Web viewMATHEMATICS LESSON PLAN . 2017-18. ... the contribution of mathematics to the development...
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MATHEMATICS LESSON PLAN 2017-18
CLASS: 9TH STANDARD
Teacher Name : Prasanna.K.Hegde
AIMS OF LEARNING MATHEMATICS:
1. To enable the students to solve mathematical problems in their daily life.
2. To enable the students to understand the contribution of mathematics to the development of culture and civilization.
3. To develop the thinking and reasoning power of the students.
4. To prepare the child for the further learning in mathematics and other related fields.
5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics.
6. To develop the habit to verification.7. To foster the attitudes to be willing to persist in solving problems.8. To develop in the child rational and scientific attitude towards life.
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- Bridge course No. of periods required:
Date:- From:- To:-Objectives:
1. To enable the students to solve mathematical problems in their daily life. 2. To enable the students to understand the contribution of mathematics to the development of culture and civilization. 3. To develop the thinking and reasoning power of the students. 4. To prepare the child for the further learning in mathematics and other related fields. 5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics. 6. To develop the habit to verification. 7. To foster the attitudes to be willing to persist in solving problems. 8. To develop in the child rational and scientific attitude towards life.
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LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
1 Pre - test: 1.Based on the fundamental concepts of mathematics.2. Conducting pretest
Chart showing Basic concepts of mathematics
Written test
Question paper
2 Bridge course classes
By knowing the abilities of children, conducting the classes to improve basic knowledge of mathematics.
Discussion Discussion and solving some problems.
3 Post - test: Based on teaching of classes in above course, conducting posttest.
Written test Question paper
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- Number System No. of periods required:Date:- From:- To:-Prerequisite Knowledge Rational Numbers :- VIII
Objectives:1. Describe the concept of irrational numbers2. Represent irrational numbers on a number line3. Describe the concept of real numbers and Find the decimal expansions of real numbers4. Express the numbers with terminating decimal expansion and non-terminating recurring decimal expansion as rational
numbers5. Express a number with non-terminating and nonrecurring decimal expansion as a rational number6. Determine irrational numbers between two rational numbers and Represent real number on a number line using the process
of successive magnification7. Describe the results of various mathematical operations of irrational numbers and Describe the various properties with respect
to the real numbers8. Represent the square root of a real number on a number line and Verify the identities related to the square roots using
Examples9. Rationalise the denominator of a given irrational number and Verify the laws of exponents involving the same bases10. Apply the laws of exponents to the real numbers and Verify the laws of exponents involving different bases but the same
exponents.
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LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLMEvaluation Date of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
1 1.Basic terms: 1. Recurringdecimals.2.Non-recurringDecimals3. Terminatingdecimals.4. non- terminatingdecimals.
*Recalling the meaning of terminating and non-terminating decimals. *Listing the examples of terminating and non-terminating decimals.*Activity given in text book pagenumber 18 , 19 , 21.
Black Board Activity
DiscussionProblemsolving
Group
Discussionexercise
problems
2.Irrational *Recalling the meaning of naturalnumber, Whole numbers,
chart showing
Problem Question
Integers, Rational numbers
* Find the 3 irrational numbersbetween the given 2 numbers.
someexamples
Paper exercise activity
3. Rational numbersbetween givennumber.
*Find the rational numbers between the given numbers and listing them.*Write down two irrational numbers and write 5 rational numbers between them.
Black Board
chart
Problemsolving
Exerciseactivitygroup discussion
4.Irrational numbers between givennumber
*Write down two rational numbers and write 5 irrational numbers between them.
Black Boardwork
ActivityDiscussion
Solving exercise problems
5.Real numberssystem.
*Meaning of real numbers*Definition of real numbers
Black Boardchart
Problemsolving
Solving exercise problems
6.Properties of Real number
*Writing the basic properties of Real numbers and solving exercise problems.
