Sample math

lesson plans
embedding a
competency-based
approach
[Link]

Content created by
Submitted to the British Council by
Cambridge Partnership for Education, a
leading education consultancy based in
Cambridge, United Kingdom

September 2021
 CBSE assessment framework for mathematics for Classes 6 to 10 3

Contents
Note for teachers 4
Class VI: Chapter 3 – Lowest Common Multiples 8
Class VI: Chapter 3 – Divisibility Tests 10
Class VI: Chapter 3 – Applying Divisibility Tests 14
Class VII: Chapter 14 – Line Symmetry 17
Class VIII: Chapter 5 – Interpreting Pie Charts 21
Class IX: Chapter 14 – Using the Mean, Median and Mode 25
Class IX: Chapter 14 – Bar Graphs and Histograms 28
Class X: Chapter 4 – Solving Quadratic Equations by Factorisation 31
Class X: Chapter 4 – Solving Quadratic Equations using the Quadratic Formula 34
Class X: Chapter 4 – The Nature of Roots 37
Introduction
A bank of resources has been created to support
teachers to implement competency-based education
principles
into their teaching and assessment. These resources
should be used together. You can view and download the
following resources from [Link]:
• Learning ladder for math
• Assessment specification for math
• Sample lesson plans
This document is a compilation of ten sample lesson plans
for math from class VI to class X.

Using these sample

lesson plans
You can use these lesson plans as they are written in your
You can also use these plans as templates to develop your
classes as you would any other lesson plan.
own learner-centred lessons that encourage students
When you use the lesson plans, reflect on how: to develop their competencies and skills in your subject
• they place the student at the centre of learning rather than merely accumulating knowledge.

• they vary the teacher's role (e.g., as

facilitator, mediator, assessor)
• they give students choice and/or autonomy
• they bring real-world problems or applications to the
classroom
• they employ (informal) formative assessment
• they promote the use of higher order thinking skills
• they ensure all students are included in learning.
What is competency-
based education (CBE)?
There is no single global definition or unifying framework
• Students are empowered daily to make important
for CBE. However, an overarching principle is that
decisions about their learning experiences, how they
competency-based education focuses on the
will create and apply knowledge, and how they
student’s demonstration of learning outcomes as
will demonstrate their learning.
central to the learning process.
• Assessment is a meaningful, positive, and empowering
There is also a focus on attaining proficiency in particular
learning experience for students that yields timely,
competencies to facilitate progression.
relevant, and actionable evidence.
Self-paced, individualised learning is a further
• Students receive timely, differentiated support based
common theme as is the emphasis on the authenticity
on their individual learning needs.
of the learning experience and real-world applications
of knowledge and skills. Central to all definitions is the • Students progress based on evidence of mastery, not
goal to empower students, providing a meaningful and seat time.
positive learning experience. • Students learn actively using different pathways and
Competency-based education within the context of varied pacing.
languages is best articulated in the Council of • Strategies to ensure equity for all students are
Europe’s Common European Framework of Reference embedded in the culture, structure, and pedagogy of
for Languages, the CEFR1. Proficiency is described on a schools and education systems.
six- point scale which provide statements of what a
• Rigorous, common expectations for learning
language user can do at each of the levels: A1
(Breakthrough), A2 (Waystage), B1 (Threshold), B2 (knowledge, skills, and dispositions) are explicit,
(Vantage), C1 (Advanced), C2 (Mastery). transparent, measurable, and transferable.’2

A useful working definition of high-quality CBE in the

context of K12 education is that developed by the Aurora
Institute:

1. CEFR framework. Published by the Council of Europe. Available at <[Link]

home>.
2. Competency Works, 2019. What is Competency-based Education - An Updated Definition. [pdf] Published by: Aurora Institute. Available at: <[Link]
[Link]/wp-content/uploads/[Link]>.
What are higher order
thinking skills?
These are skills, such as analysis, evaluation and synthesis,
that go beyond skills such as recall and understanding.
These skills are designed to stretch secondary level
students to develop the cognitive skills for further
progression onto more advanced level study and prepare
them for the workplace.
What does competency-
based education look
like?
Curriculum design: A core principle in the design
formative assessment, particularly elements of peer and
of CBE curricula is that it should be grounded in real-world
self-assessment, are key characteristics of competency-
contexts covering topics with relevance to employment
based approaches, where students are encouraged
and daily life. Therefore, there is an emphasis on
to reflect on their own work and identify areas for
integrating higher order thinking skills, incorporating an
improvement
interdisciplinary approach (linking within and between
subjects), and including a focus on problem solving Assessment: Robust and valid assessment,
using learnt skills and knowledge. Subject content and allowing for evaluation of the full range of learning
developing mastery of the prerequisite knowledge remain outcomes can be considered a core feature of good
key components of curriculum design. practice in CBE summative assessment. Data driven,
CBE-oriented summative assessments should
There has also been a focus on integrating 21st century
accurately gauge the
skills within secondary level qualification design, with
extent to which the student can demonstrate the learning
explicit links to core skills such as numeracy, literacy
outcomes, including the key skills and knowledge on
and social and emotional skills development as well as
completion of the programme.
global citizenship and developing global literacy to enable
learners to be competent not only in the national Assessing the application of knowledge and skills to
context but also in the international labour market. real-world contexts and using authentic problems which
draw on real-life data are key features of CBE assessment
Teaching and learning: A general principle of
systems concerned with real world performance.
CBE- oriented delivery comprises student-centred
Synoptic assessment is a further key feature of CBE. This
learning, with a focus on the teacher empowering the
encompasses the use of assessment tasks and questions
students to learn actively supported by feedback.
which seek to assess multiple learning outcomes and/or
Whilst traditional methods have emphasised the role
topic areas from across the curriculum.
of the teacher as the imparter of knowledge, and
subsequently place emphasis on lecturing, dictation and Competency-based assessments should be
drilling as techniques of classroom delivery, CBE seeks designed to be equitable3, enabling evaluation of a
to place the student at the centre and actively engage wide range of ability levels of the target group of
the student in the learning process. CBE delivery is students, which at
facilitated by the development secondary level comprises a countrywide cohort aged
of lesson plans based on learning outcomes and sharing 15 and 16. Maintaining a balance between accessibility
learning outcomes with students at the outset to ensure on the one hand and providing opportunities to
mutual understanding of expectations. The use of demonstrate higher order thinking skills on the other is
one of the aspects to consider in designing
competency-based secondary school level
assessments.

