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(i) The document provides teaching materials for a mathematics lesson on frequency polygons for 9th standard students. (ii) It includes the curricular statement, content analysis with terms and facts, the concept of a frequency polygon, process for making one, and learning outcomes. (iii) The classroom interaction procedure demonstrates teaching the topic, with the teacher explaining key points and students participating through responses and exercises.
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This document provides a teaching manual for an 8th standard Social Science class on the topic of Velu Thampi Dalawa, a historical figure from Kerala, India. The lesson objectives are to teach students about who Velu Thampi Dalawa was, his role in resisting British rule in Travancore, and how he was eventually defeated through deception. The document outlines key terms, facts, and concepts about Velu Thampi Dalawa's life and contains suggestions for classroom activities and discussions to help students understand his historical significance.
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4 criket
- 1. INNOVATIVE TEACHING MANUAL NAME OF THE TEACHER : ANIX JOHNSON STANDARD : IX NAME OF THE SCHOOL : DIVISION : A SUBJECT : MATHEMATICS STRENGTH : UNIT : STATISTICS DURATION : 45 Min TOPIC : FREQUENCY POLYGON DATE : ----------------------------------------------------------------------------------------------------------------------------------------------------- CURRICULAR STATEMENT: The pupil understands the statistical idea of frequency and the way to construct a frequency polygon of a given data. CONTENT ANALYSIS: TERMS: FREQUENCY POLYGON FACTS: (i) Statistics is the branch of Mathematics which deals with the organized presentation and indepth analysis of such data and the methods of drawing logical conclusions from them.
- 2. (ii) The presentation of numerical data can be done in the form of pictures and tables. (iii) Numbers used in studying some situation are called scores in Statistics. (iv) Frequency is the number of times a score is repeated. (v) The table prepared by using frequencies is called a frequency table. (vi) A histogram is a graphical representation of a frequency distribution in the form of rectangles with class intervals as bases and heights proportional to corresponding frequencies such that there is no gap between any two successive rectangles. (vii) A frequency polygon is a graphic representation of a given frequency distribution; obtained by joining the midpoints of the classes of a histogram. CONCEPT: FREQUENCY POLYGON PROCESS: Process of making frequency Polygon LEARNING OUTCOMES: Enable the students in (i) comprehending about the preparation of a frequency table. (ii) constructing frequency polygon with the given data. PRE-REQUISITES: The pupils have already learned about
