MATHEMATICS

SUBMITTED BY

MR. /MS. AAFREEN MOHAMMED WASIM KHAN

COURSE: BACHELOR OF EDUCATION

SEMESTER/YEAR: 1st Semester/2020

ENROLLMENT NUMBER: 200155133924

SUBMITTED TO
SINGHANIA UNIVERSITY

ACKNOWLEDGEMENT

I would like to express my special thanks of gratitude to my

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University, SINGHANIA UNIVERSITY, who gave me the golden opportunity to
do this wonderful project on the topic “Teaching Methodology of Pedagogy Of
Mathematics” which also helped me in doing a lot of research and I came to
know about so many new things.

Secondly, I would also like to thank my family and friends who helped me a lot in
finalizing this project within the limited time frame.

INDEX
Sr.No. Topic Page
1. TITLE PAGE 4

2. INTRODUCTION 5

3. HISTORY OF MATHEMATICS 6

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4. LESSON PLAN 7-8

5. IMPORTANCE OF LESSON PLAN 9

6. LESSON PLAN FOR 5TH STANDARD

7. LESSON PLAN FOR 6TH STANDARD 10

8. LESSON PLAN FOR 7TH STANDARD 11-12

9. LESSON PLAN FOR 8TH STANDARD 13-14

10. LESSON PLAN FOR 9TH STANDARD 15-17

11. LESSON PLAN FOR 10TH STANDARD 18-19

12. CONCLUSION 20

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INTRODUCTION
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Mathematics (from Greek: μάθημα, máthēma, 'knowledge, study, learning') includes the study of such topics as
quantity (number theory), structure (algebra), space (geometry), and change (mathematical analysis). It has no
generally accepted definition.
Mathematicians seek and use patterns to formulate new conjectures; they resolve the truth or falsity of such by
mathematical proof. When mathematical structures are good models of real phenomena, mathematical
reasoning can be used to provide insight or predictions about nature. Through the use of abstraction and logic,
mathematics developed from counting, calculation, measurement, and the systematic study of the shapes and
motions of physical objects. Practical mathematics has been a human activity from as far back as written
records exists. The research required to solve mathematical problems can take years or even centuries of
sustained inquiry.

Rigorous arguments first appeared in Greek

mathematics, most notably in Euclid's Elements.[10]
Since the pioneering work of Giuseppe Peano
(1858–1932), David Hilbert (1862–1943), and others
on axiomatic systems in the late 19th century, it has
become customary to view mathematical research as
establishing truth by rigorous deduction from
appropriately chosen axioms and definitions.

Rigorous arguments first appeared in Greek mathematics, most notably in Euclid's Elements.[10] Since the
pioneering work of Giuseppe Peano (1858–1932), David Hilbert (1862–1943), and others on axiomatic systems
in the late 19th century, it has become customary to view mathematical research as establishing truth by
rigorous deduction from appropriately chosen axioms and definitions. Mathematics developed at a relatively
slow pace until the Renaissance, when mathematical innovations interacting with new scientific discoveries led
to a rapid increase in the rate of mathematical discovery that has continued to the present day.
Mathematics is essential in many fields, including natural science, engineering, medicine, finance, and the
social sciences. Applied mathematics has led to entirely new mathematical disciplines, such as statistics and
game theory. Mathematicians engage in pure mathematics (mathematics for its own sake) without having any
application in mind, but practical applications for what began as pure mathematics are often discovered later.

HISTORY OF MATHEMATICS
The history of mathematics can be seen as an ever-increasing series of abstractions. The first abstraction, which
is shared by many animals, was probably that of numbers: the realization that a collection of two apples and a
collection of two oranges (for example) have something in common, namely quantity of their members. As
evidenced by tallies found on bone, in addition to recognizing how to count physical objects, prehistoric
peoples may have also recognized how to count abstract quantities, like time—days, seasons, or years.