Chart showingsomeproperties ofnumbers
Discussion Exerciseactivitygroup discussion
7.Real numbers on number line
*Representing on number line. Using Graph board
ActivityDiscussionProblemsolving
Exerciseactivitygroup discussion
8. Laws of Exponents to the real numbers
Verify the laws of exponents involving different basesbut the same exponents
Black Boardwork
ActivityDiscussionProblemsolving
Solving exercise problems
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- Polynomials No. of periods required:
Date:- From:- To:-
Prerequisite Knowledge Algebraic Expressions and Identities: Class VIII
Objectives:1. Identify if a given algebraic expression is a polynomial and Name a polynomial based on its degree2. Find the zeroes of a given polynomial3. Prove the Remainder Theorem and Find the remainder using the Remainder Theorem when a polynomial is divided by a linear
polynomial4. State the Factor Theorem and Verify if a linear polynomial is the factor of a given polynomial5. Factories polynomials using the Factor Theorem or the splitting method6. Derive the given algebraic identity 7. Evaluate polynomials using algebraic identities8. Factories polynomials using algebraic identities
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LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
Introduction to polynomial
*Defining polynomial,*Examples for polynomial,*General form of polynomial
Black Board Discussion Groupdiscussion
Types of polynomials
*Types of polynomial depending on term monomial,binomial, trinomials*types of polynomial depending on degreeLinear, Quadratic,Qubic
Polynomials of one variable
chart showing
someexamples
Oralquestions
Evaluation and Observation
Zeroes of a polynomial
Finding the zeroes of a given polynomial by substituting the number.
Black Board
chart
DiscussionProblemsolving
Problemsolving
Remainder Theorem
*Proving the Remainder Theorem * Finding the remainder using the Remainder Theorem when a polynomial is divided by a linear polynomial
Black Boardwork
solving Problem
Problemsolving
Factorisation of polynomials
*factor theorem* finding the factors of polynomial by splitting method or by factor theorem.
Black Boardchart
solving Problem
Problemsolving
Some important identities
*Proving 14 identities using multiplicationof polynomials.*Solving problems on identities.
Chart showingidentities
solving Problem
Problemsolving
SUBJECT TEACHER’S SIGN
PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- Coordinate Geometry No. of periods required:
Date:- From:- To:-Prerequisite Knowledge Introduction to Graphs: Class VIIObjectives:
1. Describe the features of the Cartesian plane2. Locate the quadrant of a given point on the Cartesian plane3. Write the coordinates of the points marked on the Cartesian plane 4. Plot a point on the Cartesian plane if its coordinates are given
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LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLMEvaluation Date of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
1 Introduction *Discovery of graphs*X-Y plane*Definition of Cartesian plane*Recalling x-axis and y-axis and their +ve and +ve sides.
Black Boardchart
Finding the various features marked on a topographical map.
Groupdiscussion
2 Cartesian plane *Defining the Cartesian plane.*Abscissa, ordinate and Quadrants
Cartesian Plane chart
DiscussionOralquestions
Evaluation and Observation
3 Locating the given point
*Locating the points quadrant on the Cartesian plane.*Writing the Coordinates of a point.
Presentation on Cartesian Plane
Solving Problem
Problemsolving
4 Plotting the given point
* Ploting the point on Cartesian plane with the help of given co-ordinates of the point.
Presentation on Cartesian Plane
Solving ProblemDiscussion
Problemsolving
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- Linear equations in two variables No. of periods required:
Date:- From:- To:-Objectives:
1. Explain the term ‘linear equation in two variables Identify if a given equation is a linear equation in two variables Find solutions for the given linear equations Represent a linear equation in two variables on the Cartesian plane Represent the solutions of an equation on a number line and the Cartesian plane
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LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
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Activities
TEACHER’S INTROSPEC
TIONTools Techniques
1 Introduction Recall of linear with one variable andexamples
Rolling graphboard
2 LinearEquations
Examples on linear equation anddefinition of linear equation
Colour chalkpieces
3 Solution oflinear equation
Solving linear equations and verifying
4 Graph of linearequation in twovariables
Solving linear equation with twovariables by graphical methods
5 Equation oflines parallel tox-axis and y-axis
Giving geometric representation forequations and solving examples
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- Introduction to Euclid's Geometry No. of periods required:
Date:- From:- To:-Objectives:
Explain Euclid's definitions of different terms, such as apoint, line, straight line, surface and plane surface Explain Euclid’s five postulates Explain Euclid’s axioms Euclid’s fifth postulates equivalent
.
