DEMO – Lesson/Activity Plans For Mathematics Teachers
Hello Teachers…! Welcome to the mathematics teacher corner of our blog onlinepsa.in. This space is specifically created for teachers who are looking for teaching materials, contents and resources. Below you will find some demo lesson plan for secondary Mathematics classes .i.e. for grade 6 to 10th. These are basically sample lesson plan for a particular day, so, you might not call it as a lesson plan but as an activity plan or micro teaching plan for a duration of 40 minutes. These sample/demo lesson plan might help you with your daily teaching, you can use this lesson plan format and modify it to your suitability and teaching methodology.
CLASS– Xth PERIOD 2nd & 5th SUBJECT MATHEMATICS CHAPTER 08: TRIGONOMETRY 

TOPIC Trigonometric Ratios of some specific angles SUBTOPICs– Ratio for Sinө, where ө=0°,30°,45°,60° & 90° 

GENERAL OBJECTIVE– 
SPECIFIC OBJECTIVE– 
TEACHER– ( SEQUENTIAL LEARNING ACTIVITIES) 
STUDENT EXPECTED RESPONSE– 
After the completion of this lesson student would be able to –

After the completion of this lesson student would be able –



PREREQUISITE KNOWLEDGE:
As the recapitulation strategy teacher can ask students to draw right angled triangle and write the trigonometric ratios for given angle. 
BlackBoard Work:
Drawing of right angled triangle Showing perpendicular, hypotenuse, base for given angle Finding the ratios for Sin0°, Sin30°, Sin45°, Sin60° & Sin90° and other trigonometric ratios Class ques. 

ACTIVITY PLANNED– 
MLL QUESTIONS (MINIMUM LEVEL OF LEARNING)– 
H.O.T.S QUESTIONS (HIGHER ORDER THINKING SKILL)– 





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Ex 8.2 Page No – 187 Question No 1 & 2 
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CLASS 7 th A & B PERIOD SUBJECT MATHEMATICS CHAPTER Rational Numbers 

TOPIC– Rational Numbers SUBTOPICs– Rational numbers between two rational numbers and Exemplar Problem Solving 

GENERAL OBJECTIVE– 
SPECIFIC OBJECTIVE– 
TEACHER– ( SEQUENTIAL LEARNING ACTIVITIES) 
STUDENT EXPECTED RESPONSE– 
After the completion of this lesson student would be able to –

After the completion of this lesson student would be able –



PREREQUISITE KNOWLEDGE:
As the recapitulation strategy teacher can ask few quick oral based questions to track down their prerequisite knowledge (concept taught in previous day).

BlackBoard Work:
Individual participation especially of lowachievers would be encouraged to solve the problem on the board. 

ACTIVITY PLANNED– 
MLL QUESTIONS (MINIMUM LEVEL OF LEARNING)– 
H.O.T.S QUESTIONS (HIGHER ORDER THINKING SKILL)– 

TYPE 1 – Write five rational numbers between 1 and 2. Type 2 – write six rational numbers between 4/5 and 6/5. Type 3 – write ten rational numbers between ¾ and 4/3. 
#1.What are rational numbers?
#2. What is the general form of a rational number? #3. How many rational numbers can lie in between any two rational numbers? #4. Can we write whole numbers in the form of rational number? Give example. 


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1. List five rational numbers between: (i) –1 and 0 (ii) –2 and –1 (iii) 4/5 and 2/3 (iv) 1/2 and 2/3 
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CLASS 6 B PERIOD SUBJECT MATHEMATICS CHAPTER Decimals 

TOPIC– Introduction to decimal SUBTOPICs– Intro, place values and decimal number representation on number line 

GENERAL OBJECTIVE– 
SPECIFIC OBJECTIVE– 
TEACHER– ( SEQUENTIAL LEARNING ACTIVITIES) 
STUDENT EXPECTED RESPONSE– 
After the completion of this lesson student would be able to –

After the completion of this lesson student would be able –



PREREQUISITE KNOWLEDGE:
As the recapitulation strategy teacher can ask few quick oral based questions to track down their prerequisite knowledge (concept of fraction).