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Evidence for more complex mathematics does not appear
until around 3000 BC, when the Babylonians and
Egyptians began using arithmetic, algebra and geometry for
taxation and other financial calculations, for building and
construction, and for astronomy. The most ancient
mathematical texts from Mesopotamia and Egypt are from
2000–1800 BC. Many early texts mention Pythagorean
triples and so, by inference, the Pythagorean Theorem
seems to be the most ancient and widespread mathematical

development after basic arithmetic and geometry. It is in Babylonian mathematics that elementary arithmetic
(addition, subtraction, multiplication and division) first appear in the archaeological record. The Babylonians
also possessed a place-value system, and used a sexagesimal numeral system [19] which is still in use today for
measuring angles and time.
Beginning in the 6th century BC with the Pythagoreans, the Ancient Greeks began a systematic study of
mathematics as a subject in its own right with Greek mathematics. Around 300 BC, Euclid introduced the
axiomatic method still used in mathematics today, consisting of definition, axiom, theorem, and proof. His
textbook Elements is widely considered the most successful and influential textbook of all time. The greatest
mathematician of antiquity is often held to be Archimedes (c. 287–212 BC) of Syracuse. He developed
formulas for calculating the surface area and volume of solids of revolution and used the method of exhaustion
to calculate the area under the arc of a parabola with the summation of an infinite series, in a manner not too
dissimilar from modern calculus. Other notable achievements of Greek mathematics are conic sections
(Apollonius of Perga, 3rd century BC), trigonometry (Hipparchus of Nicaea (2nd century BC), and the
beginnings of algebra (Diophantus, 3rd century AD)

LESSON PLAN
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson.
A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the
preference of the teacher, subject being covered, and the needs of the students. There may be requirements
mandated by the school system regarding the plan. A lesson plan is the teacher's guide for running a particular
lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the
method, procedure) and a way of measuring how well the goal was reached (test, worksheet, homework etc.).
Lesson plans help teachers be more effective in the classroom by providing a detailed outline to follow each
class period.
This ensures every bit of class time is spent teaching new concepts and having meaningful discussions — not
figuring it out on the fly!
The most effective lesson plans have six key parts:
1. Lesson Objectives

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 2. Related Requirements
3. Lesson Materials
4. Lesson Procedure
5. Assessment Method
6. Lesson Reflection

Because each part of a lesson plan plays a role in the learning experience of your students, it’s important to
approach them with a clear plan in mind.
Let’s start with the first part of every lesson plan -- the lesson objectives!
Lesson plans are the first steps in creating a full-fledged curriculum for a class.
They dig into the details that ensure you teach the right information to your students at the right time, and they
simplify your career by giving you a roadmap to follow each and every day.

 An effective lesson plan has three basic components; aims and objectives of the course, teaching and learning
activities and, assessments to check student understanding of the topic.
1. Aims and objectives of the course: In order to begin with lesson planning, it is important to know the
aims and objectives of the course being taught to students. A teacher should be prepared not only to
teach the students but also to make sure that they take some fruitful thought regarding the lesson at the
end of the class. The aims and objectives should answer questions regarding all the angles of the course.
The questions could be like the following:

 What is the subject of the course?

 What should the students understand regarding the subject?

 What should they take away from the subject at the end of the class?
Most of all, the sequence of these questions is very important. Also, it will be easier to plan the lesson once
these questions are answered.
2. Teaching and learning activities: Once the aims and objectives are in place, it is important to make sure
that the planned lesson is understandable by the students. The teacher should prepare different
explanation methods for the students to understand the topic easily. The methods could include giving
real-life examples or creating a hypothetical situation related to the topic. Moreover, showing videos
related to the topic may also assist in better understanding. Including activities related to the lesson is
helpful for students to remember the topic being taught.
The key is time management. A teacher has to time all the activities during the class hours in order to finish the
lesson according to the plan. Everything including explanation, examples, and activities has to be timed in a
manner that the lesson is not extended for the next class.

