Lesson Plan Class/Section: VII A

Subject: Mathematics

Chapter: 10 (Practical Geometry) Date of Commencement……………1-11-21 Expected date of completion…… 15-11-21 Actual date of completion…………15-11-21

Gist Of The lesson

Targeted learning outcomes (TLO)

Practical Geometry

Teaching Questions on learning activity TLOs, HOTS & Planned correlation with

Life skills to be developed

Suggested activities to inculcate life skills

Strategies to evaluate life skills

Decision Making

Construction of a line parallel to given line , through a point not on the line using paper folding activity

1. What are parallel lines?

other subjects Construction of a line parallel to given line , through a point not on the line

Construction of parallel line using the concept of “equal alternate interior angles”.

Constructions of Triangles

(i) Construction of a triangle when lengths of three sides are given ( SSS criterion) (ii) Construction of a triangle when lengths of two sides and angle between them are given ( SAS criterion) (iii) Construction of a triangle when measures of two angles and length of side included between them are given ( ASA criterion) (iv) construction of a right triangle when length of one side and hypotenuse is given

To do construction on board by teacher followed by students in their notebook.

(i)To do construction on board by teacher followed by students in their notebook (ii) To do some more similar constructions by students

Level 1: (i)Draw a line l. Draw a perpendicular through any point P on it. Take a point Q on perpendicular 5cm away from P. Draw a line through Q parallel to l. (ii) Construct an isosceles triangle where length of each equal side is 6cm and angle between them is 55°. Level 2: Construct a right triangle whose one side is 3cm long and hypotenuse is 5cm long. Level 3 Construct a triangle ABC, in which AB = 6.3 cm,

Creative thinking Drawing Skill Decision Making Creative thinking Drawing Skill

To do some constructions in group of two students.

2. What are perpendicular lines? 3. What is difference between acute angled triangle and right angled triangle? 4. Observation during group activities

BC= 4 cm and AC = 5 cm.

NEERAJ SHARMA TGT MATHS

Lesson Plan Class/Section:

7TH A Subject:

MATHEMATICS

Chapter: 11 (Perimeter and Area) Date of Commencement…………16-11-21 Expected date of completion… 30-11-21 Actual date of Completion………30-11-21 Gist Of The lesson

Introduction : perimeter and area

Perimeter of a regular polygon: Rectangle, square etc

Targeted learning outcomes (TLO)

Meaning of perimeter and area

Perimeter of a square =4x Side

Perimeter of a Rectangle=2x (l + b)

Area of

Area of a square

Rectangle and square

=Side x Side Area of Rectangle =l x b

Teaching learning activity Planned

Questions on TLOs, HOTS &

Life skills to be developed

With the help of Measurin g tape, students are asked to find the perimeter of the top of teacher’s table

Level: 3

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1.Find the area of a square park whose perimeter is 32cm

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Students are asked to find the area of a post card by

Level: 2

correlation with other subjects

2. The perimeter of a rectangular sheet is 100cm.If the length is 35cm, find its breadth and area.

3. The base and height of a parallelogram are 8cm and

• •

Measureme nt skill Generalize the formulae Application computation

Suggested activities to inculcate life skills

Strategies to evaluate life skills

To find the perimeter and area of badminto n court and class room.

Q.1 Measure the length and breadth of your Mathematic s Note book and also calculate its perimeter and area. Q.2 The side of a square is 2 cm, Find area and perimeter. Q.3 Calculate Perimeter and area of

Triangle as part of Rectangle

Area of Parallelogram

Area of Parallelogram = 𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡

Area of 1

triangle=2 × Area of Triangle

Circumferenc e of a circle Area of a circle Conversion of units and application

NEERAJ SHARMA TGT MATHS

4cm. What is its area?

4. If the area of triangle and its base are 40cm2 and 10cmrespectivel y. Find its height

𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡 Level 1: Circumference=2 𝜋𝑟 Area = 𝜋𝑟 2

Circles

pasting it into a graph sheet and by counting unit square.

5) The circumference of a circle is 31.4 cm. find the radius and the area of the circle? (take 𝜋 = 3.14) (6) A garden is 90m long and 75m broad. A path 5m wide is to be built outside and around the park. Find the area of the path. Also find the area of the garden in hectare.

top of study table.

Lesson Plan Class/Section…VIII-A……… Subject…Mathematics Chapter:(9) Algebraic Expressions and Identities Date of Commencement… 1-11-21 Expected date of completion………… 15-11-21 Actual date of Completion…………..15-11-21 Gist of the lesson Targeted learning Teaching Questions on TLOs outcomes. learning activity ,HOTs and planned. correlation with other subjects.

Introduction Meaning of Expression

Terms , Factors and Coefficients

Monomials, Binomials and polynomials

Like and Unlike Terms

Addition and subtraction of Algebraic Expressions

Multiplication of Algebraic Expressions

To make students able to understand the meaning of expression, terms, factors, coefficients.

To identify terms, their coefficients for given expressions

Level: 3 1. Identify the terms and write their numerical coefficients.

Life skills to develop.

Suggested activities to inculcate life skills

Strategies to evaluate life skills.