BlackBoard Work:
Individual participation especially of lowachievers would be encouraged to come over the black board to write place value or to draw a number line and representing the decimal numbers over it. 

ACTIVITY PLANNED– 
MLL QUESTIONS (MINIMUM LEVEL OF LEARNING)– 
H.O.T.S QUESTIONS (HIGHER ORDER THINKING SKILL)– 

1. To understand the parts of one whole (i.e. a unit) we represent a unit by a block. One block divided into 10 equal parts means each part is 1/10 (onetenth) of a unit. It can be written as 0.1 in decimal notation. The dot represents the decimal point and it comes between the units place and the tenths place. 2. Every fraction with denominator 10 can be written in decimal notation and viceversa. 3. One block divided into 100 equal parts means each part is ( 1 /100) (onehundredth) of a unit. It can be written as 0.01 in decimal notation. 4. Every fraction with denominator 100 can be written in decimal notation and viceversa. 5. In the place value table, as we go from left to the right, the multiplying factor becomes 1/10 of the previous factor. The place value table can be further extended from hundredths to 1/10 of hundredths i.e. thousandths (1/1000), which is written as 0.001 in decimal notation. 6. All decimals can also be represented on a number line. 
(b) 4.2 3. Write each of the following as decimals : (a) Seventenths (b) Two tens and ninetenths (c) Fourteen point six (d) One hundred and two ones (e) Six hundred point eight 
1. Represent decimal numbers 0.25, 0.5, 0.75, 0.68 etc on a 10×10 grid by shading. 

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1. Write the following decimals in the place value table. (a) 19.4 (b) 0.3 (c) 10.6 (d) 205.9
2. Show the following numbers on the number line. (a) 0.2 (b) 1.9 (c) 1.1 (d) 2.5 
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CLASS– 9th PERIOD SUBJECT MATHEMATICS CHAPTER Areas of parallelogram And Triangle 

TOPIC– Parallelogram between the same base and between the same parallel SUBTOPICs– Theorem 9.1 and Exemplar Problem Solving 

GENERAL OBJECTIVE– 
SPECIFIC OBJECTIVE– 
TEACHER– ( SEQUENTIAL LEARNING ACTIVITIES) 
STUDENT EXPECTED RESPONSE– 
After the completion of this lesson student would be able to –

After the completion of this lesson student would be able to –



PREREQUISITE KNOWLEDGE:
As the recapitulation strategy teacher can ask students to tell formulas of parallelogram and to draw a pair of parallelograms sharing the same base and between same parallel. 
BlackBoard Work:
Individual participation especially of lowachievers would be encouraged to write done the formula on the blackboard, to draw figures sharing same base and between the same parallel and to show the congruence of triangles in the given concept. 

ACTIVITY PLANNED– 
MLL QUESTIONS (MINIMUM LEVEL OF LEARNING)– 
H.O.T.S QUESTIONS (HIGHER ORDER THINKING SKILL)– 

Draw a parallelogram ABCD on a thick sheet of paper or on a cardboard sheet. Now, draw a linesegment DE as shown in Fig. 9.10. Next, cut a triangle A′ D′ E′ congruent to triangle ADE on a separate sheet with the help of a tracing paper and place triangle A′D′E′ in such a way that A′D′ coincides with BC as shown in Fig 9.11.Note that there are two parallelograms ABCD and EE′CD on the same base DC and between the same parallels AE′ and DC. What can you say about their areas? 



