MANTHAN VIDYA NIKETAN Lesson Plan

Date :-……………………….. Lesson : a) Number Systems

Class : IX ( NINTH ) Section :………….
Subject:- Maths Periods :19

Gist Of The lesson Targeted Learning

(Focused skills / Competencies) Outcome (TLO)
• A number r is called a Rational Numbers, if it can be • To understand the
form of a rational
written in the form of ,where p and q are integers
number and an
and q ≠ 0 irrational number
• A number r is called a Irrational Numbers, if it can not and its decimal
expansion
be written in the form of ,where p and q are • To understand how
integers and q ≠ 0. E.g.,1.01001000100001.,√2, √3, √5 to locate √2, √3, √5
etc. on a number line
• The decimal expansion of a Rational Number is by using Pythagoras
either terminating or non-terminating recurring . theorem.
• The decimal expansion of an Irrational Number is • To locate any real
non - terminating non- recurring . number on a number
• All the Rational Numbers and Irrational Numbers make line using successive
up a collection of Real Numbers. magnification
• For positive real
• There is a Real Numbers corresponding to every point
numbers a and How
on the number line . to operate identities
• If r is a Rational Number and s is called an Irrational like ;
Number , then r + s and r – s are Irrational Numbers , • √ =√ √
and r s and are Irrational Numbers , r ≠ 0 √
• =
Laws of exponents for real numbers. Let a > 0 be a real √
number and m and n be rational numbers.Then, • √ +√ √ −√
• (a) x = ; (b) ÷ = ; (c) ( ) = = a – b.
• √ +√ ²
• ( d) x =( ) (e) =( ) (f) =1 = a + 2√ +b
• +√ −√
• To rationalize the denominator of , we multiply = "-b
√
√
by , where a and b are integers.
√ -

REMARKS/ SUGGESTIONS……………………………………………………………………………………….

……………………………………………………………………………………………………………………………….
MANTHAN VIDYA NIKETAN Lesson Plan
Date of Commencement …………………………….. [A] Planning Format
Expected date of completion ………………………... Lesson : a) Rational Numbers
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO Assessment

using suitable resources and classroom management Strategies Planned
strategies
• Show the terminating and non- terminating recurring • Sub. Erichment
#
decimal expansion of a given form. Lab Activity-
$
Square Root
• Make the children understand how to insert rational
Spiral
numbers between given rationals
• Show the non- terminating non-recurring decimal
expansion of a given irrational number.
• Make the children understand how to insert rational
numbers between given irrationals. Sow the egs. Like
1.01001000100001….., 3.25225222522225…….
• Demonstrate the method to locate √2, √3, √5 etc, and a
poisitive real number ( say 9.3) on a number line on the • Portfolio
black board. CW & HW (Qns
• Make the children understand the magnification to locate from exercises)
a decimal expansion having more number of digits in the • Revising problems
decimal part (Visualization) from R D Sharma
• Demonstrate the operations using different examples • MULTIPLE
and make the children understand how to use algebraic ASSESSMENT
identities in real numbers Oral Tests/QUIZ
• Demonstrate the simplifications using the conversions MCQs
& ) & & CLASS TESTS
√% % (' , √% % (* , √%=% (, etc.
+

Cross Word Puzzle

Sign. of the Teacher _____________ Sign. of the PRINCIPAL / VP _____________

Name of the Teacher:
Designation :- TGT(MATH) Date: _________
MANTHAN VIDYA NIKETAN Lesson Plan
Date :-……………………….. Lesson : 2) Polynomials
Class : IX ( NINTH ) Section :………….
Subject:- Maths Periods :19

Gist Of The lesson Targeted Learning

(Focused skills / Competencies) Outcome (TLO)
• A polynomial p(x) in one variable x is an algebraic • Understand the
expression in x of the form definition of

