APPENDIX-A

Evaluation of the package of ‘Teaching Mathematics with Transitional

Background Music’

Name of the Evaluator:

Key;

5. To a very high degree

4. To a high degree

3. To a moderate degree

2. To a low degree

1. To a very low degree

Note: Please encircle the appropriate number to indicate your evaluation of each
point.

In what extent do you feel that,

Constructivist Approach:

a) All the steps of 5E model of constructivist approach followed in each lesson

1. 2. 3. 4. 5.
b) All the lessons possess the necessary principles of constructivist approach with
background music.
1. 2. 3. 4. 5.
c) The package of ‘Teaching Mathematics with Transitional Background Music’ is
well organised.
1. 2. 3. 4. 5.
Content:
d) The objectives of each unit are achieved in the plan.
1. 2. 3. 4. 5.
e) The examples and explanation of each lesson are suitable in right stage.
1. 2. 3. 4. 5.
f) The package include all the four units of 9th standard mathematics
1. 2. 3. 4. 5.
g) The lessons motivate the students to learn mathematics.
1. 2. 3. 4. 5.
h) The concept of Mathematics with blended music is easy to understand by the
students.
1. 2. 3. 4. 5.
Background Music:
i) The blended music in each lesson is in suitable place.
1. 2. 3. 4. 5.
j) The ragas (Bhairavi for motivation and raga hindola for the process) blended in the
package are suitable.
1. 2. 3. 4. 5.
1. How would you evaluate the overall quality of the ‘Teaching Mathematics with
Transitional Background Music’ package?
(Take into consideration of the constructive approach, Mathematics content and
blended music, language structure and adopted learning principles and encircle any
one of the following)

Superior, Excellent, Very good, Average, Poor

2. Make any other comments if you would feel appropriate to express your suggestion
about the package.
 Appendix -B

Unit: Hire Purchase and Installment Buying

Objectives; This helps the Students

1. To know the meaning of hire purchase and installment buying.

2. To know the differences between the hire purchase and installment buying.
3. To know the terminologies associated with hire purchase and installment buying.
4. To compute the formula to calculate the installment rate of installment buying.
5. To solve the problems by using formula.
6. To define down payment and cast price.
competencies Activities helps to learning T.L.M. used Evaluation
Techniques Tools
[ the teacher begins the class by playing music Bhairavri raga to
motivate the students towards the lesson for three minutes]
[Music playing Discussion Questione
Engage Teacher by discussion create situation understand when consumer Instruments] r sheet
select the method of installment buying. For e.g.:
Do you know the discount? Why the shopkeepers give discount? You
want buy a washing machine, TV. etc., but you don’t have that much
of money? What are the ways you to buy that? Flash card
One chance through lone. Another chance is with an agreement
between owner and buyer, buyer can takes an article by paying some
initial amount of its total cost. The balance amount is to be paid
Periodically in installments.

Students define the installment buying and hire purchase Pupil Questione
teacher r sheet
Explore discussion

Flash card
Explain The cost of a cell phone is 8000 and the down payment is 1000. Pupil Questione
The balance amount is to be paid in 8equal installments of 1000 each teacher r sheet
find the rate of interest. discussion
The cost 8000 Black Board
Down payment 1000
Balance ti pay 7000
No, of installments 8
Installments rate 1000
Total amount to be paid in installments 8x1000=8000 [While solving the
Interest= total paid- installment paid problem the teacher
=8000-7000 plays hindola raga
=1000 music for three to
Month principals four minutes.]
1 7000
2 6000
3 5000
4 4000
5 3000
6 2000
7 1000
8 -------
Total 28000
Therefore
I= =
 1000=

R= 12

=42.9

Expand The cost of a motor bike is 48.000. the company offers it in 30months Pupil- pupil Verificatio
of equal installments at 10% rate of interest find quantity of monthly discussion n list
installment.

1. Define the installment buying.

Evaluation 2. Define the hire purchase. [While solving the
3. A wash machine costs 10200rs. Cash down. It was bought by problem the teacher
paying a down payment of Rs.2000 and the balance was plays hindola raga Verificatio
agreed to be paid in 6 equal monthly installments of 15000rs. music for three to Pupil n list.
Find the rate of interest. four minutes.] teacher
interaction

[Music playing
[ the teacher begins the class by playing music which is Bhairavri Instruments]
raga to motivate the students towards the lesson for three minutes]
Engage
List out the technical word you heard regarding about the system of
purchase.
 Students can list out Verificatio
Customer, owner, seller, cash price, an article. Down payment, Pupil -Pupil n list.
installment. Installment rate, rate of interest, monthly installment. interaction.
Principal amount, balance etc.

Explore Teacher helps the student to define the terminologies of the hire
purchase and installment buying.

Explain Students can list out the differences of hire purchase and installment
buying.

Expand Read the following problem and identify the technical words. Rakesh
bought a bicycle from Ravi for the rate of 250000. But he gives only
50000 thousand at the time of buying and remaining he paid in
installment 12000Rs. in 20m installments. Now who is the consumer, Verificatio
who is the owner, how much is the down payment, what is the Pupil n list.
installment rate? What is cash price? Calculate the interest. How teacher
much is balance? interaction

Evaluation 1. Define the terms cash price, Installment and down payment Verificatio
2. List out the differences between hire purchase and n list
installment buying
 [Music playing
Engage [ the teacher begins the class by playing background music in Instruments] Pupil
Bhairavri raga to motivate the students towards the lesson for three teacher Verificatio
minutes] interaction n list

Explore Define cash down payment, installment rate, interest etc.

Pupil
Black Board teacher
Explain Explain the installment buying with an example. interaction

Now p is the principal I is the installment , n is the number of

installment
Month Principal Verificatio
1 st month P While solving the n list
2nd month P-I problem the teacher
3rd month P-2I plays hindola raga
4th month P-3I for three to four
minutes.
......
......
....... Questionn
nth month P-(n-1)I Pupil aire
 nP-(1+2+3+...........+(n-1)I individual
interaction
( )
1+2+3+..................(n-1)=
Questionn
Thus monthly product is
( ) aire
nP- I
Pupil
( )
( )
the total interest levied in the scheme is interaction
Expand
but E=nI-P
( )
substituting we get 1200E=(n(nI-E)- xI)xR
Questionn
therefore
While solving the aire
R= (( ) ) problem the teacher Pupil
The cost of a cell phone is Rs.8000 and the down payment is plays hindola raga interaction
Rs.1000each. Find the rate of interest. for three to four
Cost price=8000, down payment=1000Rs. Balance P=8000- minutes.
1000=7000Rs. Number of installments n=8, installment
amount=1000Rs. Pupil
interaction
EI= nI-P=(8X1000)-7000=1000
Teacher