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 3. Assessments to check student understanding of the topic: In order to check the understanding after the
planning and learning activities, it is important that the teacher drafts questions in different ways to
check the knowledge and understanding of the topic. It’s the teacher’s decision to check the
understanding orally or in writing. For this question answer session, time is required. The questions
have to be pre-planned. The teacher should be aware of what she planned for the students to learn so
that questions can be drafted accordingly. Also, activities can be planned to check the knowledge and
understanding of the matter.

IMPORTANCE OF LESSON PLAN

“By failing to prepare, you are preparing to fail.” Thus, an organised teacher will always be able to deliver the
lesson within the given time frame (during the limited class timings). With the additional time saved, a teacher
can give additional attention and time to students that require additional help. Also, there will be a sense of
control and direction while teaching. Even if there is confusion amongst the students, the teacher will be able to
guide them effectively as the teacher will be well versed with the subject matter and will be able to cater the
questions without any stress.
A teachers’ most important trait is confidence. Lesson planning can help the teacher to be well prepared and be
aware of what he/she intends on teaching the students. It can also help the teacher to focus more on the basic
knowledge first then take the students towards the next step. The teacher will never stammer or mumble during
the lecture because of the timely preparation of the lesson.
Furthermore, a teacher is one of the first few inspirations of a child. Setting a good example of pre-planning can
always assist a teacher to become a good inspiration and the confidence with which the teacher delivers the
lesson will make the student realise the importance of planning ahead of time and adopt this habit for other
disciplines of life.
The ethnic diversity in schools is increasing with the passage of time as the people from rural areas have
realised the importance of education. Thus, the learning capacity of each student varies from one another.
Lesson planning can minimise this understanding gap if the teacher plans the lesson effectively. This can be
done by taking the first step that is, start teaching from the core so that nobody is left behind and that every
student is on the same page and then the teacher moves ahead with the topic.

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 LESSON PLAN FOR 5TH STANDARD
GENERAL INFORMATION
 Name of the Teacher Trainee: Aafreen Wasim Khan
 Name of the school: Singhania University
 Class: 5th Std.
 Subject: Mathematics
 Topic: Fractions
GENRAL AIMS
 To encourage and enable students to recognize that mathematics permeates the world around us.
 To encourage and enable students to appreciate the usefulness, power and beauty of
mathematics.
 Helps to apply mathematical concept and theorems to new situations.
SPECIFIC AIMS
 Students will be able to understand the basics of fractions.
 Students will be able to know the types of fraction.
PREVIOUS KNOELEDGE
 Students have basic knowledge about the topic.
MATERIALS
 Chalk, duster, pointer, black board.
INTRODUCTION
 Teacher enters class and greets students.
 Teacher says that “We are going to learn something new and interesting today”, so let’s begin.

Sr.No. ACTION REACTION

1. Which fruit do you like? Apple, Mango, Grapes etc.
2. How will you distribute an apple between 2 girls? Half of an apple.
3. How can we write half of an apple in math? 1/2
4. What do we call ½ in mathematical language? No, Answer.

STATEMENT OF AIM
 Today we will study about “Fractions”.

EXPLANATION
 A fraction is a part of something. It is a part of a whole or any number of equal parts.

Sr.No. Teacher’s Explanation Student Response

1. We call the top number ‘the numerator’, it is the no. of parts Students will listen carefully.
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 we have. We call the bottom number ‘the denominator’, it is
the no. of parts the whole is divided into.
Numerator/Denominator

1/2
1/4

2. Adding Fractions: It is easy to add fractions with the same Students will listen carefully and
“denominator’’. note down it in their notebooks.

1/4 1/4 2/4

OR

3. Subtracting Fractions: For subtracting fractions make sure Students will listen carefully and
that the denominator are same. Then subtract the numerator note down it in their notebooks.
and simplify the fraction.
EXAMPLE:
3 1 3-1 2 1
- = = =
4 4 4 4 2

RECAPTULATION
Sr.No. Questions Asked Answers.
1. Q1. Find 3 2 3+2 5
3 2 + = =
+ =? 8 8 8 8
8 8

2. Q2. Find 1 2
1 2 x2 =
+ =? 3 6
3 6 2 2 4 2
+ = =
6 6 6 3

HOME WORK
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  What fraction a day is 8 hours?
 What fraction of an hour is 40 minutes?
 Fill up using one of these (<, >, =).