3. Aurora Institute, 2017. How Systems of Assessment Aligned with Competency-based Education can Support Equity. [pdf] Published by: Aurora Institute.
Available at: <[Link]
[Link]>.
 8 CBSE assessment framework for mathematics for Classes 6 to 10

Lowest Common Multiple (LCM)

Learning 6N2b Highest common factor and lowest common multiple

Ladder
Assessme Note: This lesson focuses on lowest common multiple.
nt Content
Lesson 40 minutes
duration
Book reference Mathematics Textbook for Class VI, Chapter 3

Tim Learning Outcomes Lesson Activities Assessment

e
What we want the How AfL strategies will be
(mins) learners to know, used
understand and be able
How AOs will be
to do.
embedded
10 Applies HCF or LCM in a
Ask learners to think back to their Class V Self-assessment of prior
particular situation
learning about multiples. Assign a number understanding of how to
Note: This introductory from 2 to 10 to each learner (different find multiples
lesson focuses on LCMs numbers for different learners). Ask each
for numbers 2 to 10. A learner to write the first ten multiples of their
later lesson will number. Have number lines and 1–100 Discussion to enable
develop use of prime grids available to support learners’ teacher to assess prior
factorisation to find thinking. understanding and to
LCMs of larger inform next steps
Discuss answers and learners’ approaches as
numbers.
a class.
• How would you explain to someone else how
to find multiples of 5?
• What about multiples of a bigger number
such as 25?
20 Pair up learners with different starting Sharing and feeding back
numbers and ask them to compare the on ideas to solve a
multiples in their lists: problem to develop
each other’s learning
• Are there any numbers which appear in both
of your lists?
• Which is the smallest number that appears in
both of your lists?
Explain that we call multiples that appear in
both lists ‘common multiples’ of the two
starting numbers, and that the smallest
common multiple is called the ‘lowest common
multiple’.
 CBSE assessment framework for mathematics for Classes 6 to 10 9

Ask learners to pair up with someone different. Using discussion to elicit

After sharing their starting number, but evidence of learners’
without looking at their lists, ask learners to understanding
predict and then check the lowest common
multiple. Repeat several times encouraging Sharing of strategies to
learners to share and discuss strategies. develop each other’s
learning
Discuss and reinforce strategies as a class.
Building on learners’ own contributions to the Discussion of strategies
discussion, also make links to ideas of so teacher can
divisibility tests, for example: observe and develop
learners’
• How do you know that 120 is a common mathematical
multiple of 4 and 5? thinking.
Learners use divisibility tests to confirm that
120 is a multiple of 4 and 5.
• How do you know that 110 is not a common
multiple of 4 and 5?
Learners use divisibility tests to confirm
that 110 is not a multiple of 4 and therefore
cannot be a common multiple of 4 and 5.
10 Pose a problem with a real-life context
that can be solved using the concept of
lowest common multiples. Ask learners to Collaborating with peers
work in pairs or small groups to discuss and to improve learning
solve it. For example:
• A driver needs to refuel his car every 6
days and his van every 8 days. He
refuelled both his car and his van today.
How many days will it be before he refuels
both vehicles on the same day again?
• Siri has a bag of cherries. If she shares them
equally between 2, 3, 4, 5 or 6 people there
will be 1 cherry left over.
What is the smallest number of cherries that
could be in the bag?
Key competencies
Communication
Collaboration
 10 CBSE assessment framework for mathematics for Classes 6 to 10

Divisibility Tests

Learning Ladder Assessment

6N2a Number patterns: odd, even, multiples and prime numbers
Content
6N2c Prime factors and co-prime numbers
Note: The focus for this lesson is divisibility tests.
Lesson duration 40 minutes
Book reference Mathematics Textbook for Class VI, Chapter 3

Time Learning Lesson Activities Assessment

(mins) Outcomes
How AfL strategies will be
What we want the used
learners to know,
How AOs will be
understand and be
embedded
able to do.
5 Recognises and
Write 24 on the board and ask: What are the Making connections with
appreciates (through
factors of 24? How do you know? prior knowledge
patterns) the broad
classification of Building on learners’ answers, establish
numbers as even, odd, that 24 ‘is divisible by’ its factors, which
prime, co-prime, etc. means that 24 can be divided by each
factor exactly without leaving a remainder.
Note: This lesson
focuses on divisibility
tests. After assessing Explain that today we will build on our Sharing learning
learners’ prior understanding of finding factors to intentions
knowledge of define tests for finding out whether one
divisibility tests, number is divisible by another, and we
you will need to call these ‘divisibility tests’.
decide which new
divisibility test to
introduce in this
lesson and which to
cover in
subsequent lessons.
 CBSE assessment framework for mathematics for Classes 6 to 10 11

10 On a large sheet of
paper write a large
number and a table to
record whole-class
answers:

Is 27648 divisible by …? ✔or ×

1
2
3
4
5
6
7
8
9
10
11 Self-assessment
assessment of prior
Ask learners to knowledge
first think
individually about
the number given:
Is this number
divisible by each
number in the table?
How do you know?
Notes:
• It is unlikely that all learners will know
divisibility tests for all these
numbers initially – this activity is
about establishing their prior
knowledge and deciding on next
steps for this and subsequent
lessons.
• For your reference, clear descriptions
of the divisibility tests are available at:
[Link]
Activating learners as
Next ask learners to discuss the questions learning resources for
in pairs. one another; sharing and
Then ask pairs to share their ideas with the feeding back in
class. Ask questions, and encourage other discussions to develop
learners to ask questions, to clarify each other’s learning
strategies and to express them
concisely as divisibility tests.
Discussion to enable
Also, use questioning to make connections teacher to assess prior
with prior learning and to reinforce understanding and inform
mathematical language, e.g. next steps
• How do you know it’s divisible by 1?
(All numbers have 1 as a factor.)
 12 CBSE assessment framework for mathematics for Classes 6 to 10

