Lesson Plan

Name of the Teacher: Name of the School: Grade: 9 Subjects: Maths

Name of the Chapter: 1. Number System

Learning Outcomes:
After Completion of this lesson every student will be able to
• acquire knowledge on rational and irrational numbers, their existence and operations on those numbers
• can place any number of rational & irrationals between any two rational and irrationals
• can convert decimals into p/q and vice versa.
• can rationalize the given irrational using rationalizing factor
• utilize the laws of exponents and Number Systems in real life situations effectively

CONCEPT MAP

5
Chapter and Concepts covered: Total number of periods: 7 +15

Period
Topic / Concept Remarks
number

1.1 Rational Numbers and numbers between two rational numbers

1.2 Irrational numbers

1.3 Representing on Number line

1.4 Rational numbers in p/q form

1.5 Basic Operations on real numbers

1.6 Rationalisation

1.7 Laws of exponents and Applications of laws of exponents

Non-Instructional periods -15

Prior Concept/ Skills:

• Knowledge of natural numbers, whole numbers, integers, exponents.

• factors and multiples.
• exponents and powers

Teacher References:
1.https://www.vedantu.com/ncert-solutions/ncert-solutions-class-9-maths-chapter-1-number-systems

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2. https://www.youtube.com/live/q9d7ciq696k?feature=shared
3. SCERT AP Text Book
4. https://byjus.com/ncert-solutions-class-9-maths/chapter-1-number-systems/
5.https://youtube.com/playlist?list=PL7eKoJuwryW7LLS4DIUpAC8WwdF2Fn0Jj&feature=shared

Concept 1: Introduction to rational numbers

Teaching-Learning Process
Induction/Introduction :
Activity: Story-Based Learning
Story: "The Pizza Party Problem"
Last weekend, Rohan and his friends had a pizza party at his house. They ordered 3 large pizzas, and each pizza was cut into 8 equal slices.
As the party went on, everyone began eating. Riya had 3 slices, Aryan had 5, and Rohan had 7. When it was time to clean up, Rohan’s older sister
came in and asked, “How much pizza did each of you eat? “Rohan was puzzled. They hadn’t eaten full pizzas — just parts of them. His sister smiled
and said, “That’s where rational numbers help! You ate 7 out of 8 slices, so you ate 7/8 of a pizza. Riya ate 3/8, and Aryan had 5/8.”
She wrote the fractions down and showed them how to compare who ate more and how much pizza was left. “These are all rational numbers,” she
explained. “Any time we divide something into equal parts — like pizza, money, or time — and express it as a fraction, we’re using rational
numbers!”
From that day, Rohan started seeing rational numbers everywhere — from the water level in a bottle to the fuel gauge in the car. He realized that
math wasn’t just in books, it was part of everyday life.

Experience & Reflection:

At the end of Period 1 or beginning of Period 2, ask the students the following questions to reflect:
1. Relating to Real Life:
Can you think of other times where we use rational numbers like fractions in everyday life — while eating, shopping, cooking, or dividing
things?
2. Creative Thinking:

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 3. Imagine you’re planning a party and you have to divide things like food, time, or space fairly. How would you use rational numbers to make
sure everything is shared properly?
4. Collaboration in Learning:
Rohan and his friends understood fractions better by discussing them together. How can we help each other in class when learning about
rational numbers or solving fraction problems?
Vocabulary Focus:
Rational Number, Fraction, Numerator, Denominator, Compare

Period 1.1: LO- Develop the ability to analyse and differentiate various types of numbers
Sub-topic 1.1: Rational numbers

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent Work (You Do)
Teacher asks the following question to test Previous
knowledge Divide the class into groups and ask Is very whole number a Natural
them to answer the following questions number? Give reason for your answer
(Teacher note: This is individual work followed by pair sharing
by discussing in their group.
and whole group sharing) Is very integer rational number? Give
(Teacher writes the necessary
reason for your answer
Teacher will begin by asking a student to count a specific item Instructions on the Board)

in the classroom say fans. As the student counts 1, 2, 3 and so − different types of numbers
on the teacher will reinforce the concept of counting numbers. - Representation of different number How many more rational
Teacher will also ask the students to draw a number line and sets numbers can be identified
represent the following: - Distinguishing the properties of between and 4?

1) 1+4(reinforcement of natural numbers/counting Numbers Natural numbers, whole

denoted by N will be given) numbers, Integers, rational How many more rational
2) 3-3 (reinforcement of whole numbers importance of numbers with suitable examples numbers can be identified
adding 0 to natural number system, natural numbers as a part between ⅗ and ⅘?
- Representation of numbers on

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 of whole numbers denoted by W) Number line.
3) 2-5 (reinforcement of integers, natural numbers, - Write the difference between rational Raghu said every natural number

numbers and integers in your own is a whole number. Do you agree

whole numbers as part of integers). Integers are denoted
words. with him? Give a reason with
by Z (coming from Greek word Zahlen, meaning to count).
Identify the use of rational numbers in example.
An oral quiz will be conducted, and students will be asked to
your day-to-day
identify various rational numbers between two given rational Write a number which is a whole
life?
numbers and will be able to realize the fact that infinite number but not an integer?
Heterogeneous groups will be formed, and
number of rational numbers can be inserted between two each group will be provided with two
rational numbers. rational numbers and will be asked to put 5
Demonstrate how to find numbers between any two given more rational numbers between them. In
rational numbers with the help of some textual illustrations. this process the two methods of placing
rational numbers between any two rational
numbers
1) through finding mean
1.“Find 5 rational numbers between 1 and 2”. (Example 2) by converting into like fractions
problem textbook) (Find 6 rational numbers between 3 and 4)
2. Identify the numbers between -1 and 1? will be once again recalled by the students. Homework:

3. How do we call these numbers? Walk around the classroom to monitor the Students will try to solve the exercise 1.1
group discussions and provide assistance individually which is given in textbook.
4. How many such numbers can be identified
as needed.
between -1 and 1?

Closing: Summarize the important topics

CFUs
Factual: 1. Is zero a rational number?
2.Howmany numbers are there between two rational numbers?
Open Ended/Critical Thinking
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 Can all the rational numbers be represented on number line?
Concept 2: Irrational numbers

Teaching-Learning Process
Activity: Story-Based Learning
One afternoon, Meera and her friends were designing a new game for the school playground. They had a large square area, and their teacher gave
them the task of placing a round spinning wheel right at the centre.
Meera said, “If each side of the square is 1 meter, then the diagonal must be √2 meters, right? That’s how we’ll find the center.”
Her friend Aryan looked confused. “But what is √2? Is it like 1 and a half?”
Their teacher walked over and smiled. “Good question! √2 is not exactly 1.5. It’s about 1.4142135... but the numbers never stop and never repeat.
That means it’s irrational — you can’t write it as a fraction like 3/2.”
“So… it’s like a tricky number that we can’t catch?” Aryan asked.
“Exactly!” the teacher replied. “It’s a number that keeps going forever without a pattern. But we can still estimate it to make things work in real life
— like placing your spinning wheel!”
From that day, Meera and Aryan started noticing strange but useful numbers in measurements — the radius of circles, the slope of ramps, even in
the steps of the school staircase. They discovered that even though irrational numbers couldn’t be written neatly, they were still everywhere —
especially in design and construction!
Experience & Reflection:
At the end of Period 2 or beginning of Period 3, ask the students the following questions to reflect:
Relating to Real Life:
Where have you seen or heard about numbers like √2, π, or √3 in real life — in measurements, art, or nature?
Creative Thinking:
If you had to explain an irrational number to someone using a garden or pizza, how would you do it?
Collaboration in Learning:
How can you help a classmate who is confused about the difference between rational and irrational numbers?
Vocabulary Focus
Rational Number: A number that can be written as p/q, where p and q are integers and q ≠ 0.
Irrational Number: A number that cannot be expressed as p/q, where p and q are integers and q ≠ 0.

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 √2, π (pi): Common examples of irrational numbers.
Non-terminating, non-repeating decimal: A decimal that goes on forever without a repeating pattern.
Pythagoras Theorem.
Real Numbers: Includes both rational and irrational numbers

Period 1.2: LO- Students will be able to define and differentiate rational and irrational numbers
Sub-topic 1.2: Irrational numbers

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent Work (You Do)

Teacher introduces the concept of irrational numbers. Activity:

Irrational Number: A number that cannot be expressed as 1. Divide the students into small teams of 3-4 Homework:
p/q, where p and q are integers and q ≠ 0. members each. Provide each group with
Students will solve
-Nonterminating, non-repeating decimal numbers. number cards containing a mix of rational and
problems 1 and 2 in
-Teacher gives examples of Irrational numbers irrational numbers.
exercise 1.2 on their own.
2. Ask the groups to separate the irrational
numbers from the other numbers as quickly as
Closing: they can in a 'race' format. This game helps
Summarise the important topics of the period and ask some of the reinforce the concept of distinguishing irrational
following question. numbers from others.
"Can a number be both rational and irrational? Why do you think
3. After the finish of the race, the teacher asks
so?" Encourage them to give different answers and then give final
each team to explain why they sorted the cards
conclusion.
the way they did. This reinforces the lesson and
allows the teacher to correct any
misconceptions.

Period 1.3: LO- Students will be able to represent irrational numbers on number line
Sub-topic 1.3: Irrational numbers on number line

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 Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent Work (You Do)

Teacher recalls the concept of irrational numbers. Activity:

Heterogeneous groups will be formed, and Homework:
Later demonstrates how to represent √2 on
each group will be asked to construct a square Represent √3 on number line.
number line and guides children in representing
root spiral (Given in the text book) Students will solve problem 3 in exercise 1.2 on
some more irrationals on number line.
their own.

