FOR
TEACHERS
MATHEMATICS
CLASS X
CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA KENDRA, 2, COMMUNITY CENTRE, PREET VIHAR, DELHI110 092 INDIA
AglaSem Schools
Formative Assessment Manual for Teachers Mathematics Class X
PRICE : Rs.
FIRST EDITION 2010 CBSE, India
COPIES:
This book or part there of may not be reproduced by any
person or agency in any manner
PUBLISHED BY : The Secretary, Central Board of Secondary
Education, Shiksha Kendra, 2, Community Centre, Preet Vihar,
Delhi110092
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CONTENTS
l Acknowledgements
l Preface
l Continuous and Comprehensive Evaluation
l School Based Continuous & Comprehensive Evaluation
and formative Assessment
l Description of Formative Assessment Tasks and Rubric for
Assessment
l Distribution of Math Lab Activities
Page No.
Chapter1 Real Numbers 1
Chapter2 Polynomials 19
Chapter3 Pair of Linear Equations in Two Variables 36
Chapter4 Quadratic Equations 59
Chapter5 Airthmetic Progression 73
Chapter6 Triangles 81
Chapter7 Coordinate Geometry 91
Chapter8 Introduction to Trigonometry 106
Chapter9 Some Applications of Trigonometry 111
Chapter10 Circles 121
Chapter11 Constructions 128
Chapter12 Area Related to Circles 133
Chapter13 Surface Areas & Volumes 142
Chapter14 Statistics 156
Chapter15 Probability 169
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ADVISORY
Shri Vineet Joshi, Chairman CBSE
Smt. Chitralekha Gurumurthy, Director Academic
Dr. Sadhana Parashar, Head Innovation & Research
MONITORING & EDITING COMMITTEE
Dr. Srijata Das, Education Officer, CBSE
Mrs. Anita Sharma, Principal, S.D. Public School, Delhi
Mrs. Rashmi Kathuria, P.G.T., Kulachi Hansraj Model School, Delhi
MATERIAL PRODUCTION GROUP
Shri G.D. Dhall, Retd. Reader, N.C.E.R.T., Delhi
Mrs. Anita Sharma, Principal, S.D. Public School, Delhi
Mrs. Shuchi Goyal, P.G.T., The Air Force School, Delhi
Shri J.C. Nijhawan, Retd. Principal, DOE, Delhi
Mrs. Rashmi Kathuria, P.G.T., Kulachi Hansraj Model School, Delhi
Ms. Reemu Verma, T.G.T., K.V. Masjid Moth, Delhi
Coordination
Mr. P. Mani, Education Officer
Mr. S.K. Jena, Asstt. Education Officer
Acknowledgements
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At the centre of the transformation that School Education is undergoing presently is the
new perspective to assessment and its relationship to the teachinglearning process. It is
widely agreed that assessment influences what is taught and how teaching and learning are
delivered. There is also a widespread belief among educational researchers and practitioners
that assessment can and often does constrain rather than enhance learning outcomes. If
we restrict our choices of teaching and learning activities to exercises that simply rehearse
for examinations, then we run the risk of failing our learners during the teaching and learning
process as a whole. Another pitfall in working towards assessment is that learners may
concentrate simply on doing the bare minimum needed in order to guarantee a pass.
Hence the challenge of changing the traditional system of examination and evaluation has
emerged as a major focus. By introducing Continuous and Comprehensive Evaluation at the
secondary level in all its affiliated schools, CBSE has sent out a clear message that assessment
must take into account all the aspects of the personality development of the learner and
that since learning is a continuous process, assessment also has to be continuous. CCE
fundamentally shifts the focus from testing to learning by perceiving assessment as an
integral part of the overall framework of teaching and learning. It follows from this that
when incorporated into classroom practice, assessment tends to lose its individual identity,
getting subsumed into the instructional process.
Such a conceptualization necessitates a greater thrust on formative assessment. It must
be said, at this stage, that though many schools have been practicing CCE and as a
consequence, formative assessment procedures for classes IVIII for many years, the overall
thrust still continues to be assessment for 'measuring' rather than 'enhancing' learning.
In other words, there has been a general lack of conceptual clarity with regard to the
formative assessment practices among stakeholders as a result of which, many apparently
formative assessment tools and procedures have, in effect, been summative in nature, ie,
exercises to gauge, at a particular point in time, student learning relative to content
standards. Although the information gleaned from this type of assessment is important, it
can only help in evaluating certain aspects of the learning process.
It brings us to the vital need of strengthening formative assessment because our overall
aim is to facilitate learning by improving the teachinglearning process on the basis of
information gathered from assessment.
Preface
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In this sense formative assessment is a part of the instructional process, underpinning the
importance of student involvement. Students need to be involved both as assessors of
their own learning and as resources to other students bringing into focus the importance
of self and peer assessment besides teacher assessment. Research shows that the
involvement in and ownership of their work increases students' motivation to learn. The
most significant advantage of formative assessment is that it makes learning an enjoyable
experience because of student involvement, enhanced learning and unobtrusive techniques
of assessment.
Summative assessment constitutes a public recognition of achievement and we are fairly
familiar with most of the tools and procedures of summative assessment. However, many
teachers may find it a challenge to develop effective formative assessment tools; they
may also experience some difficulties in integrating them with classroom instruction. In
order to provide conceptual clarity in this regard and to place some illustrative examples
of formative assessment tasks in the hands of the teachers, the Board is bringing out
a series of Manuals for classes IX and X in all the major subjects. This manual on Mathematics
Class IX is one of them. The tasks exemplified in this Manual are of different types such
as Cross Word Puzzles, Matching Items, Quizzes Worksheets, Activity Sheets, Tests and
Multiple Choice Questions. The tasks provided are varied and cater to the diferent multiple
intelligences.
It is fervently hoped that teachers and students will derive maximum benefit from these
publications. By studying the contents carefully and by using the tasks in classroom teaching,
teachers would be able to build their capacity not only for enhanced learning to take place
but also for preparing their own materials to add value to curriculum delivery. Certain
practical guidelines have been included in the manuals to enable schools and teachers to
implement formative assessment within the CCE framework as proposed by the Board for
classes IX and X.
This document has been prepared by a group of Mathematics teachers and I record the
sincere appreciation of the Board to each of these contributors. I also convey my appreciation
to Dr. Sadhana Parashar, Head (I & R), Dr. Srijata Das, Education Officer, Mr. P. Mani,
Education Officer and Mr. S.K. Jena, Asstt. Education Officer for conceptualizing and
coordinating the task of deciding the content and bringing out the manual.
I sincerely hope that with the availability of rich materials, teachers will be able to implement
the CCE scheme in the right spirit in all the schools affiliated to CBSE. Comments for
improvement of the manual are always welcome.
(VINEET JOSHI)
Chairman
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Continuous and
Comprehensive Evaluation
Education aims at making children capable of becoming responsible, productive and useful
members of a society. Knowledge, skills and attitudes are built through learning experiences
and opportunities created for learners in school. It is in the classroom that learners can
analyse and evaluate their experiences, learn to doubt, to question, to investigate and
to think independently. The aim of education simultaneously reflects the current needs and
aspirations of a society as well as its lasting values and human ideals. At any given time
and place they can be called the contemporary and contextual articulations of broad and
lasting human aspirations and values.
An understanding of learners, educational aims, the nature of knowledge, and the nature
of the school as a social space can help us arrive at principles to guide classroom practices.
Conceptual development is thus a continuous process of deepening and enriching connections
and acquiring new layers of meaning. Alongside is the development of theories that children
have about the natural and social worlds, including themselves in relation to others, which
provide them with explanations for why things are the way they are and the relationship
between cause and effect.
Characteristics of learning
All children are naturally motivated to learn and are capable of learning.
Understanding and developing the capacity for abstract thinking, reflection and work
are the most important aspects of learning.
Children learn in a variety of waysthrough experience, making and doing things,
experimentation, reading, discussion, asking, listening, thinking and reflecting, and
expressing themselves in speech or writingboth individually and with others. They
require opportunities of all these kinds in the course of their development.
Teaching something before the child is cognitively ready takes away real learning.
Children may 'remember' many facts but they may not understand them or be able
to relate them to the world around them.
Learning takes place both within school and outside school. Learning is enriched if
the two arenas interact with each other. Art and work provide opportunities for
holistic learning that is rich in tacit and aesthetic components. Such experiences are
essentially to be learnt through direct experience and integrated into life.
Learning must be paced so that it allows learners to engage with concepts and
deepen understanding rather than remembering only to forget after examinations. At
the same time learning must provide variety and challenge, and be interesting and
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engaging. Boredom is a sign that the task may have become mechanically repetitive
for the child and of little cognitive value.
Learning can take place with or without mediation. In the case of the latter, the
social context and interactions, especially with those who are capable, provide avenues
for learners to work at cognitive levels above their own.
Place of Evaluation in the Curriculum
A curriculum is what constitutes a total teachinglearning program composed of overall
aims, syllabus, materials, methods and assessment. In short it provides a framework of
knowledge and capabilities, seen as appropriate to a particular level. Evaluation not only
measures the progress and achievement of the learners but also the effectiveness of the
teaching materials and methods used for transaction. Hence evaluation should be viewed
as a component of curriculum with the twin purpose of effective delivery and further
improvement in the teaching learning process.
If properly understood, evaluation or assessment will not be perceived as something
administered by the teachers and taken by the learners on the conclusion of a period of
learning. When evaluation is seen as an end of the learning exercise, both the teachers
and the learners will tend to keep it outside the teachinglearning process, rendering
assessment broadly irrelevant and alien to the curriculum. Further such a perception associates
anxiety and stress with evaluation for learners. On the contrary, if evaluation is seen as
an integral part built into the teaching learning process; it will become continuous like both
teaching and learning. When evaluation is subsumed into teachinglearning, learners will not
perceive tests and examinations with fear. It will lead to diagnosis, remediation and
enhancement of learning.
The scope of evaluation in schools extends to almost all the areas of learners' personality
development. It should include both scholastic and coscholastic areas, i.e. it should be
comprehensive in nature. This is in line with the goals of education. Evaluation is continuous
and reveals the strengths and weaknesses of learners more frequently, so that the learners
have better opportunity to understand and improve themselves. It also provides feedback
to the teachers for modifying their teaching strategies.
In view of getting a complete picture of the child's learning, assessment should focus
on the learner's ability to
learn and acquire desired skills related to different subject areas.
acquire a level of achievement in different subject areas in the requisite measure
develop child's individual skills, interests, attitudes and motivation
understand and lead a healthy and a productive life.
monitor the changes taking place in a child's learning, behaviour and progress over time.
respond to different situations and opportunities both in and out of school.
apply what is learned in a variety of environments, circumstances and situations
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work independently, collaboratively and harmoniously.
analyze and evaluate.
be aware of social and environmental issues
participate in social and environmental projects and causes.
retain what is learned over a period of time.
Thus assessment is a useful, desirable and an enabling process. To realize this one
needs to keep the following parameters in mind
The need to:
assess the learner.
use a variety of ways to collect information about the learner's learning and progress
in subjects and cross curricular boundaries.
collect information continuously and record the same.
give importance to each learner's way of responding and learning and the time it
takes to do so.
report on an ongoing continuous basis and be sensitive to every learner's responses.
provide feedback that will lead to positive action and help the learner to do better
In the assessment process, one should be careful NOT to:
label learners as slow, poor, intelligent etc.
make comparisons between them.
make negative statements.
Continuous and Comprehensive Evaluation
Continuous and Comprehensive Evaluation (CCE) refers to a system of schoolbased evaluation
of students that covers all aspects of a students' development. It is a developmental
process of a child which emphasizes on two fold objectives. These objectives are continuity
in evaluation on one hand and assessment of broad based learning and behaviourial outcomes
on the other.
The term continuous is meant to emphasise that evaluation of identified aspects of students
growth and development is a continuous process rather than an event, built into the
total teachinglearning process and spread over the entire span of academic session. It
means regularity of assessment, diagnosis of learning gaps, use of corrective measures
and feedback of evidence to teachers and students for their self evaluation.
The second term comprehensive means that the scheme attempts to cover both the
scholastic and the coscholastic aspects of students growth and development. Since abilities,
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attitudes and aptitudes can manifest themselves in forms other than the written word,
the term refers to application of a variety of tools and techniques (both testing and non
testing) and aims at assessing a learner's development in areas of learning like:
Knowledge
Understanding/Comprehension
Application
Analysis
Evaluation
Creativity
Objectives of CCE are:
To help develop cognitive, psychomotor and affective skills.
To lay emphasis on thought process and deemphasise memorization.
To make evaluation an integral part of teachinglearning process.
To use evaluation for improvement of students' achievement and teaching learning
strategies on the basis of regular diagnosis followed by remedial instruction.
To use evaluation as a quality control device to maintain desired standard of
performance.
To determine social utility, desirability or effectiveness of a programme and take
appropriate decisions about the learner, the process of learning and the learning
environment.
To make the process of teaching and learning a learnercentered activity.
Features of CCE are:
The continuous aspect of CCE takes care of continual and periodicity aspect of
evaluation.
Continual means assessment of students in the beginning of instruction (placement
evaluation) and assessment during the instructional process (formative evaluation)
done informally using multiple techniques of evaluation.
Periodicity means assessment of performance done frequently at the end of unit/term
(summative)
The comprehensive component of CCE takes care of assessment of all round
development of the child's personality. It includes assessment in Scholastic as well
as CoScholastic aspects of the pupil's growth.
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Scholastic aspects include curricular areas or subject specific areas, whereas co
scholastic aspects include Life Skills, CoCurricular Activities, Attitudes, and Values.
Assessment in scholastic areas is done informally and formally using multiple techniques
of evaluation continually and periodically. The diagnostic evaluation takes place at
the end of a unit/term test. The causes of poor performance in some units are
diagnosed using diagnostic tests. These are followed up with appropriate interventions
followed by retesting.
Assessment in CoScholastic areas is done using multiple techniques on the basis of
identified criteria, while assessment in Life Skills is done on the basis of Indicators of
Assessment and checklists.
Source  Examination Reforms, NCERT
The functions of CCE are:
It helps the teacher to organize effective teaching strategies.
Continuous evaluation helps in regular assessment to the extent and degree of learner's
progress (ability and achievement with reference to specific scholastic and coscholastic
areas).
Continuous evaluation serves to diagnose weaknesses and permits the teacher to
ascertain an individual learner's strengths and weaknesses and her needs. It provides
immediate feedback to the teacher, who can then decide whether a particular unit
or concept needs reteaching in the whole class or whether a few individuals are
in need of remedial instruction.
By continuous evaluation, children can know their strengths and weaknesses. It provides
the child a realistic self assessment of how he/she studies. It can motivate children
to develop good study habits, to correct errors, and to direct their activities towards
the achievement of desired goals. It helps a learner to determine the areas of instruction
in which more emphasis is required.
Continuous and comprehensive evaluation identifies areas of aptitude and interest.
It helps in identifying changes in attitudes, and value systems.
It helps in making decisions for the future, regarding choice of subjects, courses and
careers.
It provides information/reports on the progress of students in scholastic and co
scholastic areas and thus helps in predicting the future successes of the learner.
Continuous evaluation helps in bringing awareness of the achievement to the child, teachers
and parents from time to time. They can look into the probable cause of the fall in achievement
if any, and may take remedial measures of instruction in which more emphasis is required.
Many times, because of some personal reasons, family problems or adjustment problems, the
children start neglecting their studies, resulting in a sudden drop in their achievement. If
the teacher, child and parents do not come to know about this sudden drop in the achievement
and the neglect in studies by the child continues for a longer period then it will result in
poor achievement and a permanent deficiency in learning for the child.
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The major emphasis of CCE is on the continuous growth of students ensuring their intellectual,
emotional, physical, cultural and social development and therefore will not be merely limited
to assessment of learner's scholastic attainments. It uses assessment as a means of
motivating learners in further programmes to provide information for arranging feedback and
follow up work to improve upon the learning in the classroom and to present a comprehensive
picture of a learner's profile.
It is this that has led to the emergence of the concept of School Based Continuous and
Comprehensive Evaluation.
Source : Ncert
Scholastic and Coscholastic Assessment
In order to have Continuous and Comprehensive evaluation, both scholastic and coscholastic
aspects need to be given due recognition. Such a holistic assessment requires maintaining
an ongoing, changing and comprehensive profile for each learner that is honest, encouraging
and discreet. While teachers daily reflect, plan and implement remedial strategies, the
child's ability to retain and articulate what has been learned over a period of time also
requires periodic assessment. These assessments can take many forms but all of them
should be as comprehensive and discreet as possible. Weekly, fortnightly, or quarterly reviews
(depending on the learning area), that do not openly compare one learner with another
and are positive and constructive experiences are generally recommended to promote and
enhance not just learning and retention among children but their soft skills as well.
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School Based Continuous &
Comprehensive Evaluation
There has been a consistent move towards reducing the load on the student by
making public or board examination stress free. Over the decade there has been a
high pitched race towards more marks and thus more competitiveness among
students and schools.
The move of the CBSE to replace marks with grades is a step in the right direction.
The paradigm shift is to empower schools by creating a workable school based
continuous and comprehensive scheme.
School Based Continuous and Comprehensive Evaluation system should be
established to:
reduce stress on children
make evaluation comprehensive and regular
provide space for the teacher for creative teaching
provide a tool of diagnosis and remediation
produce learners with greater skills
Position Paper on Aims of Education  NCF 2005, NCERT
Aims of School Based CCE
Elimination of chance element and subjectivity (as far as possible), deemphasis of
memorization, encouraging Comprehensive evaluation incorporating both scholastic and
coscholastic aspects of learners development.
Continuous evaluation spread over the total span of the instructional time as an
integral builtin aspect of the total teachinglearning process.
Functional and meaningful declaration of results for effective use by teachers, students,
parents and the society.
Wider uses of test results for purposes not merely of the assessment of levels of
pupils' achievements and proficiencies, but mainly for its improvement, through diagnosis
and remedial/enrichment programmes.
Improvement in the mechanics of conducting examinations for realizing a number of
other allied purposes.
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Introduction of concomitant changes in instructional materials and methodology.
Introduction of the semester system from the secondary stage onwards.
The use of grades in place of marks in determining and declaring the level of pupil
performance and proficiency.
The above goals are relevant for both external examination and evaluation in schools
Characteristics of School Based Evaluation
Broader, more comprehensive and continuous than traditional system.
Aims primarily to help learners for systematic learning and development.
Takes care of the needs of the learner as responsible citizens of the future.
Is more transparent, futuristic and provides more scope for association among learners,
teachers and parents.
School based evaluation provides opportunities to teachers to know the following about
their learners:
What they learn
How they learn
What type of difficulties / limitations they face in realising learning objectives together
What the children think
What the children feel
What their interests and are dispositions
The focus has shifted to developing a deep learning environment. There is a paradigm shift
in the pedagogy and competencies of controllingto enrichingto empoweringschools.
Traditional Schooling Enriching Schooling Empowering Schooling
Teacher centred Student centred Experience centred
Subjects and classes Self Directed Virtual authenticity
Sorting and ranking Continuous assessment Multi literacies
individuals
Competency: Competency: Competency:
Memory Critical thinking Risk taking
Competitive Collaborative Ethical
Creative Interactive
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There are four Assessment Paradigms
Assessment of Learning
Most commonly, assessment is defined as a process whereby someone attempts to describe
and quantify the knowledge, attitudes or skills possessed by another. Teacher directedness
is paramount and the student has little involvement in the design or implement of the
assessment process in these circumstances
Summative
Teacher designs learning
Teacher collects evidence
Teacher judges what has been learnt (and what has not)
Assessment for Learning
The assessment for learning involves increased levels of student autonomy, but not without
teacher guidance and collaboration. The assessment for learning is sometimes seen as
being akin to formative assessment and can be seen as informing teaching. There is more
emphasis towards giving of useful advice to the student and less emphasis on the giving
of marks and the grading function
Teacher designs learning
Teacher designs assessment with feedback to student
Teacher assesses what has been learnt (student develops insight into what has not)
Assessment as Learning
Assessment as learning is perhaps more connected with diagnostic assessment and can
be constructed with more of an emphasis on informing learning. Assessment as learning
generates opportunities for self assessment and for peer assessment. Students take on
increased responsibility to generate quality information about their learning and that of others
Teacher and student coconstruct learning
Teacher and student coconstruct assessment
Teacher and student coconstruct learning progress map
Assessment for learning and assessment as learning activities should be deeply embedded
in teaching and learning and be the source of iterative feedback, allowing students to
adjust, rethink and relearn.
Assessment in Learning
The assessment in learning places the question at the centre of teaching and learning.
It deflects the teaching from its focus on a correct answer to focus on a fertile question.
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Through the inquiry, students engage in processes that generate feedback about their
learning, which come from multiple sources, and activities. It contributes to the construction
of other learning activities, lines of enquiry and the generation of other questions
Student at the centre of learning
Student monitors, assesses and reflects on learning
Student initiates demonstration of learning (to self and others)
Teacher as coach and mentor
Teachers and students need to understand the purpose of each assessment strategy so
that the overall assessment package being used by learners and teachers accurately
captures, generates and uses meaningful learning information to generate deep learning and
understanding.
Purpose of Assessment
To ascertain what learning, change and progress takes place in the child over a
period of time in different subjects of study and other aspects of the child's personality.
To find out the needs and learning style of every learner.
To devise a teachinglearning plan that is responsive to the individual needs and
learning styles.
To improve the teachinglearning materials by adding value.
To help every learner find out their interests, aptitudes, strengths and weaknesses
so that the learner can evolve effective learning strategies.
To measure the extent to which curricular objectives have been realized.
To enhance the effectiveness of the teachinglearning process.
To record the progress of every learner and communicate it to parents and other
stakeholders.
To maintain a dialogue between the teacher and the student and also the parents
as a collaborative endeavor for overall improvement of the system.
To involve the learners in the process through peer and self assessment.
Different stages in Assessment
Examination is not assessment; it is only one of the tools of assessment. As we have
seen above, assessment is an integral part of the teachinglearning process and hence
cannot be seen as the final stage in isolation. The overall aim of assessment is to gather
information to improve the teachinglearning process. So it has certain distinct stages.
Stage1: Gathering information about and evidence of the extent of effectiveness
of teaching and learning
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We gather information in a variety of ways, using a number of tools. Observation, conversation
and discussion, assignments, projects, different types of tests etc are some of the methods
and tools we use for collecting information.
Stage2: Recording of Information
The information gathered has to be systematically recorded because it constitutes not only
rich inputs that have to be used for improving teaching and learning but also evidence
to support the conclusion we come to about the progress made by the students. In order
to make the recording effective, we must use different recording devices such as learner
profile, ancecdotal records, case studies, report books etc. It is essential that the information
is recorded in both quantitative and qualitative terms along with well thought out and
objective observations by the teacher. It is also necessary to keep samples of students'
work as evidence to support the report of the teacher. The most important aspect of good
recording and reporting is that it shows the progress of the learner in different domains
over a period of time.
Stage3: Analysing and Reporting the Information Collected
The recorded information constitutes valuable feedback that the teacher, the student and
the parents should use to enhance the learning process. To do this, the gathered information
has to be analysed periodically so that the teacher can draw conclusions about how a
child is learning and progressing. Such analysis and the grading that is done is actually
a mapping of the progress of students in a learning environment. Analysis and review also
leads to unambiguous statements about the strengths of every child and the aspects
requiring further improvement. The report has to be communicated to the learners and their
parents so that they are able to collaborate with the teacher to take the necessary steps
for improving learning. It is essential that the child is encouraged to compete with self
rather than with others. One of the key components of engaging students in the assessment
of their own learning is providing them with descriptive feedback as they learn. Research
shows descriptive feedback to be the most effective instructional strategy to move students
forward in their learning. Descriptive feedback provides students with an understanding of
what they are doing well, links to classroom learning and specific input on how to reach
the next step.
Stage4: Using the Information for Improvement
Assessment should result in improvement. Though the student, the teacher and the parents
are all stakeholders in this paradigm, it is the teacher who has to take the initiative to
use the analysis of information on each learner to enhance learning. This calls for reflective
practices. Some questions that the teacher could ask himself/ herself are:
1. Are all the learners involved in the activities of the class?
2. Are there learners who face problems in coping with the pace and flow of the teaching
learning process ?
3. What are their problems and how should I help them?
4. Is there something in my teaching strategy that has to be modified to make the
class learn better? How should I go about it?
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5. Are there some learners who are not challenged by the materials and methods and
hence lose motivation quickly? How should I respond to their special needs?
6. Are there some lessons/ chapters/ units that pose difficulties to many learners? How
should I add value to these portions of the syllabus?
7. Have I identified certain common errors, mistakes and instances of lack of conceptual
clarity from the information collected and analysed? How should I go about an effective
programme of remediation?
8. Is my classroom time management effective? What are the changes that I could
introduce to make it more learner and learning oriented?
9. Am I getting adequate support from the school management, my colleagues, the
parents and the community? How can I involve all the stakeholders more actively
in what I am doing for the benefit of my learners?
10. What are my own needs of professional development? How can I fulfil them in a
continuous manner?
Such reflective questions will help the teacher modify and refine the programme of teaching
to achieve the learning objectives as well as to enhance his/ her professional competence
continuously.
By now it is well established that learning is a continuous process and it involves informal,
formal and nonformal modes. It is also widely acknowledged that children learn by constructing
their knowledge and it makes learning a process that takes place within the children rather
than without. In this paradigm of constructivism, the teacher ought to recognize the
importance of different stages of learning i.e., the initial stage where the existing knowledge
of the learner is seen as the entry level, the second stage where new knowledge is
understood and accommodated with the existing knowledge and the third stage where the
constructed knowledge as a 'whole' is tested by the learner by applying it to real life
situations for making sense of the world and the self and for drawing conclusions, problem
solving, decision making etc. What constitutes knowledge at the third stage automatically
becomes the learner's existing knowledge for further learning and thus it is a cyclical
process.
The main purpose of assessment is to enhance the effectiveness of the learning process
and hence it has to be integrated appropriately with every stage of learning. Since learning
is continuous, assessment also must be continuous. Otherwise the learner will not be able
to know whether she/ he is proceeding along the right lines, what is the stage at which
he experiences difficulties, what are the new inputs and strategies that are required to
successfully continue the process of construction of knowledge and what is the help that
is expected from the teacher.
Similarly the teacher also has to know at what stage of learning each learner is at a
particular point of time, what are the changes that are to be made to the teaching
strategies to make every child learn effectively and what further help can be provided.
For instance, when a child in class I comes to school, it is probable that the child has
not had any formal schooling earlier. It does not mean that the child has no prior knowledge
because learning, as has been pointed out earlier, can be through informal and non formal
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modes too. So the teacher's duty is to identify the prior knowledge of the child while
dealing with a particular concept or skill. It is only then that the teacher can facilitate
the process of construction of knowledge by each learner.
To ascertain the prior knowledge of the learner, the teacher has to adopt many tools and
techniques, including questions. In the same manner, during the process of learning as well
as at the subsequent stage of application of knowledge to real life, the teacher has to
continuously assess the learner to facilitate a smooth process of accommodation, assimilation
and extension.
From the above, it may be apparent that assessment, which is in essence formative, has
to be integrated with the teachinglearning process. Formative assessment by definition, is
the process of finding out the felicity with which a learner is able to 'form' concepts and
skills and hence it is process rather than product oriented. When assessment is divorced
from the process of construction of knowledge, it ceases to be an effective learningenhancing
procedure. Hence teachers, principals, students and other stakeholders are to read this
manual keeping in mind the broader prospective of the entire teaching learning process
instead of limiting it to assessment even though the manual is on formative assessment.
It is to be understood then that all assessments, if they are to be effective, ought to
be formative. However, there are subtle differences between formative and summative
assessments which are more procedural than absolute. We can safely say that the broad
frame work of formative assessment consists of a larger sub set of formative and a smaller
sub set of summative assessments. Even a summative assessment could be used formatively
when the information gathered from the summative assessment is used to improve the
pedagogy, the materials and the assessment tools. When assessment is seen predominantly
as formative, learners will be able to enjoy learning and they will not experience undue
stress. On the other hand, when we give importance to only yearend or termend summative
tests or examinations, as has been the practice in many schools till recently, the system
will throw up situations like the following:
The examination time table was announced yesterday. When I went home and showed
a copy of the time table to my mother, she got very excited. She gave me a lot
of instructions about what I should and should not do. TV was out as was chatting
with friends. Examination jitters and nerves suddenly gripped the entire household.
