Kendriya Vidyalaya, Lesson Plan

Lesson : a) Rational Numbers

Date :-……………………….. Periods :_19
Class : IX ( NINTH ) Section :………….
Subject:- Maths

Gist Of The lesson Targeted Learning

(Focused skills / Competencies) Outcome (TLO)
 A number r is called a Rational Numbers, if it can be  To understand
𝑝 the form of a
written in the form of ,where p and q are integers rational number
q
and q ≠ 0 and an irrational
 A number r is called a Irrational Numbers, if it can not number and its
𝑝 decimal expansion
be written in the form of ,where p and q are  To understand how
q
integers and q ≠ 0. E.g.,1.01001000100001.,√2, √3, √5 to locate √2, √3, √5
etc. on a number line
 The decimal expansion of a Rational Number is
by using Pythagoras
either terminating or non-terminating recurring .
theorem.
 The decimal expansion of an Irrational Number is  To locate any real
non - terminating non- recurring . number on a
 All the Rational Numbers and Irrational Numbers make number line using
up a collection of Real Numbers. successive
 There is a Real Numbers corresponding to every point magnification
 For positive real
on the number line .
numbers a and How
 If r is a Rational Number and s is called an Irrational to operate identities
Number , then r + s and r – s are Irrational Numbers , like ;
𝑟
and r s and are Irrational Numbers , r ≠ 0  √𝑎𝑏 = √𝑎 √𝑏
𝑠
Laws of exponents for real numbers. Let a > 0 be a real  𝑎 √𝑎
number and m and n be rational numbers.Then, √ 𝑏 = √𝑏
 (a) 𝑎𝑚 x 𝑎𝑛 = 𝑎𝑚+𝑛; (b) 𝑎𝑚 ÷ 𝑎𝑛 = 𝑎𝑚−𝑛 ; (c) (𝑎𝑚)𝑛 =𝑎𝑚𝑛  (√𝑎 + √𝑏) (√𝑎 − √𝑏)
𝑎𝑚 = a – b.
 ( d) 𝑎𝑚x 𝑏𝑚 = (𝑎𝑏)𝑚 (e) = (𝑎)𝑚 (f) 𝑎0 = 1
𝑏𝑚 𝑏  (√𝑎 + √𝑏)²
1 = a + 2√𝑎𝑏 + b
 To rationalize the denominator of , we multiply
(√𝑎 +𝑏)  (𝑎 + √𝑏) (𝑎 − √𝑏)
(√𝑎 − 𝑏) = 𝑎2 - b
by , where a and are integers.
(√𝑎 + 𝑏)

REMARKS/ SUGGESTIONS……………………………………………………………………………………….

……………………………………………………………………………………………………………………………….
Kendriya Vidyalaya, Lesson Plan
Date of Commencement …………………………….. [A] Planning Format Annexure – 1
Expected date of completion ………………………... Lesson : a) Rational Numbers
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO Assessment

using suitable resources and classroom management Strategies Planned
strategies
 Show the terminating and non- terminating recurring  Sub. Erichment
𝑝
decimal expansion of a given form. Lab Activity-

𝑞
Make the children understand how to insert rational Square Root
numbers between given rationals Spiral
 Show the non- terminating non-recurring decimal
expansion of a given irrational number.
 Make the children understand how to insert rational
numbers between given irrationals. Sow the egs. Like
1.01001000100001….., 3.25225222522225…….
 Demonstrate the method to locate √2, √3, √5 etc, and a
poisitive real number ( say 9.3) on a number line on the  Portfolio
black board. CW & HW (Qns
 Make the children understand the magnification to locate from exercises)
a decimal expansion having more number of digits in the  Revising problems
decimal part (Visualization) from R D Sharma
 Demonstrate the operations using different examples  MULTIPLE
and make the children understand how to use ASSESSMENT
algebraic identities in real numbers Oral Tests/QUIZ
 Demonstrate the simplifications using the conversions MCQs
√𝑥 = 𝑥 1/2 , 3√𝑥 = 𝑥 1/3 , 4√𝑥=𝑥 1/4 etc. CLASS TESTS
Cross Word Puzzle

Sign. of the Teacher Sign. of the PRINCIPAL / VP

Name of the Teacher:
Designation :- TGT(MATH) Date:
Kendriya Lesson
Lesson : a) Polynomials
Date :-……………………….. Periods :_19
Class : IX ( NINTH ) Section :………….
Subject:- Maths

Gist Of The lesson Targeted Learning

(Focused skills / Competencies) Outcome (TLO)
 A polynomial p(x) in one variable x is an algebraic  Understand the
expression in x of the form definition of
polynomial, no. of
p(x) = 𝑎𝑛 x𝑛 + 𝑎𝑛−1x𝑛−1 + ……+ 𝑎2x2 + 𝑎1x1 + 𝑎0 , terms, degree of
where a₀ , a₁ , a₂ ,…………….𝑎𝑛 are constants and 𝑎𝑛 ≠ 0 . polynomial and the
a₀ , a₁ , a₂ ,…………….𝑎𝑛 are respectively the coefficients of different t ypes
𝑥0 ,𝑥1 , 𝑥 2 , ……………𝑥𝑛, and n is called the degree of the of polynomials
 Finding the value of
polynomial.. Each of 𝑎𝑛 x𝑛, 𝑎𝑛−1x𝑛−1, …,𝑎2x2, 𝑎1x1 , 𝑎0 ,
a polynomial p(x)
with 𝑎𝑛 ≠ 0 is called a term of the polynomial p(x) . for a given value
 Every linear polynomial in one variable has a unique zero x = a as p(a)by
, a non –zero constant polynomial has no zero , and every substituting x = a.
real number is a zero of a zero polynomial .  Understand x = a
is a zero of p(x) if
 The value of a polynomial for a given value of the variable.
p(a) = 0
 A real number ‘a’ is a zero of a polynomial p(x),if p(a) = 0. In  Understand when
this case , a is also called a root of the equation p(x) = 0. p(x) is divided by
 Remainder theorem : If p(x) is any polynomial of degree x − a the
greater than or equal to 1 and p(x) is divided by the remainder is p(x)
x − a is a factor
linear polynomial x – a , then the remainder is p(a) .
of p(x) ⟺
 Factor theorem : x – a is a factor of the polynomial p(x) if p(a) = 0
p(a) = 0 .Also , if x – a is a factor of p(x), then p(a) = 0.
 Factorisation of polynomials.
 The zero of a polynomial
 Algebraic Identities
(x + 𝑦 + z )2 = x2 + 𝑦2 + z2 + 2xy + 2yz + 2xz
(x + 𝑦 )3 = x3 + 𝑦3 + 3xy( x + y)
(x − 𝑦 )3 = x3 - 𝑦3 - 3xy ( x - y)
x3 +𝑦3 +z3 – 3xyz = (x + y + z) (x2 + 𝑦2 + z2- xy - yz – xz)