Think point: why

OB=√2
Teacher explains how
to show OB=√2 by
using Pythagoras
theorem.
Extend the discussion
how to draw √3, √4, √5…on number line.
Closing:
Summarise the important topics of the period.

CFUs
1.What makes a number irrational? Can you give an example and explain why it fits that category?
2.Why is √2 considered an irrational number while √4 is not?
Creativity and Innovation and Collaboration:
With your group, make a chart of numbers and classify them as rational or irrational. How will you decide together?
Concept 3: Real Numbers and their Decimal Expansion & Operations on Real numbers

Teaching-Learning Process
Activity: Story-Based Learning
Aryan and his cousin Aisha went to a fair and decided to share a ₹10 cotton candy evenly with their three friends. Aryan pulled out a calculator and

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did ₹10 ÷ 3. The calculator showed 3.3333333. Aisha asked, 'Should we just give ₹3.33 each?'
Aryan said, 'Wait! ₹3.33 × 3 is ₹9.99, so we’re missing 1 paisa! How do we divide it exactly?'
A man at the stall overheard and laughed, saying, 'You’ll never be able to write one-third exactly in decimals—it goes on forever!'
That puzzled Aryan. 'How can a simple number like 1/3 never end in decimal form?'" Then the teacher asks the class:
• “Have you ever seen decimals that never end on a calculator?”
• “Why do some numbers stop and others keep going?”
• “Can we still use such numbers in real life?”
Experience and Reflection:
Experience:
The class responded enthusiastically to the real-life context of dividing money among friends. The story sparked curiosity and led to an active
discussion on why some numbers have endless decimals. Students were eager to try out examples using calculators and factorize denominators to
predict the type of decimal expansion.
They showed good understanding of the difference between terminating, recurring, and non-repeating decimals. Most students could quickly
identify the nature of decimal expansions once they understood the role of the prime factorization of denominators.
Reflection:
The real-life story proved to be an effective hook to initiate the topic. However, some students initially struggled with the connection between prime
factorization and decimal behaviour. Incorporating more hands-on activities—like using a calculator or performing group tasks—could further
improve comprehension.
In future lessons, a short interactive quiz or peer-to-peer explanation activity might help reinforce the concept more deeply.
Vocabulary Focus: Real Numbers : All numbers on the number line, including both rational and irrational numbers Rational Numbers: Numbers that
can be expressed as a fraction of two integers (p/q), where q ≠ 0. Irrational Numbers: Numbers that cannot be expressed as a fraction and have non-
terminating, non-repeating decimal expansions, Decimal Expansion: The representation of a number in the decimal form, Terminating Decimal: A
decimal that ends or terminates after a finite number of digits, Non-Terminating Recurring Decimal: A decimal that does not end but has a repeating
pattern. Non-Terminating Non-Recurring Decimal: A decimal that neither ends nor repeats (typical of irrational numbers)

Period 1.4: LO- Students will be able to understand the Decimal expansions of real numbers and express them in p/q form
Sub-topic 1.4: Decimal expansions of real numbers

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 Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent Work
Activity: (You Do)
Teacher will ask the learners if a rupee is divided among 2
Divide the students into groups and ask each group to
people how much each will get and then the division among
do the following question by discussing with the
four and three people.
group members. Homework:
Find the decimal expansions of 10/3, 7/8 and 1/7.
Teacher asks some learners to come to the board and ask
Answer the following
them to show the division of the above asked rational
questions.
numbers.
1.Find the decimal
Teacher explains: The remainder either becomes 0 after a
Make the students into groups and give each group to expansion of the
certain stage or starts repeating itself.
classify the following numbers into Rational and following rational
Concept: that every rational number has a decimal Irrational numbers numbers.
representation in the form of terminating decimals or 1. 3.25 (Teacher gives some
non- terminating, but repeating decimal will be given. An 2. √16 problems in his/her
irrational number has a non-terminating and non- 3. 0.333... own.)
4. -5/7 2.
recurring decimal representation. Give some Examples.
5. 0.525252... Do problems 3 to 9 in
1.Explain how to convert a Terminating Decimal number into p/q
Exercise 1.3
form by taking 2 or 3 examples. 6. √25
Then take example 6 from the textbook and explain. 7. 0.79801672939826...
8. (7)0.79801672939826...
9. 8.2/3 9.π(pi)
10. √10
Divide the students into groups and ask each group to
2.Explain how to convert a nonterminating repeating decimal do the following question by discussing with the
number into p/q form. group members.
Take examples 7,8,9 ( or any of them) from the Text book

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 Closing: Express the following numbers in p/q form
Summarise the important topics of the period
1. 1.286
2. 389.008
3. 4.6̅
4. 25.256
̅̅̅̅

CFU:
Match the following ( can match to more than one if needed)
Column I Column II
2.999999… 𝟑
𝟕
0. 𝟒𝟓
̅̅̅̅ 3

0.16161616… 𝟓
𝟏𝟏

The simplest form of 𝟒𝟏𝟑

𝟏𝟕𝟕
Non-terminating Repeating Decimal Number

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Period 1.5: LO- Students will be able to perform Operations on Real Numbers
Sub-topic 1.5: Operations on Real Numbers

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independ

ent Work
Introduction 1. Begin by revisiting the concept of real numbers. Remind
Activity: (You Do)
students that real numbers include both rational and irrational numbers.
Group Activity: “Operation Challenge”
Use a number line to visually represent this.
1. Groups get a set of cards with expressions involving Homewor
2. Quickly review the properties of operations (commutative, associative, and
real number operations. k:
distributive) with simple examples using rational numbers.
2. Each group solves the expressions and orders them
Image: A number line showing various real numbers (rational and irrational).
from least to greatest value. Do
Addition and Subtraction of Real Numbers
3. Groups compare their answers and discuss any problems
1. Demonstrate adding and subtracting real numbers, including examples
discrepancies. given in
with irrational numbers like √2 or √3.
Simplify the following Exercise
Example: 2 + √3, 5 - √2
1.4
2. Emphasize that when adding or subtracting rational with irrational numbers,
the result is irrational.
3. Model combining like terms with radicals.
Example: 3√2 + 5√2 = 8√2
Use visual aids like coloured blocks or lines to represent the terms.
Multiplication and Division of Real Numbers
1. Model multiplication and division of real numbers. Examples: 2 √5, 6 / √2
2. Show how to simplify expressions involving radicals. Example: (2√3) X (4√2)
= 8√6
Explain how to represent √3.5 on number line.
Explain how the adjacent identities are useful in simplifying the irrational
numbers.
Closing: 1. Summarize the key concepts of the lesson.
2. Assign homework with practice problems from the textbook

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 Period 1.6: LO- Students will be able to rationalize an irrational number
Sub-topic 1.6: Rationalization

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent Work

Introduction Activity: (You Do)
Revise the concept of multiplication of rational numbers Group Activity:
Revise how to simplify expressions involving multiplication of radicals. Example: (2√3) Divide the students into groups of 3 or 4
X (4√2) = 8√6 students and encourage them to solve the Homework:
Demonstrate rationalizing the denominator. Example:
1 √2
= problems related to rationalisation.
√2 2
Explain that the product or quotient of a rational and an irrational number is usually Rationalize the
1
irrational. denominator of
√2
Explain Rationalizing factor and rationalizing the denominator. Rationalize the
1
-Example: √2 x √2=√4=2 denominator of
√3
Here a product of two irrational numbers is a rational number. Do problem 5 given
This is called rationalization. √2 is rationalising factor of √2 in Exercise 1.4
(3+√2) (3-√2) =3 -(√2) =9-4=5
2 2

Here 3+√2 is R.F of 3-√2 and 3-√2 is R.F of 3+√2

Explain how to rationalise the denominator by taking 2 or 3 examples.
Closing: 1. Summarize the key concepts of the lesson.
2. Assign homework with practice problems from the textbook

CFU: 1) (√6+√5)( √6-√5) =_______ 2) The rationalising factor of √3-7 is _____

Concept 4: Laws of Exponents.

Teaching-Learning Process
Activity: Story-Based Learning
Teacher’s Activity: Once upon a time, a king in a faraway land wanted to reward a wise man who had helped solve a great problem in the kingdom.
The king asked him to name any reward he wanted. The wise man said, “Your Majesty, place just 1 grain of rice on the first square of a chessboard.

