CHOITHRAM SCHOOL, MANIK BAGH, INDORE

ANNUAL CURRICULUM PLAN SESSION 2020 – 2021

CLASS: X
SUBJECT: MATHEMATICS
Cha Them Learning Objectives
Month pter e/
Activities and
/No.of Day Sub Subject Specific Behavioural Expected Learning Outcomes Assessment
Resources
days s Them (Content Based) (Application Based)
e
Students will be able to find Students will be able to: 1. Activity on Students would be able to find :- Assessment
1. LCM and HCF of the pair of numbers 1. Through the problems on HCF Euclid’s 1. LCM and HCF of the pair of numbers and will be done
and to verify the formula and LCM they will develop division to verify the formula on the basis
2. HCF using Euclid’s division lemma, logical thinking and decision Lemma and 2. HCF using Euclid’s division lemma. of decided
March 3. Relation between HCF and LCM making skills. their HCF 3. Relation between HCF and LCM Rubrics.
2days 4. Euclid’s division algorithm and 2. Through decimal expansion of 2. Activity on 4. Euclid’s division algorithm and fundamental
fundamental real numbers they will learn to H.C.F and theorem of arithmetic.
theorem of arithmetic visualize and predict the L.C.M 5. Irrational numbers and its decimal
5. Irrational numbers and its decimal behavior of the number expansion.
6 Real expansion. 6.Through the problems on HCF and LCM they
numb N.C.E.R.T will
ers develop logical thinking and decision making
skills.
7.Through decimal expansion of real numbers
they will
April learn to visualize and predict the behavior of
4 days the
number.

Students will be able Students will be able Consider the Students would be able Assessment
Polyn 1. To tell the possible number of zeroes for a 1. .In physics to measure of given algebraic 1. To tell the possible number of zeroes for a will be done
April omial given polynomial. acceleration or to express energy expression, given polynomial. on the basis
8 days s 2. To understand and verify the relationship and to understand projectile 4x³ + 3x² - 5x – 6 2. To find zeros of linear, quadratic and cubic of decided
1. between Zeroes and coefficients of a motion. then write various polynomial algebraically. Rubrics
Polynomial 2. To understand where the curve terms of 3. To understand and verify the relationship
 3. To understand and verify the relationship will change its direction polynomial. between Zeroes and coefficients of a
between Zeroes and coefficients of a polynomial
polynomial 4. To understand the geometrical meaning of
4. To understand the geometrical meaning of N.C.E.R.T zeroes and to read zeroes of a polynomial
10 zeroes and to read zeroes of a polynomial from given graph.
from given graph. 5. To find the polynomial when zeroes are
5. To find the polynomial when zeroes are known.
known 6. To divide a polynomial of higher order by a
6. To divide a polynomial of higher order by polynomial of equal or lower order.
a polynomial of equal or lower order. 7. To express the division of two polynomials
7. To express the division of two using division algorithm.
polynomials using division algorithm. 8. To find the remaining zeroes of the given
8. To find the remaining zeroes of the given polynomial
polynomial 9. To learn in physics to measure of
acceleration or to express energy and to
understand projectile motion.
10. To understand where the curve will change
its direction
Students will be able Students will attain To obtain the Students would be able to Assessment
1. Generate linear equation from word 1. If two unknown quantities are to conditions for 1. Generate linear equation from word will be done
problem. be evaluated then we necessarily consistency or problem. on the basis
Pair 2. Verify that given system of linear equation need to have two conditions/ inconsistency of 2. Verify that given system of linear equation of decided
of consistent or inconsistent criteria related to them given pairs of consistent or inconsistent s Rubrics.