REMARKS/
SUGGESTIONS……………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….
Kendriya Lesson
[A] Planning FormatAnnexure – 1
Date of Commencement ……………………………..
Lesson : a) Polynomials
Expected date of completion ………………………...

Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO Assessment

using suitable resources and classroom management Strategies Planned
strategies
 Show different egs to explain monomial binomial,  Sub. Erichment
trinomial Etc. Also make the children understand the Lab Activity:-
degree of a polynomial by taking different polynomials. Verify the
 Make the children understand how to substitute x = a factorization
in p(x) and simplify to get the value of p(x) by doing x2 + (a + b)x + ab =
(x + a)(x + b)
different problems.
 Verify the zeroes for different polynomials
 Portfolio
 Verify the Remainder theorem and Factor theorem in
CW & HW (Qns
various polynomials. Make the children understand the
from exercises)
exercise problems.
 Revising problems
 Make the children understand the factorization of
from R D Sharma
ax2 + bx + c by splitting the middle term.
 MULTIPLE
 To factorise ax3 + bx2 + cx + d find by trial method
ASSESSMENT
one zero x = a and divide the polynomial by x − a and
Oral Tests/QUIZ
find the other quadratic factor to get the other two
MCQs
zeroes. Apply the identities in various problems to
CLASS TESTS
make understand the children the use of identities.
Work Sheet
 Demonstrate the application in finding the value of Chart/ Table
(105)3, (99)3 etc.
 To factorise quadratic polynomial and a cubic
polynomial by factor theorem
 Understand the identities
 (i) (x ± y)3 ; (ii) (x + y + z)2 and
 (iii) (x + y + z)3 − 3xyz = ( x + y + z)(x2 + y2 + z2 −
xy − xz − yz)

Sign. of the Teacher Sign. of the PRINCIPAL / VP

Name of the Teacher:
Designation :- TGT(MATH) Date:
Kendriya Lesson
Lesson : a) Co-ordinate Geometry
Date :-……………………….. Periods :_10
Class : IX ( NINTH ) Section :………….
Subject:- Maths

Gist Of The lesson Targeted Learning

(Focused skills/Competencies) Outcome (TLO)
 To locate the position of an object or a point in a  To know the Cartesian
plane , we require two perpendicular lines. One system: XY-plane,
of them is horizontal, and the other is vertical. Quadrants, Origin etc.
 The plane is called the Cartesian or coordinate  To plot a point on an XY-
plane and the lines are called the coordinate plane whose coordinates
axes. are given
 The horizontal line is called the x- axis , and the
vertical line is called the y-axis.
 The coordinate axes divide the plane into four
parts called quadrants.
 The point of intersection of the axes is called the
origin.
 The distance of a point from the y-axis is called its
x- coordinate ,or abscissa , and the distance
of the point from the x-axis is called its y-
coordinate , or ordinate.
 If the abscissa of a point is x and the
ordinate is y, the( x, y ) is called the
coordinates of the point. It is called an
ordered pair.
 The coordinates of the are ( 0,0).
 The coordinates of a point are of the form
(+, +) in the first quadrant, ( - .+) in the
second quadrant , ( - , - ) in the third
quadrant and ( + ,- ) in the fourth quadrant,
where + denotes a positive real number
and – denotes a negative real number.
REMARKS/ SUGGESTIONS……………………………………………………………………………………….

……………………………………………………………………………………………………………………………….
Kendriya Lesson
Date of Commencement …………………………….. [A] Planning Format Annexure – 1
Expected date of completion ………………………... Lesson : a) Co-ordinate Geometry
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO using Assessment
suitable resources and classroom management strategies Strategies
Planned
 Make the children understand Cartesian system by  CW & HW
drawing XY-plane on the grid sheet and explain how to Portfolio
number the axes, what are quadrants?, what is origin? (Qns from
 Demonstrate the method of plotting on the black board exercises)
and make the children understand in (x, y), x represents  Revising
the horizontal movement and y represent the vertical problems
movement of a point starting from the origin. from R D
Sharma
 MULTIPLE
ASSESSMENT
Oral Tests/
Quiz
MCQs
CLASS TESTS

 Practice with problems.

Sign. of the Teacher Sign. of the PRINCIPAL / VP

Name of the Teacher:
Designation :- TGT(MATH) Date:
Kendriya Lesson
Lesson : a) Linear Equations In Two Variables
Date :-……………………….. Periods :_8
Class : IX ( NINTH ) Section :………….
Subject:- Maths

Gist Of The lesson Targeted Learning

(Focused skills/Competencies) Outcome (TLO)
 An equation of the form ax + by + c = 0 , where a, b, c are real  To write a linear equation
in the form ax+by+c=0 and
numbers , such that a and are not both zero, is called a linear
indicate the values of a,b
equation in two variables. and c.
 A linear equation in two variables has infinitely many  To identify the variables
solutions. in the given situation and
 The graph of every linear equation in two variables is a make the relation
numerically as a linear
straight line.
equation.
 X = 0 is the equation of the y-axis and y = 0 is the equation of  Understand that a linear
the x – axis. equation in two variables
 The graph of x = a is a straight line parallel to the y = axis. has infinite solutions.
 The graph of y = a is a straight line parallel to the x = axis.  How to find the solutions
 An equation of the the type y= mx represents a line passing of a given linear equation
through the origin. in two variables.
 Every point on the graph of a linear equation in two variables is a  To draw the graph of a
solution of the linear equation . Moreover, every solution of the given linear equation.
linear equation is a point on the graph of the linear equation.  Understand that the
 Standard form of a linear equation graph of linear equation
in two variables is always
 Frame a linear equation from a given situation.
a straight line.
 Graph of linear equation.
 Understand that the
 Equations of lines parallel to the x-axis and y-axis.
equation of a line parallel
 Geometrical representation of solution linear equation in
to x-axis is y=band the
(i) one variable E.G. 2X + 5 =0
equation of line parallel
(ii) two variables
to y-axis is x=a.
Solution of equation in two variable on Number Line  A solution of a linear
2X + 5 = 0 equation in one variable
form can be represented
as a point on number line
and the solution of linear
equation in two variables
form can be represented
as a line in Cartesian
plane.