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Example 1 : In Fig. 9.13, ABCD is a parallelogram and EFCD is a rectangle. Also, AL DC. Prove that (i) ar (ABCD) = ar (EFCD)

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CLASS X th PERIOD– 1st & 3rd SUBJECT– MATHEMATICS CHAPTER– Statistics 

TOPIC– Median of Grouped Data SUBTOPICs– cumulative frequency distribution of the less than and more than type, median class 

GENERAL OBJECTIVE– 
SPECIFIC OBJECTIVE– 
TEACHER– ( SEQUENTIAL LEARNING ACTIVITIES) 
STUDENT EXPECTED RESPONSE– 

After the completion of this lesson student would be able to – Use the concept to find the central tendency of grouped data using the concept of median. Apply the knowledge in day to day life problem solving scenarios. 
After the completion of this lesson student would be able – to form cumulative frequency distribution table of both less than and more than type. To define median class using it to find the median of grouped data. 
Teacher initiates the class by asking simple MLL questions related to “median of ungrouped data” so as to assess the prior knowledge of students. And summarizes it once again.
Teacher declares that today they will try to understand the concept of finding median of previous year mathematics result of class Xth as the grouped data. Teacher shows the result analysis of previous year Class Xth Mathematics and interprets its information. Forms cumulative frequency distribution table of both less than and more than type from the given data. Teacher shows how to define the median class as the class whose cumulative frequency is greater than (and nearest to) n/2. And using it in the formula how to calculate the median. 
Student recalls the idea of concept taught in class IX and responds. Student gets excitedly attentive for the previous year performance data of class Xth students. Student observes carefully and tries to interpret it. Student carefully observes and understands both the less than and more than table. Student understands the way to identify the median class, and the elements given in the formula to find the median. 

PREREQUISITE KNOWLEDGE:
Students are expected to have the knowledge of finding median of ungrouped data.(Class IX)
As the recapitulation strategy teacher can ask students to find median of ungrouped data so as to access the prerequisite knowledge of the student. 
BlackBoard Work:
Previous year class Xth maths result analysis. 

ACTIVITY PLANNED– 
MLL QUESTIONS (MINIMUM LEVEL OF LEARNING)– 
H.O.T.S QUESTIONS (HIGHER ORDER THINKING SKILL)– 

To analyze previous year performance of class Xth students and finding median as the central tendency of that data. Comparing the value of median and mean of the given data.

How to find median of ungrouped data: 7,3,6,4,2,1,4,3,6,3,2,1,8,9,4,4
What are these abbreviations stand for? l = n = cf = f = h = 
Why there might be some difference in the value mean and median?
What interpretation can we retrieve from the value of median of the data? What advantage does median have over finding mean? 

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Chart Showing the formula to find median of the given data. Chart showing previous year result analysis of class 10th students. 
Physics Chemistry Data analysis and interpretation English

CBSE Class 10 NCERT TextBook Ex 14.3 Page No – 287 Question No 3 & 4 
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CLASS– 9th PERIOD– 5th & 7th SUBJECT– MATHEMATICS CHAPTER– Surface Areas & Volumes 

TOPIC CHAPTER REVISION SUBTOPICs– Discussing Most Important Questions from examination Point of View. 