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LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
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TEACHER’S INTROSPEC
TIONTools Techniques
1 Introduction History of origin of geometry
2 Euclid’sDefinitions,Axiom andpostulations
Euclid’s element and undefinedterms of Euclid’s geometry andrecapitulates of axioms andpostulates
Charts ofEuclid’sAxioms and
postulates
3 Equivalentversions ofEuclid’s Fifthpostulate
5th postulateProving Euclid’s 5 postulations bymany examples
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- Lines and Angles No. of periods required:
Date:- From:- To:-Objectives:
Explain the terms ‘line’, ‘ray’, ‘line segment’, ‘collinear points’, ‘intersecting lines’ and ‘parallel lines’ Describe the different types of angles Explain the terms ‘adjacent angles’, ‘linear pair of angles’, ‘complementary angles’, ‘supplementary angles’ and ‘vertically
opposite angles’ Prove that vertically opposite angles are equal Describe the angles formed by a transversal Explain the corresponding angles axiom Prove that if a transversal intersects two parallel lines, then each pair of alternate interior angles is equal Prove that if a transversal intersects two parallel lines, then each pair of interior angles on the same side of the transversal is
supplementary Prove that the lines which are parallel to the same line are parallel to each other Prove that the sum of three angles of a triangle is 180o.
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LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
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Activities
TEACHER’S INTROSPEC
TIONTools Techniques
1 Introduction Definitions of lines and Angles Charts oftypes ofangles
2 Basic Terms andDefinitions
Basic angles definitions and types of anglesco-linear points and non-collinear points.
Model ofangle sumproperty
3 Intersecting lines and Non-intersecting lines
Types of pair of angles and characteristicsLinear pairs of angles, vertically oppositeangles etc
4 Pairs of angles Examples for parallel lines and transverseline. And theorems
5 Parallel lines to Examples characteristics and theorems
the same line
6 Angles sumproperties of atriangles
Theorems on angles sum properties andexamples
Triangularmodels
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- Triangles No. of periods required:
Date:- From:- To:-Objectives:
Describe congruent triangles List the four criteria for the congruence of triangles Explain the criteria and non-criteria for the congruence of triangles Prove that the angles opposite to the equal sides of an isosceles triangle are equal Prove that the sides opposite to the equal angles of a triangle are equal Prove that if two sides of a triangle are unequal, then the angle opposite to the longer side is larger Prove that in any triangle, the side opposite to the larger angle is longer Prove that the sum of any two sides of a triangle is greater than the third side.
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LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
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Activities
TEACHER’S INTROSPEC
TIONTools Techniques
1 Introductions Recalling some properties of triangles whichhave studies in earlier classes
Models oftriangles
2 Congruence oftriangles
Describing congruent triangles and types oftriangles
3 Criteria forcongruence oftriangles
SAS congruent Rules, ASA congruent ruletheorems and examples
CongruenceRule models
4 Some propertiesof triangles
Theorems based on properties of angles andexamples solving exercise
5 Some morecriteria forcongruence oftriangles
Theorems on SSS and RHS congruent rulesand solving examples based on SSS and RHStheorems
6 Inequalities intriangles
Thread activities and 7.8 theorems andexamples solving exercise
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- Area of Parallelograms and Triangles No. of periods required:
Date:- From:- To:-Objectives:
Identify the geometrical figures that have the same base and lie between the same parallels Explain that the parallelograms having the same base and lying between the same parallels are equal in area Explain the different geometrical figures having the same base & lying between the same parallels may not be equal in area Prove that the parallelograms having the same base and lying between the same parallels are equal in area Prove that the parallelograms having the same base and equal in area lie between the same parallels PT the area of a triangle is equal to half the area of a parallelogram if they have the same base & lie between the same parallels Prove that two triangles having the same base or equal
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ACTIVITIES FAVOURABLE TO LEARNING
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TEACHER’S INTROSPEC
TIONTools Techniques
1 Introduction Recall properties of parallel gram and Models of
2 Figures on thesame base &between the sameparallels
Activity Identifying geometrical figures thathaving same base and lying between sameparallel
Geo board
3 Parallelograms on the same base &between the same parallels
Activity performing using boardAnd theorem9.1. solving exercise
By using the modes of straws
4 on the same base&between the sameparallels
Activity performing using boardAnd theorem. solving exercise
By using flash cards
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- Circles No. of periods required:
Date:- From:- To:-Objectives:
