsandgroupsenhancesmathematicallearning,helpsstudentscommunicateeffectively,anddevelopssocialandmathematicalskills.
• TheCommonCoreofLearningsuggeststhatteachers'develop,test,andevaluatepossiblesolutions'.
• Teamworkcanbebeneficialtostudentsinmanywaysasitencouragesthemtointeractwithothersandthusenhancesself-assessment,exposesthemtomultiplestrategies,andteachesthemtobemembersofacollectiveworkforce.
• Teachersshouldkeepinmindthefollowingconsiderationswhendealingwithagroupofstudents:
– High expectations and standards should be established for all students, including those with gaps in their knowledge bases.
– Students should be encouraged to achieve their highest potential in mathematics.
– Students learn mathematics at different rates, and the interest of different students’ in mathematics varies.
• Supportshouldbemadeavailabletostudentsbasedonindividualneeds.
• Levelsofmathematicsandexpectationsshouldbekepthighforallstudents.
Principle 6Mathematicsassessmentintheclassroomisamultifacetedtoolthatmonitorsstudentperformance,improvesinstruction,enhanceslearning,andencouragesstudentself-reflection.
• Anopen-endedassessmentfacilitatesmultipleapproachestoproblemsandcreativeexpressionofmathematicalideas.
• Portfolioassessmentsimplythatteachershaveworkedwithstudentstoestablishindividualcriteriaforselectingworkforplacementinaportfolioandjudgingitsmerit.
• Usingobservationforassessmentpurposesservesasareflectionofastudents’understandingofmathematics,andthestrategieshe/shecommonlyemploystosolveproblemsandhis/herlearningstyle.
Mathematical Practices1. Makesenseofproblemsandpersevereinsolvingthem.2. Reasonabstractlyandquantitatively.3. Constructviableargumentsandcritiquethereasoningofothers.4. Useappropriatetoolsstrategically.5. Attendtoprecisionandformat.6. Expressregularityinrepetitivereasoning.7. Analysemathematicalrelationshipsandusethemtosolveproblems.8. Applyandextendpreviousunderstandingofoperations.9. Usepropertiesofoperationstogenerateequivalentexpressions.10. Investigate,process,develop,andevaluatedata.
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iv16 1
Lesson PlanningBeforestartinglessonplanning,itisimperativetoconsiderteachingandtheartofteaching.
FURLFirstUnderstandbyRelatingtoday-to-dayroutine,andthenLearn.Itisvitalforteacherstorelatefineteachingtoreal-lifesituationsandroutine.‘R’isre-teachingandrevising,whichofcoursefallsunderthesupplementary/continuitycategory.Effectiveteachingstemsfromengagingeverystudentintheclassroom.Thisisonlypossibleifyouhaveacomprehensivelessonplan.Therearethreeintegralfacetstolessonplanning:curriculum,instruction,andevaluation.
1. Curriculum Asyllabusshouldpertaintotheneedsofthestudentsandobjectivesoftheschool.Itshould
beneitherover-ambitious,norlacking.(Oneofthemajorpitfallsinschoolcurriculaarisesinplanningofmathematics.)
2. Instructions Anymethodofinstruction,forexampleverbalexplanation,materialaidedexplanation,or
teach-by-askingcanbeused.Themethodadoptedbytheteacherreflectshis/herskills.Experiencealonedoesnotwork,asthemostexperiencedteacherssometimeadoptashort-sightedapproach;thesamecouldbesaidforbeginnerteachers.Thebestteacheristheonewhoworksoutaplanthatiscustomisedtotheneedsofthestudents,andonlysuchaplancansucceedinachievingthedesiredobjectives.
3. Evaluation Theevaluationprocessshouldbetreatedasanintegralteachingtoolthattellstheteachers
howeffectivetheyhavebeenintheirattempttoteachthetopic.Noevaluationisjustatestofstudentlearning;italsoassesseshowwellateacherhastaught.
Evaluationhastobeanongoingprocess;duringthecourseofstudyformalteachingshouldbeinterspersedwiththought-provokingquestions,quizzes,assignments,andclasswork.
Long-term Lesson PlanAlong-termlessonplanextendsovertheentireterm.GenerallyschoolshavecoordinatorstoplanthebigpictureintheformofCoreSyllabusandUnitStudies.Coresyllabiarethetopicstobecoveredduringaterm.Twothingswhichareveryimportantduringplanningarethe‘TimeFrame’andthe‘Prerequisites’ofthestudents.Anexperiencedcoordinatorwillknowthedepthofthetopicandtheabilityofthestudentstograspitintheassignedtimeframe.
Suggested Unit Study Format
Weeks Dates Months Days Remarks
Short-term Lesson PlanningAshort-termplanisaday-to-daylessonplan,basedonthesub-topicschosenfromthelong-termplan.
Teaching and Learning
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v171
Features of the Teaching GuideTheTeachingGuidecontainsthefollowingfeatures.Theheadingsthroughwhichtheteacherswillbeledareexplainedasfollows.
Specific Learning Objectives Eachtopicisexplainedclearlybytheauthorinthetextbookwithdetailedexplanation,
supportedbyworkedexamples.Theguidewilldefineandhighlighttheobjectivesofthetopic.Itwillalsooutlinethelearningoutcomesandobjectives.
Suggested Time Frame Timingisimportantineachofthelessonplans.Theguidewillprovideasuggestedtime
frame.However,everylessonisimportantinshapingthebehaviouralandlearningpatternsofthestudents.Theteacherhasthediscretiontoeitherextendorshortenthetimeframeasrequired.
Prior Knowledge and Revision Itisimportanttohighlightanybackgroundknowledgeofthetopicinquestion.Theguidewill
identifyconceptstaughtearlieror,ineffect,revisethepriorknowledge.Revisionisessential,otherwisethestudentsmaynotunderstandthetopicfully.
Theinitialquestionwhenplanningforatopicshouldbehowmuchdothestudentsalreadyknowaboutthetopic?Ifitisanintroductorylesson,thenaprecedingtopiccouldbetouchedupon,whichcouldleadontothenewtopic.Inthelessonplan,theteachercannotewhatpriorknowledgethestudentshaveofthecurrenttopic.
Real-life Application and Activities Today'sstudentsareveryproactive.Thestudyofanytopic,ifnotrelatedtopracticalreal-life,
willnotexcitethem.Theirinterestcaneasilybestimulatedifwerelatethetopicathandtoreal-lifeexperiences.Activitiesandassignmentswillbesuggestedwhichwilldojustthat.
Flashcardsbasedontheconceptbeingtaughtwillhavemoreimpact.
Summary of Key Facts Factsandrulesmentionedinthetextarelistedforquickreference.
?OOPS
!
Frequently Made Mistakes Itisimportanttobeawareofstudents'commonmisunderstandingsofcertainconcepts.If
theteacherisawareofthesetheycanbeeasilyrectifiedduringthelessons.Suchtopicalmisconceptionsarementioned.
Teaching and Learning
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iv18 1
Lesson Plan
Sample Lesson Plan Planningyourworkandthenimplementingyourplanarethebuildingblocksofteaching.
Teachersadoptdifferentteachingmethods/approachestoatopic.
Asamplelessonplanisprovidedineverychapterasapreliminarystructurethatcanbefollowed.Atopicisselectedandalessonplanwrittenunderthefollowingheadings:
TopicThisisthemaintopic/sub-topic.
Specific Learning ObjectivesThisidentifiesthespecificlearningobjective/softhesub-topicbeingtaughtinthatparticularlesson.
Suggested DurationSuggesteddurationisthenumberofperiodsrequiredtocoverthetopic.Generally,classdynamicsvaryfromyeartoyear,soflexibilityisimportant.
Theteachershoulddrawhis/herownparameters,butcanadjusttheteachingtimedependingonthereceptivityoftheclasstothattopic.Notethatintroductiontoanewtopictakeslonger,butfamiliartopicstendtotakelesstime.
Key vocabularyListofmathematicalwordsandtermsrelatedtothetopicthatmayneedtobepre-taught.
Method and StrategyThissuggestshowyoucoulddemonstrate,discuss,andexplainatopic.
Theintroductiontothetopiccanbedonethroughstarteractivitiesandrecapofpreviousknowledgewhichcanbelinkedtothecurrenttopic.
Resources (Optional)Thissectionincludeseverydayobjectsandmodels,exercisesgiveninthechapter,worksheets,assignments,andprojects.
Written AssignmentsFinally,writtenassignmentscanbegivenforpractice.Itshouldbenotedthatclassworkshouldcomprisesumsofalllevelsofdifficulty,andoncetheteacherissurethatstudentsarecapableofindependentwork,homeworkshouldbehandedout.Forcontinuity,alternatesumsfromtheexercisesmaybedoneasclassworkandhomework.
Supplementary Work (Optional): Aprojectorassignmentcouldbegiven.Itcouldinvolvegroupworkorindividualresearchtocomplementandbuildonwhatstudentshavealreadylearntinclass.
Thestudentswilldotheworkathomeandmaypresenttheirfindingsinclass.
EvaluationAttheendofeachsub-topic,practiceexercisesshouldbedone.Forfurtherpractice,thestudentscanbegivenapracticeworksheetoracomprehensivemarkedassessment.
Teaching and Learning
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v19
Operations on Sets
1
11
Specific Learning Objectives
Inthisunitstudentswilllearn:
• howtodefineasubsetandapowerset.
• howtouseVenndiagramstodefineunionandintersectionofthreesets.
• howtoverifycommutativeandassociativepropertiesofsets.
• howtoverifydistributivepropertyofunionoverintersection.
• howtoverifyDeMorgan'slaws.
Suggested Time Frame
6to8periods.
Prior Knowledge and RevisionBeforestartingachapteritisessentialtorevisethebasicconceptsofthetopicthatwereintroducedinpreviousgrades.Therearevariouswaysofrevising.Theteachercaninitiateaclassdiscussionbyaskingstudentstodescribeandexplainconceptstheyalreadyknow.Asafurtherrecalltechniquetheycanbedividedintogroupsandtheboardcanbedividedintotwocolumns.Haveabrainstormingrevisionsessionbycallingstudentstotheboard.Theteach-by-askingmethodisaverysuccessfulwayofrevisingandalsoofintroducingorexplainingatopic.
Studentshavelearntaboutsetsinpreviousyearsandtheyareawareofthebasicconceptsofintersection,union,andsubsets.
Thestudentsshouldrevisecomplements,union,andintersection,aswellasthesignsandsymbolsofsubsets.Unionisthejoiningoftwosets,wherethecommonandtheuncommonelementsarewrittenonce.Aunionsetisdenotedby‘∪’,whichiseasytorememberasunionbeginswith‘∪’.
Intersectionofasetincludesthecommonelementsonly,whichisobviousfromthetermitself.Itisrepresentedby'∩'.
Thecomplementofaset(A´)containstheelementsthatarenotintheuniversalset.Forexample,A´wouldhavealltheelementsoftheuniversalsetthatarenotmembersofsetA.
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iv20 1 Operations on Sets
Example:UniversalSet = {1,2,3,4,5,6,7,6,9,10}
SetA = {1,2,3,4}
ThenSetA = {5,6,7,8,9,10}(complementofSetA)
Aninterestingconcept:theintersectionofasetwithitscomplementwillalwaysbeanullset.
Intheaboveexample:
SetA = {1,2,3,4}
A = {5,6,7,8,9,10}
A∩A´= øor{}
Similarlytheunionofasetwithitscomplementwillgivetheuniversalset,providedthatsetistheonlysetoftheuniversalset.
SetA = {1,2,3,4}
A = {5,6,7,8,9,10}
A∩A´= {1,2,3,4,5,6,7,8,9,10}
A∪A´= 𝕌
Inthischaptertheconceptofthepowersetisintroduced.Ittellsushowtoascertainthenumberofsubsetsthatcanbemadefromagivenset.
Example:IfA={1,2,3,4},thenthenumberofsubsetsformedwillbe:
P(A)=2k(wherekisequaltothenumberofelementsinsetA). 24 =16Thus16subsetswillbeformedforSetA.
Exercise1containsproblemsrelatedtopowersetandcombinesallpreviouslylearntconceptsofsets.Itshouldnotbedifficultforstudentstosolvetheexerciseoncetheconceptshavebeenrevised.
Real-life Application and ActivitiesThischapteratthislevelbecomesquitetechnical.Thekeyterminologywillbeofsignificancetotheteacher.
Howevertheteachercangiveafunquizwherethestudentscanbedividedintotwogroups;onegrouppreparesquestionsrelatedtothetopicandtheothergroupsendsitsmemberstoanswerinturn.Thentheactivitiesofthegroupsareswapped.Thegroupwiththemostpointswins.Theteachercanplaytheroleofmoderator.
Summary of Key Facts• Asubsetisasetwhichisalsoapartofthebiggersetwherealltheelementsofthesubsetareinthemainset.
• Asubsetcanbeapropersubsetifthesupersethasatleastoneelementwhichisnotapartofthesubset.HencesubsetAcanneverbeequaltosubsetB.
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v211 Operations on Sets
WhenA = B A ⊂ B
If A = B A ⊆ B
A✓
✓
✓
✓✓
B
A✓
✓
✓
B
• Thepowersetiscalculatedbytheformulagivenbelow: 2tothepowerofk,wherekisthenumberofelementsinsetA.
• UnionandintersectionofthreesetsarebestdonewiththehelpofVenndiagrams.
Example:
(A∪ B)′ ∩ C A∩ (B∪ C)A
BA B
C
• Thecommutativepropertyoftheunionofsetsstatesthattheorderdoesnotmatter.
• Theassociativepropertyoftheunionandintersectionofthreesetsstatesthattheorderdoesnotmatter.
• Thedistributivepropertyoftheunionofthreesetsstatesthattheorderofoperationsdoesnotaffecttheresult.
• DeMorgan’slawstatesthatthethecomplementoftheunionoftwosetsisequaltotheintersectionofthecomplementsofthetwosets.
?OOPS
!
Frequently Made MistakesStudentstendtogetconfusedwithsetnotationsinvolvingthreesets.Thefirstthingtoemphasiseisthatstudentsshouldbeconfidentinusingthesignsofunions,intersections,andcomplements.InordertosolveasetnotationtheyshoulduseaVenndiagram.
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iv22 1Operations on Sets
Lesson Plan
Sample Lesson Plan
Topic
DeMorgan'sfirstlaw
Suggested DurationOneperiod
Key VocabularyUnion,Intersection,Complement
Method and StrategyDeMorgan'sfirstlawstates:(A∪B)′=A′ ∩B′
Example:𝕌 {2,3,4,5,6,7,8,9,10},A={2,3,4,6},B={2,4,5,7,8}
Provethat((A∪B)′ =A′∩B′
Toprovethat(A∪B)′=A′∩B′,theleft-handsidemustbeequaltotheright-handside.
(A∪B)′ = {9,10}
A
3
6
10 9
24
58
7
B
{9,10}
A′
5
7
𝕌 B
8
9 10
∩ =
910
B′
36
910
𝕌 B B𝕌A A A
ItisimportanttodothesesumsontheboardbydrawinghugeVenndiagrams.UsingVenndiagramstosolvesetsquestionsisveryhelpful.
Thestudentscanbeencouragedtomakecutoutsofthesequestionsonasheetofchartpaperanddisplaytheirworkonthesoftboardintheclassroom.Thiswillencouragegroupworkandinterestinthetopic.
Written AssignmentsExercise1Q4andQ5canbedoneorallybeforetheactivityofmakingcutoutsusingtheaboveexample.Latertheycanbedoneforhomework.
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v231 Operations on Sets
EvaluationQuizzesatthebeginningofeachlessonwillbeveryhelpfulasnotonlywillthestudentsreviseandstrengthentheirunderstandingofkeyconcepts,butalsotheteachercanusethemasatooltoassesslearning.
Acomprehensiveassessmentbasedonmultiplechoicequestions,andadvancedconceptualquestionssimilartothesumsinExercise1canalsobegiven.
After completing this chapter, students should be able to:• defineasubsetandapowerset,
• useVenndiagramstodefineunionandintersectionofthreesets,
• verifythecommutativeandassociativepropertiesofsets,
• verifythedistributivepropertyofunionoverintersection,and
• verifyDeMorgan'slaws.
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iv24
Squares and Square Roots
1
2
Specific Learning Objectives
Inthisunit,studentswilllearn:
• thepropertiesofsquaresandperfectsquares.• howtofindsquarerootsofnaturalnumbers.• howtofindsquarerootsofdecimalnumbers.• howtofindsquarerootsofvulgarfractions.
Suggested Time Frame5to6periods
Prior Knowledge and RevisionSquaresandsquarerootshavebeenintroducedinpreviousyears.
Starter Activity
Studentscanrevisethistopicbyplayingagamewitheitherapackofcardswiththepicturecardsremoved,ortheteachercanmakesetsofflashcardsofnumbers1to9.
Studentscanworkinpairs.pairs.Theyshouldshuffletheirpackofcardsandpickoutfourcards.
Theythenhavetofindthesquareofthenumberoneachcardandaddthemupandrecordtheirresult.Thisactivitycanberepeatedthreetimes.
Thepairwiththehighesttotalofthe3attemptswins.Theactivityshouldnottakemorethanfiveminutes.
Itisaquickandenjoyableactivitywhichwillhelpthestudentstorevisethesquarestable.
Real-life Application and ActivitiesThistopicmaybedoneasaquizontheboard.Thestudentscouldbedividedintofourgroups.Eachgroupselectsoneofitsmemberstogototheboard.Promptingbyothermembersoftheteammaybeallowedinthefirsttworounds,butinthefinalround,theteammemberwillhavetoattemptthesumonhis/herown.
Thisisafunwaytolearnthestepsofmathematicalcomputationbyindirectpeerparticipationandinstructions.
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v251 Squares and Square Roots
Summary of Key Facts• Irrationalnumberscannotbeplacedasfractionsastheyarenon-terminatingand non-recurringwhenindecimalform.
• Thesquareofanumberisrepresentedgeometricallyasa2Dshapeasasquare.Henceitistheproductofitself.
• Squarerootisdenotedbytheradicalsymbol√ .
• Perfectsquaresandsquarerootscanbefoundbytheprimefactorisationmethod.
Example
196225
2× 73×5
1415
2×2× 3×3×
7×75×5
= ==
[Findprimefactorpairsof196and225]
Thesquarerootof196225 is1415 .
• Thesquarerootsofnumbersthatarenotsquarenumbersarefoundbythelongdivisionmethod.Findingthesquarerootofanon-squarenumberisdonebymakingpairsandbringingthemdown.Oncethisisdonethecalculationisthesame.Inthedivisionmethod,thefirstdivisorandthenewdivisorareputtogetherandthenusedfordivision.