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Then place 2 grains on the second, 4 on the third, 8 on the fourth, and so on doubling it each time until all 64 squares are filled. That’s all I ask.”
The king laughed and agreed, thinking it was a small request. But soon, the royal granary ran out of rice! The amount grew so fast:
1, 2, 4, 8, 16, 32, 64, 128… and by the 20th square, it was over 1 million grains!
The teacher writes on the board: 2×2=? 2×2×2=? 2×2×2×2=?
Then asks students: “How can we write these repeated multiplications in a shorter way?”
After students respond with exponential notation, the teacher narrates a short real-life story (The Chessboard and the Grains of Rice).
Then the teacher says: “Can you imagine how fast the numbers grew just by doubling? That is the power of exponents. Today, we’ll learn the laws
that govern how exponents work — so we can simplify and solve expressions easily.”
Linking Statement:“You already know how to use exponents to write repeated multiplication. Now, let’s learn the rules that help us simplify and
calculate easily — the Laws of Exponents.”
Experience and Reflection:
This story introduces how exponents can be used in real-life to represent repeated multiplication.
It helps students visualize how powerful and practical the laws of exponents can be.
Vocabulary: Exponent- A number that tells how many times the base is multiplied by itself. Base – The number that is multiplied repeatedly in an
exponential expression. Power – The expression formed by a base and an exponent

Period 1.7: LO- Students will be able to perform the calculations by using laws of exponents
Sub-topic 1.7: Applications on laws of exponents

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent Work

Introduction Demonstration by teacher on Black Board (Interactive Method) Group Activity: (You Do)
Divide the students into
23 is read as "2 raised to the power
groups and ask them to solve
of 3" or "2 cubed" and means
the problems by discussing. Homework:
2×2×2=8 Simplify the following
5 is read as "5 raised to the power of 2" or "5 squared"
2
Do problems given in
and means 5×5=25 Exercise 1.5

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 Then explain the laws of exponents.
Explain under what conditions
these identities can be used.
Take example problems and
solve them by asking
questions.
Closing: Summarize the key
concepts of the lesson.
Assign homework that reinforces the day's learning. Include practice problems from
the textbook
2 1 3
3√12
CFU: Find the values of the following 643 2. 325 3. 16−4 4. 6 √27

Teacher Reflections
Name of the Teacher: Designation:
Class: 9 Name of the Lesson: 1. Number System

P.no. Sub-topic Date Activities conducted TLM Remarks

Rational Numbers and numbers between

1.1
two rational numbers

1.2 Irrational numbers

1.3 Representing on Number line

1.4 Rational Numbers in p/q form

1.5 Basic Operations on real numbers

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 1.6 Rationalisation

Laws of exponents and Applications of laws

1.7
of exponents
1. What were some of the specific strategies that I used to encourage participation? How effective were they? What will I do differently next time?

2. Were there any concepts or activities that students found particularly difficult? How will I adapt my approach to address these difficulties in the next
lesson?

3. What additional resources or modifications could improve the effectiveness of this lesson in future implementations?

4. How well did I adjust my teaching based on student reactions or unforeseen challenges?

Teacher Note:
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 Lesson Plan
Name of the Teacher: Name of the School: Grade: 9 Subjects: Maths

Name of the Chapter: 2. Polynomials

Learning Outcomes:
After Completion of this lesson every student will be able to
• Distinguish between multinomial and polynomial and can separate polynomials out of the given algebraic expressions
• Find the coefficient and degree of a polynomial
• Factorize given polynomial with factor theorem
• Find the remainder using remainder theorem
• Utilize the concept of polynomials in real life situations and appreciate its significance

CONCEPT MAP

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 Chapter and Concepts covered: Total number of periods: 8 +18

Period
Topic / Concept Remarks
number

2.1 Introduction

2.2 Polynomials in one variable

2.3 Zeroes of a Polynomial

2.4 Factor Theorem

2.5 Factoring by splitting the middle term.

2.6 Algebraic Identities I, II, III

2.7 Algebraic Identities IV, V, VI

2.8 Algebraic Identities VII, VIII

Non-Instructional periods -18

Prior Concept/ Skills:

• Addition, subtraction, multiplication, and division of whole numbers, integers, and fractions.
• Knowledge of Constants, variables, coefficients, exponents, Like terms, Unlike terms
Teacher References: (Any external links that would help teachers to create activities on their own. This includes NCERT Material, OERs, Digital links etc.)
9th Mathematics Textbook - Semester 1

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Concept 1: Introduction to Polynomials

Teaching-Learning Process
Induction/Introduction
Story 1: "The Fruit Basket Challenge"
In a busy marketplace, a fruit seller named Tara loved creating special baskets for her customers. Each basket had
apples, oranges, bananas, and sometimes just extra sweets.
Tara would arrange the fruits differently depending on the customer's request:
• One basket had 3 apples, 2 bananas, and 5 oranges.
• Another had 2 apples, 4 bananas, and no oranges at all.
Sometimes, if she added a few sweets without any fruits, she just wrote the number of sweets separately.
Tara explained to her apprentice:
"Every basket is like a collection of different items, added together carefully. No two fruits are mixed into one — they stay separate but together form
the whole basket!"
The apprentice realized that Tara was teaching an important idea — that you can combine different things, each keeping its own identity, to create
something bigger — just like how in mathematics, we group different "parts" (terms) to form a polynomial.

Period 2.1: LO- Students will be able to define key words related to polynomials
Subtopic 2.1: Introduction

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent Work

Teacher starts with a quick recap of what students already know about Divide the class into small groups (3–4 students (You Do)
algebraic expressions (variables, constants, like terms etc.) each).
Ask simple questions like: o Give each group a list of expressions. Give individual
• What is an expression? o They have to sort them into two categories: worksheets for
• What’s the difference between 2x and 2x+3. ▪ Polynomial • Not a Polynomial practice:
Show real-life examples: The area of a rectangle =𝑙 × 𝑏 ..that's an algebraic Example expressions: o Identify
expression. Highlight key features: 7 polynomials.
1) a-7 2) x-2 3) 2b+4 4) x+2y-1

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 Variables (letters like x, a). Find
1 1
• 4) m2.7 5) √𝑝 6) 2𝑥 7) a2+𝑎 o
• Constants (numbers). Pick one polynomial from the group activity. degrees and
• Coefficients (numbers multiplied by variables) Break it down: terms.
Introduce the term "Polynomial": • How many terms? o Create
• Poly = many, Nomial = terms. • What are the coefficients? simple
A polynomial is a mathematical expression made up of variables, • What is the constant term? polynomials
coefficients, and exponents combined using addition, subtraction, and • What is the degree? from word
multiplication where the exponents of the variables are whole numbers. Teacher explains these concepts. problems.
Give simple examples: Activity:
1) x+3 2) 2x-5 3)y2+y-9 Each group creates 3 different polynomials:
Also show what is NOT a polynomial o A linear polynomial (degree 1)
𝟏
𝟏
Ex: 1) 𝒙 2) 𝒛 𝟐 3) a-3 o A quadratic polynomial (degree 2)
Explain the real-life situations where we can use simple polynomials. o A cubic polynomial (degree 3)
Write a few expressions on the board and ask students to identify: Challenge: Groups must also create a real-
• Is it a polynomial? Why or why not? life story that fits their polynomial.
• If yes, what is the degree (highest power of the variable)? Each group presents one polynomial and
• What are the terms, coefficients, and constants? their story to the class.
Closing: Summarize the important topics of the period.

Period 2.2: LO- Students will be able to find the terms, coefficients, degree of a polynomial and differentiate according to degree, terms.

Subtopic 2.2: Polynomials in one variable

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent Work (You Do)
Teacher recalls the definition of polynomial by asking questions.
Divide the class into groups. Look at the polynomial and
Identify the polynomials in the below picture. answer

25
 Teacher explains “A polynomial that has only one variable in it is Ask them to answer the
Polynomial in one following questions by
variable”. discussing with their group
Identify
coefficients and
constant in the
following
polynomial and 1)Write 3 examples for each
write the terms in of the following.
it. 2x3-4x2+6x-7 1. Linear polynomial
How many terms are there in this polynomial? What are the exponents of 2.Quadratic polynomial
members. 3.Cubic polynomial.
the variable x in each of the terms?What is the highest exponent?
2) What is zero polynomial.
Teacher introduces the concept of Degree of a Polynomial, non –zero
constant polynomials and zero polynomials
Teacher explains how Polynomials can be categorized based on number of
terms and based on degree.
Classification by Number of Terms(Extra knowledge):
• Monomial: A polynomial with exactly one term
Ex: 3, -3x, 4x2
• Binomial: A polynomial with exactly two terms
Ex: 4x+3, 3x4-7
• Trinomial: A polynomial with exactly three terms
Ex: 4x2-4x+3, 3x4-7x3-2
Classification by Degree:
Constant Polynomial:
A polynomial with no variable terms, or only a constant term.
4
Ex: 3, -5, 9
Linear Polynomial:
A polynomial of degree 1, meaning the highest power of the variable is 1.
26
 Ex: 4x+3, -3x
Quadratic Polynomial:
A polynomial of degree 2, meaning the highest power of the variable is 2.
Ex: 4x2-4x+3, -10x2
Cubic Polynomial:
A polynomial of degree 3, meaning the highest power of the variable is 3.
Ex: 7x3-2, -10x3
Higher Degree Polynomials:
Polynomials with degrees 4, 5, 6, and so on are classified as quartic,
quintic, sextic, and so on, respectively.
Degree of a nonzero constant polynomial is 0.
Closing: Summarize the important topics of the period.

Period 2.3: LO- Students will be able to apply the concept of Value of a polynomial in finding zeroes of a polynomial
Subtopic 2.3: Zeroes of a polynomial

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do) Independent Work
Teacher recalls the definition of polynomial. Divide the students into groups. Ask (You Do)
Define "Value of a Polynomial": them to do the following problem by
Explain — substitute the value of variable and simplify. discussion. 1.Can a zero of a
polynomial need
Example: Value of polynomial p(x) = x+3 at x = 5 is If h(t)=−5t2+20t then take different
to be 0?
P (5) = 5+3=8 Ask the students to find p (1), p (2), p (3), p (4) where p(x)= x-4. values for t until you get the value of
2.Can 0 be a zero
Ask them about their findings. Anybody got 0? h(t) =0. of a polynomial.
Teacher introduces the concept of zero of a polynomial. Ask each group to present their 3.How many
Zero of a Polynomial: A zero of a polynomial p(x) is a number c such that p(c)=0. findings. zeros does a
Ask students individually to work on the following problems and share their work with Teacher explains real life situation. linear polynomial
Real life example: If the height of a have?
their friends next to them.
ball thrown vertically upwards is given
27
 If P(x)=x-1 then find the value of p (1) and p (-1). by the polynomial h(t)=−5t2+20t, then 4.Can a
Consider the polynomial p(x)=5𝑥3 − 2𝑥2 − 3𝑥 + 2 find the value of p(1) ,p(-1) and p(0). the zeros of this polynomial represent polynomial have
more than one
For what values of x, p(x)=x- 1 becomes “0” For what values of y, q(y)=2y-5 becomes the times when the height of the ball
zero?
is zero (i.e., when it is at the ground).
zero. Check if 2 is a zero of q(x), where q(x) = x – 2. 5.How many
Solve Example 2 problem given in the zeroes does a
Example: p(x) = x² - 4 Find values at different x. Identify zeros by observing the value
textbook. zero polynomial
obtained. How do you get zero of the polynomials? Find the value of the each of the have?
The teacher demonstrates: following polynomials at the indicated
1. The zero of the polynomial p(x) = x– 1 is obtained by equating it to 0, values of the variables.
P(x) = 0 implies x – 1 = 0, which gives x = 1.
If p(x) = ax + b, a ≠ 0, is a linear polynomial, how can we find a zero of p(x)?
Ask students to try. How many zeros does a linear polynomial have?
Can a zero polynomial need to be 0? Can 0 be a zero of a polynomial?
Closing: Summarize the important topics of the period.