Analytical skill

1. Peer assessme nt

1. MCQ test

Reasoning

(i) 4xy-3x=5 To make student able to expressions as monomials, binomials, trinomials etc on the basis of number of terms

x 2 3x − −7 (ii) 5 4 To identify like and unlike terms

To make students able to identify like terms To make student capable to apply arithmetic operations on expressions

To make student familiar with standard algebraic identities and their applications

2. Add 3mn+ 2m+ 4nm4n+ 3m Level: 2 Carry out multiplication

Addition, subtraction and multiplication of expressions

(i) (x+3y) ( x2-2) (ii) ( 2xy -3m) ( 2x+6y)

Level: 3 Solve using appropriate identity

Problem solving

2. Group discussion to on Algebraic Identities. 3. Framing of question on Identities

2. Quiz

3. Observatio n during group activity

To Understand standard identities Meaning of Identity

(a+b)2= a2+ b2 + 2ab (a-b)2= a2+ b2 2ab

Standard Identities

(a+b) (a-b)= a2b2 (x+a)(x+b) = x2+ ( a+b) x + ab

NEERAJ SHARMA TGT MATHS

(i) ( 2m+8n) ( 2m+8n) (ii) ( 3m2+ 4n) ( 3m2-4n)

Lesson Plan Class/Section-8thA

Subject-Mathematics

Chapter 10- visualizing solid shapes. Date of Commencement………16-11-21… Expected date of completion………30-11-21 Actual date of Completion………… 30-11-21

Gist Of The lesson

View of 3-D shapes

Faces, vertices & edges

Targeted learning outcomes Recognize (TLO) 2-D and 3-D shapes

Teaching learning activity Planned

Questions on TLOs, HOTS &

Form a groups of students and ask them to prepare model on different 3-D Understand shapes. And ask them to show the the different view difference between 2- from different position in a D and 3-D classroom. shapes

correlation LEVEL-1 with other subjects 1. Verify Euler’s Formula Triangular pyramid Prism with square base.

Mapping shapes around us

Three views of solid Construction shapes of 3-D shapes. Able to verify Euler’s formula for any polyhedron

LEVEL-2

Life skills to be developed

Creative thinking

Draw top view, front view and side view of glass, matchbox and table.

Draw map of Problem LEVEL-3 your classroom solving using proper Can a polyhedron scale and have for its faces? symbols for different objects ( i) 4 Triangles? eg. ii)A square and four Table, benches, Triangles? book)

Suggested activities to inculcate life skills

1. I) Make cube and prism with square base using paper folding or paper cutting activity.

2. To do some construction in groups of three students shapes of cylinder& cone.

Strategies to evaluate 1. lifeWhat skills are the 3D shapes?

2. How many faces, edges & vertices are in a cube?

3. What is the difference between 2-D and 3-D shapes?

Euler’s formula

.

NEERAJ SHARMA TGT MATHS

Lesson Plan Class/Section: -

IX -C

Chapter: - CIRCLES

Date of Commencement: - 1-11-21 Subject: - MATHS Expected date of completion: - 15-11-21 Actual date of Completion: -15-11-21 Gist Of The lesson Focused skills/Competencies

Targeted learning outcomes (TLO)

Teaching learning activities planned for achieving the TLO using suitable resources and classroom management strategies

ASSESSMENT STRATEGIES PLANNED

Demonstrate the terms, centre, radius, diameter, chord. Arc, Sector segment etc by showing them on the figure drawn on the board.

INTRODUCTION CIRCLES AND ITS RELATED TERMS

Understand the basic terms related with circles

O- centre, OC- radius, ABdiameter, AC- chord -- an arc, BOC – sector and PQsegment. Make the children understand what is an angle subtended by a chord at the centre.

Dictation

Prove the theorem on the board through simple steps.

Understand the theorem that the equal chords make equal angles at the centre.

ANGLE SUBTENDED BY A CHORD AT A POINT.

H/W ( Qns from exercises )

In ∆𝑨𝑶𝑩 𝒂𝒏𝒅 ∆𝑫𝑶𝑪 AB=CD (given), OA=OD and OB=OC ( radii of the same circle)

Oral test

∴ ∆𝑨𝑶𝑩 ≅ ∆𝑫𝑶𝑪 (SSS congruence rule) < 𝑨𝑶𝑩 =< 𝑫𝑶𝑪 (CPCT) Do the related problems.

PERPENDICULAR FOM THE CENTRE TO A CHORD

Understand the perpendicular from the centre to a chord will bisect it

Class test-1 If OC is perpendicular to the chord AB then C will be mid-point of AB Do the related problems.

Able to apply the result in problems Assignments/Work sheets

CIRCLES THROUGH THREE GIVEN POINTS EQUAL CHORD ARE EQUIDISTANT FROM THE CENTRE

Understand that there is a unique circle through three given points.

Demonstrate the property that there is a unique circle passing through three given points.

Also understand that equal chords are equidistant from the centre If AB= CD the OM=ON Prove the theorem on the board through three different cases

H/W ( Qns from exercise

ANGLE SUBTENDED BY AN ARC OF A CIRCLE

Understand that the angle subtended by an arc at the centre is double the angle subtended by the arc at a point on the other side of the circle.

Oral test