Example 18. 471 +1 –128 241+ 8 –224 364 1714+4 – 14563687 25809 – 10192 15617
Therulesofthelongdivisionmethodshouldberevisedorallyinclasssothatstudentsknowthe steps.Displaying these stepsonapin-boardduring thedurationofthechapterwouldbenefitthestudents.
• Tofindthesquarerootsofdecimalsthesameprocessisfollowedbutifthedecimalsarenotevenlypairedinitially,zeroisaddedtocompletethepairs.
Decimalscanalsobeconvertedtofractionsandthesquarerootsofthenumeratoranddenominatorfoundseparately(eitherbyprimefactorisationorlongdivision)andthenconvertedbacktodecimalsastheanswer.
Whenfindingthesquarerootofavulgarfraction,thedenominatorisconvertedtoaperfectsquarebymultiplyingboththenumeratoranddenominatorbyacommonfactor.Findthesquarerootofthenumeratorbylongdivision.Thequotientofthesquarerootsofthenumeratorandthedenominatoristheanswer.
?OOPS
!
Frequently Made MistakesWhendoinglongdivision,studentsgenerallyfaceproblemsinfindingtheclueforthenextstep.Theyshouldwritethestepsintheirnotebooksandtheteachershouldgiveencouragementandhelpwhereverneeded.
341.14 09ˆ
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iv26 1Squares and Square Roots
Lesson Plan
Sample Lesson Plan
Topic
Squaresandsquareroots
Specific Learning ObjectivesSolvingwordproblemsinvolvingsquaresandsquareroots
Suggested DurationOneperiod
Key VocabularySquare,Squareroot,Radical,Longdivision,Primefactorisation
Method and StrategySolvingwordproblemswherethestudentshavetoapplytheirmathematicalskillstoidentifywhichtechniquetoapply,isdifficultateverylevel.Thestudentswillhavetodecidewhethertofindthesquareorsquarerootandthendecidewhichmethodtouse.
Theexerciseforthisunitisrelativelyeasy.Thestudentscanattemptitontheirownbyfollowingthestepscarefully.Thewordproblemsmayhavetobeexplainedbytheteacher.
Example:
Thesidesoftwosquaresare2.4mand1.8mrespectively.Findthesideofanewsquareequalinareatothecombinedareaofthetwosquares.
Eachsideofsquare1=2.4m
Eachsideofsquare2=1.8m
Thestudentswillhavetoperformmultiplecomputations.Firsttheywillhavetofindtheradicalwhosesquarerootisrequired,andthenthesquareroot.
Areaofsquare1=5.76m2
Areaofsquare2=3.24m2
Totalarea=9m2
Thesideofnewsquare=√9 =3meach
Written AssignmentThesumsonpage31canbediscussedinclassandthestudentsshouldthenbeencouragedtodothemintheirnotebooks.
EvaluationAcomprehensiveassessmentattheendofthechapterisnecessary.Amentalmathsquizcanalsobegivenforfindingsquaresandsquarerootsofnumbers.
After completing this chapter, students should be able to:• applythepropertiesofsquaresandperfectsquares,• findsquarerootsofnaturalnumbers,• findsquarerootsofdecimalnumbers,and• findsquarerootsofvulgarfractions.
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v271
3 Cubes and Cube Roots
Specific Learning ObjectivesInthisunitstudentswilllearn:
• thepropertiesofcubesandperfectcubes.
• howtofindcuberootsofperfectcubes.
• howtofindcubesofnegativeintegers.
• howtofindcubesofrationalnumbers.
Suggested Time Frame4to5periods
Prior Knowledge and RevisionThischapterisanextensionofthepreviouschapteronsquareroots.Thestudentshavelearntaboutsquareandcubenumbersinearliergrades.Asquarenumberisobtainedbymultiplyingthenumberbyitself;cubenumbersareobtainedwhenthenumberismultipliedbyitselfthreetimes.
Anoralquizofthefirsttencubenumberscanbedone.Flashcardscanbemadeandthestudentscancomeonebyone,pickupacard,andgiveitscube.
13 = 1
23 = 8
33 = 27
43 = 64
53 = 125
63 = 216
73 = 343
83 = 512
93 = 729
103 = 1000
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iv28 1Cubes and Cube Roots
Real-life Application and Activities
Activity
Thebestwaytoexplaincubenumbersiswiththeuseofa3Dobject.Asquareisa2Dshapewithequaldimensions;acubehasthreedimensionswhichareequal.
l
l Asquarehastwobasicdimensions:l × b = l × l = l2
l
l
l Acubehas3basicdimensions:l × b × h = l × l × l = l3
ExampleAcubewitheachside3cmhasavolumeof:3×3×3=27cm3
However,ifasolidhasavolumeof28cubiccentimetres,thenitcannotbeacubebecause28isnotacubicnumber.Itcanbeavolumeofacuboid:28=2×2×7.
Theteachershouldbringcubesandcuboidsofdifferentdimensionstothelessontoexplainthedifference.
Thestudentscanmaketheirownpresentationofcard-boardcutoutsofcubenumbers.Thestudentscanbeassessedonpresentationandunderstanding.Thiscanbeagrouporindividualmarkedassignment.
Activity
RecallthatthestudentslearnedtofindLCMbytheprimefactorisationmethodinGrade6.Findingcubesandcuberootsinvolvesasimilarprocedure.Nowalltheyhavetodoistomakegroupsofthreesinsteadofgroupsoftwosastheydidforsquarenumbers.
ExampleCuberootof729
3 729
3 243
3 81
3 27
3 9
3 3
1
√3×3×3×3×3×3 = √3×3=9
Thus9isthecuberootof729.
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v291 Cubes and Cube Roots
Theteachershouldalsoexplainthatalthoughtherearenonegativesquarenumbers,cubenumberscanbenegativebecausewhenthreenegativesignsaremultipliedtheresultisnegative.
Example–8isacubenumber.
=(–2)×(–2)×(–2)=–8.Itisacubeof(–2)3.
Summary of Key Facts• Perfectcubesarefoundwhenaproducthasthreeidenticalfactors.
• Thecubeofapositivenumberispositive.
• Thecubeofanegativenumberisnegative.
• Thecubesofoddnumbersareoddandthoseofevennumbersareeven.
• Multipleofthreescubesarealsoamultipleof27.
• Thecubeofanumber,onemorethanthreetimesitself(3n+1),isanumberofthesameform.
• Thecubeofanumber,twomorethanthreetimesitself(3n+2),isanumberofthesameform.
• Foranynumbern, n3 iscalledaradical,nistheradicand,and3istheindexoftheradical.
• Tofindthecuberootofpositiveandnegativenumberstheprimeindexnotationmethodisusedwherebygroupsofthreearemadeandtheirproductisthecuberoot.
• Ifpq isarationalnumber,then(
pq )
3 = p3
q3 .Thisisknownasthedistributivepropertyunderdivision.
?OOPS
!
Frequently Made MistakesThisisarelativelyeasychapterandstudentsgenerallyenjoyfindingcubesandcuberootsofnumbers.Otherthanmathematicalcomputationerror,studentsgenerallydonotmakeanymistakes.
Lesson Plan
Sample Lesson Plan
Topic
Cubesandcuberoots
Specific Learning ObjectivesMakingperfectcubes
Suggested DurationOneperiod
Key Vocabulary WordsSmallestpossibleinteger,Product,Perfectcube
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iv30 1Cubes and Cube Roots
Method and Strategy"Whatisthesmallestpossiblevalueof24n,sothatitbecomesaperfectcube?’’
Theteachercanwritethisquestionontheboard.He/shecanexplainthisconceptusingthe'teach-by-asking'method.
1. Whatisaperfectcube?
2. Howthendoweapproachthisquestion?
3. Dowebreak24intoitsprimefactors?
4. Whichnumber/numbersarenotinsetsofthree?
5 Whatismissingtomakesetsoffactorsofthree?
6. Isthisthevalueofn?
7. Isthisthesmallestpossiblevalueofn,whereby24whenmultipliedbyitmakesthenumberaperfectcube?
Iftheteachingmethodisenjoyed,thestudentsshouldeasilygraspthisconceptualquestion.
Written AssignmentAfterdoingacoupleofexamplesontheboard(sumsonpage41ofthetextbook),studentscanbegivenquestionstodoindependentlyintheirnotebooks.
Whatisthesmallestinteger‘n’bywhichthefollowingnumberswillbecomeaperfectcube?
Answers
1. 54n 4
2. 84n 882
3. 108n 2
4. 324n 18
5. 50n 20
EvaluationGiveacombinedassessmentofsquaresandcubesasthisisquiteafunchapter.QuestionsfromExercises2and3canbeusedforthetest.Wordproblemsshouldalsobegivenintheassessmentasthestudentsshouldnottreatthischapterinisolationbutapplyittoreal-lifesituations.
After completing this chapter, students should be able to:• applythepropertiesofcubesandperfectcubes,
• findcuberootsofperfectcubes,
• findcubesofnegativeintegers,and
• findcubesofrationalnumbers.
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v311
4 Number Systems
Specific Learning ObjectivesInthisunitstudentswilllearn:• aboutthebinarysystem.• howtoconvert: ▪ base2numberstobase10numbersandviceversa. ▪ base5numberstobase10numbersandviceversa. ▪ base8numberstobase10numbersandviceversa.• howtoaddandsubtractbases2,5,and8numbers.
• howtomultiplybases2,5,and8numbers.
Suggested Time Frame6to8periods
Prior Knowledge and RevisionThisisanewtopic.Thewaytointroduceanewlanguageofmathematicsistorelateittoothernotations.Theteachercanpointoutthat 14 canberepresentedas0.25indecimals,25%inpercentages,and1:4asaratio.
Inthedecimalnumbersystem,weusedigits0to9.Allothernumbersareformedbycombiningthesetendigits.Computersarebasedonthebinarynumbersystemwhichconsistsofjusttwonumbers:0and1.
Real-life Application and ActivitiesSincethisisanewconcept,anactivitywillbeimportantforstudents'understanding.
Activity
Materialsneeded:
A4sizeflashcards
blackmarkers
Beforethegamebegins,dividestudentsintogroupsanddemonstratethisconceptwiththehelpofflashcards.
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iv32 1Number Systems
A B C D E
16 8 4 2 1
Teachbyasking.
“HowmanydotsareoncardA?”
“Whatdoyounoticeaboutthesequenceofthecards?”
“Whatwouldbethenextcard?”
Ifnecessary,pointoutthepattern,thatiseachcardishalfoftheoneonitsleft.CardEishalfofcardD,cardDishalfofcardC,andsoon.
Oncetheyrecognisethepattern,askthestudentstomakethefollowingsetsofflashcards.
6 (4dotsand2dotscards)
15 (8,4,2and1dotcards)
21 (16,4and1dotcards)
Askavolunteertoflipcards
Whenabinarynumberisnotshowingitisrepresentedbyzero,andwhenabinarynumbershows,itisrepresentedby1.
Inthebinarysystem9canbeshownasgivenbelow:
0 1 0 0 1
9=1001
Repeatthisactivitytillthestudentsareconfidentandthenletthempracticeingroups.
Summary of Key Facts• Thebinarynumbersystemisanumbersystembasedon2.
• Othernumbersystemsarethedecimalnumbersystem,8(octal),and5(penta).
• Inthebinarysystemtheplacevaluesofthedigitsareintermsofpowerof2.
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v331 Number Systems
• Toconvertanumberfromthebinarysystemtothedecimalsystem,wefollowthetablebelow:
Base2number Base10number
011011100101110111100010011010
012345678910
02=01012=110102=210112=3101002=4101012=5101102=6101112=71010002=81010012=91010102=1010
• Toconvertanumberfromthedecimaltothebinarynumbersystem:
Example
Express2010asabinarynumber.
2 20 remainder
2 10–0
2 5–0
2 2–1
2 1–0
1 0 1 0 0(binarynumber)
Wecanusetheexpansionmethodtoconvertanumberinanyotherbasetothebase10system.
• Intheadditionofbinarynumberswefollowthesamemethodasinthedecimalsystem,exceptthatwecarrya2nota10.
• Similarly,insubtractionweborrowa2insteadofa10.
• Inmultiplicationwefollowtheruleofmultiplicationwhichsaysthattheproductofzeroandanynumberincludingitself,iszero.
?OOPS
!
Frequently Made MistakesThisisacompletelynewconceptbutifexplainedwellitisquiteeasytograsp.
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iv34 1Number Systems
Lesson Plan
Sample Lesson PlanTopicBinarysystem
Specific Learning ObjectivesAdditioninthebinarysystem
Suggested DurationOneperiod
Key VocabularyBinarynumbersystem,Baseten
Method and StrategyThiscanalsobetaughtasanactivity.Theteachercanfirstdemonstrateontheboard,thendividethestudentsintopairs,andpractisebyplay.
ActivityFormulateasetoftenquestionsandwritethemonflashcards.Thestudentswillpickaquestionandsolveitintheirnotebook.Thepairthatfinishesfirstwithallanswerscorrectgainsapoint.
Fordemonstration,theteachercandothefollowingsumsontheboard.
Example 1
Addthefollowing:(i)110and110(ii)12and12.
Solution:
12+12102
110+110210
(i) (ii)
Written AssignmentsQuestion5ofExercise4canthenbegivenforhomework.Thestudentswouldhavehadampleclasspracticewhenworkinginpairs.Thisalsoenablesthestudentstolearnfrompeers.
EvaluationAcomprehensiveassessmentbasedonfillintheblanksandmultiple-choicequestionscanbegiven.
After completing this chapter, students should be able to:• explainthebinarysystem.
• convert:
– base2numbertobase10numberandviceversa, – base5numbertobase10numberandviceversa, – base8numbertobase10numberandviceversa,• addandsubtractbases2,5,and8numbers,and
• multiplybases2,5,and8numbers.
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v351
5Exponents and Radicals
Specific Learning ObjectivesInthisunitstudentswilllearn:• thelawsofindices.• aboutnumberswithrationalexponents.• howtoexpressrationalnumbersinradicalform.• howtoexpressradicalsasrationalnumbers.• howtoaddandsubtractradicals.• aboutsurds.
• howtoapplythefouroperationsonexponentsandradicals.
Suggested Time Frame
4to5periods
Prior Knowledge and RevisionStudentsarefamiliarwithpowersandbases.Radicalformandsurdswillbenewforthem.Henceitisimportantthattheteacherrevisestheconceptof‘thepowerof’.
Examplean
Whereaisthebaseand'n'thepower.
Thepowerorexponentwilltellthenumber(n)oftimesthebase(a)willbemultipliedbyitself.
Real-life Application and Activities
Activity
Theconceptofexponentialnotationcanbere-introducedwithafunactivity.
Youneed‘x’packsofcardswiththepicturecardsremoved.
Dividethestudentsintogroupsoffour.
Askonestudentfromeachgrouptodealthecards.
Eachstudentthenorganiseshis/hercardsintheexponentialform.
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iv36 1Exponents and Radicals
ExampleIfthestudenthas3fiveshewillwriteitas:53
Nextaskthestudentstofindtheproductoftheirexponentiallist.
Example53=5×5×5=125,andsoon.
Nowaskeachstudenttoaddalltheproducts.
Whoevergetsthehighestscoreisthewinner.Theactivitymaybetimed;thewinneristheonewhofinishesfirst.
Thisactivitynotonlydevelopsthestudents’abilitytoorganisedatabutisalsoanindirectwayofexplainingwhatexponents/indices/poweractuallysignify.
Summary of Key Facts• Thebasenumberisraisedtoapowerorexponent.
• Thelawsofrationalexponentsinindicesareasfollows:
(i) Forapositiveintegern,n√ab = n√a × n√b ,
(ii) Foranytworationalnumbersm andn,
am×an = am + n,a ∙ o (powersaddedwhenbasesaresameinmultiplication)
(iii) Forallrationalvaluesofmandn,
am ÷ an = am – n,a ∙ o(powerssubtractedindivisionofsamebases)
(iv) Foranytworationalnumbersmandn,
(am)n = amn,a ∙ o(powersmultipliedwheninbrackets)
(v) a0=1(anynumberotherthanzerotothepowerzeroisI)
(vi) Forallrationalvaluesofn,
(ab)n = an×bn,aandbarenon-zeronumbers.
(vii) Forallrationalvaluesofn,
ab
n
= an
bn,aandbarenon-zero.
• Theradicaloftheformn√a,whichcannotbereducedtoarationalnumber,iscalledasurdofordern.
?OOPS
!
Frequently Made MistakesStudentstendtomakemistakesasthereisrepetitivemultiplication.Theiroral/mentalmathsshouldbesharpenedwithlotsoforalquizzes.
Lesson Plan
Sample Lesson Plan
Topic
Exponentsandradicals
Specific Learning ObjectiveSolvingsumsinofradicalandindexform
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v371 Exponents and Radicals
Suggested DurationOneperiod
Key VocabularyRadicals,Radicands
Method and StrategyThe teacher shouldreinforcetheradicalsandindexformconceptsclearlyontheboard.Thestudentsshouldunderstandthatevaluationcanalsobedoneforbothradicalandindexform.
Example3 27 actuallymeans27tothepowerof 3
1 .Oncetheradicalformissolved,thestudentsareabletoproceedwiththeoperation.
Example
273 + 42 = 33 × 31 + 2 ×2 1
2 = 3 + 2 = 5
Similarly,itisimportanttopointoutthatanynegativefractionalpowerbecomesapositivefractionalpoweronlywhenthebasevariableofthenumeratorbecomesthedenominator,orviceversa.
Example–
5 21
^ h × –
5 23
^ h
51 2
1
d n × 51 2
3
d n
51
×21 1
2 ×
51
×21
23
5114 ×
5143
514 4
31 + =
51
44 = 5
1
Written AssignmentsThefollowingsumscanbedoneinclass.
Evaluate:
Answers
1. (5)2 + ∙ 65 × (5)2 ∙ – 153 6
2. 8+(64)56 40
3. 20+43 65
4. 2713 +32 12
5. 223 × 23 2
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iv38 1Exponents and Radicals
EvaluationThisisanimportanttopic.Regular5minutequizzesshouldbegivenandfinallystudentsshouldbe testedwithsumsthatcontainallconceptstaught.
After completing this chapter, students should be able to:• applythelawsofindices,
• expressrationalnumbersinradicalform,
• expressradicalsasrationalnumbers,
• addandsubtractradicals,
• simplifysurds,and
• applyfouroperationsonexponentsandradicals.
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v391
Logarithms
Specific Learning ObjectivesInthisunitstudentswilllearn:• toexpressnumbersinstandardformandscientificnotation.
• aboutlogarithms.
• howtoexpressnumbersinlogarithmform.
• thelawsoflogarithms.
• howtosolveproblemsbasedonlogarithms.
Suggested Time Frame
4to5periods
Prior Knowledge and RevisionThisisanewwayofrepresentingnumbers.