Concept 2: Factorisation of polynomials

Teaching-Learning Process
Induction/Introduction
Story: "The Kite Festival Challenge"
Every year during Makar Sankranti, Kiran and his cousins loved flying kites. This year, Kiran wanted to make his own
kites. He bought sheets of colourful paper, sticks, and thread. But when he sat down to make the kites, he realized he
had a problem — he had sheets of different sizes and wanted to cut them without wasting any paper.
His uncle, who was watching him, said, “Kiran, if you want to use every bit of your paper without any waste, you need to break the large sheets into
smaller parts perfectly — without any leftover. It's just like factoring in mathematics! When we factorize polynomials, we break big expressions into
smaller ones neatly, without leaving anything behind.”
Together, they measured the sheets carefully and divided them into perfect squares for the kites. Kiran realized that understanding how to group and
factor properly helped him make the maximum number of beautiful kites!
From that day, whenever Kiran solved a factorization problem in school, he thought of cutting colourful paper into perfect parts — neat, beautiful,
28
and complete.
Experience & Reflection
Relating to Real Life:
Have you ever needed to divide something exactly — like cutting a cake, cloth, or paper — so nothing is wasted? How is that similar to factorizing
polynomials?
Creative Thinking:
Imagine you are organizing a kite-making workshop. How can understanding factorization help you in dividing materials like paper, sticks, or thread
equally among participants?
Collaboration in Learning:
Kiran learned better when he worked with his uncle. How can working with friends and discussing together make math problems like factorization
easier to solve?

Period 2.4: LO- Students will be able to define factor theorem and can find value of a polynomial for given value of the variable.
Subtopic 2.4: Factorization of Polynomials - Factor theorem

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent Work (You
Teacher starts with a quick testing of prerequisite knowledge. Do)
Teacher shows a Divide the class into small groups (3–4
normal long division students each). 1. What is the condition for
on the board and x – a to be a factor of p(x)?
asks the students: Give a problem and ask them to solve by 2.Check if (y – 2) and (y + 3)
“Observe the above discussing in the group.
are factors of y2 + 5y + 6.
long division and 1. Examine which of these (m + 3), (m- 3),
3.Factorise x2-5x+6 using
identify Divisor, Quotient, Remainder and Dividend. Write a mathematical (m+2) and (m +4) are the factors of the Factor theorem.
relation between them.” polynomial q(m) = m2+ 7m + 12.
Observe the above table and the Verify by multiplying the factors.
relation. Encourage them to present their
Teacher extends the concept of division to polynomials. answers on the board.
29
Recall the remainder theorem of polynomials. 2. Factorise x2+6x+8 by using factor
Remainder theorem: theorem.
When a polynomial p(x) of degree greater than or equal to 1 is divided by a linear
polynomial (x - a), then the remainder is equal to p(a).
Hence p(x) = (x-a) q(x) +p(a)
(i) Suppose p(a)=0 in the above context what would be the relation between
(x-a) and p(x). p(x)=(x-a).q(x) That means x-a is a factor of p(x).
(ii) If x-a is a factor of p(x) then p(x)=(x-a).q(x)
In this case p(a) = (a-a).q(x) = 0 This is called factor theorem.
Factor theorem: If p(x) is a polynomial of degree n≥1 and a is any real number
then (i) x-a is a factor of p(x), if p(a)=0 and
(ii) p(a)=0 if x-a is a factor of p(x)
1) Check whether x-1 is factor of x2-3x+2
Teacher solves the problem.
2) Factorize y2-5y+6 using factor theorem.
Teacher explains the solution.
In the non-instructional periods teacher extends the discussion to cubic
polynomials.
Closing: Summarize the important topics of the period.

Period 2.5: LO- Students will be able to Factorize a Polynomial of the type ax2+bx+c by splitting the middle term
Subtopic 2.5: Factorization of Polynomial of the type ax2+bx+c by splitting the middle term

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent Work (You
Teacher recalls the concept of factorization of polynomials and gives some examples. Do)
Divide the class into small groups
Recall the factorization by using Factor theorem.
(3–4 students each). 1. Split 36 as the sum of
Ask students is there any other method of factoring a polynomial.
two numbers whose

30
Introduce the concept of factoring a polynomial of the type ax2+bx+c by splitting the Give a problem and ask them product is 13.
to solve by discussing in the 2.Factorise 2x2+7x+6 by
middle term.
group. splitting the middle term.
Let the factors of ax2+bx+c are px+q and rx+s So ax2+bx+c =(px+q) (rx+s)
Factorize 6x +17x+5
2

=prx2+(ps+qr)x+qs From each group need to explain

On Comparing the coefficients of x2 we get a= pr how they factorized it .
On Comparing the coefficients of x we get b= ps+qr Ask them to factorize the same

On Comparing the constants, we get c=qs polynomial by using Factor

So b is sum of two terms ps and qr theorem.

Product of ps and qr =(ps)(qr)=(pr)(qs)=ac Ask them to compare both the

So, to factorize ax2+bx+c we need to split the middle term b as the sum of two numbers method. Which method do you
feel comfortable to do?
whose product is ac
Example: Factorize 4x2+11x+6.
Compare 4x2+11x+6 with ax2+bx+c a=4, b=11, c=6 ac = 4×6 = 24
We need to split the middle term 11 as the sum of two numbers whose product is 24.
Ask the students “write 24 as the product of two numbers.

Closing: Summarize the important points of the period.

31
Concept: Algebraic Identities

Teaching-Learning Process
Induction/Introduction
.Story: "The Mango Orchard Puzzle"
In a small village near Vijayawada, Andhra Pradesh, lived a boy named Veeru. Every summer, Veeru helped his grandmother take care of
their mango orchard. His grandmother is a Maths teacher.
One day, Grandmother gave him a task: "Veeru, if each side of a square plot in our orchard measures (x+2) meters, can you quickly find
out the area without drawing it out or measuring manually?"
Veeru thought for a moment. He knew the area of a square was side × side. So he had to calculate (x+2)×(x+2).
He began multiplying each part but got confused with so many terms. Grandmother smiled and said, "There’s a shortcut we use — it’s
called an identity. Whenever you have something like (a+b)2, it becomes a2+2ab+b2."
She explained:
"(x+2)2 =x2+4x+4."
Veeru was amazed! He could now easily find the area of any square-shaped plot without multiplying each time.
Later that week, when the villagers organized a mango fair, Veeru helped everyone quickly calculate areas of different orchard plots,
impressing even the elders with his smart math tricks.Veeru learned that algebraic identities are powerful shortcuts that make complex
calculations simple — whether in a classroom or among mango trees.
Experience & Reflection:
Ask the students the following questions to reflect:
Relating to Real Life:
• Have you ever faced a situation where a shortcut formula could have saved you time in calculations?
Creative Thinking:
• Imagine you're designing small gardens or painting square tiles. How would using algebraic identities help you in planning faster?
Collaboration in Learning:
• Veeru learned from his grandmother and helped others. How can we share simple methods like algebraic identities to help classmates
understand math better?
Algebraic Identity: An equation always true.
32
Period 2.6: LO- Students will be able to apply the Algebraic Identities appropriately and appreciate the applicability of these identities in real-
life circumstances.
Subtopic 2.6: Algebraic Identities 1. (𝒙 + 𝒚)𝟐 = 𝒙𝟐 + 𝟐𝒙𝒚 + 𝒚𝟐 2. (𝒙 − 𝒚)𝟐 = 𝒙𝟐 − 𝟐𝒙𝒚 + 𝒚𝟐 𝒂𝒏𝒅𝟑. 𝒙𝟐 − 𝒚𝟐 = (𝒙 + 𝒚)(𝒙 − 𝒚)

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent Work (You Do)

Begin with a brief recap of basic algebra concepts (variables, Divide the class into small groups (3–4 students 1.What is the use of identities?
each). 2.Write the 3 identities discussed
expressions).
in the class.
Define "algebraic identity" and explain how it differs from an
3. Expand the following using
equation. Ask them to solve by discussing in the group.
suitable identities.
Introduce and derive the first identity Expand the following using suitable identities.
(Teacher gives some
(𝑥 + 𝑦)2 = 𝑥 2 + 2𝑥𝑦 + 𝑦 2 using expansion and simplification. 1.(p+5)2 2. (a-7)2
problems
3. Factorize m2-36 using suitable identity.
Show the video:
https://www.youtube.com/watch?v=8EC9Rt3raJ0&ab_channel=RVTUTORIALS
If possible, do the activity as shown in the
video.
- Write an example on the board and solve it
step-by-step, explaining each step aloud.
- Highlight common mistakes and strategies
to avoid them.
- Model solving a few examples using different numbers.
Proceed in the same way to explain the second identity (𝑥 − 𝑦)2
= 𝑥 2 − 2𝑥𝑦 + 𝑦 2 𝑎𝑛𝑑𝑥 2 − 𝑦 2 = (𝑥 + 𝑦)(𝑥 − 𝑦) .
Prepare working models as shown in the video for these two
identities also.
Closing:
Summarise the important points of the period.