• So you know it’s divisible by 2 because

it ends in 8. What other numbers could
in end in and still be divisible by 2? …
What are numbers called that end in 0,
2, 4, 6 or 8? (even numbers)
Enter ticks and crosses in the table to
reflect definite decisions so far. Revisit the
table later and in subsequent lessons as
learners become familiar with more
divisibility tests
10 Use a silent teacher approach to model one Using responses to
of the divisibility tests that learners were questions and discussion
(repeat for
not familiar with. Demonstrate the to elicit evidence of
other
process on the board without speaking. learners’ understanding
divisibility
Learners observe and, once your
tests in
demonstration is complete, suggest
subsequent
what you were doing.
lessons as
needed) Use a pose, pause, pounce, bounce
approach to establish your divisibility test,
e.g.
• [pose] What did I do first? What do think I
was thinking? [pause]
• [pounce on one learner] Maryam, what
do you think?
• [bounce to others] Do you agree? If not,
what do you think?
If learners are unsure, show a second
demonstration (for an example or non-
example) for the same divisibility test.
Ask learners to use the divisibility test
on other examples and non-examples,
including the large number from earlier in
the lesson.
Ask:
• Why is divisible by ?
• Why is not divisible by ?
• What could the missing digit be if this
number (with a digit covered by an ink
blot) is divisible by ?
5 Ask learners to record the divisibility tests
Self-assessment of
discussed in the lesson in their book in
understanding
their own words.
 CBSE assessment framework for mathematics for Classes 6 to 10 13

10 Learners complete practice questions Activating learners

on divisibility tests discussed across as learning resources
the lesson. Include ‘What could the for one another
missing digit be?’ questions.
Encourage learners to use the 3B B4 Me
approach to promote independent learning
and use of peers as a learning resource:
1. Brain
2. Book
3. Buddy
before
4. Me (Teacher)
Challenge questions for learners can
be found here:
[Link]
com/2011/06/[Link]
Key competencies
Collaboration
Communication
Learning to Learn
 14 CBSE assessment framework for mathematics for Classes 6 to 10

Applying Divisibility Tests

Learning 6N2a Number patterns: odd, even, multiples and prime numbers
Ladder
Assessmen 6N2c Prime factors and co-prime numbers
t Content Note: The focus for this lesson is divisibility tests.
Lesson 40 minutes
duration

Book reference Mathematics Textbook for Class VI, Chapter 3

Tim Learning Outcomes Lesson Activities Assessment

e What we want the How AfL strategies will be
(mins) learners to know, used
understand and be able
How AOs will be
to do.
embedded
10 Recognises and
Explain that in this lesson we are aiming to Sharing learning
appreciates (through
apply the rules of divisibility from previous intentions
patterns) the broad
lessons to find the factors of a number quickly.
classification of numbers Self-assessment
as even, odd, prime, Display a large number, and ask: Is this number assessment of prior
co-prime, etc divisible by 2, 3, 4, 5, 6, 7, 8, 9, 10, 11? knowledge
Note: This lesson builds Give individuals time to recall the divisibility Teacher assesses
on earlier lessons that tests and apply them to your number. Then prior understanding to
introduce and practise ask learners to discuss their answers in pairs. inform next steps
specific divisibility tests. Select learners to share their answers and
It focuses on application reasoning with the class: How do you know
of a range of that it is / is not divisible by …?
divisibility tests.

Introduce the NRICH ‘American Billions’ game Pairs demonstrating the

to learners: [Link] game to confirm
understanding
Reveal the example game and model it
with 0–9 digit cards. Then choose one or two
pairs of learners to take turns to
demonstrate playing the game for the
class.
Pair up learners and provide each pair with a
set of 0–9 number cards. Learners play the
game a few times recording their numbers as
they play.
CBSE assessment framework for mathematics for Classes 6 to 10 15

Once the learners have played the game a few Sharing of strategies to
times ask the first question from the NRICH develop each other’s
task: learning
Are there any good strategies to help you to Discussion of strategies
win? so teacher can
Give pairs of learners time to discuss. Then observe and develop
bring the class together and select pairs to learners’
explain their strategies. Use a pose, pause, mathematical
pounce, bounce approach, e.g. thinking.

• [pose] Can you explain one of your

strategies? [pause]
• [pounce on one learner] Arjun, do you think
that is a good strategy? Why?
• [bounce to others] Do you agree? If not, can
you describe a better strategy?
10 Ask pairs to return to the game, but this time
working collaboratively. Ask them to
investigate the other questions from the Activating learners
NRICH task: as learning resources
• What's the longest number you can make for one another
that satisfies the rules of the game?
• Is it possible to use all ten digits to create a
ten-digit number?
Tell learners that you will ask some pairs to
share their work at the end.
Observe pairs as they work on the task, using
questioning to prompt deeper thinking as
needed:
Teacher questioning to
• What have you discovered? promote and assess
• How did you find that out? / Why do you mathematical thinking
think that?
• What made you decide to do it that way?
• Do you think you have found the best
solution? Why?
(See [Link] for more
guidance on asking questions to support
a problem-solving approach.)
 16 CBSE assessment framework for mathematics for Classes 6 to 10

10 Ask pairs to share with the class their Eliciting evidence of

approach to finding the longest number and learners’ understanding
what they found. Use questioning to help through presentations
learners to structure their explanations:
• How did you start?
• Why did you decide to do that?
• How did you know that these were the only
possibilities? Peer assessment of
• How your knowledge of divisibility tests help approaches
you with the problem?
Encourage other learners to ask questions
and give feedback on approaches.
Key competencies
Collaboration
Communication
Critical Thinking (evaluating approaches)
CBSE assessment framework for mathematics for Classes 6 to 10 17