R= pupil
(( ) )
interaction
Questionn
R= (( ) ) aire
 = (( )
Pupil
teacher
interaction
While solving the
= = =42.9
problem the teacher
plays hindola raga
Evaluation for three to four
1. Define the terms down payment, installment rate. minutes.
2. The cost of motor bike is 48,000. The company offers it in
30 months of equal installments at 10% rate interest, Find
the equated monthly installment.
 Unit: Linear equations

Objectives; this helps the students

1. to define simultaneous linear equations

2. To list out the properties of simultaneous linear equations.
3. Able to give numberof examples for simultaneous linear equations.
4. to understand the substitution method of solving
5. Can able to solve linear simultaneous equation by elimination method.
6. Can able to solve linear simultaneous equation by evaluation of proportional value of variables.
7. To know the method of solving simultaneous equations by graphical method.
8. To know the applications of simultaneous linear equations.
Steps competencies Activities helps to learning T.L.M. used Evaluation
Techniques Tools

[Teacher plays the background music to [Music playing

Engage motivate them towards the class which is instruments.]
in Bhairavi raga for three minutes.]
Teacher Observation list,
definition of Consider the set of examples ; pupil Check list
linear X+4=10,2y=20,x+y=4, p- interaction
simultaneous 2=8,p+q=10,a-b=2,y+2=8 Chart
equations,propert Separate the above equations. containing
ies and examples equations
Set 1 set2
X+4=10 x+y=4
2y=20 p+q=10
p-2=8 a-b=2
y+2=8
Definition of
linear equations What are the differences between these Teacher Questionnaire
Explore sets? List out them. pupil
interactions
Students can able to tell first set
of equations are linear equations with one
variable.
Consider X+4=10 solve for x
X=10-4=6.
Now solve X+y=6 it is not
possible this is true for different set of
values for x and y
Now consider the other
Relation between x-y=2
Now if we solve then x=4 and
 y=2 are the only values. Questionnaires
X+y=6
X-y=2 this is called simultaneous
linear equation.

Properties
Explain Observe the above example and Group
write the properties. discussion
 It contain two variables of
degree 1 Chart
 It contains pair of equations.
.general form of linear
equations is a1x+b1y=c1
a2+b2y=c2

Expression of
Expand verbal to Rate of one pen and pencil is 15 rs. And Individual
equation form:: the difference is 5Rs. Write the equation. Textbook, interaction
Give this type of more situations. And flash cards
express them as equations

1. Define the simultaneous

equations
2. Write the general form of
Evaluation simultaneous equations
3. Give 5 examples for While solving
simultaneous equation the problem
4. Write this statement in the teacher
equation form. The sum of the plays hindola Questionnaire
ages of sun and daughter is 60 raga slowely
and difference is 25. for three to
four minutes]
 [Teacher plays the background music to [Music playing
motivate them towards the class which is instruments.]
in Bhairavi raga for three minutes.]
Engage substitution Group
method Each one of you give example for discussion
simultaneous equation

Explore by inspection consider example by inspection method Chart Teacher Questionnaire

method solve pupil
1) X+Y=3, X-Y=1 interaction
2) X+Y=6,X-Y=10 Problem chart
[While solving
Explain Substitution the problem, check list
method of Nowtry the above example by the teacher
solving substitution method. plays hindola Interaction
X+y=3 ------(1) music till the
x-y=1--------(2) completion of
from (1) y=3-x substitute in (2) the problem.]
x-(3-x)=1, x-3+x=1,2x-3=1
2x=1+3,2x=4,x=4/2=2 Verification answer
Put x=2 in 1 , 2+y=3 Discussion sheet
Y=3-2=1
Therefore x=2 and y=1 Chart
expand verification Ppil pupil Questionnaire
X+y=3 ------(1) interaction
x-y=1--------(2) here X=2,Y=1 then
2+1=3
2-1=1There fore verified. Individual
activity
Evaluation Solving problem [Plays hindola
Solving the following problem by using music till solve Flash card
substitution method. the problem.] individual
activity
X+4=10,X-6=2,2X=10, =
 1)X+2y,5x +6y Individual
2)x+5y-6z and 5x-7y-4z activity
Textbook
Solve X+y=10-----(1) exercise Evaluation sheet
x-y=6-------(2)
----------------- block board Teacher
Add 2x=16 then x= pupil
interaction
X=8 substituting x=8 in ---(1)
X+y=10
8+y=10
Y=10-8=2
[Music playing
[Teacher plays the background music to
instruments.]
motivate them towards the class which is
in Bhairavi raga for three minutes.]
Engage solve the linear
problem
3x-4y=10-------------(1) x3
5x-3y=24-------------(2)x4
Explore adding of Block board Teacher Questionnaire
polynomials interaction
9x-12y=30
20x-12y= 96 subtract
-11x = -66
X=-66/-11 =6 substitute x=6 in any one
of the above equation
3x-4y=10
Explain 3x6-4y=10, 18-4y=10
Solving by -4y=10-18, y=-8/-4= 2
elimination
method Solve the fallowing by elimination Pupil
method discussion
1)5x-4y=-14 2) 3x+2y=5 textbook
3x+2y=-4 5x-4y=23
 3) 3x+y=7 4) 3x+2y=1 Questionnaire
x-y=5 2x+3y=4

Expand Solving equation Problem sheet

having different
coefficient Solve problems x+y=10
x-y=12
[While solving
3x+2y=5, 5x-4y=23 the problems
the teacher Questionnaire
Problems plays hindola
Evaluation 3x+2y=4-------(1) x7 raga] Discussion
2x-3y=7--------(2)x4
21x+14y=28
8x -12y=28by subtracting Textbook
13x+26y=0
x/26 = y/13 =k
x=-26k, y=13k
3x-26k+ 2x13k=4 Discussion
-78k +26k =4
-52k=4therefore k=-4/52=-1/13
Therefore x=-26k =-26x-1/13 =
X=2
Y=13k=13x-1/13 =-1
3x+2y=4
3x2+2x-1 =6-2=4
2x-3y=2x4-3x-1=7
[Music playing
Problems [Teacher plays the background music to instruments.] Value sheet
Engage motivate them towards the class which is
in Bhairavi raga for three minutes.] discussion