REMARKS/ SUGGESTIONS……………………………………………………………………………………….

……………………………………………………………………………………………………………………………….
Kendriya Lesson
Date of Commencement …………………………….. [A] Planning Format Annexure – 1
Expected date of completion ………………………... Lesson : a) Linear Equations In Two
Actual date of Completion… …………………………. Variables

Teaching learning activities planned for achieving Assessment

the TLO using suitable resources and classroom Strategies Planned
management strategies
 Illustrate with examples how to write the  Portfolio CW & HW
equations in the form 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0 and (Qns from exercises)
how to write the values of 𝑎, 𝑏 𝑎𝑛𝑑 𝑐. e.g.,  Revising problems from R D
2x = −3𝑦 + 5. Sharma
2x + 3𝑦 − 5 = O,Then 𝑎 = 2, 𝑏 = 3, 𝑐 = −5  MULTIPLE ASSESSMENT
‘ The length of a rectangle is 4 more than Oral Tests
thrice its breadth.’ MCQs
Let length=𝑥 and breadth=𝑦 then the equation CLASS TESTS
Draw a Graph of the Linear
is x = 3𝑦 + 4 → x − 3𝑦 − 4 = O
Equation in two
 Solution of linear equations in two variables
variables x + 2y = 6
x + 2y = 6

Sign. of the Teacher Sign. of the PRINCIPAL / VP

Name of the Teacher:
Designation :- TGT(MATH) Date:
Kendriya Lesson
Lesson : a) Introduction to Euclid’s Geometry
Date :-……………………….. Periods :_06
Class : IX ( NINTH ) Section :………….
Subject:- Maths

Gist Of The lesson Targeted Learning

(Focused skills/Competencies) Outcome (TLO)
 Euclid defined a point, a line and a plane, the definitions are not  To know the
accepted by mathematicians. Therefore , these times are known as history of
undefined.
Geometry and
 Axioms or postulates are the assumptions which are obvious
universal truths. They are not proved. the
 Theorems are statements which are proved , using definitions , mathematicians
axioms, previously proved statements and deductive reasoning. who developed
 Some of Euclid’s Axioms are : the results in
(1) Things which are equal to the same thing are equal to one Geometry.
another.  To know which
(2) If equals are added to equals , the wholes are equal.
are the
(3) If equals are subtracted from equals , the remainders are equal.
(4) Things which coincide with one another are equal to one another. definitions
(5) The whole is greater than the part . given by Euclid,
(6) Things which are double of the same things are equal to one what are
another. axioms and
(7) Things which are halves of the same things are equal to one postulates and
another.
how to
 Euclid’s postulates were distinguish
Postulate 1: A straight line may be drawn from any one point
to any other point.
them
Postulate 2: A terminated line can be produced indefinitely.  Understand the
Postulate 3: A circle can be drawn with any Centre and any radius. five postulates
Postulate 4: All right angles are equal to one another. and their
Postulate5: if a straight line falling on two straight lines makes applications
the interior angles on the same side of it taken together less than
 Understand the
two right angles, then the two straight lines, if produced
indefinitely, meet on that side on which the sum of angles is less
different
than two right angles. versions of 5th
 All the attempts to prove Euclid’s fifth postulate using the first 4 postulate and
postulates failed. But they led to the discovery of several other definition of
geometries, called non-Euclidean geometries. parallel lines.

REMARKS/
SUGGESTIONS………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………….
Kendriya Lesson
Date of Commencement …………………………….. [A] Planning Format Annexure – 1
Expected date of completion ………………………... Lesson : a) Introduction to Euclid’s
Actual date of Completion… …………………………. Geometry

Teaching learning activities planned for achieving the Assessment

TLO using suitable resources and classroom Strategies Planned
management strategies
 Let the children read the introduction given in NCERT  Portfolio C/W & H/W
book. Explain works and discoveries of different (Qns from exercises)
mathematicians like Pythagoras, Thales, Euclid etc.  Revising problems
 Explain the seven definitions given in the chapter in from R D Sharma
simple manner.  MULTIPLE
 Make the children understand the terms ‘Axioms’ ASSESSMENT
and ‘Postulates’. Postulates -- the assumptions Oral Tests
specific to geometry and Axioms—the assumptions MCQs
used in common not specific to geometry. CLASS TESTS
 Explain the seven axioms given in the chapter with
suitable examples.
 Explain the postulates with examples like ‘there is a
unique line that passes through two given points.

 5th postulate If <1 + <2 <180, then the lines meet on

that side.
 Explain the different versions with suitable figures
 Do the exercise problems by using appropriate
lemmas and postulates.