Line Symmetry

Learning 7G3a Identify rotational symmetry and line symmetry

Ladder
Assessmen Note: The focus for this lesson is line symmetry.
t Content
Lesson 40 minutes
duration
Book reference Mathematics Textbook for Class VII, Chapter 14
Resources • Real life images, some with line symmetry and some with no line symmetry (e.g.
company logos, road signs, car hub caps, patterns of floor or wall tiles)
• Mirrors
• Large copies of the real-life images or images of them projected onto an interactive
whiteboard (optional)
• Large paper equilateral triangle
• Paper regular polygons for each pair (triangle, square, pentagon, hexagon, heptagon,
octagon)
• Worksheet with table to record findings
• Large images of a variety of quadrilaterals (e.g. projected into an interactive
whiteboard)

Tim Learning Outcomes Lesson Activities Assessment

e
What we want the learners How AfL strategies will be
(mins) to know, understand and be used
able to do.
How AOs will be
embedded
10 This lesson focuses on
Draw an example of a shape with line
developing prior learning
symmetry and an example of a shape
about line symmetry using
without line symmetry on the board and
the following Class VII
ask learners:
NCERT Pedagogical
processes from the Learning • How are the two shapes different?
Ladder:
Ask learners to think back to their Class VI
• symmetrical figures from learning about symmetry.
their environment [and
• How do you know that this shape has line
which shows rotational
symmetry?
symmetry]
• How do you know that this shape does not
• the symmetry through
have line symmetry?
paper folding activities
 18 CBSE assessment framework for mathematics for Classes 6 to 10

Learners work in pairs or small groups. Give Learners collaborating to

out sets of real-life images, some with recall prior knowledge
line symmetry and some with no line
symmetry (e.g. company logos, road
signs, car hub caps, patterns of floor or
wall tiles).
Ask learners to sort the images into two
groups – those with line symmetry and
those without. Also ask them to identify the
number of lines of symmetry for the
symmetrical images. Have mirrors available
for learners to use to help them if
needed.
Discussion to enable
teacher to assess prior
Ask learners from each group to show one understanding and inform
of their images and talk about its line next steps
symmetry:
• Does the image have line symmetry?
How do you know?
• How many lines of symmetry does it have?
• Where are the lines of symmetry?
• Why does/doesn’t the shape have line
symmetry?
Note: It would be helpful to have large
copies of the images at this point or images
of them projected onto an interactive
whiteboard. Discussion in pairs and
small groups to enable
15 Ask learners to work in pairs to find 2D informal peer assessment
shapes and patterns with line symmetry in
the classroom or school. Explain that
3D objects have planes of symmetry, so
they are looking for 2D shapes and
patterns, which includes shapes and
patterns on the surfaces of objects, e.g.
patterns in tiles or curtain fabric.
Learners should try to find examples
with no, 1, 2, 3, 4 …. lines of symmetry. If
possible, learners take photographs of their
shapes and patterns, but they could also
draw sketches to record their findings.
Then ask pairs of learners to join with
another pair and share their images.
Learners should check the numbers of lines
of symmetry that their peers have assigned
to their shapes and patterns.
CBSE assessment framework for mathematics for Classes 6 to 10 19

10 Ask learners to work in pairs to find 2D Discussion in pairs and

shapes and patterns with line symmetry in small groups to enable
the classroom or school. Explain that informal peer assessment
3D objects have planes of symmetry, so
they are looking for 2D shapes and
patterns, which includes shapes and
patterns on the surfaces of objects, e.g.
patterns in tiles or curtain fabric.
Learners should try to find examples
with no, 1, 2, 3, 4 …. lines of symmetry. If
possible, learners take photographs of their
shapes and patterns, but they could also
draw sketches to record their findings.
Then ask pairs of learners to join with
another pair and share their images.
Learners should check the numbers of lines
of symmetry that their peers have assigned
to their shapes and patterns.
10 Demonstrate, or invite a learner to Modelling to develop
demonstrate, using folding to identify the understanding
lines of symmetry of a large paper
equilateral triangle.
Learners then work in pairs using folding to
identify the number of lines of symmetry
for other regular polygons. They record
their findings in the table provided at
end of this lesson plan.
Ask learners questions as they work: Collaborating with peers
• Have you found all of the lines of to improve learning
symmetry? How do you know?
• What patterns have you noticed? Using questioning to elicit
• How will you check your rule? evidence of learners’
understanding and move
• Will the rule always be true for regular learning forwards
polygons? What about irregular polygons?
5 Show large images of quadrilaterals. Self-assessment and
Ask learners to indicate, by holding up teacher assessment of
fingers or on mini whiteboards, how many understanding
lines of symmetry each quadrilateral
has.
Sometimes ask individuals to come out and
show where the lines of symmetry are. If
there are differences of opinion, ask
learners with different answers to
explain their thinking, and then give an
opportunity for learners to ‘re-vote’.
 20 CBSE assessment framework for mathematics for Classes 6 to 10

Key competencies
Collaboration
Communication
Critical Thinking
Learning to Learn
CBSE assessment framework for mathematics for Classes 6 to 10 21

Using the Mean, Median and Mode

Learning 8S2a Draw and interpret bar charts and pie charts for discrete data.
Ladder
Assessmen Note: This lesson focuses on interpreting pie charts.
t Content
Lesson 40 minutes
duration
Book reference Mathematics Textbook for Class VIII, Chapter 5

Tim Learning Outcomes Lesson Activities Assessment

e
What we want the How AfL strategies will
(mins) learners to know, be used
understand and be able
How AOs will be
to do.
embedded
10 Draws and interprets bar
Show this pie chart to learners (it could be Activity to apply prior
charts and pie charts.
projected, drawn on the board or printed learning to a new
Note: This lesson out). Explain that a group of people were context, in order to
focuses on interpreting surveyed about their favourite hot drink and the support new
pie charts. Learners will pie chart shows the results: learning
not have formally
learned about pie charts
in earlier classes, but
may have encountered
them in
real-life situations.