Solve Solve 1) 3x+y=7,x-y=5

explore elimination 2) 3x+2y=1,2x+3y=4
method
 Block board discussion
If y=3x then complete the table
Explain Solving of x -2 -1 0 1 2
problem by y -6 -3 0 3 6
evaluating pupil
proportional discussion
values By using above values draw graph
Questionnaire

discussion
Questionnaire

Expand -5 - 4 - 3 - 2 -1 0 1 2 3 4
Verification
Discussion

evaluation Problems
Ppt Questionnaire

[Music playing
To solve [Teacher plays the background music to instruments.]
Engage simultaneous motivate them towards the class which is
equation in Bhairavi raga for three minutes.] Discussion
graphically

Explore Graph of linear graph sheet

 equations X+y=3 and x-y =1 construct a value
table
x -2 -1 0 1 2
Y=3-x 5 4 3 2 1 Discussion

[Teacher plays
x -2 -1 0 1 2
Explain To find the raga hindola Individual
Y=x-1 -3 -2 -1 0 1
values till complete interaction
the graphical
work]
Questionnaire

Expand By using Individual

calculated values -4 -3 -2 -1 1 2 3 4 5 interaction
of the table draw Graph sheet
the graph

1)x+y=7,2x-3y=9, 2)2x+y=6,x-2y=-2
Solve Graph sheet
Evaluation graphically
Express the following in equation form.
1) if four is added to six then the sum is
10.
2)if two times of a number added to 3
then the sum is 15
 [Music playing
Engage to solve verbal [Teacher plays the background music to instruments.]
problems motivate them towards the class which is
in Bhairavi raga for three minutes.]
interaction

Explore Solving Solve these problems

problems 1) X+y=10,x-y=6
2) 2x+3y=3, 3x-y=10 Questionnaire

Eg: Sum of the rate of pen and pencil is

15 and difference is 5 find the rates.
Explain To solve verbal Let the rate of pen be X Rs. And the rate
problems of pencil is YRs.
Then X+Y=15
X-y=5
Block board
X+Y=15
X-Y= 5 Add
2X= 10 then X=20/2 =10

Expand To solvethe Teacher plays

problem in any Substitute value of x in any one of the raga hindola
one of the equation. till complete
method X+Y=15 the work
10+y=15, y=15-10=5
Therefore the rate of a pen is 10Rs. And
Evaluation Exercise Pencil is 5 Rs.
problems
A father is 25 years older than his son
after 8 years the ratio of their ages will be
13:8. Find their present ages.
 Unit: Circles

Objectives; this helps the students

1. To identify the center, radius, chord, diameter, segment, arc, circumference of a circle.
2. To define the center, radius, chord, diameter, segment, arc, circumference of a circle.
3. To define secant, concentric circles, congruent circles. Intersecting circles.
4. To understand the perpendicular drawn to the chord from the center of circle bisects the chord
5. To understand the line joining the center of a circle and the midpoint of a chord of the circle is perpendicular to
the chord.
6. To understand the relation between the chord, radius and the distance between the chord and the center of the
circle.
7. To conclude equal chords in a circle is equidistant from the centre.
8. To conclude and to prove the angle at the centre is twice of the angle at the circumference of a circle.
9. To conclude and to prove the angle in semicircle is a right angle.
10. To conclude the angle in the same segment are equal, the angle in a minor segment is an obtuse angle and the
angle in a major segment is an acute angle.
11. To define cyclic quadrilateral, to understand the properties of cyclic quadrilaterals.
12. To construct the cyclic quadrilateral.
13. To develop the knowledge to solve the proble
14. ms on the above concepts
Steps Competencies Activities helps to learning TLM. used Evaluation
[Teacher begins the lesson with playing background music Techniques Tools
for three minutes which is in bhairavi raga.]
Engage To identify the P circular Group Observation
different X y geoboard and discussion sheet.
terminals of rubber bands.
circles. Ooo A Questioners
O sheet.

B
Identify the radius, chord and diameter of the circle.
Activity 2: by using geo board identify the radius, chords Charts
and diameter of the circle .
Activity 3: by using thread bind the circumference of circle.

Explore To define the By using above activities try get answers to the following Interaction
different questions. Questionnair
terminals about 1. Define circle. es sheet
circles 2. Define centre of the circle. Drawing
3. Define the circumference of a circle. sheet,
4. Define radius of a circle. scissors,
5. Define radius, chord, and diameter. sketch pens
etc. Activity
Group sheet
interaction
Explain To understand Activity:1. Draw a circle. Construct 10 radii, measure them. Teacher plays
different What is conclusion? How many radius can be drawn to a bhairavi raga
properties of circle? till the end of Observation
circles Activity 2: Take paper, cut a circle shape. Fold the paper in each activity. sheet
the middle. That is diameter. Now again fold once more you Interaction
will get radius compare the radius and diameter, what is the
relation between them.
How many diameters can be drawn? Pupil
Activity 3: take a paper and cut a circle shape and goes teacher
folding on as show in the figure until to get diameter, what is interaction
your conclusion.

Expand
Individual Analysis
activity sheet
To solve the
problems by
using. the 1,What is the length of the largest chord can be drawn in a Chart
knowledge circle of 5cm, radius.
getting 1. Draw a circle of 5cm,4cm, and 6cm radius
circles measure d and c
Sl, no. D c Group Activity
1 While activity sheet
2 drawing,
3 plays hindola
Compare d and c what is your conclusion. raga.
Evaluat To evaluate the 1. Draw a circle of 4c.m. radius and identify the radius, charts Group Observation
ion above chord, diameter, arc activity sheet
knowledge 2. Define the radius ,chord, diameter, arc of a circle
3. Prepare model of circle shape shows the center,
radius, chord etc

[Teacher begins the lesson with playing background music [Music

To know the for three minutes which is in bhairavi raga.] playing
Engage chord, secant, instruments.]
tangent of a Figure 1;
circle, to get the
idea of the
concept of Group Analysis
Charts sheet
concentric, activity
congruent
circles. touching Fig2:
circles,intersecti
ng circles

Fig3:

Fig:4
 Fig5

To identify Set 2:
Explore congruent
circles,
concentric
circles etc
Observe the fallowing set of figures. Differences..... Teacher
Activity 2: 1. Draw a line having the length of AB=4cm. pupil
construct circles of 2cm radius at A and B [Teacher interaction
2. Draw a line having the length of AB=4cm. construct circles plays music
of 3cm radius at A and B which is in
3.. Draw a line having the length of AB=4cm. construct hindola raga
circles of 1,5cm radius at A and B till the end of
To explain the 4. Draw a line having the length of AB=2cm. construct circles each
Explain important of 3cm and 1cm,radius at A and B drawing.]
inferences about
the above.