LESSON PLAN FOR 6TH STANDARD

GENERAL INFORMATION
 Name of the Teacher Trainee: Aafreen Wasim Khan
 Name of the school: Singhania University
 Class: 6th Std.
 Subject: Mathematics
 Topic: Triangle and its types
GENRAL AIMS
 To encourage and enable students to recognize that mathematics permeates the world around us.
 To encourage and enable students to appreciate the usefulness, power and beauty of
mathematics.
 Helps to apply mathematical concept and theorems to new situations.
SPECIFIC AIMS
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  Students will be able to understand the concept of elementary shape, a triangle.
 Students will be able to understand what are the different types of triangle.
PREVIOUS KNOELEDGE
 Students have basic knowledge about the topic.
MATERIALS
 Chalk, duster, pointer, black board.
INTRODUCTION
 Teacher enters class and greets students.
 Teacher says that “We are going to learn something new and interesting today”, so let’s begin.

Sr.No. ACTION REACTION

1. What is this? Triangle.

2. How many sides a triangle have? Three.

3. How many angles are there in a triangle? Three.
4. What is the sum of all the three angles? 180o
5. There are how many triangles? No, Answer.
STATEMENT OF AIM
 Today we will study about “Triangles and its types”.
EXPLANATION
 A plain figure with three straight lines/sides and three angles is called a triangle.

Sr.No. Teacher’s Explanation Student Response

1. Types Of Triangles: There are six types of triangles based on Students will listen carefully and
two categories. note down it in their notebooks.
1. Based on sides.
i.Equilateral Triangle: A triangle with all three sides
equal is called an equilateral triangle.

2. ii. Isosceles Triangle: A triangle with two equal Students will listen carefully and
sides is called an isosceles triangle. note down it in their notebooks.

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 3. iii. Scalene Triangle: A triangle with no two equal Students will listen carefully and
sides is called a scalene triangle. note down it in their notebooks.

4. 1. Based on angles. Students will listen carefully and

i.Acute Angled Triangle: If each angle is less than note down it in their notebooks.
90o then it is known as an acute angled triangle.

ii. Right Angled Triangle: If any angle in a Students will listen carefully and
triangle is 90o then it is known as right angled note down it in their notebooks.
triangle.

iii. Obtuse Angled Triangle: If any one angle is Students will listen carefully and
greater than 90o then it is known as obtuse note down it in their notebooks.
angled triangle.

RECAPTULATION
Sr.No. Questions Asked Answers.
1. Q1. Fill in the blanks: i. Right Angled
i.  A ______________ triangle has one Triangle.
angle of 90°. ii. Less than 90o
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 ii. In an obtuse triangle, the remaining two iii. Isosceles Triangle.
angles are ______________
iii. A triangle whose two sides are of equal
length is known as ______________
triangle.

HOME WORK
Which of the following cannot be the measure of three angles of a triangle?

(i) ∠A = 60°, ∠B = 60°, ∠C = 60° (ii) ∠A = 70°, ∠B = 20°, ∠C = 100°

LESSON PLAN FOR 7TH STANDARD

GENERAL INFORMATION
 Name of the Teacher Trainee: Aafreen Wasim Khan
 Name of the school: Singhania University
 Class: 7th Std.
 Subject: Mathematics
 Topic: Circles
GENRAL AIMS
 To encourage and enable students to recognize that mathematics permeates the world around us.
 To encourage and enable students to appreciate the usefulness, power and beauty of
mathematics.
 Helps to apply mathematical concept and theorems to new situations.
SPECIFIC AIMS
 Students will be able to understand the basic concept of geometrical figures.
 Students will be able to understand about the circle.
PREVIOUS KNOELEDGE
 Students have basic knowledge about the topic.
MATERIALS
 Chalk, duster, pointer, black board.
INTRODUCTION
 Teacher enters class and greets students.
 Teacher says that “We are going to learn something new and interesting today”, so let’s begin.