33
Period 2.7: LO- Students will be able to apply the Algebraic Identities appropriately and appreciate the applicability of these identities in real-
life circumstances.
Subtopic 2.7: Algebraic Identities 1.(𝒙 + 𝒂)(𝒙 + 𝒃) = 𝒙𝟐 + (𝒂 + 𝒃)𝒙 + 𝒂𝒃 2.(𝒙 + 𝒚 + 𝒛)𝟐 = 𝒙𝟐 + 𝒚𝟐 + 𝒛𝟐 + 𝟐𝒙𝒚 + 𝟐𝒚𝒛 + 𝟐𝒛𝒙

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent Work (You Do)
Begin with a brief recap of basic algebra concepts (variables, expressions).
Recall the concept of identities and recall the identities discussed in the previous period. Divide the class into small Expand
groups (3–4 students 1. (x+3)(x+4)
Introduce another identity
2.(3x-1)(3x+2)
(𝑥 + 𝑎)(𝑥 + 𝑏) = 𝑥 2 + (𝑎 + 𝑏)𝑥 + 𝑎𝑏 each).
3. (x-y+2z)2
Show the video: https://www.youtube.com/watch?v=ryqkljfJn6U&ab_channel=TicTacLearnEnglish Ask each group to
4. (2a-3b-4c)2
If possible, do the activity as shown in the video. prepare a model for
5.Find 102 ×103 without
- Write an example on the board and solve it step-by-step, explaining each step aloud.- each identity by using
performing actual multiplication.
Highlight common mistakes and strategies to avoid them. card board.
- Model solving a few examples using Ask them to solve by
different numbers. discussing in the group.
Expand the following
Example: Expand (x+2)(x+3)
using suitable
Teacher explains how to expand using
identities.
identity.
1.(2a+3) (2a-4)
Proceed in the same way to explain 2.(x+2y+3z)2
the second identity (𝑥 + 𝑦 + 3.Find the value of
𝑧)2 = 𝑥 2 + 𝑦 2 + 𝑧 2 + 2𝑥𝑦 + 105×107 without
2𝑦𝑧 + 2𝑧𝑥 Show the performing actual
Prepare working model as shown multiplication. Verify by
in the video. multiplying.
video https://www.youtube.com/watch?v=trwBQ95O2H0&ab_channel=MathsSmart
Example: Expand (a+2b+3c)2
Teacher explains how to expand using identity.
Closing: Summarize the important points of the period.

34
Period 2.8: LO- Students will be able to apply the Algebraic Identities appropriately. and appreciate the significance of these identities in real-
life circumstances
Subtopic 2.8: Algebraic Identities 1.(𝒙 + 𝒚)𝟑 = 𝒙𝟑 + 𝒚𝟑 + 𝟑𝒙𝒚(𝒙 + 𝒚) 2. (𝒙 − 𝒚)𝟑 = 𝒙𝟑 − 𝒚𝟑 − 𝟑𝒙𝒚(𝒙 − 𝒚)
𝟑. 𝒙𝟑 + 𝒚𝟑 + 𝒛𝟑 − 𝟑𝒙𝒚𝒛 = (𝒙 + 𝒚 + 𝒛)(𝒙𝟐 + 𝒚𝟐 + 𝒛𝟐 − 𝒙𝒚 − 𝒚𝒛 − 𝒛𝒙)

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent

Recall the concept of identities and recall the identities discussed in the previous periods.Show the Work (You
video: https://www.youtube.com/watch?v=pK5NBIkLXa4&ab_channel=MathsSmart Divide the class into small Do)
Explain how to expand (𝑥 + 𝑦)3 using the identity (𝑥 + 𝑦)2 = 𝑥 2 + 2𝑥𝑦 + 𝑦 2 . groups (3–4 students each).
- Write an example on the board and solve it step-by-step, explaining each step aloud. Highlight Ask them to solve by 1.Find the
common mistakes and strategies to avoid them. discussing in the group. values of the
Example: 1. Expand (x+2)3 Expand the following using following
Teacher explains how to expand using identity. suitable identities. using
2. Find the value of (103) using suitable identity.
3
1.(2a+3)3 suitable
Teacher explains how to find the value using identity. 2.(2x-4)3 identities.
Proceed in the same way to explain the second identity 3.Find the values of the (i) 1033(ii)973
(𝑥 − 𝑦)3 = 𝑥 3 − 𝑦 3 − 3𝑥𝑦(𝑥 − 𝑦)= 𝑥 3 − 𝑦 3 − 3𝑥 2 𝑦 + 2.Factorise
following by using suitable
3𝑥𝑦 2
identities a3+8b3+c3-
Show the video 6abc
(i) (104)3 (ii) 9993
4.Factorise 8x3+y3 + 27-
18xy
https://www.youtube.com/watch?v=9RHJt0GXLcY&ab_channel=MathsSmart Ask them to present their
Explain how to expand (𝑥 − 𝑦)3 using the identity (𝑥 − 𝑦)2 = 𝑥 2 − 2𝑥𝑦 + 𝑦 2 . values.
Example: 1. Expand (a-2)3 2. Find the value of 983 using suitable identity. Teacher clarifies if there is
Teacher explains how to solve using identity. any misconception.
Teacher explains how to prove the next identity
𝑥 3 + 𝑦 3 + 𝑧 3 − 3𝑥𝑦𝑧 = (𝑥 + 𝑦 + 𝑧)(𝑥 2 + 𝑦 2 + 𝑧 2 − 𝑥𝑦 − 𝑦𝑧 − 𝑧𝑥)
by taking RHS and on simplification gets LHS.
Closing: summarize the important points of the period.

35
CFU:
1. Question: What is the degree of the polynomial 5x³ - 2x² + x - 7? (a) 1 (b) 2 (c) 3 (d) 0
2. Which of the following expressions is NOT a polynomial? (a) x² + 2x – 1 (b) 3x³ - 5x + 2 (c) 1/x + 2x – 1 (d) 2
3. What is the zero of the polynomial p(x) = 2x + 6? (a) 2 (b) 3 (c) -3 (d) -2
4. .Find the value of 998X1002 without performing actual multiplication.
Teacher Reflections
Name of the Teacher: Designation:
Class: 9 Name of the Lesson: 2. Polynomials

P.no. Sub-topic Date Activities conducted TLM Remarks

2.1 Introduction

2.2 Polynomials in one variable

2.3 Zeroes of a Polynomial

2.4 Factor Theorem

2.5 Factoring by splitting the middle term

2.6 Algebraic Identity I, II, III

2.7 Algebraic Identity IV, V, VI

2.8 Algebraic Identity VII, VIII

36
1. What were some of the specific strategies that I used to encourage participation? How effective were they? What will I do differently next time?

2. Were there any concepts or activities that students found particularly difficult? How will I adapt my approach to address these difficulties in the next
lesson?

3. What additional resources or modifications could improve the effectiveness of this lesson in future implementations?

4. How well did I adjust my teaching based on student reactions or unforeseen challenges?

Teacher Note:
------------------------------------------------------------------------------------------------------------------------------------------------
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37
 Lesson Plan
Name of the Teacher: Name of the School: Grade: 9 Subjects: Maths

Name of the Chapter: 3. Coordinate Geometry

Learning Outcomes:
After Completion of this lesson every student will be able to
• express what a cartesian plane is? and its history
• distinguish which point belongs to which quadrant
• plot any point on the cartesian plane
• name any point on the cartesian plane
• utilize the concept of co-ordinate geometry in real life situations and appreciate its significance

39
 Chapter and Concepts covered: Total number of periods: 2 +5

Period
Topic / Concept Remarks
number

3.1 Introduction of Coordinate Geometry

3.2 Cartesian system

Non-Instructional periods -5

Prior Concept/ Skills:

Numbers, Lines, Number line

Teacher References: (Any external links that would help teachers to create activities on their own. This
includes NCERT Material, OERs, Digital links etc.)
9th Mathematics Textbook - Semester 1
https://www.youtube.com/live/Nhd5sH3fUt4?feature=shared
https://youtube.com/playlist?list=PL7eKoJuwryW5EhQTpbrAii8vrBka2TvTO&feature=shared
Vocabulary:
Coordinate Geometry: A branch of geometry where we study the position of points and shapes on a plane using numbers and directions.
Position: The place where something is located.
Direction: A path along which someone or something moves, like left, right, up, or down

Concept: Coordinate geometry

40
 Teaching-Learning Process
Induction/Introduction:
Story-Based Learning:On the first day of the new school year, Rahul was looking for his new classroom. The school had changed the room numbers
and shifted some sections to a new building.
Rahul asked the security guard, “Where is Class 9B?”
The guard said, “Walk straight till you reach the notice board, then turn right. Go past the library, and
you’ll see your class next to the science lab.”
Rahul followed the directions. As he walked, he noticed how everything in school had its own fixed
place — the library, the office, the sports room. By remembering where each room was in relation to
another, he found his class easily.
Later, during math class, the teacher said, “In math, we do something similar when we learn coordinate
geometry. We find the position of points on a plane — just like Rahul found his classroom using directions and landmarks.”
Experience & Reflection:
Relating to Real Life: Have you ever tried finding a place using a map/ GPS? How do directions like north, south, left, and right help us locate things?
Creative Thinking:If you had to explain how to reach your school’s canteen or office to a new student, what directions would you give?
Collaboration in Learning:Rahul found his way by asking for help and using nearby places as clues. How can asking questions and working with
friends help us understand new topics in math?