Thebestwaytointroducelogarithmsistoreviseindicesandscientificnotation.Logarithmsisanaturalextensiontotheseconcepts.
Indicesandscientificnotationcanberevisedthroughatimedworksheet.Beforehandingouttherevisionworksheet,thebasicrulesofthesetopicsshouldberevised.Thestudentswhofinishearlywithcorrectanswersgainapoint.
Real-life Application and ActivitiesActivity
Understandingthekeytermssuchasbase,exponent,andthepowerofbaseten,iscriticaltotheuseoflogarithms.
Tofamiliarisestudentswiththeseterms,playthefollowinggamewiththem.
Materialsneeded:markersandA4sizedflashcards.
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iv40 1Logarithms
Youneedtomaketwosetsofcards.
Onesetwillhavesumsoflogswrittenonthem(atleast10sums).
Theothersetwillhaveonlythreecards,withbase,exponent,andanswerwrittenonthem.
Set 1. Set 1. Set 2. Set 2. Set 2.
log2 8 = 3 log2 64 = 6
Base Exponent Answer
Thestudentsaredividedintopairs.Onestudentchoosesacardfromset1andpointsatanyofthevalueonthecard.Theotherstudentwillhavetoraisethecardwiththecorrectterm.
Forexample,ifonestudentpicksup log2 64 = 6 andpointsto2,thentheother
studentmustraisethecardwith'Base'writtenonit.
Theyplayandswapmultipletimes;theonewiththemostcorrectanswerswins.
Summary of Key Facts• Inindices,numbersaredenotedbyabaseraisedtoapower.Forexample,1000isdenotedby10raisedtothepower3,i.e.103.
• Anumberexpressedinscientificnotationiswrittenintheform: A×10n,where1≤ A< 10and'n'isaninteger.
• Inlogarithmicnotation,log264=6,2iscalledthebase,64iscalledtheargument,and6istheanswer.
• Thelogarithmoftheproductoftwonumbersaandbisequaltothesumoftheirindividuallogarithms.
logx ab=log
x a+log,b
• Thelogarithmofthequotientoftwonumbersxandyisequaltothedifferencebetweentheirindividuallogarithms.
logx a ÷ b=log
x a–logx b
• Thelogarithmofanumberaraisedtoapowerbisequaltotheproductofthepowerbandthelogarithmofthenumbera.
logxab = blog
xa
?OOPS
!
Frequently Made MistakesSincenewtermsareinvolvedinthistopic,stressshouldbelaiduponnotationthroughlotsofpracticesumsandSnapgameswithflashcards.
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v411 Logarithms
Lesson Plan
Sample Lesson Plan
Topic
Logarithms
Specific learning ObjectiveIntroducingtheconceptofreadinglogs
Suggested Duration1period
Key VocabularyBase,Exponent,Argument
Method and StrategyThebestwaytointroducelogsistoaskstudentstowritethemethodintheirnotebooks.Thefollowingpointsshouldbeshownontheboardandcopiedinnotebooks.logbasebofaisxwillbewrittenas:
Logba = x
Whatexponentisrequiredtoformabaseofb toreachthevalueofa?
Exponentialform: 26=64
base exponent answer
2 6 64
Logarithmicform: log264=6
log base answer exponent
log2 2 64 6
Activity
Theteachercanteachlogswiththetriedandtested‘looptrick’,whichisasfollows:
The loop trick
Alwaysdrawyourloopanti-clockwise
Logb a = x bx = a
Log264 = x 2x = 64
Activity
Anothergamethatcanbeplayedis‘logwar’.
Youneedtomaketwoidenticalsetsofcardsoftwentysumsoflogsandshufflethem.Thestudentsaredividedintopairsandthetimersetfor5minutes.ThestudentsplaySnapbyflippingthecardsandquicklyworkingoutthevalues.Theonewhofinishesfirstorpicksoutthelastcardandworksoutthesumfirstcallsout'Snap!'.
logx9=2 logwar log10x =2
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iv42 1Logarithms
Written AssignmentsTheteachershoulddoafewsumsorallyandthenaskthestudentstodoquestions1and7ofExercise6forhomework.
EvaluationThestudentscanbeassessedwhiledoingactivitiesandmarksassignedaccordingtoresults.Theactivitiescanbedoneperiodicallyduringtheweek.Acomprehensiveassessmentoflearningcanalsobedoneaftercompletingtheunit.
After completing this chapter, students should be able to:• expressnumbersinstandardformandscientificnotation,
• expressnumbersinlogarithmform,
• applylawsoflogarithms,and
• solveproblemsbasedonlogarithms.
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v431
7 Profit, Loss, Insurance, and Taxes
Specific Learning ObjectivesInthisunitstudentswilllearn:• howtocalculatepercentageprofit,percentageloss,andpercentagediscount.
• aboutvarioustypesofinsurance:lifeinsurance,vehicleinsurance.
• aboutincometax.
Suggested Time Frame6to8periods
Prior Knowledge and RevisionStudentshaveagoodknowledgeofpercentages.Theyhavedonesumsonpercentagesinearliergradesandalsousedtheminearlierchapters.Arevisionactivitycanbedone.
Activity
Thestudentscanbedividedintogroupsoffour.Theycanallmaketheirownsumsonpercentagesandprepareatestpaper.Eachshouldcontainfoursumsandthetestpapersshouldbeswappedbetweenthegroups.Thetestshouldtaketenminutesandthecompletedanswersshouldbereturnedtotheexaminergroup.Theythencheckthetestandgradethegroupandhanditbacktothem.Thisentireactivityshouldnottakemorethan25minutes.
Itisafunrevisionactivitywherethestudentsroleplayteacher,examiner,andstudents.Itisimperativethatpercentagesarerevisedontheboardinitially.
Role Play Ativity
Theteachercancreateamake-believebusinessandexplaintheprocessinthefollowingmanner.She/hecanevenpresentitonaPowerPointslideshow.
‘How business work’
RaheemBrothersbuyT-shirtsfromthesuppliers.Thecostofbuyinggoodsiscalledthecost price.
TheythenselltheT-shirtstotheconsumeratahigherpriceknownastheselling price.
Thedifferencebetweenthecostpriceandthesellingpriceistheprofit.
Lossisincurredifthesellersellsatalowerpricethanthecostprice.
Tofindtheprofit%orloss%dividetheprofitorlossbythecostprice,andthenmultiplyby100%.
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iv44 1Profit, Loss, Insurance, and Taxes
ExampleAshopkeeperbuystoycarsinboxesof50.Hepurchases10boxesforRs6000.EachtoycaristhensoldforRs15.Findhisprofitorlosspercentage.
Find
• numberoftoycarsbought
• costpriceofeachtoycar
• profitmade
• profitpercentage
Costprice =6000500
=Rs12
Profit =Rs15–Rs12=Rs3
Profit%= 312
×100%=25%
Real-life Application and ActivitiesPercentagescanbeexplainedwithreal-lifeexamples.
Arrangeanactivityasfollows:
Introducetheideaoforganisingaschoolconcert.
Thestudentsrole-playorganisers.Theyhavetoworkoutthecostoftheeventandthentheprofit.Tocalculatethecostprice:
calculatethewagesoftheperformersandthesupportstaff
calculatethetotalcostofputtingontheevente.g:sound,stage,lighting,refreshments,etc.
profitprojectionwillbebasedonthenumberofticketssold.
Dividestudentsintogroupsandaskthemtoworkoutthetotalcostofputtingontheconcert.
Groupsarethenaskedtoworkoutprofit projectionbasedonthreecasescenarios.
50%ofthestudentsattendtheconcert.
75%ofthestudentsattendtheconcert.
90%ofthestudentsattendtheconcert.
Foreachcasetheycalculatethepercentageprofitusingtheircostprojectionsandtheticketprice.
Lastly,theyareaskedtocalculatetheminimumnumberofticketstheyneedtoselltobreakeven(nolossisincurredandthecostiscovered).
Thisisaninterestingproject/assignmentandthestudentscanbegiventwodaystocompleteit.Eachgroupcanbemarkedonthisassignment.
Summary of Key Facts• Percentageprofitorlossiscalculatedbydividingtheprofitorloss bythecostpriceandmultiplyingby100%.
• Discountisareductiononthecostpriceoftheproducttobesold.Itspercentagecanbefoundbydividingbytheoriginalcostpriceandmultiplyingby100%.
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v451 Profit, Loss, Insurance, and Taxes
• Insuranceisacontractwherebythepersonisinsuredagainsttheriskoflosstohis/herproperty.Acertainpremiumispaidtotheinsurancecompanymonthlyoryearlyandinexchangehe/sheisinsuredfromanylossordamagetohis/herproperty.
• Depreciationisthelossofactualvalueofaproductoveraperiodoftime.
• Incometaxisimposedbythegovernment.Itsetstheamounttobetaxedandtherateatwhichtheincomeistaxed.
• Exemptincomeistheamountuponwhichnotaxispaid.
• Taxableincomeistheamountofincomeonwhichtaxispaid.
• Taxesarealsochargedonagriculturaloutputandbusinessprofits.
?OOPS
!
Frequently Made MistakesThistopichasreal-lifeapplications.Studentstendtomisunderstandthetermsandareunabletoapplythecorrectformula.
Lesson Plan
Sample Lesson Plan
Topic
Taxation
Specific Learning ObjectivesTocalculatechargeableincomeandthetaxpayableonitatagivenrate
Suggested DurationOneperiod
Key VocabularyExemptincome,Chargeableincome,Taxation
Method and Strategy
Explainthisconcepttostudentwithroleplay.
Selectastudenttobethebreadwinnerofthefamilyroleplay,awife,twokids,andamother.Chargeableincomeisthencalculatedbyanaccountreliefgivenforeachmemberofthefamily.
Taxisthencalculatedwiththetermsgivenontheboard.
Thisactivitywilltake3-5minutesbutthestudentswillunderstandtheconceptbetter.
Setupsumswithvariableincomesandreliefsandafixedrateoftaxation.
Example
Relief: 2childrenattherateofRs10,000each
MemberattherateofRs15,000
CharityofRs5000
Income: Rs200,000
Tax: 10%overandaboveRs50,000
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iv46 1Profit, Loss, Insurance, and Taxes
Written AssignmentQuestion11,12,and13ofexercise7canbedoneasclasswork.
EvaluationThischapterinvolvesalotofmathematicaltermsandformulae.Thestudentscanbeassessedonthedefinitionsandformulaeina10minutequiz.AcomprehensiveassessmentbasedonquestionsfromExercise7canbeconductedtoassesslearning.
After completing this chapter, students should be able to:• calculatepercentageprofit,percentageloss,andpercentagediscount,
• calculatevarioustypesofinsurance,and
• calculatevarioustypesoftaxes.
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v471
8Compound Proportion and Banking
Specific Learning ObjectivesInthisunitstudentswilllearn:• todefinecompoundproportion.
• howtosolvereal-lifeproblemsinvolvingcompoundproportion,partnership,andinheritance
• aboutdifferenttypesofbankaccounts:currentdepositaccount,PLSsavingsaccount,PLStermdeposit,fixeddepositaccount,recurringdepositaccount,foreigncurrencyaccount.
• howtocalculatesimpleandcompoundinterest.
• howtoidentifyvariousbankinginstruments:cheque,demanddraft,payorder.
• aboutbankservices:ATM,debitcard,creditcard.
• aboutfinancialservices:runningfinance,demandfinance,lease.
• howtoconvertonecurrencytoanother.
Suggested Time Frame
6to8periods
Prior Knowledge and RevisionStudentsarefamiliarwithsimpleinterest.Thischapteramalgamatespercentagesandarithmeticintoaformalteachingofbankingprocesses.
Theteachercanexplainthattheinterweavingofallconceptstaughtearliersuchaspercentagesandratioswordproblemswillbeappliedinthereal-world.Thisreal-lifeapplicationwillexciteandchallengethestudents.
Asawarmup,storysumsofpercentagesandsimpleinterestcanbedoneontheboardandtheteachercanencouragestudentparticipation.
Real-life Application and ActivitiesCompoundinterestisanextensionoftheconceptofsimpleinterest.Thisisappliedbymostbanks.
Thebasicconceptofcompoundinterestisthatwhenthetenureisofmorethanayear,theprincipalchangesasthesimpleinterestisadded.
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iv48 1Compound Proportion and Banking
Theinvestorgainsmore'interest'astheprincipalamountincreaseseveryyear.Insimpleinterest,nomatternowlongthetimeperiodis,theprincipalandtheinterestremainfixed.
Activity
Thistopiccanbereinforcedbyorganisinganeducationaltriptoabank.Arepresentativeofthebankcanexplainhowthebankingsystemworks.Thedifferenceandcorrelationbetweensimpleandcompoundinterest,variousbankingterms,transactions,andhowdifferentdepartmentsworkcanbeexplained.
Ifatripcannotbeorganised,abankmanagercouldbeinvitedtogiveapresentationinclass.Thiswillhelpthestudentstounderstand:
bankingterminology
departmentalfunctions
bankingcalculations
ThestudentsshouldalsobeencouragedtodoresearchandmakeapresentationonchartpaperaboutthevariousbanksinPakistan.
Summary of Key Facts• Therearevarioustypesofbankaccount.
• Acurrentaccountisusedwhendepositsandwithdrawalsaremadefrequently.
• InaPLSsavingsaccount,theprofitandlosssharingisnotusedfrequently.
• Inafixeddepositaccounttheamountisfixedforacertainlengthoftime.
• Theformulaforcompoundinterestisgivenbelow: C.I=A–P
A=P 100r1
t
+b l
where:
A istheamount
P istheprincipal
R istherate
T isthetimeinyears
[Itmustbeexplainedthattherateortimecanalsobecalculatedforagivenamountandtheprincipal.]
• Achequeisawritteninstructionforacertainamounttobepaidtothebeneficiary.
• Ademanddraftisissuedbythebankonbehalfofanaccountholder.Thiscanbeusedinanybranchofthebank.
• Apayorderissimilartoademanddraftbutcanonlybeusedtowithdrawmoneyfromthesamebranch.
• Therearevariousbankingservices.
• Anautomatedtellermachine(ATM)isamachinewhichallowstheaccountholdertowithdrawcashafterbankinghoursandfromwhereveronehasbeeninstalled.
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v491 Compound Proportion and Banking
• Debitandcreditcardsareplasticcardsissuedtoaccountholderstomakepaymentswithoutusingcash.Onceenabled,thecardtransfersmoneyfromtheowner'saccounttotherecipientaccountwithoutanyexchangeofcash.
• Anoverdraftfacilityenablestheaccountholdertomakepaymentsregardlessofinsufficientfundsintheaccount.
• Runningfinanceissimilartoanoverdraftfacilitybutitcanusedforalongerperiodoftimeandthebankchargesinterestontheamountborrowed.
• Demandfinanceisanamountloanedtotheaccountholderbythebank.Thetenurecanbeofanylengthbutthebankcandemandtheloantobepaidbackatanytime.
• Aleaseisanarrangementbywhichthebankpaysanamountequaltothevalueofanaccountholder'sasset(s)forhis/heruse.He/shewillthenrepaytheamountloanedandtheinterestininstallmentsoveragivenperiodoftime.
• Thetimeframeiscalledtheterm,thebankisthelessor,andthecustomer,thelessee.
• Inordertomakepaymentsabroad,thecurrencyexchangerateissuedbytheregulatorybankisused.Thisrateistheequivalenceratiobetweentwocurrencies.
?OOPS
!
Frequently Made MistakesThestudentsconfusethevariousbankingterms.Ifallthetermsandtheirdefinitionsaredisplayedonasheetofchartpaperintheclassroomitwillbeveryhelpfultothestudents.Thestudentsshouldbeaskedtonoteallofthemintheirnotebooks.
Lesson Plan
Sample Lesson PlanTopic
Currencyconversion
Specific Learning ObjectivesCurrencyconversion
Suggested DurationOneperiod
Key VocabularyPounds,USdollars,Rupee,Yen,Riyal,DirhamCurrency,Exchangerate
Method and StrategyItwillbeexcitingforthestudentstoinvestigateandpresentvariouscurrenciesoftheworld.Theequivalenceratescanbefoundonthebusinesspagesofnewspapers,orontheinternet.
Oncethestudentsarefamiliarwiththecurrenciesofdifferentcountries,giveashortquizwheretheteachernamesacountryandthestudentsnameitscurrency.
Pointoutthefactthatdirectproportionisinvolvedincurrencyconversion.
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iv50 1Compound Proportion and Banking
Currencytableforafewcountries:
China:yuan
USA:dollar
Canada:Canadiandollar
Australia:Australiandollar
Japan:yen
Pakistan:rupee
India:rupee
Bangladesh:taka
Thailand:bhat
Thelistislongandtheteachercanaddtoit.
Written AssignmentsThestudentscancopythelistandtheteachercangivefivesumsalongwiththeexchangeratestobecalculated.
Evaluation Anobjectivetestbasedontrueorfalsestatements,fillintheblanks,andmultiplechoicequestionscanbegivenonvariousbankingterms.
Acomprehensivesubjectivetypeoftestcanalsobegivenattheendofthetopic.
After completing this chapter, students should be able to:• definecompoundproportion,
• solvereal-lifeproblemsinvolvingcompoundproportion,partnership,andinheritance,
• differentiatebetweendifferenttypesofbankaccounts:currentaccount,depositaccount,PLSsavingsaccount,PLStermdepositfixeddepositaccount,recurringdepositaccount,foreigncurrencyaccount,
• calculatesimpleandcompoundinterest,
• identifyvariousbankinginstruments:cheque,demanddraft,payorder,
• identifyvariousbankservices:ATM,debitcard,creditcard,
• differentiatebetweenfinancialservicesprovidedbythebanks:runningfinance,demandfinance,lease,and
• convertonecurrencytoanother.
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v511
Stocks and Shares
Specific Learning Objectives
Inthisunitstudentswilllearn:
• aboutstocks,shares,anddividends.
• whatnominalvalueandmarketvalueofsharesmeans.
• whatbrokerageisintermsofbuyingandsellingshares.
Suggested Time Frame
5to6periods
Prior Knowledge and RevisionThestudentswillhavenopriorknowledgeofthistopic.Infact,mostofthematthisagewouldhavenoideaideahowthestockexchangeworks,northeterminologyusedthere.
Thistopicwillintroducethemtotheworldofeconomicsandwillhavetoberelatedtotheworkingoftheircountry'sstockexchange.
Thestudentsshouldbeencouragedtoreadthebusinesspagesofthenewspaperpriortostartingthistopicsothattheyhavesomeunderstandingoftheeconomy.
Real-life Application and ActivitiesSimulationofthestockexchangecanbecreatedintheclassroom.
Activity 1
Thestudentsrole-playandeachcouldbeassignedaparticularrole.
Therecanbeabuyer,seller,andabroker.
ThemainsettingcanbetheKarachiStockExchange,withnewspaperclippingsofstocksandsharesdisplayedonasheetofchartpaper.