Linear 3. Understand the concept of pair of linear 2. .They can formulate the pair of linear equations 3. Understand the concept of pair of linear
April
9days
equati equations and it’s reducible form equations in two variables and in two variables equations and it’s reducible form
ons in (simultaneous equation). consequently solve them. by graphical (simultaneous equation).
two 4. Form equations and solve them 3. for example situations based on method. 4. Form equations and solve them graphically
variab graphically and algebraically. Measurements, angles of and algebraically.
les 5. Plot the lines representing the linear polygon, Cost of articles, Profit 5. Plot the lines representing the linear
9 equations of given system on same plane. loss, discount , speed distance, N.C.E.R.T equations of given system on same plane.
 time and work, height and 6. Understand that If two unknown quantities
 distance and financial budget. are to be evaluated then we necessarily need
to have two conditions/ criteria related to
them.
7. They can formulate the pair of equations in
two variables and consequently solve
them.For example situations based on
Measurements, angles of polygon, Cost of
articles, Profit loss, discount , speed
distance, time and work, height and
distance and financial budget.

Students will be able to: Students will be able to: School swimming Students would be able to Assessment
1. Define quadratic equation. 1. Practice of topics of quadratic pool dimension 1. Define quadratic equation. will be done
2. Give/ Check the Standard Form of a equation helps students to think will be given and 2. Give/ Check the Standard Form of a on the basis
Quadratic Equation logically. various questions Quadratic Equation of decided
3. Understand and apply the concept of 2. Student can calculate average will be asked. 3. Understand and apply the concept of Rubrics.
quadratic equation in daily life. speed of a moving object (cycle, quadratic equation in daily life.
4. Represent a given situation in the form of motorboat) without speedometer 4. Represent a given situation in the form of
quadratic equation 3. Quadratic equations are often N.C.E.R.T quadratic equation
5. Find the roots of a quadratic equation by the first problems student 5. Find the roots of a quadratic equation by
Quadr
June factorization encounter that has multiple factorization
atic
10 days 10 6. Find the nature of roots or the solution of a solutions (one or none). 6. Find the nature of roots or the solution of a
Equati
quadratic equation using the quadratic quadratic equation using the quadratic
ons
formula formula
7. Practice of topics of quadratic equation
helps students to think logically.
8. Student can calculate average speed of a
moving object (cycle, motorboat) without
speedometer
9. Quadratic equations are often the first
problems student encounter that
has multiple solutions (one or none)
 Students will be able to Students will be able to 1. From given Students would be able to:
1 Understand the concepts of given pattern 1. Visualize and create various pattern find 1 Understand the concepts of given pattern as
as sequence patterns. A.P. sequence
2 Identify if a given series of numbers 2. Calculate the amount he’ll 2. To construct 2 Identify if a given series of numbers form
form an arithmetic progression or AP receive on a particular sum after A.P. from an arithmetic progression or AP.
3 Find the first term and the common n number of years. They will given 3 Find the first term and the common
June difference of a given AP. develop estimation. parameter. difference of a given AP.
Arith
7days 4 Understand the general term of an A.P 3. Question on 4 Understand the general term of an A.P.
metic
July 11 5 Write the specified term of an A.P. when daily life 5 Write the specified term of an A.P. when a,
Progr
4days a, n and d are known 4. Sum of n n and d are known.
ession
6 Derive the formula for the sum of the natural number 6 Derive the formula for the sum of the first n
first n terms of an AP 5. Sum of n odd terms of an AP.
7 Apply the formula to find the sum of the natural number. 7 Apply the formula to find the sum of the
first n terms of an AP. first n terms of an AP.
N.C.E.R.T 8 Represent situations from daily life by
using progressions.

Students will be able to, Students will be able to 1. Figures to Students would be able to: Assessment
1. Define Similarity and its Criteria. 1. Visualize and apply Reasoning. explain the 1. Define Similarity and its Criteria will be done
2. Differentiate between congruency and 2. Develop decision making and difference 2. Differentiate between congruency and on the basis
similarity. different approaches for solving between similarity. State and prove Basic of decided
3. State and prove Basic Proportionality problem congruency Proportionality theorem Rubrics.
theorem. and similarity. 3. State and prove Pythagoras theorem and its
Simila
4. State and prove Pythagoras theorem and 2. Justification of converse
r
its converse similar 4. State and prove Area Theorem
Trian
July 5. State and prove Area Theorem triangle. 5. Solve question based on the application of
gles
16 6. Solve question based on the application of 3. Verification of the above mentioned theorem.
days 16 the above mentioned theorem. BPT 6. Develop Reasoning, Visualizing & Decision
making (Activity)
N.C.E.R.T 7. Appreciate different approaches of solving
problem.