From the above activity identify the concentric circles, Group

congruent circles, touching circles and intersecting circles, activity
secant of a circle etc
 Activity Draw 4 circles of having radius 3cm, measure the
following and complete the table.
Sl. No, R d c
To construct the 1
Expand concentric 2
circle… 3 Observation
4 sheet
.what is your conclusion?
Activity 2: Draw a circle of radius and draw 4 straight lines

Sl, no, Number of intersecting points

1
2
3
4
To evaluate the What is your conclusion? Individual
Evaluat above acquire activity
1. From the centre o construct circles of having radius
ion knowledge. 3cm,4cm,5cm, and 6cm, [While
[Link] 3 circles having radius of 5c.m at centers, constructing
3. Write the differences between concentric and congruent circle, plays Observation
circles. hindola raga] sheet

Individual
activity
Engage To identify the [Teacher begins the lesson with playing background Activity sheet
properties of the music for three minutes which is in bhairavi raga.]
Chords. Analysis
.1. Define congruent and concentric circles. sheet
2. Define secant.
3. A line which cut circles at two distinct place is called---
----
4. If 4cm and 5cm radius circles touches externally then [While Individual
Explore To state the distance between the centre is---------- drawing and Activity
properties of preparing the
chords. Fig 1: Draw a circle and draw the diameter and chords as model of
shown. Measure them circle, plays
raga hindola
till the end of
activity.]

Drawing sheet
Explain To prove that the markers scale
etc.
Activity 1: take a paper and cut circle shape. Fold on Activity
diameter and continue folding and then draw the different Circular geo sheet
chords and measure them board, rubber
bands etc.
Activity:2 by using geo board, and rubber bends join different
nails and measure them Individual
By observing the above activity what is your conclusion? activity
 C Q D

Expand To prove the A P B Ppt about

converse of the Properties of
above property Given: A circle with centre O, chords AB and CD such that Chords.
and other AB=CD, Draw OP┴ AB and OQ┴CD
problems To Prove: OP=OQ
Construction: Join OB and CD.
Proof: AP=PB, and CQ=QD hence PB= AB and QD= CD Check list
Since AB=CD (given) we get PB=QD,
in ∆ OPB and ∆ OQD
∠ =∠ =900
OB=OD(radii of a circle)
Pupil
PB=QD(proved)
teacher
∆ OPB ≡∆ OQD(RHS axiom)
interaction
OP=OQ Hence Chords in a circle are equidistant from the
Evaluat To evaluate the
centre
ion above
knowledge
[Link] that if two chords of a circle are equidistant from the
centre of the circle are having same length.
2. Two chords of a circle are unequal length. Prove that the
chord of larger length is nearer to the centre than the chord of
smaller length.
Engage To identify the [Teacher begins the lesson with playing background music [Music
relation between for three minutes which is in bhairavi raga.] playing Individual Observation
the length of the instruments.] activity sheet
chord, radius and
distance of the 1. The longest chord is --------
centre. 2. The distance between the centre and the longest chord
is---
3. As the length of the chord increases then chords are
Chart
moves away from the -----
Explore To define the 4. As the distance between the centre and the chord
formula between decreases then it moves ------ from the centre.
r, l and d 5. If AB=8cm, CD=6cm, EF=3cm are the chords in circle.

Which one is the closest to the centre?

Individual
activity
A O B
P Q
To prove the
Explain above result L
theoretically
i.e.,The Questionnair
perpendicular [Link] the figure as above and measure chord, radius and the e sheet
drawn to the distance between the centre and the chord .and find r2 and d2
chord from the and l2 where r is radius ,d is the centre and l is the length.
circle bisects the circular Geo
What is your conclusion?
chord. board, thread
,scale etc.,
 Questionnair
e sheet

Expand To expand the O

above know
ledge to prove A B
converse of the C
theorem

Write given: A chord AB of a circle with centre [Link] ┴AB Circular geo
To prove: AC=CB board ,story
Constructions: OA and OB are joined. book in
Proof: In ∆OCA and ∆OCB mathematics Individual
activity
OA=OB(HYP)
∠OCA=∠ =900
Evaluat To evaluate the OC=OC(common)
ion above ∆OCA ≡ ∆OCB (RHS axiom)
knowledge. Therefore AC=BC(corresponding sides of congruent While solving
triangles) the problem
plays bhairavi
[Link] joining the centre of a circle and the midpoint of a raga till
chord of the circle is perpendicular to the chord. complete the
[Link] that r2=l2+d2 if r is radius ,l is the half length of the work.
chord and d is the distance between them.
Engage To identify the [Teacher begins the lesson with playing background music [Music Group Verification
angle made by for three minutes which is in bhairavi raga.] playing activity sheet
the different instruments.]
segment of a [Link] two circles intersect at two distinct points ,prove that the
circle. line through their centers is the perpendicular bisector of
their common chord.
Explore Find the radius of the circle if the length of chord is 8c.m.
To obtain the and the distance between the chord and centre is 3c.m.
conclusion about
the above
activities
Fig1: Teacher
A group
interaction

Ppt.
Explain B C Observation
To get the sheet
relation between D
angle in Write these figures and measure the angles
segments of a
circle Activity2: By using model do the same activity.
Models to
By the conclusions of the above activity.
show semi
Define major segment ,semi segment ,minor segment .
circle minor
Fig 2: A B
segment and
C
major
segment.
P R Questioner
sheet
 2
Fig3: 1 3

4
models
Expand Expansion of the
above
knowledge to Conclusions to be expected the angle in minor segment is
solve the obtuse, an angle in major segment is acute, the angle in semi
problem. circle is right angle , the angles in same segments are equal.

1. B
Model of
A C circular
geoboard Teacher
pupil
If AC is diameter AB=BC then find angle BAC and ACB interaction Questionnair
2. B C D e sheet
Evaluat
ion To evaluate the
knowledge of A E
properties of chart about
segment angles If the angle ABE=700,then the angle ADE= ? list of the
1. The angle in minor segment is ---------- problems Individual
2. The angle in major segment is ----------- activity
3. The angle in semi circle is------------
4. The angles formed by a same arc are--------
5. The angles in semi circle is------- Analysis
Engage To identify the sheet
relation between Teacher begins the lesson with playing background music for
centre angle and three minutes which is in bhairavi raga. Geo board
angle on Model
circumference of A
a circle.

Group
B O C activity
Explore To Compare the
values and come Activity
to the conclusion Write the four figures as like the above sheet
that centre Ppt which
angle=2 sl. Centre Circumference 2xcircumference showing table
circumference angle angle angle
No.
angle
1
2
Group
3
Explain To Prove activity
4
theoretically

What is your conclusion?