Sign. of the Teacher Sign. of the PRINCIPAL / VP

Name of the Teacher:
Designation :- TGT(MATH) Date:
Kendriya Lesson
Lesson : a) LINES AND ANGLES
Date :-……………………….. Periods :_10
Class : IX ( NINTH ) Section :………….
Subject:- Maths

Gist Of The lesson Targeted Learning Outcome

(Focused skills/Competencies) (TLO)
 If a ray stands on a line, then the sum of the two  Understand the basic terms
adjacent angles so formed is 180° and vice-versa. like angles and different
This property is called as the Linear pair axiom . types of angles, pairs of
 If two lines intersect each other, then the angles and their properties
vertically opposite angles (V.O.A.)are equal.  Understand the linear pair
 If a transversal intersects two parallel lines, then axiom that Linear pairs are
(i) Each pair of corresponding angles is equal, supplementary and if
(ii) Each pair of alternate interior angles is equal, two adjacent angles are
(iii)Each pair of interior angles on the same side supplementary then they
of the transversal is supplementary. are linear pairs.
 If a transversal intersects two lines such that ,  Vertically opposite angles
either are always equal
(i) Any one pair of corresponding angles is equal ,  Understand the properties
or of angles formed by a
(ii) Any one pair of alternate interior angles is transversal on two parallel
equal , or lines.
(iii)Any one pair of interior angles on the same  Understand the angle sum
side of the transversal is supplementary, then property that the sum of
the lines are parallel. the three angles of a
triangle is 180°.
 Lines which are parallel to a given line are parallel  The exterior angle property
to each other . is that the exterior angle of
 The sum of the three angles of a triangle is 180°. a triangle is the sum of the
opposite interior angles.
 If a side of a triangle is produced , the exterior
angle so formed is equal to the sum of the two
interior opposite angles.

REMARKS/
SUGGESTIONS………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………….
Kendriya Lesson
Date of Commencement …………………………….. [A] Planning Format Annexure – 1
Expected date of completion ………………………... Lesson : a) LINES AND ANGLES
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO Assessment

using suitable resources and classroom management Strategies Planned
strategies
 Show various types of angles by drawing them on the black  Sub. Erichment
board. Lab Activity:-
Verify the angle
sum property of
a triangle by
Then
cutting and
∠AOB + ∠BOC = 180° pasting.
 Portfolio C/W &
H/W (Qns from
exercises)
 Revising
problems from R
∠AOB &∠BOC are
D Sharma
then ∠AOD = ∠BOC and ∠PQR & ∠RQS are  MULTIPLE
∠AOC = ∠ BOD Adjacent Linear Pair
ASSESSMENT
 Show the properties of linear pairs and the property of Oral Tests
vertically opposite angles in different problems. MCQs
CLASS TESTS

Corresponding Angles
∠ 2=∠4 and ∠3 = ∠5 and
∠1 =∠ 6 ; ∠2 = ∠5; ∠4 =∠7 ; ∠3 =∠8 ∠1 +∠2+∠3 = 180°
Alternate Interior Angles ∠1 + ∠2 +∠3 = 180°, then
∠1 + ∠4 +∠5 = 180° ∠3 = 180° - (∠1+∠2)
∠4 =∠5 ; ∠3 =∠6 ……….. ∠3+∠4 = 180° - (∠1+∠2)
CO INTERIOR ANGLES OF THE SAME SIDE +∠4 = 180°
∠ 4 + ∠6 = 180° AND ∠ 3 +∠ 5 = 180° ∠4 = ∠1 + ∠2

Sign. of the Teacher Sign. of the PRINCIPAL / VP

Name of the Teacher:
Designation :- TGT(MATH) Date:
Kendriya Lesson
Lesson : a) TRIANGLES
Date :-……………………….. Periods :_12
Class : IX ( NINTH ) Section :………….
Subject:- Maths

Gist Of The lesson Targeted Learning

(Focused skills/Competencies) Outcome (TLO)
 Two figures are congruent, if they are of the same shape  Recollect the concept
and of the same size. of congruence in
 Two circles of the same radii are congruent. triangles from class
 Two squares of the same sides are congruent. VII.
 To understand how to
 If two triangles ABC and PQR are congruent under
verify the congruency
the correspondence A←→ P, B←→ Q and C←→ R,
of triangles.
then symbolically, it is expressed as ∆ ABC ≅ ∆ PQR.  Understand that if two
 If two sides and the included angle of one triangle are equal sides and the included
to two sides and the included angle of the other triangle, angle in a triangle are
then the two triangles are congruent (SAS Congruence respectively equal to
two sides and the
Rule).
included angle then
 If two angles and the included side of one triangle are equal the triangles are
to two angles and the included side of the other triangle, congruent.
then the two triangles are congruent (ASA Congruence  To understand and
Rule). learn the proof of the
 If two angles and one side of one triangle are equal to two ASA congruence rule.
angles and the corresponding side of the other triangle, Also how to apply the
then the two triangles are congruent (AAS Congruence rule in different
Rule). problems.
 Angles opposite to equal sides of a triangle are equal.  To understand that if
 Sides opposite to equal angles of a triangle are equal. in a triangle two sides
are equal then the
 Each angle of an equilateral triangle is of 60°.
angles opposite to
 If three sides of one triangle are equal to three sides of them are also equal
the other triangle, then the two triangles are congruent  Also if two angles in a
(SSS Congruence Rule). triangle are equal the
 If in two right triangles, hypotenuse and one side of a triangle sides opposite to them
are equal to the hypotenuse and one side of other triangle, are also equal.
then the two triangles are congruent (RHS Congruence Rule).
 In a triangle, angle opposite to the longer side is
larger (greater) and vice versa.
 Sum of any two sides of a triangle is greater than the
third side.

REMARKS/
SUGGESTIONS……………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………
Kendriya Lesson
Date of Commencement …………………………….. [A] Planning Format Annexure – 1
Expected date of completion ………………………... Lesson : a) TRIANGLES
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO Assessment

using suitable resources and classroom management Strategies Planned
strategies
 Define the congruence in figures and then explain the  Sub. Erichment
congruence of triangles. Lab Activity:-
Two triangles are  Verify the angle
sum property of a
congruent if
triangle by cutting
≅ and pasting.
(i) their corresponding angles are equal  Portfolio C/W &
(ii) their corresponding sides are equal H/W (Qns from
The corresponding parts are also called CPCT exercises)
 Show the congruence of different triangles in different  Revising problems
problems in the text book. By using from R D Sharma
 MULTIPLE
SAS congruence rule ASSESSMENT
 ≅ Oral Tests MCQs
CLASS TESTS

 ≅
 ASA congruence rule
∠B is the largest angle

 ≅ so that AC is the
longest side and vice
SSS congruence rule
In ∆ABC , AB = AC ,then versa
∠B =∠C AB+AC>BC