Period 3.1: LO- Students will be able to locate a point with position and direction using rows and columns
Subtopic 3.1: Introduction to coordinate geometry

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent

Draw a plan of the seating in your classroom, pushing all the desks Divide the class into groups and ask them to Work (You
together. Represent each desk by a square. In each square, write the answer the following questions by discussing Do)
them in their group.
name of the student occupying the desk, which the square represents.
Provide world or India or Andhra Pradesh maps
The position of each student in the classroom is described precisely by using
to each group and choose 3 0r 4 Cities and find Homework:
two independent information.
their longitudes and latitudes. After completion
(i) The column in which she or he sits.

41
 (ii) The row in which she or he sits. of discussion with other groups. Students will
If you are sitting on a desk Discuss about the mathematicians who developed the try to solve
lying in the 4th column and 2nd concept of Coordinate Geometry by reading Textbook. the exercise
3.1
row, how can we represent
individually
your position?
which is given
[Note: your position could be
in textbook.
written as (4, 2), first writing
the column number, and then
the row number] Write down
the names and positions of
other students in your class.
Closing: Summarize the important topics of the period.

Period 3.2: LO- Students will be able to express what a cartesian plane is? distinguish which point belongs to which quadrant, Plot any point on
the cartesian plane and can name it and appreciate the utility and significance of coordinate geometry in real-life.
Subtopic 3.2: Cartesian System

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent Work (You
Recall the instruction part by asking the questions Do)
Divide the class into groups. Provide
1. How much information do we need to locate any
them with graph sheets and for some
object in a plane?
groups give the coordinates and ask Homework:
2. Do you know Parallel and intersecting lines? them to plot them in the graph sheet. For Workout Example 1
3. Which type of lines have a common point? the remaining groups mark some points problem given in the
4. Do you know about perpendicular lines? in the graph sheet and ask them to find textbook.
the coordinates of those points. Ask them
5. Are the all-intersecting lines perpendicular?
to draw their own coordinate axes and do

42
Teacher Note: Teacher should explain the contribution of Rene the work. After finishing the work,
exchange the sheets and ask them to
Descartes that he combined plane
check whether other group members did
geometry with algebra for developing correctly or not. Finally, the teacher
coordinate geometry] concludes whether all group did it
History of Rene Descartes correctly or not and checks if there is any
misconception.

Draw a Real number line.

1.Take two Real Numbers and put together arrange perpendicularly

and they will meet at O. Arrange like following manner.
[Teacher introduces coordinate axes]

2.Now explain
about quadrants
and how to
locate points,
abscissa and
ordinate in the
cartesian plane.

43
 Closing: Summarize the important topics of the period.

CFU: 1. Perpendicular distance of the point P (–3, 8) from y-axis measured on the negative direction of x-axis is a) –3 b) 8 c) 3 d) –8
2. The point (0, 5) lies (a) on the x-axis (b) on the y-axis (c) in the II quadrant (d) in the I quadrant
3.Without plotting the points indicate the quadrant in which they will lie, if
(i) the ordinate is 2 and abscissa is – 3 (ii) the abscissa is – 4 and ordinate is – 5
(iii) the abscissa is – 6 and ordinate is 4 (iv) the ordinate is 3 and abscissa is 3
Teacher Reflections
Name of the Teacher: Designation:
Class: 9 Name of the Lesson: 3. Coordinate Geometry

P.no. Sub-topic Date Activities conducted TLM Remarks

3.1 Introduction of Coordinate Geometry

3.2 Cartesian System

44
1. What were some of the specific strategies that I used to encourage participation? How effective were they? What will I do differently next time?

2. Were there any concepts or activities that students found particularly difficult? How will I adapt my approach to address these difficulties in the next
lesson?

3. What additional resources or modifications could improve the effectiveness of this lesson in future implementations?

4. How well did I adjust my teaching based on student reactions or unforeseen challenges?

Teacher Note:
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 Lesson Plan
Name of the Teacher: Name of the School: Grade: 9 Subjects: Maths

Name of the Chapter: 4. Linear Equations in two variables

Learning Outcomes:
After Completion of this lesson every student will be able to
• express any linear equation in two variables in standard form
• find any number of solutions to any sort of linear equation in two variables
• check whether the given pair of co-ordinates is a solution to the given equation or not.
• utilize the concept of Linear Equations in two variables in real life situations and appreciate its significance

CONCEPT MAP

46
 Chapter and Concepts covered: Total number of periods: 3 +9

Period
Topic / Concept Remarks
number

4.1 Introduction

4.2 Linear equations

4.3 Solution of Linear Equations

Non-Instructional periods -9

Prior Concept/ Skills:

understanding of variables and constants, ability to perform basic algebraic operations, knowledge of the order of operations,
familiarity with the coordinate plane, solving linear equations in one variable and understanding the concept of a solution to an equation.
Teacher References: (Any external links that would help teachers to create activities on their own. This
includes NCERT Material, OERs, Digital links etc.)
9th Mathematics Textbook - Semester 1 ,https://youtube.com/playlist?list=PL7eKoJuwryW6UzPNEOaFjmg79QRZNsGML&feature=shared
https://youtu.be/rnudiJxVXxM?feature=shared
Concept: Linear Equations in two variables

Teaching-Learning Process
Induction/IntroductionIntroduce real-world scenarios that can be modelled using linear equations, such as age problems.
Story-Based Learning Vidhijna of class IX came to school with new 19 notebooks and 7 pens. Her friend Bhaavajna who sits next to her impressed
very much with the quality and style of notebooks and pens bought by Vidhijna and asked her the cost of these items. Vidhijna replied “ I don’t know
exactly the cost of each notebook and pen as my father bought them for me. But I know that all the notebooks are of equal cost and all the pens are

47
of equal cost and the total cost of all the notebooks and pens is Rs.749/-. Now Bhaavajna started guessing different possible prices of notebook and
pen to equate with the total cost. At this time the maths teacher came to class and listened to the situation from Bhaavajna and addressed the
whole class about the concept of Linear Equations in two variables and how this concept comes handy in tackling real-life situations like Bhaavajna
faced.
Experience & Reflection:
Relating to Real Life:Have you ever faced similar kind of situation which Bhaavajna faced? Do you have any
guesses for the price of each notebook and pen from the story above?
Creative Thinking: what could be the price you wildly put in as a cost of each notebook and each pen? Do you
really start with Rs.1/- for each item or do you go on commonsense like the notebook might approximately cost
above Rs.20/- and pen might cost Rs.10/- and so on?
Collaboration in Learning: Bhaavajna finally landed at value for each item which collectively match the total
cost with the equation with the help of the teacher. The teacher told her to assume the cost of each notebook
say Rs.x/- and each pen say Rs.y/- then the equation becomes 19x+7y=749 and from here onwards one can
easily chalk out all the possible values for x and y.

Period 4.1: LO- Students will be able to recall their previous knowledge on Linear equations in one variable and identify Linear equations in two
variables as an advanced concept.
Subtopic 4.1: Introduction

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent Work (You Do)

The teacher groups the students into pairs and makes them play games. Divide the class into groups and Homework:
The teacher asks one student to take five (5) fingers of left hand and show ask them to write the situations What is variable?
it to the other student and keeping right hand backwards (hides) takes one that can be modelled by linear What is equation?
(1) finger and says, I have taken 5 fingers +?” many fingers = 6 fingers. equations.
What is a linear equation?
The other student has to guess and answer. The first students repeat it From each group one student

with hidden fingers varying. This process is repeated by switching the has to come and explain the

48
 students and varying the situations they wrote. Write five linear equations in one
numbers as follows. variable and write the solutions also.

5+? =6
5+? =7
5+? =8 and so on.

Teacher makes the students that “?” plays the role of a variable, x,y,z are
used to symbolize the variables, and the questions may be expressed
as5+x=6 (or 7,8,9 as per the questions).
Teacher makes the students recall that such expressions are called linear
equations in one variable.
Closing: Summarize the important topics of the period.

Period 4.2: LO- Students will be able to understand the concepts of linear equation in two variables.
Subtopic 4.2: Linear equation in two variables

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent

Work (You Do)
Begin by activating prior knowledge about linear equations in one variable Divide students into small groups (3-4 students
(e.g., 2x+5=11). Briefly review concepts like variables, constants, and solving each). Ask each group to write the equation for the
for the unknown. following situation. Homework:
Introduce the concept of a linear equation in two variables (x and y) by giving (Teacher can give his own situation) Provide students
examples. A car travels at a constant speed of 60 km/hour. with a list of
How can you represent the relationship between equations and ask
1. "Suppose apples cost ₹50 per kg and oranges cost ₹60 per kg. If a person
the distance covered and the time taken? them to identify
buys some quantity of apples and some quantity of oranges and spends a
which ones are
total of ₹400, can you represent this situation mathematically?" linear equations in
Guide students to identify the variables (quantity of apples and quantity

49
 of oranges) and form the equation (50x+60y=400). Guide students to identify the variables (distance two variables. They
Give some more examples. and time) and form the equation (d=60t or should justify their
−60t+d=0). answers based on
Highlight the connection between linear equations and real-world situations.
Facilitate a discussion within each group about the definition
Define its standard form: ax+by+c =0, where a, b, and c are real numbers, and
how they arrived at the equations and what the discussed.
a and b are not both zero. variables represent in each scenario. Encourage Do problems in
Explain how to write the equations in the form of ax+by+c=0 them to think about possible values for the exercise 4.1
Closing: Summarize the important topics of the period. variables.
Have each group share one of their formed
equations with the class and explain its meaning
in the context of the real-life situation.
Give 4 equations and ask them to write them in
the form of ax+by+c=0 discussing with group
members.