Ask learners to look at the pie chart and

write down as many facts or pieces of
information as they can about the favourite
hot drinks of this group of people.
Display the following words on the board to
prompt learners’ thinking:
• fraction
• percentage
• ratio
• equal
• most
22 CBSE assessment framework for mathematics for Classes 6 to 10

• least
Collect facts about the pie chart from learners,
for example:
Discussion to elicit
• ¼ of the people surveyed like hot chocolate evidence of prior
the best. learning and
• Equal numbers of the people like hot understanding
chocolate the best and like coffee the best.
• Tea was the most popular hot drink.
• 50% of the people surveyed said they like tea
the best.
• The ratio of these people having a favourite
drink of tea: coffee: hot chocolate is 2:1:1
• If there were 20 people surveyed in total, then
10 would like tea, 5 would like coffee and 5
would like hot chocolate.
Ensure learners give a reason with
Questioning,
their statements, by asking: How do you
discussion and
know?
feedback to prepare
Ask learners some follow up questions. Give learners to access a
them time to discuss in pairs, and then select a second, more complex
pair to share their ideas with the class: question
• If 100 people were represented by this
pie chart how many people would have said
that hot chocolate is their favourite drink?
• If 80 people were represented by this pie
chart how many people would have said that
tea is their favourite drink?
• If 15 people said that their favourite drink was
coffee how many people said their
favourite drink was tea? How many people
were asked altogether?
Emphasise that pie charts show proportion
and that we can only know how many people
or items are in a particular category if we are
given some additional information to go with
the pie chart (for example, how many people
were asked).
Repeat the activity with another pie chart with
more sectors:
CBSE assessment framework for mathematics for Classes 6 to 10 23

Ask learners to write down as many facts as

they can about the pie chart.
Select learners to share their facts. Remember
to ask probing questions such as:
• How do you know that?
• What feature(s) of the pie chart show that?
10 Learners work in pairs on a pie chart Collaborative working in
matching activity from: pairs, using peers as a
[Link] resource/maths- resource for learning
which-pie-chart-game-6163415.
Once learners have had a chance to discuss and
complete the matching in pairs, provide Self- and peer-
solutions so learners can assess their own work. assessment of learning
Sharing learning
10 Explain to learners that we are going to intentions
develop our interpretation of pie charts further.
Show the learners an example of a pie chart
which includes more challenging angles, such
as the example in Task 1 from:
[Link]
com/2018/10/30/interpreting-pie-charts/
Pose these questions to learners:
• How can we describe the proportions shown
on the pie chart?
• How can we calculate the amount of people
represented in each category on the pie
chart?
Collaborative working
Initially, ask learners to think about the using peers as a
questions individually for a couple of minutes. resource for
Then ask them to discuss their thinking in pairs learning
for a couple more minutes. Finally, select
learners to share their thoughts with the rest of
the class.
Guide learners through the worked example in Questioning to elicit
Task 1 by asking questions such as: evidence of
where dAsk learners to work in pairs to attempt understanding and
the ‘your turn’ problem. Once learners have had move learning forwards
time to discuss and complete this, share the
solutions for learners to self-assess their
understanding.

Self-assessment of own
understanding
 24 CBSE assessment framework for mathematics for Classes 6 to 10

10 Ask learners to answer questions on interpreting Activity to elicit

pie charts from: [Link] evidence of
com/2012/06/[Link] understanding
Some problem-solving style questions, which
could be used to stretch more confident
learners, can be found from the links below:
[Link]
[Link]
resource/35556/pie-chart-puzzles
Key competencies
Collaboration
Communication
Critical Thinking
Creative Thinking
Learning to Learn
 CBSE assessment framework for mathematics for Classes 6 to 10 25

Using the Mean, Median and Mode

Learning 9S1c Calculate mean, median and mode of ungrouped data

Ladder
Assessme
nt Content
Lesson 40 minutes
duration
Book reference Mathematics Textbook for Class IX, Chapter 14

Tim Learning Outcomes Lesson Activities Assessment

e
What we want the learners How AfL strategies will be
(mins) to know, understand and be used
able to do.
How AOs will be
embedded
10 Identifies and classifies
Ask learners to think back to their Class VII Sharing explanations to
the daily life situations in
learning about mean, median and help learners recall
which mean, median and
mode. the pre-requisite prior
mode can be used.
Select learners to explain how to calculate knowledge
Note: Calculation of mean, the mean, median or mode. Support them
median and mode is by writing a set of numbers on the
introduced in Class VII. This board and asking them to explain how to
lesson starts with find the mean, median or mode for the Whole-class response
consolidating this prior set of numbers. technique providing
learning. quick assessment of all
Check all learners’ understanding of
calculating the mean, median and mode. learners’ understanding
Display a data set and ask all learners to to inform next steps
calculate and show the mean, then the
median, then the mode on mini
whiteboards.
10 Ask learners to work in pairs on the
Collaborative working to
problem-solving task ‘M, M and M’ from
develop each other’s
NRICH: [Link]
thinking through
For confident learners, there is also a follow sharing and feeding
up activity that could be used called back on ideas and
‘Unequal Averages’: [Link] approaches
org/11281
Bring the class together and select pairs to
share their solutions, using questioning to
elicit further information from learners.
• What approach did you use? Questioning and
discussion to elicit
• How did you know you needed to use
evidence of
those values?
understanding and move
learning forwards
 26 CBSE assessment framework for mathematics for Classes 6 to 10

• Have we found all of the possibilities? How

can we be sure?
15 Ask learners to work in pairs to discuss the Sharing of ideas and
advantages and disadvantages of each discussion to elicit
of the three averages – mean, median evidence of
and mode. After time to discuss, select understanding and move
pairs to share one advantage or learning forwards
disadvantage of one of the averages
with the rest of the class. Record
learner’s ideas on the board. Encourage
learners to ask questions and comment
on the suggestions shared by their
peers.
If learners are finding it challenging to
identify advantages and disadvantages
of the different averages, show some
examples. For example, show a data set
with an extreme value and ask about the
appropriateness of finding the mean. There
are some simple examples which can be
used to prompt ideas at: [Link]
com/teaching-resource/which-average-is-
best-6278226 Collaborative working and
real-life contexts to
Once the class has produced a summary
support learners in
of the advantages and disadvantages,
applying their learning
ask learners to work in pairs on some
real-life situations. They must decide which
average would be most appropriate to use
and why.
A clear summary of advantages and
disadvantages of mean, median and mode
and a card sorting activity with examples
can be found at:
[Link]
which-average-to-use-mmmr-11053824 Whole class discussion
encourages sharing of
5 Ask learners to share their thoughts on the
ideas and experiences to
use of ‘average’ in everyday life.
develop each other’s
• Is it always clear which average is being learning
used?
• Are all the averages used appropriate?
Why? Why not?
• Why might people or companies decide to
use one of mean, median or mode? Is this
always based on which is most
appropriate?
The following article share ideas around
use of ‘average’ in everyday life: http://
[Link]/2/hi/uk_news/
magazine/[Link]
 CBSE assessment framework for mathematics for Classes 6 to 10 27

