https://karnatakaeducation.org.in/KOER/en/api.php?action=feedcontributions&user=Suchethass&feedformat=atomKarnataka Open Educational Resources - User contributions [en]2024-03-29T10:13:17ZUser contributionsMediaWiki 1.35.6https://karnatakaeducation.org.in/KOER/en/index.php?title=Bengaluru_Rural&diff=25446Bengaluru Rural2016-10-24T10:07:19Z<p>Suchethass: </p>
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<div>*[http://karnatakaeducation.org.in/schoolwiki/index.php/GHS_Nelamangala GHS Thyamagondlu]<br />
* [[GHS YELEKYATHANAHALLI]]<br />
* [[GHS_Nelavagilu]]<br />
* [[GHS Tavarekere]]<br />
* [[GJC Thyamagondlu]]</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:Triangles_.mm&diff=20072File:Triangles .mm2015-08-14T09:37:14Z<p>Suchethass: Suchethass uploaded a new version of &quot;File:Triangles .mm&quot;</p>
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<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Triangles&diff=20068Triangles2015-08-14T09:33:32Z<p>Suchethass: /* Concept Map */</p>
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= Concept Map =<br />
__FORCETOC__<br />
<mm>[[Triangles_.mm |flash]]</mm><br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
#[http://ktbs.kar.nic.in/New/Textbooks/class-x/english/maths/class-x-english-maths-chapter10.pdf Karnataka text book for Class 10, Chapter 10 - Triangles]<br />
<br />
=Additional Information=<br />
http://www.mathopenref.com/similartriangles.html<br />
<br />
<br />
<br />
==Useful websites==<br />
# [http://www.mathsisfun.com/triangle.html All about triangles] :This is a reference website for types and classification off triangles<br />
# http://www.regentsprep.org/regents/math/geometry/GPB/theorems.htm :A good website for quick reference of all theorems in geometry. Suitable for both students and teachers.<br><br />
# Click [http://karnatakaeducation.org.in/KOER/en/index.php/Classification_of_triangles here] for notes on types of triangles.<br />
<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 A triangle and its basic properties==<br />
===Learning objectives===<br />
# A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. <br />
# It is the polygon with the least number of sides.<br />
# A triangle can be defined as a polygon which has 3 sides, 3 angles and 3 vertices.<br />
# The sum of any two sides is always greater than the third side.<br />
# The angle opposite to longest side is the largest.<br />
# The angles inside the triangle are its interior angles.<br />
# The sum of all 3 interior angles in any triangle is always 180 degrees which is called the angle sum property of a triangle.<br />
# The external angle of a triangle is always equal to the sum of its two opposite interior angles.<br />
<br />
===Notes for teachers===<br />
[''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'']<br />
# A triangle PQR consists of all the points on the line segment PQ,QR and RP. The three line segments, PQ, QR and RP that form the triangle PQ, are called the sides of the triangle PQR.[[File:Screenshot from 2015-08-14 11-40-01.png | 200px | right]]<br />
# A triangle has three angles. In figure, the three angles are ∠PQR ∠QRP and ∠RPQ<br />
# A triangle has six parts, namely, three sides,PQ QRand RP.Three angles ∠PQR ∠QRP and ∠RPQ. These are also known as the elements of a triangle.<br />
# The point of intersection of the sides of a triangle is known as its vertex. In figure, the three vertices are P, Q and R. In a triangle, an angle is formed at the vertex. Since it has three vertices, so three angles are formed. The word triangle =tri + angle ‘tri’ means three. So, triangle means closed figure of straight lines having three angles.<br />
<br />
===Activity No # 1 Make your triangle ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time - 40 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any:<br />
# The students should know points and line segments.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point P, Q and R on a paper. <br />
# Join these points in all possible ways. The segments are PQ, QR and RP. <br />
# A simple close curve formed by these three segments is called a triangle. It is named in one of the following ways.<br />
# Triangle PQR or Triangle PRQ or Triangle QRP or Triangle RPQ or Triangle RQP . <br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.<br />
<br />
===Activity No # 2. Angle sum property of a triangle===<br />
<br />
Please click the following link for the proof<br />
# [http://tube.geogebra.org/student/m236907 Please click the following link for the proof] :<br />
<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time: 40 minutes<br />
* Materials/ Resources needed:Laptop, projector, geogebra file and a pointer.<br />
* Prerequisites/Instructions, if any:<br />
# Basics of triangles should have been covered.<br />
# Angles formed when a traversal cuts a pair of parallel lines and the relationship between them should have been taught.<br />
<br />
====Activity No # 3. Side sum property of a triangle====<br />
<br />
* Estimated Time - 20 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any: <br />
# The students should know to construct triangle.<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point A, B and C on a paper. <br />
# Join these points in all possible ways. The segments are AB, BC & AC<br />
# Measure the sides AB, BC & AC<br />
# Find the relationship between AB + BC with AC<br />
# Find the relationship between AC + BC with AB<br />
# Find the relationship between AB + AC with BC<br />
* Developmental Questions (What discussion questions):<br />
# What relationship do you observe ?<br />
* Evaluation (Questions for assessment of the child):<br />
# Think and try : Is it possible to draw a triangle with the condition (AB + BC) < AC<br />
* '''For Geogebra file''' [[http://tube.geogebra.org/m/1482289/ click here ]]</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:Triangles_.mm&diff=20066File:Triangles .mm2015-08-14T09:33:06Z<p>Suchethass: Suchethass uploaded a new version of &quot;File:Triangles .mm&quot;</p>
<hr />
<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Triangles&diff=20064Triangles2015-08-14T09:24:27Z<p>Suchethass: /* Concept Map */</p>
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''[http://karnatakaeducation.org.in/KOER/index.php/೧೦ನೇ_ತರಗತಿಯ_ಸಮರೂಪ_ತ್ರಿಭುಜಗಳು ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div><br />
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|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Philosophy Philosophy of Mathematics]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Pedagogy Teaching of Mathematics]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Maths:_Curriculum_and_Syllabus Curriculum and Syllabus]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Topics Topics in School Mathematics]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Text_Books#Mathematics_-_Textbooks Textbooks]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Maths:_Question_Papers Question Bank]<br />
|}<br />
While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist'''].<br />
<br />
= Concept Map =<br />
__FORCETOC__<br />
<mm>[[Triangles_.mm |flash]]</mm><br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
#[http://ktbs.kar.nic.in/New/Textbooks/class-x/english/maths/class-x-english-maths-chapter10.pdf Karnataka text book for Class 10, Chapter 10 - Triangles]<br />
<br />
=Additional Information=<br />
http://www.mathopenref.com/similartriangles.html<br />
<br />
<br />
<br />
==Useful websites==<br />
# [http://www.mathsisfun.com/triangle.html All about triangles] :This is a reference website for types and classification off triangles<br />
# http://www.regentsprep.org/regents/math/geometry/GPB/theorems.htm :A good website for quick reference of all theorems in geometry. Suitable for both students and teachers.<br><br />
# Click [http://karnatakaeducation.org.in/KOER/en/index.php/Classification_of_triangles here] for notes on types of triangles.<br />
<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 A triangle and its basic properties==<br />
===Learning objectives===<br />
# A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. <br />
# It is the polygon with the least number of sides.<br />
# A triangle can be defined as a polygon which has 3 sides, 3 angles and 3 vertices.<br />
# The sum of any two sides is always greater than the third side.<br />
# The angle opposite to longest side is the largest.<br />
# The angles inside the triangle are its interior angles.<br />
# The sum of all 3 interior angles in any triangle is always 180 degrees which is called the angle sum property of a triangle.<br />
# The external angle of a triangle is always equal to the sum of its two opposite interior angles.<br />
<br />
===Notes for teachers===<br />
[''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'']<br />
# A triangle PQR consists of all the points on the line segment PQ,QR and RP. The three line segments, PQ, QR and RP that form the triangle PQ, are called the sides of the triangle PQR.[[File:Screenshot from 2015-08-14 11-40-01.png | 200px | right]]<br />
# A triangle has three angles. In figure, the three angles are ∠PQR ∠QRP and ∠RPQ<br />
# A triangle has six parts, namely, three sides,PQ QRand RP.Three angles ∠PQR ∠QRP and ∠RPQ. These are also known as the elements of a triangle.<br />
# The point of intersection of the sides of a triangle is known as its vertex. In figure, the three vertices are P, Q and R. In a triangle, an angle is formed at the vertex. Since it has three vertices, so three angles are formed. The word triangle =tri + angle ‘tri’ means three. So, triangle means closed figure of straight lines having three angles.<br />
<br />
===Activity No # 1 Make your triangle ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time - 40 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any:<br />
# The students should know points and line segments.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point P, Q and R on a paper. <br />
# Join these points in all possible ways. The segments are PQ, QR and RP. <br />
# A simple close curve formed by these three segments is called a triangle. It is named in one of the following ways.<br />
# Triangle PQR or Triangle PRQ or Triangle QRP or Triangle RPQ or Triangle RQP . <br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.<br />
<br />
===Activity No # 2. Angle sum property of a triangle===<br />
<br />
Please click the following link for the proof<br />
# [http://tube.geogebra.org/student/m236907 Please click the following link for the proof] :<br />
<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time: 40 minutes<br />
* Materials/ Resources needed:Laptop, projector, geogebra file and a pointer.<br />
* Prerequisites/Instructions, if any:<br />
# Basics of triangles should have been covered.<br />
# Angles formed when a traversal cuts a pair of parallel lines and the relationship between them should have been taught.<br />
<br />
====Activity No # 3. Side sum property of a triangle====<br />
<br />
* Estimated Time - 20 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any: <br />
# The students should know to construct triangle.<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point A, B and C on a paper. <br />
# Join these points in all possible ways. The segments are AB, BC & AC<br />
# Measure the sides AB, BC & AC<br />
# Find the relationship between AB + BC with AC<br />
# Find the relationship between AC + BC with AB<br />
# Find the relationship between AB + AC with BC<br />
* Developmental Questions (What discussion questions):<br />
# What relationship do you observe ?<br />
* Evaluation (Questions for assessment of the child):<br />
# Think and try : Is it possible to draw a triangle with the condition (AB + BC) < AC<br />
* '''For Geogebra file''' [[http://tube.geogebra.org/m/1482289/ click here ]]</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:Triangles_.mm&diff=20061File:Triangles .mm2015-08-14T09:24:01Z<p>Suchethass: Suchethass uploaded a new version of &quot;File:Triangles .mm&quot;</p>
<hr />
<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:Triangles_.mm&diff=20058File:Triangles .mm2015-08-14T09:16:41Z<p>Suchethass: Suchethass uploaded a new version of &quot;File:Triangles .mm&quot;</p>
<hr />
<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:Triangles_.mm&diff=20052File:Triangles .mm2015-08-14T09:07:48Z<p>Suchethass: Suchethass uploaded a new version of &quot;File:Triangles .mm&quot;</p>
<hr />
<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:Triangles_.mm&diff=20046File:Triangles .mm2015-08-14T08:15:50Z<p>Suchethass: Suchethass uploaded a new version of &quot;File:Triangles .mm&quot;</p>
<hr />
<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:Triangles_.mm&diff=20029File:Triangles .mm2015-08-14T07:46:47Z<p>Suchethass: Suchethass uploaded a new version of &quot;File:Triangles .mm&quot;</p>
<hr />
<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:Triangles_.mm&diff=20017File:Triangles .mm2015-08-14T07:41:58Z<p>Suchethass: Suchethass uploaded a new version of &quot;File:Triangles .mm&quot;</p>
<hr />
<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Triangles&diff=20013Triangles2015-08-14T07:39:44Z<p>Suchethass: Undo revision 20011 by Suchethass (talk)</p>
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''[http://karnatakaeducation.org.in/KOER/index.php/೧೦ನೇ_ತರಗತಿಯ_ಸಮರೂಪ_ತ್ರಿಭುಜಗಳು ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div><br />
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|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Philosophy Philosophy of Mathematics]<br />
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While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist'''].<br />
<br />
= Concept Map =<br />
__FORCETOC__<br />
<mm>[[Triangles .mm|flash]]</mm><br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
#[http://ktbs.kar.nic.in/New/Textbooks/class-x/english/maths/class-x-english-maths-chapter10.pdf Karnataka text book for Class 10, Chapter 10 - Triangles]<br />
<br />
=Additional Information=<br />
http://www.mathopenref.com/similartriangles.html<br />
<br />
<br />
<br />
==Useful websites==<br />
# [http://www.mathsisfun.com/triangle.html All about triangles] :This is a reference website for types and classification off triangles<br />
# http://www.regentsprep.org/regents/math/geometry/GPB/theorems.htm :A good website for quick reference of all theorems in geometry. Suitable for both students and teachers.<br><br />
# Click [http://karnatakaeducation.org.in/KOER/en/index.php/Classification_of_triangles here] for notes on types of triangles.<br />
<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 A triangle and its basic properties==<br />
===Learning objectives===<br />
# A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. <br />
# It is the polygon with the least number of sides.<br />
# A triangle can be defined as a polygon which has 3 sides, 3 angles and 3 vertices.<br />
# The sum of any two sides is always greater than the third side.<br />
# The angle opposite to longest side is the largest.<br />
# The angles inside the triangle are its interior angles.<br />
# The sum of all 3 interior angles in any triangle is always 180 degrees which is called the angle sum property of a triangle.<br />
# The external angle of a triangle is always equal to the sum of its two opposite interior angles.<br />
<br />
===Notes for teachers===<br />
[''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'']<br />
# A triangle PQR consists of all the points on the line segment PQ,QR and RP. The three line segments, PQ, QR and RP that form the triangle PQ, are called the sides of the triangle PQR.[[File:Screenshot from 2015-08-14 11-40-01.png | 200px | right]]<br />
# A triangle has three angles. In figure, the three angles are ∠PQR ∠QRP and ∠RPQ<br />
# A triangle has six parts, namely, three sides,PQ QRand RP.Three angles ∠PQR ∠QRP and ∠RPQ. These are also known as the elements of a triangle.<br />
# The point of intersection of the sides of a triangle is known as its vertex. In figure, the three vertices are P, Q and R. In a triangle, an angle is formed at the vertex. Since it has three vertices, so three angles are formed. The word triangle =tri + angle ‘tri’ means three. So, triangle means closed figure of straight lines having three angles.<br />
<br />
===Activity No # 1 Make your triangle ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time - 40 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any:<br />
# The students should know points and line segments.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point P, Q and R on a paper. <br />
# Join these points in all possible ways. The segments are PQ, QR and RP. <br />
# A simple close curve formed by these three segments is called a triangle. It is named in one of the following ways.<br />
# Triangle PQR or Triangle PRQ or Triangle QRP or Triangle RPQ or Triangle RQP . <br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.<br />
<br />
===Activity No # 2. Angle sum property of a triangle===<br />
<br />
Please click the following link for the proof<br />
# [http://tube.geogebra.org/student/m236907 Please click the following link for the proof] :<br />
<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time: 40 minutes<br />
* Materials/ Resources needed:Laptop, projector, geogebra file and a pointer.<br />
* Prerequisites/Instructions, if any:<br />
# Basics of triangles should have been covered.<br />
# Angles formed when a traversal cuts a pair of parallel lines and the relationship between them should have been taught.<br />
<br />
====Activity No # 3. Side sum property of a triangle====<br />
<br />
* Estimated Time - 20 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any: <br />
# The students should know to construct triangle.<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point A, B and C on a paper. <br />
# Join these points in all possible ways. The segments are AB, BC & AC<br />
# Measure the sides AB, BC & AC<br />
# Find the relationship between AB + BC with AC<br />
# Find the relationship between AC + BC with AB<br />
# Find the relationship between AB + AC with BC<br />
* Developmental Questions (What discussion questions):<br />
# What relationship do you observe ?<br />
* Evaluation (Questions for assessment of the child):<br />
# Think and try : Is it possible to draw a triangle with the condition (AB + BC) < AC<br />
* '''For Geogebra file''' [[http://tube.geogebra.org/m/1482289/ click here ]]</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Triangles&diff=20011Triangles2015-08-14T07:39:14Z<p>Suchethass: /* Concept Map */</p>
<hr />