Period 4.3: LO- Students will be able to give solutions of linear equation in two variables
Subtopic 4.3: Solution of linear equation

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent

Recall the concept of linear equation in one variable. Divide the class into groups.
Work (You Do)
Give some examples. 2x+8=0, 3y-15=0 etc. Ask each group to solve the problem given
Ask the students for what value of the variable the equations are true. in Example 3. Homework:

Now extend to linear equation in two variables.

1) Textual
Give real life examples. Find four different solutions of the equation
x+2y=6 exercise
“Imagine you go to the market. Cost of one Apple is ₹20
sums
each and cost of one Banana is ₹5 each. You have ₹50”
Ask each group to present their solutions.
Ask the students different combinations of number of
Finally, the teacher concludes whether all
Apples and number of
groups did it correctly or not and checks if
Bananas.After that write the equation using two variables there is any misconception.
which models the situation. 20x+5y=50

50
 Frame a table of solutions. Continue explaining the concept of a solution:
An ordered pair (x, y) that makes the equation true when substituted.
Explain the concept
by taking some
more examples.
Closing: Summarize
the important topics
of the period, recall how they are useful in real life.

CFU: Express the following linear equations in the form ax + by + c = 0 and indicate the values of a, b and c in each case: i) x – y – 10 = 0 (ii) y – 2 = 0
• Thrice the cost of a kettle is equal to five times the cost of an oven. Write a linear equation in two variables to represent this statement.
• x = 5, y = –2 is a solution of the linear equation a) 2x + y = 9 (b) 2x – y = 12 (c) x + 3y = 1 (d) x + 3y = 0
Teacher Reflections
Name of the Teacher: Designation:
Class: 9 Name of the Lesson: 4. Linear Equations in two variables

P.no. Sub-topic Date Activities conducted TLM Remarks

4.1 Introduction

4.2 Linear Equations

4.3 Solution of Linear Equations

1. What were some of the specific strategies that I used to encourage participation? How effective were they? What will I do differently next time?

51
2. Were there any concepts or activities that students found particularly difficult? How will I adapt my approach to address these difficulties in the next
lesson?

3. What additional resources or modifications could improve the effectiveness of this lesson in future implementations?

4. How well did I adjust my teaching based on student reactions or unforeseen challenges?

Teacher Note:
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 Lesson Plan
Name of the Teacher: Name of the School: Grade: 9 Subjects: Maths

Name of the Chapter: 5. Introduction to Euclid’s Geometry

Learning Outcomes:
After Completion of this lesson every student will be able to
• recognize various geometry related problems in real life are inferences of Euclid's Geometry
• identify the axioms and postulates which are made use of in geometrical problems.
• utilize appropriately the axioms and postulates of Euclid in future endeavors of geometry.
• appreciate Euclid and Other Mathematicians who strived throughout their life in pursuit of everlasting geometry

CONCEPT MAP

55
 Chapter and Concepts covered: Total number of periods: 2 +4

Period
Topic / Concept Remarks
number

5.1 Introduction

5.2 Euclid’s Definitions, Axioms and Postulates etc.,

Non-Instructional periods -4

Prior Concept/ Skills:

• Points, Lines, and Planes: Students need to grasp the definitions and properties of these fundamental building blocks of geometry.
• Line Segments: Understanding that a line segment is a finite portion of a line defined by two endpoints is crucial.
• Basic Geometric Figures: Familiarity with triangles, squares, rectangles, and circles is helpful, as they form the basis for many geometric proofs
and constructions.
• Angles: Students should understand the concept of an angle and be able to identify different types of angles (acute, obtuse, right, etc.).
Teacher References: (Any external links that would help teachers to create activities on their own. This includes NCERT Material, OERs, Digital links etc.)
9th Mathematics Textbook - Semester 1
Vocabulary: Point: A point is a location in space, without any dimensions (length, width, or height), Line: A line is a one-dimensional figure, extending
infinitely in both directions, with no width or thickness. Plane: A plane is a two-dimensional surface, extending infinitely in both dimensions (length and
width), with no thickness. Surface: A surface is a two-dimensional entity with length and breadth, but no thickness.
Straight line: A straight line is a line that lies evenly with the points on itself.
Plane surface: A plane surface is a surface that lies evenly with the straight lines on itself.
Axioms: Axioms are fundamental statements or assumptions that are accepted as true without proof.

56
Concept: Euclid’s Geometry

Teaching-Learning Process
Induction/Introduction:

Story:
"The Temple Architect’s Secret" Hundreds of years ago, in a town near the Ganga River, lived a
young boy named Arjun. His father was a respected temple architect who built stunning temples
across kingdoms. One day, the king summoned Arjun’s father to build a magnificent temple
dedicated to the Sun God. Arjun watched curiously as his father drew plans on palm leaves using just a
rope, a stick, and charcoal. “How do you create such perfect lines and angles without any machines?” Arjun
asked.

His father smiled and replied, “We follow ancient rules of geometry — knowledge passed down from
the scholars of Takshashila and Nalanda, and even from Greek thinkers like Euclid. They taught us to begin
with points and lines, to use logic, and to build great things step by step.” Arjun’s father showed him how
to draw a perfect right angle using a rope divided into 12 equal parts — forming a triangle with sides 3, 4,
and 5. “This,” he said, “is not magic. It’s geometry — the art of building truth from simple ideas.”
Arjun grew up using these principles to build temples that stood tall for centuries. From the design of the domes to the symmetry of the steps — it all
began with a point, a line, and a clear thought.

Experience & Reflection

At the end of the period, ask students to reflect with these questions:
Relating to Real Life: • Have you seen symmetrical patterns or geometric designs in temples, rangoli, or local architecture?
Creative Thinking: Imagine you're an architect like Arjun. What geometric shapes would you use to design a beautiful gate or floor pattern?
Collaboration in Learning: Arjun learned by observing and discussing with his father. How can teamwork help you explore and understand geometry
better?

57
Period 5.1: LO- Students will be able to recognize various geometry related problems in real-life inferences of Euclid’s Geometry
Subtopic 5.1: Introduction

Explicit Teaching/Teacher Modelling (I Group Work (We Do ) Independent Work (You

Do) Do)
Divide the class into groups.
• Testing of Pre requisite knowledge See the picture and answer the
10 min following. Guess What is the picture • Describe the word
geometry in your
• Whole class discussion: about? Which shapes are in this
own words?
• Show this video to students. figure?
• In how many
• Link:https://youtu.be/3LqFmr9jr-g What geometrical shapes does it resemble?Can you guess shape of the base
chapters Euclid
• (History of Ramappa temple) is? divided his famous
Teacher introduces the Egyptian Pyramids book “THE
• What shapes observed in the video? [Teacher Note: Focus on the use of geometry in ELEMENTS”?
• Identify the geometrical shapes seen building beautiful structures and monuments] • To which country
in the video and describe them? Teacher further extends the discussion to the Euclid belongs?
meaning of geometry, origin of geometry. • Who is called father
Explain defined and undefined terms. of geometry?
• To build such a monument what
Write Euclid’s Axioms.
other geometrical concept used? Teacher shares famous people contribution
towards geometry for the development of
• Teacher later introduces the basic geometry. Introduce Euclid explain about him briefly.
geometrical terminology like point,
line, line segment, ray, surface, plane
etc.,
Closing:
Summarise the important topics of the
period.

58
Period 5.2: LO- Students will be able to identify the axioms and postulates which are made use of in geometrical problems and utilize them
appropriately in future endeavours of geometry
Subtopic 5.2: Euclid’s definitions, axioms and postulates etc

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent Work

Teacher explains the basic definitions along with axioms and postulates (You Do)
and differences between axioms and postulates. • Divide the class into groups. • Workout
As per Euclid, Postulates are the assumptions specifically linked to • Ask each group to write Euclid’s Axioms and Problems given in
Postulates. the Exercise 5.1.
Geometry and common notions (often called Axioms) are assumptions
• Each group should give presentation on what
used throughout mathematics and not specifically linked to geometry
they have written.
• Encourage them to explain the terms involved
in the Axioms and postulates.
• Finally, teacher concludes whether all group
did it correctly or not and checks if there is
any misconception.

After explaining the Euclid’s Postulates teacher illustrates the use of

these axioms and postulates in proving problems with a textual
example.

59
 Closing: Summarise the important topics of the period

CFU:
Factual : Which postulate of Euclid do you feel helpful in proving that the co-interior angles formed by a transversal are not supplementary when the
lines are not parallel?

Teacher Reflections
Name of the Teacher: Designation:
Class: 9 Name of the Lesson: 5. Introduction to Euclid’s Geometry

P.no. Sub-topic Date Activities conducted TLM Remarks

5.1 Introduction

Euclid’s Definitions, Axioms and Postulates

5.2
etc.,

1. What were some of the specific strategies that I used to encourage participation? How effective were they? What will I do differently next time?

60
2. Were there any concepts or activities that students found particularly difficult? How will I adapt my approach to address these difficulties in the next
lesson?