 To enable the students to understand and Students will attain following Activity on Students would be able to learn: Assessment
apply: 1. Rational thinking finding distance 1. Concept of Cartesian geometry will be done
1. Concept of Cartesian geometry 2. Logical Thinking from town A to 2. Distance between two points on the basis
2. Distance between two points 3. Appreciate different approach town B 3. Section formula of decided
Coord
July 3. Section formula for plane geometry 4. Area of triangle Rubrics.
inate
6 6 4. Area of triangle 5. Area of quadrilateral
Geom
days 5. Area of quadrilateral N.C.E.R.T 6. Rational thinking
etry
7. Logical Thinking
8. Appreciate different approach for plane
geometry

To enable the students to understand and Students will attain To verify T ratio Students would be able On the basis
Introd
apply. 1. Application of trigonometric for a particular 1. Understand the concept of trigonometry of decided
uction
Aug 1. T-Ratios ratios in a right triangle. angle in different 2. Understand and apply trigonometric ratios Rubrics.
to
12 12 2. Values of T-Ratios for some specific 2. Use of trigonometric identities triangle. of some specific angles
Trigo
days angles (0o, 30o, 45o, 60o, 90o) to prove other trigonometric 3. To apply trigonometric ratios of
nomet
3. Trigonometric Identities identities N.C.E.R.T complementary angles and trigonometric
ry
4. Applications of Trigonometric Identities identities
To enable the students to understand and 1. Student will be able to visualize the 1.student will Students would be able to learn / define / On the basis
apply situation. make a apply of decided
1. Line of sight 1. To calculate the heights and clinometers 1. Line of sight Rubrics.
2. Angle of elevation the lengths of objects (Like – 2.To find height 2. Angle of elevation
3. Angle of depression Tree, Pole, Water tank, of object using 3. Angle of depression
4. Heights and distances of objects using T – building etc.) Clinometers. 4. To analyze and visualize the given
Heigh Ratios 2. Team spirit (By using situation
Aug
t and clinometers Activity) 5. To draw the appropriate diagram
8
8 Distan N.C.E.R.T 6. To apply T – Ratios from the diagram
days
ce . 7. To calculate the heights/distances ofhe
given
objects
8. To decide (measure accurately) the
angles by
using clinometers
9. Team sprit & Estimation
Students will be able to, Students will be able to, 1. Relation Students would be able to, Assessment
1. Meaning of circle and various terms such 1. After getting the concept of between line 1. Define Meaning of circle and various terms will be done
Circle
as chord, diameter, centre, circumference, tangents student will think and circle for such as chord, diameter, centre, on the basis
s
segment, sector etc, Apply chord critically the application of these different cases circumference, segment and sector etc, of decided
properties for proof of further theorems in properties in their day to day life 2. Number of Apply chord properties for proof of further Rubrics.
 circles. like tangents to theorems in circles.
2. Define a tangent and recognize that a 2. In determining the best position two circles in 2. Define a tangent and recognize that a
tangent is perpendicular to the radius of a soccer player should be when different tangent is perpendicular to the radius of the
the circle at the point of tangency. parallel to the sidelines, to score categories circle at the point of tangency.
3. Explain there is only one tangent at a a goal. 3. To verify for 3. Explain there is only one tangent at a point
point of the circle. 3. Rotation of wheels on road. lengths of of the circle.
4. Define the point of contact of tangent 4. In building infrastructure roads tangents to a 4. Define the point of contact of tangent
5. Understand and Prove that two tangent to sidewalls pipe runs it is very circle. 5. Understand and Prove that two tangent to a
a circle from a common point outside the important to know where a point circle from a common point outside the
circle are equal. of tangent begins and the curve N.C.E.R.T. circle are equal.