Ppt of the
B
Theorem
Teacher Verification
12 pupil sheet
34 5 interaction
A C
Expand
Given: A circle with centre O, AOC centre angle and ABC is
To solve the
an angle on circumference

6
66 6
6
 above problem
To prove: ∠ =2∠ Observation
Construction: CO and Produce it to a suitable point D sheet
To Proof:OA=OB=OC
∠3=∠1 = ∠2 = ∠4
Therefore ∠4 = ∠1 + ∠3
Or ∠4 = ∠1 + ∠1 Group
∠4 = 2∠1-------(1) interaction
∠5 = ∠2 + ∠6
∠5 = ∠2 + ∠2
To evaluate the ∠5 = 2∠2----------(2)
Evaluat knowledge of Add 1 and 2
ion above concept ∠4 + ∠6 = 2∠1 + 2∠2
∠ =2∠
Individual
Prove that angle in semicircle is a right angle. activity
Prove that an angle in minor segment is obtuse. Questioners
[Music sheet
playing
Teacher begins the lesson with playing background music for instruments.]
Engage To identify
three minutes which is in bhairavi raga.
cyclic
quadrilateral
1,Prove that angle in semicircle is a right angle.
[Link] the angles in the figure.

Questionary
sheet
Explore To identify the 1
special future of 4 Directionary
cyclic Individual sheet
quadrilateral O charts activity
2 o 3
5
55

If angle 4 is 700 find angle 1 and 5 [Plays Group

hindola music activity Practical’s
Set of figures 1 while sheet
constructing].

Set 2:
 Write the figure as above
Explain To define the and measure all the four angles, add opposite angles and Circular Individual
cyclic compare them. geoboard. activity
quadrilateral, Using geo board model and repeat the same
and to state the what is conclusion?
prosperities 1 Define cyclic quadrilateral.
quadrilateral [Link] pair of opposite angles of cyclic quadrilateral are Observation
supplementary sheet

Expand To prove in
cyclic
quadrilateral the O Ppt Teacher Observation
opposite angles B C pupil sheet
are interaction
supplementary
D
Given: A circle with centre O and a cyclic quadrilateral
ABCD.
To Prove:
∠ +∠ =180
∠ +∠ =180
Construction: join AO and CO
Proof:2∠ = ∠ − − − −(1) Model to Teacher
2∠ =obtuse show the pupil Questionary
∠ − − − −(2) thereom interaction sheet
ADD 1 and 2
 2∠ + 2∠ = ∠ +obtuse
To prove next ∠
theorem by using
above 2(∠ +∠ )= ∠ +∠
knowledge Prove that
when one side of a cyclic quadrilateral is produced, the Teacher
exterior angles so formed is equal to the interior opposite Ppt pupil
angle. interaction Verification
sheet

[Link] cyclic quadrilateral.

Evaluat To evaluate the 2. in cyclic quadrilateral PQRS ANGLE P is 600 then find
ion above angle R.
knowledge 3. in cyclic quadrilateral ABCD ∠ = 2 ∠ = 3
Then find x and angle A and B
4.
A
D Drawing Individual Analysis
sheets, sketch activity sheet
pens,
. B C E protractor etc

If ∠ =700, ∠ =?
Individual Observation
activity sheet

[Music
playing
 instruments.]

[Teacher begins the lesson with playing background music

Engage To construct the for three minutes which is in bhairavi raga.] Group Conclusion
cyclic interaction sheet
quadrilateral Recall and right to the fallowing what is perpendicular
bisector, draw 10cm straight line and construct a
perpendicular bisector.
Explore To develop the Drawing
knowledge to sheets, sketch Teacher Questioners
construct pens, pupil sheet
circumference Construct a triangle AB=7cm,BC=6cm and CA=8cm and protractor etc interaction
construct a circumcentre.

Explain To explain the [While Teacher

steps to construct constructing pupil
cyclic the cyclic interaction
quadrilateral To construct a cyclic quadrilateral ABCD given quadrilateral,
AB=3cm,BC=6cm,AC=6cm, and AD=2cm. the teacher
Steps: Draw a segment AB=3cm. plays hindola Analysis
[Link] B as centre music till the shee
Draw an arc of radius 6cm. end of Individual
[Link] A as centre ,draw another arc of radius 6cm to cut the construction] activity.
previous arc in C.
4. Construct the circum circle of the triangle ABC
5. With A as centre and radius 2cm. draw an arc to cut the
circum circle at D.
6. Join AD and CD.
 Then the quadrilateral ABCD is the required cyclic
Expand To expand the quadrilateral.
knowledge to
construct a
regular [Plays
pentagon. Construct a regular pentagon in a circle of radius 5c.m. hindola music
while
Evaluat To evaluate the 1. Construct cyclic quadrilateral of AB=4cm. BC=5cm constructing].
ion developed above CD=3cm. and angle B=1050
knowledge 2. Construct a square in a circle of radius 5cm.
3. Construct a regular hexagon in circle of radius 6cm.
 Unit: Concurrency in Triangles

Objectives; this unit helps the students

1. To understand the word concurrent
2. To define the concurrent lines.
3. To give a list of examples for concurrent rays and points of concurrence.
4. To define the perpendicular bisector, angular bisector, altitude and medians of a triangle.
5. To construct the perpendicular bisector, angular bisector, altitude and medians of a triangle.
6. To define circumcentre, incentre, centroid and orthocentre of a circle.
7. To construct circumcircle, incircle, centroid, orthocentre of a circle.
8. To write the properties of circumcentre of a circle.
Steps competencies Activities helps to learning T.L.M. used Evaluation
Techniques Tools
[Teacher plays the background music to motivate them towards the
01. class which is in Bhairavi raga for three minutes.] Music playing
instruments.
Engage concurrency Observe the figure and try to define concurrency of lines
lines Group Questionna
The teacher draw the discussion ire
lines along with the
music

Charts
The teacher shows,
train track, curtains,
window lines, along
with the music.
 What differences do you find in these pictures?

To define Teacher Observatio

Explore perpendicular Chart pupil n schedule
bisector, interaction

The first figure is bisector; second perpendicular third is

perpendicular bisector. Now define perpendicular bisector
Give examples 1. In circle two or more diameter concurrent at the centre. Individual Flash card
2. In convex lens the light rays passing through it are interaction
converges.
List out more examples
Explain Construction of Draw AB=10cm straight line Teacher constructs Individual
perpendicular By using compass with radius more than five cm. Draw arcs up the perpendicular interaction Flash card
Bisector and below the line from point A. With the same radius cut the bisector along with
arcs. From point B. Those points are be x and y join them that is raga hindola.
the perpendicular bisector.