GENERAL OBJECTIVE– 
SPECIFIC OBJECTIVE– 
TEACHER– ( SEQUENTIAL LEARNING ACTIVITIES) 
STUDENT EXPECTED RESPONSE– 
After the completion of this lesson student would be able to – Use the concept to find the surface areas and volumes of solids shapes. Apply the knowledge in day to day life problem solving scenarios. 
After the completion of this lesson student would be able – Tell the formulas of total surface area, lateral/curved surface areas and volumes of solid shapes. Apply the concept to Solve problems based on surface areas and volumes of cube, cuboid, cylinder, cone, sphere and hemisphere. 
Teacher initiates the class by asking simple MLL questions based on simple formulas of solid shapes studied” so as to assess the prior knowledge of students. And summarizes it once again.
Teacher declares that today they will be discussing few very important questions from examination point of view. Teacher explains a question related to triangle and its shape forms when one side is to be rotated, using a model. Then, asks to find the volume of the solid shape formed. Twists the question by changing its side of rotation. And then ask to find the volume of the shape formed. Tells them to compare. Corelating topic with physics Teacher explains another question related to density and mass of sphere. 
Student recalls and responds to the question being asked.
Student gets excitedly and gets ready for the important questions to answer them.
Student observes carefully and applies the concept to solve the problem. Student carefully observes the other way and thinks critically about the changing of side of rotation and change of its volume. Corelates the topic with physics concept of mass, volume density and responds to it. 
PREREQUISITE KNOWLEDGE: Students are expected to have the idea of formulas of total surface area, lateral/curved surface areas and volumes of solid shapes.
As the recapitulation strategy teacher can ask students to tell formulas of total surface area, lateral/curved surface areas and volumes of solids shapes to access the prerequisite knowledge of the student. 
BlackBoard Work:
Under achiever students would be called to write the formulas in the blackboard. They will be motivated to solve the problems in the blackboard. 

ACTIVITY PLANNED– 
MLL QUESTIONS (MINIMUM LEVEL OF LEARNING)– 
H.O.T.S QUESTIONS (HIGHER ORDER THINKING SKILL)– 

A right triangle ABC with sides 5 cm, 12 cm and 13 cm is revolved about the side 12 cm. Find the volume of the solid so obtained. 8. If the triangle ABC in the Question above is revolved about the side 5 cm, then find the volume of the solid so obtained. Find also the ratio of the volumes of the two solids.
A shotputt is a metallic sphere of radius 4.9 cm. If the density of the metal is 7.8 g per cm3 , find the mass of the shotputt. The Surface area of a sphere of radius 5cm is five times the area of the curved surface of a cone of radius 4cm. Find the volume of the cone. (take pi= 22/7) 
1. Surface area of a cuboid = 2. Surface area of a cube = 3. Curved surface area of a cylinder = 4. Total surface area of a cylinder = 5. Curved surface area of a cone = 6. Total surface area of a right circular cone 7. Surface area of a sphere of radius r = 8. Curved surface area of a hemisphere = 9. Total surface area of a hemisphere = 10. Volume of a cuboid = 11. Volume of a cube = 12. Volume of a cylinder = 13. Volume of a cone = 14. Volume of a sphere of radius r = 15. Volume of a hemisphere = 
The diameter of a sphere is decreased by 25%. By what per cent does its curved surface area decrease?


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Chart/Models/PPT Showing the formulas of total surface area, lateral/curved surface areas and volumes of solids shapes.

Physics Chemistry Art English Daily life scenarios 
Revise and Practice for next day class test on surface area and volumes. 
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CLASS– VIII PERIOD– SUBJECT– MATHEMATICS CHAPTER– MENSURATION 

TOPIC– Area of General Quadrilateral 

GENERAL OBJECTIVE– 
SPECIFIC OBJECTIVE– 
TEACHER– 
STUDENT EXPECTED RESPONSE– 

After the completion of this lesson student would be able – To understand what is meant by Triangulation. To find area of a quadrilateral whose diagonals and lengths of the perpendiculars on it is provided. 
After the completion of this lesson student would be able to Understand the concept used to find the area of a general quadrilateral.
Using the concept to solve the problems related to finding areas of different quadrilaterals. 
Teacher initiates the class by asking simple questions related to area and perimeter so as to assess the prior knowledge of students.
Teacher declares that today they will understand how to find the area of general quadrilateral.
Teacher asks students whether a quadrilateral can be divided into triangles. If yes how? Teacher asks students whether anyone knows what this process is known i.e to divide a quadrilateral into two triangles by drawing a diagonal. It is known as Triangulation. As we know area of a triangle= ½ x base x height .this will be used to find the area of the two triangles and then add the both values. SUMMARISATION Triangulation is process of dividing a quadrilateral into two triangles by drawing a diagonal. Area of a quadrilateral= ½ x diagonal length x sum of perpendiculars drawn on it. 
Students recollect the idea of concept taught and responds.
Students get excited for the same.
Students carefully listen to it and answer yes. Student answered by drawing a diagonal in a quadrilateral. Students may or may not answer. .
BLACKBOARD WORK
ABCD is quadrilateral in which BD is a diagonal.Let AL= and CM= are two perpendiculars on the diagonal BD. Area of quad. ABCD = ar(∆ABD)+ar(∆BCD) =(1/2xBDX)+(1/2xBDX) =1/2xBDX( sq units.