p(x) = - .- + - .- + ……+ " ." + . + / ,

polynomial, no. of
terms, degree of
where a₀ , a₁ , a₂ ,……………. are constants and ≠0. polynomial and the
a₀ , a₁ , a₂ ,……………. are respectively the coefficients of different t ypes
% ,% & , % ' , ……………% , and n is called the degree of the of polynomials
polynomial. Each of - .- , - .- , …, " ." , . , / ,
• Finding the value of
a polynomial 3(4)
polynomial..
with ≠ 0 is called a term of the polynomial p(x) . for a given value
• Every linear polynomial in one variable has a unique zero 4 = 5 as 3(5)by
, a non –zero constant polynomial has no zero , and every substituting 4 = 5.
real number is a zero of a zero polynomial . • Understand 4 = 5
is a zero of 3(4) if
• The value of a polynomial for a given value of the variable.
3(5) = /
• A real number ‘a’ is a zero of a polynomial p(x),if p(a) = 0. In • Understand when
this case , a is also called a root of the equation p(x) = 0. 3(4) is divided by
• Remainder theorem : If p(x) is any polynomial of degree 4 − 5 the
greater than or equal to 1 and p(x) is divided by the remainder is 3(4)
4 − 5 is a factor
linear polynomial x – a , then the remainder is p(a) .
of 3(4) ⟺
• Factor theorem : x – a is a factor of the polynomial p(x) if 3(5) = /
p(a) = 0 .Also , if x – a is a factor of p(x), then p(a) = 0.
• Factorisation of polynomials.
• The zero of a polynomial
• Algebraic Identities
(. + 0 + 1 )" = ." + 0" + 1" + 2xy + 2yz + 2xz
(. + 0 )2 = .2 + 02 + 3xy( x + y)
(. − 0 )2 = .2 - 02 - 3xy ( x - y)
.2 +02 +12 – 3xyz = (x + y + z) (." + 0" + 1" - xy - yz – xz)

REMARKS/
SUGGESTIONS……………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….
MANTHAN VIDYA NIKETAN Lesson Plan
Date of Commencement …………………………….. [A] Planning Format
Expected date of completion ………………………... Lesson : 2) Polynomials
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO Assessment

using suitable resources and classroom management Strategies Planned
strategies
• Show different egs to explain monomial binomial, • Sub. Erichment
trinomial Etc. Also make the children understand the Lab Activity:-
degree of a polynomial by taking different polynomials. Verify the
• Make the children understand how to substitute 4 = 5 factorization
in 3(4) and simplify to get the value of 3(4) by doing 4 " + (5 + 7)4 + 57 =
(4 + 5)(4 + 7)
different problems.
• Verify the zeroes for different polynomials
• Portfolio
• Verify the Remainder theorem and Factor theorem in CW & HW (Qns
various polynomials. Make the children understand the from exercises)
exercise problems.
• Revising problems
• Make the children understand the factorization of from R D Sharma
54 " + 74 + 8 by splitting the middle term. • MULTIPLE
• To factorise 54 2 + 74 " + 84 + 9 find by trial method ASSESSMENT
one zero 4 = 5 and divide the polynomial by 4 − 5 and Oral Tests/QUIZ
find the other quadratic factor to get the other two MCQs
zeroes. Apply the identities in various problems to CLASS TESTS
make understand the children the use of identities. Work Sheet
• Demonstrate the application in finding the value of Chart/ Table
( /:)2 , (;;)2 etc.
• To factorise quadratic polynomial and a cubic
polynomial by factor theorem
• Understand the identities
• (i) (4 ± =)2 ; (ii) (4 + = + >)" and
• (iii) (4 + = + >)2 − 24=> = ( 4 + = + >)(4 " + = " + > " −
4= − 4> − =>)

Sign. of the Teacher _____________ Sign. of the PRINCIPAL / VP _____________

Name of the Teacher:
Designation :- TGT(MATH) Date: _________
MANTHAN VIDYA NIKETAN Lesson Plan
Date :-……………………….. Lesson : 3) Co-ordinate Geometry
Class : IX ( NINTH ) Section :………….
Subject:- Maths Periods :10

Gist Of The lesson Targeted Learning

(Focused skills/Competencies) Outcome (TLO)
• To locate the position of an object or a point in a • To know the Cartesian
plane , we require two perpendicular lines. One system: XY-plane,
of them is horizontal, and the other is vertical. Quadrants, Origin etc.
• The plane is called the Cartesian or coordinate • To plot a point on an XY-
plane and the lines are called the coordinate plane whose coordinates
axes. are given
• The horizontal line is called the x- axis , and the
vertical line is called the y-axis.
• The coordinate axes divide the plane into four
parts called quadrants.
• The point of intersection of the axes is called the
origin.
• The distance of a point from the y-axis is called its
x- coordinate ,or abscissa , and the distance of
the point from the x-axis is called its y-
coordinate , or ordinate.
• If the abscissa of a point is x and the
ordinate is y, the( x, y ) is called the
coordinates of the point. It is called an
ordered pair.
• The coordinates of the are ( 0,0).
• The coordinates of a point are of the form
(+, +) in the first quadrant, ( - .+) in the
second quadrant , ( - , - ) in the third
quadrant and ( + ,- ) in the fourth quadrant,
where + denotes a positive real number
and – denotes a negative real number.
REMARKS/ SUGGESTIONS……………………………………………………………………………………….