Problems
A B sheet
geometry box

1. Construct triangle with AB=8cm. BC=7cm. CA=9cm.

Construct perpendicular bisectors.
Concurrency of While constructing an
perpendicular Steps: Draw line AB=8cm. By using compass with the equilateral triangle
bisector of length of CA=[Link] an arc. from the point B with the teacher plays
triangles. Radius 7cm cut the arc. That point is C. Join AC and BC. hindola raga till the Individual
completion. interaction

Construct an equilateral triangle of 6cm and inscribe that in

a circle.
 geometry box

The teacher Individual

Expansion of the constructs the triangle interaction
knowledge of with music.
concurrency and
construction of Conclusion
Expand bisector to sheet
inscribe in circle Construct the one right angled triangle inscribe it in a circle. The teacher makes
them to construct the
Construct a obtuse angled triangle and inscribe it in a circle
triangles with music.
Compare these circumcentre of these circles.
Conclusion: in acute angled triangle the circumcentre is inside the
circle, in right angled triangle the circumcenter is in the middle of
Text book exercises
the hypotenuse. And in obtuse it outside the circle.
 Questionna
ire
Evaluati Construction of 1. Define concurrency of lines.
on circumcircle. 2. What is perpendicular bisector?
3. Draw a line PQ=10cm and construct perpendicular
bisector.
4. Define circumcentre and circumradious. [Music playing
5. Match the following instruments.]
Triangles Position of Circumcentre
Acute angled ∆ outside
Right angled ∆ inside
Obtuse angled∆ at the Centre of hypotenuse.
6. Construct the triangle with
AB=8cm,BC=5cm,andAC=6cm and inscribe it in a Chart
circle.

[Teacher plays the background music to motivate them towards the While constructing
class which is in Bhairavi raga for three minutes.] angular bisector the Teacher Observatio
02. D teacher plays hindola pupil n schedule
To define the raga for two to three interaction
Engage angular bisector C minutes.

A B

In the above figure AC is angular bisector

 C

To construct
Explore angular bisector B
X Questionna
Individual ire
interaction
O
Y A

Concurrency of Chart
angular bisector.
. Construct an angle AOC, by using compass with suitable radius
draw an arc which cuts x and Y with same radius from x and y Questionna
draw arcs which cuts, join OB is the angular bisector. ire

Construct an equilateral triangle of side 6cm construct angular

bisectors which are concurrent.

While constructing
Explain Construction of angular bisector the
Incirle. . teacher plays hindola
raga for two to three Teacher
minutes. pupil
interaction
 Properties
Construct a triangle and inscribe a circle in that. A
Expand
A
Incentre of a
triangle.

B C

Construct your own right angled triangle. And inscribe a circle. [Music playing
Construct an obtuse angled triangle. And inscribe a circle. instruments.] Group
Observation and conclusion: discussions
In centre is always inside the triangle.
Incentre is always equidistant from the three side of the triangle.
We can inscribe the circle with incentre as the centre.

Evaluati 1. Define incentre. Questionna

on To define the 2. Define the properties of incentre. Chart ire
median of 3. Construct an angle PQR=900 and construct angular bisector.
triangle
4. Construct a triangle XYZ with xy=8cm,∠x=600,∠Y=500,
construct angular bisector
Show that they are concurrent. And inscribe a circle.
03. [Teacher plays the background music to motivate them towards the Pupil
To construct a class which is in Bhairavi raga for three minutes.] [Music playing teacher
Engage median of a instruments.] interaction.
triangle.

Now define the median of the triangle.

To show the A Chart
concurrency of
Explore the median of the Flash card
triangle. quiz

C
Pupil-
P pupil
B interactions
 To understand
the properties of Draw perpendicular bisector to BC. Let that cuts BC at P Join AP.
medians of a AP is the median.
explain triangle. Construct a triangle ABC with AB=7cm,BC=8cm and CA=6cm

y Group
x Chart discussion

G
C

z While constructing a
B triangle the teacher
plays hindola music
To construct for three to four
find centroid of a Construct three medians for each side. They are concurrent at G.G minutes.
triangle is the centroid of triangle.
Expand Teacher
interaction.
In the above figure measure the ZG, GA, YG,YB and XG,GC
Music playing
compare what is your conclusion. instruments.
The medians are divide each other in the ratio 1:2
 1. Define medians of a triangle.
Evaluati 2. Define centroid of a triangle.
on 3. Construct a triangle AB=[Link]=7cm. CD=10cm
construct medians and find the medians of triangle.
Group Questionna
discussion ire

[Teacher plays the background music to motivate them towards the While constructing
04. class which is in Bhairavi raga for three minutes.] altitude of a triangle,
the teacher plays
Engage Define altitude hindola raga for two
of a triangle.. minutes.

Explore Chart Group

To construct By knowing the above figure, define altitude. discussion
altitude for a
triangle.
 Chart

Teacher
pupil
Actions
Explain While constructing
equilateral triangle
To Find the the teacher plays
orthocentre. hindola music for
Expand Draw a perpendicular to the each side of a triangle. Those are three to four minutes
concurrent at a point. That is called orthocentre of the triangle.
To show that in
equilateral Pupil pupil
triangle all interactions
centroid,circumc Draw a triangle PQ=8cm, QR=10cm, RP=7cm, find the orthocentre
entre, in centre, of the triangle.
orthocentre are
Evaluati concurrent.
on
Construct an equilateral triangle of radius 8cm.
Construct circumcentre, Incentre, orthocentre and centroid.
 Appendix - C
Kuvempu University
Department of Post graduate Studies and Research in Education
Shankaraghatta, Shivamogga.

Mamatha M Dr. Jagannath K. Dange

Research Scholar Research Guide & Asst. Professor
Dept. of Education Dept. of Education
Kuvempu University. Kuvempu University.

Interest in Learning Mathematics

Fill the Information
Name: ……………………………… Class: …………………….....
Sex: Boy / Girl Locale: Rural / Urban
School: ………………………

Instructions
Here are given 31 statements regarding your ‘Interest in learning mathematics’.
Read each statement carefully and decide your answer on 4 points alternatives, viz.,
Strongly Agree, Agree, Disagree and Strongly Disagree. Choose the closest
response against each statement by putting a tick (√) mark in the box provided. Your
responses will be used for the research purpose and kept confidential.

