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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)+ + + + + + + + + + + + + +
no edit summary
=== Objectives ===
=== Objectives ===
Introduce children to concept of supplementary 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===
* 1. Digital : Computer, geogebra application, projector.
* 2. Non digital : Worksheet and pencil.
* 3. Geogebra files : [https://ggbm.at/a55a3cdw Supplementary angles.ggb]
{{Geogebra|a55a3cdw}}
===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 straight angle)'''.'''
* Students should be able to identify the types of angles in the file
* Let them attempt to join the two angle - They may try by coinciding different points or lines.
* Ask about the angle formed by joining the two angles
* Is the straight angle formed parallel to the x-axis.
* Challenge them to find another way to make a straight angle using the two existing angles.
* Interchanging the position of the two angles – ask what they notice.
* If one of the angle is changed will the two together again form supplementary angle.
* Readjust to make adjacent angles again to notice the resultant angle.
* Children can be asked to make note of the angle measures for different positions of the slider in the work sheet
* Ask students if the angles have to be adjacent to be supplementary 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 supplement of angle DEF
|-
|
|
|
|
|
|
|}
* '''Evaluation at the end of the activity'''
# What are supplementary pair of angles?
# Is it required for the pair of angles to be adjacent to be supplementary?
# What type of angles form supplementary pair?