Cover sheet

Date: 2nd Dec 2014

Name: Sara
Grade: 9th
Subject: Math
Topic: coordinate system
Time: 30mins
Series: 1/1
Teachers Intention: To familiarize students with coordinate system and enhance
their skill of plotting ordered pairs and finding Cartesian product
Specific Objective: By the end of the lesson, the students will be able to identify
quadrants and coordinates, plot ordered pairs on the graph paper and find out
the Cartesian product individually in 12 minutes.

Content
S.NO
1.
Expected answers:

Method
Teachers Activity

Time
Warm up:
The teacher will
distribute graph papers
to students and will ask
them the following
questions:

1 A graph is a visual
representation of a
relationship between
two variables, x and y
2.A graph consists of
two axes called the x
(horizontal) and y
(vertical) axes
3.The point where two
axes intersect is called
the origin. The origin is
also identified as the
point (0, 0).

Students Activity
The students will
draw two axis and
name the point on the
graph paper.

6min

1. What is a graph?
2. Name the horizontal
and vertical line that
pass from the origin ?

3. Define origin.

Topic:
Co-ordinate system
Expected answers:
1. For location of any
address and for the
position of an object
2. Co-ordinate system
will help in locating the
points on earth for
example, we need to
know the longitude and
latitude, we need points
for ship navigation by
using compass.

Expected answers

Introduction:
The teacher will write
the topic on the board
and will ask the students
the following questions
1. Why do we need to
know points?

The students will

think and will answer
the teachers question
regarding the points
or coordinates and
will also give daily
life examples.

2. What is the purpose

of studying this chapter
co-ordinate system?
Give daily life examples

Development:
2

The students will

12min

Content
2S.NO 1. Cartesian plane,

where two lines

intersect
perpendicularly at
origin. It consists of X
and Y axis and the
coordinates

Method
Teachers Activity
Guided task
1) What is Cartesian
plane.

Students Activity
answer the teachers
question regarding
ordered pairs,
Cartesian plane and
product and abscissa
and ordinate and will
write in their copies.

The teacher will ask the

students to do the
following:
2 plot A(2,3) and B(0,1)
on graph paper
individually.
3. abscissa = x 2 and 0
Ordinate= y 3 and 1

3. What are abscissa and

ordinate?

4.

4. What do you observe

from the graph?

2nd

1st

x and y +

x and y +

3rd
X and y -

4th
x + and y -

Four quadrants with 900

angles each.
5. What do you mean by
5.The Cartesian product the term Cartesian
of two sets and (also product
called the product set,
set direct product, or
cross product) is defined
to be the set of all points
where
and
. It is denoted
,
Feedback:
The teacher will discuss
students answer and will
also rectify their
mistakes.
Expected answers:

Teachers input:
The teacher will ask
3

The students will do

the necessary
corrections as asked
by the teacher.

The students will plot

the two points and

Time

Content
S.NO

1.Two numbers written in

a certain order.
It can be used to show the
position on a graph, where
the "x" (horizontal) value
is first, and the "y"
(vertical) value is second.

Method
Teachers Activity

Students Activity

following questions
from the students.

will also answer the

questions regarding it.

Time

1. What do you
understand by ordered
pairs A (2,3) and B(0,1).

Example
(a, b) not equal to (b, a)
2. A x B, A (2,3) B(0,1).
A x B= (2,0), (2,1) ,
(3,0),(3,1)

2.Solve A X B
A (2,3) B(0,1).

The students will find

the Cartesian product
of the given ordered
pairs.

10min

Worksheet is attached in
the appendix.

Worksheet is attached in
the appendix.

Application
The students will
attempt the worksheet
individually where they
would be asked to plot
ordered pairs,
coordinate system and
on quadrants, on the
graph paper.
Overall Assessment:
To assess students
learning the teacher will
ask students to
find out the value of
abscissa and ordinate,
by using the given
information

Worksheet
4

The students will

attempt the questions
in the worksheet
individually on
coordinate system,
ordered pairs,
quadrants on the
graph paper.
The students will find
the value of abscissa
and ordinate
individually by using
given information in
their worksheet

2min

Coordinate system
Name:

Duration:

Grade:

Date:

Q1) Find A x B and B x A when A=(1,2) , B=(4,6,8)

Q2)Draw x axis and y axis on graph paper. By using scale on graph, plot the following
points.
1. (-4,-3)
2. (2,-6)
3. (3.5,-2.5)
Q3) In which quadrants the following points lie:
a. (3.75,1)
b. (-1.4,-3.3)
c. What is the ordinate and abscissa of the points lying on the two axis? (from Q3, part a
and b)
Q4)Find out the value of (a and b ) and (x and y)
1 (a,b)=(2,3)
2. ( x +1 , y+2)= (5,6)

Date:2nd Dec14

Co-Ordinate
system

Day: Tuesday

the X axis,horizontal line also

called abscissa

1.Ordered pair is fix, where

the order is important.
Example
(a, b) not equal to (b, a)
A= (2,3) B=(0,1)

Y axis, vertical line on the

graph paper also called
ordinate

AxB=(2,0), (2,1) ,(3,0),(3,1)

y axis
x axis

origin

o origin centre where two

2. Cartesian plane, where two

lines intersect perpendicularly
at origin.
It consists of X and Y axis
and the coordinates

lines meet
angles are 900 graph has
four quadrants

Reference:
General Mathematics for grade IX and X

3. Cartesian plane has set of

coordinates in it example
A(2,3) and B(0,2).
Product means to multiply
so,
Cartesian product is the
product of multiple sets.
4. x- coordinate is abscissa
and y- coordinate is
ordinate.