Thestudentscanplaywithagivenamountandcalculatethesharesneededandtheirprices.Thebrokercancalculatehiscommissionandthebuyercancreatehisportfoliowithpredictionsofhisgainsbycalculatingthedividendrate.
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iv52 1Stocks and Shares
Activity 2
• EachgroupcanbeginwithRs10,000.
• Eachgroupmustinvestinatleast5stocksortheteachercansetalimitofaminimumof3stocksandmaximumof6stocks.
• Acommissioncanbesetforeverystocktransaction,e.g.,3%commission.
• Thetimeframeforthisactivitycouldbeaweek.
• Eachgroupwillmaintainarecordoftheiractivitiesandideas.Theirtransactionhistoryshouldalsoberecorded
• Onthelastdayoftheactivityeachgroupwillselltheirstocksandreportonthevalueoftheirportfolio.
• Thegroupwiththehighestgainwillwin.
Ithastobeexplainedthatalthoughrealstocksandvalueswillbeused,noactualbuyingorsellingwilltakeplace.
Thissimulationisaperfectwayofhelpingthestudentsunderstandtheworkingsofastockmarket.
Summary of Key Facts• Adividendisashareofacompany'searnings,decidedbyitsboardofdirectors,tobepaidtobegiventotheshareholders.
• Aholderofstockhasaclaimonthecompany'sassets,whichispredeterminedasacertainvalue.
• Asharecertificateindicatesthenumberofsharesoneholdsinaparticularcompany.
• Asharehasacertainmarketvalueandanominalfacevalue.Themarketvaluefluctuatesdependingontheperformanceofthecompanyandthecountry'seconomy.
• Abrokerdealswiththetransactionsofthebuyerandthesellerandchargesacertainpercentageofthevalueofthetransactionascommission.
?OOPS
!
Frequently Made MistakesStudentsmaynotunderstandthebroaderpictureoftheworkingsofthestockexchange.Role-playandnewspaperarticleswillhelpthestudentstounderstandthisbetter.
Lesson Plan
Sample Lesson PlanTopic
Stocksandshares
Specific learning ObjectivesCalculatingthedividendandbrokeragecommission
Suggested DurationOneperiod
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v531 Stocks and Shares
Key VocabularyDividend,Shares,Commission,Brokerage,Percentage
Method and StrategyMr.Pervezpurchased300sharesoffacevalueRs100atRs800pershare.Ifthecompanypaysadividendof40%,findhisearningpercentonthisinvestment.
Thisquestiontakesintoaccountthefactthatthestudentshouldunderstandthetermsused.Theteachershouldfirsthighlightthekeywords:purchase,facevalue,dividend,andpercentage.Thedefinitionsandcontextinwhichtheyareusedshouldbediscussed.
Siftingtheinformationandthenidentifyingtheproblemarekeytothistopic.
Percentageswillbecalculatedaspreviouslytaught.Thestudentsshouldknowthatwhencalculatingthedividendthefacevalueisusedandnotthemarketvalue.Thedividendcalculatedisthenmultipliedbythetotalnumberofshares.
EachquestionisacontinuationofthechapteronpercentagestaughtinGrade7.Thestudentsshouldbeencouragedtousetheirpriorknowledgeinreal-lifesituations.
Written AssignmentsDoquestions10to14ofExercise9inclass.
EvaluationAcomprehensiveassessmentcanbegivenattheendofthechapter.Thestudentscanalsobeassessedontheirunderstandingoftheworkingofthestockexchangemarketandtheirdecision-makingskillsduringtherole-playactivity.
After completing this chapter, students should be able to:• explainthetermsstocks,shares,anddividends,
• differentiatebetweenthenominalvalueandmarketvalueofshare,and
• explainwhatwhatbrokerageisintermsofbuyingandsellingshares.
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iv54 1
10 Averages
Specific Learning ObjectivesInthisunitstudentswilllearn:• abouttheconceptofaverages:simpleaverage,weightedaverage,andaveragespeed.
– howtofindtheaverage.
– howtocalculatetheweightedaverage.
– howtofindtheaveragespeed.
Suggested Time Frame
3to4classes
Prior Knowledge and RevisionThisisaninterestingtopicwherethestudentscollectactualdatafromvarioussources.Averagesisatopicthatstudentsmusthavealreadycomeacross.Theclassaverageisoftendiscussedwhenatestresultisannounced.Themarksofallthestudentsstudentsareaddedanddividedbythetotalnumberofstudentstogettheaveragemark.
Real-life Application and ActivitiesAverageisactuallyaneverydayEnglishword,butthestudentsshouldunderstandthemathematicalcomputationsofaverages.
Asimpleformulatocalculateaverage:
sumofthequantities/numberofquantities
Thestudentscanapplythisformulaeasily.Itisadvisablenottomentionfrequencyinplaceofnumberatthisstage.
However,theteachershouldbeawarethataveragesleadtomean,median,andmode.Thedifferencebetweenthesumofthequantitiesandthetotalnumberofthevaluesshouldbemadeclear.
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v551 Averages
Activity
Thestudentsshouldbeaskedtocollecttendifferentitemsofdatawhoseaveragecanbefound.
Forexample,cricketscores,heightsofstudents,temperatureofacityinthelastsevendays,stockmarketvalueofacertaincompanyinamonth,currencyexchangerateofdollartotherupeeforaweek,etc.
Afunactivitycanbedonewhereeachgroupisassignedtocollecttherelevantdataandbringittoclass.Oncethedataiscollected,askstudentstofindtheaveragesofeachsetintheirnotebooks.Theteachershouldremindthestudentstobecarefulaboutthedivisor.Incaseoftemperatureofthelastsevendays,thestudentswilldivideby7andalsointhecaseofthestockmarketvaluedivideby30.
Summary of Key Facts• Thesimpleaverageisthesumofthequantitiesdividedbythenumberofthequantities.
• Theweightedaverageisthesumofthenumbersinadatasetmultipliedbytheweights,dividedbysumoftheweights.
• Averagespeedisthetotaldistancecoveredduringajourneydividedbythetotaltimeofthejourney.
?OOPS
!
Frequently Made MistakesStudentstendtomakeminormistakeswhileaddinganddividing.
Lesson Plan
Sample Lesson PlanTopic
Averages
Specific Learning ObjectivesCalculatingaveragespeed
Suggested Duration Oneperiod
Key VocabularyTimeDistance,Unitsofspeed,km/hr,M/sec
Method and StrategyPervaizdrivestohisofficeataspeedof50km/hrandcomesbackhomeataspeedof40km/hr.Ifthedistancebetweenhishomeandtheofficeis20km,calculatehisaveragespeedfortheentirejourney.
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iv56 1Averages
Averages
Journeyfromhometooffice:
Distance = 20km
Speed = 50km/hr
S=DS
∴ T=DS
Time = 2050
= 0.4hours
Journey:fromofficetohome
Disance = 20km
Speed = 40km
Time = 2040
= 0.5hours
Totaldistance = 20+20=40km
Totaltime = 0.4+0.5=0.9hours
Averagespeed= Totaldistance Totaltime
= 400.9
= 44.4km/hr
Similarsumscanbedoneinclassusingreal-lifecharacterssuchasparentsandbusdriversandtheirjourneys.
Written AssignmentsStudentscandoQuestions20,21,and22ofExercise10intheirnotebooks.
EvaluationAcomprehensiveassessmentbasedonfillintheblanks,multiplechoicequestions,andwordproblemscanbegiventoassesslearning.
After completing this chapter, students should be able to:• explaintheconceptofaverages:simpleaverage,weightedaverage,andaveragespeed.
– findtheaverage,
– calculatetheweightedaverage,and
– findtheaveragespeed.
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v571
11 Matrices
Specific Learning ObjectivesInthisunitstudentswilllearn:• whatamatrixis.
• abouttypesofmatrix:squarematrix,rectanglematrix,rowmatrix,columnmatrix,squarematrix,diagonalmatrix,scalermatrix,nullmatrix,unitmatrix.
• howtotransposeamatrix.
• theconditionsfortwomatricestobeequal.
• howtoaddandsubtractmatrices.
Suggested Time Frame
5to6periods
Prior Knowledge and RevisionThisisanentirelynewtopic.Amatrixisisyetanotherwayofrepresentingnumbersandauniquewayofapplyingmathematicaloperations.Wordproblemscanalsobesolvedwithmatrices.
Real-life Application and ActivitiesAmatrixisanarrayofnumbersarrangedinrowsandcolumns.Theconceptofmatricescanbeexplainedinafunway.
Amatrixisusuallydenotedbyacapitalletter,forexample,AorB.
Theelementsareplacedwithinbox-bracketsin‘rows’and‘columns’.Remember,rowsarehorizontalandcolumnsvertical.
A= ∙a11 a12a21 a22 ∙
AmatrixorderiswrittenasArc
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iv58 1Matrices
Summary of Key Facts• Thenumberofrowsandcolumnsofamatrixiscalledtheorderofthematrix.
• Thelocationofanelementofamatrixisdenotedbywritingitsrowandcolumnposition.
Example
B=6 4 163 9 8
b11 =6(elementatrow1,column1)
b12 = 4(elementatrow1,column2)
b21 =3(elementatrow2,column1)
Thereare8typeofmatrix.
• A‘squarematrix’hasanequalnumberofrowsandcolumns.
• A‘rectanglematrix’hasanunequalnumberofrowsandcolumns.
• A‘rowmatrix’hasonlyonerowandcanhavemanycolumns.
• A‘columnmatrix’hasonlyonecolumnandcanhavemanyrows.
• A‘diagonalmatrix’hasallelementsexcepttheleadingdiagonal,aszero.
• A‘scalarmatrix’hasalltheelementsintheleadingdiagonalequal.
• Allelementsofa‘nullmatrix’arezero.
• A‘unitmatrix’has‘1’initsleadingdiagonal.
• Inordertotransposeamatrix,weswaptherowswiththecolumns.
Example:Totransposeamatrixweswaptherowsandcolumns.
Weputa'T'intoprighthandcorner.
6 3 25 6 7
T
= 6 53 62 7
RowRow
column
• Twomatricesareequalwhentwoconditionsaremet:theorderandthecorrespondingelementsareequal.
• Additionandsubtractionofmatricesisdonebymakingsuretheorderofthematricesarethesame.
?OOPS
!
Frequently Made MistakesThisisarelativelyeasychapter;however,studentstendtomakecarelesserrorswhileaddingorsubtracting.Lotsoforalandpracticeexercisesshouldbedonetoavoidcarelessmistakes.
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v591 Matrices
Lesson Plan
Sample Lesson PlanTopic
Matrices:additionandsubtractionofmatrices
Specific Learning ObjectiveStudentswilllearntoaddandsubtractmatrices
Suggested DurationOnetotwoperiods
Key VocabularyRow,Column,Order
Method and StrategyThistopiccanbedoneinafunway.Theteachercanassignashapetoeachelement.Beforetheconceptofaddingandsubtractingistaught,thefactthattheorderofmatriceshastobethesame,shouldbeemphasised.
Addition of matrices:
Addthenumbersinthesamepositions.
+ = 3 2
4 5
4 0
1 9
7 2
5 14
Thesearethecalculations
3 + 4 = 7 2 + 0 = 2
4 + 1 = 5 5 + 9 = 14
Thetwomatricesmustbeofthesameorder.
Subtraction of matrices:
Subtractthenumbersinthesamepositions.
– = 3 2
4 5
4 0
1 9
–1 2
3 –4
Thesearethecalculations
3 – 4 = –1 2 – 0 = 2
4 – 1 = 3 5 – 9 = 4
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iv60 1Matrices
Written AssignmentSumscanbedoneontheboard,andthenaskstudentstodothemintheirnotebooks.
Answers
3 7
–2 5
4 3
5 2
7 10
3 71) +
3 0
5 0
0 7
6 8
3 –7
–1 –82) –
8 0
2 1
5 3
2 –3
13 3
4 –23) +
5 3
2 1
–3 2
4 –7
8 1
–2 84) –
Evaluation Acomprehensiveassessmentbasedonmultiplechoicequestions,fillintheblanks,andwordproblemscanbegiven.FollowthepatternofExercise11.
After completing this chapter, students should be able to:• explainwhatamatrixis,
• identifytypesofmatrix:squarematrix,rectanglematrix,rowmatrix,columnmatrix,squarematrix,diagonalmatrix,scalermatrix,nullmatrix,unitmatrix,
• transposeamatrix,
• applytheconditionsfortwomatricestobeequal,and
• addandsubtractmatrices.
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v611
12 Operations on Polynomials
Specific Learning Objectives
Inthisunit,studentswilllearn:
• howtomultiplypolynomials.• howtodividepolynomials.
Suggested Time Frame
4to5classes
Prior Knowledge and RevisionInGrade7studentsweretaughttheorder,classification,addition,andsubtractionofpolynomials.Itshouldbepointedoutthatunliketermscannotbeaddedorsubtracted.Theseoperationscanbeappliedonliketermsonly.Rulesofsignswerealsoexplainedwiththehelpofanumberline.
Arevisionworksheetcanbegiven.Oncecompletedtheteachercansolvethesumsontheboardandthestudentscanchecktheirpartners'work.Itisimportantthateachsumissolvedontheboardasitwillbeeasierforthestudentstodoanycorrections.Generallytheymakeamistakewithsignsortheytendtoaddthepowerswhenadding.Itshouldbepointedoutthatthepowersdeterminewhetherthetermscanbeaddedorsubtracted.
Followingsumscanbegivenasrevision. Answers
1. Add2x2 + 3xyand4x2 – 6xy. 1.6x2–3xy
2. Whatisthedifferencebetween10wz–7xzand6wz–5xz? 2.4x–2xz
3. Whatmustbeaddedto 3x + 5ytoget 7x – 3y? 3.4x–8y
4. Subtract2x2+3y – zfrom–5x2+4y–2z. 4.–7x2 + y–3z
5. Findthesumof 2x + 3y + zand –5x – 7y – 3z. 5.–3x–4y–2z
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iv62 1Operations on Polynomials
Real-life Application and ActivitiesExplaintheoperationsofmultiplicationanddivision.Theserequireconcreterules,steps,andmethod.Additionandsubtractionhavedifferentrulesforsignsfromtomultiplicationanddivision.
Thefollowingsignrulesareappliedinmultiplicationanddivision:
(+)×(+)=(+) (+)÷(+)=(+)
(+)×(–)=(–) (+)÷(–)=(–)
(–)×(–)=(+) (–)÷(–)=(+)
Threemethodsofmultiplicationaretaughtinthischapter:
1. verticalmultiplication
2. horizontalmultiplication
3. theFOILmethod
Eachmethodshouldbeexplainedseparately.Itisadvisablethatthesamesumissolvedbyallthreemethodsforcomparison.Studentswilldeterminethedifferencesintheapproachesbyrememberingthestepsinvolvedineachmethodgivenonpages148and152.
Activity
Make20cardsof'+'signand'–'signeach.AsktwostudentstocomeupandplaySnap.Theteacherwillcalloutanyoperation,e.g.multiplicationordivision.
Forexample,'multiplytwopositivesigns'.
Thestudentswillstartlookingthroughthecardsonebyone.
Ifhe/sheget+sign,he/shewillcallout'Snap'.Similarlytheteachermaysay'divide+signand–sign'.Thestudentwhofindsthecardwitha–signwillsays'Snap'.
Playthisgamefortwominutes,thestudentwithmorecardswins.
Thisactivitycanbedoneinpairstillthewholeclassunderstandstoconceptofsign.
Summary of Key Facts• Multiplicationofpolynomialscanbedonewithunliketerms.
• Therulesofsignsformultiplicationanddivisionarethesame.
• Intheverticalmethodofmultiplicationthetermsarealignedverticallyandmultiplicationiscarriedoutinsteps.
• Inhorizontalmultiplication,thefirstpolynomialissplitintotermsandtheneachisindividuallymultipliedbythesecondterm.Liketermsarethensimplified.
• IntheFOILmethodtheoutertermsaremultiplied,andthentheinnerterms,andthenthelastterms.Theorderneedstobefollowedinthismethod.
• Divisionrequiresthatthefirstdivisortermdividesthefirsttermofthedividendandthenthequotientmultipliestheentiredivisorterm.Thetermsarethensubtractedandtheprocessrepeateduntilthereisnoremainder.
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v631 Operations on Polynomials
?OOPS
!
Frequently Made MistakesStudentsgenerallygetconfusedwiththerulesofthesignsastheyaredifferentfromtheadditionandsubtractionrules.Stepsandtheformatformultiplicationanddivisionshouldbewrittenforbetterunderstanding.
Lesson Plan
Sample Lesson PlanTopicOperationsonpolynomials
Specific Learning ObjectivesFOILmethodofmultiplication
Suggested Duration1period
Key VocabularyFOIL,Horizontalmultiplication,Polynomial
Method and StrategyInthislessonstudentswilllearnanewmethodofmultiplyingabinomialbyapolynomial.
Theteacherwillwritetheacronym‘FOIL’ontheboard.
First
Outer
Inner
Last
Itisadvisablethattheteacherusescolouredchalkorboardmarkerswhenexplainingthismethod.TheteachercanuseadifferentcolourforeachletterofFOIL.
Written AssignmentAlternatesumsfromExercise12acanbedoneforclassworkandhomework.Studentscanalsosolveasumbyusingtwodifferentmethodsforpractice.
EvaluationTherevisionexercisecanbeusedasaformatforcomprehensivetest.Multiplicationanddivisionshouldbetestedbyspecifyingtherequiredmethodinthequestion.Quizzesshouldbegivenatleastthreetimesaweekinalternatelessons.This5-minuteactivityhelpsthestudentandteacheridentifyanyproblemsandthenworkonthem.
After completing this chapter, students should be able to:• multiplypolynomials,and• dividepolynomials.
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iv64 1
13 Algebraic Identities
Specific Learning Objectives
Inthisunit,studentswilllearn:
• howtofindcubesofthesumoftwoterms.
• howtofindcubesofthedifferenceoftwoterms.
• howtofindspecialproductsusingalgebraicidentities.
Suggested Time Frame
6to8periods
Prior Knowledge and RevisionStudentshavelearntthethreeidentitiesintheearliergrade.Aquickrevisionoftheseidentitiesisextremelyimportantascubicidentitiesdependonthem.Thestudentsgetconfusedoverwhentoapplytheperfectsquareorthedifferencebetweentwosquares.Inmostcasesitshouldbestressedthatthesumsrequireinitialfactorisationandthentheapplicationofidentities.
Thefollowingsumscanbegivenasrevision.