Define a circle Define various terms, such as centre, circumference, radius, chord, diameter, arc, segment and sector, in relation to a circle Describe the features of the diameter of a circle Describe various areas covered by a circle on a plane Prove that a perpendicular from the centre of a circle to a chord bisects the chord Prove that the line drawn from the centre of a circle to bisect a chord is perpendicular to the chord Prove that the equal chords of a circle are equidistant from the centre of a circle Prove that the chords equidistant from the centre of a circle are equal in length Prove that the equal chords of a circle subtend equal angles at the centre Prove that the chords that subtend equal angles at the centre of a circle are equal in length Define the congruent arcs of a circle and their properties Prove that the congruent arcs of a circle subtend equal angles at the centre of a circle Prove that the angle subtended by an arc at the centre is double the angle subtended by the arc at any other point on the
remaining part of the circle Prove that angles subtended by an arc at all points within the same segment of a circle are equal
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LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
1 Introductions Examples of circles and introduction tocircles
By Circle model
2 Circles and its related terms: review
Radius , diameter major sector , minor sector,interior and exterior regions of circles
By Circle model
3 Angle Subtended by a Chord at a pointPerpendicular form
the centre to a Chord
Theorem 10.1. solving exercise Using the working chord model(5.6)
4 Circles through threepoints
Activity and theorem 10.3
5 Equal Chords andtheir Distance from
the centre
Drawing Different pairs of circles and solvingexamples theorem 10.6, 10.7
ICT
6 Angle subtended byan Arc of a circle
Proving theorem 10.8 and solving examples By models
7 Cyclic circles Theorem 10.11 and 10.12 and solvingexercise
Black board and ICT
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- No. of periods required:
Date:- From:- To:-Objectives:
1. To enable the students to solve mathematical problems in their daily life. 2. To enable the students to understand the contribution of mathematics to the development of culture and civilization. 3. To develop the thinking and reasoning power of the students. 4. To prepare the child for the further learning in mathematics and other related fields. 5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics. 6. To develop the habit to verification. 7. To foster the attitudes to be willing to persist in solving problems. 8. To develop in the child rational and scientific attitude towards life.
SL. NO
LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- No. of periods required:
Date:- From:- To:-Objectives:
1. To enable the students to solve mathematical problems in their daily life. 2. To enable the students to understand the contribution of mathematics to the development of culture and civilization. 3. To develop the thinking and reasoning power of the students. 4. To prepare the child for the further learning in mathematics and other related fields. 5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics. 6. To develop the habit to verification. 7. To foster the attitudes to be willing to persist in solving problems. 8. To develop in the child rational and scientific attitude towards life.
SL. NO
LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- No. of periods required:
Date:- From:- To:-Objectives:
1. To enable the students to solve mathematical problems in their daily life. 2. To enable the students to understand the contribution of mathematics to the development of culture and civilization. 3. To develop the thinking and reasoning power of the students. 4. To prepare the child for the further learning in mathematics and other related fields. 5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics. 6. To develop the habit to verification. 7. To foster the attitudes to be willing to persist in solving problems. 8. To develop in the child rational and scientific attitude towards life.
SL. NO
LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- No. of periods required:
Date:- From:- To:-Objectives:
1. To enable the students to solve mathematical problems in their daily life. 2. To enable the students to understand the contribution of mathematics to the development of culture and civilization. 3. To develop the thinking and reasoning power of the students. 4. To prepare the child for the further learning in mathematics and other related fields. 5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics. 6. To develop the habit to verification. 7. To foster the attitudes to be willing to persist in solving problems. 8. To develop in the child rational and scientific attitude towards life.
SL. NO
LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- No. of periods required:
Date:- From:- To:-Objectives:
1. To enable the students to solve mathematical problems in their daily life. 2. To enable the students to understand the contribution of mathematics to the development of culture and civilization. 3. To develop the thinking and reasoning power of the students. 4. To prepare the child for the further learning in mathematics and other related fields. 5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics. 6. To develop the habit to verification. 7. To foster the attitudes to be willing to persist in solving problems. 8. To develop in the child rational and scientific attitude towards life.
SL. NO
LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- No. of periods required:
Date:- From:- To:-Objectives:
1. To enable the students to solve mathematical problems in their daily life. 2. To enable the students to understand the contribution of mathematics to the development of culture and civilization. 3. To develop the thinking and reasoning power of the students. 4. To prepare the child for the further learning in mathematics and other related fields. 5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics. 6. To develop the habit to verification. 7. To foster the attitudes to be willing to persist in solving problems. 8. To develop in the child rational and scientific attitude towards life.