Sr.No. ACTION REACTION

1. Virat Kohli is related with which game? Cricket.
2. What are the objects used in cricket? Bat, Ball, Stump etc.
3. What is the shape of a ball? Circular.
4. What do you know about circle? No, Answer.
STATEMENT OF AIM

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  Today we will study about “Circle”.
EXPLANATION
 A circle is a simple closed shape. It is a set of all points in a plane that are at a given distance
from a given point.

Sr.No. Teacher’s Explanation Student Response

1. Centre: The point in the between of a circle is called centre. Students will listen carefully and
Radius: The distance between any point on the circle to the note down it in their notebooks.
centre is called radius.
Diameter: Diameter of a circle is twice of the radius i.e. D = 2
x radius or D = 2r

2. Area Of A Circle: The area of a circle is Students will listen carefully and
A=π r 2 note down it in their notebooks.
What is the value of pi?
Ans- 22 / 7 or 3.14

3. Circumference Of A Circle: The circumference of a circle is Students will listen carefully and
C=2πr note down it in their notebooks.

4. Radius Of A Circle: Students will listen carefully and

R=D/2 note down it in their notebooks.

RECAPTULATION
Sr.No. Questions Asked Answers.
1. Q1. What is the formula of circumference of a circle? C=2πr

2. Q2. What will be the area of a circle if radius is 7? r=7

A=π r 2
A = 22 / 7 x (7)2
= 22 / 7 x 49
A = 154 cm

HOME WORK
Draw a circle of radius 5 cm and show the centre of the circle, the diameter of a circle and find the area of
circle.

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 LESSON PLAN FOR 8TH STANDARD
GENERAL INFORMATION
 Name of the Teacher Trainee: Aafreen Wasim Khan
 Name of the school: Singhania University
 Class: 8th Std.
 Subject: Mathematics
 Topic: Equation in one variable
GENRAL AIMS
 To encourage and enable students to recognize that mathematics permeates the world around us.
 To encourage and enable students to appreciate the usefulness, power and beauty of
mathematics.
 Helps to apply mathematical concept and theorems to new situations.
SPECIFIC AIMS
 Students will be able to know about the variables.
 Students will be able to understand linear equation.
PREVIOUS KNOELEDGE
 Students have basic knowledge about the topic.
MATERIALS
 Chalk, duster, pointer, black board.
INTRODUCTION
 Teacher enters class and greets students.
 Teacher says that “We are going to learn something new and interesting today”, so let’s begin.

Sr.No. ACTION REACTION

1. What is a variable? Whose value can be changed.
2. What is constant? Which is fixed.
3. How many variables are there in this equation? 2x + 3y Two. x , y.
= 10
4. Find constant and variable in equation: 2x= 10 x – Variable
2, 10 - Constant
5. What will we call this equation in mathematics? 2x + 3y = 10 No, Answer.

STATEMENT OF AIM
 Today we will study about “Variables and Linear Equation”.

EXPLANATION
Sr.No. Teacher’s Explanation Student Response
1. Variable: The word, ‘variable’ means something that can Students will listen carefully and
vary i.e. change the value of variable is not fixed. It can take note down it in their notebooks.

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 different values, but it can only be a number that’s why as in
the case of numbers operation of addition, subtraction,
multiplication and division can be done on them.
Examples: y + x, t – 7, 10a, x/3

2. Linear Equation: A linear equation is an equation of a straight Students will listen carefully and
line written in one variable. The only power of the variable is note down it in their notebooks.
1.
Expression - x + 5
Linear Equation – x + 5 = 15
3. A equation is called a Linear Equation only when there is an Students will listen carefully and
equals to sign in it. note down it in their notebooks.
Example: x + 1 = 19 , x – 16 = 32
4. Degree of the equation will always remain 1 in linear Students will listen carefully and
equation. note down it in their notebooks.
Example: 2x – 3 = 7
2x = 7 + 3
2x = 10
x =10/3
x=5