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''[http://karnatakaeducation.org.in/KOER/index.php/೧೦ನೇ_ತರಗತಿಯ_ಸಮರೂಪ_ತ್ರಿಭುಜಗಳು ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div><br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_History The Story of Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Philosophy Philosophy of Mathematics]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Pedagogy Teaching of Mathematics]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Maths:_Curriculum_and_Syllabus Curriculum and Syllabus]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Topics Topics in School Mathematics]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Text_Books#Mathematics_-_Textbooks Textbooks]<br />
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|}<br />
While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist'''].<br />
<br />
= Concept Map =<br />
__FORCETOC__<br />
<mm>[[triangle.mm|flash]]</mm><br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
#[http://ktbs.kar.nic.in/New/Textbooks/class-x/english/maths/class-x-english-maths-chapter10.pdf Karnataka text book for Class 10, Chapter 10 - Triangles]<br />
<br />
=Additional Information=<br />
http://www.mathopenref.com/similartriangles.html<br />
<br />
<br />
<br />
==Useful websites==<br />
# [http://www.mathsisfun.com/triangle.html All about triangles] :This is a reference website for types and classification off triangles<br />
# http://www.regentsprep.org/regents/math/geometry/GPB/theorems.htm :A good website for quick reference of all theorems in geometry. Suitable for both students and teachers.<br><br />
# Click [http://karnatakaeducation.org.in/KOER/en/index.php/Classification_of_triangles here] for notes on types of triangles.<br />
<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 A triangle and its basic properties==<br />
===Learning objectives===<br />
# A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. <br />
# It is the polygon with the least number of sides.<br />
# A triangle can be defined as a polygon which has 3 sides, 3 angles and 3 vertices.<br />
# The sum of any two sides is always greater than the third side.<br />
# The angle opposite to longest side is the largest.<br />
# The angles inside the triangle are its interior angles.<br />
# The sum of all 3 interior angles in any triangle is always 180 degrees which is called the angle sum property of a triangle.<br />
# The external angle of a triangle is always equal to the sum of its two opposite interior angles.<br />
<br />
===Notes for teachers===<br />
[''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'']<br />
# A triangle PQR consists of all the points on the line segment PQ,QR and RP. The three line segments, PQ, QR and RP that form the triangle PQ, are called the sides of the triangle PQR.[[File:Screenshot from 2015-08-14 11-40-01.png | 200px | right]]<br />
# A triangle has three angles. In figure, the three angles are ∠PQR ∠QRP and ∠RPQ<br />
# A triangle has six parts, namely, three sides,PQ QRand RP.Three angles ∠PQR ∠QRP and ∠RPQ. These are also known as the elements of a triangle.<br />
# The point of intersection of the sides of a triangle is known as its vertex. In figure, the three vertices are P, Q and R. In a triangle, an angle is formed at the vertex. Since it has three vertices, so three angles are formed. The word triangle =tri + angle ‘tri’ means three. So, triangle means closed figure of straight lines having three angles.<br />
<br />
===Activity No # 1 Make your triangle ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time - 40 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any:<br />
# The students should know points and line segments.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point P, Q and R on a paper. <br />
# Join these points in all possible ways. The segments are PQ, QR and RP. <br />
# A simple close curve formed by these three segments is called a triangle. It is named in one of the following ways.<br />
# Triangle PQR or Triangle PRQ or Triangle QRP or Triangle RPQ or Triangle RQP . <br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.<br />
<br />
===Activity No # 2. Angle sum property of a triangle===<br />
<br />
Please click the following link for the proof<br />
# [http://tube.geogebra.org/student/m236907 Please click the following link for the proof] :<br />
<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time: 40 minutes<br />
* Materials/ Resources needed:Laptop, projector, geogebra file and a pointer.<br />
* Prerequisites/Instructions, if any:<br />
# Basics of triangles should have been covered.<br />
# Angles formed when a traversal cuts a pair of parallel lines and the relationship between them should have been taught.<br />
<br />
====Activity No # 3. Side sum property of a triangle====<br />
<br />
* Estimated Time - 20 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any: <br />
# The students should know to construct triangle.<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point A, B and C on a paper. <br />
# Join these points in all possible ways. The segments are AB, BC & AC<br />
# Measure the sides AB, BC & AC<br />
# Find the relationship between AB + BC with AC<br />
# Find the relationship between AC + BC with AB<br />
# Find the relationship between AB + AC with BC<br />
* Developmental Questions (What discussion questions):<br />
# What relationship do you observe ?<br />
* Evaluation (Questions for assessment of the child):<br />
# Think and try : Is it possible to draw a triangle with the condition (AB + BC) < AC<br />
* '''For Geogebra file''' [[http://tube.geogebra.org/m/1482289/ click here ]]</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Triangles&diff=19986Triangles2015-08-14T07:26:44Z<p>Suchethass: /* Activity No # 3. Side sum property of a triangle */</p>
<hr />
<div><div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#ffffff; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/KOER/index.php/೧೦ನೇ_ತರಗತಿಯ_ಸಮರೂಪ_ತ್ರಿಭುಜಗಳು ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div><br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_History The Story of Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Philosophy Philosophy of Mathematics]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Pedagogy Teaching of Mathematics]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Topics Topics in School Mathematics]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Maths:_Question_Papers Question Bank]<br />
|}<br />
While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist'''].<br />
<br />
= Concept Map =<br />
__FORCETOC__<br />
<mm>[[Triangles .mm|flash]]</mm><br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
#[http://ktbs.kar.nic.in/New/Textbooks/class-x/english/maths/class-x-english-maths-chapter10.pdf Karnataka text book for Class 10, Chapter 10 - Triangles]<br />
<br />
=Additional Information=<br />
http://www.mathopenref.com/similartriangles.html<br />
<br />
<br />
<br />
==Useful websites==<br />
# [http://www.mathsisfun.com/triangle.html All about triangles] :This is a reference website for types and classification off triangles<br />
# http://www.regentsprep.org/regents/math/geometry/GPB/theorems.htm :A good website for quick reference of all theorems in geometry. Suitable for both students and teachers.<br><br />
# Click [http://karnatakaeducation.org.in/KOER/en/index.php/Classification_of_triangles here] for notes on types of triangles.<br />
<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 A triangle and its basic properties==<br />
===Learning objectives===<br />
# A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. <br />
# It is the polygon with the least number of sides.<br />
# A triangle can be defined as a polygon which has 3 sides, 3 angles and 3 vertices.<br />
# The sum of any two sides is always greater than the third side.<br />
# The angle opposite to longest side is the largest.<br />
# The angles inside the triangle are its interior angles.<br />
# The sum of all 3 interior angles in any triangle is always 180 degrees which is called the angle sum property of a triangle.<br />
# The external angle of a triangle is always equal to the sum of its two opposite interior angles.<br />
<br />
===Notes for teachers===<br />
[''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'']<br />
# A triangle PQR consists of all the points on the line segment PQ,QR and RP. The three line segments, PQ, QR and RP that form the triangle PQ, are called the sides of the triangle PQR.[[File:Screenshot from 2015-08-14 11-40-01.png | 200px | right]]<br />
# A triangle has three angles. In figure, the three angles are ∠PQR ∠QRP and ∠RPQ<br />
# A triangle has six parts, namely, three sides,PQ QRand RP.Three angles ∠PQR ∠QRP and ∠RPQ. These are also known as the elements of a triangle.<br />
# The point of intersection of the sides of a triangle is known as its vertex. In figure, the three vertices are P, Q and R. In a triangle, an angle is formed at the vertex. Since it has three vertices, so three angles are formed. The word triangle =tri + angle ‘tri’ means three. So, triangle means closed figure of straight lines having three angles.<br />
<br />
===Activity No # 1 Make your triangle ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time - 40 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any:<br />
# The students should know points and line segments.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point P, Q and R on a paper. <br />
# Join these points in all possible ways. The segments are PQ, QR and RP. <br />
# A simple close curve formed by these three segments is called a triangle. It is named in one of the following ways.<br />
# Triangle PQR or Triangle PRQ or Triangle QRP or Triangle RPQ or Triangle RQP . <br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.<br />
<br />
===Activity No # 2. Angle sum property of a triangle===<br />
<br />
Please click the following link for the proof<br />
# [http://tube.geogebra.org/student/m236907 Please click the following link for the proof] :<br />
<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time: 40 minutes<br />
* Materials/ Resources needed:Laptop, projector, geogebra file and a pointer.<br />
* Prerequisites/Instructions, if any:<br />
# Basics of triangles should have been covered.<br />
# Angles formed when a traversal cuts a pair of parallel lines and the relationship between them should have been taught.<br />
<br />
====Activity No # 3. Side sum property of a triangle====<br />
<br />
* Estimated Time - 20 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any: <br />
# The students should know to construct triangle.<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point A, B and C on a paper. <br />
# Join these points in all possible ways. The segments are AB, BC & AC<br />
# Measure the sides AB, BC & AC<br />
# Find the relationship between AB + BC with AC<br />
# Find the relationship between AC + BC with AB<br />
# Find the relationship between AB + AC with BC<br />
* Developmental Questions (What discussion questions):<br />
# What relationship do you observe ?<br />
* Evaluation (Questions for assessment of the child):<br />
# Think and try : Is it possible to draw a triangle with the condition (AB + BC) < AC<br />
* '''For Geogebra file''' [[http://tube.geogebra.org/m/1482289/ click here ]]</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Triangles&diff=19985Triangles2015-08-14T07:26:18Z<p>Suchethass: /* Activity No # 3. Side sum property of a triangle */</p>
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<br />
= Concept Map =<br />
__FORCETOC__<br />
<mm>[[Triangles .mm|flash]]</mm><br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
#[http://ktbs.kar.nic.in/New/Textbooks/class-x/english/maths/class-x-english-maths-chapter10.pdf Karnataka text book for Class 10, Chapter 10 - Triangles]<br />
<br />
=Additional Information=<br />
http://www.mathopenref.com/similartriangles.html<br />
<br />
<br />
<br />
==Useful websites==<br />
# [http://www.mathsisfun.com/triangle.html All about triangles] :This is a reference website for types and classification off triangles<br />
# http://www.regentsprep.org/regents/math/geometry/GPB/theorems.htm :A good website for quick reference of all theorems in geometry. Suitable for both students and teachers.<br><br />
# Click [http://karnatakaeducation.org.in/KOER/en/index.php/Classification_of_triangles here] for notes on types of triangles.<br />
<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 A triangle and its basic properties==<br />
===Learning objectives===<br />
# A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. <br />
# It is the polygon with the least number of sides.<br />
# A triangle can be defined as a polygon which has 3 sides, 3 angles and 3 vertices.<br />
# The sum of any two sides is always greater than the third side.<br />
# The angle opposite to longest side is the largest.<br />
# The angles inside the triangle are its interior angles.<br />
# The sum of all 3 interior angles in any triangle is always 180 degrees which is called the angle sum property of a triangle.<br />
# The external angle of a triangle is always equal to the sum of its two opposite interior angles.<br />
<br />
===Notes for teachers===<br />
[''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'']<br />
# A triangle PQR consists of all the points on the line segment PQ,QR and RP. The three line segments, PQ, QR and RP that form the triangle PQ, are called the sides of the triangle PQR.[[File:Screenshot from 2015-08-14 11-40-01.png | 200px | right]]<br />
# A triangle has three angles. In figure, the three angles are ∠PQR ∠QRP and ∠RPQ<br />
# A triangle has six parts, namely, three sides,PQ QRand RP.Three angles ∠PQR ∠QRP and ∠RPQ. These are also known as the elements of a triangle.<br />
# The point of intersection of the sides of a triangle is known as its vertex. In figure, the three vertices are P, Q and R. In a triangle, an angle is formed at the vertex. Since it has three vertices, so three angles are formed. The word triangle =tri + angle ‘tri’ means three. So, triangle means closed figure of straight lines having three angles.<br />
<br />
===Activity No # 1 Make your triangle ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time - 40 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any:<br />
# The students should know points and line segments.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point P, Q and R on a paper. <br />
# Join these points in all possible ways. The segments are PQ, QR and RP. <br />
# A simple close curve formed by these three segments is called a triangle. It is named in one of the following ways.<br />
# Triangle PQR or Triangle PRQ or Triangle QRP or Triangle RPQ or Triangle RQP . <br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.<br />
<br />
===Activity No # 2. Angle sum property of a triangle===<br />
<br />
Please click the following link for the proof<br />
# [http://tube.geogebra.org/student/m236907 Please click the following link for the proof] :<br />
<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time: 40 minutes<br />
* Materials/ Resources needed:Laptop, projector, geogebra file and a pointer.<br />
* Prerequisites/Instructions, if any:<br />
# Basics of triangles should have been covered.<br />
# Angles formed when a traversal cuts a pair of parallel lines and the relationship between them should have been taught.<br />
<br />
====Activity No # 3. Side sum property of a triangle====<br />
<br />
* Estimated Time - 20 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any: <br />
# The students should know to construct triangle.<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point A, B and C on a paper. <br />
# Join these points in all possible ways. The segments are AB, BC & AC<br />
# Measure the sides AB, BC & AC<br />
# Find the relationship between AB + BC with AC<br />
# Find the relationship between AC + BC with AB<br />
# Find the relationship between AB + AC with BC<br />
* Developmental Questions (What discussion questions):<br />
# What relationship do you observe ?<br />
* Evaluation (Questions for assessment of the child):<br />
# Think and try : Is it possible to draw a triangle with the condition (AB + BC) < AC<br />
* '''For Geogebra file''' [[http://tube.geogebra.org/m/1482289/ click here ]]<br />
<br />
[[http://tube.geogebra.org/material/show/id/1482289/ click here]]</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Triangles&diff=19984Triangles2015-08-14T07:24:43Z<p>Suchethass: /* Activity No # 3. Side sum property of a triangle */</p>
<hr />
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''[http://karnatakaeducation.org.in/KOER/index.php/೧೦ನೇ_ತರಗತಿಯ_ಸಮರೂಪ_ತ್ರಿಭುಜಗಳು ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div><br />
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|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Philosophy Philosophy of Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Maths:_Question_Papers Question Bank]<br />
|}<br />
While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist'''].<br />
<br />
= Concept Map =<br />
__FORCETOC__<br />
<mm>[[Triangles .mm|flash]]</mm><br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
#[http://ktbs.kar.nic.in/New/Textbooks/class-x/english/maths/class-x-english-maths-chapter10.pdf Karnataka text book for Class 10, Chapter 10 - Triangles]<br />
<br />
=Additional Information=<br />
http://www.mathopenref.com/similartriangles.html<br />
<br />
<br />
<br />
==Useful websites==<br />
# [http://www.mathsisfun.com/triangle.html All about triangles] :This is a reference website for types and classification off triangles<br />
# http://www.regentsprep.org/regents/math/geometry/GPB/theorems.htm :A good website for quick reference of all theorems in geometry. Suitable for both students and teachers.<br><br />
# Click [http://karnatakaeducation.org.in/KOER/en/index.php/Classification_of_triangles here] for notes on types of triangles.<br />
<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 A triangle and its basic properties==<br />
===Learning objectives===<br />
# A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. <br />
# It is the polygon with the least number of sides.<br />
# A triangle can be defined as a polygon which has 3 sides, 3 angles and 3 vertices.<br />
# The sum of any two sides is always greater than the third side.<br />
# The angle opposite to longest side is the largest.<br />
# The angles inside the triangle are its interior angles.<br />
# The sum of all 3 interior angles in any triangle is always 180 degrees which is called the angle sum property of a triangle.<br />
# The external angle of a triangle is always equal to the sum of its two opposite interior angles.<br />
<br />