Key competencies
Collaboration
Communication
Critical Thinking
Social Responsibility
 28 CBSE assessment framework for mathematics for Classes 6 to 10

Bar Graphs and Histograms

Learning 9S1b Presentation of data — construct and interpret bar graphs, histograms (with varying
Ladder base lengths), frequency polygons for data given in various forms: ungrouped /
Assessme grouped data in list or tables.
nt Content
Note: The focus of this lesson is bar graphs and histograms with equal class widths.
Lesson 40 minutes
duration

Book reference Mathematics Textbook for Class IX, Chapter 14

Tim Learning Outcomes Lesson Activities Assessment

e
What we want the learners How AfL strategies will be
(mins) to know, understand and be used
able to do.
How AOs will be
embedded
5 Analyses data by
Ask learners to think back to their previous Assessing prior
representing it in different
learning about bar graphs. Show an knowledge and
forms like, tabular form
example of a bar graph with some understanding of bar
(grouped or ungrouped), bar
questions on interpreting the bar graph, graphs through answering
graph, histogram (with equal
such as the example from https:// and asking questions
and varying width and
[Link]/the-bar-chart/.
length), and frequency
polygon. Ask learners to write some other
questions that they could ask based on this
Note: This introductory
bar graph. Select learners to share their
lesson focuses on bar
answers to the original questions and to Eliciting evidence of their
graphs and histograms with
share the other questions they have understanding through
equal class widths. A later
created. sharing of ideas as a
lesson will introduce
histograms with varying Ensure learners give reasons for their class.
class widths, frequency answers by asking probing questions such
density and frequency as:
polygons. • How do you know?
• Why do you think that?
Further questions to ask learners include:
• What is the variable in this bar graph?
• What type of data can be presented in a
bar graph?
• What are the important features of a bar
graph?
CBSE assessment framework for mathematics for Classes 6 to 10 29

Establish that a bar graph is a pictorial

representation of discrete data and
should have equal bar widths, equal gaps
between bars and a consistent scale.
10 Explain to learners that today they will Sharing learning
be exploring representing data in a intentions
histogram. Show learners an example of
a histogram with equal class widths, for
example:

Sharing and feeding back

on ideas to develop
Ask learners: each other’s learning
• What does this histogram show?
• How is it the same as a bar graph? How is Using discussion to elicit
it different from a bar graph? evidence of learners’
understanding
• What is the variable represented in this
histogram?
• What type of data is presented in this
histogram?
• How many learners weigh between 60
and 70 kilograms?
• Is it possible to tell how many learners
weigh 46kg? Why not?
Establish that a histogram is a pictorial
representation of data, similar to a bar
graph, but it is used for continuous
class intervals (such as weight). Learners
should observe that there are no gaps
between the bars and the horizontal
axis is a continuous scale.
Explain that in a histogram, the areas of the
bars are proportional to the
corresponding frequencies. In this case,
the bars have equal width, but that is not
always the case with histograms. They will
encounter histograms with varying width
in a subsequent lesson.
 30 CBSE assessment framework for mathematics for Classes 6 to 10

20 Explain to learners that they are going

to draw a histogram to represent the
heights of learners in the class. Give each
learner a measuring tape or ruler for
them to measure their height and then
collect the data by writing the height of
each learner on the board. Explain to
learners that they should initially present
this raw data in a table and will need to
decide on the class widths they will use.
(They should be encouraged to use
equal class widths at this point).
Once learners have drawn their histograms, Using discussion to elicit
encourage them to compare their evidence of learners’
representation of the data with other understanding
learners, especially those who have chosen
to use a different class width.
• What is the same and what is
different about your histograms?
• What are the benefits of using smaller/
bigger class widths?
As an extension, you could ask learners
how they would represent the data in
a histogram with variable class
widths.
Remind learners that the area (rather than
the height) of the bars should be in
proportion to the frequency.
Collaborating with peers
5 Ask learners to write three questions about
to improve learning
the histogram they have drawn, e.g.,
How many learners were taller than 140
cm? What proportion of learners were
between 160 and 175 cm tall?
Learners swap their questions with a
partner and answer their partner’s
questions.
Key competencies
Collaboration
Communication
Creative Thinking
 CBSE assessment framework for mathematics for Classes 6 to 10 31

Lowest Common Multiple (LCM)

Learning 10A3a Solve quadratic equations by factorisation and by using the quadratic formula
Ladder (where roots are real).
Assessme
nt Content Note: This lesson focuses on solving quadratic equations, where the coefficient of x^2 is
1, by factorising.
Lesson 40 minutes
duration
Book reference Mathematics Textbook for Class X Chapter 4

Tim Learning Outcomes Lesson Activities Assessment

e
What we want the How AfL strategies will be
(mins) learners to know, used
understand and be able
How AOs will be
to do.
embedded
10 Demonstrates
Write x²+4x+3 and x²-4x+3 on the board. Ask Self-assessment of prior
strategies of finding
learners to think back to their Class IX learning understanding of how to
roots and determining
about factorising quadratic expressions. find multiples
the nature of roots of a
quadratic equation. Ask them to think individually about how they
would factorise these two quadratic
Note: This lesson focuses Discussion to enable
expressions. Then ask them to discuss their
on solving quadratic teacher to assess prior
approach and solution in pairs.
equations, where the understanding and to
coefficient of x^2 is 1, by Select pairs of learners to share their inform next steps
factorising. It builds on factorisations with the class, asking how they
work on factorising found them:
quadratic expressions • What was your approach to factorising these
from Class IX expressions?
• How can you check your factorisation is
correct?
Learners work in pairs to investigate
the problems from https://
[Link]/quadratics/
factorisable-quads.
As learners are working, circulate and ask
questions such as:
• What was your approach to finding the
solutions?
• How many solutions did you find?
• Have you found all the possibilities? How do
you know?
 32 CBSE assessment framework for mathematics for Classes 6 to 10

10 Explain to learners that we are going to use Sharing learning

factorising quadratics to help us to intentions
solve quadratic equations.
Write the following question on the board:
★ ×■=0
Questioning to establish
Ask learners to think about this question,
understanding and to
giving them a minute or so to do so. Ask
develop learning through
learners:
• What can you tell me about ★ or ■?
sharing of ideas

• How do you know?

