This lesson plan is for a 9th standard mathematics class on irrational numbers. The teacher will help students understand irrational numbers through discussion and activities. Students will learn that integers and fractions are rational numbers, while some numbers like the square root of 2 cannot be expressed as fractions and are called irrational numbers. Through examples and working through proofs, students will understand the key concepts and be able to identify and provide examples of irrational numbers.

1. LESSON PLAN
Name of the teacher : Naseela Name of the
school :MTGHS, Kottarakkkara
Subject :Mathematics Standard: IX
Unit :Irrational numbers Strength:60
Sub unit: idea about irrational numbers Date:22/07/2014
Time:40
min
CURRICULAR STATEMENT:
To understand about irrational numbers through discussion,
observation and analyzing the prepared notes of the pupil
CONTENT ANALYSIS:
New terms: rational numbers, numerator, denominator
Facts: Integers and fractions are collectively called rational numbers
Concept: concept of irrational numbers
Process: Process of understanding the concept of irrational numbers
CURRICULAR OBJECTIVES:
To identify the irrational numbers
LEARNING OUTCOMES:
The pupil
1. Will recall irrational numbers ,fractions

2. 2. Will recognizes the irrational numbers
3. Explains the concept of irrational numbers
4. Ask questions to know more about irrational numbers
5. Does oral and written calculation speed and accurately
6. Be able to compare the rational numbers and irrational numbers
7. Is able to frame problems related to irrational numbers
8. Recognizes the qualities of exactness, accuracy while doing problems on
irrational numbers
9. Plans to do problems on irrational numbers
10. Generate new ideas on irrational numbers
PRE-REQUISITES:
Pupils have knowledge on rational numbers
TEACHING-LEARNING RESOURCES:
Usual classroom aids, metre scale, chart
LEARNING STRATEGIFS / APPROACHES:
Meaningful verbal explanation, observation, activity ,observing
chart
Content/major concepts Classroom interaction procedure Expected
response/evaluation

3. INTRODUCTION
ACTIVITY-1
Integers and fractions are
collectively called rational
numbers
PRESENTATION
ACTIVITY-2
퐴퐶2 = 퐴퐵2 + 퐵퐶2
= 42 + 32
= 16+9
= 25 m
AC=5 m
(B.B)
ACTIVITY-3
Teacher asks:
What is meant by rational numbers?
What are it’s characteristics?
All numbers cannot be written in the form
of rational numbers
Through this idea teacher introduces
the topic
For example ,see the following
example
D C
3 m
A 4m B
What is the specialty of ΔABC?
Using Pythagoras theorem, we have
퐴퐶2 = 퐴퐵2 + 퐵퐶2
= 42 + 32
= 16+9
=25 m
From this what is the length of AC
AC=5 m
As before what is the length of a diagonal of
a square of length 1 m and breadth 1m
D C
1m
A 1m B
Pupil will respond
ΔABC is a right
angled triangle

4. 퐴퐶2 = 퐴퐵2 + 퐵퐶2
= 12 + 12
=2
(B.B)
퐴퐶2 = 퐴퐵2 + 퐵퐶2
= 12 + 12
= 2
If 퐴퐶2 = 2 then what is the length of AC
Teacher asks:
In other words what number has square
equal to 2?
Is 2 is a square of any perfect number?
Let’s suppose that
푥
푦
is the
fraction whose square is 2.where x and y are
natural numbers without any common factor
Therefore,(
푥
푦
2
= 2
)
푥2
푦2 = 2
푥2 = 2푦2
푖푒,
푥2 is double of 푦2
That means 푥2 is an even number
Teacher asks:
If 푥2 is an even number .what is the
speciality of x?
We know that x and y have no common
factors and x is an even number .So y
cannot be an even number. Thus y is an odd
number
In other words ,for the fraction
푥
푦
,the
numerator is an even number and the
denominator is an odd number
All the even numbers are the multiples of
2.So we can write
X=2z,where z is also a natural number
Instead of writ is an g 푥2 = 2푦2 write
(2푧)2 = 2푦2
4푧2 = 2푦2
2푧2 = 푦2
Therefore we get 푦2=multiple of 2
That is 푦2 is an even number
Is it correct? Why?
No, we have noted earlier that y is an odd
number .since if푦2 is an even number y is
also an even number
We first found that denominator is an
odd number; on further investigation we
Pupil will think
Pupil finds x is an
even number

5. ACTIVITY-4
CLOSURE
ACTIVITY-5
REVIW
ACTIVITY-6
FOLLOWUP ACTIVITIES
also found that this denominator is also an
even number .It is impossible for a number
to be both even and odd.
Therefore the square of any fraction is not 2
That is the square root of 2 is not a perfect
number or rational number
Teacher explains in this way the numbers
which are not rational are called irrational
numbers
The square root of 2 is denoted by√2.√2
is an irrational number
Teacher shows a chart containing two
statements
The square of any fraction is not 2
Numbers which are not
rational are called irrational numbers
Teacher concludes the topic by explaining
the idea once again
Teacher tells the students to find out
the irrational numbers
1. Give examples of irrational
numbers?
2. Prove that √3 is an irrational
number?
Pupil will listen
Pupil will read and
write
Pupil will understand
Pupil will do
Pupil will do