3. What additional resources or modifications could improve the effectiveness of this lesson in future implementations?

4. How well did I adjust my teaching based on student reactions or unforeseen challenges?

Teacher Note:
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 Lesson Plan
Name of the Teacher: Name of the School: Grade: 9 Subjects: Maths

Name of the Chapter: 6. Lines and Angles

Learning Outcomes:

After Completion of this lesson every student will be able to

• recognize different basic geometric shapes and can name them with their opt nomenclature
• identify and solve problems related to vertically opposite angles, linear pair of angles, adjacent angles etc.
• identify the parallel and intersecting lines in a plane and solve the problems related to both the cases
• utilize exactly the knowledge on different angles and different types of lines in exploring real life problems related to them
• appreciate the concept of Lines and Angles in real life usage

CONCEPT MAP

62
 Chapter and Concepts covered: Total number of periods: 4 +11

Period
Topic / Concept Remarks
number

6.1 Introduction and basic terms and definitions

6.2 Basic terms and definitions - Intersecting lines and nonintersecting

6.3 lines, Linear pair of angles, vertically opposite angles

6.4 Pairs of Angles

6.5 Lines parallel to the same line

Non-Instructional periods - 11

Prior Concept/ Skills:

segment, ray, collinear points, non-collinear points, acute angle, right angle, obtuse angle, straight angle, reflex angle, complementary angles
Teacher References: (Any external links that would help teachers to create activities on their own. This
includes NCERT Material, OERs, Digital links etc.)
9th Mathematics Textbook - Semester 1
Vocabulary: segment, ray, collinear points, non-collinear points, acute angle, right angle, obtuse angle, straight angle, reflex angle,
complementary angles, vertically opposite angles, adjacent angles, linear pair, Parallel Lines and a Transversal
Concept: Lines and Angles

Teaching-Learning Process

63
Induction/Introduction
Introduce real-world scenarios that can be explained using Lines and Angles.
Story: "The Bamboo Stick Challenge"
Riya and Aryan were preparing for their school exhibition. They were making a model of a house using bamboo sticks. Aryan started placing the sticks
randomly to create the walls and roof. But Riya stopped him and said, “Wait! If we don’t place the sticks at proper
angles, how will our house stand properly? ”Aryan asked, “What do you mean by proper angles? ”Riya explained, “Look,
if two sticks lean towards each other, they form an angle. If they stand straight and never meet, they are parallel. And
when they cross each other, they intersect.”
She took a notebook and drew two lines intersecting and forming angles. “These are called adjacent angles. And if we
draw another line that crosses two parallel lines, it creates special angles like alternate interior angles and
corresponding angles.”
As they worked on the model, Aryan began to notice that understanding lines and angles helped in deciding where to place each stick and how to
keep the model balanced. “This is just like what architects do when they design buildings!” Aryan exclaimed.
Experience & Reflection:
At the end of Period 1 or beginning of Period 2, ask the students the following questions to reflect:
Relating to Real Life:
Have you ever seen lines and angles being used in your surroundings — like in buildings, roads, or furniture? Where did you notice them?
Creative Thinking:
If you were to design a treehouse or a kite, how would you use lines and angles to make it strong and balanced?
Collaboration in Learning:
Riya helped Aryan understand how to use angles. How can you help your classmates when learning about angles or solving geometry problems?

Period 6.1: LO- Students will be able to define basic terms related to Lines and Angles.
Subtopic 6.1: Introduction and basic terms and definitions

64
 Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do) Independent Work (You Do)
Teacher introduces the topic lines and angles through discussion
mode and doing activities Divide class into small
groups. 1) Distinguish between Ray, line
Activity Ask each group to identify and and line segment.
write the objects similar to the 2) Number of lines passes
following in real life.: through a point are
1. Point 2. Line segment .3. Ray. 3) Minimum number of points
Angle Hunt Game required to draw a line are
- Give groups different 4) What is a part of a line with two
coloured sticky notes. endpoints called?
Observe the figures and discuss the properties. - Ask them to move around
5) What do we call points that lie
1) How many points are needed to draw a the classroom and place
on the same straight line?
line? notes where they find
6) What type of angle measures
2) Which of the above figures (i) to (iv) has examples of:
-Acute Angles exactly 90 degrees?
measurement?
3) How many lines pass through - Right Angles 7) What is formed when two rays
a point? - Obtuse Angles meet at a common endpoint?
4) How many lines pass through -Collinear and Noncollinear 8) What type of angle is greater
the point P? points
than 90 degrees but less than
5) How many minimum points Quick Quiz Relay
180 degrees?
are required to draw a line? - In groups, students solve
flashcard questions passed 9) 1000, 600 angles are
around in a circle. Teacher supplementary angles.
The teacher recalls the concept of angle.
supervises and clarifies (True/False)
misconceptions.

65
Ask the students to bring thin broomsticks and bring cycle wall tubes
and make
different angle
models using
them.
Let’s recall the
types of angles.
Teacher
introduces
complementary
angles,
Supplementary
angles, collinear
and noncollinear
points.
Use IFP if possible.
Closing: Summarize key definitions.

Period 6.2: LO- Students will be able to define intersecting and non-intersecting lines, Linear pair of angles, vertically opposite angles
Subtopic 6.2: Intersecting lines and nonintersecting lines, Linear pair of angles, vertically opposite angles

Explicit Teaching/Teacher Modelling (I Do Group Work (We Do) Independent Work (You
• Divide class into Do)
small groups.
• Ask each group to • Describe
write the real-life adjacent angles
examples similar to in your own

66
Teacher recalls the terms and definitions • the concepts of words.
related to Angles discussed in previous period. adjacent angles, • Describe
Teacher Introduces Adjacent Angles Linear pair, vertically
Adjacent angles are two angles that share a Intersecting and opposite angles
Nonintersecting in your own
common vertex and a common side but do
lines. words.
not overlap each other.
• Each group have to • Draw different
Teacher Introduces Linear pair of angles.
give presentation intersecting
Teacher focuses on discussion on the similarities between linear pair and supplementary mentioning why they lines and
angles. have written the measure
Teacher examples and how vertically
introduces they are similar to opposite angles
the concepts so formed.
Vertically
discussed in the
opposite angles. • Write your
class.
Teacher asks observation.
• Teacher supervises • What is your
the students - and clarifies conclusion?
Draw two different (distinct) lines on a plane? What is misconceptions.
your observation?
Teacher Introduces intersecting and
nonintersecting lines (parallel lines)

Draw two
parallel lines
and 4 or 5
perpendicular distances between them on the board or on IFP
and ask the students to measure the perpendicular lengths.
Closing: Summarize key points.

67
Period 6.3: LO- Students will be able to identify linear pairs of angles.
Sub-topic 6.3: Pairs of Angles

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent

Recall the concept of intersecting and Divide the class into groups. Work (You Do)
nonintersecting lines. Ask each group to draw the diagrams in their own by showing a 1.Draw 3 sets
Ask students to draw two intersecting and modal diagram. of linear pair of
nonintersecting lines. Ask each group to measure the two angles which make linear pair. angles

Recall the concepts and definitions related to Ask them to find the sum of those separately and
angles.Ask each group to present their measure the
findings. angles and their
Conclusion: sums.
Axiom 1: If a ray stands on a line then the 2. Give three
sum of two adjacent angles so formed is real life
examples for
180 .
0
linear pair.
Now explain Axiom 2 by using
Adjacent angles and linear pair. these diagrams.
Axiom 2: If the sum of two
Closing: adjacent angles is 1800 then the
Summarise the important topics of the period. noncommon arms of the angles
form a line.
Activity: Ask each group to
draw different intersecting
lines and to find the measures of vertically opposite angles.What do you
observe?
Teacher explains the theorem-If two lines intersect each other than the
vertically opposite angles are equal.
68
Period 6.4: LO- Students will be able to elaborate the properties of different pairs of angles when parallel lines more than 2 are intersected by
a transversal.
Sub-topic 6.4: Lines parallel to the same line

Explicit Teaching/Teacher Modelling (I Do) Group Work (We Do ) Independent

Teacher draws two parallel lines and a transversal. Divide the class into groups. Work (You Do)
Label angles created by two intersecting lines and identify vertically opposite Teacher makes the student into pairs
pairs, adjacent angles, linear pairs, complementary and asks them to solve the 5th example Homework:
Supplementary pairs of angles problem from textbook using the Textbook exercise
The teacher recalls the concepts of properties of parallel lines and its sums of 6.2
parallel lines and transversal Angles transversal by discussing with the
formed when transversal intersects group members.
parallel lines. After the completion they have to give
Identify the following pairs of a presentation on how they solved the
angles. problem.
Teacher supervises and clarifies
1.Interior angles 2.Exterior angles 3. misconceptions.
Corresponding angles
4.Alternate angles (Interior, Exterior)
5.Consecutive angles (Interior, Exterior) OR
(Co-interior, Co-exterior angles) Later teacher
raises a discussion on the concept if two lines
are parallel to another line for example l // m
and n // m then how could the relation
between l and n be?

69
 Teacher
explains the
Theorem 6.6
of textbook
and some
exemplary
illustrations
from textbook.
Closing:
Summarize
the important topics of the period.

CFU: 1)Define: i) Corresponding angles ii) Alternate interior angles

2) If two angles are supplementary and one angle is 65°, the other angle is: a) 115° b) 75° c) 125° d) 35°
3) The sum of the angles on a straight line is: a) 90° b) 120° c) 180° d) 360°
Teacher Reflections
Name of the Teacher: Designation:
Class: 9 Name of the Lesson: 6. Lines and Angles

P.no. Sub-topic Date Activities conducted TLM Remarks

6.1 Introduction and basic terms and definitions

Basic terms and definitions - Intersecting

6.2 lines and non-intersecting lines, Linear pair
of angles, vertically opposite angles

6.3 Pairs of Angles

70
 6.4 Lines parallel to the same line

1. What were some of the specific strategies that I used to encourage participation? How effective were they? What will I do differently next time?

2. Were there any concepts or activities that students found particularly difficult? How will I adapt my approach to address these difficulties in the next
lesson?

3. What additional resources or modifications could improve the effectiveness of this lesson in future implementations?

4. How well did I adjust my teaching based on student reactions or unforeseen challenges?

Teacher Note:
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