Answers
1. (2x +2)2 1.4x2+8x+4
2. (4x – y)2 2.16x2–8xy + y2
3. 81x2–1 3.(9x +1)(9x –1)
4. (x + 12
y)2 4.x2 + xy + y2
5. 16x4 – y4 5.(4x2 + y2)(2x – y)(2x + y)
Explainthatperfectsquaresbreakupintotwosquares,andtheproductofthetwotermsismultipliedby2.
Thedifferencebetweentwosquaresisidentifiedeasilyastheyareindividuallysquared.Theyarefactorisedbyfindingthesquarerootofthetermsandthenasthesumanddifference.
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v651 Algebraic Identities
Real-life Application and ActivitiesRefertopage160oftextbookwherethediagrammatic/geometricexplanationofthecubicidentityisgiven.
Wecanconvertittoanactivityinclass.
Materialsrequired:
Chartpaperwithcutoutofthenetdiagrams:
1cubeofsidea ×a ×a
a
a
1cubeofsideb ×b ×b
b b
b
3cuboidsofsidea ×b ×b
a
b
b
b
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iv66 1Algebraic Identities
3cuboidsofsidea ×a ×b
a
b
Oncethesenetdiagramshavebeenmade,jointhemtogethertomakecubesandcuboids.
Askstudentstowritetheirindividualvolumesoneachmodelandcombine.
Nextstepwouldbetoglueallthemodelsandcreateabigcubeofsides(a+b)3.
Thisbranchofalgebrawherethederivationisdonegeometricallyiscalledgeo-algebra.
Thistopicisconceptualandlotsofexamplesshouldbeexplainedontheboard,andgiventostudentstosolveintheirnotebooks.
Theconceptsofcubicidentitiescanbeintroducedbyexplainingthatthisidentityisanextensionfromlinearandquadraticfunctions.
Summary of Key Facts• Cubesofthesumoftwoterms,(a + b)3 = a3+ b3+3ab(a + b)
• Cubesofthedifferenceoftwoterms,(a – b)3 = a3– b3–3ab(a – b)
• Numericevaluationofcubicfunctioncanbedonebysubstitutingnumericvalues.
• Identitiescanbeprovedusingcubicfunctions.
• Cubicidentitycanbeusedtofindthesumofthreetofourterms.
?OOPS
!
Frequently Made MistakesThesumsinthistopicwillrequirealotofconcentrationastheworkingofeachsumisquiteextensiveandinvolvesmanysteps.Whendoingthesumsontheboard,theteachershouldenunciateeachstepslowlyandcarefully.Itiscommonforteacherstokeepdoingthesumsontheboardwithoutexplaining.Ifworkedcarefully,studentswillmemorise,understandtheprocess,andnotmissoutsteps.
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v671 Algebraic Identities
Lesson Plan
Sample Lesson PlanTopic
Algebraicidentities
Specific Learning ObjectiveResolvingcubictermsintofactors
Suggested DurationOnetotwoperiods
Key VocabularyCubicfunctions,Factorisation
Method and Strategy
Studentsarealreadyawareofthederivationoftheidentity,thereforeresolvingintofactorswouldbeeasy.
Alsostudentsatatimetocomeontheboardandsimultaneouslydothreesums.Therestofthestudentswillpromptanymistakesandalsocopytheworkingdown.Thiswayeachstudentwillgetaturnontheboardandpearlearningwillbeachieved.
Written AssignmentsExercise13a,question5(parts1toV).
EvaluationAlternatesumsfromExercises13aand13bcanbegivenasatesttoassessstudents'abilitytousethecorrectidentity.
After completing this chapter, students should be able to:• findthecubesofthesumoftwoterms,
• findthecubesofthedifferencebetweentwoterms,and
• findspecialproductsusingbetweenalgebraicidentities.
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iv68 1
14Factorisation of Algebraic Expressions
Specific Learning ObjectivesInthisunit,studentswilllearn:• howtoresolveexpressionsintofactors.
• howtofactoriseexpressionsoftheformax2 + bx + c.
Suggested Time Frame
5to6periods
Prior Knowledge and RevisionThestudentshavelearntaboutthecubicfunctionfactorisationintheearlierchapter.Thischaptertakesfactorisationforward.Norevisionisrequiredasitisacontinuationofpreviouslearning.
Real-life Application and ActivitiesByresolvingintofactorswederivenewalgebraicidentities.
a3 + b3=(a + b)(a2 – ab + b2)
a3 – b3=(a – b)(a2 + ab + b2)
Middletermbreakup!
Inquadraticfunctionsofax2 + bx + cwemultiplythenumericvaluesof‘a’and‘c’andselectfactorsthatwillbreakupthemiddleterm‘bx’.Henceresolvingintofactorsbymiddletermbreakup.
Activity
Specificlearningobjective:Factorisingtrinomialsbyusinggrouping/breakupmethod.
Example:
Theteachershouldwritethetrinomial6x2 + x–2ontheboard.
Teacher:Isthistrinomialintheformofax2 + bx + c?
If'yes'thenletusfactorise.
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v691 Factorisation of Algebraic Expressions
Steps:
1. Writethevaluesofa,b,andc.
a=6 b=+1 c=–2
2. Find‘ac’.
6x2 + x–2
ac=6×2=12
3. Findtwointegerswhoseproductis‘ac’andsumis‘b’.
Factorsof12:(1×12),(2×6),(3×4).
Choosethepair(3,4)becausetheirproductis12andtheirdifferenceis1.
4. Rewritethemiddleterm'bx'asthesumoftwotermswhosecoefficientsaretheintegersfoundinstep3.
Hence,
6x2 + x–2
6x2+4x–3x–2
5. Nowletusfactorisebygrouping,amethodthatwaslearntearlier.
6x2+4x–3x–2 2x(3x+2)–1(3x+2) (3x +2)(2x–1)
∴ Thefactorsof6x2 + x–2are(3x+2)(2x–1).
Nowsolvethese. Answers
1. x2+7x+10 1.(x+2)(x+5)
2. x2–9x+14 2.(x–2)(x–7)
3. x2 + x–20 3.(x–4)(x+5)
4. x2 – x–12 4.(x+3)(x–4)
5. 2x2+7x+3 5.(2x+1)(x+3)
6. 3x2+7x–6 6.(3x–2)(x+3)
7. –x2–4x+32 7.(–x+4)(x+8)
8. 4x2–6 8.2(2x+1)(x–2)
Summary of Key FactsThefollowingidentitiesarecoveredinthischapter:
• a3 + b3=(a + b)(a2 – ab + b2)
• a3 – b3=(a – b)(a2 + ab + b2)
• ax2 + bx + c
?OOPS
!
Frequently Made MistakesToavoidmistakes,studentsneedtoidentifyandthenapplythecorrectformattofindfactors.Repetitiveexercisesandpracticeisamust.
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iv70 1Factorisation of Algebraic Expressions
Lesson Plan
Sample Lesson PlanTopic
Factorisationofalgebraicexpressions
Specific Learning ObjectivesResolvecubicexpressionsintofactors
Suggested DurationOneperiod
Key VocabularyCubic,Trinomial,Factoring,Grouping,Identity
Methodology and StrategyExplanationofsolvingcubicfunctionscanbedonebythe‘teach-by-askingmethod’andbyengagingstudentsindiscussionanddoingsumsonboard.
Derivationofalgebraicidentitybygeometryiscalled'geo-algebra'.
Derivingthea3+b3identitybyshowingacubeofsides'a'andanothercubeofsides'b'andcalculatingtheirvolumesisessentiallythegeometricaspectofthisalgebraicidentity.
Thestudentswillhaveabetterunderstandingofthisconcept.
a3 +b3
+
a3
b3
Refertopage168ofthetextbookforfurtherexplanationoftheconcept.
Written AssignmentsTheteachercangivethesumsfromExercise14aasclassworkandforhomework.
Peercheckingwillhelpthemunderstandtheirmistakesbetter.Followupofhomeworkthenextdaywithpeercheckingisrecommended.
EvaluationFrequentquizzesandshorttestsbasedonalgebraicidentitieswillhelpstudentstounderstandtheconceptbetter.
After completing this chapter, students should be able to:• resolveexpressionsintofactors,and
• factoriseexpressionsoftheformax2 + bx + c.
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v711
15 Basic Operations on Algebraic Fractions
Specific Learning Objectives
Inthisunit,studentswilllearn:
• howtomultiplyalgebraicfractions.
• howtodividealgebraicfractions.
Suggested Time Frame
4to5classes
Prior Knowledge and RevisionAlgebraicfractionsinvolvethesameconceptsasnumericfractions.Itisadvisabletoreviseafewadditionandsubtractionfractionsumswithnumericalvalues.
Real-life Application and Activities• Thischapterisaculminationoffactorisation.Dividestudentsintogroupsoffourorfiveandaskthemtodesigntheirowntestpaper.Thetestpaperformatshouldbeclearlyspecifiedasfollows:
• fivesums,
• thefirstquestionshouldbeofsimplereductionofalgebraicfractionbyfactorisation,
• thesecondquestioncanbeofcomplexindicesfractionswherethelawsofindicesareapplied,
• thethirdquestioncanbeofalgebraicfractionswithmultiplicationanddivision,
• thefourthandfifthquestionsshouldcomprisealgebraicfractionswithadditionandsubtractionrespectively.
Givestudentstenminutestosetthetestpaper.
Thesetestsshouldthenbehandedtoadifferentgroup.Studentswillalltakethetestsandthenafter15minutes,handthembacktothethegroupwhosetthepaper.
Thetestsshouldthenbecheckedandmarkedbythegroup.
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iv72 1Basic Operations on Algebraic Fractions
Thisexerciseisaninteractiveactivitywhichcanbeadaptedforanychapter.
TheteachershoulddivideExercise15intothreesections.
Thefirstsectionwillinvolvesimplefactorisationofthenumeratorandthedenominatorandthetermssimplified.Theteachershouldemphasisethethreeidentitiesandmiddletermbreakup.Thekeytothereductionisthatthestudentsfirstfactoriseandthenreducethebrackets.Oncefactorised,thetermneedtobesimplified.
Beforestartingthelessonhighlighttherulesgivenonpage176.Thestudentscanwritethemintheirnotebooksforreference.
Answers
1) ∙1 – 254x2∙ ÷ ∙1 – 52x∙ 1) 1 + 52x
2) x2+2xx2+ x –2
– 3xx +1 2) 2x(2–x)
(x –1)(x+1)
3) aa –3
– 8a =2 3) –6,4
4) 56x
+ 67x
– 914x
=14 4) 11147
5) 52x – 1
– 44x – 2
– 36x – 3
=1 5) 32
or1 12
6) a+12a – 8
– a + z12x – 3a
6) = 5a + 76(a–4)
7) 3x + 1
– 12x + 2
=5 7) _ 12
8) 14e + 2f
– 1f – 2e
8) 32(2e – f)
Summary of Key Facts• Tofactoriseapolynomialthethreeidentitiesarehighlighted.
• Iftheidentitiesdonotapply,thensimplyfactorise.
• Thenextstepistocheckifmiddletermbreakupisapplicable.
• Oncethetermsarefactorised,theyaresimplifiediftheoperationismultiplicationordivision.
• Inthecaseofadditionandsubtraction,thedenominatorsareconvertedtoacommontermbyfindingtheLCM.
• TherulesforfindingtheLCMaretotakethecommontermonceandtheuncommontermsalso.
• TheLCMisthendividedbythedenominators.
• Thetermisthenmultipliedbythenumeratorandsimplified.
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v731 Basic Operations on Algebraic Fractions
?OOPS
!
Frequently Made MistakesThekeytosolvingthesesumsistofactoriseandfindthecorrectLCM.Asstudentssometimesgetconfused,thethreeidentitiesneedtoberevisedregularly.
Lesson Plan
Sample Lesson PlanTopic
Basicoperationsonalgebraicfractions
Specific Learning ObjectiveMultiplyanddividealgebraicfractions
Suggested Duration1period
Key VocabularyFactorisation,LowestCommonMultiple,Identity,Middleterm,Simplification
Method and StrategyThischapterinvolvesanadvancedlevelofknowledgeofalgebra,involvingfractions.So,ifcon-ceptsofalgebrataughtearlierarestillunclear,thestudentswillfacedifficultyinhandlingthesesums.
Exercise15shouldbedividedintothreeparts:questions1to6,questions7to16,andquestions17to25.Eachsectionwilltakealotoftimeandlotsofpracticeisrequiredtograspalltheconcepts.
Itisadvisablethatalternatesumsaredoneontheboardbytheteacher,andtheremainingsumsaredonebythestudents.
Onlywhenthestudentsareabletotackleeasiersums(questions1to6),withoutanydifficulty,shouldtheteacherproceedtoquestions7to16.Sums16onwardsarequitelengthyandmustbedoneverycarefully.
Example
a ba 7ab 12b
–2 2
2 2+ + ÷ 4a b
b–
a +
Writethereciprocalofthesecondfraction.
a ba 7ab 12b
–2 2
2 2+ + ((a b) a b)a 4ab b b
(a 4b)(a b)×–
–3 122 2
++ + +
+
Factoriseeachtermandsimplify.
((a b) a b)a 4ab b b
(a 4b)(a b)×–
–3 122 2
++ + +
+
((
(a b) (a b) a b)a b)(a 4b) (a 3b)
×––4+ +
+ +
(a b)(a 3b)
++
Answer
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iv74 1Basic Operations on Algebraic Fractions
Example
a2–5a+6a2–8a+16
= a2–3a–2a+6a2–4a–4a+16
= a(a–3)–2(a–3)a(a–4)–4(a–4)
= (a–3)(a–2)(a–4)(a–4)
Factorisethenumeratoranddenominatorindividuallyandthenreducedtosimplestform.
Boththeexpressionsareoftheformax2 + bx + c,thereforeapplytherulesforresolvingquadraticexpressionsintofractions,taughtinthepreviouschapter.
Example
(x+2)2
x2–4 = (x+2)(x+2)(x+2)(x–2)
= (x+2)(x–2)
Written AssignmentsAlternatesumsofExercise15shouldbedoneasclassworkandhomework.
EvaluationFive-minutequizzesshouldbegivenforeachsectiontocheckunderstandingofconcepts.Generallythesequizzesactasadiagnostictooltoidentifystudents'weaknessesbeforetheyproceedtoamorecomplexstage.Assessmentoflearningisanimportanttoolinteachingandlearningmathematicalconcepts.
AcomprehensivetestcanbegivenalongthelinesofExercise15toassessstudents'performance.
After completing this chapter, students should be able to:• multiplyalgebraicfractions,and
• dividealgebraicfractions.
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v751
1More Simple Equations
Specific Learning Objectives
Inthisunit,studentswilllearn:
• howtosolveequationsinvolvingalgebraicfractions.
• howtosolvereal-lifeproblemsinvolvingsimpleequations.
Suggested Time Frame
3to4periods
Prior Knowledge and RevisionStudentsshouldbeabletotransposevaluesinalgebraicequations,wheretheinverseof:
additionissubtraction,
subtractionisaddition,
multiplicationisdivision,and
divisionismultiplication.
Theyknowhowtoworkoutthevalueofanunknownvariable‘x’.
Arevisionexercisecanbedoneontheboard,involvingstudentsinsolvingquestionsstepbystep.
Answers
1. 6x+4=7 1. 12
2. 12x+4=3x+2 2. –29
3. 5x+7=2 3. –1
4. 22–x=4x–3 4. 5
5. 35=12x–1 5. 3
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iv76 1More Simple Equations
Real-life Application and ActivitiesThischaptertakesalgebraicequationstoahigherlevel.Therulesoftransposing,learntearlier,appliesinalgebraicequations.ThetermwhosevalueistobefoundistakentotheLHSoftheequation.Theothertermsaretransposed,thepositivetermasnegative,andthemultiplicandasdivisor,andviceversa.
Thebasicruleisthatfractionsontheeithersideoftheequationaretobecross-multipliedtogetasimplealgebraicequation.
Iftherearemorethanonefractiononeithersideoftheequation,thensimplifythembyaddingorsubtractingasstatedinthequestion.
Example
17x–5 = 312x 2
Multiplytheterm(17x–5)by2,and12x by3,toformasingleequation:2(17x–5)=3(12x)
Example
3x –1
+ 1
x +1 =
4x
3(x +1)+1(x–1)= 4x (x–1)(x+1)
3x +3 + x–1= 4x (x–1)(x+1)
4x +2 = 4x x2–1
x (4x+2)=4(x2–1)
4x2+2x=4x2–4
4x2–4x2+2x=–4
2x=–4
x=–2Answer
Therulesoftransposingrevisedearlierwillplayanimportantroleinsolvingtheequation.
Exercise16a,questions1to5canbedoneinoneperiod.
Inthenextlesson,pointoutthatdecimalpointscanberemovedeitherbyconvertingthemtofractionsorbymultiplyingtheentireequationbymultiplesof10.Questions11to17canbedonealternatelyinclassandforhomework.
Summary of Key Facts• Theunknownvariableisplacedonthelefthandside.
• Eithertransposeapartfromthelefthandsidetotherighthandsidebychangingitssignifitisadditionorsubtraction,ordivideormultiply.
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v771 More Simple Equations
• Problemsinvolvingreal-lifesituationsrequiredatarepresentation,wheretherequiredvalueisassignedthevariable‘x’.
• Theunknownquantityandthegivenconditionareexpressedinanequation.
• Theequationisthensolvedbytransposing.
?OOPS
!
Frequently Made MistakesStudentsgenerallymakemistakesintransposing.Theyforgettochangethesignwhentakingapositivetermtoeithersideoftheequation.
Lesson Plan
Sample Lesson PlanTopic
Algebraicequations
Specific Learning ObjectiveToformequationsundergivenconditionsandsolvethem
Suggested DurationOnetotwoperiods
Key VocabularyTranspose,RHS,LHS,Variable
Method and StrategyFormingtheequationsforawordprobleminvolvesthinkingskills.Anumberofsumscouldbedoneontheboard.Askthestudentstobreakupthestatementintophrases,andthenformtheequation.Roleplaycanalsobedonewherethestudentscanenactaworkproblem.
ThesumsinExercises16aand16bareprogressive.Oncethestudentshaveunderstoodhowtosolvethem,theycaneasilybedoneinclassandalsobegivenashomework.
Example
Afatheristwiceasoldashissonnow.20yearsagothefatherwas4timesasoldashisson.Findtheirpresentages.
Wecanwritethiswordproblemalgebraically.
Supposetheson'spresentageis'x'
∴Fatherpresentageis2x
20yearsagoson'sage=x–20
20yearsagofather'sage=2x–20
20yearsagofather'sagewas4timeshissonsage.
∴2x–20=4(x–20)
Thisalgebraicequationcannowbesolved.
Itisimportantthatthestudentsshouldhavedevelopedtheabilitytoconvertawordstatementsintoamathematicalstatement.
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iv78 1More Simple Equations
Written AssignmentsForquestions1to11ofExercise16b,theequationscanbediscussedandformedinclass.Findingthesolutioncanbegivenforhomework.Thesolutionoftheequationsinthisexerciseareverysimpleandonlybasictransposingisrequired.