……………………………………………………………………………………………………………………………….
MANTHAN VIDYA NIKETAN Lesson Plan
Date of Commencement …………………………….. [A] Planning Format
Expected date of completion ………………………... Lesson : 3) Co-ordinate Geometry
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO using Assessment
suitable resources and classroom management strategies Strategies
Planned
• Make the children understand Cartesian system by • CW & HW
drawing XY-plane on the grid sheet and explain how to Portfolio
number the axes, what are quadrants?, what is origin? (Qns from
• Demonstrate the method of plotting on the black board exercises)
and make the children understand in (4, = , x represents • Revising
the horizontal movement and = represent the vertical problems
movement of a point starting from the origin. from R D
Sharma
• MULTIPLE
ASSESSMENT
Oral Tests/
Quiz
MCQs
CLASS TESTS

• Practice with problems.

Sign. of the Teacher _____________ Sign. of the PRINCIPAL / VP _____________

Name of the Teacher:
Designation :- TGT(MATH) Date: _________
MANTHAN VIDYA NIKETAN Lesson Plan
Date :-……………………….. Lesson : 4) Linear Equations In Two Variables
Class : IX ( NINTH ) Section :………….
Subject:- Maths Periods :8

Gist Of The lesson Targeted Learning

(Focused skills/Competencies) Outcome (TLO)
• An equation of the form ax + by + c = 0 , where a, b, c are real • To write a linear equation
in the form ax+by+c=0 and
numbers , such that a and are not both zero, is called a linear
indicate the values of a,b
equation in two variables. and c.
• A linear equation in two variables has infinitely many • To identify the variables
solutions. in the given situation and
• The graph of every linear equation in two variables is a make the relation
numerically as a linear
straight line.
equation.
• X = 0 is the equation of the y-axis and y = 0 is the equation of
• Understand that a linear
the x – axis. equation in two variables
• The graph of x = a is a straight line parallel to the y = axis. has infinite solutions.
• The graph of y = a is a straight line parallel to the x = axis. • How to find the solutions
• An equation of the the type y= mx represents a line passing of a given linear equation
through the origin. in two variables.
• Every point on the graph of a linear equation in two variables is a • To draw the graph of a
solution of the linear equation . Moreover, every solution of the given linear equation.
linear equation is a point on the graph of the linear equation. • Understand that the
• Standard form of a linear equation graph of linear equation
in two variables is always
• Frame a linear equation from a given situation.
a straight line.
• Graph of linear equation.
• Understand that the
• Equations of lines parallel to the x-axis and y-axis.
equation of a line parallel
• Geometrical representation of solution linear equation in
to x-axis is y=band the
(i) one variable E.G. 2X + 5 =0
equation of line parallel
(ii) two variables
to y-axis is x=a.
Solution of equation in two variable on Number Line • A solution of a linear
2X + 5 = 0 equation in one variable
form can be represented
as a point on number line
and the solution of linear
equation in two variables
form can be represented
as a line in Cartesian
plane.

REMARKS/ SUGGESTIONS……………………………………………………………………………………….

……………………………………………………………………………………………………………………………….
MANTHAN VIDYA NIKETAN Lesson Plan
Date of Commencement …………………………….. [A] Planning Format
Expected date of completion ………………………... Lesson : 4) Linear Equations In
Actual date of Completion… …………………………. Two Variables

Teaching learning activities planned for achieving Assessment

the TLO using suitable resources and classroom Strategies Planned
management strategies
• Illustrate with examples how to write the • Portfolio CW & HW
equations in the form % + ? + @ = 0 and (Qns from exercises)
how to write the values of , BC @. e.g., • Revising problems from R D
". !20 :. Sharma
". 20 ! : /,Then ", 2, E !: • MULTIPLE ASSESSMENT
‘ The length of a rectangle is 4 more than Oral Tests
thrice its breadth.’ MCQs
Let length=% and breadth=? then the equation CLASS TESTS
Draw a Graph of the Linear
is . 20 F → . ! 20 ! F /
Equation in two
• Solution of linear equations in two variables
variables x + 2y = 6
x + 2y = 6

Sign. of the Teacher _____________ Sign. of the PRINCIPAL / VP _____________

Name of the Teacher:
Designation :- TGT(MATH) Date: _________
MANTHAN VIDYA NIKETAN Lesson Plan
Date :-……………………….. Lesson : 5) Introduction to Euclid’s Geometry
Class : IX ( NINTH ) Section :………….
Subject:- Maths Periods :06