When my father returned from office, he too joined the frenzied discussions which
were all about preparation, hard work, marks and the frightening consequences of
poor performance. I didn't sleep that night.
Shruti
When I started writing the answer, my mind went completely blank. On the answer
sheet in front of me I saw my father's face. He was telling me how important it
was that I should do much better than my elder sister who he called a 'wash out'.
In this trance like state I also heard my grandfather saying that if I didn't do well,
his dreams would be shattered. Infact they all said that this was the foundation of
my life.
Deepak
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I am under a lot of stress ever since the time table for the examination was announced.
If the Board results are not upto to the expectations, my performance will be assessed
and I will be given junior classes from next session. I feel very frustrated and hassled.
I should take some special classes and make the dull students practice many sample
question papers. Let them also learn answers to important questions by heart. I
should somehow make them get good marks. Otherwise I will not hear the end of it.
Kavita, a teacher
Aren't we all familiar with such outpourings? Education ought to liberate children from fear,
anxiety, stress, insecurity and humiliation and lead them to enlightenment. But, over the
years we have turned this sublime process into a mundane instrument for material gains.
When scoring marks, gaining admission, landing a job and creating wealth come to constitute
the main purpose of education, it creates intense competition and consequently, enormous
pressure on children. If we want to make learning an enjoyable experience for every child,
the challenge of changing the traditional system of examination should be accorded top
priority.
MINDSET : We have got so used to the examination driven education system that any
attempt to put alternatives in place is received with doubt and even skepticism.
The examination oriented education has created a welldefined paradigm
whose main features could be identified as the following:
Learning is geared towards appearing in an examination that usually
comes at the end of the academic session.
So, teachers and students see assessment as something that comes
after the stage of learning, i.e., first children learn and then they will
be examined.
Since formal examinations are based on prescribed syllabi, teaching and
learning becomes text book based where the teacher's job is only to
transact the information included in the text book.
Learning becomes synonymous with storage and retrieval of information
with very little scope for individual thinking, originality and creativity.
Since examinations are conducted in the remote future, teachers and
students tend to be relaxed initially and get increasingly anxious towards
the end.
The buildup of stress becomes scary to students and they hardly ever
look forward to examinations (unless of course they see them as the
final obstacle before the release of tension and anxiety).
In this paradigm the teacher does not necessarily focus on the process
of teaching learning since it is only the final product that is going to
be assessed as the student's performance in the examination.
The student can and often does postpone learning till the last minute.
On the one hand learning ceases to be continuous and on the other
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it becomes unrealistically daunting due to the accumulated volume of
learning to be attempted within a limited period.
Students who have mastered the knack of cramming within a short
period do well and those who lack this ability fare badly.
The above features, among all others that are often discussed and well known to all the
stakeholders, have created a mindset that stems from the following beliefs.
If there is no examination, teachers will not teach and students will
not learn.
Examination system is very comfortable for teachers because mostly
they have only to teach the text books and prepare the students for
the examinations at some distant future.
If teachers have to take up continuous and comprehensive assessment,
they have to put in more work. Hence status quo is more comfortable.
Assessment, if restricted to only the scholastic subjects, is a lot simpler
than when it includes all the aspects of the student's personality.
When assessment comes only at the end, teachers do not have the
need to reflect on their practices and review them for causing better
learning. It also means that no value addition is imperative to the
materials and methods.
The Changing Scenario: Now the mindset has to change because, the
world over, the child is seen as the centre of the teachinglearning
process. Assessment should take into account individual differences in
terms of sociocultural and economic background, learning strategies,
styles and aptitudes. While the belief that 'one size fits all' has to be
discarded, there is a need to individualise the teachinglearning process
that is constantly improved to help every child learn, albeit in his/ her
own way. It means that assessment should go hand in hand with the
teachinglearning process, providing rich inputs to the teacher and the
students to continuously enhance the effectiveness of the process.
This can be achieved if
assessment is integrated with teachinglearning
the teacher uses assessment for ascertaining the strengths and
weaknesses of the materials, the methods and the learners
the teacher makes use of assessment to improve his own teaching and
the learning of every student
the learner gains an insight into his learning style and strategies and
uses this insight to improve his learning.
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Scholastic Assessment
The desirable behaviour related to the learner's knowledge, understanding, application,
evaluation, analysis, and creativity in subjects and the ability to apply it in an unfamiliar
situation are some of the objectives in scholastic domain.
In order to improve the teaching learning process, Assessment should be both Formative
and Summative.
Formative and Summative Assessment
Formative Assessment is a tool used by the teacher to continuously monitor student progress
in a non threatening, supportive environment. It involves regular descriptive feedback, a
chance for the students to reflect on their performance, take advice and improve upon
it. It involves students' being an essential part of assessment from designing criteria to
assessing self or peers. If used effectively it can improve student performance tremendously
while raising the self esteem of the child and reducing the work load of the teacher.
Features of Formative Assessment
is diagnostic and remedial
makes the provision for effective feedback
provides the platform for the active involvement of students in their own learning.
enables teachers to adjust teaching to take into account the results of assessment
recognizes the profound influence assessment has on the motivation and selfesteem
of students, both of which are cruicial influences on learning
recognizes the need for students to be able to assess themselves and understand
how to improve
builds on students' prior knowledge and experience in designing what is taught.
incorporates varied learning styles into deciding how and what to teach.
encourages students to understand the criteria that will be used to judge their work
offers an opportunity to students to improve their work after feedback,
helps students to support their peers, and expect to be supported by them.
Formative Assessment is thus carried out during a course of instruction for providing
continuous feedback to both the teachers and the learners for taking decisions regarding
appropriate modifications in the transactional procedures and learning activities.
' often means no more than that the assessment is carried out frequently and is
planned at the same time as teaching.' (Black and Wiliam, 1999)
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' provides feedback which leads to students recognizing the (learning) gap and
closing it it is forward looking ' (Harlen, 1998)
' includes both feedback and selfmonitoring.' (Sadler, 1989)
' is used essentially to feed back into the teaching and learning process.' (Tunstall
and Gipps, 1996)
Summative Assessment is carried out at the end of a course of learning. It measures
or 'sumsup' how much a student has learned from the course. It is usually a graded test,
i.e., it is marked according to a scale or set of grades. Assessment that is predominantly
of summative nature will not by itself be able to yield a valid measure of the growth and
development of the child. It, at best, certifies the level of achievement only at a given
point of time. The paper pencil tests are basically a onetime mode of assessment and
to exclusively rely on them to decide about the development of a child is not only unfair
but also unscientific. Over emphasis on examination marks focusing on only scholastic
aspects makes children assume that assessment is different from learning, resulting in the
'learn and forget' syndrome. Besides encouraging unhealthy competition, the overemphasis
on Summative Assessment system also produces enormous stress and anxiety among the
learners.
Features of Summative Assessment
Assessment of learning
Generally taken by students at the end of a unit or semester to demonstrate the
"sum" of what they have or have not learned.
Summative assessment methods are the most traditional way of evaluating student
work.
Summative Assessment
"Good summative assessmentstests and other graded evaluationsmust be
demonstrably reliable, valid, and free of bias" (Angelo and Cross, 1993).
'assessment (that) has increasingly been used to sum up learning'(Black and Wiliam,
1999)
' looks at past achievements adds procedures or tests to existing work ... involves
only marking and feedback grades to student is separated from teaching is
carried out at intervals when achievement has to be summarized and reported.' (Harlen,
1998)
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Scholastic Assessment
(Part I A)
Formative Assessment Summative Assessment
(Flexible Timing) (WrittenEnd of term)
Tools Techniques
Objective type Tests Objective type
Short Answer Assignments Short Answer
Long Answers Quizzes and Competitions Long Answers
Questions Projects
Observation schedule Debates
Interview schedule Elocution
Checklist Group discussions
Rating scale Club activities
Anecdotal records
Document Analysis
Tests and inventories
Portfolio analysis
Implications for the Teaching Community
The on going process of transformation of school education in general and evaluation
practices in particular has redefined the teacher's role. Some of the major implications
are as follows:
Teaching practices can no longer be a mechanical routine. Since formative assessment
is an integral part of the classroom teaching, the teacher has to devise ways and
means to use the feedback for improving curriculum transaction.
Teaching the text book will not be the main mode of classroom practices. Value
addition in terms of interactive tasks, cooperative assignments and projects and
integration of new content will be required to involve all the learners in the teaching
learning process.
Since formative assessment requires the teacher to devise appropriate tools and
procedures that are specific to a unit or lesson taught, it will become imperative
for the teacher to constantly add new materials and strategies to his/ her repertoire.
It will also mean that the lesson plan becomes dynamic and constantly changing
according to the needs of the lesson and the learners.
The teacher has to become a true knowledge worker, referring to sources, reading
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new materials, discussing curriculumrelated issues with colleagues and experts, writing
materials and taking up research.
Teaching can no longer be a six or seven hour job. It is a profession and the
practitioner has to prepare himself/ herself every day not only in the school but also
outside the school.
Recording and reporting will necessarily become more detailed because a number of
parameters sometimes ignored or only weakly attempted have to be included effectively.
Teachers will be required to devote adequate time on a regular basis for formative
assessment and its recording. It also means that teachers should develop tolerance
for complexity and ambiguity.
In short, the mindset has to change and the teaching community should develop a greater
sense of accountability.
The Changing Paradigm
Introduction of Continuous and Comprehensive Evaluation has brought about a seachange
in the classroom. The main aspect of this change is the fact that assessment is becoming
an integral part of the teachinglearning process. CCE and formative assessment are not
new concepts and many schools have been practicing them for a long time now. However,
assessment of scholastic and coscholastic areas using a range of tools and indicators
has provided the evaluation process a firmer scientific base as well as credibility. Similarly,
though formative assessment has been part of the evaluation practices followed by schools,
it has not been systematically used to identify learning gaps and for remediation. In a
sense the system of unit tests, assignments and projects being used to reflect continuous
assessment of learning has become more 'summative' in nature because the feedback is
hardly used for improving the teachinglearning practices. It is necessary hence, to understand
the concepts of formative assessment and summative assessment in proper perspective
so that we are able to not only construct tools accordingly but also use them for the
purposes for which we construct them.
What is Formative Assessment ?
Let us look at a task:
Subject: Social Science Class: VIII
Topic: Women, Caste and Reform
Task: Dramatization
Procedure:
1. Students will be divided into groups. They will in their groups, discuss and prepare
a short skit on any of the social ills prevalent in the Indian Society at different
periods of time.
2. The social ills may include Sati, Child Marriage, Female Infanticide, Denial of Education
to Women and Gender Disparity.
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3. Each group will prepare a small skit and perform it. Each student will be asked to
speak some dialogue.
4. After the presentation, students will have a discussion.
Learning Objectives:
To enable the learners to gain an insight into the social evils prevalent in India at
different periods of time.
To provide an opportunity to the learners to reflect on social evils and verbalize their
feelings.
Skills:
To develop in the students the ability to
Write scripts
Deliver dialogue
Act
Work in teams
Assessment
The performance of the groups will be assessed on the basis of content, dialoguedelivery
and clarity of concept.
Time:
Discussion and script writing: 2 periods;
Presentation: 1 period
Follow up:
The presentations could be discussed by the class. Wherever the concept is not clear,
teacher could encourage students to give their comments. The teacher could also revisit
any part of the lesson that has not been clearly understood by the students.
Is this a formative or summative assessment task?
It has the following features:
The main objective is to enable the learners to gain an understanding of the concept
of social evils perpetrated against the girl child and the woman in India at different
periods of time.
The task is part of the teachinglearning of the topic of women, caste and reform.
The task involves students in group interaction and presentation.
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After the task is completed, the teacher gives feedback for improvement. Also, if
needed, the lesson may be reviewed.
Assessment is done on the basis of welldefined criteria.
The task is done in the classroom as part of the lesson.
The main purpose is not to measure the knowledge of the learners. The task aims
to provide conceptual clarity to the learners through experiential learning.
It also encourages further learning.
These attributes are at the heart of Formative Assessment.
Let us now look at the following questions given in a test:
What are the different social evils prevalent in Indian society at different times? How have
they affected girl children and women? Write your answer in about 200 words.
This is a typical question that figures in a summative test or examination. Here the main
aim is to measure the extent of knowledge of the learners in the lesson tested. The
answers of the learners will be marked or graded on the basis of value points and a
marking scheme. The information collected by the teacher may not be used to diagnose
the problems faced by learners or for remediation since the test is usually conducted after
completing the unit or lesson.
However, if a short quiz or test is conducted on the topic when the lesson is in progress
to ascertain the learning gaps for the purpose of providing further help to learners, it will
be formative in nature. So, by and large the way in which a tool is used, i.e. for enhancing
learning or for ascertaining and measuring the extent of learning, decides whether it is
for formative or summative purpose.
For our own conceptual clarity let us look at the attributes of Formative and Summative
Assessment in detail.
Formative Assessment
Formative Assessment is the assessment that takes place during a course or programme
of study.
It is an integral part of the learning process.
It is often informal, i.e., it is carried out by teachers while teaching.
It provides feedback to both teacher and learner about how the course is going and
how learning can be improved during the course.
It helps teacher and learner answer the following questions:
Are the learners doing what they need to do?
Are the teaching and learning strategies chosen by the teacher in need of
modification?
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When the cook tastes the soup, that's formative;
when the guests taste the soup, that's summative.
Robert Stakes.
Summative Assessment
Summative Assessments are given periodically to determine at a particular point in
time what students know and do not know.
Summative Assessments are usually associated with standardized tests such as Board
Examination, Halfyearly and Annual Examination and even Unit Tests.
They are spread out and occur after instruction every few weeks, months or once
a year.
Hence they are tools to help evaluate the effectiveness of programmes, school
improvement goals, alignment of curriculum and student placement.
Since they are used to 'sum up' learning they are called Summative Assessments.
They are always formal in nature.
These assessments happen too far down the learning path to provide information at
the classroom level and to make instructional adjustments and interventions during
the A good comprehensive assessment programme balances formative and summative
assessments.
Formative Assessment is assessment Summative Assessment is assessment
for of
learning learning
Formative Assessment is Summative Assessment is essentially
PEDAGOGY EVALUATION
Formative Assessment can be Summative Assessment can be
thought of as seen as
'PRACTICE' PERFORMANCE AFTER PRACTICE
A good comprehensive assessment programme balances
formative and summative assessments
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What is NOT Formative Assessment?
It is seen that under the guise of continuous evaluation schools conduct a series of 'tests'.
There are tests for almost every day of the week or every month of the academic session.
The argument put forth is that only by conducting frequent tests continuous assessment
can be ensured. However, such practices can hardly he called formative assessments because
they are not integrated with the teachinglearning process. Nor is the information collected
by the teachers from such tests effectively and systematically used for improving the
teachinglearning process.
Case Study
Students of class IX are given the following project in science:
Project on Communicable Diseases
Collect information about communicable diseases by referring
to books and journals and surfing the internet.
Present the information in a folder with illustrations,
pictures and photographs.
The folders should be submitted for evaluation within 15 days.
The folders will be evaluated on the following criteria:
Content, Neatness of Presentation and Illustration
Students complete the task individually and submit the folders by the dead line. Teacher
grades the work of the students as per the assessment criteria.
Question:
Is it a good formative task?
How are the students helped by the teacher and peer groups in doing the task?
What are the objectives of the project?
To assess the student's ability to collect information and present them?
Or
To enable the students to deepen their learning?
If the purpose is to help the learners acquire a deeper understanding of the topic of the
project then the project should be organized differently.
Teacher should discuss the project with the learners.
They will explore ways in which information could be gathered, understood and adapted.
Provide scope for group work so that learners study the topic collaboratively and
help and support each other.
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Teacher monitors the entire process at regular intervals, giving feedback for correction,
modification and refinement.
Besides submitting a folder, the learners are also required to make a presentation to
the class or take a viva voce.
Assessment is done by involving the learners in peer assessment.
The information gathered by the teacher and the learners is used to improve and
further the teachinglearning process.
One major concern with regard to such projects and assignments is that the teacher has
very little scope to ensure that they are done by the students themselves. It is now
common knowledge that projects and assignments can be 'bought' from shops. Instances
of parents doing the projects are also not uncommon. Furthermore, downloading information
from the internet also leads to very little learning.
Hence, to use projects and assignments as effective tools of formative assessment, the
teacher should take certain precautions:
Make the learners do the task as far as possible in the school itself under the direct
supervision of the teacher.
Discuss the project with the learners and monitor their progress at every stage.
Involve them in the assessment process through self and peer assessment.
Give descriptive feedback as an instructional strategy to move students forward in
their learning.
Help students link their classroom learning with the task and their experience.
Follow it up with activities like revisiting some of the concepts, explanations etc.
What does this Manual contain?
After the introduction of CCE in schools affiliated to CBSE in class IX during 200910, the
Board felt it necessary to provide a holistic picture of CCE to all the stakeholders, particularly
the teachers. Hence a Teacher's Manual on Continuous and Comprehensive Evaluation 
Class IX & X was brought out. Besides giving detailed information about the scheme of
CCE, fundamentals of assessment of coscholastic and scholastic areas, dimensions of
schoolbased assessment and tools and techniques of evaluation for formative and summative
purposes have also been included in the manual. The termwise split up of weightage for
formative and summative assessments has also been provided in the manual.
As a sequel to this publication, the Board decided to bring out a series of manuals to
provide exemplar and illustrative materials on Formative Assessment in Languages,
Mathematics, Science and Social Science for classes IX and X. Detailed guidelines with
specifications for Summative Assessment have already been provided to schools. It is the
formative assessment that needs to be strengthened and hence these manuals.
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Objectives of the Manual on Formative Assessment
1. To clarify the concept of formative assessment within the broad framework of CCE.
2. To integrate formative assessments (FA 1, FA 2, FA 3 & FA 4) with the materials
prescribed and classroom procedures.
3. To help teachers and learners use formative assessment for enhancing the teaching
learning process.
4. To provide a rich source of formative assessment tasks for the units/ lessons in
Languages, Mathematics, Science and Social Science for classes IX and X.
5. To help teachers use the Formative Assessment tasks given in the manuals for
generating further tasks on their own.
6. To enable teachers to gain conceptual clarity with regard to Formative and Summative
Assessments.
7. To motivate teachers to build their capacity to add value to materials and methods.
8. To help teachers plan and manage time effectively.
9. To provide guidelines to schools to record formative and summative assessments in
a systematic manner.
10. To provide scope for teacher development in the area of assessment as well as for
consultations and enrichment.
11. To initiate a healthy and meaningful interaction between different stakeholders on
CCE and the place of formative assessment in this scheme.
12. To make the teaching learning process enjoyable for both the teachers and the
learners.
Content:
The manual contains the following broad areas.
1. Formative Assessment & Summative Assessment: Concept and distinction.
2. What are NOT good formative assessment practices.
3. Overall framework of Formative Assessment with split up of units, time frame, periodicity,
number of tasks for each formative assessment, calculation of weightage and recording,
analysis and followup.
4. Formative Assessment Tasks for different units/ lessons in Languages, Mathematics,
Science and Social Science for classes IX & X.
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Overall Framework of Formative Assessment in
Classes IX & X  Scholastic Areas
Scholastic Part 1 (A)
Evaluation of Academic Subjects in Class IX & Class X.
Six assessments are proposed. These are valid for most schools, however they can be
varied or adapted with written communication to the Board.
Type of Percentage of Month Term
assessment weightage in wise
academic session weightage
FIRST TERM
Formative 10% AprilMay FA 1+2 = 20%
Assessment1
Formative 10% JulyAugust
Assessment2
Summative 20% September SA1 = 20%
Assessment1
SECOND TERM
Formative 10% OctoberNovember FA 3+4 = 20%
Assessment3
Formative 10% January February
Assessment4
Summative 40% March SA2 = 40%
Assessment2
Total Formative Assessments = FA1 + FA2 + FA3 + FA4= 40%
Smmative Assessments = SA1 + SA 2= 60%
The following points have to be noted by teachers and students (For Classes IX & X).
There are two formative assessments each in the first and second term.
Each Formative Assessment is again divided into smaller assessments (class assignments,
quiz, projects, written tests) which can carry different marks.
Each formative assessment has a weightage of 10% which can be arrived at by
taking an average of all tasks or the best three or four.
The total weightage of all the four formative assessments is 40%.
The timeframe, split up of syllabus as per the four formative assessments, and the
minimum number of suggested tasks for each formative assessment have been given
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in the annual planner for each subject. The annual planner is only suggestive and
schools can adapt it as per their needs.
Formative Assessment and Classroom Teaching
The formative assessment tasks have been designed keeping the following principles
in mind:
Formative assessment is an integral part of classroom practices. So they have been
related to the syllabus to be transacted.
The tasks generally specify the following:
Unit/ Lesson
When to conduct the task.
Approximate time required for each task.
Objectives of the task.
Task specifications.
Procedure for conducting the task including preparation, if any.
Criteria for assessment
Feedback and followup.
Teachers, however, have the freedom to make minor modifications in the overall design
of the task to suit their requirements.
The most important aspect to be kept in mind is that these tasks are meant
to be integrated with the teachinglearning process, i.e. while teaching a unit/
lesson (and NOT after). Also the follow up in terms of providing further help
to clear doubts, remove problems faced by learners and make modifications in
teaching methods and strategies has to be given utmost importance. Hence FA
tasks will figure in the teaching plans developed by teachers.
Splitup of Syllabi
To facilitate smooth implementation of CCE, CBSE has already provided splitup of syllabi
for all the subjects termwise. This manual has further subdivided the syllabi reflecting
the name and number of units/ lessons covered for FA 1, FA 2, SA 1, FA 3, FA 4 and
SA 2. Though the weightage for each of the four Formative Assessments is 10 %, the
number of units/ lessons may vary for each of these depending on the time available in
the annual academic calendar. Teachers are advised to study the suggested annual calendar
at the beginning of the academic session and collaboratively design their own annual plan
making any minor modifications they feel necessary to suit their specific needs. However
it is necessary that the overall scheme is retained to ensure that continuous and
comprehensive evaluation is carried out in its true spirit.
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Summative and Formative Assessments
In the first term the weightage given to formative assessment (FA 1 + FA 2) is 20%.
The weightage given to SA 1 is 20%. Schools should assess the students in the entire
syllabus meant for the first term in SA 1. What it means is that there may be one or
two units that are transacted after FA 2. These units will be included for assessment in
SA 1. Similarly, in the second term, the rest of the syllabus will be assessed in SA 2.
It implies that teachers need not be unduly concerned about assessment of the units/
lessons that are taught after conducting FA 4. These units/ lessons along with the others
meant for second term will be covered by SA 2 for 40%. It is also to be noted that if
any unit/ lesson has not been formatively assessed due to time constraint, it will be
assessed summatively at the end of each term.
Procedure for Formative Assessments
The suggested split up of syllabi will be followed by teachers for formative assessment.
The minimum number of formative assessment tasks as suggested in the annual plan
have to be conducted. However, teachers can give more than the minimum number
of tasks depending on the need and time available.
The performance of students in each task will be assessed on the basis of assessment
criteria given.
The total of marks obtained by each student in the formative tasks will be calculated
and reduced to 10 marks. For instance, if three tasks of 5 marks each have been
given for FA 1 and a student obtains 3, 3 and 2 in these tasks, the total obtained
by the student will be 8 out of 15. The weightage for 10 will be (8 15) 10 =
5.33 = 5 = Grade C2 (The total will be rounded off to the next whole number if
the decimal is 0.5 or more. If less, it will be ignored). Similarly the mark will be
calculated for FA2, FA3 and FA4 and the total will yield the marks in formative
assessment out of 40% marks for the whole academic session.
Record Keeping
It is absolutely essential that teachers maintain a clear record of the formative assessments
conducted because they will be verified by CBSE from time to time. The following points
have to be kept in mind while recording FA.
Individual report book as suggested by CBSE has to be maintained in addition to
student report form.
A separate consolidated marks register must be maintained reflecting the following
for each student.
Tools of Formative Assessment (quiz, MCQs, debate, group discussion, creative
writing, presentation etc) must be recorded.
Maximum marks, marks obtained and weightage for 10 marks for each of the
four formative assessments must be maintained.
Cumulative total in FAmust be calculated and recorded.
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Schools may devise a suitable format for the marks register. Many schools are computerising
the entire process of recording the assessments. While evolving such a programme, care
may be taken to ensure that all the relevant particulars are included in the programme.
Recorded evidence of student performance and teacher/ self/ peer assessment has
to be collated and maintained so that queries of parents may be answered based
on such evidence. In this context the importance of student portfolio gains significance.
It is suggested that every student maintain a portfolio consisting of the best of their
written work in each subject. These should include the work submitted as draft as
well as the edited and improved versions to demonstrate the progression of learning
over a period of Teacher will find it convenient to open individual student portfolio
folders at the beginning of an academic session, discussing with students the importance
of and the procedure for maintaining the portfolios.
It is to be noted that the assessment has to be reflected in the report book only
as grades. The grades will be on the 9 point grading scale as given below:
91  100 A1
81  90 A2
71  80 B1
61  70 B2
51  60 C1
41  50 C2
33  40 D
21  32 E1
00  20 E2
The marks in the consolidated marks register will be calculated to arrive at the
weightages for different FAs & SAs and the equivalent grades will be entered in the
Report Book. What it means is that the assessment of each task in FA and each
SA test will be carried out in terms of marks which will be entered in the consolidated
Marks Register. Grades to be entered in the Report Book once in each term will be
calculated accordingly from the consolidated Marks Register.
Apart from the above records, schools will also maintain a Results Register for each
section which could be consolidated for primary and secondary classes at the end
of the academic session.
Task Types Appropriate for Formative Assessment
The Teacher's Manual on CCE throws much light on the types of assessment tools available
to the teacher. It also mentions that all the tools are not appropriate for formative
assessment. In this manual an attempt has been made to clarify what is NOT formative
assessment. Since the purposes of formative and summative assessments differ, the tools
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have to be chosen carefully. However, as a general rule, the following will help teachers
in making a decision in this regard:
Formal Paper Pencil tests are not always suitable for formative assessment because
schools tend to make use of them more for summative rather than for formative
purpose.
Similarly, Projects and Assignments that need much work outside the school and class
hours also may not be ideal for formative assessment. The reasons are obvious:
Without proper monitoring, these tasks may lose their validity and credibility.
(Students may just copy or download from the internet. Parents and others may
actually do the projects and assignments. Now a days projects and assignments
could be bought from 'Education Shops'!)
To be formative, the tasks should involve collaboration, discussion,
reflection and improvement.
On account of these reasons, projects and assignments should be very carefully used as
tools of formative assessment. However, in the hands of imaginative and resourceful teachers,
they may become effective formative assessment tools.
What can be effectively assessed through formative assessment cannot be assessed
through summative assessment. Practical skills and all the coscholastic areas have
to be assessed formatively.
By combining formative and summative assessments all the aspects of a learner's
personality development can be comprehensively covered.
Some of the Precautions that can be taken
a) Give realistic projects and assignments. Don't give topics like:
'Survey of Moghul Architecture.
It will invariably lead to 'Cut & Paste' practices. On the other hand, it will be realistic
to expect students to attempt the following on their own:
Choose any one example of Moghul Architecture. Collect information and pictures on
the monument. Write a brief report in about 2 pages giving the following details:
Name of the Monument.
Period when built.
Who built it.
The purpose (History of the Monument)
Salient Architectural features.
Its present state.
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b) It is not enough if we make the project or assignment simple and realistic. In order
to ensure that further learning has taken place and that the students are able to
link new knowledge with what they have learnt in the class, the teacher could
interview each student on the project. The interview, if conducted imaginatively,
could be very brief but at the same time give proof of the student's own research
and presentation.
c) Make projects a group activity so that it can be done in the classroom itself. Groups
will decide, with the teacher's help, what projects they will work on, division of the
project into smaller units, allotment of smaller units among members etc. It means
that project work should be discussed in the class to make it work.
d) Fix a time frame and interact with groups to see where they are at different stages,
what they are doing and whether they need any help. This will instill seriousness
of purpose, besides motivating the students to take up their work with keen interest.