Responses
Sl. Strongly Agree Disagree Strongly
No Statements Agree Disagree

1 I like to learn mathematics because it is helpful

to solve the routine numerical problems.
2 I would never suggest to my friends to study
mathematics.
3 I don’t like to have mathematics knowledge
because it’s not necessary in every field of life.
4 Learning mathematics is not useful in my future
life.
5 I would concentrate in learning mathematics
since it is essential in everyday life.
6 I don’t like to learn mathematics, because it is
not a favourite subject to me.
7 I enjoy mathematics class more than any other
classes.
8 I don’t like to learn anything in mathematics
class.
9 I like to study mathematics more when
compared to other subjects.
10 I eagerly wait to learn new concepts in maths
period.
 Statements Strongly Agree Disagree Strongly
Agree disagree
11 I never want to be absent in mathematics class.
12 I like to learn mathematics so that I can solve
difficult problems of mathematics myself rather
than ask others.
13 I like to learn mathematics because it helps me
to complete my homework without taking
anybody’s help.
14 I like to solve mathematical problems without
using any electronic devices.
15 I become irritated if anyone wants to learn
mathematics from me.
16 I like to follow all the steps of mathematical
problems.
17 Learning mathematics helps me to use it in day
to day transaction.
18 I like to learn mathematics because it helps me
to answer numerical questions easily in the
class.
19 My mathematics teacher creates good
environment to learn mathematics.
20 Due to the use of many teaching aids in the
classroom I am curious towards learning
mathematics.
21 I will be very happy if my mathematics teacher
remains absent to the class.
22 My mathematics teacher’s deep content mastery
attracts me towards learning mathematics.
23 I like to learn mathematics because I feel easy to
understand the sums taught by the teacher in the
class.
24 I would prefer to leave a sum in mathematics if I
am unable to answer it.
25 Learning mathematics creates mental tension in
me.
26 I am always eager to ask doubts to the teacher
when I cannot understand mathematical
problems in the class.
27 I feel sleepy while solving mathematical
problems.
28 I like to learn mathematics so that I can help
others in their numerical activities.
29 Learning mathematics makes shopping easy to
me.
30 I like to learn mathematics because it helps me
in calculations of my routine work.
31 I like to utilize my leisure time by doing other
work than mathematical problems.
 Appendix -D
Kuvempu University

Department of Post graduate Studies and Research in Education

Shankaraghatta, Shivamogga.

Mamatha M Dr. Jagannath K. Dange

Research Scholar Research Guide& Asst. Professor
Dept. of Education Dept. of Education
Kuvempu University. Kuvempu University.

Interest in Music
Fill the Information
Name: …………………………………….. Class: ……………………....
Special Music Classes attended: Yes / No Sex: Boy / Girl
Locale: Rural /Urban: School: ………………………

Instructions
Here are given 30 statements regarding your Interest in Music. Read each
statement carefully and decide your answer on 4 points alternatives, viz., Strongly
Agree, Agree, Disagree and Strongly Disagree. Choose the closest response against
each statement by putting a tick (√) mark in the box provided. Your response will be
used for the research purpose and kept confidential.

Sl. Responses
No. STATEMENTS Strongly Agree Disagree Strongly
Agree Disagree
1 I like to listen to music.

2 I feel bad if anybody disturbs me while

listening to music.
3 My body automatically responds while listening
to music.
4 I feel happy if there is no music while
travelling.
5 I like to sing songs along with FM / TV.

6 I can sing most of the songs without seeing the

lyrics.
7 I like to write poems / songs on my own.

8 Watching musical programs in TV channels is

too boring to me.
9 I try to sing our textbook poems melodiously.
10 I am entirely involved myself while listening to
music.
 Statements Strongly Agree Disagree Strongly
Agree Disagree
11 Playing musical instruments is boring to me.
12 I like to collect varieties of songs.

13 I feel that day is wasted if I do not hear to any

song in a day.
14 I don’t like to buy flute, mouth organs, music
CDs, violin etc.
15 Music encourages me to work more.
16 Music will never attract me in any situations.
17 I eagerly wait for music classes.
18 I want to become a good singer.
19 I hate learning music.
20 If anybody starts to sing I am tempted to join
with them.
21 I always sing along while doing work.
22 I prefer to listen to music instead of chatting
with friends.
23 I attempt to sing like my favourite singer.
24 I like to be a noted person by learning music
25 I never try to learn the lyrics of any songs.
26 I like to listen to music to reduce my mental
tension.
27 I like to listen to music whenever I feel
boredom.
28 I will be happy by listening music.
29 Time passes soon if I listen to music while
travelling.
30 I like to listen to music to do work more.
 Appendix- E
Blue Print for Achievement Test
Objectives Teaching Points ( Sub Units) Knowledge Understanding Application Skill Total Grand
Total
Units
1. Hire Purchase and Instalment Buying 1 (1) 1 (1)
[Link] between Hire Purchase and Instalment Buying 1 (1) 1 (1) 2 (2)
1. Hire Purchase
and
[Link] Terminologies associated with Hire Purchase and Instalment Buying 1 (1) 1 (1) 2 (2)
Instalment Buying 4. Calculation of Interest in Instalment Buying 1 (1) 1 (1) 2 (2) 7 (7)
1. Simultaneous Linear Equations 1 (1) 1 (1)
2. Substitution Method 1 (1) 1 (1)
[Link]
Linear Equations
3. Elimination Method 1 (1) 1 (1)
4. Evaluation of Proportional Value of Variables 1 (1) 1 (1) 2 (2)
[Link] Method 1 (1) 1 (1)
6. Applications of Simultaneous linear Equations
7. Additional Problems on Simultaneous linear Equations 1 (1) 1 (1) 7(7)
[Link] of different parts of a circle 1 (1) 1 (1)
[Link] - 1 1 (1) 1 (1)
[Link] - 2 1 (1) 1 (1) 2(2)
3. Circles [Link] - 3 1 (1) 1 (1)
[Link] - 4 1(1) 1 (1)
[Link] - 5 1 (1) 1 (1)
[Link] - 6 1 (1) 1 (1)
[Link] - 7 1 (1) 1(1) 9 (9)
[Link] in Triangles,Concurrency of Angle and Bisectors of a Triangles 1 (1) 1 (1)
2. Construction of the Bisector of the angles of a Triangle 1 (1) 1 (1) 2 (2)
[Link] in 3. Concurrency of Medians 1 (1) 1 (1)
Triangles
4. Circumcenter of a Triangle 1 (1) 1 (1) 2 (2)
[Link] of Altitudes
[Link] of the Orthocentre of a Triangle 1 (1) 1 (1) 7 (7)
Total 25 Periods 9 (9) 9 (9) 9 (9) 3(3) 30 (30)
Note–Figures Within brackets indicate the marks allotted for questions and figures outside the brackets indicate the number of questions or items.
APPENDIX -F
Achievement Test on 9th standard Mathematics
Fill the information

Name ------------------------------------------------- Class --------------------------

School ------------------------------------------------ Date of Birth ----------------------

Sex : Male / Female -------------------------------- Rural / Urban ----------------------

Instructions
Given below there are 40 statements about Achievement in Mathematics. For each
question four alternative answers have been given out of only one is correct. You
have to select the correct answer alternatives A, B, C or D and put a √ mark against it.
Be assured this test will have no effect on your final examination result. The time
limit for test is 40 minutes. So hurry up and try to answer maximum questions. Your
answer will be kept confidential.