===Notes for teachers===<br />
[''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'']<br />
# A triangle PQR consists of all the points on the line segment PQ,QR and RP. The three line segments, PQ, QR and RP that form the triangle PQ, are called the sides of the triangle PQR.[[File:Screenshot from 2015-08-14 11-40-01.png | 200px | right]]<br />
# A triangle has three angles. In figure, the three angles are ∠PQR ∠QRP and ∠RPQ<br />
# A triangle has six parts, namely, three sides,PQ QRand RP.Three angles ∠PQR ∠QRP and ∠RPQ. These are also known as the elements of a triangle.<br />
# The point of intersection of the sides of a triangle is known as its vertex. In figure, the three vertices are P, Q and R. In a triangle, an angle is formed at the vertex. Since it has three vertices, so three angles are formed. The word triangle =tri + angle ‘tri’ means three. So, triangle means closed figure of straight lines having three angles.<br />
<br />
===Activity No # 1 Make your triangle ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time - 40 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any:<br />
# The students should know points and line segments.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point P, Q and R on a paper. <br />
# Join these points in all possible ways. The segments are PQ, QR and RP. <br />
# A simple close curve formed by these three segments is called a triangle. It is named in one of the following ways.<br />
# Triangle PQR or Triangle PRQ or Triangle QRP or Triangle RPQ or Triangle RQP . <br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.<br />
<br />
===Activity No # 2. Angle sum property of a triangle===<br />
<br />
Please click the following link for the proof<br />
# [http://tube.geogebra.org/student/m236907 Please click the following link for the proof] :<br />
<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time: 40 minutes<br />
* Materials/ Resources needed:Laptop, projector, geogebra file and a pointer.<br />
* Prerequisites/Instructions, if any:<br />
# Basics of triangles should have been covered.<br />
# Angles formed when a traversal cuts a pair of parallel lines and the relationship between them should have been taught.<br />
<br />
====Activity No # 3. Side sum property of a triangle====<br />
<br />
* Estimated Time - 20 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any: <br />
# The students should know to construct triangle.<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point A, B and C on a paper. <br />
# Join these points in all possible ways. The segments are AB, BC & AC<br />
# Measure the sides AB, BC & AC<br />
# Find the relationship between AB + BC with AC<br />
# Find the relationship between AC + BC with AB<br />
# Find the relationship between AB + AC with BC<br />
* Developmental Questions (What discussion questions):<br />
# What relationship do you observe ?<br />
* Evaluation (Questions for assessment of the child):<br />
# Think and try : Is it possible to draw a triangle with the condition (AB + BC) < AC<br />
* '''For Geogebra file''' [[http://tube.geogebra.org/m/1482289/ click here ]]</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Triangles&diff=19973Triangles2015-08-14T07:21:37Z<p>Suchethass: /* Activity No # 3. Side sum property of a triangle */</p>
<hr />
<div><div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#ffffff; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/KOER/index.php/೧೦ನೇ_ತರಗತಿಯ_ಸಮರೂಪ_ತ್ರಿಭುಜಗಳು ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div><br />
<br />
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|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Philosophy Philosophy of Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Topics Topics in School Mathematics]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Text_Books#Mathematics_-_Textbooks Textbooks]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Maths:_Question_Papers Question Bank]<br />
|}<br />
While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist'''].<br />
<br />
= Concept Map =<br />
__FORCETOC__<br />
<mm>[[Triangles .mm|flash]]</mm><br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
#[http://ktbs.kar.nic.in/New/Textbooks/class-x/english/maths/class-x-english-maths-chapter10.pdf Karnataka text book for Class 10, Chapter 10 - Triangles]<br />
<br />
=Additional Information=<br />
http://www.mathopenref.com/similartriangles.html<br />
<br />
<br />
<br />
==Useful websites==<br />
# [http://www.mathsisfun.com/triangle.html All about triangles] :This is a reference website for types and classification off triangles<br />
# http://www.regentsprep.org/regents/math/geometry/GPB/theorems.htm :A good website for quick reference of all theorems in geometry. Suitable for both students and teachers.<br><br />
# Click [http://karnatakaeducation.org.in/KOER/en/index.php/Classification_of_triangles here] for notes on types of triangles.<br />
<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 A triangle and its basic properties==<br />
===Learning objectives===<br />
# A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. <br />
# It is the polygon with the least number of sides.<br />
# A triangle can be defined as a polygon which has 3 sides, 3 angles and 3 vertices.<br />
# The sum of any two sides is always greater than the third side.<br />
# The angle opposite to longest side is the largest.<br />
# The angles inside the triangle are its interior angles.<br />
# The sum of all 3 interior angles in any triangle is always 180 degrees which is called the angle sum property of a triangle.<br />
# The external angle of a triangle is always equal to the sum of its two opposite interior angles.<br />
<br />
===Notes for teachers===<br />
[''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'']<br />
# A triangle PQR consists of all the points on the line segment PQ,QR and RP. The three line segments, PQ, QR and RP that form the triangle PQ, are called the sides of the triangle PQR.[[File:Screenshot from 2015-08-14 11-40-01.png | 200px | right]]<br />
# A triangle has three angles. In figure, the three angles are ∠PQR ∠QRP and ∠RPQ<br />
# A triangle has six parts, namely, three sides,PQ QRand RP.Three angles ∠PQR ∠QRP and ∠RPQ. These are also known as the elements of a triangle.<br />
# The point of intersection of the sides of a triangle is known as its vertex. In figure, the three vertices are P, Q and R. In a triangle, an angle is formed at the vertex. Since it has three vertices, so three angles are formed. The word triangle =tri + angle ‘tri’ means three. So, triangle means closed figure of straight lines having three angles.<br />
<br />
===Activity No # 1 Make your triangle ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time - 40 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any:<br />
# The students should know points and line segments.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point P, Q and R on a paper. <br />
# Join these points in all possible ways. The segments are PQ, QR and RP. <br />
# A simple close curve formed by these three segments is called a triangle. It is named in one of the following ways.<br />
# Triangle PQR or Triangle PRQ or Triangle QRP or Triangle RPQ or Triangle RQP . <br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.<br />
<br />
===Activity No # 2. Angle sum property of a triangle===<br />
<br />
Please click the following link for the proof<br />
# [http://tube.geogebra.org/student/m236907 Please click the following link for the proof] :<br />
<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time: 40 minutes<br />
* Materials/ Resources needed:Laptop, projector, geogebra file and a pointer.<br />
* Prerequisites/Instructions, if any:<br />
# Basics of triangles should have been covered.<br />
# Angles formed when a traversal cuts a pair of parallel lines and the relationship between them should have been taught.<br />
<br />
====Activity No # 3. Side sum property of a triangle====<br />
<br />
* Estimated Time - 20 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any: <br />
# The students should know to construct triangle.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point A, B and C on a paper. <br />
# Join these points in all possible ways. The segments are AB, BC & AC<br />
# Measure the sides AB, BC & AC<br />
# Find the relationship between AB + BC with AC<br />
# Find the relationship between AC + BC with AB<br />
# Find the relationship between AB + AC with BC<br />
* Developmental Questions (What discussion questions):<br />
# What relationship do you observe ?<br />
* Evaluation (Questions for assessment of the child):<br />
# Think and try : Is it possible to draw a triangle with the condition (AB + BC) < AC</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Triangles&diff=19968Triangles2015-08-14T07:18:00Z<p>Suchethass: /* Activity No # 3. Side sum property of a triangle */</p>
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<br />
= Concept Map =<br />
__FORCETOC__<br />
<mm>[[Triangles .mm|flash]]</mm><br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
#[http://ktbs.kar.nic.in/New/Textbooks/class-x/english/maths/class-x-english-maths-chapter10.pdf Karnataka text book for Class 10, Chapter 10 - Triangles]<br />
<br />
=Additional Information=<br />
http://www.mathopenref.com/similartriangles.html<br />
<br />
<br />
<br />
==Useful websites==<br />
# [http://www.mathsisfun.com/triangle.html All about triangles] :This is a reference website for types and classification off triangles<br />
# http://www.regentsprep.org/regents/math/geometry/GPB/theorems.htm :A good website for quick reference of all theorems in geometry. Suitable for both students and teachers.<br><br />
# Click [http://karnatakaeducation.org.in/KOER/en/index.php/Classification_of_triangles here] for notes on types of triangles.<br />
<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 A triangle and its basic properties==<br />
===Learning objectives===<br />
# A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. <br />
# It is the polygon with the least number of sides.<br />
# A triangle can be defined as a polygon which has 3 sides, 3 angles and 3 vertices.<br />
# The sum of any two sides is always greater than the third side.<br />
# The angle opposite to longest side is the largest.<br />
# The angles inside the triangle are its interior angles.<br />
# The sum of all 3 interior angles in any triangle is always 180 degrees which is called the angle sum property of a triangle.<br />
# The external angle of a triangle is always equal to the sum of its two opposite interior angles.<br />
<br />
===Notes for teachers===<br />
[''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'']<br />
# A triangle PQR consists of all the points on the line segment PQ,QR and RP. The three line segments, PQ, QR and RP that form the triangle PQ, are called the sides of the triangle PQR.[[File:Screenshot from 2015-08-14 11-40-01.png | 200px | right]]<br />
# A triangle has three angles. In figure, the three angles are ∠PQR ∠QRP and ∠RPQ<br />
# A triangle has six parts, namely, three sides,PQ QRand RP.Three angles ∠PQR ∠QRP and ∠RPQ. These are also known as the elements of a triangle.<br />
# The point of intersection of the sides of a triangle is known as its vertex. In figure, the three vertices are P, Q and R. In a triangle, an angle is formed at the vertex. Since it has three vertices, so three angles are formed. The word triangle =tri + angle ‘tri’ means three. So, triangle means closed figure of straight lines having three angles.<br />
<br />
===Activity No # 1 Make your triangle ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time - 40 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any:<br />
# The students should know points and line segments.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point P, Q and R on a paper. <br />
# Join these points in all possible ways. The segments are PQ, QR and RP. <br />
# A simple close curve formed by these three segments is called a triangle. It is named in one of the following ways.<br />
# Triangle PQR or Triangle PRQ or Triangle QRP or Triangle RPQ or Triangle RQP . <br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.<br />
<br />
===Activity No # 2. Angle sum property of a triangle===<br />
<br />
Please click the following link for the proof<br />
# [http://tube.geogebra.org/student/m236907 Please click the following link for the proof] :<br />
<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time: 40 minutes<br />
* Materials/ Resources needed:Laptop, projector, geogebra file and a pointer.<br />
* Prerequisites/Instructions, if any:<br />
# Basics of triangles should have been covered.<br />
# Angles formed when a traversal cuts a pair of parallel lines and the relationship between them should have been taught.<br />
<br />
====Activity No # 3. Side sum property of a triangle====<br />
<br />
* Estimated Time - 20 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any: <br />
# The students should know to construct triangle.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point A, B and C on a paper. <br />
# Join these points in all possible ways. The segments are AB, BC & AC<br />
# Measure the sides AB, BC & AC<br />
# Find the relationship between AB + BC with AC<br />
#Find the relationship between AC + BC with AB<br />
Find the relationship between AB + BC with AC<br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Triangles&diff=19950Triangles2015-08-14T07:12:10Z<p>Suchethass: /* Activity No # 2. property of a triangle */</p>
<hr />
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''[http://karnatakaeducation.org.in/KOER/index.php/೧೦ನೇ_ತರಗತಿಯ_ಸಮರೂಪ_ತ್ರಿಭುಜಗಳು ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div><br />
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|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Philosophy Philosophy of Mathematics]<br />
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|}<br />
While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist'''].<br />
<br />
= Concept Map =<br />
__FORCETOC__<br />
<mm>[[Triangles .mm|flash]]</mm><br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
#[http://ktbs.kar.nic.in/New/Textbooks/class-x/english/maths/class-x-english-maths-chapter10.pdf Karnataka text book for Class 10, Chapter 10 - Triangles]<br />
<br />
=Additional Information=<br />
http://www.mathopenref.com/similartriangles.html<br />
<br />
<br />
<br />
==Useful websites==<br />
# [http://www.mathsisfun.com/triangle.html All about triangles] :This is a reference website for types and classification off triangles<br />
# http://www.regentsprep.org/regents/math/geometry/GPB/theorems.htm :A good website for quick reference of all theorems in geometry. Suitable for both students and teachers.<br><br />
# Click [http://karnatakaeducation.org.in/KOER/en/index.php/Classification_of_triangles here] for notes on types of triangles.<br />
<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 A triangle and its basic properties==<br />
===Learning objectives===<br />
# A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. <br />
# It is the polygon with the least number of sides.<br />
# A triangle can be defined as a polygon which has 3 sides, 3 angles and 3 vertices.<br />
# The sum of any two sides is always greater than the third side.<br />
# The angle opposite to longest side is the largest.<br />
# The angles inside the triangle are its interior angles.<br />
# The sum of all 3 interior angles in any triangle is always 180 degrees which is called the angle sum property of a triangle.<br />
# The external angle of a triangle is always equal to the sum of its two opposite interior angles.<br />
<br />
===Notes for teachers===<br />
[''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'']<br />
# A triangle PQR consists of all the points on the line segment PQ,QR and RP. The three line segments, PQ, QR and RP that form the triangle PQ, are called the sides of the triangle PQR.[[File:Screenshot from 2015-08-14 11-40-01.png | 200px | right]]<br />
# A triangle has three angles. In figure, the three angles are ∠PQR ∠QRP and ∠RPQ<br />
# A triangle has six parts, namely, three sides,PQ QRand RP.Three angles ∠PQR ∠QRP and ∠RPQ. These are also known as the elements of a triangle.<br />
# The point of intersection of the sides of a triangle is known as its vertex. In figure, the three vertices are P, Q and R. In a triangle, an angle is formed at the vertex. Since it has three vertices, so three angles are formed. The word triangle =tri + angle ‘tri’ means three. So, triangle means closed figure of straight lines having three angles.<br />
<br />
===Activity No # 1 Make your triangle ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time - 40 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any:<br />
# The students should know points and line segments.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point P, Q and R on a paper. <br />
# Join these points in all possible ways. The segments are PQ, QR and RP. <br />
# A simple close curve formed by these three segments is called a triangle. It is named in one of the following ways.<br />
# Triangle PQR or Triangle PRQ or Triangle QRP or Triangle RPQ or Triangle RQP . <br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.<br />
<br />
===Activity No # 2. Angle sum property of a triangle===<br />
<br />
Please click the following link for the proof<br />
# [http://tube.geogebra.org/student/m236907 Please click the following link for the proof] :<br />
<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time: 40 minutes<br />
* Materials/ Resources needed:Laptop, projector, geogebra file and a pointer.<br />
* Prerequisites/Instructions, if any:<br />
# Basics of triangles should have been covered.<br />
# Angles formed when a traversal cuts a pair of parallel lines and the relationship between them should have been taught.<br />
<br />
====Activity No # 3. Side sum property of a triangle====</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Triangles&diff=19948Triangles2015-08-14T07:11:23Z<p>Suchethass: /* Concept #1 A triangle and its basic properties */</p>
<hr />
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''[http://karnatakaeducation.org.in/KOER/index.php/೧೦ನೇ_ತರಗತಿಯ_ಸಮರೂಪ_ತ್ರಿಭುಜಗಳು ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div><br />
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|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Philosophy Philosophy of Mathematics]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Maths:_Curriculum_and_Syllabus Curriculum and Syllabus]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Topics Topics in School Mathematics]<br />
