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Line 3: − Content objectives - what content areas+ − − Skill objectives - what specific skills − − Classroom objectives - to demo peer learning, to make a classroom resource, etc - − − All these kinds of objectives need not be there for every activity. And no need to list them as different headings. This is only for our reference when we are developing activities. + + + + + + + − How to do the different steps of the activity?+ − + − What kinds of questions you can ask for that activity+ − + − What are the student follow-up activities/ questions you can give?+ − + − Categories: (Subject) (Topic) (Sub-concept/topic) (Class 6) (Resource format)+ + + + + + + + + + + − Example - (Mathematics) (Triangle) (Area) (Perimeter) (Class 6) (Class 8) (Geogebra) (Video)+ + + + + + + + + + + + + +
→Estimated Time
=== Objectives ===
=== Objectives ===
Introduce children to concept of complementary angles
===Estimated Time===
===Estimated Time===
30 minutes
=== Prerequisites/Instructions, prior preparations, if any ===
=== Prerequisites/Instructions, prior preparations, if any ===
Prior knowledge of point, lines, angles
===Materials/ Resources needed===
===Materials/ Resources needed===
* Digital : Computer, geogebra application, projector.
* Non digital : Worksheet and pencil.
* Geogebra files : '''[https://ggbm.at/guttgn3k Complementary angles.ggb]'''
{{Geogebra|guttgn3k}}
===Process (How to do the activity)===
===Process (How to do the activity)===
* Prior hands on activity (optional – children can use news paper strips to make angles and place them together and notice if the resulting angle formed is a right angle)'''.'''
* Students should be able to identify the types of angles in the file
* Let them attempt to join the two angles -They may try by coinciding different points or lines.
* Ask about the angle formed by joining the two angles?
* Challenge them to find another way to make a right angle using the two existing angles.
* Interchanging the position of the two angles – ask what they notice.
* If one angle is changed will the two together again form a complementary angle.
* Children can be asked to make note of the angle measures for different angles work sheet
* Observations made with angles seen so far.
* Ask if the angles have to be adjacent to be complementary pairs
* Record the values of the two angles and their sum in the worksheet
: {| class="wikitable"
|Sl No.
|Value of slider α
|Angle ABC
|Angle DEF
|Sum
Angle ABC + Angle DEF
|Is angle ABC complement of angle DEF
|-
|.
|
|
|
|
|
|}
* '''Evaluation at the end of the activity'''
# What are complementary pair of angles?
# Is it required for the pair of angles to be adjacent to be complementary?
# What types of angles form complementary pair?