≅
RHS congruence rule
If in ∆ABC , ∠B =∠C, then
AB = AC
AB+BC>AC
AC+BC>AB

Sign. of the Teacher Sign. of the PRINCIPAL / VP

Name of the Teacher:
Designation :- TGT(MATH) Date:
Kendriya Lesson
Lesson : a) Quadrilaterals
Date :-……………………….. Periods :_12
Class : IX ( NINTH ) Section :………….
Subject:- Maths

Gist Of The lesson Targeted Learning Outcome

(Focused skills/Competencies) (TLO)
 Understand that what are
 Area of a figure is a number (in some unit ) associated with quadrilaterals, types of
the part of the plane enclosed by that figure. quadrilaterals and types
 Two congruent figures have equal areas but the converse of parallelograms.
need not be true.
 The sum of the angles of
 If a planar region formed by a figure T is made up of two
a quadrilateral is 360°.
non – overlapping planar regions formed by figures P and
Q , then ar(T)=ar(P)+ar(Q), where ar(X) denotes the area of  Understand the theorem ‘
figure X. a diagonal divides a
 Two figures are said to be on the same base and between parallelogram into two
the same parallels, if they have a common base(side)and congruent triangles’. By
the vertices ,(or the vertex) opposite to the common base applying the theorem
of each figure lie on a line parallel to the base. derive all other properties
 Parallelograms on the same base (or equal bases) and of parallelogram.
between the same parallels are equal in area.  Understand the theorem ‘
 Area of a parallelogram is the product of its base and the a diagonal divides a
corresponding altitude. parallelogram into two
 Parallelograms on the same base (or equal bases) and congruent triangles’. By
having equal areas lie between the same parallels.
applying the theorem
 If a parallelogram and a triangle are on the same base and
derive all other properties
between the same parallels, then area of the triangle is
half the area of the parallelogram. of parallelogram.
 Triangles on the same base (or equal bases) and between  Understand the property of
the same parallels are equal in area. a triangle that the line
 Area of a triangle is half the product of its base and the segment joining the mid-
corresponding altitude. points of two sides of a
 Triangles on the same base (or equal bases) and having triangle is always parallel
equal areas lie between the same parallels. to the third side and its
 A median of a triangle divides it into two triangles of equal length is half of the third
areas. side.

REMARKS/
SUGGESTIONS……………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….
Kendriya Lesson
Date of Commencement …………………………….. [A] Planning Format Annexure – 1
Expected date of completion ………………………... Lesson : a) Quadrilaterals
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO Assessment Strategies
using suitable resources and classroom management Planned
strategies
 Explain the types of quadrilaterals and parallelograms  Sub. Erichment
by drawing them on the black board. Lab Activity:-
1- Verify that a
diagonal divides a
parallelogram in to
two congruent
triangles.
2- To verify Mid
point Theorem.
 Portfolio C/W &
H/W (Qns from
exercises)
 Revising problems
from R D Sharma
 Explain the Mid Point Theorem.  MULTIPLE
A ASSESSMENT
D and E are the Mid-points of the
Oral Tests
sides AB and AC respectively then
MCQs
D E DE ǁ BC and 𝐷𝐸 = 𝐵𝐶 CLASS TESTS
2
The converse is ‘ if D is the midpoint
such that DE ǁ BC then E must be the
B C mid-point of AC.

Apply the theorems in different problems given in the text

book and make the children understand how to apply the
theorems in various situations.

Sign. of the Teacher Sign. of the PRINCIPAL / VP

Name of the Teacher:
Designation :- TGT(MATH) Date:
Kendriya Lesson
Lesson : a) Area of Parallelogram and Triangles
Date :-……………………….. Periods :_10
Class : IX ( NINTH ) Section :………….
Subject:- Maths

Gist Of The lesson Targeted Learning

(Focused skills/Competencies) Outcome (TLO)
 Area of a figure is a number (in some unit ) associated with  Understand which
the part of the plane enclosed by that figure. figures are aid to be
 Two congruent figures have equal areas but the converse figures on the same
need not be true. base and between
the same parallels.
 If a planar region formed by a figure Tis made up of two non-
 Understand that
overlapping planar regions formed by figures P and Q, then
two parallelograms
AR(T)= AR(P)+AR(Q), where AR(X)denotes the area of figure X. on the same base
 Two figures are said to be on the same base and between the and between the
same parallels, if they have a common base (side) and the same parallels are
vertices, (or the vertex) opposite to the common base of each equal in area.
figure lie parallel to the base.  Able to apply this
 Parallelogram on the same base (or equal bases) and theorem to find the
between the same parallels are equal in area. formula for finding
 Area of a parallelogram is the product of its base and the area of a
the corresponding altitude. parallelogram and
area of a triangle.
 Parallelograms on the same base (or equal bases) and
 Understand the
having equal area lie between the same parallels.
property that two
 If a parallelogram and a triangle are on the same base and triangles on the
between the same parallels, then area of the triangle is half same base and
the area of the parallelogram. between the same
 Triangles on the same base (or equal bases) and between parallels are equal
the same parallels are equal in area. in area and if two
 Area of a triangle half the product of its base and triangles on the
the corresponding altitude. same base and with
 Triangles on the same base (or equal bases) and having equal equal area lie
areas lie between the same parallels. between the same
parallels
 A median of a triangle divides it into two triangles of
equal areas.

REMARKS/
SUGGESTIONS………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………..
Kendriya Lesson
Date of Commencement …………………………….. [A] Planning Format Annexure – 1
Expected date of completion ………………………... Lesson : a) Area of Parallelogram and
Actual date of Completion… …………………………. Triangles

Teaching learning activities planned for achieving the TLO Assessment

using suitable resources and classroom management Strategies Planned
strategies
 Figures on the same base only.  Sub. Erichment
Lab Activity:-
Verify that :
(a) Area of ∥g𝑚
on the same
base and
 Figures between the same parallel lines between same
 A diagonal of a parallelogram divides it into two triangles ∥s are equal .
of equal areas. (b) Area of 𝗈s
 Relationship between the areas of two parallelogram on on the same
the same base and between the same parallel lines base and
between same
∥s are equal.
 Portfolio C/W
 Two triangles on the same base and between same parallel & H/W (Qns
lines are equal in areas from exercises)
 A median of a triangle divides it into two triangles of equal  Revising
area. problems from
R D Sharma
 MULTIPLE
ASSESSMENT
Oral Tests
MCQs

If a triangle and a parallelogram are on the same base and

between the same parallels, then prove that the area of the
triangle is equal to half the area of the parallelogram.