Sep 10 6. Prove that the line joining the external ends. 6. Prove that the line joining the external
10 points to the centre of the circle bisect the 5. Tangent to a curve is used for points to the centre of the circle bisect the
days angle between the tangents. finding instantaneous velocity in angle between the tangents.
7. Explore properties of tangent and how physics 7. Explore properties of tangent and how they
they differ from secant. differ from secant.
8. Conceptualize that tangent to a circle is a 8. Conceptualize that tangent to a circle is a
special case of the secant, when the two special case of the secant, when the two end
end points of its corresponding chord points of its corresponding chord coincides.
coincides. 9. After getting the concept of tangents student
will think critically the application of these
properties in their day to day life like
10. In determining the best position a soccer
player should be when parallel to the
sidelines, to score a goal.
11. Rotation of wheels on road.
12. In building infrastructure roads sidewalls
pipe runs it is very important to know where
a point of tangent begins and the curve ends.
13. Tangent to a curve is used for finding
instantaneous velocity in physics
Students will be able to, Student will be able to Construction of Students would be able to, Assessment
1. Divide a line in the given ratio. 1. Achieve desired goal by similar triangles 1. Divide a line in the given ratio. will be done
2. Construct similar triangle with respect to systematic approach. & tangents to a 2. Construct similar triangle with respect to on the basis
Const the given ratio. 2. Develop their creativity as well circle under the given ratio. of decided
ructio 3. Construct a tangent to a point on the as imagination skills different cases. 3. Construct a tangent to a point on the circle. Rubrics.
ns circle. 3. Learn to do work with accuracy 4. Construct tangents to a circle from
Sep
5 4. Construct tangents to a circle from and precision. external point at a given distance.
5days
external point at a given distance. 4. Acquire the skill of drawing N.C.E.R.T 5. Achieve desired goal by systematic
figure approach.
 6. Develop their creativity as well as
imagination skills
7. Learn to do work with accuracy and
precision.
8. Acquire the skill of drawing figure.
Students will be able to, Students will be able to, Derivation of Students would be able to, On the basis
1. Find the perimeter and area of a circle. The concept studied in day to day area of circle. 1. Find the perimeter and area of a circle. of decided
2. Find the length of an arc of a sector. life situation like: - Slice a circular 2. Find the length of an arc of a sector. Rubrics.
3. Understand and apply the formula for pizza base, cakes etc. N.C.E.R.T 3. Understand and apply the formula for
Area
finding area of a sector. finding area of a sector.
Relate
Sep 9 4. Understand and apply the formula for 4. Understand and apply the formula for
d to
9days finding area of a segment. finding area of a segment.
Circle
5. Find the areas of combination of plane 5. Find the areas of combination of plane
s
figures. figures.
6. The concept studied in day to day life
situation like: - Slice a circular pizza base,
cakes etc
Students will be able to: Students will be able to: To find SA and Students would be able to: Assessment
1. Learn the concepts of surface areas and 1. To use concrete models to volumes of a 1. Learn the concepts of surface areas and will be done
volumes of solid shapes. derive formula for finding model prepared volumes of solid shapes. on the basis
2. Identify situations where there is a need of perimeter, area, surface area and by students. 2. Identify situations where there is a need of of decided
finding surface area and where there is a volume of 2-D and 3-D shapes. finding surface area and where there is a Rubrics.
need of finding volume of a solid figure. 2. .In engineering volume and area N.C.E.R.T need of finding volume of a solid figure.
3. Find the surface areas of cuboids, cubes, are very important without 3. Find the surface areas of cuboids, cubes,
cylinders, cones spheres and hemispheres, volume we can’t figure out cylinders, cones spheres and hemispheres,
using their respective formulae. density or capacity using their respective formulae.