EvaluationAcomprehensivetestof20markscanbegivenwhere4algebraicequationsof4markseachcanbegivenandonesumof4markscouldbeawordproblem.
After completing this chapter, students should be able to:• manipulateequationsinvolvingalgebraicfractions,and
• solvereal-lifeproblems.
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v791
17 Simultaneous Equations
Specific Learning Objectives
Inthisunit,studentswilllearn:
• aboutsimultaneouslinearequations.
• howtosolveapairofsimultaneouslinearequationsbyeliminationandbythesubstitutionmethod.
• howtosolvereal-lifeproblemsinvolvingsimplelinearequations.
Suggested Time Frame
4to5periods
Prior Knowledge and RevisionTheteachershouldpointouttothestudentsthattheyhavebeensolvinglinearequationswithoneunknownvariable.Itistimetomoveonandsolvemorecomplexsumswherethelinearequationscontaintwounknownvariables.
Generallyifthefirstvariableis‘x’,thenthesecondunknownvariableistakentobe’y’.
Real-life Application and ActivitiesThisconceptcanbetaughtbythe'teach-by-asking'method.
Writes6x+4y=7ontheboard.
Teacher:'Whatisnewaboutthisequation?'
Students:Therearetwounknownvariables.
Teacher:Good.
Tosolvetwounknowns,weneedtwoequationstosolvesimultaneously.
So,letuswriteanotherequation.
6x+4y=7 (i)
3x + y=2 (ii)
Whatshouldwedonow?
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iv80 1Simultaneous Equations
Students:Letuseliminateoneofthevariable.
Teacher:How?
Students:Bycancelling'y'.
Teacher:Correct,buthowshouldwedothat?
Toeliminate'y'weneedtomake:
coefficients thesame
signs opposite.
Howdowemakecoefficientsof'y'thesame?
Students:Bymaking'y'ofequation(ii)become4y.
Teacher:'Great.Wecandothatbymultiplyingtheentireequationby4andthenmultiplyingby–1tochangethesigns.'
Hence:
6x+4y=7 (i)
3x + y=2 (ii)
Multiplyequation(ii)by–4andaddbothequations.
6x+4y=7
–12x–4y=–8
–6x=–1
x = 16
Substitutevalueofxinequation(i).
6 ∙ 16∙ + 4y =7
1+4y =7
4y =6
y = 32
Answer ∙16 , 32∙
Summary of Key Facts• Theeliminationmethodrequiresoneofthevariablestobecancelledout.
• Thiscanbedonebymultiplyingeitheroneorbothequationsbyanumbertogetthesamecoefficients.
• Thesignshavetobeoppositetocancelthecoefficient.Thisispossiblebymultiplyingtheentireequationby–1.
• Thesubstitutionmethodrequiresmakingonevariablethesubjectoftheequationandexpressingitintermsoftheothervariable.
• Wenowreplacethetermandhencetheentireequationiscomprisedofonevariable.
• Oncewegettheanswerofavariablebyeithermethodwesubstitutethevalueinanyoneequationtogetthevalueoftheothervariable.
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v811 Simultaneous Equations
?OOPS
!
Frequently Made MistakesWhenusingeliminationmethodthestudentstendtoforgettomultiplytheentireequationandtheconstant.TheteachershouldexplainthatallthetermsonbothLHSandRHSoftheequationhavetobemultiplied.
Lesson Plan
Sample Lesson Plan
Topic
Simultaneouslinearequations
Specific Learning ObjectiveApplyingreal-lifeconditionsandformingsimultaneousequations
Suggested DurationOneperiod
Key VocabularyVariable,Simultaneously
Method and StrategyWhenintroducingreal-lifewordproblems,datarepresentationisextremelycritical.
Howdoyouassignthevariables‘x’and‘y’.?
Anentirelessonshouldbeplannedonformulatingsimultaneouslinearequationsandnotsolvingthem.Thenextlessoncanbebasedonsolutions.
Activity
Dividethestudentsintogroupsoffourandwritedownasumforeachgroupontheboard.
Astudentfromeachgroupwillformtheequationsontheboard.
Thefollowingsumscanbewrittenontheboard.
1)Findtheothertwoanglesofaright-angledtriangleifoneangleis13 oftheother.
x + y =90º (i)(given)
x = 13 y (given)
∴ 3x – y =0 (ii)
Solveequation(i)and(ii)simultaneously
x + y=90º
3x – y=0
4x=90º
∴ x=22.5º
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iv82 1Simultaneous Equations
Substitutethevalueofx inequation(i)
x + y =90º
22.5º+y=90º
∴ y=67.5º
2)Thesumoftwonumbersis48andtheirdifferenceis16.Findthetwonumbers.
x + y = 48
x – y = 16
– + –
x=32
Substitutethevalueof'x'inequation(i)
32+y = 48.
y = 48–32
y = 16
3) Ifauntis4timesasoldashernephewandthesumoftheirpresentagesis50,findtheirpresentages.
Supposeaunt'sageisxandnephew'sageisy
Then x=4y
x –4y=0 (i)
and x + y=50 (ii)
x–4y=0
x + y=50 – – –
–5y=–50
y=10
Substitutethevalueof'y'inequation(i)
x=4(10)
x=40
Theauntis40yearsoldandthenephew10yearsold.
Written AssignmentsTheequationsinQuestions5to8ofExercises7canbeformedinclassandsolutionsdoneas homework.
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v831 Simultaneous Equations
EvaluationTwo5-minutequizzescanbedoneduringthislesson.Thefirstquizmaycontaintwosumstobesolvedbytheeliminationmethodandthenexttwosumsbythesubstitutionmethod.
Thesequizzeswillensurethatthestudentshaveunderstoodthisnewconcept.Thischaptercanbetaughtinthreestages:findingasolutionbytheeliminationmethod,findingasolutionbythesubstitutionmethod,andsolvingreal-lifewordproblems.
Acomprehensivetestcanbegivenattheendofthechapter.Thetestshouldcontainsumstosolvedbytheeliminationandsubstitutionmethodsandwordproblems.Donotspecifyanymethodtosolvethethewordproblems.Thestudentsshouldbeencouragedtochoosetheirownmethodtosolvethem.Generally,studentsprefertheeliminationmethodtothesubstitutionmethod.
After completing this chapter, students should be able to:• solvesimultaneousequationsbyeliminationandsubstitutionmethod,and
• solvereal-lifeproblemsinvolvingtwounknownvariables.
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iv84 1
18 Symmetry
Specific Learning ObjectivesInthisunit,studentswilllearn:
• linearsymmetry.
• propertiesofsymmetricalfigures.
• propertiesofsymmetryaboutabisector.
Suggested Time Frame
2periods
Prior Knowledge and RevisionStudentsintheirkindergartenandprimaryclasseshavedonesimpleactivitiesofcuttingshapesintotwoequalpartsandofcompletingafigurebyreplicatingtheotherhalf.TheMathsFlashonpage202canbedoneasrevisionorintroductiontosymmetry.Symmetrycanalsobelinkedtocongruency.Congruencyhasbeencoveredearlierwheretheconceptofexactreplicaisexplained.Symmetryalsoinvolvescongruentshapesoneithersidesofalineofsymmetry.
Theteachercanmakeaworksheetofincompleteshapesandaskstudentstocompletethesymmetricalshapes.
Real-life Application and ActivitiesTheteachercanbringamirrortothelessonandaskastudenttostandinfrontofit.Explainthatthe‘mirrorimage’isactuallycongruencyandthemirroritselfactsasalineofsymmetry,separatingtwocongruentoridenticalobjectsorimages.
Studentscanbeencouragedtobringpicturesofsymmetricalobjectsandbuildingsandthenaskthemtodrawthelineofsymmetry.
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v851 Symmetry
Summary of Key Facts• Symmetryiswhencongruentshapesareseeneithersideofthelineofsymmetry.
• Verticalsymmetryiswhenaverticallinecutsanyshapeintotwosymmetricalhalves.
• Thehorizontallineofsymmetryisahorizontallinethatcutsashapeintotwosymmetricalhalves.
• Adiagonallineofsymmetryisalinethatcutashapediagonallyintotwosymmetricalhalves.
• Thelineofsymmetryisalsoknownasaxisofsymmetryofanyshape.
• Pointsofsymmetryareequidistantfromtheaxisofsymmetry.
• Aperpendicularbisectorisalineofsymmetryofaline.
• Ananglebisectorisequidistantfromtwolinesformingtheangleandalsoactsasalineofsymmetry,containingpointsequidistantfromthetwolines.
• Twocongruentshapescanbeseparatedbyalineofsymmetry.Aperpendicularbisectorisdrawnbetweenthetwoshapes.
?OOPS
!
Frequently Made MistakesSymmetryisasimpleconceptthathasbeentaughtinpreviousgradestoo.Studentsenjoydoing activitiesrelatedtosymmetry.
Lesson Plan
Sample Lesson PlanTopicSymmetry
Specific Learning ObjectivePropertiesofsymmetryofshapes
Suggested DurationOneperiod
Key VocabularyLineofsymmetry,Equidistant
Method and StrategyThisisafuntopicandtheconceptsoflineofsymmetryandpointsymmetrywillbetaughtbyanactivity.
Activity
Youwillneed:A4paper,scissors,markers,andrulers.
Askthestudentstocutoutthefollowingshapes:
rhombus
square
rectangle
parallelogram
isoscelestriangle
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iv86 1Symmetry
Tellthemtofoldthecutoutsinhalfasmanytimesaspossible.Unfoldtheshapeandcountthelinesofsymmetry.
Studentswillthenrecordtheirfindingsintheirnotebooks.
Shape LinesofSymmetry
rhombus 2
square 4
rectangle 2
parallelogram 0
isoscelestriangle 1
Studentscanfindlinesofsymmetryinlettersalso.
Forexample,
i) Theletter‘Z’hasnolineofsymmetry.
ii) Theletter‘A’hasonelineofsymmetry.
iii) Aparallelogramhasnolineofsymmetry.
Written AssignmentsQuestion6ofExercise18canbedoneasclasswork.
Evaluation
Ashort,simpletestcanbegiventoevaluatelearning.
After completing this chapter, students should be able to:• identifythelineofsymmetry,
• usepropertiesofsymmetricalfigurestoprovetheorems,and
• drawlinesegmentsandanglebisectors.
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v871
19 Practical Geometry
Specific Learning ObjectivesInthisunit,studentswilllearn:
• aboutlinesandangles.
• todefinepolygonsandquadrilaterals.
• howto:
– drawparallellinesandtwonon-parallellinesandfindtheanglebetweenthem.
– dividealinesegmentingivenpartsinthegivenratio.
– constructquadrilateralswithvariousconditions.
– constructatriangleandapentagon.
– drawtangentstoacircleatagivenpointonthecircumferenceandfromapointoutsideit.
Suggested Time Frame
4to5periods
Prior Knowledge and RevisionStudentslearnedtheconstructionofaperpendicularandanglebisectorsinthepreviousgrade.Itwouldbeadvisabletorevisethestepsontheboardandthenaskthestudentstoconstructtwoofeachtypeintheirnotebooks.Revisionofconstructionoftriangleswithgivenconditionscanalsodone.
Theteachershoulddotheconstructionontheboardusinggeometricinstruments,ascorrecthandlingoftheprotractorandcompassesisimportant.
Real-life Application and ActivitiesThischapterrequiresstudentstodevelopskillsinhandlinggeometricinstrumentsandrememberingthestepsofconstruction.
Oncetheyknowalltheconstructionmethodsaclassactivitycanbedonebydividingstudentsintogroups.Allthedifferentconstructionscanbewrittenonflashcards.EachgroupcanpickacardandstartdoingtheconstructiononA4paper.Thegroupthatattemptsthemostconstructionsinoneperiodwins.
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iv88 1Practical Geometry
Summary of Key Facts• Thedistancebetweentwoparallellinesremainsconstantatdifferentpointsthroughtheentirelengthofthelines.Twoparallellinescaneasilybedrawnwithafixeddistancebetweenthem.
• Alinesegmentofanylengthcanbedividedintoanygivennumberofparts.
• Alinesegmentofanylengthinanyratio.
• Theanglebetweentwonon-parallellinescanbefoundwithoutextendingthelines.
• Theanglebetweentwoconverginglinescanbebisectedwithoutproducingthem.
• Propertiesofquadrilaterals:
–Asquarehasallsidesequal;eachangleofasquareequals90°.
–Arhombushasallfoursidesequal.
–Arectanglehastwopairsofoppositesidesparallelandequal,andeachangleis90°.
–Aparallelogramhasoppositesidesparallelandequal.
–Akitehastwopairsofadjacentsidesequal.
–Atrapeziumhasonepairofoppositesidesparallel.
• Aquadrilateralwithtwopairsofoppositesidesparallelandequaliscalledaparallelogram.
• Propertiesofaparallelogram:
–Oppositesidesofaparallelogramareequal. –Oppositeanglesofaparallelogramareequal. –Thediagonalsofaparallelogrambisecteachother.
• Aquadrilateralcanbeconstructedwhen: –thelengthsofitsfoursidesandthemeasureofoneoftheanglesaregiven. –thelengthsofthreeofitssidesandthemeasuresoftwoincludedanglesaregiven. –thelengthsofitsfoursidesandadiagonalaregiven. –thelengthsofthreesidesandtwodiagonalsaregiven.
• Asquarecanbeconstructedwhen: –thelengthofeachofitssideisgiven.
–thediagonalisgiven.
–thedifferencebetweenthelengthofthesideanddiagonalisgiven.
–thesumofitsdiagonalandsideisgiven.
• Arectanglecanbeconstructedwhen: –thelengthoftwoadjacentsidesisgiven.
–thelengthofonesideandadiagonalaregiven.
• Aparallelogramcanbeconstructedwhen: –thelengthsoftheadjacentsidesaregiven,andthemeasureoftheincludedangleisknown.
–thediagonalsandtheanglebetweenthemaregiven.
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v891 Practical Geometry
• Arhombuscanbeconstructedwhen: –thelengthofeachsideandthesizeofoneangleisgiven
–thelengthofeachsideandonediagonalaregiven
• Akitecanbeconstructedwhenlengthsoftwosideandadiagonalaregiven.
• Aregularpentagonandhexagoncanbeconstructedwhenthelengthsofonesideisgiven.
• Aright-angledtrianglecanbeconstructedwhenthelengthofthehypotenuseandtheverticalheightfromthevertextothehypotenusearegiven.
Remember:atriangleconstructedonthediameterofacircle,withinasemi-circle,isalsoaright-angledtriangle.
• Thein-circleandcircum-circleofatrianglecanalsobedrawn.
• Acircleisasetofpoints,equidistantfromafixedpointonthesameplane.
• Atangenttoacircleisalinewhichmeetsthecircleatonlyonepoint. –Thedistanceofthetangenttoacirclefromthecentreisequaltotheradiusofthecircle.
–Atangenttoacircleisperpendiculartotheradiusdrawnthroughthepointofcontact.
• Atangenttoacirclecanbedrawn: –atapointgivenonthecircumference.
–fromapointoutsidethecircle.
. ?OOP
S!
Frequently Made Mistakes
Thischapterismainlyskills-based,anddoesnotrequiremuchmathematicalreasoning.However,emphasisshouldbeplacedonneatnessandaccuracy.Pencilsshouldbewell-sharp,andgoodcompassesshouldbeusedwhichareneithertoostiffnortooloose.Studentsaresometimesunabletodrawperfectcircum-circlesandtangents.Theteachershouldsortoutstudents’concernsindividually.
Lesson Plan
Sample Lesson PlanTopic
Geometricconstructions
Specific Learning ObjectiveRevisionofpropertiesofallshapes
Suggested Duration1period
Key vocabularyBisector,Quadrilateral,Polygon,andCircles
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iv90 1Practical Geometry
Method and Strategy
Parallellines,bisectors,andthelinesegmentsareafewkeytermsthatthestudentswillbedealingwithinthischapter.Thestudentswillalsoneedtorevisethepropertiesofquadrilaterals(rectangle,square,andrhombus).Sincetheyhavetodoconstruction,theyshouldbeawareoftheseproperties:
Square:allsidesareequalandallanglesareof90°
Rectangle:lengthsandbreadthsareequal;alltheanglesareof90°.
Rhombus:allsidesareequalandtheadjacentanglesaresupplementary.
Thischapternotonlydevelopsthestudents’skillsinconstruction,butalsoencouragesthemtolinkmathematicalproofsandcomputation.Thestudentsshouldbeinvolvedina‘thinkingprocess’whiledividingalinesegmentintoratiosorwhiledrawinganin-circleoracircum-circle.Explainthatin-circleanglebisectorswillgivethecentreoftheangle.Similarly,perpendicularbisectorswillneedtobeconstructedtolocatethecentreofacircum-circle.
Written AssignmentsThislessonisprimarilyarevisionclassofthepropertiesofshapesandspecificconstructioncases.Thestudentsshouldbeencouragedtowriteallthekeypointsintheirnotebooksandmakeatableoffacts.
EvaluationThischapterisaskills-basedchapterwhereabilitytoconstructaclearandpreciseshapeistested.Mathematicalreasoningisalsoinvolvedasthepropertiesareemployedtounderstandthegivenconstruction.Thereshouldberegularassessmentoflearningandunderstandingandtheirabilitytodrawshapesandusemathematicsinstruments.Exercise19constructionscanbegivenasatest.Forexample,questions8,16,17,and20canbegivenasonetest.Thesecondtestcanbeofpolygonsandcircles.
After completing this chapter, students should be able to:• definepolygonsandquadrilaterals,
• drawparallellines,
• dividelinesegmentsintogivenpartsandratios,
• drawangleandperpendicularbisectors,
• constructquadrilateralswithdifferentconditions,
• constructtrianglesandpentagons,and
• drawtangents.
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v911
Axioms, Postulates, and Propositions20
Specific Learning Objectives
Inthisunit,studentswilllearn:
• todefinedemonstrativegeometryandreasoning.
• howtodescribeaxiomsandpostulates.
• howtodescribepropositionsortheorems.
• howtoprovetheoremsbasedonlinesandangles.
• howtoprovetheoremsbasedonparallellines.
• howtoprovetheoremsbasedontriangles.
Suggested Time Frame
6to8periods
Prior Knowledge and RevisionThestudentshavelearnedaboutthepropertiesofparallelandintersectinglinesandtheanglesformedbythem.Thischapterdealswiththemathematicalreasoningandproofsofthesefacts.Itisimportantthattheteacherfirstdoesabriefrecapofthebasicpropertiesofperpendicular,intersecting,andparallellines.
Thestudentsshouldrecallthattwointersectinglinesformequalverticallyoppositeangles.
Twoparallellinescreatecorrespondingandalternateangles.