- 3. (i) Frequency distribution table (ii) Histogram TEACHING-LEARNING MATERIALS: Scale, Pencil etc Teaching Learning Interaction Procedure Classroom Interaction Procedure Pupil Response A[ym]-I≥ Ipim-em-tz-j-W-tØmsS ¢m v Ah-X-cn-∏n- °p-∂p. sht°-jv n߃ ASn-®p- s]m-fnt®m? {In°‰v Ifnt®m? n߃ Sn.-hn-bn¬ {In°‰v ImWm-dpt- m? {In°‰v Ifn-bpsS CS-bn¬ Snhn-bn¬ Iptd {Km^p-Iƒ ImWn-°p-∂Xv n߃ {i≤n-®n-´pt- m? GsXms° {Km^p-Iƒ BWv ImWn-°p-∂Xv? ASn-®p-s]m-fn®p Ifn®p D- v D- v _m¿{Km-^v,- ss]-U-b{Kw
- 4. NXpcNn{X-ßfpw BhrØn _lp-`p-P-ßfpw I- n- ´pt- m? At∏mƒ Ωƒ C∂v Cu hnj-b-amWv ]Tn-°p-hm≥ t]mIp-∂-Xv. A[ym-]-I≥ Bhr-Øn -_-lp-`pPw F∂ hnjbw Ah-X-cn- ∏n-°p-Ibpw AtX-∏-‰n-bp≈ hnh-c-߃ tiJ-cn-°m≥ Bh-iy-s∏-Sp-Ibpw sNøp-∂p. A[ym-]-I≥ Ip´n-Isf AF∂pw BF∂pw c- m-bn- Xn-cn- °p-∂p. A[ym-]-I≥ {Kq∏v AbpsS {]Xn-I-c-W-߃ ]cn-tim-[n-°p∂p A[ym-]-I≥ {Kq∏v BbpsS hnh-c-߃ ]cn-tim-[n-°p-∂p. D- v Ip´n-Iƒ N¿® sNøp∂p N¿® sNbvX-Xn-s-∏-‰n-bp≈ hnh-c-߃ tiJ-cn-°m≥ XpS-ßp- ∂p. A{Kq∏v Xmsg-bp-≈-Xns ]‰n hnh-c-߃ tiJ-cn-°p-∂p. {Kq∏v B hnhn[ DZm-l-c-W-ß-tfm-Sp-Iq-Snb BhrØn _lp-`p-P- NXp-c-Nn{Xw BhrØn _lp-`pPw
- 5. ASp-Ø-Xmbn A[ym-]-I≥ Hcp tNmZyw ¬Ip-∂p. "9 A bn¬ ]-Tn-°p∂ 42 Ip´n-I-fpsS ]c--oIvjbpsS am¿°v Xmsg- X-∂n-cn-°p-∂p. Hmtcm am¿°pw {]tXy-I-am- bn´v FSpØv Bhr-Øn-]-´nI D- m-°pI'? A[ym]I≥ AIvsjbvbpsS Ah-X-c-WsØ hne-bn-cp- Øp-∂p. ¢mknse Ip´n-Iƒ°v BXv F{X-am{Xw {]tbm-P- -s∏´p F∂pw a- n-em-°p-∂p. ߃ Is- -Øp-∂p. Cu tNmZy-Øns‚ ASn-ÿm--Øn¬ {Kq∏v Abn¬ n∂v AIvsjbv BhrØn∏´n-I-sb-°p-dn-®pw, Bhr-Øn-]-´n-I-bpsS n¿Ωn-Xn-sb-°p-dn®pw ¢mkn¬ Ah-X-cn-∏n-°p-∂p. F√m Ip´n-Ifpw BhrØn ]´nI Xøm-dm-°p-∂p. t{KUv Ip´n-Iƒ 4 6 5 5 6 6 7 8 8 9
- 6. Ip´n-I-fpsS {]h¿Ø-sØ A[ym-]-I≥ hne-bn-cp-Øp-∂p. A[ym-]-I≥ NXpc Nn{X-ß-sf-∏‰n Ah-X-cn-∏n-°p-∂-Xnv ASpØ Ah-kcw {Kq∏v Bbnse jmn-Xbv°v ¬Ip∂p A[ym-]-I≥ DØ-c-߃ ]cn-tim-[n-°p-∂p. XpS¿∂v BhrØn _lp-`pPw F∂ `mKw Ah-X-cn-∏n-°p- ∂-Xn-mbn as‰mcp Ip´nsb £Wn-°p-∂p. 9 6 10 2 Total 42 jmnX: Iq´p-Im-tc, Ωp-°-dnbmw Ct∏m √ ag-°m-e-amWv At√? Ip´n-Iƒ :AtX jmnX: F∂m¬, hfsc Xm¬]-cyap≈ Hcp tNmZy-Øn-te°v ap°v IS°mw Pq¨-˛-Hm-KÃv e`n-°p∂ agsb ASn-ÿm--am°n NXp-c-Nn{Xw hc- bv°p-I.? a-g-bpsS Af-hv Zn-h-k-߃ 10-20 8 20-30 10 30-40 14 40-50 20 50-60 15 Ip´n-Iƒ IrXy-ambn hc-bv°p-∂p.
- 7. A[ym-]-I≥ Nn{Xw ]cn-tim-[n-°p-∂p. ap≥]-d™ tNmZysØ ap≥n¿Øn {Kq∏v Bbn¬ n∂pw [y BhrØn _lp-`p-P-Øns‚ n¿ΩmWw hnh-cn-°p-∂p. [y: Hmtcm NXp-c-Øn-s‚bpw a[y-_nµp AS-bm-f-s∏-SpØn tbmPn-∏n-°pI. Hcp- ¢mkv 0-˛10 F∂Xv ]´n-I-bnse H∂m-asØ ¢mknp apºpw as‰mcp ¢mkv 60----˛70 F∂Xv Ah-km ¢mknp tijhpw BhrØn ]qPy-ambn AS-bm-f-s∏-Sp-Ø-Ww. Aßs BhrØn _lp-`pPw n¿Ωn-°m-mhpw. Ip´n-Iƒ IrXy-ambn hc-bv°p-∂p. 0 5 10 15 20 25 0 20 40 60 80 FREQUENCY POLYGON DAYS
- 8. A[ym-]-I≥ Ip´n-Isf A`n--µn-°p-∂p. s]mXp-hmbn BhrØn _lp-`pPw Fs¥∂v ]d-™p-sIm-Sp-°p-∂p. ¢mkv CS-th-f-I-fpsS a[y-_n-µp-°ƒ tbmPn-∏n®v hc- bv°p∂ Nn{Xo-I-c-W-amWv BhrØn _lp-`p-Pw. Ip´n-Iƒ Xs∂ BhrØn _lp-`pPw hc-bv°p-∂Xn-m-h-iy-amb n¿t±-i-߃ D- m°n ¢mkn¬ {]Z¿in-∏n-°p-∂p. 1. {Km^v t]∏¿ FSp-°p-I. XA£w, YA£w F∂nh hc- bv°pI. OX,OY AS-bm-f-s∏-Sp-ØpI. 2. X,Y A£-Øn-v¢m-kv, BhrØn F∂nh bYm-{Iaw FSpØv Bh-iy-amb tXmXv Xnc-s™-Sp-°pI. 3. Hmtcm CS-th-f-bp-tSbpw a[y_nµp AS-bm-f-s∏-Sp-ØpI 4. s]≥knepw skIvbnepw D]tbm-Kn®v t¿tcJ hc®v tbmPn- ∏n-°p-I.
- 9. Formative Evalution Procedure Review 1) F¥mWv BhrØn _lp-`pPw? 2) BhrØn _lp-`pPw n¿Ωn-°m-m-hn-iy-amb n¿t±-i- ߃ Fs¥ms°? Follow Up Activity Bhr-Øn- _-lp-`pPw Xøm-dm-°pI? No.of Days 10-˛20 15 20-˛30 20 30-˛40 14 40-˛50 10 50-˛60 8