1). Agreement between hirer and vender is known as ----------------

a) Hire purchase agreement b) Instalment agreement

c) Sales Goods Act d) Rent to own

2). The hire purchase scheme is bounded with the provision of ----------------

a) Sale of goods act b) Hire purchase act

c) VAT d) Financial act

3) If buyer gets the article, bid ownership lies with the vender till full payment is
comes under -------

a) Instalment Scheme b) Hire purchase Scheme

c) Financial Scheme d) Payment Scheme

4) If buyer gets the article with ownership of themselves is comes under --------

a) Hire purchase Scheme b) Instalment Scheme

c) Loan d) Compound Interest

5) A certain amount out of the total cost of the article is to be paid for the possession
of the article is known as ------------------.
a) Down payment b) Instalment

c) Final payment d) Interest

6) Formula to find rate of interest in instalment buying is ---------------

a) R= 2400E b) R= 2400E c) R= 3400E d) R= 2400E

n( (n+1)I-2E) n (n+1) I n ( n+1)I-E

7) In which scheme hirer cannot resell, pledge are cause any damage before full
payment?

a) Hire purchase scheme b) Instalment scheme

c) Ownership scheme d) LIC scheme

8) In which scheme buyer has the liberty to resell is pledge as he is the owner?

a) Hire purchase scheme b) Instalment scheme

c) Goods scheme d) Rent scheme

9) Which scheme if the buyer fails to pay off all the instalments, vender can repossess
the article.

a) Hire purchase scheme b) Instalment scheme

c) goods scheme d) EMI

10) Angle in a semicircle is a --------------------------

a) Straight angle b) Right angle c) Reflex angle d) obtuse angle

11) The following figures which is an example for circular shape -------------------

a) b) c) d)

12) A line segment joining the centre to any point on the circumference circle is
called -------------------

a) Radius b) chord c) diameter d) tangent

13) The sum of any two opposite angles of a cyclic quadrilateral is ----------------

a) 90º b) 120º c) 180º d)360º

14) In the figure ABC is a circle with centre O. If AOB = 82º then the value of ACB
is -----------

C a) 82º b) 41º c) 180º d) 360º

A B

15) When two circles cut each other at two different points, they are called -----------

a) Intersecting circles b) concentric circles

c) Common circles d) congruent circles

16) If the radius of the circle is r, then the diameter d = ----------------

a) d=2r b) d = r/2 c) d = ½ r d) d = 2ℼ r

17) In the figure radius OP is 3 cm, then the value of QR is ……………….

Q P
O

a) 6 cm b) 3 cm c) 4 cm d) 5cm

18) In the figure DA =BC=3cm. If OP = 2cm then which is equal to OP ………..

D A

B Q C

a) AP b) DP c) OQ d) QC

19) In the figure CBD = 110º, find AOC

A B D

a) 140º b) 70º c) 55º d) 180º

20) General form of linear equation with one variable is --------------

a) ax-b=0 b) ax+b=0 c) ax=bx d) ax²+b=0

21) Which of the following is an example for pure quadratic equation --------------

a) x-25=0 b) x²+2x=0 c) x²=0 d) x³+x²=0

22) A single linear equation in one variable has a ---------------- solution.

a) different b) unique

c) Equal with opposite solution d) none of the above

23) In linear equation variable degree is equal to ----------------

a) Zero b) two c) one d) four

24) x-5 = 0, in this equation the value of x is ----------------

a) 15 b) – 5 c) 5 d) 0

25) The equations 3x – 2y =7 and 6x - 4y=8 are ---------------

a) consistent b) inconsistent

c) both (a) and (b) d) none of the above

26) Simultaneous linear equations are consistent only when --------------------

a) = = b) ≠ = c) = ≠ d) none of these

27) Two or more linear equations in the same variables are called ………………..

a) simultaneous linear equations b) graphical linear equations

c) substitution linear equations d) none of the above

28) A father is 25 years older than his son. After 8 years the ratio of their ages will be
13: 8. Their present ages are --------------

a) 50 and 30 b) 45 and 25

c) 67 and 37 d) 57 and 32

29) The sum of two numbers is 40. If the smaller number is doubled, it becomes 14
more than the larger number. Find the numbers.

a) 30 and10 b) 22 and 18

c) 20 and 20 d) 35 and 15

30) The ray that bisects an angle is called --------------------

a) angle bisector b) line bisector

c) tangent d) secant

31) The point of intersection of three altitudes of a triangle is --------------

a) circumcentre b) incentre

c) orthocentre d) geocentre

32) Centroid always lies in the -------------------- triangle.

a) exterior of b) interior of c) above the d) below the

33) For the adjoining figure point of concurrency is …………. A

a) M b) Q c) O d) R R B

N O C

M Q

34) In the adjacent figure AD is bisects BAC = 70º, then DAC = …………………..

B a) 70º b) 35º c) 30º d) 0º

A C

35) The angle bisectors of a triangle concur at a point. This point is called …………

a) incentre b) inradius c) incircle d) none of these

36) Centroid divides the median in the ratio …………….

a) 1 : 4 b) 1 : 2 c) 2 : 5 d) 2 : 3

37) Circumcentre of the triangle is the point of concurrency of the …………..of sides
of a triangle

a) medians b) angles of the bisector

c) perpendicular bisector d) all of these

38) The circumcenter of a right angled triangle is the midpoint of its ………………
side.

a) adjacent b) hypotenuse

c) opposite d) none of the these

39) An example for concurrent lines is …………….

a) b) c) d)

40) In the figure AB is a chord with centre O. OC AB, then AC = ……………..

A B

a) OC b) CB c) OA d) OB