Interioranglesarenotequalandaddupto180º.
Real-life Application and ActivitiesThereareninetheoremsinthischapterandeachtheoremrequiresknowledgeofaccuratemathematicalfactsbackedbymathematicalreasoning.
Eachtheoremshouldbedoneontheboardbytheteacherandexplainedindetail.Thestudentsshouldthencopythemintotheirnotebooks.
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iv92 1Axioms, Postulates, and Propositions
Activity
Studentsshouldenjoyedthispracticalactivitywhichwillsupporttheirlearning.
Youwillneed:
2cmdiameterbamboosticks,markers,protractors,A4paper,andtape.
Askthestudentstoplacethe2bamboosticksonthepaperintheformofacross,andtolabeltheangleswiththemarker.
Keeponchangingthesizeoftheangles,andaskthemtoprovethattheverticallyoppositeanglesareequalbymeasuringtheangles.
Ifaboardprotractorisnotavailable,thestudentscanmeasuretheanglesbytracingtheanglesmadebythesticksontochartpaperandthenmeasuringthem.
Thisactivitywillenablethestudentstodemonstratetheirgeometricalknowledgewithmathematicalprecision.
Summary of Key Facts• Geometricdemonstrationistheprovingofmathematicalfactswiththehelpoflogicandmeasurement.
• Deductivereasoningisdrawingaconclusiondrawnbasedongivenfacts.
• Anaxiomisafundamentalstatementrelatedtonumbers.
• Apostulateisafundamentalstatementrelatedtoageometricfigure.
• Atheoremorpropositionisbasedonaxiomsandpostulates.
• Acorollaryisastatementthatisdeducedfromatheorem.
• Theoremscanbeprovedbymathematicalandgeometricreasoning.
• Twoperpendicularlinesformtworightangles.
• Twointersectinglineswillformanglesaddingupto180º.
• Twointersectinglinesformtwoequal,verticallyoppositeangles.
• Iftwosidesofatriangleandtheincludedanglesarecongruent,thenthetwotrianglesarecongruent.
• Thetwobaseanglesofanisoscelestriangleareequaltoeachother.
• Theexteriorangleofatriangleisalwaysgreaterthanthesumoftheoppositeinteriorangles.
• Thetwoalternateanglesareequal,thelinesformingtheseanglesareparallel.
• Whentwoparallellinesareintersectedbyatransversal,thealternateanglesformedareequal.
• Thesumofthesizesofallthreeanglesofatriangleaddupto180º.
?OOPS
!
Frequently Made MistakesThenamingoflines,angles,andtrianglesshouldbeaccurate.
Whenwritingmathematicalproofs,geometricdiagramsandreasoningshouldbegivenalotofimportance.
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v931 Axioms, Postulates, and Propositions
Lesson Plan
Sample Lesson PlanTopic
Axiomsandpostulates
Specific Learning ObjectiveToprovethattwointersectinglinesformsupplementaryangles
Suggested Duration1periodKey Vocabulary
Intersecting,Perpendicular,Supplementary
Method and StrategyThestudentsaregivenasetofdatawiththehelpofwhichtheyhavetoproveafact.Thisiscalledmathematicalproof.Derivationsofformulasandprovingtheoremsaredonesimultaneously.Thestudentslearntoapplymathematicalproofssystematically,improvingtheirlogicalthinkingskills.Theteachermustensurethatthestudentsdothederivationinaverysystematicandorganisedmanner.
Thetheoremsgiveninthetextbookshouldbeexplainedindetailintheclassroom.
Theyshouldbeexplainedwithdiagramsontheboard,andputupontheclasssoft-boardforreference.Asafurtherpracticetool,askthestudentstonotethemdownintheirnotebooks.
Itisimportantthattheteacherstressesthestepsofmathematicalproof,labelling,andrecognisingtheangles.Itisalsoimportanttoexplainthereasonsforthemathematicproof.
Example
Iftwostraightlines,ABandCD,intersecteachotheratthepointOandm∠AOD=90°,provethattheremainingangleswillalsoberightangles.
If ∠AOD = 90°
then ∠BOC = 90° (vertically opposite)
∠ BOC + ∠AOC = 180° (angles on a straight line/supplementary)
Since ∠BOC = 90° A B
O
90°
D
C
∴ ∠AOC = 90°
∠AOC = ∠BOD (vertically opposite angle)
Similarly ∠BOD = 90°
∠AOD = ∠BOC = ∠AOC = ∠BOD = 90° (Proved)
∠AOD + ∠BOC + ∠AOC + ∠BOD = 4(90°) = 360°
Whenprovingthatallanglesareequalto90°,itisimportanttomentionsupplementaryandverticallyoppositeanglesasreasons.
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iv94 1Axioms, Postulates, and Propositions
Written AssignmentQuestions1to4ofExercise20canbedoneinclass.
EvaluationAcomprehensiveassessmentcanbegiventoevaluatestudents'understandingoftheoremsandtheirproofs.Sincethisisnewterritory,itwillbeadvisabletogivetests.Thefirsttestcancoverthefirstfourtheoremsandthesecondcancovertheorems5to9.
After completing this chapter, students should be able to:
• definedemonstrativegeometryandreasoning,
• defineaxiomandpostulate,
• definepropositionandpostulate,
• provetheoremsrelatingtolinesandangles,
• provetheoremsrelatedtoparallellines,and
• provetheoremsrelatedtotriangles.
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v951
21 Area and Volume21
Specific Learning Objectives
Inthisunit,studentswilllearn:
• howtouseHero'sformulatofindtheareaofatriangleintermsofitssides.
• howtofindvolumeandsurfaceareaofarightcircularcone.
• howtofindthevolumeandsurfaceareaofasphere.
Suggested Time Frame
4to5periods.
Prior Knowledge and RevisionInearlierclassesstudentshavelearntabouttheareaofshapes,volume,andsurfaceareaofcubes,cuboids,andcylinders.Itwillbeimportanttorevisealltheformulasofeachshapeontheboard.Aquick’recallquizcanbeconductedandthewinninggroupcanbeawardedmarksthatcanbeaddedtotheiraggregatemarksasabonus.
Real-life Application and ActivitiesThestudentsarefamiliarwiththeconceptsofvolumeandsurfacearea.Theteachershouldrevisetheconceptsandexplainthelinkbetween2Dand3Dfigures.Itisimportanttore-teachtheconceptofheight/depthtodifferentiatebetween2Dand3Dfigures.
Cubesandcuboidswerestudiedingrade7;theformulascouldberevisedandthestudentscouldbegivenaquiz.Thiswillhelptheteachertoassesswhetherornottomoveonwiththetopic.
Inthischapter,cylinders,cones,andsphereshavebeendiscussed.Beforetheformulasareintroduced,itisimperativethattheteacherexplainsthedimensionsofeachshape.
Cylinder:thisshapehasradiusandheight.
Volume=πr2h
Curvedsurfacearea=2πrh+πr2 + πr2
Totalsurfacearea=2πrh+2πr2
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iv96 1Area and Volume
Cone:thisshapehasaradiusandheight,butalsoslantheight‘l’.Volume:13 πr2h
Curvedsurfacearea=πrlTotalsurfacearea=πrl + πr2
Sphere:thisshapehasaradiusandacurvedsurface.
Volume: 43
πr3
Surfacearea:4πr2
Ifthestudentsunderstandtheformulasandcanidentifythedimensions,itshouldnotposeaproblemforthem.Continuousrevisionofformulasisthereforeessentials.
Activity
Thestudentswillunderstandbetteriftheshapesareexplainedwiththehelpofnetdiagrams.
Tomakenetdiagramsyouwillneed:A4paper,geometryinstrumentsandmarkers.
Cylinder:thisshapeisformedbyfoldingarectangleintoaroll.Thebreadthoftherectanglebecomestheheightofthecylinder,andthelength,thecircumferenceofitsbase.
Netdiagramofacylinder
‘a’istheheightofthecylinder.
‘b’isthecircumferenceofthebaseofthecylinder.
Thisactivitycanbeusedasarecallinordertounderstandothershapesbetter.
a
b
Netdiagramofcone
‘a’isthecircumferenceofthebaseofthecone.
‘b’istheslantheightofthecone.
b
a
a
Cones:thisshapeisformedbyfoldingasemicircleoranyfractionalpartofacircle(sector),andacircleasitsbase.
Thestudentsshouldbeencouragedtofirstcutoutthe2Dfigureandthenfoldittoformthe3Dfigure.
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v971 Area and Volume
Summary of Key Facts• Hero’sformulacalculatestheareaofatrianglebyfirstfindingthevalueof‘s’,whichisthesumofallthreesidesdividedbytwo.Thevalueof's'istheninsertedintheformula:
A=√s(s − a)(s − b)(s − c)
wheres is thesemi-perimeterofatriangle:
s = a + b + c2
.
Thisformulaisappliedwhentheperpendiculardistanceisnotgiven.• Thesurfaceareaofaconehastwoparts,thecurvedsurfaceareaandthetotalsurfacearea.
Areaofthecircularbase=πr2
Totalsurfaceareaofarightcircularcone=Areaofthecurvedsurface+Areaofthebase
= πrl + πr2
= πr(l + r)
Volumeofaconeisaderivativeofthecylinder;itisonethirdthevolumeofacylinder.
• Thevolumeofaright-circularcone = 13areaofbase×height
= 13
πr2h
• Surfaceareaofasphere=4πr2,whereristheradiusofthesphere.
• Volumeofasphere= 43
πr3,whereristheradiusofthesphere.
Lesson Plan
Sample Lesson Plan
Topic
Area
Specific Learning ObjectiveFindingtheareaofshadedregionsofcompositeshapeandHero’sformula
Suggested Duration
Oneperiod
Key Vocabulary Hero’sformula,Perpendicularheight
Method and StrategyPerpendicularheightsareslightlydifficultforstudentstoidentifyastheyaresometimedrawnoutsidethetriangle.Similarly,areasofshadedregionsarefoundbyfirstfindingthetotalarea;then,theunshadedareaisfound,andsubtractedfromthetotalarea.
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iv98 1Area and Volume
Areaoftheshadedregion=Areaoftriangle–Areaofparallelogram
3 cm
6 cm
10 cm
5 cm
= 10 6× ×21b l – (5 × 3)
= 30 – 15= 15 cm2
Thischapterisanextensionoftheworkalreadytaughtingrade7.Theteachernowhastodevelopthestudents’abilitytovisualisewordproblemsandthensketchtheminordertoworkoutthevaluesandformulas.Justasinwordproblems,datarepresentationisthekeytofindingthesolution.Similarly,diagrammaticrepresentationisveryimportantinchaptersrelatedtoareaandvolume.
Studentsshouldunderstandthatacircle’srevolutioncovers,linearly,adistanceequaltoitscircumference:
onerevolution=circumferenceofthecircle.
revolution.
circumference
Withthisactivity-basedmethod,thewholeclasswillparticipateenthusiasticallyandtheleast-ablestudentswillunderstandtheconceptsbetter.
AlternatelytheuseofHero’sformulashouldbeencouragedwhentheperpendicularheightisnotgiven.becausetheydonotneedtousePythagoras'theoremtofindit.Allthethreesidesareaddedandthevalueof‘s’calculatedandsubstitutedintheformula.
Written AssignmentsQuestion3ofExercise21canbedoneintheirnotebooks.
EvaluationQuestions8to13ofExercise21canbedoneinclasswiththeteacherandsimilarsumscanbegivenasatest.Questions1to8ofExercise21canbegivenasarevisiontest.Theteachershouldmakesuretheconceptsarerevisedandthenthesumsaregivenasamarkedassignment.
After completing this chapter, students should be able to:• useHero’sformulatocalculatetheareaofatriangle,
• findthesurfaceareaandvolumeofacone,and
• findthesurfaceareaandvolumeofasphere.
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v991
22 Trigonometry
Specific Learning Objectives
Inthisunit,thestudentswilllearn:
• howtocalculatethesidesofaright-angledtriangleusingPythagoras'theorem.
• howtodefinethetrignometricratiosofanacuteangle.
• howtofindthetrignometricratiosof30°,45°,and60°.
• howtofindthetrignometricratiosofcomplementaryangles.
• howtosolvearight-angledtriangleusingthemeasuresofoneangleandlengthofoneside.
• howtosolvearight-angledtriangleusingthemeasuresoftwosides.
• howtosolvereal-lifeproblemsrelatedtotrignometry.
Suggested Time Frame
6to8periods
Prior Knowledge and RevisionStudentsknowaboutright-angledtrianglesandtheirproperties.Theyknowthattheremainingtwoanglesarecomplementary.
Real-life Application and ActivitiesPythagoras’Theoremcanbeprovedpracticallythroughanactivity.
Activity
YouwillneedA4paper,ruler,markers,gluestick,andpencils.
Theactivityonpage252ofthetextbookcanbecarriedoutinclass.Askthestudentstobringthelistedmaterialtothelesson.
Thestudentscanmeasureandcutouttheshapeandglueitintheirnotebooks.
Themathematicalproofcanbedoneonthecut-outsandthefinaltheoremwrittenonthebaseofthecut-outintheirnotebooks.
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iv100 1Trigonometry
Activity
Similarlyoncethetrigonometricratioshavebeendonethoroughly,examples4,5,and6onpages254and255canbedonepractically.
Forexample4,ifaladderisavailable,inschoolitcanbeproppedupoutsidetheclassroomandthestudentscangooutandinvestigate.Alternately,ifaladderisnotavailable,thestudentscanstandunderastaircaseandthesamesumcanbevisualisedanddone.
Forexample5,iftherearetwobuildingsintheschool,thestudentscanbetakenoutsideandtheactivitycarriedout.However,itwouldbeadvisabletoasktheschoolcaretakertohelpbyusingaropeandchalktodrawright-angledtrianglemarkingsonthefield.
Fortheactivityinexample6,theteacherwillberequiredtobringasmallsuitcaseoranycuboidboxwilldo.Aright-angledtrianglecanbemarkedusingawhiteboardmarker.Thestudentscanmeasurethedimensionsofthesuitcaseandcarryouttheworkingintheirnotebooks.
Summary of Key Facts• Pythagoras'theoremstatesthatinaright-angledtriangle,thesquareofthehypotenuseisequaltothesumofthesquaresoftheothertwosides.
c 2 = a2 + b2
• Theratiosofaright-angledtrianglehavebeenderivedandassignednamesasfollows:
sinθ = perpendicularhypotenuse
= ac (Ratio
BCAB
)
cosθ = basehypotenuse
= bc (Ratio
ACAB
) a
b
c
θ
B
C A
tanθ = perpendicularbase
= ab (Ratio
BCAC
)
• Thetrigonometricratiosof30ºanglesareasfollows:
sin30°= 12
cos30°=√32
tan30°= 1√3
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v1011 Trigonometry
• Thetrigonometricratiosof60ºanglesareasfollows:
sin60°=√32
cos60°= 12
tan60°=√31
= √3
• Thetrigonometricratiosof45ºanglesareasfollows:
sin45°= 1√2
cos45°= 1√2
tan45°=1
• Thetrigonometricratiosofcomplementaryanglesareasfollows:
sin(90°− θ)=cosθ.
cos(90°–θ)=sinθ.
tan(90°–θ)=cotθ.
?OOPS
!
Frequently Made MistakesEmphasisethattheidentificationofthedimensionsareveryimportant.Thepositionoftheangledeterminestheperpendicularandthebase.Theperpendicularisalwaysoppositetotheangleandthebaseisadjacenttotheangle.Thehypotenuseisthelongestside,oppositetherightangle.
Sample Lesson PlanTopic
Trigonometry
Specific Learning ObjectiveReal-lifewordproblemsusingtrigonometricratios
Suggested Duration1to2periods
Key VocabularySin,Cos,Tan,Hypotenuse,Perpendicular,Base
Method and StrategyQuestions4,7,8,9,10,11,and13ofExercise22arebasedonreal-lifeapplications.
Eachsumcanbevisualisedanddiscussed.Studentscangiveexamplesofplacesinschoolandoutsidetheirhomes.
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iv102 1
Ifinternetisavailable,real-lifevideosofplacesandobjectscanbeshownorfiveminutePowerPointpresentationbytheteacherwouldhelpstudents'understanding.
Oncevisualisedthestudentscanthendrawthediagramsofthewordproblemsandapplythetrigonometricratio.
Written AssignmentsWheneachsumhasbeendiscussedindetail,studentsshoulddothecalculationsintheirnotebooks.
EvaluationAcomprehensiveassessmentshouldbecompleted.Timecanbeassignedtodoanycorrectionsasthisisalsoalearningprocess.
After completing this chapter, students should be able to:• calculatethesidesofaright-angledtriangleusingPythagoras'theorem,
• definethetrignometricratiosofanacuteangle,
• findthetrignometricratiosof30°,45°,and60°angles,
• findthetrignometricratiosofcomplementaryangles,
• solvearight-angledtriangleusingthesizeofoneangleandlengthofoneside,
• solvearight-angledtriangleusingthelengthsoftwosides,and
• solvereal-lifeproblemsrelatedtotrignometry.
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v1031
23Information Handling
Specific Learning Objectives
Inthisunit,thestudentswilllearn:
• howtodefineprimaryandsecondarydata.
• aboutvariousmethodsofcollectingprimarydata.
• howtoclassifyandtabulatedata.
• aboutrangeandclassinterval.
• howtopresentdatagraphically:bargraphsandhistograms.
• howtofindmean,weightmean,median,andmode.
Suggested Time Frame
4to5periods
Prior Knowledge and Revision Studentsarefamiliarwiththisstrandofmathematics.Statisticaldatacanberepresentedinvariousways:pictograms,linegraphs,piecharts,andbargraphs.
Aquickreviewofthisrepresentationcanbedoneontheboardwhereafrequencydistributiontableisgivenandthestudentsareaskedtorepresentthedatainanytwowaysoftheirchoice.
Real-life Application and ActivitiesActivity
Onpage265thereisalistofquestionnairesforstatisticaldatacollectionandinvestigation.
Forexample,studentscanbegivenapassagetoreadandcounteachofthevowelsa, e, i, o, u.
Theycanthenprepareaquestionnaireandcollectthedatafromtheirfriends.
Oncethedataiscollected,thenextstepistoclassifyandtabulate.
Thestudentscanbetaughtthe‘x’and‘y’valuesasthesubjectanditsfrequencyrespectively.Thelaststageisthepresentationwhichcanbedonebothasabargraphandahistogram.
Thisactivitytakesaweekandattheendtheirpresentationscanbeputuponthedisplayboard.
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iv104 1Information Handling
Thestudentshavelearntaboutstatistics.Itisbasedonthecollection,organisation,andrepresentationofdata.Theteachershouldgivethemarevisionworksheetofbargraphswheretheyinterpret,readanddrawbargraphs.