Through whole class discussion of these

■ (or both) must be 0.

questions, develop the idea that either ★ or

Then, pose each of the following questions in a

sequence, asking learners for their
suggestions at each stage and
demonstrating on the board how you would
set out the working as learners respond:
• If ab=0, what are the possible values of
a and b?
Establish that a=0 or b=0.
• If a(b+1)=0 what are the possible values of
a and b?
Establish that a=0 or b+1=0, and hence a=0
or b=-1.
• If (a+1)(b-3)=0, what are the possible values
of a and b?
Establish that a+1=0 or b-3=0, and hence a=-1
or b=3.
• If (a-3)(a+2)=0, what are the possible values
of a?
Establish that either a-3=0 or a+2=0, and
hence a=3 or a=-2.
Ask learners to practise finding solutions to
factorised expressions by answering the ques-
tions from:
[Link]
solve-when-factorised/
15 Bring learners back together as a class.
Write x²+5x+4=0 on the board. Ask learners Questioning and
to attempt this question individually using discussion elicits
the factorising and solving skills that we have evidence of
been using during the lesson. understanding from
Select learners to share the steps in solving earlier in the lesson
this quadratic.
 CBSE assessment framework for mathematics for Classes 6 to 10 33

Give further examples, including examples Sharing of ideas through

involving negative coefficients (but ensure the questioning and
coefficient of x² is always 1). Each time, select discussion develops
learners to share the steps in solving the learning
quadratic.
Ask learners to practise factorising and
solving quadratics where the coefficient of x²
is 1, for example those from
[Link]
solving-quadratics-by-factorising/
As an extension to this, confident learners can
work on factorising and solving quadratics
where the coefficient of x² is not 1, from
[Link]
solving-quadratics-by-factorising-when-
coefficient-of-%f0%9d%91%a521/.
Some learners may be able to do this with little
guidance, but it is suggested that this is taught
to the whole class in a subsequent lesson.
A similar approach to this lesson can be
taken,
e.g. factorising quadratic expressions
where the coefficient of x² is not 1, then
solving a(2b+1)=0, solving (2a+3)(a-4)=0,
solving (2a+5)(a+3)=0, and then combining the
skills to solve quadratic equations such as
2a²+3a+1=0. Collaborative working,
using peers as a
5 Ask learners to work in pairs and give them resource for learning
example work with deliberate errors in it from
[Link]
clumsy-clive-on-solving-quadratics-11569114
Learners identify the errors in the first two
questions and write the corrected working.
Key competencies
Collaboration
Communication
Learning to Learn
 34 CBSE assessment framework for mathematics for Classes 6 to 10

Solving Quadratic Equations using

the Quadratic Formula
Learning 10A3a Solve quadratic equations by factorisation and by using the quadratic formula
Ladder (where roots are real).
Assessmen
t Content Note: This lesson focuses on solving quadratic equations using the quadratic formula.

Lesson 40 minutes
duration

Book reference Mathematics Textbook for Class X, Chapter 4

Tim Learning Outcomes Lesson Activities Assessment

e
What we want the learners How AfL strategies will be
(mins) to know, understand and be used
able to do.
How AOs will be
embedded
5 Demonstrates strategies of
Write a selection of expressions on the
finding roots and
board and ask learners to find the value of
determining the nature
these by using substitution, e.g.
of roots of a quadratic
equation. • d+3(e-2f) where d=5,e=8,f=3
Note: This lesson focuses on • 3g²-2(5h-2i) where g=3,h=4,i=-3
on solving quadratic
• 3j-2(k+3l)² where j=-4,k=4,l=-1
equations using the
m+n
quadratic formula. It • 3
where m=4,n=-1
assumes that learners 2q-r
• p+ p where p=5,q=3,r=2
have previously derived
the quadratic formula by • 3s+√(t²-4u) where s=-2,t=6,u=5
completing the square in
• 3s+√(t²-4u) where s=6,t=-3,u=-4
a previous lesson.
Questioning to probe
As learners are working, circulate and ask
understanding and
questions such as:
mathematical thinking and
• When we substitute the values into this inform next steps
expression what does our
calculation become?
• How do we know what order to perform
the calculations in?
• Why is it important to follow the correct
order of operations?
CBSE assessment framework for mathematics for Classes 6 to 10 35

10 Write the quadratic formula on the board:

b±√(b2-4ac
x= 2a
Bring the whole class together and remind
learners that they derived the quadratic
formula by completing the square in a
previous lesson. Explain that the quadratic
formula is a way of finding the solutions (or
roots) of quadratic equations.
Start by demonstrating using the formula to
solve a quadratic equation that can also
easily be solved by factorisation and
completing the square, for example
x²+4x+3=0. Emphasise that we need the
quadratic equation to be in the form
ax²+bx+c=0 to find the coefficients a, b and
c to substitute into the formula: Questioning and
discussion elicits
• What are the values of a, b, c for
evidence of
this quadratic?
understanding
• What does the quadratic formula read
when we substitute these values?
• What order do we perform the
calculations in the quadratic formula in?
Once the values of x have been found by
using the quadratic formula, use
factorisation and completing the square to
confirm that all three methods give the Sharing of ideas through
same solutions: questioning and
discussion develops
• How can we factorise this quadratic?
learning
• How can we complete the square for this
quadratic?
• What are the benefits of using each
method to solve a quadratic equation?
10 Explain to learners that first they are going
Sharing learning
to focus on correctly identifying the
intentions
coefficients a, b and c in quadratic
equations.
On the board give a range of examples
of quadratic equations (with a mixture
of positive and negative coefficients).
Ask learners to show their values of a, b Collaborative working,
and c on mini whiteboards. using peers as a
resource for learning
Learners work in pairs to collaborate on through sharing of
completing the following jigsaw based approaches
on identifying a, b and c:
[Link]
teaching-resource/introduction-to-the-
quadratic-formula-jigsaw-6124171
 36 CBSE assessment framework for mathematics for Classes 6 to 10