PREREQUISITE KNOWLEDGE/ RECAPITULATION STRATEGY 

Prerequisite knowledge: Familiarity with area , area of a triangle.
As the recapitulation strategy teacher can conduct short slip test/instant oral test before initiating the lesson so as to access the prerequisite knowledge of the student. 

EVALUATION 
HOME ASSIGNMENT 

Find the area of quadrilateral one of whose diagonals is 40 cm and the lengths of the perpendiculars drawn from opposite vertices on the diagonal are 16 cm and 12 cm. 
Find the area of the following figure.


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CLASS– VIth PERIOD–SUBJECT–MATHEMATICSCHAPTER– DECIMALS 

TOPIC–COMPARING DECIMALS 

GENERAL OBJECTIVE– 
SPECIFICOBJECTIVE– 
TEACHER– 
STUDENT EXPECTED RESPONSE– 

After the completion of this lesson student would be able – Compare decimals using greater than and lessthan notation To develop his problem solving skills required in day to day situations. 
After the completion of this lesson student would be able to Understand the concept used to compare decimals Understand the concept that will also help in addition and subtraction of decimals. Using the concept to solve the problems related to comparing decimals . 
Teacher initiates the class by asking simple questions related to “idecimals” so as to assess the prior knowledge of students.
Teacher declares that today they willunderstandhow to compare decimals. SEQUENTIAL LEARNING ACTIVITIES Teacher takes the two 10×10 grid . Teacher asks any student to count 10 squares out of 100 and shade it. Teacher asks other student to count 7 squares out of 100 and shade it. 0.07=and0.1= Teacher asks students to compare 32.55 and 32.5.In this case ,we first compare the whole part .We see that whole parts are equal .next we compare the tenth part, that is also equal, now compare the hundredth part,we observe, 32.55= 32.5= So,32.55>32.5 SUMMARISATION For comparing decimals ,first it should be converted to like decimals. Second,we compare the whole part . If the whole parts are equal ,we compare the tenths digits. If the tenths digit are also equal,we compare the hundredths digits… 
Students recollect the idea of concept taught and responds. Students get excited for the same. Students carefully listen to it . One student volunteer comes and do as instructed. Students carefully observe. Student actively participates and responds. Students observe the activity and answer the questions asked. BLACKBOARD WORK The decimal with the greater whole part is greater. 67.2>56.11 As 7tenths >fivetenths 24.7>24.58 

PREREQUISITE KNOWLEDGE and RECAPITULATION STRATEGY 

Prerequisite knowledge: Familiarity with decimal,decimal point,tenths place,hundredths place.
As the recapitulation strategy teacher can conduct short slip test/instant oral test before initiating the lesson so as to access the prerequisite knowledge of the student. 

EVALUATION 
HOME ASSIGNMENT 

Comparethe following decimals: 14.32 and 14.23 7.608 and 7.68 3.85 and 3.805 2.9 and 0.5 
Q1. Fill up using >,< : 8.34 ____ 8.43 12.06____ 12.006 0.97_____ 1.07 0.6____6.6 Q2.Arrange the following decimals in ascending order: a)5.8, 7.2, 5.69, 7.14 b)3.3, 3.303, 3.033,0.33 

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10×10 GRID SKETCH PEN 
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Day to day applications 