Inthischapter,notonlyarebargraphsrevised,buthistogramsarealsointroduced.Interestingly,histogramsofgroupeddataarealsointroduced.Classintervalsorclasswidths,frequency,andfrequencydistributionaretermsthatthestudentswillcomeacrossinthischapter.
Whenintroducinghistograms,theteachershoulddifferentiateclearlybetweenbargraphsandhistograms.
Thedrawingofhistogramswillalsorequireclearinstructions.Therearenogapsbetweenthebarsofthehistograms,andthescalechosenwillhavetobeaccuratelyrepresentedonthegraph.
Explainthatthe‘x’valueissometimesgivenintheformofgroups,andthatthevalueswillbewrittenonthegraphonthesidesofeachbarratherthanthemiddle(asisdoneinbargraphs.)
x f
50–6060–7070–80
573
A grouped data histogram
7654321
50 60 70 80
f
x'Averages'progressesto‘mean’atthislevel,asfrequencyhastobeindividuallymultipliedbythevalueof‘x’togetthe‘fx’product.
Example
2,2,2,3,3,5,6,6,6
Mean = ∑ ffx = 9
(2)(3) (3)(2) (5)(1) 6(3)+ + + = 359 = 3.88 or 3.9
Activity
Thischaptercouldbeusedasaprojecttopicwherethestudentscanbeencouragedtocollectdataandthenrepresentitonahistogram.Thedatacollectedcouldbe:
• numberofpeopleinvestinginfourorfivetypesofshares.
• battingstatisticsoffourorfivefamousbatsmen.
• ageinyears.
• heightsorweightsofstudentsinclass.
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v1051 Information Handling
Summary of Key Facts• Rawdataisthefirstorinitialcollectionofdatathathasnotbeenorganisedortabulated.
• Classificationistheprocessofarrangingdataingroupsorclasses.
• Afrequencydistributiontablerepresentsasetofclassintervalsandtheircorrespondingfrequencies.
• Continuousfrequencydistributionisrepresentedbyhistograms.Therearenointervalsorgapsonthe‘x’axis.
• Themeasuresofcentraltendencyisthesinglevalueofthedatathatgivesinformationaboutthecentralvalueofthedata.
• Therearethreetypesofaverages:mean,median,andmode.
• Themeanistheaverageofgroupedorweighteddata.
• Themedianisthemiddlevalueofthedata.
• Themodeisthemostfrequentlyoccurringdatavalue.
?OOPS
!
Frequently Made MistakesStudentsgenerallymakemistakesindifferentiatingbetweenbargraphsandhistogramswherethefirsttypehasintervalsorgaps.Thisisarelativelysimplechapterandstudentstendtoenjoythedatapresentation.
Lesson Plan
Sample Lesson Plan
Topic
Informationhandling
Specific Learning ObjectiveModeandmedian
Suggested DurationOneperiod
Key VocabularyMedian,Mode,Frequency
Method and Strategy
Thestudentsshouldunderstandtheconceptofthemean.
Theteachershouldthenproceedtoexplaintheothermeasuresofcentraltendency.
Beforeexplainingmodeandmedian,theteachershouldexplainthemostimportantruleofdatacollection:toorganisethegivendatainascendingorder.
Ifitemsofthedatahavetobegroupedortabulated,thefirstruleistoarrangethemfromthesmallesttothegreatestvalue.
Oncethisisdone,themodewillbethevaluethatoccursmostfrequentlyinagroupofdata.Therefore,the‘x’valuewiththehighestfrequencyisthemode.
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iv106 1
Themedianisthemiddlevalue,butifthefrequencyiseven-numberedtwomiddlevaluesareselected.Ifthefrequencyisodd-numberedthenthereisonlyonemiddle‘x’value.Thisconceptcanbedemonstratedwithasmallactivityinclass.
Activity
Lineuptenstudentsaccordingtotheirheightsinascendingorder.Theteacherwillpointoutthatthemeasureoftheirheightsaretheir‘x’value.She/hewillthenremoveonestudentatatimefromtherightandthelefthandside.Intheend,twomiddleheightstudentswillbeleft.Theaverageoftheirheightswillbethemedian.
Similarly,theteacherwilladdontheeleventhstudentandtheprocessrepeated.Thestudentswillseethatonlyonestudentwillbeleftinthemiddle.Themiddlevalueisthemedian,withequalnumberofvaluesoneithersides.
Written AssignmentsQuestions14,15,and16ofExercise23canbedoneinclassbythestudentsintheirnotebooks.
EvaluationSincethischapterisallaboutpresentationandtabulation,thestudentscanbemarkedontheirclassworkandhomeworkassignments.Theyshouldbeassessedontheaccuracyoftheirpresentationanddrawings.
Atestcomprisingmultiple-choicequestions,trueandfalse,andconcept-basedquestionscanbegivenattheendofthechapter.
After completing this chapter, students should be able to:• defineprimaryandsecondarydata,
• usevariousmethodsofcollectingprimarydata,
• classifyandtabulatedata,
• findrangeandclassinterval,
• presentdatagraphically:bargraphsandhistograms,and
• findthemean,weightmean,median,andmode.
Information Handling
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v1071
Ateacher'sjourneyinvolvesthreestagesExposition,Practice,andConsolidation.
Expositionisthesettingforthofcontent,andthequalityandextentoftheinformationrelayed.
Practiceinvolvesproblemsolving,reasoningandproof,communication,representations,andcorrection.
Assessmentisthefinalstageofconsolidationoftheprocessoflearning.Assessmentofteachingmeanstakingameasureofiteffectiveness. Formativeassessmentismeasurementforthepurposeofimprovingit. Summativeassessmentiswhatwenormallycallevaluation.
Anidealandfairevaluationinvolvesaplanthatiscomprehensive.Itcoversabroadspectrumofallaspectsofmathematics.Theassessmentpapersshouldtestallaspectsoftopicsthought.Thesecanbedemarcatedintocategories:basic,intermediate,andadvancedcontent.Theadvancedcontentshouldbeminimalasitteststhemostablestudentsonly.
Multiplechoicequestions,alsoknownasfixedchoiceorselectedresponseitems,requiredstudentstoidentifiedthecorrectanswerfromagivensetofpossibleoptions.
Structuredquestionsassessvariousaspectsofstudents'understanding:knowledgeofcontentandvocabulary,reasoningskills,andmathematicalproofs.
Allinalltheteaching'sassessmentofstudents'abilitymustbebasedonclassroomactivity,informalassessment,andfinalevaluationattheendofatopicand/ortheyear.
Assessment
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iv108 1Assessment
Specimen PaperMathematics
Grade 8
Section ATime: 1 Hour Total Marks: 40
Q1. If A = {1, 2, 3, 4}, then the proper subset of A is
A. 0 B. {0 }
C. {2,3}
D. {1, 2, 3, 4}
Q2. Which of the following is a set of composite numbers.
A. {2, 4, 6}
B. {2, 3, 5}
C. {0, 1, 2}
D. {16, 25, 36}
Q3. (A ∩ B) ∪ C′
A B
C
A B A B
C
C D
A B A
C
B
C
Q4.A B
C
1
2
5 6
8 10
3
4
7
What is the value of A ∩ B ∩ C ?
A. {4, 5, 3, 6}
B. {4, 3}
C. {5, 4, 6}
D. {4}
Q5. Which of the following is correct?
A. > 1 43
1 53
B. ≥ 1 43
1 53
C. > 1 53
1 43
D. ≤ 1 53
1 33
Q6. We can write base 10 as
A. 1310
B. 1310
C. 1013
D. 1013
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v1091 Assessment
Q7. 12 + 1
2
A. 102
B. 22
C. 1002
D. 210
Q8. A machine that allows people to withdraw cash from their account without going to the bank.
A. Debit card
B. Automated Teller Machine
C. Cheque
D. Automatic Cash Machine
Q9. A written instruction from the account holder to the bank for cash is a
A. cheque
B. pay order
C. demand draft
D. credit card
Q10. A written agreement by which a renter can use property on rent for a specific period is called
A. over draft.
B. running finance.
C. demand finance.
D. leasing.
Q11. If CP = Rs 100 and SP = Rs 90, then
which of the following statement is correct?
A. Profit of 10%
B. Loss of 10%
C. Loss of 90%
D. Profit of 90%
Q12. The polynomial 8x2y3 + 4x2y3 + xy2 + x2
has ‘n’ number of terms. Find the value of n.
A. n = 9
B. n = 4
C. n = 6
D. n = 5
Q13. In the polynomial 3x4 + 5x2 + 7x + 8 the
highest degree is
A. 1
B. 2
C. 3
D. 4
Q14. 2a + 8 = 7
A. – 1 2
B. 1 2
C. 2
D. – 2
Q15. (105)2 is equal to
A. (100)2 + 2(100) (25) + (5)2
B. (100)2 + 2(100) (5) + (5)2
C. (100)2 + 2(10) (25) + (5)2
D. (100)2 + 2(10) (5) + (5)2
Q16. Ali is 3 years older than Sara. In two years time his age will be: (take Ali's age as x and Sara's age as y)
A. x = y + 5 B. x – 2 = y C. x + 2 = y + 3D. x – y = 3
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iv110 1Assessment
Q17. If 2x + y = 11 and x – y = 10, then x is equal to
A. – 7
B. 7
C. – 1 3
D. 1 3
Q18. In the simultaneous equations 4x + y = 7
and 5x + 2y = 12, the value of x is
A. 2 3
B. 1 3
C. 3 2
D. 0
Q19. If 4z = x and 4wz = v, then elimination of ‘z’ by substitution method gives
A. W = v x
B. W = x v
C. V = 4w
D. V = 16wz2
Q20. A
C B D
A. AB is parallel to CD.
B. AB is perpendicular CD.
C. AB is vertically opposite to CD.
D. AB and CD are not perpendicular lines.
Q21. Sum of the interior angles of a regular pentagon is
A. 90º
B. 108º
C. 540º
D. 180º
Q22.
ad
f cgh
ebA B
C D
If AB is parallel to CD, then which of the following statement is correct? A. ∠ a = ∠ e
B. ∠ d = ∠ b
C. ∠ b = ∠ g
D. ∠ h = ∠ f
Q23. Which of the following statement is correct?
A. Any enclosed shape is a polygon.
B. Circles and squares are polygons.
C. All polygons are shapes with more than or equal to 3 sides.
D. A triangle is not a polygon.
Q24. ABCD is a parallelogram. Which of the two angles are equal?
1
3
2
4A
DC
B
A. ∠1 and ∠2 B. ∠3 and ∠4 C. ∠1 and ∠3 D. ∠1 and ∠4
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v1111 Assessment
Q25.
P Q
R
S
L
T
M
O
Which of the following is a chord of a circle?
A. OR
B. LM
C. ST
D. PQ
Q26. C
25x
A 20 B
The value of x in the above right-angled triangle is
A. 10 B. 15 C. √45 D. 16
Q27. The area of Δ PQR is
A. 25 cm2
B. 15 cm2
C. 30 cm2
D. 10 cm2
Q28. The surface area of a sphere with radius 7 cm is
A. 600 cm2
B. 616 cm2
C. 88 cm2
D. 636 cm2
Q29. A fundamental statement related to geometrical figure is
A. a theorem.
B. a postulate.
C. an arc.
D. a corollary.
Q30. Volume of a cone is equal to
A. πr (r + ℓ )
B. 1 3 πr 2h
C. 4 3 πr3
D. 4πr2
Q31.
10 cm 5 cm
3 cm
The volume of the given cone will be
A. 12π
B. 40π
C. 50π
D. 150π
Q32. 'Every even number is divisible by 2'.
The given statement represents:
A. a corollary.
B. an axiom.
C. a postulate.
D. a theorem.
R
P Q
10 cm5 cm
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iv112 1Assessment
Q33. An axiom is the type of assumptions which is related to
A. numbers.
B. geometrical figures.
C. corollary.
D. angles..
Q34. Cos 30º equals to
A. 1 2
B. √31
C. √32
D. 2 1
Q35. Which of the following has value 1?
A. Sin 45º
B. Cos 45º
C. Tan 45º
D. Sec 45º
Q36. 2Sin 30º + √2Cos 45º
A. √22
B. 2
C. √21
D. 1
Q37. Sin (90º – θ) equals to
A. Sin θ
B. Cos θ
C. 1/tan θ
D. Tan θ
Q38. 19, 21, 20, 18, 23, 19, 20, 18, 19, 20, 19, 0
The total frequency of the following data is
A. 20
B. 19
C. 11
D. 12
Q39. Mode of 2, 4, 6, 8, 7, 8, 9, 10, 13 is
A. 8
B. 9
C. 10
D. 13
Q40. √2 is
A. a rational number.
B. a whole number.
C. an irrational number.
D. an odd number.
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v1131 Assessment
Section B
Time: 2 Hours Total Marks: 60
1. 𝕌 = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10,} [6]
A = {1, 2, 3, 4, 6,}
B = { 2, 4, 5, 7,8}
Prove that (A∪B)′ = A′∩B′.
2. 𝕌 = {x | x ∊ w and | 10 ≤ x ≤ 30} [6]
A = {x| z ∊ w and | 12 ≤ x ≤ 25}
B = {x| z ∊ w and | 14 ≤ x ≤ 27}
Prove that (A∩B)′ = A′∪B′.
3. Find the value of
(i) 5123
[3]
(ii) ∙ ∙ 1 2
–3
[3]
4. Salman's salary is Rs 38000. If his relief is Rs 8000, then calculate his income tax at the rate of 5% per annum. [6]
5. (i) A fruit seller sold 2 dozen oranges and 3 dozen bananas on Monday. On Tuesday he sold 4 dozen oranges and 1 dozen bananas . How many oranges and bananas did he sell in two days? [4]
(ii) What is 3 7∙ ∙ 6
– 4 – –3
7∙ ∙0 4 ? [2]
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iv114 1Assessment
6. Sara and Ali together have Rs 1500. If Sara spends twice as much as Ali, how much does Ali spend? [6]
7. Construct a right-angled triangle PQR, where ∠Q = 90º, QR = 4 cm and hypotenuse
PR = 5 cm. Find the measure of QP. Also write the steps of construction. [6]
8. (i) Write 33 = 27 in logarithmic form. [1]
(ii) Write log4 256 = 4 in exponential form. [1]
(iii) Find the value of x, if log8 x = 2. [2]
(iv) Find the value of a, if loga 729 = 3. [2]
9. A ship is 150 m away from a lighthouse. If the angle between the top of the lighthouse and base of the ship is 45º, find the height of the lighthouse. [6]
10. Draw a histogram of the following data. [6]
0 < x ≤ 10 7
10 < x ≤ 20 10
20 < x ≤ 30 5
30 < x ≤ 40 2
40 < x ≤ 50 8
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v1151 Assessment
Marking SchemeMarking criteria for Section A: 1 mark for each correct answer.
1.C 2.D 3.A 4.D 5.A 6.A 7.A 8.B
9.A 10.D 11.B 12.B 13.D 14.A 15.B 16.A
17.B 18.A 19.A 20.B 21.C 22.C 23.C 24.D
25.D 26.B 27.A 28.B 29.B 30.B 31.A 32.A
33.A 34.C 35.C 36.B 37.B 38.D 39.A 40.C
Marking criteria for Section B:
Q.1 6 Marks Answer
• ForfindingA∪B
• Forfinding(A∪B)′
• ForfindingA′
• ForfindingB′
• ForfindingA′∩ B′
• Forcorrectproof
1mark
1mark
1mark
1mark
1mark
1mark
A∪B={1,2,3,4,5,6,7,8}
(A∪B)′={9,10}
A′ ={5,7,8,9,10}
B′ ={1,3,6,9,10}
A′∩ B′ ={9,10}
(A∪B)′ =A′∩ B′
Q.2 6 Marks Answer
• Forfindingcorrectvaluesof𝕌, AandB
• ForfindingA∩B
• Forfinding(A∩B)′
• ForfindingA′
• ForfindingB′
• ForfindingA′∪B′
• Proved
1mark
1mark
1mark
1mark
1mark
1mark
𝕌={10,11,12,.........,30}A={12,13,14,.........,25}
B={14,15,16,.........,27}
A∩B={14,15,16,.........,25}
(A∩B)′ ={10,11,12,13,26,27,28,29,30}
A′ ={10,11,26,27,28,29,30}
B′ ={10,11,12,13,28,29,30}
A′∪B′ ={10,11,12,13,26,27,28.29,30}
(A∩B)′ =A′∩ B′
Q.3 6 Marks Answer
(i)
(ii)
• Forcorrectprimefactorisation
• Forcorrectgrouping
• Foraccurateanswer
• Forapplyingcorrectlawofindices
• Foraccurateanswer
1mark
1mark
1mark
2marks
1mark
512=2×2×2×2×2×2×2×2×2
2×2×2
8
43
64
Q.4 6 Marks Answer
• Forfindingtheamountonwhichtaxistobepaid
• Forfindingtaxat5%perannum
• Foraccurateanswer
3marks
2marks
1mark
38,000–8000=30,000
5%of30,000
Rs1500
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iv116 1Assessment
Q.5 6 Marks Answer
(i)
(ii)
• Forwritinginformationinformofamatrix
• Foraddition
• Foraccuracy
• Forcorrectsubtraction
• Foraccuracy
2marks
1mark
1mark
1mark
1mark
Oranges Bananas
Monday=[2×12 3×12]
Tuesday=[4×12 1×12]
Monday=[2436]andTuesday=[4812]
[24 36]+[48 12]=[24+48 36+12]
72Oranges 48Bananas
6–0 3+3–4–4 7–7∙ ∙
=
66–80∙ ∙
Q.6 6 Marks Answer
• Forcorrectstatement
• Forsolution
• Foraccuracy
2marks
2marks
2marks
2x + x=1500
Rs500
Q.7 6Marks Answer
• Foraccuratedrawing
• ForfindingQP
• Forwritingstepsofconstruction
3marks
1mark
2marks
QP=3cm
Q.8 6Marks Answer
(i)
(ii)
(iii)
(iv)
• Forcorrectlogarithmicform
• Forcorrectexponentialform
• Forcorrectexponentialform
• Foraccurateanswer
• Forwritinginexponential
• Foraccurateanswer
1mark
1mark
1mark
1mark
1mark
1mark
log327=3
44
82 = x∴ x = 64
a3=729
a3=93 ∴ a = 9
Q.9 6 Marks Answer
• Forusingcorrecttrigonometricratio
• Forapplyingcorrectvalues
• Foraccuracy
2marks
1mark
3marks
Tanθ = Perpendicular Base
Tan45º= Height 150
Height= Tan45º×150Height= 1×150=150m
Q.10 6 Marks Answer
• Forchoosingcorrectscaleonbothaxes.
• Forplottingvalues
• Foraccuratedrawingofthehistogram
1mark
2marks
3marks
P
Ship
Lighthouse
150m30º