DAV PUBLIC SCHOOL, SECTOR-14, GURUGRAM

ACADEMIC PLAN 2024-25

CLASS VI
MATHEMATICS

INDEX

SNO CHAPTER NAME MONTH NUMBER OF

PERIODS

1 Natural Numbers and Whole Numbers April 20

2 Basic Geometrical Concepts April - May 5

3 Factors and Multiples May 16

4 Statistics July 6

5 Angles July 8

6 Integers July - August 24

7 Transversal and Pairs of Lines August 6

8 Line Segment August 2

MID TERM EXAMINATION

9 Ratio, Proportion and Unitary Method October 15

10 Percentage and its Applications Oct - Nov 12

11 Triangles November 8

12 Introduction to Algebra Nov - Dec 13

13 Linear Equations December 7

14 Perimeter and Area December 9

15 Circles January 2

16 Constructions January 8

1|Academic Plan 2024-25

APRIL UNIT-I NATURAL NUMBERS AND WHOLE 20 Periods
NUMBERS
Concept Map/Mind Map:

Concept Note: In this chapter, students learn, understand and analyze the various properties related to natural
numbers and whole numbers. They convert Hindu Arabic numerals into roman numerals and vice versa. They
apply the properties of all the operations in different word problems.
Learning The students:
Outcomes  define natural numbers, whole numbers.
 convert the Hindu Arabic numerals into roman numerals and vice versa.
 understand and apply the properties of addition, subtraction, multiplication and
division of whole numbers.
 Solve the numerical based on distributive property
Minimum The students:
Learning  define natural numbers and whole numbers.
Outcomes  understand roman numerals and convert them into Hindu Arabic numbers and vice
versa.
 find the successor and predecessor of the whole numbers.
 add, sub, multiply and divide the whole numbers.
Topics ● Roman Numerals: Converting Hindu Arabic numerals into roman numerals and
vice versa.
● Representation of whole numbers on number line.
● Successor and Predecessor of whole number.
● Operations on whole numbers: Addition, Subtraction, Multiplication and division
of whole numbers and their properties.
● Solving numerical and word problems using Distributive property of
Multiplication.
● Estimation of sum or difference.
● Estimation of product of numbers.
● Brackets and their use.
Key Words ● Place value
● Face value
● Number name for numbers
 Roman numerals
 Successor
 Predecessor
 Distributive property of multiplication
 Rounding off
 Estimation
 DMAS rule.
Brain Teasers  Write all the 2-digit numbers which when added to 27 get reversed.
 How many times does the digit 1 occur from the number 1 to 100.

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Suggested  G.O. on the properties of operations
Activities  Crossword Puzzle
(including SDGs  KWLH sheet
& Art
Integration)
SDGs related to SDG Number: 7
the chapter SDG Name: Sustainable cities and communities
Resources/Web- https://youtu.be/Ts5nn5EQKF4
Link https://youtu.be/8_ooA-thm0E
https://www.youtube.com/watch?v=s_y9AHZDLZA
https://www.youtube.com/watch?v=ODFQM_A0QCg

APRIL - MAY UNIT-8 BASIC GEOMETRICAL CONCEPTS 5 Periods

Concept Map/Mind Map:

Concept Note: Students understand identify and distinguish between a point, a ray, a line and a line
segment. At the same time they understand the properties of a point and a line which help
them to further understand the difference between collinear/non collinear points and
intersecting/ parallel/ concurrent lines and the point of intersection/point of concurrence.
Learning The students:
Outcomes ● define the properties of point and line.
● define intersecting, concurrent and parallel lines.
● identifies the intersecting lines, point of intersection, concurrent lines and point of
concurrence from a given figure.
● distinguish between a point, ray, line and line segment.
Minimum The students:
Learning ● distinguish among a line, a line segment and a ray.
Outcomes ● distinguish among intersecting, concurrent and parallel lines.
● identifies the intersecting lines, point of intersection, concurrent lines and point of
concurrence from a given figure.
Topics ● Identifying Point, Line and Ray.
● Properties of a point and a line.
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 ● Identifying and naming the Collinear points, Parallel lines, Intersecting lines and
point of intersection, Concurrent lines and point of concurrence in the given figure.
Key Words  Point
 Ray
 Line segment
 Line, Plane
 Properties of a point and line
 Collinear Points
 Non-collinear points
 Intersecting lines
 Parallel lines
● Concurrent lines and Point of concurrence.
Brain Teasers Take five points on a sheet of paper such that no three are collinear. What is the
number of line segments that can be drawn by joining the points in pairs?
Suggested  Frayer’s Model (line/Ray/line segment)
Activities  G.O. on Properties of Point, Line and Line Segment
(including SDGs Crossword Puzzle
& Art
Integration)
SDGs related to SDG Number: 4, 9
the chapter SDG Name: Quality Education ; Industry, Innovation and Infrastructure

Resources/Web- https://www.youtube.com/watch?v=k5etrWdIY6o
Links https://youtu.be/mJ_RCCNuxjs
https://youtu.be/J-kLTQPNnPc

MAY UNIT-2 FACTORS AND MULTIPLES 16 Periods

Concept Map/Mind Map:

Concept Note: Students already know about factors and multiples. In this chapter their knowledge is extended
to co-prime, twin prime numbers etc. They also learn about various divisibility tests and various methods to
calculate HCF and LCM.
Learning Outcomes The students:
● define multiples, factors, prime numbers, whole numbers, composite numbers,
4|Academic Plan 2024-25
 co-prime numbers and twin prime numbers.
● apply the divisibility tests of 2, 3, 4, 5, 6, 8, 9, 10, 11 carefully.
● differentiate between the terms HCF and LCM.
● solve the problems of HCF by all the three methods(Factor, Prime factor and
Continued division method)
● solve the problems of LCM by all the three methods(Multiple, Prime factor and
Common division method)
● apply the concept of HCF and LCM in real life situations.

Minimum Learning The students :

Outcomes  apply the divisibility rule of 2,5 and 10.
 identify even and odd numbers.
 understand the difference between factors and multiples.
 understand the difference between prime numbers, composite numbers, twin
prime numbers, co-prime numbers.
Topics  Listing factors and multiples
 Identifying Prime numbers, composite numbers, Twin primes and Co primes
 Divisibility Rules
 Finding Prime Factorisation
 Finding HCF by
 factor method
 prime factorisation
 Continued Division method
 Finding LCM by
 Listing multiples
 Prime Factorisation method
 Common Division method
 Properties of HCF and LCM
Key Words  Even
 Odd
 Prime and Composite Numbers
 Factors
 Multiples
 Prime Number
 Composite Number
 Twin Prime
 Co-Prime Numbers
 Test of divisibility
 Prime Factorization
 Highest Common Factor (HCF)
 Least Common Multiple (LCM)
Brain Teasers  Write seven consecutive composite numbers less than 100 so that there is no
prime number between them.
 Find the numbers between 1 and 100 having exactly three factors.
Suggested Activities  Foldables on divisibility rules
(including SDGs &  Concept Map
Art Integration)
SDGs related to the SDG Number: 3, 11
chapter SDG Name: Good Health and wellbeing; Sustainable cities and communities
Resources/Web- https://youtu.be/pHzPjFpOgLs
Links https://www.transum.org/Maths/Game/Prime_Pairs/
https://youtu.be/lvQiUXE6kOc

5|Academic Plan 2024-25

JULY UNIT-16 STATISTICS 6 Periods

Concept Map/Mind Map:

Concept Note: Statistics is the branch of Mathematics which deals with the collection, analysis, interpretation,
organization and presentation of Data. In this chapter students learn about different techniques to analysis Data
like tally marks, pictograph and bar graph. They can interpret the information given through various graphs and
would be able to prepare the graphs (bar) for the given information.

Learning Outcomes The students:

● arrange the data in different forms: tabular, pictograph and bar graph.
● interpret the data and answer the questions.
● draw both the types of bar graphs: vertical and horizontal.

Minimum Learning The students:

Outcomes  draw and interpret pictograph and answer the questions on its basis.
 interpret the bar graph and answer the questions asked.

Topics ● Organizing of Data using Tally marks

● Interpretation of Pictographs
● Drawing of Pictographs
● Interpretation of Bar graphs
● Drawing of Bar graphs

Key Words  Data

 Tally marks
 Pictograph
 Bar Graph

Suggested Activities  Bar graph activity

(including SDGs & Art  Error Worksheet
Integration)

SDGs related to the SDG Number : 15,11

chapter SDG Name: Life on land, Sustainable cities and communities

Resources/Web-Links https://youtu.be/BTH4GOyQR34
https://youtu.be/mDUycQEd1bs
https://youtu.be/DHB5P6dReQM

6|Academic Plan 2024-25

JULY UNIT-10 ANGLES 8 Periods

Concept Map/Mind Map:

Concept Note: Students learn to classify and draw various angles of different measures from 0° to 360° and
learn about the interior and exterior with respect to an angle. Further they learn about the various pairs of
angles.

Learning Outcomes The students:

● define the different types of angles.
● construct the angles using protractor.
● identify the angles from the surroundings.
● differentiate interior and exterior angles.
● understand the different types of pairs of angles: adjacent angles, linear
pair, vertically opposite angles, complementary and supplementary angles

Minimum Learning The students:

Outcomes  understand different types of angles (acute angle, right angle, obtuse
angle, straight angle, reflex angle).
 mark various angles in the figures given such as – adjacent angles, linear
pair of angles, vertically opposite angles.

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Topics  Identifying different types of Angles.
 Construction of angles using protractor.
 Naming the arms and vertex of an Angle
 Identifying the points in the Interior, Exterior and Angular Region
 Identifying and naming the Adjacent Angles in the given figure.
 Finding complement and supplement of given angles.
 Drawing different pair of angles using scale.
 Finding one of the angles of Linear Pair/Vertically Opposite
Angles/Complimentary Angles/Supplementary Angles in the given figure
if the other angle is given.

Key Words  Degree

 Zero angle
 Acute angle
 Obtuse angle
 Right angle
 Straight angle

 Reflex angle
 Complete angle
 Interior and exterior of an angle
 Angular region of an angle
 Adjacent angles, Linear Pair
 Vertically opposite angles
 Complementary Angles
 Supplementary Angles

Brain Teasers Find the complement of the supplement of twice of an angle of 60°.

Suggested Activities  Presentation on pair of angles

(including SDGs & Art  Flash Card Activity
Integration)  KWLH sheet
 Maths Lab file activity – Vertically Opposite angles

SDGs related to the SDG Number:3 SDG Name: Good Health and Well-being
chapter

Resources/Web-Links https://www.liveworksheets.com/worksheets/en/Math/Measuring_angles/4.MD.6
_Review_zg327285sx
https://youtu.be/3NHnTHhnv8g

8|Academic Plan 2024-25

JULY - AUGUST UNIT-3 INTEGERS 24 Periods
Concept Map/Mind Map:

Concept Note: Students understand the concept of positive and negative numbers and also apply the concept
in different situations. They learn to distinguish between simple multiplication and exponential notations.

Learning Outcomes The students:

● understand the meaning and the difference of negative numbers and
positive numbers.
● relate the integers with the real life situations.
● plot the integers on the number line.
● understand the properties of addition, subtraction, multiplication and
division in integers.
● apply the properties of integers for solving the numerical.
● define exponents solve the power notation problems

Minimum Learning The students:

Outcomes  understand negative and positive integers.
 learn about natural numbers, whole numbers and integers together.
 plot the integers on the number line.

Topics  Need for Integers.

 Indicating the given statements using integers and writing their
opposite.
 Representation of integers on a number line.
 Ordering of Integers.
 Absolute value of integers.
 Powers of integers
 Operations on Integers:-
9|Academic Plan 2024-25
  Addition of integers and its properties.
 Subtraction of Integers and its properties.
 Multiplication of Integers and its properties.
 Division of integers and its properties.

Key Words  Positive numbers

 Negative numbers
 Absolute value of Integers
 Additive identity of Integers
 Negative or additive inverse of Integer
 Multiplicative identity of Integer
 Power of Integers
 Base and Exponent of integers.
Brain Teasers  Find the value of 5 + (-5) + 5 + (-5) +……… if the number of fives
are
1. 148
2. 191
Suggested Activities  Mandala Activity
(including SDGs & Art  Frayer’s Model
Integration)  Error Worksheet
 Maths Lab file activity – Addition of Integers using
counters/stickers and Exponential Notation
Resources/Web-Links https://www.softschools.com/math/absolute_value/equations/
https://www.softschools.com/math/absolute_value/equations/
https://www.geogebra.org/m/K8gAFR7Q
https://www.arcademics.com/games/orbit-integers

AUGUST UNIT-11 PAIRS OF LINES AND TRANSVERSALS 6 Periods

Concept Map/Mind Map:

Concept Note: Students learn about transversal ; identify and mark the angles made by a transversal with
two lines. They learn to differentiate between parallel and perpendicular lines and identify the same from the
environment.
Learning The students:
Outcomes ● defines the terms transversal line and parallel line
● differentiate and identifies the interior, exterior, corresponding and alternate
interior and alternate exterior angles.
Minimum The students:
Learning  understand the meaning of transveral
10|Academic Plan 2024-25
Outcomes  understand the meaning of corresponding angles, alternate interior and alternate
exterior angles.
Topics ● Identifying Transversal.
● Finding different type of angles made by a transversal: Interior Angles, Exterior
Angles, Corresponding Angles, Alternate Interior and Alternate Exterior Angles
in a given figure.
● Identifying and naming the Parallel Lines in the given figure.
● Naming the Perpendicular Lines in the figure given.
Key Words  Transversal
 Interior Angles
 Exterior Angles
 Corresponding Angles
 Alternate angles
 Alternate Interior angles
 Alternate Exterior Angles
 Parallel Lines
 Perpendicular distance
 Perpendicular lines.

Brain Teasers

Suggested  Presentation on pair of angles

Activities  Crossword Puzzle
(including SDGs  Maths Lab file activity – Corresponding Angles and Alternate Interior angles
& Art
Integration)
SDGs related to SDG Number: 9
the chapter SDG Name: Industry Innovation and Infrastructure
Resources/Web- https://youtu.be/6RMN5Pf1fHU
Links

11|Academic Plan 2024-25

AUGUST UNIT-9 LINE SEGMENTS 2 Periods

Concept Map/Mind Map:

Concept Note: In previous chapter, students learnt to identify the line segments from their surroundings. In
this chapter, they learn to compare and construct the line segments by using a pair of compasses.

Learning Outcomes The students:

● compare the line segments of different lengths by all the three methods of
comparison.
● construct a line segment of any given length accurately and neatly.
● measure a line segment using ruler.

Minimum Learning The students:

Outcomes  measure the line segments using a ruler.

Topics  Comparing line segments by:

 Observation
 Tracing
 Using a divider
 Measuring line segments using divider and ruler.
 Finding number of line segments in the given figure.
 Naming of line segments in the given figure.
 Construction of a line segment using compasses:
 To construct a line segment whose length is the sum of the lengths of
the given segments.
 To construct a line segment whose length is the difference of the
lengths of the given segments.

Key Words  Line segment

 Comparison of line segments
 Divider
 Measurements of line segments
 Construction of a line segment using compasses.

Suggested Activities Perimeter of the equilateral triangle is 18 cm, Calculate and construct the line
(including SDGs & Art segments equal to the length of the side of this triangle using Origami sheet.
Integration)

12|Academic Plan 2024-25

SDGs related to the SDG Number: 9
chapter SDG Name: Industry, Innovation and Infrastructure

Resources/Web-Links https://www.khanacademy.org/math/basic-geo/basic-geo-lines/lines-
rays/a/lines-line-segments-and-rays-review

AUGUST- SEPTEMBER REVISION FOR MID TERM EXAMINATION

SEPTEMBER MID TERM EXAMINATION

OCTOBER UNIT-4 RATIO , PROPORTION AND 15 Periods

UNITARY METHOD

Concept Map/Mind Map:

Concept Note: Students learn about the term ratio for comparing two quantities of the same kind and of the
same unit and apply the same concept for comparing different quantities example height and age etc. Also,
they understand the application of unitary method in different word problems.

Learning Outcomes The students:

● defines ratio, proportion and unitary method.
● find out the ratio of any two like terms.
● check whether the four numbers are in proportion or not.
● check whether the three given numbers are in continued proportion or not.
● applies the concept of unitary method for solving questions.
● applies the unitary method in real life situation

Minimum Learning The students:

Outcomes  understand ratio and find out the ratio in simplest form.
 compare any two given ratios.
 solve basic word problems

Topics ● Expressing the Ratio in the Simplest Form.

● Comparing Ratios.
● Finding whether the given numbers are in Proportion.
● Finding the fourth term of the proportion if three are given using the
property :
Product of the Extremes = Product of the Means
● Solving simple word problems by Unitary Method

13|Academic Plan 2024-25

Key Words  Ratio
 Antecedent
 Consequent
 Proportion
 Means
 Extremes
 Continued proportion
 Unitary Method

Brain Teasers  The ratio of the length of a vertical pole and its shadow on the ground is
7:2. Find the length of pole if the length of shadow is 2.4 m.

Suggested Activities  Word Puzzle

(including SDGs & Art  Student Reflection Checklist
Integration)

SDGs related to the SDG Number: 15 SDG Name: Life on land

chapter

Resources/Web-Links https://www.mathsisfun.com/algebra/proportions.html
https://youtu.be/B4_T6-rc35Y
https://byjus.com/maths/unitary-method/
https://youtu.be/cdz8OPbuBJM

OCTOBER - NOVEMBER UNIT-5 PERCENTAGE AND ITS 12 Periods

APPLICATION
Concept Map/Mind Map:

Concept Note: The concept of percentage is very important for a child. Very often they come across situations
where they need to use the concept of percentage. Students are already familiar with the terms – ‘Profit, Loss

14|Academic Plan 2024-25

& Discount’. In this chapter they learn the concept of Profit and loss percentage, simple interest and
calculating the amount to be paid back after a certain time with the given rate of interest and principal.
Learning Outcomes The students:
● apply the formulae of Simple interest, Profit, Loss and Amount for solving
numerical.
● convert fractions, decimals, mixed numbers, ratios and decimal numbers into
percentage & vice versa.
● express one quantity as a percent of another quantity.
● find the value of loss/ profit using cost price and selling price.
Minimum Learning The students:
Outcomes  convert fractions, decimals, ratios and decimals into percentage and vice
versa.
 express one quantity as a percent of another quantity.
 calculate simple interest and amount for given principal, rate of interest and
time period.
Topics  Expressing one quantity as percent of the other quantity.
 Calculating Cost Price/ Selling Price/Profit and Profit %/ Loss and Loss % as
per the given problem.
 Calculating Simple Interest Using formula
Simple Interest = Principal x Time x Rate of Interest.
 When time is given in years.
 When time is given in months
 When time is given in days.
 Calculating Amount Using formula
Amount = Simple Interest + Principal
Key Words  Percent
 Cost Price
 Selling Price
 Profit or Gain, Loss
 Profit %, Loss %
 Simple Interest
 Principal
 Rate of Interest
 Time
 Amount
Brain Teasers  There are 25 papers of students of a class to be checked by two teachers.
Mr. Ashok can check five papers in an hour and Mrs. Meena can check
four papers in an hour. If Mr. Ashok spends three hours in checking the
papers and Mrs. Meena works for two hours. What percentage of the
papers will be checked in all?
 The cost price of 10 articles is equal to the selling price of 8, find profit or
loss%.
Suggested Activities  Role Play
(including SDGs &  Maze Game
Art Integration)  Concept Map
SDGs related to the SDG Number:1 SDG Name: No poverty
chapter
Resources/Web- https://youtu.be/NO5I1kVNJ7Q
Links https://youtu.be/XyhX5z1UKUA
https://www.youtube.com/watch?v=54RlVr2d1Tc
https://www.youtube.com/watch?v=F0No_t3Ddi8

15|Academic Plan 2024-25

NOVEMBER UNIT-12 TRIANGLES 8 Periods
Concept Map/Mind Map:

Concept Note: Students already know about the concept of Triangle and its types on the basis of various sides
and angles. Now they are introduced to different properties of Triangles like angle sum property, triangle
inequality and relationship of exterior angle with the interior opposite angle.
Learning The students:
Outcomes ● identify the different types of triangles.
● understand and apply the property required for the construction of a triangle.
● identify the interior, exterior and triangular region in a given triangle.
● identify exterior angle and its corresponding interior adjacent angle and interior
opposite angles.
Minimum The students:
Learning  identify types of triangles on the basis of sides (equilateral triangle, isosceles
Outcomes triangle, scalene triangle) and on the basis of angles (acute angled triangle, obtuse
angled triangle, right angled triangle)
 identify the points in interior, exterior and in the triangular region of a given
triangle.
 identify the side opposite to a specific angle in a triangle.
 identify the angle opposite to a specific side in a triangle.
Topics ● Defining all the six types of Triangles
● Triangle Inequality
● Finding the third angle if any two are given using the Angle sum property of a
triangle
● Finding the other acute angle in the Right Angled Triangle if one Acute Angle is
given
● Angle Sum Property of a Triangle
● Exterior And Interior of a Triangle
● Exterior Angle of a Triangle
● Relation between Exterior angle and Interior opposite angles
Key Words  Triangle
 Scalene Triangle
 Isosceles Triangle
 Equilateral Triangle
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  Acute angled triangle
 Obtuse angled triangle
 Right angled triangle
 Exterior angles of a Triangle
Brain Teasers There are two equilateral triangles with sides 2 cm and 1 cm. How many of the smaller
triangle fit into the larger triangle compeletely?
Suggested  Foldables on different types of triangles
Activities  Paper Cutting activity on properties of triangle
(including  Student Reflection Checklist
SDGs & Art
Integration)
SDGs related to SDG Number: 4 SDG Name: Quality Education
the chapter
Resources/Web- https://www.mathsisfun.com/geometry/triangles-interactive.html
Links https://youtu.be/1k0G-Y41jRA
https://edpuzzle.com/media/5ffbdb7fdbd73a4256ea801a
https://www.geogebra.org/m/g3eWs3F8
https://www.geogebra.org/m/USan9TF4
https://www.geogebra.org/m/kCcKfajJ

NOVEMBER - UNIT-6 INTRODUCTION TO ALGEBRA 13 Periods

DECEMBER
Concept Map/Mind Map:

Concept Note: Algebra is a branch of mathematics which deals with variables and constants. In this chapter,
students learn about various terms such as literal numbers, variables, constants, coefficient and numerical
coefficient, operations on algebraic expressions and applies the same to solve the word problem.
Learning Outcomes The students:
● understand the rules and properties of operations for algebra.
● identify variable, constant, coefficient, numerical coefficient and like,
unlike terms.
● write the exponential form into power notation form and vice versa.
● add and subtract the algebraic expression by column method and
horizontal method.
● find the value of the algebraic expression if the value of the variables are
given.
Minimum Learning The students:
Outcomes  identify variable, constant, coefficient, numerical coefficient and like,
unlike terms.
 classify the types of algebraic expression on the basis of number of terms
17|Academic Plan 2024-25
 (monomial, binomial, trinomial, quadrinomial)

Topics  Writing expressions using numbers, literals and operations

 Rules and properties of operations
 Power of Literal numbers:
 Exponential form
 Product form
 Identifying Constants and Variables
 Identifying Coefficient and Numerical Coefficient
 Classification of an algebraic expression
 Identifying like and unlike terms
 Addition of algebraic expressions
 Subtraction of algebraic expressions
 Finding the value of an algebraic expression
Key Words  Literal Numbers or Literals
 Constants
 Variables
 Coefficient
 Numerical coefficient
 Algebraic Expression
 Types of Algebraic Expression: Monomial, Binomial, Trinomial,
Quadrinomial
 Like and Unlike terms

Brain Teasers Pintu is 3 times as old as Chintu and Chintu is 5 years older than Jimmy. If
Chintu is x years old, write in algebraic form:
a) Pintu’s age 5 years from now.
b) The sum of Pintu’s and Chintu’s ages 2 years from now.
c) The sum of Chintu’s and Jimmy’s ages 4 years ago.

Suggested Activities  Frayer’s Model

(including SDGs & Art  G.O. on the properties of operations on algebraic expression
Integration)  Student Reflection Checklist

SDGs related to the SDG Number: 16,17

chapter SDG Name: Peace, Justice and strong institutions ; Partnerships for the goals

Resources/Web-Links https://edpuzzle.com/media/5fc08a49d0698840f46a7b09
https://youtu.be/NzhEOR8HpOE
https://youtu.be/0sq2PMQ_Nak
https://youtu.be/xmJjQ3KyTdw
https://www.youtube.com/watch?v=UHONN_pxxEc

18|Academic Plan 2024-25

DECEMBER UNIT-7 LINEAR EQUATIONS 7 Periods
Concept Map/Mind Map:

Concept Note: Students deal with simple equations. They learn to convert a statement into an equation and
vice versa. Understanding and application of solving an equation help them to respond to the situations/
problems quickly and confidently.
Learning Outcomes The students:
● identify the linear equation..
● convert a given statement into an equation.
● solve the equation to find out the solution
Minimum Learning The students:
Outcomes  identify whether the equation is a linear equation or not.
 convert a given statement into an equation and vice versa.
Topics ● Converting a statement into an Equation
● Solving an equation by trial and error method
● Solve and check an equation.
Key Words  Equation
 Linear equation
Brain Teasers Mr. Ram starts his journey from New Delhi to Amritsar at 6 am in the morning.
The uniform speed of his car is 𝑥 k𝑚/ℎ𝑜𝑢𝑟. At 12 noon, he finds that he is still 50
k𝑚 awayfrom his destination (Amritsar). At what time will Mr. Ram reach
Amritsar?
Suggested Activities  Maze Game
(including SDGs & Art  Frayer’s Model
Integration)  Error worksheet
SDGs related to the  SDG Number: 3 SDG Name: Good Health and Well-being
chapter
Resources/Web-Links https://youtu.be/DO-hzLh79uw
https://edpuzzle.com/media/5fd7b04daa2d244125d7c6b3
https://youtu.be/O65fxp7DKMc
https://youtu.be/DO-hzLh79uw

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DECEMBER UNIT-15 PERIMETER AND AREA 9 Periods
Concept Map/Mind Map:

Concept Note: Students already know the difference between the perimeter and area. In day to day life
students come across the situation where they use the concept of perimeter and area. In this chapter students
will learn calculation of area and perimeter.
Learning Outcomes The students:
● distinguish between perimeter and area.
● identify the perimeter and area questions.
● apply the formulae of perimeter and area for solving the real life problems

Minimum Learning The students:

Outcomes ● distinguish between perimeter and area.
● learn the formulas for finding perimeter and area of square and rectangle.
● solve questions by applying the formuals.
Topics  Finding perimeter of a square using formula:
Perimeter = 4 x side
 Finding Perimeter of a rectangle using formula:
Perimeter = 2( length + breadth)
 Finding Area of square using formula:
Area = side x side
 Finding Area of rectangle using formula:
Area = length x breadth
 Solving word problems Of Area and perimeter of Rectangle and square.
Key Words  Plane figure
 Closed curve
 Rectilinear figure
 Plane region
 Perimeter and Area of rectangle
 Perimeter and Area of square.
Brain Teasers On a centimetre squared paper, make as many rectangles as you can, such that the
area of the rectangles is 24 sq.cm. Find the greatest and least perimeter.
Suggested Activities  To find the perimeter of Flag
(including SDGs & Art  Venn diagram on comparison of Area and Perimeter
Integration)  KWLH sheet
 Maths Lab file Activity – Derive formula of area of rectangle
SDGs related to the SDG Number: 9, 11
chapter SDG Name: Industry Innovation and Infrastructure ; Sustainable cities and
communities
Resources/Web-Links https://www.geogebra.org/m/khtngrzj
https://youtu.be/efTBMoAav9o
https://phet.colorado.edu/sims/html/area-builder/latest/area-builder_en.html

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 http://www.aaamath.com/geo78_x4.htm
http://www.aaamath.com/geo78_x3.htm

DECEMBER UNIT-13 CIRCLES 2 Periods

Concept Map/Mind Map:

Concept Note: Students learn about the various terms related to circles and their relationship. They can
identify and use the geometrical instruments used for constructing circle.
Learning Outcomes The students:
● define the different elements of circle.
● understand the relation between radius and diameter.
● apply the formula radius = half of diameter for finding the value of
radius or diameter
● construct the circle of a given radius

Minimum Learning The students:

Outcomes  understand the meaning of radius, diameter, chord of a circle.
 understand the relation between radius and diameter of the circle.
 identify that diameter is the longest chord of a circle.

Topics  Identifying Centre , Radius , Diameter , Arc ,Chord of circle

 Relation between Radius and Diameter of a circle
 Finding Radius using formula :
Radius = Diameter / 2
 Finding Diameter using formula:
Diameter = 2 x Radius
 Construction of a circle with given radius.
Key Words  Elements of a circle
 Semi-circle
 Quarter of a circle
 Centre of the circle
 Radius
 Diameter
 Chord
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  Arc
 Circumference of a Circle
Brain Teasers A wire is in the shape of a square of side 4 cm which is bent to form a circle.
What will be the circumference of the circle?
Suggested Activities  Paper folding activity to locate the centre of circle and derive the
(including SDGs & Art relation between radius and diameter
Integration)  Concept Map

SDGs related to the chapter SDG Number: 13 SDG Name: Climate Action
Resources/Web-Links https://www.mathgoodies.com/lessons/vol2/geometry
https://youtu.be/D0pMh3CHAj0
https://youtu.be/BPnP_EEZvQc
https://youtu.be/aEnhQwuGgEU
https://youtu.be/6TDsT0enyxs

JANUARY UNIT-14 CONSTRUCTIONS 8 Periods

Concept Map/Mind Map:

Concept Note: Students learn the usage of ruler and a pair of compasses for the construction of perpendicular
bisector of a line segment, bisector of an angle, perpendicular to a given line from a given point which lies
either on a line or outside the line, construction of parallel lines and angles of different measures.
Learning Outcomes The students:
● construct the perpendicular bisector of a line segment.
● construct different angles.
● find out the bisector of a given angle.
● construct perpendicular to a given line from a given point which lies on
the line.
● construct perpendicular to a given line from a given point which does
not lie on the line.
● construct a line parallel to another line passing through a given point.

Minimum Learning The students:

Outcomes  draw different angles using a protractor.
 construct 60°, 120°, 90° using compass.
 construct perpendicular bisector of a line segment.
Topics  Construction of angles with the help of protractor.
 Construction of perpendicular bisector of a line segment with the help
of a ruler and compasses.
 To bisect an angle with the help of compasses.
 Construction of a perpendicular to a given line when
 The point lies on the line.
 The point does not lie on the line.
 Construction of a line parallel to another line through a point not lying
on it.
 Construction of angles 30°, 60° , 90° , 45° , 120°using compasses.

Key Words  Protractor

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  Compass
 Perpendicular Bisectors
 Angle Bisectors
Brain Teasers Draw a line segment AB = 6 cm. At A, draw AD is perpendicular to AB such
that AD= 4cm. At B, draw BC is perpendicular to AB such that BC=4cm. Join
C and D, what type of figure is ABCD?
Suggested Activities  Maths Lab file Activity - Perpendicular bisector by paper folding
(including SDGs & Art  Maths Lab file Activity – Angle bisector by paper folding
Integration)
SDGs related to the chapter SDG Number: 17 SDG Name: Partnership for the goals
Resources/Web-Links https://youtu.be/pUWnIM9EmMI

FEBRUARY REVISION FOR FINAL TERM EXAMINATION

FEBRUARY/MARCH FINAL TERM EXAMINATION

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