5. As pointed out earlier, the formative and summative tools are determined by the
purpose for which they are used.
a. If the purpose is to formally ascertain at a given point in time what students
know and do not know, then it is summative.
b. If the purpose is to informally get information regarding how the course is going,
how learning can be improved during the course itself, what are the challenges
faced by individual learners and how the teacher should address them, then
it is formative.
So it is the purpose of the tools that usually determines whether it is for formative or
summative assessment. Having said this, we can still make an attempt to identify assessment
tools that are more suitable for formative assessment than for summative assessment.
Since summative assessment is formal and is usually a paperpen test, what cannot be
assessed by such means can be assessed only through formative assessment tools.
Suggested Tools for Formative Assessment
Language
Listening Comprehension
Reading Comprehension
Debate/ speech/ Group Discussion/ Role Play /Presentation
Dramatization/ Dialogue/ Conversation/ Commentary
MCQs/ Quiz
Grammar Exercises.
Writing/ Completing a poem, story, script, play, diary entry etc.
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Web Charts, Concept Mapping
Visual Representation
Letter, Email, data interpretation, article, bio sketch and dialogue completion
It is suggested that at least one out of four tasks should be used for assessing convesation
skills in the form of listening comprehension or convesation.
Mathematics
Data handing and analysis.
Group projects
Problem solving
Maths Lab Activities
Quiz/ oral questions
Experiments
Presentations
Chart, model making
Visual Representation
Simple and interesting assignments
Mathematical puzzles based on various theorems.
It is suggested that for Mathematics at least one activity out of four should be used for
assessing performances in maths lab activities.
Science
Experiments
Information gathering and deducing
Presentations on science concepts/ experiments
Investigations for stated problems
MCQs and Science Quiz
Simple and interesting assignments
Group assignments and projects
Model Making
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Science symposium/ seminar.
Preparation of various compounds/salts
explanation of different natural phenomenon using scientific principles.
It is suggested that for science, at least one out of four formative assessments in the
year are experiments.
Social Science
Written assignments involving inference, interpretation and evaluation
Commentaries
Simple projects (group & individual)
Presentations (group & individual)
Quiz and MCQ's
Models and charts.
Debates
Symposium/ Seminar
Conducting intervenes of historical figures
Role plays
Dramatization of historical events
It is suggested that in social Science at least one out of four should be band on project.
In addition to the tools listed above teachers can devise other informal ways in which
formative assessment can be done. For instance observation of student's performance in
the class (participation, answering questions etc) can also be used effectively for formative
assessment. Written tests have not been included in the above list because they tend
to become formal and hence are more suitable for summative assessment. Moreover, if
written tests are also used for formative purposes, there will be a tendency to use them
more often as they are relatively easy to construct and administer. This will lead to an
increase in the stress level of students. They are better used for summative assessment.
This, however, does not prevent teachers from holding one minute tests, open book tests
and conceptbased questions expecting written answers during the course of teaching a
unit or lesson. The answers have to be analysed and discussed to provide conceptual
clarity and address gaps in learning. Some of the formative assessment tasks included in
this manual involve a fair bit of writing. However, they are all to be attempted in the
class with scope for feedback.
How to use this Manual
As already mentioned, this manual contains a number of formative assessment tasks for
classes IX & X in all the main scholastic subjects. Teachers can make use of them in
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a planned manner not only to assess learning but also to enhance the effectiveness of
their own teaching. Some suggestions for the effective use of the formative tasks are
given below:
a. Planning
At the beginning of the academic session teachers of the same subject can consult each
other and draw out a plan of formative assessment for the entire session. A suggested
annual planner is given for each subject in the manual. The annual plan drawn up by each
school should include the following details:
How many formative tasks will be used for FA 1, FA 2, FA 3 and FA 4. (The
number of tasks should not be less than the minimum suggested)
The identified tasks from the manual (Teachers are, however, free to add their
own tasks to the ones given in the manual)
While deciding/ choosing the tasks, care should be taken to select a variety
so that knowledge and skills are covered comprehensively and there is no scope
for monotony to set in. For example, in Mathematics practical skills will be
assessed through formative assessment. The plan could distribute tasks over
the four formative assignments in such a way that all the aspects are assessed
at least twice or thrice in a session. Similarly the tasks may be chosen in other
subjects in such a way that they assess different skills and competencies using
a variety of modes of assessment.
b. Classroom Strategies
Since the tasks are to be integrated with classroom instruction, teachers have to
embed them in their lesson plans.
Task specification as given in the manual may be used by teachers in the following
manner:
Objectives: These specify the learning outcomes for each task and hence help teachers
and learners in developing a focus. They are also meant to be kept in
view at the time of assessment.
Procedure: A task may need some preparations on the part of the teacher. These
are included under 'Procedure'. The different steps to be followed,
precautions to be taken and suggestions for collecting information are also
provided under this heading.
Criteria for Assessment
In order to make the assessment objective and systematic, specific criteria have been
provided for each task along with suggested marks. It is essential that the teachers put
up these criteria or read them out to the class before commencing a task. Learners should
know on what basis they will be assessed. It will also give them task clarity. The scores
obtained by students in each of the tasks conducted must be recorded. The record of
assessment should also be maintained. Wherever a written product emerges, it may be
made part of the student portfolio.
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Feedback/ Follow Up
This is a crucial stage in formative assessment. The performance of students gives valuable
information about their understanding, conceptual clarity, problems faced and gaps in learning.
Based on this information, teachers could give feedback and undertake follow up activities
for remediation and enrichment. The information will also enable teachers to modify their
practices for enhanced effectiveness of learning.
Some Challenges
Teachers may face certain challenges in integrating formative assessment with teaching.
This may be due to
Large class size
Scarcity of time
Constraints imposed by logistics
Strategy to assess group/ pair tasks.
With the help of proper planning these challenges could be overcome. Some suggestions
are given below:
Large Class Size
Choose tasks that involve group work and pair work.
Tasks that require written answers from the learners could be peer assessed.
Answers to MCQs and other objective type questions could be marked by students
themselves by exchanging their work sheets as the teacher calls out the answers.
All the students in a class need not be assessed in one period. It means that the
tasks may be distributed among groups of students so that the teacher is able to
assess them in different periods. The implication is that in large classrooms all the
students need not be assessed in all the tasks. By planning the tasks carefully, all
the skills can however be covered by rotating the tasks among groups of students.
It follows from this that all the students need not be involved in the same task at
a time. In order to cater to multiple intelligence, teachers could adopt a flexible
approach with regard to giving tasks to students. For instance, students good in
written work may be given tasks different from students good at practical work.
Time Management
Since the number of teaching periods for each subject is predetermined, teachers may
feel that conducting formative assessment tasks within the allotted periods may prove to
be difficult. However, it is to be borne in mind that formative assessment is to be built
into the teachinglearning process and it only represents a change in the methods to be
adopted for curriculum transaction. By reducing explanations and frontal teaching, adequate
time could be found for tasks and activities. Some other suggestions are:
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Proper planning will result in efficient time management.
Complete the preparations for each task well before the class begins so that there
is no wastage of time.
Use self and peer assessment strategically.
Train learners in the initial part of the term to collaborate with each other and the
teacher.
Over a period of time they will be able to maintain efficiency and brisk pace.
It is essential that the scoring sheet with names of students is prepared at the
beginning of the academic session as per the annual plan. Columns for FA 1, FA 2,
FA 3, FA 4 may be provided along with details of the tasks selected for each assessment
and the maximum marks so that recording of scores does not take much time.
Train the students in maintaining their portfolios. A folder may be maintained for every
subject in which the best written products could be filed by each student. When
students are helped to take responsibility for record keeping, it will ease some burden
on the teachers besides leading to better time management.
Logistics
Photocopying of worksheets may not be feasible in all the schools. Teachers have to adopt
a few strategies to overcome this problem.
Suggestions
Only elaborate worksheets and those with diagrams and pictures need to be
photocopied.
Wherever possible, the worksheet can be put up on the blackboard.
If technology is accessible, worksheets could be projected with the help of an LCD
projector.
MCQ's and objective type questions could be read out and students instructed to
write only the answers on a sheet of paper.
Instructions for pair work, group work and whole class work could be read out once
or twice.
Share with the Principal and school administration the requirement of photocopies in
advance so that the school makes adequate arrangements.
Always use both the sides of the sheet of paper for photocopying. It may mean
that more than one task is photocopied on a single sheet. After the students complete
one task the sheets may be collected and redistributed for the next task.
Whenever possible, worksheets could be shared by two or more students.
Train the students to observe economy in the use of paper/ worksheet.
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Strategy to assess group/ pair tasks.
Initially teachers may find it a little difficult to assess group/ pair tasks because the
product is usually from more than one student. Some suggestions are given below to help
the teachers in this regard:
Wherever possible group and pair tasks could be broken down into smaller areas and
each member of the group could be assigned an area.
Where the above is not feasible, the contribution of each student to group work
has to be observed and monitored.
Usually after group discussion a presentation is to be made by each group. Care may
be taken to rotate the presentation among all the students so that over a period
of time all are given an opportunity to present the group's views.
Group tasks may be assessed for the entire group/ pair. It means that members of
each group may get the same mark/ grade. However, in pair tasks it is easier to
assess the performance individually.
Since formative assessment is informal, group tasks may be assessed on broad
parameters such as participation, contribution and effectiveness of each member of
the group.
It is necessary that the teacher monitors group tasks properly to ensure that every
student is participating and no student dominates.
Conclusion
This document has laid emphasis on teacherpreparedness, planning and coordination. It
is suggested that at the time of drawing out an annual plan, the principal interacts with
each subject committee and helps the teachers prepare a plan of action ensuring that
assessment is integrated with the teachinglearning process.
It may be necessary to prepare detailed lesson plans for each unit/ lesson besides the
overall plan for the first and second term. While the lesson plan should essentially be an
innovative tool evolved by each teacher depending on the concepts to be taught, the
needs of the learners and other sociocultural factors, it is perhaps advisable to include
certain broad areas in the lesson plan to make it reflect the integration of continuous and
comprehensive evaluation. While these broad areas, along with the format of the lesson
plan could be decided by each school, the following components could be included to
ensure holistic planning:
Content/ topic/ lesson.
Concepts/ skills
Instructional Objectives.
Levels entry, process, integration, exit.
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Tools of assessment with specific questions
Remediation.
It is also suggested that the formative tasks may be assessed for ten marks or multiples
of ten to facilitate easy calculation of weightage. Similarly, self evaluation by students
could be encouraged by integrating ICT and developing student selfaccess tools. While
it will provide ample scope for learner autonomy, it will also reduce the burden on the
teachers. Finally a word about projects. This document specifies that projects should, as
far as possible, be done in the school itself. But certain projects that call for extensive
research and work involving hands and using different materials may be difficult to be
carried out within school hours. Since the main concern is about the genuineness and
credibility of the work submitted for assessment by the students, if adequate care is taken
by the teacher in monitoring the project work, students may be allowed to do some part
of it outside the schools. Detailed guidelines on the precautions to be taken in this regard
have been provided in this manual. By making the projects realistic and simple, teachers
can ensure authenticity of the work of students.
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Description of Formative Assessment
Tasks and Rubrics for Assessment:
1. Class work/Homework/Assignments
This is a part of regular teaching learning of Mathematics. As a part of classwork, teacher
may give class worksheets, MCQ worksheets etc. To give enough practice to students,
H.W. and assignments can be given. Assignments may contain questions other than the
prescribed text book. It may include all types of questions viz. short/long/MCQ etc which
would test knowledge, understanding, and application of concepts taught.
Sample Rubric for C.W/H.W/Assignment Assessment
Parameter Observation Points Marks allotted
Periodicity Work is submitted on time On the basis of rating scale
regularly 3 2 1
Always Regular Irregular
regular
Maintenance Neatness/presentation 1 mark
Accuracy Correctness 1 mark
2. Mathematics Laboratory Work:
Work done by students in the Maths lab is a part of Formative assessment. It is further
divided into two parts:
Maths activities : As prescribed in CBSE Mathematics laboratory Manual
Maths Project Work : Some projects are suggested in the CBSE Mathematics
laboratory Manual as well as in the present Manual. Apart from this teacher
may select any Maths project in at least one Formative assessment duration
Sample Rubric for Recording Math lab activity Work (15 Marks)
Lab Ethics Performance of Activity File Record
(Parameters) Scale 5 to 1 (Parameters)
(1 mark each) (1 mark each)
Brings material for activity Able to explain concept Index/Cover
correctly after completion (5)
Or
Completes activity in
the class independently (5)
Takes interest in class Takes help and complete the Neatness
task(4)
Regularly attends Math lab Works independently but not Submits work on time
class able to complete (3)
Takes care of property Tries to perform hands on in Regularly brings file
in Maths lab the lab (2)
Listens attentively during Just initiate the task Does correction work
demonstration allotted (1) (if any)
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Sample Rubric for Maths project work (10 Marks)
Parameter Observation Points Marks
Topic Selection of Topic 1
Originality Collection of data and 2
information
Presentation Creativity 2
Conclusion Inference and Mathematics 2
involved
Viva Explanation 3
3. Creative activities: This may include atleast one of following in each formative
assessment duration
Oral assessment
Quiz
Discussion
Presentation by students
Making of charts/material
Role play
Mathematical games
Math Magazine
Self composed Math Poem
Model Making
Any other
Note: Teacher may plan assessment rubric according to the activity taken.
Sample Rubric for Oral Assessment and Recording Oral task
Parameter Observation Points
Participation Raise questions
Response Give response to questions asked by the teacher
Correct Knowledge Answers/responses are correct
Confidence/Expression Able to express knowledge gained
Note: Teacher may prepare a rating scale for awarding marks.
Recording Oral Assessment Task: Teacher may take a recording sheet for noting the
observations while oral assessment process is on. Ticks/Cross can be marked in the respective
columns according to the student's response in formative assessment duration. On the
basis of observations, marks may be allotted.
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Distribution of Mathemetics Laboratory Activities
Math Lab Activities for FA1 and FA2 To obtain conditions for consistency or
inconsistency for given pair of linear equations
in two variables.
a) Pair 1: 2x y + 8 = 0 ; 8x + 3y 24 = 0
Pair 2: x + 2y = 3 ; 4x + 3y = 2
b) Pair 1: 3x y = 2 ; 9x 3y = 6
Pair 2: 2x + 3y = 9 ; 4x + 6y = 18
c) Pair 1: x + 2y 4 = 0 ; x + 2y 6 = 0
Pair 2: x + 4y = 10 ; 3x + 6y = 12
To verify the Basic Proportionality theorem using
a parallel line board and triangle cut outs
To verify Pythagoras theorem by paper cutting
and pasting.
To verify the ratio of areas of two similar
triangles is equal to square of ratios of their
corresponding sides.
Math Lab Activities for FA3 and FA4 To verify the given sequence is an A.P. or not
by paper cutting and pasting method.
To verify that the sum of first n natural numbers
is , by graphical method.
To verify that the sum of first n natural numbers
is n
2
by activity method.
To verify by paper cutting and pasting that the
lengths of tangents drawn from an external point
to a circle are equal
Demonstration that the area of circle is half the
product of its circumference and radius
To verify that the sum of areas of three sectors
of the same radii r formed at the vertices of
any triangle is
Comparison of surface areas of right circular
cylinders made from same rectangular sheet
when rolled along length and when rolled along
breadth
Comparison of volumes of right circular cylinders
made from same rectangular sheet when rolled
along length and when rolled along breadth
Demonstration of the formula for the volume of
right circular cylinder using clay
To make a cone of given slant height l and base
circumference
Demonstration of formula for lateral surface area
of a right circular cone
Demonstration of formula for volume of a right
circular cone
Demonstration of formula for surface area of a
sphere
Demonstration of formula for volume of a sphere
To show that medians of a triangle concur by
paper folding
Probability experiment
Making a clinometers and using it finding height
of taller objects
n(n+1)
2
r
2
2
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Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove 2 ,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
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Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
2
Real Numbers Formative Assessment Manual for Teachers
Crossword Puzzle Sheet
1 2
3
4 5
6
7 8
9
10
Across
4. Fundamental theorem oI states that every composite number can be uniquely
expressed as a product oI primes, apart Irom the order oI Iactors.
7. The Iactorization oI composite numbers is unique.
10. numbers have either terminating or nonterminating repeating decimal expansion.
Down
1. is a sequence oI well deIined steps to solve any problem.
2. Numbers having nonterminating, nonrepeating decimal expansion are known as
3. A proven statement used as a stepping stone towards the prooI oI another statement is known as
5. Decimal expansion oI 3/35 is
6. The expansion oI rational numbers is terminating iI the denominator has 2 & 5 as
its only Iactors.
8. division algorithm is used to Iind the HCF oI two positive numbers.
9. For any two numbers, HCF LCM oI numbers.
Rating Scale Student Knows Yes No
1. Euclid`s division lemma
2. Fundamental theorem oI airthmetic
3. Decimal expansion oI rational nos.
4. Decimal expansion oI irrational nos.
5. Relation between LCM, HCM & two numbers
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Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
3
Formative Assessment Manual for Teachers Real Numbers
Assessment : Make Score Board
Rounds Euclid Thales Ramanujan Aryabhatt
Framing
1. Rapid
Fire
2. Buzzer
Round
3. Question
Total
Task2: Quiz/Oral Assessment
Topic Real Numbers
Nature oI task Post Content
Content Coverage Whole Chapter
Learning Objectives To check basic Number system concept.
To test understanding & application oI Euclid's
Division algorithm Ior Iinding HCF oI two numbers.
To test understanding oI Fundamental theorem oI
Arithmetic & its application in Iinding HCF/LCM.
To check conceptual understanding oI decimal
expansion oI real numbers.
Task Quiz/Oral assessment
Execution oI task This task may be perIormed in 2 periods aIter the
completion oI the chapter. The class may be divided in
4 teams(Ramanujan, Aryabhat, Thales, Euclid).The teacher
can keep writing the scores on board aIter each round.
Duration 2 periods
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Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
4
Real Numbers Formative Assessment Manual for Teachers
Suggested Rounds & questions for the quiz
Rapid Fire Round : Each team would be given 2 minutes to answer as many questions. Each
correct answer would be awarded one point.
Please Note . (In this round mental math should be encouraged, use oI paperpen should not be allowed)
1. The sequence oI well deIined steps to solve any problem is known as.
2. Numbers having nonterminating, nonrepeating decimal expansion are known as .
3. A proven statement used as a stepping stone towards the prooI oI another statement is known
as .
4. Fundamental theorem oI Arithmetic states .
5. Decimal expansion oI 1/35 is .
6. What are the probable Iactors oI the denominator oI rational number having terminating decimal
expansion ?
7. The prime Iactorization oI composite numbers is .
8. Name the algorithm which is used to Iind the HCF oI two positive numbers.
9. For any two numbers, HCF LCM oI numbers.
(Note . Teacher may Irame more questions according to the need).
Buzzer Round : The team which Iinishes the question will press the buzzer. For each correct answer
10 marks will be awarded.
1. There is a circular path around a sports Iield. Preeti takes 18 minutes to drive one round oI
the Iield, while Suman takes 12 minutes Ior the same. Suppose they both start at the same
point and at the same time, and go in the same direction. AIter how many minutes will they
meet again at the starting point?
2. Two tankers contain 616 litres and 32 litres oI petrol respectively. Find the maximum capacity
oI container which can measure the petrol oI either tanker in exact number oI times.
3. Find the HCF oI 12576 & 4052.
4. Find LCM oI 867 & 255.
Framing Question Round :
Each team would be asked to Irame a question based on the Chapter. They would be given 5 minutes
to prepare a presentation on explaining the question and solution.
Marks Ior this round would be on the basis oI (1) Originality (3)
(2) Question Iraming (3)
(3) Explanation (4)
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
5
Formative Assessment Manual for Teachers Real Numbers
Multiple Choice Questions
Choose the correct option.
1.
5 3 2
is:
A. a rational number B. a natural number
C. equal to zero D. an irrational number
2. Let x
7
22 53
be a rational number. Then x has decimal expansion which terminates:
A. aIter Iour places oI decimal B. aIter three places oI decimal
C. aIter two places oI decimal D. aIter Iive places oI decimal
3. The decimal expansion oI
63
72 175
is:
A. Terminating B. Nonterminating
C. Non terminating and repeating D. None oI these
4. II HCF and LCM oI two numbers are 4 and 9696, then the product oI the two numbers is:
A. 9696 B. 24242 C. 38784 D. 4848
Task3: MCQ
Topic Real Numbers
Nature oI task Post Content
Content Coverage Complete Chapter
Task MCQ
Execution oI task Printed assignment may be given aIter completing the
chapter. AIter completion oI worksheet, teacher can ask
children to interchange their sheets & a quick evaluation
can be done by class discussion.
Duration 1015 minutes.
Criteria Ior assessment Teacher may prepare a rating scale according to the
marks assigned to this task.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
6
Real Numbers Formative Assessment Manual for Teachers
5. (2
3
5
) is a:
A. natural number B. Integer number
C. Rational number D. Irrational number
6. II
3
9
7
2 6
49
81
9
7
9
, the value oI is:
A. 12 B. 9 C. 8 D. 6
7. The number .211 2111 21111 211111....... is a:
A. terminating decimal
B. nonterminating repeating decimal
C. nonterminating decimal which is nonrepeating
D. None oI the above
8. II ()
32, where and and are positive integers, then the value oI ()
is:
A. 32 B. 25 C. (5)10 D. (5)25
9. The number 0.57 in the
Iorm (q 0) is:
A.
19
35
B.
57
99
C.
57
95
D.
19
30
10. 0.57 can be written as
, q 0 as:
A.
26
45
B.
13
27
C.
13
29
D.
57
99
11. Any one oI the numbers , ( 2) and ( 4) is a multiple oI:
A. 2 B. 3 C. 5 D. 7
12. II is a prime number and divides
2
, then divides:
A. 2
2
B. C. 3 D. None oI these
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
8
Real Numbers Formative Assessment Manual for Teachers
Task5: Remedial Worksheet
Topic Real Numbers
Nature oI task Delivery oI content/Post Content
Content Coverage Whole chapter.
Learning Objectives To provide remedial measures on speciIic topics based
on individual needs.
Task Need based worksheets.
Execution oI task AIter diagnostic test & beIore taking remedial test, teacher
should take all possible cures and remedies in the teaching
process which could be
a) Category wise remedial classesnot more than 5
to 10 students in each class.
(With the large class size ,this could better be
achieved with group work. Teacher can divide the
class in small groups oI 45 students, in each group
there should be one good perIormer who can help
out other members oI his/her group who are
comparatively under achievers (based on the result
oI diagnostic test, class observation).
b) Personal and individual attention by teacher.
c) No humiliation.
d) Special careIully devised UAA (under achiever's
assignment)  SimplerSimpleComplex.
e) ReadRereadWriteReWriteReproduceDrill.
I) Group studies; group learning.
g) Micronotes.
h) Teaching selected portion oI syllabus only.
For taking remedial tests teacher may group up
children Iacing same problems & should prepare
each group's need based worksheets.
Duration Need based
Criteria Ior assessment Observation oI group based remedial teaching.
Rubric Ior remedial worksheets.
Follow up Remedial practice sheets oI subtopics & Irequent retests.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
11
Formative Assessment Manual for Teachers Real Numbers
Step 2. Squaring both sides
2
2
2
~
2
2.
2
...(1) Observe,
2
has Iactor 2
2
is divisible by 2 When
2
is even then a is also even
N ...(3)
Step 4. Put (3) in (1)
4
2
2
2
2
2
2
~
2
is divisible by 2
is divisible by 2 ...(4)
Step 5. Irom (2) & (4), a and b have a common Iactor 2
This is a contradiction
, & are
b 0
a & b are
Step 2. Squaring both sides
3
2
2
2
3
2
...(1)
~
2
is divisible by
a is divisible by ...(2)
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
12
Real Numbers Formative Assessment Manual for Teachers
Step 3. a 3m, m
N ...(3)
Step 4. Put (3) is (1)
()
2
3b
2
~ b
2
is divisible by
b is divisible by ...(4)
Step 5. Irom (2) and (4), we get
a and b have a common Iactor
11. Develop the proof of
5
is irrational
(i)
Step1.
Step2.
Step3.
Step4.
Step5.
12. Remember : Let
p
x
q
=
be a rational number, such that the prime Iactorisation oI q is oI the Iorm
2
n
5
m
, where n, m are nonnegative integers. Then x has a decimal expansion which terminates.
Consider : x
3
8
3
3
2
3
3 3
3 5
2 5
3
375
0.375
10
=
Since the denominator can be expressed in the Iorm oI 2
n
5
m
, where n, m are non negative
integers, thereIore the decimal expansion oI x terminates.
Check whether the Iollowing rational numbers will have a terminating decimal expansion or a
nonterminating repeating decimal expansion.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
13
Formative Assessment Manual for Teachers Real Numbers
(i)
64
455
(Hint : First simpliIy then Iind Iactors oI denominator)
64
Can you express denominator in the Iorm 2
n
5
m
?
Now Try :
(ii)
29
343
(iii)
35
50
(iv)
77
210
(v)
6
15
Consider : x
3
80
4
3
0.0375
2 5
=
Observe the decimal expansion oI x terminates aIter 4 decimals and the highest value oI n or
m is also 4 in the denominator.
Consider : x
14588
625
4
14588
23.3408
5
=
The decimal expansion terminates aIter 4 decimals.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
14
Real Numbers Formative Assessment Manual for Teachers
Rational Number Decimal expansion Decimal expansion
( , 0
=
, a & b are integers will terminate will not terminate
& are coprim
) e (Put 4 or 8) (Put 4 or 8)
(II it terminates then
aIter how many decimal
places it will terminate ?
(1)
13
3125
(2)
29
343
(3)
177
210
(4)
3 2
23
2 5
(5)
7 2
49
2 5
(6)
7
80
(7)
13
125
(8)
120
400
4 8 4 8
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
15
Formative Assessment Manual for Teachers Real Numbers
Task6: Project Work
Topic Real Numbers
Nature oI task Post Content
Content Coverage Whole chapter
Learning Objectives To provide children with an opportunity to see the
interconnection oI subjects.
Task Project work
Execution oI task The class may be divided into groups oI 6 to 8 students
(Students living in the same neighborhood may be assigned
in one group). Each group is supposed to work as a
team Ior the completion oI project. Few members can
take responsibility oI gathering required inIormation Ior
the project, others can work Ior making a rough draIt
Irom the gathered inIormation. All members should discuss
the draIt & give their inputs. AIter Iinalizing, members
can writes the report.
The project work completes with the submission oI report.
A small seminar could be conducted where the team
leader should present their work to the complete class.
Duration 10 to 15 days
Criteria Ior assessment The project work could be assessed according to the
Iollowing parameters:
Team Spirit
IdentiIication oI project
Procedure adopted
Preparation oI Report
Class presentation oI the work
Suggestive Projects:
Math Vs Computers
Algorithms are the base oI all computer programs. Make a Ilow chart to elaborate & explain
Euclid's Algorithm. Take help oI computer science seniors/Iriends/teacher to convert your Ilowchart
into a computer program to ease your calculation work.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
16
Real Numbers Formative Assessment Manual for Teachers
Using Art with Math  The Math Journal
Journals are important elements in education system. When completed, the Math Journal looks
like an ancient book that is Iull oI mysterious and amazing secrets and discoveries! It's an
exciting and Iun project that appeals to all students.
The journal should contain the Iollowing articles:
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
17
Formative Assessment Manual for Teachers Real Numbers
Evolution oI Number SystemJourney Irom Counting numbers to Real numbers.
Use your imagination & art skills to draw pictures to support your write up oI this journey.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
18
Real Numbers Formative Assessment Manual for Teachers
Will this journey continue Iurther aIter real number system? What do you think?
Properties oI Real number system (Support with explanation & examples).
Real number game/activity
Real liIe problems
Teacher can organize an art show in the school Ior journal exhibition !!