RECAPTULATION
Sr.No. Questions Asked Answers.
1. Q1. Solve the following equations: 5x -11 = 3x – 9
1. 5x – 11 = 3x - 9 5x – 3x = 9 + 11
2x = 20
x = 20/ 2
x = 10

2. 2. 3y + 4 = 7 – 2y 3y + 4 = 7 – 2y
3y + 2y = 7 - 4
5y = 3
Y = 3/5

3. 3. 9 – 2 (x – 5) = x +10 9 – 2 (x – 5) = x + 10
19 – 10 = x + 2x
9 = 3x
x=3

HOME WORK
Find the solutions of the following equations:
1. 5 (y – 1) = 3 (2y – 5) – (1 – 3y)
2. (8x – 5) / (7x + 1) = -4 / 5
3. 7 – x = 5

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 LESSON PLAN FOR 9TH STANDARD
GENERAL INFORMATION
 Name of the Teacher Trainee: Aafreen Wasim Khan
 Name of the school: Singhania University
 Class: 9th Std.
 Subject: Mathematics
 Topic: Polynomial
GENRAL AIMS
 To encourage and enable students to recognize that mathematics permeates the world around us.
 To encourage and enable students to appreciate the usefulness, power and beauty of
mathematics.
 Helps to apply mathematical concept and theorems to new situations.
SPECIFIC AIMS
 Students will be able to know about the polynomials.

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  Students will be able to add, subtract, multiply and divide polynomials.
 Students will be able to know about the types of polynomials.
PREVIOUS KNOELEDGE
 Students have basic knowledge about the topic.
 Students have knowledge about variables and equations.
MATERIALS
 Chalk, duster, pointer, black board.
INTRODUCTION
 Teacher enters class and greets students.
 Teacher says that “We are going to learn something new and interesting today”, so let’s begin.

Sr.No. ACTION REACTION

1. Do you know what is constant? Yes, Numbers like 4,5,6 are
constant.
2. What is variable? An element that is liable to vary
or change.
3. When a statement have both variable and constant like 4x + 2 Equation.
= 0 , what is this?
4. x2 + 3x = 0 , this equation have how many terms? It has three terms.
5. If an equation has more than two terms, what is it called? No, Answer.

STATEMENT OF AIM
 Today we will study about “Polynomials”.

EXPLANATION
Sr.No. Teacher’s Explanation Student Response
1. What is polynomials? Students will listen carefully and
A polynomial is an algebric expression in which the variables note down it in their notebooks.
involved have only non negative integral powers.
Example:
1. 5x3 – 4x2 – 6x – 3 is a polynomial in variable x
2. 5 + 8x3/2 + 4x -2 is an expression but not a polynomial.
2. Coefficients: In the polynomials Students will listen carefully and
x3 + 3x2 +2x +1 = 0 , coefficient of x3 , x2 , x are 1, 3, 2 note down it in their notebooks.
respectively and +1 is the constant.
3. Types of polynomials: Students will listen carefully and
1. Monomial – A polynomial which have only one term note down it in their notebooks.
is called monomial.
Example: 5x , 7x , 8x
2. Binomial – A polynomial which have two terms is
called binomial.
Example: 5x + 2 , 3x2 – 1
3. Trinomial – A polynomial which have three terms is
called trinomial.
Example: x2 + 3x + 2
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 4. Addition of two polynomials Students will listen carefully and
Example: (4x3 -3x2 + 2) + (x4 – 2x3 + 6) note down it in their notebooks.
= 4x3 -3x2 + 2 + x4 – 2x3 + 6
= x4 + (4x3 – 2x3) – 3x2 + 2 + 6
= x4 + 2x3 – 3x2 + 8
5. Subtraction of two polynomials Students will listen carefully and
Example: (2x3 + x2 + 2) – (x3 + 2x2 – 6) note down it in their notebooks.
= 2x3 + x2 + 2 - x3 - 2x2 + 6
= 2x3 – x3 – 2x2 + x2 + 2 + 6
= x3 – x2 + 8
6. Multiplication of two polynomials Students will listen carefully and
Example: (4x + 2) x (3x2 + 2x + 3) note down it in their notebooks.
= 4x (3x2 + 2x + 3) + 2 (3x2 + 2x + 3)
= 12x3 + 8x2 + 12x +6x2 + 4x + 6
= 12x3 + 14x2 + 16x + 6
7. Division of two polynomials Students will listen carefully and
Example: note down it in their notebooks.