10 Explain to learners that they are now going Sharing learning

to use the worked example from earlier intentions
to solve quadratics by using the
formula.
Ask learner to work on the following Collaborative working,
structured worksheets (filling the blanks in using peers as a
calculation steps) by discussing in their resource for learning
pairs: [Link] through sharing of
resource/gcse-the-quadratic-formula- approaches
revision-worksheet-6112360
[Link]
the-quadratic-formula-12332649
5 As a whole class ask learners to Analysing response to
identify errors in the calculation steps identify issues and move
for some questions where a quadratic learning forwards
equation has been solved using the
formula:
[Link] Whole class questioning
the-quadratic-formula-spot-the- and response to establish
mistake-6427939 understanding and to
develop learning through
Learners can indicate errors using mini sharing of ideas
whiteboards. Select learners to explain
their answers, especially where learners
disagree about the errors.
In a following lesson, learners will need
consolidation on using the
quadratic formula to solve quadratic
equations, including answering non-
scaffolded questions.
Key competencies
Collaboration
Communication
Critical Thinking
Learning to Learn
CBSE assessment framework for mathematics for Classes 6 to 10 37

The Nature of the Roots of a

Quadratic Equation

Learning 10A3b Know and use the relationship between the discriminant and the nature of the
Ladder roots.
Assessme
nt Content
Lesson 40 minutes
duratio
n
Book reference Mathematics Textbook for Class X, Chapter 4

Tim Learning Outcomes Lesson Activities Assessment

e
What we want the learners How AfL strategies will be
(mins) to know, understand and be used
able to do.
How AOs will be
embedded
5 Demonstrates strategies of
Write a quadratic equation (with two real Self- and peer-assessment
finding roots and
roots) on the board, such as of prior learning
determining the nature
of roots of a quadratic 4x²-2x-5=0. Ask learners to think back to
equation. previous lessons where they have
found the roots of quadratic equations. Ask
Note: This lesson focuses on
them to solve your quadratic equation
determining the nature of
using the quadratic formula. They
roots. It assumes that
should clearly display the steps in their
learners are already
working and can use the scaffolding
confident, from previous
below for support:
lessons, in finding roots of
quadratic equations using
factorisation and the
quadratic formula, and by
completing the square.

Display the solutions for x on the board and

ask learners to peer assess their work.
 38 CBSE assessment framework for mathematics for Classes 6 to 10

20 Explain that today we are going to Sharing learning

investigate the number of real roots of intentions
quadratic equations.
Learners work in small groups. Give each
learner a die, a coin and some sheets of
paper. Explain that they are going to
individually create random quadratic
equations by rolling a die (for the number)
and flipping a coin (heads for positive and
tails for negative) to generate the
coefficients a, b and c.
For example, a=-3 if the die shows 3 and
the coin shows tails, b=4 the die shows
4 and the coin shows heads, and c=1 if
the die shows 1 and the coin shows heads.
So, the generated quadratic equation is
15 -3x²+4x+1=0
Learners write each quadratic equation
on the top of a piece of paper and solve
it using the formula. They should write
out clear working showing the substitution
of a, b and c. They can use the
scaffolding for support if needed:

As they solve each quadratic equation,

learners should classify the quadratics
according to the number of roots that their
equation has. In their groups, learners
should begin to collect a group of
quadratics with two real roots, a group
of quadratics with just one real root and Collaborative working in
a group of quadratics with no real roots groups, using peers as a
and should begin to look for any patterns resource for learning
they can see.
As learners are working, circulate and ask
questions such as:
Questioning elicits
• How many roots can a quadratic equation evidence of learner
have? Is that all of the possibilities? understanding and
• What have you found out so far? enables sharing of ideas
between peers
 CBSE assessment framework for mathematics for Classes 6 to 10 39

• What is the same about this group of

quadratic equations?
Encouraging learners to
• What is different between the groups of discuss their thinking and
quadratic equations? communicate
• Can you see a pattern/rule which tells you mathematically.
how many roots a quadratic equation had
without solving it?
• Have you tested your rule?
• Can you explain why your rule works?
5 Once learners have had some time to Questioning elicits
work on the problem, bring the whole evidence of learner
class together to discuss their findings. understanding and
Select learners or groups of learners to enables sharing of ideas
share what they have found. The questions between peers
above can be used again at this point to
elicit understanding.
Establish the connection between the value
of b²-4ac in the square root of the
quadratic formula and the number of
roots of the quadratic equation. Explain
that
b²-4ac is called ‘the discriminant’.
Ask learners to write a rule using
the discriminant to indicate the
number of roots for a quadratic
equation, e.g.
b²-4ac<0 means there are no real roots
b²-4ac=0 means there is one real root
b²-4ac>0 means there are two distinct real
roots Working collaboratively in
pairs to improve
10 Give learners some further quadratics to learning and check
group by number of roots using the understanding
discriminant. This can be completed
in pairs as a card sort activity. Provide
the solutions to allow learners to check Providing solutions
their work. to allow for self-
As an extension to this, confident learners checking
can consider the following problem:
x²+px+4=0
What values of p would give two real roots?
Key competencies
Collaboration
Communication
Critical Thinking
Learning to Learn
40 CBSE assessment framework for mathematics for Classes 6 to 10
© British Council 2021 licensed for use in the Competency Based Education project to Central Board of Secondary Education