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
19
Formative Assessment Manual for Teachers Polynomials
CHAPTER2
Polynomials
Learning Objectives
Recall and review polynomial, degree, coeIIicients, constant, zeroes, Iactors
To learn geometrical meaning oI zeroes oI a polynomial
Review and recall splitting the middle term oI a quadratic polynomial
To learn to veriIy relationship between zeroes and coeIIicients oI a polynomial
To learn to Iind remaining zeroes oI a bi quadratic polynomial iI two oI its zeroes are given
Suggested Formative Assessment Tasks
Task1: Think and tell
Topic Polynomials
Nature oI task Warm up
Content Coverage polynomial, degree, coeIIicients, constant, zeroes, Iactors,
types oI polynomials
Learning Objectives Recall and review oI earlier learnt basic concepts
Task Think and tell
Execution oI task Teacher will make two boxes on the black board
containing variables and constants. Students would be then
asked questions on making a polynomial (diIIerent types),
degree, coeIIicients etc.
Duration 1 period
Criteria Ior assessment It is not necessary to give marks Ior this assessment. It
may be used as a starting exercise oI chapter.
Follow up Students may be suggested to reIer their previous year
NCERT text book Ior details.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
20
Polynomials Formative Assessment Manual for Teachers
Warm up task :
1. Use the given constants and variables and make 3 polynomials
2. Complete the entries
P() 5
7
6
5
7 6 CoeIIicient oI
5
Degree oI ()
Constant term
Number oI terms
T() 17
2
7 6 Constant term
Number oI terms
CoeIIicient oI
Degree oI ()
3. JustiIy the Iollowing statements with examples:
a) We can have a trinomial having degree 7.
b) The degree oI a binomial cannot be more than two.
c) There is only one term oI degree one in a monomial.
d) A cubic polynomial always has degree three.
4. Sieve polynomials Irom the given box into a new box. JustiIy why the leIt ones are not
polynomials?
2
4
4
2
5 6
5 3 4 6
6
2
5
1
5
14 17
2
7 9
7
9
3
19
3
8c 5 3
2
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
21
Formative Assessment Manual for Teachers Polynomials
Task2: Explore the graphs
Topic Polynomials
Nature oI task Content
Content Coverage Graphical representation oI zeroes oI a polynomial
Learning Objectives Students would be able to read graphs oI polynomials
and tell the number oI zeroes and zeroes
Task Explore the graphs
Execution oI task Teacher may draw graphs on the board or prepare a
class worksheet Ior students which may be given to them.
Duration 1 period
Criteria Ior assessment The task may be assessed by marks.
Follow up Remedial worksheet Ior practice may be given.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
22
Polynomials Formative Assessment Manual for Teachers
The zeroes oI a polynomial () are precisely the coordinates oI the points, where the graph oI
() intersects the axis.
Observe the given graphs and Iill the respective rows.
S.No. Graph of y = f(x) Number of Zeroes Zeroes
1. Graph of a
linear
polynomial
2. Graph of a
quadratic
polynomial
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
23
Formative Assessment Manual for Teachers Polynomials
3. Graph of a
quadratic
polynomial
4. Graph of a
quadratic
polynomial
5. Graph of a
cubic
polynomial
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
24
Polynomials Formative Assessment Manual for Teachers
Task3: Zeroes and Coefficients
Topic Polynomials
Nature oI task Content
Content Coverage zeroes and coeIIicients oI a polynomial
Learning Objectives To veriIy the relationship between zeroes and coeIIicients
oI a polynomial
Task Explore the graphs
Execution oI task Teacher may explain the concept in the classroom and
then assess students' knowledge by giving a class
worksheet oI 15 minutes in the end oI the period or the
beginning oI next class.
Duration 1 period
Criteria Ior assessment The task may be assessed by marks.
Follow up Review and recall oI concept
OR
Remedial worksheet Ior practice may be given.
Chapter Polynomials :
2
, / 0, are real numbers is a quadratic polynomial.
Sum oI zeroes coeIIicient oI / coeIIicient oI
2
,
product oI zeroes constant term / coeIIicient oI
2
Quadratic Polynomial Factorisation by Zeroes Verfication
splitting the
middle term
(1)
2
7 10 Sum oI Zeroes
Product oI Zeroes
(2)
2
3 28 Sum oI Zeroes
Product oI Zeroes
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
25
Formative Assessment Manual for Teachers Polynomials
Quadratic Polynomial Factorisation by Zeroes Verfication
splitting the
middle term
(3) 3
2
4 Sum oI Zeroes
Product oI Zeroes
Task4: MCQ
Topic Polynomials
Nature oI task Content Delivery
Content Coverage Polynomial, degree, coeIIicients, constant, zeroes, types
oI polynomials
Learning Objectives Recall and review polynomials, degree, coeIIicients,
constant, zeroes
Recall and recall splitting the middle term oI a
quadratic polynomial
Execution oI task Printed sheet oI MCQ may be given to students during
the content delivery
Duration 1520 minutes
Criteria Ior assessment Teacher may assign marks according to rating scale.
Multiple Choice Question
1. The degree oI the polynomial whose graphs is given in Iigure on the side is:
(A) 1
(B) 2
(C) ~3
(D) Can not be Iound
2. II the sum oI the zeroes oI the quadratic polynomial 3
2
6 is 3, the value oI is:
(A) 3 (B) 3 (C) 6 (D) 9
k
below is :
y
y
x
o
x
> <
^
^
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
26
Polynomials Formative Assessment Manual for Teachers
3. The other two zeroes oI the polynomial
3
8
2
19 12 iI its one zeroes is 1, are:
(A) 3, 4 (B) 3, 4 (C) 3, 4 (D) 3, 4
4. The quadratic polynomials, the sum and product oI whose zeroes are 3 and 2, is:
(A)
2
3 2 (B)
2
3 2
(C) (D)
5. The third zero oI the polynomial
2
7
2
2 14, iI two its zeroes are
2
and
2
, is:
(A) 7 (B) 7 (C) 14 (D) 14
6. II
5
3
and
5
3
are two zeroes oI the polynomial 3
4
6
3
2
2
10 5 then its other
two zeroes are:
(A) 1, 1 (B) 1, 1 (C) 1, 1 (D) 3, 3
7. II , and are zeroes oI the polynomial
3
3
2
1 the value oI ( ) is:
(A) 1
2
(B) 1
2
(C) 1
2
(D) 3
8. A real numbers is called a zero oI the polynomial (), then
(A) ( ) 1 (B) ( ) 1 (C) ( ) 0 (D) ( ) 2
9. Which oI the Iollowing is a polynomial:
(A)
2
1
+
(B) 2
2
3 1
(C) 3
2
3 1 (D)
2
2
7
10. The product and sum oI zeroes oI the quadratic polynomial
2
respectively are:
(A)
,
(B)
,
(C)
,1
(D)
,
11. The quadratic polynomial, sum and product oI whose zeroes are 1 and 12 respectively is:
(A)
2
12 (B)
2
12 (C)
2
12 1 (D)
2
12 1
12. II the product oI two oI the zeroes oI the polynomial 2
3
9
2
13 6 is 2, the third
zero oI the polynomial is:
(A) 1 (B) 2 (C)
3
2
(D)
3
2
x
2
+ 3x + 2 x
2
3x + 2
x
3
,
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
27
Formative Assessment Manual for Teachers Polynomials
Task5: Home assignment
Topic Polynomials
Nature oI task Post Content
Content Coverage Complete Chapter
Learning Objectives Mentioned earlier
Task Assignment
Execution oI task To be done by students at home.
Duration 2 days
Criteria Ior assessment It is a part oI regular H.W. assessment.
Follow up Suggest correction work to students (iI any)
Home Assignments
1. Which oI the Iollowing are not polynomials ?
(A) 3
3
2
2
7 (B)
2
(C)
2
2
1
7
+ +
(D) 2
3
3
2
5 6
2. What do you understand by the value oI a polynomial at a given point ?
3. II () 3
3
2
2
6 5, Iind (2).
4. Find the quadratic polynomial whose one zeroes 2
3
.
5. Find a quadratic polynomial whose sum and product oI zeroes are
2
and 3 respectively.
6. Find the zeores oI the polynomial
2
( ) .
7. II m and n are zeroes oI the polynomial 3
2
11 4, Iind the value oI
+
8. II a and b are zeroes oI the polynomial
2
6, the Iind a quadratic polynomial whose
zeroes are (3 2) and (2 3).
9. II and are zeroes oI the polynomial
2
4 3, show that
1 1 14
2 0
3
+ + =
10. II ( 6) is a Iactor oI
3
2
0 and 7, Iind the values oI and .
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
28
Polynomials Formative Assessment Manual for Teachers
Facts Sheet
1. Polynomial is degrees 1, 2 and 3 are called linear, quadratic and cubic polynomials respectively.
2. A quadratic polynomials in x with real coeIIicients is oI the Iorm ax
2
bx c, where a, b, c
are real numbers with a / 0.
3. The zeroes oI a polynomial p(x) are precisely the xcoordinates oI the points, where the graph
oI v p(x) intersects the xaxis.
4. A quadratic polynomial can have at most 2 zeroes and a cubic polynomial can have at most
3 zeroes.
5. II a and b are the zeroes oI the quadratic polynomial ax
2
bx c, then a b b/a and
ab c/a.
6. The division algorithm states that given any polynomial p(x) and any nonzero polynomial g(x),
there are polynomials q(x) and r(x) such that p(x) g(x) q(x) r(x), where r(x) 0 or
degree r(x) degree g(x).
1. Observe the Iollowing graph oI v p(x) Ior some polynomial p(x).
The graph oI v p(x), cuts the xaxis at two points (3, 0) & (4, 0) and touches the xaxis
at (2, 0).
It will have 3 zeroes
and zeroes are 3, 4, 2.
of
Carefully read points 1 and 2. Do questions given in point 3.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
29
Formative Assessment Manual for Teachers Polynomials
2. Consider
The graph oI () does not cut the axis, So it will not have any zero.
In general, given a polynomial () oI degree n, the graph oI () intersects the axis
at atmost n points. ThereIore, a polynomial () oI degree has atmost n zeroes.
3. Find the number oI zeroes and zeroes oI (), Ior some polynomial () Irom the Iollowing
graph.
No. of Zeroes Zeroes
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
30
Polynomials Formative Assessment Manual for Teachers
No. of Zeroes Zeroes
4. Find the error :
Q. Graph oI () is given Ior some polynomial (). Find the number oI zeroes and
zeroes.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
36
Pair of Linear Equations in Two Variables Formative Assessment Manual for Teachers
CHAPTER3
Pair of Linear Equations
in Two Variables
Learning Objectives
Recall, general Iorm oI a linear equation in two variables
To learn to Irame a pair oI linear equations in two variables Irom daily liIe examples
To solve a pair oI linear equations in two variables graphically
To analyze meaning oI type oI solution (unique, inIinite many, no solution), type oI graph
(intersecting lines, parallel lines, coincident lines), consistent/inconsistent
To learn to solve pair oI linear equations in two variables by elimination method, substitution
method and cross multiplication method
To learn to apply the knowledge oI pair oI linear equations
Task1: Forming a pair of linear equations in two variables
Topic Pair oI linear equations in two variables
Nature oI task Pre Content
Content Coverage Formation oI linear equations in two variables
Learning Objectives To convert a word problem into a pair oI linear equations
in two variables
Task Forming a pair oI linear equations in two variables
Execution oI task To be done in the classroom. It can be done as a group
activity also. Students may work in groups oI 4 students.
Teacher may give one card each to one group containing
a worded Maths problem. Students will be asked to
assume variables and transIorm the given situations into
equations. Teacher can then discuss each situation and
help them learn to Iind solution.
This task shall continue till all types are covered.
Duration 4 periods
Criteria Ior assessment It is a part oI regular C.W. assessment.
Follow up Discussion and explanation in classroom. Individual
diIIiculties can be taken up separately.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
37
Formative Assessment Manual for Teachers Pair of Linear Equations in Two Variables
Some Suggested Example Cards
Card 1
Leela tells her daughter seven years ago, I was seven times as old
were you then. Also, three years from now, I shall be three times as
old as you will be
TransIorm the given situation to Iorm a pair oI linear equations in two variables.
Hint: Assume present ages oI both oI them and proceed.
Card 2
The sum of the digits of a two digit number is 9. Also, nine times this
number is twice the number obtained by reversing the order of the
digits. Find the number.
TransIorm the given situation to Iorm a pair oI linear equations in two variables.
Hint: If a two digit number is xy then how do you express it?
Recall, 26 = 2 10 + 6 1
34 = 3 10 + 4 1
43 = 4 10 + 3 1
Card 3
The cost of 2kg of apples & 1kg of grapes on a day was found to be
Rs.160.After a month; cost of 4kg of apples & 2kg of grapes is Rs.300.
Represent this situation algebraically.
Card 4
The coach of a cricket team buys 3 bats & 6 balls for Rs.3900.Later,
she buys 1 bat & 2 more balls of the same kind for Rs.1300.Represent
this situation algebraically.
Like this cards can be prepared.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
38
Pair of Linear Equations in Two Variables Formative Assessment Manual for Teachers
Task2: Graphical method of solving a pair of linear equations in two
variables
Topic Pair oI linear equations in two variables
Nature oI task Content
Content Coverage Plotting the pair oI equations on graph
Finding solution (iI any)
Conditions Ior consistency or inconsistency
Learning Objectives To learn to plot two equations on graph
To learn to Iind solution (iI any)
To analyze graphs
Task Graphical method oI solving a pair oI linear equations in
two variables
Execution oI task Teacher will explain important points about graphing
equations, labeling axes, making a table oI points satisIying
each equation. Students may be given a class worksheet
to plot pair oI linear equations in two variables.
Duration 2 periods
Criteria Ior assessment It is a part oI regular C.W. assessment.
Follow up Discussion and explanation in classroom.
Solve graphically:
2 3 6
3 2 6
Thinking questions:
What type oI lines is obtained?
Are the lines making a triangle with any oI coordinate axes?
What is the ratio oI coeIIicients oI x, coeIIicients oI y and constant in both the given equations?
Is the ratio oI ratio oI coeIIicients oI x and coeIIicients oI y unequal? What do you think is
the impact oI this ratio on the graph?
What is the solution oI given pair oI linear equations in two variables?
Now, draw the graphs oI 2 3 6 and 4 6 18 on the same coordinate plane. What
speciIic do you notice about the type oI graph, type oI pair oI equations, solution (iI any).
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
39
Formative Assessment Manual for Teachers Pair of Linear Equations in Two Variables
What type oI lines is obtained?
Are the lines making a triangle with any oI coordinate axes?
What is the ratio oI coeIIicients oI x, coeIIicients oI y and constant in both the given equations?
What do you think is the impact oI this ratio on the graph?
What is the solution oI given pair oI linear equations in two variables?
Now, draw the graphs oI 2 3 6 and 4 6 12 on the same coordinate plane. What
speciIic do you notice about the type oI graph, type oI pair oI equations, solution (iI any).
What type oI lines is obtained?
Are the lines making a triangle with any oI coordinate axes?
What is the ratio oI coeIIicients oI x, coeIIicients oI y and constant in both the given equations?
What do you think is the impact oI this ratio on the graph?
What is the solution oI given pair oI linear equations in two variables?
Task3: Math Lab Graphical method of solving a pair of linear equations
in two variables
Topic Pair oI linear equations in two variables
Nature oI task Content
Content Coverage Plotting the pair oI equations on graph
Finding solution (iI any)
Conditions Ior consistency or inconsistency
Learning Objectives To analyze graphs
Task Graphical method oI solving a pair oI linear equations in
two variables
Execution oI task This task will be done in the Maths lab. Students will
draw graphs and answer the questions aIter each activity.
Questions may be taken as an assessment task.
Duration 3 periods Ior 3 suggested activities.
Criteria Ior assessment Follow Math lab rubric Ior assessment.
Follow up Discussion and explanation in classroom.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
40
Pair of Linear Equations in Two Variables Formative Assessment Manual for Teachers
Activity Task 1
Aim
To Iind the condition Ior consistency or inconsistency Ior a given set oI system oI Linear Equations
in two variables.
Material Required
Graph paper and Geometry box
Set I 2 8 0, 8 3 24 0
Set II 2 3, 4 3 2
Procedure
Step 1 For Iirst set oI equations, make table oI ordered pairs (, ) satisIying each oI the given
equations.
Step 2 Draw the graph oI both the equations on the same graph paper.
Step 3 Similarly consider the second set oI equations and draw the graph.
Step 4 Observe the ratio oI coeIIicients oI , ratio oI coeIIicients oI and ratio oI coeIIicients
oI constant terms.
Step 5 Observe the type oI graph.
Step 6 Write the result.
Observation Table: a1/a2 is ratio oI coeIIicients oI in both equations, b1/b2 is ratio oI coeIIicients
oI in both equations, c1/c2 is ratio oI constant terms in both equations.
Set of
equations
Type of
graph
Type of
solution
Conclusion
a1/a2 b1/b2 c1/c2
2  = 8
8 + 3 = 24
x y
x y
x y
x y
+ 2 = 3
4 + 3 = 2
After doing activity task 1 answer the following questions:
Q1. Write the condition Ior having a unique solution in the Iollowing pair oI linear equations in two
variables and .
Q2. Without actually drawing graph can you comment on type oI graph oI a given pair oI linear
equations in two variables?
Q3. II ratio oI coeIIicients oI is not equal to ratio oI coeIIicients oI in a given pair oI linear
equations in two variables then what will be the type oI graph?
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
41
Formative Assessment Manual for Teachers Pair of Linear Equations in Two Variables
Q4. Write 2 more equations oI lines intersecting with 3 7 9.
Q5. Comment on type oI solution and type oI graph oI Iollowing pair oI linear equations:
2 5 9 5 6 8
Q6. For what value oI the pair oI equations 2 3, 3 1 has a unique solution.
Q7. Comment on the consistency or inconsistency oI a pair oI linear equations in two variables
having intersecting lines on graph.
Q8. Find the value oI Ior which the pair oI equations 2 3, 5 k 7 0 has a unique
solution.
Activity task 2
: To Iind the condition Ior consistency and inconsistency Ior a given set oI system oI Linear
Equations in two variables.
Material Required: Graph paper and Geometry box
Set I 3 2, 9 3 6
Set II 2 3 9, 4 6 18
Procedure:
Step 1 For Iirst set oI equations, make table Ior each oI the given equations.
Step 2 Draw the graph oI both the equations on the same graph paper.
Step 3 Similarly consider the second set oI equations and draw the graph.
Step 4 Observe the ratio oI coeIIicients oI , ratio oI coeIIicients oI and ratio oI coeIIicients
oI constant terms.
Step 5 Observe the type oI graph.
Step 6 Write the result.
Observation Table :
a1/a2 is ratio oI coeIIicients oI in both equations, b1/b2 is ratio oI coeIIicients oI in both equations,
c1/c2 is ratio oI constant terms in both equations.
Set of
equations
Type of
graph
Type of
solution
Conclusion
a1/a2 b1/b2 c1/c2
3  = 2
9  3 = 6
x y
x y
2x y
x y
+ 3 = 9
4 + 6 = 18
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
42
Pair of Linear Equations in Two Variables Formative Assessment Manual for Teachers
After doing activity task 2 answer the following questions:
Q1. Write the condition Ior having inIinitely many solution in the Iollowing pair oI linear equations
in two variables lx mv p and tx nv r.
Q2. Without actually drawing graph can you comment on type oI graph oI a given pair oI linear
equations in two variables?
Q3. II ratio oI coeIIicients oI x is equal to ratio oI coeIIicients oI v and also equal to ratio oI
constant terms in a given pair oI linear equations in two variables then what will be the type
oI graph ?
Q4. Write 2 more equations oI lines coincident with 5x 7v 20.
Q5. Comment on type oI solution and type oI graph oI Iollowing pair oI linear equations:
2x 5v 9, 4x 10v 18.
Q6. For what value oI k the pair oI equations x (k 1) v 5 , (k 1) x 9v 8k 1
has inIinitely many solutions.
Q7. Comment on the consistency or inconsistency oI a pair oI linear equations in two variables
having coincident lines on graph.
Q8. Find the value oI k Ior which the pair oI equations 2x 3v 7 , (k 1) x (k 2) v
3k has inIinitely many solutions
Activity Task 3
Aim
To Iind the condition Ior consistency and inconsistency Ior a given set oI system oI Linear Equations
in two variables.
Material Required
Graph paper and Geometry box
Set I x 2v 4 0, x 2v 6 0
Set II 2x 4v 10, 3x 6v 12
Procedure
Step 1 : For Iirst set oI equations, make table Ior each oI the given equations.
Step 2 : Draw the graph oI both the equations on the same graph paper.
Step 3 : Similarly consider the second set oI equations and draw the graph.
Step 4 : Observe the ratio oI coeIIicients oI x, ratio oI coeIIicients oI v and ratio oI coeIIicients
oI constant terms.
Step 5 : Observe the type oI graph.
Step 6 : Write the result.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
44
Pair of Linear Equations in Two Variables Formative Assessment Manual for Teachers
Given below is a graph representing pair oI linear equations in two variables.
4, 3 2 12
Observe the Iollowing careIully...
The two lines represented by given equations intersect at (4,0) which is the solution oI given
pair oI linear equations in two variables.
Coordinates oI points where lines cut the yaxis are A(0, 4) and C(0, 6 )
Vertices oI triangle Iormed by given lines and yaxis are A(0, 4), B(4, 0) and C(0, 6)
The area oI triangle ABC 1/2 (10 4) 20 square units
(I) (II)
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
45
Formative Assessment Manual for Teachers Pair of Linear Equations in Two Variables
The two lines represented by given equations intersect at (4, 0) which is the solution oI given
pair oI linear equations in two variables.
Coordinates oI points where lines cut the axis are A (0,4) and C(0, 2)
Vertices oI triangle Iormed by given lines and axis are A(0, 4), B(4, 0) and C(0, 2)
The area oI triangle ABC 1/2 (2 x 4) 4 square units
Given below is the graph representing pair oI linear equations in two variables
4, 2 4.
(I) (II)
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
46
Pair of Linear Equations in Two Variables Formative Assessment Manual for Teachers
Given below is a graph representing pair oI linear equations in two variables 2, 4
Answer the following questions:
1. What are the coordinates oI points where two lines representing the given equations meet
axis ?
2. What are the coordinates oI points where two lines representing the given equations meet
axis ?
3. What is the solution oI given pair oI equations? Read Irom graph.
4. What is the area oI triangle Iormed by given lines and axis ?
5. What is the area oI triangle Iormed by given lines and axis ?
(III) (IV)
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
47
Formative Assessment Manual for Teachers Pair of Linear Equations in Two Variables
What is the area of shaded region in each of the following graphs? (III) (IV)
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
48
Pair of Linear Equations in Two Variables Formative Assessment Manual for Teachers
Task5: Elimination Method (Remedial Task)
Topic Pair oI linear equations in two variables
Nature oI task Content delivery
Content Coverage Solving a pair oI linear equations in two variables
algebraically
Learning Objectives To learn to solve given pair oI linear equations in two
variables by elimination method
Task Worksheet
Execution oI task AIter explaining the concept, a practice worksheet Ior
15 minutes can be given as a diagnostic purpose.
Duration 1 period
Criteria Ior assessment It is a part oI regular C.W. assessment.
Follow up Discussion and explanation in classroom.
Task Elimination method
1. Consider the pair oI equations
2 3 6 .. (1)
3 4 7 .. (2)
To make the coeIIicients oI same in both the equations you will multiply equation
(1) by  and equation (2) by 
Write the new pair oI equations Iormed.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
49
Formative Assessment Manual for Teachers Pair of Linear Equations in Two Variables
2. Consider the pair oI equations
3 6 .. (1)
3 12 5 .. (2)
To make the coeIIicients oI same in both the equations you will multiply equation
(1) by and equation (2) by 
Write the new pair oI equations Iormed.
3. Consider the pair oI equations
3 8 .. (1)
4 7 25 .. (2)
To make the coeIIicients oI same in both the equations you will multiply equation
(1) by and equation (2) by 
Write the new pair oI equations Iormed.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
50
Pair of Linear Equations in Two Variables Formative Assessment Manual for Teachers
4. Consider the pair oI equations
2 3 5 .. (1)
10 21 17 .. (2)
To make the coeIIicients oI same in both the equations you will multiply equation
(1) by and equation (2) by 
Write the new pair oI equations Iormed.
5. Consider the pair oI equations
11 3 15 .. (1)
20 21 17 .. (2)
To make the coeIIicients oI x same in both the equations you will multiply equation
(1) by and equation (2) by 
Write the new pair oI equations Iormed.
Solve the above pairs oI linear equations in two variables by elimination method. 6. given
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
51
Formative Assessment Manual for Teachers Pair of Linear Equations in Two Variables
2x + 7 ( / ) = 12
2x + ( / ) = 12
2x = 12 ( / )
2 x = (  ) /
x = /
= /
Ans x = / , y= /
L.H.S = 5x + 2y
= (370 /31) + (64/31)
Like this other tasks based on substitution method and cross multiplication method can be prepared.
Solve 2x +7y = 12
5x +2y = 14
Solution
We have 2x + 7y =12 (1)
5x + 2y = 14 (2)
First of all we will make the coefficients of either x same in both the given equation
Here, we multiple equation (1) by 5 and equation (2) by 2.
We get,
+ = (  3)
+ = (4)
   subtracting (4) from (3)
___________
y =
y =
/
(5)
Now, put (5) in (1) to get the value for x.
x same in both the given equation
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
53
Formative Assessment Manual for Teachers Pair of Linear Equations in Two Variables
8. Solve Ior and :
2( ) ( 4) 0, 2( ) ( 4) 0
9. Solve Ior and :
5 1 6 3
2 , 1
1 2 1 2
+ = =
10. Solve Ior and :
1 , 5
+
= =
11. The sum oI the numerator and denominator oI a Iraction is 12. II the denominator is increased
by 3, the Iraction becomes
1
2
. Find the Iraction.
12. A two digit number is Iour times the sum oI the digits and twice the product oI the digits.
Find the number.
Task7: MCQ Worksheet
Topic Pair oI linear equations in two variables
Nature oI task Post Content
Content Coverage Complete Chapter
Learning Objectives Mentioned earlier
Task MCQ Worksheet
Execution oI task Teacher may give printed worksheets in the classroom.
It is not necess any to alot marks to this task. Answers
to questions may be discussed at the end.
Duration 1 Period
Criteria Ior assessment Follow rubric classwork assessment.
Follow up Discussion aIter the rest. t
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
54
Pair of Linear Equations in Two Variables Formative Assessment Manual for Teachers
MCQ Worksheet
1. The pair oI equations:
3 4 18
4
16
3
24
has
(A) No Solution (B) Unique Solution
(C) InIinitely many Solution (D) Can not say anything
2. II the pair oI equations 2 3 7 and
9
2
12 have no solution, then the value oI
is :
(A)
2
3
(B)
3
2
(C) 3 (D) 3
3. For the equations 0.9 and
11
2
=
+
have the solution :
(A) 5, 1 (B) 3, 2 and 2, 3
(C) 3, 2 (D) 3, 2 and 2, 3
4. II
2
2
and 0, then the value oI ( ) is :
(A) (B) (C)
2
2
(D)
2
2
5. II 2 3 0 and 4 3 0, then equals :
(A) 0 (B) 1 (C) 1 (D) 2
6. II and 0, then value oI is :
(A) (B) (C)
(D)
7. II
2 3
13
+ = and
5 4
2
=
, then ( ) equals :
(A)
1
6
(B)
1
6
(C)
5
6
(D)
5
6
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
55
Formative Assessment Manual for Teachers Pair of Linear Equations in Two Variables
8. II 31 43 117 and 43 31 105, then the value oI ( ) is :
(A) 3 (B)
1
3
(C)
1
3
(D) 3
9. II 19 17 55 and 17 19 53, then the value oI ( ) is :
(A) 3 (B)
1
3
(C) 3 (D) 5
10. II
0.8
2
+ =
and
7
10
2
=
+
, then the value oI is :
(A) 1 (B) 0.6 (C) 0.8 (D) 0.5
11. II (6, ) is a solution oI the equation 3 22 0, then the value oI is :
(A) 4 (B) 4 (C) 3 (D) 3
12. II 3 5 1,
2
4
(B) 5 (C)
25
2
(D)
5
2
15. Rs. 4,900 were divided among 150 children. II each girl gets Rs. 50 and a boy gets Rs. 25,
then the number oI boys is :
(A) 100 (B) 102 (C) 104 (D) 105
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
56
Pair of Linear Equations in Two Variables Formative Assessment Manual for Teachers
Task7: Remedial Worksheet
Topic Pair oI linear equations in two variables
Nature oI task Need Based
Content Coverage Conditions Ior consistency / inconsistency
Graphs oI pair oI linear equations in 2 variables
Learning Objectives To practice question based on conditions Ior
consistency / inconsistency
To practice questions based on graphs
Task Remedial Worksheet
Duration Individual based
Criteria Ior assessment This worksheet is used as a support Ior assessment
material Ior students, so there is no need Ior alloting
marks.