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[http://karnatakaeducation.org.in/KOER/en/index.php/Maths:_Question_Papers Question Bank]<br />
|}<br />
While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist'''].<br />
<br />
= Concept Map =<br />
__FORCETOC__<br />
<mm>[[Triangles .mm|flash]]</mm><br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
#[http://ktbs.kar.nic.in/New/Textbooks/class-x/english/maths/class-x-english-maths-chapter10.pdf Karnataka text book for Class 10, Chapter 10 - Triangles]<br />
<br />
=Additional Information=<br />
http://www.mathopenref.com/similartriangles.html<br />
<br />
<br />
<br />
==Useful websites==<br />
# [http://www.mathsisfun.com/triangle.html All about triangles] :This is a reference website for types and classification off triangles<br />
# http://www.regentsprep.org/regents/math/geometry/GPB/theorems.htm :A good website for quick reference of all theorems in geometry. Suitable for both students and teachers.<br><br />
# Click [http://karnatakaeducation.org.in/KOER/en/index.php/Classification_of_triangles here] for notes on types of triangles.<br />
<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 A triangle and its basic properties==<br />
===Learning objectives===<br />
# A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. <br />
# It is the polygon with the least number of sides.<br />
# A triangle can be defined as a polygon which has 3 sides, 3 angles and 3 vertices.<br />
# The sum of any two sides is always greater than the third side.<br />
# The angle opposite to longest side is the largest.<br />
# The angles inside the triangle are its interior angles.<br />
# The sum of all 3 interior angles in any triangle is always 180 degrees which is called the angle sum property of a triangle.<br />
# The external angle of a triangle is always equal to the sum of its two opposite interior angles.<br />
<br />
===Notes for teachers===<br />
[''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'']<br />
# A triangle PQR consists of all the points on the line segment PQ,QR and RP. The three line segments, PQ, QR and RP that form the triangle PQ, are called the sides of the triangle PQR.[[File:Screenshot from 2015-08-14 11-40-01.png | 200px | right]]<br />
# A triangle has three angles. In figure, the three angles are ∠PQR ∠QRP and ∠RPQ<br />
# A triangle has six parts, namely, three sides,PQ QRand RP.Three angles ∠PQR ∠QRP and ∠RPQ. These are also known as the elements of a triangle.<br />
# The point of intersection of the sides of a triangle is known as its vertex. In figure, the three vertices are P, Q and R. In a triangle, an angle is formed at the vertex. Since it has three vertices, so three angles are formed. The word triangle =tri + angle ‘tri’ means three. So, triangle means closed figure of straight lines having three angles.<br />
<br />
===Activity No # 1 Make your triangle ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time - 40 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any:<br />
# The students should know points and line segments.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point P, Q and R on a paper. <br />
# Join these points in all possible ways. The segments are PQ, QR and RP. <br />
# A simple close curve formed by these three segments is called a triangle. It is named in one of the following ways.<br />
# Triangle PQR or Triangle PRQ or Triangle QRP or Triangle RPQ or Triangle RQP . <br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.<br />
<br />
===Activity No # 2. Angle sum property of a triangle===<br />
<br />
Please click the following link for the proof<br />
# [http://tube.geogebra.org/student/m236907 Please click the following link for the proof] :<br />
<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time: 40 minutes<br />
* Materials/ Resources needed:Laptop, projector, geogebra file and a pointer.<br />
* Prerequisites/Instructions, if any:<br />
# Basics of triangles should have been covered.<br />
# Angles formed when a traversal cuts a pair of parallel lines and the relationship between them should have been taught.<br />
<br />
====Activity No # 2. property of a triangle====</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Triangles&diff=19928Triangles2015-08-14T06:50:19Z<p>Suchethass: Undo revision 19926 by Suchethass (talk)</p>
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''[http://karnatakaeducation.org.in/KOER/index.php/೧೦ನೇ_ತರಗತಿಯ_ಸಮರೂಪ_ತ್ರಿಭುಜಗಳು ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div><br />
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<br />
= Concept Map =<br />
__FORCETOC__<br />
<mm>[[Triangles .mm|flash]]</mm><br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
#[http://ktbs.kar.nic.in/New/Textbooks/class-x/english/maths/class-x-english-maths-chapter10.pdf Karnataka text book for Class 10, Chapter 10 - Triangles]<br />
<br />
=Additional Information=<br />
http://www.mathopenref.com/similartriangles.html<br />
<br />
<br />
<br />
==Useful websites==<br />
# [http://www.mathsisfun.com/triangle.html All about triangles] :This is a reference website for types and classification off triangles<br />
# http://www.regentsprep.org/regents/math/geometry/GPB/theorems.htm :A good website for quick reference of all theorems in geometry. Suitable for both students and teachers.<br><br />
# Click [http://karnatakaeducation.org.in/KOER/en/index.php/Classification_of_triangles here] for notes on types of triangles.<br />
<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 A triangle and its basic properties==<br />
===Learning objectives===<br />
# A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. <br />
# It is the polygon with the least number of sides.<br />
# A triangle can be defined as a polygon which has 3 sides, 3 angles and 3 vertices.<br />
# The sum of any two sides is always greater than the third side.<br />
# The angle opposite to longest side is the largest.<br />
# The angles inside the triangle are its interior angles.<br />
# The sum of all 3 interior angles in any triangle is always 180 degrees which is called the angle sum property of a triangle.<br />
# The external angle of a triangle is always equal to the sum of its two opposite interior angles.<br />
<br />
===Notes for teachers===<br />
[''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'']<br />
# A triangle PQR consists of all the points on the line segment PQ,QR and RP. The three line segments, PQ, QR and RP that form the triangle PQ, are called the sides of the triangle PQR.[[File:Screenshot from 2015-08-14 11-40-01.png | 200px | right]]<br />
# A triangle has three angles. In figure, the three angles are ∠PQR ∠QRP and ∠RPQ<br />
# A triangle has six parts, namely, three sides,PQ QRand RP.Three angles ∠PQR ∠QRP and ∠RPQ. These are also known as the elements of a triangle.<br />
# The point of intersection of the sides of a triangle is known as its vertex. In figure, the three vertices are P, Q and R. In a triangle, an angle is formed at the vertex. Since it has three vertices, so three angles are formed. The word triangle =tri + angle ‘tri’ means three. So, triangle means closed figure of straight lines having three angles.<br />
<br />
===Activity No # 1 Make your triangle ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time - 40 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any:<br />
# The students should know points and line segments.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point P, Q and R on a paper. <br />
# Join these points in all possible ways. The segments are PQ, QR and RP. <br />
# A simple close curve formed by these three segments is called a triangle. It is named in one of the following ways.<br />
# Triangle PQR or Triangle PRQ or Triangle QRP or Triangle RPQ or Triangle RQP . <br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.<br />
<br />
===Activity No # 2. Angle sum property of a triangle===<br />
<br />
Please click the following link for the proof<br />
# [http://tube.geogebra.org/student/m236907 Please click the following link for the proof] :<br />
<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time: 40 minutes<br />
* Materials/ Resources needed:Laptop, projector, geogebra file and a pointer.<br />
* Prerequisites/Instructions, if any:<br />
# Basics of triangles should have been covered.<br />
# Angles formed when a transversal cuts a pair of parallel lines and the relationship between them should have been taught.<br />
* Multimedia resources:Laptop<br />
* Website interactives/ links/ Geogebra Applets: Geogebra file 1.(This geogebra file has been created by ITfC-Edu-Team)<br />
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= Concept Map =<br />
__FORCETOC__<br />
<mm>[[Triangles .mm|flash]]</mm><br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
#[http://ktbs.kar.nic.in/New/Textbooks/class-x/english/maths/class-x-english-maths-chapter10.pdf Karnataka text book for Class 10, Chapter 10 - Triangles]<br />
<br />
=Additional Information=<br />
http://www.mathopenref.com/similartriangles.html<br />
<br />
<br />
<br />
==Useful websites==<br />
# [http://www.mathsisfun.com/triangle.html All about triangles] :This is a reference website for types and classification off triangles<br />
# http://www.regentsprep.org/regents/math/geometry/GPB/theorems.htm :A good website for quick reference of all theorems in geometry. Suitable for both students and teachers.<br><br />
# Click [http://karnatakaeducation.org.in/KOER/en/index.php/Classification_of_triangles here] for notes on types of triangles.<br />
<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 A triangle and its basic properties==<br />
===Learning objectives===<br />
# A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. <br />
# It is the polygon with the least number of sides.<br />
# A triangle can be defined as a polygon which has 3 sides, 3 angles and 3 vertices.<br />
# The sum of any two sides is always greater than the third side.<br />
# The angle opposite to longest side is the largest.<br />
# The angles inside the triangle are its interior angles.<br />
# The sum of all 3 interior angles in any triangle is always 180 degrees which is called the angle sum property of a triangle.<br />
# The external angle of a triangle is always equal to the sum of its two opposite interior angles.<br />
<br />
===Notes for teachers===<br />
[''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'']<br />
# A triangle PQR consists of all the points on the line segment PQ,QR and RP. The three line segments, PQ, QR and RP that form the triangle PQ, are called the sides of the triangle PQR.[[File:Screenshot from 2015-08-14 11-40-01.png | 200px | right]]<br />
# A triangle has three angles. In figure, the three angles are ∠PQR ∠QRP and ∠RPQ<br />
# A triangle has six parts, namely, three sides,PQ QRand RP.Three angles ∠PQR ∠QRP and ∠RPQ. These are also known as the elements of a triangle.<br />
# The point of intersection of the sides of a triangle is known as its vertex. In figure, the three vertices are P, Q and R. In a triangle, an angle is formed at the vertex. Since it has three vertices, so three angles are formed. The word triangle =tri + angle ‘tri’ means three. So, triangle means closed figure of straight lines having three angles.<br />
<br />
===Activity No # 1 Make your triangle ===<br />
{| style="height:10px; float:right; align:center;"<br />
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''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time - 40 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any:<br />
# The students should know points and line segments.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point P, Q and R on a paper. <br />
# Join these points in all possible ways. The segments are PQ, QR and RP. <br />
# A simple close curve formed by these three segments is called a triangle. It is named in one of the following ways.<br />
# Triangle PQR or Triangle PRQ or Triangle QRP or Triangle RPQ or Triangle RQP . <br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.<br />
<br />
===Activity No # 2. Angle sum property of a triangle===<br />
<br />
Please click the following link for the proof<br />
# [http://tube.geogebra.org/student/m236907 Please click the following link for the proof] :<br />
<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time: 40 minutes<br />
* Materials/ Resources needed:Laptop, projector, geogebra file and a pointer.<br />
* Prerequisites/Instructions, if any:<br />
# Basics of triangles should have been covered.<br />
# Angles formed when a transversal cuts a pair of parallel lines and the relationship between them should have been taught.<br />
* Multimedia resources:Laptop<br />
* Website interactives/ links/ Geogebra Applets: Geogebra file 1.(This geogebra file has been created by ITfC-Edu-Team)</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Classification_of_triangles&diff=19924Classification of triangles2015-08-14T06:47:58Z<p>Suchethass: /* The Obtuse Triangle */</p>
<hr />
<div>=Triangles differentiated on the basis of their sides=<br />
== Equilateral Triangles: ==<br />
<br />
[[Image:KOER%20Triangles_html_m55b3a2cf.png|picture of equilateral triangle]]<br />
A triangle with all sides equal to one another is called an equilateral triangle.<br />
<br />
== Isosceles Triangle: ==<br />
<br />
A triangle with a pair of equal sides is called an isosceles triangle.<br />
<br />
[[Image:KOER%20Triangles_html_m34248090.png]]<br />
<br />
== Scalene Triangle: ==<br />
<br />
A triangle in which all the sides are of different lengths and no two sides are equal,<br />
the triangle is called a scalene triangle.<br />
<br />
= Triangles differentiated on the basis of their angles. =<br />
<br />
==Acute angled triangle. ==<br />
A triangle whose all angles are acute is called an acute-angled triangle or simply an acute triangle.<br />
<br />
[[Image:KOER%20Triangles_html_m62898a77.png]]<br />
<br />
==Right angle triangle==<br />
[[Image:KOER%20Triangles_html_m732d9c3d.png]] A right triangle has one angle 90° <br />
<br />
==Right Isosceles Triangle==<br />
<br />
[[Image:KOER%20Triangles_html_m37b6213c.png]]<br />
If a triangle has a right angle (90°), and also two equal angles, can you guess what the equal angles are?<br />
<br />
==The Obtuse Triangle==<br />
<br />
[[Image:KOER%20Triangles_html_15a07649.png|Obtuse Triangle]]<br />
The Obtuse Triangle has an obtuse angle (an obtuse angle has more than 90°). In the picture on the left, the shaded angle is the obtuse angle that distinguishes this triangle. Since the total degrees in any triangle is 180°, an obtuse triangle can only have one angle that measures more than 90°.<br />
<br />
'''* for geogebra link on types of triangles''' [[http://tube.geogebra.org/m/1482151/ click here ]]<br />
<br />
=Angles in a triangle=<br />
== Interior angles of a triangle ==<br />
<br />
The interior angles are those on the inside of the triangle.<br />
[[Image:KOER%20Triangles_html_m55b3a2cf.png]]<br />
<br />
== Exterior Angles of a triangle ==<br />
<br />
An exterior angle is formed by extending any side of the triangle.<br />
[[Image:KOER%20Triangles_html_9fb9ff3.png]]<br />
<br />
<br />
'''Image Acknowledgement: Mathsisfun.com'''</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Classification_of_triangles&diff=19921Classification of triangles2015-08-14T06:47:25Z<p>Suchethass: /* The Obtuse Triangle */</p>
<hr />
<div>=Triangles differentiated on the basis of their sides=<br />
== Equilateral Triangles: ==<br />
<br />
[[Image:KOER%20Triangles_html_m55b3a2cf.png|picture of equilateral triangle]]<br />
A triangle with all sides equal to one another is called an equilateral triangle.<br />
<br />
== Isosceles Triangle: ==<br />
<br />
A triangle with a pair of equal sides is called an isosceles triangle.<br />
<br />
[[Image:KOER%20Triangles_html_m34248090.png]]<br />
<br />
== Scalene Triangle: ==<br />
<br />
A triangle in which all the sides are of different lengths and no two sides are equal,<br />
the triangle is called a scalene triangle.<br />
<br />
= Triangles differentiated on the basis of their angles. =<br />
<br />
==Acute angled triangle. ==<br />
A triangle whose all angles are acute is called an acute-angled triangle or simply an acute triangle.<br />
<br />
[[Image:KOER%20Triangles_html_m62898a77.png]]<br />
<br />
==Right angle triangle==<br />
[[Image:KOER%20Triangles_html_m732d9c3d.png]] A right triangle has one angle 90° <br />
<br />
==Right Isosceles Triangle==<br />
<br />
[[Image:KOER%20Triangles_html_m37b6213c.png]]<br />
If a triangle has a right angle (90°), and also two equal angles, can you guess what the equal angles are?<br />
<br />
==The Obtuse Triangle==<br />
<br />
[[Image:KOER%20Triangles_html_15a07649.png|Obtuse Triangle]]<br />
The Obtuse Triangle has an obtuse angle (an obtuse angle has more than 90°). In the picture on the left, the shaded angle is the obtuse angle that distinguishes this triangle. Since the total degrees in any triangle is 180°, an obtuse triangle can only have one angle that measures more than 90°.<br />
<br />
# for geogebra link on types of triangles [[http://tube.geogebra.org/m/1482151/ click here ]]<br />
<br />
=Angles in a triangle=<br />
== Interior angles of a triangle ==<br />
<br />
The interior angles are those on the inside of the triangle.<br />
[[Image:KOER%20Triangles_html_m55b3a2cf.png]]<br />
<br />
== Exterior Angles of a triangle ==<br />
<br />
An exterior angle is formed by extending any side of the triangle.<br />
[[Image:KOER%20Triangles_html_9fb9ff3.png]]<br />
<br />
<br />
'''Image Acknowledgement: Mathsisfun.com'''</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Triangles&diff=19891Triangles2015-08-14T06:27:48Z<p>Suchethass: /* Notes for teachers */</p>
<hr />
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= Concept Map =<br />
__FORCETOC__<br />
<mm>[[Triangles .mm|flash]]</mm><br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
#[http://ktbs.kar.nic.in/New/Textbooks/class-x/english/maths/class-x-english-maths-chapter10.pdf Karnataka text book for Class 10, Chapter 10 - Triangles]<br />
<br />
=Additional Information=<br />
http://www.mathopenref.com/similartriangles.html<br />
<br />
<br />
<br />
==Useful websites==<br />
# [http://www.mathsisfun.com/triangle.html All about triangles] :This is a reference website for types and classification off triangles<br />
# http://www.regentsprep.org/regents/math/geometry/GPB/theorems.htm :A good website for quick reference of all theorems in geometry. Suitable for both students and teachers.<br><br />
# Click [http://karnatakaeducation.org.in/KOER/en/index.php/Classification_of_triangles here] for notes on types of triangles.<br />
<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 A triangle and its basic properties==<br />