Sign. of the Teacher Sign. of the PRINCIPAL / VP

Name of the Teacher:
Designation :- TGT(MATH) Date:
Kendriya Lesson
Lesson : a) CIRCLES
Date :-……………………….. Periods :_12
Class : IX ( NINTH ) Section :………….
Subject:- Maths

Gist Of The lesson Targeted Learning

(Focused skills/Competencies) Outcome (TLO)
 A circle is the collection of all points in a plane, which are  Understand the basic
equidistant from a fixed point in the plane. terms related with
 The perpendicular from the Centre of a circle to a chord bisects circles
the chord.  Understand the
 There is one and only one circle passing through three non- theorem that the equal
collinear points. chords make equal
 If two arcs of a circle are congruent , then their corresponding angles at the centre.
chords are equal and conversely if two chords of a circle are  Understand the
equal, then their corresponding arcs (minor , major) are perpendicular from the
congruent. centre to a chord will
 Congruent arcs of a circle subtend equal angles at the Centre. bisect it
 Angles in the same segment of a circle are equal.  Able to apply the result
 Angle in a semicircle is a right circle. in problems
 The sum of either pair of opposite angles of a cyclic  Understand that there is
quadrilateral is 180°. a unique circle through
 If sum of a pair of opposite angles of a quadrilateral is 180°, the three given points.
quadrilateral is cyclic.  Also understand that
 Equal chords of a circle (or of congruent circles )subtend equal equal chords are
angles at the Centre. equidistant from the
 If the angles subtended by two chords of a circle (or of centre
congruent circles ) at the Centre (corresponding Centre’s) are  Understand that the
equal, the chords are equal. angle subtended by an
 The line drawn through the Centre of a circle to bisect a chord arc at the centre is
is perpendicular to the chord. double the angle
 Equal chords of a circle (or of congruent circles ) are equidistant subtended by the arc at
from the Centre ( or corresponding Centre’s). a point on the other
 Chords equidistant from the Centre ( or corresponding Centre’s) side of the circle.
of a circle (or of congruent circles ) .  Understand the
 The angle subtended by an arc at the Centre is double the angle necessary and sufficient
subtended by it at any point on the remaining part of the circle. conditions of a cyclic
 If a line segment joining two points subtends equal angles at quadrilaterals
two other points lying on the same side of the line containing

REMARKS/
SUGGESTIONS………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………….
Kendriya Lesson
Date of Commencement …………………………….. [A] Planning Format Annexure – 1
Expected date of completion ………………………... Lesson : a) CIRCLES
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO Assessment Strategies
using suitable resources and classroom management Planned
strategies
 Demonstrate the terms, centre, radius, diameter,  Sub. Erichment
chords Arcs, Sectors Segment etc by showing them on Lab Activity:-
the figure drawn on the board. To verify that the
Angle subtended
by an arc at the
Centre of Circle is
double the angle it
subtends at any
point on the
remaining part of
the circle.
 Portfolio C/W &
H/W (Qns from
exercises)
 Demonstrate the property that there is a unique circle  Revising problems
passing through three given points. from R D Sharma
 Cyclic quadrilateral ⇒All the four vertices lie on the  MULTIPLE
same circle. ASSESSMENT
 The Angle x subtended at the centre of a circle by an Oral Tests MCQs
arc is twice the size of the angle on the circumference CLASS TESTS
subtended by the same arc. Cross Word Puzzle

Sign. of the Teacher Sign. of the PRINCIPAL / VP

Name of the Teacher:
Designation :- TGT(MATH) Date:
Kendriya Lesson
Lesson : a) Constructions
Date :-……………………….. Periods :_10
Class : IX ( NINTH ) Section :………….
Subject:- Maths

Gist Of The lesson Targeted Learning

(Focused skills/Competencies) Outcome (TLO)
 To construct the bisector of a given angle ABC .  To construct the
 To construct the perpendicular bisector of a given line bisector of a given
segment. angle.
 To construct an angle of 600.  To construct the
 To draw a triangle whose base , base angle and the sum of perpendicular
the other two sides. bisector of a given
 To construct a triangle given its base, a base angle and the line segment
difference of the other two sides.  To construct an
 To construct a triangle, given its perimeter and its two angle of 600.
base angles.  To draw a triangle
whose base , base
angle and the
sum of the other
two sides.
 To construct
∆𝐴𝐵𝐶 with BC, <B
and AB-AC or AC-
Diagrammatic Skill -- Drawing , understanding , Proper AB are given
handling of geometric instruments ( i.e., ruler and  To construct a
compasses ), Rough Sketching. triangle ABC with
AB+BC+AC and <B
and <C are given

REMARKS/
SUGGESTIONS……………………………………………………………………………………….

……………………………………………………………………………………………………………………………….
Kendriya Lesson
Date of Commencement …………………………….. [A] Planning Format Annexure – 1
Expected date of completion ………………………... Lesson : a) Constructions
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO Assessment Strategies
using suitable resources and classroom management Planned
strategies
 To construct the bisector of a given angle ABC .  Portfolio C/W &
H/W (Qns from
exercises)
 Revising problems
from R D Sharma
 MULTIPLE
 To construct a triangle, given its perimeter and its two ASSESSMENT
base angles. Given the base angles, say ∠ B and ∠ C Oral Tests
and BC + CA + AB, you have to construct the triangle MCQs
ABC. CLASS TESTS
 To construct the
perpendicular
bisector of a given
line segment.

 To construct a triangle given its base, a base angle and

the difference of the other two sides.
Case (i) : Let AB > AC that is AB – AC is given.
Case (ii) : Let AB < AC that is AC – AB is given.