Follow up Similar questions Ior practice can be given to students.
1. Consider the lines represented by the equations
1
1
1
0
2
2
2
0
Remember :
i. Lines will intersect iI
1 1
2 2
0
(iv)
1
5 (viii) ( 1) ( 2) 5
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
61
Formative Assessment Manual for Teachers Quadratic Equations
Q.2. Write the Iollowing quadratic equations in standard Iorm :
(i) 3
2
8 0 (vi)
2
4 0
(ii) ( 5) ( 4) 5 (v)
2
8 3 6
(iii)
1
8 (vi) ( 3) ( 1) 2
Task3: Solving a quadratic equation by factorization
Topic Quadratic equations
Nature oI task Content
Content Coverage Solution oI a quadratic equation
Learning Objectives To learn to Iind solution oI a quadratic equation by
Iactorization method
Task Find the roots
Execution oI task To be done in the classroom.
Teacher may write some equations on board and ask
students to Iactorize quadratic polynomial on the leIt side
oI equation (done earlier in class 9)
Duration 1 period
Criteria Ior assessment It is a part oI regular C.W. assessment.
Follow up Discussion and explanation in classroom Iollowed by
assignment to be done at home independently
Worksheet2
Q.1. Find the roots oI the Iollowing quadratic equations using Iactorizations:
(i)
2
5 6 0 (vi) 2
2
9 56 0
(ii)
2
7 12 0 (vii) 3
2
14 5 0
(iii)
2
12 35 0 (viii)
1
2
(iv)
2
64 0 (ix)
2
7 0
(v)
20
9 (x) 3
2
5 0
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
62
Quadratic Equations Formative Assessment Manual for Teachers
Task4: Solving a quadratic equation by completing the square method
Topic Quadratic equations
Nature oI task Content
Content Coverage Solution oI a quadratic equation
Learning Objectives To learn to Iind solution oI a quadratic equation by
completing the square method
Task Find the roots oI given quadratic equations.
Execution oI task To be done in the classroom.
AIter explaining the method, teacher may write some
equations on board and ask students to Iind roots oI given
quadratic equation by completing the square method.
Duration 3 periods
Criteria Ior assessment It is a part oI regular C.W. assessment.
Follow up Discussion and explanation in classroom.
Remember : II
2
then
Solve for x :
2
9
2
17
2
25
2
16
2
100 0
( 3)
2
5 12
Remember : The square root property cannot be directly applied in a quadratic that has a middle
term such as
2
5 16
In such a case we use completing the square method.
Example 1: x
2
+ 2x 5 = 0
a 1, b 2, c 5, (b/2)
2
1
2
2 1 1 5 0 Adding and subtracting (b/2)
2
1
( 1)
2
6 0
( 1)
2
6
1
6
or 1
6
1
6
or 1
6
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
63
Formative Assessment Manual for Teachers Quadratic Equations
Example 2: Solve by completing the square method
2(
2
4) 2 0
(b/2)
2
(4/2)
2
(2)
2
4 b is the coeIIicient oI the
Add and subtract it, we get 2(
2
4 4 4) 2 0
2(
2
4 4) 4 2 0
2(x 2)
2
4 2 0
2( 2)
2
8 2 0
2( 2)
2
6 0
2( 2)
2
6
( 2)
2
3
SimpliIy now.
Task5: Solving a quadratic equation by quadratic formula
Topic Quadratic equations
Nature oI task Content
Content Coverage Solution oI a quadratic equation
Learning Objectives To learn to Iind solution oI a quadratic equation by using
quadratic Iormula
Task Find the roots
Execution oI task To be done in the classroom.
AIter explaining the method, teacher may write some
equations on board and ask students to Iind roots oI
given quadratic equation by using quadratic Iormula.
Prior to this teacher may ask the students to Iind the
discriminant and comment on nature oI roots.
Duration 2 periods
Criteria Ior assessment It is a part oI regular C.W. assessment.
Follow up Discussion and explanation in classroom.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
64
Quadratic Equations Formative Assessment Manual for Teachers
W
o
r
k
s
h
e
e
t
S
h
o
w
i
n
g
Q
u
a
d
r
a
t
i
c
E
q
u
a
t
i
o
n
u
s
i
n
g
Q
u
a
d
r
a
t
i
c
I
o
r
m
u
l
a
Q
u
a
d
r
a
t
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c
E
q
u
a
t
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o
n
s
~
0
~
0
0
N
a
t
u
r
e
o
I
r
o
o
t
0
3
1
4
3
0
9
0
5
0
5
0
3
3
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
65
Formative Assessment Manual for Teachers Quadratic Equations
Task6: Home Assignment
Topic Quadratic equations
Nature oI task Post Content
Content Coverage Complete Chapter
Learning Objectives Mentioned earlier
Task Home Assignment
Execution oI task To be done by students at home.
Duration 2 days
Criteria Ior assessment It is a part oI regular H.W. assessment.
Follow up Suggest correction work to students (iI any)
Home Assignment
1. What do understand by root / solution oI a quadratic equation ?
2. Which oI the Iollowing in not a quadratic equation:
(i) 2
2
5 2 0 (ii) 3
2
7 2 0
(iii) 3
2
2 5 (iv)
1
5
3. II x
2
5x 1 0, Iind the value oI x
1
x
4. Solve Ior x :
3
2
2
2
2
3
0
5. Solve Ior x : 36
2
12 1 (
2
2
) 0
6. Solve Ior x :
1 2
3 ; ( 1, 2)
1 2
+
+ =
+
7. Solve Ior x :
1 1 1 1
, ( 1, 4 , 5, 2)
1 5 2 4
+ = +
+ + + +
8. Solve Ior x : 16.4
( 2)
16, 2
( 1)
1 0
9. Solve x :
2 1 3
2 3 5
3 2 1
+
=
+
you understand by root / solution of a quadratic equation ?
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
66
Quadratic Equations Formative Assessment Manual for Teachers
10. II the equation (1
2
)
2
2 (
2
2
) 0 has equal roots, prove that
2
2
(1 m
2
)
11. II Sin q and Cos q are roots oI the equation
2
0, prove that
2
2
2 0.
12. The sum oI the reciprocals oI the consecutive natural nos. is
23
132
. Find the numbers.
13. II a train travels 15 km/hour Iaster, it would take 1 hour less to travel 180 km. Find the original
speed oI the train.
Task7: MCQ
Topic Quadratic equations
Nature oI task Post Content
Content Coverage Whole Chapter
Learning Objectives Mentioned earlier
Task MCQ Worksheet
Execution oI task Teacher may give printed worksheet in the class room.
It is not necessary to alot marks to this task. Answers
to questions can be discussed at the end.
Duration 1 period
Criteria Ior assessment Follow rubric classwork assessment.
Follow up Discussion aIter the test.
MCQ Worksheet
1. The value oI Ior which equation 9
2
8 8 0 has equal roots is:
(A) Onle 3 (B) Only 3 (C) 3 (D) 9
2. Which oI the Iollowing is not a quadratic equation ?
(A)
3
3 (B) 3
5
x
2
(C)
1
3 (D)
2
3 4
2
4
3. Which oI the Iollowing is a solution oI the quadratic equation 2
2
6 0 ?
(A) 2 (B) 12 (C)
3
2
(D) 3
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
67
Formative Assessment Manual for Teachers Quadratic Equations
4. The value oI Ior which 2 is a root oI the quadratic equation
2
6 0
(A) 1 (B) 2 (C) 2 (D)
3
2
5. The value oI so that the quadratic equation
2
5 16 0 has no real root, is
(A) ~ 8 (B) 5
(C)
8 8
5 5
< <
(D)
8
0
5
<
6. II
2
3 0 has two two roots 1 and 2, the value oI is :
(A) 1 (B) 1 (C) 2 (D) 2
7. The common root oI the quadratic equation
2
3 2 0 and 2
2
5 2 0 is :
(A) 2 (B) 1 (C) 2 (D)
1
2
8. II
2
5 1 0, the value oI
1
+
is :
(A) 2 (B) 5 (C) 5 (D) 3
9. II a 3
10
a
, the value oI a are
(A) 5, 0 (B) 5, 2 (C) 5, 2 (D) 5, 2
10. II the roots oI the quadratic equation
2
( ) 0 are (1, b), the value oI
is :
(A) 1 (B) 1 (C) 2 (D) 2
11. The quadratic equation with real coeIIicients whose one root is 2
3
is :
(A)
2
2 1 0 (B)
2
4 1 0
(B)
2
4 3 0 (D)
2
4 4 0
12. II the diIIerence oI roots oI the quadratic equation
2
12 0 is 1, the positive value
oI is :
(A) 7 (B) 7 (C) 4 (D) 8
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
69
Formative Assessment Manual for Teachers Quadratic Equations
Quadratic Equations
1. A quadratic equation in the variable x is an equation oI the Irom ax
2
bx c 0, where
a, b, c are real numbers, a / 0.
2. Discriminant : D b
2
4ac
3. A quadratic equation ax
2
bx c 0 has
(i) two district real roots, iI D ~ 0
(ii) two equal real roots, iI D 0
(iii) no real roots, iI D 0
4. Roots are given by
2
b D
x
a
+
=
Example : Find the nature oI roots oI given quadratic equation oI real roots exist, Iind them:
(I) 2x
2
3x + 5 = 0
Here, a Compare it with
b ax
2
bx c 0
c
D b
2
4ac
Find nature oI roots
2
7
2
3
2
0
()
2
2 () ( ) ( )
2
( )
2
3
2
0 Use ( )
2
2
2
2
( )
2
2
3
2
=
Compare the given quadratic
equation and Iind
SimplyIy.
Method of Completing the Square Method
2
2
5 3 0
Divide the whole equation by 2
2
5
2
3
2
0
2
2 () ( ) ( )
2
( )
2
3
2
0
( )
2
2
3
2
=
; SimplyIy.

Remedial Task (3)
(a)
(b)
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
71
Formative Assessment Manual for Teachers Quadratic Equations
Remedial Task
Calculation Errors
Find the errors and correct it.
Error Correction
1. 117 ~ 65
117 65 2 45
2.
616
6
cm
2
912.6 cm
2
3. 120
13
14
20
1680 13
20
14
+
4. (2)
2
(8)
2
4 64
70
5.
2 2
(4 1) (2 7) +
2 2
3 ( 5) +
9 25 +
36
6 Units
Remedial Task (4)
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
72
Quadratic Equations Formative Assessment Manual for Teachers
Error Correction
6.
163
20
4
+
168
7. (14 )
2
2
16 4
~ 196
2
4 11
~ 4 196 16
212
~ 53
8. 27 21 612
~6 612
12
9. 2 ( 3) 6
~ 2
2
3 6
~
2
9
2
~
3
2
10.
2
10 25 36
~ ( 5)
2
36
~ 5 6
~ 11
5
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
74
Airthmetic Progression Formative Assessment Manual for Teachers
Complete the Iollowing table:
Row containing squares No. oI matchsticks required
1 4
2 7
3
4
5
6
7
8
9
Q.1. What do you observe about the number oI matchsticks required with addition oI one square
in each case?
Q.2. How many matchsticks will be required Ior row containing 10 squares, 20 squares, 50 squares?
Follow up worksheet
1. Observe the Iollowing patterns. Count the number oI squares in each term. Guess the no. oI
squares required Ior mentioned term.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
75
Formative Assessment Manual for Teachers Airthmetic Progression
2. Observe the number sequence and complete the next three terms oI the sequence:
i. 2, 7, 12, 17, , ,
ii. 5, 18, 31, 44, , ,
iii. 11, 22, 33, 44, , ,
Task2: Oral questions
Topic Arithmetic progression in daily liIe
Nature oI task Precontent
Learning objective To identiIy the situations in daily liIe where the A.P.
is observed.
To identiIy the Iirst term and common diIIerence.
To calculate the required term.
Execution oI task Teacher can take some slips containing some situations
to the class. Call the students to read the statement on
slips and ask them to interpret it mathematically. II required
initiate the discussion Ior deeper understanding.
Duration 1 Period
Criteria Ior assessment Students can be evaluated on their enthusiasm, interest
in discussion and participation. Objective oI assessment
will be diagnostic.
Suggestive Situations :
i. Rajan joined a company on initial salary oI Rs.50000 per month with annual increment oI
Rs. 4500. What will be his salary in 5th year.
ii. Shalini purchased National saving certiIicate oI Rs. 5000 on her daughter's Iirst birthday and
decided to purchase NSS oI Rs. 500 more on every subsequent birthday. How much money
she will be able to save by her 18th birthday.
iii. The taxi Iare Ior the Iirst km. is Rs. 20 and Ior each additional km. is Rs. 8.
iv. The amount oI air present in a cylinder when a vaccum pump removes oneIourth oI the air
remaining in the cylinder at a time.
v. The circumIerence oI circle when there is constant increase oI 2 cm. in radius and the Iirst
circle has radius oI 8 cm.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
76
Airthmetic Progression Formative Assessment Manual for Teachers
Task3: Class test
Topic Arithmetic progression
Nature oI task Content
Learning objective To recognize A.P.
To identiIy the Iirst term and common diIIerence.
To calculate the nth term and required term.
Execution oI task ClassTest
Duration 1 Period
Criteria Ior assessment Students can be given marks according to correctness oI
response.
Follow up All questions shall be discussed in the class.To Iurther
strengthen the concept time oI 23 days can be given to
students and MCQ can be conducted.
Class Test
M.M. 20 Time Alloted: 25 Minutes
Q.1. Check whether the given sequence is A.P. or not?
1 7, 7, 7, 8, 9,..
2 1, 1.5, 2, 2.5, ..
3 5, 4, 6, 4, ...
4 4, 9, 16, 25, ...
5 90, 80, 70, 60, ...
6 8, 8, 8, 8, ..
7 a, a1, a2, a3, ...
8 a, a 2, a3, a 4, .
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
77
Formative Assessment Manual for Teachers Airthmetic Progression
Q.2. Write the Iirst term, common diIIerence, nth term oI A.P.
A.P. a Iirst term d common diIIerence a
n
a (n1) d
a, 2a, 3a, 4a, .
1.2, 3.2, 5.2, .
1, 3, 5, 7,.
2, 2, 6, 10,.
8, 8, 8, 8,.
1/3, 5/3, 9/3, 13/3.
MCQ Sheet
1. The common diIIerence oI the A.P. whose general term
2 1 is
A. 1 B. 2 C. 2 D. 1
2. The number oI terms in the A.P. 2, 5, 8,........., 59 is
A. 12 B. 19 C. 20 D. 25
3. The Iirst positive term oI the A.P. 11, 8, 5,.........,
A. 2 B. 1 C. 4 D. 3
4. The 4th term Irom the end oI the A.P. ........., 2, 5, 8,........., 35 is
A. 29 B. 26 C. 23 D. 20
5. The 11th and 13th terms oI an A.P. are 35 and 41 respectively its common diIIerence is
A. 38 B. 32 C. 6 D. 3
6. The next term oI the A.P. 8
,
18
,
32
......... is
A. 5 2
B.
5 3
C.
3 3
D.
5 3
7. II Ior an A.P.
5
10
51, then
15
is
A. 71 B. 72 C. 76 D. 81
8. Which oI the Iollowing is not an A.P. ?
A. 1, 4, 7,......... B. 5, 2, 1, 4,.........
C. 3, 7, 12, 18,......... D. 11, 14, 17, 20,.........
9. The sum oI Iirst 20 odd natural numbers is
A. 281 B. 285 C. 400 D. 421
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
78
Airthmetic Progression Formative Assessment Manual for Teachers
10. The sum oI Iirst 20 natural numbers is
A. 110 B. 170 C. 190 D. 210
11. The sum oI Iirst 10 multiples oI 7 is
A. 315 B. 371 C. 385 D. 406
12. II the sum oI the A.P. 3, 7, 11,......... is 210, the number is terms is
A. 10 B. 12 C. 15 D. 22
Task4: Laboratory activity
Topic Arithmetic progression
Nature oI task Content
Learning objective To veriIy the Iormula Ior sum oI Iirst n natural
numbers.
Execution oI task Teacher can give prior instructions Ior the required
material Ior activity. Instructions to carry out the activity
can be given. Students will be asked to record the
procedure and observations systematically in their lab.Iile.
Duration 1 Period
Criteria Ior assessment Students can be evaluated according to rubric Ior maths
lab activity.
Instruction Sheet
Activity: To veriIy that sum oI n natural numbers is n(n1)/2
Material required: Pencil, glue, coloured paper, and scissor
Procedure: and paste it.Mark the rows containing 1 square,2 squares, ..upto 10 squares in ascending
order. Mark the rows containing squares in same Iashion in descending order to complete the square
as Iollowing sample.
Complete the Iollowing blanks.
Area oI square ...
Area oI orange region ....
1 2 3 ...... 10
Repeat the same procedure with set oI 11 and 12 squares and so on.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
79
Formative Assessment Manual for Teachers Airthmetic Progression
Conclusion:
Task5: Project: create a design using A.P.
Topic Arithmetic progression
Nature oI task Postcontent
Learning objective To appreciate the beauty oI geometrical designs
obtained by using A.P. and to create more
geometrical patterns.
Execution oI task Students can choose any A.P. and create a geometrical
design accordingly.
Duration 34 Days
Criteria Ior assessment Students can be evaluated on their enthusiasm, creativity,
presentation oI work, timely submission.
Sample Design
Students can Iill in diIIerent colours to make it beautiIul and more more beautiful.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
80
Airthmetic Progression Formative Assessment Manual for Teachers
Task6: Assignment
Topic Arithmetic progression
Nature oI task Postcontent
Learning objective To apply the concepts learnt in solving problems.
Execution oI task Teacher can give assignment to the students Ior home so
that he/she can work at his/her pace with pleasure oI
working independently.
Duration 34 Days
Criteria oI assessment Submission in time, presentation, completed on his own,
accuracy, conIidence and courage to discuss problems
encountered during completion oI assignment.
Follow up Assignments shall be checked thoroughly and errors shall
be discussed with the students individually. Where ever
necessary more practice sheets can be given.
Home Assignments
1. II the
where
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
83
Formative Assessment Manual for Teachers Triangles
MCQ Worksheet
1. In the Iollowing Iig. XY ,, QR and
PX PY 1
XQ YR 2
= =
, then
() XY QR
() XY
1
3
QR
() XY
2
QR
2
() XY
1
2
QR
2. In the Iollowing Iig QA , AB and PB , AB, then AQ is:
(i) 15 units (ii) 8 units (iii) 5 units (iv) 9 units
3. The ratio oI the areas oI two similar triangles is equal to the:
(i) ratio oI their corresponding sides
(ii) ratio oI their corresponding attitudes
(iii) ratio oI the squares oI their corresponding sides
(iv) ratio oI the squares oI their perimeter
4. The areas oI two similar triangles are 144 cm
2
and 81 cm
2
. II one median oI the Iirst triangle
is 16 cm, length oI corresponding median oI the second triangle is:
(i) 9 cm (ii) 27 cm (iii) 12 cm (iv) 16 cm
5. In a right triangle ABC, in which C 90 and CD ^ AB. II BC , CA ,
AB and CD .
() 2 2 2
1 1 1
= +
() 2 2 2
1 1 1
+
() 2 2 2
1 1 1
< +
() 2 2 2
1 1 1
> +
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
84
Triangles Formative Assessment Manual for Teachers
6. Given Quad. ABCD ~ Quad PQRS then x is:
(i) 13 units
(ii) 12 units
(iii) 6 units
(iv) 15 units
7. II DABC ~ DDEF, ar(DDEF) 100 cm
2
and AB/DE 1/2 then ar(DABC) is:
(i) 50 cm
2
(ii) 25 cm
2
(iii) 4 cm
2
(iv) None oI the above.
8. II the three sides oI a triangle are a, 3a, 2a, then the measure oI the angle opposite to the
longest side is:
(i) 45 (ii) 30 (iii) 60 (iv) 90
Task3: Home Assignment
Topic Triangles
Nature oI task Post Content
Content Coverage Complete Chapter
Learning Objectives To understand the concept oI similarity oI triangles
To prove & apply Basic Proportionality theorem
To learn & apply Similarity Rules (SAS,SSS,AA)
To learn & apply Pythagoras Theorem & its
converse.
Task Home Assignment.
Execution oI task Printed assignment may be given aIter completing the
chapter.
Duration 12 days.
Criteria Ior assessment Follow Rubric Ior H.W/Assignments
Follow up ReIerence material in the Iorm oI important points to
remember can be given as a support material.
D D D D
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
85
Formative Assessment Manual for Teachers Triangles
Home Assignment
1. State whether the Iollowing pairs oI polygons are similar or not:
2. In triangle ABC, DE ,, BC and AD 3. II AC 4.8 cm, Iind AE.
DB 5
3. A girl oI height 90 cm is walking away Irom the base oI a lamp post at a speed oI
1.2 m/s. II the lamp is 3.6 m above the ground, Iind the length oI her shadow aIter 4 seconds.
4. Diagonals oI a trapezium ABCD with AB ,, CD intersects at O. II AB 2CD, Iind ratio oI
areas oI triangles AOB and COD.
5. Prove that the areas oI two similar triangles are in the ratio oI squares oI their corresponding
altitudes.
6. In the Iigure, the line segment XY is parallel to side AC oI ABC and it divides the triangle
into two equal parts oI equal areas. Find the ratio AX / AB.
7. In a triangle, iI square oI one side is equal to the sum oI the squares oI the other two sides,
then the angle opposite the Iirst side is a right angle. Prove it.
8. E is a point on the side AD produced oI a parallelogram ABCD and BE intersects CD at F.
Show that ABE ~ CFB.
9. Complete the sentence: Two polygons oI the same number oI sides are similar iI ...
10. (a) State and prove the Basic Proportionality theorem.
(b) In Iig, iI LM ,, CB and LN ,, CD, prove that AM / AB AN / AD.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
86
Triangles Formative Assessment Manual for Teachers
11. In ABC, AD , BC. Prove that AB
2
BD
2
BC
2
CD
2
.
12. AD is a median oI ABC. The bisector oI ADB and ADC meet AB and AC in
E & F respectively. Prove that EF ,, BC.
Task4: Hands on activity
Topic Triangles
Nature oI task Content Delivery
Learning Objectives To veriIy Pythagoras theorem
Task Math activity
Execution oI task An instruction sheet containing inIormation about material
required & steps involved to do the activity can be given
to students Ior reIerence. They will be then asked to perIorm
the activity & record the outcome in the recording sheet.
Duration 1 period
Criteria Ior assessment This activity will be a part oI Math activity, so it will be
assessed according to the Iollowing parameters :
Observation on thinking skills
Class Ethics
PerIormance oI activity
File Record
(marks may be allotted by the teacher accordingly)
NOTE : ReIer CBSE lab manual Ior the activity on BPT
Instruction Sheet
Objective : To veriIy the Pythagoras Theorem by the method oI paper Iolding, cutting and
pasting. Material Required: card board, coloured pencils, pair oI scissors, Ievicol, geometry box.
Material Required : Card board, coloured pencils, pair oI scissors, Ievicol, geometry box.
Previous Knowledge :
1. Area oI a square.
2. Construction oI parallel lines and perpendicular bisectors.
Procedure :
1. Take a card board oI size say 20 cm 20 cm.
2. Cut any right angled triangle and paste it on the cardboard Suppose its sides are a, b and c.
3. Cut a square oI side a cm and place it along the side oI length a cm oI the right angled
triangle.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
87
Formative Assessment Manual for Teachers Triangles
4. Similarly cut squares oI sides b cm and c cm and place them along the respective sides
oI the right angled triangle.
5. Label the diagram as shown in Fig 1.
6. Join BH and AI. These are two diagonals oI the square ABIH. The two diagonals intersect
each other at the point O.
7. Through O, draw RS ,, BC.
8. Draw PQ, the perpendicular bisector oI RS, passing through O.
9. Now the square ABIH is divided in Iour quadrilaterals. Colour them as shown in Fig 1.
10. From the square ABIH cut the Iour quadrilaterals. Colour them and name them as shown
in Fig 2.
Fig : 1 Fig : 2
Observations :
The square ACGF and the Iour quadrilaterals cut Irom the square ABIH completely Iill the
square BCED. Thus the theorem is veriIied.
Conclusion :
Pythagoras theorem is veriIied by paper cutting & pasting.
in Fig. 2.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
88
Triangles Formative Assessment Manual for Teachers
Task5: Class Quiz / Oral Assessment
Topic Triangles
Nature oI task Post Content
Learning Objectives To know, understand and apply :
Basic Proportionality Theorem
Ratio oI areas oI 2 Similar Triangles
Phythagoras Theorem
Converse oI Phythagoras Theorem
Task Class Quiz / Oral Assessment
Execution oI task This task may be perIormed by sparing 2 periods aIter
the completion oI the Chapter.
The class may be divided in 4 teams.
(Ramanujan, Aryabhat, Shakuntala Devi, Renu Descarter).
The teacher can keep writing the scores on board aIter
each round.
Duration 2 periods
Criteria Ior assessment Teacher may prepare a rating scale according to marks
assigned to this task.
Suggested Question for Quiz
Rapid Fire Round :
1. II a line is drawn parallel to one side oI a traingle to intersect the other two sides in distinct
points, the other two sides are divided in the ......................................... ratio.
2. II a line divides two sides oI a triangle in the same ratio, the line is .........................................
to the third side.
3. II in two triangles, the corresponding angles are equal, their corresponding sides are proportional
and the triangles are .........................................
4. II the corresponding sides oI two triangles are ........................................., their corresponding
angles are equal and the two triangles are similar.
5. II one angle oI triangle is equal to one angle oI another triangle and the sides including these
angles are proportional, the two triangles are similar by ......................................... similarity.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
89
Formative Assessment Manual for Teachers Triangles
6. II a perpendicular is drawn Irom the vertex oI the right angle oI a right triangle to the hypotenuse,
the triangles on each side oI the perpendicular are ......................................... to the whole
triangle and to each other.
7. The ratio oI the areas oI two similar triangles is equal to the ratio oI the .........................................
on their corresponding sides.
8. In ......................................... triangle the square on the hpothenuse is equal to the sum oI the
squares on the other two sides.
9. In a triangle, iI the square on one side is equal to sum oI the squares on the other two sides,
the angle opposite to th Iirst side is a ......................................... angle.
Buzzer Round :
1. II DE ,, BC, Iind EC.
2. II DE ,, BC, Iind AD.
3. Is DABC ~ DPQR ? II no, why. II yes, name similarity criterion used. D D
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
90
Triangles Formative Assessment Manual for Teachers
4. DABC ~ DDEF, such that ar(DABC) 64 cm
2
and ar(DDEF) 121 cm
2
. II EF 15.4 cm,
Iind BC.
5. ABC and BDE are two equilateral triangles such that D is the mid point oI BC. What is the
ratio oI the areas oI triangles ABC and BDE.
6. Sides oI 2 similar triangles are in the ratio 4:9. What is the ratio oI areas oI these triangles.
7. Sides oI a triangle are 7 cm, 24 cm, 25 cm. Will it Iorm a right triangle ? Why or why not ?
8. Find B in DABC 6
3
cm, AC 12 cm and BC 6 cm.
Framing Question Round :
In this round, each team needs to Irame 5 questions Irom the Chapter. This should be a time bound
round.
D D D D
D
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
91
Formative Assessment Manual for Teachers Coordinate Geometry
CHAPTER7
Coordinate Geometry
Learning Objectives :
Learning Objectives
To reinIorce the plotting oI points in two dimensional Cartesian coordinate system.
To learn to Iind the distance between two points on a plane.
To Iind the coordinates oI a point P which divides the line segment joining the points A & B
internally in the ratio m:n.
To Iind the mid point oI line segment joining points P & Q.
To apply the knowledge oI coordinate geometry Ior Iinding the area oI a triangle.
Suggested Formative Assessment tasks
Task1: Play & learn
Topic Coordinate Geometry
Nature oI task Pre Content
Content Coverage Plotting oI points on coordinate plane.