RECAPTULATION
Sr.No. Questions Asked Answers.
1. Q1. True or False 1. False.
1. 5x + 2 is an example of monomial. 2. True.
2. 3x2 + 2x + 5 is an example of trinomial.
2. Q2. Add (2x + 5 ) + (7x + 9) 2x + 5 + 7x + 9
= 2x + 7x + 5 + 9
= 9x + 14
3. Q3. Multiply (2x + 1) x (7x + 3) 2x(7x + 3) + 1 (7x + 3)
= 14x2 + 6x + 7x+ 3
= 14x2 +13x + 3

HOME WORK
Q1. Simplify: (2x + 5y) + (3x – 2y)
Q2. Multiply: (x2 – 3x + 2) and (5x + 5)
Q3. Divide: (x2 – 2x + 3x – 16) by (x – 3)

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 LESSON PLAN FOR 10TH STANDARD
GENERAL INFORMATION
 Name of the Teacher Trainee: Aafreen Wasim Khan
 Name of the school: Singhania University
 Class: 10th Std.
 Subject: Mathematics
 Topic: Quadratic Equation
GENRAL AIMS
 To encourage and enable students to recognize that mathematics permeates the world around us.
 To encourage and enable students to appreciate the usefulness, power and beauty of
mathematics.
 Helps to apply mathematical concept and theorems to new situations.
SPECIFIC AIMS
 Students will be able to understand the concept of quadratic equations.
 Students will be able to solve the quadratic equations.
PREVIOUS KNOELEDGE
 Students have basic knowledge about the topic.
 Students have knowledge polynomials.
MATERIALS
 Chalk, duster, pointer, black board.
INTRODUCTION
 Teacher enters class and greets students.
 Teacher says that “We are going to learn something new and interesting today”, so let’s begin.

Sr.No. ACTION REACTION

1. What is a degree in an equation? The highest power of a
polynomial.
2. How many variables are there in a polynomial? One.
3. What is the degree of quadratic equation? Two.
4. How to solve a quadratic equation? No, Answer.

STATEMENT OF AIM
 Today we will study about “How to solve a quadratic equation”.

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 EXPLANATION
 When the degree of a polynomial is 2 then it is called as quadratic polynomial and quadratic
equation.
 General equation: ax2 + bx + c = 0

Sr.No. Teacher’s Explanation Student Response

1. Methods to solve a quadratic equation: Students will listen carefully and
i. Factorization Method: In this method we factorize the note down it in their notebooks.
constant such that we get two factors, so that its sum gives
us the middle term and its product gives us the value of
constant.
Example: Solve x2 + 7x + 12 = 0
x2 + 7x + 12 = 0
x2 + 4x + 3x + 12 = 0
x (x + 4) + 3 (x + 4) = 0
(x + 4) (x + 3) = 0
x + 4 = 0 or x + 3 = 0
x = -4 or x = -3
2. ii. Using formula: In this method we solve the equation by Students will listen carefully and
using the formula note down it in their notebooks.

We will learn this through an example.