Surfac
4. Find the volumes of cuboids, cubes, 3. Student prevents themselves 4. Find the volumes of cuboids, cubes,
Oct e Area
cylinders, cones, spheres and hemispheres from being cheated like if they cylinders, cones, spheres and hemispheres
22 and
22 using their respective formulae. were able to calculate paint using their respective formulae.
days Volu
5. Find the surface area and volume of the required, length of carpet to 5. Find the surface area and volume of the
me
combination of solids. cover the floor, milkmen etc combination of solids.
6. Explain that when a solid is converted to 6. Explain that when a solid is converted to
another solid or multiple solids, either of another solid or multiple solids, either of
the same or different shapes, the surface the same or different shapes, the surface
area changes but the volume remains area changes but the volume remains
constant. constant.
7. Define the concept of the frustum of a 7. Define the concept of the frustum of a
cone. cone.
8. Calculate the surface area and volume of a 8. Calculate the surface area and volume of a
 frustum of a cone. frustum of a cone.
9. Solve some problems related to daily life 9. Solve some problems related to daily life
situations involving surface areas and situations involving surface areas and
volumes of combination of solids. volumes of above solid figures.
10. Write the proper units as per requirement 10. Apply the proper units as per requirement
of the question. of the question.
11. Use concrete models to derive formula for
finding surface area and volume of 3-D
shapes.
12. In engineering volume and area are very
important without volume we can’t figure
out density or capacity
13. Prevents themselves from being cheated
like if they were able to calculate paint
required length of carpet to cover the floor
pre hand.
Students will be able to: After completion of the topic Explanation of Students would be able to, Assessment
1. Calculate the probability of an event students will be able to use and probability by 1. Calculate the probability of an event. will be done
2. Describe the terms equally likely apply concept in day to day life using pack of 2. Describe the terms equally likely outcomes, on the basis
outcomes, elementary event, complement situations like: cards. elementary event, complement of an event, of decided
of an event, sure event and impossible 1. Probability is used in various sure event and impossible event. Rubrics.
event occupations such as healthcare N.C.E.R.T 3. After completion of the topic students will
insurance, Insurance companies be able to use and apply concept in day to
uses this to decide on financial day life situations like:
policies 4. Probability is used in various occupations
2. It is widely used in the study of such as healthcare insurance, Insurance
Proba
Nov 6 Mathematics, Statistics, companies uses this to decide on financial
bility
6days Gambling, Physical sciences, policies
Biological sciences, advertising, 5. It is widely used in the study of
farming and weather Mathematics, Statistics, Gambling,
forecasting. Physical sciences, Biological sciences,
3. Role of probability in cricket advertising, farming and weather
match .For example, the toss of forecasting.
a coin between the captains to 6. Role of probability in cricket match .For
decide which team would example, the toss of a coin between the
bat/ball first. captains to decide which team would
bat/ball first.
Statist Students will be able to: Teacher may give some scenarios Finding mean, Students would be able to, Assessment
ics 1. Calculate the mean, median and mode of to the students and ask them which mode and median 1. Calculate the mean, median and mode of will be done
 ungrouped data measure of central tendency (mean of heights and ungrouped data on the basis
2. Calculate the mean of the grouped data or mode) should be used in each weights of student 2. Calculate the mean of the grouped data of decided
using direct method, assumed mean scenario like: of the class. using direct method, assumed mean method Rubrics.
method and step deviation method. 1. Calculate the average and step deviation method.
3. Calculate the mode of grouped data. performance of your class on N.C.E.R.T 3. Calculate the mode of grouped data.
4. Find the median of ungrouped data with the basis of CGPA scored last 4. Find the median of ungrouped data with
Nov 14 odd number of observation. year (application of mode) odd number of observation.
14 days 5. Find the median of ungrouped data with 2. Calculate the range in which 5. Find the median of ungrouped data with
even number of observation. most of the students CGPA lie even number of observation.
6. Find the median of grouped data. or CGPA which is scored by 6. Find the median of grouped data.
7. Represent cumulative frequency maximum number of the 7. Represent cumulative frequency
distribution as an OGIVE. students (application of mode) distribution as an OGIVE
8. Find median with the help of OGIVE 8. Find median with the help of OGIVE
9. Practical use of mean,median and mode.