Gist Of The lesson Targeted Learning

(Focused skills/Competencies) Outcome (TLO)
• Euclid defined a point, a line and a plane, the definitions are not • To know the
accepted by mathematicians. Therefore , these times are known as history of
undefined.
Geometry and
• Axioms or postulates are the assumptions which are obvious
universal truths. They are not proved. the
• Theorems are statements which are proved , using definitions , mathematicians
axioms, previously proved statements and deductive reasoning. who developed
• Some of Euclid’s Axioms are : the results in
(1) Things which are equal to the same thing are equal to one Geometry.
another. • To know which
(2) If equals are added to equals , the wholes are equal. are the
(3) If equals are subtracted from equals , the remainders are equal.
(4) Things which coincide with one another are equal to one another.
definitions
(5) The whole is greater than the part . given by Euclid,
(6) Things which are double of the same things are equal to one what are
another. axioms and
(7) Things which are halves of the same things are equal to one postulates and
another. how to
• Euclid’s postulates were distinguish
Postulate 1: A straight line may be drawn from any one point
them
to any other point.
Postulate 2: A terminated line can be produced indefinitely. • Understand the
Postulate 3: A circle can be drawn with any Centre and any radius. five postulates
Postulate 4: All right angles are equal to one another. and their
Postulate5: if a straight line falling on two straight lines makes applications
the interior angles on the same side of it taken together less than • Understand the
two right angles, then the two straight lines, if produced
indefinitely, meet on that side on which the sum of angles is less
different
than two right angles. versions of 5th
• All the attempts to prove Euclid’s fifth postulate using the first 4 postulate and
postulates failed. But they led to the discovery of several other definition of
geometries, called non-Euclidean geometries. parallel lines.

REMARKS/
SUGGESTIONS………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………….
MANTHAN VIDYA NIKETAN Lesson Plan
Date of Commencement …………………………….. [A] Planning Format
Expected date of completion ………………………... Lesson : 5) Introduction to
Actual date of Completion… …………………………. Euclid’s Geometry

Teaching learning activities planned for achieving the Assessment

TLO using suitable resources and classroom Strategies Planned
management strategies
• Let the children read the introduction given in NCERT • Portfolio C/W & H/W
book. Explain works and discoveries of different (Qns from exercises)
mathematicians like Pythagoras, Thales, Euclid etc. • Revising problems
• Explain the seven definitions given in the chapter in from R D Sharma
simple manner. • MULTIPLE
• Make the children understand the terms ‘Axioms’ ASSESSMENT
and ‘Postulates’. Postulates -- the assumptions Oral Tests
specific to geometry and Axioms—the assumptions MCQs
used in common not specific to geometry. CLASS TESTS
• Explain the seven axioms given in the chapter with
suitable examples.
• Explain the postulates with examples like ‘there is a
unique line that passes through two given points.

• 5th postulate If <1 + <2 <180, then the lines meet on

that side.
• Explain the different versions with suitable figures
• Do the exercise problems by using appropriate
lemmas and postulates.
•

Sign. of the Teacher _____________ Sign. of the PRINCIPAL / VP _____________

Name of the Teacher:
Designation :- TGT(MATH) Date: _________
MANTHAN VIDYA NIKETAN Lesson Plan
Date :-……………………….. Lesson : 6) LINES AND ANGLES
Class : IX ( NINTH ) Section :………….
Subject:- Maths Periods :10

Gist Of The lesson Targeted Learning Outcome

(Focused skills/Competencies) (TLO)
• If a ray stands on a line, then the sum of the two • Understand the basic terms
adjacent angles so formed is 180° and vice-versa. like angles and different
This property is called as the Linear pair axiom . types of angles, pairs of
• If two lines intersect each other, then the angles and their properties
vertically opposite angles (V.O.A.)are equal. • Understand the linear pair
• If a transversal intersects two parallel lines, then axiom that Linear pairs are
(i) Each pair of corresponding angles is equal, supplementary and if
(ii) Each pair of alternate interior angles is equal, two adjacent angles are
(iii) Each pair of interior angles on the same side supplementary then they
of the transversal is supplementary. are linear pairs.
• If a transversal intersects two lines such that , • Vertically opposite angles
either are always equal
(i) Any one pair of corresponding angles is equal , • Understand the properties
or of angles formed by a
(ii) Any one pair of alternate interior angles is transversal on two parallel
equal , or lines.
(iii) Any one pair of interior angles on the same • Understand the angle sum
side of the transversal is supplementary, then property that the sum of
the lines are parallel. the three angles of a
triangle is 180°.
• Lines which are parallel to a given line are parallel • The exterior angle property
to each other . is that the exterior angle of
• The sum of the three angles of a triangle is 180°. a triangle is the sum of the
opposite interior angles.
• If a side of a triangle is produced , the exterior
angle so formed is equal to the sum of the two
interior opposite angles.