Learning Objectives To reinIorce the understanding oI plotting oI points on
coordinate plane.
Task Play & learn
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopies oI the game sheet & should
be asked to work in pairs & play the game.
Duration 1 period
Criteria Ior assessment Teacher may discuss about their experience in the game.
It is not necessary to give marks Ior this assessment. It
may be used Ior diagnostic purpose.
Follow up II the students are not clear with the concept oI plotting
oI points then teacher may explain again. The Iollowing
link demonstrates the concept oI coordinate geometry
beautiIully & students will Iind Iun learning the concept.
http://Iunbasedlearning.com/algebra/graphing/points/deIault.htm
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
92
Coordinate Geometry Formative Assessment Manual for Teachers
Game Directions :
Number of Players : 2
Material required :
Coordinate Snake Ladder Game Sheet
2 Red & 2 Blue dice (numbers on one dice oI each color as 1 to 6,numbers on another dice
oI each color as 1 to 6)
Board piece Ior each player to locate his/her position.
Game Direction :
To start with, Iirst player has to choose a red dice (randomly out oI two red dice) & a blue
dice (randomly out oI two red dice).Red is Ior axis & Blue is Ior axis. Then the player
has to throw the two dice simultaneously, locate the coordinates on the game sheet(Suppose
he gets 3 on red & 4 on blue dice, then this will correspond to (3, 4) on game sheet) &
put his/her board piece at that position.
The second player will move in the same way.
Snakes & ladder will act as in normal snake ladder game, snake will bring the position down
& ladder will give a liIt.
The game ends when one oI the player reaches (6, 6) Iirst.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
93
Formative Assessment Manual for Teachers Coordinate Geometry
Follow up Task :
Plotting Pictures
Have students plot and connect sets oI coordinates that result in various shapes, such as a sailboat,
a chimney, or a palm tree. For example, iI students plot and connect the points (1, 2), (2, 3), (3, 3),
(4, 2), (3, 1), and (2, 1), it Iorms a hexagon. Have students draw shapes on graph paper and then
list the coordinates; give other students the coordinates Ior these designs to graph.
What are the coordinates that defgine this sailboat ?
Answer : (2, 1), (12, 1), (1, 13), (14, 3), (2, 4), (6, 9), (6, 4), (12, 4), (7, 4), (7, 11)
Task2: Practice Sheet
Topic Coordinate Geometry
Nature oI Task Post content
Content Coverage Distance between two points on a coordinate plane
Learning objectives SpeciIy and Describe location oI the cities using common
language and geometric vocabulary
Find the distance between points along horizontal and
vertical lines oI a coordinate system.
Task Class Worksheet
Execution oI task The task can be perIormed in the last 20 minutes oI the
teaching session. A worksheet may be given to students
in group.
Duration 1 period
Criteria Ior assessment Teacher may prepare a rating scale according to the
marks assigned to this task.
Follow up Worksheet Ior practice may be given.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
94
Coordinate Geometry Formative Assessment Manual for Teachers
Figure 1
Class Worksheet
Find the coordinate (x, y) oI the various cities oI India, mentioned in the worksheet below using the
Iigure 1:
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
95
Formative Assessment Manual for Teachers Coordinate Geometry
Cities Coordinates Cities Coordinates
New Delhi Jaipur
Mumbai Chandigarh
Kolkata Guwahati
Chennai Patna
Bangalore Ernakulam
Lucknow Bhubaneshwar
Hyderabad
Find the distance between the various cities oI India using distance Iormula, mentioned in the worksheet
below using the Iigure 1:
Jaipur Bhopal Chandigarh Guwahati Patna
New Delhi
Mumbai
Kolkata
Chennai
Bangalore
Lucknow
Hyderabad
Ernakulam
Bhubaneshwar
Note: One unit measures 142.52 km
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
96
Coordinate Geometry Formative Assessment Manual for Teachers
Task3: Class Quiz/Oral Assessment
Topic Coordinate Geometry
Nature oI task Post Content
Content Coverage Plotting oI points, Distance Iormula, Section Iormula, Area
oI triangle.
Learning Objectives To plot the points in coordinate plane.
To apply distance Iormula to Iind the distance
between two points.
To use Section Iormula to Iind a point between
two given points with a given ratio.
To Iind the area oI a triangle.
Task Class Quiz/Oral assessment
Execution oI task This task may be perIormed by sparing 2 periods aIter
the completion oI the chapter. The class may be divided
in 4 teams (Ramanujan, Aryabhat, Shakuntala Devi, Rene
Discartes). The teacher can keep writing the scores on
board aIter each round.
Duration 2 periods
Criteria Ior assessment Teacher may prepare a rating scale according to marks
assigned to this task.
Follow up Worksheet Ior practicing may be given
Suggested Rounds & questions for the quiz:
Rapid Fire Round:
(In this round mental math should be encouraged, use oI paperpen should not be allowed)
1. The distance oI the point P (2, 3) Irom the axis is:
(A) 2 (B) 3 (C) 1 (D) 5
2. The distance between the points A (0, 6) and B (0, 2) is:
(A) 6 (B) 8 (C) 4 (D) 2
3. The distance oI the point P (6, 8) Irom the origin is:
(A) 8 (B) 27 (C) 10 (D) 6
4. The distance between the points (0, 5) and (5, 0) is:
(A) 5 (B) 52 (C) 25 (D) 10
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
97
Formative Assessment Manual for Teachers Coordinate Geometry
5. AOBC is a rectangle whose three vertices are vertices A (0, 3), O (0, 0) and B (5, 0). The
length oI its diagonal is:
(A) 5 (B) 3 (C) 34 (D) 4
6. The perimeter oI a triangle with vertices (0, 4), (0, 0) and (3,0) is:
(A) 5 (B) 12 (C) 11 (D) 7 5
7. The area oI a triangle with vertices A (3, 0), B (7, 0) and C (8, 4) is:
(A) 14 (B) 28 (C) 8 (D) 6
8. The points (4, 0), (4, 0), (0, 3) are the vertices oI a:
(A) Right triangle (B) Isosceles triangle
(C) Equilateral triangle (D) Scalene triangle
9. Point on x axis has coordinates:
(A) (a, 0) (B) (0, a) (C) (a, a) (D) (a, a)
10. Point on y axis has coordinates:
(A) (a, b) (B) (a, 0) (C) (0, b) (D) (a, b)
Buzzer Round:
(In this round students will take time to solve & answer the questions)
1. Find the coordinates oI the point (4, 6) divide the line segment joining A (6, 10) and
B (3, 8)?
2. Find the ratio in which the line segment joining (6, 4) and (1, 7) is divided by axis.
3. II (2, 1), (3, 4), (0, 1) are three vertices taken in order oI a parallelogram, Iind the Iourth
vertex.
4. The vertices oI a triangle are (a, b c), (b, c a) and (c, a b). Prove that its centroid lies
on axis.
5. Determine the ratio in which the line x y 2 0 divides the line segment joining (3, 1)
and (8, 9). Also Iind the coordinates oI the point oI division.
6. II the points (a, 0), (0, b) and (1, 1) are collinear then show that 1/a 1/b 1.
7. Find the area oI the quadrilateral Iormed by joining the points A (4, 2), B (3, 5),
C (3, 2) and D (2, 3).
8. Determine iI the points (1, 5), (2, 3) and (2, 11) are collinear.
Framing Question Round:
(In this round, each team needs to Irame 5 questions Irom the chapter. This should be a time bound
round)
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
98
Coordinate Geometry Formative Assessment Manual for Teachers
Task4: MCQ
Topic Coordinate Geometry
Nature oI task Post Content
Content Coverage Complete Chapter
Task MCQ
Execution oI task Printed assignment may be given aIter completing the
chapter. AIter completion oI worksheet, teacher can ask
children to interchange their sheets & a quick evaluation
can be done by class discussion.
Duration 1015 minutes.
Criteria Ior assessment Teacher may prepare a rating scale according to the
marks assigned to this task.
Multiple Choice Questions
1. Point A (5, 6) is at a distance oI:
(A) 61 units Irom origin (B) 11 units Irom origin
(C) 61 units Irom origin (D) 11 units Irom origin
2. II the points (1, ), (5, 2) & (9, 5) are collinear then value oI is:
(A) 5/2 (B) 5/2 (C) 1 (D) 1
3. The end points oI diameter oI circle are (2, 4) & (3, 1).The radius oI the circle is:
(A) 5 2 / 2 (B)
5 2
(C)
3 2
(D)
5 2 / 2
4. The ratio in which axis divides the line segment joining the points (5,4) & (2,3) is:
(A) 5:2 (B) 3:4 (C) 2:5 (D) 4:3
5. The point which divides the line segment joining the points (7, 6) and (3, 4) in ratio 1 : 2
internally lies in the:
(A) I quadrant (B) II quadrant (C) III quadrant (D) IV quadrant
6. The point which lies on the perpendicular bisector oI the line segment joining the points
A (2, 5) and B (2, 5) is:
(A) (0, 0) (B) (0, 2) (C) (2, 0) (D) (2, 0)
7. The Iourth vertex D oI a parallelogram ABCD whose three vertices are A (2, 3), B (6, 7)
and C (8, 3) is:
(A) (0, 1) (B) (0, 1) (C) (1, 0) (D) (1, 0)
8. II the point P (2, 1) lies on the line segment joining points A (4, 2) and B (8, 4), then:
(A) AP 1/3 AB (B) AP PB (C) PB 1/3 AB (D) AP 1/2AB
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
100
Coordinate Geometry Formative Assessment Manual for Teachers
11. Prove that the diagonal oI a rectangle bisects each other and are equal.
12. Find the ratio in which the point (11, 15) divides the line segment joining the point (15, 5) and
(9, 20).
13. Find the ratio in which the point P (m, 6) divides the line segment joining the point
A(4, 3) and B(2, 8). Also Iind the value oI m.
14. II two vertices oI ABC are A(3, 2), B(2, 1) and its centroid G has the coordinate
(5/3, 1/3). Find the coordinates oI the third vertex.
15. The coordinate oI the mid point oI the line joining the point (3p, 4) and (2, 2q) are (5, p).
Find the value oI p and q.
16. The consecutive vertices oI a parallelogram ABCD are A(1, 2), B(1, 0) and C(4, 0). Find the
Iourth vertex D.
Task6: Remedial Worksheet
Topic Coordinate Geometry
Nature oI task Delivery oI content/Post Content
Content Coverage Plotting oI points, Distance Iormula, Section Iormula, Area
oI triangle.
Learning Objectives To provide remedial measures on speciIic topics based
on individual needs.
Task Need based worksheets.
Execution oI task AIter diagnostic test & beIore taking remedial test, teacher
should take all possible cures and remedies in the teaching
process which could be
a) Category wise remedial classesnot more than 5
to 10 students in each class.
(With the large class size ,this could better be
achieved with group work. Teacher can divide the
class in small groups oI 45 students, in each group
there should be one good perIormer who can help
out other members oI his/her group who are
comparatively under achievers (based on the result
oI diagnostic test, class observation).
b) Personal and individual attention by teacher.
c) No humiliation.
d) Special careIully devised UAA (under achiever's
assignment)  SimplerSimpleComplex.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
101
Formative Assessment Manual for Teachers Coordinate Geometry
e) ReadRereadWriteReWriteReproduceDrill.
I) Group studies; group learning.
g) Micronotes.
h) Teaching selected portion oI syllabus only.
For taking remedial tests teacher should group up
children Iacing same problems & should prepare
each group's need based worksheets.
Duration 1 period
Criteria Ior assessment Observation oI group based remedial teaching.
Rubric Ior remedial worksheets.
Follow up Remedial practice sheets oI subtopics & Irequent retests.
Need Based Remedial Worksheets:
Memory Based Remedial Sheet
Write formulae.
1. Distance Iormula
2. Section Iormula
3. Mid point Iormula
4. Centroid Iormula given the coordinates oI the vertices oI triangle
5. Area oI triangle given the coordinates oI its vertices
Conceptual Understanding Based Remedial sheet
Fill in the blanks.
1. The coordinates oI any general point on xaxis is .
2. The coordinates oI any general point vaxis .
3. In order to prove, the three given points A(x
1
, v
1
), B(x
2
, v
2
) and C(x
3
, v
3
) are the
vertices oI an equilateral triangle, we need to show that AB, BC & CA are .
4. In order to prove, the three given points A(x
1
, v
1
), B(x
2
, v
2
) and C(x
3
, v
3
) are the
vertices oI an isosceles triangle, we need to show that .
5. In order to prove, the three given points A(x
1
, v
1
), B(x
2
, v
2
) and C(x
3
, v
3
) are the
vertices oI a right triangle, we need to veriIy theorem.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
102
Coordinate Geometry Formative Assessment Manual for Teachers
Application Based Remedial Sheet.
1. The base AB oI two equilateral triangles ABC and ABC' with side 2a lies along the
axis such that the mid point oI AB is at the origin. Find coordinates oI vertices C and
C' oI the triangles.
2. II P and Q are two Points whose coordinates are (at
2
, 2at) respectively and S is the
point (a, b). Show that
(1/SP) (1/ SQ) is independent oI t.
3. Find the coordinates oI the centre oI the circle passing through the points (0, 0),
(2, 1) and (3, 2). Also Iind the radius.
4. Determine the ratio in which the line segment 3 9 0 divides the segment joining
the points (1, 3) and (2,7).
Task7: Project Work
Topic Coordinate Geometry
Nature oI task Post Content
Content Coverage Whole chapter
Learning Objectives To apply the knowledge oI Coordinate Geometry in real
liIe.
Task Project work
Execution oI task The class may be divided into groups oI 6 to 8 students
(Students living in the same neighborhood may be assigned
in one group). Each group is supposed to work as a
team Ior the completion oI project. Few members can
take responsibility oI gathering required inIormation Ior
the project, others can work Ior making a rough draIt
Irom the gathered inIormation. All members should discuss
the draIt & give their inputs. AIter Iinalizing Iew members
can writes the report.
The project work completes with the submission oI report.
A small seminar could be conducted where the team
leader should present their work to the complete class.
Duration 10 to 15 days
Criteria Ior assessment The project work could be assessed according to the
Iollowing parameters:
Team Spirit
IdentiIication oI project
Procedure adopted
Preparation oI Report
Class presentation oI the work
Follow up
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
103
Formative Assessment Manual for Teachers Coordinate Geometry
Suggested Projects
1. To Iind the applications used in computers using coordinate geometry
2. To plot a grid oI coordinates on your city map and Iind the distances between important
landmarks (e.g. home, school, shopping complex)
3. To Iind out how airplane navigation and naval navigation uses coordinate geometry
Project Title List down the applications used in computers using
coordinate geometry
Team size 4 students
Duration 1 week
Learning Objective To understand and appreciate the use oI coordinate
geometry in applied computer world
Hints and Suggestions MS paint uses coordinate geometry to keep a track oI
all the drawings. Please see the Iigure below.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
104
Coordinate Geometry Formative Assessment Manual for Teachers
Project Title Plot a grid oI coordinates on your city map and Iind the
distances between important landmarks
Team size 4 students
Duration 1 week
Learning Objective To understand and appreciate the use oI coordinate
geometry in real world
Hints and Suggestions Important landmarks could be home, school, shopping
complex, etc.
1. Get a map oI their city and superimpose the
coordinates on it.
2. IdentiIy the coordinates oI the important landmarks.
3. Calculate the graphical distance between the
landmarks.
4. Using the scale calculate the actual distance in
km/mi.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
105
Formative Assessment Manual for Teachers Coordinate Geometry
Project Title Find out how airplane navigation and naval navigation uses
coordinate geometry
Team size 4 students
Duration 1 week
Learning Objective To understand and appreciate the use oI coordinate
geometry in navigation
Hints and Suggestions Airplanes and Naval ships rely on the vast coordinate oI
the earth's magnetic Iield Ior communication
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
106
Introduction to Trigonometry Formative Assessment Manual for Teachers
CHAPTER8
Introduction to Trigonometry
1. In Fig. (1), sin C
5
?
2. The word trigonometry` is desired Irom the Greek words .............................., ..............................
and ..............................
3. II sin A sin A (Fig. (2)) then Iind BC.
Task1: Do as directed
Topic Introduction to Trigonometry
Nature oI task Content
Content Coverage Basics oI trigonometry ; TRatios oI 30, 45, 60, 90
Learning Objectives To recall deIinition oI basic ratios
To recall and Iind value oI TRatio oI special angles
Execution oI task The teacher may provide printed worksheet to the
students.
Duration 1 Period
Criteria Ior Assessment 1 mark Ior each correct answer can be awarded.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
108
Introduction to Trigonometry Formative Assessment Manual for Teachers
MCQ Worksheet
Q.1. Value oI
, Ior Sin 2
1, where 0
90 is :
(A) 30 (B) 60 (C) 45 (D) 135
Q.2. Value oI Sec
2
26 Cot
2
64 is :
(A) 0 (B) 1 (C) 1 (D) 2
Q.3. Product tan 1 tan 2 tan 3....... tan 89 is :
(A) 1 (B) 0 (C) 1 (D) 90
Q.4.
2
1 tan +
is equal to :
(A) Cot
(B) Cos
(C) Cosec
(D) Sec
90 is :
(A) 1 (B) 2 (C) 1 (D)
1
2
Q.7. II
1 1
Cos , Sin
2 2
= =
then value oI +
(A) 30 (B) 60 (C) 90 (D) 120
Q.8. II Sin (A B) 1 Cos (A B) then
(A) A B 90 (B) A B 0 (C) A B 45 (D) A 2B
Task3: Remedial Worksheet
Topic Introduction to Trigonometry
Nature oI task Need based
Content Coverage Need based
Execution oI task Common problems can be taken up in the class.
Individual remedial worksheets can be given to
students as per need.
Duration Individual learners need based.
1. Fill up :
(A) tan 65 (B) tan 25
tan (90 ) tan (90 )
(C) Cos 31 (D) Sin 39
Cos (90 ) Sin (90 )
(E) Sec
2
35 (F) Cosec
2
40
Sec
2
(90 ) Cosec
2
(90 )
(G) Sin
2
89 (H) Sec
2
80
Sin
2
(90 ) Sec
2
(90 )
(I) tan
2
67 (I) Sec 37
tan
2
(90 ) Sec (90 )
c
c s
s c
c
c
s
s
s
s
s
s
s
s
s
s
c
c
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
110
Introduction to Trigonometry Formative Assessment Manual for Teachers
2. Express Cot 79 tan 80 in terms oI :
(A) trigonometric ratios oI angles between 0 and 45
Cot 79 tan 80
Cot (90 ) tan (90 )
(B) Express Cos 75 Sin 85 in terms oI trigonometric ratios oI angles between 0 and 45.
Cos 75 Sin 85
Cos (90 ) Sin (90 )
2
2
(Sin 20 Sin 70 )
(Cos 20 Cos 70 )
+
2 2
2 2
Sin 70 Sin 70
Cos 70 Cos 70
(C)
2 2
2 2
Sin 20 Sin 70
Cos 20 Cos 70
(D)
2 2
2 2
Sin 20 Sin 70
Cos 20 Cos 70
2 2
2 2
Sin 20 Sin (90 20 )
Cos 20 Cos (90 20 )
2
2
Sin 90
Cos 90
2 2
2 2
Sin 20 Cos 20
Cos 20 Sin 20
(E)
2 2
2 2
Sin 20 Sin 70
Cos 20 Cos 70
2 2
2 2
Sin 20 Sin (90 70 )
Cos 20 Cos (90 70 )
2 2
2 2
Sin 20 Cos 20
Cos 20 Sin 20
1
c
c
c
c s
c s
c s
c
s s
c
c
s s
c
c
s s
c
c
s s
c
c
s s
c
c
s s
c
c
s
c
s s
c
c
s s
c
c
s s
c
c
s c
s
c
s c
s
s s
c c
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
111
Formative Assessment Manual for Teachers Some Applications of Trigonometry
CHAPTER9
Some Applications of Trigonometry
Suggested Formative Assessment Tasks
Task1: Recognize & Fill
Topic Application oI Trigonometry
Nature oI task Pre content
Content Coverage Angle oI elevation, depression, line oI sight
Task Worksheet
Execution oI task Printed worksheet may be given to the students.
Duration 1015 minutes.
Criteria Ior assessment Teacher may discuss the worksheet and observe the level
oI understanding. It is not necessary to give marks Ior
this assessment. It may be used Ior diagnostic purpose.
Worksheet
Figure Angle oI Angle oI Line oI
Elevation depression Sight
s
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
112
Some Applications of Trigonometry Formative Assessment Manual for Teachers
Figure Angle oI Angle oI Line oI
Elevation depression Sight
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
113
Formative Assessment Manual for Teachers Some Applications of Trigonometry
Task2: Class Worksheet
Topic Application oI trigonometry
Nature oI task Content
Content Coverage Figure Iormation Irom word problems.
Learning Objectives To read and analyze word problem and to draw the
corresponding Iigure.
Task Class Worksheet.
Execution oI task Worksheet containing questions and blank space to draw
Iigure may be given to each child. They would be then
asked to draw the corresponding Iigures Ior each question
Alternatively,
Teacher may write the question on board.
Duration 1 period
Criteria Ior assessment Teacher may prepare a rating scale according to marks
assigned to this task.
Follow up Worksheet Ior practicing may be given
Worksheet
For each problem given below, draw a Iigure to illustrate the situation. The Iirst one is done Ior you:
A tower stands vertically on the
ground. From a point on the ground,
which is 15 m away Irom the Ioot oI
the tower, the angle oI elevation oI the
top oI the tower is Iound to be 60.
An observer 1.5 m tall is 28.5 m
away Irom a chimney. The angle oI
elevation oI the top oI the chimney
Irom her eyes is 45.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
114
Some Applications of Trigonometry Formative Assessment Manual for Teachers
From a point P on the ground the
angle oI elevation oI the top oI a 10
m tall building is 30. A Ilag is hoisted
at the top oI the building and the angle
oI elevation oI the top oI the IlagstaII
Irom P is 45.
The shadow oI a tower standing on a
level ground is Iound to be 40 m
longer when the Sun's altitude is 30
than when it is 60.
The angles oI depression oI the top
and the bottom oI an 8 m tall building
Irom the top oI a multistoreyed
building are 30 and 45, respectively.
From a point on a bridge across a
river, the angles oI depression oI the
banks on opposite sides oI the river
are 30 and 45, respectively. The
bridge is at a height oI 3 m Irom the
banks.
A tree breaks due to storm and the
broken part bends so that the top oI
the tree touches the ground making an
angle 30 with it. The distance between
the Ioot oI the tree to the point where
the top touches the ground is 8 m.
A circus artist is climbing a 20 m long
rope, which is tightly stretched and tied
Irom the top oI a vertical pole to the
ground. The angle made by the rope
with the ground level is 30.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
115
Formative Assessment Manual for Teachers Some Applications of Trigonometry
Task3: Question Framing
Topic Application oI trigonometry
Nature oI task Content
Content Coverage Framing word problems Irom given Iigure.
Learning Objectives To Irame a word problems Irom on a given Iigure.
Task Worksheet.
Execution oI task Worksheet containing Iigures and blank space to write
question may be given to each child. They would be then
asked to Irame atleast one question on the given Iigure.
Duration 1 period
Criteria Ior assessment Teacher may discuss the questions Iramed by students
and observe their level oI thinking & imagination. It is
not necessary to give marks Ior this assessment.
Worksheet
Figure World Problem
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
116
Some Applications of Trigonometry Formative Assessment Manual for Teachers
Figure World Problem
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
117
Formative Assessment Manual for Teachers Some Applications of Trigonometry
Task4: Home Assignment
Topic Application oI trigonometry
Nature oI task Post Content
Content Coverage Complete Chapter
Learning Objectives To apply the knowledge oI trigonometry in solving
real liIe problems.
Task Home Assignment
Execution oI task Printed assignment may be given aIter completing the
chapter.
Duration 2 days.
Criteria Ior assessment Follow Rubric Ior H.W/Assignments
Follow up ReIerence material in the Iorm oI important points to
remember can be given as a support material.
Figure World Problem
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
118
Some Applications of Trigonometry Formative Assessment Manual for Teachers
Home Assignment
1. A vertical stick 10 cm long casts a shadow 8 cm long. At the same time, a tower casts a
shadow 30 m long. Determine the height oI the tower.
2. A person standing on the bank oI a river, observes that the angle subtended by a tree on the
opposite bank is 60. When he retreats 20 m Irom the bank, he Iinds the angle to be 30.
Find the height oI the tree and the breadth oI the river.
3. A boy is standing on ground and Ilying a kite with 150 m oI string at an elevation oI 30.
Another boy is standing on the rooI oI a 25 m high building and Ilying a kite at an elevation
oI 45. Find the length oI string required by the second boy so that the two kites just meet,
iI both the boys are on opposite side oI the kites.
4. An aeroplane, Ilying horizontally 1000 m above the ground, is observed at an angle oI elevation
60 Irom a point on the ground. AIter a Ilight oI 10 seconds, the angle oI elevation at the point
oI observation changes to 30. Find the speed oI the plane in m/s.
5. A vertically straight tree, 15 m high is broken by the wind in such a way that it top just touches
the ground and makes an angle oI 600 with the ground ,at what height Irom the ground did
the tree break ?
6. A man in a boat rowing away Irom light house 100 m high takes 2 minutes to changes the
angle oI elevation oI the top oI light house Irom 600 to 450. Find the speed oI the boat.
7. A man standing on the deck oI a ship, which is 10 m above the water level, observes the angle
oI elevation oI the top oI a hill as 600 and the angle oI depression. OI the base oI the hill
as 300. Calculate the distance oI the hill Irom the ship and the height oI the hill
8. The angle oI elevation oI a tower Irom to point 'a and 'b Irom the base and the same
straight line with it are complementary. Prove that the height oI the tower is .
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
120
Some Applications of Trigonometry Formative Assessment Manual for Teachers
4. Ensure that the weight at the end oI the string hangs below the protractor.
5. Mark degrees (in sexagecimal scale with 00 at the lowest and 10 to 900 proceeding
both clockwise and anticlockwise). Fig 1.
Fig. 1
(B) To determine the height of an object:
6. First measure the distance oI the object Irom you. Let the distance be d.
7. Look through the straw or pipe at the top oI the object. Make sure you can clearly see
the top oI the object.
8. Hold the clinometer steady and let your partner record the angle the string makes on the
scale oI the clinometer. Let this angle be ?.
Observations:
Using trigonometric ratio:
tan q height / distance h/d
h d tan q
II, Ior example, d 100 m and q 450
h 100 tan 450 100 m
Remark:
Students may be asked to change the distance oI the object (by either moving the object or by
changing their position) and note how the angle oI elevation varies. They will notice that though d
and q will vary, the product h d tan q will be constant (within measurement error).
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
122
Circles Formative Assessment Manual for Teachers
Q.2. PT is tangent to a circle with centre O, PT 36cm, AP24cm. Find the radius oI the circle.
Q.3. From a point P, 10cm away Irom the centre oI a circle, a tangent PT oI length 8cm is drawn.
Find the radius oI the circle.
Q.4. Draw a circle with centre O. Draw diameter AB. Now, draw tangents at the end points oI
diameter. Are these parallel or intersecting? JustiIy your answer.
Q.5. Find the actual lengths oI sides oI DOTP.
Follow up Questions for practice
Q.1. TP and TQ are the two tangents to a circle with centre O so that angle
POQ 130?, then Iind angle PTQ.
Q.2. From a point Q, the length oI the tangent to a circle is 40 cm and the distance oI Q Irom
the centre is 41cm. Find radius oI the circle.
Q.3. The common point oI a tangent to a circle with the circle is called .
Q.4. The length oI a tangent Irom a point A at a distance 5 cm Irom the centre is 4 cm. Find the
radius oI the circle.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
126
Circles Formative Assessment Manual for Teachers
Q.4. ABC is an isosceles triangle, in which AB AC, circumscribed about a circle. Show that BC
is bisected at the point oI contract.
Q.5. In Fig., a circle is inscribed in a quadrilateral ABCD in which angle B 90. II AD 23 cm,
AB 29 cm and DS 5 cm, Iind the radius (r) oI the circle.
Q.6. An isosceles triangle ABC is inscribed in a circle. II AB AC 13cm and BC 10cm, Iind
the radius oI the circle.