For me,this is one of my best lesson plan as it covers each single thing right from the
scratch.It has a good warm up which will help students in recalling their prior learning and
they will be able to link or connect the lesson with their daily life as it has examples given in
it which will help them in understanding and retaining the concept.

Cover sheet
Date: 1st dec
Name: Sara
Grade: 7th
Subject: Math
Topic: Percentage
Time: 25mins
Series: 1/2
Teachers Intention: To introduce students with the concept of percentage and
develop the skills of computing percentage.
Specific Objective: By the end of the lesson, the students will be able to
represent a diagram as fraction, reduced common fraction, decimal, percentage
in the worksheet in 10 minutes.

S.NO

Content

Method
Teachers Activity

Expected answers:

Warm Up:
The teacher will stick
graph papers cutting on
the board and then will ask
students the following
questions.

fraction

decimal

percentage

50/100

0.5

50%

Time
Students Activity

4min
The students will
answer questions
asked by the
teacher regarding
the diagram pasted
on the board.

Q1) What does this

diagram represent?
Q2) Explain your answer
in words.

A4)Percent means per 100

Q3) How can you express

this as percentage?
Q4) What do you
understand by the word
percent?

Topic:
Percentage

Introduction:
The teacher will introduce
the topic by writing it on
the board.
The teacher will explain
students that percentages
are used in daily life. We
usually calculate
percentages of students
test-marks and for
discounts on the sale of the
product.

Expected answers:

Development:

10

The students will

listen to the teacher
attentively.

S.NO

Content

Method
Teachers Activity

75%

3/5

60%
DECIMAL

FRCATION

PERCEN
TAGE

0.75
0.6

3/4
6/10=3/
5

75%
60%

Guided Task
The teacher will distribute
blank paper strips to
students in pairs and will
ask them to do the
following:
1. Show 3 parts out of 4 on
the strip and represent it as
percentage, decimal and
common fraction
2. Show 0.6 as a common
fraction, percentage.

Time
Students Activity
The students will
represent the
fractions and
decimals
diagrammatically,
common fraction
and percentage.

10min

Feedback:
The teacher will share the
answers with the whole
class and will do the
necessary corrections.
Teachers Input:
The teacher will now show
students three boxes and
will ask them to answer the
following questions:

decima
l

Comm
on
fractio
n

Reduc
ed
term

percent
age

2.40

240/
300
=48/
60

48/6
0
=2/5

80%

The students will

represent the
decimal
diagrammatically,
common fraction,
reduced common
fraction and

Represent 2.40
1.diagramatically
2.common fraction
3 reduced common fraction
4.percentage

100/100+100/100+40/100
1+1+40/100
2+0.4

Expected answers:

Application:
The teacher will ask
11

8min
The students will

S.NO

Content

Method
Teachers Activity
students to solve the
question using this
diagram.

decimal

Commo
n
fraction

Lowest
term

percenta
ge

3.88

388/
400

97/1
00

97%

Express 3.88 as diagram

1.decimal
2.common fraction
3.reduce it to common
fraction
4.percentage

Time
Students Activity
represent the
decimal,
diagrammatically,
as fraction and
percentage.

100/100+100/100+100/100
+88/100
1+1+1+88/100
3+0.88
3.88
100/100 =1

100/100=1

100/100=1

3min
Overall Assessment:
The teacher will call one
student and will ask him to
represent 5.5
As a diagram, then
1.percentage
2.in fraction
3.in decimal
4.reduced common fraction

100/100=1

100/100

5/10

1+1+1+ 1+1+5/10
5+0.5=5.5

percen
tage

Fracti
on

Decim
al

550
%

55/10
=11/2

5.5

Reduc
ed
term

5 1/2

12

The students will

represent the
diagram in the form
of percentage,
fraction, and
decimal and
reduced common
fractions.

St.Lawrences Boys School

Worksheet
Math-percenatge

Name:

Duration:10 minutes

Class:

Q1) Express 3.88 as

1. Diagram
2. Decimal
3. Common fraction
4. Reduce it to common fraction
5. Percentage

13

References:
Systems students companion for primary school.
Systems students companion for secondary school.

14

Date: 1st December

Percentage
Day: Monday

A) Fraction.25/100 and 50/100

A)25/100 means 25 boxes out of 100 and 50
boxes shaded green out of 100.

Q) Do the following:

Express 5.5

1. fold paper into half and represent the given

shaded portion as percentage ,decimal and
common fraction,

1.diagramatically

2. show3 parts out of 4 on the strip and

represent as
Percentage, decimal and common fraction

3.in decimal

3. as decimal and percentage

4. 0.6 as common fraction on the strip and
percentage

A) 25% and 50 %.Percent means per 100

15

2.in fraction

4.reduced common fraction

This is another best lesson plan for Math grade 6 as it has visual models which help students
understanding fast and theyll be able to practice on their own.Secondly it not only covers
one topic but also help students in revising their basic concepts of fraction and decimal.

16

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