===Learning objectives===<br />
# A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. <br />
# It is the polygon with the least number of sides.<br />
# A triangle can be defined as a polygon which has 3 sides, 3 angles and 3 vertices.<br />
# The sum of any two sides is always greater than the third side.<br />
# The angle opposite to longest side is the largest.<br />
# The angles inside the triangle are its interior angles.<br />
# The sum of all 3 interior angles in any triangle is always 180 degrees which is called the angle sum property of a triangle.<br />
# The external angle of a triangle is always equal to the sum of its two opposite interior angles.<br />
<br />
===Notes for teachers===<br />
[''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'']<br />
# A triangle PQR consists of all the points on the line segment PQ,QR and RP. The three line segments, PQ, QR and RP that form the triangle PQ, are called the sides of the triangle PQR.[[File:Screenshot from 2015-08-14 11-40-01.png | 200px | right]]<br />
# A triangle has three angles. In figure, the three angles are ∠PQR ∠QRP and ∠RPQ<br />
# A triangle has six parts, namely, three sides,PQ QRand RP.Three angles ∠PQR ∠QRP and ∠RPQ. These are also known as the elements of a triangle.<br />
# The point of intersection of the sides of a triangle is known as its vertex. In figure, the three vertices are P, Q and R. In a triangle, an angle is formed at the vertex. Since it has three vertices, so three angles are formed. The word triangle =tri + angle ‘tri’ means three. So, triangle means closed figure of straight lines having three angles.<br />
<br />
===Activity No # 1 Make your triangle ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time - 40 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any:<br />
# The students should know points and line segments.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point P, Q and R on a paper. <br />
# Join these points in all possible ways. The segments are PQ, QR and RP. <br />
# A simple close curve formed by these three segments is called a triangle. It is named in one of the following ways.<br />
# Triangle PQR or Triangle PRQ or Triangle QRP or Triangle RPQ or Triangle RQP . <br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.<br />
<br />
===Activity No # 2. Angle sum property of a triangle===<br />
<br />
Please click the following link for the proof<br />
# [http://tube.geogebra.org/student/m236907 Please click the following link for the proof] :<br />
<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time: 40 minutes<br />
* Materials/ Resources needed:Laptop, projector, geogebra file and a pointer.<br />
* Prerequisites/Instructions, if any:<br />
# Basics of triangles should have been covered.<br />
# Angles formed when a transversal cuts a pair of parallel lines and the relationship between them should have been taught.<br />
* Multimedia resources:Laptop<br />
* Website interactives/ links/ Geogebra Applets: Geogebra file 1.(This geogebra file has been created by ITfC-Edu-Team)<br />
<ggb_applet width="1000" height="600" version="4.0" 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<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Triangles&diff=19869Triangles2015-08-14T06:02:50Z<p>Suchethass: /* Useful websites */</p>
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= Concept Map =<br />
__FORCETOC__<br />
<mm>[[Triangles .mm|flash]]</mm><br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
#[http://ktbs.kar.nic.in/New/Textbooks/class-x/english/maths/class-x-english-maths-chapter10.pdf Karnataka text book for Class 10, Chapter 10 - Triangles]<br />
<br />
=Additional Information=<br />
http://www.mathopenref.com/similartriangles.html<br />
<br />
<br />
<br />
==Useful websites==<br />
# [http://www.mathsisfun.com/triangle.html All about triangles] :This is a reference website for types and classification off triangles<br />
# http://www.regentsprep.org/regents/math/geometry/GPB/theorems.htm :A good website for quick reference of all theorems in geometry. Suitable for both students and teachers.<br><br />
# Click [http://karnatakaeducation.org.in/KOER/en/index.php/Classification_of_triangles here] for notes on types of triangles.<br />
<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 A triangle and its basic properties==<br />
===Learning objectives===<br />
# A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. <br />
# It is the polygon with the least number of sides.<br />
# A triangle can be defined as a polygon which has 3 sides, 3 angles and 3 vertices.<br />
# The sum of any two sides is always greater than the third side.<br />
# The angle opposite to longest side is the largest.<br />
# The angles inside the triangle are its interior angles.<br />
# The sum of all 3 interior angles in any triangle is always 180 degrees which is called the angle sum property of a triangle.<br />
# The external angle of a triangle is always equal to the sum of its two opposite interior angles.<br />
<br />
===Notes for teachers===<br />
[''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'']<br />
# A triangle PQR consists of all the points on the line segment PQ,QR and RP. The three line segments, PQ, QR and RP that form the triangle PQ, are called the sides of the triangle PQR.<br />
# A triangle has three angles. In figure, the three angles are ∠PQR ∠QRP and ∠RPQ<br />
# A triangle has six parts, namely, three sides,PQ QRand RP.Three angles ∠PQR ∠QRP and ∠RPQ. These are also known as the elements of a triangle.<br />
# The point of intersection of the sides of a triangle is known as its vertex. In figure, the three vertices are P, Q and R. In a triangle, an angle is formed at the vertex. Since it has three vertices, so three angles are formed. The word triangle =tri + angle ‘tri’ means three. So, triangle means closed figure of straight lines having three angles.<br />
<br />
===Activity No # 1 Make your triangle ===<br />
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* Estimated Time - 40 minutes<br />
* Materials/ Resources needed; Paper, pencil, and scale.<br />
* Prerequisites/Instructions, if any:<br />
# The students should know points and line segments.<br />
* Multimedia resources<br />
* Website interactives/ links/ Geogebra Applets<br />
* Process (How to do the activity):<br />
# Mark three non-collinear point P, Q and R on a paper. <br />
# Join these points in all possible ways. The segments are PQ, QR and RP. <br />
# A simple close curve formed by these three segments is called a triangle. It is named in one of the following ways.<br />
# Triangle PQR or Triangle PRQ or Triangle QRP or Triangle RPQ or Triangle RQP . <br />
* Developmental Questions (What discussion questions):<br />
# What are plane figures ?<br />
# What is a polygon ?<br />
# How many points are needed to make a traingle ?<br />
* Evaluation (Questions for assessment of the child):<br />
# What are the intersecting points of a triangle called ?<br />
# Can you draw a triangle with collinear points.<br />
* Question Corner<br />
# Name the elements of a triangle.<br />
<br />
===Activity No # 2. Angle sum property of a triangle===<br />
<br />
Please click the following link for the proof<br />
# [http://tube.geogebra.org/student/m236907 Please click the following link for the proof] :<br />
<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* Estimated Time: 40 minutes<br />
* Materials/ Resources needed:Laptop, projector, geogebra file and a pointer.<br />
* Prerequisites/Instructions, if any:<br />
# Basics of triangles should have been covered.<br />
# Angles formed when a transversal cuts a pair of parallel lines and the relationship between them should have been taught.<br />
* Multimedia resources:Laptop<br />
* Website interactives/ links/ Geogebra Applets: Geogebra file 1.(This geogebra file has been created by ITfC-Edu-Team)<br />
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<hr />
<div>__FORCETOC__<br />
<br />
=Useful Indian Websites=<br />
#[https://scienceplanet.in Haryana OER]<br />
#[http://www.ceeindia.org/cee/index.html Centre for Environment Education]<br />
#[http://www.nptel.iitm.ac.in/ National Programme on Technology Enhanced Learning – Science, Engineering, & Technology]<br />
<br />
=Useful Websites=<br />
#[http://www.physicsclassroom.com/class Physics Classroom]<br />
#[http://www.nsta.org/ NSTA]<br />
#[http://www.biology-resources.com/ Biology teaching resources]<br />
#[http://www.rsc.org/ Royal Society of Chemistry]<br />
#[http://nsdl.org/ National Science Digital Library]<br />
#[http://www.amnh.org/ American Museum of Natural History]<br />
#[http://www.seasonwatch.in/details.php Season Watch Citizen Science]<br />
#[http://science.kqed.org/quest/ KQED’s Quest – Explore science, nature, and environment stories from Northern California and beyond]<br />
#[http://www.freelance-teacher.com/videos.htm Freelance Teacher – Videos on physics, chemistry, math, & biology]<br />
#[http://www.sciencemag.org/multimedia/podcast/ Science Magazine Podcasts]<br />
#[http://fhsst.org/ FHSST – Free high school science texts in physical sciences & math]<br />
#[http://www.ck12.org/flexbook/ cK-12 Flexbooks]<br />
#[http://www.scirus.com/ Scirus – Scientific research tool on the web]<br />
#[http://citeseerx.ist.psu.edu/ Cite Seer X – Access scientific and scholarly knowledge]<br />
#[http://www.getcited.org/ getCited – Academic database, directory, & discussion forum getCited – Academic database, directory, & discussion forum]<br />
#[http://chem.lapeer.org/Index.php Science resource center]<br />
#[http://www.innerbody.com/ Human Anatomy System]<br />
#[http://www.chemicum.com/ Chemistry lab Experiments video]<br />
#[http://interactives.ck12.org/simulations/?backUrl=http://www.ck12.org/teacher/?s= PhET Simulation for Physics]<br />
#[http://www.neok12.com/ Science videos]<br />
<br />
=Books and Articles=<br />
#[http://www.vigyanprasar.gov.in/digilib/ Vigyan Parisar digital library]<br />
#[http://www.flipkart.com/touch-this-conceptual-physics-everyone-english/p/itmdytt95gqk2jky?pid=9788131733196&otracker=from-search&srno=t_4&query=Conceptual+physics&ref=ad0872b5-db2b-44e6-b5b1-54398ad51b7e Conceptual Physics] by Paul G Hewitt<br />
#[http://www.flipkart.com/sears-zemanskys-university-physics-modern-english-13th/p/itmdgt9k7hhhnf5n?pid=9788131790274&otracker=from-search&srno=t_2&query=sears+and+zemansky+university+physics&ref=df6bb08f-209e-4a57-bcd1-20cd8e0e1823 University Physics] by Sears and Zamensky<br />
#[http://www.flipkart.com/lives-cell-notes-biology-watcher-english/p/itmduphybwghvtpx?pid=9780140047431&otracker=from-search&srno=t_1&query=The+lives+of+a+cell&ref=514f0019-7c0e-4fbc-a30f-61358102df52 The Lives of a Cell - Notes of a Biology Watcher] by Walter Lewis<br />
#[http://www.flipkart.com/e-mc2-english/p/itmdunmkyyyheyjs?pid=9780330391658&otracker=from-search&srno=t_1&query=David+Bodanis&ref=d583d6a2-1ca3-4fde-9204-210dafb794fa E=m<math>c^2</math> ] by David Bodanis<br />
#[http://www.flipkart.com/quantum-english/p/itmdva3hezfvpyxc?pid=9789380143101&otracker=from-search&srno=t_1&query=Manjit+Quantum&ref=34191fe2-39fb-4318-b8d6-b594a5cdc3c9 Quantum] by Manjit Kumar<br />
#Horrible Science Series. Click [http://www.flipkart.com/books/pr?q=horrible+science&as=on&as-show=on&otracker=start&sid=bks&as-pos=1_1_ic here] for details.<br />
#New Scientist Series Click [http://www.flipkart.com/does-anything-eat-wasps-101-other-questions-questions-answers-popular-last-word-colum-new-scientist-english-profile-books-paperback-edition-1st-english-1st/p/itmdymamn3zxphmy?pid=9781861979735&otracker=from-search&srno=t_4&query=New+Scientist&ref=5f27d013-3336-48dd-b8fc-4add29912d3c here] for details.<br />
#[http://www.nap.edu/search/?rpp=20&ft=1&term=technology+for+middle+school+science+teaching technology for middle school science teaching]</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Science_Websites&diff=18585Science Websites2015-04-25T07:46:46Z<p>Suchethass: /* Useful Websites */</p>
<hr />
<div>__FORCETOC__<br />
<br />
=Useful Indian Websites=<br />
#[https://scienceplanet.in Haryana OER]<br />
#[http://www.ceeindia.org/cee/index.html Centre for Environment Education]<br />
#[http://www.nptel.iitm.ac.in/ National Programme on Technology Enhanced Learning – Science, Engineering, & Technology]<br />
<br />
=Useful Websites=<br />
#[http://www.physicsclassroom.com/class Physics Classroom]<br />
#[http://www.nsta.org/ NSTA]<br />
#[http://www.biology-resources.com/ Biology teaching resources]<br />
#[http://www.rsc.org/ Royal Society of Chemistry]<br />
#[http://nsdl.org/ National Science Digital Library]<br />
#[http://www.amnh.org/ American Museum of Natural History]<br />
#[http://www.seasonwatch.in/details.php Season Watch Citizen Science]<br />
#[http://science.kqed.org/quest/ KQED’s Quest – Explore science, nature, and environment stories from Northern California and beyond]<br />
#[http://www.freelance-teacher.com/videos.htm Freelance Teacher – Videos on physics, chemistry, math, & biology]<br />
#[http://www.sciencemag.org/multimedia/podcast/ Science Magazine Podcasts]<br />
#[http://fhsst.org/ FHSST – Free high school science texts in physical sciences & math]<br />
#[http://www.ck12.org/flexbook/ cK-12 Flexbooks]<br />
#[http://www.scirus.com/ Scirus – Scientific research tool on the web]<br />
#[http://citeseerx.ist.psu.edu/ Cite Seer X – Access scientific and scholarly knowledge]<br />
#[http://www.getcited.org/ getCited – Academic database, directory, & discussion forum getCited – Academic database, directory, & discussion forum]<br />
#[http://chem.lapeer.org/Index.php Science resource center]<br />
#[http://www.innerbody.com/ Human Anatomy System]<br />
#[http://www.chemicum.com/ Chemistry lab Experiments video]<br />
#[http://interactives.ck12.org/simulations/?backUrl=http://www.ck12.org/teacher/?s= PhET Simulation for Physics]<br />
#[http://www.neok12.com]<br />
<br />
=Books and Articles=<br />
#[http://www.vigyanprasar.gov.in/digilib/ Vigyan Parisar digital library]<br />
#[http://www.flipkart.com/touch-this-conceptual-physics-everyone-english/p/itmdytt95gqk2jky?pid=9788131733196&otracker=from-search&srno=t_4&query=Conceptual+physics&ref=ad0872b5-db2b-44e6-b5b1-54398ad51b7e Conceptual Physics] by Paul G Hewitt<br />
#[http://www.flipkart.com/sears-zemanskys-university-physics-modern-english-13th/p/itmdgt9k7hhhnf5n?pid=9788131790274&otracker=from-search&srno=t_2&query=sears+and+zemansky+university+physics&ref=df6bb08f-209e-4a57-bcd1-20cd8e0e1823 University Physics] by Sears and Zamensky<br />
#[http://www.flipkart.com/lives-cell-notes-biology-watcher-english/p/itmduphybwghvtpx?pid=9780140047431&otracker=from-search&srno=t_1&query=The+lives+of+a+cell&ref=514f0019-7c0e-4fbc-a30f-61358102df52 The Lives of a Cell - Notes of a Biology Watcher] by Walter Lewis<br />
#[http://www.flipkart.com/e-mc2-english/p/itmdunmkyyyheyjs?pid=9780330391658&otracker=from-search&srno=t_1&query=David+Bodanis&ref=d583d6a2-1ca3-4fde-9204-210dafb794fa E=m<math>c^2</math> ] by David Bodanis<br />
#[http://www.flipkart.com/quantum-english/p/itmdva3hezfvpyxc?pid=9789380143101&otracker=from-search&srno=t_1&query=Manjit+Quantum&ref=34191fe2-39fb-4318-b8d6-b594a5cdc3c9 Quantum] by Manjit Kumar<br />
#Horrible Science Series. Click [http://www.flipkart.com/books/pr?q=horrible+science&as=on&as-show=on&otracker=start&sid=bks&as-pos=1_1_ic here] for details.<br />
#New Scientist Series Click [http://www.flipkart.com/does-anything-eat-wasps-101-other-questions-questions-answers-popular-last-word-colum-new-scientist-english-profile-books-paperback-edition-1st-english-1st/p/itmdymamn3zxphmy?pid=9781861979735&otracker=from-search&srno=t_4&query=New+Scientist&ref=5f27d013-3336-48dd-b8fc-4add29912d3c here] for details.<br />
#[http://www.nap.edu/search/?rpp=20&ft=1&term=technology+for+middle+school+science+teaching technology for middle school science teaching]</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:Solution_to_X_th_nproblems.pdf&diff=10161File:Solution to X th nproblems.pdf2014-05-10T10:51:20Z<p>Suchethass: MsUpload</p>
<hr />
<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:Solution_to_X_th_nproblems.odt&diff=10159File:Solution to X th nproblems.odt2014-05-09T09:22:29Z<p>Suchethass: MsUpload</p>
<hr />
<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:School.gif&diff=10158File:School.gif2014-05-09T08:50:43Z<p>Suchethass: Blanked the page</p>
<hr />
<div></div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:071.GIF&diff=10156File:071.GIF2014-05-09T08:05:02Z<p>Suchethass: MsUpload</p>
<hr />
<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:School.gif&diff=10155File:School.gif2014-05-09T08:02:53Z<p>Suchethass: MsUpload</p>
<hr />
<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Heat&diff=8484Heat2013-12-31T11:41:57Z<p>Suchethass: </p>
<hr />
<div>= Concept Map =<br />
<mm>[[Heat.mm|Flash]]</mm><br />
<br />
=Additional Information=<br />
==Useful Websites==<br />
==Reference Books==<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br><br />
[{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage]<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 Heat is a form of energy ==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.<br />
===Activity #1 Thought Experiment to introduce heat ===<br />
* '''Estimated Time'''<br><br />
40 minutes<br><br><br />
* '''Materials/ Resources needed'''<br><br />
Black Board, Pencil, Paper<br><br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
Understanding of work and energy <br><br><br />
* '''Multimedia resources'''<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
#Let us do a thought experiment. Let us think about a small activity. We will do it as a thought experiment! Do you know what a thought experiment is? It is something we conduct in our mind. Where we follow all the rules of science. Many scientists have conducted thought experiments to understand many difficult phenomena.<br />
#Let us say we have 4 bunsen burners. We will put three beakers – one of oil, water and milk on each of the burners and one metal spoon on the fourth burner. The quantity of oil, water and milk should be the same. We will keep the burner on for 4 minutes. Now we will try to answer some questions. <br />
* '''Developmental Questions (What discussion questions)'''<br><br />
#At the end of 4 minutes, we will measure the temperature of the oil, water and milk. Can you even touch the spoon at the end of 4 minutes? Which do you think will feel hottest?<br />
#What has happened to all these 4 substances? All 4 substances have become hot, some will be more hot - some less hot. <br />