Q.7. Two tangents TP and TQ are drawn Irom external point T to a circle with centre O, as shown in
Iig. II they are inclined to each other at an angle oI 100 then what is the value oI angle POQ?
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
127
Formative Assessment Manual for Teachers Circles
Q.8. The incircle oI DABC touches the sides BC, CA and AB at D, E and F respectively.
II AB AC, prove that BD CD.
Q.9. XP and XQ are tangents Irom X to the circle with centre O. R is a point on the circle. Prove
that, XA AR XB BR.
Q.10. II all the side oI a parallelogram touches a circle, show that the parallelogram is a rhombus.
Q.11. A circle touches all the 4 sides oI a quadrilateral ABCD with AB 6 cm, BC 7 cm &
CD 4 cm. Find AD.
Q.12. TP and TQ are tangents to a circle with centre O at P and Q respectively. PQ 8 cm and
radius oI circle is 5 cm. Find TP and TQ.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
128
Constructions Formative Assessment Manual for Teachers
CHAPTER11
Constructions
Learning Objectives :
To learn to divide a line segment internally in a given ratio.
To construct a triangle similar to a given triangle as per given scale Iactor which may be less
than 1 or greater than 1.
To construct the pair oI tangents Irom an external point to a circle.
Suggested Formative Assessment Tasks
Task1: Class Worksheet / Oral Assessment
Topic Constructions.
Nature oI Task PreContent
Content Coverage Basic concepts like construction oI triangles, scale Iactor.
Task Class Worksheet
Execution oI task This task may be perIormed in the classroom in
the Iirst 10 minutes oI a teaching period. A small
worksheet containing short questions may be given.
They would be then asked to write the answers to
questions.
In one period, oral assessment may be done in
groups.
Duration 10 minutes Ior Worksheet.
1 period Ior oral assessment.
Criteria Ior assessment Teacher may ask questions in groups and observe the
level oI understanding. It is not necessary to give marks
Ior this assessment. It may be used Ior diagnostic purpose.
Class Worksheet / Oral Assessment
1. Is it possible to construct a triangle with sides 3 cm, 4 cm and 8 cm ?
2. What are the instruments to be used in perIorming constructions?
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
129
Formative Assessment Manual for Teachers Constructions
3. When are two angles equal ? Can you make an angle equal to a given angle with the use oI
compass & unmarked ruler only ?
4. When do you say a line is the perpendicular bisector oI another line ?
5. What is the sum oI the angles oI a triangle ?
6. The exterior angle oI a triangle is equal to sum oI the .
7. What are the adjacent sides and adjacent angles oI a triangle ?
8. Out oI angles oI 35, 40, 57 and 75, which can be made with the help oI a ruler and
compass ?
9. What are the diIIerent criteria Ior construction oI a triangle ?
10. What do you understand by similar triangles ?
11. What is a tangent ?
12. What can you say about the length oI tangents Irom an external point to a circle?
Task2: Class Worksheet
Topic Constructions.
Nature oI task Content
Content Coverage Scale Iactor, Construction oI similar triangles & tangents
to a circle.
Learning Objectives To learn to divide a line segment internally in a
given ratio.
To construct a triangle similar to a given triangle as
per given scale Iactor which may be less than 1 or
greater than 1.
To construct the pair oI tangents Irom an external
point to a circle.
Task Class Worksheet
Execution oI task Printed worksheet should be given to each child with
appropriate space Ior making the constructions.
Duration 2 periods
Criteria Ior assessment Accuracy & neatness oI constructions.
Possession oI required geometrical instrument by
each child.
Accuracy oI Construction
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
130
Constructions Formative Assessment Manual for Teachers
Class Worksheet
1. AB is a line segment oI length 8 cm. Locate a point C on AB such that AC 1/3 CB.
2. A triangle ABC is given such that AB 15 cm, BC 27 cm and angle BAC 50. Another
triangle A'BC' similar to triangle ABC is constructed with sides BA' and BC' equal to 25 cm
and 45 cm respectively. Find the scale Iactor.
3. Draw a pair oI tangents to a circle oI radius 6 cm which are inclined to each other at are angle
oI 60. Also justiIy the construction. Measure the distance between the centre oI the circle and
the point oI intersection oI tangents.
4. Give a method to locate the centre oI circle iI it is not given to you.
5. Draw a triangle ABC in which AB 5 cm, BC 6 cm and triangle ABC60 .Construct a
triangle similar to ABC with scale Iactor 3/8. JustiIy the construction.
6. Draw a triangle ABC in which AB 4 cm, BC 6 cm and AC 9 cm. Construct a triangle
similar to triangle ABC with scale Iactor 2/5. JustiIy the construction. Are the two triangles
congruent ?
Task3: Practice SheetMCQ
Topic Constructions.
Nature oI task PreContent
Content Coverage Complete Chapter
Task MCQ
Execution oI task Printed copy oI MCQ paper can be given to students.
Duration 1015 minutes
Criteria Ior assessment AIter a Iollow up discussion oI questions students can
do peer evaluation.
Multiple Choice Questions
Choose the correct answer from the given four options :
1. To divide a line segment AB in the ratio 3:7, Iirst a ray AX is drawn so that angle BAX is
an acute angle and then at equal distances points are marked on the ray AX such that the
minimum number oI these points is
(A) 3 (B) 10 (C) 7 (D) 12
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
131
Formative Assessment Manual for Teachers Constructions
2. To divide a line segment AB in the ratio 4:5, a ray AX is drawn Iirst such that angle BAX
is an acute angle and then points A1, A2, A3, .... are located at equal distances on the
ray AX and the point B is joined to
(A) A4 (B) A5 (C) A10 (D) A9
3. To divide a line segment AB in the ratio 4 : 5, draw a ray AX such that angle BAX
is an acute angle, then draw a ray BY parallel to AX and the points A1, A2, A3, ... and
B1, B2, B3,... are located at equal distances on ray AX and BY, respectively. Then the
points joined are
(A) A5 and B6 (B) A6 and B5
(C) A4 and B5 (D) A5 and B4
4. To construct a triangle similar to a given ABC with its sides 2/5 oI the corresponding
sides oI ABC, Iirst draw a ray BX such that angle CBX is an acute angle and X lies
on the opposite side oI A with respect to BC. Then locate points B1, B2, B3, ... on BX
at equal distances and next step is to join
(A) B7 to C (B) B2 to C (C) B5 to C (D) B4 to C
5. To construct a triangle similar to a given ABC with its sides 5/3 oI the corresponding
sides oI ABC draw a ray BX such that CBX is an acute angle and X is on the opposite
side oI A with respect to BC. The minimum number oI points to be located at equal distances
on ray BX is
(A) 3 (B) 5 (C) 8 (D) 2
6. To draw a pair oI tangents to a circle which are inclined to each other at an angle oI
30, it is required to draw tangents at end points oI those two radii oI the circle, the angle
between them should be
(A) 150 (B) 90 (C) 60 (D) 120
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
132
Constructions Formative Assessment Manual for Teachers
Task4: Home Assignment
Topic Constructions.
Nature oI task Post Content
Content Coverage Complete Chapter
Learning Objectives To learn to divide a line segment internally in a
given ratio.
To construct a triangle similar to a given triangle as
per given scale Iactor which may be less than 1 or
greater than 1.
To construct the pair oI tangents Irom an external
point to a circle.
Task Home Assignment.
Execution oI task Printed assignment may be given aIter completing the
chapter.
Duration 12 days.
Criteria Ior assessment Follow Rubric Ior H.W/Assignments
Follow up ReIerence material in the Iorm oI important points to
remember can be given as a support material.
Home Assignment
1. Draw two tangents to a circle oI radius 3.5 cm Iorm a point P at a distance oI 5.5 cm Irom
its center.
2. Construct a similar to ABC such that each oI its sides is 2/3rd oI the corresponding sides
oI ABC. It is given that AB 5cm, AC 6cm and BC 7cm.
3. Draw a line segment AB oI length 4.4cm. Taking A as centre, draw a circle oI radius 2cm and
taking B as centre, draw another circle oI radius 2.2cm. Construct tangents to each circle Irom
the centre oI the other circle.
4. Draw a pair oI tangents to a circle oI radius 2cm that are inclined to each other at an angle
oI 90.
5. Construct a tangent to a circle oI radius 2cm Irom a point on the concentric circle oI radius
2.6cm and measure its length. Also, veriIy the measurements by actual calculations.
6. Construct an isosceles triangle whose base is 7cm and altitude 4cm and then construct another
similar triangle whose sides are 3/2 times the corresponding sides oI the isosceles triangle.
7. Draw a line segment AB oI length 8cm. Taking A as center, draw a circle oI radius 4cm and
taking B as centre, draw another circle oI radius 3cm. Construct tangents to each circle Irom
the center oI the other circle.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
133
Formative Assessment Manual for Teachers Area Related to Circles
CHAPTER12
Area Related to Circles
Learning Objectives :
Recall the concept oI circumIerence oI circle and its use in daily liIe situations.
Understand the terms major segment ,minor segment., major sector, minor sector, angle
subtended by the sector at the centre, area oI the sector oI given angle, length oI an arc oI
a sector oI given angle and their applications.
Apply the knowledge oI area oI plane Iigures in solving the problems with combination oI plane
Iigures.
Task1: Crossword Puzzle
Content Coverage Perimeter and Area oI a Circle Review
Nature oI task Content
Learning Objective 1. Recall the concept oI circumIerence oI circle and
its use in daily liIe situations.
2. Understand the terms major segment ,minor
segment., major sector, minor sector, angle
subtended by the sector at the centre, area oI the
sector oI given angle, length oI an arc oI a sector
oI given angle and their applications.
Execution oI task AIter explaining all concepts crossword puzzle can be
given to quickly review the understanding oI learner. Sheet
oI crossword can be distributed to students with
instructions to complete it in 15 minutes.
Teacher can discuss all the hints and can call the students
to explain each hint on blackboard by drawing it .
Duration 1 period
Criteria Ior Assessment Objective oI assessment will be diagnostic as well as
remedial as the Iollow up discussion will give an
opportunity to understand the concepts.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
134
Area Related to Circles Formative Assessment Manual for Teachers
Across
2. 2r ................. oI circle
3. 2r d perimeter oI ...............
6. region enclosed between an arc and two radii.
7. angle in semicircle.
8. r
2
area oI .................
Down
1. is the ratio between circumIerence and ................ oI circle.
4. angle Iormed by two radius at centre is known as ............
5. two circle having same centre.
6. region enclosed between chord and arc.
Crossword Puzzle Sheet
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
135
Formative Assessment Manual for Teachers Area Related to Circles
Task2: MCQ
Content Coverage Perimeter and Area oI a Circle Review
Nature oI task content
Learning Objective 1. Recall the concept oI circumIerence oI circle and
its use in daily liIe situations.
2. Understand the terms major segment ,minor
segment., major sector, minor sector, angle
subtended by the sector at the centre, area oI the
sector oI given angle, length oI an arc oI a sector
oI given angle and their applications.
Execution oI task AIter giving the practice oI questions based on
applications oI area oI sector, length oI sector etc. An
MCQ can be conducted in the class to assess the skills
attained in solving problems.
Duration 1 period
Criteria Ior Assessment For correct answer 1 mark and no marks Ior incorrect
answer.
Multiple Choice Questions
1. The area oI the sector oI a circle oI radius r and central angle
, is
A. l.r B.
2
2 C. 2 D.
2. An arc oI a circle is oI length 5
cm
2
. The
radius oI circle is
A. 1 cm B. 5 cm C. 8 cm D. 10 cm
3. A sector is cut Irom a circle oI circle oI radius 21 cm. The angle oI sector is 150. The area
oI sector is
A. 577.5 cm
2
B. 288.2 cm
2
C. 152 cm
2
D. 155 m
2
4. A chord AB oI a circle oI radius 10 cm makes a right angle at the centre oI the circle. The
area oI major segment is
A. 210 cm
2
B. 235.7 cm
2
C. 185.5 cm
2
D. 258.1 cm
2
5. A horse is tied to a pole with 56 m long string. The area oI the Iield where the horse can
graze is
A. 2560 m
2
B. 2464 m
2
C. 9856 m
2
D. 25600 m
2
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
136
Area Related to Circles Formative Assessment Manual for Teachers
6. The circumIerences oI two circles are in the ratio 2:3. The ratio oI their areas is
A. 4:9 B. 2:3 C. 7:9 D. 4:10
7. Area enclosed between two concentric circles is 770 cm
2
. II the radius oI outer circle is 21 cm,
then the radius oI inner circle is
A. 12 cm B. 13 cm C. 14 cm D. 15 cm
8. The perimeter oI a semicircular protector is 72 cm. Its diameter is
A. 28 cm B. 14 cm C. 36 cm D. 24 cm
9. The minute hand oI a clock is 21 cm long. The area described by it on the Iace oI clock in
5 minutes is
A. 115.5 cm
2
B. 112.5 cm
2
C. 211.5 cm
2
D. 123.5 cm
2
10. The area oI a circle circumscribing a square oI area 64 cm
2
is
A. 50.28 cm
2
B. 25.5 cm
2
C. 100.57 cm
2
D. 75.48 cm
2
Task3: Oral Assessment
Content Coverage Area oI sector and segment oI a circle
Nature oI task Post content
Learning Objectives 1. Recall the concept oI circumIerence oI circle and
its use in daily liIe situations
2. Understand the terms major segment ,minor
segment., major sector, minor sector, angle
subtended by the sector at the centre, area oI the
sector oI given angle, length oI an arc oI a sector
oI given angle and their applications
Execution oI task oral assessment can be conducted individually in the class.
Teacher must have the list oI questions ready in order to
save time. II any student is not able to answer any
question he/she should be given another opportunity.
Duration 1 /2periods depending on class strength.
Criteria Ior Assessment Objective oI assessment will be diagnostic.
Suggestive Questions for Oral Assessment
1. The length oI an arc oI a circle oI radius, subtending angle
at the centre is .
2. The area oI the sector oI a circle oI radius with central angle
is .
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
137
Formative Assessment Manual for Teachers Area Related to Circles
3. The perimeter oI sector oI a circle oI radius r and central angle
is .
4. The areas oI two circular Iields are in the ratio oI 16:49. II the radius oI the bigger circle is
14 cm, then the radius oI smaller circle is .
5. The distance travelled by a road roller oI radius and length in 20 rotations is .
6. Area oI a ring oI outer radius R and inner radius r is .
7. II a road roller, oI radius 7 cm and length 20 cm. perIorms 20 revolutions in a minute then
the distance traveled by it in one minute is .
8. Perimeter oI semi circle .
9. Perimeter oI sector with radius and central angle
.
10. Perimeter oI segment with radius and chord length a units.
Task4: Home Assignment
Content Coverage Area oI circle and plane combination oI Iigures
Nature oI task Postcontent
Learning Objectives Apply the knowledge oI area oI plane Iigures in solving
the problems with combination oI plane Iigures.
Execution oI task Once the chapter is complete, home assignment can be
given. Assignment may contain variety oI questions Irom
simple to complex, Irom routine problems to nonroutine
problems.
Duration 3 to 4 Days
Criteria Ior Assessment As per Rubric oI Home Assignment. Follow up session
to discuss the problems oI students Irom assignment is
must.
Home Assignment : Short & long Questions
1. Find the area oI a OAB with AOB 120 & OA OB 18 cm.
Fig. 1
A B
C
120
1
8
c
m
1
8
c
m
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
138
Area Related to Circles Formative Assessment Manual for Teachers
2. Find the area oI sector oI angle 120 and radius 18 cm.
3. Find the area oI the segment AOB oI angle 120 and radius 18 cm.
4. A chord oI a circle oI radius 10 cm subtends a right angle at the centre. Find the Iollowing.
(i) Area oI minor sector (ii) Area oI minor segment
(iii) Area oI major segment (iv) Area oI minor segment
(Use
3.14)
5. It is proposed to add two circular ends, to a square lawn whose side measures 58 cm, the
centre oI each circle being the point oI intersection oI the diagonals oI the square. Find the area
oI the whole lawn.
6. In a circle oI radius 21 cm, an arc subtends an angle oI 60 at the centre. Find:
(i) length oI the arc (ii) area oI sector Iormed by the arc
(iii) area oI segment Iormed by the corresponding chord oI the arc.
7. The length oI an arc subtending an angle oI 72 at the center is 44 cm. Find the area oI the
circle.
Fig. 2
A B
O
18
120
Fig. 3
A B
O
18
120
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
139
Formative Assessment Manual for Teachers Area Related to Circles
8. A park is in the Iorm oI a rectangle 120 m by 100 m. At the center oI the park, there is a
circular lawn. The area oI the park excluding the lawn is 11384 sq. m. Find the radius oI the
circular lawn.
9. Find the area oI shaded portion in the Iollowing Iigures:
Figure (ii): AOQ is isosceles triangle
Figure (iv)
Figure (i): AOB is isosceles triangle.
Figure (iii): PQ QR RS 4 cm
10. An athletic track, 14 m wide, consists oI two straight sections 120 m long joining semicircular
ends whose inner radius is 35 m. Calculate the area oI the track.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
140
Area Related to Circles Formative Assessment Manual for Teachers
Task5: Project Work
Topic Areas Related to Circles.
Nature oI task Post Content
Content Coverage Whole chapter
Learning Objectives To apply the knowledge oI Areas Related to Circles in
real liIe.
Task Project work
Execution oI task The class may be divided into groups oI 6 to 8 students
(Students living in the same neighborhood may be assigned
in one group). Each group is supposed to work as a
team Ior the completion oI project. Few members can
take responsibility oI gathering required inIormation Ior
the project; others can work Ior making a rough draIt
Irom the gathered inIormation. All members should discuss
the draIt & give their inputs. AIter Iinalizing Iew members
can writes the report.
The project work completes with the submission oI report.
A small seminar could be conducted where the team
leader should present their work to the complete class.
Duration 10 to 15 days
Criteria Ior assessment The project work could be assessed according to the
Iollowing parameters:
Team Spirit
IdentiIication oI project
Procedure adopted
Preparation oI Report
Class presentation oI the work
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
141
Formative Assessment Manual for Teachers Area Related to Circles
Suggested Projects
Prepare architectural layout oI a house/ Ilat. The plan oI Ilat should incorporate all shapes related to
circles (circular lawn, semicircular balcony, kitchen in the shape oI segment, sectorial washrooms etc)
Expectations from Project Report :
1. The report should contain the layout diagram oI the house with scale.
2. The layout should contain sectors and semicircles and circular areas (e.g. semicircular lawns
or balconies).
3. Find the area oI all the sectors, segments in the layout.
4. Find the cost oI Ilooring each room & other parts oI your Ilat.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
142
Surface Area & Volumes Formative Assessment Manual for Teachers
CHAPTER13
Surface Area & Volumes
Learning Objectives :
To be Iamiliar with the term  combination oI solids.
To relate examples Irom real liIe.
To learn how to Iind out the volume & surIace area oI combination oI solids.
To relate & to apply it to daily liIe situations.
To learn how a new solid (Irustum) can be obtained Irom a cone.
To learn how to Iind out volume & surIace area oI Irustum.
Suggested Formative Assessment Tasks
Task1: Group Discussion on Designing A Swimming Pool
Topic SurIace Area & Volume
Nature oI task Post Content
Content Coverage SurIace area & Volume oI combination oI cube &
cuboids.
Learning Objectives To apply the knowledge oI Iinding surIace area & volume
in real liIe situation.
Task Group discussion initiated with a practice sheet.
Execution oI task This task may be perIormed in the classroom. Students
can be divided in groups oI 45. Each group should be
given one practice sheet. 20 minutes should be given Ior
group discussion Iollowed by class discussion.
Duration 1 period
Criteria Ior assessment Observation
Team Spirit
Logical Thinking
Problem Solving Skills
Imaginative Ability Irom 2D to 3D
Follow up Teacher should encourage children to visit a swimming
pool and make a small report oI the layout, material
required (in terms oI number oI units, cost) & calculate
the cost oI making & maintenance oI the pool.
Let children appreciate what they are learning with their
surroundings.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
143
Formative Assessment Manual for Teachers Surface Area & Volumes
Designing a Swimming PoolPractice Sheet
Our school has decided to build a swimming pool in school with
dimensions 25 meters long and 15 meters wide. The teacher incharge
wants to discuss the plans to build the pool, put tiles on the bottom
oI the pool and other requirements. Can you help him to answer the
Iollowing questions ?
1. What is the surIace area oI the pool ?
2. II the incharge plans to cover the bottom and sides oI the pool with square tiles having side
25 cm, how many such tiles will be required ?
15 Meters
Wide
25 Meters Long
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
144
Surface Area & Volumes Formative Assessment Manual for Teachers
3. II each tile costs Rs. 40, how much will be the total cost ?
4. The local digging company Kumar & Sons charges Rs. 150 per cubic meter, how much school
has to pay Ior digging the swimming pool ?
5. How long will it take Ior the swimming pool to be Iilled completely, iI the hose pipe is pouring
water into the pool 40 liters per minute ?
6. What is the area oI the wall at the shallow end oI the swimming pool ?
7. What is the area oI the wall at the deep end oI the swimming pool ?
8. How much will be the total cost Ior making the swimming pool operational, considering cost
Ior digging the pool & Iixing tiles ?
Task2: Practice Sheet
Topic SurIace Area & Volumes
Nature oI Task Objective sheet during the delivery oI lesson.
Subjective sheet aIter post content
Content Coverage Formulae to calculate SurIace Area & Volume oI
various solids
Application oI above in solving questions
Learning objectives To recall Iormulae oI various solids.
To analyze & apply the above the knowledge in
solving questions.
Task Class Worksheets
Objective (Oral Test can also be taken)
Subjective
Execution oI task Objective worksheet is Ior a quick Iollow up oI
the recall capacity oI child. It also test their mental
presence in the class. Teacher can distribute printed
sheets aIter the delivery oI main concepts.
Subjective worksheet test the understanding oI
concepts, so it should be done aIter Iinishing the
chapter.
Duration 1015 minutes Ior objective test
1 period Ior subjective test
Criteria Ior assessment Teacher may prepare a rating scale according to
the marks assigned to this task.
Follow Rubrics Ior assessing subjective worksheet.
Follow up A class discussion on the given worksheet.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
145
Formative Assessment Manual for Teachers Surface Area & Volumes
Practice Sheet 1: Objective
1. Match the following :
SurIace Area oI a sphere 2rh
Total S.A. oI a cone 1/3rh
Volume oI a cuboid 2 r(r h)
Volume oI hemisphere 1/3 h(r
2
R
2
rR)
Curved SurIace Area oI a Cone r(r l)
Total S.A. oI a hemisphere l b h
Curved S.A. oI a cylinder 2/3 r
3
Volume oI a cone rl
Total S.A. oI a cylinder 3 r
2
Volume oI a Irustum 4 r
2
2. Fill in the blanks:
a) The total surIace area oI a cuboid oI dimensions a a b is
b) The volume oI right circular cylinder oI base radius r and height 2r is .
c) The total surIace area oI a cylinder oI base radius r and height h is .
d) The curved surIace area oI a cone oI base radius r and height h is .
e) II the height oI a cone is equal to diameter oI its base, the volume oI cone is .
I) The total surIace area oI a hemisphere is oI radius r is .
g) The lateral surIace area oI a hollow cylinder oI outer radius R and inner radius r and
height h is .
h) Volume oI a Irustum oI cone oI radii oI circular bases as R and r and height h is .
i) II the radius oI a sphere is doubled, its volume becomes times the volume
oI original sphere.
j) II the radius oI a sphere is halved, its volume becomes times the volume
oI original sphere.
Practice Sheet 2: Short & long Questions
1. A cone oI radius 10 cm is divided into two parts by drawing a plane through the midpoint oI
its axis, parallel to its base. Compare the volume oI the two parts.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
146
Surface Area & Volumes Formative Assessment Manual for Teachers
2. A hollow cone is cut by a plane parallel to the base and the upper portion is removed. II the
curved surIace oI the remainder is 8/9 oI the curved surIace oI the whole cone, Iind the ratio
oI the line segments into which the cone's altitude is divided by the plane.
3. From a solid cylinder oI height 24 cm and diameter 10 cm, two conical cavities oI same radius
as that oI the cylinder are hollowed out. II the height oI each conical cavity is halI the height
oI cylinder, Iind the total surIace area oI the remaining cylinder.
4. A wooden show piece is as shown in the Iigure. Find the total surIace area oI the show piece.
5. A roller pin is made by joining 3 cylindrical pieces oI wood as shown in the Iigure. Find the
cost oI painting it at the rate oI 10 paisa per sq cm.
6. A Iarmer connects a pipe oI internal diameter 20 cm Irom a canal into a cylindrical tank to
her Iield, which is 10 m in diameter and 2 m deep. II water Ilows through the pipe at the rate
oI 3 km/hr, in how much time will the tank be Iilled?
7. A toy is in the Iorm oI a cone on a hemisphere oI Diameter 7cm. The total height oI the top
is 14.5 cm. Find the volume and total surIace area oI the toy.
8. A vessel in the Iorm oI hemispherical is mounted by a hollow cylinder. The diameter oI the
bowl is 14 cm and the total height oI the vessel is 13 cm. Find the capacity oI the vessel.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
147
Formative Assessment Manual for Teachers Surface Area & Volumes
9. A cylindrical container with radius and height is 4cm and 8cm is Iilled with Icecream and ice
cream is distributed to 10 Children in equal can having hemispherical tops. II the height oI the
conical portion is 4 times the radius oI its base, Iind the radius oI the icecream Cone.
10. A tent has cylindrical surmounted by a conical rooI. The radius oI the cylindrical base is 20m.
The total height oI tent is 6.3 m and height oI cylindrical portion is 4.2 m. Iind the volume and
surIace area oI tent.
Task3: MCQ
Topic SurIace Area & Volumes
Nature oI task Post Content
Content Coverage Complete Chapter
Task MCQ
Execution oI task Printed assignment may be given aIter completing the
chapter. AIter completion oI worksheet, teacher can ask
children to interchange their sheets & a quick evaluation
can be done by class discussion.
Duration 1015 minutes.
Criteria Ior assessment Teacher may prepare a rating scale according to the
marks assigned to this task.
Multiple Choice Questions
1. The total surIace area oI a solid hemisphere oI radius r is
(A) r
2
(B) 2 r
2
(C) 3 r
2
(D) 4 r
2
2. The volume and the surIace area oI a sphere are numerically equal, then the radius oI sphere is
(A) 0 units (B) 1 units (C) 2 units (D) 3 units
3. A cylinder, a cone and a hemisphere are oI the same base and oI the same height. The ratio
oI their volumes is
(A) 1 : 2 : 3 (B) 2 : 1 : 3 (C) 3 : 1 : 2 (D) 3 : 2 : 1
4. Small spheres, each oI radius 2cm, are made by melting a solid iron ball oI radius 6 cm, then
the total number oI small spheres is
(A) 9 (B) 6 (C) 27 (D) 81
5. A solid sphere oI radius r cm is melted and recast into the shape oI a solid cone oI height r.
Then the radius oI the base oI cone is
(A) 2r (B) r (C) 4r (D) 3r
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
148
Surface Area & Volumes Formative Assessment Manual for Teachers
6. Three solid spheres oI diameters 6 cm, 8 cm and 10 cm are melted to Iorm a single solid
sphere. The diameter oI the new sphere is
(A) 6 cm (B) 4.5 cm (C) 3 cm (D) 12 cm
7. The radii oI the ends oI a Irustum oI a cone 40 cm high are 38 cm and 8 cm. The slant height
oI the Irustum oI cone is
(A) 50 cm (B) 10 7 cm (C) 60.96 cm (D) 4 2 cm
Task4: Home Assignment
Topic SurIace Area & Volumes
Nature oI task Post Content
Content Coverage Complete Chapter
Learning Objectives To Iind surIace area oI combination oI solids.
To Iind volume oI combination oI solids.
To Iind surIace area & volume oI a Irustum.
To apply the knowledge in solving questions related
to real liIe.
Task Home Assignment (Short/Long questions)
Execution oI task Printed assignment may be given aIter completing the
chapter.
Duration 2 days.
Criteria Ior assessment Follow Rubric Ior H.W/Assignments
Follow up ReIerence material in the Iorm oI important points to
remember can be given as a support material.