Sign. of the Teacher Sign. of the PRINCIPAL / VP

Name of the Teacher:
Designation :- TGT(MATH) Date:
Kendriya Lesson
Lesson : a) HERON’S FORMULA
Date :-……………………….. Periods :_8
Class : IX ( NINTH ) Section :………….
Subject:- Maths

Gist Of The lesson Targeted Learning

(Focused skills/Competencies) Outcome (TLO)
 To understand the area
 Area of a triangle with the three sides a, b and c is of triangle
1
calculated by using Heron’s formula stated as = × base × height
2
 To understand the
A formula, area of a
triangle =
Area of a triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
 To understand how to
√𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐), apply the Heron’s
c b formula in finding the
where 𝑠 = 𝑎+𝑏+𝑐 area of quadrilaterals.
2
which is called the semi
perimeter .
B a C

 Area of a quadrilateral whose sides and one diagonal

are given , can be calculated by dividing the
quadrilateral into two triangles and using the Heron’s
formula.
A quadrilateral ABCD where
AB=m3 cm, BC= 4 cm, CD=
4cm, DA= 5cm and AC= 5cm.

Area of ABCD = Area of ABC +

area of ADC

REMARKS/
SUGGESTIONS……………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….
Kendriya Lesson
Date of Commencement …………………………….. [A] Planning Format Annexure – 1
Expected date of completion ………………………... Lesson : a) HERON’S FORMULA
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO Assessment Strategies
using suitable resources and classroom management Planned
strategies
√3
 Derive the area of an equilateral triangle = 𝑎2  Portfolio C/W &
4 H/W (Qns from
where 𝑎 is the side of the equilateral triangle.
exercises)
𝑎+𝑎+𝑎 3𝑎
For an equilateral Triangle 𝑠 = =  Revising problems
2 2 from R D Sharma
Now by Heron’s formula  MULTIPLE
Area of a triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐), ASSESSMENT
= √𝑠(𝑠 − 𝑎)(𝑠 − 𝑎)(𝑠 − 𝑎), = (𝑠 − 𝑎) √𝑠(𝑠 − 𝑎) Oral Tests
MCQs
3𝑎 3𝑎 3𝑎 3𝑎−2𝑎 3𝑎 3𝑎−2𝑎 CLASS TESTS
= ( 2 − 𝑎) √ 2 ( 2 − 𝑎) = ( 2 ) √ 2 ( 2 )

= (𝑎 ) √3𝑎 (𝑎)
2 2 2 a a
𝑎 𝑎 𝑎2
= x x √3 = √3
2 2 4
√3
= 4
𝑎 2

a
Find the Area of the following figures.

Sign. of the Teacher Sign. of the PRINCIPAL / VP

Name of the Teacher:
Designation :- TGT(MATH) Date:
Kendriya Lesson
Lesson : a) SURFACE AREA AND VOLUMES
Date :-……………………….. Periods :_15
Class : IX ( NINTH ) Section :………….
Subject:- Maths

Gist Of The lesson Targeted Learning

(Focused skills/Competencies) Outcome (TLO)
 To understand the
Lateral Surface Area(LSA) = 2lh+2b = 2( l + b ) h formula for finding
= perimeter of base × height the surface area of a
Total Surface Area (TSA) = 2lb+2lh+2bh
= 2(lb+lh+bh)
cuboid = 2(lb+lh+bh)
Volume = base area ×height =l x b x h = lbh and surface area of a
 cube = 6a2

 Volume = a3
Lateral Surface Area (LSA) = 4 (side)² = 4 ( l ) ²
Total Surface Area (TSA) = 6 (side) = 6 ( l )²  To understand the
Volume = (side) = ( l )³ formula for finding
the total surface area
Total base area =2 x 𝜋𝑟2, = 2πr(r+h)
Curved Surface Area ( CSA ) = 2𝜋𝑟ℎ,  Volume = 𝜋𝑟2ℎ
Total Surface Area (T S A )
= 2𝜋𝑟2 + 2𝜋𝑟ℎ = 2𝜋𝑟(𝑟 + ℎ)
 To understand the
Volume of cylinder = base area ×height formula for finding
= 𝜋𝑟2ℎ the area = πr(r+l)
1
 Volume = 𝜋𝑟2ℎ
3
Total Surface Area (T S A ) = 4𝜋𝑟2 and
 To understand the
4
Volume = 𝜋𝑟 3
formula for finding
3
the area of sphere =
Base area = 𝜋𝑟2,
= 4πr^2, and area of
C S A = ½ Circumference x slant height. hemisphere = 3πr^2
1
= 2𝜋𝑟 × 𝑙 = 𝜋𝑟𝑙  Volume of sphere =
2
T S A = 𝜋𝑟2 + 𝜋𝑟𝑙 = 𝜋𝑟(𝑟 + 𝑙) 4/3 πr^3
Volume =  And volume of
1
𝑜𝑓 𝑣𝑜𝑙𝑢𝑚e 𝑜𝑓 𝑟e𝑠𝑝e𝑐𝑡i𝑣e 𝑐𝑦𝑙i𝑛𝑑e hemisphere = 2/3
3
1 πr^3
= 𝜋𝑟2ℎ
3

REMARKS/
SUGGESTIONS…………………………………………………………………………………………………….….

……………………………………………………………………………………………………………………………….
Kendriya Lesson
Date of Commencement …………………………….. [A] Planning Format Annexure – 1
Expected date of completion ………………………... Lesson : a) SURFACE AREA AND VOLUMES
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO Assessment

using suitable resources and classroom management Strategies Planned
strategies
 Portfolio C/W &
Exercise 13.1 Q3. A toy is in the form H/W (Qns from
of a cone of radius 3.5 cm mounted on a exercises)
hemisphere of same radius. The total height  Revising problems
of the toy is 15.5 cm. Find the total surface
from R D Sharma
area of the toy.
 MULTIPLE
 ASSESSMENT
Exercise 13.2 Q2. Rachel, an Oral Tests
engineering student, was asked to make a MCQs
model shaped like a cylinder with two cones CLASS TEST
attached at its two ends by using a thin
aluminum sheet. The diameter of the model is
3 cm and its length is 12 cm. if each cone has a
height of 2 cm, find the volume of air contained
in the model that Rachel made. (Assume the
outer and inner dimensions of the model to be
nearly the same.)