# When we put something on a fire, it become hot. It becomes hot by absorbing the heat from the fire. How hot it becomes depends on the the material and the mass of the object. Every material absorbs heat differently. This depends on how the molecules are arranged in the object. <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
#Can you explain how heat is used in cooking?<br />
#How does heat from the sun work?<br />
* '''Question Corner'''<br />
<br />
===Activity No # 2 Heat is energy ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* '''Estimated Time'''<br><br />
40 minutes <br><br />
* '''Materials/ Resources needed'''<br><br />
DVD Player, Computer <br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
Introduction to energy <br><br />
* '''Multimedia resources'''<br><br />
{{#widget:YouTube|id=o3gN9wI_w64}}<br><br />
<br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
After showing the video discuss the following. <br><br />
* '''Developmental Questions (What discussion questions)'''<br><br />
#How does the water become more hot in the first video? <br />
#We have seen that energy means ability to do work. When we say energy we usually think of movement, potential energy, kinetic energy, light, etc. <br />
#What about heat? Heat is a form of energy. When we rub our hands together, drag an object over another or even sharpen a tool, we will notice that heat is generated. Our hands will get warm and the tools will also become very hot. <br />
#Why does this happen? Molecules inside an object are always moving and when their movement is increased, their energy is increased. And this is what is felt as heat. We can see that heat is a form of energy. <br />
* '''Evaluation (Questions for assessment of the child)'''<br />
<br />
<br />
* '''Question Corner'''<br />
#We saw that mechanical energy (rubbing, jumping) can produce heat. Can heat also move things? How does a steam engine work?<br />
<br />
==Concept 2: Introduction to Heat and Temperature ==<br />
===Learning objectives===<br />
#Students must understand the nature of heat energy<br />
#Appreciate the connection between heat and temperature<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.<br />
<br />
When we touch something we often say it is hot or cold. Obviously we are referring to some property that feels different with respect to our own body and we refer to this as energy. We have also noticed that we feel hotness when we are near fire or a light or from the sun. The characteristic of matter we are referring to is the energy that is contained and transmitted; Every object possesses internal thermal energy contained in an object and this depends on the amount of the substance. <br />
<br />
The transfer of this energy from one object to another is felt and described as heat. Heat thus refers to one of the forms in which the energy in an object can be transferred to its surroundings. <br />
<br />
Yet another observation we can make with respect to heat is how hot or how cold an object is. The degree of hotness or coldness of an object is what we use to compare the heat energy contained in an object with respect to its surroundings. This degree of hotness or coldness is what we measure as temperature. How hot or cold something will determine how much energy it will give out to or receive from the environment. <br />
<br />
'''Temperature of an object determines how much energy - heat - it will give out or receive.'''<br />
<br />
<br />
===Activity #1 Explaining the difference between heat and temperature ===<br />
'''*Estimated Time'''<br><br />
'''*Materials/ Resources needed'''<br> Downloaded video, DVD player/ Computer and projector<br><br />
'''*Prerequisites/Instructions, if any'''<br><br />
'''*Multimedia resources'''<br><br />
This lively video explains the difference between heat and temperature. How are the heat and temperature related? Comparing heat energy and degree of temperature.<br><br />
<br><br />
{{#widget:YouTube|id=jb5Tv3G1vSc}}<br />
<br />
One more video on the same topic of Heat and temperature.<br />
<br><br />
{{#widget:YouTube|id=wTi3Hn09OBs}}<br />
'''*Website interactives/ Links/ Simulations'''<br><br />
'''Interactive simulation on temperature.'''<br />
[http://learningcenter.nsta.org/lcms/default.aspx?a=so&gid=910&tid=300&soid=59 '''NSTA-Learning-Object''']<br />
* '''Process (How to do the activity)'''<br><br />
Show the video and discuss the following questions.<br />
* '''Developmental Questions (What discussion questions)'''<br><br />
# How would you describe temperature?<br />
# Why does the cup of water not heat the pool the same amount as the bucket of water?<br />
#If I heat an iron rod as well as a pot of water on a wood stove for 10 minutes which would have the higher temperature, why? <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
* '''Question Corner'''<br />
<br />
<br />
= Project Ideas =<br />
<br />
= Fun corner =<br />
<br />
<br />
'''Usage''' <br />
<br />
Create a new page and type <nowiki>{{subst:Content}}</nowiki> to use this template</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Heat&diff=8483Heat2013-12-31T11:41:02Z<p>Suchethass: Undo revision 8481 by Suchethass (talk)</p>
<hr />
<div>= Concept Map =<br />
<mm>[[Heat.mm|Flash]]</mm><br />
<br />
=Additional Information=<br />
==Useful Websites==<br />
==Reference Books==<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br><br />
[{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage]<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 Heat is a form of energy ==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.<br />
===Activity #1 Thought Experiment to introduce heat ===<br />
* '''Estimated Time'''<br><br />
40 minutes<br><br><br />
* '''Materials/ Resources needed'''<br><br />
Black Board, Pencil, Paper<br><br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
Understanding of work and energy <br><br><br />
* '''Multimedia resources'''<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
#Let us do a thought experiment. Let us think about a small activity. We will do it as a thought experiment! Do you know what a thought experiment is? It is something we conduct in our mind. Where we follow all the rules of science. Many scientists have conducted thought experiments to understand many difficult phenomena.<br />
#Let us say we have 4 bunsen burners. We will put three beakers – one of oil, water and milk on each of the burners and one metal spoon on the fourth burner. The quantity of oil, water and milk should be the same. We will keep the burner on for 4 minutes. Now we will try to answer some questions. <br />
* '''Developmental Questions (What discussion questions)'''<br><br />
#At the end of 4 minutes, we will measure the temperature of the oil, water and milk. Can you even touch the spoon at the end of 4 minutes? Which do you think will feel hottest?<br />
#What has happened to all these 4 substances? All 4 substances have become hot, some will be more hot - some less hot. <br />
# When we put something on a fire, it become hot. It becomes hot by absorbing the heat from the fire. How hot it becomes depends on the the material and the mass of the object. Every material absorbs heat differently. This depends on how the molecules are arranged in the object. <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
#Can you explain how heat is used in cooking?<br />
#How does heat from the sun work?<br />
* '''Question Corner'''<br />
<br />
===Activity No # 2 Heat is energy ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* '''Estimated Time'''<br><br />
40 minutes <br><br />
* '''Materials/ Resources needed'''<br><br />
DVD Player, Computer <br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
Introduction to energy <br><br />
* '''Multimedia resources'''<br><br />
{{#widget:YouTube|id=o3gN9wI_w64}}<br><br />
{{#ev:youtube| o3gN9wI_w64| 150| left}}<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
After showing the video discuss the following. <br><br />
* '''Developmental Questions (What discussion questions)'''<br><br />
#How does the water become more hot in the first video? <br />
#We have seen that energy means ability to do work. When we say energy we usually think of movement, potential energy, kinetic energy, light, etc. <br />
#What about heat? Heat is a form of energy. When we rub our hands together, drag an object over another or even sharpen a tool, we will notice that heat is generated. Our hands will get warm and the tools will also become very hot. <br />
#Why does this happen? Molecules inside an object are always moving and when their movement is increased, their energy is increased. And this is what is felt as heat. We can see that heat is a form of energy. <br />
* '''Evaluation (Questions for assessment of the child)'''<br />
<br />
<br />
* '''Question Corner'''<br />
#We saw that mechanical energy (rubbing, jumping) can produce heat. Can heat also move things? How does a steam engine work?<br />
<br />
==Concept 2: Introduction to Heat and Temperature ==<br />
===Learning objectives===<br />
#Students must understand the nature of heat energy<br />
#Appreciate the connection between heat and temperature<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.<br />
<br />
When we touch something we often say it is hot or cold. Obviously we are referring to some property that feels different with respect to our own body and we refer to this as energy. We have also noticed that we feel hotness when we are near fire or a light or from the sun. The characteristic of matter we are referring to is the energy that is contained and transmitted; Every object possesses internal thermal energy contained in an object and this depends on the amount of the substance. <br />
<br />
The transfer of this energy from one object to another is felt and described as heat. Heat thus refers to one of the forms in which the energy in an object can be transferred to its surroundings. <br />
<br />
Yet another observation we can make with respect to heat is how hot or how cold an object is. The degree of hotness or coldness of an object is what we use to compare the heat energy contained in an object with respect to its surroundings. This degree of hotness or coldness is what we measure as temperature. How hot or cold something will determine how much energy it will give out to or receive from the environment. <br />
<br />
'''Temperature of an object determines how much energy - heat - it will give out or receive.'''<br />
<br />
<br />
===Activity #1 Explaining the difference between heat and temperature ===<br />
'''*Estimated Time'''<br><br />
'''*Materials/ Resources needed'''<br> Downloaded video, DVD player/ Computer and projector<br><br />
'''*Prerequisites/Instructions, if any'''<br><br />
'''*Multimedia resources'''<br><br />
This lively video explains the difference between heat and temperature. How are the heat and temperature related? Comparing heat energy and degree of temperature.<br><br />
<br><br />
{{#widget:YouTube|id=jb5Tv3G1vSc}}<br />
<br />
One more video on the same topic of Heat and temperature.<br />
<br><br />
{{#widget:YouTube|id=wTi3Hn09OBs}}<br />
'''*Website interactives/ Links/ Simulations'''<br><br />
'''Interactive simulation on temperature.'''<br />
[http://learningcenter.nsta.org/lcms/default.aspx?a=so&gid=910&tid=300&soid=59 '''NSTA-Learning-Object''']<br />
* '''Process (How to do the activity)'''<br><br />
Show the video and discuss the following questions.<br />
* '''Developmental Questions (What discussion questions)'''<br><br />
# How would you describe temperature?<br />
# Why does the cup of water not heat the pool the same amount as the bucket of water?<br />
#If I heat an iron rod as well as a pot of water on a wood stove for 10 minutes which would have the higher temperature, why? <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
* '''Question Corner'''<br />
<br />
<br />
= Project Ideas =<br />
<br />
= Fun corner =<br />
<br />
<br />
'''Usage''' <br />
<br />
Create a new page and type <nowiki>{{subst:Content}}</nowiki> to use this template</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Heat&diff=8482Heat2013-12-31T11:40:09Z<p>Suchethass: Undo revision 8481 by Suchethass (talk)</p>
<hr />
<div>= Concept Map =<br />
<mm>[[Heat.mm|Flash]]</mm><br />
<br />
=Additional Information=<br />
==Useful Websites==<br />
==Reference Books==<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br><br />
[{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage]<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 Heat is a form of energy ==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.<br />
===Activity #1 Thought Experiment to introduce heat ===<br />
* '''Estimated Time'''<br><br />
40 minutes<br><br><br />
* '''Materials/ Resources needed'''<br><br />
Black Board, Pencil, Paper<br><br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
Understanding of work and energy <br><br><br />
* '''Multimedia resources'''<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
#Let us do a thought experiment. Let us think about a small activity. We will do it as a thought experiment! Do you know what a thought experiment is? It is something we conduct in our mind. Where we follow all the rules of science. Many scientists have conducted thought experiments to understand many difficult phenomena.<br />
#Let us say we have 4 bunsen burners. We will put three beakers – one of oil, water and milk on each of the burners and one metal spoon on the fourth burner. The quantity of oil, water and milk should be the same. We will keep the burner on for 4 minutes. Now we will try to answer some questions. <br />
* '''Developmental Questions (What discussion questions)'''<br><br />
#At the end of 4 minutes, we will measure the temperature of the oil, water and milk. Can you even touch the spoon at the end of 4 minutes? Which do you think will feel hottest?<br />
#What has happened to all these 4 substances? All 4 substances have become hot, some will be more hot - some less hot. <br />
# When we put something on a fire, it become hot. It becomes hot by absorbing the heat from the fire. How hot it becomes depends on the the material and the mass of the object. Every material absorbs heat differently. This depends on how the molecules are arranged in the object. <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
#Can you explain how heat is used in cooking?<br />
#How does heat from the sun work?<br />
* '''Question Corner'''<br />
<br />
===Activity No # 2 Heat is energy ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* '''Estimated Time'''<br><br />
40 minutes <br><br />
* '''Materials/ Resources needed'''<br><br />
DVD Player, Computer <br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
Introduction to energy <br><br />
[[Image:Wikiformating.pngz|100px|left]]<br />
[https://www.khanacademy.org/science/physics/two-dimensional-motion/two-dimensional-projectile-mot/v/visualizing-vectors-in-2-dimensions Khan Academy]<br />
* '''Multimedia resources'''<br><br />
{{#widget:YouTube|id=o3gN9wI_w64}}<br><br />
{{#ev:youtube| o3gN9wI_w64| 150| left}}<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
After showing the video discuss the following. <br><br />
* '''Developmental Questions (What discussion questions)'''<br><br />
#How does the water become more hot in the first video? <br />
#We have seen that energy means ability to do work. When we say energy we usually think of movement, potential energy, kinetic energy, light, etc. <br />
#What about heat? Heat is a form of energy. When we rub our hands together, drag an object over another or even sharpen a tool, we will notice that heat is generated. Our hands will get warm and the tools will also become very hot. <br />
#Why does this happen? Molecules inside an object are always moving and when their movement is increased, their energy is increased. And this is what is felt as heat. We can see that heat is a form of energy. <br />
* '''Evaluation (Questions for assessment of the child)'''<br />
<br />
<br />
* '''Question Corner'''<br />
#We saw that mechanical energy (rubbing, jumping) can produce heat. Can heat also move things? How does a steam engine work?<br />
<br />
==Concept 2: Introduction to Heat and Temperature ==<br />
===Learning objectives===<br />
#Students must understand the nature of heat energy<br />
#Appreciate the connection between heat and temperature<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.<br />
<br />
When we touch something we often say it is hot or cold. Obviously we are referring to some property that feels different with respect to our own body and we refer to this as energy. We have also noticed that we feel hotness when we are near fire or a light or from the sun. The characteristic of matter we are referring to is the energy that is contained and transmitted; Every object possesses internal thermal energy contained in an object and this depends on the amount of the substance. <br />
<br />
The transfer of this energy from one object to another is felt and described as heat. Heat thus refers to one of the forms in which the energy in an object can be transferred to its surroundings. <br />
<br />
Yet another observation we can make with respect to heat is how hot or how cold an object is. The degree of hotness or coldness of an object is what we use to compare the heat energy contained in an object with respect to its surroundings. This degree of hotness or coldness is what we measure as temperature. How hot or cold something will determine how much energy it will give out to or receive from the environment. <br />
<br />
'''Temperature of an object determines how much energy - heat - it will give out or receive.'''<br />
<br />
<br />
===Activity #1 Explaining the difference between heat and temperature ===<br />
'''*Estimated Time'''<br><br />
'''*Materials/ Resources needed'''<br> Downloaded video, DVD player/ Computer and projector<br><br />
'''*Prerequisites/Instructions, if any'''<br><br />
'''*Multimedia resources'''<br><br />
This lively video explains the difference between heat and temperature. How are the heat and temperature related? Comparing heat energy and degree of temperature.<br><br />
<br><br />
{{#widget:YouTube|id=jb5Tv3G1vSc}}<br />
<br />
One more video on the same topic of Heat and temperature.<br />
<br><br />
{{#widget:YouTube|id=wTi3Hn09OBs}}<br />
'''*Website interactives/ Links/ Simulations'''<br><br />
'''Interactive simulation on temperature.'''<br />
[http://learningcenter.nsta.org/lcms/default.aspx?a=so&gid=910&tid=300&soid=59 '''NSTA-Learning-Object''']<br />
* '''Process (How to do the activity)'''<br><br />
Show the video and discuss the following questions.<br />