Home Assignment 2 : Short & Long Questions
1. A vessel is in the Iorm oI a hollow hemisphere mounted by a hollow cylinder. The diameter
oI the hemisphere is 14 cm and the total height oI the vessel is 13 cm. Find the inner surIace
area oI the vessel.
2. A conical vessel with internal radius 6 cm and height 8 cm is completely Iilled with water. A
sphere is lowered into the water and its size is such that when it touches the sides, it is just
immersed. Find the volume oI water overIlows.
3. A given amount oI wax in cylindrical Iorm is heated in a metal container and then poured into
another container. A new candle is Iormed which is shaped like a Iish.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
149
Formative Assessment Manual for Teachers Surface Area & Volumes
Fill in the blanks:
(a) The volume oI the wax (is changed/remains same)
(b) The total surIace Area (is changed/remains same)
4. How many silver coins, 1.75 cm in diameter and oI thickness 2 mm, must be melted to Iorm
a cuboid oI dimensions 5.5 cm 10 cm 3.5 cm?
5. A wooden ariticle was made by scooping out a hemisphere Irom each end oI a solid cylinder.
II the height oI the cylinder is 10 cm and its base is oI radius 3.5 cm, Iind the total surIace
area oI the article.
6. A sphere oI radius 3 cm is dropped into a cylindrical vessel partly Iilled with water. The radius
oI the vessel is 6 cm. II the sphere is submerged completely, by how much will the surIace
oI water be raised ?
7. The radii oI the ends oI the Irustum oI a cone are 14 cm and 21 cm and the slant height is
8 cm. Find the area oI the curved surIace.
8. Find the volume oI a Irustum oI a cone whose Iace radii are 7 m and 4m and height is 4m.
9. A lamp shade made oI a special chart paper is in the Iorm oI a Irustum oI a cone open at
both ends. The radii oI its ends are 16 cm and 24 cm and its height is 6 cm. Find the cost
oI paper used iI one square m costs Rs 0.70.
10. A solid sphere oI radius 6 cm is melted into a hollow cylinder oI uniIorm thickness. II the
external radius oI the base oI the cylinder is 5 cm and its height is 32 cm, Iind the uniIorm
thickness oI the cylinder.
Task5: Hands on activity
Topic SurIace Area & Volumes
Nature oI task During delivery oI content
Content Coverage Volume oI a right circular cylinder in terms oI its height
& base radius.
Learning Objectives To observe & apply the Iact that volume remains
same by the change in shape oI an object.
To get the Iormula Ior volume oI right circular cone.
Task Math activity
Execution oI task An activity gives student the scope to experiment. So
the teacher should give utmost care in the execution oI
this task. Children should not be provided with ready
reckoner to perIorm the activity but teacher should throw
questions to direct students to do the activity.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
150
Surface Area & Volumes Formative Assessment Manual for Teachers
In this activity teacher should make a cylinder with plastic
clay & just squeeze it so that its shape changes. Put the
question
What remains same aIter the change in shape?
Can we change it in some other shape whose volume
we already know?
Give children suIIicient time to think & experiment with
their plastic clay.
Likewise Iacilitate children to complete the activity.
Duration 1 period
Criteria Ior assessment This activity will be a part oI Math activity , so it will be
assessed according to the Iollowing parameters:
Observation on thinking skills
Class Ethics
PerIormance oI activity
File Record
(marks may be allotted by the teacher accordingly)
Follow up Children should be encouraged to do the same activity
in another way.
Note : Remaining activities can be taken up in similar manner in the math activity period.
(Refer to CBSE Math Laboratory Manual).
Write up oI the activity:
Aim/Objective:
Previous Knowledge
Procedure
Observations
Calculations
Conclusion
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
151
Formative Assessment Manual for Teachers Surface Area & Volumes
Children should be encouraged to make the supporting drawings.
Task6: Remedial Worksheet
Topic SurIace Area & Volumes
Nature oI task Delivery oI Content/Post Content
Content Coverage SurIace area & Volume oI solids.
SA & Volumes oI Combination oI solids.
Learning Objectives To provide remedial measures on speciIic topics based
on individual needs.
Task Need based worksheets.
Duration 1 period
Criteria Ior assessment Observation oI group based remedial teaching.
Rubric Ior remedial worksheets.
Follow up Remedial practice sheets oI subtopics & Irequent retests.
Need Based Remedial Worksheets:
Memory Based Remedial Sheet
Match the following:
SurIace Area oI a sphere 2rh
Total S.A. oI a cone 1/3 r
2
h
Volume oI a cuboid 2 r(r h)
Volume oI hemisphere 1/3 h(r
2
R
2
rR)
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
152
Surface Area & Volumes Formative Assessment Manual for Teachers
Curved SurIace Area oI a Cone r(r l)
Total S.A. oI a hemisphere l b h
Curved S.A. oI a cylinder 2/3 r
3
Volume oI a cone
rl
Total S.A. oI a cylinder 3 r
2
Volume oI a Irustum 4 r
2
Conceptual Understanding Based Remedial Sheet
1. To make a toy oI given shape, we have Iolded the paper sheets. To Iind how much sheet
was used we should calculate surIace Area/volume. (Tick the correct one).
2. From a solid right circular cylinder, two hemi spheres are scooped out. To Iind the volume
oI remaining part, write the required steps in sequence. (with Iormulae).
3. A given amount oI wax in cylinderical Iorm is heated in a metal container and then poured
into another container. A new candle is Iormed which is shaped like a Iish.Fill in the blanks
(a) The volume oI the wax (is changed/remains same)
(b) The total surIace Area (is changed/remains same)
Application Based Remedial Sheet
1. A vessel is in the Iorm oI a hollow hemisphere mounted by a hollow cylinder. The diameter
oI the hemisphere is 14 cm and the total height oI the vessel is 13 cm. Find the inner
surIace area oI the vessel.
2. A conical vessel with internal radius 6 cm and height 8 cm is completely Iilled with water.
A sphere is lowered into the water and its size is such that when it touches the sides,
it is just immersed. Find the volume oI water overIlows.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
153
Formative Assessment Manual for Teachers Surface Area & Volumes
Task7: Project Work
Topic SurIace Area & Volumes
Nature oI task Post Content
Content Coverage Whole chapter
Learning Objectives To apply the knowledge oI SurIace Area & Volumes in
real liIe.
Task Project work
Execution oI task The class may be divided into groups oI 6 to 8 students
(Students living in the same neighborhood may be assigned
in one group). Each group is supposed to work as a
team Ior the completion oI project. Few members can
take responsibility oI gathering required inIormation Ior
the project, others can work Ior making a rough draIt
Irom the gathered inIormation. All members should discuss
the draIt & give their inputs. AIter Iinalizing Iew members
can writes the report.
The project work completes with the submission oI report.
A small seminar could be conducted where the team
leader should present their work to the complete class.
Duration 10 to 15 days
Criteria Ior assessment The project work could be assessed according to the
Iollowing parameters:
Number oI shapes used and design oI the model
(iI any)
Team Spirit
IdentiIication oI project
Procedure adopted
Preparation oI Report
Class presentation oI the work
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
154
Surface Area & Volumes Formative Assessment Manual for Teachers
Suggested Projects
1. To design and build a model oI a house
2. To design and build a model oI an airship
3. To design and build a model oI a naval ship
Project Title Design and build a model oI a house
Team size 1012 students
Duration 2025 days
Learning Objective To understand the shapes and volumes oI 3 dimensional
objects
Hints and Suggestions The scale should be 1 inch 4 Ieet
Material to be used: Paper, wood, etc.
The model should not exceed beyond sq. mt.
All three dimensional solid objects to be used. Namely
Cube, Cuboid, Cylinder, Sphere, hemisphere, cone and
Irustum.
Students are expected to Iind innovative ways to use the
objects in innovative/creative ways.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
155
Formative Assessment Manual for Teachers Surface Area & Volumes
Expectations from the project report:
1. Architectural layout oI the model house
2. A picture oI the model prepared
3. Cost oI painting the model house externally
4. Volume oI material used in building the model house
Figure 1
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
156
Statistics Formative Assessment Manual for Teachers
CHAPTER14
Statistics
Learning Objectives :
To Iind mean Ior grouped data by direct method, assumed mean method & step deviation
method.
To learn to Iind the mode Ior grouped data.
To learn to calculate cumulative Irequency oI a class.
To Iind median Ior grouped data using Iormula.
To represent cumulative Irequency distribution graphically as cumulative Irequency curve (ogive)
oI less than type & oI more than type.
To apply the knowledge oI ogives to Iind median oI grouped data graphically.
Suggested Formative Assessment Tasks
Task1: Crossword Puzzle Worksheet
Topic Statistics
Nature oI task Pre Content
Content Coverage Meaning oI 'statistics', Primary and secondary data, Raw/
ungrouped data, Range oI data, Grouped dataclass
intervals, Class marks, Presentation oI data  Irequency
distribution table, Discrete Irequency distribution and
continuous Irequency distribution, Graphical representation
oI data, Measures oI Central tendency.
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
157
Formative Assessment Manual for Teachers Statistics
Across
3. DiIIerence between any 2 consecutive class marks
4. Average
7. Data in original Iorm
8. DiIIerence oI maximum value & minimum value
9. Graphical representation (in rectangles) between class marks & respective Irequencies
Down
1. Observation having highest Irequency
2. Graphical representation (in rectangles) between class interval & respective Irequencies
3. Mid value oI class interval
5. The count oI tally marks
6. Data in tabular Iorm
Crossword Puzzle Sheet
1 1
2
3
4
5
6
7 8
9
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
158
Statistics Formative Assessment Manual for Teachers
Task2: Practice SheetMCQ
Topic Statistics
Nature oI task Post Content
Content Coverage Complete Chapter
Task MCQ
Execution oI task Printed assignment may be given aIter completing the
chapter. AIter completion oI worksheet, teacher can ask
children to interchange their sheets & a quick evaluation
can be done by class discussion.
Duration 2025 minutes.
Criteria Ior assessment Teacher may prepare a rating scale according to the
marks assigned to this task.
Multiple Choice Questions
Choose the correct answer from the given four options:
1. Construction oI cumulative Irequency table is useIul in determining the
A. mean B. median
C. mode D. all, mean, mode and median
2. In the Iormula
= +
's are the mid points oI the class intervals oI grouped data,
= +
A. (
)/ B. (
) C. (
)/ D. (
)/
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
159
Formative Assessment Manual for Teachers Statistics
5. For the Iollowing distribution:
Class: 0  5 5  10 10  15 15  20 20  25
Frequency: 10 15 12 20 9
The sum oI lower limits oI the median class and the modal class is
A. 15 B. 25 C. 30 D. 35
6. Consider the Iollowing Irequency distribution:
Class: 0  9 10  19 20  29 30  39 40  49
Frequency: 13 10 15 8 11
The upper limit oI the median class is
A. 29 B. 29.5 C. 30 D. 19.5
7. The abscissa oI the point oI intersection oI the less than type and oI the more than type ogives
gives its
A. mean B. median
C. mode D. mean, mode and median
8. For the Iollowing distribution:
Marks: Below 10 Below 20 Below 30 Below 40 Below 50
No. of Students: 8 17 32 62 80
the modal class is
A. 10  20 B. 20  30 C. 30  40 D. 40  50
9. From the Iollowing data oI the marks obtained by students oI class x,
Marks: 010 1020 2030 3040 4050 5060
No. of Students: 8 12 20 30 10 10
how many students, secured less than 40 marks ?
A. 70 B. 40 C. 80 D. 30
10. The times, in seconds, taken by 150 athletes to run a 100 m hurdle race are given as under:
Class: 12.713 1313.3 13.313.6 13.613.9 13.913.12
Frequency: 5 6 10 55 41
The number oI athletes who completed the race in less than 13.9 sec. is
A. 21 B. 55 C. 41 D. 76
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
160
Statistics Formative Assessment Manual for Teachers
11. Consider the data:
Class: 2545 4565 6585 85105 105125 125145
Frequency: 4 5 13 20 14 11
The diIIerence oI the upper limit oI the median class and the lower limit oI the modal class is
A. zero B. 19 C. 20 D. 38
12. Consider the Iollowing distribution:
Marks: More than 0 ~10 ~20 ~30 ~40 ~50
No. of Students: 63 58 55 51 48 42
The Irequency oI the class 30 40 is
A. 3 B. 4 C. 48 D. 41
Task3: Class Worksheet / Oral Assessment
Topic Statistics
Nature oI Task Content Oriented
Content Coverage Basic Concepts Used in Chapter
Learning objectives To Iind mean, median, mode oI grouped data using
Iormulae.
To Iind median using ogives.
Task Class Worksheet
Execution oI task This task may be perIormed in the classroom in
the last 20 minutes oI a teaching period. A small
worksheet containing short questions may be given.
They would be then asked to write the answers to
questions.
In one period, oral assessment may be done in
groups.
Duration 20 minutes Ior Worksheet.
12 period Ior oral assessment.(Depends on the
class size).
Criteria Ior assessment Teacher may prepare a rating scale according to the
marks assigned to this task.
Follow up Worksheet Ior practice may be given.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
161
Formative Assessment Manual for Teachers Statistics
Class Worksheet
1. In an ungrouped distribution
160 and
8 Iind
.
2. In a class interval 5055 write
Lower limit
Upper limit
Class Mark
3. II
then
4. II
) / then
5. Complete the Iollowing table.
6. Fill in the blanks
i. In an ungrouped data, the value which occurs maximum number oI times is called
oI the data.
ii. To Iind the mode oI a grouped data, the size oI the classes is (uniIorm/
nonuniIorm).
iii. In a grouped distribution, the class having largest Irequency is known as class.
iv. The relationship between mean, median and mode is median
.
C.I.
x f u = (x 35)/10 f u
010 5 5 3
1020 15 9

2030 3
 
3040 35 6 0
4050 6
 
5060 6
 
15


0


35
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
162
Statistics Formative Assessment Manual for Teachers
v. On an ogive, point A whose vcoordinate is n/2 (halI, the total number oI entries) has
its x coordinate equal to oI the data.
vi. Two ogives, less than and more than type Ior the same data intersect at the point P. The
v coordinate oI P represents .
7. In the given Iormula:
Mode l (f
m
f
1
) / (2f
m
f
1
f
2
) h
What does f
1
stand Ior ?
Suggestive Questions for Oral Assessment
1. Class  mark oI a class (a b) is .
2. Mean oI k observations x
1
, x
2
, ................ x
k
repeated f
1
, f
2
, ............. f
k
, times is .
3. Taking assumed mean as A, and deviations d
i
, the mean x is given by
x
.
4. Mode is that value oI the variate which occurs .
5. Mode M oI a distribution is given by
M l } h
where l is the lower limit oI modal class
f
1
is the Irequency oI modal class
f
0
is the Irequency oI class preceding modal class
f
2
is the Irequency oI class succeeding modal class
6. For a distribution with odd number (n) oI observation median ()th observation.
7. For a distribution with even number oI observation the median ()th observation.
8. For continuous a Irequency distribution, the median is given by .
1
1 2
2
m
m
f f
l h
f f f
+
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
163
Formative Assessment Manual for Teachers Statistics
Task4: Home Assignment
Topic Statistics
Nature oI task Post Content
Content Coverage Complete Chapter
Learning Objectives To Iind mean Ior grouped data by direct method,
assumed mean method & step deviation method.
To learn to Iind the mode Ior grouped data.
To learn to calculate cumulative Irequency oI a
class.
To Iind median Ior grouped data using Iormula.
To represent cumulative Irequency distribution
graphically as cumulative Irequency curve (ogive)
oI less than type & oI more than type.
To apply the knowledge oI ogives to Iind median
oI grouped data graphically.
Task Home Assignment (Short/Long questions)
Execution oI task Printed assignment may be given aIter completing the
chapter.
Duration 2 days.
Criteria Ior assessment Follow Rubric Ior H.W/Assignments
Follow up ReIerence material in the Iorm oI important points to
remember can be given as a support material.
Home Assignment: Short & Long Questions
1. Is it true to say that the mean, mode and median oI grouped data will always be diIIerent?
JustiIy your answer.
2. The median oI an ungrouped data and the median calculated when the same data is grouped
are always the same. Do you think that this is a correct statement? Give reasons.
3. Is it correct to say that an ogive is a graphical representation oI a Irequency distribution? Give
reasons.
4. Daily wages oI 110 workers, obtained in a survey, are tabulated below:
Daily wages (In Rs.):100120 120140 140160 160180 180200 200220
No. of workers: 15 18 25 22 18 12
Compute the mean daily wages oI those workers.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
164
Statistics Formative Assessment Manual for Teachers
5. The percentage oI marks obtained by 100 students in an examination are given below:
Marks: 3035 3540 4045 4550 5055 5560 6065
No. of Students:
14 16 18 23 18 8 3
Determine the median percentage oI marks.
6. The Irequency distribution table oI agricultural holdings in a village is given below:
Area of land (in hectares): 13 35 57 79 911 1113
Number of families: 20 45 80 55 40 12
Find the modal agricultural holdings oI the village.
7. An aircraIt has 120 passenger seats. The number oI seats occupied during 100 Ilights is given
below:
No. of seats: 100104 104108 108112 112116 116120
Frequency: 15 20 32 18 15
Determine the mean number oI seats occupied over the Ilights.
8. The Iollowing is the distribution oI weights (in kg) oI 40 persons:
Weight (in kg):
4045 4550 5055 5560 6065 6570 7075 7580
Number of persons:
4 4 13 5 6 5 2 1
Construct a cumulative Irequency distribution (oI less than type) table Ior the data above.
9. Find the unknown entries in the Iollowing distribution oI heights oI students in
a class:
Height (In cm):
150155 155160 160165 165170 170175 175180
Frequency:
12 b 10 d e 2
Cummutative frequency:
a 25 c 43 48 I
10. Weekly income oI 600 Iamilies is as under:
Income (In Rs.):
01000 10002000 20003000 30004000 40005000 50006000
No. of families:
250 190 100 40 15 5
Compute in the median income.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
165
Formative Assessment Manual for Teachers Statistics
11. The weight oI coIIee in 70 packets is shown below:
Weight (in gm): 200201 201202 202203 203204 204205 205206
Number of packets: 12 26 20 9 2 1
Determine the modal weight.
Task5: Hands on activity
Topic Statistics
Nature oI task Content Oriented
Content Coverage Tabular & Graphical Representation oI Data.
Learning Objectives To analyze a language text, using graphical techniques.
Task Math activity
Execution oI task An instruction sheet can be given to students Ior
reIerence. They will be then asked to perIorm the activity
& record the outcome in the recording sheet.
Duration 1 period
Criteria Ior assessment This activity will be a part oI Math activity , so it will be
assessed according to the Iollowing parameters:
Observation on thinking skills
Class Ethics
PerIormance oI activity
File Record
(marks may be allotted by the teacher accordingly)
Note: Refer CBSE Lab Manual.
Instruction Sheet:
Objective: Analysis oI a language text, using graphical and pie chart techniques.
How to Proceed:
1. Students will select any paragraph containing approximately 250 words Irom any source. e.g.
newspaper, magazine, textbook, etc.
2. They will read every word and obtain a Irequency table Ior each letter oI the alphabet as
Iollows:
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
166
Statistics Formative Assessment Manual for Teachers
3. They will note down the number oI twoletter words, threeletter words, so on and obtain a
Irequency table as Iollows:
4. Select 10 diIIerent words Irom the text which have Irequency greater than 1. Give ranks 1,
2, 3,.., 10 in decreasing order oI their Irequency. Obtain a table as Iollows:
Investigate the following:
From table 1
a) What is the most Irequently occurring letter?
b) What is the least Irequently occurring letter?
c) Compare the Irequency oI vowels
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
167
Formative Assessment Manual for Teachers Statistics
d) Which vowel is most commonly used?
e) Which vowel has the least Irequency?
I) Make a pie chart oI the vowels a, e, i, o, u, and remaining letters. (The pie chart will thus
have 6 sectors.)
g) Compare the percentage oI vowels with that oI consonants in the given text.
From table 2
a) Compare the Irequency oI two letter words, three letter words, ... and so on.
b) Make a pie chart. Note any interesting patterns.
From table 3
a) The relation between the Irequency oI a word to its rank.
b) Plot a graph between the Irequency and reciprocal oI word rank. What do you observe? Do
you see any interesting pattern?
c) Repeat the experiment by choosing text Irom any other language that you know and see iI any
common pattern emerges.
Task6: Project Work
Topic Statistics
Nature oI task Post Content
Content Coverage Whole chapter
Learning Objectives To apply the knowledge oI Statistics in real liIe.
Task Project work
Execution oI task The class may be divided into groups oI 6 to 8 students
(Students living in the same neighborhood may be assigned
in one group). Each group is supposed to work as a
team Ior the completion oI project. Few members can
take responsibility oI gathering required inIormation Ior
the project, others can work Ior making a rough draIt
Irom the gathered inIormation. All members should discuss
the draIt & give their inputs. AIter Iinalizing Iew members
can writes the report.
The project work completes with the submission oI report.
A small seminar could be conducted where the team
leader should present their work to the complete class.
Duration 10 to 15 days
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
168
Statistics Formative Assessment Manual for Teachers
Criteria Ior assessment The project work could be assessed according to the
Iollowing parameters:
Team Spirit
IdentiIication oI project
Procedure adopted
Preparation oI Report
Class presentation oI the work
Suggested Projects
Studv on call center emplovees.
Studv on the most popular newspaper in a localitv.
Studv of the most popular news channel in a localitv.
Effect of advertisements in dav to dav life.
Your Project Report should contain the following pages:
Pg1. Topic/ Obfective {Name, Roll Number, Class & Section}
Pg2. Acknowledgement
Pg3. List of content {Divide vour profect in small chapters. The name of these chapters should
be written here}
Next few pages should be devoted to the above mentioned chapters.
In survev based profects,
Introduction stating the need oI conducting survey
Questionnaire Ior the survey
List oI people on which survey is conducted.
Data organized in the Iorm oI various tables, graphs.
Analizaiton oI graphs.
Next Pg. Conclusion
Next Pg. References (List of various websites used & books referred)
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
169
Formative Assessment Manual for Teachers Probability
CHAPTER15
Probability
Task1: Mind Map Activity
Topic Probability
Nature oI task Content
Content Coverage Outcome oI events, experiment
Task Making a mind map
Execution oI task AIter learning the basic concepts oI the Chapter, students
may be asked to make a mind map oI possible outcomes
oI various event viz. tossing a coin, tossing 2 coins
simultaneously, rolling a die, rolling a pair oI die, outcomes
oI drawing a card Irom a pack oI cards etc.
Duration 1 Period
Criteria Ior assessment Teacher may assign marks Ior this activity.
About Mind Mapping : This is a brainstorming activity in which students are asked to write
the inIormation about learnt concepts in the Iorm oI a diagram. In the centre oI the diagram, students
write the name oI the Chapter and then they make child nodes in order oI concepts oI Chapter.
Students write the important points oI the Chapter in Iollowing nodes.
Used Ior :
recalling
recapitulation
making notes
making Iormula list
recording ideas
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
170
Probability Formative Assessment Manual for Teachers
Sample Mind Map
Task2: Play and Learn
Topic Probability
Nature oI task Content
Content Coverage Outcomes oI events, experiment
Task Jig saw puzzle
Execution oI task This is an interesting activity, which may be perIormed in
groups. Teacher would divide the class into groups oI 6
to 7. Each group will be given the activity sheet. See the
activity sheet given below :
Students will bring pair oI scissors and glue Ior this activity.
Instructions Ior the activity will be given in advance.
Duration 1 Period
Criteria Ior assessment Teacher may assign marks Ior this activity.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
171
Formative Assessment Manual for Teachers Probability
Activity Sheet :
Step1 : Cut all pieces along the lines. There are 16 triangular cut outs.
Step2 : Arrange the triangular cut outs to Iit into the given below shape, in such a way that two
adjacent sides oI two triangles match with correct answer.
e.g.
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
172
Probability Formative Assessment Manual for Teachers
Solution :
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
173
Formative Assessment Manual for Teachers Probability
Suggested Formative Assessment Tasks
Task3: MCQ
Topic Probability
Nature oI task Post Content
Content Coverage Basics oI ProbabilityExperimental approach
Task MCQ
Execution oI task Printed assignment may be given aIter completing the
chapter. AIter completion oI worksheet, teacher can ask
children to interchange their sheets & a quick evaluation
can be done by a class discussion.
Duration 1015 minutes.
Criteria Ior assessment Observe the level oI understanding. It is not necessary
to give marks Ior this assessment.
Multiple Choice Questions
1. A coin is tossed 1000 times and 560 times a 'head occurs. The empirical probability oI
occurrence oI a Head in this case is
A. 0.5 B. 0.56 C. 0.44 D. 0.056
2. Two coins are tossed 200 times and the Iollowing out comes are recorded
HH HT/TH TT
56 110 34
What is the empirical probability oI occurrence oI at least one Head in the above case?
A. 0.33 B. 0.34 C. 0.66 D. 0.83
3. A die is thrown 200 times and the Iollowing outcomes are noted, with their Irequencies:
Outcome 1 2 3 4 5 6
Frequency 56 22 30 42 32 18
(a). What is the empirical probability oI getting a 1 in the above case?
A. 0.28 B. 0.22 C. 0.15 D. 0.21
(b). What is the empirical probability oI getting a number less than 4?
A. 0.50 B. 0.54 C. 0.46 D. 0.52
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
174
Probability Formative Assessment Manual for Teachers
Task4: Class Worksheet / Oral Assessment
Topic Probability
Nature oI task Post Content
Content Coverage Complete Chapter
Task Class Worksheet / Oral assessment
Execution oI task This task may be perIormed in the classroom in the last
15 minutes oI a teaching period. A small worksheet
containing Iill ups may be given to each child. They would
be then asked to write the answers to questions.
Alternatively,
In one period oral assessment may be done in groups.
Duration 1015 minutes Ior worksheet.
12 periods Ior oral(depends on class size)
Criteria Ior assessment Teacher may prepare a rating scale according to marks
assigned to this task.
Follow up Worksheet Ior practicing may be given
(c). What is the empirical probability oI getting a number greater than 4?
A. 0.32 B. 0.25 C. 0.18 D. 0.30
4. On a particular day, the number oI vehicles passing a crossing is given below
Vehicle Two wheeler Three wheeler Four wheeler.
Frequency 52 71 77
What is the probability oI a two wheeler passing the crossing on that day?
A. 0.26 B. 0.71 C. 0.385 D. 0.615
5. The Iollowing table shows the bloodgroups oI 100 students
Blood group A B O AB B
Number oI Students 12 23 35 20 10
One student is taken at random. What is probability that his blood group is B
A. 0.12 B. 0.35 C. 0.20 D. 0.10
6. In a bag, there are 100 bulbs out oI which 30 are bad ones. A bulb is taken out oI the bag
at random. The probability oI the selected bulb to be good is
A. 0.50 B. 0.70 C. 0.30 D. None oI these
AglaSem Schools
1
Formative Assessment Manual for Teachers Real Numbers
CHAPTER1
Real Numbers
Learning Objectives
To revisit Number Systems Irom Naturals to Real Numbers.
To learn Euclid's Division Lemma.
To understand & apply Euclid's Division algorithm Ior Iinding HCF oI two numbers.
To understand Fundamental theorem oI Arithmetic.
To Iind HCF & LCM using prime Iactorization.
To prove
2
,
3
etc as irrational numbers.
To revisit decimal expansion oI real numbers.
To Iind the condition on rational numbers to have terminating decimal expansion.
Suggested Formative Assessment tasks
Task1: Crossword Puzzle Worksheet
Topic Real Numbers
Content Coverage Whole Chapter
Learning Objectives To test the basic concepts related to the chapter.
Task Crossword Puzzle
Execution oI task This task may be perIormed in the classroom. Students
can be given the photocopy oI the worksheet.
Duration 10  15 minutes.
Criteria Ior assessment Time involved in solving the worksheet.
Rating scale Ior the worksheet.
Follow up Practice worksheets
175
Formative Assessment Manual for Teachers Probability
Worksheet / Suggested Oral Questions
1. Formula Ior probability oI occurrence oI an event
2. The probability P oI an event lies between &
3. The probability oI a sure event is
4. The probability oI an impossible event is
5. II the probability oI occurrence oI an event is 0.6, the probability oI its nonoccurrence is