Exercise 13.3
Q7. Water in canal,
6 m wide and 1.5 m
deep, is flowing with Hemisphere
a speed of 10 km/h.
Total Surface Area
how much area will
(T S A ) = 3𝜋𝑟2
it irrigate in 30
minutes, if 8 cm of and
2
standing water is Volume = 𝜋𝑟3
3
needed?

Sign. of the Teacher Sign. of the PRINCIPAL / VP

Name of the Teacher:
Designation :- TGT(MATH) Date:
Kendriya Lesson
Lesson : a) STATISTICS
Date :-……………………….. Periods :_8
Class : IX ( NINTH ) Section :………….
Subject:- Maths

Gist Of The lesson Targeted Learning

(Focused skills/Competencies) Outcome (TLO)
 Facts or figures, which are numerical or other wise , collected with a  To understand the
definite purpose in mind is called a Data. Data is the plural form of terms which are
the Latin word datum. learned in the lower
 Statistics deals with collection, organization, analysis and interpretation classes
Of data.  To understand the
 Types of Data ; Primary Data & Secondary Data. concept of a data and
 Primary Data: The data collected by the investigator himself or herself how the data is
with a definite objective is called a Primary Data. collected ?
 Secondary Data : The data collected by some other person or source and  To understand how a
is used by a different person is called a Secondary Data. data can be collected
 Data can be presented graphically in the form of bar graphs , in the form of raw
histograms and frequency polygons. data.
 The three Measures Of Central Tendencies for Ungrouped Data are ;  To prepare the
Mean , Median and Mode. ungrouped frequency
table by using tally
MEAN of ungrouped data: marks
 . To understand the
𝑠𝑢𝑚 𝑜𝑓 𝑎𝑙𝑙 𝑜𝑏𝑠e𝑟𝑣𝑎𝑡i𝑜𝑛𝑠 how to preparation of
x̅ = Mean = 𝑛𝑜.𝑜𝑓 𝑎𝑙𝑙 𝑜𝑏𝑠e𝑟𝑣𝑎𝑡i𝑜𝑛𝑠 a grouped frequency
(x1 + x2 + x3 +⋯ ..............+ x𝑛 ) table.
x̅ = 𝑛  To understand how to
draw a bar graph and a
histogram.
 To verify which graph
is suitable for the given
data.
 To understand how to
draw frequency
polygon from the
histogram and without
drawing histogram.
 To understand how to
find the mean median
and mode of a given
 Mode is the most frequently occurring observation. data.

REMARKS/
SUGGESTIONS………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………
Kendriya Lesson
Date of Commencement …………………………….. [A] Planning Format Annexure – 1
Expected date of completion ………………………... Lesson : a) STATISTICS
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO Assessment Strategies
using suitable resources and classroom management Planned
strategies
Drawing Of Bar Graph, Histogram And Frequency  Sub. Erichment
Polygon. Lab Activity:-
Draw the histograms
for classes of equal
widths and varying
widths.
 Portfolio C/W &
H/W (Qns from
exercises)
 Revising problems
from R D Sharma
 MULTIPLE
ASSESSMENT
Oral Tests
MCQs
CLASS TESTS
Work sheet
Data Collection

Sign. of the Teacher Sign. of the PRINCIPAL / VP

Name of the Teacher:
Designation :- TGT(MATH) Date:
Kendriya Lesson
Lesson : a) Probability
Date :-………………………..
Class : IX ( NINTH ) Section :…………. Periods :_ ………………
Subject:- Maths

Gist Of The lesson Targeted Learning

(Focused skills/Competencies) Outcome (TLO)
 Understands the
 In mathematics there is difference between chance concept of probability
and probability. Chance is measured in percentage and and the terms used.
probability is measured in numbers(fractions).  Can do the activity of
throwing a dice or
tossing the coin and
calculate the
probability.
 Be able to calculate
probality of an event.


 Even chance means Equally likely Chance.

 An event for an experiment is the collection of some
outcomes of the experiment.
 EVENT  OUTCOMES
 Tossing the coin  Heads and Tails
 Throwing a dice  1,2,3,4,5and 6
 A trial is an action which results in one or several
outcomes.
 The empirical (or experimental) probability P(E) of an
event E is given by
 𝑁𝑢𝑚𝑏e𝑟 of 𝑡𝑟i𝑎𝑙𝑠 i𝑛 wℎi𝑐ℎ 𝐸 ℎ𝑎𝑠 ℎ𝑎𝑝𝑝e𝑛e𝑑
P(E) = 𝑇o𝑡𝑎𝑙 𝑁𝑢𝑚𝑏e𝑟 of 𝑇𝑟i𝑎𝑙𝑠.
 The Probability of an event lies between 0 and 1.
(0 and 1 inclusive ).
Probability of an impossible event is 0.
The probability of a sure event (or certain event) is 1.
P( 𝐸1 ) + P( 𝐸2 ) + ………………..+ P (𝐸𝑁 ) = 1

REMARKS/
SUGGESTIONS……………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………
Kendriya Lesson
Date of Commencement …………………………….. [A] Planning Format Annexure – 1
Expected date of completion ………………………... Lesson : a) Probability
Actual date of Completion… ………………………….

Teaching learning activities planned for achieving the TLO Assessment Strategies
using suitable resources and classroom management Planned
strategies
 A coin is tossed 1000 times with the following  Sub. Erichment
frequencies: Head : 455, Tail : 545 Lab Activity:-
Compute the probability for each event. To find
Experimental
 Two coins are tossed simultaneously 500 times, and we probability of each
get out come of a die
 Two heads : 105 times when it is thrown a
One head : 275 times large number of
No head : 120 times times.
Find the probability of occurrence of each of these
 Portfolio C/W and
events.
H/W (Qns from
 A die is thrown 1000 times with the frequencies for the
exercises)
outcomes 1, 2, 3, 4, 5 and 6 as given in the following  Revising problems
table : from R D Sharma
 MULTIPLE
ASSESSMENT
Oral Tests
MCQs
CLASS TESTS
Work sheets.
 Find the probability of getting each outcome.

 Practice exercise of text book Questions.

Sign. of the Teacher Sign. of the PRINCIPAL / VP

Name of the Teacher:
Designation :- TGT(MATH) Date: