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THE FOLLOWING CURRICULAR GOALS (CG) AND COMPETENCIES (C) WILL BE DEVELOPED
THROUGH THIS CHAPT

CURRICULAR GOALS(CG) COMPETENCIES (C)

CG-2: Builds deductive and inductive logic to prove theorems related to numbers
and their relationships

CG-3: Discovers and proves algebraic identities and the models real- life C-3.2: Models and solves contextualized problems using equations and draws
situations in the form of equations to solve them conclusions

CG-9: Develops computational thinking, i.e., deals with complex problems and is C-9.1: Decomposes a problem into subproblems
able to break them down into a series of C-9.2: Describes and analyses a sequence of instructions being followed
simple problems that can then be solved by suitable procedures/algorithms C-9.3: Analysis similarities and differences among problems to make one solution
or procedure work for multiple problems
C-9.4: Engages in algorithmic problem solving to design such solutions.

CG-11: Explores connections of Mathematics with other subjects C-11.1: Applies mathematical knowledge and tools to analyse problems/situations
in multiple subjects across Science, Social Science, Visual Arts, Music, Vocational
Education and Sport
MIND MAP
 WZ/Kt/^W>E
WZ/K d,/E'dKW/ >ZE/E'KhdKD^
EK͘
1 Introduction Through Real Life Situations Produce pattern inorder to observe that succeeding terms are
(observing different kind of patterns) obtained by adding a fixed number to preceeding term.
2 Introduction Through Real Life Situations Produce pattern iinorder to observe that succeeding terms are
(observing different kind of patterns) obtained by adding a fixed number to preceeding term.
3 Identifying A.P in a given pattern by verification Distinguish between finite and infinite AP in order to determine the
nature and write the last term of the given AP
4 nth Term of an AP Calculate nth term of a given AP in order to find its terms and their
nature.
5 problems based on nth term of AP Calculate the nth term of a given APin order to solve for a real life
word problem.
6 More applicative (related to real life situations) Calculate the nth term of a given APin order to solve for a real life
problems on nth term of AP word problem.
7 Sum of first n terms of AP Calculate the sum of a given AP in order to solve for various
question
8 Application problems on Sn Calculate the last term of a given AP in order to find the solution ofr
a real life word problem
9 Activity to reinforce the formula Sn Develops strategies in order to apply the concept of AP to daily life
situations.
10 Case based questions Use appropriate formula to calculate the last term of a given AP


 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic Progressions
Total no. of periods for this chapter:10
Period no :1/10
Sub Topic: Introduction Through Real Life Situations (observing different kind of patterns)
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Teacher encourages the students to do the
following activities to find different patterns.
contextualized problems
Teacher makes the students into groups and ask
using equations and draws them to do the following activity and note down
the outcomes (Numbers) and recognize the
conclusions
pattern
Activity1: (5 minutes)
Arranging cup house.

C-11.1: Applies mathematical

knowledge and tools to
analyze problems/situations
in multiple subjects across
Science, Social Science, Visual
[Link]
Arts, Music, Vocational
[Link]/dial/2F
Education and Sports TND7

Get the students to look at the arrangement and ask the

following questions
 Starting from top to bottom e content
1) What is the number of cups in the top row? SCERT
2) What is the number of cups in the 2nd row? Observe the pattern seen in each of the introduction
display presented.
3) What is the number of cups in the 3rd row?
4) What pattern do you observe in this tower?
Produce pattern iinorder to
Activity-2: Suppose you were given 100 tea cups to
observe that succeeding display. How would you arrange them?
Students present their model. (5 min.)
terms are obtained by adding
(Teacher Note:]
a fixed number to preceeding Teacher asks the learners to the following activity
individually and note down their observations.
term.
Activity-3: (5 min.)
Reena applied for a job and got selected. She has been
offered a job with a starting monthly salary of ₹ 8000, with
an annual increment of ₹ 500 in her salary. Her salary (in
`) for the 1st, 2nd, 3rd, . . . years will be, respectively
8000, 8500, 9000, . . ..
Observe the above situation and write Reena’s salary for
the next 5 years.
Activity-4 (5 min.)
The lengths of the rungs of a ladder decrease uniformly by Teacher asks the learners to write their
2 cm from bottom to top. The bottom rung is 45 cm in observation on a piece of paper and
length. The lengths (in cm) of the 1st, 2nd, 3rd, . . ., 8th submit it to the teacher.
rung from the bottom to the top. Write length of the
rungs from bottom to top.
Activity-5 (5 min.)

Shakila puts ` 100 into her daughter’s money box when

she was one year old and increased the amount by ` 50
every year. The amounts of money (in `) in the box on the
1st, 2nd, 3rd, 4th, . . . birthday was 100, 150, 200, 250, . . .,
respectively.
What pattern do you observe in this situation?
Tell me the amount deposited when she was 8 years old.

Activity-6 (5 min.)
ହ
In a savings scheme, the amount becomes ସtimes of itself
after every 3 years. The maturity amount (in `) of an
investment of ` ₹ 8000 after 3, 6, 9 and 12 years will be,
respectively: 10000, 12500, 15625, 19531.25
What pattern do you observe in this situation?
Activity-7 (5 min)

The number of unit squares in squares with side 1, 2, 3, . .

. units are, respectively 1, 4, 9, …….
What pattern do you observe in this situation?
Is this pattern the same as the previous one?
Activity-8 (10 min)
Hema put Rs. 1000 into her daughter’s money box when
she was one year old and increased the amount by Rs. 500
every year. The amount of money (in Rs.) in the box on
 her 1st, 2nd, 3rd, 4th ........ birthday would be. 1000, 1500,
2000, 2500, ...... respectively.

Formative assessment:
[Link] different patterns at your
Sourroundings.
[Link] Roll numbers of your class follows any
Pattern.

The fraction of first, second, third .... shaded regions of the

squares in the following figure will be respectively.
ଵ ଵ ଵ ଵ
ǡ ǡ ǡ
ସ ଵ଺ ଺ସ ଶହ଺
ǥǤ

Write your observations from the above activities.

In the above all activities is it possible to find that the
succeeding terms are obtained by adding a fixed number.
Teacher Note:
In this chapter, we shall discuss some of these patterns in
which succeeding terms are obtained by adding a fixed
number to the preceding terms.
What do you call such patterns?
Summative assessment plan- only where relevant
Teachers’ reflections and experiences:

[Link] the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

[Link] well did the pedagogical Strategies engage students and promote active participation in the learning process?

[Link] well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

[Link] effective were the Materials and resources used in the lesson?

[Link] the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic Progressions
Total no. of periods for this chapter:10
Period no :2

Sub Topic: Introduction Through Real Life Situations (observing different kind of patterns)

Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Teacher asks the following question and testing of
Previous knowledge happens (Teacher note: This
contextualized problems
is individual work followed by pair sharing and
using equations and draws whole group sharing) (10 min.)
Consider the following lists of numbers
conclusions
C-9.1: Decomposes a I. 1, 2, 3, 4, . . .
problem into subproblems
II 100, 70, 40, 10, . . .
C-9.2: Describes and analyses III – 3, –2, –1, 0, . . .
IV 3, 3, 3, 3, . . .
a sequence of instructions
V. –1.0, –1.5, –2.0, –2.5, . . .
being followed VI.
Identify 1st and 3rd terms in the above each of the lists.

can you write the next term in each of the lists above?
C-9.3: Analysis similarities
If so, how will you write it?
and differences among
problems to make one In the above lists how do we get successive terms?
solution or procedure work
Write three more successive terms. Find common differences in each of AP
for multiple problems [Link]
Teacher introduces the Arithmetic progression 1.2,5,7,9,11 [Link]/dial/2G
C-9.4: Engages in algorithmic 3JEU
(Teacher gives more focus on definition and terms
[Link]. 21.. introduction
problem solving to design in Arithmetic Progression) (5 min.)
3.-7, -9, -11, -13…. of A.P
such solutions. e content
[Link] do we say the fixed number?
And how do we represent it?

2. Write Nature of common difference?

[Link] we denote the first term of an AP by a1, second term
C-11.1: Applies mathematical
by a2, . . ., nth term by an and the common difference by d.
knowledge and tools to
Then the AP becomes a1, a2, a3, . . ., an. Then How can we
analyze problems/situations
find common difference d.
in multiple subjects across
Find common difference of an AP
Science, Social Science, Visual 5,7,9,11,13,15…...
[Link] of these are Arithmetic Progressions
Arts, Music, Vocational
Teacher takes real life examples to explain AP. and why?
Education and Sports (25 min.) (a) 2, 3, 5, 7, 8, 10, 15, ...... [Link]
1. If the heights (in cm) of some students of a school (b) 2, 5, 7, 10, 12, 15, ...... [Link]/
(c) -1, -3, -5, -7, ...... watch?v=Zpb
standing in a queue in the morning assembly are
(ii) Write 3 more Arithmetic Progressions. n2ZjL9-w
147, 148, 149, . . ., 157 then find first term and Formative Assessment
common difference. Real life
1. Is set of even natural numbers forms an A.P? examples of
2. The minimum temperatures (in degree Celsius) AP from
[Link] first term of an A.P is x and common
recorded for a week in the month of January in a Enjoy Math
difference is y Then write list of terms in A. P
city, arranged in ascending order are – 3.1, – 3.0, –
[Link] does 2,5,8,11,15 forms an A.P.
2.9, – 2.8, – 2.7, – 2.6, – 2.5
4. Does list of prime numbers forms an A.P
Write next three terms in the above A.P?
 3. Make a positive Arithmetic progression in which 5. The total savings (in ₹) after every month
Produce pattern iinorder to the Common difference is a small positive quantity. for 10 months when ₹ 50 are saved each
observe that succeeding 4. Make an AP in which the common difference is month are 50, 100, 150, 200, 250, 300, 350,
terms are obtained by adding big(large)positive quantity. 400, 450, 500.
a fixed number to preceeding 5. Make an AP in which the common difference is Write first term and common difference.
term. negative.
6. If first term of AP is a and common difference is d
Then Write list of terms in A.P

7. Write the general form of A.P?

Summative assessment plan-only where relevant

Teachers’ reflections and experiences:

[Link] the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

[Link] well did the pedagogical Strategies engage students and promote active participation in the learning process?

[Link] well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

[Link] effective were the Materials and resources used in the lesson?

[Link] the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic Progressions
Total no. of periods for this chapter:10
Period no :3
Sub Topic: Identifying A.P in a given pattern by verification
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Teacher asks the following question and testing of
Previous knowledge happens (Teacher note: This
contextualized problems
is individual work followed by pair sharing and
using equations and draws whole group sharing) (10 min.)
ACTIVITY:
conclusions
Make the following figures with match sticks
C-9.1: Decomposes a
problem into subproblems
C-9.2: Describes and analyses
a sequence of instructions
i) Write down the number of match sticks required for Match
being followed each figure. sticks
C-9.3: Analysis similarities (ii) Can you find a common difference in members of the
list?
and differences among (iii) Does the list of these numbers form an AP?
problems to make one
The following situations, does the list of numbers
solution or procedure work
involved make an arithmetic progression, and
for multiple problems why? (10 min.)
C-9.4: Engages in algorithmic [Link] taxi fare after each km when the fare is ₹20 for the
first km and rises by 8 for each additional km.
problem solving to design
such solutions. 2. The cost of digging a well, after every meter of digging,
when it costs 150 for the first meter and rises by ₹50 for
each subsequent meter.
Write three examples for finite AP and three
Teacher Note: for infinite AP?
C-11.1: Applies mathematical
Teacher asks to the students identify finite A.P and infinite
knowledge and tools to A.P (5 min.)
analyse problems/situations in
A. P Mention Finite/infinite
multiple subjects across
Science, Social Science, Visual Multiple 5 less than 100

Arts, Music, Vocational Set of natural numbers

Education and Sports
1,1,1,1,1……… If a fixed number is
added/subtracted/multiplied/divided to each
term in a given A.P, is the resulting pattern
Do this Activity (15 min.) forms A.P? Justify your Answer?
Teacher make the students into groups and
instructed to do the following step by step activity.

[Link] any Arithmetic Progression.

2. Add a fixed number to each and every term of

AP. Write the resulting numbers as a list.
Which of the following forms an AP? If they
3. Similarly subtract a fixed number from each and form AP then write next two terms
every term of AP. Write the resulting numbers as 1. 1, – 1, – 3, – 5, . . .
Distinguish between finite a list. 2. – 2, 2, – 2, 2, – 2, . . .
4. Multiply and divide each term of AP by a fixed
and infinite AP in order to number and write the resulting numbers as a list. 3.1, 1, 1, 2, 2, 2, 3, 3, 3, . . .
determine the nature and
5. Check whether the resulting lists are AP in each (iv) x, 2x, 3x, 4x ......
write the last term of the case.
given AP
 6. What is your conclusion? Formative assessment:
In the situation, does the list of numbers
Example: Verify the given list of terms forms an A.P or involved make an arithmetic progression, and
why?
not? 4, 10, 16, 22, . . . 1. The amount of air present in a cylinder
when a vacuum pump removes 1 4 of
Find a2 – a1, a3 – a2, a4 – a3 the air remaining in the cylinder at a
time.
a2 – a1 = 10 – 4 = 6 2. Write an A.P having 4 as the 1st term
and -3 as the common difference
a3 – a2 = 16 – 10 = 6

a4 – a3 = 22 – 16 = 6

is ak + 1 – ak is same every time?

Are the given list of terms are form A.P.

What is common difference?

Write next two terms?

Summative assessment plan- only where relevant

tŚŝĐŚŽĨƚŚĞĨŽůůŽǁŝŶŐĂƌĞWƐ͍/ĨƚŚĞLJĨŽƌŵĂŶW͕ĨŝŶĚƚŚĞĐŽŵŵŽŶĚŝĨĨĞƌĞŶĐĞĚĂŶĚǁƌŝƚĞƚŚƌĞĞŵŽƌĞƚĞƌŵƐ͘
;ŝͿϮ͕ϰ͕ϴ͕ϭϲ͕͘͘͘;ŝŝͿʹϭ͘Ϯ͕ʹϯ͘Ϯ͕ʹϱ͘Ϯ͕ʹϳ͘Ϯ͕͘͘͘;ŝŝŝͿʹϭϬ͕ʹϲ͕ʹϮ͕Ϯ͕͘͘͘;ŝǀͿϬ͘Ϯ͕Ϭ͘ϮϮ͕Ϭ͘ϮϮϮ͕Ϭ͘ϮϮϮϮ͕͘͘͘;ǀͿϬ͕ʹϰ͕ʹϴ͕ʹϭϮ͕͘͘͘

Teachers’ reflections and experiences:

[Link] the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

[Link] well did the pedagogical Strategies engage students and promote active participation in the learning process?

[Link] well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

[Link] effective were the Materials and resources used in the lesson?

[Link] the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic Progressions
Total no. of periods for this chapter10
Period no :4
th
Sub Topic: n Term of an AP
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
CG-3: Discovers and proves dĞĂĐŚĞƌĂƐŬƐƚŚĞĨŽůůŽǁŝŶŐƋƵĞƐƚŝŽŶĂŶĚƚĞƐƚŝŶŐŽĨ
algebraic identities and the WƌĞǀŝŽƵƐŬŶŽǁůĞĚŐĞŚĂƉƉĞŶƐ;dĞĂĐŚĞƌŶŽƚĞ͗dŚŝƐŝƐ
models real- life situations in ŝŶĚŝǀŝĚƵĂůǁŽƌŬĨŽůůŽǁĞĚďLJƉĂŝƌƐŚĂƌŝŶŐĂŶĚǁŚŽůĞ
the form of equations to ŐƌŽƵƉƐŚĂƌŝŶŐͿ;ϭϬŵŝŶͿ
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CG-9: Develops
ŐŽƚƐĞůĞĐƚĞĚ͘^ŚĞŚĂƐďĞĞŶŽĨĨĞƌĞĚƚŚĞũŽďǁŝƚŚĂƐƚĂƌƚŝŶŐ
computational thinking, i.e.,
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deals with complex problems ᲏ϱϬϬ͘tŚĂƚǁŽƵůĚďĞŚĞƌŵŽŶƚŚůLJƐĂůĂƌLJĨŽƌƚŚĞĨŝĨƚŚ
and is able to break them LJĞĂƌ͘
down into a series of simple 
problems that can then be &ŝŶĚƐĂůĂƌLJĨŽƌƐĞĐŽŶĚLJĞĂƌ͍
solved by suitable &ŝŶĚƐĂůĂƌLJĨŽƌƚŚŝƌĚLJĞĂƌ͍
procedures/algorithms tƌŝƚĞƚŚĞůŝƐƚŽĨƐĂůĂƌŝĞƐĨŽƌĐŽŶƚŝŶƵŽƵƐϱLJĞĂƌƐ͍
CG-11: Explores connections ᲏ϴϬϬϬ͕᲏ϴϱϬϬ͕᲏ϵϬϬϬ͕᲏ϵϱϬϬ͕᲏ϭϬϬϬϬ
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subjects ƚĞƌŵƐĂƐĨŽůůŽǁƐ
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 ƚŚĞĂďŽǀĞƉĂƚƚĞƌŶ͘

 dĞĂĐŚĞƌŝŶƚƌŽĚƵĐĞƐƚŚĞŶƚŚƚĞƌŵŽĨW͘;ϱŵŝŶ͘Ϳ
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 ƚŚĞĨŽůůŽǁŝŶŐŵĂŶŶĞƌ͘ on
  nth term of
ϭƐƚƚĞƌŵĂϭсĂнϬĚсĂн;ϭͲϭͿĚ AP
 ϮŶĚƚĞƌŵĂϮсĂнĚсĂн;ϮͲϭͿĚ [Link] the 20th term of A.P :3,5,7,9,11……
ƌĚ
ϯ ƚĞƌŵĂϯсĂнϮĚсĂн;ϯͲϭͿĚ

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 ΀dĞĂĐŚĞƌƉůĂLJƐƚŚĞǀŝĚĞŽĨŽƌĞdžƉůĂŝŶŵŽĚĞůƉƌŽďůĞŵƐ΁ TacLearn
 ;ϮϱŵŝŶ͘Ϳ English 4
ϯ͘tŚŝĐŚƚĞƌŵŽĨƚŚĞW͗Ϯϭ͕ϭϴ͕ϭϱ͕͘͘͘ŝƐʹϴϭ͍ůƐŽ͕ŝƐ min. video
 ĂŶLJƚĞƌŵϬ͍'ŝǀĞƌĞĂƐŽŶĨŽƌLJŽƵƌĂŶƐǁĞƌ͘ on
 ΀dĞĂĐŚĞƌŐŝǀĞƐŚŝŶƚƚŽĐŽŶƐŝĚĞƌŶƚŚƚĞƌŵĂƐͲϴϭƚŽƐŽůǀĞ nth term of
ƚŚĞƋƵĞƐƚŝŽŶ΁ AP 
 dĞĂĐŚĞƌŵĂŬĞƐƚŚĞƐƚƵĚĞŶƚƐŝŶƚŽŐƌŽƵƉƐĂŶĚĂƐŬƚŚĞŵƚŽ
 ƐŽůǀĞĂŶĚĐŽŵƉůĞƚĞƚŚĞƚĂďůĞ
 Fill in the blanks in the following table given that a is 1st Formative Assessment:
term, d is common difference, an is nth term of the AP
1. &ŝŶĚƚŚĞǀĂůƵĞŽĨŬĨŽƌǁŚŝĐŚϮŬнϳ͕ϲŬͲ
ϮĂŶĚϴŬнϰĨŽƌŵϯĐŽŶƐĞĐƵƚŝǀĞƚĞƌŵƐ
ŽĨĂŶW
2. Find the value of the middle term of
the following A.P
-6, -2, 2...58

Summative assessment plan- only where relevant

[Link] the 25th term of the AP -5, -5/2,0,5/2…….
2. if an = 5-11n find the common difference.

Teachers’ reflections and experiences:

[Link] the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

[Link] well did the pedagogical Strategies engage students and promote active participation in the learning process?

[Link] well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

[Link] effective were the Materials and resources used in the lesson?

[Link] the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic Progressions
Total no. of periods for this chapter:10
Period no :5
Subtopic: problems based on nth term of AP
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Teacher reinforces the concept of nth term of AP
By solving following problems through
contextualized problems
group/individual activity. (20 min.)
using equations and draws
Teacher asks the students to solve the problems in
conclusions
pairs and present Infront of the class.
C-9.1: Decomposes a
1. Determine the AP whose 3rd term is 5 and the 7th
problem into subproblems [Link]
term is 9.
C-9.2: Describes and analyses [Link]/
[Link] many two-digit numbers are divisible by watch?v=525
a sequence of instructions Dwouk7a8
2. Check whether 301 is a term of the list of numbers
3?
being followed 5, 11, 17, 23, ...
2. Check whether – 150 is a term of the
C-9.3: Analysis similarities The video is
3. The 17th term of an AP exceeds its 10th term by 7.
AP: 11, 8, 5, 2 . . . relating to
and differences among
Find the common difference
[Link] the 31st term of an AP whose 11th term solve
problems to make one problems of
[Link] term of A. P 3,15,27, 39… …. will be 132
is 38 and the 16th term is 73 nth term of
solution or procedure work
more than its 54th term using ܽ௡ ൌ ܽହସ ൅ ͳ͵ʹ,
[Link] many two-digit numbers are divisible by AP.
for multiple problems
find n.
2?
C-9.4: Engages in algorithmic 5. Subba Rao started work in 1995 at an annual salary
problem solving to design of ₹5000 and received an increment of ₹200 each
such solutions. year. In which year did his income reach ₹ 7000?

Activity (Group)
Teacher makes the learners into groups and help the
C-11.1: Applies mathematical students wherever necessary to fill the Given Boxes.
knowledge and tools to In the following AP’S find the missing terms in the boxes
analyze problems/situations (20 min.)
in multiple subjects across
Science, Social Science, Visual
Arts, Music, Vocational Explanation of activity (Clink the link or scan the QR
Education and Sports code)

Formative assessment:
Calculate the nth term of a
1. Show that x – y, x and x + y form
given APin order to solve for consecutive terms of an A.P
2. Calculate how many multiples of 7 are [Link]
a real life word problem. be/3VGWDP
there between 100 and 300.
fK3V4?si=HD
aSsIBw7lKGf
mi8
 Summative assessment plan- only where relevant

[Link] pth term of an AP is q and qth term is p. Find its (p+q)th

2. Determine the AP whose third term is 16 and the 7th term exceeds the 5th term by 12

Teachers’ reflections and experiences:

[Link] the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

[Link] well did the pedagogical Strategies engage students and promote active participation in the learning process?

[Link] well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

[Link] effective were the Materials and resources used in the lesson?

[Link] the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic Progressions
Total no. of periods for this chapter:10
Period no :6/10
Sub Topic: More applicative (related to real life situations) problems on nth term of AP
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Teacher makes the students into groups and ask
the student to solve the questions and present
contextualized problems
them Infront of the class (40 min.)
using equations and draws
[Link] a flower bed, there are 23 rose plants in the first row,
conclusions
21 in the second, 19 in the third and so on. There are 5
C-9.1: Decomposes a rose plants in the last row. How many rows are there in
the flower bed?
problem into subproblems
C-9.2: Describes and analyses 2. Reshma saves Rs 32 during the first month, Rs 36 in the
second month and Rs 40 in the third month. If she
a sequence of instructions
continues to save in this manner, in how many months will
being followed she save Rs 2000?
C-9.3: Analysis similarities 4 min.
3. A manufacturer of radio sets produced 800 units in the
and differences among third year and 700 units in the seventh year. Assuming that doubtnut
the product increases uniformly by a fixed number every video to
problems to make one solve 3rd
year, find (i) the production in the first year (ii) the
solution or procedure work production in the 10th year question
Explanation
for multiple problems
C-9.4: Engages in algorithmic 4. The sum of four consecutive numbers is 32. And the
ratio of the product of the 1st and last term of the product
problem solving to design
of two middle terms is 7:15 Find the numbers.
such solutions. Explanation
C-11.1: Applies mathematical 4 min.
knowledge and tools to doubtnut
video to
analyze problems/situations solve 4th
in multiple subjects across question
Science, Social Science, Visual
Arts, Music, Vocational
Education and Sports
Calculate the nth term of a
given APin order to solve for
a real life word problem.

Summative assessment plan- only where relevant

Teachers’ reflections and experiences:

[Link] the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

[Link] well did the pedagogical Strategies engage students and promote active participation in the learning process?

[Link] well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

[Link] effective were the Materials and resources used in the lesson?

[Link] the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic Progressions
Total no. of periods for this chapter:10
Period no :7
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Teacher asks the following question and testing of
Previous knowledge happens (Teacher note: This
contextualized problems
is individual work followed by pair sharing and
using equations and draws whole group sharing) (10 min)
Consider the situation
conclusions
Shakila put ₹100 into her daughter’s money box when she
C-9.1: Decomposes a was one year old, ₹150 on her second birthday, ₹200 on
her third birthday and will continue in the same way. How
problem into subproblems
much money will be collected in the money box by the
C-9.2: Describes and analyses time her daughter is 21 years old.
Identify the number of rupees put in the money box in
a sequence of instructions
each year?
being followed Teacher makes the students into small groups and ask
them to discuss the challenges they faced to solve such
C-9.3: Analysis similarities
problems?
and differences among (supporting questions to help students)
Don’t you think it would be a tedious and time-consuming
problems to make one
process?
solution or procedure work Can we make the process shorter?
for multiple problems
C-9.4: Engages in algorithmic Teacher introduces the topic through an activity
(10 min)
problem solving to design
Ask the learners to make two sets of number cards from
such solutions. 1 to 10
Stick the cards from 1 to 10 in ascending order on Board.
Stick the cards from 10 to 1 in descending order on Board [Link]
below each card of the above. [Link]/9RTmt
Find sum of each column 8FPZ98
C-11.1: Applies mathematical
Ask the students to find sum of first 10 natural numbers in
knowledge and tools to the following procedure? 5 min. Tic
S=1+2+3+4+5+…………. +10 TacLearn
analyze problems/situations English
S=10+9+8+7+……………. +1
in multiple subjects across 2S=11+11+11+…………+11(10 terms) video on Sn
ଵ଴ൈଵଵ of AP
Science, Social Science, Visual S= ଶ ൌ ͷͷ
Note: Gauss was asked to find the sum of the
Arts, Music, Vocational Find sum of 1st 30 natural numbers using gauss
positive integers from 1 to 100 when he was 10
method.
Education and Sports years old.
He immediately replied that the sum is 5050.
Teacher guides the students to find sum of 1st 100 natural
numbers by following the same above procedure

Teacher explains sum of 1st n terms of AP through 5 min.

video.

Derive the formula for finding sum of 1st n natural

Calculate the sum of a given
numbers 15minutes
AP in order to solve for Now let us generalize the process for standard form of Ap
1. Find the sum of the following APs:
Write General form of A.P?
various question (i) 2,7, 12, to 10 terms
Let a, a + d, a+2d, .a+(n-1)d are n terms of AP.
ii) -37, -33, -29…...to 12 terms
Ask the students Write S as sum of first n terms.
iii) 0.6,1.7,2.8….to 100 terms
Re write the terms of S in reversing order.
Add and find 2S.
Obtain the formula by finding S.
Write the formula ܵ௡ Ǥ
[Link] the sum of the first 22 terms of the AP: 8, 3, –2,…
Find a, d, and n 5 min
Write the Sn and find the S22
 Summative assessment plan- only where relevant
1. Find the sum of the first 40 positive integers divisible by 6.
2. Find the sum of the first 15 multiples of 8.
3. Find the sum of the odd numbers between 0 and 50
Teachers’ reflections and experiences:

[Link] the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

[Link] well did the pedagogical Strategies engage students and promote active participation in the learning process?

[Link] well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

[Link] effective were the Materials and resources used in the lesson?

[Link] the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic Progressions
Total no. of periods for this chapter:10
Period no :8
Sub Topic: Application problems on Sn
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves
Teacher asks the following question and testing of
contextualized problems
Previous knowledge happens (Teacher note: This
using equations and draws is individual work followed by pair sharing and
whole group sharing) (10 min.)
conclusions
C-9.1: Decomposes a 1. Write the formula for Sn in AP.
2. Explain the terms in the above Sn formula?
problem into subproblems
3. Find the Sum of terms in A.P 2+5+8+11+……. (20
C-9.2: Describes and analyses terms)
4. Find 1+3+5+7+…………. +101
a sequence of instructions
5. How do you find Sn when you know 1st and last
being followed terms.
C-9.3: Analysis similarities
Teacher derives auxiliary formula using Sn. 1. Find the sums given below:
and differences among (10 min.)
(i) 7 + 1 10 2 + 14 + . . . + 84
Whole class activity: Teacher guides the students
problems to make one
to convert the formula of Sn in terms of a and l (ii) 34 + 32 + 30 + . . . + 10
solution or procedure work (last term an)
(iii) –5 + (–8) + (–11) + . . . + (–230)
[Link] is the sum of first 10 natural numbers.
for multiple problems
[Link] is the sum of first 9 natural numbers.
C-9.4: Engages in algorithmic [Link] do you get 10th term of AP using the above Sums.
problem solving to design 4. What is your conclusion.
such solutions. [Remark: The nth term of an AP is the difference of Find the sum of: (i) the first 1000 positive
the sum to first n terms and the sum to first (n – 1) integers (ii) the first n positive integers
terms of it, i.e.,
an = Sn – Sn – 1]
Calculate the last term of a
Teacher makes the students into groups and solve If the sum of the first 14 terms of an AP is
given AP in order to find the the following questions. (20 min.) 1050 and its first term is 10, find the 20th term
[Link] many terms of the AP: 24, 21, 18, . . . must be
solution ofr a real life word
taken so that their sum is 78?
problem Teacher asks to write a, d and Sn.
teacher asks the learners to Substitute the values in Sn
formula and simplify then find n.

Teacher makes the students into pairs and ask them to

find solution and present Infront of the class. Formative assessment:
[Link] many terms of the AP: 9, 17, 25, . . .
1.A manufacturer of T.V. sets produced 600 sets in the must be taken to give a sum of 636?
third year and 700 sets in the seventh year. Assuming that
the production increases uniformly by a fixed number [Link] first term of an AP is 5, the last term is
every year, find the total production in first 7 years 45 and the sum is 400. Find the number of
terms and the common difference.

Summative assessment plan- only where relevant

9. If the sum of first 7 terms of an AP is 49 and that of 17 terms is 289, find the sum of first n terms.
10. Show that a1, a2, . . ., an, . . . form an AP where an is defined as below: (i) an = 3 + 4n (ii) an = 9 – 5n Also find the sum of the first 15 terms in each case.
Teachers’ reflections and experiences:

ϭ͘ŝĚƚŚĞůĞƐƐŽŶƉůĂŶĂůŝŐŶǁŝƚŚƚŚĞĐƵƌƌŝĐƵůĂƌŐŽĂůƐĂŶĚĐŽŵƉĞƚĞŶĐŝĞƐ͍/ĨŶŽƚ,ŽǁĐŽƵůĚďĞĂĚũƵƐƚĞĚĨŽƌďĞƚƚĞƌĂůŝŐŶŵĞŶƚ͍
Ϯ͘,ŽǁǁĞůůĚŝĚƚŚĞƉĞĚĂŐŽŐŝĐĂů^ƚƌĂƚĞŐŝĞƐĞŶŐĂŐĞƐƚƵĚĞŶƚƐĂŶĚƉƌŽŵŽƚĞĂĐƚŝǀĞƉĂƌƚŝĐŝƉĂƚŝŽŶŝŶƚŚĞůĞĂƌŶŝŶŐƉƌŽĐĞƐƐ͍
ϯ͘,ŽǁǁĞůůŝĚƚŚĞĂƐƐĞƐƐŵĞŶƚƐƚƌĂƚĞŐŝĞƐŵĞĂƐƵƌĞƐƚƵĚĞŶƚƵŶĚĞƌƐƚĂŶĚŝŶŐĂŶĚĂĐŚŝĞǀĞŵĞŶƚŽĨƚŚĞůĞĂƌŶŝŶŐŽƵƚĐŽŵĞƐ͍
ϰ͘,ŽǁĞĨĨĞĐƚŝǀĞǁĞƌĞƚŚĞDĂƚĞƌŝĂůƐĂŶĚƌĞƐŽƵƌĐĞƐƵƐĞĚŝŶƚŚĞůĞƐƐŽŶ͍
ϱ͘ŝĚƚŚĞůĞƐƐŽŶŝŶĐŽƌƉŽƌĂƚĞĨŽƌŵĂƚŝǀĞĂƐƐĞƐƐŵĞŶƚ^ƚƌĂƚĞŐŝĞƐƚŽŐƵŝĚĞƉĞĚĂŐŽŐLJĂŶĚƉƌŽǀŝĚĞƚŝŵĞůLJĨĞĞĚďĂĐŬƚŽƐƚƵĚĞŶƚƐ͍
 Chapter Plan (Unit plan/ lesson plan)
Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic Progressions
Total no. of periods for this chapter:10
Period no :9
Sub Topic: Activity to reinforce the formula Sn
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
C-3.2: Models and solves Group Activity
In the given table a represents first term and d is
contextualized problems
common difference an is nth term and Sn is sum of
using equations and draws 1st n terms of AP 40 min.
conclusions
C-9.1: Decomposes a Under guidance of teacher students will complete
the following table
problem into subproblems
C-9.2: Describes and analyses
a d an n Sn [Link]
a sequence of instructions be/SasRMdcq
5 3 50 ? ?
being followed 7 ? a13=35 ? S13=? krg?si=8EB0J
? 3 a12 = 37 ? S12=? Assignment: h0qKmhtZ7a
C-9.3: Analysis similarities m
? ? a3 = 15 ? S10 = 125 Question numbers page no. 69 & 5.3
and differences among ? 5 a9=? ? S9 = 75 18,19 and 20 25 min.
2 8 ? ? Sn = 90 Green Board
problems to make one Classes video
8 ? 62 ? Sn =210
on solving
solution or procedure work Teacher makes the students into groups and ask them to problems
related AP
for multiple problems fill in the blanks using relevant information and using
C-9.4: Engages in algorithmic relevant formulas.
problem solving to design
such solutions.

[Link]
be/gqesGDm
1hM0?si=mT
C-11.1: Applies mathematical gKK6_LIRyc
knowledge and tools to Q78p
analyze problems/situations 6 min. Math
in multiple subjects across Army video
to solve given
Science, Social Science, Visual SA question.
Arts, Music, Vocational
Education and Sports

Develops strategies in order

to apply the concept of AP to
daily life situations.

Summative assessment plan- only where relevant

1. 200 logs are stacked in the following manner: 20 logs in the bottom row, 19 in the next row, 18 in the row next to it and so on (see Fig. 5.5). In
how many rows are the 200 logs placed and how many logs are in the top row?
Teachers’ reflections and experiences:

[Link] the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

[Link] well did the pedagogical Strategies engage students and promote active participation in the learning process?

[Link] well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

[Link] effective were the Materials and resources used in the lesson?

[Link] the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?

Chapter Plan (Unit plan/ lesson plan)

Period plan (40 mins class)
Class: 10th
Chapter: Arithmetic Progressions
Total no. of periods for this chapter:10
Period no :10
Sub Topic: Case based questions
Learning Outcomes & Teaching-Learning Process Pointers for formative assessment- Material
Indicators/micro- This should include activities to facilitate this should include strategies that required
competencies learning along with broad time duration will be used to Check for
Understanding - e.g.,
questions/worksheets/experiments
/assignments/self-assessment
checklists/etc.
Whole class activity
Teacher discusses case-based questions.
Teacher asks the students to read the case
carefully.
By asking small questions comprehend the case.
20min

The students of a school decided to beautify the school

on the annual day by fixing colorful on the straight
passage of the school. They have 27 flags to be fixed at
intervals of every 2 meter. The flags are stored at the
position of the middle most flag. Ruchi was given the
responsibility of placing the flags. Ruchi kept her books
where the flags were stored. She could carry only one
flag at a time. How much distance did she cover in
completing this job and returning back to collect her
books? What is the maximum distance she travelled
carrying a flag?

[Link] much distance covered to pick up first flag?

[Link] much distance covered to pick up 2nd ,3rd ,4th flags
respectively?
3. Verify the above list of numbers (distances) forms an AP?
4. How much distance did she cover in completing this job
and returning back to collect her books?
5. What is the maximum distance she travelled carrying a flag?
 Whole class activity
Teacher discusses another case-based question.
Teacher asks the students to read the case
carefully.
By asking small questions comprehend the case.
20min
Your elder brother wants buy a car and plans to take loan
From a bank for his car. He repays his total loan of
᲏118000 by paying every month starting with 1st
instalment of ᲏1000. If he increases the instalment by
hundred rupees every month.
Answer the following.
[Link] amount paid by him in 30th installment is
a) ᲏͵ͻͲͲ b) ᲏͵ͷͲͲ c) ᲏37000 d) ᲏͵͸ͲͲ
[Link] amount paid by him in the 30 installments is
ƒሻ ᲏͵͹ͲͲͲ b) ᲏͹͵ͷͲͲ c) ᲏͹ͷ͵ͲͲ d)
᲏͹ͷͲͲͲ
3. what amount does he still have to pay after 30th
instalment
ƒሻ ᲏ͶͷͷͲͲ b) ᲏ͶͻͲͲͲ c) ᲏ͶͶͷͲͲ d)
᲏ͷͶͲͲͲ
4. If total instalments are 40 then paid in the last instalment
ƒሻ ᲏ͶͻͲͲ b) ᲏͵ͻͲͲ c) ᲏ͷͻͲͲ d) ᲏ͻͶͲͲ
5. The ratio of the 1st instalment to the last instalment is
a) 1:49 b) 10:49 c) 10:39 d) 39:10
Summative assessment plan- only where relevant
A contractor on construction job specifies a penalty for delay of completion beyond a certain date as follows: Rs 200 for the first day, Rs 250 for the
second day, Rs 300 for the third day etc. the penalty for each succeeding day being Rs 50 more than for the preceding day. How much money the
contractor has to pay as penalty if he has delayed the work by 30 days?
Teachers’ reflections and experiences:

[Link] the lesson plan align with the curricular goals and competencies? If not How could be adjusted for better alignment?

[Link] well did the pedagogical Strategies engage students and promote active participation in the learning process?
[Link] well Did the assessment strategies measure student understanding and achievement of the learning outcomes?

[Link] effective were the Materials and resources used in the lesson?

[Link] the lesson incorporate formative assessment Strategies to guide pedagogy and provide timely feedback to students?

WORK SHEET
Level 1
1. In an AP, if d = –4, n = 7, ܽ௡ = 4, then a is
(A) 6 (B) 7 (C) 20 (D) 28
2. In an AP, if a = 3.5, d = 0, n = 101, then ܽ௡ will be
(A) 0 (B) 3.5 (C) 103.5 (D) 104.5
3. The list of numbers – 10, – 6, – 2, 2, ... is
(A) an AP with d = – 16 (B) an AP with d = 4 (C) an AP with d = – 4 (D) not an AP.
4. The 11th term of the AP: –5, –5 2, 0, 5 2, ...is
(A) –20 (B) 20 (C) –30 (D) 30
Level 2
5. The sum of the 5th and the 7th terms of an AP is 52 and the 10th term is 46. Find the AP.
6. Find the 20th term of the AP whose 7th term is 24 less than the 11th term, first term being 12.
7. If the 9th term of an AP is zero, prove that its 29th term is twice its 19th term.
8. Find whether 55 is a term of the AP: 7, 10, 13, --- or not. If yes, find which term it is
Level 3
9. The famous mathematician associated with finding the sum of the first 100 natural numbers is
(A) Pythagoras (B) Newton (C) Gauss (D) Euclid
10. If the first term of an AP is –5 and the common difference is 2, then the sum of the first 6 terms is
(A) 0 (B) 5 (C) 6 (D) 15
11. The sum of first 16 terms of the AP: 10, 6, 2... is
(A) –320 (B) 320 (C) –352 (D) –400
12. In an AP if a = 1, an = 20 and Sn = 399, then n is (A) 19 (B) 21 (C) 38 (D) 42 18. The sum of first five multiples of 3 is
(A) 45 (B) 55 (C) 65 (D) 75
 LESSON PLAN / PERIOD PLAN

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