* '''Developmental Questions (What discussion questions)'''<br><br />
# How would you describe temperature?<br />
# Why does the cup of water not heat the pool the same amount as the bucket of water?<br />
#If I heat an iron rod as well as a pot of water on a wood stove for 10 minutes which would have the higher temperature, why? <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
* '''Question Corner'''<br />
<br />
<br />
= Project Ideas =<br />
<br />
= Fun corner =<br />
<br />
<br />
'''Usage''' <br />
<br />
Create a new page and type <nowiki>{{subst:Content}}</nowiki> to use this template</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Heat&diff=8481Heat2013-12-31T11:35:15Z<p>Suchethass: /* Activity No # 2 Heat is energy */</p>
<hr />
<div>= Concept Map =<br />
<mm>[[Heat.mm|Flash]]</mm><br />
<br />
=Additional Information=<br />
==Useful Websites==<br />
==Reference Books==<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br><br />
[{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage]<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 Heat is a form of energy ==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.<br />
===Activity #1 Thought Experiment to introduce heat ===<br />
* '''Estimated Time'''<br><br />
40 minutes<br><br><br />
* '''Materials/ Resources needed'''<br><br />
Black Board, Pencil, Paper<br><br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
Understanding of work and energy <br><br><br />
* '''Multimedia resources'''<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
#Let us do a thought experiment. Let us think about a small activity. We will do it as a thought experiment! Do you know what a thought experiment is? It is something we conduct in our mind. Where we follow all the rules of science. Many scientists have conducted thought experiments to understand many difficult phenomena.<br />
#Let us say we have 4 bunsen burners. We will put three beakers – one of oil, water and milk on each of the burners and one metal spoon on the fourth burner. The quantity of oil, water and milk should be the same. We will keep the burner on for 4 minutes. Now we will try to answer some questions. <br />
* '''Developmental Questions (What discussion questions)'''<br><br />
#At the end of 4 minutes, we will measure the temperature of the oil, water and milk. Can you even touch the spoon at the end of 4 minutes? Which do you think will feel hottest?<br />
#What has happened to all these 4 substances? All 4 substances have become hot, some will be more hot - some less hot. <br />
# When we put something on a fire, it become hot. It becomes hot by absorbing the heat from the fire. How hot it becomes depends on the the material and the mass of the object. Every material absorbs heat differently. This depends on how the molecules are arranged in the object. <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
#Can you explain how heat is used in cooking?<br />
#How does heat from the sun work?<br />
* '''Question Corner'''<br />
<br />
===Activity No # 2 Heat is energy ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* '''Estimated Time'''<br><br />
40 minutes <br><br />
* '''Materials/ Resources needed'''<br><br />
DVD Player, Computer <br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
Introduction to energy <br><br />
[[Image:Wikiformating.png|100px|left]]<br />
[https://www.khanacademy.org/science/physics/two-dimensional-motion/two-dimensional-projectile-mot/v/visualizing-vectors-in-2-dimensions Khan Academy]<br />
* '''Multimedia resources'''<br><br />
{{#widget:YouTube|id=o3gN9wI_w64}}<br><br />
{{#ev:youtube| o3gN9wI_w64| 150| left}}<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
After showing the video discuss the following. <br><br />
* '''Developmental Questions (What discussion questions)'''<br><br />
#How does the water become more hot in the first video? <br />
#We have seen that energy means ability to do work. When we say energy we usually think of movement, potential energy, kinetic energy, light, etc. <br />
#What about heat? Heat is a form of energy. When we rub our hands together, drag an object over another or even sharpen a tool, we will notice that heat is generated. Our hands will get warm and the tools will also become very hot. <br />
#Why does this happen? Molecules inside an object are always moving and when their movement is increased, their energy is increased. And this is what is felt as heat. We can see that heat is a form of energy. <br />
* '''Evaluation (Questions for assessment of the child)'''<br />
<br />
<br />
* '''Question Corner'''<br />
#We saw that mechanical energy (rubbing, jumping) can produce heat. Can heat also move things? How does a steam engine work?<br />
<br />
==Concept 2: Introduction to Heat and Temperature ==<br />
===Learning objectives===<br />
#Students must understand the nature of heat energy<br />
#Appreciate the connection between heat and temperature<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.<br />
<br />
When we touch something we often say it is hot or cold. Obviously we are referring to some property that feels different with respect to our own body and we refer to this as energy. We have also noticed that we feel hotness when we are near fire or a light or from the sun. The characteristic of matter we are referring to is the energy that is contained and transmitted; Every object possesses internal thermal energy contained in an object and this depends on the amount of the substance. <br />
<br />
The transfer of this energy from one object to another is felt and described as heat. Heat thus refers to one of the forms in which the energy in an object can be transferred to its surroundings. <br />
<br />
Yet another observation we can make with respect to heat is how hot or how cold an object is. The degree of hotness or coldness of an object is what we use to compare the heat energy contained in an object with respect to its surroundings. This degree of hotness or coldness is what we measure as temperature. How hot or cold something will determine how much energy it will give out to or receive from the environment. <br />
<br />
'''Temperature of an object determines how much energy - heat - it will give out or receive.'''<br />
<br />
<br />
===Activity #1 Explaining the difference between heat and temperature ===<br />
'''*Estimated Time'''<br><br />
'''*Materials/ Resources needed'''<br> Downloaded video, DVD player/ Computer and projector<br><br />
'''*Prerequisites/Instructions, if any'''<br><br />
'''*Multimedia resources'''<br><br />
This lively video explains the difference between heat and temperature. How are the heat and temperature related? Comparing heat energy and degree of temperature.<br><br />
<br><br />
{{#widget:YouTube|id=jb5Tv3G1vSc}}<br />
<br />
One more video on the same topic of Heat and temperature.<br />
<br><br />
{{#widget:YouTube|id=wTi3Hn09OBs}}<br />
'''*Website interactives/ Links/ Simulations'''<br><br />
'''Interactive simulation on temperature.'''<br />
[http://learningcenter.nsta.org/lcms/default.aspx?a=so&gid=910&tid=300&soid=59 '''NSTA-Learning-Object''']<br />
* '''Process (How to do the activity)'''<br><br />
Show the video and discuss the following questions.<br />
* '''Developmental Questions (What discussion questions)'''<br><br />
# How would you describe temperature?<br />
# Why does the cup of water not heat the pool the same amount as the bucket of water?<br />
#If I heat an iron rod as well as a pot of water on a wood stove for 10 minutes which would have the higher temperature, why? <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
* '''Question Corner'''<br />
<br />
<br />
= Project Ideas =<br />
<br />
= Fun corner =<br />
<br />
<br />
'''Usage''' <br />
<br />
Create a new page and type <nowiki>{{subst:Content}}</nowiki> to use this template</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Heat&diff=8480Heat2013-12-31T11:34:50Z<p>Suchethass: /* Activity No # 2 Heat is energy */</p>
<hr />
<div>= Concept Map =<br />
<mm>[[Heat.mm|Flash]]</mm><br />
<br />
=Additional Information=<br />
==Useful Websites==<br />
==Reference Books==<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br><br />
[{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage]<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 Heat is a form of energy ==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.<br />
===Activity #1 Thought Experiment to introduce heat ===<br />
* '''Estimated Time'''<br><br />
40 minutes<br><br><br />
* '''Materials/ Resources needed'''<br><br />
Black Board, Pencil, Paper<br><br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
Understanding of work and energy <br><br><br />
* '''Multimedia resources'''<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
#Let us do a thought experiment. Let us think about a small activity. We will do it as a thought experiment! Do you know what a thought experiment is? It is something we conduct in our mind. Where we follow all the rules of science. Many scientists have conducted thought experiments to understand many difficult phenomena.<br />
#Let us say we have 4 bunsen burners. We will put three beakers – one of oil, water and milk on each of the burners and one metal spoon on the fourth burner. The quantity of oil, water and milk should be the same. We will keep the burner on for 4 minutes. Now we will try to answer some questions. <br />
* '''Developmental Questions (What discussion questions)'''<br><br />
#At the end of 4 minutes, we will measure the temperature of the oil, water and milk. Can you even touch the spoon at the end of 4 minutes? Which do you think will feel hottest?<br />
#What has happened to all these 4 substances? All 4 substances have become hot, some will be more hot - some less hot. <br />
# When we put something on a fire, it become hot. It becomes hot by absorbing the heat from the fire. How hot it becomes depends on the the material and the mass of the object. Every material absorbs heat differently. This depends on how the molecules are arranged in the object. <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
#Can you explain how heat is used in cooking?<br />
#How does heat from the sun work?<br />
* '''Question Corner'''<br />
<br />
===Activity No # 2 Heat is energy ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* '''Estimated Time'''<br><br />
40 minutes <br><br />
* '''Materials/ Resources needed'''<br><br />
DVD Player, Computer <br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
Introduction to energy <br><br />
[[Image:Wikiformating.pngz|100px|left]]<br />
[https://www.khanacademy.org/science/physics/two-dimensional-motion/two-dimensional-projectile-mot/v/visualizing-vectors-in-2-dimensions Khan Academy]<br />
* '''Multimedia resources'''<br><br />
{{#widget:YouTube|id=o3gN9wI_w64}}<br><br />
{{#ev:youtube| o3gN9wI_w64| 150| left}}<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
After showing the video discuss the following. <br><br />
* '''Developmental Questions (What discussion questions)'''<br><br />
#How does the water become more hot in the first video? <br />
#We have seen that energy means ability to do work. When we say energy we usually think of movement, potential energy, kinetic energy, light, etc. <br />
#What about heat? Heat is a form of energy. When we rub our hands together, drag an object over another or even sharpen a tool, we will notice that heat is generated. Our hands will get warm and the tools will also become very hot. <br />
#Why does this happen? Molecules inside an object are always moving and when their movement is increased, their energy is increased. And this is what is felt as heat. We can see that heat is a form of energy. <br />
* '''Evaluation (Questions for assessment of the child)'''<br />
<br />
<br />
* '''Question Corner'''<br />
#We saw that mechanical energy (rubbing, jumping) can produce heat. Can heat also move things? How does a steam engine work?<br />
<br />
==Concept 2: Introduction to Heat and Temperature ==<br />
===Learning objectives===<br />
#Students must understand the nature of heat energy<br />
#Appreciate the connection between heat and temperature<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.<br />
<br />
When we touch something we often say it is hot or cold. Obviously we are referring to some property that feels different with respect to our own body and we refer to this as energy. We have also noticed that we feel hotness when we are near fire or a light or from the sun. The characteristic of matter we are referring to is the energy that is contained and transmitted; Every object possesses internal thermal energy contained in an object and this depends on the amount of the substance. <br />
<br />
The transfer of this energy from one object to another is felt and described as heat. Heat thus refers to one of the forms in which the energy in an object can be transferred to its surroundings. <br />
<br />
Yet another observation we can make with respect to heat is how hot or how cold an object is. The degree of hotness or coldness of an object is what we use to compare the heat energy contained in an object with respect to its surroundings. This degree of hotness or coldness is what we measure as temperature. How hot or cold something will determine how much energy it will give out to or receive from the environment. <br />
<br />
'''Temperature of an object determines how much energy - heat - it will give out or receive.'''<br />
<br />
<br />
===Activity #1 Explaining the difference between heat and temperature ===<br />
'''*Estimated Time'''<br><br />
'''*Materials/ Resources needed'''<br> Downloaded video, DVD player/ Computer and projector<br><br />
'''*Prerequisites/Instructions, if any'''<br><br />
'''*Multimedia resources'''<br><br />
This lively video explains the difference between heat and temperature. How are the heat and temperature related? Comparing heat energy and degree of temperature.<br><br />
<br><br />
{{#widget:YouTube|id=jb5Tv3G1vSc}}<br />
<br />
One more video on the same topic of Heat and temperature.<br />
<br><br />
{{#widget:YouTube|id=wTi3Hn09OBs}}<br />
'''*Website interactives/ Links/ Simulations'''<br><br />
'''Interactive simulation on temperature.'''<br />
[http://learningcenter.nsta.org/lcms/default.aspx?a=so&gid=910&tid=300&soid=59 '''NSTA-Learning-Object''']<br />
* '''Process (How to do the activity)'''<br><br />
Show the video and discuss the following questions.<br />
* '''Developmental Questions (What discussion questions)'''<br><br />
# How would you describe temperature?<br />
# Why does the cup of water not heat the pool the same amount as the bucket of water?<br />
#If I heat an iron rod as well as a pot of water on a wood stove for 10 minutes which would have the higher temperature, why? <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
* '''Question Corner'''<br />
<br />
<br />
= Project Ideas =<br />
<br />
= Fun corner =<br />
<br />
<br />
'''Usage''' <br />
<br />
Create a new page and type <nowiki>{{subst:Content}}</nowiki> to use this template</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:Wikiformating.png&diff=8479File:Wikiformating.png2013-12-31T11:31:23Z<p>Suchethass: MsUpload</p>
<hr />
<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Heat&diff=8478Heat2013-12-31T11:28:09Z<p>Suchethass: /* Activity No # 2 Heat is energy */</p>
<hr />
<div>= Concept Map =<br />
<mm>[[Heat.mm|Flash]]</mm><br />
<br />
=Additional Information=<br />
==Useful Websites==<br />
==Reference Books==<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br><br />
[{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage]<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 Heat is a form of energy ==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.<br />
===Activity #1 Thought Experiment to introduce heat ===<br />
* '''Estimated Time'''<br><br />
40 minutes<br><br><br />
* '''Materials/ Resources needed'''<br><br />
Black Board, Pencil, Paper<br><br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
Understanding of work and energy <br><br><br />
* '''Multimedia resources'''<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
#Let us do a thought experiment. Let us think about a small activity. We will do it as a thought experiment! Do you know what a thought experiment is? It is something we conduct in our mind. Where we follow all the rules of science. Many scientists have conducted thought experiments to understand many difficult phenomena.<br />
#Let us say we have 4 bunsen burners. We will put three beakers – one of oil, water and milk on each of the burners and one metal spoon on the fourth burner. The quantity of oil, water and milk should be the same. We will keep the burner on for 4 minutes. Now we will try to answer some questions. <br />
* '''Developmental Questions (What discussion questions)'''<br><br />
#At the end of 4 minutes, we will measure the temperature of the oil, water and milk. Can you even touch the spoon at the end of 4 minutes? Which do you think will feel hottest?<br />
#What has happened to all these 4 substances? All 4 substances have become hot, some will be more hot - some less hot. <br />
# When we put something on a fire, it become hot. It becomes hot by absorbing the heat from the fire. How hot it becomes depends on the the material and the mass of the object. Every material absorbs heat differently. This depends on how the molecules are arranged in the object. <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
#Can you explain how heat is used in cooking?<br />
#How does heat from the sun work?<br />
* '''Question Corner'''<br />
<br />
===Activity No # 2 Heat is energy ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* '''Estimated Time'''<br><br />
40 minutes <br><br />
* '''Materials/ Resources needed'''<br><br />
DVD Player, Computer <br><br />
* '''Prerequisites/Instructions, if any'''<br><br />
Introduction to energy <br><br />
* '''Multimedia resources'''<br><br />
{{#widget:YouTube|id=o3gN9wI_w64}}<br><br />
{{#ev:youtube| o3gN9wI_w64| 150| left}}<br><br />
* '''Website interactives/ links/ simulations'''<br><br />
* '''Process (How to do the activity)'''<br><br />
After showing the video discuss the following. <br><br />
* '''Developmental Questions (What discussion questions)'''<br><br />
#How does the water become more hot in the first video? <br />
#We have seen that energy means ability to do work. When we say energy we usually think of movement, potential energy, kinetic energy, light, etc. <br />
#What about heat? Heat is a form of energy. When we rub our hands together, drag an object over another or even sharpen a tool, we will notice that heat is generated. Our hands will get warm and the tools will also become very hot. <br />