Example: Solve m2 – 14m + 13 = 0
m2 – 14m + 13 = 0
Comparing this equation with ax2 + bx + c = 0
We get a = 1, b = -14 and c = 13
∴b2 – 4ac = (-14)2 – 4 x 1 x 13
= 196 – 52
= 144
−b ± √b 2−4 ac
∴m =
2a
Substituting the value in the above formula
−(−14 )± √144
∴m =
2x 1
14 ±12
=
2
14+12 14−12
∴m= or m =
2 2
26 2
∴m = or m =
2 2
∴ m = 13 or m = 1

3. iii. By completing the square method: Let me explain this by Students will listen carefully and
using an example. note down it in their notebooks.

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 Example: Solve x2 + 8x – 48 = 0
x2 + 8x – 48 = 0
First half the middle term and add and subtract the square of
that number in the equation.
∴ x2 + 8x + 42 – 42 – 48 = 0
Using the formula : (a+b)2 = a2 + 2ab + b2
∴ (x+4)2 -64 = 0
∴ (x+4)2 = 64
Taking the square root of the whole equation, we get
∴ x+4 = 8 or x+4 = -8
∴ x = 4 or x = -12

RECAPTULATION
Sr.No. Questions Asked Answers.
1. Q1. True or False: i.True.
i. The roots of the equation x2−1=0 are 1,-1. ii.True.
ii. A quadratic equation can have at most 2 real iii.False.
roots.
iii. In a quadratic equation ax2+bx+c=0, if a and c are
of same sign and b is zero, the quadratic equation
has real roots.
2. Q2. Solve the quadratic equation using factorization y2 – 3y – 10 = 0
2
method: y – 5y + 2y – 10 = 0
y2 – 3y – 10 = 0 y(y - 5) + 2 (y – 5) = 0
(y + 2) (y – 5) = 0
y = -2 or y = 5

HOME WORK
Q1. Solve the equations by completing the square method:
i. x2 + 20 = 0
ii. m2 – 5m = -3
Q2. Solve by using formula: x2 + 6x + 5 = 0

CONCLUSION

Mathematics is an intrinsic part of the problem-solving, investigation, testing, design and analysis work
undertaken by the Australian Bureau of Statistics. It makes it possible to develop a comprehensive data-base of
information in a cost-effective way. It enables us to draw value from the data through exploration of the
patterns in it, and estimation of the confidence that might reasonably be put in the inferences drawn. A
fascinating aspect of the application of mathematics in industry is that, in the practical environment, no
particular solution ever seems directly applicable. Rather, the principles of past findings must be understood as
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a basis for drawing out further solutions, thereby enhancing and developing new theory to fit the real world.
Researchers and graduate practitioners, having a very strong understanding of the principles behind the known
theory and the basis on which it has been developed, are needed to be able to extend and apply that theory
appropriately in the practical environment.
Mathematics is not just about computation; it is not simply a tool. Math is more than skills to be applied to
science or to mundane tasks such as balancing a check book. Pure mathematics (in contrast to applied
mathematics) is an end unto itself. Pure math is the exploration of math for the sake of math, just as art is often
appreciated for art's sake. I envision my thesis as a tribute to pure math, a text that encourages math
appreciation. Mathematics is an art in which clever insights lead to beautiful results, such as the proofs Alice
learns from the Yellow Pig and the works of M.C. Escher. Math is also a language or mode of communication;
it is a way of expressing ideas clearly and rigorously from hypothesis to conclusion. Mathematics is a way of
thinking, a kind of logic. It is a way of telling a story. The mathematical story is not just one of numbers, but of
problems, of knowing how to interpret approach, solve, and understand them. It is also a story of
mathematicians, questions, methods, contemplation, and beauty.
Most people are not interested in reading math for fun, probably because they do not view mathematics as fun.
The idea that math, its patterns, and results, are beautiful is a foreign one. This is largely a result of two
intertwined problems: the poor math education received in schools and the societal view of mathematics.
Primary and secondary schools have attempted a number of approaches to math education, ranging from
stressing computation and exact solutions to de-emphasizing answers and focusing on problem solving
approaches. Neither approach has been successful, and thus colleges are finding that students have an extremely
weak mathematical background and instead of requiring them to take challenging math classes, are offering
simplified classes at a much lower than college level.

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