REMARKS/
SUGGESTIONS………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………….
MANTHAN VIDYA NIKETAN Lesson Plan
Date of Commencement …………………………….. [A] Planning Format
Expected date of completion ………………………... Lesson : 6) LINES AND ANGLES
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO Assessment

using suitable resources and classroom management Strategies Planned
strategies
• Show various types of angles by drawing them on the black • Sub. Erichment
board. Lab Activity:-
Verify the angle
sum property of
a triangle by
cutting and
Then
∠AOB + ∠BOC = 180° pasting.
• Portfolio C/W &
H/W (Qns from
exercises)
• Revising
problems from R
D Sharma
then ∠AOD = ∠BOC and ∠PQR & ∠RQS are
∠AOB &∠BOC are • MULTIPLE
∠AOC = ∠ BOD Adjacent Linear Pair ASSESSMENT
• Show the properties of linear pairs and the property of Oral Tests
vertically opposite angles in different problems. MCQs
CLASS TESTS

∠1 +∠2+∠3 = 180°
Corresponding Angles ∠ 2=∠4 and ∠3 = ∠5 and
∠1 =∠ 6 ; ∠2 = ∠5; ∠4 =∠7 ; ∠3 =∠8
∠1 + ∠2 +∠3 = 180°, then ∠3 = 180° - (∠1+∠2)
Alternate Interior Angles
∠3+∠4 = 180° - (∠1+∠2)
∠4 =∠5 ; ∠3 =∠6 ……….. ∠1 + ∠4 +∠5 = 180°
+∠4 = 180°
CO INTERIOR ANGLES OF THE SAME SIDE
∠4 = ∠1 ∠2
∠ 4 + ∠6 = 180° AND ∠ 3 +∠ 5 = 180°

Sign. of the Teacher _____________ Sign. of the PRINCIPAL / VP _____________

Name of the Teacher:
Designation :- TGT(MATH) Date: _________
MANTHAN VIDYA NIKETAN Lesson Plan
Date :-……………………….. Lesson : 10) HERON’S FORMULA
Class : IX ( NINTH ) Section :………….
Subject:- Maths Periods :8

Gist Of The lesson Targeted Learning

(Focused skills/Competencies) Outcome (TLO)
• To understand the area
• Area of a triangle with the three sides a, b and c is of triangle
calculated by using Heron’s formula stated as = " × base × height
• To understand the
A formula, area of a
triangle =
Area of a triangle = h ( − )( − )( − E)
• To understand how to
h ( − )( − )( − E), apply the Heron’s
c b formula in finding the
E area of quadrilaterals.
where
"
which is called the semi
perimeter .
B a C

• Area of a quadrilateral whose sides and one diagonal

are given , can be calculated by dividing the
quadrilateral into two triangles and using the Heron’s
formula.
A quadrilateral ABCD where
AB=m3 cm, BC= 4 cm, CD=
4cm, DA= 5cm and AC= 5cm.

Area of ABCD = Area of ABC +

area of ADC

REMARKS/
SUGGESTIONS……………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….
MANTHAN VIDYA NIKETAN Lesson Plan
Date of Commencement …………………………….. [A] Planning Format
Expected date of completion ………………………... Lesson : 10) HERON’S FORMULA
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO Assessment Strategies
using suitable resources and classroom management Planned
strategies
• Derive the area of an equilateral triangle =
√2 " • Portfolio C/W &
F H/W (Qns from
where is the side of the equilateral triangle.
exercises)
2 • Revising problems
For an equilateral Triangle =
" " from R D Sharma
Now by Heron’s formula • MULTIPLE
Area of a triangle = h ( − )( − )( − E), ASSESSMENT
= h ( − )( − )( − ), = ( − ) h ( − ) Oral Tests
MCQs
2 2 2 2 " 2 2 "
= i − j i" − j =i " j " i " j CLASS TESTS
" "

2
= i j i" j
" " a a
"
= x x √2 = √2
" " F
√2 "
=
F
a
Find the Area of the following figures.

Sign. of the Teacher _____________ Sign. of the PRINCIPAL / VP _____________

Name of the Teacher:
Designation :- TGT(MATH) Date: _________