SL. NO
LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- No. of periods required:
Date:- From:- To:-Objectives:
1. To enable the students to solve mathematical problems in their daily life. 2. To enable the students to understand the contribution of mathematics to the development of culture and civilization. 3. To develop the thinking and reasoning power of the students. 4. To prepare the child for the further learning in mathematics and other related fields. 5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics. 6. To develop the habit to verification. 7. To foster the attitudes to be willing to persist in solving problems. 8. To develop in the child rational and scientific attitude towards life.
SL. NO
LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- No. of periods required:
Date:- From:- To:-Objectives:
1. To enable the students to solve mathematical problems in their daily life. 2. To enable the students to understand the contribution of mathematics to the development of culture and civilization. 3. To develop the thinking and reasoning power of the students. 4. To prepare the child for the further learning in mathematics and other related fields. 5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics. 6. To develop the habit to verification. 7. To foster the attitudes to be willing to persist in solving problems. 8. To develop in the child rational and scientific attitude towards life.
SL. NO
LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- No. of periods required:
Date:- From:- To:-Objectives:
1. To enable the students to solve mathematical problems in their daily life. 2. To enable the students to understand the contribution of mathematics to the development of culture and civilization. 3. To develop the thinking and reasoning power of the students. 4. To prepare the child for the further learning in mathematics and other related fields. 5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics. 6. To develop the habit to verification. 7. To foster the attitudes to be willing to persist in solving problems. 8. To develop in the child rational and scientific attitude towards life.
SL. NO
LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- No. of periods required:
Date:- From:- To:-Objectives:
1. To enable the students to solve mathematical problems in their daily life. 2. To enable the students to understand the contribution of mathematics to the development of culture and civilization. 3. To develop the thinking and reasoning power of the students. 4. To prepare the child for the further learning in mathematics and other related fields. 5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics. 6. To develop the habit to verification. 7. To foster the attitudes to be willing to persist in solving problems. 8. To develop in the child rational and scientific attitude towards life.
SL. NO
LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- No. of periods required:
Date:- From:- To:-Objectives:
1. To enable the students to solve mathematical problems in their daily life. 2. To enable the students to understand the contribution of mathematics to the development of culture and civilization. 3. To develop the thinking and reasoning power of the students. 4. To prepare the child for the further learning in mathematics and other related fields. 5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics. 6. To develop the habit to verification. 7. To foster the attitudes to be willing to persist in solving problems. 8. To develop in the child rational and scientific attitude towards life.
SL. NO
LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- No. of periods required:
Date:- From:- To:-Objectives:
1. To enable the students to solve mathematical problems in their daily life. 2. To enable the students to understand the contribution of mathematics to the development of culture and civilization. 3. To develop the thinking and reasoning power of the students. 4. To prepare the child for the further learning in mathematics and other related fields. 5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics. 6. To develop the habit to verification. 7. To foster the attitudes to be willing to persist in solving problems. 8. To develop in the child rational and scientific attitude towards life.
SL. NO
LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- Probability No. of periods required:
Date:- From:- To:-Objectives:
1. To enable the students to solve mathematical problems in their daily life. 2. To enable the students to understand the contribution of mathematics to the development of culture and civilization. 3. To develop the thinking and reasoning power of the students. 4. To prepare the child for the further learning in mathematics and other related fields. 5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics. 6. To develop the habit to verification. 7. To foster the attitudes to be willing to persist in solving problems. 8. To develop in the child rational and scientific attitude towards life.
SL. NO
LEARNING COMPETENCIES
ACTIVITIES FAVOURABLE TO LEARNING
TLM
EvaluationDate of
Activities
TEACHER’S INTROSPEC
TIONTools Techniques
Probabilityi)Trailii)Randomexperimentiii)Sample spaceiv)Empiricalprobabilityv)Classicaldefinition ofprobability
*Meaning and definition of Probability.*Discussing the terms associated with probability.*Activity given in text book page numbers 86 , 88 , 89 and 90
SUBJECT TEACHER’S SIGN PRINCIPAL’S/H.M SIGN