#Why does this happen? Molecules inside an object are always moving and when their movement is increased, their energy is increased. And this is what is felt as heat. We can see that heat is a form of energy. <br />
* '''Evaluation (Questions for assessment of the child)'''<br />
<br />
<br />
* '''Question Corner'''<br />
#We saw that mechanical energy (rubbing, jumping) can produce heat. Can heat also move things? How does a steam engine work?<br />
<br />
==Concept 2: Introduction to Heat and Temperature ==<br />
===Learning objectives===<br />
#Students must understand the nature of heat energy<br />
#Appreciate the connection between heat and temperature<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.<br />
<br />
When we touch something we often say it is hot or cold. Obviously we are referring to some property that feels different with respect to our own body and we refer to this as energy. We have also noticed that we feel hotness when we are near fire or a light or from the sun. The characteristic of matter we are referring to is the energy that is contained and transmitted; Every object possesses internal thermal energy contained in an object and this depends on the amount of the substance. <br />
<br />
The transfer of this energy from one object to another is felt and described as heat. Heat thus refers to one of the forms in which the energy in an object can be transferred to its surroundings. <br />
<br />
Yet another observation we can make with respect to heat is how hot or how cold an object is. The degree of hotness or coldness of an object is what we use to compare the heat energy contained in an object with respect to its surroundings. This degree of hotness or coldness is what we measure as temperature. How hot or cold something will determine how much energy it will give out to or receive from the environment. <br />
<br />
'''Temperature of an object determines how much energy - heat - it will give out or receive.'''<br />
<br />
<br />
===Activity #1 Explaining the difference between heat and temperature ===<br />
'''*Estimated Time'''<br><br />
'''*Materials/ Resources needed'''<br> Downloaded video, DVD player/ Computer and projector<br><br />
'''*Prerequisites/Instructions, if any'''<br><br />
'''*Multimedia resources'''<br><br />
This lively video explains the difference between heat and temperature. How are the heat and temperature related? Comparing heat energy and degree of temperature.<br><br />
<br><br />
{{#widget:YouTube|id=jb5Tv3G1vSc}}<br />
<br />
One more video on the same topic of Heat and temperature.<br />
<br><br />
{{#widget:YouTube|id=wTi3Hn09OBs}}<br />
'''*Website interactives/ Links/ Simulations'''<br><br />
'''Interactive simulation on temperature.'''<br />
[http://learningcenter.nsta.org/lcms/default.aspx?a=so&gid=910&tid=300&soid=59 '''NSTA-Learning-Object''']<br />
* '''Process (How to do the activity)'''<br><br />
Show the video and discuss the following questions.<br />
* '''Developmental Questions (What discussion questions)'''<br><br />
# How would you describe temperature?<br />
# Why does the cup of water not heat the pool the same amount as the bucket of water?<br />
#If I heat an iron rod as well as a pot of water on a wood stove for 10 minutes which would have the higher temperature, why? <br />
* '''Evaluation (Questions for assessment of the child)'''<br><br />
* '''Question Corner'''<br />
<br />
<br />
= Project Ideas =<br />
<br />
= Fun corner =<br />
<br />
<br />
'''Usage''' <br />
<br />
Create a new page and type <nowiki>{{subst:Content}}</nowiki> to use this template</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:Ratio.mm&diff=8477File:Ratio.mm2013-12-31T11:12:55Z<p>Suchethass: Suchethass uploaded a new version of &quot;File:Ratio.mm&quot;: MsUpload</p>
<hr />
<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Ratio_and_Proportion&diff=8476Ratio and Proportion2013-12-31T11:02:45Z<p>Suchethass: /* Concept Map */</p>
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_History The Story of Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Philosophy Philosophy of Mathematics]<br />
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Pedagogy Teaching of Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Maths:_Curriculum_and_Syllabus Curriculum and Syllabus]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Topics Topics in School Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Text_Books#Mathematics_-_Textbooks Textbooks]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Maths:_Question_Papers Question Bank]<br />
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While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist'''].<br />
<br />
= Concept Map =<br />
<mm>[[Ratio.mm|Flash]]</mm><br />
__FORCETOC__<br />
<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
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<br />
=Additional Information=<br />
==Useful websites==<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''<br />
<br />
===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
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* '''Developmental Questions (What discussion questions)'''<br />
* '''Evaluation (Questions for assessment of the child)'''<br />
* '''Question Corner'''<br />
<br />
===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* '''Estimated Time'''<br />
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* '''Prerequisites/Instructions, if any'''<br />
* '''Multimedia resources'''<br />
* '''Website interactives/ links/ Geogebra Applets'''<br />
* '''Process (How to do the activity)'''<br />
* '''Developmental Questions (What discussion questions)'''<br />
* '''Evaluation (Questions for assessment of the child)'''<br />
* '''Question Corner'''<br />
<br />
<br />
==Concept #==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''<br />
<br />
===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* '''Estimated Time'''<br />
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* '''Multimedia resources'''<br />
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* '''Process (How to do the activity)'''<br />
* '''Developmental Questions (What discussion questions)'''<br />
* '''Evaluation (Questions for assessment of the child)'''<br />
* '''Question Corner'''<br />
<br />
<br />
===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* '''Estimated Time'''<br />
* '''Materials/ Resources needed'''<br />
* '''Prerequisites/Instructions, if any'''<br />
* '''Multimedia resources'''<br />
* '''Website interactives/ links/ Geogebra Applets'''<br />
* '''Process (How to do the activity)'''<br />
* '''Developmental Questions (What discussion questions)'''<br />
* '''Evaluation (Questions for assessment of the child)'''<br />
* '''Question Corner'''<br />
<br />
= Hints for difficult problems =<br />
<br />
= Project Ideas =<br />
<br />
= Math Fun =<br />
<br />
'''Usage''' <br />
<br />
Create a new page and type <nowiki>{{subst:Math-Content}}</nowiki> to use this template</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=File:Ratio.mm&diff=8475File:Ratio.mm2013-12-31T11:01:37Z<p>Suchethass: MsUpload</p>
<hr />
<div>MsUpload</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Ratio_and_Proportion&diff=8474Ratio and Proportion2013-12-31T10:59:07Z<p>Suchethass: Created page with "{{subst:Math-Content}}"</p>
<hr />
<div><!-- This portal was created using subst:box portal skeleton --><br />
<!-- BANNER ACROSS TOP OF PAGE --><br />
{| id="mp-topbanner" style="width:100%;font-size:100%;border-collapse:separate;border-spacing:20px;"<br />
|-<br />
|style="width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_History The Story of Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Philosophy Philosophy of Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Pedagogy Teaching of Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Maths:_Curriculum_and_Syllabus Curriculum and Syllabus]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Topics Topics in School Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Text_Books#Mathematics_-_Textbooks Textbooks]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Maths:_Question_Papers Question Bank]<br />
|}<br />
While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist'''].<br />
<br />
= Concept Map =<br />
__FORCETOC__<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
<br />
=Additional Information=<br />
==Useful websites==<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''<br />
<br />
===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* '''Estimated Time'''<br />
* '''Materials/ Resources needed'''<br />
* '''Prerequisites/Instructions, if any'''<br />
* '''Multimedia resources'''<br />
* '''Website interactives/ links/ Geogebra Applets'''<br />
* '''Process (How to do the activity)'''<br />
* '''Developmental Questions (What discussion questions)'''<br />
* '''Evaluation (Questions for assessment of the child)'''<br />
* '''Question Corner'''<br />
<br />
===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* '''Estimated Time'''<br />
* '''Materials/ Resources needed'''<br />
* '''Prerequisites/Instructions, if any'''<br />
* '''Multimedia resources'''<br />
* '''Website interactives/ links/ Geogebra Applets'''<br />
* '''Process (How to do the activity)'''<br />
* '''Developmental Questions (What discussion questions)'''<br />
* '''Evaluation (Questions for assessment of the child)'''<br />
* '''Question Corner'''<br />
<br />
<br />
==Concept #==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''<br />
<br />
===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* '''Estimated Time'''<br />
* '''Materials/ Resources needed'''<br />
* '''Prerequisites/Instructions, if any'''<br />
* '''Multimedia resources'''<br />
* '''Website interactives/ links/ Geogebra Applets'''<br />
* '''Process (How to do the activity)'''<br />
* '''Developmental Questions (What discussion questions)'''<br />
* '''Evaluation (Questions for assessment of the child)'''<br />
* '''Question Corner'''<br />
<br />
<br />
===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
* '''Estimated Time'''<br />
* '''Materials/ Resources needed'''<br />
* '''Prerequisites/Instructions, if any'''<br />
* '''Multimedia resources'''<br />
* '''Website interactives/ links/ Geogebra Applets'''<br />
* '''Process (How to do the activity)'''<br />
* '''Developmental Questions (What discussion questions)'''<br />
* '''Evaluation (Questions for assessment of the child)'''<br />
* '''Question Corner'''<br />
<br />
= Hints for difficult problems =<br />
<br />
= Project Ideas =<br />
<br />
= Math Fun =<br />
<br />
'''Usage''' <br />
<br />
Create a new page and type <nowiki>{{subst:Math-Content}}</nowiki> to use this template</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Simultaneous_Linear_Equations&diff=8473Simultaneous Linear Equations2013-12-31T10:53:57Z<p>Suchethass: /* Notes for teachers */</p>
<hr />
<div><!-- This portal was created using subst:box portal skeleton --><br />
<!-- BANNER ACROSS TOP OF PAGE --><br />
{| id="mp-topbanner" style="width:100%;font-size:100%;border-collapse:separate;border-spacing:20px;"<br />
|-<br />
|style="width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_History The Story of Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Philosophy Philosophy of Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Pedagogy Teaching of Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Maths:_Curriculum_and_Syllabus Curriculum and Syllabus]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Topics Topics in School Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Text_Books#Mathematics_-_Textbooks Textbooks]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Maths:_Question_Papers Question Bank]<br />
|}<br />
While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist'''].<br />
<br />
= Concept Map =<br />
<mm>[[Simultaneous_Linear_Equations.mm|Flash]]</mm><br />
__FORCETOC__<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
<br />
=Additional Information=<br />
==Useful websites==<br />
==Reference Books==<br />
<br />
= Teaching Outlines =<br />
<br />
==Concept #1 - Where do I use simultaenous equations ==<br />
===Learning objectives===<br />
===Notes for teachers=== <br />
<br />
<ggb_applet width="1600" height="1068" version="4.0" 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===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
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''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
*Estimated Time<br />
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*Prerequisites/Instructions, if any<br />
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*Question Corner<br />
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===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
*Estimated Time<br />
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*Question Corner<br />
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==Concept #==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
*Estimated Time<br />
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*Website interactives/ links/ / Geogebra Applets<br />
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*Question Corner<br />
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===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
*Estimated Time<br />
*Materials/ Resources needed<br />
*Prerequisites/Instructions, if any<br />
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*Question Corner<br />
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= Hints for difficult problems =<br />
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== Applications of Simultaneous Linear Equations - Exercise 3.5.5 ==<br />
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===Problem #5===<br />
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'''''Solution to the problem'''''<br />
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For activities to demonstrate algebra in daily life click [http://karnatakaeducation.org.in/KOER/en/index.php/Simultaneous_Linear_Equations#Concept_.231_-_Where_do_I_use_simultaenous_equations here]<br />
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= Project Ideas =<br />
<br />
= Math Fun =<br />
<br />
'''Usage''' <br />
<br />
Create a new page and type <nowiki>{{subst:Math-Content}}</nowiki> to use this template</div>Suchethasshttps://karnatakaeducation.org.in/KOER/en/index.php?title=Simultaneous_Linear_Equations&diff=8472Simultaneous Linear Equations2013-12-31T10:52:02Z<p>Suchethass: /* Notes for teachers */</p>
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|style="width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_History The Story of Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Philosophy Philosophy of Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Pedagogy Teaching of Mathematics]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Maths:_Curriculum_and_Syllabus Curriculum and Syllabus]<br />
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Topics Topics in School Mathematics]<br />
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[http://www.karnatakaeducation.org.in/KOER/en/index.php/Text_Books#Mathematics_-_Textbooks Textbooks]<br />
|style=" width:10%; border:none; border-radius:5px;box-shadow: 10px 10px 10px #888888; background:#f9f9ff; vertical-align:middle; text-align:center; "|<br />
[http://www.karnatakaeducation.org.in/KOER/en/index.php/Maths:_Question_Papers Question Bank]<br />
|}<br />
While creating a resource page, please click here for a resource creation [http://karnatakaeducation.org.in/KOER/en/index.php/Resource_Creation_Checklist '''checklist'''].<br />
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= Concept Map =<br />
<mm>[[Simultaneous_Linear_Equations.mm|Flash]]</mm><br />
__FORCETOC__<br />
= Textbook =<br />
To add textbook links, please follow these instructions to: <br />
([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])<br />
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=Additional Information=<br />
==Useful websites==<br />
==Reference Books==<br />
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= Teaching Outlines =<br />
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==Concept #1 - Where do I use simultaenous equations ==<br />
===Learning objectives===<br />
===Notes for teachers=== <br />
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===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
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''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
*Estimated Time<br />
*Materials/ Resources needed<br />
*Prerequisites/Instructions, if any<br />
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===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
*Estimated Time<br />
*Materials/ Resources needed<br />
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==Concept #==<br />
===Learning objectives===<br />
===Notes for teachers===<br />
===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
*Estimated Time<br />
*Materials/ Resources needed<br />
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*Question Corner<br />
<br />
===Activity No # ===<br />
{| style="height:10px; float:right; align:center;"<br />
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"><br />
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div><br />
|}<br />
*Estimated Time<br />
*Materials/ Resources needed<br />
*Prerequisites/Instructions, if any<br />
*Multimedia resources<br />
*Website interactives/ links/ / Geogebra Applets<br />
*Process/ Developmental Questions<br />
*Evaluation<br />
*Question Corner<br />
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= Hints for difficult problems =<br />
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== Applications of Simultaneous Linear Equations - Exercise 3.5.5 ==<br />
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===Problem #5===<br />
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'''''Solution to the problem'''''<br />
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For activities to demonstrate algebra in daily life click [http://karnatakaeducation.org.in/KOER/en/index.php/Simultaneous_Linear_Equations#Concept_.231_-_Where_do_I_use_simultaenous_equations here]<br />
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= Project Ideas =<br />
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= Math Fun =<br />
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'''Usage''' <br />
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Create a new page and type <nowiki>{{subst:Math-Content}}</nowiki> to use this template</div>Suchethass